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Writing to Learn: A Framework for Structuring Writing Assignments to Support Analytics Course Learning Goals

Author

Listed:
  • Kristen M. Getchell

    (Marketing Division, Babson College, Wellesley, Massachusetts 02457)

  • Dessislava A. Pachamanova

    (Mathematics and Science Division, Babson College, Wellesley, Massachusetts 02457)

Abstract

Drawing on the scholarship of writing and learning, this article motivates the use of writing assignments in analytics courses and develops a framework for instructional design that advances both writing skills and discipline-specific learning. We translate a best practices set of foundational writing concepts into a matrix of design levers for analytics instructors and propose an instructional design process that balances discipline-specific learning goals with foundational writing concepts through specific writing activities. We summarize our experience applying the framework to a particular data science course and present some early evidence for favorable outcomes. The positive effect we observe extends beyond learning course concepts and includes increased student engagement and contributions to group work.

Suggested Citation

  • Kristen M. Getchell & Dessislava A. Pachamanova, 2022. "Writing to Learn: A Framework for Structuring Writing Assignments to Support Analytics Course Learning Goals," INFORMS Transactions on Education, INFORMS, vol. 22(2), pages 103-120, January.
    • Handle: RePEc:inm:orited:v:22:y:2022:i:2:p:103-120
    DOI: 10.1287/ited.2021.0249
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    References listed on IDEAS

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    1. Thomas A. Grossman & Judith Shaul Norback & Jill R. Hardin & Garlie A. Forehand, 2008. "Managerial Communication of Analytical Work," INFORMS Transactions on Education, INFORMS, vol. 8(3), pages 125-138, May.
    2. Peter J. Regan, 2005. "Professional Decision Modeling: Details of a Short MBA Practice Course," INFORMS Transactions on Education, INFORMS, vol. 6(1), pages 35-52, September.
    3. Dessislava A. Pachamanova, 2015. "Case Article—Mapping Business Problems to Analytics Solutions: Surrogate Experiential Learning in an MBA Introductory Data Science and Business Analytics Course," INFORMS Transactions on Education, INFORMS, vol. 16(1), pages 15-22, September.
    4. Julie Ann Stuart Williams & Maxwell Rankin & Kristine Gallamore & Randall Reid, 2016. "Beyond Model Formulation: Assessment of Novices Graphing, Interpreting, and Writing About Their Model and Solution," INFORMS Transactions on Education, INFORMS, vol. 17(1), pages 13-19, September.
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