Final Program - Science in Society

Transcription

Seventh International Conference on
Science in Society
Educating Science
1-2 OCTOBER 2015 | UNIVERSITY CENTER CHICAGO | CHICAGO, USA | SCIENCE-SOCIETY.COM
Science in Society
“Educating Science”
University Center | Chicago, USA | 1-2 October 2015
www.science-society.com
www.facebook.com/ScienceSociety.CG
@sciencesociety | #CGScience
Seventh International Conference on Science in Society
www.science-society.com
First published in 2015 in Champaign, Illinois, USA
by Common Ground Publishing, LLC
www.commongroundpublishing.com
© 2015 Common Ground Publishing
All rights reserved. Apart from fair dealing for the purpose of study, research, criticism, or review as permitted under the applicable
copyright legislation, no part of this work may be reproduced by any process without written permission from the publisher. For
permissions and other inquiries, please contact support@commongroundpublishing.com.
Common Ground Publishing may at times take pictures of plenary sessions, presentation rooms, and conference activities which may be
used on Common Ground’s various social media sites or websites. By attending this conference, you consent and hereby grant permission
to Common Ground to use pictures which may contain your appearance at this event.
Designed by Ebony Jackson
Cover image by Phillip Kalantzis-Cope
Science in Society
science-society.com
Dear Delegate,
Science in Society is an international conference, a cross-disciplinary scholarly journal, a book imprint, and an online
knowledge community, which, together, set out to describe, analyze, and interpret the role of science in society. These media
are intended to provide spaces for careful, scholarly reflection and open dialogue. The bases of this endeavor are crossdisciplinary. The conference examines the social impacts of science, the values and ethics of science, the pedagogies of science,
the knowledge-making processes of science, the politics of science, and the economics of science.
Common Ground also organizes conferences and publishes journals in other areas of critical intellectual human
concern, including social sciences, diversity, technology, humanities, and the arts, to name several (see http://
commongroundpublishing.com). Our aim is to create new forms of knowledge community, where people meet in person and
also remain connected virtually, making the most of the potentials for access using digital media. We are also committed to
creating a more accessible, open, and reliable peer review process.
We are pleased to announce the expansion of the Science and Society Knowledge Community into Common Ground’s
Interdisciplinary Social Sciences Knowledge Community. This innovative merger provides community members with
an extended academic network and greater interdisciplinary interaction, as well as opportunities to publish within the
Interdisciplinary Social Sciences Collection. In anticipation of the communities’ merger following the conclusion of this year’s
Science and Society Conference, we encourage you to explore the Interdisciplinary Social Sciences Knowledge Community
further by:
• Following and contributing to the community discourse at www.facebook.com/TheSocialSciences.cg/ and #CGSocSci
• Consider submitting a proposal submission to the 2016 Interdisciplinary Social Sciences Conference in London, UK
• Becoming a member of the Interdisciplinary Social Sciences Knowledge Community and continuing to support the good
work of friends and colleagues
Thank you to everyone who has contributed a significant amount of work in preparation for this conference. I especially would
like to thank our Common Ground colleagues—Stephanie Ebersohl, Emily Kasak, and Patricija Kirvaitis.
We wish you all the best for this conference, and hope it will provide you every opportunity for dialogue with colleagues from
around the corner and around the world.
Yours sincerely,
Kimberly Kendall, PhD
Host, Common Ground Publishing
| About Common Ground
Our Mission
Common Ground Publishing aims to enable all people to participate in creating collaborative knowledge and to share that
knowledge with the greater world. Through our academic conferences, peer-reviewed journals and books, and innovative
software, we build transformative knowledge communities and provide platforms for meaningful interactions across diverse
media.
Our Message
Heritage knowledge systems are characterized by vertical separations—of discipline, professional association, institution, and
country. Common Ground identifies some of the pivotal ideas and challenges of our time and builds knowledge communities
that cut horizontally across legacy knowledge structures. Sustainability, diversity, learning, the future of the humanities, the
nature of interdisciplinarity, the place of the arts in society, technology’s connections with knowledge, the changing role of the
university—these are deeply important questions of our time which require interdisciplinary thinking, global conversations,
and cross-institutional intellectual collaborations. Common Ground is a meeting place for these conversations, shared spaces
in which differences can meet and safely connect—differences of perspective, experience, knowledge base, methodology,
geographical or cultural origins, and institutional affiliation. We strive to create the places of intellectual interaction and
imagination that our future deserves.
Our Media
Common Ground creates and supports knowledge communities through a number of mechanisms and media. Annual
conferences are held around the world to connect the global (the international delegates) with the local (academics,
practitioners, and community leaders from the host community). Conference sessions include as many ways of speaking
as possible to encourage each and every participant to engage, interact, and contribute. The journals and book imprint
offer fully-refereed academic outlets for formalized knowledge, developed through innovative approaches to the processes
of submission, peer review, and production. The knowledge community also maintains an online presence—through
presentations on our YouTube channel, monthly email newsletters, as well as Facebook and Twitter feeds. And Common
Ground’s own software, Scholar, offers a path-breaking platform for online discussions and networking, as well as for
creating, reviewing, and disseminating text and multi-media works.
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Science in Society
Knowledge Community
Describing, analyzing, and interpreting
the role of science in society
Science in Society Knowledge Community
This knowledge community is brought together to address a common concern for disciplinary and interdisciplinary challenges
in the sciences, and in particular the relationships of science to society. The community interacts through an innovative,
annual face-to-face conference, as well as year-round online relationships, a family of peer reviewed journals, and book series.
Conference
The conference is built upon four key features: Internationalism, Interdisciplinarity, Inclusiveness, and Interaction.
Conference delegates include leaders in the field as well as emerging artists and scholars, who travel to the conference from
all corners of the globe and represent a broad range of disciplines and perspectives. A variety of presentation options and
session types offer delegates multiple opportunities to engage, to discuss key issues in the field, and to build relationships with
scholars from other cultures and disciplines.
Publishing
The Science in Society Knowledge Community enables members to publish through two media. First, community members
can enter a world of journal publication unlike the traditional academic publishing forums—a result of the responsive, nonhierarchical, and constructive nature of the peer review process. The International Journal of Science in Society provides
a framework for double-blind peer review, enabling authors to publish into an academic journal of the highest standard.
The second publication medium is through the book imprint, Science in Society, publishing cutting edge books in print and
electronic formats. Publication proposal and manuscript submissions are welcome.
Community
We are pleased to announce the expansion of the Science and Society Knowledge Community into Common Ground’s
Interdisciplinary Social Sciences Knowledge Community. This innovative merger provides community members with
an extended academic network and greater interdisciplinary interaction, as well as opportunities to publish within the
Interdisciplinary Social Sciences Collection. The Interdisciplinary Social Sciences Knowledge Community offers several
opportunities for ongoing communication among its members. Any member may upload video presentations based on
scholarly work to the community YouTube channel. Monthly email newsletters contain updates on conference and publishing
activities as well as broader news of interest. Members may also join the conversations on Facebook and Twitter or explore our
new social media platform, Scholar.
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Science in Society Themes
Connecting the naturalempirical focus of science
with human interests
Theme 1: The Values and Politics of Science
• What are the core values of science?
• Socially engaged, responsible, accountable science
• The ethics of science and the values of scientists
• Academic freedom, research integrity, and social responsibility
• Specific ethical issues: bioethics, medical ethics, and environmental ethics
• Human and animal subjects in scientific research
• Science and religion
• Diversity in science: negotiating paradigms and ideological divergence
• The politics of science
• Government in science: policy, politics, lobbying, and funding
• Public accountability for science: why, how, and to what effect?
• Who are the stakeholders of science?
• Public communication of science
• Science and ‘controversy’: politics and ideology in ‘truth’ claims
On the social translation
of science, and its
economic impacts
Theme 2: The Social Impacts and Economics of Science
• Applied and basic science: what are the connections?
• From science to technology: concepts, methods, and practices
• Design practices: putting science to work
• Science in the service of the social: the processes of problem definition and problem solving
• Science that changes the world: how do we address the key challenges of our times—sustainability,
climate change, health, poverty?
• Social-systematic biases in science? Gender, class, race, ethnicity, and disability in science
• The natural-physical and the social: what is the distinction?
• The economics of science
• Returns on public investment in science
• Science in the ‘knowledge economy’
• Science and ‘innovation’
• The globalization of science
• National competitiveness and scientific league tables
• Measuring scientific outputs
• Selling science: markets for scientific knowledge
• Private science: science as a business
• Intellectual capital: measuring the value of science
• History and philosophy of science
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Science in Society Themes
On the epistemologies
and methods of science,
and their learning
Theme 3: The Knowledge Systems and Pedagogies of Science
• The knowledge systems of science
• Social perspective and objectivity in science
• Communicating discovery: publishing in the scientific community
• The social moderation and validation of science: changing systems and processes of peer review
• Scientific paradigms and social ideologies
• Indigenous, traditional, and popular science
• The social in science work: teams, collaborations, disciplinary, and cross-disciplinary groupings
• Sites of scientific work: new and emerging sites of knowledge production
• Modes of knowledge dissemination: traditional, electronic, and open access publication channels
• Modes of knowledge synthesis: data mining, disaggregation, and reaggregation.
• User-focused science and participatory research
• Interdisciplinary practices across social and physical sciences
• Science pedagogies: alternative approaches
• Science at school: how children learn the values, practices, and content knowledge of science
• Education and miseducation: controversies and ‘balance’ in science curricula
• Science apprenticeships: technical, professional, university, and postgraduate education in science
• Community education in science: connecting lay and expert discourses through the media,
museums, and the public culture
• Science learning and teaching in popular media
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Science in Society 2015 Special Focus
Educating Science
At its most cogent and most productive, science is engaged, responsible, and accountable to the social world. It is integrally
linked to agendas, interests, values, and ethical stances. These need to be declared and exposed to examination, just as much
as science’s propositions about the character of the natural-physical world itself. A constant and searching investigation of
human interests goes to the heart of the question of the social credibility and ongoing viability of science. Our focus theme for
2015 Educating Science is interested in how ‘science’ educates and is educated by the social world. Within this dynamic, how
does the teaching of scientific methodologies help produce better students, citizens, and community leaders? And what are the
feedback loops connecting science and the social worlds of teachers and learners?
