Honors in General Education
The
Technology in the Contemporary
HNRS 253.006, Spring 2002
Meeting time: Mon/Wed,
Instructor contact information:
Arlington, VA 22201 (U.S.A.)
Tel: 703-993-2275; fax 801-749-9198
Internet: jgifford@gmu.edu
http://mason.gmu.edu/~jgifford
Fairfax Campus office: Robinson Hall, rm. A211.
Office Hours: After class or by appointment.
To most people, the Interstate highway system is an integral part of everyday life that they think of only when it doesn’t work—when a fuel tanker flips over and closes the Beltway or when sitting in traffic in the middle of nowhere on the night before Thanksgiving. When it’s working right, they pretty much take it for granted.
But the Interstate system is actually the product of more than a century of American highway policy and implementation. Its planning began before World War II; and its construction was the centerpiece of national highway policy in the post-war era. Many hailed its completion in the 1980s as a triumph. Others view the Interstate program as a terrible mistake that has led to a car-dependent culture that fosters urban sprawl and air pollution. Many social and environmental activists fought the Interstate’s construction in “Freeway Revolts” around the country during the 1960s and 1970s.
Controversy continues today about whether we should build
more highways to relieve congestion. Does that just lead to more traffic,
pollution and sprawl? Should we invest instead in public transit? Northern
Virginia Congressman Frank Wolf wants to add lanes to I-66 inside the Beltway,
which has revived opposition in
This course examines the history and development of the Interstate
highway system, and the role it has played in the development of modern
By using the Interstate as an in-depth case study, the course also explores broader questions about how our society perceives and manages complex socio-technological systems. How well can we predict the impacts of such systems? How can we govern them responsibly? Does technology ultimately pose a threat to environmental stewardship and community preservation?
The course requires an ungraded essay, two short papers (15% each), three critiques (10%), a creative research project (25%), a presentation on the creative research project (5%) and class participation (10%). There is no midterm. The creative research project will be treated as the final examination for the course.
Prior to the class meeting of Monday, January 28, write a brief biographical essay describing your background, experience, and any particular interests or objectives for the course. Include your name (and nickname if you’d like me to use one), contact information (address, phone numbers, e-mail address) and e-mail it to me at jgifford@gmu.edu.
For the class meeting on Wednesday, January 30, write a 250-word essay on the subject: “What have been the biggest benefit and the greatest harm of Interstate highway system for society?” Bring three copies of the essay to class, one to hand in and two to share for critique with your colleagues. As resources, you can use the websites of two organizations, the American Highway Users Alliance (www.highways.org) and the Surface Transportation Policy Project’s Transportation Action Network (www.transact.org).
Students are strongly advised to select a thematic area that interests
them, and use it for the duration of the course as a basis for their three
papers, and for their creative research projects. For example, a student might
select the environmental impacts of the Interstate, civil rights, urban
planning, economic efficiency, the housing sector, the retail sector,
transportation planning, or another subject. Having a thematic area will enable
some efficiency in researching materials for the papers and the creative research
project. You may change your thematic area if you find after exploring it that
it doesn’t really interest you.
Paper #1. Write an essay of about 500 words about the impact of the Interstate highway system on some aspect of society, American or otherwise. In this short paper, you should focus on describing some impact, and use evidence to support argument. In paper #2 you will focus more on the evaluation of impacts. You may focus your discussion on your selected thematic area if you wish.
Paper #2. In a paper of approximately 750 words, critically evaluate the impact of the Interstate system on some aspect of society. This paper should identify some set of criteria for evaluating the impact, and then an assessment of against those criteria. Examples of criteria would include fairness (or equity), efficiency, or aesthetic appeal. Again, you may focus your discussion on your selected thematic area if you wish, and use paper #1 as a source document for this paper.
Three critiques of the course text materials are required, one due in class 11, one due in class 20, and one due in class 28. The first critique should cover the assigned reading through class 9; the second the reading from class 10 to class 18; the third from class 19 to the end of the term.
