This presentation is a part of ICPSR's monthly Webinar series. It describes inquiry-based learning and how using data in the college classroom can help foster deeper learning. TeachingWithData.org, a repository of social science materials, was introduced.

1. Spice Up Your Lecture With Inquiry-based Learning Lynette Hoelter, PhD Dir., Instructional Resources February 23, 2011

2. Presentation Outline: Defining inquiry-based learning Problem-based learning Benefits to use Introducing TeachingWithData.org Resources within TwDthat fit the student-driven approach to learning Other pedagogical approaches: Pedagogy in Action server

3. What is Inquiry-based Learning? Part of the “Problem-based Learning” (PBL) set of pedagogies1 Case-based learning Project-based learning Inquiry-based learning Notion that education begins and is fostered through student curiosity First documented uses were in medical education in the 1970s Expanded into professional education and then undergraduate curricula 1Savery, John R. 2006. Overview of Problem-based Learning. The Interdisciplinary Journal of Problem-based Learning, v1(1):9-20.

4. Benefits of PBL Assessment of traditional versus PBL strategies show: No significant differences in learning of “facts” Lends itself better to multidisciplinary approaches Within social sciences, this might also mean integration of “technical” and “substantive” information. Learners much more engaged with material More likely to see relevance to their lives and work More easily able to recall and apply knowledge to solving new problems (e.g., Doctors trained with PBL are better able to integrate information when making diagnoses)

5. Indicators of Effective Undergraduate Education Students should demonstrate high-level skills in Communication Computation Technological literacy and information gathering (to create new knowledge) Making informed judgments Accurately defining problems and seeking solutions

6. Otherwise Known as…. Critical Thinking: Students as participants in a democratic society Skills include: Questioning the source of evidence in a stated point Identifying gaps in information Evaluating whether an argument is based on data or opinion/inference/pure speculation Using data to draw logical conclusions

7. … or Quantitative Literacy: Necessary for informed citizenry Skills learned & used within a context Skills: Reading and interpreting tables or graphs and to calculating percentages and the like Working within a scientific model (variables, hypotheses, etc.) Understanding and critically evaluating numbers presented in everyday lives Evaluating arguments based on data Knowing what kinds of data might be useful in answering particular questions For a straightforward definition/skill list, see Samford University’s (not social science specific)

8. Students Realize Skills Are Marketable Often cited by students as something “tangible” that they have learned Definable skill set useful in many career paths Easy to tie to everyday life AND… Engages students more fully with course content

9. Focus on Inquiry-based Learning Many of the advantages of Problem-based Learning (PBL), but more instructor guidance/ “control” True PBL gives students a “messy,” real-world problem and they must work together to find the information with which to come up with a solution – the entire course is typically structured around the problem and resulting group learning Each team member is responsible for part of the information gathering and true learning takes place when members share information and teach each other Instructor provides information with which students investigate the question, build knowledge, discover connections, and reflect upon a new understanding of the issue IBL allows instructor ability to use a smaller exercise or set of exercises within other pedagogical styles (e.g., lectures) Sometimes easier for introductory-level courses

10. Introducing TeachingWithData.org Project Partners ICPSR and SSDAN, UM Science Education Resource Center, Carleton College Professional Associations (Economics, Geography, Political Science, and Sociology)

11. TeachingWithData.org National Science Digital Library – only social science pathway Goal: Make it easier for faculty to use real data in classes Undergraduate (esp. “non-methods”) K(9)-12 efforts Includes survey of ~3600 social science faculty Repository of data-related materials Exercises, including games and simulations Static and dynamic maps, charts, tables Data Publications Tagged with metadata for easy searching

12. TeachingWithData.org

13. TeachingWithData.org

14. What TwD Provides

15. Title Link Goes to Resource, “More About This” Displays Metadata

16. Types of Resources “Data in the News” feature – good way to bring in current events Lesson plans/lectures Data-driven exercises Data sources Tools

17. Inquiry-based Learning (Reminder) Instructor provides framework Students interact with original sources and data Develops analysis and communication skills

18. Prepared Lessons (Example)

19. Data-Based Exercises: Online (Example)

20. Data-Based Exercises: No Stat Software Needed (Example)

21. Simulations (Example)

22. Sources of Quantitative Data Static tables, maps, graphs Interactive maps Raw data (with and without online analysis tools)

23. Static Tables (Example)

24. Graphs & Maps (Example)

25. Interactive Maps (Example)

26. Raw Data: Educational Extracts (Example)

27. Teaching Information Gathering

28. Learning about Teaching TeachingWithData.org pedagogical resources Pedagogy In Action (SERC) Related modules: Teaching With Data Teaching Quantitative Reasoning with the News Using Issues to Teach Science Teaching Controversial Topics

29. We’d Love to Hear from YOU! What have YOU tried? What has worked best? Favorites we should include in TwD?

30. Acknowledgements TwDProject Staff: PI: George C. Alter, ICPSR Co-PI: William H. Frey, SSDAN J. P. DeWitt, Project Manager (SSDAN) Lynette Hoelter, Project Manager (ICPSR) Sue Hodge, ICPSR Jane Wang, Programmer Wendi Fornoff, Web designer Funded by National Science Foundation grant DUE-0840642

31. Additional References Apedoe, Xornam S. 2007. Engaging Students in Inquiry: Tales from an Undergraduate Geology Laboratory-based Course. Science Education. DOI 10.1012/sce.20254 Edelson, Daniel C., Douglas N. Gordin, and Roy D. Pea. 1999. Addressing the Challenges of Inquiry-Based Learning through Technology and Curriculum Design. Journal of the Learning Sciences. Major, Clair H. and Betsy Palmer. 2001. Assessing the Effectiveness of Problem-Based learning in Higher Education: Lessons from the Literature. Academic Exchange Quarterly, v5(1). Weimer, Maryellen. 2002. Learner-Centered Teaching: Five Key Changes to Practice. San Francisco: Jossey-Bass.

32. More Information? Lynette Hoelter lhoelter@umich.edu Webinar Slides ICPSR Front Page in announcement section (beginning 2/24/11)