Shannon N Conley
Biographic Data
| ID | 8296374 |
|---|---|
| NAME | Shannon N Conley |
| GIVEN NAMES | Shannon N |
| FAMILY NAME | Conley |
| SIGNATURE | CONLEY S N |
| AFFILIATIONS | James Madison University |
| ORCID | 0000-0002-5919-4706 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Provocations from the ‘STS as a Critical Pedagogy’ Workshop
This research article is a collaborative set of reflections and provocations stemming from the National Science Foundation (NSF) funded workshop on STS as a Critical Pedagogy, hosted online during the summer of 2021 by Shannon N. Conley and Emily York at James Madison University. The workshop occurred over four separate sessions, bringing together forty participants (including six undergraduate students who contributed as both facilitators and re…
Provocations from the ‘STS as a Critical Pedagogy’ Workshop
The authors have identified a name change in the published article: This Addendum relates to the following article: Shannon N. Conley, Emily York, Eleanor S. Armstrong, Marisa Brandt, et. al. 2024. “Provocations from the ‘STS as a Critical Pedagogy’ Workshop.” Engaging Science, Technology, and Society 10(1–2): 103–133. https://doi.org/10.17351/ests2023.1927. On page 103, the authors should include Kathleen Sheppard and Aubrey Wigner in the author…
Futures labs
Lab spaces can teach STEM ethics by highlighting and creating opportunities to practice the four key dimensions of the AIRR framework of Responsible Innovation (RI): anticipation, inclusion, responsiveness, and reflexivity. In this paper, we introduce ‘Futures Labs’∼ as a pedagogical approach to train students in RI skills and encourage them to become aware of, and more concerned about, the broad social, political, ethical, and environmental dime…
Creative Anticipatory Ethical Reasoning with Scenario Analysis and Design Fiction
Public engagement in contested political contexts
This special issue of the Journal of Responsible Innovation interrogates the political cultures and practices that render engagements among publics, emerging technologies, and institutions both dee
Who gets to be born? The anticipatory governance of pre-implantation genetic diagnosis technology in the United Kingdom from 1978–2001
This paper focuses on explicating and understanding important State and societally-wide capacities of the nation-state to govern emerging technologies. It examines the governance around pre-implantation genetic diagnosis (PGD) from 1978-2001 in the United Kingdom. When analyzed as a whole, the informal and formal mechanisms in British society suggest a latent form of proto-anticipatory governance around PGD technology, and that there are importan…
The Third Wave in Science and Technology Studies
The Third Wave in Science and Technology Studies
An Age of Frankenstein
Shannon N. Conley, An Age of Frankenstein: Monstrous Motifs, Imaginative Capacities, and Assisted Reproductive Technologies, Science Fiction Studies, Vol. 45, No. 2, Frankenstein (July 2018), pp. 244-259
No prominent works on this page.
An Age of Frankenstein
Shannon N. Conley, An Age of Frankenstein: Monstrous Motifs, Imaginative Capacities, and Assisted Reproductive Technologies, Science Fiction Studies, Vol. 45, No. 2, Frankenstein (July 2018), pp. 244-259
The Third Wave in Science and Technology Studies
The Third Wave in Science and Technology Studies
Creative Anticipatory Ethical Reasoning with Scenario Analysis and Design Fiction
Public engagement in contested political contexts
This special issue of the Journal of Responsible Innovation interrogates the political cultures and practices that render engagements among publics, emerging technologies, and institutions both dee
Who gets to be born? The anticipatory governance of pre-implantation genetic diagnosis technology in the United Kingdom from 1978–2001
This paper focuses on explicating and understanding important State and societally-wide capacities of the nation-state to govern emerging technologies. It examines the governance around pre-implantation genetic diagnosis (PGD) from 1978-2001 in the United Kingdom. When analyzed as a whole, the informal and formal mechanisms in British society suggest a latent form of proto-anticipatory governance around PGD technology, and that there are importan…
Futures labs
Lab spaces can teach STEM ethics by highlighting and creating opportunities to practice the four key dimensions of the AIRR framework of Responsible Innovation (RI): anticipation, inclusion, responsiveness, and reflexivity. In this paper, we introduce ‘Futures Labs’∼ as a pedagogical approach to train students in RI skills and encourage them to become aware of, and more concerned about, the broad social, political, ethical, and environmental dime…
Provocations from the ‘STS as a Critical Pedagogy’ Workshop
This research article is a collaborative set of reflections and provocations stemming from the National Science Foundation (NSF) funded workshop on STS as a Critical Pedagogy, hosted online during the summer of 2021 by Shannon N. Conley and Emily York at James Madison University. The workshop occurred over four separate sessions, bringing together forty participants (including six undergraduate students who contributed as both facilitators and re…
Provocations from the ‘STS as a Critical Pedagogy’ Workshop
The authors have identified a name change in the published article: This Addendum relates to the following article: Shannon N. Conley, Emily York, Eleanor S. Armstrong, Marisa Brandt, et. al. 2024. “Provocations from the ‘STS as a Critical Pedagogy’ Workshop.” Engaging Science, Technology, and Society 10(1–2): 103–133. https://doi.org/10.17351/ests2023.1927. On page 103, the authors should include Kathleen Sheppard and Aubrey Wigner in the author…
Sociology (6 works) · Political science (5 works) · Engineering (4 works) · Engineering ethics (4 works) · Environmental ethics (3 works) · Epistemology (3 works) · Philosophy (3 works) · Public relations (3 works) · Responsible Research and Innovation (3 works) · Social science (3 works)