2. Provide a one paragraph description of the proposed program. Be specific about what degree, major, minor or option is sought



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1. Overview




The opportunities at the intersection of data science and business for career and advancement are substantial and jobs in this space show a growth rate of 67% over the past year. In order to seize the initiative, the School of Business Administration (heretofore SoBA) at the University of Montana proposes to offer an enhanced program of courses to create a strong pipeline of students skilled in data-driven business decision making and advanced marketing analytics and to develop UM’s reputation as the premier institution in the region. In order to place our students in these high-paying positions, the MIS Department (MIS) and the Management & Marketing Department (M&M) in SoBA plan to offer a new Master of Science (MS) degree in Business Analytics.

2. Provide a one paragraph description of the proposed program. Be specific about what degree, major, minor or option is sought.




The Business Analytics Master of Science (MS) degree builds on a set of core classes in data analytics and initially offers two tracks, one in Information Management, the other in Marketing Analytics/Digital Marketing. Additional tracks, for instance in Financial Analysis or Forensic Accounting, which would be offered by the Accounting and Finance Department, could be added later. In addition to the core courses offered by MIS and M&M, there will be numerous electives offered, some within SoBA, but many in other departments across campus, including Computer Science, Journalism, Math and Media Arts.

3. Need




A. To what specific need is the institution responding in developing the proposed program?







Numerous studies indicate strong general demand for data analysts1. McKinsey predicts that by 2018 the demand for data scientists will outpace available employees by approx. 150K in the US alone2. Bentley University, which offers a master’s program in Marketing Analytics, claims a 92% placement rate of its graduates, with demand becoming stronger each year3. Indeed, the growth rate in marketing-related analytics hires -- marketing analytics, advanced analytics, marketing mix modeling, media mix modeling or digital attribution-- is astounding: up 67% over the past year and 136% over the past three years.4 Over the past year, the number of jobs with “big data” as a requirement increased 63%, so the growth in marketing “big data” jobs beats even the growth of “big data” jobs generally.5 More generally, “analytical and research skills,” coupled with digital savvy—search engine optimization, pay-per-click ads, managing Twitter feeds, and so on—are the top two required skills for marketing candidates in 2015, according to the American Marketing Association.6 The Marketing Science Institute identifies “Developing marketing analytics for a data-rich environment” as a top-tier priority for its funding initiatives through 2016 (www.msi.org).7 Fortune states that marketing is the field with the most job openings, due to “the proliferation of social media and the relative scarcity of people”8 qualified to develop strategies for this arena.

Business Analytics, sitting at the intersection of several disciplines—Business, Math and Computer Science— is challenging for universities to adapt to. However, we believe our program can achieve this integration as indicated by the curriculum discussed below. Likewise, cooperation between the M&M and Media Arts departments can provide a strong marketing analytics/digital marketing track within the proposed MS degree, for which there might even be more demand because it is a broader field. Many marketing professionals need the skills made necessary by the Internet, social media, and mobile platforms. In fact, during recent visits by speakers in our marketing program, one out of three is considering to enter a similar program or has enrolled already (at USC or ASU). Job seekers with graduate degrees can expect starting salaries at around $80,000, which is about $30,000 more than the undergraduates in our programs are offered.9






B. How will students and any other affected constituencies be served by the proposed program?










The program would serve both students and employers, here and in the region, by providing training of the labor force with highly sought-after skills in data sciences, including an associated graduate degree. More detailed information regarding this question is provided in A above.




C. What is the anticipated demand for the program? How was this determined?










We expect demand for this program from three segments: Current UM undergraduate students continuing into a fifth year, business professionals from the Northwestern U.S. region, and international students. Our related undergraduate certificates give an indication of the interest of current undergraduate students. Although the Big Data Certificate was only approved this January, already seven students graduating spring 2015 received the certificate. The Digital Marketing Certificate is two years old and 22 students have received it or are in the process of receiving it. The associated courses in SoBA have an enrollment between 20 and 40 students. Further, we did a survey of current students in SoBA and received feedback indicating interest by our current undergraduate students to continue their studies for an additional year in this MS program. (Results of the survey are in Appx. 1.). Given the issues regarding Business Analytics discussed above, we also anticipate strong demand from professionals in related fields of business.

