The University of Cincinnati Lindner College of Business

“Empowering business problem solvers to tackle the world's challenges.”

BANA6037-001/003 – Data Visualization

Fall Semester 2024 (24FS) / First Half Session
Section 001 (In-Person) / Section 003 (Online)

Instructor:
Jeffrey A. Shaffer
Director, Applied AI Lab
Kirk and Jacki Perry Professor of Data Analytics & Assistant Professor – Educator, University of Cincinnati
[email protected]
Office: 3408 (Office Hours scheduled as needed, in-person or via Zoom)
513.615.0001 (mobile/text)
DataPlusScience.com
@DataPlusScience

Required Course Materials

The Big Book Dashboards: Visualizing Your Data Using Real-World Business Scenarios
Steve Wexler, Jeffrey Shaffer, Andy Cotgreave, Wiley (2017)
Additional Readings: Provided by Instructors

Suggested Reading for Data Visualization and Tableau (not required)

The Functional Art
Alberto Cairo, New Riders (2012)
The Truthful Art
Alberto Cairo, New Riders (2016)
Storytelling with Data
Cole Nussbaumer Knaflic, Wiley (2015)
Better Data Visualizations: A Guide for Scholars, Researchers, and Wonks
Jonathan Schwabish, Columbia University Press (2021)
The Wall Street Journal Guide to Information Graphics: The Dos and Don’ts of Presenting Data,
Facts, and Figures
Dona M. Wong, W. W. Norton & Company (2010)
Information Dashboard Design: Displaying Data for At-a-Glance Monitoring
Stephen Few, O’Reilly Media (2013)
Show Me the Numbers: Designing Tables and Graphs to Enlighten
Stephen Few, Analytics Press (2004)
Visualize This: The Flowing Data Guide to Design, Visualization, and Statistics
Nathan Yau, Wiley (2011)
Now You See It
Stephen Few, Analytics Press (2009)
The Big Picture
Steve Wexler, McGraw-Hill (2021)
Practical Tableau
Ryan Sleeper, O’Reilly Media (2018)
Tableau Strategies: Solving Real, Practical Problems with Data Analytics
Ann Jackson and Luke Stanke, O’Reilly Media (2021)
Tableau Desktop Cookbook
Lorna Brown, O’Reilly Media (2021)

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Suggested Feeds/Blog Subscriptions
DataPlusScience by Jeffrey Shaffer
Data Revelations by Steve Wexler
Viz of the Day by Tableau Software
Makeover Monday Project by Andy Kriebel and Eva Murray
Storytelling with Data by Cole Nussbaumer Knaflic
VizWiz by Andy Kriebel
TableauReferenceGuide.com by Jeffrey Shaffer
TabCharts.com by Jeffrey Shaffer

Summary
This course provides an introduction as well as hands-on experience in data visualization. It introduces
students to design principles for creating meaningful displays of quantitative and qualitative data to
facilitate managerial decision-making.

Course Objectives
• Provide an overview and brief history of the practice of data visualization
• Introduce students to the key design principles and techniques for visualizing data
• Develop an understanding of the fundamentals of communication and alignment around
concepts that are required for effective data presentation
• Provide an overview and develop an introductory level of competency on the use of several
available software tools that can be used for data visualization
• Allow for project-based opportunities to identify, understand, analyze, prepare, and present
effective visualizations on a variety of topics

Course Prerequisites
• General computer skills and a familiarity with charting tools like Microsoft Excel are necessary,
along with access to the Internet for research and data gathering.
• Direct access to a computer on which the student can install software is highly recommended
(see Required Software below)
• An understanding of basic charting and statistical terms and practices will be helpful, but not
required.

Student Outcomes
After taking this course, students should be able to collect and process data, create an interactive
visualization, and use it to demonstrate or provide insight into a problem, situation, or phenomenon.

Moreover, students should have the basic knowledge needed to critique various visualizations (good
and bad), and to identify design principles that make good visualizations effective. Students should also
have a basic understanding of some of the challenges present in making data understandable across a
wide range of potential audiences.

