Using experiential learning to build data literacy and understand food insecurity: A case study
Abstract
Background: During the 2023-2024, faculty members at Georgia State University developed and launched an experiential learning course entitled Tackling Food Insecurity – a Public Interest Data Literacy (PIDLit) Learning Lab. The course aimed to help students build data skills, while gaining understanding of food insecurity as a public health problem. In partnership with organizations fighting food insecurity in the metro Atlanta community, students engaged in data collection and analysis. At the end of the second semester, students presented findings and proposed actions to partner organizations. The course was evaluated assess course acceptability and changes in attitudes toward data (36 items), data literacy (15 items), and quantitative reasoning skills (13 items). Students provided qualitative data via end-of-semester reflections.
Methods: Case study.
Results: Learning modalities included traditional classroom activities, “hands-on learning” (e.g., community service) and final course projects through which students analyzed data and presented findings and recommendations to partner organizations. Results from paired t-tests indicated significant improvements in attitudes (n = 15, MeanD: + 3.40, SD: 3.29, p =0.001), data literacy (n=17, MeanD: + 1.67, SD: 2.14, p =0.004) and quantitative skills (n=18, MeanD: + 3.53, SD: 5.42, p =0.02) during the Fall 2023 semester, significant improvements in attitudes during the Spring 2024 semester (n = 9, MeanD: + 4.22, SD: 3.15, p =0.004), and significant improvements in attitudes (n = 5, MeanD: + 4.80, SD: 2.39, p =0.01) and data literacy (n = 4, MeanD: + 2.75, SD: .1.26, p =0.02) among students who contributed data for both semesters. In reflections, students reported reduced statistical anxiety, increased appreciation for the importance of data skills, and confidence as they sought post-college employment.
Conclusions: Data skills are vital for undergraduates interested in careers in public health and research. Applied courses that integrate hands-on data collection and analysis can help build data literacy, confidence, and interest in data-related careers.
Keywords
Food insecurity, public health education, undergraduate education, data literacy.
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Using experiential learning to build data literacy and understand food insecurity: A case study
Background: During the 2023-2024, faculty members at Georgia State University developed and launched an experiential learning course entitled Tackling Food Insecurity – a Public Interest Data Literacy (PIDLit) Learning Lab. The course aimed to help students build data skills, while gaining understanding of food insecurity as a public health problem. In partnership with organizations fighting food insecurity in the metro Atlanta community, students engaged in data collection and analysis. At the end of the second semester, students presented findings and proposed actions to partner organizations. The course was evaluated assess course acceptability and changes in attitudes toward data (36 items), data literacy (15 items), and quantitative reasoning skills (13 items). Students provided qualitative data via end-of-semester reflections.
Methods: Case study.
Results: Learning modalities included traditional classroom activities, “hands-on learning” (e.g., community service) and final course projects through which students analyzed data and presented findings and recommendations to partner organizations. Results from paired t-tests indicated significant improvements in attitudes (n = 15, MeanD: + 3.40, SD: 3.29, p =0.001), data literacy (n=17, MeanD: + 1.67, SD: 2.14, p =0.004) and quantitative skills (n=18, MeanD: + 3.53, SD: 5.42, p =0.02) during the Fall 2023 semester, significant improvements in attitudes during the Spring 2024 semester (n = 9, MeanD: + 4.22, SD: 3.15, p =0.004), and significant improvements in attitudes (n = 5, MeanD: + 4.80, SD: 2.39, p =0.01) and data literacy (n = 4, MeanD: + 2.75, SD: .1.26, p =0.02) among students who contributed data for both semesters. In reflections, students reported reduced statistical anxiety, increased appreciation for the importance of data skills, and confidence as they sought post-college employment.
Conclusions: Data skills are vital for undergraduates interested in careers in public health and research. Applied courses that integrate hands-on data collection and analysis can help build data literacy, confidence, and interest in data-related careers.
