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Promoting Students Engaging In Scientific and Mathematical Interdisciplinary Collaborations (SEISMIC) requires careful thought. At Bridgewater State University, teams of SEISMIC Scholars are supported by an NSF S-STEM grant for low-income, academically talent STEM majors. SEISMIC Scholars engage throughout a three-year period in a series of humanities, social-science, service learning and STEM research courses that explicitly help Scholars frame their studies of Science and Mathematics as socially relevant and fundamentally interdisciplinary. This poster will report on the structure of the SEISMIC courses, providing examples of assignments and activities, all of which help to tie students together in a community that views Science as socially relevant and culturally informed.
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INTEGRATING THE HUMANITIES INTO DATA SCIENCE EDUCATION
Despite growing calls to develop data science students’ ethical awareness and expand human-centered approaches to data science education, introductory courses in the field remain largely technical. A new interdisciplinary data science program aims to merge STEM and humanities perspectives starting at the very beginning of the data science curriculum. Existing literature suggests that humanities integration can make STEM courses more appealing to a wider range of students, including women and students of color, and enhance student learning of essential concepts and foundational reasoning skills, such as those collectively known as data acumen. Cultivating students’ data acumen requires a more inclusive vision of how the knowledge and insights generated through computational methods and statistical analysis relates to other ways of knowing.
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- Award ID(s):
- 2044384
- PAR ID:
- 10357864
- Date Published:
- Journal Name:
- STATISTICS EDUCATION RESEARCH JOURNAL
- Volume:
- 21
- Issue:
- 2
- ISSN:
- 1570-1824
- Page Range / eLocation ID:
- 9
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript
- Journal Article:
- https://doi.org/10.52041/serj.v21i2.42
