communication, science \u0026 technology cmns 446-4 fall 2015 syllabus a rahman

$: Communication, Science \u0026 Technology CMNS 446-4 Fall 2015 Syllabus A Rahman$
Communication, Science and Technology 1

CMNS 446

Simon Fraser University

School of Communication

Fall 2015 (D100), Burnaby

Class: Mondays, 1.30-5.20 PM

WMC3255, SFU Burnaby

Instructor: Anis Rahman

Email: [email protected]

Office: Mon, K9652, 5.30-6.30 PM)

Communication, Science and

Technology

Prerequisites

75 units, including CMNS 346; and one of CMNS 260, 261 or 262.

Recommended: CMNS 253W and 362. A minimum CGPA of 2.25,

and approval as a communication student is required for entry into

most communication upper division courses.

Overview

This seminar will explore the relationship between power, politics,

and science and technology. We will investigate stakeholders such as

scientists, entrepreneurs, technologists, activists, policy-makers and

their institutional contexts; and compare global flows of science and

technology (S&T) through governmental, non-governmental, and

transnational organizations. We will also examine representations of

science and technology in media systems and international

development programs. At the heart of this course is the relationship

between science and technology, on the one hand; and science and

communication on the other.

As an applied component of this course, students will develop case

studies addressing the particular nexus between communication,

science and technology, and policy matters in relation to several

historical and current issues, such as climate change, space

exploration, nuclear power, the genome project, big data, indigenous

science, etc. Students will benefit from frequent active learning

techniques, several guest lectures, and field visits. Each case study

will delve deeper into the core inquiry of this seminar such as: how

science and technology are communicated in a particular context,

and why?

Note: CMNS 446 is open to 3rd and 4th year undergraduates, and

will be of interest to students in all three of the areas of concentration

in Communication.

Required Texts

See Canvas Modules and Weekly

Topics and Readings. Additional

text(s) may be assigned and made

available later.

Course Organization

This is a 4-hour seminar course.

Grading

Class Participation 10%

Prospectus 10%

Term Paper 50%

Presentations 30%

In this Syllabus

Course Overview

Course Objectives

Course Canvas Site

Assessment Tasks & Due Dates

Seminar Topics

Structure of Seminar

Weekly Topics, Readings

Activities & Artifacts

Further Reading & Journals

Field Visits and Guest Lectures

Acknowledgements

Course Policies

Assignment Instructions


Objectives

By the end of this course, you will:

Identify the complex interrelations between communication,

science, and technology in theory and in practice

Critically assess the role of communication and media in

engaging public with the flows of science and technology

Generate case studies on strategies of communicating and

mediating contemporary issues of science and technology by

various stakeholders

Work independently, design and present a research project

Assessment Tasks

Prospectus (10%): A 2-3 page proposal for the term paper

outlining the topic, supporting rationale, statement of problem,

theory, research plan, site of study, and potential bibliography.

Term Paper (50%): Dec 7, In class paper copy and on Canvas

A 15-20 pages long individual assignment presenting a complete

case study and analysis. This is the final output of the course.

In-class Presentations (30%):

Presentation 1 (10%): Group field visit presentation, Sept 28

Presentation 2 (10%): In class reading presentation by sign-up

Presentation 3 (10%): Mini-conference presentation, Dec 7

Class participation (10%): Individual presence and performance

Seminar Topics

Conceptual and theoretical components

Introduction to communication, science & technology

Historical contexts of science & technology studies

Debates concerning technological determinism

Science and Technology Studies in postcolonial contexts

Race, Gender, and Science and Technology

Applied issues

Public engagement with science and technology

Information, big data, and science

Science, communication and media

Communicating climate change

Advising science and technology policies

Course Canvas site

https://canvas.sfu.ca/courses/23231

Students are required to check the

Canvas site of the course regularly.

Copies of lecture slides, syllabus,

announcements, weekly modules,

course readings, a group

discussion area and other useful

resources, information and course

materials will be made available

on Canvas.

