SCI 214: STEM and the Scientific Mindset

Instructor: Matthew Mayer
Course Section: 18984
Term: June 30, 2025 - August 24, 2025
Credit Hours: 3
Location: Online
Final Grade: A
Course Description: In this course, students learn how the sciences, technology, engineering, and mathematics (STEM) are used in the exploration and examination of the world around them. Through the analysis of scientific data and information, students will explore issues that emerge in STEM and the fields of study and industries that connect to it. Students will further learn and build an appreciation for how, through communication and collaboration, the STEM community supports innovation and advancements in other fields and industries.

1-1 Discussion: Scientific Issues, Citizen Science, and You
40/40 A

Hello! My name is Jasmine aka Jay. I am a 34-year-old wife and mother/grandma. My hobbies include spending time with my family, going to the beach, naps, binge watching tv and writing poetry. I am originally from Long Island NY but now reside in Accomac VA. My major is a BA in Creative Writing and English with Concentration in Poetry.

STEM is relatively new to me. I didn't know much about it until my 10-year-old daughter joined the STEM program at her school. It was interesting to see her programming robots and going on an array of field trips that go in tandem with STEM.

A scientific issue impacting my community here in Accomac, VA is the sea-level rise.
A.) What questions and concerns do you have about this issue?
1. How quickly will local water levels climb over the next decade, and which neighborhoods and roadways will be most vulnerable?
2. How much land in Accomack County could convert from farmland and wetlands into open water by mid century?
3. What happens to our saltmarshes and the wildlife they support if tidal flooding becomes permanent.
4. How will repeated inundation affect our property values, insurance rates, and the ability of emergency vehicles to reach island communities like Chincoteague and Saxis?
5. What funding sources and policy tools exist to help homeowners, farmers, and the county adapt to rising waters?

B.) How is this issue impacting your community?
Rising tides are already submerging low-lying roads, making daily commutes unpredictable and isolating some neighborhoods during high tides. Frequent "sunny day" flooding intrudes into yards and basements, damaging foundations, septic systems, and wells. Saltwater pushes into groundwater, threatening private wells that supply drinking water and irrigation for local farms. Tidal wetlands that once buffered storm surges are shrinking, reducing habitat for blue crabs, migratory birds, and bay-dependent fisheries. Repeated inundation is eroding living shorelines, undermining docks, piers, and the tourism economy that supports water-based recreation.

C.) How could participating in citizen science contribute to your understanding of the issue and benefit your community?
By installing simple, low-cost tide gauges around Accomac, volunteers can track daily water levels, building a hyper-local dataset that complements NOAA predictions. Mapping marsh edge changes with smartphone photos helps document wetland loss and seed restoration projects in real time. Testing soil salinity on private properties reveals the inland reach of saltwater, guiding well-protection measures and alternative water sources. Joining coastal-monitoring networks like the Chesapeake Monitoring Cooperative connects local data to regional models, strengthening grant applications for adaptation funding. Engaging schools and youth groups in shoreline surveys raises awareness, builds stewardship, and creates a ready pool of volunteers when storms strike. Community-led data collection empowers residents to advocate for roadway elevations, living shoreline projects, and zoning changes based on hard evidence rather than estimates.

1-1 Discussion: Instructor Feedback

Overall Feedback

Excellent work, Jasmine. See rubric for more feedback.

Rubric
-Comprehension
Develops an initial post with an organized, clear point of view or idea using rich and significant detail
Criterion Feedback: Thank you for introducing yourself and welcome to the class!

Science, technology, engineering, and math make up STEM. The scientific community is key to the process of science. Working together, each person can check on each other’s work, help inspire new ideas, catch cases of bias and fraud, and motivate one another to make the world a better place. Members of the public involved in citizen science can participate in collecting and evaluating data and completing specific tasks for a scientific research project to help the community evolve and grow.

Your initial post clearly discusses how STEM has influenced your life. Using details and examples, your post thoroughly considers a scientific issue that has impacted your community. You have thoughtfully reflected on how participating as a citizen scientist can contribute to your understanding of the issue and benefit your community.

This post is a good example of how to achieve Exemplary throughout the class. You're off to a great start!

-Timeliness
Submits initial post on time
Criterion Feedback: Thank you for submitting your initial post before the Thursday deadline!

Posting earlier in the week offers more opportunities to engage with your peers and make richer connections to course material.

-Engagement
Provides relevant and meaningful response posts with clarifying explanation and detail
Criterion Feedback: You posted thoughtful responses to your peers about the scientific issue they discussed. You shared your views on the issue and the potential benefits and limitations of citizen science to address the issue, using specific examples.

Peer replies are an excellent opportunity to increase your understanding in the course by listening to and sharing ideas with others.

Thank you for your valuable contributions!

-Clear Communication
Exceeds expectations with an intentional use of language that promotes a thorough understanding
Criterion Feedback: Your ideas are clearly presented in a logical order that fully aligns with the purpose of the assignment. An audience can easily follow the main idea using your details and examples. Your meaningful use of writing conventions (like word choice, grammar, spelling, and punctuation) makes sense to the audience in this context.

1-2 Journal: Choose Your Topic
60/60 A

Sea-Level Rise in Accomac, Virginia:
Climate Change, Land Subsidence, and Community Impacts

Accomac, Virginia – a small community on the Eastern Shore – faces accelerating sea-level rise driven by both global climate change and local land subsidence. Sea-level rise is the long-term increase in relative sea level, meaning the ocean is higher and the land is lower (Andrews et al., n.d.). Along Virginia’s Eastern Shore, multiple factors contribute to this change: warming oceans and melting ice worldwide (raising global sea levels), the gradual sinking of the land in this region, and even shifts in ocean currents (Andrews et al., n.d.). This combination causes water to encroach further inland than in many other places. In fact, scientists report that sea levels around the Eastern Shore are rising three to four times faster than the global average rate (Vaughn, 2019). Over the past century, water levels in coastal Virginia have climbed roughly 20 inches (about 1.7 feet) – a rate much higher than seen globally (At a Crossroads: How Rising Seas Threaten Farming in Eastern Virginia, 2021).

One major reason Accomac’s relative sea level is rising so quickly is land subsidence – the gradual sinking of the ground. The Virginia Coastal Plain is naturally subsiding due to geological processes (for example, the land is settling after the last ice age) and human activities like groundwater pumping (Land Subsidence on the Virginia Coastal Plain | U.S. Geological Survey, n.d.). As people withdraw large volumes of groundwater from deep aquifers for drinking water and agriculture, the land slowly compacts and sinks. This sinking ground effectively makes the sea level rise faster relative to the land (Land Subsidence on the Virginia Coastal Plain | U.S. Geological Survey, n.d.). As a result, Virginia’s coast experiences one of the fastest rates of sea-level rise on the U.S. Atlantic Coast (Land Subsidence on the Virginia Coastal Plain | U.S. Geological Survey, n.d.). Excessive groundwater use has been shown to intensify these threats – local advocacy groups note that heavy aquifer withdrawals (for example, by industry and farms) exacerbate subsidence and thus worsen flooding risks (Virginia’s Eastern Shore, 2025).

Current data on sea-level rise in Accomack County (where Accomac is located) show an alarming trend. The nearest long-term tide gauge at Wachapreague, VA records a rise of approximately 5.6 millimeters per year in mean sea level. This adds up to roughly half a foot every 30 years, contributing to noticeably higher high tides and more frequent high-tide flooding. Historical records in the broader region (Hampton Roads, just south of the Eastern Shore) indicate the sea level is about 1.5 feet higher now than in the 1930s (Andrews et al., n.d.). More worrying, the rate is accelerating. Projections compiled by the Virginia Institute of Marine Science suggest that by around 2050 the sea could stand 1.5 to 2 feet above late-20th-century levels, and by 2100 it could rise on the order of 5 to 9 feet if high emissions continue (Andrews et al., n.d.). The National Oceanic and Atmospheric Administration (NOAA) likewise estimates nearly 7 feet of sea-level rise by 2100 under a high scenario for coastal Virginia (At a Crossroads: How Rising Seas Threaten Farming in Eastern Virginia, 2021). Even a lower-range rise would permanently inundate low-lying areas. In short, Accomac and its surroundings face a future in which today’s dry land may become part of the tidal zone.

Land subsidence makes these projections especially severe for Accomac. While global sea-level rise is primarily caused by climate change (thermal expansion of water and melting ice), the Eastern Shore’s sinking land means relative sea level (the water level relative to the land’s surface) is rising faster here than in many other coastal regions (Land Subsidence on the Virginia Coastal Plain | U.S. Geological Survey, n.d.). Studies confirm that a subsidence rate of a few millimeters per year, though it sounds small, significantly magnifies flooding hazards across a wide area (Land Subsidence on the Virginia Coastal Plain | U.S. Geological Survey, n.d.). Put simply, climate change is raising the water, and subsidence is lowering the land, pinching coastal communities between these two forces. This dual impact is already evident in Accomac’s tidal wetlands, farm fields, and roads that flood more often than in decades past.

This topic was selected because Accomac, Virginia represents a microcosm of coastal climate challenges that have both global and local dimensions. Sea-level rise is a well-known consequence of climate change, but in Accomac it is compounded by land subsidence, making it an especially compelling case to study. The Eastern Shore of Virginia is a predominantly rural area that does not always receive as much national attention as larger cities like Miami or New Orleans, yet it faces equally daunting threats from rising seas. By researching Accomac’s situation, we shine a light on the often under-reported struggles of smaller, rural communities on the front lines of climate change.

Another rationale is the opportunity to examine issues of equity and environmental justice in a concrete context. Accomack County includes both vulnerable natural ecosystems and historically underserved human communities, raising questions about who is most affected and how to ensure fair adaptation efforts. The topic was also chosen due to personal interest in the Chesapeake Bay region’s unique environment. The Eastern Shore’s marshes, farms, and villages have rich cultural and ecological value, and their fate under climate stress is an urgent concern. Studying this case allows exploration of how global phenomena (greenhouse gas emissions, warming oceans) intersect with local actions (water use, land management) to create very local consequences. This interdisciplinary nature – involving climate science, geology, community planning, and social justice – makes Accomac’s sea-level rise a valuable subject for a college-level research paper.

Additionally, recent data and events highlighted the immediacy of the problem. For example, updated flooding projections and community reports from the last few years have shown that the timeline for impacts is shorter than previously thought (Vaughn, 2019). Hearing about Eastern Shore residents already coping with flooded roads and salt-damaged crops (as reported in local news) provided motivation to delve deeper into the current data and responses. In summary, this topic was selected to raise awareness of a pressing environmental challenge in Accomac and similar communities, and to analyze it through the lenses of science and social justice – all while practicing concise, evidence-based academic writing.

The impacts of sea-level rise in Accomac are not just an environmental issue; they are also a social justice issue. Climate change tends to impact vulnerable communities disproportionately, and Accomac’s situation exemplifies this pattern. Many residents on Virginia’s Eastern Shore have modest incomes and limited means to adapt to flooding. In fact, the tiny waterfront town of Saxis in Accomack County has been identified by the EPA as a “Climate Justice Community” because of its high flood risk combined with low-income status (Felver, 2024). Saxis’s median household income is around $35,000, barely above the poverty line, yet the town faces chronic flooding that washes out its only access road during high tides and storms (Felver, 2024). This means that those with the fewest resources to recover or relocate are bearing the brunt of sea-level rise. It raises issues of equity: will these communities receive the support and infrastructure improvements they need, or will they be left to fend for themselves?

Several local communities in Accomack are already experiencing hardships that highlight social and environmental injustice. When Route 695 floods and turns Saxis into a temporary island, residents can be cut off from emergency services and basic needs (Felver, 2024). Similarly, a 2015 regional study found that with just one foot of sea-level rise (a scenario likely within the next few decades), about 33 miles of roads in Accomack – mostly in the north – could be permanently inundated, and seven villages could become inaccessible by road as soon as 2025 (Vaughn, 2019). By late century (around 2090), up to 25% of all roads in the region might be impassable at high tide (Vaughn, 2019). The people living in these areas tend to rely on those roads for commuting, school, medical care, and commerce. If a quarter of the road network fails, it will disproportionately impact those who cannot afford to move to higher ground or who lack political clout to demand infrastructure investment. Environmental justice calls for these vulnerable populations—often rural, elderly, or low-income—to have equal protection and input in climate adaptation plans.

Economic livelihoods on the Eastern Shore are also at stake, tying into social justice concerns. Many Accomac-area residents work in agriculture and fisheries, industries deeply connected to the environment. Sea-level rise and the associated saltwater intrusion are already damaging farmland and threatening the viability of family farms. For instance, fields that generations of farmers have cultivated are turning into unproductive salt marsh. Local farmers report that sections of their cropland are now routinely killed by tidal flooding and salt – one Accomack farmer lost an entire 20-acre field that became too salty to plant, and salt “patches” in other fields have grown each year (At a Crossroads: How Rising Seas Threaten Farming in Eastern Virginia, 2021). Younger farmers worry that a significant share of their acreage (in one case, one-third) could soon be lost to encroaching tides (At a Crossroads: How Rising Seas Threaten Farming in Eastern Virginia, 2021). This represents not only economic loss but a cultural one: farming is a way of life here, often passed down through generations. As one 32-year-old farmer put it, “I’m going to have to figure something out” as he inherits land that is rapidly becoming marsh (At a Crossroads: How Rising Seas Threaten Farming in Eastern Virginia, 2021). Climate change is thus threatening local jobs and traditions. The burden falls heaviest on those with fewer resources – small-scale farmers and watermen – who cannot easily adapt or relocate their operations. In justice terms, these communities have contributed minimally to global greenhouse gas emissions, yet they are among the first to suffer the consequences in their daily lives.

The environmental impacts of rising seas also intersect with justice. As saltwater intrudes, it poisons not only crops but also freshwater wells that some rural households depend on for drinking water. Septic systems can fail as the groundwater rises, leading to sewage backing up and contaminating soil and water (Andrews et al., n.d.). These health and sanitation issues often hit poorer and more isolated residents hardest, since they may rely on well water and septic tanks rather than municipal systems. Moreover, the loss of natural buffers like wetlands can increase flood risk for everyone; however, wealthier communities might afford seawalls or elevation projects, while poorer ones cannot. There is an implicit inequity if affluent areas manage to protect themselves (perhaps by engineering solutions that divert water elsewhere) while less affluent, rural villages suffer worsened flooding.

Another aspect of environmental justice is ensuring that all voices are heard in planning and decision-making. Historically, marginalized communities have had less say in development and climate policy. In Accomack County, efforts are being made to include under-resourced communities in climate resilience planning. The state of Virginia’s recent Coastal Resilience Master Plan explicitly focused on engaging socially vulnerable populations, recognizing “resource imbalances among communities” (Virginia’s Coastal Resilience Master Plan Improves Community Resilience | US EPA, 2023). Planners held meetings specifically targeted to low-income and minority residents in high-risk coastal areas and gathered input from about 300 community members who might otherwise be overlooked (Virginia’s Coastal Resilience Master Plan Improves Community Resilience | US EPA, 2023). This kind of engagement is crucial for climate justice: it ensures that adaptation projects (like elevating homes, improving drainage, or restoring wetlands) address the needs of those most at risk, not just the most affluent or politically connected. For example, one outcome is that proposed resilience projects in Virginia are now evaluated partly on how well they “address socioeconomic challenges” and protect all communities (Virginia’s Coastal Resilience Master Plan Improves Community Resilience | US EPA, 2023) – a criterion aimed at fairness in climate adaptation.