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Science in Society Scope and Concerns
Modern Science, Conventionally Understood
Conventional, modern science has had a number of characteristic features, which remain resilient today, but which are now
also increasingly coming under challenge. Conventional science is about the physical-natural world, relatively autonomous
of the social world. It is disinterested, striving to be independent of human agendas, values, and interests. Its methods
are consistent, stable, and replicable, allowing the objective phenomena of the natural-physical world, external to human
understanding, more or less to speak for themselves. It circulates its knowledge-making practices amongst initiates to a selfenclosed discipline—an exclusive institutional, methodological, and discursive space accessible only to participants who have
been duly apprenticed as learners and passed tests of disciplinary entry. The connections between science and the everyday
lifeworld are primarily through a unilinear, transmission model, from basic to applied science and from science to technology.
Evaluations of social impacts are incidental rather than an integral to systemic feedback at the core of the scientific
endeavor itself.
Changing Science: Towards Greater Social Engagement
The Science in Society Knowledge Community recognizes the strengths, power, and historic achievements of modern science
in its conventional public and professional forms and self-understandings. However, they also explore the emergence in recent
times of a more socially engaged science. This is a socially reflexive science, a science which reciprocates its understandings of
the natural-physical world with the social world. It is a more open and dynamic science.
Here are some key propositions about the relations of science and society in a new, reciprocal science:
Society is deeply intertwined with science. Clear-cut and definitive separations cannot be made between the social-human and
the natural-physical. This is both an epistemological proposition (our knowing the natural-physical world) and an ontological
one (our being of and in the natural-physical world). Our methods may deceive when they purport to represent external
phenomena in an unproblematized way.
Science is intrinsically interested. At its most cogent and most productive, science is engaged, responsible, and accountable to
the social world. It is integrally linked to agendas, interests, values, and ethical stances. These need to be declared and exposed
to examination, just as much as science’s propositions about the character of the natural-physical world itself. A constant and
searching investigation of human interests goes to the heart of the question of the social credibility and ongoing viability of
science.
Science’s methods are as humanist as they are objectivist. The methods of science must test the human-social context of
knowing as much as they do knowable realities in the natural-physical world. Reciprocal science provides a full account of the
conditions of knowing, not only in the microdynamics of observation, induction, and calculation in relation to the naturalphysical, but also the broader social contexts of agenda-setting, risk assessment, and application.
Interested, reciprocal science is increasingly interdisciplinary. The most pressing questions of our times—sustainability,
climate, health, well-being, to name just a few of the great contemporary human interests—require holistic answers. Scientists
need to cross disciplinary boundaries to answer them, not only the various disciplines amongst the sciences, but also the social
sciences, humanities, and professions. Scientists routinely cross disciplinary boundaries, and they need to do so if they are to
have a science which changes the world, albeit in small and incremental ways much of the time, and maybe also in potentially
big ways.
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Science in Society Scope and Concerns
A dynamic, socially engaged science must be an open science. It should not favor particular geographic, national, or cultural
centers. It should not be skewed by demographic closures which restrict access for some kinds of potential participant. It will
cross many sites of knowledge making, some conventional and some new: companies, communities, schools, non-government
organizations, the public sector, informally self-constituted groups. It must be decentralized in its locations and distributed in
its modes of operation. It should be pluralistic, tolerant of paradigm clashes and open to new disciplinary and interdisciplinary
practices. It should be collaborative in its spirit, bringing together cross-disciplinary teams marked by the complementarity
of their differences. It should be as equitable and fair as it is rigorous in its modes of evaluation of intellectual quality and
practical applicability.
Reciprocal science is subject-driven as well as object-oriented. Rather than establishing a primary investigator-instigated
relation as has been conventionally the case in modern science, the new science should equally start with social questions.
Such questions beg scientific investigation of natural-physical phenomena and their human context. This requires a change in
the balance of agency between the lay public and the scientific expert, blurring the boundaries of where scientific questions are
raised, how they are addressed, and where they are answered.
Reciprocal science is more powerfully recursive. The knowledge system of reciprocal science is enabled in part by new
technologies and social processes of scientific communication. Peer review is opened out, its criteria more explicitly stated
rather than embedded in implicit professional and network-bound processes. The review process becomes more reflexive
and responsive in its rating and moderation systems. Scientific writers and readers come from a wider variety of places, and
evaluation of scientific worth is without prejudice to the geographical or institutional source of scientific knowledge-making.
Science and scientists are exposed to a wider public, and for that become more accountable.
None of this is to say that the newer, socially engaged science is unequivocally good. The more conventional modern science
still has a role to play in many places, and is not without its peculiar merits. Although the conference and its associated
publication venues are future-oriented and agenda-setting, they do not assume a partisan position, supporting new kinds of
science unequivocally against the heritage practices of science. Rather, these discussion spaces offer an open forum for debate.
In moments of resolution of this debate, participants might be able to decide what of conventional disciplinary science that we
want to preserve and what we might want to renovate.
Whichever model of science we choose to practice, one thing likely can be agreed. Science faces great challenges in these times.
These are not only to be understood in terms of the depths and breadths of the questions it is expected to address, but science
also faces a dialectic in which there seems simultaneously to be greater public trust in science today, yet also greater skepticism
about its costs and benefits.
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Science in Society Community Membership
About
The Science in Society Knowledge Community is dedicated to the concept of independent, peer-led groups of scholars,
researchers, and practitioners working together to build bodies of knowledge related to topics of critical importance to society
at large. Focusing on the intersection of academia and social impact, the Science in Society Knowledge Community brings
an interdisciplinary, international perspective to discussions of new developments in the field, including research, practice,
policy, and teaching.
Membership Benefits
As a Science in Society Knowledge Community member you have access to a broad range of tools and resources to use in your
own work:
• Digital subscription to The International Journal of Science in Society for one year.
• Digital subscription to the book imprint for one year.
• One article publication per year (pending peer review).
• Participation as a reviewer in the peer review process, with the opportunity to be listed as an Associate Editor after
reviewing three or more articles.
• Subscription to the community e-newsletter, providing access to news and announcements for and from the knowledge
community.
• Option to add a video presentation to the community YouTube channel.
• Free access to the Scholar social knowledge platform, including:
◊ Personal profile and publication portfolio page
◊ Ability to interact and form communities with peers away from the clutter and commercialism of other social media
◊ Optional feeds to Facebook and Twitter
◊ Complimentary use of Scholar in your classes—for class interactions in its Community space, multimodal student
writing in its Creator space, and managing student peer review, assessment, and sharing of published work.
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Science in Society Engage in the Community
Present and Participate in the Conference
You have already begun your engagement in the community by attending the conference, presenting
your work, and interacting face-to-face with other members. We hope this experience provides a
www.facebook.com/
ScienceSociety.CG
valuable source of feedback for your current work and the possible seeds for future individual and
collaborative projects, as well as the start of a conversation with community colleagues that will
continue well into the future.
@sciencesociety
#CGScience
Publish Journal Articles or Books
We encourage you to submit an article for review and possible publication in the journal. In this way,
you may share the finished outcome of your presentation with other participants and members of
the community. As a member of the community, you will also be invited to review others’ work and
contribute to the development of the community knowledge base as an Associate Editor. As part of your
active membership in the community, you also have online access to the complete works (current and
previous volumes) of the journal and to the book imprint. We also invite you to consider submitting a
proposal for the book imprint.
Engage through Social Media
There are several ways to connect and network with community colleagues:
Email Newsletters: Published monthly, these contain information on the conference and
publishing, along with news of interest to the community. Contribute news or links with a
subject line ‘Email Newsletter Suggestion’ to support@science-society.com.
Scholar: Common Ground’s path-breaking platform that connects academic peers from
around the world in a space that is modulated for serious discourse and the presentation of
knowledge works.
Facebook: Comment on current news, view photos from the conference, and take advantage of
special benefits for community members at: http://www.facebook.com/ScienceSociety.CG.
Twitter: Follow the community @sciencesociety and talk about the conference with
#CGScience.
YouTube Channel: View online presentations or contribute your own at http:/
/commongroundpublishing.com/support/uploading-your-presentation-to-youtube.
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Science in Society Advisory Board
The principal role of the Advisory Board is to drive the overall intellectual direction of the Science in Society Knowledge
Community and to consult on our foundational themes as they evolve along with the currents of the community. Board
members are invited to attend the annual conference with a complimentary registration and provide important insights on
conference development, including suggestions for speakers, venues, and special themes. We also encourage board members
to submit articles for publication consideration to The International Journal of Science in Society as well as proposals or
completed manuscripts to the Science in Society Book Imprint.
We are grateful for the continued service and support of these world-class scholars and practitioners.
• Stephen Birch, McMaster University, Hamilton, Canada
• Carlos Elias, University Carlos III of Madrid, Madrid, Spain
• Robert Firmhofer, Copernicus Science Center, Warsaw, Poland
• Alex Gerber, Rhine-Waal University of Applied Sciences, Kleve, Germany
• Dan Hikuroa, Māori Centre of Research Excellence, Auckland, New Zealand
• Chris Impey, University of Arizona, Phoenix, USA
• Karim Gherab Martín, Spanish National Research Council, Consejo Superior de Investigaciones Científicas, Madrid, Spain
• Bernard Sinclair-Desgagné, HEC, Montréal, Canada
• James Trefil, George Mason University, Fairfax, USA
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A Social Knowledge Platform
Create Your Academic Profile and Connect to Peers
Developed by our brilliant Common Ground software team, Scholar connects academic peers from around the world in a
space that is modulated for serious discourse and the presentation of knowledge works.
Utilize Your Free Scholar Membership Today through
• Building your academic profile and list of published works.
• Joining a community with a thematic or disciplinary focus.
• Establishing a new knowledge community relevant to your field.
• Creating new academic work in our innovative publishing space.
• Building a peer review network around your work or courses.
