Teaching Beyond the Curriculum

Abstract

This research presents the development and outcomes of a recently implemented data visualization course in the College of Arts & Design at Louisiana State University. The course encompasses various research methods and visualization approaches with a particular emphasis on students’ selection of relevant and contemporary topics related to Louisiana, as well as their choice of appropriate forms of representation. Understanding the increasing demand for data visualization skills in the current job market, this research aims to define more effective pedagogical approaches and contribute to the limited body of knowledge regarding data visualization courses in higher education. To achieve this objective, the research analyzes and compares the results obtained from the three iterations of the course, including students’ processes, feedback, and visualizations. This analysis considers various factors such as topic selection, data gathering, representation methods, composition techniques, and employed tools. The study reveals a diverse range of solutions and a high level of adaptability between the chosen topics, collected data, and selected forms of representation. It also indicates that the flexibility given to students fosters their creativity, contextual understanding, and critical thinking skills. However, the results highlight that most students opted for adaptations of common visualization formats instead of pursuing more innovative approaches. The findings suggest that while the course successfully promotes engagement and contextual relevance, additional support and guidance are needed to encourage more imaginative and creative approaches to data visualization. Overall, this study contributes to the visualization field by providing insights into the integration of data visualization within design disciplines and its impact on students’ creative expression.