University of Massachusetts at Boston
Public Policy Program
Science, Technology, and Public Policy
PPol 749L (cross-listed as CCT 649L)
Fall 2005 Syllabus
Instructor: Peter Taylor, Programs in Public Policy, Critical & Creative Thinking, Science, Technology & Values
Email: peter.taylor@umb.edu
Phone: 617-287-7636
Office: Wheatley 2nd flr 143.09 (near Counseling & School Psychology)
Class meetings: Thursday 6.45-9.15pm in Healey-10-025F (in Public Policy Suite)
Office/phone call hours: Monday & Thursday 5.30-6.30pm by sign up or by arrangement
Course Website: http://www.faculty.umb.edu/peter_taylor/749-05.html
Class email list: Emails sent to ppol749@yahoogroups.com will go to everyone in the course
E-clippings: Clippings from the internet sent to ppol749clips@yahoogroups.com will be archived for all to read at http://www.yahoogroups.com/group/ppol749clips
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, three class sessions are devoted to addressing a scenario (to be determined in light of the students' interests-see week 2) 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.
SECTIONS TO FOLLOW IN SYLLABUS:
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.
On reserve: Jasanoff, S. S., G. E. Markle, et al., Eds. (1995). Handbook of Science and Technology Studies. Thousand Oaks, Sage. Revised edition, 2001.
Readings for the course consist primarily of individual articles and book chapters. Most of these can be downloaded from the Healey Library's Electronic Reserves (marked ERes on the syllabus, docutek.lib.umb.edu/ (path: Electronic reserves and Course Materials | select ppol749, enter password provided by instructor) or e-journals).
Books can be purchased from an online bookstore; for the best prices, see www.addall.com.
ASSESSMENT & REQUIREMENTS
REQUIREMENTS:
More detail about the assignments and expectations is provided in the Notes on Teaching/Learning Interactions and Rubric handouts, and will be supplemented when needed by handouts and emails.
Written assignments and presentations (2/3 of grade)
A. Project: A project that draws on the course themes and readings in ways that connect with the student's specific interests. As alternatives to a standard research paper, the project may also take the form of an essay review of related books, a curriculum unit (e.g., in a PBL format), a bibliographic essay to guide future students, or a case study. A sequence of 5 assignments is required-initial description, notes on research and planning, work-in-progress presentation, complete draft report, and final (2500-4000 words) report.
B1. PBL briefing presented in class and handouts (2 assignments).
B2. Three 2 page reflections (450+ words) on the readings for the week (3 assignments).
Participation and contribution to the class process (1/3 of grade)
C. Prepared participation and attendance at class meetings (=14 items)
D. Leading or assisting in leading the discussion for 2 classes (=2 items)
E. Minimum of two in-office or phone conferences on your assignments, project, and discussion leading by weeks 6 and 10 (=2 items)
F. Submission of 3 e-clippings by week 10 to www.yahoogroups.com/group/ppol749clips (=1 item)
G. Peer commentary on another student's draft report (with copy submitted to PT)
TOPICS AT A GLANCE
1 (9/8) Introduction: Students identify personal, intellectual, professional interests in relation to central themes about governance of science
2 (9/15) Problem-based learning unit, week 1 (case to be determined by 9/9)
3 (9/22) Problem-based learning unit, week 2
4 (9/29) Problem-based learning unit, week 3: Presentation of Briefings to Visitors
BOUNDARIES -- Who is included/excluded in shaping research and its applications? In what ways is that made to matter?
5 (10/6) Boundaries 1: Ideals of science and politics
6 (10/13) Boundaries 2: Science and politics in practice (Post WW2 US governance of science)
UNCERTAINTIES -- To whom and in what circumstances is it important to reduce uncertainties in the predictions and implications of research?
7 (10/20) Uncertainties 1: Risk
8 (10/27) Boundaries 3: Corporate direction of science subject to adversarial processes in courts and government regulation
9 (11/3) Boundaries 4/Uncertainties 2: Analyzing shifts in larger cultural conditions, I (Comparative responses to genetic engineering)
10 (11/10) Work-in-progress Presentations on Student Projects
11 (11/17) Boundaries 5: Analyzing shifts in larger cultural conditions, II (Media representations)
12 (12/1) Uncertainties 3: Humans as experimental subjects
Uncertainties 4: Social negotiations around genetic screening
13 (12/8) Taking Stock of Course: Where have we come and what do we need to learn to go further?
