Dr. Lee Talbot
Department of Environmental Science and Policy
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COURSE SYLLABUS
Instructor: Lee M. Talbot, Ph.D.
Course Meets: Tuesdays, 7:20 - 10:00 PM., in Robinson A 106
To Contact Instructor:
Office: 3048 David King Hall
Office Hours: by appointment, normally on Tuesdays but if that is not possible
I will arrange other times and places to fit students' schedules.
Telephone: GMU: (703) 993 4037. This number is not checked on a daily basis,
so urgent calls could be directed to Carol Lawrence, ESP Department Office,
993-1616. If it is really urgent call me at home: 703 734 8576.
E-Mail: ltalbot@gmu.edu
Fax: 703 734 8576
Course Overview:
The purpose of this class is to identify and analyze basic principles, skills
and strategies involved in turning scientific knowledge and information, and
policies derived from them, into action. In other words, what do you do to move
from science and policy to concrete action?
The class will use lectures including guest lecturers, class discussions, case studies and assigned reading to identify and analyze the factors involved in successfully moving from science and policy to concrete action.
This course does not follow a textbook approach. The professor was asked to present the subject based on his own career, to show from actual examples how environmental science and policy can be translated into real action. The approach will be to give a case history, analyze it, and derive from it the principles, strategies and skills that work. It should be emphasized that while there are some basic principles which generally hold true, there is no one formula that can be applied in every case. Each situation is somewhat different, and to succeed one has to be able to call on an array of principles and skills to fit them to the specific needs of each situation.
The core of the course will be case histories of successful and unsuccessful efforts to translate science and policy into concrete action. The cases will be drawn from experience with the Executive and Legislative Branches of the U.S. Government, foreign governments both in the industrialized and developing world, the World Bank and regional development banks, United Nations Specialized Agencies, other international organizations, non-governmental organizations, and other relevant situations.
For each case history the professor will:
1) describe the background to provide the class a perspective on the case, discussing the science and/or policy that is involved;
2) state the objective, i.e. what is the action that is wanted;
3) describe the procedure, just what steps were taken in the attempt to achieve the objective; and
4) give the result, describing the action, if any, that was obtained.
Then, class discussion will analyze the case and identify what lessons can
be learned, and what specific principles, skills and strategies were responsible
for or contributed to the results.
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Text:
There is no single text but reading assignments will be made from time to time.
Objectives of this Course:
The objectives of the course include:
1. Providing students with substantive information and understanding about
the principles, skills and strategies involved in successfully moving from science
and policy to concrete action.
2. Fostering critical thinking; and
3. Promoting effective oral and written communication.
Critical thinking implies independent analysis of the issues. Students are expected to ask themselves (or the class or professor as appropriate) questions such as "Is this statement or analysis true?" "How do I know it is true?" "Are there other factors involved?" "Is the author basing this statement on faith, opinion, scientific method, or what?" "Given the facts, do I reach the same conclusion?" "What criteria are appropriate here?" Simply accepting and repeating what someone else has written or said is not critical thinking.
To be successful in this course a student must use and demonstrate critical
thinking in written work, presentations, and class participation.
Effective oral and written communication: A person's success in almost any career
is determined very largely by that person's abilities to communicate. This principal
applies especially to environmental, policy, scientific and other academic careers.
Consequently there will be strong emphasis in this class on effective oral and
written communication. I will be happy to meet with students to provide all
the help I can in communication, but to be successful in this class students
must - or must quickly learn to -- communicate effectively.
While this is a course, not a seminar, lectures will only be a part of the course process. As noted above, the subject of the course will be explored and developed through active class discussions as well as through the case studies. The only way students can contribute to the class discussions is to discuss, i.e., participate. Consequently, there will be very strong emphasis on active and effective participation in class discussions, not only during the paper presentations and discussion periods following these presentations but also throughout all the other class periods. There will be tests, but 30% of a student's grade is based on his or her participation, so the message to students taking this course is, don't sit quietly.
At the same time, talking for the sake of talking also is counter-productive. In any class discussion everyone who has knowledge or ideas should have the chance to speak, which means that the participation should not be dominated by a few particularly outspoken people. I will try to be sure to call on everyone and give everyone a chance, not just the few who always wish to speak first. Further, what students say tells me what they know and how they are thinking, and especially whether or not they are applying critical thinking to the subject. So lots of talk with little substance is not the way to contribute to class discussions or to improve grades.
I recognize that many people do not feel that they are born communicators.
Many of us feel that we are not naturally articulate and find it difficult to
speak in front of class. If a student has trouble or needs assistance I will
be happy to try to help. Let me know, we can meet and discuss it and I'll see
what we can do. But don't just sit quietly.
