Proposal # AY16-605 Proposal #
(Academic Affairs use only) (College use only)
University of Central Oklahoma
Course Subject (Prefix), Number, and Title:
Course Recommended Course Title (maximum of 30 characters)
*Remember when abbreviating names, this is how they will appear on student’s transcripts.
POL 5XX3 Science and Technology Policy
Course Title: (full title of course if longer than 30 characters)
For information regarding CIP codes contact your department chair or visit: http://www.uco.edu/academic-affairs/ir/program_inventory.asp
CIP Code: 44.0599
For graduate courses, please attach a syllabus for this course. (See syllabus requirement policy 2.2.)
Course description as it will appear in the appropriate catalog.
Course description only Do not include prerequisites or enrollment restrictions, these should be added under questions 6-12.
(Please use standard American English including full sentences.)
Science and Technology Policy introduces students to the analysis of the interactions among science, technology, and policy through a multidisciplinary approach. This course prepares students to engage in effective policy analysis and ethical administrative decision making concerning the broader societal implications of science and technology.
Political Science
Department submitting the proposal
Brett Sharp bsharp@uco.edu 5526
Person to contact with questions
Approved by: email address
Department Chairperson Date
College Dean Date
(Please notify the department chair when proposal is forwarded to AA.)
College Curriculum Committee Chair
Ext. number
Date
(Please notify department chair when proposal is forwarded to dean.)
Academic Affairs Curriculum or Graduate Council Date
Office of Academic Affairs Date Effective term for this new course
(Assigned by the Office of Academic Affairs.)
Academic Affairs Form
May, 2014
Functional Review ____________ undergraduate proposals only)

1. Does this course have an undergraduate / graduate counterpart?
Yes X No
2. Is this proposal part of a larger submission package including a program change?
X Yes No
3. Does this new course affect a teacher preparation program?
(All courses required for any teacher preparation program must have approval from the Council on Teacher Education (CTE) before approval from AACC or Graduate Council.)
Yes X No If yes, send copy of proposal to the Director of Teacher Education, Dr. Bryan Duke.
CTE Approval (Stamp or initial) ______________________
4. Has this course been previously taught as a common course (4910 seminar, 4960 institute, etc.)?
X Yes No If yes, when was the most recent offering? Fall 2015
5. Does this course affect majors or minors outside the department?
Yes X No If yes, provide name(s) of department chair(s) contacted, dates, and results of discussion.
6. Prerequisite courses:
Example 1: MATH 1213 and (MATH 2165 or MATH 2185) and CHEM 1213 Example 3: 8 hours of biology including BIO 1404
Example 2: (ACCT 2113 and 2213) and (MGMT 3013 or ISOM 3613)
None
7. Co-requisite(s):
Which of the above prerequisite courses, if any, may be taken in the same semester as the proposed new course?
NA
8. Concurrent enrollment:
Courses that must be taken the same semester. Example: lab courses.
NA
9. Will this course have enrollment restrictions?
X Yes No If No, go to question 13.
10. Specify which major(s) may or may not take this course.
Specifying a major, excludes all other majors from enrolling.
Check one: May May not
Major Code:
11. Which of the following student classification(s) may enroll in this course?
Graduate
Check all that apply:
(2) 19 + hours X
Graduate
Post Baccalaureate *
Senior
Junior
(1) 0-18 hours X
Sophomore
Freshman
* Graduate level courses are not open to Post Baccalaureate students.
12. Check or list other restrictions for this course. Admission to Graduate Programs
Admission to Nursing Program
Admission to Teacher Education
Other
Academic Affairs Form
May, 2014
Functional Review ____________ undergraduate proposals only)

13. Course objectives:
Objectives should be observable, measurable and include scholarly or creative activities to meet the course level characteristics. Course objectives should also be in line with the course description. (Please refer to instructional objectives documents at: http://www.uco.edu/academic-affairs/faculty-staff/aacc.asp#FAQ/Helpful%20Hints .)
At the end of this course, students should be able to:

Trace the historical development of science and technology policy.

Formulate, analyze, and evaluate technology and policy options for decision makers.

Forecast the economic, environmental, health, political, and social implications of technological innovation.

Conceive, design, and execute a science and technology policy research project.

