DA 301 - Practicum in Data Analytics

Note about the Two Sections of DA 301

Dr. Michael Brady teaches the other section of DA 301 this semester. He will no doubt prove a valuable resource and sounding board throughout the class. His office is in Burton Morgan 401 and he can be reached at ​bradym[at]denison.edu

Required Texts

Computers and Software

Grade Breakdown

Project Information

The client-based course projects are designed to give you the opportunity to collaborate with a team and with an end user on a set of deliverables within a constrained timeline. The goals of the semester-long project include learning how to work on bigger, more open-ended data sets or analysis products, and to give you the opportunity to gain practical experience and expertise in using data analysis tools that you will need in the real world while you still have access to experienced teachers to help you navigate the process. While some class time will be provided to work on projects, you will need to schedule time to work within your teams outside of class. Your instructor and client will provide feedback at several points throughout the semester.

Grading Scale

Extensions Policy

Retroactive and last-minute extensions will not be granted. At the same time, life happens. Sometimes something just isn’t going to get done. If you speak to me at least a week ahead of time and I approve an extension, I will consider assigning a new due date and hold you to it. The trade off is that work turned in this way is probably not going end up in my hand when I grade everything else, so it’s going to get less feedback. If you miss a deadline entirely without getting an extension, you will automatically receive a 0 for your grade.

Distractions

Cell phones should be off and put away. Laptops are okay for notes and such, but you should not be messaging, using Facebook, etc. I’ll check screens regularly give you a verbal warning on your first offense. After that, I reserve the right to ask you to leave class and mark you absent if you are creating a distraction.

Being Prepared for Class

Coming to class prepared means that you have the day's reading in hand (printed or digital) and have come to class with a way to take notes (printed or digital). If you are not prepared for class, I reserve the right to grade as if you were absent for that day. Anything due on a given day is due at the start of class. Any digital submission of material is due by the time class starts on the day the hard copy is due. These policies apply for in-person and remote particiation. 

Remote and Asynchronous Learning Policy

In these unprecedented times, our section of DA 101 will have student participants in various locations and time zones. We can also expect that one or more students may need to miss class because of illness or quarantine protocol. As a result, there will be a no-permission-needed policy of allowing students to participate remotely or asynchronously, as long as they complete all the work for each day of class. I only ask that you keep me informed and meet with me and/or our TA, as needed, in order to keep apace with the course work. Note, however, that Denison's university-wide attendance policy still applies. This means, among other things, that if a class is missed, for any reason, the student is responsible for determining what occurred in the missed class. Additionally, absence from a class will not be accepted as an excuse for not knowing class material.

If you need to participate in a particular class remotely but synchronously, you can do so by joining the remote feed for our course, which will be password protected but online for every class period. If you need to participate in a particular class remotely and asynchronously, you will be able to access a video recording of the day's Zoom broadcast via Notebowl. You should also look at the daily calendar and complete any readings, quizzes, homework, lab reports, etc. If you are missing a team-based assignment, you should coordinate your participation with your teammates. To get access to any lectures, or to make up a peer review, you should email me about whether to make a virtual appointment with me or our TA.

If all classes, at some point in the term, are forced to switch entirely to remote learning, I will provide detailed instructions on how to complete all the remaining assignments.

Academic Integrity

Proposed and developed by Denison students, passed unanimously by DCGA and Denison’s faculty, the Code of Academic Integrity requires that instructors notify the Associate Provost of cases of academic dishonesty. Cases are typically heard by the Academic Integrity Board, which determines whether a violation has occurred, and, if so, its severity and the sanctions. In some circumstances the case may be handled through an Administrative Resolution Procedure. Further, the code makes students responsible for promoting a culture of integrity on campus and acting in instances in which integrity is violated.

Academic honesty, the cornerstone of teaching and learning, lays the foundation for lifelong integrity. Academic dishonesty is intellectual theft. It includes, but is not limited to, providing or receiving assistance in a manner not authorized by the instructor in the creation of work to be submitted for evaluation. This standard applies to all work ranging from daily homework assignments to major exams. Students must clearly cite any sources consulted--not merely for quoted phrases, but also for ideas and information that are not common knowledge. Neither ignorance nor carelessness is an acceptable defense incases of plagiarism. It is the student’s responsibility to follow the appropriate format for citations. Students should ask their instructors for assistance in determining what sorts of materials and assistance are appropriate for assignments and for guidance in citing such materials clearly.