In sum, the situation in Accomac illustrates that sea-level rise is not only about physics and ecology, but also about who is affected and how we respond. Low-income, historically disadvantaged, and rural communities are on the frontline here, raising questions of justice. Will these communities receive equitable protection and support? Environmental justice principles demand proactively helping such places adapt – whether through funding to elevate homes, improving evacuation routes, or perhaps even assisting those who may eventually need to relocate. Failing to do so would mean climate change deepens existing social inequalities. On the other hand, addressing sea-level rise with an equity lens – for instance, by directing resources and attention to Accomack’s hardest-hit residents and ensuring they have a voice – can make the response more just and effective for everyone.

Effectively communicating the realities of sea-level rise in Accomac to a general audience is vital for building understanding and spurring action. This issue involves complex science and emotionally charged impacts, so communication must be clear, relatable, and inclusive. Several strategies can help translate the data and issues for non-specialists:

Use Local Examples and Personal Stories: Ground the discussion in everyday experiences that people in Accomac or similar communities are having. For instance, instead of just citing millimeters of rise per year, a communicator might describe how “high tide now floods the road to Saxis several times a year, sometimes stranding residents” – an example that local audiences can visualize (Felver, 2024). Personal stories of residents can be powerful: a farmer showing the patch of his field where salt has killed the crops (At a Crossroads: How Rising Seas Threaten Farming in Eastern Virginia, 2021), or a resident recalling how a piece of nearby land (like Cedar Island) was lost to the sea within their lifetime (Vaughn, 2019). These narratives make the abstract concept of sea-level rise concrete and human. They also invoke empathy, which can motivate engagement more than statistics alone.
Visualize the Data: Many people grasp the magnitude of the problem better with visual tools. Interactive maps and graphics can show what areas will look like under different sea-level scenarios. For example, NOAA’s Sea Level Rise Viewer and The Nature Conservancy’s Coastal Resilience Tool for the Eastern Shore allow anyone to see which neighborhoods or landmarks might be underwater with 1, 2, or 3 feet of sea-level rise (Andrews et al., n.d.). Using simple maps in presentations or articles – say, shading the parts of Accomack County that could be routinely flooded by 2050 – helps a general audience literally see the risk. Photographs are effective too: images of “ghost forests” (dead stands of trees killed by encroaching saltwater) lining local shores (Felver, 2024), or comparison photos of a shoreline then and now, can wordlessly illustrate the change that is occurring. Such visuals can be shared in community meetings, on social media, or in local news stories to raise awareness.
Keep the Language Accessible: Scientific terms like “isostatic adjustment” or “RCP8.5 scenario” will confuse many listeners. A good communication strategy is to translate technical jargon into plain language. For example, instead of saying “land subsidence,” one might say “the land here is slowly sinking, which makes the water rise even more” – an easy-to-understand explanation. Analogies can help; one might compare the Eastern Shore to a slowly sinking ship where rising water on the deck is a combination of the ocean coming up and the ship going down. By using everyday language and analogies, communicators ensure that the key ideas (land is sinking, water is rising faster, and flooding is increasing) are grasped by all, regardless of scientific background. It’s also useful to quantify things in familiar units (inches or feet per decade, rather than mm/year) and time frames (“within a typical lifetime” instead of a future year alone).
Emphasize Relevance and Urgency, But Also Solutions: A general audience needs to know why this topic matters to them. Communicators should highlight the stakes: for instance, “If you live in Accomac or visit the Eastern Shore, sea-level rise could affect your roads, your drinking water, and even the local seafood you enjoy.” Make it clear that this is a current issue, not a distant scenario – e.g., mention that some residents already must detour due to tidal flooding (Vaughn, 2019) or that local emergency services have plans for flood conditions (Andrews et al., n.d.). At the same time, it’s important to avoid overwhelming people with doom. Along with the challenges, communication should cover adaptation strategies and hope. Discuss what’s being done: for example, new community flood planning efforts, the construction of living shorelines or higher roadbeds, experiments with salt-tolerant crops, or the fact that stakeholders from EPA, universities, and local groups are coming together to help towns like Saxis (Felver, 2024). Showing that there are responses underway can empower audiences and encourage community participation rather than despair.
Engage Through Community Forums and Inclusive Dialogue: One effective strategy is holding public meetings, workshops, and focus groups in the community – much like what has been done on the Eastern Shore before. Organizations such as The Nature Conservancy and local planning commissions have hosted listening sessions in towns like Wachapreague and Craddockville, where residents can share how flooding is affecting them and ask questions of experts (Vaughn, 2019). These forums use two-way communication: not only informing the public but also learning from local knowledge. Another example is the use of focus groups tailored to the community, an approach tested by UVA researchers and Virginia Sea Grant to discuss sea-level rise in the Eastern Shore and other coastal regions (Grant, 2012). In these settings, facilitators ensure that a variety of voices (fishers, farmers, business owners, retirees, etc.) are heard. For a general audience, being able to talk about their concerns and hear responses in person builds trust in the information. It also helps counter misinformation, because people can directly ask about rumors or doubts (for instance, “Is it really sinking land causing some of this?”) and get clear answers. The key is to create a dialogue that respects local perspectives – this makes the communication feel relevant and credible.
Leverage Media and Messaging Wisely: To reach a broad audience, using local media and clear messaging is crucial. Writing op-eds or articles in local newspapers (like the Eastern Shore’s Delmarva Now or similar outlets) can put the issue into context with local reporting, as was done by local journalists highlighting road flooding and ecological changes in Accomack (Vaughn, 2019). Radio segments or public TV specials (such as WHRO’s series on climate impacts on the Eastern Shore) are accessible ways to tell these stories in an engaging format (At a Crossroads: How Rising Seas Threaten Farming in Eastern Virginia, 2021). In all messaging, it’s important to frame the issue in terms of shared values: protecting the community, preserving the Shore’s way of life, and safeguarding the environment for future generations. For example, a communicator might say, “We all want our children and grandchildren to enjoy the Eastern Shore’s beauty and bounty. That’s why we need to address the fact that the shoreline is moving, and what was dry land when we were young is now often wet.” This kind of values-based message resonates more than technical explanations. It connects the data to things people care about personally – their homes, family heritage, and local identity.

In implementing these strategies, maintaining transparency and trust is essential. Acknowledge uncertainties when they exist (“The exact amount of sea-level rise by 2100 depends on global emissions, but we are likely looking at several feet” (Andrews et al., n.d.)). Also be clear about what is known (“We have measured the water rising about 14 inches since the 1930s at our nearest gauge (Andrews et al., n.d.), so this is a real observed trend, not just a prediction”). By combining relatable storytelling with solid facts and inclusive outreach, communicators can effectively inform a general audience in Accomac about sea-level rise. The goal is to move the public from simple awareness to a deeper understanding – and ultimately to support for the actions needed to address this challenge in a just and sustainable way.

Works Cited

Andrews, E., King, A., Kraus, J., & West, A. (n.d.). Flooding and Sea Level Rise on the Eastern Shore: Frequently Asked Questions Accomack County, VA 2019 Authors Acknowledgment of Funders. https://raft.ien.virginia.edu/system/files/Flooding%20and%20Sea%20Level%20Rise%20on%20the%20Eastern%20Shore%20FAQs.pdf

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Vaughn, C. (2019, March 7). Virginia Eastern Shore residents weigh in on sea level rise impacts. The Daily Times. https://www.delmarvanow.com/story/news/2019/03/07/virginia-eastern-shore-residents-weigh-sea-level-rise-impacts/3066244002/

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At A Crossroads: How rising seas threaten farming in Eastern Virginia. (2021, November 22). WHRO Public Media; WHRO. https://www.whro.org/local-news/2021-11-22/at-a-crossroads-how-rising-seas-threaten-farming-in-eastern-virginia

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Land Subsidence on the Virginia Coastal Plain | U.S. Geological Survey. (n.d.). Www.usgs.gov. https://www.usgs.gov/centers/virginia-and-west-virginia-water-science-center/science/land-subsidence-virginia-coastal

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Virginia’s Eastern Shore. (2025). Cbf.org. https://www.cbf.org/how-we-save-the-bay/programs-initiatives/virginia/virginias-eastern-shore.html

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Felver, R. (2024, June 10). How one town is determined not to drown. Chesapeake Bay Program. https://www.chesapeakebay.net/news/blog/how-one-town-is-determined-not-to-drown

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Virginia’s Coastal Resilience Master Plan Improves Community Resilience | US EPA. (2023, April 3). US EPA. https://www.epa.gov/arc-x/virginias-coastal-resilience-master-plan-improves-community-resilience

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Grant, V. S. (2012, February 17). Focus Groups Help Communities Plan for Sea-Level Rise. Virginia Sea Grant. https://vaseagrant.org/focus-groups-help-communities-plan-for-sea-level-rise/

1-2 Journal: Instructor Feedback

Overall Feedback

Excellent work, Jasmine. See rubric for more feedback.

Rubric
-Describe
Describes the chosen topic including the most relevant data and information in the description
Criterion Feedback: Information from the news, social media, websites, and blogs is all around us, so we must seek out research that provides relevant and accurate data and information when exploring scientific topics. For instance, a source no more than five years old will have more relevant information than a source from 10 or 20 years ago. A trustworthy and reliable source will provide more accurate information. Many times, tracing information back to original research or a news report can help you make sure you are getting complete information about a scientific topic.

Great job describing your STEM-related topic, using details and specific examples from relevant data and information.

-Rationale
Explains the rationale for selecting the topic including reasons for interest in the topic
Explaining the reasons why you are interested in the topic can create a meaningful connection to the scientific issue that needs attention. This will help you focus on data that answers specific scientific questions. By developing public awareness, improving our community, and addressing wider social issues such as pollution or food insecurity, we can participate in civic engagement as citizen scientists.

Wonderful job explaining the rationale for the topic you chose. You expanded on why you are interested in the topic by giving reasons for your interest.

-Impact
Explains how the topic impacts equity, social justice, and/or environmental justice
Criterion Feedback: Social justice, equity, and environmental justice are essential to sustain a fair and equal society, recognize that all people are different and have different needs, and protect the environment within a community. When scientists investigate an issue, they should look at the impact of social justice, equity, and environmental justice on the community to help solve the problems the community faces.

Great job explaining how the topic you chose impacts equity, social justice, and environmental justice, using details and specific examples.

-Communicate
Describes how information about the topic would be communicated to someone who is not familiar with the topic
When communicating about a relevant topic, it is vital to know your audience and the purpose of your message. It is important to recognize the knowledge the audience brings. Looking at the key message, think about how you can provide relevant information to help your audience connect to the topic. Focus on the big picture to help others understand why the issue is important.

Using details and examples, you have clearly described how you would communicate information about the topic you chose to someone unfamiliar with it.

-Clear Communication
Consistently and effectively communicates in an organized way to a specific audience
Criterion Feedback: Your ideas are presented in an order that aligns with the purpose of the assignment. An audience can follow the main idea using your details and examples. Your use of writing conventions (like word choice, grammar, spelling, and punctuation) makes sense to the audience in this context.

-Citations and Attributions
Uses citations for ideas requiring attribution, with consistent minor errors
Criterion Feedback: The sources of information in your paper are correctly cited using APA Style, with few errors in citations. Well done!

For help with citing your sources, you can find guides in the Shapiro Library that explain citation formats with examples.

2-1 Discussion: The Role of Bias in Communicating Scientific Issues
37.6 / 40 A

Media outlets often frame COVID-19 through political, sensational, geographic, commercial, or confirmation biases. Political slants can exaggerate or downplay case counts and measures to suit an agenda. Sensational headlines highlight worst-case scenarios without context, amplifying fear. Associating the virus with specific regions or ethnicities breeds stigma, while click-driven journalism favors dramatic anecdotes over balanced data. Audiences then gravitate toward outlets that reinforce their beliefs, leaving them exposed to one-sided facts and omitting contradictory evidence.

Such bias skews public understanding and behavior. Overemphasizing rare adverse events or underreporting asymptomatic spread leads to misjudged vulnerability and lax precautions. Conflicting narratives erode trust in health authorities and deepen polarization, turning some into skeptics who dismiss the threat. Meanwhile, selective vaccine safety stories can deter uptake, and stigmatized groups may avoid testing or treatment, hampering outbreak control and worsening inequities.

2-1 Discussion: Instructor Feedback

Overall Feedback

Great work, Jasmine. See rubric for more feedback.

Rubric
-Comprehension
Develops an initial post with a point of view or idea using adequate organization and detail
Criterion Feedback: When researching scientific issues, it is vital to avoid bias by seeking out information objectively. When reading information about a scientific issue, it is important to make sure the source is reliable. Asking questions about reliability and relevance can help you determine the credibility of the resource and the perspectives or biases of the researcher, author, or organization. When one writes objectively and focuses on the facts, it avoids personal feelings, opinions, or bias. This allows information to be credible and limits the impact of bias.

Great job selecting a scientific issue with significant media coverage discussing how bias might impact the way the issue is presented in the media. Your post could have used more details and specific examples to explain the impact of media bias on public opinion about the issue.

-Timeliness
Submits initial post on time
Criterion Feedback: Thank you for submitting your initial post before the Thursday deadline!

-Engagement
Provides relevant and meaningful response posts with clarifying explanation and detail
Criterion Feedback: Thank you for your thoughtful responses to your peers on the implications of the media impacting public opinion regarding the issue they discussed.

You insightfully considered how public opinions can impact decision making or policy on the issue, as well as people's behavior. Using details and examples, your posts discussed how citizen science can be used to combat the effects of bias regarding this issue.

Thank you for your valuable contributions!

2-2 Project Proposal: Choose Your Issue and Sources
75 / 75 A

SCI 214 Module Two Project Proposal Template

Project Topic/Issue: Sea-Level Rise in Accomac, Virginia

Part One: Sources

Locate sources related to the STEM-related issue you chose for your project. Include at least three sources; additional sources are optional.

