Gender, Art & STEM

Fall 2013 @ Penn State University
Wednesday, 6:00-9:00 p.m.

207 Arts Cottage

Cross-listed: AED 597A (#149494), WMNST 597A (#179263) & IST 597A (# 235825)

This course introduces FemTechNet,
a global network of preeminent feminist scientists and artists who collaborate across areas of health, climate change, and information technology.

Facilitators: Karen KeiferBoyd,
Jennifer Wagner-Lawlor, Eileen Trauth

Aug. 28: G-STEAM

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Intro to course >transdisciplinary, feminism, living curricula

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Sept. 4:  CREATIVITY
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Mapping > Translate-abilities, Response-abilities, Sense-abilities

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Sept. 11: BODY

Image 06Speculative Standpoint & Embodied Curricula.

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Sept. 18: METAPHOR
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Womanhouse, CyberHouse, StoneHouse

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Sept. 25: SYSTEMS
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Gendering Climate Change, Engendering Responsibility

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Oct. 2: ECOLOGIES

Image 06Ecosystems, Eco Art

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Oct. 9: PLACE
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Trans-Disciplinary Spaces of Art & Science

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Oct. 16:  DIFFERENCE
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(re)read, (re)map, (re)code Diffractively

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Oct. 23:  RACE

Image 06Moving Mountains & Building Bridges

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Oct. 30:  MACHINE

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iDreaming in Information Systems Technology

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Nov. 6:  TRANS...

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G-STEAM Border Crossing

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Nov. 13: ARCHIVE

Image 06Feminist Archival Sensibility

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Nov.20: TRANSFORMATION

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Creativity, Transformation, and Potentialities

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Dec. 4: MAPPING

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Dec. 11: MAPPING

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Introducing DOCC
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By now most of us in University settings know about MOOCs, the “massive open online course” model for 21st century higher education. But FemTechNet, a network of feminist scholars and educators is proposing, this academic year, a very different model for twenty-first century learners and instructors:  Meet the DOCC, or Distributed Open Collaborative Course, engaging faculty and students at fifteen institutions in a unique investigation of collaborative learning.

Education in a Digital World: Designing for Inclusion and Social Justice

The DOCC’s feminist focus highlights the interactions of art, science and technology as crucial pedagogy for the 21st century and aspires to create new virtual settings valuing the voices and knowledges of both students and faculty. While the DOCC initiative is being piloted primarily in North America, international participation in future projects ensures the kind of challenging dialogue and stakeholder inclusiveness necessary to imagine, and then create, a more equitable and socially just educational model in the digital world.