Write effectively for policy situations both in executive summaries and extensive reports.
Course Detail Information:
14. Contact Hours (per week)
3 Lecture hours (in class)
Lab hours (also studios)
Other (outside activities)
15. Repeatable course.
1 Number of times this course can be taken for credit.
16.
Schedule type: (select one only)
Activity P.E. (A)
Lab only (B)
Lecture/Lab (C)
X Lecture only (L)
Recitation/Lab (R)
Student Teaching (STU)
Studio Art/Design (XSU)
17. List existing course(s) for which this course will be a prerequisite.
Adding a “new course” as a prerequisite to an existing course will likely cause enrollment problems.
(Please submit a prerequisite change form for each course for which this course will serve as a prerequisite.)
None
18. What resources, technology or equipment must be acquired to teach this course?
List items, which must be purchased and estimated cost. (Be specific, e.g., technology software, equipment, computer lab; etc.)
None
19 . The UCO Library has the required library resources available for this new course?
X Yes No If yes, provide names of Librarian/Faculty Liaisons contacted, dates, and results of discussion.
Dr. Kickham contacted Christine Edwards on April 13, 2016. According to Ms. Edwards, the UCO Library has over 53,000 resource materials directly related to science and technology policy.
If no, what additional library resources must be acquired for this new course? purchased and estimated cost. (Be specific, e.g., books, magazines, journals, etc.)
List items which must be
Academic Affairs Form
May, 2014
Functional Review ____________ undergraduate proposals only)

20. Names of current faculty qualified to teach this course.
Dr. Ryan Kiggins and Dr. Brett Sharp
21. Additional faculty (adjunct or full-time) required and specific competencies required to teach this course:
NA
22. How will this course be staffed and equipped? Identify the additional costs associated with this new course. If no costs, explain why not.
Course is currently being taught with existing faculty.
23. Identify the source(s) of funds for any additional costs for the new course. i.e. internal reallocations, special fees from students, etc. If you plan to propose special fees be assessed for this course, be aware there is a separate approval process for special fees.
None
24. Projected enrollment for two academic years following approval of new course :
Semester
Fall
Spring
Summer
2017
25
0
0
2018
25
0
0
25. Using State Regents’ definition of liberal arts and sciences (quoted below), characterize the course as follows:
Non-liberal arts and sciences
X Liberal arts and sciences
“The liberal arts and sciences are defined as those traditional fields of study in the humanities; social and behavioral sciences; communications; natural and life sciences, mathematics; and the history, literature, and theory of fine arts
(music, art, drama, dance). Courses in these fields whose primary purpose is directed toward specific occupational or professional objectives, or courses in the arts which rely substantially on studio or performance work are not considered to be liberal arts and sciences for the purpose of this policy. Courses required for the General Educational
Program are not necessarily synonymous or mutually exclusive with the liberal arts and sciences.” State Regents
Policy and Procedures. Chapter 2, Section 5, “Degree Requirements” part 1, (2). P. II-2-86
26. Please provide a concise, yet comprehensive, statement that explains the reasons for requesting the new course. Include documentation or assessment information supporting the specific request (if possible). Indicate the expected source of student enrollment (majors, minors, programs etc.)
This course was developed by Dr. Ryan Kiggins and offered to political science and public administration students as a special topics class and was also buttressed by a series of “Tech Policy” 1-credit weekend courses by Dr. Kiggins and Dr. Brett Sharp.
This course has developed into a sustainable topic of interest. The graduate director has routinely recommended this course as fulfilling public administration electives in the
Master of Public Administration and Master of Arts programs in Political Science. This catalog addition institutionalizes a popular course.
Academic Affairs Form
May, 2014
Functional Review ____________ undergraduate proposals only)

