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SCIENCE, PSEUDOSCIENCE, AND NONSENSE
Registration #
UB Seminar - 3 credits
Fall 2016
COURSE INFORMATION
Date(s)/Time(s) TBA
Location
TBA
3 credits
Instructor
CLYDE HERREID
herreid@buffalo.edu
BIOLOGICAL SCIENCES
Other relevant persons (when applicable) and contact information (including office hour information when applicable)
COURSE DESCRIPTION
This is the age of science and technology. They impact virtually everything: medicine, climate, transportation, species
extinction, communication, art, reproduction and even religion. What is it about science that makes it so successful and
potentially dangerous? And how, if anything, does it differ from other human activities? And what happens when
science goes wrong? Science itself is changing from a small time cottage industry done by individuals largely working
alone, to BIG SCIENCE, done by teams, sometimes numbering in the hundreds of scientists, and costing millions of
dollars. Does this shift make any difference? Then there is pseudoscience, claims masquerading as true science that has
always plagued the footsteps of real science; crop circles, aliens invading earth, Big Foot, extrasensory perception,
astrology, intelligent design, and vaccination as a cause of autism. And what of science deniers: in spite of all evidence
to the contrary, they reject the principle of evolution or dispute the fact of global climate change. In this course, we will
ty to pry apart what distinguishes science from non-science and non-sense.
STUDENT LEARNING OUTCOMES
Having completed a UB Seminar, students will be able to:
Course Learning Outcome
A. Think critically using
multiple modes of
inquiry.
B. Analyze disciplinary
content to identify
contexts, learn
fresh perspectives,
and debate and
discuss problems in
the field.
C. Understand and apply
the methods of close
Maps to the Following
Program Outcomes /
Competencies:
UBGE, SUNY Critical
Thinking, MSCHE Critical
Analysis and Reasoning
UBGE, SUNY Information
Literacy
Delivered through the
Following Instructional
Method(s):
Readings, Activities, Case
Studies
Student Achievement Assessed
with the Following
Method(s)/Assignments:
Student Discussion, Written
work, Presentations, Quizzes
Readings, Activities, Case
Studies
Student Discussion, Written
work, Presentations, Quizzes
UBGE, SUNY Critical
Thinking, MSCHE Critical
Readings, Case Studies
Student Discussion, Written
* Undergraduate Only
1
Course Learning Outcome
D.
E.
F.
G.
H.
reading, note taking,
analysis, and synthesis.
Recognize and debate
ethical issues and
academic integrity in a
variety of settings.
Demonstrate
proficiency in oral
discourse and written
communication.
Develop essential
research and study skills
such as time
management.
Utilize the E-portfolio
for at least one
assignment.
Understand the
academic expectations
pertaining to
studentship at the
University at Buffalo
and to higher learning
at a research university.
Maps to the Following
Program Outcomes /
Competencies:
Analysis and Reasoning
Delivered through the
Following Instructional
Method(s):
Student Achievement Assessed
with the Following
Method(s)/Assignments:
work, Presentations, Quizzes
UBGE, MSCHE Values,
Ethics, & Diverse
Perspectives
Readings, Activities, Case
Studies
Student Discussion, Written
work, Presentations, Quizzes
UBGE, SUNY Basic
Communication, MSCHE
Oral and Written
Communication
UBGE, SUNY Information
Literacy
Readings, Activities, Case
Studies
Student Discussion, Written
work, Presentations, Quizzes
Instructor imparted
guidelines
Evaluation of student survey
UBGE, SUNY Information
Literacy, MSCHE
Technological Competency
UBGE
Students collecting
information over the
semester and discussion.
Instructor imparted
guidelines
Evaluation of the material
collected by students over the
semester
Student Discussion, Written
work.
Note: *This course meets or contributes to meeting the SUNY General Education Requirements (GER) for Critical Thinking, Information Literacy, and Basic
Communication: (SUNY website), as well as areas of general education required by the Middle States Commission on Higher Education.
COURSE REQUIREMENTS
1. Classroom attendance and participation (10% of final grade). Classroom attendance is mandatory. Students are
expected to participate actively, professionally and meaningfully in all classroom sessions and activities and to
demonstrate familiarity with the content of the assigned readings. The student will receive a pass/fail grade
each class based on the extent to which they made a meaningful contribution to the class (Outcomes:
A,B,C,D,E,F,G,H)
2. Time Management Journal and Reflection (10% of final grade). For one week during the semester (9/18—9/24),
students will be required to keep a diary of their time use. Students will then write a brief reflection on their use
of time: what proportion of your time is spent on school work, employment, social activities, personal care, etc.?
Are these proportions works for you? Are they ideal for promoting your productivity? For promoting your
happiness and well-being? How did you think your time use compares that of your peers? What adjustments do
you think can/should be made? What are some challenges making these adjustments? Etc. (Outcomes: F)
* Undergraduate Only
