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Monthly Archives: November 2013
13 Nov 2013
Tenure-Track Position in the Social Context of Technology and Science
Department of Integrated Science and Technology
James Madison University
James Madison University’s Department of Integrated Science and Technology (ISAT) invites applications for a tenure – track position focusing on the social context of technology and science. We seek a colleague who is interested in joining an innovative, interdisciplinary technology and science program organized around real-world problem areas. With over 300 majors, the BS-ISAT program in the ISAT Department inculcates in its students strong problem-solving skills through a curriculum that integrates concepts from technical fields, natural science, and social science/humanities in areas including but not limited to biotechnology, energy, environment, computing, manufacturing, and telecommunications. ISAT emphasizes problem-centric thinking and an ability to understand and address complex problems from technical and social perspectives. Further information about the ISAT Department may be found athttp://www.isat.jmu.edu.
The successful candidate will be able to teach courses in the social context of technology and science, contribute to team-taught courses, and advise capstone projects. The social context curriculum is an integral part of the ISAT Department focusing on the political economy of technology and science, as well as ethics and science, technology, and society issues. We seek a thoughtful and intellectually adventurous colleaguewith an interdisciplinary mindset and the ability to collaborate with technically focused colleagues in developing and teaching innovative courses. It is anticipated that the successfulcandidate would be able to contribute to other areas of the BS-ISAT program or the ISAT Department. Applicants’ disciplinary backgrounds might include, but are not limited to, political science, public policy and public administration, history, sociology, anthropology, economics, philosophy or geography. Candidates with terminal degrees in technology or the sciences and extensive experience in the social context of technology and science are also strongly encouraged to apply. Those who bring new and diverse perspectives are particularly encouraged to apply, as are those with industry or government experience. Candidates should demonstrate a capacity for scholarly production and exhibit strong communication skills. A terminal degree is strongly preferred.
Candidates should submit a letter of application, curriculum vita, three or more references and a statement of interdisciplinary outlook and experiences. For more information and to apply for this position, please go to https://joblink.jmu.edu and reference posting number 0405659. Review of applications will begin on December 12, 2013 and will continue until the position is filled.
Located in the scenic Shenandoah Valley two hours southwest of Washington, DC, James Madison University (JMU) is a public, comprehensive university with approximately 20,000 students and 940 full-time faculty members.
JMU has a strong commitment to the principle of diversity. The university seeks a broad spectrum of candidates including women, minorities, veterans and persons with disabilities. Individuals with disabilities desiring accommodations in the application process should notify the Department of Integrated Science and Technology or Human Resources by the application deadline. James Madison University is committed to a diverse and inclusive community and to maintaining a work and educational environment that is free of all forms of discrimination. This institution does not tolerate discrimination or harassment on the basis of age, color, disability, genetic information, national origin, parental status, political affiliation, race, religion, sex, sexual orientation or veteran status. Anyone having questions concerning discrimination should contact the Office for Equal Opportunity: (540) 568-6991
11 Nov 2013
Data, Fact, Truth: Making Knowledge in a Digital Age
Lucas Graves, email@example.com
How has digital technology changed the way reporters produce news? How do journalists, political actors and other “professional communicators” — including scholars– build facts and make claims in the networked public sphere? This seminar explores the new materials turn in media research, drawing perspectives from STS into the study of journalism and political communication. The only prerequisites are interest in questions surrounding media technology and knowledge production, and willingness to think critically about our own work.
11 Nov 2013
Applications are invited for a tenure-track position in Science Education. PhD in Science Education required. Desirable qualifications include: specialization in science education; teaching experience at the secondary school level; experience with and/or interest in leading teacher professional development; interest in scholarly collaboration with faculty in teacher education and STEM disciplines. The successful candidate will have an active research program, a commitment to attracting external funding and mentoring graduate students, and a record of excellence in teaching. Appointment is anticipated at the rank of assistant professor, although highly qualified candidates may be considered for appointment at the rank of associate professor.
The Division of Teacher Education, housed within the Department of Cognitive and Learning Sciences, offers secondary school teacher certification and a MS program in Applied Science Education. Teacher certification is offered in biology, chemistry, physics, Earth science, and integrated science, along with mathematics, social studies and English. Education faculty are engaged in a number of NSF-funded projects related to the teaching and learning of science and mathematics, including a Noyce Teacher Scholarship Program (see http://www.mtu.edu/cls/research/projects/). Teaching loads and salary are highly competitive. New faculty benefit from a supportive, collegial environment and a mentoring program.
For complete information, please see https://www.jobs.mtu.edu/postings/1261.
