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DOCUMENT RESUME ED 135 640 SE 022 024 AUTHOR Heitowit DOCUMENT RESUME ED 135 640 SE 022 024 AUTHOR Heitowit, Ezra D., Comp.; And Others TITLE Science, Technology, and Society: A Guide to the Field. Directory of Teaching, Research, and Resources in the U.S. INSTITUTION Cornell Univ., Ithaca, N.Y. Program on Science, Technology, and Society. SEONS AGENCY National Science Foundation, Washington, D.C. REPOLI NO STS-77-001 PUB DATE Dec 76 GRANT NSF-GY-8325 NOTE 803p.; Contains numerous small print ELES PRICE ME-$1.50 BC-$43.53 Plus Postage. DESCRIPTORS Bibliographies; Curriculum; *Directories; *Higher Education; *Institutions; *Research; Resources; Science Education; *Sciences; *Technology IDENTIFIERS *Science Technology and Society ABSTRACT The information in this volume is derived chiefly from a 1975 national survey of academic activities in the interdisciplinary area of science, technology, and society (STS), a general term meant to encompass such topical designations as science and technology policy, ethics and values in science and technology, science and humanities, technology assessment and forecasting, technology and human affairs, etc. Teaching and research activities are listed for nearly 400 U.S. colleges and universities, including descriptions cf over 2300 courses and over 100 formal programs, institutes, centers, etc. STS-related activities are listed for selected professional organizations, research corporations, government agencies, public interest groups, and foundations. Separate listings of teaching materials, bibliographic resources, and periodicals are alsc included.(Author) **************4*****************************v************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * via the ERIC Document Reproduction Service (EERS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. *********************************************************************** U S DEPARTMENT OF HEALTH, EDUCATION I. WELFARE NATIONAL INSTITUTE OF EDUCATION TlIl OCK UMF. NT HAt,M. IN EEPPO- OW' F I KA( Ti TAS14E f:UIVED FROM IO TIPSON f.)14 04HAN,ZAT,ON or/IGIN A T ,rs. , I 1,,ntI1,, A Ow op,NIONS ST A TI (1O NOT )4F(1AN,I. REPPE. NT 01 I ,1,AL NA T,ONAL ,NST I Ti) TE Or Science, Technology, I Ow Al ION 1.0'o T ION Og4 and Society: A Guidetothe Field Directory of Teaching, Research, and Resources in the U S. Compiled and edited by: EZRA a HEITOWIT JANET EPSTEIN GERALD STEINBERG Program on Science, Technology, and Society CORNELL UNIVERSITY ITHACA, NEW YORK 14853 SCIENCE, TECHNOLOGY, AND SOCIETY: A GUIDE TO THE FIELD Directory of Teaching, Research, and Resources in the U.S. Compiled and Edited by Ezra D. Heitowit Janet Epstein Gerald M. Steinberg Program on Science, Technology, and Society Cornell University 628 Clark Hall Ithaca, NY 14853 DEC 1976 Thi5 materialis based upon research supported by the National Science Foundation under Grant No. GY-8325. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the National Science Foundation. This work has also been.supported by funds from Cornell University derived from foundations and industry. TABLE OF CONTENTS Page Preface How to Use This Guide xi I. Academic Institutions -Academic Institution Code List 2 A. Courses, Colloquia/Lecture Series, Future Plans 29 -Abbreviations used in course listing 30 -Format for course listing 30 B. Course Literature List 171 C. Program Profiles 215 D. Incomplete List of Faculty Research Interests 319 II. Research, Government, and Professional Institutions 379 A. Research Institutes: A Selected List 381 B. Government Agencies: A Selected List 395 C. Professional Organizations: A Selected List 413 D. Public Interest Organizations: A Selected List 433 E. Foundations: A Selected List 441 III. Resources 449 A. Curriculum Materials and Publications Available from 451 Academic Institutions B. Periodicals: A Selected List 485 C. Newsletters and Bulletins: A Selected List 505 D. Recent Bibliographies: A Selected List 515 E. Guide to Resources for Audiovisual Materials: A 523 Selected List F. Resources from Specialized Publishers, Curriculum 531 Projects, and Organizations: A Selected List Course Index 537 Research Index 563 Index to Research, Government, and Professional Institutions 573 PREFACE Teaching and research on the interaction of science and technology with society have been growing rapidly in higher education in recent years. This growth has taken place despite the apparent onset of a period of ausferity and, more significantly,in the absence of a central organizational or intellectual locus. In order to provide a