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Leann K. Boyce

Title: Clinical Assistant Professor

Department: Data Analytics and Statistics

College: College of Science

Curriculum Vitae

Curriculum Vitae Link

Education

  • GAC, University of North Texas, 2021
    Major: Advanced Data Analytics
  • MS, University of North Texas, 2021
    Major: Advanced Data Analytics
  • PhD, University of North Texas, 2020
    Major: Information Science - Health Informatics
    Dissertation: Examination of online health information seeking effectiveness: Case studies of online health communities in COPD patients”.
  • MS, University of North Texas, 2016
    Major: Information Science
  • MA, Texas Woman's University, 2014
    Major: Government
  • BGS, Texas Woman's University, 2011
    Major: General Studies

Current Scheduled Teaching

ADTA 5250.410Large Data VisualizationFall 8W2 2025 Syllabus
ADTA 4240.001Principles of Data Structures, Harvesting and WranglingFall 2025 Syllabus
ADTA 4240.400Principles of Data Structures, Harvesting and WranglingFall 8W1 2025 Syllabus
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

ADTA 5250.400Large Data VisualizationSummer 8W1 2025 Syllabus SPOT
ADTA 4250.400Principles of Data Visualization for Large DataSummer 8W1 2025 Syllabus SPOT
ADTA 5240.501Harvesting, Storing and Retrieving DataSpring 2025 Syllabus SPOT
ADTA 5250.410Large Data VisualizationSpring 8W2 2025 Syllabus SPOT
ADTA 4240.501Principles of Data Structures, Harvesting and WranglingSpring 2025 Syllabus SPOT
ADTA 4250.410Principles of Data Visualization for Large DataSpring 8W2 2025 Syllabus SPOT
ADTA 4250.700Principles of Data Visualization for Large DataSpring 8W1 2025 Syllabus SPOT
ADTA 5340.002Discovery and Learning with Big DataFall 2024 Syllabus SPOT
ADTA 5250.410Large Data VisualizationFall 8W2 2024 Syllabus SPOT
ADTA 5250.502Large Data VisualizationFall 2024 Syllabus SPOT
ADTA 4250.410Principles of Data Visualization for Large DataFall 8W2 2024 Syllabus SPOT
ADTA 5240.501Harvesting, Storing and Retrieving DataSpring 2024 SPOT
ADTA 5250.002Large Data VisualizationSpring 2024 Syllabus SPOT
ADTA 5250.400Large Data VisualizationSpring 8W1 2024 Syllabus SPOT
IPAC 4240.501Principles of Data Structures, Harvesting and WranglingSpring 2024 Syllabus SPOT
IPAC 4250.400Principles of Data Visualization for Large DataSpring 8W1 2024 Syllabus SPOT
ADTA 5340.002Discovery and Learning with Big DataFall 2023 SPOT
ADTA 5250.001Large Data VisualizationFall 2023 SPOT
ADTA 5250.011Large Data VisualizationFall 2023 SPOT
ADTA 5250.501Large Data VisualizationFall 2023 SPOT
ADTA 5250.100Large Data VisualizationSummer 8W1 2023 SPOT
IPAC 4250.100Principles of Data Visualization for Large DataSummer 8W1 2023 Syllabus SPOT
ADTA 5250C.001Advanced Data Visualization Tools and TechniquesSpring 4W3 2023
ADTA 5250A.001Data Visualization Foundations and TheorySpring 4W1 2023
ADTA 5250B.001Data Visualization Strategy and StorytellingSpring 4W2 2023
ADTA 5250.002Large Data VisualizationSpring 2023 SPOT
ADTA 5250.501Large Data VisualizationSpring 2023 SPOT
ADTA 5250.800Large Data VisualizationSpring 3W1 2023
IPAC 4240.700Principles of Data Structures, Harvesting and WranglingSpring 8W1 2023 Syllabus SPOT
IPAC 4250.501Principles of Data Visualization for Large DataSpring 2023 Syllabus SPOT
ADTA 5240.100Harvesting, Storing and Retrieving DataFall 8W1 2022 SPOT
ADTA 5250.001Large Data VisualizationFall 2022 SPOT
ADTA 5250.501Large Data VisualizationFall 2022 SPOT
IPAC 4240.100Principles of Data Structures, Harvesting and WranglingFall 8W1 2022 Syllabus SPOT
IPAC 4250.001Principles of Data Visualization for Large DataFall 2022 Syllabus SPOT
ADTA 5240C.001Wrangling and Querying DataFall 4W4 2022
IPAC 4340.700Methods for Discovery and Learning from DataSummer 8W1 2022 Syllabus SPOT
ADTA 5240.001Harvesting, Storing and Retrieving DataSpring 2022 SPOT
ADTA 5250.001Large Data VisualizationSpring 2022 SPOT
ADTA 5250.800Large Data VisualizationSpring 3W1 2022 SPOT
IPAC 4240.700Principles of Data Structures, Harvesting and WranglingSpring 8W2 2022 Syllabus SPOT
IPAC 4250.001Principles of Data Visualization for Large DataSpring 2022 Syllabus SPOT
ADTA 5340.001Discovery and Learning with Big DataFall 2021 SPOT
ADTA 5240.001Harvesting, Storing and Retrieving DataFall 2021 SPOT
ADTA 5240.501Harvesting, Storing and Retrieving DataFall 2021 SPOT
CSCE 5215.002Machine LearningFall 2021 SPOT
IPAC 4340.700Methods for Discovery and Learning from DataFall 8W1 2021 Syllabus SPOT
IPAC 4340.750Methods for Discovery and Learning from DataFall 8W1 2021 Syllabus SPOT
IPAC 4240.001Principles of Data Structures, Harvesting and WranglingFall 2021 Syllabus SPOT
IPAC 4240.501Principles of Data Structures, Harvesting and WranglingFall 2021 SPOT
ADTA 5340.100Discovery and Learning with Big DataSummer 8W2 2021 SPOT
ADTA 5340.126Discovery and Learning with Big DataSummer 8W2 2021 SPOT
CSCE 5215.002Machine LearningSummer 8W2 2021 SPOT
IPAC 4340.100Methods for Discovery and Learning from DataSummer 8W2 2021 Syllabus SPOT
ADTA 5340.100Discovery and Learning with Big DataSpring 8W2 2021 SPOT
ADTA 5340.126Discovery and Learning with Big DataSpring 8W2 2021 SPOT
ADTA 5340.501Discovery and Learning with Big DataSpring 2021 SPOT
INFO 5000.001Information and Knowledge ProfessionsFall 2020 SPOT
INFO 5000.082Information and Knowledge ProfessionsSpring 2020
INFO 5000.087Information and Knowledge ProfessionsSpring 2020
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

