Communicating Science: Focus on Sustainability and the Global Climate Change Debate

Communicating Science: Focus on Sustainability and the Global Climate Change Debate English 5030/6030· 3150 Haley Center· Thursdays· 4:00-6:40

Instructor: Stewart Whittemore Office: 8060 Haley Center Email: [email protected] Office Hours: 9:30-11:30 (TR) Office Phone: 334/844-9028

Course Texts

J. Gregory & S. Miller. (1998). Science in Public: Communication, Culture, and Credibility. Basic Books.

B. Bolin. (2008). A History of the Science and Politics of Climate Change: The Role of the Intergovernmental Panel on Climate Change. Cambridge University Press.

M. E. Mann & L. R. Kump. (2009). Dire Predictions: Understanding Global Warming: The Illustrated Guide to the Findings of the IPCC. Pearson.

D. Blum, M. Knudson, & R. Marantz. A Field Guide for Science Writers: The Official Guide of the National Association of Science Writers. 2nd Edition. Oxford University Press.

Core and supplementary readings made available online and through Canvas.

Course Description & Objectives

ENGL 5030/6030 is a topics course designed for upper level undergraduates and graduate students who wish to develop their expertise in the study and practice of scientific communication. Toward that end, the course readings are divided into two distinct phases. During the early weeks of the course, we will study the historical foundations of science, learn about the evolution of scientific communication to various stakeholders, including the general public, and explore the rhetoric of these communications. During the second phase of the course, we will use what we have learned by exploring in detail a contemporary and (often) controversial arena of science and scientific communication to the public: issues of global climate change and sustainability. Specifically, we will study how scientific data about climate change gets translated and communicated (or miscommunicated) to various publics through a variety of media.

Through the readings and assignments of the course, you will develop the conceptual knowledge and rhetorical skills necessary to identify relevant problems in the field of science communication in general and in the arena of climate change/sustainability communication in particular; gain practical experience creating socially-relevant and persuasive documents; and articulate the ways in which professional and technical communicators can help shape social policy and public understanding of issues related to science.

1 Students enrolled English 5030/6030 can expect to:

 Explore the historical development of scientific communication;  Learn how scientific information is shared between expert and lay audiences;  Explore the science of global climate change and learn about processes of communicating this science to diverse audiences and stakeholders;  Analyze models of communication and how they apply to public engagement;  Develop conceptual knowledge of science communication as an emergent profession;  Explore the effect of various media on science communication to various publics.

Please Note: These bullet points indicate just some of the objectives that will guide this course. Students should therefore expect to identify and set their own goals as students writing in this course and as professionals writing in and for various communities in and beyond the university.

Projects

What follows is a brief description of assignments that students will be expected to complete for the course.

Analysis of a Science Blog Identify a science blog of your choice (e.g., Discover Magazine has a “stable” of blogs available at: http://blogs.discovermagazine.com/), follow it for at least three days and write a short critical review of it. What is the blog trying to do, who is its audience, and how well is it serving this audience? In addition to the analysis essay, come to class prepared to give a short (2 minute) review of your chosen blog. (around 500 words)

Translation Essays (2) Select science articles intended for an expert audience and prepare a short paper translating this material for a general audience. The final product should be appropriate for publication on a science news website. The article for the first essay can be on any scientific topic; the second should focus on an article about climate change (around 500 words each).

Rhetorical Analysis of a Scientific Presentation During the course of the semester (prior to Thanksgiving Break), attend a public scientific seminar or presentation by a faculty member, guest speaker or graduate student on any topic in the physical sciences (the topic doesn’t have to be related to climate change). Prepare a rhetorical analysis of the event, including description of the rhetorical situation, the rhetorical moves made by the presenter, and the (apparent) effects on the audience(s) in attendance. Be prepared to share your analysis in a group discussion. (around 800 words)

Archaeology of an Issue in Climate Change Communication Develop a case study that examines how a climate change-related issue that you see reported in the media during the period of the class is communicated across multiple sources and media outlets: from expert publications to popular science journals to the mass-distributed news source in which you encounter it. How do the readings you have done in class contribute to your understanding of the dissemination of this information? (around 1000 words)

2 Final Exam A graded essay exam will be used to evaluate your comprehension of the course readings and class discussions.

Service Learning Project In Sustainability Communication (5030 only). In self-selected teams of 2 or 3, undergraduate students (enrolled in ENGL 5030) will work with a university or community client to produce materials (documents, presentations, pamphlets, signage, podcast video, etc.) that communicates information about climate change or sustainability to a public audience. I will work with the university Office of Sustainability to identify appropriate clients for you to work with and facilitate your initial meeting.

As an added twist to this assignment, rather than creating materials for an external client, one of the project teams will instead be responsible for producing a short documentary film focused on the other teams as they carry out their client projects. The purpose of this film is to highlight the unique and important skills that English or Communications majors bring to projects that benefit the university and the public, and the audience includes prospective English majors (and possibly their parents) who are looking for justification for pursuing an English degree in an increasingly STEM-centered age. If more than one team expresses interested in producing this video, each team can submit competitive proposals highlighting past experience, skills, technology access, etc, that members would bring to the project, and I will select the best team for the job. (writing requirements will vary by project, but a (group) proposal and (individual) reflective memo will be required for all)

Class Presentations (6030 only). In self-selected teams of 2 or 3, graduate student (enrolled in 6030) will be responsible for preparing and leading two class discussions during the semester. We will decide upon specific requirements for presentations as we discuss them as a class.

