Syllabus, Science LEAP 1101 Fall 2017 1
Human Interactions: Societal and Global Challenges of the 21st Century
LEAP 1101, Section 5: T/Th 9:10-10:30 BU C 301
Social/Behavioral Science Exploration-3 credit hours (BF)
Meg Harper, Ph.D.
Phone/Text: 801-557-8153 Email:
Office: 148 Sill Center Office Hours: T/Th 12:30-1:30, and by appointment
Peer Adviser / Phone / EmailLogan Draper / 801-680-5286 /
Library Instructor / Phone / Email / Office
Shane Wallace / 801-585-1990 / / 1705P Marriott Library
Course Description
Science makes people reach selflessly for truth and objectivity; it teaches people to accept reality, with wonder and admiration, not to mention the deep awe and joy that the natural order of things brings to the true scientist.
~Lise Meitner
Scientific discoveries lead to solutions and improvements in all areas of everyday life, yet society must evaluate ethical concerns to make decisions regarding rights, safety, and human development. How do we and our communities behave in the face of scientific facts and advancements? For instance, science argues for global action on climate stability and renewable energy, but various demands—practical, political, economic—are often at odds with evidence on environmental sustainability. This course will explore how society and human behaviors intersect with contemporary issues in science. Students will gain knowledge and understanding of challenges we face in the 21st century and, in teams, will develop a researched action plan in response to a societal problem. Topics for study and class discussion will focus on local, national, and global issues: poverty and social services; debt and education; automation and job creation for the future; food supply and genetically modified food; stem cell research; vaccines and public health; genetics and social responsibility; population growth and sustainability.
In our discussions we will consider the following questions:
Ø What is a society or community?
Ø How can individuals shape society through ethical choices and behaviors?
Ø How do individuals’ beliefs, opinions, assumptions, and habits conflict with societal change or progress?
Ø How can scientists determine what is ethical while making decisions within different communities (as citizens, parents, consumers, researchers, etc.)?
Ø What role do scientists play in influencing public debate and policy?
Ø How do social scientists study human behavior and gather data on demographic trends? How can institutions develop policies that align with analysis of scientific evidence?
Ø How do scientists analyze and respond to issues of globalization?
Learning Objectives for Science LEAP
1. Critical Thinking
a. reading for main ideas
b. assessing issues from different perspectives
c. discussing topics in a thoughtful manner
d. evaluating arguments and evidence
2. Teamwork
a. collaboration
b. negotiation and compromise
c. building leadership skills
3. Information literacy
a. social and ethical implications of scientific discovery
b. knowledge of specific issues and relevant evidence
c. overview of local, national, and global challenges to human populations
d. quantitative and qualitative information and analysis
4. Communication
a. professional communication skills
b. practice and improvement in writing and oral argumentation
5. Research
a. search strategies and familiarity with databases in the social sciences and sciences
b. evaluation of internet sources
c. integration of library resources into a team research project
e. use of APA citation style
6. Personal development
a. exploration of campus activities, organizations, and opportunities in service and leadership
b. integration and sense of belonging in the university community and in the College of Science
c. friendships and social networks
d. engagement within the LEAP learning community—with classmates, peer adviser, faculty
There is no textbook for this course. Readings will be available on Canvas.
Grading and Assignments
100 Points
Homework (10 assignments) 20
Making it in Utah assignment 5
Midterm 20
Library Classes 10
Attendance 10
Team Action Plan and Presentation 20
Final Critique of Project 15
Grades are assigned by percentage.
Grade Scale
A = 93 and above A- = 90-92 B+ = 87-89 B = 83-86 B- = 80-82
C+ = 77-79 C = 73-76 C- = 70-72 D+ = 67-69 D = 63-66
D- = 60-62 E = 59 or below
Attendance: Number of Absences = Points for attendance grade
0-2 = 10 3 = 9 4 = 8 5 = 7 6 = 6
7-8 = 5 9 = 4 10 = 3 11 = 2 12 = 1
Policies on Assignments and Coursework
· Late assignments will not be accepted without prior arrangement.
· Team assignments require collective collaboration, effort, and organization for a team grade. Any team member may receive a different grade based on absence or lack of equal work on the project.
· Library sessions are designed to assist you in successfully completing your team project in stages. Points for the library portion of the final grade are based on attendance and library exercises.