Scholar Quick Start Guide
1. Navigate to http://cgscholar.com. Select [Sign Up] below ‘Create an Account’.
2. Enter a “blip” (a very brief one-sentence description of yourself).
3. Click on the “Find and join communities” link located under the YOUR COMMUNITIES heading (On the left hand
navigation bar).
4. Search for a community to join or create your own.
Scholar Next Steps – Build Your Academic Profile
• About: Include information about yourself, including a linked CV in the top, dark blue bar.
• Interests: Create searchable information so others with similar interests can locate you.
• Peers: Invite others to connect as a peer and keep up with their work.
• Shares: Make your page a comprehensive portfolio of your work by adding publications in the Shares area - be these
full text copies of works in cases where you have permission, or a link to a bookstore, library or publisher listing. If you
choose Common Ground’s hybrid open access option, you may post the final version of your work here, available to
anyone on the web if you select the ‘make my site public’ option.
• Image: Add a photograph of yourself to this page; hover over the avatar and click the pencil/edit icon to select.
• Publisher: All Common Ground community members have free access to our peer review space for their courses. Here
they can arrange for students to write multimodal essays or reports in the Creator space (including image, video, audio,
dataset or any other file), manage student peer review, co-ordinate assessments, and share students’ works by publishing
them to the Community space.
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A Digital Learning Platform
Use Scholar to Support Your Teaching
Scholar is a social knowledge platform that transforms the patterns of interaction in learning by putting students first,
positioning them as knowledge producers instead of passive knowledge consumers. Scholar provides scaffolding to
encourage making and sharing knowledge drawing from multiple sources rather than memorizing knowledge that has been
presented to them.
Scholar also answers one of the most fundamental questions students and instructors have of their performance, “How
am I doing?” Typical modes of assessment often answer this question either too late to matter or in a way that is not clear or
comprehensive enough to meaningfully contribute to better performance.
A collaborative research and development project between Common Ground and the College of Education at the University
of Illinois, Scholar contains a knowledge community space, a multimedia web writing space, a formative assessment
environment that facilitates peer review, and a dashboard with aggregated machine and human formative and summative
writing assessment data.
The following Scholar features are only available to Common Ground Knowledge Community members as part of their
membership. Please email us at support@cgscholar.com if you would like the complimentary educator account that comes
with participation in a Common Ground conference.
• Create projects for groups of students, involving draft, peer review, revision, and publication.
• Publish student works to each student’s personal portfolio space, accessible through the web for class discussion.
• Create and distribute surveys.
• Evaluate student work using a variety of measures in the assessment dashboard.
Scholar is a generation beyond learning management systems. It is what we term a Digital Learning Platform—
it transforms learning by engaging students in powerfully horizontal “social knowledge” relationships. For more
information, visit: http://knowledge.cgscholar.com.
21
Science in Society
Journal
Provides an interdisciplinary forum
for the discussion of the past, present,
and future of the sciences and their
relationships to society
Interdisciplinary Social Sciences Collection of Journals
About
The Social Sciences Collection aims to examine the nature of disciplinary practices and the
interdisciplinary practices that arise in the context of “real-world” applications. It also interrogates
Indexing
Academic Search Alumni
Edition
Academic Search Complete
Academic Search Elite
Academic Search Index
Academic Search Premier
Biography Reference Bank
Cabell’s
OmniFile Full Text Mega
OmniFile Full Text Select
Scopus
The Australian Research
Council (ERA)
Ulrich’s Periodicals Directory
what constitutes “science” in a social context, and the connections between the social and other
sciences. The journals in this collection discuss the distinctive disciplinary practices within the
sciences of the social and examine examples of these practices. In order to define and exemplify
disciplinarity, the collection fosters dialogue ranging from the broad and speculative to the
microcosmic and practical. In considering the varied interdisciplinary, transdisciplinary, or
multidisciplinary work across and between the social, natural, and applied sciences, the journals in
this collection showcase interdisciplinary practices in action. The focus of papers ranges from the
finely grained and empirical, to wide-ranging multidisciplinary and trans-disciplinary practices, to
perspectives on knowledge and method.
Collection Editor
Founded:
Gerassimos Kouzelis, Department of Political Science and Public Administration Publication Frequency:
University of Athens, Athens, Greece
2006
Quarterly (March, June,
September, December)
Community Website:
thesocialsciences.com
Bookstore:
iji.cgpublisher.com
Associate Editors
Articles published in the Social Sciences Collection are peer reviewed by scholars who are active
members of the Social Sciences knowledge community. Reviewers may be past or present conference
delegates, fellow submitters to the collection, or scholars who have volunteered to review papers
(and have been screened by Common Ground’s editorial team). This engagement with the
knowledge community, as well as Common Ground’s synergistic and criterion-based evaluation
system, distinguishes the peer review process from journals that have a more top-down approach to
refereeing. Reviewers are assigned to papers based on their academic interests and scholarly expertise.
In recognition of the valuable feedback and publication recommendations that they provide, reviewers
are acknowledged as Associate Editors in the volume that includes the paper(s) they reviewed. Thus,
in addition to the Social Sciences Collection’s Editors and Advisory Board, the Associate Editors
contribute significantly to the overall editorial quality and content of the collection.
25
Interdisciplinary Social Sciences Collection Titles
The International Journal of Interdisciplinary Social Sciences: Annual
Review
ISSN: 1833-1882 (print)
Indexing: Academic Search Alumni Edition, Academic Search Complete, Academic Search Elite,
Academic Search Index, Academic Search International, Academic Search Premier, Cabell’s, OmniFile
Full Text Mega, OmniFile Full Text Select, Scopus, The Australian Research Council (ERA),Ulrich’s
Periodicals Directory
About: The International Journal of Interdisciplinary Social Sciences: Annual Review examines
the nature of disciplinary practices and the interdisciplinary practices that arise in the context of
“real world” applications. It also interrogates what constitutes “science” in a social context, and the
connections between the social and other sciences.
The International Journal of Interdisciplinary Civic and Political Studies
ISSN: 2327-0071 (print) | 2327-2481 (online)
Indexing: Cabell’s, Political Science Complete, Scopus, Ulrich’s Periodicals Directory
About: The International Journal of Interdisciplinary Civic and Political Studies investigates the
processes of governance and the nature of citizenship and invites case studies that take the form of
presentations of practice, including the documentation of socially-engaged practices and exegeses
analyzing the effect of those practices.
The International Journal of Interdisciplinary Cultural Studies
ISSN: 2327-008X (print) | 2327-2554 (online)
Indexing: Cabell’s, Scopus, Ulrich’s Periodicals Directory
About: The International Journal of Interdisciplinary Cultural Studies explores and exemplifies
disciplinary and interdisciplinary practices in the study of human cultures and cultural interactions.
The International Journal of Interdisciplinary Educational Studies
Indexing: Cabell’s, Education Source, Scopus, Ulrich’s Periodicals Directory
About: The International Journal of Interdisciplinary Educational Studies explores the processes of
learning about the social and social learning.
The International Journal of Interdisciplinary Environmental Studies
Indexing: Cabell’s, Environment Complete, Environment Index, Scopus, Sustainability Reference
Center, Ulrich’s Periodicals Directory
About: The International Journal of Interdisciplinary Environmental Studies offers social sciencebased interpretations and interdisciplinary explorations of the connections between human and
natural environments.
26
Interdisciplinary Social Sciences Collection Titles
The International Journal of Interdisciplinary Global Studies
Indexing: Academic Search Index, Academic Search International, Cabell’s, Scopus, Ulrich’s
Periodicals Directory
About: The International Journal of Interdisciplinary Global Studies investigates the dynamics of
globalization and the transformation of the local.
The International Journal of Interdisciplinary Organizational Studies
Indexing: Business Source Corporate Plus, Business Source Index, Business Source International,
Cabell’s, Scopus, Ulrich’s Periodicals Directory
About: The International Journal of Interdisciplinary Organizational Studies explores the social
dynamics of public, community, and privately owned organizations.
The International Journal of Interdisciplinary Social and Community
Studies
Indexing: Cabell’s, Scopus, SocINDEX, Sociology Source International, Ulrich’s Periodicals Directory
About: The International Journal of Interdisciplinary Social and Community Studies presents
studies of society that exemplify the disciplinary and interdisciplinary practices of the social sciences.
The International Journal of Interdisciplinary Studies in
Communication
Indexing: Cabell’s, Communication Source, Scopus, Ulrich’s Periodicals Directory
About: The International Journal of Interdisciplinary Studies in Communication offers social
science-based interpretations and interdisciplinary explorations of the representation and
communication of human meanings.
The International Journal of Science in Society
Indexing: Academic Search Alumni Edition, Academic Search Elite, Academic Search Index,
Academic Search Premier
About: The International Journal of Science in Society provides an interdisciplinary forum for the
discussion of the past, present and future of the sciences and their relationships to society.
27
Science in Society Submission Process
Journal Submission Process and Timeline
Below, please find step-by-step instructions on the journal article submission process:
1. Submit a conference presentation proposal.
2. Once your conference presentation proposal has been accepted, you may submit your article by clicking the “Add a
Paper” button on the right side of your proposal page. You may upload your article anytime between the first and the final
submission deadlines. (See dates below)
3. Once your article is received, it is verified against template and submission requirements. If your article satisfies these
requirements, your identity and contact details are then removed, and the article is matched to two appropriate referees
and sent for review. You can view the status of your article at any time by logging into your CGPublisher account at www.
CGPublisher.com.
4. When both referee reports are uploaded, and after the referees’ identities have been removed, you will be notified by
email and provided with a link to view the reports.
5. If your article has been accepted, you will be asked to accept the Publishing Agreement and submit a final copy of your
article. If your paper is accepted with revisions, you will be required to submit a change note with your final submission,
explaining how you revised your article in light of the referees’ comments. If your article is rejected, you may resubmit it
once, with a detailed change note, for review by new referees.
6. Once we have received the final submission of your article, which was accepted or accepted with revisions, our Publishing
Department will give your article a final review. This final review will verify that you have complied with the Chicago
Manual of Style (16th edition), and will check any edits you have made while considering the feedback of your referees.
