STS Postures: responsible innovation and research in undergraduate STEM education

Abstract

ABSTRACT We argue combining STS Postures, positioning one’s body to be humble, open, critical, and action-oriented, with the responsible innovation and research framework (RRI) could help educators effectively translate Science and Technology Studies (STS) for undergraduate STEM students. While important efforts to intervene in undergraduate STEM education exist, integrating socio-technical systems thinking remains a challenge. STS Postures enables a more skill-driven, action-oriented approach to STS, which helps students make the abstract concepts of RRI and STS theory more concrete. This approach is activated by STS Thinker Skills: skills, as well as mindsets and behaviors that inspire students to be reflexive systems thinkers and equip them to be change agents within their chosen fields. We provide an example of what curriculum like this might look like from our work within a Science, Technology and Society program for undergraduate STEM majors.