Each critique should summarize the assigned readings, and then critically evaluate them. The critical evaluation should consider whether the work is objective, whether it supports its conclusions with sufficient evidence, whether it is complete or if not, what it leaves out, and finally, whether you agree with it. The critique should be organized into two major sections. The first section should summarize all the assigned readings. The second should critically evaluate them.
One of the major activities of the course is the creative research project, which accounts for 25 percent of your final grade. This project should examine some aspect of technology, transportation and society. It might take a number of forms: a term paper, a website, a video, a play – it’s really up to the student to decide, with the instructor’s approval. Generally speaking, a PowerPoint presentation alone is not sufficient.
While it should be creative, remember that this is a research project. That means it needs to be based on research. Your final product should include a discussion of your methodology, that is, what kind of source materials you used, how you analyzed them, and what rules you used for drawing inferences. Also, hand in or include in your final product a list of references cited and source material used.
Creative research projects will be presented to the class at the end of the semester. Five percent of your total semester grade will be based on the quality of the presentation.
Group Projects: You may work individually, or in a group of your own choosing. Remember, groups require management; make sure to staff that function! Choose a group leader for groups of 3 or more. Group leaders should be responsible for reports to class on project status, etc. Everyone in a group gets the same grade, so beware of free riders! Class Participation
The class is discussion oriented. The instructor does very little formal lecturing. We will start each class with 10-15 minutes of discussion of current events and “found objects” before moving to discussion of the day’s assigned materials. Students should follow current events by reading a daily newspaper (on-line or hardcopy) and monitoring it for stories that relate to the class subject matter. Students should also look for “found objects” like photos, events, or things that typify or epitomize particular issues, problems or points of view.
Class discussions of assigned material will begin with a two- to three-minute summary and critique by two students. The instructor uses a system called “warm calling” (as opposed to cold calling), whereby the instructor assigns primary and secondary discussants for each of the day’s assigned readings to students at the beginning of the class, before the current events discussion. Discussants then have a few minutes during the current events discussion to review their notes and prepare their discussion. The primary discussant will start, followed by the secondary.
Discussions should be two or three minutes long, no more. They should consist of a brief summary of the two or three (no more) key points in the reading, and a critique. Do not attempt to summarize the entire reading; rather, focus on what you believe are the two or three key points. The critique should be the student’s assessment of work. Is it objective or does it favor a particular point of view? What kind of sources or data does it use? How does it differ from other material? The instructor will grade each discussion, and note students who are not prepared. These discussion grades will be used as the partial basis for the class participation grade.
Suggestion. To prepare for discussion, write in your notes after completing each assigned reading its key two or three points and your critical assessment of it, just a few sentences that can provide the basis of your class discussion in case you are called upon for that reading.
Classroom attendance is required. Students are permitted a maximum of two absences for any reason. For absences beyond the two allowed, students must write a 500-word graded essay on the subject of the missed class.
Note: Students who are unable to attend classes during which graded work is to be submitted or presented will be asked to provide appropriate documentation of the necessity for their absence.
Students may resubmit papers to be re-graded, subject to the following conditions:
1) Resubmissions are accepted up to 1 week after papers are returned
a) The resubmission must be a substantive rewrite; papers should have been grammatically correct the first time.
b)
The student must visit the
c) The resubmission must include a writer’s memo discussing how the paper is improved, and why it’s worth my time to reread it.
d) The resubmission must include the original submission.
2) You may also include up to 2 additional revisions of papers from the semester in an end-of-semester portfolio. Same rules apply re writer’s memo and including earlier submissions.
The universe of source material about highways and their societal impact is vast and diverse. Because it has been the subject of a great deal of controversy, much of the material advances a particular point of view or agenda. Environmentalists assert that it has “caused” urban “sprawl,” dependence on foreign oil sources, and air pollution. The motor vehicle industry emphasizes its contribution to low prices and economic efficiency. Auto safety advocates emphasize how Interstate safety features make them the safest highways.
