Part One: Research Overview  

In this section, you will describe the scientific issue to lawmakers and communicate its importance by providing an analysis of the existing data and information that you gathered.  

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

In plain language, how would you briefly describe the issue to someone who was not familiar with it?

Guiding Questions:
-What pollutants are present?  
-Where and when is pollution worse?  
-Are certain neighborhoods, cities, or regions more affected? 
-Are there seasonal or daily patterns in pollution levels?  
-Who is most at risk?  
-How does air pollution affect children, the elderly, or vulnerable communities differently?  
-What are the health and environmental impacts?  
-What illnesses, premature deaths, or environmental damage are linked to pollution?  
-What are the sources of pollution?  
-Are there any main contributors , such as traffic, industry, wildfires, or other sources?  
-Which interventions, regulations, or lifestyle changes reduce pollution most effectively?    

Example: Air pollution can sometimes be seen, like brown smog over a city, car exhaust on highways, smoke from factory smokestacks, or smoke from wildfires (National Institutes of Health, 2025). Other times it cannot be seen, but you can smell it. Air pollution is a mixture of harmful substances that come from both natural sources and human activities (National Institutes of Health, 2025).   
 

What populations might be disproportionately impacted by this issue?  

  Guiding Questions:
-Who is exposed the most?  
-Which neighborhoods, cities, or regions have higher levels of pollutants like PM2.5, ozone, or nitrogen dioxide?  
-What demographic groups live in those areas?  
-Are children, elderly adults, low-income families, or communities of color more likely to live in high-pollution areas?  
-Who has pre-existing health conditions?  
-Are there socioeconomic or racial disparities in exposure?  
-Do income, education, or race correlate with higher exposure or worse health outcomes from air pollution?  -What long-term impacts do exist?  

Example: Some groups of people are more vulnerable to air pollution than others. Children are at higher risk because their lungs are still developing, their airways are smaller, and they breathe faster than adults (American Lung Association, 2024).   

2. Describe the relevant parts of data and information on your chosen scientific issue. Consider the following questions to guide your response.  

What are the main points supported by the research? 

Guiding Questions:
-Are certain neighborhoods, cities, or regions more affected? 
-Are there seasonal or daily patterns in pollution?  
-Who is most at risk?  
-How do age, health status, income, or race affect vulnerability to pollution?  
-What are the health and environmental impacts? 
-What illnesses, deaths, or ecosystem damage are linked to pollution?  
-What are the main sources of pollution?  
-How aware is the public, and how does perception compare to reality?  
-Do people understand the risks, or are there misconceptions?  
-What solutions or policies are effective?  
-How is progress measured?  

What methods, figures, results, and conclusions are supported by the research? 

Guiding Questions:
-Were the research methods clearly explained and appropriate?  
-How were air pollution levels measured (e.g., sensors, satellites, modeling)?  
-What population was studied, and is it representative? 
-Do the results clearly show the relationship between air pollution and health or environmental outcomes?  
-Is the data presented accurately? 
-Do the results include information on disparities (e.g., which populations are most affected)?  
-Are patterns, trends, or correlations consistent with other studies? 
-Do the conclusions logically follow the data and analysis?  
-Are the limitations of the study acknowledged?  
-Are practical recommendations clearly linked to the evidence presented?  

Example: Researchers study air pollution exposure using several approaches. They conduct controlled experiments with humans, animals, and lab-grown cells to observe how the body reacts to different pollution levels and exposure times (U.S. Environmental Protection Agency [EPA], 2020). They also analyze large population data and electronic health records to examine health effects in real communities. Studies show that both short-term pollution spikes (such as from wildfires or traffic) and repeated exposures over time can harm health (US EPA, 2020).  

3. Determine the validity of the data and information from your chosen sources on the scientific issue. Consider the following question to guide your response.  
 

How up-to-date and accurate is the information? 