Due Dates

Week 6 – Oct 19

Print copy at the start of seminar

and pre-submitted on Canvas

Week 13 – December 7

Print copy at the start of seminar

and pre-submitted on Canvas

Various Dates

Ongoing

Structure of the Seminar

General structure:

Icebreaking activity

Goal of the seminar

Recap from previous seminar

Lecture and Discussion

Break

Active Learning Activities

Reading Presentations

Guest Lecture (Occasional)

Conclusion

https://canvas.sfu.ca/courses/23231


Weekly Topics and Readings

Week 1, Sept 14: Introduction to Communication, Science & Technology

No pre-assigned readings.

Discussion questions:

1. What are the conflicts between knowledge and ideology?

2. What are the problems of development communication, in

theory and in practice?

Week 2, Sept 21: Historical contexts of Science & Technology Studies

Readings:

1. Feenberg, A. (1999). Technology, Philosophy, Politics (Ch.1).

Questioning technology, pp. 1-17.

2. Kleinman, D. L. (2005). Science is Political/Technology is Social

(Ch.1.). Science and technology in society: From biotechnology to the

Internet, pp. 1-14

3. Kuhn, T. S. (1970). Introduction: A Role of History (Ch.1). The

structure of scientific revolutions (2nd ed.), pp. 1-9

Supplementary readings:

1. Feenberg, A. (2009). Marxism and the critique of social

rationality: From surplus value to the politics of technology.

Cambridge Journal of Economics, pp. 1-13.

2. Feenberg, A. (2010). Ten paradoxes of Technology. Techné, 14(1),

1-13.

3. Salazar, M. and Holbrook, A. (2009). Some Notes on Theories of

Technology, Society and Innovation Systems for S&T Policy

Studies. CPROST Report: 08-02, pp 1-48. (Read: pp. 7-17)

Week 3, Sept 28: Debate concerning technological determinism

Readings:

1. Feenberg, A. (1999). Technology and Meaning (Ch. 8).

Questioning technology, pp. 183-199

2. Feenberg, A. (1999). The Limits of Technical Rationality (Ch. 4).

Questioning technology, pp. 75-99

Activities/Artifacts

Overview of the Course

Classroom discussions

Key topics: Knowledge, Ideology,

Politics, Society, Public Policy

Video Screening: “Silence of the

Labs” (2014), “We Are Here: The

Pale Blue Dot” (Carl Sagan)

Form groups for field visit 1

Sign-up for reading presentation

Classroom Discussion

Week 2 key theories and concepts:

Science & Technology

Studies (STS)

Technological

determinism

Dystopianism

Social constructivism

Technoscience

Paradigms

Normal science

Scientific revolutions

Paradoxes of technology

Kuhn

Feenberg

Reading presentation 1, 2

Field visit 1 presentation


Essence

Modernity

Rationality and rationalization

Determinism

Efficiency


3. Heidegger, M. (1977). The Question Concerning Technology

(Ch. 1). The Question concerning technology, and other essays, pp. 3-49


1. Latour, B. (1992). Where Are the Missing Masses? The Sociology

of a Few Mundane Artifacts. W. Bijker and J. Law (Eds.),

Shaping technology/building society: Studies in sociotechnical change.

Cambridge, MA: MIT Press.

2. Blitz, M. (2014). Understanding Heidegger on Technology. The

New Atlantis, 41, 63-80. Available here:

http://www.thenewatlantis.com/publications/understanding-heidegger-on-technology

3. Wyatt, S. (2008). Technological Determinism is Dead; Long Live

Technological Determinism. The handbook of science and

technological studies, pp. 165-180

Week 4, Oct 05: STS in postcolonial and gendered contexts

Readings:

1. Harding, S. (1998) Postcolonial science and technology studies: A

space for new questions (Ch. 2). Is Science Multicultural?