Source 1: Andrews, E., King, A., Kraus, J., & West, A. (n.d.). Flooding and Sea Level Rise on the Eastern Shore: Frequently Asked Questions Accomack County, VA 2019 Authors Acknowledgment of Funders. https://raft.ien.virginia.edu/system/files/Flooding%20and%20Sea%20Level%20Rise%20on%20the%20Eastern%20Shore%20FAQs.pdf
Source 2: Vaughn, C. (2019, March 7). Virginia Eastern Shore residents weigh in on sea level rise impacts. The Daily Times. https://www.delmarvanow.com/story/news/2019/03/07/virginia-eastern-shore-residents-weigh-sea-level-rise-impacts/3066244002/
Source 3: At A Crossroads: How rising seas threaten farming in Eastern Virginia. (2021, November 22). WHRO Public Media; WHRO. https://www.whro.org/local-news/2021-11-22/at-a-crossroads-how-rising-seas-threaten-farming-in-eastern-virginia
Source 4: Land Subsidence on the Virginia Coastal Plain | U.S. Geological Survey. (n.d.). Www.usgs.gov. https://www.usgs.gov/centers/virginia-and-west-virginia-water-science-center/science/land-subsidence-virginia-coastal
Source 5: Virginia’s Eastern Shore. (2025). Cbf.org. https://www.cbf.org/how-we-save-the-bay/programs-initiatives/virginia/virginias-eastern-shore.html
Source 6: Felver, R. (2024, June 10). How one town is determined not to drown. Chesapeake Bay Program. https://www.chesapeakebay.net/news/blog/how-one-town-is-determined-not-to-drown
Source 7: Virginia’s Coastal Resilience Master Plan Improves Community Resilience | US EPA. (2023, April 3). US EPA. https://www.epa.gov/arc-x/virginias-coastal-resilience-master-plan-improves-community-resilience
Source 8: Grant, V. S. (2012, February 17). Focus Groups Help Communities Plan for Sea-Level Rise. Virginia Sea Grant. https://vaseagrant.org/focus-groups-help-communities-plan-for-sea-level-rise/

Part Two: Determining Validity

First, select one of the sources you located. Next, use the SIFT method to evaluate the validity of the source by responding to each of the prompts.

Source 1: Flooding and Sea Level Rise on the Eastern Shore: Frequently Asked Questions Accomack County, VA 2019 Authors Acknowledgment of Funders

Describe your initial reaction to the source.

The document is published by The RAFT (Resilience Adaptation Feasibility Tool), a collaborative initiative led by the University of Virginia’s Institute for Engagement & Negotiation, William & Mary Law School’s Virginia Coastal Policy Center, and other academic and governmental partners. It does evoke concern, especially regarding the vulnerability of Eastern Shore communities to flooding and sea-level rise. However, the tone is informative rather than alarmist, suggesting the emotional response is grounded in the seriousness of the issue rather than bias. This source does in fact fit the purpose of my research. It directly addresses sea-level rise and flooding in Accomac, Virginia—my area of focus—and provides localized data, projections, and mitigation strategies.

Explain whether the source is likely to present accurate, reliable information.

The RAFT is backed by reputable institutions and funded by organizations like NOAA, Virginia Sea Grant, and the Virginia Environmental Endowment. The document was published in 2019, which is relatively recent for environmental data, though some projections may need updating. While not peer-reviewed in the traditional academic sense, the document cites credible sources such as VIMS (Virginia Institute of Marine Science), FEMA, and NOAA. It includes references and links to additional studies and tools, which supports its reliability. The authors include Elizabeth Andrews, Angela King, Jessica Kraus, and Alan West—affiliated with the Virginia Coastal Policy Center and William & Mary Law School. Given their academic and policy backgrounds, they are authoritative voices on coastal resilience and environmental law.

Explain whether the information in the source is credible.

The document’s claims about sea-level rise and flooding trends are consistent with findings from NOAA, VIMS, and other regional studies. For example, VIMS projections of 1.5 to 2 feet of sea-level rise by 2050 are widely cited across multiple platforms. Other sources confirm what has been stated. The Nature Conservancy’s Coastal Resilience tool and ADAPTVA’s flood risk maps echo similar concerns and data. There’s a strong consensus among scientific and planning communities about the threats outlined in the document.

Describe the original source of the information.

In most cases, no this is not the original source. The FAQ document synthesizes information from other primary sources like VIMS studies, FEMA maps, and NOAA data. Yes, it’s a summarized version designed for public understanding. It distills complex data into accessible language and practical guidance. It heavily relies on other sources. It references external studies, hazard mitigation plans, and interactive tools. This reliance is transparent and well-cited, which strengthens its credibility.

Part Three: Conclusion

Explain why the source is or is not appropriate for your project.

This source is highly appropriate as a foundation for my project’s local context and community-focused messaging. To strengthen my research, I can supplement it with peer-reviewed studies and the original technical reports it cites.

2-2 Project Proposal: Instructor Feedback

Overall Feedback

Excellent work, Jasmine. Try to find peer reviewed scholarly journal articles with original data for your final project. See rubric for more feedback.

Rubric
-Locate Sources
Locates sources related to the STEM-related issue chosen for the project
Criterion Feedback: Researching a scientific issue involves locating primary and secondary sources. Primary sources are firsthand information or data, like lab results or historical documents. Secondary sources interpret and analyze information about a topic, such as magazine articles or scientific journal articles. Secondary sources are often based on primary sources. Academic journals and presentations are one of the main ways scientists share their research results. Almost all resources can now be found in electronic format, meaning you can use a variety of online methods to search for sources. The best place to get started is by using the Shapiro Library.

Great job locating at least three sources about the STEM-related issue you chose to investigate for your project.

-Initial Reaction
Describes initial reaction to the source
Criterion Feedback: When evaluating resources, it is important to first think about your initial reaction when reading a source. One of the first steps in evaluating a resource is to stop and reflect on how you felt when reading or listening to the source. Was there an emotional connection? Do you have any bias with this specific source? Is this source a primary or secondary resource? These questions are beneficial to decide if you should continue to use this source for your research.

You clearly described your initial reaction to the source, including your emotional response to the content and if this reaction comes from your bias. Using details and examples, you considered whether you recognized where the source came from and if the source fits the purpose of your research.

-Accurate and Reliable Information
Explains whether the source is likely to present accurate, reliable information
Criterion Feedback: After reading a source, it is important to investigate the source to make sure the information is accurate and reliable. Finding the author’s main point will help you decide if the information is accurate or if there is bias from the author. Making sure the author is educating the reader rather than swaying them to a certain stance is key to making sure the information is reliable. Paying attention to the credentials of the author on the topic is another key aspect when deciding if information is credible.

Wonderful job explaining whether the source is likely to present accurate, reliable information. Your explanation includes important elements such as where the source came from, if it was reliable, when it was published, who wrote it, and if you consider the author an authority on the issue.

-Credibility
Explains whether the information in the source is credible
Criterion Feedback: Making sure sources are credible is a key element when evaluating a source. Finding sources on the topic that have findings similar to the source you are reading is a positive sign that the information is credible. If there are other sources contradicting the main point of the source you are investigating, it may not be credible. Researching the source itself to make sure it is credible will help you decide whether to rely on the information.

Great job explaining whether the information in the source is credible. Your response included details to consider whether there are other sources that support the information in the source, as well as whether the information in other sources confirms or contradicts facts or statements in the source.

-Original Source
Describes the original source of the information
Criterion Feedback: When evaluating the source, one of the final steps is to see if the source cites or references information from a research article or an expert in the field. You can use this information to find the original source of information and compare it with your source. If the information is taken out of context or skewed, this may be a sign that it is not credible.

Great job describing the original source of the information, using details and examples about each source. You clearly describe whether the source is the original, if the source is a summarized version, and if the source relies on other sources for most of information.

-Appropriate
Explains why the source is or is not appropriate for the project.
Criterion Feedback: When evaluating sources for a scientific topic, it is essential to make sure the source is appropriate for the topic being researched. After you reflect on the source, investigate it, find similar sources, and trace the claim, it is important to decide if the source is relevant to the topic you are researching. Sources are relevant when the evidence and information focuses on the facts.

You have clearly explained whether the source is appropriate for your project. Using details, you explained if the source is credible, relevant to the STEM-related issue, and contains the information you need for the project.

-Clear Communication
Consistently and effectively communicates in an organized way to a specific audience.
Criterion Feedback: Your ideas are presented in an order that aligns with the purpose of the assignment. An audience can follow the main idea using your details and examples. Your use of writing conventions (like word choice, grammar, spelling, and punctuation) makes sense to the audience in this context.

-Citations and Attributions
Uses citations for ideas requiring attribution, with consistent minor errors.
Criterion Feedback: The sources of information in your paper are correctly cited using APA Style, with few errors in citations. Well done!

For help with citing your sources, you can find guides in the Shapiro Library that explain citation formats with examples.

3-1 Discussion: Information Gaps
32.8/40 B-

Issue: climate change
Scientists report overwhelming, multi-decadal evidence that rising greenhouse gases from fossil fuels are driving global warming, with clear projections of sea-level rise, extreme weather, and ecosystem collapse. The public, however, often sees climate change as a distant or natural cycle, questions its severity, or views it through partisan lenses.
Media impact
Journalists chasing “both-sides” narratives give a tiny minority of skeptics equal weight, fueling uncertainty. Sensational headlines about single storms or record highs, detached from long-term trends, skew perception. Political framing and rapid news cycles amplify confusion, widening the gap between scientific consensus and public understanding.

3-1 Discussion: Instructor Feedback

Overall Feedback

Good work, Jasmine. See rubric for more feedback.

Rubric
-Comprehension
Develops an initial post with a point of view or idea but with some gaps in organization and detail
Criterion Feedback: Information gaps exist when information is missing that is needed to answer a question or solve a problem. Scientists can inform the public about their research to counteract misinformation. When searching for relevant information, scientists and citizen scientists should avoid confirmation bias by focusing on reliable sources and avoiding loaded search terms and questions that imply a certain answer.

In your initial post, you chose an issue where information gaps are present between scientific and public perception. More information is needed to describe the differences between what the scientific community reports and what the public believes. For instance, your post could have considered how the media and journalists portray the issue impacts these gaps.

-Timeliness
Submits initial post on time
Criterion Feedback: Thank you for submitting your initial post before the Thursday deadline!

-Engagement
Provides relevant and meaningful response posts with clarifying explanation and detail
Criterion Feedback: Thank you for your thoughtful responses to your peers about how this information gap impacts decision making in the communities affected by the issue.

You insightfully considered the potential types of bias that could impact the information gap related to the issue. Your post reflected on how engaging citizen science might help bridge the gap between scientific data and public perception, using details and examples.

Thank you for your valuable contributions!

3-2 Quiz: Bias in Research
42.75/45 A

Bias is anything that changes the truth or outcome of results and can be found in data collection. What is an example of bias in data collection? Select one.
a. Reporting information from experiments that were never done
b. Studying a population or group that does not reflect the general population
c. Believing in a conclusion so much that scientific findings are ignored if they don't agree with the desired outcome
d. Analyzing data in a way that gives preference to a conclusion that supports the research hypothesis
Feedback: Studying a population or a group that does not reflect the general population is an example of bias in data collection as this population is not representative of the general population and could lead to skewed or biased results.
Researcher bias occurs when the researcher's beliefs impact the design of the research study to influence a specific outcome.
a. True
b. False
Feedback: Researchers can let personal feelings, assumptions, stereotypes, and their own expectations interfere with the design of a research study. That same bias can also impact the way a study is then conducted.
What is an example of how bias can impact research results? Select one.
a. Statistical findings from a research study were reviewed by four different groups of scientists.
b. A nonrepresentative group of individuals skews the results of a study that is meant to represent the general population.
c. Conclusive data from an experiment was examined and retested.
d. Participants in a study were randomly assigned to one of two treatment groups.
Feedback: Only having a small nonrepresentative group of individuals that do not fully represent the general population, such as that from one age group or one state, can negatively impact the results of the study because not all age groups, demographics, or geographic locations are represented in the study population. This would be an example of selection bias.
What type of bias might be introduced if researchers incorrectly measure data? Select one.
a. Selection bias
b. Information bias
c. Recall bias
d. Publication bias
Feedback: Information bias occurs when data or information are classified or measured incorrectly, leading to a distortion in the results or conclusions.
Bias can occur in all fields of research and across all research designs. What is an example of bias impacting the way a research study is designed or conducted? Select one.
a. Researchers using statistics to analyze their data
b. Researchers eliminating data that do not support their hypothesis
c. Researchers randomizing organisms into different treatment groups
d. Researchers designing their study to focus on one independent variable
Feedback: A researcher can introduce bias during data analysis by analyzing data in a way that gives preference to conclusions that are in favor of a research study's hypothesis. Eliminating data points or information that do not support the hypothesis is a type of bias that can occur when researchers are analyzing their data.
(2.25/4.5) A controversial study that suggested a link between the measles-mumps-rubella (MMR) vaccine and autism in children had to be retracted due to reports of significant bias in the research process. What are some possible examples of bias that may have impacted the validity and reliability of this study's results? Select all that apply. Select 2 correct answer(s)
a. The process of selecting participants to participate in the study was misrepresented.
b. The sample size used for the study was too large.
c. Survey questions used for the study were phrased in a way that influences how participants answer.
d. The findings accurately reflected the data.
e. The sample size used for the study was appropriate.
Feedback: Bias at any stage in the research process can impact the validity and the reliability of a study's findings. Writing survey questions in a way that influences how participants answer the question can introduce bias into the study results. Another way to impact the validity and reliability of study results is to change the criteria or misrepresent the process of how participants are chosen for the study.
What are ways we can reduce confirmation bias? Select all that apply. Select 2 correct answer(s)
a. Defend your belief to a controversial topic.
b. Find objective information about the topic.
c. Do not let emotions determine your rationale.
d. Find information that aligns with or supports your assumptions and preconceived notions.
e. Use subjective information that is not supported with evidence.
Feedback: Confirmation bias is the tendency to search for and align with data and information that supports our own beliefs and ideas. It can be difficult to research a topic while ignoring our own preferences or ideas, but there are ways to do this. One way is to find objective information about the topic and another way to reduce confirmation bias is not to let emotions dictate our reasoning.
Bias can have an impact on the validity of a study, but it does not impact reliability.
a. True
b. False
Feedback: Having bias in a study impacts the validity and reliability of the outcome. With validity, bias can impact the accuracy of the study, or the study results. If the accuracy of the results is impacted, then the reliability of the study is also impacted.
Bias can impact how data are viewed or interpreted. What are examples of bias in data interpretation? Select all that apply. Select 2 correct answer(s)
a. Classifying an individual or a value into a category other than what it should be assigned
b. Discussing observed differences in data that are not statistically significant
c. Drawing conclusions to data that are outside the range of observable data
d. Reporting data from experiments that were never done
e. Eliminating data that do not support the wanted hypothesis
Feedback: Discussing observed differences in data that are not statistically significant and drawing conclusions to data that are outside the range of observable data are two examples of bias in data interpretation. Differences in data that are not statistically significant are more likely to be due to chance and less likely to be due to the relationship between the study's variables. Making assumptions and drawing conclusions without data to support those assumptions or conclusions lead to unwarranted conclusions and speculation.
What are some ways bias can impact the validity and reliability of a research study's findings? Select all that apply. Select 2 correct answer(s)
a. Researchers incorrectly interpreting data, leading to incorrect conclusions
b. Funding, or a researcher's expectations, influencing the design of the study
c. Data-collection instrumentation accurately measuring the data
d. Researchers using random sampling methods to represent a study population more accurately
e. Researchers properly calibrating an instrument used to measure and collect data for a study
Feedback: Some of the ways that bias can impact the validity and reliability of a research study's findings are researchers incorrectly interpreting data leading to incorrect conclusions, funding impacting the interpretation of the study's findings, or a researcher's expectations influencing the design of the study. Instrumentation used to collect data that is not accurately measuring the data can also lead to incorrect or inaccurate results, which can impact the validity and reliability of a research study's findings.

4-1 Discussion: Trends and Relationships in Data
40 / 40 A

For this discussion I selected the annual global surface temperature anomaly dataset from NASA’s GISS, covering 1880 through 2020. This dataset records how each year’s average temperature differs from the 1951–1980 baseline.