Finally, students will have the opportunity to demonstrate their own skills in identifying a visualization
that can be improved, completing their own design and/or analysis on the underlying data, and working
to publish or promote acceptance of their presentation.

Course Format
Students will read class material, study best practices and not-so-best practices, compare and contrast
real-world examples, engage in problem solving, and participate in discussions related to the course

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material. Students will also practice applying the techniques and best practices discussed to real-world
problems.

Required Software
A significant amount of time that students spend completing their assignments will involve the use of
visualization software. There will be instruction in using Tableau Desktop Professional (Student License
Key is provided for class).

Students will be able to learn the basic features of Tableau through in-class instruction, training videos
that are posted in Canvas, self-directed studies or by using available resources online. The instructor is
also willing to help with specific questions or techniques as needed.

Students may use any technology platform for their projects, as long as work is presentable for in class
review, and accessible for review by the course instructor. If there is any question about whether work
can be accessed for review or presentation (e.g., if it is not created in Tableau), you must check with the
instructor prior to submitting your work.

Microsoft Windows and Excel can be purchased from the University Bookstore for a nominal charge if
needed. A fully licensed version of Tableau Desktop is made available to each student for the duration
of the class, or if preferred, the student may use the freely available Tableau Public software for non-
proprietary and non-confidential data.

A full copy of Tableau Desktop is also available to full-time students for free for a year, available from
Tableau. Tableau Desktop Professional is available for both Apple Macintosh and Windows operating
systems.

Expectations of Students
Students are expected to prepare and participate by:

1. Reading scheduled assignments each week

2. Participating in class discussions posted on Canvas, projects, and quizzes
3. Completing the assigned homework projects by the due date
4. Participate in Group Projects

Students are expected to complete each test, exam, homework, and all other assignments
independently. The student’s submissions must represent his or her individual work, and citations must
be provided where content from other sources is referenced. Also, you may not re-use a data set from
one project to another; you must start with a completely new data set each time.

Students will be assigned to groups for the purpose of completing specific assignments. It is important
that you participate as necessary in the groups to complete assignments. Low participation in your
group may affect your final grade for any group assignments.

Academic Integrity
If there is a question about the academic integrity of a submission, or if it is believed that a submission
does not fully represent the unique work of the student or assigned group members, the instructors will
take all appropriate action in accordance with the university policy on Academic Misconduct and
Plagiarism (Academic Integrity). This includes issuance of an “F” grade for the course. Group projects
should be collaborative only within your group and not shared between groups.

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As with all Lindner College of Business efforts, this course will uphold the highest ethical standards,
critical to building character (the C in PACE). Ensuing your integrity is vital and your responsibility. LCB
instructors are required to report ANY incident of academic misconduct (e.g., cheating, plagiarism) to
the college review process, which could result in severe consequences, including potential dismissal
from the college. For further information on Academic Misconduct or related university policies and
procedures, please see the UC Code of Conduct (Code of Conduct).

Accessibility Resources
Students with disabilities have the right to full and equal access at the University of Cincinnati. The
Accessibility Resources office on each campus will work with you and your instructors to identify
reasonable accommodations to ensure an equitable opportunity to meet all requirements for your
course. Accessibility Resources is also a resource for coordinating access and accommodation to all non-
academic programs and opportunities available to UC students and potential students.

Contact Information:
• Accessibility Resources Blue Ash: [email protected]
• Accessibility Resources Clermont: [email protected]
• Accessibility Resources Clifton: [email protected]

Counseling Services, Clifton Campus

Students have access to counseling and mental health care through the University Health Services (UHS),
which can provide both psychotherapy and psychiatric services. In addition, Counseling and
Psychological Services (CAPS) can provide professional counseling upon request; students may receive
five free counseling sessions through CAPS without insurance. Students are encouraged to seek
assistance for anxiety, depression, trauma/assault, adjustment to college life, interpersonal/relational
difficulty, sexuality, family conflict, grief and loss, disordered eating and body image, alcohol and
substance abuse, anger management, identity development and issues related to diversity, concerns
associated with sexual orientation and spirituality concerns, as well as any other issue of concerns. After
hours, students may call UHS at 513-556- 2564 or CAPS Cares at 513 -556- 0648. For urgent physician
consultation after-hours students may call 513-584- 7777. For information about services at Blue Ash or
Clermont campus see Course Information in Canvas.