27 Which of the six transformative learning tenets does this course incorporate?
(check all that apply or only those that apply) This question was a directive from the Provost and is used for informational purposes.
Discipline Knowledge
Leadership
X
X
Research, Scholarly and Creative Activities
Service Learning and Civic Engagement
Global and Cultural Competencies
Health and Wellness
X
X
X
X
28. Clearly explain how the characteristics of this course meet or exceed those outlined in Course
Level Characteristics. (Copy and paste table from “Course Level Characteristics” document for the appropriate course level of proposed course. Document may be found on: http://www.uco.edu/academic-affairs/files/aacc/forms/CLCtable4-07.doc
.
Course Level Characteristics
1. It is assumed that students in these courses have acquired the ability to use language effectively, to engage in analytical thought and creative processes, and to use information and bibliographic sources with skill.
Please describe how this course meets this requirement.
Students enrolled in this course will be required to use their already effectively developed verbal and written communication skills as they engage in analytical and creative thought processes.
They will further exhibit their developed capacity to use information and bibliographic sources when pursuing original research.
Students will bring their knowledge in the discipline to bear on the various course topics in discussions, presentations and a final paper.
2. It is assumed that students in these courses have achieved a significant level of maturity in the discipline, evidenced by a considerable background of knowledge.
3. These courses should be more than a mere extension of undergraduate courses. Rather, they should be qualitatively different. At a minimum: a. Students should be required to undertake original scholarly/creative activity. b. Students should assume greater responsibility for mastering the subject matter. c. Close working relationships should exist between instructors and students.
Each student will carry out an original scholarly research project using a methodology they master in the course. They will also be required to exhibit their bibliographic research skills. In addition, they will develop class discussion questions around chosen topics and lead their peers in thorough examination of the topics.
The instructor will be available to help the students and shape the intellectual experience through careful analysis and synthesis of the material.
Academic Affairs Form
May, 2014
Functional Review ____________ undergraduate proposals only)

POL 5910
6:00 PM – 8:45 PM / W
LAR 225
D R .
R YAN K IGGINS
Office: Room 102A LAR Building
Office Hours: MW, 4:30 PM – 5:30 PM, by appointment
E: rkiggins@uco.edu
P: 405-974-5353
COURSE DESCRIPTION
Science and Technology Policy introduces students to the analysis of the interactions among science, technology, and policy through a multidisciplinary approach. This course prepares students to engage in effective policy analysis and ethical administrative decision making concerning the broader societal implications of science and technology.
COURSE OVERVIEW
Hacks, drones, killer robots, killer apps, and automated war: as science develops new technologies, governments, corporations, and people respond with new technologies of power that effect how, what, when, and where humans experience or, not, the benefits of living in a free society in accordance with reason and justice. In this course, we will scrutinize relationships between science, technology, and policy with a focus on developing a reservoir of knowledge from which students may draw as future policymakers, citizens, and technology users. Are scientific and technological innovations beyond human control or, can policy be formulated to harness science and technology for the benefit of our free society? Is more and better science necessary for political decision making?
Are scientists only capable of assessing the benefits to society of their innovations or the validity of their results? What role, if any, does science and technology fill in political decision making, formulation of state interests, societal development, and human knowledge? To what extent does society influence science and technology?
These questions and others will be addressed through surveying the variety of interactions between science, technology, and policy focused, primarily, on the American context. The approach is multidisciplinary and epistemologically heterodox, drawing upon literatures and perspectives from a wide range of disciplines across the natural and social sciences. Students will leave this course prepared to engage in political deliberations concerning science, technology, and policy; have acquired and applied a multidisciplinary toolkit for thinking about science, technology, and policy; developed understanding of the politics of science and technology; and honed skills in policy analysis, discussion, and presentation.
This is a reading intensive course. Reading assignments will likely not be less than 150 pages per week. You should complete all assigned readings by the beginning of class on the date indicted on the course schedule.
Course prerequisites: Junior standing or permission from course instructor.
LEARNING OBJECTIVES

Trace the historical development of science and technology policy.

Formulate, analyze, and evaluate technology and policy options for decision makers.

Forecast the economic, environmental, health, political, and social implications of technological innovation.

Conceive, design, and execute a science and technology policy research project.

Write effectively for policy situations both in executive summaries and extensive reports.
REQUIRED TEXTBOOKS:


Thomas Kuhn, The Structure of Scientific Revolutions, 2012 [1962].
Ido Oren, Our Enemies and US: America's Rivalries and the Making of Political Science, 2003.
Academic Affairs Form
May, 2014
Functional Review ____________ undergraduate proposals only)


Ceci, Stephen J., and Wendy M. Williams. The mathematics of sex: How biology and society conspire to limit talented women and girls , 2009.
 Adas, Michael. Dominance by design: Technological imperatives and America's civilizing mission, 2009.
 Owen, Taylor. Disruptive Power: The Crisis of the State in the Digital Age, 2015.

Howard, Philip N. Pax Technica: How the Internet of Things May Set Us Free or Lock Us Up, 2015.