Postcolonialism, Feminism, and Epistemologies, pp. 23-38

2. Kleinman, D. L. (2005). Gender and the Ideology of Merit:

Women, Men, Science, and Engineering. Science and technology in

society: From biotechnology to the Internet, pp. 84-101

3. Zhao, Y. (2010). China's pursuits of indigenous innovations in

information technology developments: Hopes, follies and

uncertainties. Chinese Journal of Communication, 3(3), 266-289.


1. Anderson, R. S. (2010) Introduction. Nucleus and Nations:

Nucleus and nation: Scientists, international networks, and power in

India, pp. 1-21

2. Kleinman, D. L. (2005). Technoscience in the Third World: The

Politics of Indigenous Resources. Science and technology in society:

From biotechnology to the Internet, pp. 69-83

3. Harding, S. (1998). Gender, Modernity, Knowledge Postcolonial

Standpoints (Ch. 7). Is science multicultural? Postcolonialism,

feminism, and epistemologies, pp. 23-38

Enframing

Critical constructivism

Technological hegemony

Reflexive design

Actor-network theory (ANT)

Heidegger

Kuhn

Latour

Feenberg




Co-constructivism

Scientific epistemologies

Postcolonial science and

technology studies

Eurocentrism

Technoscience

Global south

World system

Colonialism

Race and biocolonialism

Indigenous science

Indigenous innovations

Technology transfer

Gendered development

http://www.thenewatlantis.com/publications/understanding-heidegger-on-technology


Week 5, Oct 12: Thanks Giving holiday, no class

Work on your Prospectus assignment, due next week

Week 6, Oct 19: Public engagement with science and technology

Readings:

1. Rowe, G., & Frewer, L. J. (2005). A typology of public

engagement mechanisms. Science, Technology, & Human Values,

30(2), 251-290

2. Stilgoe, J. and Wilsdon, J. (2009). The New Politics of Public

Engagement with Science. Investigating science communication in the

information age, pp. 18-34

Supplementary reading:

1. Bucchi, M. and Neresini, F. (2008). Science and Public

Participation. The handbook of science and technological studies, pp.

449-472

Week 7, Oct 26: Information, big data, and science

Readings:

1. Chow-White, P. A., & Green, S. E.,Jr. (2013). Data Mining

Difference in the Age of Big Data: Communication and the

Social Shaping of Genome Technologies from 1998 to 2007.

International Journal of Communication. 7, 556-583

2. Chow-White, P. A., & García-Sancho, M. (2012). Bidirectional

shaping and spaces of convergence: Interactions between biology

and computing from the first DNA sequencers to global genome

databases. Science, Technology, & Human Values, 37(1), 124-164

Supplementary reading:

1. Hedgecoe, A. A. & Martin, P. A. (2008) Genomics, STS, and the

Making of Sociotechnical Future. The handbook of science and

technological studies, pp. 817-472

Week 8, Nov 2: Science, communication and media

Readings:

1. Allan, S. (2009). Making Science Newsworthy: Exploring the

Conventions of Science Journalism. Investigating science

communication in the information age, pp. 149-165

Prospectus due in class

Reading presentation 5

Guest Lecture: Dr. Howard Trottier

Field visit 2


Engagement

Participation

Mobilization

Participation mechanisms

Barriers of engagements

Lay public/person

Open science

Knowledge co-production

Reading presentation 6

Guest Lecture: Dr. Peter Chow-

White



Big data

Data mining

DNA sequencing

Genomics

Human Genome Project

Race and biotechnology

Information and network

Commodification of

genomic knowledge

Surveillance and privacy


Bring a news item/blog post or

documentary/news/movie clip

related to your term paper topic



2. Hansen, A. (2009). Science, Communication and Media.

Investigating science communication in the information age, 105-127

3. Weigold, M. F. (2001). Communicating Science: A Review of the

Literature. Science Communication, 23(2), 164-193


1. Jandciu, E. W., Hyde-Lay, R., Jones, S. A., Thavaratnam, T.,

Bubela, T., Nisbet, M. C., . . . Lane, S. (2009). Science

communication reconsidered (Commentary). Nature Biotechnology,

27(6), 514-518

2. Social Issues Research Centre (2009). Guidelines for scientists on

communicating with the media (pp. 1-16). Oxford: SIRC.

