Integration of Data Analytics Into the Engineering Probability Course: Direct and Indirect Assessment Studies

Abstract

ABSTRACT The undergraduate probability course offered in the electrical and computer engineering department at Drexel University was recently revamped and expanded by incorporating data analytics. The final quiz was replaced with a computational project with tasks and deliverables consisting of conceptual topics and practical applications of probability and statistics in business, engineering, industry, and medicine. Direct and indirect assessments were undertaken to examine the efficacy of this new paradigm of the engineering probability course. While indirect assessment used student surveys at the start and conclusion of the course, direct assessment methodology relied on metrics based on the course objectives. These metrics depended on scores of mid-term quizzes, weekly assignments, and the final project. Statistical analysis using paired and unpaired t-tests suggests that the inclusion of data analytics appears to enhance knowledge and understanding of students in probability concepts. The direct assessment methodology proposed in this work can easily be implemented in any discipline or course where project-based evaluations are used.