Other readings available on D2L.
Please note that the Political Science Department is committed to furthering the academic mission, vision, goals, values, and philosophy of the University of Central Oklahoma community as outlined in its Academic Mission/Vision 2009.
See: http://www.uco.edu/academicaffairs/MissionVision2009.pdf
.
This course directly incorporates the following Transformative Learning Goals:

Discipline Knowledge – of the interaction among nation-states and non-state technology users to establish order in anarchy while striving to advance their interests concerning how to regulate or conduct policy utilizing technology and science.
 Leadership – by critically examining relationship between leadership style, technology, and science.

Research, Scholarly and Creative Activities – by requiring the critical analysis of issues related to public policy, science, technology, and society in a research paper or art project, and demonstrating the critical and creative thinking ability necessary to integrate course material, independent research, and social theories in the quest for deepened understanding of ourselves as political actors and the political institutions and collectivities on which we depend.

Service Learning and Civic Engagement Activities – by acquiring the knowledge necessary for becoming an informed voter, public official, and the motivation to become an active participant in the political life of the national and global community.

Global and Cultural Competencies – by examining the ways in which the actors interact with peers and the global community to address common problems related to the science, technology, and society, and by examining how others perceive and address these challenges.

Health and Wellness—by identifying environmental and public health impacts of technological innovations.
COURSE TIME COMMITMENT
You are expected to attend each scheduled course period for the entire assigned time. However, the time you spend in class is only a portion on your expected time commitment. For every hour you spend in class, it is expected that you will spend two hours outside of class in preparing for or critically examining the course material and content. This includes: reading the chapters, working on assignments, coordinating and working with group members, performing library research for your paper, and preparing for quizzes and exams. This expectation of time is the standard for all 3-credit courses at the University of Central Oklahoma. Please consider this time commitment when budgeting your time across the semester.
COURSE REQUIREMENTS
Grading Scale: A, 90 – 100; B, 80 – 89.9; C, 70 – 79.9; D, 60 – 69.9; F, 59.9 – 0
Evaluation: Class Participation 30%; Weekly Discussion Questions 20%; Two Discussion Leads 20%; Seminar Paper 30%. Extra credit work is not allowed. Make up assignments are available only in exigent circumstances, at the discretion of the instructor.
Participation (30%): Students are expected to attend all class sessions, raise relevant questions in class, take copious notes, and be prepared to answer questions posed by the instructor to the student during lecture and discussion in class. Be prepared through doing the readings, discussing the readings with fellow students individually or in groups, and, if necessary, speaking with me during office hours or by appointment, for the purpose of further clarification. Texting, messaging, emailing, or otherwise engaging in activities that detract, distract, or disturb the class and prevent your full participation in class will negatively affect your course participation grade.
Ten sets of discussion questions (20%): To assist your preparation for our weekly classes, by 5PM on Wed., you are required to submit 2 discussion questions that demonstrate you have read and critically reflected on the readings we will discuss during our class meeting that day. Demonstrating that you have critically engaged the material includes, but is not limited to, identifying strengths or weaknesses in the main or secondary argument so the reading/s. Drawing connections with previous or future readings in addition to describing how the reading fits, in your view, in the broader course discussion public policy and the internet. You may consider reflecting on the following questions as you read: How do the readings fit into any discussion themes that have emerged during our in class discussions or presentations? What, in your view, is/are the theme/s in the assigned readings? Does the reading, for example, offer a compelling explanation for the effects of public policy on the internet and the internet to public policy? You may email the discussion questions to me. Make sure you bring them to class (failure to do so will result in ½ reduction of the grade for that set of discussion questions).
Academic Affairs Form
May, 2014
Functional Review ____________ undergraduate proposals only)