3. Van Eperen, L. and Marincola, F. M. (2011). How Scientists Use

Social Media to Communicate their Research. Journal of

Translational Medicine, 9(199), 1-3

Week 9, Nov 9: Communicating climate change

Readings:

1. Brewer, P. R., & McKnight, J. (2015). Climate as Comedy: The

Effects of Satirical Television News on Climate Change

Perceptions. Science Communication, 37(5), 635-657.

2. Nisbet, M. C. (2009). Communicating Climate Change: Why

Frames Matter for Public Engagement. Environment, 51(2), 12-23

3. O'Neill, S., & Boykoff, M. (2011). The Role of New Media in

Engaging the Public with Climate Change. In L. Whitmarsh, S.

O'Neill & I. Lorenzoni (Eds.), Engaging the public with climate

change: Behaviour change and communication (pp. 233-251)


1. Cross, K., Gunster, S., Piotrowski, M., & Daub, S. (2015). News

Media and Climate Politics: Civic Engagement and Political Efficacy in a

Climate of Reluctant Cynicism. Vancouver, BC: CCPA.

2. Robbins, D. (2015, September 18). This New Study Shows How

The Media Makes People Climate Change Cynics -- And What

They Can Do Differently. Media Matters Blog.

3. Yarley, S. (2008). Nature and the Environment in Science and

Technology Studies. The handbook of science and technological

studies, pp. 921-947


Public Understanding of

Science & Technology

Public opinion

Public perception

Popular culture and cult

Accuracy

Bias

Media representation

Science documentary

Visual media and arts

Science journalism

Social media

Guidelines

Ethics


A conversation with Shane Gunster



Framing

Mass media

New media

Climate change

Climate change denial

Climate justice

Public perception of

science

Indigenous resistance

Unist'ot'en Camp

Trans Mountain Pipeline

Bangladesh


Week 10, Nov 16: Advising science and technology policies

Readings:

1. Guston, D. H., & Sarewitz, D. (2002). Real-time Technology

Assessment. Technology in Society, 24(1), 93-109

2. Hess, D., Breyman, S., Campbell, N., Martin, B. (2008). Science,

Technology, and Social Movements. The Handbook of Science and

Technological Studies, pp. 473-498

3. Salazar, M. and Holbrook, A. (2009). Some Notes on Theories of

Technology, Society and Innovation Systems for S&T Policy

Studies. CPROST Report: 08-02, pp 1-48 (exclude pp. 7-17).


1. Government of Canada, Ministry of Science & Technology

(2014). Seizing Canada's Moment: Moving Forward in Science,

Technology and Innovation 2014, pp. 1-68. Read: pp. 19-48.

2. OECD (2015). Scientific Advice for Policy Making: The Role and

Responsibility of Expert Bodies and Individual Scientists. OECD

Science, Technology and Industry Policy Papers, No. 21, OECD

Publishing, Paris. Read: pp. 11-30.

3. Wilsdon, J. (2014, August, 27). A rough guide to science advice.

The Guardian. http://www.theguardian.com/science/political-science/2014/aug/27/a-

rough-guide-to-science-advice

Week 11, Nov 23: Course Review

Review and summary of core theories, concepts and applies issues

Week 12, Nov 30: Term Paper Workshop

Bring your draft term paper that contains: working title, abstract,

statement of problem, thesis statement, key arguments, theoretical

critiques, preliminary analyses/findings including identifying key

stakeholders and flows of S&T of a particular case(s), strategies of

communicating science and/or mediatization of the issue(s),

potential technology assessment and policy advice, and all references.

