University of Massachusetts at Boston
Public Policy Program, McCormack Graduate School of Policy Studies
Critical & Creative Thinking Program/ Science in a Changing World, College of Education and Human Development
Scientific and Political Change
PPol G 749/ CrCrTh 649
Syllabus, Spring 2012
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 (Online students join all course sessions by WIMBA or skype)
Office/phone call hours: Tuesday 3.20-4, 5.30-6.30pm (to be confirmed); Weds 3-3.40pm by sign up (http://ptaylor.wikispaces.umb.edu/PTOfficeHours) or by arrangement
Class email list: Emails sent to ppol749@googlegroups.com will go to everyone in the course.
Course webpages
(bookmark these on the browser of each computer you use)
Sections to Follow in Syllabus
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 you identify their personal intellectual and professional interests and are introduced to "Project- (or problem-) based learning" (PBL), the course consists of four 3-session PBL units. The PBL approach allows you to shape your own directions of inquiry and develop your skills as investigators and prospective teachers. Your inquiries are guided by individualized bibliographies co-constructed with the instructor and informed by the projects of the other students. You are asked to keep three goals in view:
1. To 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;
2. To re-engage with yourselves as avid learners and inquirers; and
3. To organize resources that prepare you to teach and engage students and members of the relevant communities to participate in questioning and shaping the direction of scientific and social changes.
What makes the re-engagement in #2 possible is a combination of:
- the tools and processes used for inquiry, dialogue, reflection, and collaboration;
- the connections you make with other students (and guests) who bring diverse interests, skills, knowledge, experience, and aspirations to the process; and
- your contributions to the topic laid out in the scenarios from which the PBL units begin.
The broad topics covered by the PBL units are:
1. Science-policy connections (to improve responses to extreme climatic events and address uncertainties. To whom and in what circumstances is it important to reduce uncertainties in the predictions and applications of research?)
2. Science and democratic participation; Infrastructure. (Who is included/excluded in shaping research and its applications? What is the infrastructure of participation and exclusion? In what ways are the included/ excluded parties made to matter?)
3. Comparatives perspectives; Infrastructure. (A comparison of policy development in U.S. and Europe concerning infrastructure built so that new genetic knowledge is useful.)
4. Education and civic engagement (How to teach and engage others to participate in questioning and shaping the direction of scientific and social changes?)
PREREQUISITES and preparation assumed for this course
Graduate standing or permission of instructor. In lieu of other formal prerequisites, your previous studies should have prepared you to formulate and pursue library and internet research and to write, seek feedback, and revise in systematic and efficient ways with minimal supervision (see research and study competencies).
Texts and Materials
Frickel, S. and K. Moore (eds.) (2006). The new political sociology of science: institutions, networks, and power. Madison, WI, University of Madison, Wisconsin. (Available online via Ebrary)
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 and 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 session. It is expected that you will spend at least 6 hours per session 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 session 2.
c. Annotated reference or resource (=person, organization...) added (with annotation) to the evolving diigo bibliography (each session except 1 & 14) (=12 items)
d. Email contribution to discussion on ppol749@googlegroups.com (which goes to everyone in the course) or commentary on other students' diigo postings (at least 5 sessions = 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 on personal wikipage, checked in session 12 or 13.
h. EXTRA-Participation in a Science in a Changing World workshop as part of the Cambridge Science Festival, April 28.
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 email listserv exchanges and to annotated bibliography and comments.
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 18 Jan. '12)
Sequence of Classes
Session 1, 1/25, Introductions
Instructor and Students identify personal, intellectual, professional interests and introduce themselves:
a) in relation to the course title and description through 5-minute autobiographical introductions (after completing worksheet)
First look at 4Rs and Probe-Connect-Create Change-Reflect frameworks for building a supportive community for learning.
b) by formulating questions in response to audio recording of Boal, "Climate, Globe, Capital."
Follow-up to class 1 (optional):
Boal, I. (2009). "Climate, Globe, Capital: The Science and Politics of the Abyss." Scurvy Tunes.
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).
- Read Taylor, P. J., S. J. Fifield, C. Young. (2011). "Cultivating Collaborators: Concepts and Questions Emerging Interactively From An Evolving, Interdisciplinary Workshop." Science as Culture 20(1): 89-105.