ACCOMMODATIONS: Sections 504 and the Americans with Disabilities Act of 1990 offer guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, students may obtain adaptation recommendations from the Ross Center (287-7430). The student must present these recommendations to each professor 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. The course website gives the most up-to-date version. (Version 18 October 05)
SCHEDULE OF CLASSES
**Detailed instructions for preparing for PBL unit and other classes and additional readings marked "TBA" will be distributed through handouts (also posted on the course website) and emails**
Class 1 (9/8) Introduction: Students identify personal, intellectual, professional interests in relation to central themes about governance of science
Readings: Lewontin, "The politics of science," Sclove, "Town Meetings on Technology"
Preparation: Instructions to be emailed or downloaded.
Introduction to: Course description; Discussion of responses to Lewontin & Sclove; Personal, intellectual and professional development plans; Introduction to fellow students and their concerns; Intro to Problem-based learning and choice of scenario for classes 2-4.
* Possible scenarios include: 1. Public policy dimensions of a controversy between health research on chronic diseases that focuses on adult lifestyle changes and research that exposes the effects of fetal and early child development; 2. What results have pre-K (Head Start) educational programs achieved and in what ways?; 3. What is going on in the current push for newborn genetic screening to be made uniform across states and expanded from in some places only 4 tests to 29?; 4. How to respond to the politicization of scientific advice under the current federal administration; 5. The public policy significance of competing (and uncertain) views of the development of sexual orientation; 6. Science-policy connections to improve responses to extreme climatic events.
Homework tasks include: Prepare for Problem-based learning unit, review the syllabus and overview, get set-up to use the internet and computers, sign up for first conference, etc.
Class 2 (9/15) Problem-based learning unit, week 1 -- case to be determined & distributed by email by 9/9
Class 3 (9/22) Problem-based learning unit, week 2
Class 4 (9/29) Problem-based learning unit, week 3: Presentation of Briefings to visitors
*A* Asmts due: Present briefing & submit related handouts
Class 5 (10/6) Boundaries 1: Ideals of science and politics
Readings: Lewontin, "The politics of science," Sclove, ""Town Meetings on Technology," " 'In every sense the experts' ," "Technological politics," Merton, "Science and Democratic Social Structure," Kitcher, 85-108, 117-135, Winner, "Do artifacts," Dickson, "Towards a democratic strategy"
(guidesheet for class discussion)
Homework: Exercise towards an initial formulation of your course project.
Class 6 (10/13) Boundaries 2: Science and politics in practice (Post WW2 US governance of science)
Readings: Dickson, " Introduction & Towards a new politics," Bush, "Endless frontier," Elzinga and Jamison, "Changing policy agendas," Slaughter and Rhoades, "Emergence of Competitiveness Research," Robinson, "Forty Signs," Smith, "Post-war consensus"
Additional: Guston, "Understanding the social contract"
*A* Asmt due: Initial description of proposed project
*A* First conference must be completed before class 6 to discuss the course thus far, your assignments, initial ideas for projects, and your discussion leading
*A* Schedule second conference before class 10 to discuss progress on your projects and incorporation of heuristics from the course
Class 7 (10/20) Uncertainties 1: Risk
Readings: Proctor, "Natural carcinogens," Jasanoff, "Harmonization," Myers, "Rise of the precautionary principle," Yearley, "Figuring out risks," Magnus, "Food for thought"
Class 8 (10/27) Boundaries 3: Science subject to adversarial processes in courts and government regulation
Readings: Laudan, "Demise of demarcation," Jasanoff, "Judicial Fictions", Cole, "More Than Zero," Edmond & Mercer, "The politics of jury competence"
*A* Asmt due: Notes on research and planning for your project
Class 9 (11/3) Boundaries 4/Uncertainties 2: Analyzing shifts in larger cultural conditions, 1 (Comparative responses to genetic engineering)
Readings: Healey, "The 2003 UK GM debate," Jasanoff, " Controlling narratives," Magnus, "Food for thought," Yoxen, "Life as a productive force," Bereano, "Trans-Atlantic Food Fight," Midgley, "On the origin"
Class 10 (11/10) Work-in-progress Presentations on Student Projects
with peer/instructor evaluations
*A* Asmt due: Work-in-progress Presentation on Project