Science, Technology, and Innovation Policy

Science, Technology, and Innovation Policy

Science, Technology, and Innovation Policy

Spring 2018(Saturday Schedule)

Syllabus for 1.5 Credit Course

New York University

Robert F. Wagner Graduate School of Public Service

Instructor:Evan S. Michelson, Ph.D.

Email:

Class Time:Saturday, February 10, 2018, 10:00am – 4:00pm

Saturday, March 10, 2018, 10:00am – 4:00pm

Pre-requisite Course: Introduction to Public Policy, CORE-GP.1022

Office Hours: Upon request

Course Description

New developments in all areas of science and technology have become deeply interwoven into all aspects of daily life and are among the most primary forces shaping the long-term trajectory of our social, economic, and political systems. These not only include the socially oriented technological considerations that we think of and encounter on a regular basis, such as ubiquitous digital connectivity or privacy on the web. New scientific findings and technological advancements from the latter half of the 20th Century onward—in areas as diverse as biotechnology, infrastructure, and space travel—have left indelible marks on society. There are expectations that, early in the 21st Century, the rapid acceleration of new technologies from emerging fields such as synthetic biology, nanotechnology, artificial intelligence, and geoengineering have the potential to transform our world over the coming decades.

However, science, technology, and innovation policy in the United States is often an overlooked component when considering how new scientific findings and technological innovations get developed and enter the marketplace. The purpose of this course to better understand the history, concepts, and institutions underpinning contemporary science, technology, and innovation policy. The course examine both traditional and more recent issues shaping the science and technology policy landscape. By the end of the course, students will be able to:

  • Understand the ways in which government policies and decisions can influence which areas of science and technology are undertaken (often termed policy for science)
  • Understand how scientific and technical information can be applied and contribute to government decision-making (termedscience for policy).
  • Understand the changing relationships between government, academia, industry, and non-governmental organizations in regards to science, technology, and innovation policy.

Specific examples and case studies will be regularly used to illuminate the changing science, technology, and innovation ecosystem.Students do not need any formal training in science or technology for this class, just an interest in learning about societal impact of new technologies. Students should have a basic background in public policy, having taken Introduction to Public Policy.

By the course’s end, students will be able to understand and contribute to contemporary debates in science, technology, and innovation policy and be equipped to think critically when reading newspaper articles covering science or technology issues, reports from organizations like The National Academies or the American Association for the Advancement of Science, or the policy and news sections in journals such as Science or Nature.The course is designed so that students can dive deeper into topics that are of particular interest, with a focus on providing an introduction to the many policy issues raised by a wide range of emerging technologies.

Course Structure, Reading and Attendance

This class is structured to take place during two days over the course of the semester: Saturday, February 10, 2018 and Saturday, March 10, 2018. Each class will be divided into two sessions, morning and afternoon, with a brief break for lunch.

Given the structure of the course, students are expected to have completed all reading in advance of both course sessions, including the first class,andcome prepared for the discussion. This course will draw on a combination of classic and contemporary texts to provide students will a broad overview of topics in science, technology, and innovation policy. Reading for some class sessions is divided into overview material and reading covering specific science and technology topics. Readings will be drawn from textbooks, journal articles, book chapters, essays, reports, and newspaper articles. If students are interested in exploring a particular topic in greater detail, I am happy to provide a list of additional resources to consult. Readings will be available in a course packet.

Students are expected to attend both course sessions. Failure to attend one or both sessions, with prior approval, will jeopardize completion of the class. I

Grading and Final Project

There are four components to the course grade: active class participation, 2 analytic memos, final project presentation, and final project essay. Each component accounts for the following percentage of the final grade:

  1. Active Class Participation20%
  2. Analytic Memos (2)30% (15% each)
  3. Final Presentation20%
  4. Final Project Essay30%

* Final project presentations and essays may be undertaken individually or in pairs

Active class participation includes completing requiredall reading in advance and regularly participating in discussions. As a component of this grade, in advance of the first class session on February 10th, each student will be asked to provide a brief (1-2 minute) introduction on one of the assigned readings to help kick-off the discussion.

Analytic memos (2-3 pages, double spaced, 12 point font, Times New Roman, 1 inch margins) are responses to or reflections on a question or theme related to science, technology, and innovation policy arising from a course reading. Memos may focus on overarching concepts raised in the course or on aspecific thematic science and technology case study.

Analytic Memo 1 should be *completed before the first class session* and should be submitted on in-person on Saturday, February 10th. The memo can respond to reading for either session for that class.

Analytic Memo 2 is due on the second class day, Saturday, March 10th. The memo should respond to reading for the morning session (Session #3) of this class.

Final project presentation and essay: For the final activity, students will undertake an exercise as if they are the Chair of an Expert Advisory Committee assembled by The National Academy of Sciences to inform policymakers about any science, technology, or innovation policy issue of their choosing. Students may undertake the project individually or work with a partner.