Week 13, Dec 07: Mini-conference presentations

Present the final output of your term paper

Note: There is no final exam for this course


Classroom Debate

Week 10 key theories and

concepts:

Innovation Systems

S&T Policy

S&T Consultation

Multistakeholderism

Constructive Technology

Assessment (CTA)

S&T policy advice

Advisory council

Social movement

S&T and development

Democratizing S&T

Presentation 13, 14


Peer review of Term paper draft

Individual consultation

Course evaluation

Term paper due in class

12-15 min each presenter including

Q & A

http://www.theguardian.com/science/political-science/2014/aug/27/a-rough-guide-to-science-advice

http://www.theguardian.com/science/political-science/2014/aug/27/a-rough-guide-to-science-advice


Additional Course Readings:

Anderson, R. S. (2010). Nucleus and nation: Scientists, international

networks, and power in India. Chicago: The University of

Chicago Press.

Feenberg, A. (1999). Questioning technology. London: Routledge.

Hackett, E. J., Amsterdamska, O., Lynch, M., & Wajcman, J. (Eds.)

(2008). The handbook of science and technological studies (3rd

edition). Cambridge, Mass: MIT Press.

Harding, S. G. (1998). Is science multicultural?: Postcolonialisms,

feminisms, and epistemologies. Bloomington [Ind.]: Indiana

University Press.

Heidegger, M. (1977). The question concerning technology, and other

essays (1st ed.). New York: Harper & Row.

Holliman, R. (Ed) (2009). Investigating science communication in the

information age: Implications for public engagement and popular

media. Oxford: Oxford University Press.

Kleinman, D. L. (2005). Science and technology in society: From

biotechnology to the Internet. Malden, MA: Blackwell Pub.

Kuhn, T. S. (1970). The structure of scientific revolutions (2nd ed.).

Chicago: University of Chicago Press.

Salazar, M. and Holbrook, A. (2009). CPROST REPORT: 08-02, Some

Notes on Theories of Technology, Society and Innovation Systems for

S&T Policy Studies. Vancouver: CPROST.

Field Visits

1. Field visit to Science Literacy Week 2015, Sept 21-27

The Science Literacy Week (http://scienceliteracy.ca/) is taking place during

Week 2, September 21-27, 2015 with a view to promote greater public understanding of science across Canada. You will be

required to attend at least one event (http://scienceliteracy.ca/british-columbia-

events/) organized by participating organizations in BC and do a PechaKucha-style group presentation (10 visual slides in 10 min) or a video documentary (5 min) on Week 3 based on your field visit experience. Further instructions will be given out in class.

Science & Technology Studies

Journals

Some journals to check out for

science and technology studies.

This list is not comprehensive, but

includes some of the most widely

read in the field on

communication, science,

technology, and society. If you

come across others, please add

them to the list:

Science, Technology & Human Values

Social Studies of Science

Science Communication

Public Understanding of Science

Genomics, Society & Policy

Ethics and Information Technology

Journal of Information

Bulletin of Science, Technology &

Society

Science, Technology & Society

Possible organizations to visit:

Vancouver Aquarium

SFU Bennett Library

Vancouver Public Library

UBC Beaty Biodiversity

Museum

September 25th Star Party

at SFU Trottier

Observatory and Science

Courtyard (weather

permitting)

(https://www.sfu.ca/science/trottierobs

ervatory/events/september-25-star-

party1.html)

Science World at Telus

World of Science

Suggest one

http://scienceliteracy.ca/

http://scienceliteracy.ca/british-columbia-events/

http://scienceliteracy.ca/british-columbia-events/

https://www.sfu.ca/science/trottierobservatory/events/september-25-star-party1.html




2. Field visit to SFU Trottier Observatory and Science Courtyard

Website: https://www.sfu.ca/science/trottierobservatory.html

Guest Lectures

The purpose of guest lectures is to enrich and supplement course

knowledge by bringing prominent scholars in the field of

Communication, Science and Technology who have extensive field

experience at global, national and local levels. We may also have

occasional guests who are not listed here.

