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Scientific and Political Change
(P Pol 749, CCT649, Fall 05)
(Previously: Science, Technology & Public Policy)
(9/06)
Initial Goals
I set out to update Diane Paul's syllabus from the previous offering of this course and soon saw that there wouldn't be enough weeks to cover the topics. This led me to take a different tack:After an introductory session in which students identify their personal intellectual and professional interests, three class sessions are devoted to addressing a scenario (to be determined in light of the students' interests) in the tradition of "Problem-based learning" (PBL). The PBL work allows students to expose and coordinate a range of angles for investigating an issue, practice tools for rapid research, and gain a shared experience to refer back to during the discussions of readings that make up the rest of the course on "Boundaries" (Who is included/excluded in shaping research and its applications? In what ways is that made to matter?) and "Uncertainties" (To whom and in what circumstances is it important to reduce uncertainties in the predictions and implications of research? ). Students also define and undertake individual projects that connect the course themes to their individual interests. Students should consult the supplementary bibliography for the many topics, case studies, and themes that cannot be covered during a single semester.
It is hoped that the experience of case-based learning motivates students to identify and pursue the disciplinary learning and disciplined inquiry they need to achieve the competency and impact they desire, which will vary according to the diverse work-situations of the students. (This inverts the conventional curriculum in which command of fundamentals is a prerequisite for application of our learning to real cases.)
Challenges and Responses
Future Plans
I am considering the possibility of running the entire course based on 3-week PBL cases.
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