ESS 33634-01: Data Visualization, Society, and Student Learning (3 cr.

Syllabus: Spring 2021

Instructor: Meeting Dates, Time, and Location:

Christine Trinter February 4th – May 11th
Phone: (574) 631-5763 11:10am – 12:25pm
Email: ctrinter@nd.edu Fitzpatrick Hall of Engineering, 356A
Office Hours: Thursdays 1pm-3pm https://notredame.zoom.us/j/93782562240?pw
d=a1E5VkUybC9adE5rMmErZExxcGdtQT09
Meeting ID: 937 8256 2240
Passcode: 1036447131

Colin McVeigh Office Hours Link:

Teaching Assistant: Join Zoom Meeting
Colin McVeigh https://notredame.zoom.us/j/96732252357?pwd
cmcveigh@nd.edu =bzJYM3pRM1RxWjE1V2NkdnQ0VG82Zz09
Office Hours: Tuesdays 5pm-6pm Meeting ID: 967 3225 2357
Passcode: 476527

Course Website:
www.vizsocietystudentlearning.weebly.com

Course Description as listed in the Graduate Bulletin

Students in today’s information age are consuming greater amounts of quantitative information on a
daily basis than ever before. This information comes in many forms and typically involves large data
sets that tell “number stories” about topics such as social media activity, politics, global health
concerns, race relations, and educational achievement. How those number stories are displayed -
numerically, text narrative, pictorial, or graphically - holds both power and peril. In this course, we
will consider the evolution of visual displays of quantitative information, analyze the characteristics
of visualizations, explore the ways in which the interaction between data and design influence the
communication of a number story, and design our own visualizations. These ideas will be
investigated through the lenses of societal issues and student learning.

Course Goals and Instructor Philosophy

The intent of this course is to encourage you to consider the many ways of envisioning quantitative
information. In particular, I hope to create situations that will encourage you to reflect upon and
analyze (1) the evolution of visual displays of quantitative information, (2) how people make sense
of data, (3) what it means to articulate a data story, and (4) the interaction between data and design.
You will be introduced to some of the current thinking and literature concerning data visualization.
We will explore foundational principles behind data graphics and ask ourselves why we should be
interested in visualizing data. The study of semiotics and socio-cultural theory will inform our
thinking about how people learn and perceive data stories. During this class, you will learn how
design influences messaging with particular attention to color, pattern, space, and image. We will

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decipher the differences between various types of quantitative information and how representation
plays a role in meaning making. These ideas will be applied to authentic contexts with particular
emphasis on formal and informal learning environments such as school-based disciplines and
societal issues.
The perspective of this course takes an inquiry-based approach to learning. This viewpoint, based in
Piagetian developmental theory, assumes that the learner constructs knowledge based on
experiences and his or her reflective thought about those experiences. Learning is an active process
and reflecting on those experiences is an important part of constructing knowledge. This view of
learning is especially appropriate to the study of visualization because the complexity of these
representations calls upon relationships that must be constructed in the learner’s mind and not just
“looked at” or memorized. Considering this viewpoint, you will be expected to contribute
significantly to class discussions. I will present artifacts, assign readings and facilitate class
discussions. Together we will create a class atmosphere conducive to analysis, reflection, and the
sharing of ideas. It is my hope that through this course, you will become comfortable with
challenging your own thinking around the meaning of data and how to contribute to data
storytelling in effective ways. It is my hope that this course will not only provide answers to questions but leave
you with more questions to answer.

Attendance Policy and Class Participation

It is important to attend class regularly and to come to class having completed the day’s assignment
in order to benefit from the course and to obtain the information the course provides. In order to
allow for sickness, representations of the university, religious holidays, travel problems due to
inclement weather, etc. one absence will be allowed without penalty to your final course grade. Each
absence after this one will reduce your final course grade by 5 points. Excessive tardiness (or leaving
class early) will be counted as absences. If class is canceled due to inclement weather, we will keep
on schedule and I will answer any questions you may have on the material that was not discussed. If
you have any extenuating circumstances that prohibit you from attending class, please contact the
instructor at your earliest convenience so we can make other arrangements to keep you up to date
with the material. Please note that I will be understanding and flexible with the attendance
policy given our current health crisis. Please just be communicative with me so that we can
work together to help you thrive in this course.