1. Dr. Howard Trottier (aka Mr. Starry Nights @ SFU)

Professor, SFU Department of Physics

Founder, SFU Trottier Observatory and Science Courtyard

Website: http://www.sfu.ca/physics/people/profiles/trottier/

Week 6, Oct 19, Topic: Public engagement with space science

2. Dr. Peter Chow-White

Associate Director, SFU School of Communication

Director - GeNA Lab (Genomics and Networks Analysis)

Websites: GeNA Lab: http://www.genalab.org/

Week 7, Oct 26, Topic: Big data, genomics, and health

3. Dr. Shane Gunster

Associate Professor, SFU School of Communication

Research Associate, Canadian Centre for Policy Alternatives

Website: http://www.sfu.ca/communication/people/faculty/sgunster.html

Week 9, Nov 9, Topic: News, climate change and public

engagement: A conversation with Shane Gunster

Acknowledgements

I would like to thank Dr. Peter Chow-White (Associate Director,

SFU School of Communication) and Dr. Robert Anderson

(Professor, SFU School of Communication) for their supports and

helpful suggestions to prepare and to design this syllabus.

On Week 6 (Oct 19) we will visit

Trottier Observatory and Science

Courtyard at SFU Burnaby Campus after the guest lecture by Dr. Howard Trottier. By attending the guest lecture and the field visit you will be able to explore how space science is communicated to public in Canada.

Dr. Howard Trottier

Dr. Peter Chow-White

Dr. Shane Gunster

Also thanks to Dr. Howard

Trottier for approving a field

visit to Trottier Observatory

and Science Courtyard.

https://www.sfu.ca/science/trottierobservatory.html

http://www.sfu.ca/physics/people/profiles/trottier/

http://www.genalab.org/

http://www.sfu.ca/communication/people/faculty/sgunster.html


Course Policies

Policy on Attendance

Students must attend at least 7 classes to pass the course.

Students are expected to come to seminar having completed the

readings assigned for each seminar to qualify participation marks.

Policy on late papers

Assignments are due on the date indicated, at the beginning of

lecture. In addition to hardcopies, students must upload an

electronic copy on Canvas – Assignment section in advance.

I will not grant extensions except in the direst of circumstances

and under no circumstances will I grant an extension within 24

hours of a due date.

Missed deadlines will be assessed a deduction of one third of a

letter grade per day (e.g. from A- to B+ for 1 day late).

Policy on no submission and/or missed classes

Not submitting the Prospectus = N grade (Please refer to the SFU

Academic Calendar for grading policies)

Not submitting the Term Paper (group) = N grade

Not having minimum 7 attendance = F grade

Policy on Paper Submission & Formatting

All submission should contain a cover page with providing the

following information a) course number and name, b) name of

the instructor (Anis Rahman), c) type of assignment, d) name of

the student(s) e) student number, f) word count (excluding the

cover page and bibliography) g) date of submission.

All submission should be formatted with: a) Times New Roman

font, b) 12 font size, c) double spaced, d) Normal margin, e)

Letter size paper, f) cited in APA style, g) printed on single sided,

h) stapled at left top corner of the document.

Notes on Academic Dishonesty

Read the SFU policies on cheating, plagiarism, and other forms

of academic dishonesty (http://www.sfu.ca/policies/gazette/student.html). The

consequences of such behavior are serious. Also familiarize

yourself with the SFU library tutorial on avoiding plagiarism

(http://www.lib.sfu.ca/help/tutorials/plagiarism-tutorial).

Email Policies

Students are expected to

check their SFU e-mail and

Canvas Inbox regularly.

Emails are normally

responded within 1-2

working days.

Classroom Notes

Note: The use of mobile phones

and similar devices in the

classroom is a distraction from our

purpose, and thus is not permitted

unless our class requires it. If you

must use a laptop, kindly use it in

a way that is unobtrusive.

