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Leveraging Experiential Field Projects—Discovery Learning in a Masters in Analytics Program

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  • Cheri Speier-Pero

    (Broad College of Business, Michigan State University, East Lansing, Michigan 48824)

Abstract

In this paper, we present the theoretical rationale behind positioning a field project concurrent with students entering into a master’s program in analytics as well as the pedagogical approach to make such an experience successful. The inclusion of such a project creates a discovery learning “scaffold” that facilitates stronger development of and connections between a student’s skills, experiences, and analytics mindset. Implementing a field project before and concurrent with student skill development presents some significant challenges that are different from a capstone field project and which must be addressed to create a successful learning experience. After five years of introducing and enhancing this experience at Michigan State University, we believe that other institutions can learn from this experience. The field project learning process and outcomes as well as challenges are highlighted.

Suggested Citation

  • Cheri Speier-Pero, 2018. "Leveraging Experiential Field Projects—Discovery Learning in a Masters in Analytics Program," INFORMS Transactions on Education, INFORMS, vol. 18(3), pages 162-173, May.
    • Handle: RePEc:inm:orited:v:18:y:2018:i:3:p:162-173
    DOI: 10.1287/ited.2017.0185
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    2. Matthew J. Drake, 2019. "Teaching OR/MS with Cases: A Review and New Suggestions," INFORMS Transactions on Education, INFORMS, vol. 19(2), pages 57-66, January.

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