Incorporating speculative fiction and design fiction into STS pedagogies in a STEM environment is one way that we work to challenge technologically deterministic assumptions, incorporate humanities into a STEM curriculum, and engage students in robust ethical reasoning about sociotechnical world-making.
In this visualization of Emily York's syllabus for an introductory required STS course, the 16-week semester is roughly divided into four four-week units, and each unit includes scholarly readings coupled with a speculative reading. In units 3 and 4, students additionally read a selection of Ursula K. Le Guin's nonfiction essays. By exposing students to similar concepts across three genres--scholarly nonfiction, speculative fiction, and nonfiction essay--students begin to recognize themes and interconnections while learning how to grapple with different forms of reading.
Emily York, "Speculative Fiction in STS Pedagogies", contributed by Emily York, STS Infrastructures, Platform for Experimental Collaborative Ethnography, last modified 14 August 2019, accessed 29 January 2022.