Guiding Questions:
-When was the study or data published?  
-Does it include the most recent measurements of air pollution levels?  
-Have there been significant changes in regulations, technology, or pollution sources since the data was collected?  
-Are recent events (e.g., wildfires, industrial changes, policy updates) reflected in the data? 
-Are the measurement methods reliable?  
-Was the data collected from multiple sources or locations to ensure consistency? 
-Are the results peer-reviewed or published in reputable journals or official reports?  
-Were proper statistical methods used to analyze data?  
-Are the sources transparent about limitations, uncertainties, or potential errors? 
-Does the information apply to the specific location or population you are concerned with?  

Example: The EPA information you summarized is current and scientifically accurate, and it reflects the long-standing scientific consensus about air pollution and health (US EPA, 2020). Studies consistently show that pollutants such as particulate matter (PM2.5) and ozone can worsen lung and heart disease and increase the risk of serious health problems (US EPA, 2020). Vulnerable groups, including children, older adults, and people with existing health conditions, remain the most affected.   

4. Describe the trends in the data on your chosen scientific issue. Consider the following questions to guide your response.  

How might you describe the trends in the data and information in your sources? 

Guiding Questions:
-Are there clear increases or decreases?
-Are some regions, cities, or neighborhoods consistently more polluted than others?  
-Do trends differ between urban, suburban, and rural areas? 
-Are certain populations experiencing higher exposure over time? 
-Have major sources of pollution changed (e.g., industry, traffic, wildfires)?  
-Do trends in emissions align with changes in regulations or policies (like the Clean Air Act)? 
-Do multiple studies or datasets show similar trends?  
 

Example: Over the past several decades, concentrations of major air pollutants in the U.S., including fine particles (PM2.5), ozone, nitrogen dioxide, sulfur dioxide, carbon monoxide, and lead, have declined thanks to cleaner technologies and regulations (US EPA, 2020). Even with these improvements, air pollution still affects health, and concentrations can fluctuate year to year due to natural events (like wildfire smoke and weather) or changes in human activity (US EPA, 2020).   

Do the trends appear to be positive, negative, stable, or a combination? 

Guiding Questions:
-Are pollutant levels generally decreasing (positive), increasing (negative), or staying about the same (stable) over time?  
-Do the trends vary depending on the pollutant (e.g., PM2.5 vs. ozone)? 
-Are the trends consistent over short-term (days, months) versus long-term (years, decades) periods?  Do some areas show improvement while others remain stable or become worse?  
-Are urban, suburban, or industrial areas following different trends? 
-Do trends correspond to policy changes, industrial activity, or natural events (like wildfires)? 
-Could temporary events be affecting the trend, making it appear positive or negative only in certain years?  

 

 Example: Air quality has improved nationally over decades, but air pollution still poses health risks. Over the long term, major air pollutants like PM2.5, ozone, sulfur dioxide, nitrogen dioxide, carbon monoxide, and lead have decreased in the U.S., reflecting cleaner technologies, regulations, and improved air quality (US EPA, 2020). Long-term trends are mostly positive for air quality, but intermittent negative spikes and environmental changes mean that exposure and health risks still exist, especially vulnerable populations (US EPA, 2020).  

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

 

 What connections or associations are present between the variables in the data? 

Guiding Questions:
-Do higher levels of pollutants (like PM2.5 or ozone) correspond with higher rates of health issues (asthma, heart disease, premature death)?  
-Are certain pollutants more strongly linked to specific health outcomes than others?  
-Does geographic location (urban vs. rural) influence exposure or health outcomes? 
-Do changes in pollution sources (traffic, industry, wildfires) correspond with changes in pollutant levels?  
-Do increases or decreases in pollutants over time align with increases or decreases in health problems or environmental impacts?  
-Are there time-lag effects where health outcomes appear after a delay from pollution exposure? 
-Could other variables (weather, socioeconomic status, pre-existing health conditions) influence the relationships observed? 

