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COM280-1_S

Science Communication: The Psychology Behind an Audience's Attention and Perception (GCHCC)(GC-TFS)

Pamela TAYLOR
Academic year:

2024

Semester:SpringFaculty:

International Liberal Arts

Department:

Department of International Liberal Arts

Field:

Advanced Liberal Arts Courses

Credit:3.00

Class time/day:

Mon : 15:30 - 16:45 D101
Wed : 15:30 - 16:45 D101

E-mail:ptaylor@aiu.ac.jp

Office:A3-3

Office hours:

Tuesdays & Thursdays 13:00 - 14:30, or by appointment

Notes:
Course description:
Most people learn about scientific findings through the mass media (e.g., news articles, documentaries). Such popular science reports
are typically written by non-scientists who translate complex scientific research into simple messages that can be easily understood by lay
audiences. In this course, we will study various techniques used to communicate scientific findings to non-scientific audiences, such asdata visualization and storytelling. We will discuss both what makes these techniques effective and how students can use them in future
projects, as well as how journalistic techniques can mislead audiences by oversimplifying or misrepresenting scientific findings. Students
will learn how to identify such flaws when consuming science communication, how to avoid making similar errors, and how to craft more
effective messages. Through group discussion and practical application assignments, this course will increase students scientific
literacy, communications skills and their ability to critically analyze science communications.

Objectives:
By the end of this course, students will be more informed consumers of science communication and more effective and conscientious
communicators of scientific findings. Students will build the skills of:
1. Science and data literacy: students will learn about the scientific attitude, how valid scientific research is conducted, how to read datavisualizations, what kinds of data can be used to support what kinds of messages (e.g., correlation does not show causation), howscientists communicate their findings to scientists and non-scientists, and how journalists and news outlets translate (or mistranslate)scientific findings for non-scientific audiences.
2. Scientific fluency: Students will gain experience and confidence in communicating scientific findings using visuals, storytelling andthroughlines .
3. Critical thinking: students will learn to analyze, fact-check and evaluate the validity of scientific claims, how to identify
bullshit , andhow to ask and answer critical questions about scientific studies. In peer discussion groups, students will help each other improve theircommunication skills by critically analyzing each other s science communications. Students will practice identifying specific ways in whichpeers messages can be improved, sharing their criticisms clearly and respectfully, and accepting constructive criticism in order toimprove their own work.

AILA Elements:
This class will teach students to use techniques from the humanities (e.g., rhetoric, creative writing, visual arts) to make statistical data
come alive. Aspects of aesthetics and philosophy will emerge as we discuss what makes for beautiful evidence and how scientificfindings can help us build a deeper understanding of oneself and find meaning in the world.
AILA Activities & Projects:
Throughout the semester, we will discuss various tools and strategies that professional science communicators use. For homework and inclass discussions, students will apply each tool, analyze how such tools are used in examples of science communication, and evaluateeach tool in terms of what it can accomplish and what its limitations might be. Lastly, students will use the tools to create presentations thatthey will present in front of the class. After each presentation, the students and professor will both provide constructive feedback for thepresenters (e.g., what was well-done, what was unclear, how the communication could be improved).

3-1

Textbook(s):Author:Carl T. Bergstron & Jevin D. West

Title:

Calling Bullshit: The Art of Skepticism in a Data-Driven World

Publisher:

PenguinISBN:

0141987057

author:Alberto Cairo

title:How Charts Lie: Getting Smarter about Visual Information

publisher:

NortonISBN:

978-0393358421

Reference/Other study materials / Author:, Title:, Publisher:, ISBN:
Authors: Chris Anderson
Title: TED Talks: The official TED guide to public speaking: Tips and tricks for giving unforgettable speeches
Publisher: Nicholas Brealey Publishing
ISBN: 9781472228062
Additional readings may be provided as pdfs.
Assessment:
35% homework assignments
10% constructive peer feedback
15% Chart Lies Presentation
15% Bullshit Presentation
25% final project
Expected academic background:
There are no pre-requisites for this course. However, students who have taken Psychology, Statistics or science courses may find thiscourse slightly easier. Students do not need to be good at communication (verbal, visual, or written) to take this class, but must be willingto work to improve their communication skills via projects and discussion.
URL of other information:
Policies & remarks:
No Technology policy: Laptops, tablets and phones are not allowed during class, unless necessary for presenting homework/projects.
They must be put away, out of sight (e.g., in your bag).
No AI policy: Students are not allowed to use Generative AI (e.g., ChatGPT) for class assignments. Assignments that were done with thehelp of AI will receive a grade of 0.
Notes:Class schedule:
Class 1
What is "science": common goals, methods, and assumptions of science; data as evidence (not proof or truth)
Classes 2 - 6
Science Communication Through Storytelling: Using a narrative structure to build interest and understanding
Classes 7 - 15
Visuals and Data Visualization: Summarizing and Communicating Science in graphs, charts and pictures (using concepts from PerceptualPsychology)
Classes 16 - 18
Presentations: Communicating effectively to in-person audiences (using concepts from Cognitive Psychology)

3-1

Classes 19 - 27
Bullshit, Misinformation, Misinterpretation;
Fact-checking: how to find and read original academic source material
Class 28 - 29
Final Projects: Practice and Feedback; AIU Course EvaluationClass 30
Final Project Presentations

AIU Academic Dishonesty Policy:
AIU Academic Dishonesty Policy（Undergraduate）
In accordance with AIU policies and good practices in higher education, acts of academic dishonesty such as plagiarism, cheating, forgery(on a paper, examination, test, or other assignment) may result in the failure of the course.
An act of academic dishonesty during the final examination, or assignment in lieu of the final examination, may result in failure of all
courses registered in the relevant academic term.
Cases of academic dishonesty will be reported to the Office of Student Records for relevant action.

AIU Academic Dishonesty Policy（Graduate）
Acts of Academic Dishonesty: In accordance with AIU policies and good practices in higher education, acts of academic dishonesty suchas plagiarism, cheating, forgery (on a paper, examination, test, or other assignment) will result in the failure of the course at a minimum.
An act of academic dishonesty during the final examination or assignment in lieu of the final examination will result in failure of all courses
registered in the relevant academic term.
Cases of academic dishonesty will be reported to the Dean of Academic Affairs for relevant action.

3-1

SOC280-1_S

International Cooperation and Development I (CLA-SS)(GS-PSIR)(GS-SUS)

Ayumi SUGIMOTO
Academic year:

2024

Semester:SpringFaculty:

International Liberal Arts

Department:

Department of International Liberal Arts

Field:

Advanced Liberal Arts Courses

Credit:3.00

Class time/day:

Mon : 14:00 - 15:15 B301
Wed : 14:00 - 15:15 B301

E-mail:asugimoto@aiu.ac.jp

Office:Office hours:

Friday 9:00-12:00 on Zoom
Please make an appointment by email in advance.

Notes:
Course description:
This course is designed to introduce students to the basics of international cooperation and development studies with emphasis ontheories and approaches, actors, and issues in international development. International development studies are multidisciplinary, it covers
many different disciplines, including anthropology, economics, education, geography, history, international affairs, politics, population
studies, sociology, urban planning, and women s studies. The first part, the theories and approaches, introduces the students to key
concepts, historical contexts of development thinking and action, and theoretical approaches. This part also includes postmodern andpostcolonial approaches, which constitute the fundamental epistemology for much recent work in development. The next part, issues ininternational development, applies what has been learned in the first section to a wide variety of issue-areas. At the end of the semester,
the students have not just accumulated knowledge about development issues but, have learned how to approach and study development.