After this review has been satisfactorily completed, your paper will be typeset and a proof will be sent to you for approval
before publication.
7. Individual articles may be published “Web First” with a full citation. Full issues follow at regular, quarterly intervals. All
issues are published 4 times per volume (except the annual review, which is published once per volume).
Submission Timeline
You may submit your article for publication to the journal at any time throughout the year. The rolling submission deadlines
are as follows:
• Submission Round 1 – 15 January
• Submission Round 2 – 15 April
• Submission Round 3 – 15 July
• Submission Round 4 (final) – 15 October
Note: If your article is submitted after the final deadline for the volume, it will be considered for the following year’s volume.
The sooner you submit, the sooner your article will begin the peer review process. Also, because we publish “Web First,” early
submission means that your article may be published with a full citation as soon as it is ready, even if that is before the full
issue is published.
28
Science in Society Common Ground Open
Hybrid Open Access
All Common Ground Journals are Hybrid Open Access. Hybrid Open Access is an option increasingly offered by both
university presses and well-known commercial publishers.
Hybrid Open Access means some articles are available only to subscribers, while others are made available at no charge to
anyone searching the web. Authors pay an additional fee for the open access option. Authors may do this because open access
is a requirement of their research-funding agency, or they may do this so non-subscribers can access their article for free.
Common Ground’s open access charge is $250 per article–a very reasonable price compared to our hybrid open access
competitors and purely open access journals resourced with an author publication fee. Digital articles are normally only
available through individual or institutional subscriptions or for purchase at $5 per article. However, if you choose to make
your article Open Access, this means anyone on the web may download it for free.
Paying subscribers still receive considerable benefits with access to all articles in the journal, from both current and past
volumes, without any restrictions. However, making your paper available at no charge through Open Access increases its
visibility, accessibility, potential readership, and citation counts. Open Access articles also generate higher citation counts.
Institutional Open Access
Common Ground is proud to announce an exciting new model of scholarly publishing called Institutional Open Access.
Institutional Open Access allows faculty and graduate students to submit articles to Common Ground journals for
unrestricted open access publication. These articles will be freely and publicly available to the whole world through our
hybrid open access infrastructure. With Institutional Open Access, instead of the author paying a per-article open access fee,
institutions pay a set annual fee that entitles their students and faculty to publish a given number of open access articles each
year.
The rights to the articles remain with the subscribing institution. Both the author and the institution can also share the final
typeset version of the article in any place they wish, including institutional repositories, personal websites, and privately or
publicly accessible course materials. We support the highest Sherpa/Romeo access level—Green.
For more information on how to make your article Open Access, or information on Institutional Open Access, please contact
us at support@commongroundpublishing.com.
29
Science in Society Subscriptions and Access
Community Membership and Personal Subscriptions
As part of each conference registration, all conference participants (both virtual and in-person) have a one-year digital
subscription to The International Journal of Science in Society. This complimentary personal subscription grants access
to the current volume of the collection as well as the entire backlist. The period of complimentary access begins at the
time of registration and ends one year after the close of the conference. After that time, delegates may purchase a personal
subscription.
To view articles, go to http://ijy.cgpublisher.com/. Select the “Login” option and provide a CGPublisher username and
password. Then, select an article and download the PDF. For lost or forgotten login details, select “forgot your login” to
request a new password.
Journal Subscriptions
Common Ground offers print and digital subscriptions to all of its journals. Subscriptions are available to The International
Journal of Science in Society and to custom suites based on a given institution’s unique content needs. Subscription prices
are based on a tiered scale that corresponds to the full-time enrollment (FTE) of the subscribing institution.
For more information, please visit:
• http://science-society.com/publications/journal
• Or contact us at subscriptions@commongroundpublishing.com
Library Recommendations
Download the Library Recommendation form from our website to recommend that your institution subscribe to The
International Journal of Science in Society: http://commongroundpublishing.com/support/recommend-a-subscriptionto-your-library.
30
Science in Society Book
Imprint
Aiming to set new standards in
participatory knowledge creation and
scholarly publication
Science in Society Book Imprint
Call for Books
Common Ground is setting new standards of rigorous academic knowledge creation and scholarly publication. Unlike other
publishers, we’re not interested in the size of potential markets or competition from other books. We’re only interested in the
intellectual quality of the work. If your book is a brilliant contribution to a specialist area of knowledge that only serves a small
intellectual community, we still want to publish it. If it is expansive and has a broad appeal, we want to publish it too, but only
if it is of the highest intellectual quality.
We welcome proposals or completed manuscript submissions of:
• Individually and jointly authored books
• Edited collections addressing a clear, intellectually challenging theme
• Collections of articles published in our journals
• Out-of-copyright books, including important books that have gone out of print and classics with new introductions
Book Proposal Guidelines
Books should be between 30,000 and 150,000 words in length. They are published simultaneously in print and electronic
formats and are available through Amazon and as Kindle editions. To publish a book, please send us a proposal including:
• Title
• Author(s)/editor(s)
• Draft back-cover blurb
• Author bio note(s)
• Table of contents
• Intended audience and significance of contribution
• Sample chapters or complete manuscript
• Manuscript submission date
Proposals can be submitted by email to books@commongroundpublishing.com. Please note the book imprint to which you are
submitting in the subject line.
33
Call for Book Reviewers
Common Ground Publishing is seeking distinguished peer reviewers to evaluate book manuscripts.
As part of our commitment to intellectual excellence and a rigorous review process, Common Ground sends book manuscripts
that have received initial editorial approval to peer reviewers to further evaluate and provide constructive feedback. The
comments and guidance that these reviewers supply is invaluable to our authors and an essential part of the publication
process.
Common Ground recognizes the important role of reviewers by acknowledging book reviewers as members of the Editorial
Review Board for a period of at least one year. The list of members of the Editorial Review Board will be posted on our website.
If you would like to review book manuscripts, please send an email to books@commongroundpublishing.com with:
• A brief description of your professional credentials
• A list of your areas of interest and expertise
• A copy of your CV with current contact details
If we feel that you are qualified and we require refereeing for manuscripts within your purview, we will contact you.
34
Science, Cultural Values, and Ethics
Priya Venkatesan Hays
Given the various crisis points in contemporary science, Science, Cultural Values and Ethics presents
a clearly argued and strikingly original case examining the interface between science and ethics.
Grounded in the relevant literatures of scientific ethnography and literary theory, the book explores
how ethics can be integrated into science from its inception in laboratory work. As a humanist entering
the laboratory, Venkatesan Hays offers an analytical framework for viewing scientific values beyond
achieving economic prosperity and through the lens of social justice. The book also enters into dialogue
with Science and Technology Studies, discussing how social construction emerged as way of describing
science.
Author Bio:
Priya Venkatesan Hays holds an A.B. from Dartmouth College, a M.S. in genetics from the
ISBN—978-1-61229-132-1
100 Pages
Community Website:
science-society.com
Bookstore:
science-society.
cgpublisher.com
University of California, Davis and a Ph.D. in literature from the University of California, San Diego.
After her graduate studies, she completed an interdisciplinary postdoctoral fellowship at Dartmouth
Medical School. Science, Cultural Values and Ethics is her second book. Her first book is entitled
Molecular Biology in Narrative Form: A Study of the Experimental Trajectory of Science (2006,
Peter Lang Publishing). A prolific science writer, she has authored over fifteen publications and thirty
conference papers on science, literature and society. She has taught writing in the sciences at Santa
Clara University and San Francisco State University.
35
The Fate of Scientific Discourse in the Information Society
Stanislas Bigirmana
The hegemony of the scientific discourse was based on the discipline of the medieval synthesis.
The progress of Newton’s physics and the decrease of the power and the influence of the Church
prompted this decline. Therefore, revelation, tradition and (religious) authority were no longer
suitable foundations of knowledge. Genuine knowledge, in the scientific era, was to be founded on
human reason and proved through observation, reasoning and experimentation. Through a mixture of
Newtonianism, Darwinism and positivism, scientific principles and methods were applied to human
affairs. However, the fate of the scientific discourse is uncertain for two reasons. First, there is an
increasing awareness that some assumptions of science are applicable to only a small portion of the
universe. Moreover, human interaction enhances aspects of purpose, value and meaning that cannot be
investigated and formulated in physical terms. ISBN—978-1-86335-741-8
70 Pages
Community Website:
science-society.com
Bookstore:
science-society.
cgpublisher.com
The ongoing information revolution is a fertile ground for new ways of thinking and styles of
organization that transcend the limitations of the Cartesian tradition. In the information society, the
fate of the scientific discourse is uncertain. There is an epistemological shift that embodies power
comparable to the scientific revolution more than three hundred years ago.
Author Bio:
Stanislas Bigirimana holds a Masters of Arts in Philosophy from the University of Zimbabwe and
a Master of Business Administration from Azaliah University (USA). His academic interests include
epistemology, business ethics and African philosophy. He interests include strategic management,
organisational behaviour, international marketing and management information systems. His diverse
academic interests converge on the fact the information society calls for a series of paradigm changes
that imply at the metaphysical level recognising reality as complex and at the epistemological level
designing new approaches and models that accommodate not only the intrinsic complexity of reality
but the dynamic and integrative nature of individual and collective human processes.
36
Science in Society
Conference
Curating global interdisciplinary
spaces, supporting professionally
rewarding relationships
Science in Society About the Conference
Conference Principles and Features
The structure of the conference is based on four core principles that pervade all aspects of the knowledge community:
International
This conference travels around the world to provide opportunities for delegates to see and experience different countries and
locations. But more importantly, the Science in Society Conference offers a tangible and meaningful opportunity to engage
with scholars from a diversity of cultures and perspectives. This year, delegates from over 15 countries are in attendance,
offering a unique and unparalleled opportunity to engage directly with colleagues from all corners of the globe.
Interdisciplinary
Unlike association conferences attended by delegates with similar backgrounds and specialties, this conference brings together
researchers, practitioners, and scholars from a wide range of disciplines who have a shared interest in the themes and concerns
of this community. As a result, topics are broached from a variety of perspectives, interdisciplinary methods are applauded,
and mutual respect and collaboration are encouraged.
