Minor in Science, Technology and Society

About the Minor

The minor in Science, Technology and Society (STS) allows students to explore the cultural, ethical, historical, political, and institutional dimensions of science, medicine, and technology. By taking courses in different disciplines, students develop an interdisciplinary approach that empowers them to critically analyze the social dimensions of science, medicine, and technology. STS programs, also called science and technology studies, are growing in the US and worldwide. The ability to critically identify the values and incentives built into scientific knowledge and technology design and use is highly valued in settings such as health care organizations, government agencies, public policy realms, tech industries, and more.

For more information about this program, visit Drexel's Center for Science, Technology and Society page. All prospective students should meet with an advisor from the College as soon as possible.

Select 6 - 8 classes from the list below, with a minimum of 24 credits. One class must be SCTS 101. At least 2 different subject areas must be represented among these classes. 24.0
Media Anthropology
Visual Anthropology
Digital Culture
Culture and the Environment
Sustainable Built Environment I
Biotechnology for Society
Climate Change and Human Health
New Technologies In Communication
Social Media in Communication
Computer Mediated Communication
Race, Crime, and Justice
Crime and the City
Surveillance, Technology, and the Law
Sex, Violence, & Crime on the Internet
Technology and the Justice System
Literature & Science
Environmental Literature
Science Fiction
Topics in Literature and Medicine
Sustainability: History, Theory and Critic
Technology and Identity
Technology in Historical Perspective
History of Science: Ancient to Medieval
History of Science: Medieval to Enlightenment
History of Science: Enlightenment to Modernity
Technology and the World Community
Global History of Engineering
Technology in American Life
Disaster in Global History
Themes in Global Environmental History
History of Bodies in Science, Technology, and Medicine
Disabilities in History
Transnational History of Science, Technology and Environment
Introduction to the History of Public Health
Symbolic Logic I
Symbolic Logic II
Ethics and Information Technology
Biomedical Ethics
Ethics of Human Enhancement
Environmental Ethics
Environmental Philosophy
Philosophy of Technology
Philosophy of Medicine
Philosophy of Science
Environmental Politics
Technology and Politics
Politics of Environment and Health
The Politics of Food
Science, Technology, & Public Policy
History and Systems of Psychology
Introduction to Science, Technology, and Society
Addiction & Society
Innovation and Social Justice
Artificial Intelligence and Society
Medicine and Society
Sociology of Health and Illness
Global Climate Change
Research Design: Qualitative Methods
Sociology of the Environment
Environmental Movements in America
Environmental Justice
Sociology of Disasters
Politics of Life
Women & Human Rights Worldwide
Total Credits24.0

Writing-Intensive Course Requirements

In order to graduate, all students must pass three writing-intensive courses after their freshman year. Two writing-intensive courses must be in a student's major. The third can be in any discipline. Students are advised to take one writing-intensive class each year, beginning with the sophomore year, and to avoid “clustering” these courses near the end of their matriculation. Transfer students need to meet with an academic advisor to review the number of writing-intensive courses required to graduate.

A "WI" next to a course in this catalog may indicate that this course can fulfill a writing-intensive requirement. For the most up-to-date list of writing-intensive courses being offered, students should check the Writing Intensive Course List at the University Writing Program. Students scheduling their courses can also conduct a search for courses with the attribute "WI" to bring up a list of all writing-intensive courses available that term.

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