Academic Integrity

The School of Communication is

committed to the highest

standards of academic excellence

and ethical support. The School

expects that the grades awarded in

this course will bear some

reasonable relation to established

university-wide practices with

respect to both levels and

distribution of grades. In addition,

the School will follow Policy

S10.01 with respect to Academic

Integrity, and Policies S10.02,

S10.03 and S10.04 as regards

Student Discipline. [Note: as of

May 1, 2009 the previous T10

series of policies covering

Intellectual Honesty (T10.02), and

Academic Discipline (T10.03)

have been replaced with the new

S10 series of policies.] These

policies, procedures and guidelines

will be assiduously upheld. They

protect your rights, as well as

those of the instructor.

http://www.sfu.ca/policies/gazette/student.html

http://www.lib.sfu.ca/help/tutorials/plagiarism-tutorial


Assignment Instructions

Prospectus and Term Paper

The prospectus (no more than 3 pages) is due October 19. In it, you will outline the topic and give a supporting

rationale for choosing it. Statement of problem, theoretical perspectives, site of study, and potential secondary sources (bibliography) will also be included. At this point, you should be in dialogue with me about how to approach readings, research, organizing, and writing about your topic. The prospectus is graded.

The term paper (15-20 pages) and the mini-conference presentation (12-15 min each presenter including Q&A)

are due December 7. Your term paper will roughly contain the following components: complete title, abstract and

key words, introduction, statement of problem, thesis statement, key arguments, literature review of relevant STS scholarship and theoretical critiques, analyses/findings including identifying key stakeholders, network of institutions and sources of financing, politics of flow of science/technology in a particular context, discussion of strategies of communicating science and/or mediatization of the issue(s), potential technology assessment and policy advice, conclusion, and bibliography – all properly cited and formatted in APA Style.

Submission of final papers must be in both paper and via Canvas. Submissions will not be considered complete until a hard copy and a Canvas submission are received. In addition, students will present their term papers to the class. Both assignments will be further outlined in class.

Reading Presentation (25-30 minutes per presentation)

Beginning in the third week of class, students will lead a seminar discussion for the week’s set of readings. Each student will sign-up to present one required article/book chapter (R1) and one supplementary article/book chapter/report (R2) to present. You must formulate at least 2 questions that are engaging enough to ensure class discussion for the remainder of your presentation time. You should also try to link the previous readings together, so that the class gains a good understanding of how ideas may be linked across chapters of the same book, for example, or across authors of different books or articles. In short, who is talking to whom? Also, you must bring in an outside artifact that links the readings to current events (such as a news article or poster) or popular culture (such as a video clip of a film, news, documentary or TV show). The purpose of this assignment is to provide you with the opportunity to develop your critical reading skills, make formal presentations to the class and lead class discussion/debate.

Evaluation of your presentation is based on five elements:

Your initial introduction of the paper or chapter, followed by a "terse conclusion" and managing the discussion by the whole group on their terse conclusions. (apprx 10 minutes)(apprx 2 points)

Your presentation of the paper/chapter and relevant examples/cases, with interpretation, implications, context, conclusions, method (where appropriate), and ending with provocative questions. (apprx 10 minutes) (apprx 4 points)

Your management of class discussion of those provocative questions and documentation of the responses from others. You can also plan creative activities to engage the class with your presentation at various stages. (apprx 10 minutes) (apprx 2 points)

Please come to class with a prepared report on the articles, which can be up to 2 pages, but no more, to

hand in on paper. You may use powerpoint in your presentation, but it is not mandatory. Instead, you may hand in a news article or show a video. (apprx 1 points)

Uploading your presentation materials to Canvas (Discussion) site, including the report on the articles and links for the artifacts presented. Take notes during the terse conclusion discussion and the final discussion and incorporate those notes into your own copy of the report, which should be updated and uploaded to the Canvas the evening of the class. You can go back and edit this, if necessary, but do have it up there by that evening. (apprx 1 points)

Bonus point for contributing your presentation to the user driven online encyclopedia Wikipedia or writing up a column or blog for newspaper/blogsite based on your reading topic.

communication, science \u0026 technology cmns 446-4 fall 2015 syllabus a rahman

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