University of Massachusetts at Boston
Public Policy Program, McCormack Graduate School of Policy Studies
Critical & Creative Thinking Program/ Science in a Changing World, Graduate College of Education
Scientific and Political Change
(formerly: Science, Technology & Public Policy)
PPol G 749/ CrCrTh 649
Syllabus, Spring 2010
Instructor: Peter Taylor, Critical & Creative Thinking Program
Email: peter.taylor@umb.edu
Phone: 617-287-7636
Office: Wheatley 2nd flr 157 (on back corridor parallel to main long corridor)
Class meetings: Weds 4-6.30pm
Office/phone call hours: Tuesday 3.20-4, 5.30-6.30pm; Weds 3-3.40pm by sign up (http://ptaylor.wikispaces.umb.edu/PTOfficeHours) or by arrangement
Course Website:http://www.faculty.umb.edu/pjt/749-10.html
Course wiki: http://ppol749.wikispaces.umb.edu
Class email list: Emails sent to ppol749@googlegroups.com will go to everyone in the course.
Diigo group: http://groups.diigo.com/group/ppol749 (for evolving annotated bibliography)
Catalog description
Prior to WW II, the American government played a relatively small role in the support of science, especially outside of its own institutions. That situation changed dramatically with the war and the Cold War that followed. We explore how these events transformed the role of science in American life, vastly enhancing the prestige of scientists, and shaping the extent and the nature of federal involvement in science. These and later developments, including the commercialization of academic research, raise important questions about the appropriate role of science and scientists in a democracy. In particular: How can we reconcile the need for scientific and technological expertise on the one hand, and for the democratic control of science on the other? We consider different theoretical approaches to this issue, and illustrate the dilemmas it poses with a number of empirical examples.
Course Overview
After an introductory session in which students identify their personal intellectual and professional interests and are introduced to "Problem-based learning" (PBL), the course consists of four 3-week PBL units. The PBL approach allows students to shape their own directions of inquiry and develop their skills as investigators and prospective teachers. At the same time the PBL cases engage students' critical faculties as, guided by individualized bibliographies co-constructed with the instructor and by the projects of the other students, they learn about analyses of the political influences on the development of science and technology, and, reciprocally, of influences of such developments on political processes and possibilities.
The broad topics covered by the PBL units are:
1. What science-policy connections are needed to improve responses to extreme climatic events?
2. Science and democracy: Who is included/excluded in shaping research and its applications? In what ways is that made to matter (included and excluded parties)?
3. Addressing uncertainty: Comparatives perspectives -- To whom and in what circumstances is it important to reduce uncertainties in the predictions and applications of research? A comparison of policy development in U.S. and Europe concerning new genetic technologies.
4. Education and civic engagement: How to teach and engage others to participate in questioning and shaping the direction of scientific and social changes?
SECTIONS TO FOLLOW IN SYLLABUS:
(By the end of the semester, the schedule of classes will be fleshed out with links to the PBL units and the projects and bibiography that emerge on the wiki and diigo.)
Additional material on the course wiki includes:
PREREQUISITES: Graduate standing or permission of instructor
TEXTS AND MATERIALS
Dickson, D. (1984). The New Politics of Science. New York, Pantheon, reprinted University of Chicago Press, 1988.
Hackett, E., O. Amsterdamska, et al., Eds. (2008). The Handbook of Science and Technology Studies. Cambridge, MA, MIT Press.
Not in bookstore - purchase online
ASSESSMENT & REQUIREMENTS
REQUIREMENTS:
A sequence of written assignments (which will average 800 words) and presentations on the PBL cases. As the course evolves more detail about the assignments will be provided by email and on the course wiki.
Participation requirements included active participation based on preparation between classes, interaction between classes through email, conferences on your assignments and projects, commenting on each other's drafts, and adding an annotated reference to the evolving diigo bibliography each week. It is expected that you will spend at least 6 hours per week outside class time reading, researching, and writing.
Grading: An unconventional but simple assessment is used. The written assignments are commented on but not graded. Students receive the full grade for the assignment after they revise thoughtfully and resubmit in response to comments received on the initial submission. This system keeps the focus on interaction around written work and presentations that emerge from participation in the unfolding dynamics of the course. The assessment system also accommodates the contingencies of student's lives by allowing a fraction of assignments to be skipped without penalty. Students keep track of their submissions and revisions on an assignment checklist.
Details on guidelines are given in the Notes on assignments, other expectations, grading system, but in brief:
Written assignments and presentations (2/3 of grade)
6 points for each assignment submitted and revised in response to comments and for each presentation made up to 54 points max, i.e., 9 of the 12 completed.
