Innovative Pedagogy Through Big Data and ArcGIS: Perspectives on the Collaboration Among First-Generation Students, Nonprofits, and Open Data in Los Angeles

Abstract

This article focuses on the innovative teaching practices using big data that arose from a 4-year collaboration between faculty, first-generation students at California State University, Los Angeles (CSULA), and local communities. The aim of the National Science Foundation–funded Big Data Project at CSULA was to engage students and faculty in using big data to tackle social issues such as racial violence, poverty, environmental inequalities, urban ecology, and structural barriers in Los Angeles, while preserving the cultural richness of the communities in East Los Angeles and surrounding areas. Once a year, faculty members applied to the program to incorporate data projects into their courses, received training, adapted their curricula, and worked with nonprofits. Our experience showed that the students who participated in this semester-long, hands-on learning experience exceeded the learning objectives of the program and specific courses. They were key contributors in generating new insights using big data, fostering meaningful dialogue, and creating research and scholarship opportunities that positively impacted their communities.