Inclusive
Anyone whose scholarly work is sound and relevant is welcome to participate in this community and conference, regardless
of discipline, culture, institution, or career path. Whether an emeritus professor, graduate student, researcher, teacher,
policymaker, practitioner, or administrator, your work and your voice can contribute to the collective body of knowledge that
is created and shared by this community.
Interactive
To take full advantage of the rich diversity of cultures, backgrounds, and perspectives represented at the conference, there
must be ample opportunities to speak, listen, engage, and interact. A variety of session formats, from more to less structured,
are offered throughout the conference to provide these opportunities.
39
Science in Society Ways of Speaking
Plenary
Plenary speakers, chosen from among the world’s leading thinkers, offer formal presentations on
topics of broad interest to the community and conference delegation. One or more speakers are
scheduled into a plenary session, most often the first session of the day. As a general rule, there are
no questions or discussion during these sessions. Instead, plenary speakers answer questions and
participate in informal, extended discussions during their Garden Conversation.
Garden Conversation
Garden Conversations are informal, unstructured sessions that allow delegates a chance to meet
plenary speakers and talk with them at length about the issues arising from their presentation. When
the venue and weather allow, we try to arrange for a circle of chairs to be placed outdoors.
Talking Circles
Held on the first day of the conference, Talking Circles offer an early opportunity to meet other
delegates with similar interests and concerns. Delegates self-select into groups based on broad
thematic areas and then engage in extended discussion about the issues and concerns they feel are
of utmost importance to that segment of the community. Questions like “Who are we?”, ”What is our
common ground?”, “What are the current challenges facing society in this area?”, “What challenges
do we face in constructing knowledge and effecting meaningful change in this area?” may guide the
conversation. When possible, a second Talking Circle is held on the final day of the conference, for the
original group to reconvene and discuss changes in their perspectives and understandings as a result
of the conference experience. Reports from the Talking Circles provide a framework for the delegates’
final discussions during the Closing Session.
Themed Paper Presentations
Paper presentations are grouped by general themes or topics into sessions comprised of three or four
presentations followed by group discussion. Each presenter in the session makes a formal twentyminute presentation of their work; Q&A and group discussion follow after all have presented. Session
Chairs introduce the speakers, keep time on the presentations, and facilitate the discussion. Each
presenter’s formal, written paper will be available to participants if accepted to the journal.
Colloquium
Colloquium sessions are organized by a group of colleagues who wish to present various dimensions
of a project or perspectives on an issue. Four or five short formal presentations are followed by
commentary and/or group discussion. A single article or multiple articles may be submitted to the
journal based on the content of a colloquium session.
40
Science in Society Ways of Speaking
Focused Discussion
For work that is best discussed or debated, rather than reported on through a formal presentation,
these sessions provide a forum for an extended “roundtable” conversation between an author and
a small group of interested colleagues. Several such discussions occur simultaneously in a specified
area, with each author’s table designated by a number corresponding to the title and topic listed in the
program schedule. Summaries of the author’s key ideas, or points of discussion, are used to stimulate
and guide the discourse. A single article, based on the scholarly work and informed by the focused
discussion as appropriate, may be submitted to the journal.
Workshop/Interactive Session
Workshop sessions involve extensive interaction between presenters and participants around an idea
or hands-on experience of a practice. These sessions may also take the form of a crafted panel, staged
conversation, dialogue or debate—all involving substantial interaction with the audience. A single
article (jointly authored, if appropriate) may be submitted to the journal based on a workshop session.
Poster Sessions
Poster sessions present preliminary results of works in progress or projects that lend themselves to
visual displays and representations. These sessions allow for engagement in informal discussions
about the work with interested delegates throughout the session.
41
Science in Society Daily Schedule
Special Event
Welcome Reception
On Thursday, 1 October the Science in Society Conference and Common Ground Publishing will be holding a welcome
reception at the conference venue after the last session of the day. Join delegates and plenaries for drinks, light hors d’oeuvres,
and a chance to converse!
Thursday, 01 October
8:30–9:30 Conference Registration Desk Open
9:30–10:00 Conference Opening—Kimberly Kendall, Common Ground Publishing, USA
10:00–10:30 Plenary Session—Krisztina Eleki, Chicago Council on Science and Technology, Chicago, USA
10:30–11:00 Coffee Break and Garden Conversation Featuring Krisztina Eleki
11:00–11:45 Talking Circles
11:45–12:40 Lunch
12:40–14:20 Parallel Sessions
14:20–14:40 Break
16:20–17:20 Welcome Reception
Friday, 02 October
9:00–9:30 Conference Registration Desk Open
9:30–10:00
Plenary Session—Misti Ault Anderson, Presidential Commission for the Study of Bioethical Issues,
Washington D.C., USA
10:00–10:30 Coffee Break and Garden Conversation Featuring Misti Ault Anderson
11:45–12:35 Lunch
12:35–13:20 Poster Session and Focused Discussions
13:20–13:30 Break
15:10–15:40 Special Event: Closing and Award Ceremony—Kimberly Kendall, Common Ground Publishing, USA
42
Science in Society Plenary Speakers
Misti Ault Anderson
Presidential Bioethics Commission & Integration of Ethics and Science Education
Misti Ault Anderson is a Senior Policy and Research Analyst at the Presidential Commission for the Study of
Bioethical Issues. She leads the staff in the development of Bioethics Commission educational materials. In
addition, she served as staff lead for the Commission’s reports Gray Matters: Topics at the Intersection of
Neuroscience, Ethics, and Society and Gray Matters: Integrative Approaches for Neuroscience, Ethics, and
Society. She holds degrees in microbiology and science education, taught chemistry at the high school and university levels,
developed and managed a novel introductory chemistry laboratory curriculum at Duke University, and served as a consultant
both to a private educational research firm and to the North Carolina Department of Public Instruction. She earned her MS
degree in Biomedical Science Policy and Advocacy from Georgetown University and worked as a Visiting Scholar at the
Potomac Institute for Policy Studies. She has published work on ethics education, integrating ethics and policy into STEM
education, neuroethics, and the ethics of international biomedical research.
Krisztina Eleki
C2ST Mission: Enhancing the Public’s Understanding and Appreciation of Science and
Technology and Its Impact on Society
Krisztina Eleki is currently the Executive Director for the Chicago Council on Science and Technology (C2ST), a
non-profit organization dedicated to promoting awareness about the importance of science and technology to
society. Before moving to the executive role, she was the Programming Director for the organization developing
public outreach programs from 2011 to 2014. Prior to working for C2ST, she was the Life Science Curator/Life
Science Program Director for the California Science Center in Los Angeles where she designed and oversaw the
implementation of life science exhibits and public programs aligned with the mission of the Center. After earning her PhD in
environmental science, she worked as a Research Associate at Iowa State University. During this time she obtained a Masters
of Public Administration degree reflective of her interest in science in society.
43
Science in Society Graduate Scholar Awardee
Teresa Branch-Smith
Teresa Branch-Smith is a PhD student at the University of Waterloo studying philosophy of biology where she
researches novel applications of agent-based modelling. Most recently, she worked as a philosopher-in-residence
at an architecture firm developing near-living architecture which produces chemically active, automated, and
interactive systems. Her research focused on alternative approaches, like near-living architecture, to discussing
theories of emergence. In addition to Teresa’s academic pursuits, she has worked regularly in science communication since her
undergraduate studies in biochemistry. After her bachelors she acquired a masters in the history and philosophy of science and
then completed a graduate diploma in science communication in collaboration with a science centre. During her graduate
diploma she learned effective techniques in rhetoric, written, visual, and oral communication; however, she specializes in
science communication through exhibit design. Teresa has worked as a curatorial researcher at the Canada Science and
Technology Museum (Ottawa, ON), programming assistant at the Royal Ontario Museum—ROM (Toronto, ON), and as an
exhibit designer at Science North (Sudbury, ON). Teresa also has an interest in science policy. Recently, she worked with Dr.
Heather Douglas (Waterloo Chair in Science and Society) as a research assistant to help create the Science-Policy Interface:
International Comparisons workshop that brought together science policy scholars and practitioners to examine science policy
issues across Canada, the United States, and the United Kingdom. Teresa is looking to do more work at the intersection of
science communication and science policy in the future.
44
THURSDA
HURSDAY
Y, 01 OCTOBER
THURSDA
HURSDAY
Y, 01 OCTOBER
8:30-9:30
9:30-10:00
REGISTRA
EGISTRATION
TION DESK OPEN
CONFERENCE OPENING: KIMBERL
IMBERLY
Y KENDALL, COMMON GROUND PUBLISHING, USA
10:00-10:30
PLENAR
LENARY
Y SESSION: KRISZTINA ELEKI, CHICAGO COUNCIL ON SCIENCE AND TECHNOLOGY, USA - "C2ST MISSION: ENHANCING THE
PUBLIC’S UNDERST
NDERSTANDING
ANDING AND APPRECIA
PPRECIATION
TION OF SCIENCE AND TECHNOLOGY AND ITS IMP
MPACT
ACT ON SOCIETY"
10:30-11:00
GARDEN CONVERSA
ONVERSATION
TION FEA
EATURING
TURING KRISZTINA ELEKI AND COFFEE BREAK
TALKING CIRCLE
Room 1 Talking Cir
Circle
cle - 2015 Special Focus: Educating Science
Room 2 Talking Cir
Circle
cle - The V
Values
alues and Politics of Science; The Social Impacts and Economics of Science
11:00-11:45
Room 3 Talking Cir
Circle
cle - The Knowledge Systems and Pedagogies of Science
11:45-12:40
LUNCH
PARALLEL SESSIONS
Room 1 Workshops
12:40-14:20
Intr
Introduction
oduction to AAC&U STIRS Case Studies: A Mechanism to Engage Students in Critical Thinking about Issues in Science and Society
Jill M. Manske, Department of Biology, University of St. Thomas, Saint Paul, USA
Overview: This workshop will introduce the American Association of Colleges and Universities’ Scientific Thinking and Integrative Reasoning Skills
(STIRS) Project, the initial STIRS case-studies, and walk participants through an example case-study.
Theme: The Knowledge Systems and Pedagogies of Science
Pr
Promoting
omoting Scientific Literacy: Practical and Psychological Challenges
Dr. Keren Limor-Waisberg, Literacy Tool LTD, Cambridge, UK
Overview: This workshop will explore and discuss the practical and psychological challenges in introducing scientific literacy to the public by
technological means.
Theme: 2015 Special Focus: Educating Science
Room 2 The V
Values
alues of Science
Anti-scientism and Its Impact on the Relationship between Science and Religion: The Role of Science in a Postmoder
Postmodern
n Society
Dr. Mohamed Almisbkawy, Department of Philosophy, British University in Egypt, Fayoum University, Cairo, Egypt
Overview: The clash between classic science and religion was due to the similarly in their internal structures. Science has overcome this nature of
scientific system by shifting from scientism to anti-scientism.
Theme: The Values and Politics of Science
Evolution Contr
Controversy:
oversy: A Phenomenon Pr
Prompted
ompted by the Incompatibility between Science and Religious Beliefs
Guillermo Paz-y-Mino-C, New England Center for the Public Understanding of Science and New England Science Public, Roger Williams University,
Bristol, USA
Avelina Espinosa, New England Center for the Public Understanding of Science and New England Science Public, Roger Williams University, Bristol,
USA
Overview: This paper explores the evolution controversy under three predictions of the incompatibility hypothesis.
Formally T
Trained
rained Science Communicators: A Solution to the Unr
Unreasonable
easonable Expectations Placed on Lay People and Pr
Professional
ofessional Scientists
Teresa Branch-Smith, Department of Philosophy, University of Waterloo, Waterloo, Canada
Jay Michaud, Department of Philosophy, University of Waterloo, Waterloo, Canada
Overview: We need to formally train science communicators to facilitate the transmission of knowledge from scientists to people because it requires
expertise that neither group should be expected to acquire independently.
45
THURSDA
HURSDAY
Y, 01 OCTOBER
PARALLEL SESSIONS
Room 3 Community and Science Knowlege Systems
12:40-14:20
The Role of Metaphor in Science
Dr. Brett Wilson, Department of Art and Design, Faculty of Creative Arts, University of the West of England, Bristol, UK
Prof. Stuart Sim, Dept of English, University of Northumbria, Newcastle, UK
Overview: The scientific world is concerned primarily with literal truth. However, we suggest that the conceptual models from which real-world scientific
predictions emerge are based on a metaphoric relationship.
Mother Language-based Primary Science Education: Using T
Two
wo Local Languages is Better Than One
Jualim Datiles Vela, Division of Educational Development and Cultural and Regional Studies, Graduate School for International Development and
Cooperation, Hiroshima University, Higashi-Hiroshima City, Japan
Dr. Hideo Ikeda, Division of Educational Development, Cultural and Regional Studies, Graduate School for International Development and Cooperation,
Hiroshima University, HIgashi Hiroshima City, Japan
Romeleen Samar Go-Vela, Higashi Hiroshima City, Japan
Overview: The study aimed to determine the effects of using the national and mother languages on primary students’ academic behavior and
performance in science, which is officially taught in English.
The Epistemological Functions of Emotions and Their Relevance to the Formation of Citizens and Scientists
Dení Stincer Gómez, Psychology Faculty, National Autonomous University of Mexico, National Autonomous University of Mexico and Autonomous
University of Morelos, México City, Mexico
Overview: From the latest positions of psychology and epistemology, the emotions have important functions. However the teaching of science seems to
neglect them, leaving weak a real scientific training.
Experiences in the Development of Educational T
Technologies:
echnologies: How to Collaborate with Specialists in Developing New T
Technologies
echnologies for
Special Education
Dr. Alejandro Rafael Garcia Ramirez, Mestrado em Computação Aplicada, Universidade do Vale de Itajaí, Florianópolis, Brazil
Overview: This work presents the results and methodological aspects in designing and evaluating new technologies for special education, showing the
commitment of science in providing social inclusion
Theme: The Social Impacts and Economics of Science
14:20-14:40
COFFEE BREAK
PARALLEL SESSIONS
Room 1 Secondary Education and Science
14:40-16:20
Didactic Strategy to High School’
School’ss Synthesis of Pr
Proteins:
oteins: Analogies on Biology
Noemi Lorena Ventura Gonzalez, Posgrado: Maestría en Docencia para la Educación Media Superior, Universidad Nacional Autónoma de México,
Ciudad de México, Mexico
Overview: I discuss how to provide students with basic tools to understand different topics around the school beginning with a difficult subject such as
the synthesis of proteins.
Pedagogy for Development of Scientific Resear
Research
ch and Logical Thinking in School Students
Ulka Patil, Concepts Unlimited - Science Education and Research Center, Mumbai, India
Dr. Manasi Rajadhyaksha, Concepts Unlimited - Science Education and Research Center, Mumbai, India
Sujata Chavan, Education and Research, Mumbai, India
Overview: We discuss developing and enriching research attitude, scientific and logical thinking in school students through science projects.
Conceptual Understanding: Case Study of Performance in Grade 12 Physics Examination Papers
Dr. Stephan Paraffin Mchunu, Evaluation and Accreditation Unit, Umalusi Council for Quality Assurance in General and Further Education and Training,
Pretoria, South Africa
Dr. Celia Booyse, Qualification, Curriculum and Certification Unit, Umalusi Council for Quality Assurance in General and Further Education and Training,
Pretoria, South Africa
Overview: The paper reports on findings related to items requiring conceptual understanding and test items requiring calculations through the use of
given physics formulae.
Room 2 Colloquium
The V
Values
alues of Expertise: Studies of Expertise and Experience in Practice
Dr. Robert Evans, School of Social Sciences, Cardiff University, Cardiff, UK
Dr. Martin Weinel, School of Social Sciences, Cardiff University, Cardiff, UK
Simon Williams, Feinberg School of Medicine, Northwestern University, Chicago, USA
Deepanwita Dasgupta, Philosophy and Humanities, East Tennessee State University, Johnson City, USA
Scott Graham, Department of English, University of Wisconsin-Milwaukee, Milwaukee, USA
Overview: To say that science is political does not mean it is politics by other means. This colloquium explores the values of science and their
relationship with other social norms.
46
THURSDA
HURSDAY
Y, 01 OCTOBER
PARALLEL SESSIONS
Room 3 Curriculums of Science
14:40-16:20
Science: What to T
Teach?
each?
Wahida Chowdhury, Institute of Cognitive Science, Carleton University, Ottawa, Canada
Dr. Warren Thorngate, Psychology Department, Carleton University, Ottawa, Canada
Overview: Social influence has become increasingly important in making curriculum choices, reducing the diversity of science education. We analyze
introductory psychology and biology textbooks to test the hypothesis.
Science Education as a Sour
Source
ce of Accident Pr
Prevention
evention
Prof. Henry Manuel Ortega Zambrano, Fundacion Universitaria Tecnologico Comfenalco y Ciudad Escolar Comfenalco, Cartagena, Colombia
Overview: Lack of physical laws have generated in humans lots of accidents, which is why we must internalize these laws as a way to prevent problems.
Intellectually Stimulating Scientific Experience
Sujata Chavan, Concepts Unlimited ( Science Education and Research Center), Mumbai, India
Dr. Manasi Rajadhyaksha, Concepts Unlimited, Mumbai, India
Ulka Patil, Concepts Unlimited, Mumbai, India
Overview: We discuss developing and propagating scientific concepts to stimulate scientific temperament in students through unique pedagogy.
16:20-17:20
WELCOME RECEPTION
47
FRIDA
RIDAY
Y, 02 OCTOBER
FRIDA
RIDAY
Y, 02 OCTOBER
9:00-9:30
9:30-10:00
10:00-10:30
REGISTRA
EGISTRATION
TION DESK OPEN
PLENAR
LENARY
Y SESSION: MISTI AUL
ULT
T ANDERSON, PRESIDENTIAL COMMISSION FOR THE STUDY OF BIOETHICAL ISSUES, USA - "PRESIDENTIAL
BIOETHICS COMMISSION & INTEGRA
NTEGRATION
TION OF ETHICS AND SCIENCE EDUCA
DUCATION
TION"
GARDEN CONVERSA
ONVERSATION
TION FEA
EATURING
TURING MISTI AUL
ULT
T ANDERSON AND COFFEE BREAK
PARALLEL SESSIONS
Room 1 New Dir
Directions
ections in Pedagogies of Science
10:30-11:45
Cr
Crossing
ossing the Disciplinary Boundary: Pedagogical Conjunctions in the Humanities and Sciences
Dr. Jungah Kim, English, City University of New York, New York, USA
Dr. Kenneth Campbell, Biology, University of Massachusetts Boston, Boston, USA
Overview: This paper discusses disciplinary and interdisciplinary challenges in the humanities and sciences, in particular, the pedagogical relationship of
them to society, in order to develop and implement cross-disciplinary communications.
Science in Society LEAP: A Four
Four-Y
-Year
ear Pipeline for Underr
Underrepr
epresented
esented Students in STEM Fields
Dr. Carolyn Jane Bliss, Undergraduate Studies, University of Utah, Salt Lake City, USA
Dr. Seetha Veeraghanta, Undergraduate Studies, Universityof Utah, Salt Lake City, USA
Overview: This is a description of a four-year curriculum developed for underrepresented students seeking careers in medicine, health, scientific
research, or the teaching of science in K-12 settings.
An Innovative Appr
Approach
oach to Conceptual Science Lear
Learning
ning in Rural and Urban India
Dr. Manasi Rajadhyaksha, Education and Research, Concepts Unlimited, Science Education and Research Center, Mumbai, India
Sujata Chavan, Mumbai, India
Overview: We discuss approaches to "conceptual science education" using modern web based multi-media techniques for the school students, thus to
help young generation of India to face the competitive world.
