The critical thinking, statistical tools, and marketing application of business analytics.
The course evaluation revealed that some students enrolled in the class expecting no or little statistical analysis, which is the foundation of the analytics methods taught in the course. It seems that some students associate “spreadsheet modelling” with simple data manipulation and reporting. Other students expected data mining methods, as it is not clear to them what the differences between data science and analytics are. This discrepancy between student expectations and the contents of the course (which was designed as preparation for students to undertake analytics projects) leads some students to lose motivation during the course and severely impairs their learning. Hence, I request that the title and description be changed to better reflect the contents of the course.
Please chnage as emailed.
unit request revision
Relable as learning outcomes and use action (observable/measureable) verbs.
Assessment is unclear. Are these points or percentages (labels will help). If percentages, it appears to add only to 80.
What exactly is the attendance policy? Is there a penalty for missing class? Unclear.
What is the weight of participaton? In the list it says 10 (points or percent?); then, lower it says 20%.
The course description should not include language about learning outcomes. Consider:"Technical foundations of marketing analytics."
Learning outcome one needs to be phrased as an observable/measureable statement--using an action verb.
Start the process for distance learning approval.
Include a university disabililty statement in the syllabus.
Good morning. Please add a statement about ADA/accessibility of course content. I realize you might have not been asked to provide this in the past. USC is paying much more attention to making courses accessible to students with disabilities. You can simply add to the Provisions for Course Content Interactions section a statement regarding accessibility of course material. Here are a couple of model statements you can modify and use:
Statement 1The professor will meet with an instructional designer at the Center for Teaching Excellence (or department/college ID staff) to ensure that the course materials posted on Blackboard incorporate basic accessibility features. The course syllabus includes an accessibility statement that encourages students with disabilities to register with the Office of Student Disability services; should a student with a registered disability enroll in the course, the professor will work with the Office to make any additional accommodations appropriate to that student’s needs.
Statement 2All documents including syllabus and description of assignments will be provided in both accessible Word and PDF formats. For instance, documents will have proper headings, alternative text, and properly labeled links where necessary. Likewise PowerPoint slides will be made accessible by providing alternative text where necessary, ordering textboxes and other recommended ways of making PPTs accessible. Prerecorded lectures (if a part of the course) will be accompanied with transcripts in accessible Word and PDF formats.
One modified, I'll immediately review and forward. Please call me at 777-0460 if you have any questions.
It seems as if the issues of number of course meetings has still not been addressed in a quantifiable manner. While the syllabus discusses "weekend sessions as needed," I am not sure how the total number of contact hours has been calculated. I may have missed this information, but it seems to be very cursory.
Assignments for the class are explained, except for the problem set--what is this?
More explanation is required for contact minutes. Accounting for 7 weeks does not address the comments asked earlier.
Make it clear what the requirements for an asynchronous course delivery are. That will resolve the all the other course meeting issues.
Check this website for the checklist for INDEV comments
Contact hours remain unclear. I understand the 7 meetngs. Are tutorials optional (therefore, not a part of the required 2100 minutes)?
The grading scheme is confusing. Percentages (I'm guessing) for the grade distribution, but, based on what point total? What is optional (or Bonus) and what is required? What do the "1/4" marks indicate? Perhaps attending a meeting could clarify what appears to be taking a long time to make relatively simple change requests.