Design and Implementation of a Data Visualization Course with a Real-World Project Component in an Undergraduate Information Systems Curriculum

This paper describes a new data visualization class and its real-world project component in the information systems undergraduate program at Loyola University Chicago Quinlan School of Business. The motivation for and the evolution of the data visualization class are outlined. The fit and the position of the data visualization class in the information systems curriculum are discussed. The content of the class, including the choice of Tableau as the data visualization tool used for instruction, is discussed as well. The paper also describes the details of the project component of the class undertaken in conjunction with GE Transportation and discusses the validity and feasibility of using real-world data and scenarios. The outcomes of the project (which included the analysis of sensor data generated while testing locomotive engines) and the outcomes of the course are also discussed

Leveraging Peer Feedback to Improve Visualization Education

Peer review is a widely utilized pedagogical feedback mechanism for engaging students, which has been shown to improve educational outcomes. However, we find limited discussion and empirical measurement of peer review in visualization coursework. In addition to engagement, peer review provides direct and diverse feedback and reinforces recently-learned course concepts through critical evaluation of others' work. In this paper, we discuss the construction and application of peer review in a computer science visualization course, including: projects that reuse code and visualizations in a feedback-guided, continual improvement process and a peer review rubric to reinforce key course concepts. To measure the effectiveness of the approach, we evaluate student projects, peer review text, and a post-course questionnaire from 3 semesters of mixed undergraduate and graduate courses. The results indicate that course concepts are reinforced with peer review---82% reported learning more because of peer review, and 75% of students recommended continuing it. Finally, we provide a road-map for adapting peer review to other visualization courses to produce more highly engaged students

How visualization courses have changed over the past 10 years

The past 10 years have seen profound changes in visualization algorithms, techniques, methodologies, and applications. These changes are forcing alterations to visualization courses. Unfortunately, outdated course content recommendations, together with profound changes in the underlying technology and methodology, are producing an unstable ground for educators at a time when visual representations are becoming increasingly important. To address this issue, educators held meetings or workshops at Siggraph 2011 and 2012 and a panel and workshop at Eurographics 2012. This article presents the insights gathered at these events