Coming out of a busy week of shopping period, I was interested in diving into the data to explain how students look for courses during their school year. As undergraduates, we are required to fulfill GenEd courses, so often times, we might see students ‘mining for gems’, which is the equivalent of finding classes with high Q-scores AND low workload (hours per week), so I decided to do some research to figure out how these might be related. A helpful website (https://q-guide-plus.appspot.com/), created by two Harvard students (Benny Chang and Blake Young), compiled most of the relevant information into a few pages of data, and I began to collect this data to test my hypothesis, will a class with fewer hours per week have a higher overall score? These two characteristics of high Q-Score and low workload seem to be the desirable traits of any gem, so I am interested to see if these factors have some relationship. After running the data through Tableau, it was interesting to see that the classes with lower workload, around 3-6 hours had more blocks of green (showing a higher overall Q-score). There were lower overall scores for courses with workloads around 7-9, which seem to suppport our hypothesis, however, there was an apparent outlier of 100% rating of 5.0 with 2 courses of 11-hour workload, which was due to the small sample size. After reviewing the data, it seems that my prediction is partially correct, however, there isn’t a definite relationship between workload and overall Q-score.