Conference Session

DSAI Technical Session 3: Integrating Data Science in Curriculum Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Md. Yunus Naseri, Virginia Polytechnic Institute and State University; Vinod K. Lohani, Virginia Polytechnic Institute and State University; Manoj K Jha P.E., North Carolina A&T State University; Gautam Biswas, Vanderbilt University; Caitlin Snyder; Steven X. Jiang, North Carolina A&T State University; Caroline Benson Sear, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Data Science and Artificial Intelligence (DSAI) Constituent Committee

proficient at basic to advanced data science skills, has not made acquiringthese competencies in undergraduate programs obsolete but rather more relevant, as criticalthinking abilities developed through data science literacy education are essential for analyzingLLM outputs [2]. Moreover, when properly integrated into pedagogical practices, these LLMscan facilitate the teaching of data science literacy skills through enhanced personalized learningapproaches [3]. Data science literacy education typically follows two main approaches: standalonecourses (including general and core disciplinary courses, immersive degrees, minors, certificates,and MOOCs (massive open online course)) or integration within existing disciplinary courses.While

Conference Session

DSAI Technical Session 3: Integrating Data Science in Curriculum Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elizabeth Milonas, New York City College of Technology; Qiping Zhang, Long Island University; Duo Li, Shenyang Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Data Science and Artificial Intelligence (DSAI) Constituent Committee

. However not all programslist their course syllabus online. Only those who provide free public access to the course syllabuswere chosen for the study.Table V lists all 14 data science programs chosen for this study. Six U.S. institutions analyzedincluding three private institutions: Columbia University, Duke University, University ofRochester, and three public institutions: University of Georgia, University of San Diego, andUniversity of Wisconsin-Madison. Eight Chinese institutions analyzed were Beijing Institute ofTechnology, Central University of Finance and Economics, Harbin Institute of Technology,Hefei University of Technology, Peking University, Shandong University of Finance andEconomics, Southwestern University of Finance and Economics