Toxic Traffic
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Transcript of Toxic Traffic
Toxic Traffic: Community Research and DiscussionsMuseum of Science, Boston
Project History• 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.
• Citizen Science activities an outgrowth of discussions
• Formal partnership emerged between CPHD, MOS, Harvard SEAS, Somerville Transportation Equity Partnership and MIT Senseable City Lab for CBPR
• SCENT:
Sustainable Community Exposure Network via Telemetry
Project Goals• Combine societal discussions with elements of community based
participatory research. • Connect policymakers and stakeholders with members of the
public. • Engage participants in aspects of community and stakeholder
assessment strategies with consideration of the social and ethical dimensions of air pollution strategies.
• Reach new and more diverse audiences than have been engaged
by previous forum programs. • Make connections to community and stakeholder groups who are
already engaged around a significant public health issue.
5 Different Models: Working with Youth Fenway
School Partnership
BDEA School Partnership
CCSC School Partnership
HSSSw/ East
Boston High
SciCORE Workshop
Total Time Spent on Project
~12 hours8 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
Project Phases: (Discussion occurred throughout
project) Introductory Lessons
Instrumentation & experimental
design/protocols
Gathering Data
Data Analysis
(What’s wrong with this picture?)
COx Noise
NOx
Impact on Teens
"By doing this project we can make a change in how our community uses energy to prevent asthma and other heart related diseases." Ezra from BDEA
"This project opened my eyes to the environment and how I can have an impact on it." Leah a SciCORE Intern
Reflections on project • Weather/season was a challenge• Growing pains with regard to the process of turning
data into something that can be presented to and understood by the students/instrumentation issues
• Rewarding to be able to show the students data/maps in near-time
• Empowerment approach worked well around these ecological subjects
• Focusing on areas where people can do something to address the issue
• Presenting process and results in the voice of the students effective
• Class size can be very important • What is the motivation for these students - job vs.
classroom mentality
Small Group Discussions
• 15 minutes for discussion
• We’ll give you a project to consider
• Think about:– What topics/questions might you consider for including dialogue? – Who would you include in the conversations?– How might you integrate scientists into these discussions?