Welcome to Rhetoric, Science, and Public Engagement! This course focuses on theoretical and practical aspects of public engagement with scientific research, policy, and management, with an emphasis on science communication. During the semester, we’ll explore University of Wisconsin’s land grant mandate to share university research with the public and use university resources to explore public needs. We’ll build from readings in science communication and public participation in science to consider the challenges to and opportunities for public engagement with science. At the end of the class, you’ll use what you’ve learned this semester about the theory and practice of public engagement and science communication to design, execute, and assess an activity that engages a segment of the public in scientific research (ideally your own!). In short, this class is about learning and doing.
Full syllabus downloadable here.
DAILY PLANS
WEEK ONE
Tuesday, January 21
Introductions and syllabus review
Homework for Thursday, January 23:
- Reread syllabus
- Write three questions about the class
- Create a SWOT analysis (strengths, weaknesses, opportunities, threats) of yourself as your experience relates to this class
- Druschke & McGreavy, Why Rhetoric Matters for Ecology
Thursday, January 23
Review of syllabus; SWOT analysis activity; deeper introduction to Dr. Druschke and students; brief introduction to rhetorical studies
Homework for Tuesday, January 28:
- Cox & Pezzullo, ch.1 “Studying/Practicing Environmental Communication”
- Cox & Pezzullo, ch. 3 “Symbolic Constructions of Environment”
WEEK TWO
Tuesday, January 28
Rhetoric extravaganza! Why would rhetoric be useful to what we’re trying to do here?; prep for Wisconsin Idea readings
Homework for Thursday, January 30:
- “The Wisconsin Idea”
- “The Wisconsin Experience”
- Walters, “Rural People and Academic Elites Saved Higher Education Once. They Can Do It Again”
Thursday, January 30
Follow-up on the Cox and Pezzullo and Druschke and McGreavy readings. The Wisconsin Idea – what are we doing here? Why would it be useful? How could it be problematic? How are we participating in it?
Homework for Tuesday, February 4:
- “The Land Grant Tradition,” Association of Public and Land Grant Institutions
- Stein, “A Colonial History of the Higher Education Present: Rethinking Land-Grant Institutions through Processes of Accumulation and Relations of Conquest”
- Peek, “This Land is Their Land: UW-Madison grapples with Wisconsin’s ugly treatment of the Ho-Chunk”
WEEK THREE
Tuesday, February 4
NO CLASS MEETING! Alternate activity: self-guided field trip to mound sites around campus. Check out the “Human Landscapes” data layers on the Lakeshore Preserve interactive map linked on this page and visit several sites.
Homework for Thursday, February 6:
- Write up a 3 pg. (double-spaced) reflection about your visit and its connections to the land grant mission and the Wisconsin Idea. What role might SCIENCE play in all this?
Thursday, February 6
Bringing it all together – land grant, Wisconsin Idea, and the production of science – what role can rhetoric play? Review session for exam #1
Homework for Tuesday, February 11:
- Review for exam #1
WEEK FOUR
Tuesday, February 11
EXAM #1
Homework for Thursday, February 13:
- Skrip, “Crafting and Evaluating Broader Impact Activities”
- Kellogg, “Logic Model Development Guide”
- Hendrickson, “A Backwards Approach to Inquiry”
Thursday, February 13
Review exam questions; introduce major writing projects; assessment and why it matters
Homework for Tuesday, February 18:
- Gross, “The roles of rhetoric in the public understanding of science“
- Rowe and Frewer, “A typology of public engagement mechanisms“
- Bring three examples of intriguing public engagement with science projects to class
WEEK FIVE
Tuesday, February 18
Making sense of public engagement – thinking about your own projects!