Session 2, 2/1, Case 1. Probing each other's KAQs
Discussion (using the 5-phase format, but without the focus on writing) about getting oriented to the courses' PBL approach (ranging from questions about requirements, the wiki, and the syllabus to findings from any inquiry between sessions).
Introduction to the A part of KAQ and its relation to a pragmatic perspective in the field of Science & Technology Studies (STS)
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 session 3: Pursue inquiries based on KAQ worksheet. Mid-session check-in on progress. Prepare work-in-progress presentations (Asmt. 2)
Session 3, 2/8, Case 1 work-in-progress reports
Work-in-progress presentations (Asmt. 2; 10 minutes, including time for questions and plus-delta feedback)
Discussion (5-phase format) about the ways we can meet the "[national policy analysis] group's interest in making an informed and informative contribution to public discussion after the Durbin summit."
Preparation for session 4: Prepare briefing and presentation
Session 4, 2/15, Case 1 (completed). Presentation of briefings to members of the "National policy analysis group"
(Presentation=Asmt. 3; Guide = Asmt. 4)
Titles, visual aids, and briefings
Discussion (5-phase format) about presentations, time permitting.
Preparation for session 5: Start new case by reading Case 2, " The democratic control of science-A self-guided e-trail," then mapping of one chapter of Dickson's New Politics of Science or one chapter of Moore's Disrupting Science
or Hess et al. "Science, Technology, and Social Movements," in Hackett et al., or Moore, "Powered by the People," in Frickel and Moore (Asmt 5; worksheet)
Session 5, 2/22, History of U.S. science policy/politics: Mapping of intersecting processes
Presentation of maps (Asmt 5), preceded and followed by discussion (5-phase format)
Preparation for session 6: Ongoing inquiry into the case. Prepare to bring one example of a citizen-level science and politics initiative into session 6 discussion.
Session 6, 2/29, Rise and decline, hopes and outcomes of various citizen-level science and politics initiatives
Discussion (5-phase format) about how Moore (2006) illuminates examples of citizen-level science and politics initiatives.
Preparation for session 7: Prepare e-trails contribution and presentation (Asmts. 7 & 6)
Session 7, 3/7, Case 2 (completed). Presentation of e-trail guide to guests
(Presentation=Asmt. 6; e-trail guide = Asmt. 7)
Titles, visual aids, and guides
Discussion (5-phase format) about presentations, time permitting.
Preparation for session 8: Start new case by reading Case 3, " Research prospectus for collaboration with Europeans on comparative studies of infrastructure development around new genetic technologies," Review Centro de Estudos Sociais (2005), then choose one case from this book and search for a parallel site of research or policy formation in the United States as it relates to infrastructure development (or lack thereof) around new genetic technologies.
Session 8, 3/21, Comparisons: within Europe; within the U.S.A.; between them
Discussion (5-phase format) about situations found for comparisons within and between regions.
Preparation for session 9: Ongoing inquiry into the case. Prepare to bring one example of contrasting infrastructure policies into session 9 discussion.
Session 9, 3/28, Discussion about policy for infrastructure development around new genetic technologies.
Discussion (5-phase format)
Preparation for session 10: Prepare research prospectus and presentation (Asmts 8 &9). Upload presentations by 10am on 4/4
Session 10, 4/4, Case 3 (completed). Presentation of research prospectus to panel of Europeans (by skype)
(Presentation=Asmt. 8; Research prospectus = Asmt. 9)
Titles, visual aids, and prospectus
Discussion (5-phase format) about presentations, time permitting.
Preparation for session 11: Start new case by reading Case 4, "Professors seek ideas about teaching units or public engagement activities that prepare students and citizens to be informed participants in political debates about science, technology, and social change," then begin work on that case.
Preparation for session 11-13: Presenters prepare for in-session practice of "Education & civic engagement" units/activities. Other students prepare as requested by presenters in advance.
Titles, preparation, visual aids, and briefings
For CCT students these units/activities should be suitable for inclusion in the required Reflective Practitioner's Portfolio because the description of your unit or activities includes a reflection at the end that conveys the ways in which the unit or activity demonstrates your attention to the three broad goals of the course.
