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NS 241 Cultural and Historical Aspects of the Scientific Endeavor
Schoof, Timothy D.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

NS 241 Cultural and Historical Aspects of the Scientific Endeavor

Semester

F2J 2006 PV

Faculty

Schoof, Timothy D.

Title

Senior Professor

Degrees/Certificates

Doctorate of Education (Ed.D.) Education
Master of Science (MS) Chemistry
Master of Business Administration (MBA) Finance & Management

Office Location

Cleveland Chiropractic College

Office Hours

11:00 to 12:00

Daytime Phone

(816) 501-0257

E-Mail

timothy.schoof@park.edu

tim.schoof@cleveland.edu

Web Page

http://captain.park.edu/schoof/

Semester Dates

October 23, 2006 - December 17, 2006

Class Days

---W---

Class Time

5:30 - 9:50 PM

Credit Hours

3


Textbook:
Indian Givers by Jack Weatherford,
New York, Fawcett Columbine

Black Pioneer of Science and Invention by Louis Haber
An Odyssey Book, Harcourt Brace and Company

Nobel Prize Women in Science: Their Lives, Struggles,
and Monentous Discoveries, 2nd Edition by Sharon Bertsch
McGrayne, Joseph Henry Press

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
A history of science is presented in terms of the multicultural aspects of our scientific heritage. Focus is upon the nature of scientific inquiry and the social factors affecting the participation of diverse groups of individuals in the advancement of science. 3:0:3

Educational Philosophy:
There are three basic goals or outcomes in education:

Students should gain a thorough understanding of the subject.  If students cannot apply what they learn, they have not learned it.  Therefore, educators should teach and evaluate at the level of understanding and application.

Students should grow into independent learners and thinkers.  In today's society, it is important for students to have the ability to find information, understand it, interpret it and analyze it.

Students should develop an appreciation for the subject.  Students who appreciate the subject will respect and continue to study the material.  In addition, they will use what they learn.

Teachers can accomplish these three outcomes by knowing and staying current in their subject; inspiring their students to learn; presenting the subject in a clear and interesting format; motivating students by teaching the important material and making the material relative to students' lives. 

The job of education is to teach the subject, to motivate students to learn, to inspire them to continue and to create independent learners.

  

Learning Outcomes:
  Core Learning Outcomes

  1. Explain the nature of scientific inquiry and the scientific method;
  2. Demonstrate scientific experimentation as a problem-solving method via directed laboratory experiences;
  3. Discuss the multicultural nature of both historic and present day scientific endeavors (gained via readings and course projects);
  4. Demonstrate the use of Science Literacy, Critical Literacy, and Values Literacy via written and oral presentations.


  Instructor Learning Outcomes
  1. 1.  List the steps in the scientific method;
  2. 2. Apply the scientific method in their analytical thinking;
  3. 3. Understand the contributions of various groups in the development of science;
  4. 4. Understand how diversity enhances the scientific process;
  5. 5. Analyze problems through critical thinking;
  6. 6. Explain the common barriers that various groups had to overcome to enter the scientific field;
  7. 7. Explain the common characteristics of individuals who overcame barriers to be able to become successful scientist;
  8. 8. Discuss specific individual contribution to science;
  9. 9. Demonstrate a better understanding of broad underlining concepts contained in Biology and Chemistry.
Core Assessment:

CORE ASSESSMENT ASIGNMENT: Op-Ed Poster Display (or Editorial Page

Written Essay)

ASSIGNMENT ISSUES: Opinion-Editorial (Op-Ed) Poster Display (or Editorial Page

Written Essay)

o To discuss, in an opinion-editorial format, an historical &/or current controversial scientific issue chosen from the course;

o To identify and elaborate both sides of an historical &/or current controversial scientific issue;

o To relate the cultural and/or historical aspects of the chosen topic to current social norms;

o To include, at a minimum, 5 references formatted in the Harvard Method (name, date).

o To include, at a minimum, 2 references from personal interviews of scientists, experts, and/or individuals having a connection to the topic.

o To be formatted in the style of a newspaper Op-Ed Page with: a) two major sections being the Pro (in favor) essay and a Con (against) essay; b) side-bar articles/essays on related topics taken from or enhancing concepts found within the main essays; c) a summary/conclusion essay. This is to be on a poster display suitable for public viewing.

Link to Class Rubric

Class Assessment:
Participation:  

Grade of A
Student is present, punctual, attentive, and considerate of others opinions.  Material has been read and the student actively participates by contributing ideas and comments that demonstrate thoughtful consideration of the issues. Participation is superior.  Critical thinking, effective communication and sound reasoning are evident.  Student is an asset to the classroom environment.

Grade of B
Student may miss a class or two, but is normally present, punctual, attentive, and considerate.  Material has been read but depth of understanding and/or insight is less evident than mentioned under A.  Comments and opinions reflect a more superficial view of the issues.  Student accepts constructive criticism and maintains a positive attitude.

Grade of C
Attendance is regular, punctual, attentive, and considerate.  Some material may have been read, but quality and quantity of participation sporadic.  Student is more passive, reluctant to share, and lacks direction.  Occasionally, insight into an issue(s) is demonstrated and the effort is there.  Student attempts to contribute to the class.

