I’m rethinking an earlier post I noted that my teaching emphasizes only two of the five items that I consider to be linked together in my intellectual framework.
I’m often introducing alternatives, but not so often drawing students into building the constituency to support what is implied by the alternative. I put the alternative out there as if I’m saying it’s good and interesting, now you explore it—it’s up to you—just think about it.
This podcast examines several kinds of conceptual problems that have not been addressed by scientists and other commentators who claim, as happens every few years, that science now shows race has a biological basis (mp3 22 mins)
Four recently uploaded working papers from years past:
An unscripted podcast (55mins) about when fields get to some interesting place and then they drop the ball. The episodes that I will describe come from fields of ecology, evolutionary biology, social studies of science, epidemiology and population health, and life in general
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)
I just completed an article that describes contrasting ideas for a sequence of topics as presented to students in a graduate course on epidemiological literacy. Because it could be the first draft of something more developed, I share the abstract and invite feedback.