Datawhys Phase 1: Problem Solving to Facilitate Data Science & STEM Learning Among Summer Interns

This design case details a data science summer learning experience designed by University of Memphis faculty for HBCU students (NSF #: 1918751) with recruiting assistance provided by LeMoyne-Owen College. The summer learning experience included elements of didactic and collaborative problem-solving...

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Bibliographic Details
Published in:International journal of designs for learning 2021-11, Vol.12 (3), p.102-117
Main Authors: Payne, Linda Ann, Tawfik, Andrew, Olney, Andrew
Format: Article
Language:English
Subjects:
Active Learning
Black Colleges
College Faculty
Computer Mediated Communication
Cooperative Learning
Independent Study
Instructional Design
Internship Programs
Learning Experience
Online Courses
Problem Solving
Statistics Education
STEM Education
Student Projects
Summer Programs
Teaching Methods
Teamwork
Undergraduate Students
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Summary:This design case details a data science summer learning experience designed by University of Memphis faculty for HBCU students (NSF #: 1918751) with recruiting assistance provided by LeMoyne-Owen College. The summer learning experience included elements of didactic and collaborative problem-solving during the first five weeks of the internship, followed by a three-week, team-based, problem-solving project using real-world data. While the course was originally designed as a face-to-face learning experience, the impact of COVID-19 necessitated a shift toward online digital spaces. The design case details the opportunities and challenges of STEM online learning and especially underscores the limitations of (a) existing data science technologies for instruction, (b) the shift toward instructional design of materials that supported more self-directed learning, and (c) collaborative problem-solving. Implications for design and practice are also considered.
ISSN:2159-449X
2159-449X
DOI:10.14434/ijdl.v12i3.31555