Message posted on 11/01/2019
4S Open Panel: STS as Critical Pedagogy
Please consider submitting to our 4S open panel focusing on STS as critical <br>pedagogy (details below). <br> <br> <br>*STS as Critical Pedagogy: Experiments in Undergraduate Teaching and <br>Learning * <br> <br>One way of conceptualizing STS engagement is in terms of ‘experiments in <br>participation,’or projects that ‘formulate, enact, and reflexively learn <br>from novel, STS-inspired practices within their fields of study’ (Downey <br>and Zuiderent-Jerak 2017, p. 239.) Sites of undergraduate teaching and <br>learning provide opportunities for critical participation in STS. Whether <br>helping STS students to understand the discipline sufficiently to further <br>their their education or career path, or STEM students to critically <br>reflect on their assumptions about technological progress, or social <br>science and humanities students to interrogate information, media, and <br>knowledge production, STS has to be made fun, engaging, and accessible if <br>it is to really work as critical pedagogy. <br> <br>In this open panel, we seek contributions that demonstrate and reflect on <br>STS in the undergraduate educational experience. We invite STS educators to <br>share their own experiments in undergraduate education, and reflections on <br>what it means to engage undergraduates in STS in meaningful ways. In <br>addition to traditional talks, we invite playfully novel forms of <br>interactive presentation, such as teaching demos (worksheets, activities, <br>etc.), interdisciplinary learning experiments and research, and overviews <br>of innovative course syllabi. We welcome collaborative presentations with <br>students. <br> <br>Contributions could: <br> <br> - <br> <br> Reflect on the role of the STS educator embedded within different <br> disciplinary arenas (such as STEM environments). <br> - <br> <br> Demonstrate classroom activities and assessments centered around STS <br> themes. <br> - <br> <br> Describe efforts to involve students in research and other forms of <br> experiential learning. <br> - <br> <br> Reflect on STS as critical pedagogy within broader contexts, such as <br> teaching STS to undergraduates in a post-truth era. <br> <br> <br>-Shannon Conley, Emily York, & Marissa Brandt <br>-- <br> <br>Dr. Shannon N. Conley <br> <br>Assistant Professor <br> <br>Integrated Science and Technology <br> <br>School of Integrated Sciences <br> <br>James Madison University <br> <br>Science, Technology, & Society (STS) Minor <br> Advisor <br> <br>Co-director, JMU STS Futures Lab <br>_______________________________________________ <br>EASST's Eurograd mailing list <br>Eurograd (at) lists.easst.net <br>Unsubscribe or edit subscription options: http://lists.easst.net/listinfo.cgi/eurograd-easst.net <br> <br>Meet us via https://twitter.com/STSeasst <br> <br>Report abuses of this list to Eurograd-owner@lists.easst.netview formatted text
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