Instructor Materials: Overview of the Mapping the Environment with Sensory Perception Module

Module Goal: The overarching goal of the module is for students to develop more expert views on the nature of science, systems thinking, and more expert scientific habits of mind by collecting and analyzing sensory data, comparing it with geoscientific data, and using appropriate data to characterize the environmental impact of a selected site (or sites) in a community that is a part of a larger system.

Summative Assessment: The summative assessment for this module consists of three assignments. The first is a one-page reflection paper on a sensory log and data assigned near the beginning of the module and is intended to assess students' evolving views on their understanding of the different types of data and their ability to collect and record sensory data. The second is a two-page reflection paper on a case study analysis assigned near the mid-point of the module to further assess students' understanding of different types of data and the implications of their use in environmental characterization. The final assessment is a map and short paper describing the authors' justification for data selection and map design assigned at the conclusion of the module to assess students' ability to collect and analyze sensory data and use it to characterize a selected site or sites in a community. Learn more about assessing student learning in this module.

Show introduction to the module

Introduction

This module will help students develop an understanding of the systemic impact pollutants have on the environment and how geoscientists and other concerned parties investigate that impact and use the results to communicate and to develop containment and remediation strategies. Sensory data (specifically scents, sounds, and sights) will be collected and used to trace the movement of contaminants through the environmental system. While geoscientists may ultimately rely upon chemical analyses of water, soil, and air samples, the initial effect of contamination is most often noted when people detect alterations of their lived spaces through sensory experiencesâby the way their environment smells, sounds, or looks. Thus, fully understanding and characterizing environmental problems requires an interdisciplinary approach that draws not only from the geosciences, but also from social science and humanities fields in which human experience, narratives, and images are interpretable data. Mapping sensory impacts will help students develop an understanding of how individuals living in proximity to environmental hazards are directly affected by those hazards.

During this three-week module on mapping the environment with sensory perception, students will analyze a variety of quantitative and qualitative data collected and developed by geoscientists, social scientists, writers, government agencies, and activists. The module is designed to foster synthesis between sensory perception (what they smell, taste, hear, see, or feel) and geoscientific data to facilitate deeper analysis of environmental issues by engaging with data as characterized by multiple disciplines. Students will develop and express an understanding of the connections between chemicals that can be detected in the environment, the movement of those substances through the environment under variable environmental conditions, and the impact those substances may have on the lived experience of residents. For example, students investigating an odor will need to consider its source, the factors that affect its movement into and through the environment, and the experiences of those subjected to the odor. In so doing, students will gain an understanding of how sensory experiences connect with quantitative pollutant data and develop their systems thinking skills. Students will do field investigations, engage with case studies, and create a map of an environmental setting using their sensory perceptions. The use of immediate, personal sensory experience allows students to develop a deeper understanding of an environmental setting, thus making clearer the connections to more abstract numerical results associated with field equipment or laboratory results. The module includes: team-based data collection, discussion-based activities, mapping, and reflexive writing assignments.

The sensory data is an immediate indicator of the environmental impact experienced by a community and serves as an indicator of a geologically degraded physical environment that may be hidden from view. The sensory data will help students understand the social as well as the physical impact environmental degradation has on a community, and will ultimately demonstrate the value of an interdisciplinary approach to environmental problem-solving.

Overarching Module Goals

Students will evaluate the environmental (social and geologic) impact of a selected site or sites on a community using sensory data that they have collected with a data collection plan they have developed.
Students will evaluate the interaction of qualitative and quantitative environmental data sets (including data sets from case studies and data they and their peers have collected), identify patterns and interactions observed, and develop a comprehensive overview of the study area.
Students will create a map that will communicate the environmental impact (social and geophysical) of a selected site or sites to an interdisciplinary audience using sensory data.

Assessments Associated with Overarching Goals

Students will write a two-page reflection paper relating to a case study analysis Summative Assessment #2: Case Study Reflection & Rubric (Microsoft Word 54kB May16 16)
Students will write a short paper describing their justification for data selection and map design Summative Assessment #3: Sensory Mapping Reflection & Rubric (Microsoft Word 174kB May16 16)
Students will produce maps to communicate sensory data they collected Summative Assessment #4: Sensory Map & Rubrics (Microsoft Word 49kB May16 16)

Unit 1 Data Set Analysis

Goals:

Define the difference between qualitative and quantitative data.
Evaluate data types used to communicate an environmental issue.
Evaluate the implications of different data types used in environmental problem communication.