Class participation entails the following:

 Regular attendance (see policy above)
 Active daily participation through asking questions, engaging in group activities, presenting
to your peers, answering questions and staying on task.
 Come to class prepared to share, question, and be actively involved

COVID RELATED GUIDELINES

Health and Safety Protocol
In this class, as elsewhere on campus, students must comply with all University health and safety
protocols, including:
 Face masks that completely cover the nose and mouth will be worn by all students and
instructors;
 Physical distancing will be maintained in all instructional spaces;

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 Students will sit in assigned seats throughout the semester, which will be documented by
faculty for purposes of any needed contact tracing; and
 Protocols for staged entry to and exit from classrooms and instructional spaces will be
followed.
We are part of a community of learning in which compassionate care for one another is part of our
spiritual and social charter. Consequently, compliance with these protocols is an expectation for
everyone enrolled in this course. If a student refuses to comply with the University’s health and
safety protocols, the student must leave the classroom and will earn an unexcused absence for the
class period and any associated assignments/assessments for the day. Persistent deviation from
expected health and safety guidelines may be considered a violation of the University’s “Standards of
Conduct,” as articulated in du Lac: A Guide for Student Life, and will be referred accordingly.

Health Checks and Attendance

Every morning, members of the Notre Dame Community will be asked to complete a daily health
check and submit their information via the Return to Campus Advisor application. The health check
application will indicate one of the following:
• Student is cleared for class and should attend class in person; or
• Student is advised to stay home to monitor symptoms and should participate in class
virtually and complete all assignments and assessments; or
• Student must consult a healthcare provider and should contact University Health Services
(UHS) for an assessment. In the meantime, the student should participate in class virtually
and complete all assignments and assessments. Depending on the medical assessment, UHS
will follow the University’s standard protocol for obtaining an excused absence for medical
reasons.

Privacy Practices in This Course

This course is a community built on trust; in order to create the most effective learning experience,
our interactions, discussions, and course activities must remain private and free from external
intrusion. As members of this course community, we have obligations to each other to preserve
privacy and cultivate fearless inquiry. We are also obliged to respect the individual dignity of all and
to refrain from actions that diminish others’ ability to learn. Please note the following course
principles:

Using learning materials

Course materials (videos, assignments, problem sets, etc.) are for use in this course only. You may
not upload them to external sites, share with students outside of this course, or post them for public
commentary without my written permission.

Using live class recordings

We are recording class meetings to support remote students and to provide everyone in the class
with useful study aids. These recordings will be available for review through Sakai. The University
strictly prohibits anyone from duplicating, downloading, or sharing live class recordings with anyone
outside of this course, for any reason.

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Sharing student information
Our materials and activities may provoke argument or spirited discussion; some of us may volunteer
sensitive personal information. Do not share others’ personal information on sensitive topics
outside of our course community. Student work, discussion posts, and all other forms of student
information related to this course are private.

Sharing course information with others

Sharing private information about our course community (including discussions, activities,
presentations, student work, etc.) with others for the purpose of inviting external attention,
intrusion, ridicule, or harassment is an egregious breach of trust.

Violating these principles will be handled according to the Notre Dame Honor Code.

Honor Code
All individuals are expected to follow the principles outlined in the Notre Dame Honor Code.

Special Needs
Individuals with any exceptionalities or special learning needs are encouraged to contact the
instructor within the first few days of class so that appropriate accommodations and/or
modifications may be put into place.

Assignments and Evaluation

The grading scale (listed below) for this course is taken from the Undergraduate Academic Code.
All assignments are due at the beginning of class on the date indicated. LATE assignments may be
turned in up to 24 hours after the due date with a loss of one-half of a letter grade. After 24 hours,
no assignment will be accepted (unless there are extenuating circumstances that you discussed with
the instructor prior to the due date). Please type your assignments, as appropriate. No assignment
that contains multiple spelling, punctuation, and/or sentence or paragraph structure errors will
receive a grade of A.

Letter Numeri Explanatory Comments

Grade c Grade
A 94+ Work meets or exceeds the highest expectations for the course
A- 90-93 Superior work in all areas of the course
B+ 87-89 Superior work in most areas of the course
B 83-86 Solid work across the board
B- 80-82 More than acceptable, but falls short of solid work
C+ 77-79 Work meets all the basic requirements and standards in several areas
C 73-76 Work meets most of the basic requirements and standards in several areas
C- 70-72 While acceptable, work falls short of meeting basic standards in several areas
D 60-69 Work just over the threshold of acceptability
F 59- Unacceptable performance

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Assignment Weighting
Readings and Discussion Participation 18%
Reading Reflections 12%
Individual Explorations 20%
Tableau Assignments 15%
Telling a Data Story 15%
Final Project and Presentation 20%

