13.1 Denver Bullet Study: Difference between revisions

Latest revision as of 23:53, 11 June 2026

The Denver Bullet Study offers one approach to integrating facts and values in a controversial real-world problem, drawing facts from a set of experts, gauging the values of different stakeholders, and bringing these together for a final decision.

The Lesson in Context

Near the end of the course, we introduce some techniques for group decision making that have seen some real-world success. Denver Bullet Study exemplifies the division of a contentious issue into facts and values in such a way that the community was able to come to a more generally satisfying decision than initially seemed possible.

Earlier Lessons

1.1 Introduction and When Is Science Relevant

Facts and values of an issue are distinguished in the Denver Bullet Study method. Facts are evaluated by experts, while values are decided by polling stakeholders.

5.2 Scientific Optimism

Even as the public seem to have reached an impasse on a contentious issue, there are still techniques that can be used to reach a consensus, or at least find a solution that addresses the priorities of a larger number of stakeholders.

Later Lessons

13.2 Deliberative Polling

Another technique for group decision making in which experts and stakeholders are involved and facts and values are distinguished. Through group deliberation punctuated by Q&A with an expert panel, it aims to predict the change in public opinion if the public were to be more factually informed on a contentious issue, but it does not aim to reach a consensus or directly decide on a policy.

Takeaways

After this lesson, students should

Be optimistic that a community can come together to make a decision, even when people begin with heterogeneous values and beliefs.
Be able to identify the stakeholders and experts and distinguish between the values and facts of an issue.

Stakeholders

The set of people who have a stake in the outcome of a decision. This can include people who will implement the decision and all the people affected by it.

Experts

The set of people who have the most knowledge/information/expertise about the facts relevant to the decision, generally by virtue of having spent the most time and effort learning about the topic.

Denver Bullet Study

An experiment in group deliberation in which a community came together to share values and knowledge to make a decision about what kind of bullet the Denver Police should use, which had enough stopping power to keep cops safe but was not so harmful as to cause unnecessary damage to citizens (as did classic hollow bullets).

The town should vote on whether they think these windmills kill seabirds or cause loud noise.

These are factual factors that most stakeholders (townspeople) would not have informed opinions on. Instead, they should be evaluated by relevant experts. Stakeholders can then vote (or put numerical weights) on how much they value the lives of seabirds or quietness.

We should just let the experts make all the decisions.

It is important to involve the public (or relevant stakeholders) in making group decisions, as factual evaluation must be combined with a group's values judgment (of what they deem important). Experts can give their evaluation of factual matters, but they may not represent the values of the stakeholders.

After this lesson, students should

Attitudes
1. Be optimistic that a community can come together to make a decision, even when people begin with heterogeneous values and beliefs.
Concept Acquisition
1. Stakeholders: The set of people who have a stake in the outcome of a decision. This can include people who will implement the decision and all the people affected by it.
2. Experts: The set of people who have the most knowledge/information/expertise about the facts relevant to the decision.
3. Denver Bullet Study: An experiment in group deliberation in which a community came together to share values and knowledge to make a decision about what kind of bullet the Denver Police should use, which had enough stopping power to keep cops safe but was not so harmful as to cause unnecessary damage to citizens (as did classic hollow bullets).
Concept Application
1. Identify relevant stakeholders.
2. Identify relevant questions of fact for which experts can be consulted.
3. Identify problems for which the Denver Bullet Study approach would be helpful.
4. Describe a Denver Bullet Study approach to solving a novel problem.