We also expect significant demand from abroad. Arizona State University reports 333 applications last year for its new MS degree in Business Analytics, of which 61% were from abroad. Also, South Dakota State offers a Master of Science in Analytics degree (through their Information Systems and Mathematics departments). They started last fall (2014) and have 18 students enrolled, half of them from abroad (as verified by phone).

Our research shows that no such program currently exists at universities in the Northwest region (see Appx. 2), despite the significant demand by organizations here and further afar for these skills. Nonetheless similar programs are offered in Denver, CO, and two universities in the Northwest offer related certificates. The Missoula Economic Partnership (MEP), the Big Data Alliance, the Advisory Board of the M&M department, and interviews with local and regional employers ascertain that there is significant demand for our graduates, including at the local level.

To sum, we expect this program to grow to 30 to 50 new students (including undergraduates continuing for an additional year for their MS degree) three to five years after inception. In the first year, we anticipate enrolling 8 students currently enrolled at UM in our undergraduate programs, 5 students from outside UM (2 in state, 3 out of state), and 2 foreign students. We expect this total of 15 students to grow to 21 in year2, and 30 in year 3.

General demand was determined based on the information provided above. Specifics are estimates by faculty based on their relationships with students here at UM and with other universities. Given sufficient funding we hope to establish an excellent reputation for this program in the graduate business education marketplace. Accordingly, we then expect a growth rate of 25% for in and 50% for out-of-state students in the following years.


4. Institutional and System Fit




A. What is the connection between the proposed program and existing programs at the institution?










UMM currently offers two related certificates, the Big Data Certificate ( campus-wide initiative) and the Digital Marketing Certificate (a program jointly offered by the M&M and MIS departments in SoBA). Also, many of the courses offered already exist at UM in various departments and colleges, some on the graduate and others on the undergraduate level. We are currently working to ally our program with Data Analytics programs under consideration in Math and Computer Science.

Moreover, the business courses in the new program would expand the elective options for our existing MBA and Master of Accountancy students, as qualified students could take the courses by instructor consent.






B. Will approval of the proposed program require changes to any existing programs at the institution? If so, please describe.










Not currently expected.




C. Describe what differentiates this program from other, closely related programs at the institution (if appropriate).










This program relates to activities in Math and Computer Science to offer Data Analysis degrees. The planning has been ongoing for about two years. The current status and final outcomes of these potential programs are unknown. Overall, the proposed degree is unique on campus, but complements other programs. It creates opportunities for current undergraduates to specialize and enhance career opportunities.




D. How does the proposed program serve to advance the strategic goals of the institution?










This program is aligned with UM’s strategic plan as it adds to growth of the university, extends the number of graduate programs, creates a program of distinction, increases the number of graduate assistantships, attracts foreign students, and draws on existing resources that are not fully employed (e.g., highly capable faculty currently teaching undergraduate students that could also teach in graduate programs). Further, the program aligns with more specific plans within the university to offer graduate degrees in the area of data analytics.




E. Describe the relationship between the proposed program and any similar programs within the Montana University System. In cases of substantial duplication, explain the need for the proposed program at an additional institution. Describe any efforts that were made to collaborate with these similar programs; and if no efforts were made, explain why. If articulation or transfer agreements have been developed for the substantially duplicated programs, please include the agreement(s) as part of the documentation.










Similar programs within MUS are unknown. Given the currency of the subject, however, we expect that MSU Bozeman would be interested in offering a similar program.

5. Program Details




A. Provide a detailed description of the proposed curriculum. Where possible, present the information in the form intended to appear in the catalog or other publications. NOTE: In the case of two-year degree programs and certificates of applied science, the curriculum should include enough detail to determine if the characteristics set out in Regents’ Policy 301.12 have been met.










The core curriculum addresses the following critical issues in business analytics: accessing data, manipulating data, analyzing data and putting the information to use in creative ways (see attached curriculum map and catalog language for the proposed curriculum in Appx. 3). New courses for this are going through a separate review and approval process.




B. Describe the planned implementation of the proposed program, including estimates of numbers of students at each stage.










For AY 2016/17, we estimate 15 students enrolled in the program, largely undergraduate students currently at UM; AY 2017/18, we estimate 21 students; and AY 2018/19, we estimate 30 students. Further, we expect a 60/40 ratio of in to out-of-state students in subsequent years. In the first year, with low enrollment, we may admit a number of undergraduate students into the courses to increase enrollment. Because this is offered as a degree program that can be finished within one academic year, all required courses will have to offered every year, including year 1.

