BIS 232: Data Visualization
Instructor: Joseph J. Ferrare
Winter 2021, Wednesdays 1:15 - 3:15pm via Zoom
Office Hours: Wednesdays, 9am - 11am
OVERVIEW
We all encounter data visualization on a daily basis. Whether it is the bar chart on Google Maps describing a business’ busiest hours, or a technical report on climate change, our modern-day lives are continuously informed by data presented in the form of charts and graphs. In this introductory course, students will learn the basic principles of data visualization (dataviz), gaining an understanding of the decisions required to create accurate and visually appealing data communication. By practicing these fundamental principles of dataviz, students will acquire skills for communicating descriptive statistics using software packages such as Excel and Tableau.
This course follows a problem-based approach to learning the principles of data visualization by critically examining daily dataviz encounters and by practicing data visualization through a variety of examples. Throughout the entire course, we will consider the technical elements of data visualization – ranging from the choices of data to include and omit to the selection of colors in charts – alongside the social contexts in which these practices are used and interpreted. In the process, we will collectively confront how our own experiences, identities, and access to resources shape the way we approach the work of collecting, analyzing, and visualizing quantitative data.
This course is designated as a Community Based Learning and Research (CBLR) course. Our community partner is the Edmonds School District (ESD). Please note that we will not be making any visits to ESD. Instead, ESD staff will provide us with survey data that we will use to practice data analysis and visualization while providing ESD staff with deliverables they will use to guide their decision-making.
OBJECTIVES
Students completing this course can expect to accomplish the following:
To learn the basic principles of accurate and visually appealing data visualization;
To become familiar with the practices involved in finding, accessing, collecting, and organizing quantitative data;
To develop the analytic skills needed to explore basic patterns in quantitative data using descriptive statistics;
To become competent with popular software for the use of data visualization;
To understand how cultural, political, and economic contexts directly shape the technical aspects of data acquisition, analysis, and visualization;
To practice the craft of communicating data visualizations to a variety of audiences.
FORMAT
The general structure of the course includes synchronous meetings via Zoom once per week, with additional online activities (e.g., video lectures, podcasts, discussion posts) to be completed throughout the week at your own pace. The designated day/time for class meetings is Wed 1:15 - 3:15pm via Zoom. The vast majority of our time during our Zoom meetings will be spent working on small group and individual exercises designed to give you opportunities to practice working through problems associated with data visualization. This work will take place alongside the use of Tableau software, which must be downloaded to your personal computer (see here to acquire a copy through UWIT).
EMAIL CORRESPONDENCE
I expect you to use your UW e-mail account regularly so that I can communicate with each of you electronically via Canvas between classes. If you wish to use another e-mail address as your primary account, set up your UW account to forward to your other address.
Please email me via Canvas. If you send me an email, you can expect to hear back from me within 24 hours during the week, and by Monday if you email me over the weekend. If you email me with a question and do not hear back from me promptly, it is likely because the answer to your question is on this syllabus or was announced in class. I typically check and respond to email first thing in the morning and then again in the late afternoon. I will let you know if I anticipate being unavailable due to travel or other circumstances.
I do not take attendance, so there is no need to email me if you are going to be absent.
EXPECTATIONS REGARDING ENGAGEMENT
I expect that everyone will be present during class. By present, I do not simply mean that you will be physically in attendance. Rather, my expectation is that you will engage with intention during lectures, discussions, and labs as they happen in real time.
Please see below for additional considerations concerning classroom conduct, academic integrity, and other related issues.
TEXTS & TOOLS
The following serves as the primary text for the course:
Cairo, Alberto. 2016. The Truthful Art: Data, Charts, and Maps for Communication. San Francisco, CA: New Riders.
We will use Tableau software to visualize data in this course. All UW students are able to download Tableau to their personal computers here. We will spend time in class learning how to use this tool, and UW students can access extensive tutorials through LinkedIn Learning. Tableau also has many helpful video tutorials.
Throughout the course, we will use datasets to practice the foundational statistical tools covered during class. Many of the datasets that we will use can be found here.
In addition to Tableau, you will be introduced to the R programming language and statistical computing environment. You are not required to use R, but I will be demonstrating how to use this program to create basic data visualizations for those who might be interested. Please see the Canvas page for details on downloading Rstudio.
Data Visualization Resources
Depict Data Studio’s Interactive Chart Chooser
DATA SETS That may be USED IN CLASS
Climate Change Knowledge Portal (Click here for cumulative temperature and rainfall file for all countries and years and here for US forecast data)
U.S. Census Data (2017 Population Estimate)
REQUIREd assignments
*See Canvas for due dates for all assignments
Data Viz Critiques x 4 (25%)
You will be responsible for posting to the Canvas Discussion Board four examples of data visualization being used “in the wild.” This can come from a news source, social media, think tank report, YouTube commercial, academic article, or virtually any other source that has some relevance to your life. Your assignment is to post a link to the source and critically reflect on the visualization using some aspect of either: 1) D’Ignazio’s framework for implementing feminist data viz; 2) Cairo’s framework for evaluating the qualities of great visualizations; or 3) some amalgamation of the two frameworks. Prior to the first due date, we will practice evaluating data visualizations using this framework so that you have a general idea of how to approach the assignment. I expect your reflections to be about 500 words (~1 single-spaced page).