· Readings and homework should be completed for class on the specified date. Homework will be checked by your Peer Adviser at the beginning of class.
· Directions, guidelines, and grading criteria for written assignments, including homework, will be explained in class and available on Canvas.
Extra Credit
You may earn up to 4 extra credit points (1 point per event) by attending/participating in any of the following:
· An activity or service event sponsored by the College of Science or one of its departments
· A LEAP activity or service event, including Convocation and Writing Workshops
· Any pre-approved event, lecture, conference or activity that you can relate to course topics
To receive credit for any of these options, you must submit a typed, printed response (about 1 page) that describes the event, your participation, and what you gained from the experience. Please submit extra credit to me no later than Thursday, December 7.
Classroom Policies
Attendance: Regular, punctual attendance in this course is mandatory and counts in your final grade. Irregular presence and lack of preparation will adversely affect your grades.
Participation: Class will consist largely of discussion, not lecture, and therefore, you must come prepared by completing the readings and assignments for that day and by approaching the material in a thoughtful, critical manner.
Absences: You are allowed 2 absences—illness, personal reasons—throughout the semester. Under University policy, absences for religious holidays and for required participation in a University-sponsored (not affiliated) organization are excused.
Homework: Your Peer Adviser will routinely check completion of your work for credit at the beginning of class. You cannot receive late credit on homework.
Conduct: Your participation and engagement are important! Please raise your hand to speak in class and listen to others’ contributions. Do not text or talk to other students while class discussions are in progress. Be courteous, pay attention, and take notes!
PLAGIARISM: The University defines plagiarism as “the appropriation of any other person’s work [published or unpublished] and the unacknowledged incorporation of that work in one’s own work offered for credit.” The punishment for plagiarism is “0” on the plagiarized assignment, and possibly an automatic NC (no credit) in the course. Further disciplinary action may be taken.
Peer Adviser: Logan Draper
Logan’s Mission Statement:
I will serve students and lead them to success by modeling and helping them learn effective study habits and teamwork, as well as how to work with faculty and to participate actively in the University of Utah community.
Writing Center (tutoring): 2nd Floor, Marriott Library; 801-587-9122
Accommodations Policy—Course Content
The values held most strongly by the University of Utah community are those of
academic freedom and integrity as they are expressed collectively by the colleges and
departments as well as individually through research and teaching and as they exist
within the wider context of advanced study as commonly understood by all universities.
The community also values diversity and respect, without which there can be no
collegiality among faculty and students. In addition, the University community values
individual rights and freedoms, including the right of each community member to
adhere to individual systems of conscience, religion, and ethics. Finally, the University
recognizes that with all rights come responsibilities. The University works to uphold
its collective values by fostering free speech, broadening fields of inquiry, and
encouraging generation of new knowledge that challenges, shapes, and enriches our
collective and individual understandings.
Students must understand and be able to articulate the ideas and theories
that are important to the discourse within and among academic disciplines. Personal
disagreement with these ideas and theories or their implications is not sufficient
grounds for requesting an accommodation. Accommodations requested on such
grounds will not be granted. The University recognizes that students’ sincerely-held
core beliefs may make it difficult for students to fulfill some requirements of
courses or majors. It is the student’s obligation to determine, before the last day to drop courses without penalty, when course requirements conflict with the student’s sincerely-held core beliefs. If there is such a conflict, the student should consider dropping the class.
Addressing Sexual Misconduct
Title IX makes it clear that violence and harassment based on sex and gender (which includes sexual orientation and gender identity/expression) is a Civil Rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, color, religion, age, status as a person with a disability, veteran’s status, or genetic information. If you or someone you know has been harassed or assaulted, you are encouraged to report it to the Title IX Coordinator in the Office of Equal Opportunity and Affirmative Action, 135 Park Building, 801-581-8365, or the Office of the Dean of Students, 270 Union Building, 801-581-7066. For support and confidential consultation, contact the Center for Student Wellness, 426 SSB, 801-581-7776. To report to the police, contact the Department of Public Safety, 801-585- 2677 (COPS).
Reasonable Accommodation for Disabilities
The University of Utah seeks to provide access to its programs, services, and activities for people with disabilities. If you will need accommodations in this class, reasonable prior notice needs to be given to the instructor and to the Center for Disability Services, 162 Olpin Union, 581-5020 (V/TDD).