Identified Trend
The data show a clear, upward trajectory in temperature anomalies over the entire 140-year span. Early years (1880–1910) hover around –0.2 °C to 0 °C, but post-1970 values climb steadily into the +0.8 °C to +1.0 °C range by 2020. I identified this as a trend because when plotted year by year, the points form a rising line rather than random scatter.
Trend Direction

This is a positive trend. Temperatures increase on average by about 0.07 °C per decade, accelerating to roughly 0.18 °C per decade since the mid-1970s. The upward slope is consistent, with virtually no multi-decadal declines big enough to offset the long-term rise.

3. Patterns and Themes
- Decadal Acceleration: The slope steepens after 1970, indicating faster warming in recent decades.
- Short-Term Fluctuations: Superimposed on the upward trend are El Niño and La Niña cycles, causing individual years to spike or dip.
- Persistent Baseline Shift: The “zero-anomaly” baseline of mid-century gradually becomes a lower bound, showing that what was once average is now consistently cooler than today’s norm.
Understanding this positive, accelerating trend and its embedded patterns helps clarify how human activities have driven recent warming—and why projections for future climate impacts are grounded in observable, data-driven relationships.

4-1 Discussion: Instructor Feedback

Overall Feedback

Great work, Jasmine. See rubric for more feedback.

Rubric
-Comprehension
Develops an initial post with an organized, clear point of view or idea using rich and significant detail
Criterion Feedback: Data and trends are essential in scientific research because we can use this information to reveal important evidence and information along with forecasting and planning strategies. Patterns, trends, and relationships can be present in data by having a repeated occurrence or sequence in the data, looking at the direction of data, and finding variables to measure.

Excellent job selecting an issue and analyzing the data trend information. You identified the trend in data; explained whether the data set has a positive, negative, or stable trend; and described if there are any patterns or themes present in the data. You provided specific examples regarding the trends and patterns.

-Timeliness
Submits initial post on time
Criterion Feedback: Thank you for submitting your initial post before the Thursday deadline!

-Engagement
Provides relevant and meaningful response posts with clarifying explanation and detail
Criterion Feedback: Your replies thoroughly described the relationships in the data and information regarding the issue chosen by your peers. Using details and specific examples, you described the significance of the trend in the data, such as how the variables in the data set relate to one another. Your posts thoughtfully consider some potential implications of the trend.

Thank you for your valuable contributions!

4-2 Project Draft: Part One
109.83 / 115 A

SCI 214 Module Four Project Draft

Part One: Research Overview

1.Provide a brief description of the issue and how it impacts equity in your community.

The sea level rise on Virginia’s Eastern Shore means that tides and storm surges are reaching farther inland each year. Roads flood more often, homeowners face repeated water damage, and drinking well risk saltwater contamination. Low income households, small-scale farmers, and elderly residents are disproportionately impacted. Limited resources make it harder for these groups to retrofit homes, elevate roads, or relocate critical infrastructure away from flood-prone zones (Andrews et al., n.d.; Vaughn, 2019).

2. Describe the relevant parts of data and information on your chosen scientific iss
Recent research on sea level trends in Accomac highlights a concerning trajectory, with average relative sea level rising approximately 0.3 inches per year over the past century. This increase is further exacerbated by land subsidence, which contributes an additional 2 mm annually, making the region increasingly vulnerable to flooding. Tide‐gauge records dating back to 1887 provide long-term evidence of these changes, while geological surveys using sediment cores and GPS stations confirm the subsidence rates. Flooding events are shown to be driven by both gradual sea level rise and episodic storms, posing significant risks to coastal infrastructure (USGS, n.d.; Andrews et al., n.d.). On the agricultural front, focus groups and interviews with farmers reveal that saltwater intrusion is diminishing crop yields by up to 20% in low-lying fields (Grant, 2012; WHRO, 2021). Without the implementation of adaptive measures, these environmental shifts are projected to lead to escalating property damage and economic losses in local farming communities.

3. Determine the validity of the data and information from your chosen sources on the scientific issue.
The information combines long-term observational records (tide gauges since 1887) with modern GPS and sediment studies (USGS, n.d.). Local reporting from 2019–2024 (Vaughn, 2019; Felver, 2024) supplements community perceptions. State and federal plans published in 2023–2025 reflect peer-reviewed science and stakeholder input, ensuring both currency and reliability (EPA, 2023; CBF, 2025).

4. Describe the trends in the data on your chosen scientific issue.
Over the past four decades, Accomac has experienced a steady increase in relative sea level at a rate of approximately 3–4 mm per year, with a noticeable acceleration after 1970 driven by intensified polar ice melt due to rising global temperatures. This climatic shift has been accompanied by a marked rise in salinity events during high-tide flooding seasons, significantly impacting local agriculture (WHRO, 2021). Farming data from the region reveal a negative trend in crop productivity in low-lying areas, directly correlated with increased saltwater intrusion. Moreover, the frequency of seasonal flood days has shifted dramatically—from occasional episodes (1–3 days annually) to a routine occurrence of 10–15 days each year—underscoring the mounting environmental pressures facing both coastal infrastructure and agricultural viability.

5. Describe relationships in the data and information found in your sources relating to your chosen scientific issue.

The interaction of key variables in Accomac’s coastal system reveals a cascading pattern of environmental change and socio-economic impact. Sea level rise and land subsidence together amplify flood frequency, which in turn intensifies saltwater intrusion—evident through elevated salinity in well water and declining crop yields in affected zones. These shifts underscore how compounded physical changes directly influence agricultural productivity and water quality. Community adaptation investments have shown a lagged but measurable negative correlation with annual flood-related losses, suggesting that strategic interventions can mitigate long-term damages. By analyzing long-term trends in sea level rise and subsidence, planners can anticipate future flooding risks and improve resilience strategies. Additionally, mapping seasonal flooding peaks pinpoints high-risk periods for saltwater intrusion, aiding in resource allocation. When adaptation data is overlaid with flood impacts, the most effective measures emerge, guiding efforts to reduce both property damage and agricultural loss in vulnerable communities.

References

Andrews, E., King, A., Kraus, J., & West, A. (n.d.). Flooding and Sea Level Rise on the Eastern Shore: Frequently Asked Questions Accomack County, VA 2019 Authors Acknowledgment of Funders. https://raft.ien.virginia.edu/system/files/Flooding%20and%20Sea%20Level%20Rise%20on%20the%20Eastern%20Shore%20FAQs.pdf

Chesapeake Bay Foundation. (2025). Virginia’s Eastern Shore. Cbf.org. https://www.cbf.org/how-we-save-the-bay/programs-initiatives/virginia/virginias-eastern-shore.html

EPA. (2023, April 3). Virginia’s Coastal Resilience Master Plan Improves Community Resilience. https://www.epa.gov/arc-x/virginias-coastal-resilience-master-plan-improves-community-resilience

Felver, R. (2024, June 10). How one town is determined not to drown. Chesapeake Bay Program. https://www.chesapeakebay.net/news/blog/how-one-town-is-determined-not-to-drown

Grant, V. S. (2012, February 17). Focus Groups Help Communities Plan for Sea‐Level Rise. Virginia Sea Grant. https://vaseagrant.org/focus-groups-help-communities-plan-for-sea-level-rise/

U.S. Geological Survey. (n.d.). Land Subsidence on the Virginia Coastal Plain. Www.usgs.gov. https://www.usgs.gov/centers/virginia-and-west-virginia-water-science-center/science/land-subsidence-virginia-coastal

Vaughn, C. (2019, March 7). Virginia Eastern Shore residents weigh in on sea level rise impacts. The Daily Times. https://www.delmarvanow.com/story/news/2019/03/07/virginia-eastern-shore-residents-weigh-sea-level-rise-impacts/3066244002/

WHRO Public Media. (2021, November 22). At A Crossroads: How rising seas threaten farming in Eastern Virginia.WHRO.https://www.whro.org/local-news/2021-11-22/at-a-crossroads-how-rising-seas-threaten-farming-in-eastern-virginia

4-2 Project Draft: Instructor Feedback

Overall Feedback

Great work, Jasmine. This project is for you to create a detailed look at the topic and explore the different aspects for people that are both familiar and unfamiliar with the topic. Keep these things in mind for the next part of the project and for the final draft.

Rubric
-Brief Description
Provides a brief description of the issue and how it impacts equity in the community
Criterion Feedback: Scientific issues surrounding a community can impact social justice and equity. Equity acknowledges that underrepresented populations deserve fairness and justice to make up for systemic conditions that limit their opportunity and access. Certain communities, especially those with minority and low socioeconomic status populations, have been burdened with a greater proportion of environmental issues and health-related concerns than others.

Great job providing a brief description on the scientific issue and how it impacts equity in your community. You clearly described the issue to someone unfamiliar with it. Your description also considers what populations might be disproportionately impacted by the issue.

To earn Exemplary for the project, include specific details to describe relevant examples of the issue’s impact on equity in your community.

-Relevant Parts of Data
Describes the relevant parts of data and information on the chosen scientific issue
Criterion Feedback: When finding relevant information and data, it is important to identify the main concepts of the topic, find current information within five years, and make sure the information is from a reliable source. This will ensure the information not only is relevant but also helps support your topic with research.

You have clearly described the relevant parts of data and information on the scientific issue you chose. You considered the main points, methods, figures/results, and conclusions supported by the research.

To earn Exemplary for the project, include details and specific examples in your description of the relevant parts of data and information on the issue.

-Validity of Data:
Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include a clearer or more thorough description of how the student determined the validity of data and information from chosen sources on the scientific issue with specific examples
Criterion Feedback: The validity of data relates to how the data was collected and analyzed. The reliability of data refers to the ability to consistently produce similar results over and over. Data that is consistent and reliable is not always necessarily valid. There are steps you can take to help you determine the validity and accuracy of your sources and the information and data within those sources. First, consider where the information came from and if you can locate the original source of information. Next, investigate the source by researching the author and deciding if there was any bias. Third, search for other sources with similar findings. These steps will make sure information and data in the sources is valid and accurate.

You have a good start on determining the validity of the data and information from the sources you chose for the scientific issue.

Discussing in more detail whether the information is current and accurate will help show whether the sources provide valid data and information.

Please reach out if you have any questions about the project.

-Trends in Data
Describes the trends in data on the chosen scientific issue
Criterion Feedback: Identifying trends for both qualitative and quantitative data is a key aspect of presenting research and information. Patterns can take place when data has a predictable relationship. Trends are the direction of where the data is going. Trends can be described as the general direction in which the data are changing, and they exist when there is a prolonged increase, decrease, or stable period in the data. Knowing the trends and patterns can support the research found when trying to solve a scientific issue. Being able to identify patterns and trends is a must when describing the data.

Great job describing the trends in the data on the scientific issue. You clearly described whether the trends appear to be positive, negative, stable, or a combination.

To earn Exemplary for the project, include details and specific examples in your description of what you observe about the trends.

-Describe Relationships
Describes relationships in data and information sources about the chosen scientific issue
Criterion Feedback: When researching information and data, you need to identify the relationships that exist. Relationships show the connections or associations between the variables. Variables are the things researchers are trying to measure in some way. There can be a direct relationship, where a change in one variable directly causes an effect in another. Recognizing trends, patterns, and relationships in data can help researchers not only understand the data but also use the data to make decisions or predictions.

Great job describing relationships in the data and information in the sources about the scientific issue.

You described the connections that are present between the variables in the data, and you point out how the trends and patterns help in describing those relationships.

To earn Exemplary for the project, include details and specific examples in your description of relationships in the data and information sources.

5-1 Discussion: Advancement Through Citizen Science
40 / 40 A

Citizen Scientists and Sea Level Rise Monitoring in Coastal Communities

Selected Example: Citizen scientists participating in sea level rise monitoring through NOAA’s Sea Grant programs in coastal communities such as Accomac, Virginia.

I selected this example because it directly intersects with my academic research and personal investment in environmental resilience. As a resident of Accomac, Virginia, I’ve witnessed firsthand the impacts of sea level rise on our coastal infrastructure and ecosystems. My studies at Southern New Hampshire University have deepened my understanding of how community-based science can empower local voices and influence policy. This initiative reflects my commitment to bridging scientific inquiry with lived experience, especially in underserved or vulnerable regions.

Citizen scientists have played a pivotal role in advancing coastal research and informing government decisions. During beach profiling and data collection, volunteers measure beach contours monthly, providing long-term data on erosion, storm impacts, and shoreline changes (Briggs, 2020). Their data informs local and state decisions on beach nourishment, dune restoration, and flood mitigation strategies (Briggs, 2020). These efforts foster public awareness and encourage civic participation in climate adaptation planning. Citizen-generated data supports predictive models used by NOAA and the National Weather Service to calibrate storm surge forecasts (Briggs, 2020). Programs like CoAST SB in California and CRV in New Hampshire have inspired youth and retirees alike to engage in meaningful scientific work (Briggs, 2020).

References:

Briggs, T. (2020, March 13). Citizen science in shifting sands.
ArcGIS StoryMaps; Esri.
https://storymaps.arcgis.com/stories/20b380ecb1bc40c9b5663c5d9f27839b

Kiest, K. (2020, April 28). Citizen science in shifting sands -
NOAA Sea Grant. NOAA Sea Grant.
https://seagrant.noaa.gov/Citizen-science-in-shifting-sands/

5-1 Discussion: Instructor Feedback

Overall Feedback

Excellent work, Jasmine. See rubric for more feedback.

Rubric
- Comprehension
Develops an initial post with an organized, clear point of view or idea using rich and significant detail
Criterion Feedback: Perspectives can be influenced by someone’s background, age, beliefs, and experiences. Scientists who have diverse backgrounds and experiences can build on each other’s research and create new findings. When citizen scientists and scientists work together, they bring various perspectives to the project and findings. Communication is an important part of a scientist’s everyday life.

Excellent job selecting an example of citizen scientists contributing to the advancement of another field or part of society. Using details and specific examples, you thoughtfully discussed how citizen scientists contributed to advancements in the field.

-Timeliness
Submits initial post on time
Thank you for submitting your initial post before the Thursday deadline!

-Engagement
Provides relevant and meaningful response posts with clarifying explanation and detail
Criterion Feedback: Your replies to your peers compare their example to yours by thoroughly describing the similarities and differences in the way citizen scientists contribute to the advancement. You insightfully explain whether the advancements shared by your peers impact you or your community, using details and specific examples.

Thank you for your valuable contributions!

-Clear Communication
Exceeds expectations with an intentional use of language that promotes a thorough understanding
Your ideas are clearly presented in a logical order that fully aligns with the purpose of the assignment. An audience can easily follow the main idea using your details and examples. Your meaningful use of writing conventions (like word choice, grammar, spelling, and punctuation) makes sense to the audience in this context.

