STS402:The Engineer in Society
Fall 2006
Michael E. Gorman, 2-2905,
Thornton A217, meg3c@virginia.edu
TA: Emma Fauss <fauss@virginia.edu>
Syllabus and Schedule of
Readings
Recommended Text: Gorman, M. E., Mehalik, M. M., & Werhane, P.
H. (2000). Ethical and environmental challenges to
engineering. Englewood
Cliffs, NJ: Prentice-Hall. (Copies of this book have also been placed on
reserve for this course)
Professionalism: All professionals have to re-schedule deadlines and
must occasionally miss meetings. But professionals provide advance notice,when possible, or--in the event of illness, accident, or other crisis--make an effort to contact colleagues and/or supervisors as soon as possible. In the event you must re-schedule a deadline, provide me and Emma with a memo before the due date, explaining the reasons for the delay and indicating when the assignment will be completed. I will initial if I approve the request.
Discussion: Class participation is an important component of your
grade.
You are allowed to have two unexcused absences from class. (Job interviews
count as excused absences--please alert me in advance). Beyond that, I for
every class you miss. Why? Because this is a seminar, you owe it to your peers
to be there to carry your load in discussion, listen to presentations, etc.--in
other words, this is a matter of professional courtesy.
But you are expected to do more than warm a
chair. I keep a record of the sorts of contributions students are making. Don't
speak up merely for the sake of it; speak only when you have something to
contribute. Those who contribute steadily and well will receive
more than ten points by the end of the course.
As part of your class participation, each
student will be required to lead
at least one discussion. You should pick one of the readings below,
and come to class prepared to guide an intelligent, informed discussion of it,
directing and focusing when necessary. While I have provided some questions for
discussion in the schedule below, discussion leaders should bring in their own
questions--it is my impression that student-generated questions are more
effective at provoking discussion than mine. There should be at least two facilitators for each reading. To get your
discussion-leader grade, provide me with a summary of the discussion, in lieu
of your usual written response to the reading (see below). Tell me how the
discussion went, in your opinion--what worked, what didn't work, what
suggestions you would make to future discussion leaders.
Revisions: From time-to-time, I will allow individual students
to revise a paper. Follow these rules
carefully.
Schedule: You are responsible for keeping track of any changes in
schedules or assignments. I will try to inform you of changes via e-mail or in
class.
Written Responses to
Case-Studies: Keep a folder
containing one-page reactions to the readings--this folder counts as part of
your grade
and can be collected in any class, so bring it with you. Use the questions associated with each reading as a
focus. The point of your reading notes is to prepare you for discussion. After
discussion, add a paragraph reflecting on whether you learned anything from
your peers. The response brought into class is part of your response
grade. Adding the paragraph will be
included in your response part of the final portfolio.
Hints on how to write.
This schedule is subject to
change--please make sure you keep up with any revisions.
8/24-- In class: Syllabus, what you learned in 401.
Assignments:
Note: Begin writing introductory chapters by drawing from your proposals.
Write: One page memo
concerning progress and problems with your thesis. Where are you on your schedule? What aspect of the project most worries you? (DUE NEXT CLASS 8/29)
Please make sure to check the STS Undergraduate Thesis Database .
8/29-- In class: Discuss progress and problems
Assignments:
Read: Gorman et. al., Chapters 1 & 2 AND Write: Reader Response (RR #1)
Look for a thesis in the library that is similar to what you hope to accomplish.
8/31-- Erwin Gianachandani discuss his thesis experiences.
Due: Bring in example thesis similar to what you hope to accomplish.
9/5-- In class: Discuss mental models, moral imagination, and possible lecture on societal and ethical dimensions of nanotechnology.
Due: Reading Gorman et al., Chapters 1 & 2. AND (RR #1).
Assignments:
Select a case you will lead discussion on, from among those in the text. Email Emma with your preference (fauss@virginia.edu).
Write draft of the introductory chapters to your thesis. (DUE 9/14)
9/7-- In class: Intellectual property, tacit knowledge and the ethics of moving from one company to another
Due: Clarify who is leading which discussion.
9/12-- TBA
9/14-- In-class peer review of introductory chapters (see checklist).
Assignment:
Revise introduction based on peer review.
9/19-- Hand-in introduction
Due: Turn in revised introduction
Assignment:
Read: Gorman et. al., Chapters 26 & 27 "Bhopal" AND Write: (RR #2)**
**Respond to the questions at the end of each reading.
9/21-- In class: Discuss Bhopal
Due: Reading Gorman et. al., Chapters 26 & 27, (RR#2)**
9/26-- In class: Enron Movie Part 1: Smartest Guys in the Room
Assignment:
Read: Eichenwald, K. (2005). Conspiracy of fools : a true story (1st ed.) New York: Broadway Books.
9/28-- In class: Enron Movie Part 2: Smartest Guys in the Room
Assignment:
Read: Gorman et. al., Chapters 4 & 5 "Dow Corning A & B", AND Write: (RR #3)
10/3-- In class: Discussion of Dow Corning. Guest Speaker: Barie Carmichael.
Due: Reading Gorman et al., Chapters 4 & 5 AND (RR#3).
Assignment:
Prepare materials for Working Day on Thesis
10/5-- TBA
Assignment:
Write: methods chapters & outline of results.
10/10-- In class: peer review drafts of methods sections
10/12-- In class: Working Day on Thesis
Due: Final Draft of Methods.
10/17-- In class: Tips on making good presentations.
Assignment:
Write: Finish draft of results & discussion.
10/19--
In class: peer review drafts of discussion
Due: Draft of results & discussion.
Assignments:
Revise Final draft of discussion.
Read: Gorman et. al., Chapters 6, 7 & 8 "Carter Racing" AND Write: (RR #4)* *After each chapter, write a paragraph or two outlineing whether you would recommend racing, and why or why not.
10/24-- In class: Discuss Carter Racing and risk in engineering design.
10/26-- Discuss Columbia case. Guest discussant: Kathy Thornton
Assignment:
Check here to see when you present your research: Thesis Presentation Dates
Finish draft of Powerpoint Presentations.
10/31-- In class: Test Powerpoint & Question Section
Due: Bring in Draft of Powerpoint Presentation
Tech report presentations 11/2-11/16, 11/28
Assignments:
Prepare Final Binder
11/2-- Presentations (4)
Due: Hand Thesis in to STS and Technical advisors.
Assignments:
Note: Students that present on either 11/2 or 11/7 do not have to turn in their thesis until 11/9.
For presentations, you need to bring in a VHS tape. If you need any special AV equipment please let us know at least a day before hand so that we can make the necessary arrangements. All that will be in class without notification is a Camera for filming. Each student needs to go over her/his tape after the presentation, look over student comments, and write a memo telling me what worked well in the talk, and what needs to be improved in future talks.
11/7-- Presentations (4)
11/9-- Presentations (4)
11/14-- Presentations (4)
11/16-- Presentations (4)
Assignment:
Write: A response to Eichenwald (RR #6)
11/28-- In class: Discuss Enron
Due: Reading Eichenwald, K. (2005). Conspiracy of fools AND Response to Eichenwald (RR#6)
11/30-- In class: Discuss Enron
12/5-- Final discussion of Enron
Assignment:
Take-Home Final Exam: (due12/15 at 10 AM in Dr. Gorman's office, Thornton A217) . Turn your thesis into a case-study similar to ones you have read in class, and describe what lessons a student in this class could learn from it. Help readers of the case experience some of the dilemmas you faced. Give advice to those embarking on their theses in the spring 401 course.