Assignment Descriptions
Data takes many forms and hence, visualizations can be generated on a wide range of topics. As
part of this course, you will be asked to both find and react to visualizations. You will also be asked
to generate a graphic using data of your choosing. Indeed, it would benefit you to identify a topic
that you are interested in to focus your thinking when it comes time to make these choices. While it
is not required to center all of your choice assignments on one topic, doing so may help you work
efficiently. While this course will include a wide range of issues in the form of visualizations, you are
encouraged to choose a topic that pertains to society and/or schooling. All assignments should be
submitted through Sakai by 11am on the due date. This includes reading reflections and individual
explorations. One of the most important course requirements is to take pride in your work!

Readings and Discussion Participation. I believe that a student learns by doing, by participating
and by reflecting on assignments and discussions. Discussion topics are listed by date. Readings
related to each topic should be completed prior to the date identified. Throughout the course,
readings will be assigned from various journals, websites, and books chosen by the instructor. All
readings will be made available to you on the course website. Readings will either take .pdf format,
website link or a chapter from a book that is available through the Hesburgh library. You will be
expected to have the reading completed and be prepared to discuss and apply the content in class.
Furthermore, you will be required to lead one class discussion based on the reading. Discussion
participation will be worth 12% and discussion lead is worth 6% (1% per week for participating and
6% for your leadership). Please use this link to sign up to co-lead a discussion.

Reading Reflections. You will be assigned approximately one-two readings for each of the first 12
weeks of class. Choose one of the two pieces and write a 1-2 page reflection. Your reflection
should be typed, double spaced and use 12-point Times New Roman font. Reading reflections are
due each Thursday by 11am. Please include the following information:
 Your name and due date
 Article citation in APA format
 A brief paragraph providing an overview of the reading (3-5 sentences)
 Rank the reading on a scale of 1-4 according to these descriptors:

1 I did not find this reading informative or interesting.

2 The reading was informative or interesting but not both.

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 3 The reading was informative and interesting but a little challenging to read.
4 The reading was informative and interesting. It was written in a way that I
felt I could access the information.

Choose at least two of the following questions to answer in your reflection:

 What did you learn from the reading?
 Did the reading change your thinking? If so, in what ways?
 How did this reading reflect principles of data visualization?
 How did this reading influence your thinking about your current line of study (major), if at
all?
 As you consider your final project, what takeaways from this reading might inform your
work?
 Consider this author’s perspective and compare it against another author’s perspective from
an earlier reading.
 Do the design principles described in this reading speak to a specific data type and if so,
how?
 How does this reading make use of exemplary visualizations and in what way did these
examples influence your thinking?

Individual Explorations. There are four workshop days spread out over the course of the semester
for individual exploration. We will not meet as a class on these days. These workshop days
provide you the opportunity to use the ideas you learned from our class and apply them to a topic of
your choosing. The assignments are due by 11am on the dates listed below. Detailed descriptions
and evaluation criteria for each assignment will be handed out separately.

Workshop Day 1 (Feb. 11th): Visualization Exploration. Due February 16th

Workshop Day 2 (March 4th): Design Part I. Due March 9th
Workshop Day 3: (March 25th): Design Part II. Due March 30th
Workshop Day 4: (April 13th): Number Stories. Due April 20th

Tableau Assignments. These short assignments will provide you the opportunity to build your
skillset using Tableau software. These activities will be assigned as appropriate throughout the
semester.

Telling a Data Story. This assignment gives you the opportunity to try your hand at creating a
visualization of your own! You will be given a choice of data sets from which to develop your own
data story. Your graphic must include a justification for your choices. You will be paired with a
peer who will provide feedback before final submission. Please see assignment handout for
additional details and evaluation criteria. First draft due by 11am on April 8th, Second draft due
by 11am on April 15th, Final product due by 11am on April 22nd.

Final Project and Presentation. Your final project and presentation are a culmination of the ideas
explored throughout the semester. This project includes a brief literature review of the selected
issue, data supporting the issue, and a visualization with justification for design rationale. You will be
asked to present your project to the class and field questions about your project. You may be

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interested in designing your own visualization or you may prefer to modify a visualization designed
by someone else. Therefore, you have a choice between each of these options, as described below.
You are welcome to work with a partner or individually. All projects will be initiated by a project
proposal that must be approved by the instructor. Please choose one of the following two projects
(additional details will be provided on a separate assignment handout):

Option 1: Choose a topic that interests you, pertaining to society or schooling, and audience you
believe would benefit from a data graphic on this topic. Research the context and existing work
about this topic. Gather relevant data to be used in generating a visual for your project. Create a
visual for your audience and a justification for the choices you made when generating your graphic.
Prepare a presentation for the class containing brief information about the topic, context, audience
and the graphic. Be prepared to answer questions about your visual.

