The STS Futures Lab operates at the intersection of research and pedagogy, considering how each might inform the other. The Lab’s orientation questions the boundaries that often separate the two and that place greater...Read more
In this presentation that Conley and York gave at the Conference on Higher Education Pedagogy at Virginia Tech (2019), preliminary analysis of pre- and post-tests for two different implementations of and ethical reasoning module were analyzed.Read more
This presentation was created and delivered by Shannon N. Conley, Emily York, and undergraduate student Sam Kodua at the 2019 Studies of Expertise and Experience (SEESHOP) meeting in Helsinki. Here, we offer preliminary analysis of our Co-Imagining Futures research engagements, examining how...Read more
This class activity can be adapted with different cut-from-the-news topics, and is designed to introduced students to some basics of scenario analysis, design fiction, and ethical reasoning.Read more
As described in our NSF proposal , frameworks that inform our thinking about STS as critical pedagogy include critical participation and critical pedagogy. How can we create learning environments that support students’...Read more
In the Integrated Science and Technology program at James Madison University, students are required to take a foundations course on "Technology, Science, and Society." In this course, learning objectives include learning some basic STS concepts (e.g., social construction...Read more