Religious Accommodations
Ohio law and the University’s Student Religious Accommodations for Courses Policy 1.3.6 permits a
student, upon request, to be absent for reasons of faith or religious or spiritual belief system or
participate in organized activities conducted under the auspices of a religious denomination, church, or
other religious or spiritual organization and/or to receive alternative accommodations with regard to
examinations and other course requirements due to an absence permitted for the above-described
reasons. Not later than fourteen days after the first day of instruction in the course, a student should
provide the instructor with written notice of the specific dates for which the student requests
alternative accommodations. For additional information about this policy, please contact the Executive
Director of the Office of Equal Opportunity and Access at (513) 556-5503 or [email protected].

Title IX
Title IX is a federal civil rights law that prohibits discrimination on the basis of your actual or perceived
sex, gender, gender identity, gender expression, or sexual orientation. Title IX also covers sexual
violence, dating or domestic violence, and stalking. If you disclose a Title IX issue to me, I am required
forward that information to the Title IX Office. They will follow up with you about how the University
can take steps to address the impact on you and the community and make you aware of your rights and
resources. Their priority is to make sure you are safe and successful here. You are not required to talk

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with the Title IX Office. If you would like to make a report of sex or gender-based discrimination,
harassment or violence, or if you would like to know more about your rights and resources on campus,
you can consult the website www.uc.edu/titleix or contact the office at 556-3349.

LCB Weather Related and Emergency Protocol

When inclement weather threatens the safety of the University of Cincinnati community, the Senior Vice
President for Administration and Finance may invoke University Rule 3361: 10-55-01 and declare an
emergency closing. There will be an announcement posted on Canvas and if possible, on the local news
channels (TV and radio). Communications related to University closures will also be sent to the student’s
cell phone number on record through the automatic University emergency text messaging system.
Students should notify the University if they change their cell phone number to ensure they will receive
these important emergency communications. The Lindner College of Business will observe the university
emergency closing protocol for all on-campus classes. During a university emergency closing, all college
offices will be closed.
Students should clarify with their course instructors how the closure will affect assignments and
deadlines, and whether class information from the missed session(s) will be posted on Canvas, and/or if
the class will meet virtually during the closure.

In the event of inclement weather and the university is closed, the closure will not affect online courses.
All course assignments and activities will remain as scheduled in the course syllabus.

Performance Evaluation
Course grades will be determined as follows: % Points

1) Homework – Halloween Viz (Individual) 6.25% 50 pts

2) Homework #2– Halloween Viz Redesign or Makeover Monday (Individual) 6.25% 50 pts
3) 3 Quizzes (Individual and online in first 3 modules) 25.0% 200 pts
4) Dear-Data Postcard (Individual) 12.5% 100 pts
5) Final Project - Final Interactive Data Visualization and Presentation (Group) 50.0% 400 pts
Total: 100.0% 800 pts

Extra credit (one opportunity allowed for extra credit per student, see below) 3.75% Up to 30 pts

Grading Scale
93% - 100% A Please see the Grading Rubric for grading criteria on assignments.
90% - 92.9% A- Points for the Quizzes will be awarded as marked.
87% - 89.9% B+
83% - 86.9% B
80% - 82.9% B-
Below 80% C
Below 70% F

All students have the same opportunity to earn points in the course. Any questions regarding grading
must be addressed within one week of return of the graded assignment, quiz or exam to the student.

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Group Member Feedback and Grading
For group projects, the instructor may allow for members to provide feedback on contributions and
work effort of other group members. This feedback may be taken into account in issuing individualized
grades for group projects. In other words, the input of your group members may positively or negatively
affect your grade on these projects.

Extra Credit Assignment

Each student has an opportunity to earn extra credit by completing one additional assignment. The
extra credit assignment is an individual assignment (no group extra credit assignments).

