Skip to main content

Roberto Cavazos

Title: Clinical Associate Professor

Department: Information Technology and Decision Sciences

College: College of Business

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of Texas at Dallas, 1998
    Major: Political Economy
    Specialization: Applied Economics and Statistics
    Dissertation: Metropolitan Income Growth and Convergence
  • MA, University of Texas at Dallas, 1995
    Major: Public Affairs

Current Scheduled Teaching

DSCI 5330.001Business Intelligence FoundationsFall 2025
DSCI 5330.002Business Intelligence FoundationsFall 2025
DSCI 5330.404Business Intelligence FoundationsFall 2025
DSCI 4330.001Enterprise Applications of Business Intelligence/AnalyticsFall 2025 Syllabus
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

DSCI 5330.001Business Intelligence FoundationsSpring 2025 SPOT
DSCI 5330.002Business Intelligence FoundationsSpring 2025 SPOT
DSCI 5330.003Business Intelligence FoundationsSpring 2025 SPOT
DSCI 5330.001Business Intelligence FoundationsFall 2024 SPOT
DSCI 5330.002Business Intelligence FoundationsFall 2024 SPOT
DSCI 5330.404Business Intelligence FoundationsFall 2024 SPOT
DSCI 5330.407Business Intelligence FoundationsFall 2024 SPOT
DSCI 5330.501Business Intelligence FoundationsFall 2024 SPOT
DSCI 5330.002Enterprise Applications of Business IntelligenceSpring 2024 SPOT
DSCI 5330.005Enterprise Applications of Business IntelligenceSpring 2024 SPOT
DSCI 5330.001Enterprise Applications of Business IntelligenceFall 2023 SPOT
DSCI 5330.004Enterprise Applications of Business IntelligenceFall 2023 SPOT
DSCI 5330.005Enterprise Applications of Business IntelligenceFall 2023 SPOT
DSCI 5330.006Enterprise Applications of Business IntelligenceFall 2023 SPOT
DSCI 4330.001Enterprise Applications of Business Intelligence/AnalyticsFall 2023 Syllabus SPOT
DSCI 5330.003Enterprise Applications of Business IntelligenceSummer 5W2 2023 SPOT
DSCI 4330.002Enterprise Applications of Business Intelligence/AnalyticsSummer 5W2 2023 Syllabus SPOT
DSCI 5330.001Enterprise Applications of Business IntelligenceSpring 2023 SPOT
DSCI 5330.002Enterprise Applications of Business IntelligenceSpring 2023 SPOT
DSCI 5330.003Enterprise Applications of Business IntelligenceSpring 2023 SPOT
DSCI 5330.001Enterprise Applications of Business IntelligenceFall 2022 SPOT
DSCI 5330.002Enterprise Applications of Business IntelligenceFall 2022 SPOT
DSCI 5330.004Enterprise Applications of Business IntelligenceFall 2022 SPOT
DSCI 5330.005Enterprise Applications of Business IntelligenceFall 2022 SPOT
DSCI 5330.006Enterprise Applications of Business IntelligenceFall 2022 SPOT
DSCI 4330.001Enterprise Applications of Business Intelligence/AnalyticsFall 2022 Syllabus SPOT
DSCI 5330.003Enterprise Applications of Business IntelligenceSummer 5W2 2022 SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book

  • Steward, D., Cavazos, R. (2019). Big data analytics in US courts: uses, challenges, and implications. Springer Nature.
  • Cavazos, R. (2017). Metropolitan Income Growth and Convergence. Routledge.

    • Book Chapter

  • Cavazos, D.E., Cavazos, R. (2015). Evidence-based management and the scholar/practitioner rift in the private and public sectors. Evidence-Based Public Management. 60--72. Routledge.

    • Journal Article

  • Brown, K.W., Cavazos, R. (2005). Why is this show so dumb? Advertising revenue and program content of network television. Review of Industrial Organization. 27 17--34. Kluwer Academic Publishers.
  • Cavazos, R., Buss, T.F. (2003). Electric industry restructuring: An overview of the policy issues. Other. 20 (2) 203--218. Blackwell Publishing Ltd Oxford, UK.
  • Cavazos, R. (2003). The political economy of electricity deregulation: Appointed vs. elected utility commissioners. Other. 20 (2) 255--262. Wiley Online Library.
  • Brown, K.S., Cavazos, R. (2002). Network revenues and African American broadcast television programs. Other. 15 (4) 227--239. Taylor \& Francis.
  • Seldon, B.J., Jung, C., Cavazos, R. (1998). Market power among physicians in the US, 1983--1991. The Quarterly Review of Economics and Finance. 38 (4) 799--824. Elsevier.

    • Other

  • Brown, K.S., Cavazos, R. (2003). Empirical aspects of advertiser preferences and program content of network television. Federal Communications Commission.

    • Research Report

  • Cavazos, R. (2024). High Cost of Review Fraud. https://askfortransparency.com/research/high-cost-of-review-fraud/
,
Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
CLOSE