Grade of D
Material has been attempted, but comprehension is absent.  Interest appears lacking and excuses are prevalent.  May demonstrate intolerance of others.  Tries but is not much of an asset to the classroom environment.  Attendance is poor

Grade of F
Student is generally absent, or when in class, is not an asset to the discussion.  May be inconsiderate of others, just not doing the work, paying attention, or unprepared.  When called upon, may respond inappropriately (sarcasm, act irritated or bored, etc.).  Excuses are prevalent

Exams:

The exams are take-home.  I will give the exams at the end of the period one week before the exam is due.  Exams are due on or before the date and time given in class, period!  I will not accept late examinations for any reason.  You can always turn in the exams early by placing the exam in my college mailbox.  
Note: Check grading section to see if exams are applicable.  

Reaction Papers:

The purpose of the reaction papers is to have you think critically about an issue and formulate a reaction and opinion(s) to that issue.  In general, there are no right or wrong answers.  You can take either position as long as you support your opinion with a sound argument and, when possible, include evidence that helps your case.

The topic and due date for each paper will be announced in class.  The length of a reaction paper should be between 3 to 5 typed double-spaced pages, excluding the cover page and footnotes or references, if present.  

Grades are based on the following;
Insight  ............................................... 25%
Focus ................................................. 25%
Communication.................................... 25%
Grammar and Spelling ......................... 25%

Presentations:

The presentations are designed to practice public speaking and allow you to gain information from your fellow students.  

Grading is based on the following:

Technique .............................................. 25%
Cultural information ................................. 25%
Scientific information ............................... 25%
Visual Aids............................................. 25%


Note:  If for some reason, you cannot do the presentation, you may do a research paper as an alternative.  The research must have a cover page and references.  It must be 5 to 10 type written pages not including the cover page and references.  Since, the idea of the presentation is to get practice public speaking and since a report cannot accomplish this goal, the paper can only receive a grade of “B” or lower.  In addition, I grade reduction will result if you cannot or do not stay and listen to your colleagues.

Grading:

Journal  .............................................. 100 pts
Class Participation .............................. 100 pts
Reaction Papers ................................. 100 pts
Presentation  (1) ................................ 100 pts
Core Assessment ............................... 100 pts

                                                    Total 400 pts

Late Submission of Course Materials:
Computers make writing and revising much easier and more productive.  Students must recognize though that technology can also cause problems.  Printers run out of ink and hard drive crash.  Students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes. No late work will be accepted.

Classroom Rules of Conduct:
Standards of student conduct are published in the College Catalog and the Student Handbook.  Students observed violating these standards of professional and personal conduct will be asked to leave class and an incident report will be submitted to the Dean's office, which may result in additional disciplinary action.

Please turn off all pagers, cellular phones and other disruptive devices or place on vibrate while in class. Please refer to your student handbook and/or class catalog for additional information.

Course Topic/Dates/Assignments:
I. Historical and Scientific Aspects

A. Introduction (week 1)
Discussion: Experiences with bigotry and discrimination
Film: Scientific Method

B. Scientific Method (week 2)
Discussion: Who should control scientific knowledge and is there something's that we just should not investigate.
Film: “And the Band Played On”

C. Science History and Ethics (week 3)
Discussion: The female lab assistant
Film: Ethical dilemma's in science

II. Cultural Aspects

A. Women Scientist (week 4)
Read: Nobel Prize Women in Science
Discussion: Derogatory statements and labeling
“Label cans not people”
Film: “Women in Science”

B. Homosexual contributions to science (week 5)
Discussion: Is discrimination ok in some cases? (rights vs. privileges)
Film: Decoding Nazi Secrets

C. Black and Latino Scientists (week 6)
Read: Black Pioneers of Science and Invention.
Discussion: Freedom of speech vs. Rights of the individual
Film: “Black Inventors and Scientist”

D. Native American and Asian contributors to Science (week 7)
Read: Indian Givers
Discussion: Religion's contribution
Film: “Native Americans”

E. Presentations (week 8)

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89
Violations will result in an "F" for the Course.

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2006-2007 Undergraduate Catalog Page 87
Plagiarism will result in an "F" for the course.

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 Undergraduate Catalog Page 89-90

