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EST 201 Technological Trends in Society

Part 1: Course Overview

Course Information:

Course Title: Technological Trends in Society
Course catalog # and section: EST 201 Section TBA Credit hours: 3
Semester: SUMMER
Course Meeting Time/Delivery Mode: Online
General education designation(s) (SBC): STAS
Prerequisites: one D.E.C E or SNW Course
Required Course Textbooks and Materials: There is no textbook for the course. Readings will be accessed from the Library and via Bright Space

Course Description: Explores the impact of technology and engineering design on society's past, present, and future. The main themes as they relate to changing technology are industry and the economy; the environment; social, educational, and psychological implications of computers; energy and society; warfare; and 21st-century emerging technologies.

Course Delivery Mode and Structure:
This is an online course. All assignments and course interactions will utilize Internet technologies. See the “Technical Requirements'' section for more information. In Bright Space, you will access online lessons, lectures, course materials, and resources. 

Instructor Information:
Instructor name: Edwin Tjoe
Instructor’s Stony Brook email: [email protected]
Instructor’s phone number: 631-444-4306 
•    Calls only accepted Thursdays and Fridays 9 am to 12 pm 
 Instructor’s time zone: Eastern Time (ET)
Virtual Office hours: Thursday and Fridays 9 am to 12 pm

How We Will Communicate:
Regular, professional, and respectful communication is essential in online classes. Review the Online Communication Guidelines carefully and contact me with any questions you may have.

To make sure you are receiving all communication in this course:

●    Log into Bright Space once a day, and check announcements and the discussion board.
●    Regular Announcements will be posted in Bright Space and may or may not be sent via email.
●    Course-related questions should be posted in the General Questions forum in the course Discussion board, so everyone can benefit.
●    For personal/private issues, email me directly. If you use Bright Space email tool from the course site, it will automatically include your full name, course name, and section when you send me an email. Please allow between 24 hours for an email reply Monday to Friday 9-430pm, On the weekends, my email will not be checked.
●    Your Stony Brook University email must be used for all University-related communications. All instructor correspondence will be sent to your SBU email account. Plan on checking your SBU email account regularly for course-related messages. To log in to Stony Brook Google Mail, go to http://www.stonybrook.edu/mycloud and sign in with your NetID and password.

My Role as the Instructor in Class Discussions:
As the instructor, I will serve as a “guide” in our online classroom. Discussions through Bright Space encourage conversation and learning with your peers. While I might not respond to every post, I will read what is posted, and reply to:
●    assist each of you when it comes to making connections between discussion, lectures, and readings.
●    fill in important points that may have been missed.
●    re-direct discussion if it gets “off track.”
●    highlight key points or identify valuable posts.
I might also summarize at the end of each discussion, module, or week.

How to Succeed in this Course:
Online learning requires more from students. You will need to take greater responsibility for managing your time and participating fully in the class. For asynchronous classes, you should set aside 5-10 hours per week. For synchronous and blended learning, slightly less. For this class, you must also
●    Check Bright Space and your SBU email regularly
●    Keep track of all due dates and plan!
●    Complete all assigned readings in the course
●    Complete all graded assignments on time

There are multiple resources, university offices, and help desks that are available to assist you with everything from advising, tutoring, accessibility, online-specific support, and much more.
Review some Academic Success Strategies and visit the Student Resources page to ensure your success in this course.

Technical Requirements:
Having a reliable computer and Internet connection throughout the term will benefit you. Caution! For many classes, you will be at a disadvantage if you attempt to complete all coursework on a smartphone or tablet. It may not be possible to submit the files required for your homework assignments. If you need to borrow a device, please visit SBU’s Laptop Loan Program.

You will need Microsoft Office to complete this course.

Technical Assistance:
If you need technical assistance at any time during the course or to report a problem with Bright Space you can:

Part 2: Course Learning Objectives

Upon completion of the course, students will be able to:

1.    Describe the history of the information professions and understand the changing roles of information professionals in a global environment.
2.    Identify and analyze emerging and current trends in technology.
3.    Promote and demonstrate the use of ethical standards in the creation, management, and use of information.
4.    Recognize the crucial role of users in the development and delivery of user-centered information systems and services.
5.    Describe and discuss the ethics, impacts, and consequences of current trends within technology on society.
6.    Effectively predict attributes, risks, benefits, and trajectory of technological trends.
7.    Utilize research and metrics to make educated decisions for career growth and specialization through trends in technology.

Part 3: Course Schedule

Refer to the course calendar. The possibility exists that unforeseen events will make schedule changes necessary. Any changes will be noted in course Announcements or through Stony Brook email.

Part 4: Grading, Attendance, and Late Work Policies

Points and feedback for graded activities will be posted to the Grades area.

In this course, you will be assessed on the following:

Activity/Assignment    Points    Due Date
Discussion boards (10)    40    Weekly
VoiceThread    20    See Brightspace
Attendance    10    See Brightspace
Exams    30    See Brightspace
Total    100    

Letter Grades:

Letter Grade    Points or Percentage
A    90.001 and above
A-    85.001 and 90
B+    80.001 and 85
B    75.001 and 80
B-    70.001 and 75
C+    65.001 and 70
C    60.001 and 65
C-    55.001 and 60
D+    50.001 and 55
D    45.001 and 50
F    0 and 45

Discussion Board Assignments

Discussions consist of watching/listening to a podcast from TED/PBS/iTunes University/etc; answering a weekly reflection question; and articulating to the class in discussion why you think your reflection is correct.

