History, Philosophy, and Religious Studies

Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/46

History, Philosophy, and Religious Studies is an interdisciplinary department, we offer three majors, tailored major options, and several exciting minors, including a minor in Latin American Studies and a minor in Museum Studies. Internships at historical societies, museums, and Yellowstone are also an important part of the educational experience. Undergraduate students also have opportunities to conduct research and work directly with faculty members on topics ranging from urban coyotes to the Butte mine. The Department hosts both history and philosophy honor societies, as well as a philosophy ethics debate team. Graduate students can pursue innovative MA and PhD degrees in the history of science and technology, environmental history, and the American west.

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2018 - 20202

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Author: search.filters.author.Intemann, Kristen

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    Understanding the Problem of “Hype”: Exaggeration, Values, and Trust in Science
    (Cambridge University Press, 2020-12) Intemann, Kristen
    Several science studies scholars report instances of scientific “hype,” or sensationalized exaggeration, in journal articles, institutional press releases, and science journalism in a variety of fields (e.g., Caulfield and Condit 2012). Yet, how “hype” is being conceived varies. I will argue that hype is best understood as a particular kind of exaggeration, one that explicitly or implicitly exaggerates various positive aspects of science in ways that undermine the goals of science communication in a particular context. This account also makes clear the ways that value judgments play a role in judgments of “hype,” which has implications for detecting and addressing this problem.
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    Absent autonomy: Relational competence and gendered paths to faculty self-determination in the promotion and tenure process
    (2018-09) Skewes, Monica C.; Shanahan, Elizabeth A.; Smith, Jessi L.; Honea, Joy C.; Belou, Rebecca M.; Rushing, Sara; Intemann, Kristen; Handley, Ian M.
    This research examines ways in which men and women university faculty sought self-determination in the promotion and tenure (P&T) process. Self-Determination Theory (SDT; Deci & Ryan, 2012) research tends to view autonomy as the central factor in self-determination, taking priority over other psychological needs of relatedness and competence. The P&T process occurs within a context that inherently limits autonomy, providing a unique opportunity to examine experiences of relatedness and competence when autonomy is constrained. We used a qualitative research strategy with a matched case study design to explore how individuals experience the constructs of SDT (i.e., autonomy, competence, and relatedness) within the P&T process. Our project focuses on faculty in science, technology, engineering, and mathematics (STEM) departments undergoing P&T review at one university. Women faculty in STEM were compared with men faculty at the same rank and in similar departments concurrently going through P&T review. Findings showed that men reported experiencing self-determination via informational competence whereas women approached self-determination through relational competence. Creating a level playing field for faculty navigating the P&T process requires being attuned to different paths to self-determination, fostering relationships between faculty, and clarifying policies and procedures.
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