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Viewing: GN_HON 2230HW folkw : Honors Social Science Colloquium - Honors/Writing Intensive

Last approved: Tue, 18 Oct 2016 13:38:48 GMT

Last edit: Tue, 18 Oct 2016 13:38:48 GMT

Proposal Type

Honors
Writing Intensive

Contact Information

folkw
William
Folk
FolkW@missouri.edu
573/884-2921
Agriculture Biochemistry
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
folkw
William
Folk
FolkW@missouri.edu
573/882-4857
Agriculture Biochemistry
Subject Area’s Department Chair/Director:
hazelbauerg
Gerald
Hazelbauer
HazelbauerG@missouri.edu
573/882-9825
Biochemistry

Term for Proposal

Spring 2017
 

Course Catalog Information

PRVST
Honors-General (GN_HON)
Honors-General
2230HW
2
3
30
Honors Social Science Colloquium - Honors/Writing Intensive
 
Social Science
Lecture/Standard
A-F (allow student to choose S/U option)
Honors eligibility required.
 
 
 

Instructor Information

folkw
William
Folk
FolkW@missouri.edu
573/884-2921
Agriculture Biochemistry
01008063
(numbers only)
Tenured Professor
117 Schweitzer Hall
Yes, in the last five years
100

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply

Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

We explore how effective public policy in health, agriculture/food systems, environment and certain other domains should be informed by evidence that is based in the natural/life and social sciences. We use current examples of challenging policy issues of considerable interest and importance to Columbia, Missouri and the Nation (e.g., in recent years, we discussed health policies pertaining to water fluoridation, contraception (plan B), Medicaid expansion/healthcare access and manipulation of the genome; environmental policies have focused on climate change, energy conservation and sources of energy; food/agriculture policies have included the Farm Bill, School Lunch program, animal welfare and modification of plant and animal genomes). I and invited experts provide background in dialogues with the students, who students are required to seek out additional sources of information/evidence. Students are required to write about and discuss topics in class using a variety of genres (total 3-5 assignments) including a ~5pg group capstone policy statement/proposal. Grades for the course are based upon quality of writing and oral communication/participation.
I used a pre-post assessment to determine whether the course altered student interest and understanding of public policy. The instrument contained questions derived largely from the Longitudinal Survey of American Youth (LSAY) developed by the University of Michigan and National Science Foundation. the class did make large differences in several areas. By the end of the class, students indicated increased interest in medical discoveries in comparison to their interest at the beginning of the class. Students also considered themselves more informed about the general issue of climate change, as well as about environmental quality and about the supply and cost of energy. Students significantly increased their use of the following information sources: the internet, attendance of discussions and lectures, and media about climate change. Students were generally more trusting in environmental agency reports after the class. With respect to behavior pertaining to energy conservation and climate change, students indicated that they are likely to reduce driving, and students indicated increased agreement that GMO’s are likely to reduce biodiversity.
1
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
Science and Public Policy
Fridays
Mondays
Wednesdays
10am
11am
location that promotes group discussions and internet connections with external speakers
Short essays
Oral reports
Term papers
 
 
8
 
 
 

Writing Intensive Course Information

We explore how effective public policy in health, agriculture/food systems, environment and certain other domains should be informed by evidence that is based in the natural/life and social sciences. We use current examples of challenging policy issues of considerable interest and importance to Columbia, Missouri and the Nation (e.g., in recent years, we discussed health policies pertaining to water fluoridation, contraception (plan B), Medicaid expansion/healthcare access and manipulation of the genome; environmental policies have focused on climate change, energy conservation and sources of energy; food/agriculture policies have included the Farm Bill, School Lunch program, animal welfare and modification of plant and animal genomes). I and invited experts provide background in dialogues with the students, who students are required to seek out additional sources of information/evidence. Students are required to write about and discuss topics in class using a variety of genres (total 3-5 assignments) including a ~5pg group capstone policy statement/proposal. Grades for the course are based upon quality of writing and oral communication/participation.
I used a pre-post assessment to determine whether the course altered student interest and understanding of public policy. The instrument contained questions derived largely from the Longitudinal Survey of American Youth (LSAY) developed by the University of Michigan and National Science Foundation. the class did make large differences in several areas. By the end of the class, students indicated increased interest in medical discoveries in comparison to their interest at the beginning of the class. Students also considered themselves more informed about the general issue of climate change, as well as about environmental quality and about the supply and cost of energy. Students significantly increased their use of the following information sources: the internet, attendance of discussions and lectures, and media about climate change. Students were generally more trusting in environmental agency reports after the class. With respect to behavior pertaining to energy conservation and climate change, students indicated that they are likely to reduce driving, and students indicated increased agreement that GMO’s are likely to reduce biodiversity.
Students have recommended that I make more explicit the expectations - which I will try to do.
Face-to-face
Self paced?

8
8
Should this course be considered for funding?

Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Pages
writing assignment 1 asks students to develop a resume and cover letter for an application to an internship with the White House Office of Science and Public Policy
This assignment prompts students to focus their interests and background upon the major public policy topics of interest to the Executive Branch of govt. It also informs me and the students' classmates of each student's background and interest in public policy
Length of assignment:
2
peer student
2
me
4

writing assignment 2 requires students to develop a public policy brief for a Missouri or National legislator
Students are given a sample policy brief/outline; this assignment helps determine how well they can frame a policy issue and make a persusasive/creative argument.
Length of assignment:
3
peer student
3
me
6

writing assignment 3 is an op-ed piece for a national medium
This assignments helps students develop creative writing skills and to frame a persuasive argument based upon evidence gained from discussions and readings.
Length of assignment:
4
peer student
4
me
8

final (capstone) writing assignment
This assignment challenges students to synthesize evidence in support of effective public policy about a contemporary topic that is related, but not directly based upon classroom discussions. Furthermore, the paper requires students to work together - each contributing a specific element that is disclosed in the final version.
Length of assignment:
5
peer students
5
me
10

Total pages for all assignments:
First drafts:
14.00
Revisions:
14.00
28.00
 

Writing Intensive Teaching

Instructor provided feedback
Oral presentation by student, followed by feedback
Peer review
 
For the capstone assignment, students collaborate and define their individual contributions to the final product.
All of the policy topics we consider are informed by varying sources of information that influence stakeholders' differing perspectives. A goal of the assignments is for students to understand to navigate these, so as to arrive at effective, evidence-based policy that serves the public good.
Writing assignments are required every several weeks, with a capstone assignment due near the end of the course (prior to class presentation and discussion).
70
%
 
0
 

Course Syllabus

Upload Course Syllabus

Administrative Information

Humanities and Arts
 
9.28.16: Removed "All Assignment" aggregations as assignments were already listed separately.

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

Occasionally, a student will enroll in a Honors College Tutorial to assist in planning and implementing the course. Usually these students are very interested in a specific policy area, and I ask them to help invite speakers and to facilitate discussions. I invite them to comment on writing assignments and students' participation, and include their in put in grades. Students learn and benefit from such experiences.
Patricia Luckenotte (luckenottep) (Tue, 20 Sep 2016 14:22:23 GMT): Changed the effective term from 10/1/16 to Spring 2017
Carla Whitney (whitneycm) (Fri, 14 Oct 2016 17:03:57 GMT): Approving per JD Bowers and Megan Boyer.
Patricia Luckenotte (luckenottep) (Tue, 18 Oct 2016 13:38:35 GMT): Carla had added GN_HON 2230HW, 02 for the Spring 2017 schedule and cancelled the regular section of GN_HON 2230H, 02 for Spring 2017
Key: 202