Essay:Students will analyze a current debate related to their selected science, technology, or innovation policy issue and then make recommendations about how that issue could be addressed going forward.Any of the topics or science and technology field covered in the class can be explored in greater detail, but I welcome and encourage students to select a science or technology policy issue that is of personal interest. You, and the rest of the class, will get a lot more out of it. Students will be expected to analyze their selected science, technology, or innovation policy issue from a variety of perspectives, including its early history, how the issue has changed over time, existing and proposed governance and regulatory regimes, the various institutions involved in these policy challenges, and relevant considerations related to inclusivity, such as gender, race, and ethnicity. Recommendations about how best address this science and technology issue going forward should be included at the end of the essay. The final essay should be 12-15 pages long, double-spaced, 12-point font (Times New Roman), and 1-inch margins.

Presentation: Students (individuals or pair teams) will make a presentation on the final class session (Session #4) that will summarize the arguments made in the essay and cover the recommendations for how best to proceed with the issue going forward. Presentations are expected to be 20 minutes long, with an additional 10 minutes for questions and discussion.

Late Assignment Policy: All assignments are expected to be submitted on time. Extensions will be granted only in case of emergency, and only to those who request extensions in advance. Late submissions without extensions will be penalized 20% per 24-hour period.

COURSE SCHEDULE

Note: All readings and assignments should be completed in advance of each class.

Class 1: Saturday, February 10th

(Analytic Memo #1 Due at this Class and each student will serve as an Introductory Discussant for one of the readings)

Session#1: Introduction (Definitions, History, and Institutions) and National and Global Innovation Systems

Reading:

  • Vannevar Bush, Science, The Endless Frontier, 1945, Summary.
  • Deborah D. Stine, Science and Technology Policymaking: A Primer, Congressional Research Service, RL34454, May 27, 2009, pp. 1-28.
  • Sheila Jasanoff, The Fifth Branch: Science Advisers as Policymakers, Cambridge, MA: Harvard University Press, 1990, Chapter 1.
  • Bengt-Ake Lundvall, “National Innovation Systems—Analytical Concept and Development Tool,” Industry and Innovation, 14(1) 2007: 95-119.

This session will provide an overview of key definitions and terminology in science, technology, and innovation policy and the role played by key government agencies and other institutions in making science and technology policy. It will also cover the national innovation system framework and explore the ongoing globalization of science and technology research.

Session #2: Tensions in Science and Technology Policy; Bringing the Lab to the Marketplace

Reading:

  • David H. Guston, “Innovation Policy: Not Just a Jumbo Shrimp,” Nature 454: August 21, 2008, pp. 940-941.
  • Daniel Sarewitz, “Saving Science,” The New Atlantis, Spring 2016, pp. 5-40.
  • Mariana Mazzucato and Grego Semieniuk, “Public Financing of Innovation: New Questions,” Oxford Review of Economic Policy 33(1) 2017: 24-48.
  • On clean energy: William B. Bonvillian, “The New Model Innovation Agencies: An Overview,” Science and Public Policy 41(4) 2014: 425-437.

This session will explore the emergence of new perspectives in science, technology, and innovation policy that question canonical views of the role of science and technology in society, including how the public value of science and technology should be assessed and measured. It will also cover emerging models and approaches related to government involvement in the advancement of new technology innovation.

Class 2: Saturday, March 10th

(Analytic Memo #2 Due, Final Presentation and Essay Due)

Session #3: Anticipatory Governance of Emerging Technologies and Broader Societal Impacts

Reading:

  • David Rejeski, “Public Policy on the Technological Frontier,”pp. 47-59 in The Growing Gap.
  • Jathan Sadowski, “The Much-Needed and Sane Congressional Office That Gingrich Killed Off and We Need Back,” The Atlantic, October 26, 2012.
  • Martin W. Bauer, Nick Allum and Steve Miller, “What Can We Learn from 25 years of PUS Survey Research? Liberating and Expanding the Agenda,” Public Understanding of Science 16(1) 2007: 79-95.
  • On nanotechnology: Evan S. Michelson, “Emerging Technologies and the Role of Non-Governmental Organizations,” Nature Nanotechnology, 12, May 2017, pp. 397- 400.
  • On synthetic biology: Michael Specter, “Rewriting the Code of Life,” New Yorker, January 2, 2017.
  • On geoengineering: David W. Keith, “Toward a Responsible Solar Geoengineering Research Program,” Issues in Science and Technology 33(3) 2017.

This class will examinethe concepts of technology assessment, anticipatory governance, and public engagement, and it will discuss ways of considering the potential the longer-term, future implications of new technologies. The emergence of nanotechnology, synthetic biology, and geoengineering will serve as case studies for the discussion.

Session #4: Student Project Presentations and Wrap-up

This final class will conclude with student project presentations (20 minutes per presentation, plus 10 minutes for questions and discussion). We will also have time for feedback and suggestions for how to improve the course going forward.

Academic Honesty and Wagner School Policies

Academic Integrity: Academic dishonesty will not be tolerated. Participation in cheating, forgery, andplagiarism are subject to disciplinary action.Moredetails can be found here:

Wagner School Policies: The course will be subject to all Wagner School policies including those regardingWithdrawals and Incompletes.

Students with disabilities: Any students requiring accommodations should contact me to makeproper arrangements. Please be able to share your documentation regarding appropriate accommodations.

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