Science, Technology, and Innovation Policy – PADM-GP.4312

Spring 2018(Saturday Schedule)

New York University

Robert F. Wagner Graduate School of Public Service

UPDATED JANUARY 9, 2018 – VERSION 2.0 – ADJUSTED READINGS

Instructor:Evan S. Michelson, Ph.D.

Email:

Class Time:Saturday, February 10, 2018, 10:00am – 4:00pm

Saturday, March 10, 2018, 10:00am – 4:00pm

Pre-requisite Course: Introduction to Public Policy, CORE-GP.1022

Office Hours:Available upon request

Course Description

New developments in all areas of science and technology have become deeply interwoven into all aspects of daily life and are among the most primary forces shaping the long-term trajectory of our social, economic, and political systems. These not only include the social impacts of technologies that we think of regularly and encounter on a daily basis, such as ubiquitous digital connectivity or privacy on the web. New scientific findings and technological advancements from the latter half of the 20th Century onward—in areas as diverse as biotechnology, infrastructure, and space travel—have left indelible marks on society. There are expectations that, early in the 21st Century, the rapid acceleration of new technologies from emerging fields such as synthetic biology, nanotechnology, artificial intelligence, and geoengineering have the potential to transform our world even further over the coming decades.

However, science, technology, and innovation policy in the United States is often an overlooked topic. Understanding the policy dimensions of science and technology is critical when considering how new scientific findings and technological innovations get developed and enter the marketplace. The purpose of this course to better understand the history, concepts, and institutions underpinning contemporary science, technology, and innovation policy. The course examine both traditional and more recent issues shaping the science and technology policy landscape. By the end of the course, students will be able to:

  • Understand the ways in which government policies and decisionsinfluence which areas of science and technology are undertaken (often termed policy for science)
  • Understand how scientific and technical information can be applied and contribute to government decision-making (termedscience for policy).
  • Understand the changing relationships between government, academia, industry, and non-governmental organizations in regards to science, technology, and innovation policy.

Specific examples and case studies will be regularly used to illuminate the changing science, technology, and innovation ecosystem.Students do not need any formal training in science or technology for this class, just an interest in learning about societal impact of new technologies. Students should have a basic background in public policy, having taken Introduction to Public Policy.

By the course’s end, students will be able to understand and contribute to contemporary debates in science, technology, and innovation policy and be equipped to think critically when reading newspaper articles covering science or technology issues, reports from organizations like The National Academies or the American Association for the Advancement of Science, or the policy and news sections in journals such as Science or Nature.The course is designed so that students can dive deeper into topics that are of particular interest, with a focus on providing an introduction to the many policy issues raised by a wide range of emerging technologies.

Course Structure, Reading and Attendance

This class is structured to take place during two days over the course of the semester: Saturday, February 10, 2018 and Saturday, March 10, 2018. Each class will be divided into two sessions, morning and afternoon, with a brief break for lunch.

Given the structure of the course, students are expected to have completed all reading in advance of both course sessions, including the first class,andcome prepared for the discussion. This course will draw on a combination of classic and contemporary texts to provide students will a broad overview of topics in science, technology, and innovation policy. Reading for some class sessions is divided into overview material and reading covering specific science and technology topics. Readings will be drawn from textbooks, journal articles, book chapters, essays, reports, and newspaper articles. If students are interested in exploring a particular topic in greater detail, I am happy to provide a list of additional resources to consult.I may revise, add, remove, or change readings for the second class session if appropriate. Readings will only be made available on course website.

Students are expected to attend both course sessions. Failure to attend one or both sessions, with prior approval, will jeopardize completion of the class.

Grading and Final Project

There are four components to the course grade: active class participation, 2 analytic memos, final project presentation, and final project essay. Each component accounts for the following percentage of the final grade:

  1. Active Class Participation20%
  2. Analytic Memos (2)30% (15% each)
  3. Final Presentation20%
  4. Final Project Essay30%

* Final project presentations and essays may be undertaken individually or in pairs

Active class participation includes completing requiredall reading in advance and regularly participating in discussions.

Analytic memos (2-3 pages, double spaced, 12 point font, Times New Roman, 1 inch margins) are responses to or reflections on a question or theme related to science, technology, and innovation policy arising from a course reading. Memos may focus on overarching concepts raised in the course or on aspecific thematic science and technology case study.

Analytic Memo 1 should be *completed before the first class session* and should be submitted either through the class website orin-person on Saturday, February 10th. The memo can respond to any reading assigned for either session for that class.

Analytic Memo 2 is due on the second class day, Saturday, March 10th. The memo should respond to any reading assigned for the morning session (Session #3) of this class.

Final project presentation and essay: For the final activity, students will undertake an exercise as if they are the Chair of an Expert Advisory Committee assembled by The National Academy of Sciences, Engineering and Medicineto inform policymakers about any science, technology, or innovation policy issue of their choosing. Students may undertake the project individually or work with a partner.

Essay:Students will analyze a current debate related to their selected science, technology, or innovation policy issue and then make recommendations about how that issue could be addressed going forward.Any of the topics or science and technology field covered in the class can be explored in greater detail, but I welcome and encourage students to select a science or technology policy issue that is of personal interest. You, and the rest of the class, will get a lot more out of it. Students will be expected to analyze their selected science, technology, or innovation policy issue from a variety of perspectives, including its early history, how the issue has changed over time, existing and proposed governance and regulatory regimes, the various institutions involved in these policy challenges, and relevant considerations related to inclusivity, such as gender, race, and ethnicity. Recommendations about how best address this science and technology issue going forward should be included at the end of the essay. The final essay should be 12-15 pages long, double-spaced, 12-point font (Times New Roman), and 1-inch margins.