Two discussion leads (20%): Over the course of the semester you and a partner (or two) will lead the discussion during our class meeting. Leading a discussion includes preparing your class colleagues to engage in the discussion. To this end, you will present on the readings and set the agenda for class discussion. Presentations will be comprised of verbal and visual presentation through which you highlight the contributions of the readings to our understanding of public policy and the internet. During your presentation, you should provide a synopsis of core arguments, claims, and questions of each reading in addition to situating each reading in relation to other readings (past, present, or future). The presentation should offer an argument, present core concepts, and critically analyze reading claims and evidence. Last, your presentation should end with a conclusion that sets the stage for three discussion questions the class is to explore during remaining class time.
You and your partner are required to meet with me prior to the presentation in order to allow me to help you prepare. You should meet with me at least one day before your presentation. Failure to do so will result in your grade being halved for that presentation.
Presentations will open each class session and last 20 minutes. I will not look favorably on presentations that are less than 18 minutes in length. You may not have the same partner twice. Sign-ups will be settled in our first class meeting. I encourage you to sign up early to ensure you secure the dates and topics of your choice. In some instances, you will be presenting with two people. I reserve the right to change your selections of presentation topic and date to ensure that all topics and dates are covered during the semester. In such instances, I will speak to you first. Instructor and peer evaluation will constitute your presentation grade.
Seminar Paper (30%): On a topic of your choice, approved by the instructor, and related to the course topic, you will write a critical and creative piece of original research that addresses a substantive subject, puzzle, and literature. At the beginning of class on
October 28 th , you will provide a one-page, description of your project to include an abstract of no more than 200 words with a minimum of seven sources in bibliographic form listed. Bibliographic style must be APSA (style guide on D2L). Whichever course related subject you choose to research, use the tools that you have learned in the class (paradigmatic approaches, ideological lenses, substantive frames) to explain, propose a solution to, and/or provide a deeper understanding of that particular contemporary subject.
Paper format should be 20 written pages, double spaced, 12 pt. font, 1-inch margins, and devoid of grammar, spelling, and rhetorical flourishes. An example of a rhetorical flourish is, “The relationship between science, technology, and policy is the most important issue of our time.” Avoid these sorts of overly broad claims (huge instructor pet peeve!). The paper is due via dropbox by 5pm on
December 4 th .
COURSE POLICIES & OTHER DISCLOSURES
Late assignments are penalized according to the mercy (or lack thereof) of the instructor. Generally, I penalize a late assignment some measure of percentage points up to half the total possible grade for the assignment depending on how late a violator turned in the assignment. Deadline extensions will only be granted under special circumstances and only if requested prior to the deadline. For example, if you are observing a religious holiday that is in conflict with an assignment or exam deadline, it is your responsibility to notify the instructor prior to the assignment or exam deadline of any difficulty completing the assignment or exam on time, due to your religious observance.
Plagiarism: Cheaters and plagiarists will be dealt with swiftly in accordance with the University of Central Oklahoma Academic Honor
Code. When in doubt, use a citation.
Electronic device use in class should be limited to note taking unless otherwise given permission by the course instructor. All mobile and / or electronic devices should be turned off prior to entering the classroom. Any inadvertent beep, jingle, ring or texting, instant messaging, emailing, or other unauthorized use of a mobile and / or electronic device in class will result in an immediate pop quiz for the entire class. Grading and course credit of the pop quiz will at the discretion of the instructor.
Institution Nondiscrimination Policy: Our institution does not discriminate on the basis of race, color, national origin, age, religion, sex, sexual orientation or disability, and I concur fully with that commitment and expect my students to act in class in a manner that is consistent with tolerance, mutual respect, and the university nondiscrimination policy.
Students with disabilities who need special accommodations must make their request by contacting Disability Support Services at
405/974-2516 or, in person at the DSS office located in the Nigh University Center, Room 309.
Students experiencing an emotional or psychological issue that may affect course performance are encouraged to contact the Student
Counseling Center, located in the Nigh University Center, Room 402 or, by phone at 405/972-2215.
Emergency Evacuation Procedures: A map of this floor is posted in the main hallway marking the evacuation route and the Designated
Rescue Area. This is an area where emergency service personnel will go first to look for individuals who need assistance in exiting the building. Students who may need assistance should identify themselves to the teaching faculty.
Academic Affairs Form
May, 2014
Functional Review ____________ undergraduate proposals only)