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
In the Conclusion essay, identify and discuss 4 (or more if others are apparent) of the following assignment issues.
-briefly summarize both sides of the argument
-critically evaluate the resources used
-evaluate the validity of the science
-Discuss the cultural connections within the controversy 
In the Conclusion essay, identify and discuss a min. of 3 of the following assignment issues.
-briefly summarize both sides of the argument
-critically evaluate the resources used
-evaluate the validity of the science
-Discuss the cultural connections within the controversy 
In the Conclusion essay, identify and discuss 1-2 of the following assignment issues.
-briefly summarize both sides of the argument
-critically evaluate the resources used
-evaluate the validity of the science
-Discuss the cultural connections within the controversy 
No assignment issues identified or discussed. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
6 or more sources referenced 5 sources referenced (min. 3 books &/or journals; 2 internet) 1-4 sources referenced No sources referenced. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Identify and discuss 6 or more assignment issues, including but not limited to:
-Identify the issue
-Identify the controversial nature of the issue
-Explain the pros & cons of the issue
-Compare/contrast the historical & current natures of the issue
-Relate the scientific relevance of the issue 
Identify and discuss 3-5 assignment issues, including but not limited to:
-Identify the issue
-Identify the controversial nature of the issue
-Explain the pros & cons of the issue
-Compare/contrast the historical & current natures of the issue
-Relate the scientific relevance of the issue 
Identify and discuss 1-2 assignment issues, including but not limited to:
-Identify the issue
-Identify the controversial nature of the issue
-Explain the pros & cons of the issue
-Compare/contrast the historical & current natures of the issue
-Relate the scientific relevance of the issue 
No assignment issues identified or discussed. 
Application                                                                                                                                                                                                                                                
Outcomes
1,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Effectively incorporates 6 or more sources to support thesis. Effectively incorporates 3-5 sources to support thesis. Effectively incorporates 3-5 sources to support thesis. Effectively incorporates 3-5 sources to support thesis. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
1,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
No terminology/factual errors noted. 1-3 terminology/factual errors. 4-5 terminology/factual errors. 6 or more terminology/factual errors. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
1,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
No errors in writing conventions.
-Harvard Method of citation, -references,
-written in third person,
-past tense,
-correct spelling, and grammar 
1 to 3 errors in writing conventions.
-Harvard Method of citation,
-references,
-written in third person,
-past tense,
-correct spelling, and grammar 
4-6 errors in writing conventions.
-Harvard Method of citation,
-references,
-written in third person,
-past tense,
-correct spelling, and grammar. 
7 or more errors in writing conventions.
-Harvard Method of citation,
-references,
-written in third person,
-past tense,
-correct spelling, and grammar. 
Values Literacy                                                                                                                                                                                                                                            
Outcomes
3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Demonstrates mastery of 3 or more of the following components of the Values literacy:
-Understanding of the importance of value concerns in human life, and the ability to distinguish them from factual matters;
-Recognition of the major ways proposed for resolving value questions, and the ability to evaluate them and use them where appropriate;
-Appreciation of the diversity of value systems and their interconnection with the cultures in which they are found, yet openness to the possibility that there may be common goals and principles that can serve as the basis for intercultural judgments;
-Acquisition of tools for analyzing value questions, and acquisition of a set of personal values that are continually held up for review even as one tries to live by them. 
Demonstrates mastery of 2 of the following components of the Values literacy:
-Understanding of the importance of value concerns in human life, and the ability to distinguish them from factual matters;
-Recognition of the major ways proposed for resolving value questions, and the ability to evaluate them and use them where appropriate;
-Appreciation of the diversity of value systems and their interconnection with the cultures in which they are found, yet openness to the possibility that there may be common goals and principles that can serve as the basis for intercultural judgments;
-Acquisition of tools for analyzing value questions, and acquisition of a set of personal values that are continually held up for review even as one tries to live by them. 
Demonstrates mastery of one of the following components of the Values literacy:
§9 Understanding of the importance of value concerns in human life, and the ability to distinguish them from factual matters;
§10 Recognition of the major ways proposed for resolving value questions, and the ability to evaluate them and use them where appropriate;
§11 Appreciation of the diversity of value systems and their interconnection with the cultures in which they are found, yet openness to the possibility that there may be common goals and principles that can serve as the basis for intercultural judgments;
§12 Acquisition of tools for analyzing value questions, and acquisition of a set of personal values that are continually held up for review even as one tries to live by them.
 
No evidence of mastery of the components of the Values literacy. 
Science Literacy                                                                                                                                                                                                                                           
Outcomes
1,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Demonstrates mastery of 3 or more of the following components of the Science literacy:
-Understanding of the nature and role of scientific evidence in the pursuit of knowledge;
-Recognition of the importance of the scientific method of argument and modeling process;
-Appreciation of the origins of scientific inquiry and method and seeing their continuing presence in the mutual interaction between human society and its physical environment;
-Acquisition of tools for successful involvement in scientific pursuits of the scientific community.
 
Demonstrates mastery of 2 of the following components of the Science literacy:
-Understanding of the nature and role of scientific evidence in the pursuit of knowledge;
-Recognition of the importance of the scientific method of argument and modeling process;
-Appreciation of the origins of scientific inquiry and method and seeing their continuing presence in the mutual interaction between human society and its physical environment;
-Acquisition of tools for successful involvement in scientific pursuits of the scientific community.
 
Demonstrates mastery of one of the following components of the Science literacy:
-Understanding of the nature and role of scientific evidence in the pursuit of knowledge;
-Recognition of the importance of the scientific method of argument and modeling process;
-Appreciation of the origins of scientific inquiry and method and seeing their continuing presence in the mutual interaction between human society and its physical environment;
-Acquisition of tools for successful involvement in scientific pursuits of the scientific community. 
No evidence of mastery of the components of the Science literacy. 

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Last Updated:9/9/2006 8:56:37 PM