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Ijay Kaz-Onyeakazi

Title: Adjunct Faculty

Department: Information Science

College: College of Information

Curriculum Vitae

Curriculum Vitae Link

Education

  • GAC, University of North Texas, 2023
    Major: Data Analytics
  • MS, Texas A&M University-Commerce, 2017
    Major: Computational Sciences

Current Scheduled Teaching

No current or future courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

INFO 4670.402Data Analysis and Knowledge DiscoverySpring 2026 Syllabus
INFO 4670.403Data Analysis and Knowledge DiscoverySpring 2026 Syllabus
INFO 4670.402Data Analysis and Knowledge DiscoveryFall 2025 Syllabus SPOT
INFO 4670.402Data Analysis and Knowledge DiscoveryFall 2024 Syllabus SPOT
DTSC 4501.001Principles of Data Science and AnalyticsSpring 2024 Syllabus SPOT
INFO 4670.002Data Analysis and Knowledge DiscoveryFall 2023 Syllabus SPOT
INFO 5717.001Networked Data Modeling and ProcessingFall 2023 SPOT
INFO 5717.001Networked Data Modeling and ProcessingSpring 2023 SPOT
INFO 5810.003Data Analysis and Knowledge DiscoveryFall 2022 SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book Chapter

  • Smith, D.L., Tyler-Wood, T.L., Kaz-Onyeakazi, I., Milburn, S., Oladapo, L., Colby, D. (2025). Updated Insights: Examining School Librarians' AI and Tech Skills to Support English Learner Instruction. Research Highlights in Technology and Teacher Education. (2025 Society for Information Technology and Teacher Education) 217-240. Waynesville, North Carolina, Association for the Advancement of Computing in Education. https://www.learntechlib.org/p/226596/

    • Conference Proceeding

  • Smith, D.L., Tyler-Wood, T.L., Kaz-Onyeakazi, I., Milburn, S., Oladapo, L., Colby, D. (2025). Leveraging Technology: Understanding School Librarians' AI and Tech Skills to Support English Learner Instruction. 2243-2248. Waynesville, North Carolina, Association for the Advancement of Computing in Education. https://www.learntechlib.org/primary/p/225793/
  • Smith, D.L., Kaz-Onyeakazi, I. (2024). Proceedings of the 2023 Multidisciplinary Information Research Symposium (MIRS). Denton, Texas, University of North Texas, College of Information.
  • Zeleke, M., Hong, L., Kaz-Onyeakazi, I., Smith, D.L., Milburn, S., Esener, Y. (2023). #NoMore: An Analysis of Topics and Sentiments Indicative of the War in Ethiopia. iSchools/ iConference 2023 Proceedings. https://hdl.handle.net/2142/117377

    • Education Kits and Manipulatives

  • Smith, D.L., Tyler-Wood, T.L., Zhang, X., Colby, D., Kaz-Onyeakazi, I., Milburn, S., Oladapo, L. (2024). School Librarians Facilitating the Success of English Learners: A Toolkit. https://digital.library.unt.edu/search/?fq=str_title_serial:%22School%20Librarians%20Facilitating%20the%20Success%20of%20English%20Language%20Learners%20Grant%20Products%22

    • Journal Article

  • Esener, Y., Kim, H., KayaP, A., Kaz-Onyeakazi, I. (2025). Assessing the Usability & Acceptability of PTSD Apps: Insights from Systematic Literature Review. International Journal of Human-Computer Interaction. 1-19.
  • Esener, Y., Kim, H., Kaya, A., Kaz-Onyeakazi, I. (2025). Assessing the Usability & Acceptability of PTSD Apps: Insights from Systematic Literature Review. Other. 1-19. Informa UK Limited. https://doi.org/10.1080/10447318.2025.2580545
  • Smith, D., Kaz-Onyeakazi, I., Oladapo, L. (2023). Is There a Resource for That?. Other. University of Illinois Main Library. https://doi.org/10.21900/j.alise.2023.1373
  • Smith, D., Tyler-Wood, T., Zhang, X., Kaz-Onyeakazi, I. (2022). Building the Capacity of School Librarians to Facilitate the Success of English Language Learners. Other. University of Illinois Main Library. https://doi.org/10.21900/j.alise.2022.1100

    • Poster

  • Smith, D.L., Wood, T.L., Zhang, X., Kaz-Onyeakazi, I. (2022). Building the Capacity of School Librarians to Facilitate the Success of English Language Learners. Proceedings of the Association for Library and Information Science Education Annual Conference. 2. Westford, MA, Association for Library and Information Science Education (ALISE). https://iopn.library.illinois.edu/journals/aliseacp/article/view/1100

    • White Paper

  • Smith, D.L., Tyler-Wood, T.L., Zhang, X., Colby, D., Kaz-Onyeakazi, I., Milburn, S., Oladapo, L. (2024). School Librarians Facilitating the Success of English Learners: A White Paper. https://digital.library.unt.edu/search/?fq=str_title_serial:%22School%20Librarians%20Facilitating%20the%20Success%20of%20English%20Language%20Learners%20Grant%20Products%22
,
Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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