Example: Higher concentrations of pollutants (like PM2.5 and ozone) are associated with worse health outcomes, including respiratory and cardiovascular problems, hospitalizations, and increased mortality (US EPA, 2020). Short-term spikes and long-term exposures both contribute (US EPA, 2020). Certain populations, children, older adults, pregnant people, those with chronic diseases, low-income communities, and communities of color, are more susceptible (US EPA, 2020). There is a strong association between socioeconomic or demographic factors and higher exposure levels or worse health outcomes (US EPA, 2020).   

 

How might trends and patterns in data help you in describing those relationships?

  Guiding Questions:
-Where and when is pollution worse?  
-Are certain neighborhoods, cities, or regions more affected? 
-Are there seasonal or daily patterns at pollution levels?  
-Who is most at risk?  
-How does air pollution affect children, the elderly, or vulnerable communities differently?  
-What are the health and environmental impacts?  
-What illnesses, premature deaths, or environmental damage are linked to pollution?  
-What are the sources of pollution?  
-Are there any main contributors such as traffic, industry, wildfires, or other sources?  

Example: Air pollution can sometimes be seen, like brown smog over a city, car exhaust on highways, smoke from factory smokestacks, or smoke from wildfires (National Institutes of Health, 2025). Other times it cannot be seen, but you can smell it. Air pollution is a mixture of harmful substances that come from both natural sources and human activities (National Institutes of Health, 2025).   
 

In this section, you will describe the information gaps and bias that impact how one should interpret the data and information on the chosen scientific issue. You will also have an opportunity to explain how media bias impacts your issue and how you would communicate this information to diverse audiences.

Describe information gaps on your chosen scientific issue. Consider the following question to guide your response. 
 

1. Information Gaps: What gaps are there between what the data says and public perception surrounding this issue? 
 

 Guiding Questions:
-What do the facts or evidence show (data) 
-What do people believe or think is true (perception) 

Example: In the United States, there is a clear gap between what data shows about air pollution and how the public perceives it, particularly in terms of health risks and visibility (Song & Kwan, 2023). Scientific data indicates that air pollution remains a serious issue, contributing to respiratory and cardiovascular problems such as asthma, even though overall air quality has improved since the passage of the Clean Air Act (Song & Kwan, 2023). However, many Americans assume air pollution is no longer a major threat, largely because the most dangerous pollutants, like PM2.5, are invisible (Song & Kwan, 2023). This leads people to rely on visible smog or odors to judge air quality, causing them to underestimate risks on days when the air appears clean. 

2. Ethical Implications: Describe the ethical implications of information gaps on advancement in various fields regarding your chosen issue. Consider the following questions to guide your response. 
 

How might information gaps impact which studies receive funding? 

Guiding Questions: 
-What information about air pollution is missing or incomplete within the research?
-What are some things that people do or may misunderstand about air pollution
-What effects could incomplete or misunderstood information about air pollution have on funding for research or actions being taken to address and correct the issue? 

Example: If the public and decision-makers underestimate the seriousness of air pollution, they may not see it as an urgent priority. For example, even though data in the United States shows ongoing health risks from pollutants like PM2.5, the perception that air quality is under control could lead to less funding overall (Song & Kwan, 2023). Governments and funding agencies often respond to public pressure, so if people aren’t concerned, fewer resources go toward studying long-term health effects, prevention, or stricter regulation. 

How can information gaps impact the representation of experimental results? 
 

Guiding Questions:
-What could happen if people don’t have all the facts about air pollution?
-Are all methods, measurements, and procedures clearly explained, or are some details missing?
-Could missing information lead to oversimplification or misinterpretation of results?
-Is the data presented accurately?
-Could gaps in knowledge about the context cause misleading conclusions?
-Are certain results highlighted while others are downplayed due to incomplete understanding?
-Could researchers unintentionally focus on results that are easier to explain or more dramatic
-Could readers misinterpret the findings because they lack background information? 

Example: If researchers assume the audience lacks background knowledge, they may not disclose all research results leaving out important details or overhype the issue. This could also result in misinterpretation leading people to draw conclusions that the data doesn’t support. 

How can information gaps impact decision-making in your community regarding your chosen issue? 