How to succeed in this course:
1. Attend regularly. Be on time. Repeated tardiness is bad etiquette in a university class.
2. Come to class ready to participate. This class emphasizes discussion and sharing of perspectives. You cannot contribute to discussion unless you have completed the reading on time. Complete homework with assigned readings.
3. Manage your time effectively.
4. Take notes in class.
5. Cultivate friendships with your peers. Ask for help and support from your peer adviser and from me.
Your responsibilities:
1. Treat the professor, peer adviser, and other students with dignity and respect.
2. Be prepared for class: arrive on time with course readings and/or assignments.
3. Remain alert and focused in class. DO NOT: text; make phone calls; disrupt class in any way; do other homework or read the paper; pack up early; sleep.
4. Multitask in a constructive way: listen to others, take notes, participate, read the board.
Syllabus of Readings and Assignments
Please note that the reading and homework for any particular day should be done BEFORE you come to class. Assignments are subject to change with prior notice. Please read the entire syllabus and refer to it constantly. You are responsible for completing work assigned by the dates indicated below.
READINGS as PDFs (by author’s last name and abridged title) are in Canvas Modules (READINGS folder) and are listed in chronological order according to the syllabus.
HOMEWORK assignments will be available in advance of the due date in Canvas Modules (HOMEWORK folder).
Access all FRONTLINE episodes in the syllabus by searching its title at this hyperlink:
http://www.pbs.org/wgbh/frontline/
Week I Welcome to Science LEAP
T, Aug 22 Welcome! Introduction to the course, syllabus, Peer Adviser
Th, Aug 24 Opinions, Beliefs, Assumptions, Myths: The Dangers of Not Sticking to Facts, Evidence, and Analysis of Data
Read: Dewey, C. (2017, June 15) The surprising number of American adults who think chocolate milk comes from brown cows. Washington Post. Retrieved from
https://www.washingtonpost.com/news/wonk/wp/2017/06/15/seven-percent-of-americans-think-chocolate-milk-comes-from-brown-cows-and-thats-not-even-the-scary-part/?tid=sm_fb&utm_term=.8b53fa686853
Class Activity: Scavenger Hunt: Get to Know Your LEAP Classmates!
Week II Research and Understanding: Opinions vs. Evidence
T, Aug 29 Social science inquiry and research
Read: BabbieCh1.pdf
Babbie, E. (2016) Human inquiry and science. In The Practice of Social Research (14th ed.), Boston: Cengage Learning.
HOMEWORK 1
Week II (Continued)
Th, Aug 31 Myths, Assumptions, and Facts about Social Welfare Programs
Read: Amadeo, K. (2017, July 6). What are welfare programs? list, myths vs. facts: The six major welfare programs. The Balance.
Retrieved from https://www.thebalance.com/welfare-programs-definition-and-list-3305759
Sherman, A., Greenstein, R., & Ruffing, K. (2012, February 11). Contrary to “entitlement society” rhetoric, over nine-tenths of entitlement benefits go to elderly, disabled, or working households. Center on Budget and Policy Priorities. Retrieved from
https://www.cbpp.org/research/contrary-to-entitlement-society-rhetoric-over-nine-tenths-of-entitlement-benefits-go-to
HOMEWORK 2
Week III Making it in Utah
T, Sept 5 Learning from the streets
Read: Tanner, C. (2017, August 6). Mayor Ben McAdams posed as a homeless person for 3 days and 2 nights. Here’s what he saw. Salt Lake Tribune. Retrieved from
http://www.sltrib.com/news/politics/2017/08/06/sl-co-mayor-ben-mcadams-posed-as-a-homeless-person-for-3-days-and-2-nights-heres-what-he-saw/
Konczal, M. (2014, March 4). The Conservative myth of a social safety net built on charity. The Atlantic. Retrieved from
https://www.theatlantic.com/politics/archive/2014/03/the-conservative-myth-of-a-social-safety-net-built-on-charity/284552/
HOMEWORK 3
W, Sept 6 LEAP CONVOCATION, 4-5pm, Union Ballroom
Th, Sept 7 Speaker: Glenn Bailey (Crossroads Urban Center), Making it in Utah
CLASS MEETS IN CRCC 215
Mon, Sept 11 DUE: Making it in Utah assignment, by 11:59pm on Canvas
Week IV Life isn’t fair: Inequality, Race, and Society