Room 2 Risk Communication
Experiences in Sub-Saharan Africa of GM Cr
Crop
op Risk Communication
Dr. Manjusha Sunil, Programme Head of the Public Understanding of Biotechnology (PUB) programme in the Science Communications Unit., South
African Agency for Science and Technology Advancement, Pretoria, South Africa
Overview: This paper will discuss the outcomes of a biosafety workshop to discuss risk communication in sub-Saharan Africa.
An Assessment of T
Twitter
witter Metrics as Disaster Pr
Prepar
eparedness
edness and Communication Elements of a Quantified IFRC Disaster Metric
Dr. M. Anthony Kapolka III, Department of Mathematics and Computer Science College of Science & Engineering, Wilkes University, Wilkes-Barre, USA
Jessica Ng, University of Cologne, Cologne, Germany
Overview: Twitter metrics (DRR, RFV, Length) for Hurricane Sandy’s 2012 landfall in New York City are computed and considered as partial indicators for
the Capacity measure in the IFRC Disaster Metric.
Room 3 The Role of Engineering in Science
Female Elementary T
Teacher
eacher Candidates' Attitudes and Self-Ef
Self-Efficacy
ficacy for T
Teaching
eaching Engineering Concepts
Dr. Stephanie Wendt, College of Education, Tennessee Technological University, Cookeville, USA
Dr. Janet Isbell, College of Education, Tennessee Technological University, Cookeville, USA
Perihan Fidan, College of Education, Tennessee Technological University, Cookeville, USA
Ciara Pittman, College of Education, Tennessee Technological University, Cookeville, USA
Overview: Our research examined female elementary teacher candidates' initial uncertainties about teaching engineering principles and explored how
their perspectives changed through instruction, modeling, practice, and application in an elementary classroom.
What W
Wee Can Lear
Learn
n fr
from
om Community W
Wealth
ealth to Enr
Enroll
oll and Retain Diverse Students in Engineering and Science Education
Cecilia Valenzuela, School of Education, Curriculum & Instruction, Literacy, University of Colorado, Boulder, Boulder, USA
Dr. Margaret Eisenhart, School of Education Educational Foundations, Policy & Practice (EFPP) and Research & Evaluation Methodology (REM),
University of Colorado, Boulder, Boulder, USA
Overview: This paper highlights interdisciplinary research focused on community cultural resources in science. Results show participant perspectives are
related to commitments and sensibilities that frame diverse counternarratives within engineering education.
How Engineering Helps Science Converse with Theology
Dr. Dominic Halsmer, Center for Faith and Learning, Office of the Provost, Oral Roberts University, Tulsa, USA
Overview: Humans enjoy a powerful set of affordances that enable them to affect their world. An affordance-based reverse engineering approach to
science has potential for advancing the science and theology dialogue.
Room 4 Late Additions
Curriculum for Middle School Girls and Boys: Mir
Mirco-Spiral
co-Spiral Curriculum
Dr. Edith G. Davis, Florida A & M University College of Education Science Education Secondary & Foundations, ATE Science Education SIG
Chairperson, Tallahassee, USA
Overview: I discuss implementing a physics curriculum for middle school girls and boys.
48
FRIDA
RIDAY
Y, 02 OCTOBER
11:45-12:35
LUNCH
PARALLEL SESSIONS
Room 1 Posters and Focused Discussion Session
12:35-13:20
The Application of Fieldwork in Mediating a Socio-scientific Issue: Evolution Acceptance
Meredith Dorner, College of Educational Studies, Chapman University, Orange, USA
Overview: Acceptance of evolution, arguably a socio-cultural debate, is low in the USA. This poster displays a practical study presenting evidence that a
field course experience may increase acceptance of evolution.
The Changing Landscape for Envir
Environmental
onmental Science in the UK
Gary Kass, Evidence Team, Natural England, London, UK
Overview: Environmental science in the UK is shifting towards demonstrating "impact" to legitimize public investment and contribute to economic, social
and environmental change. This roundtable discussion will explore the dynamics involved.
Exploring the Role of "Mr
"Mr.. Science" in Legitimizing Policymaking in China
Yimin Li, India China Institute, The New School, New York, USA
Overview: By studying the scientific narrative the government manufactures to legitimize the construction of PX factories, my research attempts to
understand why/how policymaking in China is maintained as scientific projects.
The Normative Compliance of the Laboratories Coupled with the Performance of Students in Ar
Areas
eas of Safety and Hygiene
María Olivia Peña, University of Guadalajara, Guadalajara, Mexico
Overview: In this study the following were evaluated through questionnaires: the collaborative work of students of Chemistry and the security
compliance of five laboratories where students perform their chemistry practices.
Pr
Problem-Based
oblem-Based Lear
Learning
ning as a Strategy for T
Teaching
eaching Envir
Environmental
onmental Deterioration and Its Impact on Biodiversity
Anahi Gaona Velasco, Facultad de Estudios Superiores Iztacala, UNAM, Unam-Fes Iztacala, Mexico
Maria Eugenia Heres-Pulido, Biology, UNAM, México, Mexico
Overview: This research was conducted to analyze the advantages of problem-based learning (PBL) strategy for teaching biology, at high school level in
Mexico.
The UNAM Geology Museum as a T
Teaching
eaching Strategy for Biology
Salma Gómez Ibarra, Universidad Nacional Autónoma de México, UNAM, Mexico City, Mexico
Overview: This work proposes to highlight the visit to science museums accompanied by the development of a museum script, as a tool for learning
and strengthening in the subject of Biology.
Science for Everybody: A Pr
Proposal
oposal for Fostering Lear
Learning
ning
Consuelo Fernandez-Jimenez, Escuela Técnica Superior de Ingeniería Aeronáutica y del Espacio (ETSIAE), Universidad Politécnica de Madrid (UPM),
Madrid, Spain
Laura Hernando, ETSIAE, Universidad Politécnica de Madrid, Madrid, Spain
Federico Prieto, ETSIAE, Universidad Politécnica de Madrid, Madrid, Spain
Overview: Knowledge is a public good and the Internet offers unique opportunities to share it. However, for learning to be performed, guidance is
essential for using these resources.
13:20-13:30
COFFEE BREAK
PARALLEL SESSIONS
Room 1 Workshops
13:30-15:10
The Educational Opportunity of a Moder
Modern
n Science Show
Dr. Joseph Roche, STEM Education Research and Communication Group, School of Education, Trinity College Dublin, Dublin, Ireland
Overview: We will present an interactive workshop to showcase the educational benefits of a large-scale modern Science Show for a general audience.
49
FRIDA
RIDAY
Y, 02 OCTOBER
PARALLEL SESSIONS
Room 2 Post Secondary Science Education
13:30-15:10
Fr
From
om an Inter
Internal
nal Colloquium to a Gallery of Educational Posters: Dif
Diffusion
fusion and Dissemination of Methodological Resear
Research
ch Structur
Structures
es
Dr. José R. Arellano Sánchez, Center for Sociological Studies, National Autonomous University of Mexico, Mexico City, Mexico
Dr. Margarita Santoyo Rodriguez, Faculty of Political and Social Sciences, Center for Sociological Studies, National Autonomous University of Mexico,
Mexico City, Mexico
Alejandro Avendaño, Center for Sociological Studies, National Autonomous University of Mexico, Mexico City, Mexico
Overview: We discuss a work program that allows students to create products that permit diffusion and dissemination of Methodological Research
Structures using graphic tools.
Maintaining Consistency between Dual Cr
Credit
edit Courses at High Schools and On-Campus Sections in Chemistry
Dr. Neil Heckman, Chemistry Department, Hastings College, Hastings, USA
Dr. Moses Dogbevia, Chemistry Department, Hastings College, Hastings, USA
Overview: One primary challenge of dual credit or concurrent enrollment courses is maintaining the consistency with on-campus sections. This paper
discusses how this has been done at Hastings College.
Science Media Mashups: Engaging Students in Lear
Learning
ning Science with Student-generated Blended Media
Dr. Garry Hoban, Faculty of Social Sciences, School of Education, University of Wollongong, Wollongong, Australia
Overview: Blended media is a new form of student-generated media, which enables students to construct a narrated media product integrating many
different media forms to learn and represent a science concept.
Room 3 The Politics of Science
A Realist Evaluation of Public Involvement in England’
England’ss Health Resear
Research
ch Infrastructur
Infrastructure:
e: How Embedded Is It as Normal Practice?
Prof. Patricia Mary Wilson, Centre for Health Services Studies, University of Kent, Canterbury, UK
Overview: This national evaluation used normalization process theory as a middle-range theory to understand how and why public involvement
becomes embedded within a research infrastructure, and the intended and unintended consequences.
Doped: The Politics of Drug T
Testing
esting in Australian Horseracing 1947-1955
Dr. Christopher Kremmer, Graduate School of Humanities & Social Sciences, University of Melbourne, Melbourne, Australia
Overview: This paper examines the troubled history of early efforts by applied scientists in Australia to eliminate the use of performance drugs in
racehorses.
Lessons fr
from
om a Resear
Researcher
cher-Stakeholder
-Stakeholder Engagement Pr
Process
ocess for W
Water
ater Sustainability
Laura Ferguson, Marine Resource Management College of Earth Ocean and Atmospheric Sciences, Oregon State University, Corvallis, USA
Sam Chan, Oregon Sea Grant Extension, Oregon Sea Grant, Corvallis, USA
Mary Santelmann, Water Resources Management Program, Oregon State University, Corvallis, USA
Bryan Tilt, Department of Anthropology, Oregon State University, Corvallis, USA
Overview: We discuss the results of a stakeholder engagement process of an interdisciplinary biophysical and socioeconomic modeling project of water
in the Willamette Valley.
Guiding Principles on Business and Human Rights: A Matter of Science
Prof. Dilia Paola Gómez Patiño, Faculty of Law, Universidad Militar Nueva Granada, Bogotá, Colombia
Overview: I discuss guiding principles on business and human rights as a structural issue of the scientific approach.