Assigned source material for the course will draw on a broad range of these materials, including books, articles, websites and films. There are two required texts:
1) Tom Lewis, Divided Highways: Building the Interstate Highways, Transforming American Life (New York: Viking, 1997).
2)
Clay McShane, Down the
Asphalt Path: The Automobile and the
Other readings are identified in
the reading list.
Sources of research material for papers and the creative research projects are readily available on campus and through the Internet. Internet sources are growing by the day. A good place to start is the “Research Guide” compiled by the library staff, in cooperation with your instructor. It is available online at http://library.gmu.edu/research/trans.pdf and contains:
· Lists of transportation reference materials, including handbooks and encyclopedias;
· Statistical sources;
· Special collections, including George Mason’s collections of papers, archives and manuscripts, such as the American Public Transit Association archive;
· Journals;
· Searchable databases;
· Academic transportation libraries; and
· Transportation-related websites.
In addition to the websites listed there, you may wish to consult the following advocacy groups:
· The Reason Public Policy Foundation (http://www.rppi.org/)
·
Transportation Action Network (www.transact.org).
· American Highway Users Alliance (www.highways.org)
Remember that some sources are more credible than others, and it’s up to you the researcher to evaluate the credibility of a source and the particular facts, ideas or positions it advances. Note again that much of the source material you find may not be objective and may advocate a particular point of view or perspective. All source material is not created equal!!! Part of your job as a researcher is to exercise your critical skills to assess the reliability and objectivity of source material.
Criteria for grading papers are summarized in the attached “Writing Evaluation Criteria” sheet. This criteria sheet. Additional guidelines for writing are:
1) Plagiarism. Be careful and systematic in the way you quote and credit source material. All work must be your own. Inappropriate use of the work of others without attribution is plagiarism and a George Mason University Honor Code violation punishable by expulsion from the University. All students should familiarize themselves with this honor code provision (http://www.gmu.edu/facstaff/handbook/aD.html). To guard against plagiarism and to treat students equitably, written work may be checked against existing published materials or digital data bases available through various plagiarism detection services. Accordingly materials submitted to all courses must be available in electronic format.
2) The instructor may ask to review your source material. Do not discard it for at least a month after your final paper is turned in.
3) You cannot use a paper from another course without explicit instructor approval.
4) If you wish to use one of your papers as a source for a later paper, you should cite it.
5) Paper Length. Word counts specified for papers are exclusive of footnotes, endnotes, or appendix material. Please note the word count on the cover page.
6) Papers must be typed and double-spaced.
7) Papers should have a cover page, but do not put papers in covers, binders or any other kind of package.
8) No late assignments will be accepted without the instructor’s approval in advance.
9) Papers with unacceptable errors in spelling and grammar will be returned for correction prior to grading and penalized 5 points per day until turned back in correctly.
10) Style
a) The
term “style” refers to the way a paper treats headings, footnotes, bibliographic
citations, illustrations, tables, etc. In professional writing, it is important
to be aware of style and to follow the appropriate style guidelines for what
you are writing. You should choose and adhere to a particular style. The university
library webpage contains a number of style guides (visit http://library.gmu.edu
and follow the links for “reference,” and then “style manuals.” Note
particularly the guidelines for citing electronic resources.
b) In addition, papers for this course require the following: (i) identify your sources in footnotes; (ii) include source information for all figures and tables; (iii) include a bibliography of all source material at the end of your paper if you have utilized sources that do not appear in your footnotes.