2
3. Individual Quiz Scores 20% of final grade. Throughout much of the semester there will be assigned reading and a
quiz over the reading in the following class. This will be a short 15 minute quiz taken by individuals and then
again taken by students consulting in groups. The primary reading material will come from Schick, T. and
Vaughn, L. 2013. How to Think about Weird Thigs: Critical Thinking for a New Age. McGraw-Hill. ISBN 695
9780078038365. (Outcomes: A,B,C,D,E)
4.
Group Quiz Scores 10% of final grade. Throughout much of the semester there will be assigned reading and a
quiz over the reading in the following class. This will be a short 15 minute quiz taken by individuals and then
again taken by students consulting in groups. (Outcomes: A,B,C,D,E)
5. Case Studies (2 cases, 30% of final grade). During the semester, the instructor will demonstrate several case
studies on science or pseudoscience. The students will be required to choose a science or pseudoscience topic on
which to write 2 case studies themselves. Successful completion of these cases is indicative of the students’
understanding of the topics but also their time management skills. (Outcomes: A,B,C,D,E,F,H.
6. E-Portfolio Project (10% of final grade). The purpose of this project is for the student to collect, analyze, and
synthesize information about science/pseudoscience in the world around them. They individually will be expected
to collect and analyze a minimum of 10 artifacts (e.g. newspaper articles, advertisements, TV shows, films,
comics, etc.) and combine them into a cohesive E-portfolio. One of the artifacts must be from a UB-sponsored
event (presentation, seminar, or performance) of UB-related activity/source (e.g. UB Spectrum article/op-ed) so
that they pay attention and engage with the happenings on campus. In the individual e-portfolio they will
summarize the event and provide an incisive commentary on the presentation. (Outcomes: A,B,C,D,E,F,G, H).
7. Group Case Study and Presentation (10% of final grade).At the end of the semester the students working in
groups will write a science or pseudoscience case that will be suitable for a high school or middle school audience.
They will practice this presentation in front of our class and receive critiques. Then they will present this to a
Buffalo K-12 classroom. All students must participate in this presentation or receive and F in the course.
(Outcomes: A,B,C,D,E,F,G,H)
* Undergraduate Only
3
Class Expectations. Students are expected to attend all class sessions, read all assigned readings prior to the
class session in which they are discussed, actively participate in class discussion’s and activities and complete all
required assignments in accordance established guidelines. Reading the syllabus and handouts and keeping
track of dates for tests assignments is the student’s responsibility. They will be instructed to should consult
UBLearns regularly
Electronics. Students will be instructed to put away all electronic devices before coming to class. The instructor
reserves the right to confiscate any electronic devices being used inappropriately during the class. They will be
instructed that if they are expecting an important phone call during class that they are to inform the teacher
before class. In that case, they will still be required to leave in on vibrate and exit the room quietly if they
receive a call.
Late Assignments. Assignments which are late will lose a half grade for each day they are late. Assignments later
than a week will not be accepted.
GRADING POLICY
Students will be apprised of how various graded activities will be combined to form their single, final grade for the
course. How results from various requirements will be combined into a final grade: relative weightings, make-up policy
for tests, etc. Grading Policies should also include:
 Specification of the level of work must be completed in order to obtain specific letter grades (A-F). Consult the
Undergraduate Catalog for the Explanation of Grades.
Learning assessments will be graded based on rubric criteria and weighted according to the following break-down.
Weighting Assessment / Assignment
10%
10%
Attendance/Participation
Time management journal and reflection paper
20%
Individual Quiz Scores
10%
Group Quiz Scores
30%
Two Individual case studies
10%
10%
E-portfolio Project
Group case study and presentation to K-12 class
100%
TOTAL
Final Grades:
Grade
A
AB+
Quality Points
4.0
3.67
3.33
Percentage
93.0% -100.00%
90.0% - 92.9%
87.0% - 89.9%
* Undergraduate Only
4
Grade
B
BC+
C
CD+
D
F
Quality Points
3.00
2.67
2.33
2.00
1.67
1.33
1.00
0
Percentage
83.0% - 86.9%
80.0% - 82.9%
77.0% - 79.9%
73.0% - 76.9%
70.0% - 72.9%
67.0% - 69.9%
60.0% - 66.9%
59.9 or below
Incompletes. A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a
given course. Students may only be given an “I” grade if they have a passing average in coursework that has been
completed and have well-defined parameters to complete the course requirements that could result in a grade better
than the default grade. An “I” grade may not be assigned to a student who did not attend the course.
Prior to the end of the semester, students must initiate the request for an “I” grade and receive the instructor’s
