These slides accompanied comments by Ellie Armstrong in the Making the Invisible Visible panel in the STS as a Critical Pedagogy Workshop.Read more
These panel notes record key points made during the Interrogating STS Pedagogies panel with Martin Perez Comisso, Eric Kennedy, James Malazita, Raquel Velho, and Matt Wisnioski, on July 7, as part of the STS as a Critical Pedagogy NSF-funded workshop. Notes were primarily taken by undergraduate...Read more
The NSF STS as a Critical Pedagogy workshop was originally planned as a two-day in-person workshop in Harrisonburg, VA, in July 2020. Due to the pandemic, it was postponed to summer 2021. Despite the growing optimism regarding Covid vaccinations, York and Conley determined that it was safest to...Read more
This is a PDF export of slides that accompanied remarks Monamie Bhadra Haines made as part of the "We Are Screwing Up and Sticking With It" panel in the STS as a Critical Pedagogy workshop, June 16, 2021.Read more
Draft paper prepared for Open Panel, Transnational STS: Theories, Practices, and Pedagogies at 2020 4S-EASST virPrague conference.Read more
This photo shows two undergraduate student members of the STS Futures Lab--Samuel Kodua and Nolan Harrington--on a ferry in Helsinki, where they co-presented with Lab co-PIs Emily York and Shannon N. Conley at the SEESHOP (Studies of Expertise and Experience) 2019 meeting.
Exposing undergraduate STEM students to STS research and to international collaboration and scholarship is one way that the STS Futures Lab helps STEM students to appreciate different forms of knowledge production and expertise. It also gives them a chance to develop research skills in the social sciences, and to develop the professional skills of conference presentation. While the expense of such trips makes it a challenge, we are striving to find more funding to enable such opportunities.
Shannon N. Conley and undergraduate student Nolan Harrington co-present research-in-progress, "Negotiating Expertise, Trust, and Identity in a European Union, Catholic, Island Nation" at the SEESHOP (Studies of Expertise and Experience) 2019 meeting in Helsinki.
Inviting undergraduate (mostly STEM) students to conduct research and co-present with us is an amazing learning opportunity for our students. Here, our two undergraduate students were the only student participants at this small international workshop.
In addition to undergraduate student members, the STS Futures Lab has created an ethical reasoning module for one of the required undergraduate social contexts classes in the Integrated Science and Technology B.S. program at James Madison University.
In small groups, students conduct research on a technology area. They conduct scenario analysis, and then create a design fiction based on one of the scenarios that emerged in their scenario analysis. They are asked to select a scenario and to create a design fiction that is neither utopian or dystopian. Their design fiction juxtaposes 2D and 3D elements across scales, and is supposed to help start a conversation with their peers about the social and ethical dimensions of their plausible future scenario.
Three undergraduate student members of the STS Futures Lab collaborate on a design fiction as part of the Co-Imagining Futures research project--imagining a plausible future related to the topic of information technology education and gender parity. Here, they work on a quick design fiction prototype at the end of a half-day workshop conducted with an invited expert on information technology education.
Collaborating on quick design fictions facilitates critical thinking about plausible sociotechnical futures, including discussion about what makes a particular future plausible or not, and what kinds of factors might shape it in different directions. The design fiction becomes a useful artifact to negotiate different ideas and visions of a plausible future, and to then have further conversation about it.
Here, students are participating in the Co-Imagining Futures research project. Their participation in this research is a learning experience for them, but is also critical to the research itself: they are excellent mediators between the various experts in the workshop.
The STS Futures Lab offers an opportunity for a small cohort of undergraduate students to meet regularly with faculty members / Lab co-PIs Emily York and Shannon N. Conley for advising and mentorship. Students can pursue their own interests, developing STS-inflected research projects as part of the Lab and/or in conjunction with their capstone research projects. Students who are undergraduate majors in Integrated Science and Technology (ISAT), an ABET-accredited applied science major at James Madison University, are required to complete a capstone research project.
Who said music couldn't be part of design fiction? Two undergraduate student members of the STS Futures Lab write a song from the perspective of a student living in a plausible future in which higher education is no longer valued.
By opening the STS Futures Lab to a small cohort of undergraduate students, we seek to forge an STS student community that learns as a cohort how to engage with each other and support each other around STS-inflected projects. While students from any discipline are welcome, the STS Futures Lab is located within the College of Integrated Science and Engineering, and the majority of participants are majors in the ABET-accredited applied science major called "Integrated Science and Technology." Developing an STS community within STEM spaces is an act of critical participation that seeks to make STS ways of thinking and doing a readily accessible and self-evidently important part of doing science and engineering well.
Undergraduate student members of the STS Futures Lab collaborate on scenario analysis related to implementation precision medicine as part of their participation in the Co-Imagining Future research project.
Working through various social, political, economic, technological, and environmental drivers, they iterate through a number of scenario crosses that force them to think through what conditions could lead to various scenarios in the next 20-30 years.
The critical thinking that this entails is particularly developed in a small group context where different participant's assumptions and values often surface through discussion of plausible socio-technical trajectories.
Undergraduate student members of the Lab who are participating in the Co-Imagining Futures research project directly interact with invited experts during the half-day workshop. Here, several students are engaging with Dr. Anne Henriksen, an expert in epigenetics and sex hormones, as they collaborate on a scenario analysis related to implementation precision medicine.
The STS Futures Lab is beginning to experiment with virtual and augmented reality to assess whether, to what extent, and with what implications VR and AR might be leveraged to create design fiction for undergraduate education, research purposes, and public engagement initiatives. Here, an undergraduate student member of the Lab experiments with VR.
"Navigating Dimensions across Materials and History: Scale as a Lens to Understand Dynamic and Cumulative Sociotechnical Relationships" by Ellan F. Spero and Christine Ortiz.
Spero, E. F., & Ortiz, C. (2021). Navigating Dimensions across Materials and History: Scale as a Lens to...Read more
This assignment is referenced in the "We Are All Screwing Up and Sticking With It" panel in the STS as a Critical Pedagogy workshop, June 23, 2021. See a HS2020 video on YouTube.Read more