Our Commitment to Liberal Arts Education

Denison's mission statement articulates an explicit commitment to liberal arts education. It emphasizes active learning, which defines students as active participants in the leaning process, not passive recipients. Denison seeks to foster self-determination and to demonstrate the transformative power of education. A crucial aspect of this approach is what Denison's mission statement refers to as "a concern for the whole person," which is why the university provides a "living-learning environment" based on individual needs and an overriding concern for community. This community is based on "a firm belief in human dignity and compassion unlimited by cultural, racial, sexual, religious or economic barriers, and directed toward an engagement with the central issues of our time."

In this class, we will discuss inequality directly. In many cases, you will asked to apply quantitative reasoning skills to these subject, which can be difficult because there is always the potential for the available data to complicate or contradict something you may feel very passionate about. In these cases, you should aspire to adopt an attitude of critical skepticism, i.e. wary of claims that are not supported by evidence but potentially willing to be persuaded by evidence if you find it compelling, and willing to give that evidence a fair hearing.

How we treat one another will be a cornerstone of these conversations. Denison's "Guiding Principles" speak of "a community in which individuals respect one another and their environment." Further, "each member of the community possesses a full range of rights and responsibilities. Foremost among these is a commitment to treat each other and the environment with mutual respect, tolerance, and civility." It's easy to treat someone this way when you like them and agree with their ideas, but the real challenge is treating those who differ from us with the same compassion and respect. However, I consider disruptive, deceitful, or hateful behavior to be breaches of these responsibilities. Bullying, trolling, hate speech, and harassment of any kind will not be tolerated.

Initial Bid Proposal (10% of course grade)

This team-based assignment responds to the client's Request for Proposal (RFP). In the simplest sense, a proposal is a plan of action for addressing a need. It is a specific genre in professional writing, which strives to be honest, evidence-based, specific, and detailed. Bid proposals typically include information about the company making the bid, the work to be performed, anticipated costs, a timeline of work to be done, a list of subcontractors to be included, and anything asked for in the RFP. Our proposals will be a little bit different since we are writing them for clients and for this class, but we will stay fairly close to a standard template. Read more about the assignment expectations for the Initial Bid Proposal.

Bid Proposal Presentation (5% of course grade)

In this team assignment, you and your teammates will first meet with and present to your client in detail, and then present an abbreviated summary of your project and approach to the class. All members of the team should participate in the presentation for roughly equivalent amounts of time. Read more about the Bid Proposal Presentation.

Technical Progress Report I (10% of course grade)

The main goal of the progress report is to demonstrate visibility and transparency to your client. You need to make sure they understand how the project is progressing and have the opportunity for input at critical checkpoints along the way. Read more about the first Technical Progress Report.

Technical Progress Report II (10% of course grade)

The main goal of this progress report is to update your client on the past month’s accomplishments and provide the opportunity for input on any changes or new insights thus far. Read more about the second Technical Progress Report.

Domain-knowledge Assignment (5% of course grade)

This individual writing assignment is meant to be a mini-review of a sub-topic related to your client’s field or project, to help each team member build domain knowledge, and to help each team assemble domain knowledge from complimentary areas. Read more about the Domain-knowledge Assignment.

Visualization Assignment (5% of course grade)

This individual writing and visualization assignment asks you to think deeply and critically about how to present visual information in ways that will ultimately inform your team's final project packet. Read more about the Visualization Assignment.

Ignite Presentation (5% of course grade)

A PechaKucha is a type of “lightning” talk that has gained in popularity across business, scientific, and academic worlds in the past ten years. We’re going to try the “Ignite” version of this format, which is even faster! In short, it is a 20X20 format with 20 slides, each of which is displayed for exactly 20 seconds. Read more about the Ignite Presentation. 

Final Project Packet (30% of course grade)

This team assignment is made up of written and verbal components. Through many individual and team assignments, we have already been working on many aspects of this packet. The initial bid assignment, domain knowledge assignment, technical progress reports, presentations, in-class workshopping, and visualization assignment all feed into this assignment. As a result, the written deliverables and subsequent presentation represent a culmination of all the work and skills that you have been building all semester! Read more about the Final Project Packet.