Leveraging Experiential Field Projects—Discovery Learning in a Masters in Analytics Program

Cheri Speier-Pero ()
Additional contact information
Cheri Speier-Pero: Broad College of Business, Michigan State University, East Lansing, Michigan 48824

INFORMS Transactions on Education, 2018, vol. 18, issue 3, 162-173

Abstract: In this paper, we present the theoretical rationale behind positioning a field project concurrent with students entering into a master’s program in analytics as well as the pedagogical approach to make such an experience successful. The inclusion of such a project creates a discovery learning “scaffold” that facilitates stronger development of and connections between a student’s skills, experiences, and analytics mindset. Implementing a field project before and concurrent with student skill development presents some significant challenges that are different from a capstone field project and which must be addressed to create a successful learning experience. After five years of introducing and enhancing this experience at Michigan State University, we believe that other institutions can learn from this experience. The field project learning process and outcomes as well as challenges are highlighted.

Keywords: field project; discovery learning; inductive learning; analytics; data scientist (search for similar items in EconPapers)
Date: 2018
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

Downloads: (external link)
https://doi.org/10.1287/ited.2017.0185 (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:inm:orited:v:18:y:2018:i:3:p:162-173

Access Statistics for this article

More articles in INFORMS Transactions on Education from INFORMS Contact information at EDIRC.
Bibliographic data for series maintained by Chris Asher ().