COURSE SYLLABUS IGA-526 Governing Transformative Biotechnology T-301 Spring 2016 Faculty: Calestous Juma Office: L-356 Telephone: 617-496-8127 Email:
[email protected] Office Hours: TBA Lectures: M 4:15-7:00 PM Review Sessions: N/A
Faculty Assistant: Katherine Gordon FA Office: L-349A FA Telephone: 617-495-7961 FA Email:
[email protected] Teaching Fellow/Course Assistant: TF/CA Contact Info TF/CA Email:
Course Description This course examines the source of controversy that surrounds the application of new technologies and engineering solutions. The course is based on Professor Juma’s forthcoming book, Innovation and Its Enemies: Resistance to New Technologies (Oxford University Press, 2016). The course looks at controversies in the life sciences, with particular emphasis on the emerging field of synthetic biology. The course focuses on public policy analysis. Training in the natural sciences or engineering is not a requirement for participation. The course is taught in conjunction with the implementation of the Health Innovation Policy in Africa Project funded by the Bill and Melinda Gates Foundation at the Belfer Center for Science and International Affairs. While new technologies are seen by some as important drivers of economic productivity and sustainability, others point to the potential risks that such technologies pose to human health and the environment. This course aims to go beyond many of the health and environmental claims and examine the underlying socioeconomic sources of technological controversies. The course examines the political economy implications of new technological applications for sustainable development, drawing from specific case studies. It covers the following themes: (1) technology and innovation, with emphasis on grand challenges for engineering; (2) innovation and the wider society; (3) synthetic biology; and (4) innovation and public policy. The core texts for the class are The Nature of Technology: What it is and How it Evolves by W. Brian Arthur. Class discussions will draw from Professor Juma’s forthcoming book, Innovation and Its Enemies: Resistance to New Technologies.
Scope The focus of the course is the role of technology and engineering in addressing global challenges. The course draws examples from historical case studies, which are used to illuminate contemporary debates on synthetic biology.
Expectations The aim of the course is to equip students with skills for analyzing the political and economic sources of technology controversies and identifying policy options for addressing them. This focus of the course is public controversies surrounding cases where technological change is both a source of ecological damage as well as a solution. For example, ozone-depleting substances were a product of technological development. But so was the development of safer substitutes. A critical aspect of policy analysis is therefore outlining the interactions between technology, environment and economy in ways that maximize the benefits of emerging technologies while minimizing their negative impacts. The course uses an interdisciplinary approach in the design and implementation of science, technology and innovation policy to support the sustainability transition. In addition to building analytical competence, students learn how to integrate knowledge from a diversity of sources and use it to identify policy options for action. It emphasizes the use of public policy as a platform for problem-solving. It is designed to accommodate students from all fields interested in the role of technological innovation in development. The course is conducted through lectures and discussion sessions as well as occasional guest speakers. Grading Class participation (25%) is evaluated on the basis of: (a) familiarity with the readings; (b) quality of contributions; (c) critical and creative approaches to the issue; and (d) respect for the views of others. Extended outline (25%) of about 1,250 words based on the literature covered in class and identification of case material to be covered in the final paper. Draft paper (25%) of about 2,500 covering the main contents of the paper (abstract, table of contents, introduction, analysis, conclusions and references). Final policy analysis paper (25%) of about 5,000 words covering all the contents of the paper (abstract, table of contents, introduction, analysis, conclusions and references).
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Work process, feedback and milestones Organization of work The course runs as a continuous project starting with early topic identification culminating in a final policy analysis paper. Class presentations, discussions and additional contacts from experts in the field are used as continuous input into the paper. Every student has the opportunity to get feedback at least at three stages in the course of the semester. This is done during topic identification, outline preparation, and draft paper. There is no additional feedback provided after the final paper has been submitted. Students are expected to adhere to the deadlines set for the four outputs: topic identification; extended outline; draft paper; and final paper. Pedagogy The pedagogic approach adopted in course builds on four key elements: foundation-building; problem-solving; interactive learning; and expression. To achieve this, students are expected to read the material provided based on a set of questions that define specific problems. Classroom activities: For some of the classes, the first five minutes of each class are devoted to group discussions involving sharing the knowledge from the readings and agreeing on a set of questions and comments to be presented to class for discussion. The bulk of the remaining time is used for discussion. The last ten minutes of class are allocated to a summary of the key lessons learned. Professional contacts: The course does not involve exams but students are expected to spend part of their time reaching out to experts and practitioners in their field of interest. This is part of the learning experience but also serves as a way to develop professional contacts that might be relevant for career development or further study. Where appropriate, the class hosts guest speakers as part of the professional networking process. Feedback: The learning approach used in the course involves continuous feedback on direction and contents of the policy analysis papers. Every student has the opportunity to get scheduled feedback at a minimum after the topic identification, extended outline, and first draft.
