Toxic Traffic


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  • Some groups designed their own routes, others used routes given to them by project managers.
  • Analyzing data, considering instrumentation errors, confounding factors, and finally mapping and presenting results with consideration of the social and ethical issues. The students discussed this with one another, with their peers, and with the public.
  • Next steps - Potentially using peer leaders from each group who have participated already to help get students oriented, act as a mentors
  • So, how do we do this? Working together to try and establish a number of projects that might try to combine these two methods of engagement and we want you to try and think about it now with an exercise.
  • Toxic Traffic

    1. 1. Toxic Traffic: Community Research and Discussions Museum of Science, Boston
    2. 2. Project History <ul><ul><li>Program began with public forums developed in collaboration with the Cambridge Public Health Department in 2009 and 2010, considering a number of policy-based questions and case studies.   </li></ul></ul><ul><ul><li>Citizen Science activities an outgrowth of discussions </li></ul></ul><ul><ul><li>Formal partnership emerged between CPHD, MOS, Harvard SEAS, Somerville Transportation Equity Partnership and MIT Senseable City Lab for CBPR </li></ul></ul><ul><li>  </li></ul><ul><ul><li>  SCENT: </li></ul></ul><ul><li>   Sustainable Community Exposure Network via Telemetry </li></ul><ul><li>  </li></ul>
    3. 3. Project Goals <ul><ul><li>Combine societal discussions with elements of community based participatory research.  </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Connect policymakers and stakeholders with members of the public.  </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Engage participants in aspects of community and stakeholder assessment strategies with consideration of the social and ethical dimensions of air pollution strategies. </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Reach new and more diverse audiences than have been engaged by previous forum programs.  </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Make connections to community and stakeholder groups who are already engaged around a significant public health issue. </li></ul></ul>
    4. 4. 5 Different Models: Working with Youth Fenway School Partnership BDEA School Partnership CCSC School Partnership HSSS w/ East Boston High SciCORE Workshop Total Time Spent on Project ~12 hours 8 hrs at MoS 25 hrs at School ~10 hours 2 Hours 21 Hours Where? MoS MoS and BDEA CCSC MoS MoS When? Sporadic Daily Weekly Once Weekly Number of Students Involved 24 6 ~50 for Introductory Lessons ~8 for Data Collection   ~60 9 Integration with Curriculum Separate from school curriculum Project for Advanced Bio Class Introductory lessons were part of curriculum Connected to Curriculum N/A Measurables End of Year Debrief Lab Report and  School Presentation None for MoS Poster Session   Showcase in Well for Visitors  
    5. 5. Project Phases: ( Discussion occurred throughout project)  Introductory Lessons <ul><ul><li>  </li></ul></ul>
    6. 6. Instrumentation & experimental design/protocols
    7. 7. Gathering Data
    8. 8. Data Analysis (What ’s wrong with this picture?)
    9. 9. COx Noise NOx
    10. 14. Impact on Teens <ul><li>&quot;By doing this project we can make a change in how our community uses energy to prevent asthma and other heart related diseases.&quot; Ezra from BDEA </li></ul>&quot;This project opened my eyes to the environment and how I can have an impact on it.&quot; Leah a SciCORE Intern
    11. 15. Reflections on project     <ul><ul><li>Weather/season was a challenge </li></ul></ul><ul><ul><li>Growing pains with regard to the process of turning data into something that can be presented to and understood by the students/instrumentation issues </li></ul></ul><ul><ul><li>Rewarding to be able to show the students data/maps in near-time  </li></ul></ul><ul><ul><li>Empowerment approach worked well around these ecological subjects </li></ul></ul><ul><ul><li>Focusing on areas where people can do something to address the issue </li></ul></ul><ul><ul><li>Presenting process and results in the voice of the students effective </li></ul></ul><ul><ul><li>Class size can be very important </li></ul></ul><ul><ul><li>What is the motivation for these students - job vs. classroom mentality </li></ul></ul><ul><li>  </li></ul>
    12. 16. <ul><li>Small Group Discussions </li></ul><ul><li>15 minutes for discussion </li></ul><ul><li>We ’ll give you a project to consider </li></ul><ul><li>Think about: </li></ul><ul><ul><li>What topics/questions might you consider for including dialogue? </li></ul></ul><ul><ul><li>Who would you include in the conversations? </li></ul></ul><ul><ul><li>How might you integrate scientists into these discussions? </li></ul></ul>
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