6. Resources




A. Will additional faculty resources be required to implement this program? If yes, please describe the need and indicate the plan for meeting this need.










We already had adjusted the departments’ curricula to include more courses in the area of digital marketing and business analytics for the undergraduate certificates addressed earlier. While most of the courses in the proposed program can be taught by tenure-track faculty, many are still taught by adjunct faculty, paid from private donations that are not permanent. In the M&M Dept. in particular, the courses in marketing analytics need a stable source of funding in order to be maintained. Many of the courses in this initiative are being covered with soft money from a donor who is not willing to continue being the sole source of support for this initiative. We need to identify a realistic path to internal funding, given that we are building a strong, distinctive program. However, without funding and eventually tenure-track faculty to serve as leaders for this program, we are concerned about moving forward. After the program is established and has experienced growth (about 3 to 4 years after start), we anticipate needing one additional faculty line each in the MIS and Management & Marketing Departments to be able to offer this promising graduate degree, assuming we achieve our goal of new students. New faculty lines will also help us maintain AACSB accreditation for this program. Our immediate per-year budget needs, once the MS program is approved by the Board of Regents, are:

Adjunct teaching (incl. backfill) $75,000

2 Graduate Assistants $30,000

Marketing and Administration $15,000

Total: $120,000

In addition, we expect one-time startup costs of $10,000. Benefits need to be added to the personnel costs. (Please find CVs for the instructors of the required classes in Appx. 4)





B. Are other, additional resources required to ensure the success of the proposed program? If yes, please describe the need and indicate the plan for meeting this need.










Fortunately, we have a graduate office in place that can take on much of the administration associated with this program. We assume we need limited funds as indicated above.

7. Assessment
How will the success of the program be measured?





Academically, we have to operate assessment under the guidelines of our accrediting agency, AACSB. More from a business perspective, we will evaluate the program’s success based on total number of students enrolled, number of out-of-state students enrolled, number of companies engaging with the program, and professional placement of the program’s graduates.

8. Process Leading to Submission
Describe the process of developing and approving the proposed program. Indicate, where appropriate, involvement by faculty, students, community members, potential employers, accrediting agencies, etc.





This proposal was developed largely by faculty in the MIS and M&M Departments. Further, we did a survey of all graduating undergraduate students in spring 2015 and a focus group with upper-level, graduating students. We interviewed several potential employers (Elixiter, OMD) and discuss this with our Advisory Board. We further cooperated with Missoula Economic Partnership and the Mathematics and Computer Science Departments in developing the Big Data Certificate as well as a potential Master degree in Data Analytics.


APPENDIX 1

SURVEY STUDY: A survey of 146 students in the Capstone class BMGT 486 was conducted in March 2015.


Key takeaways:

  • Only 39% of the students graduating in Spring 2015 “definitely” have a job lined up.

  • 39.7% of students are a 5 or greater on 7 point scale assessing “What is your interest in pursuing a master’s degree after graduation?”

  • 16.5% of the students who responded to the question said that they would like to pursue a master’s “immediately after graduation”

  • MBA had the highest overall interest for field of study (mean 2.78, mode 3 on 4 point scale). Marketing was second (mean 2.06, mode 2), Business Analytics third (2.01/2), Digital Marketing fourth (1.99/2), Marketing Analytics fifth (1.88/1). ((Note: Accounting was left off of the survey in error, but 9 students did write that option in to the survey, for an average interest score of 3.44, mode of 4.))

  • “Career Considerations” was listed as most important factor when considering masters degree (mean 4.42, mode 5 on a 5 point scale), with Financial Considerations second (mean 4.18, mode 4), Enjoyment of Learning third (mean 3.81, mode 4)

  • Mean response to likelihood to return to UM for masters was 3.28, mode 3 (which is a neutral response on 5 point scale), however 41.8% (61 students) said they were “likely” or “very likely” to return to UM for a master’s degree.

FOCUS GROUP: A focus group was conducted on April 16 in the E-Commerce Class (BMIS 478), which includes students that may be particularly interested in the MS BA degree.


Notes from the session:

  • A few students would be scared away from a Business Analytics degree by STATS, but most don’t view STATS as a major obstacle. They would like to see a more applied stats class, one that has a real-world connection. They also want assurance that they will be prepared for the master’s level stats class.

  • The title “Business Analytics” resonated most with students. They view Digital Marketing = Social Media, whereas Data Analytics seems too technical. Business Innovation seems to focus on entrepreneurship, which most students would not be interested in.