Option 2: Choose a topic that interests you, pertaining to society or schooling, and an existing data
graphic pertaining to this topic. Research the context and existing work about this topic. Examine
the data used to create this graphic (as appropriate given accessibility limitations). Decide whether
you would like to maintain the same audience this graphic was created for or choose a different
audience. Re-create the visual for your audience and a justification for the choices you made when
generating your graphic. Prepare a presentation for the class containing brief information about the
topic, context, audience and the graphic. Be prepared to answer questions about your visual.

Project Proposal is Due by 11am on April 15th

Final Projects and Presentations are Due by 11am on April 29th

Project Proposal should include the following (using provided template):

1. Option number and topic chosen.
2. Plan for researching the context and existing work.
3. Plan for accessing the data.

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 Class Schedule

Topic Assignments Due Readings Due

February

4 What is data visualization?

9 Why should we be interested Tufte, E.R. (2001)

Foundation
in visualization?

11 Workshop Day 1: Visualization Tufte, E.R. (2001)

Exploration: NO CLASS
MEETING

Individual Ware, C. (2013)

16 Semiotics Exploration Curtin, B. (2009)
Learning and Workshop 1
Sensemaking
18 Visualization and Cognition Ware, C. (2013)

23 Visualization and Cognition Mayer, R. & Moreno, R. (2003)

25 Color Ware, C. (2008)

March
2 Mini-break: NO CLASS

4 Workshop Day 2: Design and

Perception: NO CLASS
MEETING
Individual
Perception 9 Static and Moving Patterns Exploration Ware, C. (2013).
and Workshop 2
Storytelling
11 Space Ware, C. (2008).

16 Objects Ware, C. (2008).

18 Data Ink Tufte, E.R. (2001)

23 Perception and Design Cleveland, W. & McGill, R.

(1984).

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 25 Workshop Day 3: Design and
Perception Part II: NO CLASS
MEETING

Individual
30 Narrative Visualization Exploration Segel, E. and Heer, J. (2010)
Workshop 3

April

1 Types of quantities and Borner, K. & Polley, D. E.

representations (when and (2014).
where)

6 Types of quantities and Borner, K. & Polley, D. E.

representations (what and (2014).
with whom)

8 More than just bars, lines and Telling A Data Lile, S.

pies Story First Draft Elliott, K. (2017).
Applications
13 Workshop Day 4: Number Stories
and Visualization Analysis: NO
CLASS MEETING

15 Telling a Data Story Peer Telling a Data Tufte, E.R. (2001).

Feedback Story Second
Draft
Chartjunk

20 Visualization and Learning in Individual Rieber, L. (1995)

Formal Schooling Exploration Arcavi, A. (2003)
Workshop 4

22 Visualization and Learning in Telling a Data Chiu, J. & Linn, M.C. (2014)
Formal Schooling Story Final Draft

27 Societal Implications Tufte, E.R. (2001)

29 Societal Implications New York Times Upshot and

Washington Post
Additional TBD

May

4 Final Presentations Final Projects and

Presentations

6 Final Presentations Final Projects and

Presentations

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 11 Final Presentations Final Projects and
Presentations

Readings Organized by Due Date

Topic Readings Due

February

4 What is data visualization?

9 Why should we be Tufte, E.R. (2001). Graphical excellence. In Edward Tufte (Ed.) The
interested in visualization? Visual Display of Quantitative Information (pp.13-52). Cheshire, CT:
Graphics Press.

11 Workshop Day 1: Tufte, E.R. (2001). Graphical integrity. In Edward Tufte (Ed.) The Visual
Visualization Exploration Display of Quantitative Information (pp. 53-77). Cheshire, CT: Graphics
Press.

16 Semiotics Ware, C. (2013). Semiotics of graphics. In Meg Dunkerley (Ed.)

Information Visualization: Perception for Design (pp. 6-8). Boston, MA:
Elsevier.

Curtin, B. (2009). Semiotics and visual representation. International

Program in Design and Architecture.