Additional Content

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-{{Navbox}}
+{{Cover|13.1 Denver Bullet Study}}
-{{Todo|Fill out the learning goals and definitions.}}
+The Denver Bullet Study offers one approach to integrating facts and values in a controversial real-world problem, drawing facts from a set of experts, gauging the values of different stakeholders, and bringing these together for a final decision.
-{{Todo|Add links in learning goals.}}
-{{Todo|Write the "context" for how this lesson connects with others.}}
-{{Todo|Edit previous lesson to see if there's any setup for this lesson that needs to be in the "During Class" or "After Class" section of the last.}}
-{{Todo|Fill out the lesson content.}}
-{{Todo|Fill out or delete anything with "[...]" remaining.}}
-== Learning Goals ==
+== The Lesson in Context ==
-[Link to PlayPosit]
+<!-- Always begin section with a description of this lesson in relation to the course as a whole. -->
+Near the end of the course, we introduce some techniques for group decision making that have seen some real-world success. Denver Bullet Study exemplifies the division of a contentious issue into facts and values in such a way that the community was able to come to a more generally satisfying decision than initially seemed possible.
-[Link to instructional video]
+<!-- Expandable section relating this lesson to other lessons. -->
+{{Expand|Relation to Other Lessons|
+'''Earlier Lessons'''
+{{ContextLesson|1.1 Introduction and When Is Science Relevant}}
+{{ContextRelation|Facts and values of an issue are distinguished in the Denver Bullet Study method. Facts are evaluated by experts, while values are decided by polling stakeholders.}}
+{{ContextLesson|5.2 Scientific Optimism}}
+{{ContextRelation|Even as the public seem to have reached an impasse on a contentious issue, there are still techniques that can be used to reach a consensus, or at least find a solution that addresses the priorities of a larger number of stakeholders.}}
+{{Line}}
+'''Later Lessons'''
+{{ContextLesson|13.2 Deliberative Polling}}
+{{ContextRelation|Another technique for group decision making in which experts and stakeholders are involved and facts and values are distinguished. Through group deliberation punctuated by Q&A with an expert panel, it aims to predict the change in public opinion if the public were to be more factually informed on a contentious issue, but it does not aim to reach a consensus or directly decide on a policy.}}
+}}
+== Takeaways ==
-[https://sensesensibilityscience.berkeley.edu/topic/24 More details]
+<tabber>
+|-|Learning Goals=
 After this lesson, students should
+<!-- Learning goals are written as a numbered list. -->
 # Be optimistic that a community can come together to make a decision, even when people begin with heterogeneous values and beliefs.
 # Be able to identify the stakeholders and experts and distinguish between the values and facts of an issue.
-=== Definitions ===
+|-|Definitions=
-* '''Stakeholders'''
+<!-- Definitions must be written with the Definition and Subdefinition templates. The first Definition should have the "first=yes" flag at the end. -->
-*: The set of people who have a stake in the outcome of a decision. This can include people who will implement the decision and all the people affected by it.
+{{Definition|Stakeholders|The set of people who have a stake in the outcome of a decision. This can include people who will implement the decision and all the people affected by it.|first=yes}}
-* '''Experts'''
+{{Definition|Experts|The set of people who have the most knowledge/information/expertise about the facts relevant to the decision, generally by virtue of having spent the most time and effort learning about the topic.}}
-*: The set of people who have the most knowledge/information/expertise about the facts relevant to the decision.
+{{Definition|Denver Bullet Study|An experiment in group deliberation in which a community came together to share values and knowledge to make a decision about what kind of bullet the Denver Police should use, which had enough stopping power to keep cops safe but was not so harmful as to cause unnecessary damage to citizens (as did classic hollow bullets).}}
-* '''Denver Bullet Study'''
+<br />
-*: An experiment in group deliberation in which a community came together to share values and knowledge to make a decision about what kind of bullet the Denver Police should use, which had enough stopping power to keep cops safe but was not so harmful as to cause unnecessary damage to citizens (as did classic hollow bullets).
-=== Common Misconceptions ===
+|-|Common Misconceptions=
