[et_pb_section fb_built=”1″ _builder_version=”3.22″][et_pb_row column_structure=”1_2,1_2″ _builder_version=”3.25″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”1_2″ _builder_version=”3.25″ custom_padding=”|||” custom_padding__hover=”|||”][et_pb_team_member name=”Terence K. Teo” position=”Department of Political Science and Public Affairs” admin_label=”Name of Faculty Fellow or Seed Grant Recipient” _builder_version=”4.8.0″][\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”3.25″ custom_padding=”|||” custom_padding__hover=”|||”][et_pb_post_title meta=”off” featured_image=”off” _builder_version=”4.8.0″ _module_preset=”default”][\/et_pb_post_title][et_pb_text admin_label=”Project Description” _builder_version=”4.8.0″]<\/p>\n
\u200bThe Seton Hall-Ramapo Digital Humanities Fellowship inspired me to create a new lecture on data visualization in my course on research methods (POLS 2910). In this course, students learn how to use the free and open-source statistical computing language, R, to download, read, transform, analyze, and visualize data. This new lecture emphasizes that charts are visual arguments and need to be read and interpreted by the individual, not merely seen. Consequently, our biases affect how we interpret these visual arguments\u2014we tend to see what we want to see\u2014yet any chart shows only what the designer wants to reveal and nothing else. That is, charts both show and hide. Well-designed and honest charts facilitate learning and conversations; badly designed ones lend themselves to misinterpretation and hinder these conversations.<\/p>\n
[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.8.0″ _module_preset=”default” custom_margin=”||0px||false|false”][et_pb_column type=”4_4″ _builder_version=”4.8.0″ _module_preset=”default”][et_pb_text admin_label=”Project Description Continued” _builder_version=”4.8.0″ _module_preset=”default”]<\/p>\n
To complement this new lecture, I added a capstone assignment\u2014a reproducible data story, the goal of which is to have students find data of interest to them, and to pull together and apply the data visualization principles and coding skills they acquired over the course to create and craft at least three different charts that tell a story from the data. This assignment is a narrative which uncovers meaning and knowledge from data through the weaving of charts and prose. What is more, the use of code ensures that student projects are reproducible\u2014I (and anyone else) can recreate the charts to ensure data and scientific fidelity, an important aspect of the (social) scientific enterprise. I am pleased that many students were excited at the prospect of being able to work on a project they care about, and to create a piece of work that showcases their skills.<\/p>\n
I highlight here work by four students, with topics ranging from baseball, music, climate change and agriculture, to politics.<\/p>\n
[\/et_pb_text][et_pb_text admin_label=”The first is titled. \u201cCan Old Guys Still Play?\u201d” _builder_version=”4.8.0″ _module_preset=”default”]<\/p>\n
The first is titled. \u201cCan Old Guys Still Play?\u201d<\/p>\n
[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.8.0″ _module_preset=”default” custom_margin=”0px||||false|false”][et_pb_column type=”1_2″ _builder_version=”4.8.0″ _module_preset=”default”][et_pb_image src=”https:\/\/blogs.shu.edu\/digitalhumanities\/files\/2021\/01\/TeoFig1.png” title_text=”TeoFig1″ show_in_lightbox=”on” admin_label=”Histogram image” _builder_version=”4.8.0″ _module_preset=”default”][\/et_pb_image][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.8.0″ _module_preset=”default”][et_pb_image src=”https:\/\/blogs.shu.edu\/digitalhumanities\/files\/2021\/01\/TeoFig2.png” title_text=”TeoFig2″ show_in_lightbox=”on” admin_label=”Median ERA Graph” _builder_version=”4.8.0″ _module_preset=”default”][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.8.0″ _module_preset=”default”][et_pb_column type=”4_4″ _builder_version=”4.8.0″ _module_preset=”default”][et_pb_text admin_label=”The second looks at how beats per minute affect a song\u2019s popularity.” _builder_version=”4.8.0″ _module_preset=”default” custom_margin=”||0px||false|false”]<\/p>\n