Students may select ONE of the three options below for their extra credit assignment:

1) Participate in the Makeover Monday Project (Makeover Monday)

a. The Makeover Monday dataset has been published every Sunday since 2016. Use any
Makeover Monday dataset and create a makeover of the chart using the provided data.

2) Create a Data Visualization

a. Identify a dataset (for example, information about schools’ performance in Ohio,
economic reports, government, or corporate report, Kaggle, Makeover Monday, etc.).
b. Create a Data Visualization using the dataset you found (similar to Project #1).

3) Pick a topic from Dear-Data.com or Dear-Data-Two.com and create your own post card. You are
welcome to mail it to someone you know, but please take a high-resolution picture of both sides
of the card to submit for your extra credit assignment. See Examples: Dear-Data.com by Giorgia
Lupi and Stefanie Posavec and Dear-Data-Two.com by Jeffrey Shaffer and Andy Kriebel.

Quizzes
The quizzes will cover the concepts and material in each of the first 3 classes. Students will be expected
to apply the class readings and lectures in answering the test questions. The quizzes will be taken online
through Canvas. Without prior approval, prior to the quiz time, make-up opportunities are limited to
documented emergencies. Instructor discretion is used in determining whether a situation constitutes
an emergency. Quizzes are multiple choice and short answer (a few sentences at most).

Projects
Through a variety of projects, we will analyze best practices and compare and contrast with not-so-best
practices. Students will learn to critique good and bad data visualizations and will be required to create
and recreate various data visualizations using various sets of data. The final project will be interactive in
nature and not simply a static chart. Points will be deducted for final projects that are not interactive.

Homework
Homework assignments will be given in this class and are due by the date and time indicated in the
syllabus or as indicated by the instructor.

Submission of Homework and Project Deliverables

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Students must submit all required assignments and supporting work via Canvas. The submission time
listed in Canvas will be used to determine whether an assignment is on time or late. If multiple
submissions are received, the final submission will be considered for grading (along with determining if
the assignment was submitted on time). Submissions that are “in progress” or “draft” status in Canvas
at the designated due date and time will not be considered submitted. For group projects, the
designated spokesperson is responsible for submitting all materials on behalf of the group.

Late Assignments
Late assignments will receive a deduction of 5% per day, beginning with a 5% deduction for assignments
turned in past the date and time due. Assignments more than 3 days late will not be accepted.

Adjustments to Assignments, Schedule, and Syllabus

The scope, timing, and due date/time of any assignments, projects, homework, exams, or any other
required work may be adjusted by the instructor as needed to maximize learning opportunities for
students and/or better serve the goals of the course. The syllabus may likewise be modified at the
discretion of the instructor.

Any adjustments will be communicated to students in class and on Canvas with as much advance notice
as possible.

Generative AI Policy
The use of Generative AI in this course is highly encouraged and can be used to whatever extent possible
and in whatever way possible. This includes tools such as Chat GPT, Open Source LLMs (ex. Llama 2),
image generation (ex. Midjourney, Stable Diffusion), or any other Generative AI tools. Please cite
Generative AI sources for any content used in the course, including images, code created, or written
content. Pease note that output from Generative AI may not be entirely accurate and could even be
hallucinated. Be sure to check any content or output created by Generative AI.

