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NS 241 Cultural and Historical Aspects of the Scientific Endeavor
Smith, Bradley A.


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

U1H 2006 BU

Faculty

Smith, Bradley A.

Title

Instructor

Degrees/Certificates

BS - Biology
MPH - Health Education
Certified Health Education Specialist

Office Location

MCAS Beaufort

Office Hours

18:30 – 19:30 Tuesday and Thursday

Daytime Phone

843-986-9256

E-Mail

bradley.smith@park.edu

smithbs@excite.com

Semester Dates

5  June – 30 July, 2006

Class Days

--T-R--Tuesdays and Thursdays

Class Time

7:35 - 10:05 PM

Prerequisites

None

Credit Hours

3


Textbook:
Bragg, Melvyn.  On Giant's Shoulders:  Great Scientists and Their Discoveries from Archimedes to DNA, 1999.   John Wiley and Sons, Inc.  ISBN 0471357324 (Hardback) ISBN 04713968342 (Paperback)

Textbooks can be purchased though the MBS bookstore

Textbooks can be purchased though the Parkville Bookstore


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:
The instructor's educational philosophy is based on a combination of Socratic lecture/discussion and direct application of scientific principles through recreation and modeling of historic scientific discovery.

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.


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:
Students are required to read all assigned material prior to class and participate in class discussion and exercises.  Two exams, pop quizzes, and participation in class assignments will form the basis for grading.

Grading:
The final course grade will be determined as follows:
Mid-Term Examination: 30%
Final Examination: 35%
Pop Quizzes: 25%
In Class Assignments/Participation: 10%
The Mid-Term Examination will cover all material assigned and presented prior to the examination.  The final exam will cover all material covered throughout the course.  Pop quizzes will be given at random.  These quizzes will cover material discussed or assigned up to that date.  Participation in discussion and in-class assignments will account for up to 10 percentage points on the final grade.  Letter grades will be assigned according to the following percentages:
90 - 100 A
80 - 89 B
70 - 79 C
60 - 69 D
Below 60 F (or three or more unexcused absences)

Late Submission of Course Materials:
The instructor will not accept assignments late.  Assignments not submitted on the due date will receive a grade of “zero”.

Classroom Rules of Conduct:
Students are expected to attend all classes and to be on time.  Classes missed for legitimate reasons (e.g. illness, TAD, etc.) are excusable, however, the student will make-up the missed classes through an appropriate assignment.  Two un-excused absences are considered excessive.  Students are expected to participate in class discussion and that participation will compromise a portion of their final grade.

Course Topic/Dates/Assignments:
Date Text/Chapters       Topic
June 6 – 8 On Giant's Shoulders: Introduction/
           Chap. 1                     Archimedes
June 13 – 15 On Giant's Shoulders:
            Chapter 2 & 3 Galileo and Newton
June 20 – 22  On Giant's Shoulders:
               Chapters 4 & 5     Lavoisier and Faraday
June 27 – 29  On Giant's Shoulders:
              Chapter 6      Darwin -Mid Term Review
July 4 – 6 Mid-Term Exam – July 6
July 11 - 13  On Giant's Shoulders:
             Chapters 7 & 8       Poincare' and Freud
July 18 – 20  On Giant's Shoulders:
             Chapters 9 & 10 Curie and Einstein
July 25      On Giant's Shoulders:
             Chapters 11 & 12 Watson & Crick
July 27      Final Exam – All Other Assignments Due

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 2005-2006 Undergraduate Catalog Page 85-87

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 2005-2006 Undergraduate Catalog Page 85-87

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 "WH".
  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 2005-2006 Undergraduate Catalog Page 89

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:5/1/2006 5:07:16 PM