Topic identification Early identification of topics or issues that students would like to write the policy analysis papers on is essential for the effective use of the material provided for the course, identification of additional information, and establishment of professional contacts. In this regard, students are expected to identify the ideas they would like to work on early in the course.
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Class participation and presentations Class participation is a key part of the seminar and students are expected to demonstrate knowledge of the readings. Students are required to lead discussions and to participate actively in class. In addition, students may present a summary of their work to class for discussion and input.
Extended outline Each student or groups of no more than three students produce an outline indicating a topic for the policy analysis paper, research methods and relevant literature. The extended outline should provide a complete structure of the expected paper as well as indicative sources to be used.
Draft paper Each student or groups of no more than three students present their 2,500-word draft papers for comments. The draft papers include an abstract, table of contents, introduction, analysis, conclusions and references. The draft papers are divided into four broad sections: (1) description of the challenge that technology could help solve; (2) theoretical foundations of the role of technological innovation; (3) case study of a technological solution to change challenge and the associated public controversies; and (4) identification of policy options for action and resolution of the controversies.
Final policy analysis papers The final output from the class is a 5,000-word policy analysis paper that identifies policy options for action regarding a particular aspect of the sustainability or innovation challenge. The final paper is a cumulative product from the entire course. It is developed in stages that include: (1) topic identification; (2) outline of the paper; (3) draft; and (4) final paper. No sample papers from previous classes are made available. However, many of the recommended readings provide guidance on the structure of policy analysis papers.
Resources In addition to the required readings, students have opportunities to contact development professionals associated with the Science, Technology and Globalization Project http://www.belfercenter.org/global/. They are supported to build professional connections with experts in their areas of interests as needed.
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Syllabus Overview UNIT 1: GLOBAL GRAND CHALLENGES AND INNOVATION Week One Class #1 – Mon., Jan 25: Introduction: Global grand challenges Week Two Class #2– Mon., Feb 1: Origin and evolution of technology Week Three Class #3 – Mon., Feb 8: Technology, economy and ecology
Topic identification memo due Week Four: Mon., Feb 15: PRESIDENTS’ DAY, NO CLASS UNIT 2: TECHNOLOGICAL CONTROVERSIES IN HISTORY Week Five Class #4 – Mon., Feb 22: Brewing trouble: Coffee and the Quran Week Six Class #5 – Mon., Feb 29: Smear campaigns: Margarine and tractors Week Seven Class #6 – Mon., March 7: Against the current: Transgenic crops and fish Extended outline due
MARCH 12–MARCH 20: SPRING BREAK UNIT 3: ADVANCES IN SYNTHETIC BIOLOGY Week Eight Class #7 – Mon., March 21: Evolution synthetic biology Week Nine Class #8 – Mon., March 28: Agricultural applications of synthetic biology Week Ten Class #9 – Mon., April 4: Ecological applications of synthetic biology UNIT 4: INNOVATION, RISK ASSESSMENT AND PUBLIC POLICY Week Eleven Class #10 – Mon., April 11: Risk assessment and innovation Week Twelve Class #11- Mon., April 18: Niche markets and new techno-economic paradigms Guest Speaker: James Bessen Draft paper due Week Thirteen Class #12- Mon., April 25: Science and innovation policy Final papers due: May 9, 2016
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Class Meetings, Readings and Assignments:
UNIT 1: GLOBAL GRAND CHALLENGES AND INNOVATION Class #1 –Jan 25: Introduction: Global grand challenges This session will provide an overview of objectives, expectations and contents of the course. The session will start with introductions by the participants. Read: National Academy of Engineering. 2008. Grand Challenges for Engineering, National Academy of Sciences, Washington, D.C. (online). Class #2 – Feb. 1: Origin and evolution of technology The aim of the session is to provide a conceptual framework for understanding the origins and evolution of technology. It focuses on the creation of new technologies leveraging existing natural effects or phenomena to meet human needs. Read: Arthur, W.B. 2009. The Nature of Technology: What it is and How it Evolves, Free Press, New York, Chapters 2, 3 and 6. Class #3 – Feb. 8: Technology, economy and ecology This session explores the mechanisms that drive technological evolution. It examines how new technologies coevolve with economic systems and their wider societal as well as ecological implications. Read: Arthur, W.B. 2009. The Nature of Technology: What it is and How it Evolves, Free Press, New York, Chapters 9, 10 and 11. Due: Topic identification memo FEBRUARY 15: PRESIDENTS’ DAY; NO CLASS