Objectives:
After completing this class, students are expected to understand the basic knowledge of international cooperation and development suchas 1) the theoretical perspectives and approaches, (2) the various actors, 3) the critical development issues, and 4) the multidisciplinary
nature of development problems.
AILA Elements:
International development studies are interdisciplinary, it covers many different disciplines, including anthropology, economics, education,
geography, history, international affairs, politics, population studies, sociology, urban planning, and gender studies. This course contains
theories, approaches, actors, and issues in international development. Students will gain an understanding of the critical development
issues and enhance their critical and multiple perspectives.
AILA Activities & Projects:
Case Study Project: Students write final papers on the topic of international development.
Textbook(s):Author:Paul A. Haslam et al. eds

Title:

Introduction to International Development: Approaches, Actors, Issues, and Practice (Fourth edition)

Publisher:

Oxford University Press

ISBN:

ISBN 9780199036

Reference/Other study materials / Author:, Title:, Publisher:, ISBN:
Assessment:
Class Discussion Feedback and Ice-breaking Talk (30%)
Quiz (30%)
Final Paper ‒ Choose and discuss one class discussion question in 1800 words or more (40%)

3-2*This course has a strict attendance policy: Students who have more than 5 days of absence in a semester may fail the course.

Expected academic background:
URL of other information:
Policies & remarks:
Notes:
Some contents and schedules might change under the situation.
Class schedule:
Week 1Introduction
What is Development?
Reading Assignment: Chapter 1
Week 2Imperialism and the Colonial Experience
Reading Assignment: Chapter 2Theories of Development economics
Reading Assignment: Chapter 3
Week 3
The Critical Political Economy of Development
Reading Assignment: Chapter 4
Post-Development and Alternatives to Development
Reading Assignment: Chapter 5
Week 4
Gender and Development
Reading Assignment: Chapter 6
Globalization and Development
Reading Assignment: Chapter 7
Quiz - Textbook Part I
Week 5
State and the State
Reading Assignment: Chapter 8
National Development Agencies and Bilateral Aid
Reading Assignment: Chapter 9
Week 6The International Financial Institutions
Reading Assignment: Chapter 10
The United Nations and Multilateral Actors in Development
Reading Assignment: Chapter 11
Week 7
Private Enterprise and Development
Reading Assignment: Chapter 123-2

Civil Society and Development
Reading Assignment: Chapter 13
Week 8China and the Emerging Economies
Reading Assignment: Chapter 14
Quiz - Textbook Part II
Week 9MovieGuest Speaker - TBA
Week 10
Debt and Development
Reading Assignment: Chapter 15
Free Trade, Fair Trade, and South-South Trade
Reading Assignment: Chapter 16
Week 11
Democracy
Reading Assignment: Chapter 17
Climate Change, Environment, and Development
Reading Assignment: Chapter 18
Week 12
Rural Development
Reading Assignment: Chapter 19
Urban Development
Reading Assignment: Chapter 20
Week 13Development and Health
Reading Assignment: Chapter 21
Conflict and Development
Reading Assignment: Chapter 22
Week 14
Culture and Development
Reading Assignment: Chapter 25
Synthesis
Week 15
Quiz - Textbook Part III
Final Essay Submission

AIU Academic Dishonesty Policy:
AIU Academic Dishonesty Policy（Undergraduate）
In accordance with AIU policies and good practices in higher education, acts of academic dishonesty such as plagiarism, cheating, forgery(on a paper, examination, test, or other assignment) may result in the failure of the course.
An act of academic dishonesty during the final examination, or assignment in lieu of the final examination, may result in failure of all
courses registered in the relevant academic term.
Cases of academic dishonesty will be reported to the Office of Student Records for relevant action.

3-2

AIU Academic Dishonesty Policy（Graduate）
Acts of Academic Dishonesty: In accordance with AIU policies and good practices in higher education, acts of academic dishonesty suchas plagiarism, cheating, forgery (on a paper, examination, test, or other assignment) will result in the failure of the course at a minimum.
An act of academic dishonesty during the final examination or assignment in lieu of the final examination will result in failure of all courses
registered in the relevant academic term.
Cases of academic dishonesty will be reported to the Dean of Academic Affairs for relevant action.

3-2