Course Policies

Attendance For the purposes of this course, attendance is defined as attending class with all required materials (including reading responses and other assignments identified on the syllabus) and participating in class discussion. If you come to class unprepared or are unwilling or unable to participate, you will be counted absent. You are allowed 1 unexcused absence in this class. Absences beyond 1 will result in a loss of a letter grade from your final grade for each absence. Any student who accumulates more than 3 absences during the semester will be reported to his or her dean and dropped from the course with a grade of FA.

Classroom Behavior The AU Classroom Behavior Policy is strictly followed in the course; please refer to the Student Policy eHandbook at http://www.auburn.edu/student_info/student_policies/ for details of this policy.

Plagiarism All portions of the Auburn University Student Academic Honesty code (Title XII) found in the

3 Student Policy eHandbook at http://www.auburn.edu/student_info/student_policies/ will apply to this class. All academic honesty violations or alleged violations of the SGA Code of Laws will be reported to the Office of the Provost, which will then refer the case to the Academic Honesty Committee.

Rewrites Rewrites may be allowed for some work. If you would like to resubmit an assignment, you must first ask me for authorization.

Participation It is imperative that you attend class and participate when you are in class. Indeed, being a successful student involves taking part in the classroom as a communal space for discussion and deliberation.

ADA Statement Students who need accommodations are asked to electronically submit their approved accommodations through AU Access and to make an individual appointment with the instructor during the first week of classes – or as soon as possible if accommodations are needed immediately. If you have not established accommodations through the Office of Accessibility, but need accommodations, make an appointment with the Office of Accessibility, 1228 Haley Center, 844-2096 (V/TT).

Emergency Contingency Plans If normal class and/or lab activities are disrupted due to illness, emergency, or crisis situation (such as a zombie outbreak), the syllabus and other course plans and assignments may be modified to allow completion of the course. If this occurs, an addendum to your syllabus and/or course assignments will replace the original materials.

Assessment & Grading Assessment for this course will take a number of forms, and final grades will be determined by a combination of factors. Please consider the following:

Analyses of a Science Blog 10% Translation Essays (2) 20% (total) Rhetorical Analysis of a Presentation 10% Archaeology Report 20% Service Learning Project (5030) or Class Presentations (2) (6030) 30% (total) Final Exam 10%

Please Note: You will receive more instruction and handouts regarding each project. Should you ever have questions about anything—this syllabus, this class, basic or any other requirements— do not hesitate to ask.

4 ENGLISH 5030/6030 Schedule

Course Outline This schedule gives due dates for most assignments and activities, but it does not list every one. Keep in mind, then, that the schedule is not chiseled in stone. If we need more time to complete at task, we will—within reason—take it.

PDF = available on Canvas GR = required for graduate students; optional for undergraduates

Week Class Activity Assignment Due Week 1   8/22 Introduction to the course. Week 2   8/29 Foundations for the study of Read Gregory & Miller (Chapters 1-2). scientific communication Read Lewis (PDF) Read Snow (PDF) (GR) Read Wander (PDF) (GR) Read Fahnestock (PDF) (GR) Week 3   9/5 Scientific knowledge Read Gregory & Miller (Chapter 3). Read Harris (PDF) Read Kuhn: “Introduction” to The Structure of Scientific Revolutions (PDF) (GR) Kuhn “The Resolution of Revolutions” (GR) Read Gould & Lewontin (PDF) (GR)

Due: Analysis of a Science Blog Week 4   9/12 The rhetoric of the scientific paper Read Sprat (PDF) Read Medawar (PDF) Read Gross (PDF) Read Bazerman (PDF) (GR) Read Atkinson (PDF) (GR) Week 5  

5 9/19 Metaphor and science Read Gregory & Miller (Chapter 4). communication Read Lakoff & Johnson (PDF) Read Johnson-Sheehan (in Battalio)(GR) Read Condit (PDF) (GR) Read Carolan (PDF) (GR) Week 6   9/26 Scientific controversies Read Gregory & Miller (Chapters 5 & 6 – will divide case studies) Read Ceccarelli (PDF) (GR) Read Brewer & Ley (PDF) (GR)

Due: Translation Essay I Week 7   10/3 Begin case study of communication Read Bolin (Chapters 1-6) surrounding the global climate Read Overview of 1990 IPCC Assessment change debate Report (PDF)

Week 8   10/10 The science Read 2007 IPCC Report on the Physical Science Basis (Chapter 5) (PDF) Read 2007 IPCC Synthesis Report (PDF)

Bring in two research articles referenced in the 2007 report

Due: Week 9   10/17 Debates and controversies Read Bolin (Chapters 7-11) surrounding climate science Bring in two (popular or research) articles challenging the IPCC findings.

Week 10   10/24 Communicating climate science to Read Bolin (Chapters 12-13) the public Read Yates (PDF) Read Spoel et al. (PDF) (GR) In class screening of An Read Nisbet and Scheufele (PDF) (GR) Inconvenient Truth (2006) Bring in two popular articles promoting climate change awareness/sustainability

Week 11  

6 10/31 Visualizing climate change Read/Skim Mann & Kump Read Richards (PDF) Read Latour (PDF) (GR) Read Propen (PDF) (GR)

Week 12   11/7 Making social media arguments Read Field Guide (Part I) about climate change Read Wilkins (PDF) Read Myers (PDF) (GR) Read Bubela (PDF) (GR)

Due: Translation Essay II. Week 13   11/14 Crafting your own arguments Read Field Guide (Part II & III and Chapter 35)

Due: Archaeology of an Issue in Climate Change Week 14   11/21 Discussion of scientists at work Due: Rhetorical Analysis of Scientists at Work Week 15   11/28 Thanksgiving Break: No Class Week 16   12/5 Service Learning Project Due: Service Learning Projects Presentations Exam   Week Final Exam: Schedule TBA. Due: Analytical Case Study.