170 Quantitative and Data Analysis Skills in Geoscience Education: Supporting Student, Course, and Program Outcomes, Part I

Quantitative and data analysis skills are critical for geoscientists but often a barrier for students. This session includes strategies for skill development, from activities to geoscience-focused quantitative skills courses to departmental innovations supporting quantitative and analysis skills across degree programs.

Tuesday, 21 October 2025
8:00 AM - 12:00 PM
HBGCC, 301B

Pedagogical models can unlock the opportunities for using large publicly available data sets in the classroom.

Paper number: 170-3
Program: Technical Sessions
Time: 8:35 AM – 8:55 AM

Authors

  • Dax Soule Presenting Author
    School of Earth and Environmental Science, Queens, NY
  • Catherine O'Reilly
    Swenson College of Science and Engineering- Large Lakes Observatory, Duluth, MN
  • Janice McDonnell
    Center for Ocean Observing Leadership, New Brunswick, NJ
  • Rebekka Darner
    Center for Mathematics, Science & Technology, Urbana, IL
  • Sage Lichtenwalner
    Marine and Coastal Sciences - School of Environmental and Biological Sciences, New Brunswick, NJ
  • Tai Josek
    Advanced Science and Technology, Urbana, IL

Abstract

Quantitative reasoning is a critical skill needed to empower citizens, promote healthy social discourse, support solid democracies, and prepares people for most career paths in the 21st century. Incorporating large, authentic, and publicly available data into undergraduate science classrooms can uniquely improve students’ QR skills while teaching subject content. Despite the benefits of using data in the classroom, it can be challenging from an instructor's perspective. Fortunately, effective pedagogical approaches to ensuring effective learning have been developed. The modern computing environment helps address many of the traditional obstacles. We are now able to create a consistent computational environment using a wide range of available cloud-based systems. Large publicly available data describing a myriad of geophysical, oceanographic and environmental parameters can now be analyzed by students using any computer that is functional enough to check email.

Project EDDIE (Environmental Data-Driven Inquiry and Exploration) and Ocean Data Labs have both developed flexible classroom activity modules utilizing these sources that are shown to: 1) improve quantitative and reasoning skills; 2) develop the ability to engage in scientific discourse and argument; and 3) increase student engagement in science. I will present approaches for the scaffolding developed by Project EDDIE and the OOI Data Labs projects that can be used to onramp students for data centered learning activities and a conceptual model for how student use of data facilitates learning.   

Geological Society of America Abstracts with Programs. Vol. 57, No. 6

doi: 10.1130/abs/2025AM-412161

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