Scientists and their Writings
SHS 110, Spring 2002
Wed, 2-4:45 PM
MO 209
Dr. Diane Melroy
Dr. Bill McCarthy
FR 313; 962-7640; melroyd@uncwil.edu
Office hour: T 11-12; W 1-1:45; R 12-12:45
MO 226; 962-3313; mccarthyw@uncwil.edu
Office hour: W 11-12; R 11-12, or by appt.
Science, Humanities and Society: Interdisciplinary program designed to highlight
the important connections between the sciences and other academic disciplines, as well as
the important role played by science and technology in society at large.
Course Description: In this course we will read various types of literature about
science and technology. We will strive to understand how science is presented to the
public by both scientists and non-scientists, and discuss whether the presentation is
effective. We will discuss the roles and responsibilities of scientists, science reporters,
technicians, and technology critics in the modern world.
Student Objectives:
1. to discuss important topics that appear in contemporary writing on science and
technology
2. to become acquainted with several forms of writing involving science.
3. to compare how scientists portray themselves and their work to how non-scientists
portray scientists and their work
4. to develop an understanding of the role of scientists in our society, and of the role of
non-scientists in helping interpret scientific research and direct its course.
5. to understand the relationship between scientists, their critics, and scientific progress.
Class format:
Students are expected to have read and prepared all readings before coming to
class.
All readings will be discussed during class. Discussion will focus on the topic of
the essay, as well as the purpose and style of writing.
Course Readings:
David Quammen, Ed., The Best American Science and Nature Writing, 2000
Albert Teich, Ed., Technology and the Future
David Quammen, Natural Acts
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Grading:
Intake points 5 per class
Participation 5 per class
Presentation on a scientist/author
2 written reaction papers
2 peer reviews of reaction papers
2 midterms and a final
75 points
75 points
50 points
50 pts each
25 pts each
50 pts each
75
75
50
100
50
150
Intake points will consist of quizzes, group quizzes, or other assignments.
Participation evaluation described on handout, and on course web page.
Presentation will focus on a scientist or science writer of your choice.
Presentations will be 10-15 minutes in length and should include
biographical material as well as a discussion of the person’s work. Since
we don’t want any duplications of presentations, please let one of the
instructors know when you have decided on your topic.
Reaction papers will be your written response to 2 essays of your choice.
Guidelines will be distributed and will be available on course web page.
Peer reviews of reaction papers. We will have class discussion on the process and
expectations for peer writing review.
Examinations. Questions will ask you to comment on topics covered by several
essays. Questions will be distributed in advance.
Topical Calendar:
The Wonder of Science
Jan 09
Course introduction
Jan 16
Readings: Quammen Ed: Sacks, Angier, Lamberton, Murphy
Jan 23
Readings: Quammen Ed: Sides, Taubes, Hayes
Teich: Florman
Medicine and Health
Jan 30
Readings: Quammen Ed: Hooper, Preston
Discussion on what makes a good paper and how paper will be graded.
Discussion of the role of the peer reviewer and how peer reviewing will be
graded.
Feb 06
Readings: Teich: R. Weinberg, Morone/Woodhouse
First draft of first paper due, in triplicate. One for each of us, one for peer
reviewer. Papers given to peer reviewers to be returned in 2 weeks.
Feb 13
Readings: Quammen Ed., Epstein, Gawande
Second half of period: midterm test 1
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David Quammen
Feb 20
Readings: Quammen Acts: Section 1 (All God’s Vermin)
First papers returned to writers from peer reviewers.
Self and group assessment.
Feb 27
Readings: Quammen Acts: Section 2 (Prophets and Pariahs)
Final copy of first paper due, in duplicate.
Mar 06
Spring Break
Mar 13
Readings: Quammen Acts: Section 3 (Eloquent Practices, Natural Acts)
4 presentations
Mar 20
TBA
4 presentations
Technology Assessment
Mar 27
First half of period: midterm test 2
Readings: Teich: Marx, A. Weinberg
Apr 03
Readings: Teich: Mesthene, McDermott
4 presentations
Apr 10
Readings: Teich: Brody, Goodman
Quammen Ed: de Palma
First draft of second paper due, in triplicate. One copy given to peer
reviewers.
