Location | Arts Building, room 150 and online through Microsoft Teams |
Time | Fall 2024, Monday and Wednesday 10:05am–11:25am |
Instructor |
Peter McMahan (peter.mcmahan@mcgill.ca) |
Office hours |
Tuesdays, 10h30–11h45 (Leacock 727 or remotely by appointment) |
Teaching Assistant | Yi-Cheng Hsieh |
Syllabus | https://soci325.netlify.app |
STS (an acronym for either “science and technology studies” or “science, technology, and society,” depending on who is asked) is a diverse field spanning research across the social sciences, humanities, and physical sciences. This course aims to give students a window into STS, adopting a specifically sociological viewpoint. The discipline of sociology has a distinctive perspective on the nature of knowledge and scientific institutions, and the course content will explore theories and applications of this perspective.
The course is structured as a hybrid of lectures and seminars. Most of the classes will begin with a short presentation by the instructor, but the bulk of the class time will be spent in small-group discussions. Group work will consist of structured discussions of the course readings in the context of broad themes and theories introduced throughout the semester. The success of the course therefore relies on students’ engaged readings of the assigned texts.
Students are expected to (1) closely read the assigned texts, (2) participate in group discussions and worksheets, (3) submit three discussion questions, (4) complete peer evaluations, and (5) complete a final poster presentation. Each of these expectations is detailed below.
The assigned readings are the core of the course material, and students are expected to carefully and critically read each assignment before class. To facilitate students’ engagement with the reading and to help prevent students from falling behind, we will use the online tool Perusall for all required readings. Perusall is a reading platform in which students annotate texts collaboratively alongside one another. More information on how Perusall works and how it is integrated into the course is available here.
Readings will be graded as either complete (1 point) or incomplete (0 points). The grading is based on annotations of the text in Perusall, which must demonstrate a thoughtful and thorough reading of the entire assignment to receive credit. There is no fixed threshold for number of annotations to make (the scoring considers the quality of annotations and the length of the reading), but 6 to 8 substantive annotations for a standard-length reading is a good target. At the end of the semester, the four lowest reading grades will be dropped from the assessment.
Reading assessments will contribute 10% to the final grade for the course.
Typically, the first 15–30 minutes of the class will consist of a live-streamed lecture during which students (including any attending remotely) are encouraged to engage in class-wide discussion. These lectures work best for everyone when students ask questions and add their own insights, so please do not be shy!
The slides will be made available before class, and a recording of the lecture (with a computer-generated transcript) will be available later the same day.
The large portion of class time will be devoted to small-group discussions and collaborative composition of discussion responses. After the add–drop period, students will form groups of approximately four or five. Groups will work together to provide responses to provided worksheets of discussion questions. There will be a total of 9 worksheets over the course of the semester, each spanning the content from multiple class periods. Exact due dates are available on the [schedule] below.
The worksheets will be evaluated according to the following rubric:
Responses demonstrate a nuanced engagement with the reading and link ideas from the text to themes, theories, and other topics from class.
Responses demonstrate a basic engagement with the reading but may miss important implications or connections.
Responses demonstrate a superficial understanding/engagement of the reading or contain numerous fundamental misunderstandings of the concepts.
Responses are cursory, or not submitted at all.
Marks for worksheet responses will be given to all members of the group. At the end of the semester, groups will perform peer evaluation (submitting evaluations is worth 2.5% of your total grade) that will adjust each participant’s discussion grade up or down by as much as 10%.
Group discussions will contribute 35% to the final grade for the course.**
Each student is responsible for submitting three discussion prompts relating to the readings over the semester. By the end of the second full week of class, random assignments will be sent to each student. If your assigned reading creates a conflict for you, please contact the professor as soon as possible to resolve the scheduling.
Discussion prompts will be evaluated on a ten-point scale based on the engagement and originality of the question. High-scoring submissions will engage with more than just basic concepts and will elicit responses that go beyond what is written in the text itself. For instance, the prompt might ask for a critical engagement with a point made by the author, suggesting a different interpretation of the reading; or the prompt might contrast a point made in the text to another reading or topic discussed in the class. Students should try to craft questions that will help others to think outside and beyond the specific reading.
Throughout the semester, the instructor will choose some submitted questions to be included on the discussion worksheets described above. Students whose questions are used in this way will receive an automatic mark of 10/10 (100%) on their submission, even if they would otherwise have gotten a lower score.
Discussion questions will contribute 20% to the final grade for the course.
At the end of the semester, students will participate in a peer-evaluated virtual poster session. Each student will produce a digital poster presenting a piece of scientific research or technological output through a sociological lens. Further details on the final project are available at this link.