18 Visualization and Ware, C. (2013). Visual thinking processes. In Meg Dunkerley (Ed.)
Cognition Information Visualization: Perception for Design (pp. 375-393). Boston, MA:
Elsevier.

23 Visualization and Mayer, R. & Moreno, R. (2003). Nine ways to reduce cognitive load in
Cognition multimedia learning. Educational Psychologist, 38(1), 43-52.

25 Color Ware, C. (2008). Color. In Visual Thinking for Design (pp. 65-86).
Burlington, MA: Elsevier

March
2 Mini-break: NO CLASS

4 Workshop Day 2: Design Tufte, E.R. (1990). Color and information. In Edward R. Tufte Envisioning
and Perception Information. Cheshire, CT: Graphics Press.

9 Static Patterns Ware, C. (2013). Static and moving patterns. In Meg Dunkerley (Ed.)
Information Visualization: Perception for Design (pp. 179-227). Boston, MA:
Elsevier.

11 Space Ware, C. (2008). Getting the Information: Visual Space and Time. In
Visual Thinking for Design (pp. 87 - 106). Boston, MA: Elsevier.

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16 Objects Ware, C. (2008). Visual Objects, Words, and Meaning. In Visual Thinking
for Design (pp. 107-128). Boston, MA: Elsevier.

18 Data Ink Tufte, E.R. (2001). Data-Ink and Graphical Redesign. In Edward Tufte
(Ed.) The Visual Display of Quantitative Information (pp.91-106). Cheshire,
CT: Graphics Press.

Cleveland, W. & McGill, R. (1984). Graphical perception: Theory,

23 Perception and Design experimentation, and application to the development of graphical
methods. Journal of the American Statistical Association, 79(387), pp. 531-554.

Workshop Day 3: Design and

25 Perception Part II

Segel, E. and Heer, J. Narrative visualization: telling stories with

30 Narrative Visualization data. IEEE Transactions on Visualization and Computer Graphics 16, 6
(2010), 1139–1148.

April
Borner, K. & Polley, D. E. (2014). “When”: Temporal data (pp. 37-74). In
Katy Borner & David E. Polley, Visual Insights: A Practical Guide to Making
1 Types of quantities and Sense of Data. Cambridge, MA: The MIT Press.
representations (When
and Where) Borner, K. & Polley, D. E. (2014). “Where”: Geospatial data (pp. 75-112).
In Katy Borner & David E. Polley, Visual Insights: A Practical Guide to
Making Sense of Data. Cambridge, MA: The MIT Press.

Borner, K. & Polley, D. E. (2014). “What”: Topical data (pp. 113-142). In

Katy Borner & David E. Polley, Visual Insights: A Practical Guide to Making
6 Types of quantities and Sense of Data. Cambridge, MA: The MIT Press.
representations (What and
With Whom) Borner, K. & Polley, D. E. (2014). “With Whom”: Tree and Network data
(pp. 143-214). In Katy Borner & David E. Polley, Visual Insights: A
Practical Guide to Making Sense of Data. Cambridge, MA: The MIT Press.

Lile, S. 44 Types of Graphs Perfect for Every Top Industry:

8 More than just bars, lines https://visme.co/blog/types-of-graphs/
and pies
Elliott, K. (2017). 39 Studies About Human Perception in 30 Minutes.

13 Workshop Day 4: Number

Stories and Visualization
Analysis

15 Telling a Data Story Peer Tufte, E.R. (2001). Chartjunk: Vibrations, Grids, and Ducks. In Edward
Feedback Tufte (Ed.) The Visual Display of Quantitative Information (pp. 106-122).
Chartjunk Cheshire, CT: Graphics Press.

Rieber, L. (1995). A historical review of visualization in human cognition.

20 Visualization and Learning Educational Technology Research and Development, 43(1), pp. 45-56.
in Formal Schooling

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 Arcavi, A. (2003). The role of visual representations in the learning of
mathematics. Educational Studies in Mathematics, 52(3), p. 215-241.

22 Visualization and Learning Chiu, J. & Linn, M.C. (2014). Supporting knowledge integration in
in Formal Schooling chemistry with a visualization-enhanced inquiry unit. Journal of Science
Education and Technology, 23, pp 37-58.

27 Societal Implications Tufte, E.R. (2001). Visual and Statistical Thinking: Displays of Evidence for
Making Decisions. Cheshire, CT: Graphics Press.

29 Societal Implications New York Times Upshot and Washington Post

Additional TBD

May
4 Presentations NO READING

6 Presentations NO READINGS

11 Presentations NO READINGS

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