Participation and contribution to the class process (1/3 of grade)
1 point each item completed, up to 27 max (i.e., 27 of the 36 items)
a. Participation in class meetings based on Preparation between classes (14 items)
b. Syllabus quiz before week 2.
c. Annotated reference or resource (=person, organization...) added (with annotation) to the evolving diigo bibliography (each week except 1 & 14) (=12 items)
d. Email contribution to discussion on the course ppol749@googlegroups.com email listserv or exchange with the instructors (at least 5 weeks = 5 items)
e. Minimum of two in-person or phone conferences on your assignments and projects--one before session 5, the other before session 11(= 2 items)
f. Work with another student commenting on each other's last project report
g. Assignment checklist kept up to date and submitted in week 12 or 13.
h. EXTRA-Participation in Changing Science, Changing Society Expo at UMB on 16 April.
Overall course grade
If the points for writing and participation add up to 80 (which gives an automatic B+) the rubric to follow is used at the end of the course to add points (to move above a B+).
For each quality "fulfilled very well" you get 2 additional points. If you "did an OK job, but there was room for more development/attention," you get 1 point.
1. A sequence of assignments paced more or less as in syllabus (and revisions timely),
2. often revised thoroughly and with new thinking in response to comments.
3. Projects innovative, well planned and carried out with considerable initiative, and
4. indicate that you can extend tools and processes from the course to your specific situation so as to engage with "political influences on the development of science and technology, and, reciprocally, ...influences of such developments on political processes and possibilities."
5. Written assignments and project report clear and well structured,
6. with supporting references and detail, and professionally presented.
7. Active, prepared participation and building class as learning community, including
8. probing of other students' KAQs, maps, and work-in-progress presentations
9. participation in student-led activities, and
10. contributions to the email listserv and evolving annotated bibliography.
Overall course points are converted to letter grades as follows: A > 95%, for A- 87.5-94.5, for B+ is 80-87.4, for B is 72.5-79.5; for B- is 65-72.4; for C+ is 57.5-64.5; and C 50-57.4%.
ACCOMMODATIONS: Sections 504 and the Americans with Disabilities Act of 1990 offer guidelines for curriculum modifications and adaptations for students with documented disabilities. The student must present any adaptation recommendations to the professors within a reasonable period, preferably by the end of the Drop/Add period.
Students are advised to retain a copy of this syllabus in personal files for use when applying for certification, licensure, or transfer credit.
This syllabus is subject to change, but workload expectations will not be increased after the semester starts. (Version 27 Jan. '10)
SEQUENCE OF CLASSES
Classes will begin with sharing of highlights of readings and annotations added to the wiki (except weeks 1, 14, and weeks in which there are presentations).
More details about preparation for the classes and the PBL cases will be provided through links on the wiki and by email.
Week 1, 1/27, Introductions
Instructor and Students identify personal, intellectual, professional interests and introduce themselves:
a) in relation to the course title and description (worksheet); and
b) by formulating questions in response to audio recording of Boal, "Climate, Globe, Capital."
First look at "KAQ" (Knowledge claims-Actions that follow-Question for inquiry) framework for teasing out diverse inquiries, in this case inquiries based on students' initial responses to the audio.
Preparation for class 2:
Complete syllabus treasure hunt to acquaint yourself with, and raise questions about requirements, the wiki, diigo, and the syllabus.
Read Case 1, "Science-policy connections to improve responses to extreme climatic events: Briefings requested-quickly!"
Use KQ part of KAQ to identify questions for inquiry and begin that inquiry (Assignment 1).
Week 2, 2/3, Case 1. Probing each other's KAQs
Discussion of questions raised about requirements, the wiki, and the syllabus
Check-in (=succinct reports) on findings from any inquiry between classes
Introduction to the A part of KAQ
Workshop on generating questions, inquiring into them, and designing the briefings required by case 1 (KAQ worksheet)
(bring laptop if you have one)
Preparation for class 3: Pursue inquiries based on KAQ worksheet. Mid-week check-in on progress. Prepare work-in-progress presentations (Asmt. 2)
Week 3, 2/10, Case 1 work-in-progress reports and dialogue session
Work-in-progress presentations (Asmt. 2; 10 minutes, including time for questions)
Dialogue session about the ways we can meet the "[national policy analysis] group's interest in making an informed and informative contribution to public discussion in the aftermath of the Copenhagen summit failing to produce a binding accord." [Not conducted because of snow day]
Preparation for class 4: Prepare briefing and presentation
Week 4, 2/17, Case 1 (completed). Presentation of briefings to members of the "National policy analysis group"
(Presentation=Asmt. 3; Guide = Asmt. 4)
Briefing titlesPeter Taylor, Glantzian approach 20 years on and the science-politics of localized responses to climate change
Felicia Sullivan, Fostering Self-Organization during Extreme Climatic Events
Mike Johns, Multi-modal predictability model for medical responses to extreme climatic events
Pam DiBona, Effective scientist-policymaker exchange: Three case studies
Sheyla Carew, The role of science in FEMA
Antonio Tempesta, Prevention versus crisis responses: The variety of roles of science
Danny García, When the market does not self-correct in response to environmental problems: Towards public awareness of economic ideas
Jeff Hamilton, Truth related to climate change