  • Students liked the idea of a common set of core classes with the ability to specialize in a particular area (e.g., Digital Marketing, Information Management).

  • Students liked the idea of getting a bachelor’s and master’s degree in 5 years rather than 6. They didn’t want to have to commit in freshman year, but thought that Junior year would be an acceptable timeframe for making that decision. They would like the option to come back a few years after graduation and complete the master’s program with a “fast track”.

  • Some students were concerned that UM doesn’t have strong master’s programs in business (no national reputation). A student commented that SoBA was not on the list of top 100 business schools in the western U.S.

  • When considering programs, some students would want to know how our program stacks up against others.

  • When considering programs, students want to know who will hire them, what the salaries are, and what percentage of students get hired with the degree.

  • Existing undergraduate students need to be made aware of the program. Students agreed that our 200-level business courses would be the right place to do it. They like personal appeals from professors telling them why they should consider a master’s, and what it can do for them. Some also indicated that they really weren’t sure what’s involved in the master’s programs, period, and that they’d like to know more about it.

  • Some students would like the ability to take courses remotely while working. Nonetheless, students believed most online classes are not nearly as effective as traditional courses.

APPENDIX 2

Research on Programs in Business Analytics at Other Institutions (as of 3/1/2015)

State

Institution




Alaska

University of Alaska Anchorage

n/a

Alaska

University of Alaska Fairbanks

n/a

Alaska

University of Alaska Southeast, Juneau Campus

n/a

Arizona

Arizona State University / Tempe

MS  Business Analytics

Arizona

Northern Arizona University

n/a

Arizona

University of Arizona

Business Intelligence & Analytics (Certificate NDP)

California

California Maritime Academy

n/a

California

California State University, Bakersfield

n/a

California

California State University, Channel Islands

n/a

California

California State University, Chico

n/a

California

California State University, Dominguez Hills

n/a

California

California State University, East Bay

n/a

California

California State University, Monterey Bay

n/a

California

California State University, Northridge

n/a

California

California State University, Sacramento

MBA Concentration: Business Analytics in Healthcare

California

California State University, San Bernardino

n/a

California

California State University, San Marcos

n/a

California

California State University, Stanislaus

n/a

California

Humboldt State University

n/a

California

University of California-Merced

n/a

California

University of Southern California

Master of Science in Business Analytics

Colorado

Adams State University

n/a

Colorado

Colorado Mesa University

n/a

Colorado

Colorado State University

Business Intelligence Certificate – Graduate Level

Colorado

Colorado State University-Pueblo

n/a

Colorado

Metropolitan State University of Denver

n/a

Colorado

University of Colorado at Colorado Springs

n/a

Colorado

University of Colorado Denver

MS Business Analytics (with option to specialize in big data)

Colorado

University of Denver

MS New Media and Internet Marketing (online and on campus)

Colorado

University of Northern Colorado

n/a

Colorado

Western State Colorado University

n/a

Colorado

University of Colorado Boulder

MS Business Administration – Business Analytics

Hawaii

University of Hawaii at Hilo

n/a

Hawaii

University of Hawaii at Manoa

n/a

Hawaii

University of Hawaii Maui College

n/a

Hawaii

University of Hawaii West Oahu

n/a

Idaho

Boise State University

BS in Business and Economic Analytics (new in fall 2015)

Idaho

Idaho State University

n/a

Idaho

Lewis-Clark State College

n/a

Idaho

University of Idaho

n/a

Illinois

Aurora University

Master of Science in Digital Marketing and Analytics

Illinois

Illinois Institue of Technology

Master of Science in Marketing Analytics and Communication

Maryland

University of Maryland

Master of Science in Marketing

Montana

Montana State University, Billings

n/a

Montana

Montana State University, Bozeman

n/a

Montana

Montana State University, Northern

n/a

Montana

Montana Tech of the University of Montana

n/a

Montana

University of Montana, Western

n/a

Nevada

Nevada State College

n/a

Nevada

University of Nevada, Las Vegas

n/a

Nevada

University of Nevada, Reno

n/a

New Mexico

Eastern New Mexico University - Portales

n/a

New Mexico

New Mexico Highlands University

n/a

New Mexico

New Mexico Institute of Mining and Technology

n/a

New Mexico

New Mexico State University

n/a

New Mexico

Northern New Mexico College

n/a

New Mexico

University of New Mexico

n/a

New Mexico

Western New Mexico University

n/a

North Dakota

Dickinson State University

n/a

North Dakota

Mayville State University

n/a

North Dakota

Minot State University

n/a

North Dakota

North Dakota State University

n/a

North Dakota

University of North Dakota

n/a

North Dakota

Valley City State University

n/a

Oregon

Eastern Oregon University

n/a

Oregon

Oregon Institute of Technology

n/a

Oregon

Portland State University

Digital Marketing Strategies (undergraduate certificate)

