Published in IEEE Frontiers in Education 2017, held in Indianapolis, IN from Oct. 18 2017 to Oct. 21 2017.


Engineering higher education increasingly produces data in the volume, variety, velocity, and need for veracity such that the output of the research is considered “Big Data”. While engineering faculty members do conceive of and direct the research producing this data, there may be gaps in faculty members’ knowledge in training graduate and undergraduate research assistants in the management of Big Data. The project described herein details the development of a Big Data education module for a group of graduate researchers and undergraduate research assistants in Electrical and Computer Engineering. This project has the following objectives: to document and describe current data management practices; to identify gaps in knowledge that need to be addressed in order for research assistants to successfully manage Big Data; and to create curricular interventions to address these gaps. This paper details the motivation, relevant literature, research methodology, curricular intervention, and pilot presentation of the module. Results indicate that, generally, students involved in Big Data projects need comprehensive introduction to the topic, which will be most effective when contextualized to the work that they are performing in the research or classroom environment.


research data management; Big Data; Graduate education; Undergraduate education; curriculum development

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