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Abstract This case study describes an experimental initiative at James Madison University funded by a National Science Foundation grant in Fall 2021 that aimed to support interdisciplinary collaborative pedagogical development related to Science, Technology, and Society (STS) with a particular focus on ethics and justice. The case study argues that creating infrastructure to cultivate and sustain small teaching communities of practice that include faculty from humanities, social sciences, and STEM fields, can support the challenging and necessary work of developing integrated STS-informed pedagogies across the curriculum. A flexible framework is examined through multiple lenses, including perspectives from each faculty participant, representing teaching departments of Biology, World Languages & Cultures, Integrated Science and Technology/Biotechnology, Justice Studies/Disability Studies, and Integrated Science and Technology/Public Interest Technology and Science. Authors provide key insights about what enables and sustains an interdisciplinary community of practice. 

This research article is a collaborative set of reflections and provocations stemming from the National Science Foundation (NSF) funded workshop on STS as a Critical Pedagogy, hosted online during the summer of 2021 by Shannon N. Conley and Emily York at James Madison University. The workshop occurred over four separate sessions, bringing together forty participants (including six undergraduate students who contributed as both facilitators and research assistants). Participants self-organized into panels, leading the workshop collective to engage a host of questions, challenges, methods, and practices related to STS and critical pedagogy. Questions included the following. What characterizes critical STS pedagogies? How are critical STS pedagogies enabled and constrained by our institutional and disciplinary locations? What makes STS pedagogies travel? How might we imagine STS pedagogies otherwise? How do our pedagogies shape our research and engagement in the world? How might we critically interrogate the boundaries between research, teaching, service, and engagement, and what becomes visible when we do so?