Oregon

Southern Oregon University

n/a

Oregon

Western Oregon University

n/a

Oregon

Oregon State University

MBA with Business Analytics track

Oregon

University of Oregon

Undergraduate concentration in Operations and Business Analytics (new in fall 2015)

South Dakota

Black Hills State University

n/a

South Dakota

Dakota State University

Master of Science in Analytics (MSA)

South Dakota

Northern State University

n/a

South Dakota

South Dakota State University

n/a

South Dakota

University of South Dakota

n/a

Texas

University of Texas Dallas

Master of Science in Marketing (Marketing Analytics Track Option)

Utah

Dixie State University

eMarketing Certificate (undergraduate)

Utah

Southern Utah University

n/a

Utah

University of Utah

n/a

Utah

Utah State University

n/a

Utah

Utah Valley University

n/a

Utah

Weber State University

n/a

Washington

Central Washington University

n/a

Washington

Eastern Washington University

n/a

Washington

Washington State University

n/a

Washington

Washington State University Tri-Cities

n/a

Washington

Western Washington University

n/a

Washington

University of Washington

Master of Communication in Digital Media

Wyoming

University of Wyoming

n/a

Maryland

Johns Hopkins University

Master of Science in Marketing

Washington, DC

American University

Master of Science in Marketing

New York

Fordham University

Master of Science in Marketing Intelligence

New Hampshire

Southern New Hampshire

MBA in Internet Marketing, 100% online

APPENDIX 3


CATALOG LANGUAGE, MASTERS IN BUSINESS ANALYTICS

The Master of Science degree in Business Analytics (MS BA) is offered by the Departments of Management & Marketing and Management Information Systems in the School of Business Administration. The program prepares students for work that applies data science and decision making to business, in particular in the areas of marketing and MIS. Students also have the opportunity to gain skills in using quantitative analysis for creative solutions. The degree consists of 32 credits that are designed to be completed in one academic year, but if needed students are allowed up to five years for completion of the program.



Admission Requirements

Applicants need to provide transcripts, official GMAT/GRE scores, a strong letter of interest, a resume, and evidence of related work experience (or take BMKT/BMIS 598 Internship, see below). The GMAT/GRE will be waived for those applicants who receive a grade of B or better for all prerequisite courses.



Prerequisite Courses

  1. BMIS 326 Introduction to Data Analytics, or equivalent

  2. STAT 451 Statistical Methods I (plus STAT 457 Statistics Lab), or equivalent

  3. BMKT/BMIS 598 Business Analytics Internship or relevant work experience

  4. Foundational business courses, as determined by the Admissions Committee, based on the candidate’s formal education and work experience.

Required Courses (17 credits)

  • BMIS 601 Business Intelligence (3 cr.) *

  • BMIS 625 Text Mining of Unstructured Data (3 cr.) *

  • BMIS 650 Quantitative Analysis (2 cr.)

  • BMKT 642 Advanced Marketing Research (3 cr.) *

  • BMKT 670 Applied Data Analytics (3 cr.) *

  • BMKT 680 Big Data and Innovation (3 cr.) * †

* denotes new course † course includes professional paper

Elective Courses (minimum of 15 credits, as approved by the MS BA Director)

  • BMIS 465 Real-time Data Analytics

  • BMIS 471 Fundamentals of Network & Security Management

  • BMIS 472 Advanced Network & Security Management

  • BMIS 478 Electronic Commerce

  • BMIS 575 Fundamentals of Consulting

  • BMIS 674 Management Information Systems

  • BMIS 491/591 Special Topics

  • BMKT 440 Marketing Analytics

  • BMKT 491/591 Special Topics

  • CSCI 444 Data Visualization

  • CSCI 546 Applications of Data Mining

  • CSCI 548 Pattern Recognition

  • CSCI 491/591 Special Topics

  • JRNL 414 Investigations

  • JRNL 592.06 Independent Study: Video News

  • M 461 Practical Big Data Analytics

  • M 491/591 Special Topics

  • MART 500 Digital Tech in the Arts I

  • MART 510 Digital Tech in the Arts II

  • MBA 694 MBA Seminar

Course Descriptions

BMIS 326 - Introduction to Data Analytics. Prereq., College-level statistics. This course introduces the terminology and application of big data and data analytics. Students will complete cases in a variety of disciplines as they become acquainted with some of the software, tools, and techniques of data analytics. 3 Credit hours