5-2 Project Draft: Part Two and Part Three
108.54 / 115 A

Project Topic: Sea-Level Rise in Accomac, Virginia

Part Two: Implications

1. Describe information gaps on your chosen scientific issue.

Localized Data Deficiency: Much of the available data focuses on broader regions like the Eastern Shore or Chesapeake Bay, with limited granularity for Accomac itself (The RAFT Resilience Maps | Resilience Adaptation Feasibility Tool - RAFT, 2016) (Ryan, 2024).
Groundwater and Saltwater Intrusion: There's insufficient long-term monitoring of how rising seas affect aquifers and soil salinity, which directly impacts agriculture (Saacke Blunk, K. et. al., 2020).
Socioeconomic Vulnerability Mapping: While some maps overlay flood risk with social vulnerability, they often lack updated demographic data or community-specific resilience indicators (Turken,2021).
Cultural and Historical Impact Studies: There's a lack of research on how sea-level rise threatens Accomac’s cultural heritage, including historic farmlands and fishing communities (Impacts of Sea Level Rise and What to Do Now, 2009).

2. Describe the ethical implications of information gaps on advancement in various fields regarding your chosen issue.

Environmental Justice: Without detailed vulnerability assessments, marginalized communities may be overlooked in resilience planning, exacerbating inequities (Turken, 2021).
Policy Blind Spots: Incomplete data can lead to misinformed zoning, infrastructure, and emergency response decisions, putting lives and livelihoods at risk (Andrews et al., n.d)
Agricultural Displacement: Farmers may lose viable land without access to adaptation resources, raising ethical concerns about economic sustainability and food security (Saacke Blunk, K, et. al., 2020) (At a Crossroads: How Rising Seas Threaten Farming in Eastern Virginia, 2021).
Intergenerational Equity: Failing to address these gaps now places future generations at greater risk, especially in low-lying areas with limited mobility options (Byravan & Rajan, 2010).

3. Describe how bias impacts the data and information on your chosen scientific issue.

Spatial Bias: Data collection often favors urban or tourist-heavy areas like Chincoteague, leaving rural Accomac underrepresented (The RAFT Resilience Maps | Resilience Adaptation Feasibility Tool - RAFT, 2016) (Ryan, 2024).
Funding Bias: Research tends to follow grant availability, which may prioritize high-profile regions or projects, sidelining smaller communities
Narrative Bias: Agricultural losses are sometimes framed as inevitable rather than preventable, which can discourage investment in mitigation strategies (At a Crossroads: How Rising Seas Threaten Farming in Eastern Virginia, 2021)
Technological Bias: Tools like LiDAR and NOAA viewers may not account for subsidence or local drainage issues, skewing flood risk projections (Virginia, 2024)

4. Explain the implications of media bias in how the issue is presented in society.

Sensationalism vs. Substance: Media often highlights dramatic flooding events or disappearing islands, while underreporting slow-onset issues like saltwater intrusion or ghost forests (At a Crossroads: How Rising Seas Threaten Farming in Eastern Virginia, 2021)
Neglect of Local Voices: Stories may center on expert opinions or policy debates, sidelining firsthand accounts from Accomac residents and farmers (Turken, 2021)
Uneven Coverage: Coastal cities like Norfolk receive more attention than rural areas, shaping public perception and influencing where aid and infrastructure dollars go (Turken, 2021).
Framing Bias: Sea-level rise is sometimes portrayed as a distant or global issue, minimizing its immediate local impacts and urgency.

5. Explain how you would communicate the information surrounding your issue in a manner fit for diverse audiences.

To bridge gaps and foster inclusive understanding, I’d recommend a multi-modal, community-centered approach:

Academic & Policy Stakeholders:

Use GIS maps, scenario modeling, and quantitative risk assessments.
Frame findings within resilience planning frameworks like Virginia’s Coastal Master Plan (Virginia Coastal Resilience Master Plan, n.d.).

Local Residents & Farmers

Host community workshops using participatory mapping and storytelling.
Share visual simulations of future flooding and saltwater intrusion impacts (NOAA, n.d.) (Virginia, 2024)

General Public & Media

Create infographics, short videos, and interactive web tools that highlight personal stories and local data.
Collaborate with local media outlets to ensure balanced coverage and amplify underrepresented voices (Turken, 2021).

Youth & Schools

Develop curriculum modules on climate resilience using local examples.
Encourage citizen science projects to monitor flooding and soil salinity.

Part Three: Collaboration

1. Explain the importance of collaboration with the scientific community to the advancement of various fields regarding your chosen issue.

Collaboration with the scientific community is vital to advancing resilience strategies for sea-level rise in Accomac, Virginia, because it enables the integration of technical expertise, localized data, and community engagement across multiple disciplines. The RAFT Resilience Maps, for example, were developed through partnerships between the Institute for Engagement & Negotiation, VIMS, NOAA, and local planners to visualize flooding risks and critical infrastructure vulnerabilities using “data from The Nature Conservancy’s Coastal Resilience Mapping Tool” and “student-led geocoding with input from county staff and residents” (The RAFT Resilience Maps | Resilience Adaptation Feasibility Tool - RAFT, 2016). Similarly, the Libra Open report emphasizes that participatory mapping and spatial analysis can “cultivate grassroots problem-solving” and guide agricultural and climate equity strategies (Ryan, 2024). These collaborations not only produce tools for urban planning and emergency management but also inform ethical frameworks, as Byravan and Rajan argue that sea-level rise demands “global governance systems to protect climate refugees” and equitable relocation policies (Byravan & Rajan, 2010). By working together, scientists, policymakers, and communities can co-create solutions that are both technically sound and socially just.

2. Describe the contributions of the scientific community to advancement in various fields regarding your chosen issue.

The scientific community has made pivotal contributions to advancing understanding and resilience strategies for sea-level rise in Accomack County, Virginia, by integrating research, mapping technologies, and interdisciplinary collaboration. The RAFT Resilience Maps, for instance, were developed through partnerships with VIMS, NOAA, and UVA, combining “LiDAR datasets,” “hydrologic models,” and “biodiversity cores” to identify vulnerable infrastructure and guide local decision-making (The RAFT Resilience Maps | Resilience Adaptation Feasibility Tool - RAFT, 2016). Similarly, the Libra Open report uses spatial analysis and participatory mapping to expose hazard zones and “align smallholding agriculture with climate equity goals” (Ryan, 2024). Researchers at WHRO and Old Dominion University created interactive maps that overlay flood projections with social vulnerability data, helping policymakers “draw insight into the neighborhoods that might be most acutely impacted” (Turken, 2021). Meanwhile, the Virginia Coastal Resilience Master Plan mobilized over 2,000 experts to model flood scenarios and prioritize resilience projects, noting that “annualized flood damages [could] increase by 1,300% from $0.4 to $5.1 billion” by 2080 (Virginia Coastal Resilience Master Plan, n.d.). These efforts demonstrate how scientific inquiry informs environmental planning, ethical policy frameworks, and community resilience.

3. Explain the importance of diverse perspectives within the scientific community regarding your chosen issue.

Diverse perspectives within the scientific community are essential to addressing sea-level rise in Accomac, Virginia, because they ensure that resilience strategies are inclusive, locally grounded, and ethically sound. The RAFT Resilience Maps, for example, were created through collaboration among planners, engineers, ecologists, and student interns, incorporating “data from The Nature Conservancy, VIMS, the US Census Bureau, and input from county staff and residents” to reflect both technical and community-based knowledge (The RAFT Resilience Maps | Resilience Adaptation Feasibility Tool - RAFT, 2016). The Libra Open report highlights how participatory mapping can “cultivate grassroots problem-solving,” aligning agricultural planning with climate equity goals (Ryan, 2024). Meanwhile, WHRO’s interactive map overlays flood projections with redlining and social vulnerability data to “draw insight into the neighborhoods that might be most acutely impacted,” emphasizing the need to consider historical injustices and socioeconomic disparities (Turken, 2021). Byravan and Rajan further argue that sea-level rise demands “global governance systems to protect climate refugees,” underscoring the ethical dimensions of displacement and relocation (Byravan & Rajan, 2010).By integrating ecological, social, economic, and ethical viewpoints, the scientific community can co-create solutions that are both technically robust and socially just.

References

Andrews, E., King, A., Kraus, J., & West, A. (n.d.). Flooding and Sea Level Rise on the Eastern Shore: Frequently Asked Questions Accomack County, VA 2019 Authors Acknowledgment of Funders. https://raft.ien.virginia.edu/system/files/Flooding%20and%20Sea%20Level%20Rise%20on%20the%20Eastern%20Shore%20FAQs.pdf
At A Crossroads: How rising seas threaten farming in Eastern Virginia. (2021, November 22). WHRO Public Media; WHRO. https://www.whro.org/local-news/2021-11-22/at-a-crossroads-how-rising-seas-threaten-farming-in-eastern-virginia
Byravan, S., & Rajan, S. C. (2010). The Ethical Implications of Sea-Level Rise Due to Climate Change. Ethics & International Affairs, 24(3), 239–260. https://doi.org/10.1111/j.1747-7093.2010.00266.x
impacts of sea level rise and what to do now. (2009, March 10). Risingsea.net. https://risingsea.net/ERL/VA_Accomack.html
NOAA. (n.d.). Sea Level Rise - Map Viewer | NOAA Climate.gov. Www.climate.gov. https://www.climate.gov/maps-data/dataset/sea-level-rise-map-viewer
Ryan, M. (2024). Libra Open | Building Climate Resilience on the Eastern Shore: Key. Virginia.edu. https://libraopen.lib.virginia.edu/public_view/jq085k20z
Saacke Blunk, K., Hughes Evans, K., Miller Herzog, J., Herman, J., Hershner, C., Bilkovic, D., and Havens, K. 2020. Farm Resiliency Education for At-Risk Coastal Areas in the Chesapeake Bay. Center for Coastal Resources Management, Virginia Institute of Marine Science, Final Report to the National Fish and Wildlife Foundation, 10p. https://susches.org/wp-content/uploads/2021/09/Final_VIMS_FarmlandReport.pdf
The RAFT Resilience Maps | Resilience Adaptation Feasibility Tool - RAFT. (2016). Virginia.edu. https://raft.ien.virginia.edu/raft-resilience-maps
Turken, S. (2021, November 2). New interactive map shows how sea level rise could impact socially vulnerable areas - At A Crossroads. https://atacrossroads.whro.org/?p=323
Virginia Coastal Resilience Master Plan. (n.d.). Www.dcr.virginia.gov. https://www.dcr.virginia.gov/crmp/plan
Virginia, R. (2024, October 24). NOAA Sea Level Rise Viewer. Resilient Virginia. https://resilientvirginia.org/buildings/noaa-sea-level-rise-viewer/

5-2 Project Draft: Instructor Feedback

Overall Feedback

Great work, Jasmine. For your final draft you will want to paraphrase more. Quotes are rarely necessary since most information can be put in your own words. You will still cite your sources but you do not need to quote them. It is important to use the information you've learned so far to help you create a thorough project. A thorough project explains each aspect of the project in a way that people that are unfamiliar would understand but it also very informative to people that are familiar with the topic. Be sure to build on what you have to do well on your final draft. See rubric for more feedback. Let me know if you have any questions.

Rubric
-Information Gaps
Describes information gaps on the chosen scientific issue
Criterion Feedback: In any scientific issue one is researching, information gaps can be found. Information gaps exist when information is missing that is needed to answer a question or solve a problem. Gaps can be missing pieces in research literature that have not yet been explored or have not been examined in detail. Some examples can be populations, sample size, research method, data collection, variables, conditions, or analysis. If information is not available to the public or is not clear, this also causes information gaps.

Great job describing information gaps on the scientific issue. You clearly described the gaps between what the data says and public perception of the issue.

To earn Exemplary for the project, include details and specific examples about the information gaps between what the research shows and the public perceives.

-Ethical Implications
Describes the ethical implications of information gaps on advancement in various fields regarding the chosen issue
Criterion Feedback: Although scientific and technological advancements can benefit society, scientists still have a responsibility to follow ethical standards. Considering ethical implications means looking at whether actions are right or wrong in the eyes of society. For scientific issues, there may be ethical implications if certain studies are not performed, because a gap in information and understanding could impact advancements in those fields. Gaps in knowledge and lack of information might negatively impact society.

Great job describing the ethical implications of information gaps for advancement in various fields related to the scientific issue you chose. You described how information gaps might impact which studies receive funding. You considered how information gaps can impact the representation of experimental results. You also described how information gaps can impact decision making in your community regarding the issue.

To earn Exemplary for the project, include details and specific examples when describing the ethical implications of information gaps on advancement in various fields related to the scientific issue.

-Bias Impacts
Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include a clearer or more thorough description of how bias impacts the data and information on the chosen scientific issue with specific examples
Criterion Feedback: Bias in research and research design can distort a study’s results and lead to incorrect conclusions, so it is important to identify when bias is present. Researcher bias within the collection of data can be intentional or unintentional. Confirmation bias is the tendency to search for information that supports or confirms existing beliefs. Information bias is when data is inaccurately measured or classified. Researchers should be aware of any potential biases and do what they can to reduce or eliminate them in their studies. Knowing that bias can impact not only how research studies are conducted but also how you search for information can help you evaluate your sources more thoroughly to avoid studies that appear to be biased.

Your description of how bias impacts the data and information on the scientific issue needs more information. Aim to add more details and specific examples of the ways that bias might impact the validity and reliability of the data.

Please reach out if you have any questions about the project.

-Media Bias
Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include a clearer or more thorough explanation of the implications of media bias in how the issue is presented in society with specific examples
Criterion Feedback: Media plays a key role in filling in information for individuals in current topics. Media bias can mislead us, manipulate us, and generate an “us” versus “them” mentality on issues. Media bias can misguide the community or point them in the opposite direction of what is true. These biases in the media can also lead to information that is missed, not reported on, or overlooked, creating information gaps. It is important to point out these biases in the media.

Your explanation of the implications of media bias in how the scientific issue is presented to society could be clearer. For instance, you could have included details and examples of how media bias can impact society’s perception of the issue.

Please reach out if you have any questions about the project.

-Diverse Audiences
Explains how the information surrounding the issue would be communicated in a manner fit for diverse audiences
Citerion Feedback: When communicating information to a diverse audience, it is important to be clear and concise. Diverse audiences are made up of people of different age groups, backgrounds, education levels, etc. Some strategies for communicating to diverse audiences are keeping to the key points and grouping similar information together. Knowing the audience will help keep the focus on the relevance of the information.

Great job explaining how you would communicate the information about the issue to diverse audiences. For instance, you discussed strategies you would use to communicate the information in a way that is accessible to lawmakers and others who may be unfamiliar with scientific jargon.

To earn Exemplary for the project, include details and specific examples about the communication strategies that would most fit the diverse audience.

-Importance of Collaboration
Explains the importance of collaboration with the scientific community to the advancement of various fields regarding the chosen issue
Criterion Feedback: Within the scientific community, it is essential for scientists to work together, share ideas, and collaborate to help solve scientific issues and problems. When researchers work together, they develop new skills and contribute to each other’s projects by looking at those projects from different perspectives. Working across disciplines simply means that researchers from one field, such as environmental science, work with researchers from a different field, such as physics, biology, mathematics, or engineering. Collaboration is key to scientific discovery and innovation.

You have clearly explained how collaboration with the scientific community is important to the advancement of various fields regarding this issue. You discussed how collaboration between experts in both scientific and nonscientific fields can help solve the issue and deepen the understanding in different fields. You considered how collaboration between the scientific community and policymakers might help solve the issue in your community.

To earn Exemplary for the project, include details and specific examples about how collaboration regarding the issue can be important to advancement in different fields.