Guiding Questions:
-How can absent or incomplete information on air pollution affect how the issue is addressed?
-Do community members understand the levels and sources of air pollution in their area?
-Are people aware of the health risks associated with short-term and long-term exposure?
-What are some possible consequences for the public if there is incomplete or inaccurate information presented on air pollution?
-How effective will corrective actions be if there are issues with information and or research on air pollution?
-Are there groups of people or communities that will be overlooked due to air pollution misinformation?
-How do knowledge gaps influence support for local regulations or policies (e.g., traffic reduction, industrial emissions limits)
-Could lack of information delay or weaken decisions to implement pollution-reducing programs? 

Example: Residents might assume the air is clean if they can’t see smog, even though invisible pollutants are still harmful. This could reduce public pressure on local leaders to enact stricter regulations or fund pollution-reduction programs. When the public lacks clear information, decision-making can be slower, less effective, and less equitable. 

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

Guiding Prompt:
First: Remember, science is always asking: who, what, where, when, why, and how.  Then, simplify the terms of our question.  Finally, plug in your topic. Who, what, where, when, why, and how might showing a preference, positive or negative, for an individual, group, or belief impact the accuracy and consistency of the data on air pollution?  

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

Guiding Question:
*Be sure to refer to the vocabulary sheet for definitions of narrative.  
-If the media is responsible for creating the narrative about your topic (air pollution), then how might their bias shape the narrative they present to the public? 

Example: How might a magazine like The Environmental Magazine shape a story in a certain way that may be biased?  
Example: How might a journal article funded by Valero, which had been fined for air pollution, be biased (CBS News, 2024)?  


 

5. Diverse Audiences: What strategies would you use to communicate the information in a way that is accessible to lawmakers and others who may be unfamiliar with scientific jargon? 
 
 Guiding Questions:
-Consider lawmakers, their role, and their place in society. Ask yourself: What is the goal of lawmakers? Why would they care about the scientific community?  
-Discuss how you would talk about how your research connects to policy decisions or potential solutions for their constituents and economies.  
-Explore techniques that would ensure your message is heard by busy policymakers who look at large amounts of information daily.  
 
Example: The strategies I would use to communicate with lawmakers would be to simplify language, discuss the impact, and highlight the most important information. According to the American Association for the Advancement of Science (2022), communication with lawmakers should focus on the most important data . To do this, I would simplify my language by avoiding technical terms and jargon, use visuals when possible, and provide real-life human examples. 

Part Three: Collaboration  

In this section, you will describe how the scientific community with its diverse perspectives supports advancement in other fields, thus highlighting how the scientific community can work with legislators to effect change surrounding your chosen issue. Explain the importance of collaboration with the scientific community to the advancement of various fields regarding your chosen issue. Consider the following questions to guide your response.  


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

How can collaborations between experts in both scientific and nonscientific fields help solve the issue you have chosen?  

Guiding Questions: 
-Explain how the collaboration between the scientific community and other fields strengthens research and leads to effective solutions.  
-Consider how a collaboration with any of the following fields: communication, technology, urban planning, healthcare, the general public, education, and businesses may contribute to solving your issue. 
-Provide examples from your research of a collaboration that has improved the outcomes of your chosen issue, be specific.  
 
Example: A concept known as participatory team science, or the collaboration of community stakeholders alongside researchers, has been shown to make scientific research more relevant to the populations they wish to support. By engaging community members in conversations about impacts and solutions, researchers can incorporate this real-world feedback into their research (Tebes & Thai, 2018). For example, if a city switches to mostly electric buses to mitigate air pollution, but these new buses create unforeseen challenges that discourage use, scientists need that information to inform their research and return to policymakers. Being informed about these issues will update further research, enabling them to continue seeking an effective solution. 

How can this collaboration deepen understanding of different fields?  
 
Guiding Questions:
-Explain how various fields working together could potentially influence future practices related to your issue. 
-Discuss what these fields may learn from one another through collaboration and compare that to what would happen if each sector worked in isolation.  
 