Session 11, 4/11, Practice "Education & civic engagement" units/activities
Preceded by check-in and followed by closing circle reflection
Session 12, 4/18, Practice "Education & civic engagement" units/activities
Preceded by check-in and followed by closing circle reflection
Session 13, 4/25, Practice "Education & civic engagement" units/activities
Preceded by check-in and followed by closing circle reflection
Extra session, April 28: Participation in a Science in a Changing World workshop as part of the Cambridge Science Festival (Asmt. 10; details TBA)
Preparation for session 14: Work with another student commenting on each other's draft "Education & civic engagement" report
Session 14, 5/2, Taking stock of course: Where have we come & where do we go from here?
Review of initial worksheets on interests and goals for the course
Future Vision (Future ideal retrospective) about dual goals of learning about the subject and re-engaging with avid learning
Written evaluation that starts with a self-evaluation (to be administered by survey gizmo).
College evaluation
Closing circle
5/9 -- No session, but due date for final revisions of assignments and submission of participation items.
COURSE READINGS
If the reading is not linked below, use the instructor-supplied password on this portal to access the readings. The list below includes references cited in the PBL cases, which are not necessarilty the most recent or most comprehensive publications on the topics. Further readings will emerge during student inquiry on the cases and be shared by diigo.
Boal, I. (2009). "Climate, Globe, Capital: The Science and Politics of the Abyss." Scurvy Tunes.
Centro de Estudos Sociais (2005) Identifying Trends in European Medical Space: Contribution of European Social and Human Sciences. Coimbra, Portugal: Centro de Estudos Sociais.
Clarke, A. (2005). Situational Analysis: Grounded Theory after the Postmodern Turn. Thousand Oaks, CA: Sage
Dickson, D. (1984). The New Politics of Science. New York, Pantheon, reprinted University of Chicago Press, 1988.
Edwards, P. N. (2003). "Infrastructure and modernity: Force, time, and social organization in the history of sociotechnical systems." Modernity and Technology. T. J. Misa, P. Brey and A. Feenberg. Cambridge, MA, MIT Press: 185-225.
Frickel, S. and K. Moore (eds.) (2006). The new political sociology of science: institutions, networks, and power. Madison, WI, University of Madison, Wisconsin. (Available online via Ebrary)
Glantz, M. ed. (1989). Societal Responses to Regional Climactic Change: Forecasting by Analogy. Boulder, CO: Westview Press.
Hackett, E., O. Amsterdamska, et al., Eds. (2008). The Handbook of Science and Technology Studies. Cambridge, MA, MIT Press.
Hess, D., S. Breyman, et al. (2008). Science, Technology, and Social Movements. The Handbook of Science and Technology Studies. E. Hackett, O. Amsterdamska, M. Lynch and J. Wajcman (eds.) Cambridge, MA, MIT Press: 473-498.
Leopold, L. (2007). The Man Who Hated Work and Loved Labor: The Life and Times of Tony Mazzocchi. White River Junction, VT, Chelsea Green Publishing.
Moore, K. (2006). Powered By the People: Scientific Authority in Participatory Science. The New Political Sociology of Science: Organizations, Networks, and Institutions. S. Frickel and K. Moore (eds.) Madison, WI, University of Wisconsin Press: 299-323.
Moore, K. (2008). Disrupting Science: Social Movements, American Scientists, and the Politics of the Military, 1945-1975. Princeton, NJ, Princeton University Press.
Panofsky, A. (2011). "Generating sociability to drive science: Patient advocacy organizations and genetics research." Social Studies of Science 41(1): 31-57.
Paul, D. (1998). The history of newborn phenylketonuria screening in the U.S. Final Report of the Task on Genetic Testing. Baltimore, Johns Hopkins University Press: 1-13. http://biotech.law.lsu.edu/research/fed/tfgt/appendix5.htm (viewed 14 Jan 2004)
Sclove, R. (1995). Democracy and Technology. New York, Guilford.
Taylor, P. J. (2009). "Infrastructure and Scaffolding: Interpretation and Change of Research Involving Human Genetic Information." Science as Culture 18(4): 435-459.
Taylor, P. J. (2010). Diagramming of Intersecting Processes (a teaching activity under development)
Taylor, P. J. and F. H. Buttel (1992). "How do we know we have global environmental problems? Science and the globalization of environmental discourse." Geoforum 23(3): 405-416.
Taylor, P. J., S. J. Fifield, C. Young (2011). "Cultivating Collaborators: Concepts and Questions Emerging Interactively From An Evolving, Interdisciplinary Workshop." Science as Culture 20(1): 89-105.
(See also 2005 syllabus and supplementary bibliography)