Engage! Vol. 5, No. 3


23

PAPER 8

Using First-Year Students to Harness Data
Karen Y. S. Banks 
Senior Lecturer Kelley School of Business
Indiana University Bloomington

BANKS | FIRST-YEAR STUDENTS

Data is a crucial asset for every 
business or organization, but the ability to 
effectively manage it varies widely. Some 
organizations rely on volunteers to manually 
input and summarize data, while others may 
not collect or utilize data due to lack of skilled 
personnel, causing them to miss out on 
opportunities to showcase their achievements. 
Organizations need assistance in addressing 
their data challenges, while students require 
access to real-world data to develop their 
skills. Engaging in community projects 
provides students with valuable practice, skills, 
and knowledge necessary for internships or 
jobs.

Data systems often operate behind the 
scenes. For example, when customers purchase 
items at Target, they are unaware that the 
transactional database manages that data. 
Information systems enable organizations to 
gather, store, analyze, and distribute data. 
Local governments and non-profits need help 
with simple data projects due to a lack of 
knowledge of what is possible and a lack of 
data skills. Simple tasks of collecting, 
cleansing, organizing, structuring, and 
summarizing data, and producing reports and 
charts are valuable skills for students and 
essential data needs for local governments and 
non-profit organizations.

Can first-year students with little to no 
business or data experience provide value to 
community projects? Yes, they can, and they do. At 
the Kelley School of Business, the BUS-K 204 Honors 
class students spend the first part of the semester 
learning about data and information systems. Towards 
the end of the semester, the students watch a video of 
a client interview and then have a video meeting with 
the client to understand their needs. 

Following this, the students work in teams to 
complete a series of assignments to create an 
information system. While the client may share some 
actual data with the students, they also learn how to 
create mock data to demonstrate the system to the 
client. 

“Local governments and 
non-profits need help with

simple data projects due to 
a lack of knowledge of what 

is possible and a lack of 
data skills.”



With approximately 400 students working 
in teams of six, a Power Automate system was 
developed to allow students to ask the client 
questions indirectly. All students can view the 
questions and the client's responses. This system 
prevents students from overwhelming the client 
by directly contacting them, while still enabling 
them to ask questions. At the end of the semester, 
the client can choose to implement a system 
created by the students. Faculty members are 
responsible for making any necessary updates to 
the system, importing the client's actual data, and 
ensuring that the system is operational for the 
client. The faculty answer clients' questions and 
solve problems for one year.

IU Health Hospice needed a system to help 
manage volunteer visits to their clients. Volunteers 
would travel to a client's home, spend time with 
them, engage in activities, and provide the 
caregivers with a break. For each visit, specific 
data needed to be recorded, including the 
volunteer's mileage, visit duration, COVID-related 
information, activities during the visit, and general 
information about the client's mental health. 
Volunteers used to submit this information 
verbally, through email, or in a Word document, 
which required additional effort to retype and 
summarize the data for reporting purposes.

First-year students worked in teams of six 
to create a system where volunteers could input 
the required information using Microsoft Forms on 
their phones or computers. The IU Hospice 
manager would then download that data in an 
Excel file and import it into a database with the 
click of a button. Another button could be pressed 
to generate a report summarizing volunteer visits 
by quarter or year. When onboarding a new 
volunteer, the manager could use a form to input 
their information, and another button could be 
pressed to create a report summarizing all 
volunteers.

First-year students should participate in 
service learning because it allows them to work 
with real data, understand organizational 
challenges, and apply their new skills and 
knowledge. Students can complete competencies 
based on the National Association of Colleges and 
Employers (NACE) Career Readiness Goals such 
as:
· Professionally advocate for oneself and others.

· Employ active listening, persuasion, and  
   influencing skills.

· Make decisions and solve problems    
   using sound, inclusive reasoning and 
   judgement.

· Keep an open mind to diverse ideas and new ways 
   of thinking.

· Motivate and inspire others by encouraging them 
   and by building mutual trust.

· Be present and prepared.

· Collaborate with others to achieve common goals.

PAPER 8

24

“First-year students should 
participate in service learning 

because it allows them to 
work with real data, 

understand organizational 
challenges, and apply their 
new skills and knowledge.”

The regular class K201, "The Computer in 
Business" class, could benefit by working part of the 
project.

BANKS | FIRST-YEAR STUDENTS



This experience helps students identify gaps in their knowledge while also motivating them by 
showing that their work has a real-world impact. By creating systems for clients, students can see the 
tangible benefits of their efforts, beyond just receiving a grade. Additionally, working in teams allows 
students to connect with their peers and make long-term friends, while also learning the importance of 
communication and documentation in collaborative work for the smooth functioning of their team.

PAPER 8

25

BANKS | FIRST-YEAR STUDENTS