Example: Interdisciplinary collaboration strengthens understanding for various reasons. For instance, when stakeholders, such as community members, meet with scientists, local leaders, and advocacy groups, they can provide feedback on the real-world challenges related to air pollution. Each sector brings its own expertise to the conversation, providing a deeper understanding for all. An interdisciplinary approach also increases trust between the public and citizen scientists, leading to greater awareness of issues. Greater awareness often leads to more educational and funding opportunities that would have been overlooked if collaboration had not happened. 
 



 

How might collaboration between the scientific community and policymakers help solve the issue you have chosen in your community? 
 
 Guiding Questions: 
-Research and provide specific examples of scientific findings that have influenced policy (or are currently being used to inform policy change). 
-Make sure your examples are specific to the community you have chosen and properly cite these examples.  

Example: Through decades of collaboration, policymakers and environmental scientists have created legislation that enforces air pollution guidelines. Historically, acts such as the Clean Air Act and the Ozone Layer Protection standards track and work to reduce air pollution, in collaboration with the U.S. Environmental Protection Agency (U.S. Environmental Protection Agency, 2026). These acts not only shape policies but also drive public awareness, leading to new initiatives such as a “Cross-Border” air pollution monitoring study developed by Cardiff University, the University of Colorado Boulder, and NASA. This study encourages policymakers worldwide to view air pollution data holistically so it can be addressed by all continents, not just a select few (Lewis et al., 2024). 

2. Contributions of the Scientific Community: Describe the contributions of the scientific community to advancement in various fields regarding your chosen issue.
   
   What fields has the scientific community worked with to address the issue?  
   
   
    

Guiding Prompt:
Show how science connects to other fields. What fields has the scientific community worked with? Examples: Public health, environmental science, medicine research, and urban planning & policy.  
 

Example: The scientific community has worked across several fields to address air pollution and its impact on low-income families. These fields include environmental science, public health, urban planning, economics, and policy. Environmental scientists study pollution sources and air quality, while public health experts examine how pollution contributes to diseases like Asthma and heart disease. Urban planners use scientific data to redesign cities and reduce exposure in high-risk neighborhoods, and economists analyze the financial burden pollution places on low-income families. Policymakers rely on this research to develop regulations such as the Clean Air Act. 



 

What have been the impacts of the scientific community’s contributions to these fields regarding your chosen issue?

Guiding Prompt:
Explain real-world changes caused by science. What has been the impact of these contributions? Examples: Improved health understanding, better monitoring and data collection, stronger regulations, and environmental justice awareness.  

Example: The impact of these scientific contributions has been significant. Research has led to stronger environmental laws, improved air quality monitoring systems, and the development of cleaner technologies. These advancements have helped reduce pollution levels, increased awareness of environmental inequalities, and guided investments in cleaner transportation and housing. Scientific findings have also highlighted how low-income communities are disproportionately exposed to pollution, influencing policies aimed at environmental justice. 



 How have these contributions impacted your community?

 

Guiding Prompt:
Connect those changes to their own community. How have these contributions impacted your community? Examples: Increased awareness of how air pollution affects health, more regulations targeting pollution sources, improved access to environmental data, and targeted efforts in high-risk and low-income areas 

Example: These contributions have directly impacted local communities by improving air quality and public health outcomes. In many areas, there are now stricter emissions regulations, better access to environmental data, and targeted efforts to reduce pollution in vulnerable neighborhoods. For low-income families, this has meant fewer health risks, increased awareness, and more opportunities to advocate for safer living conditions. Overall, the work of the scientific community has helped create more equitable and healthier environments. 

3. Diverse Perspectives: Explain the importance of diverse perspectives within the scientific community regarding your chosen issue. Consider perspectives from different groups (ethnicities, cultures, disciplines, fields, genders, and so on) on this issue.

Guiding Prompt:
This section of the assignment has several concepts that are built within this one section alone. To provide more clarity, let’s review the following concepts. The word “diversity” expands beyond the default concepts. Many times, when we see the word ‘diversity,’ we typically think of diversity in culture, religion, gender, age, or maybe even socioeconomic backgrounds; but it is important to mention that diversity includes diverse professions and diverse specializations within the STEM community. 