In total, the final project will be worth 32.5% of each student’s grade, broken down as follows: 5% for topic submission and group peer review (due Wed, Oct 2); 25% for the poster (due Mon, Dec 2at 11:59pm); and 2.5% for peer evaluation of others’ posters (due Fri, Dec 6 at 11:59pm).
Reading | See schedule for dates | 10% of final grade |
Group discussion worksheets | See schedule for dates | 35% of final grade |
Discussion group peer evaluation | Wed, Dec 4at 11:59pm | 2.5% of final grade |
Discussion prompts | variable | 20% of final grade |
Poster topic submission | Wed, Oct 2 | 5% of final grade |
Poster | Mon, Dec 2at 11:59pm | 25% of final grade |
Poster peer evaluation | Fri, Dec 6 at 11:59pm | 2.5% of final grade |
Students who need accommodation or who are having trouble accessing any aspect of the course may contact me directly. I will make every effort to accommodate individual situations, including religious, medical, or other personal circumstances.
Students with disabilities or otherwise in need of formal accommodation are encouraged to contact the Office for Student Accessibility & Achievement (formerly Office for Students with Disabilities: https://www.mcgill.ca/access-achieve/, phone 514-398-6009).
Les étudiants qui ont besoin d’un accommodation ou qui ont des difficultés à accéder à un aspect du cours peuvent me contacter directement. Je ferai tout mon possible pour tenir compte des circonstances individuelles, y compris des circonstances religieuses, médicales ou autres.
Les étudiants handicapés ou ayant besoin d’un aménagement formel sont encouragés à contacter le Service étudiant d’accessibilité et d’aide à la réussite (https://www.mcgill.ca/access-achieve/fr, téléphone 514-398-6009).
Assignments that are submitted late (without prior approval for an extension) will be assessed with the following penalties:
McGill University values academic integrity. Therefore, all students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Code of Student Conduct and Disciplinary Procedures (see http://www.mcgill.ca/students/srr/honest/ for more information).(approved by Senate on 29 January 2003)
L’université McGill attache une haute importance à l’honnêteté académique. Il incombe par conséquent à tous les étudiants de comprendre ce que l’on entend par tricherie, plagiat et autres infractions académiques, ainsi que les conséquences que peuvent avoir de telles actions, selon le Code de conduite de l’étudiant et des procédures disciplinaires (pour de plus amples renseignements, veuillez consulter le site http://www.mcgill.ca/students/srr/honest/).
Certain uses of “generative AI” tools (e.g. Microsoft Copilot) in the completion of assignments are permitted. Students may use such tools for brainstorming, spelling and grammar assistance, and other “back end” work under the following two conditions:
(Tools such as Grammarly that help polish written work are allowed as long as the ideas, claims, and arguments in the text are solely the student’s creation.)
In accord with McGill University’s Charter of Students’ Rights, students in this course have the right to submit in English or in French any written work that is to be graded. (approved by Senate on 21 January 2009)
Conformément à la Charte des droits de l’étudiant de l’Université McGill, chaque étudiant a le droit de soumettre en français ou en anglais tout travail écrit devant être noté (sauf dans le cas des cours dont l’un des objets est la maîtrise d’une langue).
Instructors and teaching assistants take the marking of assignments very seriously, and we work diligently to be fair, consistent, and accurate. Nonetheless, mistakes and oversights occasionally happen. If you believe that to be the case, you must adhere to the following rules:
Introduction and themes
The course will open with an introduction some of the unifying themes of the sciology of science. Readings will introduce some of the ways that both the doing of science (research and institutions) and the outcomes of science (findings and knowledge) are steeped in social processes. We will learn about the historical context of science as an institution, and see the way that this institution aligns with societal structures of power.
Hird (2011), Science, Technology, and the Sociological Imagination (due Sep 4)
No class (Labour day) ✊
Discussion: (In-class)
Benjamin (2019), Engineered Inequity: Are Robots Racist?
Discussion: (In-class)
Goodyear (2016), The Stem-Cell Scandal
Discussion: (In-class)
Gould (1981), Measuring Heads
“The Body Mass Index” (2021), Maintenence Phase (podcast) The Body Mass Index
Daston and Galison (2010), Epistemologies of the Eye
Discussion: Discussion worksheet 1 (due Fri, Sep 20)
Wolfe (2018), Freedom’s Laboratory (Introduction)
Science as an institution
Institutional analysis represents one approach to the sociological study of science. Early functionalists like Merton examined the norms and culture of science to understand what made ‘good science’ work. The study of science was turned on its head in the 1960s and 1970s by research (like that of Kuhn) that took scientific knowledge itself to be an institutional outcome. Understanding the institutional features of science can illuminate certain structural barriers to participation in science by marginalized groups.