BMIS 465 – Real-time Data Analytics. Offered intermittently. Prereq., STAT 216, BMIS 365 or equivalents. Focuses on analyzing big data in motion using commercially available software. 3 Credit hours

BMIS 471 - Fund of Network & Security Management. Offered intermittently. Prereq., junior standing. Current topics will focus on the impact of network technologies and infrastructures on facilitating and supporting business and organizations. Students learn about design, installation, and configuration of networks as well as implementing security, networking protocols, and virtualization technologies. Includes a hands-on lab to demonstrate the concepts. 3 Credit hours

BMIS 472 - Advanced Network & Security Management. Offered intermittently. Prereq., junior standing and BMIS 471. Focuses on network security and how it aligns with organizational strategy, directory services for access to organizational information, and cybersecurity management. Includes a hands-on lab to demonstrate the concepts. 3 Credit hours

BMIS 478 – Electronic Commerce. Offered intermittently. Prereq., junior standing in Business. Focuses on the capabilities of the Internet to support and enable commerce. Provides a managerial perspective on topics including effective web site design, emerging technologies, business models, infrastructure architectures, and security. 3 Credit hours

BMIS 575 – Fundamentals of Consulting. Offered spring. Prereq., graduate standing. The technical, interpersonal, and consulting skills necessary to effectively work with clients. Focuses on management; does not require a technical background. Level: Graduate. 2 Credit hours.

BMIS 601 – Business Intelligence. Prereq., admission to the MS BA program or instructor consent. The course intends to provide graduate students with the foundational knowledge necessary to transform big data into useful business intelligence. The course will provide students with the skills, tools, and techniques required to collect, synthesize, and distribute information to support intelligent decision-making at the managerial level. 3 credit hours.

BMIS 625 – Text Mining of Unstructured Data. Prereq., admission to the MS BA program or instructor consent. An integration of Data Science theory and the actual practice of searching, sorting, relating, and deriving results from textual data. Students will be exposed to machine learning, natural language processing, as well as other computer assisted data mining techniques and then gain hands-on proficiency in the practice of data science using the software from data mining and document analysis vendors. 3 credit hours.

BMIS 650 – Quantitative Analysis. Offered spring. Prereq., admission to the M.B.A., MS BA or M-Acct. programs. Quantitative methods supporting managerial decision-making. Theory and logic underlying such methods as linear programming and simulation. Solution of complex problems and practice of interpersonal skills in team projects. Level: Graduate. 2 Credit hours

BMIS 674 – Management Information Systems. Prereq., admission to the M.B.A., MS BA or M-Acct. program. The tactical/operational responsibilities and roles of the CIO. Includes governance issues, supporting the learning organization, managing the technologies, and managing the development of systems. Focuses on management; does not require a technical background. Level: Graduate. 2 Credit hours

BMIS 491/591 – Special Topics. Offered intermittently.

BMKT 440 – Marketing Analytics. Offered autumn or spring. Prereq., BMKT 325; junior standing in Business or consent of instr. The purpose of this course is to learn about the importance and values of using new measurement tools in marketing and using related research and data to create compelling content. Students in this course are also challenged to bring actual ideas to life.

BMKT 642 Advanced Marketing Research. Prereq., admission to the MS BA program or instructor consent. The purpose of the course is to learn how to provide information for better business decision making. Students study the different aspects of marketing research as it relates to business problems and develop a mindset that continually relies on information-based decisions.

BMKT 670 Applied Data Analytics. Prereq., admission to the MS BA program or instructor consent. This course applies statistical skills and technical expertise to real-world big-data business applications. Students will work with the tools of data science and hone their ability to answer business questions through the analysis of data. 3 credit hours.