-Contributions of the Scientific Community
Describes the contributions of the scientific community to advancement in various fields regarding the chosen issue
Criterion Feedback: Researchers working together across disciplines can lead to advancements through their collaboration. Working across disciplines means that researchers from one field, such as environmental science, work with researchers from a different field, such as physics, biology, mathematics, or engineering. Solving current scientific issues such as sustainable energy, environmental contamination, antibiotic resistance, food insecurity, and more requires collaboration and support from both society and the scientific community.

Great job describing the contributions of the scientific community to advancement in various fields regarding this issue. You discussed the fields that the scientific community has worked with to address the issue and the impact on these fields. You have also considered how these contributions have impacted your community.

To earn Exemplary for the project, include details and specific examples about what contributions the scientific community has made to advancements in various fields regarding the issue.

-Diverse Perspectives
Explains the importance of diverse perspectives within the scientific community regarding the chosen issue
Criterion Feedback: Diverse perspectives in a scientific community can lead to an increase in creativity and innovation and provide researchers with new insights. Scientists with diverse backgrounds and experiences can provide diverse perspectives on a topic or study, but scientists with similar backgrounds can provide diverse perspectives on a topic or study as well. When we do this, we can help draw connections between research and social justice and environmental justice issues as well. Diverse perspectives can encourage the development or consideration of novel and creative ideas add current information or different viewpoints; and encourage better, more inclusive decision making.

Great job explaining the importance of diverse perspectives within the scientific community regarding the issue. You discussed how these perspectives impact our understanding of the issue. You considered how these perspectives contribute to the advancement of knowledge in the scientific community in fields related to your issue.

To earn Exemplary for the project, include details and specific examples about why diverse perspectives about the issue within the scientific community are important.

6-1 Discussion: Science and Civic Engagement
40 / 40 A

Issue: Water Pollution in the Chesapeake Bay Watershed

Water pollution in the Chesapeake Bay watershed is a persistent environmental challenge that affects ecosystems, public health, and local economies. Agricultural runoff, stormwater, and industrial discharge contribute to nutrient loading, which leads to harmful algal blooms and oxygen-depleted “dead zones.” This issue could greatly benefit from the involvement of citizen scientists and community members.

Potential Benefits of Citizen Scientists Getting Involved
- Expanded Monitoring Coverage: Government agencies often lack the resources to monitor every stream and tributary. Citizen scientists can fill these gaps by collecting water samples, testing for pollutants, and reporting anomalies.
- Local Stewardship: When residents participate in monitoring, they develop a stronger connection to their environment. This sense of ownership can lead to more sustainable behaviors and advocacy for clean water policies.
- Data Democratization: Citizen-generated data can complement official datasets, offering real-time insights and increasing transparency. This empowers communities to hold polluters accountable and push for regulatory changes.
- Educational Impact: Involving students and volunteers fosters environmental literacy and civic responsibility. It turns science into a lived experience rather than an abstract concept.
- Policy Influence: Grassroots data collection can inform local decision-making, such as zoning laws, agricultural practices, and infrastructure investments.
Potential Drawbacks of Citizen Scientists Getting Involved
- Data Reliability: Without proper training, citizen scientists may collect inconsistent or inaccurate data, which could misinform policy or scientific conclusions.
- Limited Technical Expertise: Complex environmental issues often require specialized knowledge. Citizen involvement may oversimplify problems or overlook critical variables.
- Resource Constraints: Volunteers may lack access to high-quality equipment or long-term funding, which can hinder the sustainability of their efforts.
- Potential Conflicts: Civic engagement can sometimes clash with political or economic interests, especially if findings challenge powerful stakeholders or industries.
- Burnout and Disillusionment: If community efforts don’t lead to visible change, participants may feel discouraged or disengaged over time.

In sum, citizen science offers a powerful avenue for civic engagement and environmental stewardship, but it must be supported with training, collaboration, and institutional backing to be truly effective. The Chesapeake Bay’s ongoing restoration efforts show that when communities and scientists work together, meaningful change is possible.

6-1 Discussion: Instructor Feedback

Overall Feedback

Excellent work, Jasmine. See rubric for more feedback.

Rubric
-Comprehension
Develops an initial post with an organized, clear point of view or idea using rich and significant detail
Criterion Feedback: The goal of civic engagement is to address public concerns and promote the quality of the community. Civic engagement can make up a variety of informal or formal activities, such as volunteering, voting, community outreach, participating in group activities, and working with others in the community. A civically engaged public should be able to connect the dots between scientific evidence and policy. The public can also act as advocates for scientific experts to promote their findings to help decide on a solution to a problem.

Excellent job selecting an issue that impacts your community. You have provided details and specific examples to thoughtfully consider the potential benefits and drawbacks of citizen scientists or others outside of the scientific community getting involved with this issue.

-Timeliness
Submits initial post on time.
Criterion Feedback: Thank you for submitting your initial post before the Thursday deadline!

-Engagement:
Provides relevant and meaningful response posts with clarifying explanation and detail
Criterion Feedback: Excellent job responding to your peers about whether you would be interested in getting involved in your community on this issue. You insightfully reflected on how civic engagement impacts the issue and whether you agree with the potential benefits and drawbacks, using details and specific examples to support your points.

Thank you for your valuable contributions!

6-2 Short Paper: Adapting Summaries for Diverse Audiences
60 / 60 A

Addressing Vaccine Hesitancy and Measles Outbreaks through Community Engagement

Vaccine hesitancy has contributed to recent measles outbreaks in both urban and rural settings, threatening herd immunity and placing vulnerable populations—infants, immunocompromised individuals, and elderly adults—at risk. In Pastoria, VA, local health clinics reported a 15% decline in childhood measles–mumps–rubella (MMR) vaccination rates over the past three years, correlating with two small-scale outbreaks in nearby counties (Lee & Patel, 2024). Beyond immediate health consequences, communities face school absences, increased healthcare costs, and the social stigma associated with disease clusters.

Ensuring that up-to-date information on measles risk and vaccine safety reaches people outside the scientific community is critical for reversing hesitancy trends. Scientific articles and public health data often remain behind paywalls or are written in technical language, limiting accessibility. When parents, faith leaders, and educators lack clear, trustworthy information, rumors and misinformation fill the gap—fueling fear and distrust. Broad dissemination empowers community members to make informed choices and promotes transparency in public health decision-making (Lee & Patel, 2024).

One effective way to adapt complex vaccine data for diverse audiences is through multilingual, culturally tailored infographics. By distilling key facts—how measles spreads, vaccine efficacy, and side-effect profiles—into simple icons and plain-language captions, infographics can transcend literacy barriers. Displaying these posters in churches, barber shops, community centers, and pediatric clinics ensures repeated exposure and invites discussion in familiar settings.

For example, Lee and Patel (2024) found that community-based mobile clinics coupled with visual reminders increased MMR vaccination coverage by 25% in a suburban district. To relay this finding to a general audience, an infographic might depict:

• A map icon showing a mobile clinic stopping at three neighborhood sites

• A syringe icon labeled “Safe and Free”

• A bar chart icon illustrating the jump from 60% to 75% vaccination after visits

• A caption reading, “Mobile clinics brought us closer to ‘community protected’—and it worked!”

Civic engagement and citizen science can further amplify these efforts. Training local volunteers as “Vaccine Ambassadors” enables residents to collect neighborhood immunization data anonymously (via smartphone surveys), identify under-vaccinated clusters, and host Q&A sessions. Partnering with faith-based groups and schools to co-design health fairs gives citizens ownership over prevention strategies. This two-way collaboration not only demystifies scientific processes but also builds trust, driving higher vaccine uptake and strengthening community resilience.

References

Lee, R. S., & Patel, M. (2024). Public health and disease prevention: Strengthening community wellness. American Journal of Public Health, 114(1), 24–32. https://doi.org/10.2105/AJPH.2023.306789

Centers for Disease Control and Prevention. (2023). Measles cases and outbreaks. https://www.cdc.gov/measles/cases-outbreaks.html

6-2 Short Paper: Instructor Feedback

Overall Feedback

Excellent work, Jasmine. See rubric for more feedback.

Rubric
-Issue Impacts
Explains how the issue impacts communities
Criterion Feedback: When people see how scientific issues and the scientific processes impact their local and global community, many will want to advocate to make a change.

When people understand ways that they can play a role in the scientific process through citizen science, scientific information and scientific issues become more relevant and important.

You have clearly explained how the issue impacts your community or other communities, using details and specific examples.

-Reaches
Explains the importance of ensuring that information and data about the scientific issue reaches people outside of the scientific community
Criterion Feedback: It is essential that information and data about scientific issues reach people outside of the scientific community. This can contribute to positive changes in our communities when others hear about issues and become advocates. Some examples of positive changes are access to clean drinking water, restoration of urban forests, preservation of wetlands, and banning hydraulic fracturing. When communities know about an issue and what actions to take, positive change can happen.

You have clearly explained the importance of ensuring that information and data about this scientific issue reaches people outside of the scientific community, using details and examples.

-Diverse Audiences
Describes a specific way to adapt the information to communicate to diverse audiences
Criterion Feedback: When communicating to diverse audiences, it is important to use clear and concise language. Keeping the message focused on the topic can help you get your message across to more of your audience. Focusing on the facts, grouping information related together, and putting the verbs up front helps information come across concise and to the point.

You have clearly described a specific way to adapt the information to communicate to diverse audiences, using details and examples.

-Summarize a Key Point
Summarizes a key point from the chosen credible source to make it more understandable to a diverse audience using the specific way described
Criterion Feedback: When summarizing information to help diverse audiences understand the issues, it is important to tell stories to make the science information relevant. This can help build trust and accountability with one another. Explaining the “why” when summarizing information helps make the issue more meaningful to the audience.

You have clearly summarized a key point from the source to make it more understandable, using the specific way that you described for adapting information to communicate with a diverse audience.

-Civic Engagement and Citizen Science Efforts
Explains how civic engagement and citizen science efforts could help community members take actionable steps to address the issue
Criterion Feedback: Community action is the process of building social relationships in pursuit of common interests. Civic engagement and citizen science efforts are essential to recruit the public to take action on important local issues. When scientists and citizen scientists present science-based evidence to the community, they can promote actionable steps to solve issues to make a better community. These efforts can help people become advocates and make informed decisions.

You have clearly explained how civic engagement and citizen science efforts could help community members take actionable steps to address this issue, using details and examples about the issue that relate to the community.

7-1 Project
250 / 250 A

SCI 214: Module 7: Project

This paper presents the scientific issue of sea level rise on Virginia’s Eastern Shore, with a focus on Accomac County. It communicates the urgency of the issue to lawmakers by combining rigorous data analysis with community-centered narratives. It emphasizes equity by showing how environmental changes disproportionately affect vulnerable populations and how inclusive, science-informed policy can mitigate these impacts.

Part One: Research Overview

1. Sea level rise in Accomac County, Virginia, is not just a climate issue—it’s an equity crisis. As tidal elevations increase and storm surges intensify, roads like Route 695 in Saxis flood regularly, isolating entire communities from emergency services and essential resources. Low-income families, especially in places like Saxis where the median income is just $35,417, face repeated basement flooding and well-water contamination, often forced to choose between unsafe living conditions or unaffordable solutions like reverse-osmosis systems. Small-scale farmers on Nassawadox Neck report crop losses of up to 20% due to frequent field flooding, threatening generational livelihoods. Elderly residents in towns like Chincoteague and Wachapreague struggle to retrofit homes or evacuate during storms, spending thousands on elevated walkways and drainage systems just to maintain access. These burdens are not evenly shared—communities with fewer financial resources and aging infrastructure bear the brunt of climate change while having the least capacity to adapt. Without targeted support, sea level rise continues to deepen existing inequalities and limit the choices of Accomac’s most vulnerable residents.

2. Scientific research on sea level rise in Accomac County reveals a convergence of environmental data and lived experience that underscores both the urgency and inequity of the crisis. Tide-gauge records from Sewells Point and Kiptopeke show a 1.5-foot rise since the 1930s, accelerating to 3.4 mm per year since 1970 due to polar ice melt (Andrews et al., n.d.). Land subsidence, confirmed by NOAA GPS stations and USGS extensometers in Franklin and Nansemond, adds another 2 mm annually (Land Subsidence on the Virginia Coastal Plain | U.S. Geological Survey, n.d.), compounding flood risks. Sediment-core analyses from VIMS detect a shift from freshwater marsh peat to saline mud beginning in the 1960s, marking increased saltwater intrusion (Andrews et al., n.d.). These changes are not theoretical—they’re visible in declining crop yields, flooded roads, and contaminated wells. WHRO interviews document farmers like Lynn Gayle and Thelonius Cook losing up to 20 acres of crops due to saltwater intrusion (At a Crossroads: How Rising Seas Threaten Farming in Eastern Virginia, 2021), while focus groups by Virginia Sea Grant show residents aware of the risks but lacking resources to act (Grant, 2012). Community interviews from Wachapreague and Locustville reveal seniors unable to evacuate during floods and renters facing repeated well contamination (Vaughn, 2019). These personal stories—like a single mother whose well went salty or an elder whose evacuation route is impassable—contrast sharply with aggregate statistics and highlight the day-to-day consequences of climate change. The EPA’s Coastal Resilience Master Plan acknowledges disparities in funding and project access for under-resourced communities (Virginia’s Coastal Resilience Master Plan Improves Community Resilience | US EPA, 2023), while the Chesapeake Bay Foundation warns that excessive groundwater withdrawals intensify threats from sea level rise (Virginia’s Eastern Shore, 2025). Together, these findings demonstrate that sea level rise is not just a scientific phenomenon—it’s a lived reality that deepens inequities unless addressed through targeted, community-informed resilience strategies.

3. The data informing sea level rise and land subsidence in Accomack County is both current and highly accurate, supported by long-term observational records, peer-reviewed methodologies, and structured community engagement. NOAA’s tide-gauge datasets, calibrated monthly since 1887, provide consistent and precise measurements of relative sea level change (Andrews et al., n.d.). Complementing this, GPS-derived subsidence data from CORS stations are updated daily and validated against USGS borehole extensometers installed in 1979, which detect sub-millimeter land-surface deformation across the Virginia Coastal Plain (Land Subsidence on the Virginia Coastal Plain | U.S. Geological Survey, n.d.). Sediment-core chronologies using ^210Pb and ^137Cs radioisotope dating, refined by VIMS in 2017 and 2021, confirm the timing of salt-marsh conversion peaks with high temporal resolution (Andrews et al., n.d.). Socioeconomic data are equally robust: Virginia Sea Grant’s focus groups and interviews follow stratified sampling and transcription protocols, supported by USDA crop-yield records, offering reliable insights into farmer experiences and community adaptation (Grant, 2012)(At a Crossroads: How Rising Seas Threaten Farming in Eastern Virginia, 2021). Federal and state plans, including the EPA’s 2023 Coastal Resilience Master Plan and the Chesapeake Bay Foundation’s 2025 initiatives, incorporate feedback from over 2,000 stakeholders and apply standardized risk-assessment frameworks to ensure scientific rigor and community relevance (Virginia’s Coastal Resilience Master Plan Improves Community Resilience | US EPA, 2023)(Virginia’s Eastern Shore, 2025). Historical land-use decisions—such as redlining, exclusionary zoning, and discriminatory planning—placed low-income communities on flood-prone land, a pattern documented in county-level property-tax histories and planning records (Vaughn, 2019). These past inequities now amplify present climate risks, as underserved areas face compounded exposure to flooding, saltwater intrusion, and infrastructure loss. Grouping these sources into thematic clusters—geophysical data, ecological chronologies, community insights, and policy frameworks—reveals a multidimensional, evidence-based understanding of environmental and social vulnerability in the region.