Discussion: Discussion worksheet 1 (due Fri, Sep 20)
Merton (1973), The normative structure of science
Discussion: Discussion worksheet 2 (due Fri, Sep 27)
Kuhn (1970), Anomaly and the Emergence of Scientific Discoveries and Crisis and the Emergence of Scientific Theories
Discussion: Discussion worksheet 2 (due Fri, Sep 27)
van den Brink and Benschop (2012), Gender practices in the construction of academic excellence: Sheep with five legs
Is knowledge social?
The social processes underlying scientific theories and discoveries call into question the nature of scientific knowledge itself. What does it mean when STS scholars say that knowledge is socially constructed? Is there such a thing as objectivity, or are scientific observations only meaningful in a particular social context?
Discussion: (No group work)
Sismondo (2009), Chapter 6: The social construction of scientific and technical realities
Goward (2008), Twelve readings on the lichen thallus: I. Face in the Mirror
Discussion: Discussion worksheet 3 (due Fri, Oct 4)
Bloor ([1974] 1991), The strong programme in the sociology of knowledge
Discussion: Discussion worksheet 4 (due Fri, Oct 11)
Haraway (1988), Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective
Martin (1991), The Egg and the Sperm: How Science Has Constructed a Romance Based on Stereotypical Male-Female Roles
Discussion: Discussion worksheet 4 (due Fri, Oct 11)
Hacking (1983), What is scientific realism? and Building and Causing
No class (Thanksgiving) 🌽🍠
No class (Fall reading break) 🍂
Studying laboratories
Sociologists of science have a particular interest in laboratories as sites for ethnographic research. Observing scientists discussing theories, making sense of observations, and presenting findings allows a unique perspective on the social processes at play.
Discussion: Discussion worksheet 5 (due Fri, Oct 25)
Collins (1975), The Seven Sexes: A Study in the Sociology of a Phenomenon, or the Replication of Experiments in Physics
Discussion: Discussion worksheet 5 (due Fri, Oct 25)
Amann and Knorr Cetina (1988), The Fixation of (Visual) Evidence
Discussion: Discussion worksheet 6 (due Fri, Nov 1)
Sismondo (2009), Chapter 8: Actor–network theory
Callon (1984), Some Elements of a Sociology of Translation: Domestication of the Scallops and the Fishermen of St Brieuc Bay
Science as power
Like any institution (especially one as well funded and generally well regarded as science), the practices and ideologies of science frequently align with existing structures of power in society. Whether one considers technologies of war, classifications of race, or justifications for political action, the history of Western science is inextricably linked with the history of European colonialism.
Discussion: (No group work)
Sismondo (2009), Chapter 17: Political Economies of Knowledge
Discussion: Discussion worksheet 7 (due Fri, Nov 15)
Adams (2002), Randomized Controlled Crime
Whitt (1998), Biocolonialism and the commodification of knowledge
Discussion: Discussion worksheet 7 (due Fri, Nov 15)
Poudrier (2007), The Geneticization of Aboriginal Diabetes and Obesity
Discussion: Discussion worksheet 7 (due Fri, Nov 15)
Herzig (1999), Removing Roots: “North American Hiroshima Maidens” and the X Ray
Woods and Watson (2004), In Pursuit of Standardization: The British Ministry of Health’s Model 8F Wheelchair, 1948-1962
Scientists and the public
The authority that scientific communication enjoys in public discourse can lead to conflict between scientists and non-scientists. Public debates take a particularly salient turn when scientific findings are at odds with popular beliefs. Moreover, the authoritative voice of scientific communication can be coopted by non-scientists to make more persuasive points.
Discussion: (No group work)
Winner (1980), Do artifacts have politics?
Discussion: Discussion worksheet 8 (due Wed, Nov 27)
TallBear (2013), Genomic articulations of indigeneity
Discussion: Discussion worksheet 8 (due Wed, Nov 27)
Joyce et al. (2021), Toward a Sociology of Artificial Intelligence
Roberts (2020), Your AI Is a Human
Hicks, Humphries, and Slater (2024), ChatGPT is Bullshit
Discussion: Discussion worksheet 9 (due Wed, Dec 4)
Allen (2018), Strongly Participatory Science and Knowledge Justice in an Environmentally Contested Region
Discussion: Discussion worksheet 9 (due Wed, Dec 4)
Harambam and Aupers (2015), Contesting epistemic authority: Conspiracy theories on the boundaries of science
de Vrieze (2017), Bruno Latour, a veteran of the “science wars,” has a new mission
Poster evaluations