You are required to: (1) reply to the discussion board topic/question by creating a thread (two paragraphs), and (2) make three responses to other students (one paragraph, each). That is a total of 4 required responses. A paragraph is at least 5 sentences long. Don’t forget to cite your resources.

You will be expected to actively participate in all group discussions. Active participation means providing meaningful expression and well-thought-out answers to instructor questions. A short answer like “I agree or disagree” does not constitute meaningful dialogue and will not be counted toward your participation grade.
Each discussion will have a beginning and ending date. Posting after the discussion’s ending date and time will not be graded.

Attendance Policy:
Attendance is based on weekly discussion participation and review of course content.

Late Work Policy:
 
Late work will not be accepted. However extra credit will be available for most all assignments. Please make every effort to complete work promptly. The extra credit available during the semester is a deviation harder than the assignments in this course.

Discussion Board Grading Rubric

Based on the modification of the Association of American Colleges & Universities VALUE Rubrics

VALUE (Valid Assessment of Learning in Undergraduate Education) is a campus-based assessment approach developed and led by AAC&U as part of its Liberal Education and America’s Promise (LEAP) initiative. VALUE rubrics provide needed tools to assess students’ authentic work, produced across students’ diverse learning pathways, fields of study, and institutions, to determine whether and how well students are meeting graduation-level achievement in learning outcomes that both employers and faculty consider essential. Teams of faculty and other educational professionals from institutions across the country—two- and four-year, private and public, research and liberal arts, large and small—developed rubrics for sixteen Essential Learning Outcomes that all students need for success in work, citizenship, and life. The VALUE rubrics are being used to help institutions demonstrate, share, and assess student accomplishment of progressively more advanced and integrative learning.

Since their release in the fall of 2009, the rubrics have become a widely referenced and utilized form of assessment on campuses across the United States and
internationally. As of December 2015, the rubrics have been accessed by more than 42,000 individuals from more than 4,200 unique institutions, including more than 2,800 colleges and universities. The VALUE rubrics have also been approved for use in meeting national standards for accountability established by the Voluntary System of Accountability (VSA), and are used in all regional and some professional self-study reports and reviews for accreditation.

The VALUE rubrics include Inquiry and Analysis, Critical Thinking, Creative Thinking, Written Communication, Oral Communication, Quantitative Literacy, Information Literacy, Reading, Teamwork, Problem Solving, Civic Knowledge and Engagement— Local and Global, Intercultural Knowledge and Competence, Ethical Reasoning and Action, Global Learning, Foundations and Skills for Lifelong Learning, and Integrative Learning.

Critical Thinking VALUE RUBRIC

Definition

Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
 
Framing Language

This rubric is designed to be transdisciplinary, reflecting the recognition that success in all disciplines requires habits of inquiry and analysis that share common
attributes. Further, research suggests that successful critical thinkers from all disciplines increasingly need to be able to apply those habits in various and changing situations encountered in all walks of life.

This rubric is designed for use with many different types of assignments and the suggestions here are not an exhaustive list of possibilities. Critical thinking can be demonstrated in assignments that require students to complete analyses of text, data, or issues. Assignments that cut across presentation mode might be especially useful in some fields. If insight into the process components of critical thinking (e.g., how information sources were evaluated regardless of whether they were included in the product) is important, assignments focused on student reflection might be especially illuminating.

Glossary

The definitions that follow were developed to clarify terms and concepts used in this rubric only.
•    Ambiguity: Information that may be interpreted in more than one way.
•        Assumptions: Ideas, conditions, or beliefs (often implicit or unstated) that are "taken for granted or accepted as true without proof." (quoted
from www.dictionary.reference.com/browse/assumptions)
•        Context: The historical, ethical. political, cultural, environmental, or circumstantial settings or conditions that influence and complicate the consideration of any issues, ideas, artifacts, and events.
•        Literal meaning: Interpretation of information exactly as stated. For example, "she was green with envy" would be interpreted to mean that her skin was green.
•    Metaphor: Information that is (intended to be) interpreted in a non-literal
way. For example, "she was green with envy" is intended to convey an intensity of emotion, not a skin color.

Part 5: University and Course Policies

University Policies:

Student Accessibility Support Center Statement
If you have a physical, psychological, medical, or learning disability that may impact your course work, please contact the Student Accessibility Support Center, Stony Brook Union Suite 107, (631) 632-6748, or at [email protected]. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and the Student Accessibility Support Center. For procedures and information go to the following website: https://ehs.stonybrook.edu/programs/fire-safety/emergency-evacuation/evacuation-guide-disabilities and search Fire Safety and Evacuation and Disabilities.

Academic Integrity Statement
Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty is required to report any suspected instances of academic dishonesty to the Academic Judiciary. Faculty in the Health Sciences Center (School of Health Technology & Management, Nursing, Social Welfare, Dental Medicine) and School of Medicine are required to follow their school-specific procedures. For more comprehensive information on academic integrity, including categories of academic dishonesty please refer to the academic judiciary website at http://www.stonybrook.edu/commcms/academic_integrity/index.html

Critical Incident Management
Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Student Conduct and Community Standards any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. Faculty in the HSC Schools and the School of Medicine are required to follow their school-specific procedures. Further information about most academic matters can be found in the Undergraduate Bulletin, the Undergraduate Class Schedule, and the Faculty-Employee Handbook.