Each post is worth five points. You will receive full credit if you post a link and provide a ~500 word (or longer if you desire) narrative that represents a meaningful attempt to reflect on the example using some aspect of Cairo’s framework. Two points will be given to those who simply post a link without a narrative, and three points will be given to those whose narrative lacks any meaningful reflection. My standard for what constitutes “meaningful” will increase as the quarter progresses, as I will be looking for growth in the depth with which you are able to critically reflect on the technical and contextual details of data visualization.
The following represent suggestions for how you might structure your critique:
Start by discussing the background of the visualization, such as information about the publisher, source(s) of data used, and the general context of publication (i.e., What was happening in the world that motivated or gave meaning to the visualization?).
Who appears to be the target audience(s) for this visualization? What qualities about the visualization and its context (i.e., where it is published) support your conclusion?
What story - or stories - is the author of the visualization intending to tell? What insights were gained by visualizing the data in this way that text alone could not accomplish?
What are some alternative ways to interpret the visualization that may not have been intended by the author? In what ways, if any, is the visualization potentially misleading?
How, if at all, might the interpretation of the visualization change depending on who is reading the visualization? What factors might influence these changes (e.g., the identities of the reader, level of education, cultural familiarity)?
What else strikes you about the visualization? How might Cairo and/or D’Ignazio suggest that it be improved based on their respective frameworks for creating visualizations?
I do not expect that you will go into the same level of depth for all of these questions. Instead, I offer them here as a guide to help you structure your analysis. Ultimately, I am looking for you to move beyond simply looking at data visualizations and begin the practice of reading them.
Each week, I will read all of the posts and pick out examples to share with the class. I will not publicly criticize your narrative or even display it to the class (although these will be available to all class members on Canvas). Instead, I will use the example to engage the entire class in a broader discussion about the use of data visualization in society so that we can collectively develop a more nuanced literacy of these tools.
data Visualizations x 3 (20% each, 60% total)
In addition to developing the skill of critically analyzing data visualizations, you will also develop the skill at creating data visualizations using data and Tableau software. These assignments will be started during class, but will require some out-of-class time as well. All visualizations will be created in groups.
The visualizations will center on the following themes:
Central tendency & Dispersion
Spatial & Temporal
Bivariate & Uncertainty
Please see Canvas for more details.
4. portfolio (15%)
In this final assignment, your objective is to revise, compile, and reflect on the work you have done throughout the quarter. The portfolio consists of two components: (1.) a compilation of your data visualizations, and (2.) a narrative reflection of this work. In addition, you will be responsible for presenting a data dashboard to our community partner, Edmonds School District. Please see Canvas for more details.
GRADING
Use the following steps to figure our your course GPA:
Determine the percentage of total correct points across the quarter: this can be found on Canvas or by simply taking the total number of points correct for each assignment/quiz/exam, dividing by the total number of possible points, and multiplying that proportion by 100.
Subtract 55 from the total percentage
Divide by 10
For example, if your cumulative percentage for the course is 75%, then your corresponding GPA for the course would be calculated as follows:
(75 - 55) / 10 = 2.0
For more information, please refer to UWB’s policies on undergraduate grading.
Late Work: I will accept late work. However, I will impose a 10% penalty for each day the assignment is late and you will receive very limited feedback from me (if any).
ESTIMATED COURSE OUTLINE
*Please note that this outline is only an estimate of what (and when) we will cover. You are responsible for all materials, updates and announcements covered during class sessions. The course calendar will most likely change over time due to unforeseen circumstances; please consult the Canvas modules for the most up-to-date schedule for readings and other assignments.
**See the course Canvas page for the readings and other content assigned for each week.
WEEK 1: course introduction
week 2: qualities of effective visualizations
WEEK 3 models and variables
Week 4: The Basics of visualizing proportions, central tendencies and dispersion
WEEK 5: temporal visualizations
Week 6: geo-spatial visualization
week 7: bivariate relationships
WEEK 8: error & Uncertainty
week 9: creating portfolios
week 10: presentations to community partner
ADDITIONAL RESOURCES & CONSIDERATIONS*
*Please note that some of the information regarding on-campus resources below may be inaccurate due to COVID-19 restrictions.
IAS PORTFOLIO
Students majoring in degrees offered by IAS begin the process of creating a Google Drive archive in “BIS 300: Interdisciplinary Inquiry” and conclude it by creating a Capstone Portfolio in BIS 499. IAS students should maintain an archive of all of the work they have done in (or in relation to) their undergraduate education. To get started with UW Google Apps (including Google Drive), students may consult UW IT’s web page at https://itconnect.uw.edu/connect/email/google-apps/ (scroll down to UW Google Apps Support Online Help Center).