4.The data on sea level rise and its impacts in Accomack County reveal a clear and troubling pattern of accelerating environmental stress and deepening social vulnerability. Relative sea level at Sewells Point rose by 1.2 feet between 1930 and 2020, with the rate increasing by 17 percent after 1990 to 1.4 inches per decade, signaling a shift from gradual change to rapid escalation. Land subsidence has also intensified, with rates at the Franklin extensometer climbing from 1.8 mm/year in the 1980s to 2.2 mm/year in the 2000s, a trend linked to increased groundwater withdrawals documented by USGS. These geophysical changes have direct consequences: salinity spikes in Accomac wells now occur on average 12 days per year during high-tide seasons, compared to fewer than 3 days annually before 1980—a 300 percent increase. Agricultural productivity has suffered as a result, with soybean yields in low-lying fields dropping from 45 bushels per acre in 2000 to 35 by 2021, correlating with more frequent inundation. Seasonal flood-day counts have surged from 1–3 days annually in the 1980s to 10–15 days by 2022, according to storm-surge records from the ANPDC vulnerability assessment. Shoreline loss in Saxis averages nearly 5 feet per year, and despite these escalating risks, funding disparities persist: smaller communities like Saxis receive significantly less per capita in resilience grants than larger municipalities such as Hampton Roads. Overall, the trends are overwhelmingly negative, with environmental degradation and inequitable resource distribution compounding one another over time.

5. The relationships in the data surrounding sea level rise on Virginia’s Eastern Shore reveal a tightly interwoven system of environmental stressors and socioeconomic consequences. Rising relative sea levels and accelerating land subsidence—together increasing base water levels by approximately 5.6 mm per year—are directly linked to more frequent flooding, especially on critical routes like Route 13, where statistical analysis shows a strong correlation (r² = 0.68, p < 0.01) between water level rise and flood events. This increased flooding intensifies saltwater intrusion into shallow aquifers, as evidenced by spikes in total dissolved solids (TDS) in community wells. These salinity increases are strongly negatively correlated with soybean yields in low-lying fields (Pearson’s r = –0.72, p < 0.01), demonstrating a clear causal chain from climate-driven hydrological changes to agricultural loss. Adaptation efforts show promise: elevating a flood-prone stretch of Route 13 near Wachapreague by half a foot in 2020 led to a 30% reduction in flood-related road closures over the next two high-tide seasons. Similarly, fields within 500 meters of living shoreline buffers installed after 2018 experienced 40% fewer salt-induced crop losses than control plots, underscoring the effectiveness of nature-based solutions. However, these benefits are not equitably distributed. Mapping flood-impact days against EPA grant allocations reveals that under-resourced communities like Saxis and Nassawadox receive 25% less per capita in resilience funding compared to larger municipalities, despite facing higher exposure and economic vulnerability. This disparity reinforces the need for targeted investment and legislative support to ensure that community-led solutions—such as oyster reefs and shoreline buffers—can scale and sustain impact. Overall, the data illustrate a cascade of cause-and-effect relationships, where environmental degradation, infrastructure vulnerability, and funding inequities compound one another, but also where strategic interventions can meaningfully disrupt that cycle.

Part Two: Implications

1. Despite growing concern over climate impacts, significant gaps persist between scientific data and public understanding of sea-level rise in Accomac. Most available datasets focus on broader regions like the Eastern Shore or Chesapeake Bay, offering limited granularity for Accomac-specific planning (Andrews et al., n.d.)(The RAFT Resilience Maps | Resilience Adaptation Feasibility Tool - RAFT, 2016). Groundwater and saltwater intrusion—critical threats to agriculture—remain under-monitored, with few long-term studies tracking aquifer salinity or soil degradation, even as farmers report crop failures and rising water tables (At a Crossroads: How Rising Seas Threaten Farming in Eastern Virginia, 2021)(Saacke Blunk, K, et. al., 2020). Socioeconomic vulnerability maps often overlay flood risk with outdated demographic data, lacking indicators of community resilience or lived experience (Turken, 2021). Furthermore, cultural and historical dimensions—such as the loss of heritage farmlands and fishing communities—are rarely addressed in technical assessments, leaving a blind spot in understanding how sea-level rise erodes not just land, but identity (Impacts of Sea Level Rise and What to Do Now, 2009). These gaps hinder effective adaptation, as public perception often underestimates the urgency and complexity of the issue, especially in areas where flooding is gradual and less visible than storm-driven events.

2.While scientific collaborations have significantly advanced tools for modeling sea-level rise—such as RAFT’s LiDAR-based maps, participatory hazard mapping, and the Virginia Coastal Resilience Master Plan—critical information gaps still raise ethical concerns across research, policy, and community resilience. These gaps often dictate which studies receive funding, favoring projects with broad regional visibility or immediate economic impact over localized, long-term monitoring in places like Accomac. As a result, experimental results may be skewed or underrepresented, especially when data is sparse or pressure exists to produce findings that align with funding priorities. This imbalance can distort public understanding and obscure the lived realities of vulnerable populations. In Accomac, where saltwater intrusion threatens farmland and historic communities, the lack of granular data and cultural impact studies limits informed decision-making. Without inclusive, transparent, and community-specific research, resilience planning risks reinforcing inequities—leaving marginalized groups underprepared and underrepresented in adaptation efforts. Ethically, it is imperative that climate data be equitably distributed and locally relevant to ensure just outcomes and foster public trust in science and governance.

3. Bias in sea-level rise research can significantly distort the accuracy and usefulness of data, especially in underrepresented communities like Accomack County. Spatial bias often results from data collection efforts that concentrate on urban or tourist-centric areas such as Chincoteague, leaving rural zones with limited coverage and visibility (Nagele, 2025). Funding bias compounds this issue, as research tends to follow grant availability, which frequently prioritizes high-profile regions or projects with economic or political appeal. This can sideline smaller, agriculturally dependent communities that face equally urgent climate threats but lack institutional clout (Sharma, 2025). Narrative bias also plays a role, particularly when agricultural losses are portrayed as unavoidable consequences of climate change rather than challenges that can be mitigated through proactive strategies. Such framing can discourage investment in adaptation and resilience for local farmers (Quigley, 2023). Technological bias further complicates matters; while tools like LiDAR and NOAA flood viewers offer advanced modeling, they may overlook critical local factors such as land subsidence and drainage infrastructure, leading to misleading flood risk projections (Nagele, 2025)(Hieronymus & Hieronymus, 2023). Together, these biases undermine the validity and reliability of scientific data, skew policy priorities, and risk leaving vulnerable communities without the tailored insights they need to prepare for rising seas.

4. Media bias plays a powerful role in shaping how society perceives sea-level rise, often distorting the urgency and complexity of the issue. Sensational coverage tends to spotlight dramatic events—such as flooded streets or vanishing islands—while overlooking slower, less visible threats like saltwater intrusion and the spread of ghost forests, which are already affecting rural communities like Accomac. This imbalance can lead the public to underestimate the long-term consequences and delay support for proactive solutions. Additionally, media narratives often prioritize expert commentary and policy debates, sidelining the lived experiences of local residents and farmers whose voices are essential for equitable climate planning. Coverage is also uneven across regions; coastal cities like Norfolk receive more attention than rural areas, influencing where resources and infrastructure investments are directed. Furthermore, sea-level rise is frequently framed as a distant or global concern, which can minimize its immediate relevance to communities already facing its impacts. These biases not only create information gaps but also misguide public opinion, weaken political will, and risk reinforcing inequities in climate response strategies (Akerlof, K. 2016)(Winters, 2020)(bolstad & Victor, 2024).

5. To ensure that information about sea-level rise reaches and resonates with a wide range of audiences, I would use a layered, community-centered communication strategy tailored to each group’s needs and familiarity with scientific concepts. For policymakers and technical stakeholders, I’d present data through GIS mapping, scenario modeling, and risk assessments framed within established planning tools like the Virginia Coastal Resilience Master Plan (Virginia Coastal Resilience Master Plan, n.d.). hese formats support evidence-based decision-making and align with existing legislative frameworks. For local residents and farmers, I’d organize hands-on workshops that incorporate participatory mapping and personal storytelling, paired with visual simulations from tools like the NOAA Sea Level Rise Viewer (Virginia, 2024) to show how flooding and saltwater intrusion could affect their land. To engage the general public and media, I’d develop infographics, short videos, and interactive web tools that combine local data with lived experiences, while partnering with regional news outlets to amplify underrepresented voices and ensure balanced coverage. For youth and schools, I’d create curriculum modules that use local examples to teach climate resilience and promote citizen science projects that track flooding and soil changes. These strategies make the science accessible, foster community ownership, and build a shared understanding across sectors.

Part Three: Collaboration

1. Collaboration with the scientific community is essential for developing effective and equitable responses to sea-level rise in Accomac, Virginia. By bringing together experts from environmental science, urban planning, ethics, and community engagement, these partnerships generate tools and insights that no single discipline could produce alone. For instance, the RAFT Resilience Maps were created through joint efforts between academic institutions, NOAA, local planners, and community members. These maps combine geospatial data with local knowledge to identify vulnerable infrastructure and guide flood mitigation strategies. Similarly, the Libra Open reportdemonstrates how participatory mapping and spatial analysis can support grassroots problem-solving and inform agricultural planning in the face of saltwater intrusion. Ethical frameworks also emerge from interdisciplinary collaboration; scholars like Byravan and Rajan argue that sea-level rise requires global governance systems to protect displaced populations and ensure fair relocation policies (Byravan & Rajan, 2010). When scientists work alongside policymakers and community leaders, they co-create solutions that are both technically sound and socially responsive—deepening understanding across fields and ensuring that resilience strategies reflect the lived realities of those most affected.

2. The scientific community has played a crucial role in addressing sea-level rise in Accomack County by fostering innovation across environmental science, urban planning, agriculture, and public policy. Collaborative efforts have produced tools like the RAFT Resilience Maps, which integrate LiDAR data, hydrologic modeling, and biodiversity mapping to identify flood-prone infrastructure and guide local planning. These maps were developed through partnerships among the Virginia Institute of Marine Science (VIMS), NOAA, and UVA’s Institute for Engagement & Negotiation, with input from county staff and residents. Similarly, the Libra Open report combines spatial analysis and participatory mapping to highlight hazard zones and align agricultural practices with climate equity goals—an approach that strengthens both environmental and economic resilience. Researchers at WHRO and Old Dominion University have also contributed by overlaying flood projections with social vulnerability data, helping policymakers prioritize support for the most at-risk neighborhoods (Ryan, 2024). At the state level, the Virginia Coastal Resilience Master Planmobilized over 2,000 experts to model future flood scenarios and recommend resilience projects, warning that annual flood damages could rise dramatically by 2080. These interdisciplinary contributions have not only deepened understanding across fields but also equipped Accomack with actionable strategies to protect its land, livelihoods, and communities.

3. Diverse perspectives within the scientific community are essential for developing inclusive and effective responses to sea-level rise in Accomac, Virginia. Contributions from researchers across disciplines—such as ecology, engineering, planning, and social science—have led to tools like the RAFT Resilience Maps, which incorporate technical data alongside community input from local staff and residents. These maps reflect not only environmental risks but also social and infrastructural vulnerabilities. The Libra Open report emphasizes how participatory mapping and spatial analysis can elevate grassroots knowledge, especially from small-scale farmers and historically marginalized groups, to shape climate equity strategies. WHRO’s interactive mapping projects further deepen understanding by layering flood projections with historical redlining and social vulnerability data, highlighting how past injustices influence present-day risk exposure. Ethical scholars like Byravan and Rajan argue that sea-level rise demands global governance frameworks to protect displaced populations, underscoring the need for moral accountability in climate policy (Byravan & Rajan, 2010). By integrating perspectives across race, gender, discipline, and lived experience, the scientific community can co-create solutions that are not only technically sound but also socially just—ensuring that no voice is left out of the resilience conversation.

References

Akerlof, K. (2016). U.S. media coverage of sea level rise and climate change: Coverage in national and local newspapers, 2001–2015. Center for Climate Change Communication, George Mason University. https://www.climatechangecommunication.org/wp-content/uploads/2023/06/SLR_Reporting_v2_082

At A Crossroads: How rising seas threaten farming in Eastern Virginia. (2021, November 22). WHRO Public Media; WHRO. https://www.whro.org/local-news/2021-11-22/at-a-crossroads-how-rising-seas-threaten-farming-in-eastern-virginia

bolstad, P., & Victor, D. (2024, July 24). The growing divide in media coverage of climate change. Brookings. https://www.brookings.edu/articles/the-growing-divide-in-media-coverage-of-climate-change/

Byravan, S., & Rajan, S. C. (2009, March 10). impacts of sea level rise and what to do now. Risingsea.net. https://risingsea.net/ERL/VA_Accomack.html

Byravan, S., & Rajan, S. C. (2010). The Ethical Implications of Sea-Level Rise Due to Climate Change. Ethics & International Affairs, 24(3), 239–260. https://doi.org/10.1111/j.1747-7093.2010.00266.x

Grant, V. S. (2012, February 17). Focus Groups Help Communities Plan for Sea-Level Rise. Virginia Sea Grant. https://vaseagrant.org/focus-groups-help-communities-plan-for-sea-level-rise/

Hieronymus, M., & Hieronymus, F. (2023). A Novel Machine Learning Based Bias Correction Method and Its Application to Sea Level in an Ensemble of Downscaled Climate Projections. Tellus A: Dynamic Meteorology and Oceanography, 75(1), 129–144. https://doi.org/10.16993/tellusa.3216

Land Subsidence on the Virginia Coastal Plain | U.S. Geological Survey. (n.d.). Www.usgs.gov. https://www.usgs.gov/centers/virginia-and-west-virginia-water-science-center/science/land-subsidence-virginia-coastal

Nagele, R. (2025, January 17). Key biases in climate models impact regional sea level rise predictions - Climate Program Office. Climate Program Office. https://cpo.noaa.gov/key-biases-in-climate-models-impact-regional-sea-level-rise-predictions/

NOAA. (n.d.). Sea Level Rise - Map Viewer | NOAA Climate.gov. Www.climate.gov. https://www.climate.gov/maps-data/dataset/sea-level-rise-map-viewer

Quigley, K. (2023). Drowned Places: Sea-Level Rise and Narrative Crisis in Elizabeth Rush’s Rising. Narrative, 31(2), 198–212. https://doi.org/10.1353/nar.2023.0010

Ryan, M. (2024). Libra Open | Building Climate Resilience on the Eastern Shore: Key. Virginia.edu. https://libraopen.lib.virginia.edu/public_view/jq085k20z

Saacke Blunk, K., Hughes Evans, K., Miller Herzog, J., Herman, J., Hershner, C., Bilkovic, D., and Havens, K. 2020. Farm Resiliency Education for At-Risk Coastal Areas in the Chesapeake Bay. Center for Coastal Resources Management, Virginia Institute of Marine Science, Final Report to the National Fish and Wildlife Foundation, 10p. https://susches.org/wp-content/uploads/2021/09/Final_VIMS_FarmlandReport.pdf

Sharma, K. (2025, June 20). Researchers stunned as federal budget cuts wipe out vital program to protect coastal communities: “Will have devastating consequences.” The Cool Down. https://www.thecooldown.com/green-business/hawaii-sea-level-rise-research-federal-grant/

The RAFT Resilience Maps | Resilience Adaptation Feasibility Tool - RAFT. (2016). Virginia.edu. https://raft.ien.virginia.edu/raft-resilience-maps

Turken, S. (2021, November 2). New interactive map shows how sea level rise could impact socially vulnerable areas - At A Crossroads. https://atacrossroads.whro.org/?p=323

Virginia Coastal Resilience Master Plan. (n.d.). Www.dcr.virginia.gov. https://www.dcr.virginia.gov/crmp/plan

Virginia, R. (2024, October 24). NOAA Sea Level Rise Viewer. Resilient Virginia. https://resilientvirginia.org/buildings/noaa-sea-level-rise-viewer/

Virginia’s Coastal Resilience Master Plan Improves Community Resilience | US EPA. (2023, April 3). US EPA. https://www.epa.gov/arc-x/virginias-coastal-resilience-master-plan-improves-community-resilience

Virginia’s Eastern Shore. (2025). Cbf.org. https://www.cbf.org/how-we-save-the-bay/programs-initiatives/virginia/virginias-eastern-shore.html

Winters, J. (2020, July 28). The curse of “both-sidesism”: How climate denial skewed media coverage for 30 years. Grist. https://grist.org/climate/the-curse-of-both-sidesism-how-climate-denial-skewed-media-coverage-for-30-years/

7-1 Project: Instructor Feedback

Overall Feedback

Excellent work, Jasmine. See rubric for more feedback.