BMKT 680 Big Data and Innovation. Prereq., admission to the MS BA program or instructor consent. The course provides an integrative, capstone experience for students to reflect on and apply the data science tools they have learned in the Master of Business Analytics program. In addition, this course will focus on the innovation and creativity aspects of big data, or how big data can unleash new insights and innovations that solve customer and societal problems. The course will train future managers to think strategically and innovatively—about data, about opportunity, about value. It will ensure that students are proficient in strategy, customer value and insights.

BMKT 491/591 – Special Topics. Offered intermittently.

CSCI 444 – Data Visualization. Offered intermittently. Prereq., M 171; programming experience; and junior, senior, or graduate status; or consent of instr. Visualization fundamentals and applications using special visualization software; formulation of 3-D empirical models; translation of 3-D models into graphical displays; time sequences and pseudo-animation; interactive versus presentation techniques; special techniques for video, CD and other media. 3 Credit hours

CSCI 546 – Applications of Data Mining. Offered intermittently. Prereq., CSCI 232 or consent of instr. Principles of good design for interactive systems and web-based applications. User-centered design methodology including requirements specification, low and high-fidelity prototyping, heuristic evaluation, cognitive walkthrough, predictive modeling, and usability testing. Advanced HCI research project. Credit not allowed for both CSCI 443 and CSCI 543. Level: Graduate. 3 Credit hours

CSCI 548 – Pattern Recognition. Offered intermittently. Introduction to the framework of unsupervised learning techniques such as clustering (agglomerative, fuzzy, graph theory based, etc.), multivariate analysis approaches (PCA, MDS, LDA, etc.), image analysis (edge detection, etc.), as well as feature selection and generation. Techniques in exploratory data analysis when faced with large, multivariate datasets. Opportunities at implementation of some algorithmic approaches as well as use of preexisting tools such as the R-project statistics package. Emphasis will be on the underlying algorithms and their implementation. Credit not allowed for both CSCI 448 and CSCI 548. Level: Graduate. 3 Credit hours

CSCI 491/591 – Special Topics.

JRNL 414 - Investigations. Offered spring. Prereq., JOUR 331 for print students, R-TV 361 for broadcast students. Introduction to methods and ethics of investigative reporting, emphasizing computer-assisted research and analysis of public records and databases. 3 Credit hours

JRNL 592.06 - Independent Study: Video Production. Offered autumn and spring. Instruction in digital video photography, storytelling and non-linear editing. Students desiring to acquire video production skills will be introduced to high-definition video cameras and advanced editing techniques through lectures in JRNL 350, and will perform assignments specific to environmental science and natural resource issues. Prereq., graduate standing or C/I. 3 credit hours
M 461 Practical Bid Data Analytics. Offered autumn. Prereq., STAT 341, and one of M 221 or M 273, or consent of instructor. This is a methods course supporting the Big Data Certificate Program. The course provides the students with the essential tools for the analysis of big data. The content consists of map reduce and canonical information methods for analyzing massively large data sets, windowing methods for the analysis of streaming data, an introduction to predictive analytics, and an introduction to data visualization methods. 3 Credit hours
M 491/591 – Special Topics. Offered autumn and spring. Prereq., consent of instr. Experimental offerings of visiting professors, experimental offerings of new courses, or one–time offerings of current topics.
MART 500 – Digital Tech in the Arts I. This course explores the relationship between aesthetics and the emerging capabilities of digital technology. It will cover the historical relationship between science and art up to the end of the 20th century and examine the methodology of critical artistic applications.

4 Credit hours


MART 510 – Digital Tech in the Arts II. This course expands upon the research begun in MAR 500 by exploring the development of emerging 21st century digital technologies and their impact on aesthetics in artistic production. Level: Graduate. 4 Credit hours
MBA 694 – Seminar. Offered every term. Prereq., graduate student in business or consent of business graduate director. Selected topics in business. 1-15 Credit hours
STAT 451 – Statistical Methods I. Offered autumn. Prereq., one year of college mathematics including M 115 or equiv. course in probability or consent of instr. May not be counted toward a major in mathematics. Intended primarily for non-mathematics majors who will be analyzing data. Graphical and numerical summaries of data, elementary sampling, designing experiments, probability as a model for random phenomena and as a tool for making statistical inferences, random variables, basic ideas of inference and hypothesis testing. 3 Credit hours
STAT 457 – Computer Data Analysis I. Offered autumn. Coreq., STAT 451 or consent of instr. An introduction to software for doing statistical analyses. Intended primarily for students in STAT 451. 1 Credit hour
APPENDIX 4

Faculty CVs



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