15:10-15:40
50
SPECIAL EVENT: CLOSING AND AWARD CEREMONY - KIMBERL
IMBERLY
Y KENDALL, COMMON GROUND PUBLISHING, USA
Science in Society List of Participants
Adetoso
Adeleke
The Polytechnic Ibadan
Nigeria
Mohamed
Almisbkawy
British University in Egypt & Fayoum University
Egypt
Misti Ault
Anderson
Presidential Commission for the Study of Bioethical Issues USA
Alejandro
Avendaño
Universidad Nacional Autónoma de México
Mexico
Carolyn Jane
Bliss
University of Utah
USA
Teresa
Branch-Smith
University of Waterloo
Canada
Kenneth
Campbell
University of Massachusetts Boston
USA
Sujata
Chavan
Concepts Unlimited
India
Wahida
Chowdhury
Carleton University
Canada
Olaniyi Olatunde
Dada
South African Council of Educators & Engineering
South Africa
Council of South Africa
Edith G.
Davis
Florida A & M University
USA
Moses
Dogbevia
Hastings College
USA
Meredith
Dorner
Chapman University
USA
Stephanie
Ebersohl
Common Ground Publishing
USA
Margaret
Eisenhart
University of Colorado Boulder
USA
Krisztina
Eleki
Chicago Council on Science and Technology
USA
Avelina
Espinosa
Roger Williams University
USA
Robert
Evans
Cardiff University
UK
Laura
Ferguson
Oregon State University
USA
Consuelo
Fernandez-Jimenez
Universidad Politecnica de Madrid
Spain
Perihan
Fidan
Tennessee Technological University
USA
Anahi
Gaona Velasco
Universidad Nacional Autόnoma de México
Mexico
Alejandro Rafael
Garcia Ramirez
Universidade del Vale de Itajaí - Univali
Brazil
Ronit
German
Ben Gurion University
Israel
Donna
Gitter
City University of New York
USA
Mohammed Ashraf
Gondal
King Fahd University of Petroleum and Minerals
Saudi Arabia
Scott
Graham
University of Wisconsin - Milwaukee
USA
Salma
Gómez Ibarra
Mexico
Dominic
Halsmer
Oral Roberts University
USA
Garry
Hoban
University of Wollongong
Australia
Janet
Isbell
USA
M. Anthony
Kapolka III
Wilkes University
USA
Emily
Kasak
USA
Gary
Kass
Natural England
UK
Sukanya
Kemp
The University of Akron
USA
Kim
Kendall
USA
Hussain Ali
Khudadadi
Ministry of Women’s Affairs
Afghanistan
Patricija
Kirvaitis
USA
Christopher
Kremmer
University of New South Wales
Australia
Yimin
Li
The New School
USA
Keren
Limor-Waisberg
Literacy Tool LTD
UK
Jill M.
Manske
University of St. Thomas
USA
51
Science in Society List of Participants
Stephan Paraffin
52
Mchunu
Umalusi Council for Quality Assurance in General and
South Africa
Further Education and Training
Olatunde Ayodele
Ogunjobi
Lagos State University
Nigeria
Henry Manuel
Ortega Zambrano
Fundaciόn Universitaria Tecnolόgico Comfenalco Colombia
Wilberforce
Oti
Ebonyi State University
Nigeria
Guillermo
Paz-y-Mino-C
Roger Williams University
USA
María Olivia
Peña
Universidad de Guadalajara
Mexico
Ciara
Pittman
USA
Kanwal
Qayyum
University of Melbourne
Australia
Manasi
Rajadhyaksha
Concepts Unlimited
India
Joseph
Roche
Trinity College Dublin
Ireland
Rashid
Sheikh
Centre for Advanced Research in Natural
Bangladesh
Resources & Management
Dení
Universidad Nacional Autónoma de México y
Stincer Gómez
Universidad Autónoma del Estado de Morelos
Manjusha
South African Agency for Science and
Sunil
Mexico
South Africa
Technology Advancement
Cecilia
Valenzuela
University of Colorado Boulder
USA
Seetha
Veeraghanta
University of Utah
USA
Jualim Datiles
Vela
Hiroshima University
Japan
Noemi Lorena
Ventura Gonzalez
Mexico
Martin
Weinel
Center for Knowledge Expertise Science
UK
Stephanie
Wendt
USA
Simon
Williams
Feinberg School of Medicine
USA
Brett
Wilson
University of the West of England
UK
Patricia Mary
Wilson
University of Kent
UK
Elgharieb
Zaher Ismail
Mansoura University
Egypt
Science in Society Notes
53
54
55
56
57
58
59
60
61
62
| Conference Calendar 2015-2016
Spaces & Flows: Sixth International
Conference on Urban & ExtraUrban
Studies
University Center Chicago
Chicago, USA | 15–16 October 2015
www.spacesandflows.com/2015-conference
Thirteenth International Conference on
Books, Publishing & Libraries
University of British Columbia at Robson Square
Vancouver, Canada | 19–20 October 2015
www.booksandpublishing.com/the-conference
Sixth International Conference on
the Image
University of California at Berkeley
Berkeley, USA | 29–30 October 2015
www.ontheimage.com/2015-conference
Tenth International Conference on
Design Principles & Practices
Pontifical Catholic University of Rio de Janeiro (PUC–Rio)
Rio de Janeiro, Brazil | 25–27 February 2016
www.designprinciplesandpractices.com/2016-conference
Religion & Spirituality in Society
The Catholic University of America
Washington D.C., USA | 22–23 March 2016
www.religioninsociety.com/2016-conference
Sixth International Conference on the
Constructed Environment
The University of Arizona
Tucson, USA | 2–4 April 2016
www.constructedenvironment.com/2016-conference
The Eighth International Conference on
e–Learning & Innovative Pedagogies
Sixteenth International Conference on
Knowledge, Culture & Change in
Organizations
Aging and Society: Fifth
Interdisciplinary Conference
Eighth International Conference on
Climate Change: Impacts & Responses
Twelfth International Conference on
Environmental, Cultural, Economic &
Social Sustainability
Inaugural International Conference on
Tourism & Leisure Studies
University of California, Santa Cruz
Santa Cruz, USA | 2–3 November 2015
www.ubi–learn.com/the-conference
The Catholic University of America
Washington D.C., USA | 5–6 November 2015
www.agingandsociety.com/2015-conference
Portland State University
Portland, USA | 21–23 January 2016
www.onsustainability.com/2016-conference
University of Hawaii at Manoa
Honolulu, USA | 19–20 April 2016
www.organization-studies.com/2016-conference
VNU University of Science (HUS) and
Vietnam National University, Hanoi (VNU)
Hanoi, Vietnam | 21-22 April 2016
www.on-climate.com/2016-conference
Honolulu, USA | 22-23 April 2016
www.tourismandleisurestudies.com/2016-conference
Twelfth International Conference on
Technology, Knowledge & Society
Universidad de Buenos Aires
Buenos Aires, Argentina | 18–19 February 2016
www.techandsoc.com/2016-conference
63
| Conference Calendar 2015-2016
Sport & Society
Honolulu, USA | 2-3 June 2016
www.sportandsociety.com/2016-conference
Fourteenth International Conference
on New Directions in the Humanities
University of Illinois at Chicago
Chicago, USA | 8-10 June 2016
www.thehumanities.com/2016-conference
Ninth Global Studies Conference
University of California, Los Angeles
Los Angeles, USA | 30 June-1 July 2016
www.onglobalization.com/2016-conference
Twenty-third International Conference
on Learning
University of British Columbia
Vancouver, Canada | 13-15 July 2016
www.thelearner.com/2016-conference
Sixteenth International Conference
on Diversity in Organizations,
Communities & Nations
The University of Granada
Granada, Spain | 27-29 July 2016
www.ondiversity.com/2016-conference
Eleventh International Conference on
Interdisciplinary Social Sciences
Imperial College London
London, UK | 2-4 August 2016
www.thesocialsciences.com/2016-conference
the Arts in Society
University of California, Los Angeles
Los Angeles, USA | 10-12 August 2016
www.artsinsociety.com/2016-conference
64
the Image
Art and Design Academy,
Liverpool John Moores University
Liverpool, UK | 1-2 September 2016
www.ontheimage.com/2016-conference
Inaugural Communication & Media
Studies Conference
University Center Chicago
Chicago, USA | 15-16 September, 2016
www.oncommunicationmedia.com/2016-conference
Ninth International Conference on the
Inclusive Museum
National Underground Railroad Freedom Center
Cincinnati, USA | 16-19 September 2016
www.onmuseums.com/2016-conference
Aging & Society: Sixth Interdisciplinary
Conference
Linköping University
Linköping, Sweden | 6-7 October 2016
www.agingandsociety.com/2016-conference
Food Studies
University of California at Berkeley
Berkeley, USA | 12-13 October 2016
www.food-studies.com/2016-conference
Health, Wellness & Society
Catholic University of America
Washington D.C., USA | 20-21 October 2016
www.healthandsociety.com/2016-conference
Spaces & Flows: Seventh International
Conference on Urban & ExtraUrban
Studies
University of Pennsylvania
Philadelphia, USA | 10-11 November 2016
www.spacesandflows.com/2016-conference
Call for Papers
Interdisciplinary Social Sciences
An Age and its Ends: Social Science in the Era of the Anthropocene
2-4 AUGUST 2016 | IMPERIAL COLLEGE LONDON | LONDON, UK | THESOCIALSCIENCES.COM
Returning Member Registration
We are pleased to announce the expansion of the Science
in Society Knowledge Community into Common Ground’s
Interdisciplinary Social Sciences Knowledge Community. For the
Interdisciplinary Social Sciences Conference, we are pleased to
offer a Returning Member Registration Discount to past Science
in Society Conference attendees. Returning community members
receive a discount off the full conference registration rate.
Registration includes:
• Attendance and participation at all conference sessions
and presentations, including plenary addresses and parallel
sessions.
• Lunch and coffee breaks on the days of the conference.
• Attendance at Welcome Reception and Book Launches
(when included in conference events).
• Citation and Summary of work in printed conference
program, and complete abstract included in the online
Post-Conference materials.
• Membership in the Interdisciplinary Social Sciences
Knowledge Community.

Final Program - Science in Society

Transcription

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