Teaching Quantitative Reasoning Using Data: Project EDDIE #161279

Part of the American Geophysical Union Fall Meeting
Wednesday, December 7, 2022, Noon-3:00PM CST
Online

Registration and connection information available through AGU

Expectations:

Workshop Goals:

The goals of this experience are to:

  • Connect with colleagues with a shared interest in teaching inquiry with open data
  • Learn about strategies for teaching with large datasets that improve quantitative reasoning in students
  • Become familiar with the Project EDDIE materials and the guiding principles used to develop them
  • Develop individual action plans and next steps for improving classroom teaching

Overview:

This workshop is an introduction to materials, approaches and 'on ramp' strategies to teaching quantitative reasoning in undergraduate courses for ecology, geology, hydrology and related fields created by participants in Project EDDIE - Environmental Data-Driven Inquiry and Exploration.

Summarizing, displaying, and communicating quantitative data remains a persistent challenge in undergraduate science education, and also a skill we seek out in research assistants and graduate students. The prevalence of large, long-term datasets provides an opportunity to engage students in engaging with environmental challenges through open-ended exploration and interpretation. Project EDDIE provides complete and straightforward, evidence-based teaching materials on a range of LTER-relevant topics to guide instructors in teaching with data and fostering students self efficacy in quantitative reasoning.

In this workshop we will consider what it takes to be ready to teach quantitative reasoning with (LTER, NEON, other) data in your course including: consideration of how to fit quantitative reasoning experiences into a syllabus, generating learning goals, and setting the context in a class so students are primed to be successful. More information on the Project EDDIE website

Tentative Program:

All times Central Standard time to match the AGU meeting in Chicago, IL USA

12:00 Arrive and check connection

Welcome and introductions
Ice breaker in break out rooms(2 rounds) :

  • What course are you thinking of modifying?
  • What is a goal or motivation for this change?

12:15 Discussion: Why Quantitative Reasoning?

Introduction to Project EDDIE (PowerPoint 2007 (.pptx) 6.2MB Sep21 22)

  • Consider your ideal student researcher

12:30 Introduction to Project EDDIE design

12:45 Activity - working with the Climate Change module

  • About the structure of EDDIE modules
  • Working through Activity A
    • Climate Change Module - Activity A Student Worksheet (Microsoft Word 2007 (.docx) 178kB Sep22 22)
    • Take notes on your experience as a student
    • Document idea for changes that would make you more comfortable teaching
    • Write down any questions/sticking points you'd like to discuss

1:00 Reflection as a group: the experience of being a student

  • What was the easy win?
  • Would you be able to do this process again?

Explore: Project EDDIE Statistical vignette on regression

1:20 Reflection on your own : How will this help your teaching?

  • Think about your course goals and the motivations you shared, how would your selected EDDIE Module align with these goals? What course/activity learning objective(s) are you planning to address in your course using the selected EDDIE module/materials?

1:30 Session TBA

2:00 Activity: Preparing to adopt an EDDIE Module

  • Identify a module that you would like to use in your course.
  • Skim parts A, B, & C of the activity, including the student handouts, noting how these activities scaffold to allow students to develop skills in conducting inquiry and problem solving using big data.

2:30 Activity: Pair share your adoption plan

2:50 Closing and End of workshop survey

3:00 Adjourn

Additional EDDIE Resources:

Convenors:

Diana Garcia Silva - Queens College of CUNY
Dax Soule - Queens College of CUNY
Cailin Huyck Orr - SERC at Carleton College
Monica Bruckner - SERC at Carleton College