For more information about the IAS portfolio, visit the IAS webpage: http://www.uwb.edu/ias/iasdegreeportfolio. For help on the technical development of your IAS portfolio Learning Technologies (learningtech@uwb.edu or http://www.uwb.edu/learningtech/eportfolios). You can also get help from a student tutor in the campus’s Open Learning Labin UW2-140.
ACADEMIC INTEGRITY
Please see the UWB General Catalog, the documents you signed upon admission to IAS, and these policy statements for crucial information regarding academic integrity. The library also has useful resources for you to explore. You are responsible for knowing what constitutes a violation of the University of Washington Student Code regardless of your intent. Make sure you know how to properly cite any ideas or words you have taken from outside sources.
Work of any kind (including written, video, audio, performance, artistic, etc.) produced outside of this course may not be submitted for credit without first discussing it with your instructor. In most circumstances, work produced for one course may not be submitted for another course.
Please see the Student’s Guide to Academic Integrity for more information and resources.
INCOMPLETES
University rules state that “an incomplete is given only when the student has been in attendance and has done satisfactory work untilwithin two weeks at the end of the quarter and has furnished proof satisfactory to the instructor that the work cannot be completed because of illness or other circumstances beyond the student’s control.” IAS strongly discourages incompletes.
RESPECT FOR DIVERSITY
Diverse backgrounds, embodiments and experiences are essential to the critical thinking endeavor at the heart of university education. In IAS and at UW Bothell, students are expected to:
respect individual differences which may include, but are not limited to: age, cultural background, disability, ethnicity, family status, gender presentation, immigration status, national origin, race, religion, sex, sexual orientation, socioeconomic status, and veteran status.
engage respectfully in discussion of diverse worldviews and ideologies embedded in course readings, presentations, and artifacts, including those course materials that are at odds with personal beliefs and values.
Students seeking support around these issues can find more information and resources here.
ACCESS AND ACCOMMODATIONS
Your experience in this class is important to me. If you have already established accommodations with Disability Resources for Students (DRS), please communicate your approved accommodations to me at your earliest convenience so we can discuss your needs in this course.
If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are welcome to contact DRS at 425.352.5307 or rosal@uw.edu.
DRS offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions. Reasonable accommodations are established through an interactive process between you, your instructor(s) and DRS. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law.
VETERENS
Welcome! We at UW Bothell understand that the transition into civilian life can be challenging for our veteran students and we have many resources for any who may want to reach out for guidance or assistance. This includes our Vet Corp Navigator through the WDVA and our Student Veterans Association (SVA). Please contact Veteran Services at 425.352.5307 or rosal@uw.edu. For those of you needing more URGENT support, please call The Suicide Prevention Hotline 1.800.273.8258or connect with the UWB CARE Team.
INCLEMENT WEATHER
Please check if the campus may be closed due to weather. Information on suspension of operations will be made public and available through the media. Students can learn of campus operations status from the website or by calling the Campus Information Hotline 425.352.3333. You may also sign up with an alert system that will contact you via email or text message if classes are canceled. For more information on the alert process, please see this. Class activities will be rescheduled as needed.
GENDER NEUTRAL BATHROOMS (ARC, DISCOVERY HALL, BEARDSLEE BUILDING, HUSKY VILLAGE)
For students who prefer to use an inclusive, gender neutral bathroom, these can be found in the following: ARC– one on each level of the building, one (1) LL restroom room with shower; Discovery Hall – LL, off of ramp connecting DISC to UW2; UWBB – second floor, with shower.
REFLECTION ROOM INFORMATION (UW1-007)
This room is an open use space for all members of UWB who seek quiet time for meditation, reflection and prayer. No reservations are needed to utilize this space. Please follow the guidelines listed in the room about the expectations of the space.
LACTATION AND BABY CHANGING LOCATIONS
Lactation stations can be found in UW1-128, UW2-336, Husky Hall 1419, and Beardslee Crossing 102 U. These stations are available from 8am-5pm and can be reserved online at uwb.edu/admin/services/lactation-station. Baby changing stations are located in Discovery Hall LL 050, UW2-L2 washrooms, UW1-L1 washrooms, LB1 and LB2-L1 washrooms.
OTHER PARENTING STUDENT RESOURCES
Parenting Students are encouraged to take advantage of the resources provided on campus, which include the Parent Union at UWB, the Child Care Assistance Program, priority access at Bright Horizons Bothell and Bothell KinderCare, back-up/sick care at Bright Horizons, and lactation rooms and baby changing stations on campus. For more information, please visit the Parent Resources website, or contact the Parent Union on Facebook.
UNIVERSITY OF WASHINGTON RELIGIOUS ACCOMMODATION POLICY
Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at Faculty Syllabus Guidelines and Resources. Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form available at: https://registrar.washington.edu/students/religious-accommodations-request/