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 
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