|
Abstract:
|
Using client based research projects can be a difficult but transformative experience in predominantly freshman and sophomore courses. Instructors see the semester long process as representative of student learning while clients and students most often focus on the end product as a reflection of student learning. Thus, one of the major challenges in such a course is managing project expectations for the three major stakeholders: clients, students and instructor. This talk will explore how expectations, definitions and experiences of failure are altered when an instructor uses a pedagogical model based more on the instruction of a trade than typical instruction in an academic course.
This discussion, and the supporting pedagogy is presented in the context of client-consultation projects from an introductory data science course. Lessons learned, suggested practices, and reoccurring challenges will be discussed.
|