Presentation: Students (individuals or pair teams) will make a presentation on the final class session (Session #4) that will summarize the arguments made in the essay and cover the recommendations for how best to proceed with the issue going forward. Presentations are expected to be 20 minutes long, with an additional 10 minutes for questions and discussion.

Late Assignment Policy: All assignments are expected to be submitted on time. Extensions will be granted only in case of emergency, and only to those who request extensions in advance. Late submissions without extensions will be penalized 20% per 24-hour period.

COURSE SCHEDULE

Note: All readings and assignments should be completed in advance of each class.

Class 1: Saturday, February 10th

(Analytic Memo #1 Due at this Class)

Session#1: History, Definitions, Concepts, and Institutions

Reading:

  • Vannevar Bush, Science, The Endless Frontier, 1945, Summary, Chapter 1, and Chapter 6.
  • Deborah D. Stine, Science and Technology Policymaking: A Primer, Congressional Research Service, RL34454, May 27, 2009, pp. 1-29.
  • Daniel Sarewitz, “Saving Science,” The New Atlantis, Spring 2016, pp. 5-40.
  • Jathan Sadowski, “The Much-Needed and Sane Congressional Office That Gingrich Killed Off and We Need Back,” The Atlantic, October 26, 2012.

This session will provide an overview of key definitions and terminology in science, technology, and innovation policy and the role played by key government agencies and other institutions in making science and technology policy. It will also cover the national innovation system framework and explore the ongoing globalization of science and technology research.

Session #2: Tensions in Science and Technology Policy; National and Global Innovation Systems and Bringing the Lab to the Marketplace

Reading:

  • Organisation for Economic Cooperation and Development (OECD), “National Innovation Systems,” 1997, pp. 7-13.
  • Caroline Wagner, “The New Invisible College Emerges,” The New Invisible College, 2009, Chapter 1.
  • Mariana Mazzucato and Grego Semieniuk, “Public Financing of Innovation: New Questions,” Oxford Review of Economic Policy 33(1) 2017: 24-48.
  • On clean energy: William B. Bonvillian, “The New Model Innovation Agencies: An Overview,” Science and Public Policy 41(4) 2014: 425-437.

This session will explore the emergence of new perspectives in science, technology, and innovation policy that question canonical views of the role of science and technology in society, including how the public value of science and technology should be assessed and measured. It will also cover emerging models and approaches related to government involvement in the advancement of new technology innovation.

Class 2: Saturday, March 10th

(Analytic Memo #2 Due, Final Presentation and Essay Due)

Session #3: Anticipatory Governance of Emerging Technologies and Broader Societal Impacts

Reading:

  • David H. Guston, “Innovation Policy: Not Just a Jumbo Shrimp,” Nature 454: August 21, 2008, pp. 940-941.
  • Martin W. Bauer, Nick Allum and Steve Miller, “What Can We Learn from 25 years of PUS Survey Research? Liberating and Expanding the Agenda,” Public Understanding of Science 16(1) 2007: 79-86.
  • On nanotechnology: Evan S. Michelson, “Emerging Technologies and the Role of Non-Governmental Organizations,” Nature Nanotechnology, 12, May 2017, pp. 397-400.
  • On synthetic biology: Michael Specter, “Rewriting the Code of Life,” New Yorker, January 2, 2017.
  • On geoengineering: David W. Keith, “Toward a Responsible Solar Geoengineering Research Program,” Issues in Science and Technology 33(3) 2017.

This class will examinethe concepts of technology assessment, anticipatory governance, and public engagement, and it will discuss ways of considering the potential the longer-term, future implications of new technologies. The emergence of nanotechnology, synthetic biology, and geoengineering will serve as case studies for the discussion.

Session #4: Student Project Presentations and Wrap-up

This final class will conclude with student project presentations (20 minutes per presentation, plus 10 minutes for questions and discussion). We will also have time for feedback and suggestions for how to improve the course going forward.

Academic Integrity and Wagner School Policies

Academic Integrity

Academic integrity is a vital component of Wagner and NYU. Each student is required to sign and abide by Wagner’s Academic Code. Plagiarism of any form will not be tolerated since you have all signed an Academic Oath and are bound by the academic code of the school. Every student is expected to maintain academic integrity and is expected to report violations to me. If you are unsure about what is expected of you should ask.

Henry and Lucy Moses Center for Students with Disabilities at NYU

Academic accommodations are available for students with disabilities. Please visit theMoses Center for Students with Disabilities (CSD) website at and click on the Reasonable Accommodations and How to Register tab or call or e-mail CSD at (212-998-4980 or ) for information. Students who are requesting academic accommodations are strongly advised to reach out to the Moses Center as early as possible in the semester for assistance.

NYU’s Calendar Policy on Religious Holidays

NYU’s Calendar Policy on Religious Holidays states that members of any religious group may, without penalty, absent themselves from classes when required in compliance with their religious obligations. Please notify me in advance of religious holidays that might coincide with exams to schedule mutually acceptable alternatives.

1 – UPDATED AS OF JANUARY 9, 2018