A feasibility study and development of an A.A.S. degree in data analytics
Date
2017
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Publisher
University of Delaware
Abstract
This Educational Leadership Portfolio (ELP) documents my exploratory study of the feasibility of developing a new associate level (A.A.S) degree program. While this study and plan is designed to serve as a guide for any two-year or community college thinking of developing such a program, many of the artifacts in this study are written specifically for Delaware Technical Community College (DTCC). This ELP is comprised of a general overview of the current field of data analytics, an analysis of the national and regional labor markets, a review of how academic institutions are working to meet industry needs, as well as resources and guidelines to help community colleges meet the challenges of developing a new program in the emerging field of data analytics. ☐ Currently, there are less than a handful of academic institutions that are offering an associate degree in data science or analytics. While there are a variety of reasons for this, it is critical that each institution interested in pursuing this venture conduct their own feasibility study, specific to the local area they serve, to see if this program would be realistic and achievable. The purpose of this ELP is to present such as a study. Valuable data and perspectives were gained through open dialogue with professional data scientists in the region, local industry representatives, and relevant stakeholders from various academic institutions. Analysis of these data and perspectives led to the conclusion that not only is it feasible for community colleges to start considering associate degree programs in data analytics, but that future trends indicate that these programs will continue to grow in numbers and with positive results. ☐ In addition to exploring the feasibility of a new Data Analytics A.A.S. degree at Delaware Technical Community College, research was also conducted on the specific development of such a program and what it could look like at the institution. The program design was guided by evidence-based instructional design principles. Along with conducting program reviews and case studies of other academic institutions that have developed similar programs, exploratory data was collected on local industry to develop more informed decisions regarding the knowledge, skills, and abilities that a graduate should possess when entering the workforce.