DA 401 - Seminar in Data Analytics

Required Texts

Computers and Software

Grading and Feedback

Since there are multiple sections of DA 401 every semester, the various instructors work hard to make sure there is approximate parity in terms of content, workload, and expectations. However, it is also true that each professor has their strengths, areas of interest, and priorities, and I'm sure I'm no exception. We'll have to spend some time together for you to get a real sense of what I value, how I grade, etc., but I look forward to that process, and to getting to know you all better more generally.

As a general rule, the expectations in this course are high, and I'm confident you can all do great work. The feedback I provide on assignments is designed to help you get there. My goal is to provide specific, relevant, and honest feedback when I grade your work. This will include constructive criticism, strategies for improvement, and guidance on how students can achieve success. I will not do "compliment sandwiches" just to begin and end on a positive remark, but this means that, when I praise your work, it's an honest (and I think more meaningful) act of praise. 

Regarding the major assignment rubric, it is adapted from the standards that the data analytics program uses for all its majors.

Major Assignment Rubric

Grade Breakdown

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 participation.

Transitional and Remote Learning Policy

This class has a transitional learning policy, which means that we will conduct class over Zoom for the first several weeks (up to four weeks but not more than that) and then convert to an in-person course for all those willing and able to attend in person. Our section of DA 401 may 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. Do this by logging into Zoom in lieu of attending class. This section of DA 401, however, will require synchronous participation. That is, all students, regardless of time zone, will be expected to log in live for class. I also ask that you keep me informed and meet with me over Zoom, 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. Video recordings of past classes will be kept on Notebowl in case you are too ill to sign on synchronously, but these should be considered an option of last resort.

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.

Disability Resources

If you are a student who feels you may need an accommodation based on the impact of a disability, you should contact me privately as soon as possible to discuss your specific needs. I rely on the Academic Resource Center in 020 Higley Hall to verify the need for reasonable accommodations based on documentation on file in that office.

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.

Proposal (5% of total grade)

This document will perform two functions. First, the leading paragraphs identifies a scholarly conversation, methodological and/or domain-specific, and demonstrates that you have done enough preliminary research to understand this conversation and enter it. In a second (and sometimes third) paragraph, your proposal lays out your initial plans for intervening in the scholarly conversation you have identified. This includes establishing your central focus and your research question, as well as a statement on why this question is important. It should include key concepts (and perhaps measures) and lay out a preliminary sense of how the research might be conducted.

Domain knowledge + skill review (10% of total grade)

A mini review paper that can stand on its own (not a rundown of your specific study or planned methods), describing the landscape of the field to which your work should apply, or from which your method or idea originates. Includes a reflection on the skills you already have and need to develop in order to carry out your plan.

Research design (5% of total grade)

This short paper should build on your domain knowledge and skill review and link the research question to a logic of inquiry that states your design, measurement, and statistical choices. In essence, this is your preliminary methods section for your final research paper, but it will be graded separately.

Early results (10% of total grade)

This short paper should summarize your early findings. The focus is on communicating an early concrete story, effectively translating your visuals and quantitative data and analysis. In order to succeed on this assignment you will need to demonstrate significant progress on your project analysis, including completion of all data preparation and fully written, functional code.

1st draft (15% of total grade)

This draft of your seminar paper should be a complete draft (i.e., all sections written out) but will inevtiably be revised based on peer and instructor feedback.

Manuscript peer review (5% of total grade)

Detailed, constructive feedback on a classmate's first draft. (Partners will be assigned by the professor.)

Executive summary (5% of total grade)

Includes an overview of the question and its stakes, the logic of inquiry and its limitations, the essential findings, and the implications along with appropriate qualifications.

Presentation (15% of total grade)

Remote pre-recorded video presentations that distill the essential ingredients of the research rather than incorporating every detail of it. These video overviews should cover the research question, the logic of inquiry, your results, the implications of your work, and any appropriate qualifications to your conclusions.

Final draft (20% of total grade)

Submission of this assignment will include a detailed response to your peer review comments, as well as a fully polished and in every possible sense completed version of your seminar paper.

Scaffolding assignments and seminar participation (10% of total grade)

This includes attendance, participation, and smaller in-class or take-home assignments that will be required from time to time. Any such assignments will be noted on the weekly calendar.