DIGITAL SYMPOSIUM REGISTRATION: Teaching the Middle Ages and Renaissance to STEM Students

The digital symposium, Teaching the Middle Ages and Renaissance to STEM Students, on December 4, 2023, now has a full slate of fascinating papers, and you can listen to the symposium papers and participate in the event for free, if you register to receive the Zoom link on our website.

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Symposium Schedule:

Bodies of Knowledge (9am-10am)

• “An Omni-Crisis at the Intersection of Disciplines: Teaching the Black Death to STEM and Humanities Students,” Monica H. Green, Fellow, Medieval Academy of America, Independent Scholar

• “Medieval Disability Studies and STEM Education,” Kisha G. Tracy, Fitchburg State University

• “Teaching Contagion: Medieval to Early Modern,” Andreea Boboc, University of the Pacific

Generating Interest (10am-11am)

• “Speaking Their Language: Communication Across Disciplines in the Classroom Proposal for Teaching the Middle Ages and Renaissance to STEM Students,” Alice Wolff, Cornell University

• “Interest-Based Learning in Medieval History Courses: The Passion Project,” Juliana Viezure, Georgia Institute of Technology

• “Sharing a Sanitized Joan of Arc in a Fortune 100 Tech Company,” Scott Manning, Independent Scholar

Visualizing the Past (11:30pm-12:45 pm)

• “Fail Backwards: Bridging STEM and Medieval Studies through Critical Game Design,” Kevin Moberly, Old Dominion University & Brent Moberly, Independent Scholar,

• “‘Remember, remember, the fifth of November’: A Proposal for Reacting to the Past: The Gunpowder Plot,” Dan Mills, Georgia Institute of Technology

• “Teaching Vikings: Walking the Line between Passion and Problem,” Eric Shane Bryan, Missouri University of Science and Technology

• “Teaching Shakespeare and Early Modern Colonialism Through Data Visualization Tools,” Emiliano Gutierrez-Popoca, Georgia Institute of Technology

Teaching Tools (12:45pm-2:00pm)

• “Teaching the Premodern with Tech Tools,” Ken Mondschein, Massachusetts Historical Swordsmanship

• “Making the Premodern Past Meaningful to Engineering Students: Observations from Five Years of Teaching at Colorado School of Mines,” Eliza Buhrer, Colorado School of Mines

• “Estranged Reading Practices for Metacognitive Growth: Using Renaissance Texts in STEM-Focused Academic Writing Classes,” Dori Coblentz, Georgia Institute of Technology

• “Construction History/Design History,” Brian Bowen, Georgia Institute of Technology