Homework for Thursday, February 20:
- Gross, “The roles of rhetoric in the public understanding of science“
- Rowe and Frewer, “A typology of public engagement mechanisms“
Thursday, February 20
Continue discussing and practicing assessment models; discuss Gross and Rowe & Frewer; sign up for conferences
Homework for Tuesday, February 25:
- Collins and Evans, “The Third Wave of Science Studies: Studies of Expertise and Experience“
- Draft a short, written statement of interest for the final project
WEEK SIX
Tuesday, February 25
Discuss expertise v. experience; consider project ideas
Homework for Thursday, February 27:
- Review for exam #2
Thursday, February 27
Review session for exam #2
Homework for Tuesday, March 3:
Study for exam #2!
WEEK SEVEN
Tuesday, March 3
EXAM #2
Homework for individual conferences
- Menezes, et al. “Science Communication Demands a Critical Approach that Centers Inclusion, Equity, and Intersectionality” (let it shape your work!)
- Revise your short, written statement of interest for the final project (to review during conferences)
Thursday, March 5
CONFERENCES! No class meeting! Bring project proposal to conference – what do you want to do? why? how will you assess that? (Schedule on Canvas)
WEEK EIGHT
Tuesday, March 10
CONFERENCES! No class meeting! Bring project proposal to conference – what do you want to do? why? how will you assess that? (Schedule on Canvas)
Thursday, March 12
No class meeting – moving day – contact Dr. Druschke as needed for project advice.
Homework for Tuesday, March 24:
- Start working on your final projects!
WEEK NINE
Tuesday, March 17
SPRING BREAK!
Tuesday, March 19
SPRING BREAK!
WEEK TEN – ONLINE TEACHING BEGINS. DETAILS TBA.
Tuesday, March 24
Getting our heads back together! Inclusive scicomm review and workshop – how does it connect to our early Wisconsin Idea discussion? How can it shape your projects?
Homework for Thursday, March 26:
- Cox & Pezzullo, ch. 10, “Environmental Justice and Climate Justice Movements“
Thursday, March 26
Connections to environmental justice. What is the role of ethics in public engagement?
Homework for Tuesday, March 31:
- Create project plan and timeline for workshop
- Complete your engagement analysis paper!
- Shirk et al., “Public participation in scientific research: a framework for deliberate design“
- Druschke and Seltzer, “Failures of engagement: lessons learned from a citizen science pilot study“
- Bonney, et al., “Can citizen science enhance public understanding of science?“
WEEK ELEVEN
Tuesday, March 31
LAST DAY TO SUBMIT ENGAGEMENT ANALYSIS PAPERS! Project workshop! What are you doing, when, and how? (Exactly.)
Homework for Thursday, April 2:
- Shirk et al., “Public participation in scientific research: a framework for deliberate design”
- Druschke and Seltzer, “Failures of engagement: lessons learned from a citizen science pilot study”
- Bonney, et al., “Can citizen science enhance public understanding of science?”
Thursday, April 2
Public participation discussion – lessons for your projects. P.S. Failure is okay!
Homework for Tuesday, April 7:
- To be determined based on student interest
WEEK TWELVE
Tuesday, April 7
Review session for exam #3
Homework for Thursday, April 9:
- Review for exam #3
Thursday, April 9
EXAM #3
Homework for Tuesday, April 14:
- Bring all project assessment materials for workshop
WEEK THIRTEEN
Tuesday, April 14
Assessment workshop – what are you learning and how do you know? What are you doing to advance inclusive science communication?
Homework for Thursday, April 16:
- Prepare a short presentation about your final project. How did it go? How do you know?
Thursday, April 16
STUDENT PRESENTATIONS
WEEK FOURTEEN
Tuesday, April 21
STUDENT PRESENTATIONS
Thursday, April 23
STUDENT PRESENTATIONS
WEEK FIFTEEN
Tuesday, April 28
Peer writing workshop of final papers
Thursday, April 30
Synthesizing what we’ve learned; group work on best practices; course evaluations; final questions
EXAM WEEK
Tuesday, May 5
FINAL PROJECT DUE to Canvas by 11:59pm
Headwaters Lab 