The second looks at how beats per minute affect a song\u2019s popularity.<\/p>\n
[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.8.0″ _module_preset=”default” custom_margin=”0px||||false|false”][et_pb_column type=”1_2″ _builder_version=”4.8.0″ _module_preset=”default”][et_pb_image src=”https:\/\/blogs.shu.edu\/digitalhumanities\/files\/2021\/01\/TeoFig3.png” title_text=”TeoFig3″ show_in_lightbox=”on” admin_label=”Distribution of BPM” _builder_version=”4.8.0″ _module_preset=”default”][\/et_pb_image][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.8.0″ _module_preset=”default”][et_pb_image src=”https:\/\/blogs.shu.edu\/digitalhumanities\/files\/2021\/01\/TeoFig4.png” title_text=”TeoFig4″ show_in_lightbox=”on” admin_label=”BPM\/Popularity Plot” _builder_version=”4.8.0″ _module_preset=”default”][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.8.0″ _module_preset=”default”][et_pb_column type=”4_4″ _builder_version=”4.8.0″ _module_preset=”default”][et_pb_text admin_label=”The third explores how meat consumption and production affects the environment. ” _builder_version=”4.8.0″ _module_preset=”default” custom_margin=”||0px||false|false”]<\/p>\n
The third explores how meat consumption and production affects the environment.<\/p>\n
[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.8.0″ _module_preset=”default” custom_margin=”0px||||false|false”][et_pb_column type=”1_2″ _builder_version=”4.8.0″ _module_preset=”default”][et_pb_image src=”https:\/\/blogs.shu.edu\/digitalhumanities\/files\/2021\/01\/TeoFig5.png” title_text=”TeoFig5″ show_in_lightbox=”on” admin_label=”Global Carbon Bar Graph” _builder_version=”4.8.0″ _module_preset=”default”][\/et_pb_image][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.8.0″ _module_preset=”default”][et_pb_image src=”https:\/\/blogs.shu.edu\/digitalhumanities\/files\/2021\/01\/TeoFig6.png” title_text=”TeoFig6″ show_in_lightbox=”on” admin_label=”Methane Line Graph” _builder_version=”4.8.0″ _module_preset=”default”][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.8.0″ _module_preset=”default”][et_pb_column type=”4_4″ _builder_version=”4.8.0″ _module_preset=”default”][et_pb_text admin_label=”The fourth examines the effects of gerrymandering on voter turnout.” _builder_version=”4.8.0″ _module_preset=”default” custom_margin=”||0px||false|false”]<\/p>\n
The fourth examines the effects of gerrymandering on voter turnout.<\/p>\n
[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.8.0″ _module_preset=”default” custom_margin=”0px||||false|false”][et_pb_column type=”1_2″ _builder_version=”4.8.0″ _module_preset=”default”][et_pb_image src=”https:\/\/blogs.shu.edu\/digitalhumanities\/files\/2021\/01\/TeoFig7.png” title_text=”TeoFig7″ show_in_lightbox=”on” admin_label=”Votes per district Graph” _builder_version=”4.8.0″ _module_preset=”default”][\/et_pb_image][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.8.0″ _module_preset=”default”][et_pb_image src=”https:\/\/blogs.shu.edu\/digitalhumanities\/files\/2021\/01\/TeoFig8.png” title_text=”TeoFig8″ show_in_lightbox=”on” admin_label=”Texas Districts” _builder_version=”4.8.0″ _module_preset=”default”][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.8.0″ _module_preset=”default”][et_pb_column type=”4_4″ _builder_version=”4.8.0″ _module_preset=”default”][et_pb_text admin_label=”Conclusion” _builder_version=”4.8.0″ _module_preset=”default”]<\/p>\n
The heartfelt comments that I received at the end of the semester are what make teaching such a rewarding and fulfilling endeavor, and this assignment will be a staple in future iterations of the course.<\/p>\n
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