    Academic Dissertation

  • Boyce, L.K. (2020). Examination of Online Health Information Seeking Effectiveness: Case Studies of Online Health Communities in COPD Patients. no. Denton Texas, University of North Texas Libraries. https://doi.org/10.12794/metadc1752334

    • Journal Article

  • Boyce, L.K., Prybutok, G.L., Prybutok, V.R. (2024). Online Groups Show How Technology Supports Healthcare Needs for Patients and Families: An Illustrative Model for COPD Facebook Groups. Frontiers in Medical Engineering. 2 https://www.frontiersin.org/articles/10.3389/fmede.2024.1374272/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Medical_Engineering&id=1374272
  • Boyce, L.K., Harun, A., Prybutok, G.L., Prybutok, V.R. (2024). The Role of Technology in Online Health Communities: A Study of Information-Seeking Behavior. Healthcare. 12 (3)
  • Boyce, L., Harun, A., Prybutok, G.L., Prybutok, V.R. (2021). Exploring the Factors in Information Seeking Behavior: A Perspective from Multinational COPD Online Forums". Health Promotion International. (2021) pp 1 -13. http://doi.org/10.1093/heapro/daab042
  • Boyce, L. (2020). Assessing Health Information Quality in a Closed, Non-moderated COPD Facebook Group. Federation of Business Disciplines Journal. 9 3 - 16.
  • Ramisetty-Mikler, S., Boyce, L. (2020). Communicating the Risk of Contracting Zika Virus to Low Income Underserved Pregnant Latinas: A Clinic-based Study. PLOS One. 15 (11) https://doi.org/10.1371/journal.pone.0241675
  • Boyce, L., Prybutok, G.L., Oppong, J.R. (2020). Spatial Variation in COPD Mortality Rates in Texas Counties (1999 -2009). Texas Public Health Journal. 72 (3) 25-30.
  • Boyce, L., Prybutok, G.L. (2019). An Analysis of a Closed COPD Online Health Community: Identifying Information Needs and Credibility of Sources. International Journal of Electronic Healthcare. 11 (1) 81 -100. https://doi.org/10.1504/IJEH.2019.108601

Contracts, Grants and Sponsored Research

    Grant - Teaching

  • Appiah, R. (Principal), Floyd, S.A. (Co-Principal), Orhan, Z. (Supporting), Boyce, L.K. (Supporting), Williams, S. (Supporting), "Open Educational Resources (OER) Grant," sponsored by UNT Libraries, Local, $5000 Funded. (2025 - 2025).
,
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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