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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

pedagogy (details below).


*STS as Critical Pedagogy: Experiments in Undergraduate Teaching and
Learning *

One way of conceptualizing STS engagement is in terms of ‘experiments in
participation,’or projects that ‘formulate, enact, and reflexively learn
from novel, STS-inspired practices within their fields of study’ (Downey
and Zuiderent-Jerak 2017, p. 239.) Sites of undergraduate teaching and
learning provide opportunities for critical participation in STS. Whether
helping STS students to understand the discipline sufficiently to further
their their education or career path, or STEM students to critically
reflect on their assumptions about technological progress, or social
science and humanities students to interrogate information, media, and
knowledge production, STS has to be made fun, engaging, and accessible if
it is to really work as critical pedagogy.

In this open panel, we seek contributions that demonstrate and reflect on
STS in the undergraduate educational experience. We invite STS educators to
share their own experiments in undergraduate education, and reflections on
what it means to engage undergraduates in STS in meaningful ways. In
addition to traditional talks, we invite playfully novel forms of
interactive presentation, such as teaching demos (worksheets, activities,
etc.), interdisciplinary learning experiments and research, and overviews
of innovative course syllabi. We welcome collaborative presentations with
students.

Contributions could:

-

Reflect on the role of the STS educator embedded within different
disciplinary arenas (such as STEM environments).
-

Demonstrate classroom activities and assessments centered around STS
themes.
-

Describe efforts to involve students in research and other forms of
experiential learning.
-

Reflect on STS as critical pedagogy within broader contexts, such as
teaching STS to undergraduates in a post-truth era.


-Shannon Conley, Emily York, & Marissa Brandt
--

Dr. Shannon N. Conley

Assistant Professor

Integrated Science and Technology

School of Integrated Sciences

James Madison University

Science, Technology, & Society (STS) Minor
Advisor

Co-director, JMU STS Futures Lab
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