Byrd articulated her above comments in a panel that nodded to visualization as a pathway to STEM for under-represented groups. Visualization is not discipline-dependent. She suggested that we could engage students that don't necessarily self-identify as computer scientists, and encourage them to think critically about—and visualize—data and information in their existing area of interest, from science, to the humanities, sports, and beyond. Joseph Cottam, a researcher at Indiana University, echoed this sentiment in the same panel when speaking of his experiences teaching high school workshops: When a visualization project allows individuals to see themselves—or their interests—in data, it can act as a powerful engagement tool.
http://blogs.scientificamerican.com/sa-visual/the-science-of-visualization/