clearer picture of the emergence of an important interdisciplinary area of study, we have undertaken the task of documenting academic activities in "science, technology, and society" (STS), a general term meant to encompass such topical designations as science and technology policy, ethical and human value implications of science and technology, science and humanities, technology assessment and forecasting, tech- nology and human affairs, etc. We have two major objectives in p.roducing this guide. The first is to illustrate the current level of teaching and research activity in the STS area at U.S. colleges and universities, and to indicate educational resources for STS studies available both within and outside the academic community. The second objettive is to facilitate communication and coopera- tion among educators and scholars in the various disciplines and specialties associated with STS studies. The need to establish networks, or "invisible colleges," and to encourage the development of an intellectual framework for the area has been recognized. This volume is designed to aid those colleagues involved in such organizational efforts by providing them with a roster of individuals and groups and their associated scholarly interests. Our Lurvey of STS activities was undertaken in conjunction with an assessment, sponsored by the National Science Foundatidn, of the current state of STS instruction and the need for and availability of curriculum materials. The survey was intended to update and broaden the scope of a similar investigation by the staff of the Science Policy Research Division of the Congressional Research Service (U.S. Congress, 1973). An earlier international survey had also been carried out by UNESCO (1971). Our task was to obtain more detailed information on courses and programs. We were particularly interested in learning what types of teaching materials are used, how programs are conceived and organizad, and which student and faculty constituencies are involved. The information on courses and programs contained in this guide is derived from questionnaires mailed to all colleges and universities in fhe U.S. Forms were mailed to chief academic officers at each institution as well as program directors and many individuals known to our staff to be Involved in STS studies. In order to investigate activities in various professional schools, we augmented our survey by mailing forms to the deans of all U.S. schools of law, medicine, and public health. Despite our aim of thoroughness, we could not realistically hope to receive responses from allinstitutions nor reach all of those involved in STS studies. We have received and include.in this volume information, varying in degree of detail and completeness,on approximately 2300 courses from nearly 400 institutions. Survey findings indicate not onlya rapid growth in the number of STS teaching and research programs during the last tenyears, but increasing diversity as well. Individual courses and formal programs range in,objectives from liberal education to professional +raining, and range in academic orientation from public policy tohumanistic aspects. Given the lack of a commonly accepted definition of STS studies, this diversity gives rise to the problem ofhow to limit the domain of the inventory without being arbitrary. On the one hand, we have adopted a broader conception of STS than just science policy studies. However, we do not find it practical to exhaustively documentcourses in the fields of economics, history, philosophy, politicalscience, or sociology that deal with science and technology,nor do we intend to document those science and engineering courses that marginally includesocietal implica- tions. Yet there are individuals andgroup.s active in studies of the interaction of science and technology withcontemporary society who choose particular disciplinary perspectives,be they historical, philosophical, economic, political,or sociological, and we do attempt to represent these perspectives. Because of the ambiguity in setting boundaries forSTS studies, we decided to err on the side of inclusionwhen editing survey responses at least in deference to respondents who tookthe time required to describe their activities). Furthermore,in order that it serve a wide and diverse audience (faculty,-students, administrators,fouNdations, etc.), we did not want to unnecessarilyrestrict the guide's scope. It must be pointed out, however,that academic and professional activities in certain related fields haverecently been well documented,
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