-* ''The town should vote on whether they think these windmills kill seabirds or cause loud noise.''
+<!-- Misconceptions must be written with the Misconception template. The first Misconception should have the "first=yes" flag at the end. -->
-*: These are factual factors that most stakeholders (townspeople) would not have informed opinions on. Instead, they should be evaluated by relevant experts. Stakeholders can then vote (or put numerical weights) on how much they value the lives of seabirds or quietness.
+{{Misconception|The town should vote on whether they think these windmills kill seabirds or cause loud noise.|These are factual factors that most stakeholders (townspeople) would not have informed opinions on. Instead, they should be evaluated by relevant experts. Stakeholders can then vote (or put numerical weights) on how much they value the lives of seabirds or quietness.|first=yes}}
+{{Misconception|We should just let the experts make all the decisions.|It is important to involve the public (or relevant stakeholders) in making group decisions, as factual evaluation must be combined with a group's values judgment (of what they deem important). Experts can give their evaluation of factual matters, but they may not represent the values of the stakeholders.}}
-== Context ==
+|-|Expanded Learning Goals=
-[Explanation of how the current topic into the larger context of the course by explaining how the previous topic(s) relate to the current topic and leaving cliffhangers for future topics where relevant throughout the lesson]
+After this lesson, students should
+# Attitudes
-=== Before ===
+## Be optimistic that a community can come together to make a decision, even when people begin with heterogeneous values and beliefs.
+# Concept Acquisition
-: '''[[X.X Lesson Name]]'''
+## '''Stakeholders:''' The set of people who have a stake in the outcome of a decision. This can include people who will implement the decision and all the people affected by it.
-:: Explanation.
+## '''Experts:''' The set of people who have the most knowledge/information/expertise about the facts relevant to the decision.
-:* Itemized explanation.
+## '''Denver Bullet Study:''' An experiment in group deliberation in which a community came together to share values and knowledge to make a decision about what kind of bullet the Denver Police should use, which had enough stopping power to keep cops safe but was not so harmful as to cause unnecessary damage to citizens (as did classic hollow bullets).
+# Concept Application
-=== After ===
+## Identify relevant stakeholders.
+## Identify relevant questions of fact for which experts can be consulted.
-: '''[[X.X Lesson Name]]'''
+## Identify problems for which the Denver Bullet Study approach would be helpful.
-:: Explanation.
+## Describe a Denver Bullet Study approach to solving a novel problem.
-:* Itemized explanation.
-== Recommended Outline ==
-=== Before Class ===
-* [Any essential logistical things that need to be done for this class]
-* Prepare a seating chart.
-* Review PlayPosit and discussion questions and ask faculty, Gabriel, or Emlen any questions you have.
-* (Optional) Prepare a presentation.
-=== During Class ===
-* (5 min) Come up with some fun way to assign the roles of spokesperson and notetaker (e.g. earliest birthday in the year, lives furthest from campus). Remind them of the responsibilities of these roles.
-* ([#] min) [Description of some module from [[#Lesson Content]]]
-* (5 min) Collect questions for plenary.
-=== After Class ===
-* [Any essential logistical things that need to be done as followup for this class]
-* Collect answers from notetakers for the forum / plenary.
-== Lesson Content ==
-=== Clicker Question ===
-# Question {{Answer|Correct answer.|small=right}}
-## First option
-## Second option
-## Third option
-## Fourth option
-=== Activity 1: Name ===
-[Brief description of and motivation for the activity]
-{{Caution|Common misconceptions and any useful tricks, tips, guidelines, or other background}}
-==== Instructions ====
-==== Discussion Questions ====
-# Question 1
-## Subquestion a {{Caution|Possible misconception that may need to be corrected and clarified.|small=right}}
-##: {{Answer|Intended answer to the above question.}}
-## Subquestion b
-== Collect Questions for Plenary ==
-(5 min) Collect remaining questions from the students for faculty in plenary (can be questions for clarification, extension, discussion, etc.), and add [ here].
+</tabber>
+{{#restricted:{{Private:13.1 Denver Bullet Study}}}}
+{{NavCard|chapter=Lesson plans|text=All lesson plans|prev=12.2 Grill the Guest|next=13.2 Deliberative Polling}}
 [[Category:Lesson plans]]