An Open Courseware version of a Spring 2017 graduate course in which students developed their abilities to expose ways that scientific knowledge has been shaped in contexts that are gendered, racialized, economically exploitative, and hetero-normative. The course used a Project-Based Learning format that allowed students to shape their own directions of inquiry in each project, development of skills, and collegial support. Students’ learning was guided by individualized bibliographies co-constructed with the instructors, the inquiries of the other students, and a set of tools and processes for literary analysis, inquiry, reflection, and support.
“Science in a Changing World” (SICW) is a constellation of initiatives aimed at “facilitating learning & teaching innovation, research & public engagement, discussion & collaboration regarding scientific developments & social change.” SICW is linked to what is now a Master’s program of the same name at the University of Massachusetts at Boston (UMass Boston), but the decentered approach to SICW infrastructure building began developing much earlier in the work of its coordinator, Peter Taylor. This statement sets the scene with a brief account of the principles that animate the decentered approach, describes the prehistory before UMass Boston and the strands that make up SICW, and closes with some remarks about the ways that this kind of infrastructure development follows from and feeds into STS analyses. (read more)
Untested draft of method that represents
a) an extension of mathematical thinking (provisionally defined here);
b) follows the premise that no teacher would be prepared to guide every student in developing their mathematical thinking in the diverse ways that interest different people and
c) ditto in developing their life long learning to respond to changes in work, technology, commerce, and social life that continue to change our needs and capacities for mathematical thinking.
“Impossible to Simply Continue Along Previous Lines: Changing Life in Times of Crisis”
One-day workshop before the 4S conference, Boston, Tues 29th August 2017
Difficulties identifying causally relevant genetic variants underlying patterns of human variation have been given competing interpretations. The debate is illuminated in this article by drawing attention to the issue of underlying heterogeneity—the possibility that genetic and environmental factors or entities underlying a trait are heterogeneous—as well as four other fundamental gaps in the methods and interpretation of classical quantitative genetics: