Data for Healthy Communities (DHC) is a 15-hour high school project that uses spreadsheets and public data to provide an accessible introduction to data science in the broader context of decision making for complex societal problems. Students work with real-world government data in the context of public health and will learn how to use data as evidence to support an argument for investment in their local communities. The no-code interface of spreadsheet software allows students to explore basic computing concepts such as variables and functions while engaging with authentic public health challenges like air quality, health inequity, and environmental burden. The intention is to lower the barrier for students’ first introduction to computing and to present options for embedding data science education in a wider variety of curricular areas.
The project is scaffolded by skill-building modules that use a mix of lectures, class demonstrations, and labs to guide students through exploring, analyzing, and visualizing data to make an argument. Students then apply these skills in a team-based activity that challenges them to use real neighborhood-level community indicators to create a structured presentation to a city council to advocate for community investment. After the student presentations, it is recommended to hold a class discussion to highlight the complexity of real-world problems where there is no one right answer. Rather, complex problems often require teams to consider several factors to build an argument for a proposed solution.
Prerequisites: The materials include instructions for Microsoft Excel but can be adapted to use other spreadsheet software such as Google Sheets if desired. Teachers do not need expertise in Excel and all skills used in the lessons are detailed in the teacher notes provided. Microsoft Excel provides excellent documentation, and there are several free courses available to provide further support [9]. Students are not required to have prior experience with spreadsheets, but should have completed Algebra I.
Scaffolding: Students work in teams of three to four students to complete the project. The teams select two to four features from over fifty provided to generate an analysis and provide recommendations based on their work. The materials provided illustrate one specific method to accomplish a given task, such as sorting or filtering. Although there are often several techniques that can be used to accomplish the same task using spreadsheets, students can learn the tool by focusing on one method to avoid confusion. Additionally, students who are novice users of spreadsheets may benefit from first observing the demonstrations. They may become overwhelmed “learning and doing” by trying to follow along with demonstrations before gaining a baseline comfort level with spreadsheets.
Modifications: The materials can be offered as a standalone unit or incorporated into a larger curriculum and are appropriate for a variety of content areas. The project can also be implemented as a standalone activity. This may be appropriate for more experienced students who do not require the additional scaffolding provided in the complete set of materials.
The project dataset was curated to include data from the local community to provide meaningful context for the students. It is recommended that the dataset be adapted for the location it is being taught and to keep the data current. The data curation process is included in the next section to provide guidance for this modification. The data provided with this resource was downloaded in fall 2023 and primarily focuses on Franklin County, Ohio.
DHC uses multiple engagement strategies to increase participation in computing among high school students. Underpinning all of these practices is the decision to develop lessons that are entirely spreadsheet-based. This lowers the technological barrier to engagement for both students and teachers, allowing the activities to be integrated across the high school curriculum.
In addition to the use of spreadsheets, all four of the engagement practices under the NCWIT framework principle “Make It Matter” are incorporated in the design, as described below.
Make Interdisciplinary Connections to CS: DHC centers on public health challenges that are relevant to environmental science, civics, and healthcare. This breadth creates engagement opportunities for students with a variety of personal and professional interests while also creating multiple avenues for incorporation into existing courses.
Address Misconceptions about the Field of CS: DHC contextualizes data science as a problem-solving tool that can be used to create public interest technology (PIT) solutions. PIT is an emerging field focused on the thoughtful application of technology in the service of public good. This context enables students to see how data science concepts are relevant to all professions, including public service roles that are not historically associated with computing.
Use Meaningful and Relevant Content: DHC activities use granular sources of public data that empower students to learn about their communities at the neighborhood-level. Students are then challenged to use this data to make evidence-based arguments for local community investment.
Incorporate Student Choice: DHC teaches students to subset large datasets to examine the community indicators they consider most important. This leads to classroom discussion about the challenge of analyzing data in real-world contexts, where there may not be a single “correct” answer to solving complex problems.