UNIT 2: TECHNOLOGICAL CONTROVERSIES IN HISTORY Class #4– Feb. 22: Technology and the wider society: coffee and the Quran Technological innovation coevolves with social institutions in unpredictable ways. This session outlines the sources of resistance to new technologies. It uses the cases of the introduction of
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coffee and challenges to the adoption of the printing press in the Ottoman empire to illustrate the point. Read: Juma, C. 2016. Innovation and Its Enemies: Why People Resist New Technologies, Oxford University Press (in press), chapters 1, 2 and 3. Class #5 – Feb. 29: Smear campaigns: Margarine and recorded music The introduction of new technologies is often associated with a wide range of legislative barriers and bans. This session uses the cases of margarine and recorded music to explore the dynamics of public controversies, with particular emphasis on the role of lobbying and organized labor. Read: Juma, C. 2016. Innovation and Its Enemies: Why People Resist New Technologies, Oxford University Press (in press), Chapters 4 and 8. Class #6– Mar. 7: Against the current: Transgenic crops and fish Much of the opposition to new technologies is fueled by perceptions of market loss. This is illustrated by the examples of transgenic crops and fish. This session explores the role of incumbent industries in stalling the adoption of the products. Read: Juma, C. 2016. Innovation and Its Enemies: Why People Resist New Technologies, Oxford University Press (in press), Chapters 9 and 10. Due: Extended outline
MARCH 12–MARCH 20: SPRING BREAK
UNIT 3: ADVANCES IN SYNTHETIC BIOLOGY Class #7 – Mar. 21: Evolution of synthetic biology This session outlines the historical origins and applications of synthetic biology. It frames the discussion in the context previous explanations of the origins and evolution of technology outlined in previous sessions. Read: Gardner, T.S. and Hawkins, K. 2013. “Synthetic Biology: Evolution or Revolution? A Co-founder’s Perspective,” Current Opinions in Chemical Biology 17: 871-877. Cameron, D.E. et al. 2014. “A Brief History of Synthetic Biology,” Nature Reviews Microbiology 12 (5): 381-390. 7
Khalil, A. and Collins, J. 2010. “Synthetic Biology: Applications Come of Age,” Nature Reviews Genetics 11(5): 367-376. Frasch, H.-J. et al. 2013. “Design-based Re-engineering of Biosynthetic Gene Clusters: Plug-and-Play in Practice,” Current Opinion in Biotechnology 24: 1144-1150. Guttinger, S. 2013. “Creating Parts that Allow for Rational Design: Synthetic Biology and the Problem of Context-Sensitivity,” Studies in the History and Philosophy of Biological and Biomedical Sciences 44: 199-207. Class #8 – Mar. 28: Agricultural applications of synthetic biology The application of plant synthetic biology is view as a potential source of solutions for a wide range of agricultural applications. This session explore emerging uses of gene editing in plant breeding as well as the design of new plant constructs. Read: Palmgren, M. et al. 2015. “Are We Ready for Back-to-Nature Crop Breeding?” Trends in Plant Science 20(3): 155-163. Voytas, D.F. and Gao, C. 2014. “Precision Genome Engineering and Agriculture: Opportunities and Regulatory Challenges,” PLOS Biology 12(6): 1-6. Xiong, J.-S. et al. 2015. “Genome-editing Technologies and their Potential Application in Horticultural Crop Breeding,” Horticulture Research 2. Kanchiswamy, C.N. et al. 2015. “Looking Forward to Genetically Edited Fruit Crops,” Trends in Biotechnology 33(2): 62-64. Liu, W.C. and Stewart Jr., N. 2015. “Plant Synthetic Biology,” Trends in Plant Science 20(5): 309-317. Class #9 – April 4: Ecological applications of synthetic biology One of the potential uses of synthetic biology is to the control of pest population. This approach involves releasing genetically edited organisms in the environment. The session uses the case of mosquito control to analyze the benefits of the technology as well the risks of deliberate release of genetically edited insects into the environment. Read: Alphey, L. et al. 2010. “Sterile-insect Methods for Control of Mosquito-borne Diseases: An Analysis,” Vector-Borne and Zoonotic Diseases 10(3): 295-311. Gabrieli, P. et al. 2014. “Engineering the Control of Mosquito-borne Infectious Diseases,” Genome Biology 15(11): 535.