How have those perspectives impacted our understanding of this particular issue?
 

Guiding Questions:
-How has diversity (remember to think of the various aspects of diversity) impacted your topic?
-Where did this diversity originate from? Diversity in STEM fields? Diversity in professional backgrounds? Diversity in cultures? Diversity in socioeconomic backgrounds? Ect.
-How have these diverse viewpoints (e.g., perspectives) impacted someone’s understanding of this issue?
-Has it brought more awareness to your subject?
-Due to an increase in awareness, has it led to increased research efforts?
-Research efforts typically require funding, which may have positively impacted this issue by further enhancing understanding of the root causes of this issue and the steps that are needed to prevent, detect, and correct it.

How have these perspectives allowed for or contributed to the advancement of knowledge in the scientific community in fields related to your chosen issue?
 

Guiding Questions:
-Due to advanced knowledge, has there been an increase in people going into specific fields to address the selected topic?
-Has this advanced knowledge created or increased collaborative efforts that may not have existed before?
-Have there been new scientific groups, forums, communities, etc., created to address this matter?

 
 
How can this collaboration deepen understanding of different fields?  

Guiding Questions: 
-Explain how various fields working together could potentially influence future practices related to your issue. 
-Discuss what these fields may learn from one another through collaboration and compare that to what would happen if each sector worked in isolation.  
 
Example: Interdisciplinary collaboration strengthens understanding for various reasons. For instance, when stakeholders, such as community members, meet with scientists, local leaders, and advocacy groups, they can provide feedback on the real-world challenges related to air pollution. Each sector brings its own expertise to the conversation, providing a deeper understanding for all. An interdisciplinary approach also increases trust between the public and citizen scientists, leading to greater awareness of issues. Greater awareness often leads to more educational and funding opportunities that would have been overlooked if collaboration had not happened. 
 

 
American Association for the Advancement of Science. (2022). Communication fundamentals.
https://www.aaas.org/resources/communication-toolkit/communication-fundamentals
 

American Lung Association. (2024, September 18). Who is most affected by outdoor air pollution?
https://www.lung.org/clean-air/outdoors/who-is-at-risk
 

CBS News. (2024, October 21). Valero Refining Company fined record $82 million for history of toxic releases at Benicia refinery.
https://www.cbsnews.com/sanfrancisco/news/valero-benicia-refinery-record-fine-air-quality/
 

Lewis, A., Misonne, D., & Scotford, E. (2024). Harnessing science, policy, and law to deliver clean air. Science, 385(6707), 362–366. https://doi.org/10.1126/science.adq4721
 

Song, W., & Kwan, M. (2023). Air pollution perception bias: Mismatch between air pollution exposure and perception of air quality in real-time contexts. Health & Place, 84, 103129. https://doi.org/10.1016/j.healthplace.2023.103129
 

Tebes, J. K., & Thai, N. D. (2018). Interdisciplinary team science and the public: Steps toward a participatory team science. American Psychologist, 73(4), 549–562. https://doi.org/10.1037/amp0000281
 

University of California Museum of Paleontology. (n.d.). Understanding science 101. University of California, Berkeley. Retrieved April 2, 2026, from https://undsci.berkeley.edu/understanding-science-101/the-social-side-of-science-a-human-and-community-endeavor/the-scientific-community-diversity-makes-the-difference/
 

U.S. Environmental Protection Agency. (2026). Government partnerships to reduce air pollution.
https://www.epa.gov/clean-air-act-overview/government-partnerships-reduce-air-pollution
 

U.S. Environmental Protection Agency. (2020, October 28). Research on health effects from air pollution.
https://www.epa.gov/air-research/research-health-effects-air-pollution
 

U.S. Environmental Protection Agency. (2023, July 11). Particulate matter (PM) basics.
https://www.epa.gov/pm-pollution/particulate-matter-pm-basics


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