approval. Assignment of an “I” grade is at the discretion of the instructor. “I” grades must be completed within 12
months. Individual instructors may set shorter time limits for removing an incomplete than the 12-month time limit.. For
more details see http://undergrad-catalog.buffalo.edu/policies/grading/explanation.shtml
Academic Integrity. “The University at Buffalo has a responsibility to promote academic honesty and integrity and to
develop procedures to deal effectively with instances of academic dishonesty. Students are responsible for the
independent and honest completion and representation of their work, for the appropriate citation of sources, and
respect for other’s academic endeavors. By placing their name on academic work, students certify the originality of all
work not otherwise identified by appropriate acknowledgements.” More details at http://www.studentaffairs.buffalo.edu/judicial/swj.php.
Plagiarism, cheating, and other academic dishonesty will result in a minimum of a zero on the assignment, and possibly
an “F” in the course, and the instructor will report you to the University in the University’s Academic Integrity policy. As
instructor I reserve the right to use plagiarism detection software on all homework submitted to me. Students will be
informed to see me if they need help with citations or if they have questions regarding this policy.
All class materials, outlines, handouts, syllabi, PowerPoint presentations, audio and video recordings are the instructor’s
intellectual property. Students will be informed that they may not record the instructor’s voice, take his photograph or
videotape his movements without expressed permission. They may use the material I have prepared for and distributed
to them only for the purpose of studying for the course. All other uses are prohibited and are a breach of academic
integrity.
ACCESSIBILITY RESOURCES
If students have any disability which requires reasonable accommodations to enable them to participate in this course,
they must contact the Office of Accessibility Resources, 25 Capen Hall, 645-2608, and also the instructor of this course.
The Office of Accessibility Resources will provide them with information and review appropriate arrangements for
reasonable accommodations. http://www.student-affairs.buffalo.edu/ods/accommodations.php
* Undergraduate Only
5
COURSE ORGANIZATION/SCHEDULE
Week
Topic
number
Introduction
to course
Week 1
Required Readings / Assignments(s)
Discussion of Academic Expectations and responsibilities and academic integrity in the
course and at UB.
Form Groups and discuss the responsibilities of group work. Develop a group contract.
Activity: Academic Integrity. Take True Grit Survey. Take Myers-Briggs survey.
Assignment Read “On Being a Scientist” National Academy of Sciences
Week 2
Cannons of
Science
Week 3
Scientific
Errors
Week 4
Informal
fallacies in
Week 5
Reflection of
Time
Management
Survey
Week 6
Pseudoscience Quiz: Over Chapter 5.
Activity: Identifying Pseudoscience—create list
Cases
Case Study on Perception and Memory
Assignment: Read Schick Chapter 7 “Case studies in the Extraordinary”
Week 7
Pseudoscience Quiz: Over Chapter 7
Cases
Activity: Vaccination and Autism Case
Assignment: Read Schick Chapter 2 “The Possibility of the Impossible” (pp. 14-29 ESP &
Precognition.) Chapter 6 pp. 197-213 (parapsychology)
Week 8
Writing Cases Quiz: Over Chapter2 and 6.
Activity: Testing ESP Case
with
Pseudoscience Assignment: Read Chapter 8 “Relativism, Truth, & Reality” pp. 295-315.
Quiz over On Being a Scientist.
Activity: Group work List Major Cannons of Science and apply it to the case study of Cold
Fusion.
Assignment: Read: Chapter 1: Why People Believe in Weird Things
Quiz over readings.
Activity Case Study of Homeopathy
Assignment: Read Schick Chapter 6 “Science and its Pretenders (PP 158-181)
Assignment: Read Schick Chapter 3 “Arguments Good, Bad and Weird” (pp 33-39; pp 49-57)
Quiz: Over Informal Fallacies in Chapter 3.
Activity: Analyzing Fallacies of the US Presidential Candidates and media
Assignment: Read Schick Chapter 4 “Knowledge, Belief & Evidence (pp 62-84) & Summary p.
90 (opinion vs. knowledge & expertise).
Assignment: Time Management & Reflection over week’s activities
Quiz: Over Schick Chapter 4
Activity: Discussion of Time Management & Reflection
Assignment: Read Schick Chapter 5 “Looking for Truth in Personal Experience” pp 960143
(perception & memory).
* Undergraduate Only
6
Week
10
Writing Cases Quiz: Over Chapter 8
with
Activity: Case Study on Nessie, the Loch Ness Monster
Pseudoscience Assignment: Read Case Study on GMOs
Week
11
Writing Cases
with
Pseudoscience
Experience
Interrupted
Case
Choosing
Case
Practice
Presentations
Presentation
of Cases in K12 class
Week
12
Week
13
Week
14
Week
15
Quiz on GMOs
Activity: Case Study on GMOs
Assignment: Write a Discussion Case
Activity: Critique Discussion Case
Activity: Interrupted Case Study
Assignment: Write an Interrupted Case study
Activity: Choose case study to teach
Activity: Practice
Activity: Practice presentations
Activity: Present cases in high school class. Evaluation by K-12 teacher.
COURSE MATERIALS
 Required Text: Schick, T. and Vaughn, L. (2013). How to Think about Weird Thigs: Critical Thinking for a New
Age. McGraw-Hill. ISBN 695 9780078038365.
References:

