Data Science Pedagogy to Support Industry, Governmental, and Research InitiativesPre-recorded
Data Science practices are increasingly leveraged in disparate domains of research, whether as part of industry workflows, governmental department initiatives, or open problems within academic communities. Herein, we describe designing term-projects to introduce senior undergraduate students to applied Data Science research for industry, governmental, or academic "clients" through a series of course assignments and client meetings. We outline the lessons learned and describe how they may be adapted within similar courses. Students are familiarized with data science best practices, obtain applied research experience, and (potentially) professionally benefit from an actual research contribution in the form of a peer-reviewed conference publication; at time of writing, we have published three student-led projects in the proceedings of eminent peer-reviewed conferences. We highly recommend introducing undergraduate students to such client-serving research applications early in their program to encourage them to consider pursuing a research-focused career path.
Mon 5 DecDisplayed time zone: Auckland, Wellington change
10:30 - 12:00 | Morning 2SPLASH-E at Seminar Room G125 Chair(s): Martin Henz National University of Singapore The session is hybrid, with the first talk being virtual (pre-recorded with live Q&A), and the second in-person. The physical venue G125 has video equipment for online presentation via airmeet. The SPLASH 2022 airmeet page is: https://tinyurl.com/splash2022virtual. Look for the SPLASH-E sessions there and bookmark them. For issues, use the airmeet chat if you are joining online, and look for the student volunteer Jiwon Park, if you in G125. | ||
10:30 30mTalk | Data Science Pedagogy to Support Industry, Governmental, and Research InitiativesPre-recorded SPLASH-E Kevin Dick Carleton University, Hoda Khalil Carleton University, Gabriel A. Wainer Carleton University DOI | ||
11:00 30mTalk | Crossing Learning Thresholds Progressively via Active LearningIn Person SPLASH-E DOI | ||
11:30 30mOther | Discussion SPLASH-E |