Introduction to Data (in-class activity, 10â15 min): Class brainstorms examples of data which are written on the board by the instructor who uses the examples to begin a discussion of data characterization.
Data Set Analysis (in-class activity, 40â50 min): Students in groups of two to five will be given sets of different types of data (including tables, maps, and written) and will consider their initial response to each set, classify each set as qualitative or quantitative, and analyze and discuss scenarios in which each set would be most appropriate to use. The groups will report out to the class, which will develop a consensus of classification and appropriate use. The instructor will summarize the group results on the board/screen at the front of the room and facilitate further input/clarification as necessary. The end result should be concise, consensus descriptions that differentiate qualitative and quantitative data and include ideas about the appropriate use of different types of data.
Reflection (in-class, formative assessment, 5 min): The instructor will ask students to write down insights gained from the activity and discussion. Several students may be asked to share their responses. All responses are collected by the instructor for review.

Unit 2 Sensory Log and Holistic Reflection

Goals:

Collect and record qualitative and quantitative sensory data as part of an environmental study.
Examine the difference between qualitative and quantitative data.
Evaluate the implications of terminology used in data communication.
Consider the relationship of sensory data collected to their environment.

Sensory log (homework): The instructor will ask students to maintain a log of immediate sensory experiences recorded once each hour for any ten-hour period prior to the next class session. Students will bring the log to the next class session and report to their peers.
In-class reflection (in-class activity, formative assessment): The instructor will remind students of the previously developed differentiation between qualitative and quantitative data. Students will exchange their sensory logs with a classmate and write a reflection on the log with respect to a set of prompts provided by the instructor. The students return the logs and reflections and read and consider the responses to their own log.
Students will be put into small groups (four to six students) to discuss their sensory logs, discuss the impact the data descriptors used might have on a reader of the log they kept, and develop a consensus on two to four key findings about data collection and reporting based on their experience with the sensory log. The groups will pair together and develop a shared consensus of results. Each combined group will then report their findings to the class, and the instructor will summarize the findings on the board/screen at the front of the room and facilitate input and clarification as necessary.
Holistic reflection paper (homework, summative assessment): The instructor will ask students to write a one-page holistic reflection of their logged experiences. In that document, they will analyze the distinctions between qualitative and quantitative data as well as the impact their descriptions had on their peers. This is a graded assignment that will be turned in the next class session.

Unit 3 Sensory Data Collection

Goals:

Create sensory data collection protocol that facilitates consistent collection of sensory data.
Collect and record sensory data as part of an environmental study.

Note: This module is to be conducted by groups and includes fieldwork. Each group should have four to six students and may be assigned by the instructor or self-selected by the students. It is important that the students within the group are comfortable with each other and are able to coordinate their schedules in order to complete the field work within a short (one-week) time period.

Sensory Data Collection Protocol Development (in-class activity and homework, formative assessment): The instructor will begin the class by reviewing the prior discussion from the Sensory Log exercise; specifically, the summary findings presented at the conclusion of the exercise. Student groups will then be asked to develop draft protocols, exchange them with another group for critique, and then revise the protocols. Each group will then instruct a partner group in the use of the developed protocol so that the partner group can "beta test" the protocol prior to the next class session. As the groups work, the instructor will circulate through the class, review the protocols as they are being developed and direct students by asking questions and making suggestions. Between class sessions, each group will use the protocols they have received to collect sensory data and will develop a critique to share at the next class session. At the next class session, groups will share critiques, finalize their data collection protocol, and share their final work with the entire class. The instructor will facilitate the class discussion by summarizing the work on the board/screen at the front of the room and facilitating input and clarification as necessary.
Fieldwork Planning and Investigation (in-class activity and fieldwork, formative assessment): The instructor will begin by leading a short discussion on the purpose and importance of scientific collection of field data. Student groups will develop guiding questions and predictions for their research. The class will then develop, through a brainstorming session and with the assistance of the instructor, a set of minimum requirements for a field investigation plan. Student groups will work in class to plan field collection of sensory data using previously developed protocols. The plans will be presented to the class as part of a gallery walk activity after which each group will have an opportunity to revise its plans. The groups will submit a copy of their plans to the instructor and will conduct the fieldwork per their plan (typically within one to two weeks).