Emails received by 11 AM, M-F will be returned by 5 PM of the date of receipt, under normal conditions. Weekend emails may or may not receive a response until the following Monday.
Note: Course requirements, readings, policies, or schedule may change given the exigencies of the semester. My responsibility is to keep you informed of any changes and I will do so, if warranted.
COURSE SCHEDULE
WEEK
Week 1
Week 2
Week 3
Week 4
Week 5
TOPIC & READINGS
Introduction & Overview
Max Weber, Politics as Vocation
Max Weber, Science as Vocation
Max Weber, 'Objectivity' in Social Science and Social Policy
Taylor Owen, 'The Violence of Algorithims' (recommended)
What is Science?
Thomas Kuhn, The Structure of Scientific Revolutions, 1996, chps. 1-6
What is Science?
Thomas Kuhn, The Structure of Scientific Revolutions, 1996, chps. 7-13
Sociology of Science & Knowledge
D. Bloor, Knowledge and Social Imagery (Chicago: University of Chicago Press, 1991 [1976]), Ch. 1 (“The
Strong Programme in the Sociology of Knowledge”), pp. 3-23.
W.B.Gallie, (1956). “Essentially Contested Concepts,” Proceedings of the Aristotelian Society, 56:167-198.
D. Haraway, Simians, Cyborgs and Women (London: Routledge, 1991), Ch. 9 (“Situated Knowledges: The
Science Question in Feminism and the Privilege of Partial Perspective”), pp. 183-201.
E. Shils, "Ideology and Utopia by Karl Mannheim," Daedalus, Vol. 103, No. 1, Twentieth-Century Classics
Revisited (Winter, 1974), pp. 83-89.
L. Winner, “Upon Opening the Black Box and Finding It Empty: Social Constructivism and the Philosophy of
Technology,” Science, Technology, and Human Values 18: 362-378 (1993).
T. Pinch & W. Bijeker, "The Social Construction of Facts & Artifiacts." In Bijeker, Hughes, & Pinch (eds.), The
Social Construction of Technological Systems. Boston: The MIT Press. (2012), p. 11-44.
Technology, History, and Policy
M. Foucault, Panopticism, From Discipline & Punish: The Birth of the Prison (NY: Vintage Books 1995) p. 195-
228.
R. L. Heilbroner, "Do machines make history?" Technology and culture, (1967). p. 335-345.
T. P. Hughes (1987). "The evolution of large technological systems." The social construction of technological
systems: New directions in the sociology and history of technology, 51-82.
T. J. Misa, "How machines make history, and how historians (and others) help them to do so." Science,
Technology, and Human Values (1988): 308-331.
R. Williams. "The political and feminist dimensions of technological determinism." Does technology drive
history, p. 217-235, (1994).
E.M. Forster, "The Machine Stops." Oxford and Cambridge Review, November 1909, pp. 83–122.
Academic Affairs Form
May, 2014
Functional Review ____________ undergraduate proposals only)

Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Academic Affairs Form
May, 2014
Bias & Science I
Ceci, Stephen J., and Wendy M. Williams. The mathematics of sex: How biology and society conspire to limit
talented women and girls. Oxford University Press, 2009. ISBN: 9780195389395
Recommended: Sexism in the Lab: http://www.nytimes.com/roomfordebate/2015/06/11/nobel-winningsexism-in-the-lab
Bias & Science II
Ceci, Stephen J., and Wendy M. Williams. The mathematics of sex: How biology and society conspire to limit
talented women and girls. Oxford University Press, 2009.
Political Science as Science I
Ido Oren, Our Enemies and US: America's Rivalries and the Making of Political Science, Cornell University
Press, 2003. Chps. 1-3
Political Science as Science II
Ido Oren, Our Enemies and US: America's Rivalries and the Making of Political Science, Cornell University
Press, 2003. Chps. 4-6
J. Krige, American Hegemony and the Postwar Reconstruction of Science in Europe (Cambridge, MA: MIT
Press, 2006), Ch. 1 (“Basic Science and the Coproduction of American Hegemony”), pp. 1-14.
Technology and American Foreign Policy I
Adas, Michael. Dominance by design: Technological imperatives and America's civilizing mission. Harvard
University Press, 2009.
Technology and American Foreign Policy II
Adas, Michael. Dominance by design: Technological imperatives and America's civilizing mission. Harvard
University Press, 2009.
Technology & Global Power I
Owen, Taylor. Disruptive Power: The Crisis of the State in the Digital Age. Oxford University Press, 2015.
Technology & Global Power II
Owen, Taylor. Disruptive Power: The Crisis of the State in the Digital Age. Oxford University Press, 2015.
The Internet of Things I
Howard, Philip N. Pax Technica: How the Internet of Things May Set Us Free or Lock Us Up. Yale University
Press, 2015.
NO CLASS
The Internet of Things II
Howard, Philip N. Pax Technica: How the Internet of Things May Set Us Free or Lock Us Up. Yale University
Press, 2015.
Functional Review ____________ undergraduate proposals only)