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GRADING RUBRICS for BANA6037 Visualization, Project, and Lab Assignments
Criteria 10 – Outstanding 9 – Proficient 8 – Basic 7 (or lower) - Below
Expectations
OBJECTIVE
Completed All portions of the assignment, including presentations, data preparation, and visualizations were attempted and
assignment per submitted. Points may be deducted if not all assignment requirements are not met. For example, the final project is
requirements an interactive visualization and points will be deducted if it’s not interactive.
Data is appropriate The data set chosen or used Data is appropriate but Data is related but not Data has little or no relation to
and sufficient for the by is appropriate, correct, minor data issues may sufficient to support the the topic being explored,
analysis and sufficient to support be present or analysis, or significant errors will lead to incorrect
the thesis of the analysis. enhancements may be data issues prevent a clear conclusion, and/or data issues
needed for a proper reading of the results. make the analysis unusable.
analysis.
Headers, directions, Clear direction is provided. Header, footers, and The user must self- The user has little or no
citations, and visual Visual cues, tooltips, and instructions are present, discover functionality. indication of how to engage.
cues are given as citations are consistently but visual cues may be Headers and footers may Directions are missing on
guides and correctly employed to missing or could be be missing. Difficult to clear. Missing headers and
inform and guide. improved. know what to do. footers for context and
meaning.
Basic visualization Chart types are suitable Chart types chosen are Charts incorrectly used for Difficult to understand what is
rules and best and best options for the acceptable, but axes may the purpose intended. intended with the chart and
practices are analysis. All axes and text be cluttered or have Axes are difficult to read data. Color actively distracts
consistently applied are treated appropriately. rotated text. Color and detract from and confuses. Chart junk
and demonstrated The application of color is choices communicate understanding. Color used dominates the visualization
correct and clearly conveys meaning but can be in a distracting or and the meaning is
meaning. improved. unsuitable manner. unreadable.
The visualization The visualization facilitates Study is required to The visualization does not The visualization is completely
allows the user to quick cognition and leading interpret the data and directly address the topic inappropriate and cannot be
conduct the intended to a fact-based conclusion how it applies to the or relies on presentation used to conduct the intended
analysis or assertion. thesis of the analysis. support. analysis.
SUBJECTIVE
Viz is clean, clear, The 4Cs are well Aspects of the 4Cs are Multiple aspects of the Significant or complete
concise, captivating represented; the apparent; opportunity 4Cs are missing, or have disregard for the guidance
(Shaffer 4 C’s) visualization is clear, clean, exists for further not been well addressed present in the 4Cs, resulting in
concise, and captivating. enhancement. in the visualization. a poor visualization.

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GRADING RUBRICS for BANA6037 Visualization, Project, and Lab Assignments
Criteria 10 – Outstanding 9 – Proficient 8 – Basic 7 (or lower) - Below
Expectations
Attractiveness and Fonts choices are conscious Visualization shows Visualization appears Little or no apparent thought
attention to design and consistent, proper thought and planning, sloppy and may be or given and visualization
and details of craft grammar and spelling is and most aspects work difficult to understand as comes across as disorganized.
used, and choice of in harmony. May exhibit a coherent whole. May be visible through
position, size, and emphasis minor issues with Multiple issues with numerous spelling or grammar
integrate elements into a spelling, alignment, or spelling, font consistency, issues, poor alignment and
visually appealing and sizing mismatched with positioning, or other positioning choices
engaging whole. importance. distracting characteristics. inappropriate font use, etc.
The visualization is The visualization is targeted There is a clear message The visualization suggests No apparent message or
usable and actionable to the audience, the story is or story conveyed, but some possibilities, but relevancy to the user; no
(Duell Rules) evident, and the conclusion the action or conclusion does not lead to clarity of actions can nor should be
or action required is clearly that should be drawn is understanding and taken based on the analysis.
apparent. No additional not definitive. May therefore action is not
interpretation is needed. require interpretation. possible.
Quality, integrity, and The analysis shows a level The overall conclusions The analysis shows a trend The analysis appears to be
impact of the findings of quality, integrity, and of the analysis seem to or suggests a result, but is poorly conducted, greatly
and analysis competency that makes the be sound, with support not trustworthy because compromising the integrity of
viz impactful, generating a by anecdotes or of errors in process, some or all of the
high level of trust. additional evidence. omission, or scope. visualization.
Overall effectiveness The visualization (or Delivery provides a The presentation and The communication and
of communication presentation) is delivered in strong argument and is communication leaves presentation results in
and presentation a convincing way that well supported; minor concerns or lingering lack confusion and low level of
demonstrates confidence, details should be vetted of clarity. Work required confidence in the analysis,
competency, and and affirmed. to review and confirm. requiring a significant or
thoroughness. complete re-do.

