Affiliations: School of Library and Information Science, Simmons College, Boston, MA, USA
Correspondence:
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Corresponding author: Rong Tang, School of Library and Information Science, Simmons College, 300 The Fenway, Boston, MA 02115, USA. Tel.: +1 617 521 2880; Fax: +1 617 521 3192; E-mail:[email protected]
Abstract: In this study, an exploratory content analysis of 30 randomly selected Data
Science (DS) programs from eight disciplines revealed significant gaps in
current DS education in the United States. The analysis centers on
linguistic patterns of program descriptions, curriculum requirements, and DS
course focus as pertaining to key skills and domain knowledge. The results
show that a range of unique terms was used in individual program
descriptions, with common terms being shared across disciplines. DS programs
required varying numbers of credit hours, including practicum and capstone.
Most DS courses covered the basic level of analytical skills, but
upper-level skills were inadequately addressed. Programs in eight
disciplines delivered information skills through their core courses, and
four addressed communication skills. Six disciplines covered visualization
skills through their core courses, yet just three in elective courses. The
course offering on mathematics/statistics was rather weak in iSchools. While
core courses in iSchools provided communication and visualization skills,
their electives courses did not address such skills. These findings have
implications for improving DS education in iSchools and across other
disciplines.
Keywords: Data science (DS) programs, program description, curriculum structure, course focus, ischools
