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Scaling Up Data Science Course Projects: A Case Study

Authors:

Bhavya Bhavya,

Jinfeng Xiao,

Chengxiang ZhaiAuthors Info & Claims

L@S '21: Proceedings of the Eighth ACM Conference on Learning @ Scale

Pages 311 - 314

https://doi.org/10.1145/3430895.3460168

Published: 08 June 2021 Publication History

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Abstract

Large-scale, online Data Science (DS) courses and degree programs are becoming increasingly common due to the global rise in popularity and demand for data scientists. Although project-based learning is integral to gaining hands-on experience in DS education, providing fair, timely, and high-quality feedback on varied projects for a large number of diverse students is challenging. To address those challenges in scaling up the assessment of DS group projects, we integrated multiple techniques, such as rapid feedback, peer grading, graders as meta-reviewers, etc. We present a case study of deploying those strategies for group projects in a large online DS course titled Text Information Systems offered in Fall, 2020. We synthesize our findings from analyzing student and grader survey responses, and share useful lessons and future work.

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Cited By

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Zhang LZong YChen TMa YAn SZhang L(2023)A Peer Review Approach to Grading Projects in Computer Courses2023 IEEE Frontiers in Education Conference (FIE)10.1109/FIE58773.2023.10343176(1-7)Online publication date: 18-Oct-2023
https://doi.org/10.1109/FIE58773.2023.10343176
Zhang LChen TZong YZhang L(2023)Research to Practice of Blended Learning in Computer Programming Course2023 IEEE Frontiers in Education Conference (FIE)10.1109/FIE58773.2023.10342940(1-5)Online publication date: 18-Oct-2023
https://doi.org/10.1109/FIE58773.2023.10342940

Index Terms

Scaling Up Data Science Course Projects: A Case Study
1. Social and professional topics
  1. Professional topics
    1. Computing education

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Information & Contributors

Information

Published In

L@S '21: Proceedings of the Eighth ACM Conference on Learning @ Scale

June 2021

380 pages

ISBN:9781450382151

DOI:10.1145/3430895

General Chair:
Christoph Meinel
Hasso Plattner Institute for Digital Engineering Potsdam, Germany
,
Program Chairs:
Mar Pérez-Sanagustín
Paul Sabatier University Toulouse III, France
,
Marcus Specht
TU Delft, Netherlands
,
Amy Ogan
Carnegie Mellon University, USA

Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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Association for Computing Machinery

New York, NY, United States

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Published: 08 June 2021

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L@S '21

L@S '21: Eighth (2021) ACM Conference on Learning @ Scale

June 22 - 25, 2021

Virtual Event, Germany

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Overall Acceptance Rate 117 of 440 submissions, 27%

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Zhang LZong YChen TMa YAn SZhang L(2023)A Peer Review Approach to Grading Projects in Computer Courses2023 IEEE Frontiers in Education Conference (FIE)10.1109/FIE58773.2023.10343176(1-7)Online publication date: 18-Oct-2023
https://doi.org/10.1109/FIE58773.2023.10343176
Zhang LChen TZong YZhang L(2023)Research to Practice of Blended Learning in Computer Programming Course2023 IEEE Frontiers in Education Conference (FIE)10.1109/FIE58773.2023.10342940(1-5)Online publication date: 18-Oct-2023
https://doi.org/10.1109/FIE58773.2023.10342940

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Utilization of Rubrics for Self-assessment of Computer Science Students Enrolled in a Research Writing Course

A comparison study of computer-assisted instruction using interactive software versus traditional instruction in a college precalculus course

Assessment-via-Teaching: Exploring an Alternative Assessment Strategy in Undergraduate Introductory Data Science Course