Not Remote

Excellent written and oral communication skills.

Modern science is increasingly faced with sometimes controversial public debates surrounding its societal applications. Genetically modified organisms, artificial intelligence, and new gene editing tools like CRISPR are just a few examples.
COVID-19 has been a powerful illustration of how difficult it is to inform urgent policy choices for public health with emerging science that changes over time, and how unprepared many democratic societies are for agreeing on difficult trade-offs between economic well-being, public health, and serving all members of society.

This undergraduate-level course explores emerging technologies at the intersection of science, media, and society. How do we all form opinions about emerging technologies we know little about? Why are we as a society sometimes so divided in our interpretations of scientific facts and phenomena? What role do legacy and microtargeted media play in shaping public debates? And ultimately, how can we better communicate and debate science in society?

Lectures and discussions in LSC 251 take a closer look at the social, market, and cultural factors shaping the science-public interface, the communication processes among different stakeholders (players in the policy arena, industry, scientists, journalists, and lay publics), and the impacts that these dynamics have on societal debates surrounding science and technology.

The course also explores practical implications for different aspects of science and technology studies, such as science journalism, marketing, new (information) technologies, political aspects of emerging technologies, scientific literacy, etc.

Duties:
Assist with all course-related activities, including designing and implementing in- class activities twice a week; setup and maintain Canvas platform; grade assignments; administer, and systematically evaluate peer assessments; maintain pertinent class databases using SPSS other statistical software; analyze, curve, and report on relevant grading data.


Required Training:

LSC Departmental TA training, CALS New Educator Orientation, and Graduate Assistants Equity Workshops (for new TAs). TAs who are international students may also be required to enroll in ESL 370: International Teaching Assistant Training.

N/A

Equal Employment Opportunity Statement:

UW-Madison is an Equal Employment, Equal Access Employer committed to increasing the diversity of our workforce.

Institutional Statement on Diversity:

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals.

The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background-people who as students, faculty, and staff serve Wisconsin and the world.

For more information on diversity and inclusion on campus, please visit: diversity.wisc.edu

Accommodation Statement:

If you need to request an accommodation because of a disability, you can find information about how to make a request at the following website:https://employeedisabilities.wisc.edu/disability-accommodation-information-for-applicants/