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Esvelt, K. et al. 2014. “Concerning RNA-guided Gene Drives for the Alteration of Wild Populations,” eLife http://dx.doi.org/10.7554/eLife.03401. Alphey, L. and Alphey, N. 2014. “Five Things to Know about Genetically Modified (GM) Insects for Vector Control,” PLOS Pathogens 10(3) e1003909.
UNIT 4: INNOVATION, RISK ASSESSMENT AND PUBLIC POLICY Class #10 – April 11: Risk assessment and innovation Concern over the unintended consequences of new technologies has resulted in the development of new concepts that demand that prior evidence of safety be provided before new products are commercialized. This session examines the history and evolution of precautionary ideas in risk assessment. Read: Turvey, C. and Mojduszka, E. 2005. “The Precautionary Principle and the Law of Unintended Consequences,” Food Policy 30(2): 145-161. Fischhoff, B. 2015. “The Realities of Risk-Cost-Benefit Analysis,” Science 350 (6260): 1-7. Araki, M. et al. 2014. “Caution Required for Handling Gene Editing Technology,” Trends in Biotechnology 32(5): 234-237. Hartung, F. and Schiemann, J. 2014. “Precise Plant Breeding Using Genome Editing Techniques: Opportunities, Safety and Regulation in the EU,” The Plant Journal 78: 742752. Class #11 – April 18: Niche markets and techno-economic paradigms Guest Speaker: James Bessen, author of Learning by Doing: The Real Connection between Innovation, Wages, and Wealth James Bessen studies the economics of innovation and patents. He has also been a successful innovator and CEO of a software company. Currently, Mr. Bessen is Lecturer in Law at the Boston University School of Law.
Deploying existing technologies and developing new ones is essential for addressing the sustainability challenge. The main policy task is moving niche markets to the creation of largescale techno-economic paradigms. This session review policy approaches that can help foster such transitions. Read: Bessen, J. 2015. “The Anti-Innovators,” Foreign Affairs 94(1), January/February
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Bessen, J. 2015. “Standard Knowledge,” in Learning by Doing: The Real Connection between Innovation, Wages, and Wealth (New Haven, Conn.: Yale University Press), chap. 4. Sanderson, S.W. and Simons, K.L. 2014. “Light Emitting Diodes and the Lighting Revolution: The Emergence of a Solid-State Lighting Industry,” Research Policy 43(10): 1730-1746. Bakker, S. et al. 2015. “Niche Accumulation and Standardization – The Case of Electric Vehicle Recharging Plugs,” Journal of Cleaner Production 94: 155-164.
Due: draft paper Class #12 – April 25: Science and innovation policy Science and technology advice is an essential input into the process of public debate over biotechnology. This session reviews the principles, procedures and institutional arrangement used to provide science and technology advice to leaders. Read: Juma, C. 2016. Innovation and Its Enemies: Why People Resist New Technologies, Oxford University Press (in press), Chapter 11. Feuer, M. and Maranto, C. 2010. “Science Advice as Procedural Rationality: Reflections on the National Research Council, Minerva 48(3): 257-275. Bubela, T. et al. 2012. “Synthetic Biology Confronts Publics and Policy Makers: Challenges for Communication, Regulation and Commercialization,” Trends in Biotechnology 30(3): 132-137.
Final papers due: May 9, 2016
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