Unit 4 Case Study Analysis

Goals:

Compare and contrast different conceptual approaches (sensory and geoscientific) to mapping environmental issues.

Identify different data types used to understand an environmental issue and evaluate the implications of different data uses in environmental problem-solving.

Case Study Analysis, Expert Groups (in-class activity): Students within expert groups read and analyze different data sets from the same case. Each expert group discusses its data sets, characterizes the data based on experiences from previous units in this module, and prepares a synopsis that each group will share with the class.
Case Study Analysis, Group Presentations and Class Discussion (in-class activity, formative assessment): Members of the expert groups share the data and the synopsis developed in their expert group with the class. The class discusses the impact of different types of data on different audiences and develops a consensus on the types of data best suited for presentation to specific audiences.
Case Study Analysis, Reflection (homework, summative assessment): Students will each prepare and submit a short (1â2 page) paper describing their initial impression of the case, changes resulting from the synthesis of additional data and discussion with others, and the impact of different forms of data considered in the overall analysis.

Unit 5 Sensory Map Development

Goals:

Evaluate and analyze collected data to characterize an environmental concern.
Use collected data to produce a map of sensory experience that conveys social and physical concerns clearly and accurately.

Sensory Map Development (in-class activity and homework, summative assessment): At the beginning of the session, the instructor will ask the students to draw, exchange with a partner, and discuss a sketched map (of directions to their home, for example). After the paired discussion, the instructor will lead a short class discussion on the basic precepts of map design. As part of their field work, student groups should have acquired or developed a map of their field area and used that map while recording field data. Student groups will discuss the sensory data collected in the field, consider the possible design of maps to display and characterize their data, and develop draft maps. The draft maps will be presented to the class as part of a gallery walk activity after which each group will have an opportunity to discuss the feedback received. As homework, each student or group will produce a map showing the sensory data collected in a format of their own choosing. The map will include a short paper (1â3 pages) describing the author's justification for data selection and map design.

Adapting the Module to Different Courses

To adapt all or part of the Mapping with Sensory Perception Module for your classroom, you will also want to read through

Instructor Stories, which detail how the Mapping with Sensory Perception Module was adapted for use at three different institutions, as well as our guide to
Adapting InTeGrate Modules and Courses for Your Classroom, which outlines how to effectively use InTeGrate modules and courses.

The module authors provided additional information about the timing of the module, significant elements, and common student misconceptions. If interested, click on the blue text below to display these notes.

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Timing

The three-week module is designed for a class that meets for two 75-minute sessions each week. It begins with students analyzing data sets to classify the data as qualitative or quantitative and identifying the circumstances in which the data would most appropriately be used. Students are then asked to maintain a log of sensory experiences and analyze the data collected. Students progress to the development of data collection protocols and a field data collection plan with which small groups will go into local neighborhoods or around their campus and collect sensory data (sights, scents, sounds) for presentation to the class. While the fieldwork is taking place outside of class, students will, during class time, analyze one or more case studies to evaluate data collection and presentation in those cases.

The module is designed for face-to-face interaction in a course that uses lecture, lab or both. The module can be modified for an online course by substituting asynchronous discussion threads for in-class group activities; fieldwork would require students to either coordinate their activities and meet face-to-face or to design field studies that would allow comparison of collected observational data between their locations.

The module may be shortened to two weeks by removing the case study section and beginning the module mid-week to allow students a weekend for field data collection between the third and fourth sessions. Alternatively, if the class meets three times a week, the six 75-minute sessions can be compressed and presented in order. If the class meets for two lectures and one lab session each week, the materials for each week's session can be spread out over the three weekly sessions.

Suggestions for specific timeline implementations are provided below:

Show plan for implementing the module over three weeks

Three-Week Module Plan

(six 75-minute sessions or nine 50-minute sessions)

Week 1

First session

Unit 1: Data Set Analysis & Reflection (in-class activity)

Unit 2: Sensory Log (introduced at the end of class session, homework assigned)

Second session

Unit 2: Sensory Log (homework due)

Unit 2: Holistic Reflection (in-class activity, homework assigned)

Unit 3: Sensory Data Collection Protocol Development, Part 1 (in-class activity, homework assigned)

Third session (if class meets three times/week): Additional time to develop data collection protocols. May have groups use protocols in the field and develop critiques, especially if this is a lab session.

