Critical data literacy (CDL) has emerged as a crucial component in data science education, transcending traditional disciplinary boundaries. Promoting CDL requires collaborative approaches to enhance learners’ skills in data science, going beyond mere quantitative reasoning to encompass a comprehensive understanding of data workflows and tools. Despite the growing literature on CDL, there is still a need to explore how students use data science practices for supporting the learning of CDL throughout a summer-long data science program. Drawing on situative perspectives of learning, we utilize a descriptive case study to address our research question: How do data science practices taught in a classroom setting differ from those enacted in real-world social justice projects? Key findings reveal that while the course focused on abstract principles and basic technical skills, the Food Justice Project provided students with a more applied understanding of data tools, ethics, and exploration. Through the project, students demonstrated a deeper engagement with CDL, addressing real-world issues through detailed data analysis and ethical considerations. This manuscript adds to the literature within data science education and has the potential to bridge the gap between theoretical knowledge and practical application, preparing students to address real-world data science challenges through their coursework.

During 1993-1996, the Massachusetts Executive Office of Public Safety participated in a national study of convenience store robbery. In order to understand victim perceptions and actions during these crimes, personal semi-structured interviews were conducted during with 20 employees robbed in Boston. Most subjects were owners or managers, and tended to be entrenched in the convenience store industry. The inter view instrument contained over 80 items, and solicited a range of infor mation on the criminal event, as well as post-victimization experiences.

In this commentary, we provide a snapshot into the experiences and perspectives of college stu­dents and staff engaged in an on-campus urban farm run by a college. By delving into the chal­lenges faced by staff members and student work­ers, we seek to identify nuanced areas for improve­ment in the management, communication, and promotion of the on-campus farm’s work. This commentary emphasizes the imperative to bridge the gap between students and staff, address nega­tive perceptions, and amplify the educational and career value of on-campus farming experiences.