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Week Topic Tasks
#1 Lectures:
• Introduction MODULE 1
8/26/2024 • What is Data Visualization and why is it important? 1. Install Tableau Desktop Professional
through • Visual Perception (license key provided)
9/1/2024 • Brief History of Data Visualization 2. Read Shaffer 4C’s and Clean
• Design Principles – Preattentive Attributes and Thinking Systems Examples
• Picking the Right Tool for the Job 3. Homework #1: Prepare a data
visualization using Halloween Trick
Readings: or Treater data set (provided)
• Netiquette 4. Quiz #1
• Common Pitfalls 5. Post Introductions in Course
• Graph Selection Matrix Introduction Discussion Board
• Shaffer 4C’s and Clean Examples

Tableau Training (optional):

• 1.1 to 1.14 (98 mins)
#2 Lectures:
• Review Halloween Exercise and Watch Me Viz Video
9/2/2024 • Data Quality
through • Facilitating Discovery MODULE 2
9/8/2024 • Actionable Visualizations and the Duell Rules 1. Redesign HW#1 OR
2. Participate in Makeover
Readings: Monday
• The Big Book of Dashboards 3. Read Juice Analytics
Chapter 1 (pages 3-36) Whitepaper
Chapter 30 (pages 339-351) (3 parts)
• Juice Analytics Whitepaper Parts 1 and 2 4. Quiz #2

Tableau Training (optional):

• 2.1 to 2.22 (99 mins)
#3 Lectures:
• Chart Types and Pie Charts MODULE 3
9/9/2024 • Compare and Contrast 1. Quiz #3
through • Chart Junk and Data to Ink Ratio
9/15/2024 • Message and Chart Types

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Week Topic Tasks
• Color and Color Blind

Readings:
• The Big Book of Dashboards
Chapter 33 (pages 391-395)
Chapter 34 (pages 397-403)
Chapter 35 (pages 405-409)
• Juice Analytics Whitepaper Part 3
• Save the Pies for Dessert
Visit Dear-Data.com & Dear-Data-Two.com (Module 4 assignment)

Tableau Training (optional):

• 3.1 to 3.22 (97 mins)
#4 Lectures:
• Infographics
9/16/2024 • Nobel, No Degrees MODULE 4
Through Create a Dear-Data Postcard.
9/22/2024 Readings:
• The Big Book of Dashboards Pick any week from the Dear-Data.com
Chapter 31 (pages 353-380) or Dear-Data-Two.com project and
create a postcard.
Tableau Training (optional):
• 4.1 to 4.7 (37 mins)

Videos:
• Dear Data Two Presentation from Tableau Conference (60 mins)
• Journalism in the Age of Data (53 minutes)
• Presentation by Alberto Cairo on Infographics (10 mins)

#5 Lectures: MODULE 5
• Design Font and Graphics Work on Final Project
9/23/2024 • Mapping and Geocoding
through
9/29/2024 Readings:
• The Big Book of Dashboards

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Week Topic Tasks
Reference Scenarios for your projects (Chapters 2-29)

Tableau Training (optional):

• 5.1 to 5.10 (40 mins)

Videos:
• Inge Druckrey: Teaching to See (36 mins)
• Silenc – visualization (2 mins)
#6 Lectures:
• Social Alignment (35 mins) MODULE 6
9/30/2024 • Interactive Visualizations Group Project #1 (No presentation)
through • Critical Thinking in Data Analysis
10/6/2024 Work on Final Projects and
Readings: Presentations
• The Big Book of Dashboards
Reference Scenarios for your projects (Chapters 2-29)

Tableau Training (optional):

• 6.1 to 6.9 (37 mins)
#7 Lectures: MODULE 7
• Tableau Demonstration Final Project
10/7/2024 Interactive Visualization and
through Final Data Visualization Project presentations Presentation (PowerPoint, etc.)
10/13/2024 • Presentation (ex. PowerPoint) and Tableau Interactive Visualization
• 001 – Teams present in class
• 003 – Recorded PowerPoint or video

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