This presentation will illustrate the implementation of the assignment designed on principles of inclusive transformative pedagogy in the Social Psychology course at LaGuardia Community College, as students engaged in the semester-long class project focused on building quantitative literacy through survey research experience in the context of investigating issues of social justice. While the first part of the presentation focuses on describing the class project, the second part will focus on discussion of students’ and instructor’s experiences, including challenges of designing and implementing the project, as a process of creating inclusive transformative learning spaces and sites for identity development. This class project was designed as part of participation in the CUNY-wide, NSF funded research study Faculty Development and Student Engagement in Data Analysis (FDSEDA): Building Capacity in Numeracy among Underrepresented Students and its Data Analysis Research Experience (DARE) Program focusing on the infusing quantitative reasoning and data analysis in the curriculum.