Week 2

First session:

Unit 2: Holistic Reflection (homework due)

Unit 3: Sensory Data Collection Protocol Development, Part 2 (homework due, in-class activity)

Unit 3: Fieldwork Planning and Investigation (in-class activity, field work assignment)

Note: Group fieldwork should take place after this session and prior to the second session of week 3.

Second session:

Unit 4: Case Study Analysis, Expert Groups (in-class activity)

Third session (if class meets three times/week): Additional time to plan field work. May have groups present fieldwork plans to class and exchange suggestions for adjustments to plans. May have groups conduct fieldwork, especially if this is a lab session.

Week 3

First session:

Unit 4: Case Study Analysis, Group Presentations and Class Discussion (in-class activity)

Unit 4: Case Study Analysis, Reflection (homework assigned)

Second session

Unit 3: Fieldwork (results due)

Unit 4: Case Study Analysis, Reflection (homework due)

Unit 5: Sensory Map Development (in-class activity, homework assigned)

Third session (if class meets three times/week): Additional time for map preparation. May have students share drafts of maps in pairs or small groups and exchange suggestions for adjustments to maps or clarification of material in short paper.

Show plan for implementing the module over four course sessions

Four-Session Module Plan

(four 75-minute sessions, should extend over two weekends to provide for student data collection)

Week 1

First session:

Unit 1: Data Set Analysis and Reflection (in-class activity)

Unit 2: Sensory Log (introduced at the end of class session, homework assigned)

Week 2

First session:

Unit 2: Sensory Log (homework due)

Unit 2: Holistic Reflection (in-class activity, homework assigned)

Unit 3: Sensory Data Collection Protocol Development, Part 1 (in-class activity, homework assigned)

Second session:

Unit 3: Sensory Data Collection Protocol Development, Part 2 (homework due, in-class activity)

Unit 3: Fieldwork Planning and Investigation (in-class activity, fieldwork assignment)

Note: Group fieldwork should take place after this session and prior to the next session.

Week 3

First session:

Unit 3: Fieldwork (results due)

Unit 5: Sensory Map Development

Show significant elements of the module

Significant elements

Students will work collaboratively throughout the module. The groups will range in size from pairs (Units 1 and 2) to four to six members (Units 2, 3, 4, and 5). The groups formed in Unit 3 will plan and implement a field investigation (Unit 3) and report the results (Unit 5). Different groups should be used for Unit 4. Students need to be able to work collaboratively and learn from each other as well as the instructor. If the class has not worked in groups prior to undertaking this module, the instructor should discuss the importance of working in groups with the class during the first class session. (see the Starting Point project Cooperative Learning module for a more in-depth discussion of cooperative/collaborative learning)

Student groups will need to be able to go into the field to collect data either individually or in groups. It is strongly recommended that data collection take place in groups, or at a minimum in pairs, to ensure the safety of the students. The instructor should encourage each group to agree upon a day and time for fieldwork during their first meeting (this takes place in the second session of the module) so that students can make arrangements to their personal schedules. The instructor should also encourage students to set aside more time than they might deem necessary to accommodate unforeseen circumstances and still complete the necessary fieldwork.

Show common student misconceptions

Common student misconceptions

One of the underlying goals of the module is to help students understand the nature of data from collection to classification to use in characterizing a study area. To that end, students need to identify misconceptions about data.

The first misconception is that data must be numerical (quantitative). This is addressed by presenting and discussing different types of data in the first session and by having students collect sensory data, which is primarily qualitative.

The second misconception is that expensive equipment is needed to collect data. Students will use their senses as their primary data collection instrument. In addition, the instructor may allow students to use inexpensive smartphone/tablet apps to supplement sensory data collection.

The third is that data is not subject to biases. Throughout the module students analyze how data is and can be used to characterize a site and how data selection and presentation will impact how different audiences perceive the site.

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Instructor Materials: Overview of the Mapping the Environment with Sensory Perception Module

Unit 1 Data Set Analysis

Unit 2 Sensory Log and Holistic Reflection

Unit 3 Sensory Data Collection

Unit 4 Case Study Analysis

Unit 5 Sensory Map Development

Adapting the Module to Different Courses

Three-Week Module Plan

Four-Session Module Plan

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