Hi Donna,
I recently developed an undergraduate course named Python Programming for Business Analytics, and am now teaching it for the second time this semester. It is an upper-level elective for juniors/seniors majoring in business administration and are interested in a career in analytics. The course teaches computational thinking to programming beginners using Python, and applies it to real-world business problems.
My assessments include labs (short programming exercises, both in-class and take-home), pen-and-paper quizzes, and a team project. I compiled a wide variety of business applications for these assessments-- queuing time estimation, tuition forecast, customer review sentiment analysis, clinical diagnosis decision rule, stock simulation, the Secretary problem, Newsvendor simulation, Simpson's paradox, to name a few. Some of these also draw from, and complement, topics that students would have seen in their required Operations Management course.
I'm not sure if your course also has a programming component, but if this sounds relevant, please feel free to email me at
annieich@usc.edu and I would be happy to exchange ideas!
Best,
Annie
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Annie Chen
Lecturer, Department of Data Sciences and Operations
USC Marshall School of Business
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Annie Chen
Lecturer
USC Marshall
Los Angeles CA
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Original Message:
Sent: 02-14-2020 12:25
From: Donna Ehrlich
Subject: Assessment for Classroom experiences for business analytics
I am reaching out to request ideas and feedback for classroom assessment or applications that work great to teach Business Analytics in the Undergraduate classroom. I have used Teradata in the past, I will be attending the Business Analytics conference in Colorado so will be searching their for classroom ideas as well.
Donna
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Donna Ehrlich
Associate Professor, Computer Information Management
Park University
Gilbert AZ
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