11 Nov 2013
The Wittig Postdoctoral Fellows Program in Feminist Biology offers the opportunity to combine research in a Fellow’s specific area of interest with teaching at the University of Wisconsin-Madison. We seek a highly motivated new or recent PhD in one of the biological sciences or public health or MD, who wants to develop research skills in an area of biology related to gender and teaching skills in feminist approaches to biology. The position is also open to a mid-career or senior scholar, for example on sabbatical. Research can be conducted in any hosting faculty lab at the University; the agreement to host should be specified in the research proposal. Each year the Fellow will also teach one or two undergraduate courses for the Department of Gender & Women’s Studies such as GWS 530, Biology and Gender. GWS will provide mentorship in teaching as well as in feminist theory and methods.
To apply for this position, please submit a cover letter, a CV, a 5-page research proposal (including agreement from a hosting lab), and contact information for three references (one of whom is head of the cooperating lab) to: Dace Zeps, firstname.lastname@example.org, with “Postdoctoral application – your name” in the subject line. The deadline for applications for 2014-15 is February 15, 2014.
The Wittig postdoc is administered through the Center for Research on Gender & Women (CRGW). For further information, contact the CRGW administrator, Dace Zeps, email@example.com, or the CRGW Director, Prof. Janet Hyde, firstname.lastname@example.org.
For more information, go to:
7 Nov 2013
CPF: When Nature and Numbers (Don’t) Meet—Symposium sponsored by the Holtz Center, University of Wisconsin-Madison, April 4-6, 2014
CFP: When Nature and Numbers (Don’t) Meet—Symposium sponsored by the Holtz Center, University of Wisconsin-Madison, April 4-6, 2014
The Holtz Center for Science and Technology Studies will host a three-day symposium on the intersections and tensions between sensory or emotive experiences of nature and the bureaucratic, political, and scientific quantification of the environment. Scholarly work from humanities and social science perspectives, and topics on a broad range of time periods and geographies, are welcome. We are especially interested in reflexive moments when numbers become lived experience; moments of cooptation when quantification appropriates the language of experience; and moments of resistance when the mismatch between experience and quantification overwhelms the discussion. Potential research questions include:
- How is nature defined and valued, and for or by whom?
- How have sensory and emotive experiences of the environment been translated into numerical or monetary terms, and are there examples of the reverse phenomenon?
- When and why have environmentalists adopted numbers or monetary values for conservation ends, and what are the trade-offs of this approach compared to, for example, arguments for the intrinsic value(s) of nature?
- Who has determined the correspondence between qualitative and quantitative measures of value? How? To what end?
- How have the values societies ascribe to nature changed over time, how are social and political conflicts over these values adjudicated, and what has been the role of scientific expertise?
If you have a project that deals with these questions, or similar ones, we encourage you to submit a 250-word abstract and 1-page CV by November 14, 2013. Submissions from persons at any stage in their career are welcome, and some travel assistance will be available for graduate students and low-income scholars. Please plan to precirculate a paper of about 15 pages for discussion at the symposium, and to give a short presentation to the group on your topic. Our goal is to foster conversations and extend work at the intersection of environmental studies, environmental history, history of science, science and technology studies, and cultural history.
Should you have any questions, please contact symposium organizers Kristoffer Whitney, Postdoctoral Fellow, Holtz Center for Science & Technology Studies, or Melanie Kiechle, Assistant Professor of History, Virginia Tech. Both can be reached at email@example.com
Deadline for presentation/paper proposals is November 14; applicants will be notified as to acceptance by December 13, and expected to confirm their participation by January 17, 2014. Proposals may be submitted to: firstname.lastname@example.org
1 Nov 2013
Researchers at the UW SMPH and the Morgridge Institute for Research are designing a study of the roll out of human whole-genome/exome sequencing as a clinical and research enterprise at the University of Wisconsin. We seek to understand the ways in which this activity is being implemented (or not) by studying individuals primarily involved in negotiating whether and how to implement sequencing, individuals who are implementing it, and the institutions in and through which sequencing will occur. People at the state genetics laboratory (one of the major drivers of the move into sequencing) and several physicians and units of UW SMPH have agreed to be studied. In addition, as patients and their families begin whole genome or whole exome analysis, we will seek to study how patient–research participants understand and react to the process and to genomic information. This project is currently in the planning stages, but we would like to move fairly quickly because sequencing is beginning.
We seek a graduate student who is interested in this project, who has experience with ethnographic methods, and who has time to devote to this project over the next 12 months. We prefer somebody who has some background in science and technology studies and in the study of organizations/institutions.
The position is open to graduate students in good standing at the University of Wisconsin-Madison. It is a 50% appointment, beginning immediately and continues for 12 months (including summer).
Interested students should contact professor Pilar Ossorio at email@example.com or (608) 316 – 4650.