Session |
Date |
Reading/Topic |
Homework |
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1 |
1/23 (Wed) |
Introduction |
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Unit 1: Highway System Planning and Development |
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2 |
1/28 (Mon) |
Film (in class): “The World that Moses Built” Lewis, pp. ix-92 |
Bio sketch (via e-mail) |
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3 |
1/30 (Wed) |
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Ungraded Essay |
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4 |
2/4 (Mon) |
Lewis, pp. 93-175 |
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5 |
2/6 (Wed) |
Lewis, pp. 177-260 |
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6 |
2/11 (Mon) |
Lewis, pp. 261-294 |
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7 |
2/13 (Wed) |
American Association of |
Paper #1 |
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8 |
2/18 (Mon) |
American Association of |
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9 |
2/20 (Wed) |
Pucher, et al. 1998 |
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10 |
2/25 (Mon) |
Film (in class): “Divided Highways” (1997) |
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11 |
2/27 (Wed) |
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Critique #1 |
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12 |
3/4 (Mon) |
McShane, pp. 1-40 |
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13 |
3/6 (Wed) |
McShane, pp. 41-80 |
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3/11 (Mon) |
Spring Break |
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3/13 (Wed) |
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14 |
3/18 (Mon) |
McShane, pp. 81-124 |
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15 |
3/20 (Wed) |
McShane, pp. 125-228 |
Paper #2 |
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16 |
3/25 (Mon) |
TBA |
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17 |
3/27 (Wed) |
TBA |
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Unit 2: Technological Determinism and Social Construction |
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18 |
4/1 (Mon) |
Cowan 1997, 224-248 Pool 1997, 3-15 |
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19 |
4/3 (Wed) |
Hughes 1998 |
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20 |
4/8 (Mon) |
Smith 1986 Marx 1987 |
Critique #2 |
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21 |
4/10 (Wed) |
Rosenberg and Birdzell 1990 |
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22 |
4/15 (Mon) |
Cronon 1995a Cronon 1995b |
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23 |
4/17 (Wed) |
TBA |
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24 |
4/22 (Mon) |
TBA |
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25 |
4/24 (Wed) |
Final projects/presentation |
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26 |
4/29 (Mon) |
” ” |
Creative research project |
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27 |
5/1 (Wed) |
” ” |
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5/2 (Thurs) |
Honors Program Pizza Party ( Selected Creative Research Project presentation |
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28 |
5/6 (Mon) |
Review and Wrap-Up |
Critique #3 |
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5/8 (Wed) 1:30 – 4:15 |
No final exam |
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American Association of
Cowan, Ruth Schwartz. 1997. Automobiles and automobility. In A social history of American technology,
224-48.
Cronon, William. 1995a.
Introduction. In Uncommon ground: Toward reinventing nature, ed. William
Cronon, 23-56.
———. 1995b. The trouble with
wilderness; or, getting back to the wrong nature. In Uncommon ground: Toward
reinventing nature, ed. William Cronon, 69-90.
Hughes, Thomas Parke. 1998. Coping with complexity: Central
Artery and Tunnel. Http://libraries.mit.edu/rotch/artery/hughes.pdf. In Rescuing
Prometheus, chapter 5.
Marx, Leo. 1987. Does improved technology mean progress? Technology Review, January, 33-41ff.
Pool, Robert. 1997. Beyond
engineering: How society shapes technology. The Sloan Technology Series.
Pucher, John R, National Research Council (
Rosenberg, Nathan, and L.E. Birdzell, Jr. 1990. Science, technology and the Western miracle. Scientific American, 263, no. 5, November: 42-54.
Smith, Merrit Roe. 1986. Technology, industrialization, and
the idea of progress in
WRITING
EVALUATION CRITIERIA
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Name: Date: Assignment: Grade: |
Excellent |
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Unsatisfactory |
Comment |
Quality of Content |
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Addresses assignment |
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Analytical clarity/persuasiveness |
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Objectivity |
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Quality of source material |
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Use of evidence/methodology |
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Structure & Organization (S&O) |
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Clear intro, thesis, conclusion |
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Use of transitions, headings and other cohering strategies |
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Logical & coherent paragraphing in support of main points |
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Mechanics |
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Correct citation, documentation |
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Required elements (title page, works cited [if more than those in footnotes]), length, page # |
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Grammar, spelling, punctuation, article use |
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Abbreviations/symbols in comments: ¶ = paragraph; # = number agreement; awk = awkward; frag = sentence fragment (incomplete sentence); wc = word choice; pv = passive voice