Case Study:
During the semester each student will prepare and present a case study. 35% of a student's grade and a particularly important part of the learning from this course comes from the case studies.
Purpose and Subject: The purpose of case studies is to explore in detail the factors which led to success or failure in moving from science and policy to action. The subjects of the case study should be efforts to translate science or policy into action. The examples can be governmental or non governmental, national or international. They can be successful or unsuccessful efforts since as much can be learned from failure as from success. In general the case studies should be organized along the lines of the professor's case histories, giving background, objective, procedures followed, results, and lessons learned. The objective is to identify, describe and analyze the factors which create or contribute to success or failure. If a student has other ideas for a relevant case study subject I will be happy to discuss them.
Students should get my approval for the case study subject before the third class, September 10th either by email or by an appointment to see me. By September 17th a brief statement of the approved subject with a preliminary list of references should be handed in. The statement can be one or more paragraphs, not more than one page double spaced, and the references are initial or preliminary, not the final bibliography, since hopefully additional references will be found as the student proceeds with the study.
Oral Presentation: All students will give an oral presentation followed by a class discussion/question and answer period. The oral presentation will be a maximum of 15 minutes followed by 15 minutes of class questions and discussion. The presentation should be illustrated, for example, with slides, overheads, or computer generated displays. Each presentation should be accompanied by a handout - a written outline with bibliography. The presentations should be of the type and quality for submission at a professional, scientific, or academic conference or symposium. Following their presentation of the case study the students will chair a question and answer period. They should be sure to call on everyone who wishes to speak, who has not spoken before, before calling on someone who already has spoken.
Written Paper: All students will also prepare a written paper on their
case study. This should be minimum of 15 pages, double spaced, plus references.
The paper should be the type and quality for submission to a professional or
scientific journal. Style should be guided by appropriate journals. I recommend
that students obtain a copy of A Guide to Using Elements of APA Style in the
"Class Materials" office (not the bookstore) in the Johnson Center.
All papers must have an abstract at the start, and a proper bibliography with
all references correctly cited in the text. Probably the most common error I
find in case study papers is improper bibliographies. The bibliography documents
where a student found the information and cites the authority for opinions or
hard data in the text; it indicates how thorough the student has been in his
or her research; and it shows that the student knows how to use and cite sources
- which is absolutely basic for professional research and writing. I will hand
out a guide for citations and references.
Examinations:
There will be a midterm and a final examination, both of which will be take-home, closed-book tests. The final will be handed out the last day of class, December 3, and will be due by Tuesday, December 10. Further details on the final examination will be provided at a later date.
Basis of Grading:
Participation 30%
Paper 25%
Presentation and Q&A 10%
Midterm 10%
Final Exam 25%
The grading reflects the emphasis on active participation.. Sitting quietly
in class does not constitute active and effective participation. Participation
includes attendance; if a student doesn't attend participation is not possible.
The major criteria for grading the papers include content, i.e., the substance;
knowledge and understanding of the subject; quality of analysis and critical
thinking applied; organization, and presentation including use of English, style,
and use of references. Criteria for grading the oral presentations include the
same factors plus oral presentation effectiveness, time management, and handling
of the question and answer period following the presentation. Among other things,
the question and answer periods provide further indication of the students'
knowledge and understanding of the subject and ability to communicate.
The grades given in this course follow the University-wide system for grading graduate courses as given on page 40 of the 2002-2003 University Catalog.
Resumes:
A major purpose of this course is to explore the different dimensions of the subject by class discussions. I expect to draw on the experiences and, where appropriate, professional knowledge of the members of the class. Consequently, please provide me a brief resume by the start of the second class, September 3rd, at the latest. One or two pages is fine. It can be sent by email, fax, or brought to class. The resume can be one already prepared or it can prepared for the class, and it should include telephone number (home and work, with fax), mailing and email addresses.
Tentative Course Schedule
August 27 Introduction and overview of the course; Lecture and class discussion.
[September 10: Last day to add classes]
September 3 Lecture and class discussion.
Students' resumes due.
September 10 Lecture and class discussion.
Case Study topic should be cleared by professor by this time.
September 17 Lecture and class discussion.
Case Study description with preliminary bibliography due.
[September 27: Last day to drop classes without dean's permission]
September 24 Lecture and class discussion.
October 1 Lecture and class discussion.
Mid Term will be handed out.
October 8 Discussion of Mid Term results.
Lecture and class discussion.
October 15 Columbus Day Break, no class.
October 22 Lecture and Class Discussion
October 29 Student Presentations.
November 5 Student Presentations
November 12 Student Presentations.
November 19 Student Presentations.
November 26 Guest Lecturer
December 3 Course wrap-up. Discussion and critique of presentations and principles
involved. Last day for submitting final draft of term paper.
Take-home final exam handed out.
December 10 Final exam due