4 presentations
The Environment
Apr 17
Readings: Quammen Ed: Conniff, Matthiessen
Second paper returned to authors from peer reviewers
4 presentations
Apr 24
Readings: Quammen Ed: Stanford, Hoagland
Final copy of second paper due, in duplicate
4 presentations
May 1
Readings: Quammen Ed: Berry
Teich: Schumacher
4 presentations.
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First class period:
Introduce ourselves, the course and syllabus, the SHS program, the idea of
interdisciplinary studies. Have students introduce themselves, including name, why they
took this course, what particular interests they have, etc. Have each student make a name
tag for him or herself. 15 minutes (2-2:15)
Hand out a short article for them to read. I bet we could find an essay by Quammen
that would work nicely here. 15 minutes (2:15-2:30)
Divide the class into 6 randomly chosen groups. Divide up by birth month, for
example, and merge any too small or break up any too large. The groups’ task is to
come up with questions that we will use to discuss our readings each week. The
questions need to be general, applicable to many types of articles. Each group would be
asked to come up with at least 4 discussion questions. The goal of the discussion based
on these questions is that it will result in a good understanding of the article by all
members of the class. 20 minutes. (2:30-2:50)
Each group will then read its questions to the class with a brief explanation of why they
thought that was a good question. Each person will read and describe at least one
question. The groups will then hand in a copy of their questions to us. 10 minutes
(2:50-3)
Break 3-3:15
During the break, we will look over these questions and write them on an overhead
sheet.
After the break we will discuss the questions as a whole class. One question at a time,
asking whether it is a good question or a poor question to facilitate class discussion and
individual understanding. We can ask, for example: is the question easy to answer or
does it require thought or analysis, does it lend itself to discussion by allowing more than
one point of view, does it deepen understanding of the article, etc. End up by deciding on
a core set of questions to be used. 25 minutes (3:15-3:40)
After the discussion: critique the discussion. Point out what we feel were the highlights
and low points. Ask the class to respond to our feelings. Ask for suggestions as to how
to improve discussion. 5 minutes (3:40-3:45)
Rebreak into different randomly selected groups. Use the last digit of the social security
number. Now use the questions that we have generated to analyze the article in the
small groups. Each group will answer all of the questions and also respond to how they
feel about that question. One group member will be the recorder for the group and
another will be the reporter. 25 minutes. (3:45-4:10)
The reporter for each group will choose one question and will share the group’s answer
with the class. The feelings of the group about the question will also be shared. A
summary of the group’s answers and feelings will be turned in. 15 minutes. (4:10-4:25)
We will have a brief whole-class discussion concerning the syllabus and this first class
meeting. People can share what they liked, did not like about it, comments on the
syllabus, suggestions for next time, etc. 15minutes. (4:25-4:40)
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Finally, each person will, working alone, come up with the names of one or several
people that he or she would like to be in a semi-permanent group with. We will form
these groups, which will meet together for the first half of the semester, and announce
them next time. 5 minutes (4:40-4:45)
Self and group assessment: Write up what grade you feel you deserve to get for the
course so far, and why. If you give yourself an A, be very specific about why you feel
you should get an A, which after all means excellent work. If you give yourself a B,
which means above average work, explain in what ways you are above average. If you
give yourself a C, tell us why you believe that your work is average. If you are not
performing as well as you would like, explain what you will do to improve your grade for
the next half of the class. Also grade your group members on their preparation and
contribution to group activities. For the second half of the class, we will form new small
groups. Please make a list of any class members (that are not in your current group) that
you would NOT like to have in your new group.
I’m concerned about the class getting too predictable, if we use the same questions too
often. However we don’t want it to be scarily unpredictable. Let’s think about this
problem…
Ideas for intake points at the beginning of each class period
Quizzes over readings
Group quizzes -- harder than individual quizzes
Some sort of homework assignment concerning readings
--Have each student bring in a discussion question for each reading
--Have each student write a position paragraph to be read aloud and discussed
by the class. It may help to have students trade paragraphs and read one
which is not theirs, at least as first
--Have students write a dialog between an author and one of the people (or
animals?) featured in an article
Midterm and final would consist of answering questions for a reading that we have not
discussed. Assign readings as usual, discuss some during the first half of class, then give
another as the test.
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