Innovation Pathways to Data Careers (IPDC)
EDC was awarded NSF funding in 2021 to design, develop, test, and institutionalize an innovation pathway focused on data. Working with a team of high school and community college educators and industry and community partners, ODI will develop a guidebook to help teachers work with students developing data-rich Civics projects to meet state Civics requirements and develop/pilot a Visualization+Data Course and a Python+Data course to complete the IPDC. Working with teacher leaders/facilitators from two development sites, IPDC will develop and test 1) a Civics+Data module introducing data literacy through student developed Civics projects that are a new legislatively-mandated requirement for high school students in Massachusetts; 2) data modules that will be integrated into Algebra II/Math III; 3) Visualization+Data and Python+Data courses that are backward-designed from college coursework and connects the Civics+Data, Algebra II/Math 3 + Data, Visualization+Data, and Python+Data coursework to form the core of the IPDC that links to local community college programs preparing middle skilled data practitioners and to university programs preparing data scientists. Up to 5 additional districts will field test the pathway.
This innovation pathway will create a bridge to Massachusetts’ post-secondary data analytics programs—in both community colleges preparing students for middle skilled jobs on data teams across industry sectors and universities preparing students to become data scientists in STEM-centric workplaces of the future, particularly in careers at the human-technology frontier.
Website: https://sites.google.com/edc.org/ipdc/home
Curricula & Resources:
Civics+Data
Math+Data
Visualization+Data
Python+Data
- Coming soon!
Project Team: Joyce Malyn-Smith and Josephine Louie, EDC; Deborah Boisvert, CS for Mass; Anne DeMallie, Massachusetts Department of Elementary and Secondary Education; Michael Harris and Jefferson Fernandes, Bunker Hill Community College; Shereen Tyrrell, Holly Peters, and Jerry Fatal, Burlington High School; Adam Goodstone, Tyler Volpe-Knock, and Stephen Cunningham, Chelsea High School.
This project is funded by the National Science Foundation, grant # 2031479. Any opinions, findings, and conclusions or recommendations expressed in these materials are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.