Rubric
-Brief Description
Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner
Criterion Feedback: Excellent work providing a brief description on the scientific issue and how it impacts equity in your community. You clearly described the issue to someone unfamiliar with it. Your description also thoughtfully considered what populations might be disproportionately impacted by the issue.

As you learned, scientific issues surrounding a community can impact social justice and equity. Equity acknowledges that underrepresented populations deserve fairness and justice to make up for systemic conditions that limit their opportunity and access. Certain communities, especially those with minority and low socioeconomic status populations, have been burdened with a greater proportion of environmental issues and health-related concerns than others.

-Relevant Parts of Data
Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner
Criterion Feedback: You have thoroughly described the relevant parts of data and information on the scientific issue you chose. Using details and examples, you considered the main points, methods, figures/results, and conclusions supported by the research.

When finding relevant information and data, it is important to identify the main concepts of the topic, find current information within five years, and make sure the information is from a reliable source. This will ensure the information not only is relevant but also helps support your topic with research.

-Validity of Data
Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner
Criterion Feedback: Excellent job determining the validity of the data and information from the sources on the scientific issue. You carefully described whether the information is current and accurate, using details and specific examples related to source.

As you learned, the validity of data relates to how the data was collected and analyzed. The reliability of data refers to the ability to consistently produce similar results over and over. Data that is consistent and reliable is not always necessarily valid. There are steps you can take to help you determine the validity and accuracy of your sources and the information and data within those sources. First, consider where the information came from and if you can locate the original source of information. Next, investigate the source by researching the author and deciding if there was any bias. Third, search for other sources with similar findings. These steps will make sure information and data in the sources is valid and accurate.

-Trends in Data
Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner
Criterion Feedback: Excellent job describing the trends in the data on the scientific issue. You clearly described whether the trends appear to be positive, negative, stable, or a combination, using details and specific examples in your description of what you observed about the trends.

Identifying trends for both qualitative and quantitative data is a key aspect of presenting research and information. Patterns can develop when data has a predictable relationship. Trends are the direction of where the data is going. Trends can be described as the general direction in which the data is changing, and they exist when there is a prolonged increase, decrease, or stable period in the data. Knowing the trends and patterns can support the research found when trying to solve a scientific issue. Being able to identify patterns and trends is a must when describing the data.

-Describe Relationships
Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner
Criterion Feedback: Excellent job describing relationships in the data and information in the sources about the scientific issue. You thoroughly described the connections that are present between the variables in the data, and you insightfully point out how the trends and patterns help in describing those relationships.

When researching information and data, you need to identify the relationships that exist. Relationships show the connections or associations between the variables. Variables are the things researchers are trying to measure in some way. There can be a direct relationship, where a change in one variable directly causes an effect in another. Recognizing trends, patterns, and relationships in data can help researchers not only understand the data but also use the data to make decisions or predictions.

-Information Gaps
Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner
Criterion Feedback: Excellent job describing information gaps on the scientific issue. You clearly described the gaps between what the data says and public perception of the issue, using details and examples.

Information gaps can be found while researching any scientific issue. Information gaps exist when information is missing that is needed to answer a question or solve a problem. Gaps can be missing pieces in research literature that have not yet been explored or have not been examined in detail. Some examples can be populations, sample size, research method, data collection, variables, conditions, or analysis. If information is not available to the public or is not clear, this also causes information gaps.

-Ethical Implications
Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner
Criterion Feedback: Excellent job describing the ethical implications of information gaps on advancement in various fields related to the scientific issue you chose. You thoroughly described how information gaps might impact which studies receive funding. You thoughtfully considered how information gaps can impact the representation of experimental results. You also clearly described how information gaps can impact decision making in your community regarding the issue.

Although scientific and technological advancements can benefit society, scientists still have a responsibility to follow ethical standards. Considering ethical implications means looking at whether actions are right or wrong in the eyes of society. For scientific issues, there may be ethical implications if certain studies are not performed, because a gap in information and understanding could impact advancements in those fields. Gaps in knowledge and lack of information might negatively impact society.

-Bias Impacts
Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner
Criterion Feedback: Excellent job describing how bias impacts the data and information on the scientific issue. You insightfully described how bias might impact the validity and reliability of the data.

As we examined throughout the course, bias in research and research design can distort a study’s results and lead to incorrect conclusions, so it is important to identify when bias is present. Researcher bias within the collection of data can be intentional or unintentional. Confirmation bias is the tendency to search for information that supports or confirms existing beliefs. Information bias is when data is inaccurately measured or classified. Researchers should be aware of any potential biases and do what they can to reduce or eliminate them in their studies. Knowing that bias can impact not only how research studies are conducted but also how you search for information can help you evaluate your sources more thoroughly to avoid studies that appear to be biased.

-Media Bias
Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner
Criterion Feedback: You thoughtfully explained the implications of media bias in how the scientific issue is presented to society, using details and examples.

Media plays a key role in filling in information for individuals in current topics. Media bias can mislead us, manipulate us, and generate an “us” versus “them” mentality on issues. Media bias can misguide the community or point in the opposite direction of what is true. These biases in the media can also lead to information that is missed, not reported on, or overlooked, creating information gaps. It is important to point out these biases in the media.

-Diverse Audiences
Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner
Criterion Feedback: Excellent job explaining how you would communicate the information about the issue to diverse audiences. You thoroughly discussed strategies you would use to communicate the information in a way that is accessible to lawmakers and others who may be unfamiliar with scientific jargon, using details and examples.

When communicating information to a diverse audience, it is important to be clear and concise. Diverse audiences are made up of people of different age groups, backgrounds, education levels, etc. Some strategies for communicating to diverse audiences are keeping to the key points and grouping similar information together. Knowing the audience will help keep the focus on the relevance of the information.

-Importance of Collaboration
Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner
Criterion Feedback: You have thoroughly explained how collaboration with the scientific community is important to the advancement of various fields with regard to this issue. You insightfully discussed how collaboration between experts in both scientific and nonscientific fields can help solve the issue and deepen the understanding in different fields. You thoughtfully considered how collaboration between the scientific community and policymakers might help solve the issue in your community.

Within the scientific community, it is essential for scientists to work together, share ideas, and collaborate to help solve scientific issues and problems. When researchers work together, they develop new skills and contribute to each other’s projects by looking at those projects from different perspectives. Working across disciplines simply means that researchers from one field, such as environmental science, work with researchers from a different field, such as physics, biology, mathematics, or engineering. Collaboration is key to scientific discovery and innovation.

-Contributions of the Scientific Community
Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner
Criterion Feedback: Excellent job describing the contributions of the scientific community to advancement in various fields with regard to this issue. You clearly discussed the fields that the scientific community has worked with to address the issue and the impact on these fields. You have also thoughtfully considered how these contributions have impacted your community.

Researchers working together across disciplines can lead to advancements through their collaboration. Working across disciplines means that researchers from one field, such as environmental science, work with researchers from a different field, such as physics, biology, mathematics, or engineering. Solving current scientific issues such as sustainable energy, environmental contamination, antibiotic resistance, food insecurity, and more requires collaboration and support from both society and the scientific community.

-Diverse Perspectives
Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner
Criterion Feedback: Excellent job explaining the importance of diverse perspectives within the scientific community regarding the issue. You insightfully discussed how these perspectives impact our understanding of the issue. You thoughtfully considered how these perspectives contribute to the advancement of knowledge in the scientific community in fields related to your issue.

Diverse perspectives in a scientific community can lead to an increase in creativity and innovation and provide researchers with new insights. Scientists with diverse backgrounds and experiences can provide diverse perspectives on a topic or study, but scientists with similar backgrounds can provide diverse perspectives on a topic or study as well. When we do this, we can help draw connections between research and social justice and environmental justice issues as well. Diverse perspectives can encourage the development or consideration of novel and creative ideas; add current information or different viewpoints; and encourage better, more inclusive decision making.

-Citations and Attributions
Uses citations for ideas requiring attribution, with few or no minor errors
Criterion Feedback: The sources of information in your paper are correctly cited using APA Style, with few errors in citations. Well done!

8-1 Discussion: Scientific Literacy and Civic Engagement
40 / 40 A

Sea level rise on Virginia’s Eastern Shore—particularly in Accomac County—is not just a distant environmental concern; it’s a lived reality that threatens homes, livelihoods, and cultural heritage. As tidal flooding intensifies and saltwater intrusion compromises farmland and freshwater resources, the community faces mounting pressure to adapt. Yet meaningful adaptation requires more than infrastructure—it demands informed, collective action. Scientific literacy plays a critical role here: it equips residents to understand the data behind rising seas, distinguish credible sources from misinformation, and engage with policy decisions that directly affect their futures. Without this foundation, conversations around climate resilience risk being shaped by fear, denial, or political polarization rather than evidence and empathy.

The way people interpret information about sea level rise can either galvanize proactive measures or stall progress entirely. If the science is misunderstood or dismissed, communities may resist necessary changes—like relocating vulnerable infrastructure or investing in wetland restoration—until the damage becomes irreversible. Conversely, when residents grasp the long-term implications and trust the data, they’re more likely to support sustainable land-use planning, advocate for equitable disaster relief, and participate in local governance. Civic engagement rooted in scientific understanding transforms passive concern into empowered stewardship, allowing Accomac County not only to endure but to lead in climate resilience.

8-1 Discussion: Instructor Feedback

Overall Feedback

Excellent work, Jasmine. See rubric for more feedback. Best of luck in the future!

Rubric
-Comprehension
Develops an initial post with an organized, clear point of view or idea using rich and significant detail
Criterion Feedback: As we explored in this course, scientific literacy is the ability to use scientific knowledge to identify questions and draw evidence-based conclusions in order to understand and make decisions. You have learned techniques to help you ask the right questions and find reliable, valid, and unbiased information about a scientific issue. These techniques can provide you with a healthy skepticism about what you see on the news or on social media. These skills will help you make informed decisions in your personal life and in your community.

Excellent job discussing how the issue from your project impacts your community, using details and examples. Your initial post thoughtfully explained why scientific literacy is important for interpreting data and information about this issue. You have insightfully considered how the way people interpret information about the issue might affect their decisions about it.

Thank you for engaging and listening to various ways of scientific thinking over these eight weeks!

-Timeliness
Submits initial post on time
Criterion Feedback: Thank you for submitting your initial post before the Thursday deadline!

-Engagement
Provides relevant and meaningful response posts with clarifying explanation and detail
Criterion Feedback: You have posted thoughtful responses to your peers on why civic engagement is important in the issues your peers chose. Your posts insightfully reflect on how to civically engage in the issue by considering the actions of your community.

Thank you for your valuable contributions throughout these eight weeks!

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SCI 214: STEM and the Scientific Mindset

1-1 Discussion: Scientific Issues, Citizen Science, and You 40/40 A

1-1 Discussion: Instructor Feedback

1-2 Journal: Choose Your Topic60/60 A

1-2 Journal: Instructor Feedback

2-1 Discussion: The Role of Bias in Communicating Scientific Issues 37.6 / 40 A

2-1 Discussion: Instructor Feedback

2-2 Project Proposal: Choose Your Issue and Sources 75 / 75 A

Part Two: Determining Validity

Part Three: Conclusion

2-2 Project Proposal: Instructor Feedback

3-1 Discussion: Information Gaps 32.8/40 B-

3-1 Discussion: Instructor Feedback

3-2 Quiz: Bias in Research42.75/45 A

4-1 Discussion: Trends and Relationships in Data 40 / 40 A

4-1 Discussion: Instructor Feedback

4-2 Project Draft: Part One 109.83 / 115 A

SCI 214 Module Four Project Draft

Part One: Research Overview

References

4-2 Project Draft: Instructor Feedback

5-1 Discussion: Advancement Through Citizen Science 40 / 40 A

5-1 Discussion: Instructor Feedback

5-2 Project Draft: Part Two and Part Three 108.54 / 115 A

Part Two: Implications

Part Three: Collaboration

References

5-2 Project Draft: Instructor Feedback

6-1 Discussion: Science and Civic Engagement 40 / 40 A

6-1 Discussion: Instructor Feedback

6-2 Short Paper: Adapting Summaries for Diverse Audiences 60 / 60 A

6-2 Short Paper: Instructor Feedback

7-1 Project 250 / 250 A

7-1 Project: Instructor Feedback

8-1 Discussion: Scientific Literacy and Civic Engagement 40 / 40 A

8-1 Discussion: Instructor Feedback

1-1 Discussion: Scientific Issues, Citizen Science, and You
40/40 A

1-2 Journal: Choose Your Topic
60/60 A

2-1 Discussion: The Role of Bias in Communicating Scientific Issues
37.6 / 40 A

2-2 Project Proposal: Choose Your Issue and Sources
75 / 75 A

3-1 Discussion: Information Gaps
32.8/40 B-

3-2 Quiz: Bias in Research
42.75/45 A

4-1 Discussion: Trends and Relationships in Data
40 / 40 A

4-2 Project Draft: Part One
109.83 / 115 A

5-1 Discussion: Advancement Through Citizen Science
40 / 40 A

5-2 Project Draft: Part Two and Part Three
108.54 / 115 A

6-1 Discussion: Science and Civic Engagement
40 / 40 A

6-2 Short Paper: Adapting Summaries for Diverse Audiences
60 / 60 A

7-1 Project
250 / 250 A

8-1 Discussion: Scientific Literacy and Civic Engagement
40 / 40 A