Abstract
With the boom in data science, big data education has received increasing attention from all kinds of colleges and universities in China, and many of them are in a rush to offer big data education. This paper first analyzes the major areas of big data capability training and the Chinese market needs for various kinds of data science talent. Then, it discusses the curriculum design process for the “Data Science & Big Data Technology” bachelor's degree program, and summarizes some detailed approaches to improving teaching experiments. Finally, this paper proposes a graduating student profile for big data education at applied technical colleges and universities in China. The authors' main ideas include that, at the applied technical colleges and universities, a) a suitable graduating student orientation should be determined as the big data talent needs are hierarchical; b) the redesigned curriculum in big data education should provide students more practical capabilities and knowledge; c) the teaching of the existing mainstream big data technologies and tools should be significant components in the syllabi of big data education.
Highlights
As described by Wikipedia, the term ‘‘Big-data’’ was firstly used in 1990s, but the big data education has always been a part of data science (DS) education since its early stages
This paper provided an overview of the ongoing developments in the curriculum reform in big data education at the Hunan University of Finance and Economics and attempted to provide an example of an initiative for other applied colleges and universities
After introducing the new curriculum in detail, the paper made a brief comparison between the curricula of computer science and data science, and highlighted the application characteristics of big data bachelor’s degree program
Summary
As described by Wikipedia, the term ‘‘Big-data’’ was firstly used in 1990s, but the big data education has always been a part of data science (DS) education since its early stages. In 2014, Paul Anderson and some faculty members from this college reported their ten-year experience which demonstrated that ‘‘education and training for big data concepts are possible and practical at the undergraduate level.’’ [2] At the ACM’s 2014 Special Interest Group on Computer Science Education (SIGCSE ’14) in Atlanta, Paul Anderson joined two professors from other universities in a deep discussion on the future of data science education at the undergraduate level Their consensus was that an undergraduate data science program should provide students with a solid foundation in mathematics, statistics and computation. The paper summarizes the overall graduating student profile of big data education at Chinese applied technical colleges and universities This curriculum reform explicitly reflects the integration of data science talent market needs and the future strategic direction of these applied technical institutes. It plays an active part in the national higher education reform in China
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