Day, P.K. (2013). Animal Planet's mermaid hoax special draws record ratings. Los
Angeles Times. http://articles.latimes.com/2013/may/30/entertainment/la-et-st-animal
planet-mermaid-hoax-special-record-ratings-20130530

Herreid, C.F. (1994) "Case Studies in Science - A Novel Method of Science Education." J. College Sci. Teach.
23:221:229.

Herreid, C.F. (2005) “The Interrupted Case Method” J. Coll. Sci. Teaching 35 (2): 4-5.

Herreid, C.F. (2006) “Using Cases to Teach Science” in The Handbook of College Science Teaching. (J. Mintzes
& W. Leonard, Ed.) pp. 177-184. National Science Teachers Association Press, Arlington, VA.

Herreid, C.F. (2006) “The Case Study Method in the STEM Classroom” J. Metropolitan Universities 17 (4): 3040.
Impey, C., Buxner, S., and Antonellis, J. (2012). Non-scientific beliefs among
undergraduate students. Astron Educ Rev 11, 1-12.


Johnson, M., and Pigliucci, M. (2004). Is KNOWLEDGE of SCIENCE Associated with
Higher Skepticism of Pseudoscientific Claims? Am Biol Teach 66, 536-548.

Lawson, A.E., and Weser, J. (1990). The rejection of nonscientific beliefs about life:
effects of instruction and reasoning skills. J Res Sci Teach 27, 589-606.
* Undergraduate Only
7

Lett, J. (1990). A field guide to critical thinking. Skeptical Inquirer 14, 153-160.

Miller, J.D. (1998). The measurement of civic scientific literacy. Public Underst Sci 7,
203-223.

National Academy of Sciences (1998) “On Being a Scientist”

Rosenau, J. (2012). Science denial: a guide for scientists. Trends Microbiol 20, 567-569.

Rowe, M.P. (2015). Crazy about cryptids! An ecological hunt for Nessie and other
legendary creatures. National Center for Case Study Teaching in Science.
http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=779&id=779


Schick, T. and Vaughn, L. (2013). How to Think about Weird Thigs: Critical Thinking for a New Age. McGraw-Hill.
ISBN 695 9780078038365.
Sagan’s Baloney Detection Kit

Shermer, M. Why People Believe Weird Things. 1997. Freeman & Co., NY

Smith, K.A., Sheppard, S.D., Johnson, D.W., and Johnson, R.T. (2005). Pedagogies of
engagement: Classroom-based practices. J Eng Educ 94, 87-101.
* Undergraduate Only
8