Dimensions of diversity in engineering: What we can learn from STS

Toluwalogo Odumosu; Sean Ferguson; Rider W. Foley; Kathryn A. Neeley; Caitlin Donahue Wylie; Sharon Tsai Hsuan Ku; Rosalyn W. Berne

Dimensions of diversity in engineering: What we can learn from STS

Toluwalogo Odumosu, Sean Ferguson, Rider W. Foley, Kathryn A. Neeley, Caitlin Donahue Wylie, Sharon Tsai Hsuan Ku, Rosalyn W. Berne

科技與社會研究所

研究成果: Conference article › 同行評審

4 引文斯高帕斯（Scopus）

原文	English
期刊	ASEE Annual Conference and Exposition, Conference Proceedings
卷	2018-June
出版狀態	Published - 23 6月 2018
事件	125th ASEE Annual Conference and Exposition - Salt Lake City, United States 持續時間: 23 6月 2018 → 27 12月 2018

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引用此

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title = "Dimensions of diversity in engineering: What we can learn from STS",

author = "Toluwalogo Odumosu and Sean Ferguson and Foley, {Rider W.} and Neeley, {Kathryn A.} and Wylie, {Caitlin Donahue} and Ku, {Sharon Tsai Hsuan} and Berne, {Rosalyn W.}",

note = "Funding Information: Co-author Ku designed and implemented an STS-informed STEM course curriculu,m {"}Standards in Action: A Global Perspective{"}, which was funded by the National Institute of Standards and Technology (NIST). The curriculum was predicated on the idea that standardization provides for a concrete educational platform to address the epistemic, institutional and socio-cultural dimensions of divrsitey in global technology innovation. Drawing on various STS literatures, the course encourages students to conceptualize “standards” not as a set of neutral, ready-made, “ought-to” mundane rules, but a series of dynamic and constant reinterpretations, reaffirmations, negotiations and materialization of science, law and ethics among heterogeneous stakeholders from various soio-polcitical and geographical regimes. By reckoning with standards, this curriculum brings divrsitey and its practice to the core of technology production, management, and governnea. c Based on an empirical review of the teaching experience and students{\textquoteright} learning results, Ku concludes that Standards education can be utilized as a tangible and reflexive platform to explore the problems and possibilities of global innovatio, dinversity and justice. However, to teach standards as a vehicle for bridging divrsitey anendgne iring epractice reqresua pairadigm shift - novel research frameworks to re-conceptualize standards-in-the-making and standards-in-action within the global innovation framework; innovative pedagogical means to create an interactive classroom and out-of-classroom teaching such as mock panels, gaming, and field trips to increase students{\textquoteright} comprehensions of the multilayr soceio-technical complexities. Finally, cultivating collaborative partnerships between universities and standard development organizations such as the International Organization for Standardization (ISO), ASTM International and the IEEE Standards Organization(IEE E-SA )is necessary to sustain a critical, down-to-earth understanding of diversity and justice in real-world engineering practice.; 125th ASEE Annual Conference and Exposition ; Conference date: 23-06-2018 Through 27-12-2018",

year = "2018",

month = jun,

day = "23",

language = "English",

volume = "2018-June",

journal = "ASEE Annual Conference and Exposition, Conference Proceedings",

issn = "2153-5965",

publisher = "American Society for Engineering Education",

}

TY - JOUR

T1 - Dimensions of diversity in engineering

T2 - 125th ASEE Annual Conference and Exposition

AU - Odumosu, Toluwalogo

AU - Ferguson, Sean

AU - Foley, Rider W.

AU - Neeley, Kathryn A.

AU - Wylie, Caitlin Donahue

AU - Ku, Sharon Tsai Hsuan

AU - Berne, Rosalyn W.

N1 - Funding Information: Co-author Ku designed and implemented an STS-informed STEM course curriculu,m "Standards in Action: A Global Perspective", which was funded by the National Institute of Standards and Technology (NIST). The curriculum was predicated on the idea that standardization provides for a concrete educational platform to address the epistemic, institutional and socio-cultural dimensions of divrsitey in global technology innovation. Drawing on various STS literatures, the course encourages students to conceptualize “standards” not as a set of neutral, ready-made, “ought-to” mundane rules, but a series of dynamic and constant reinterpretations, reaffirmations, negotiations and materialization of science, law and ethics among heterogeneous stakeholders from various soio-polcitical and geographical regimes. By reckoning with standards, this curriculum brings divrsitey and its practice to the core of technology production, management, and governnea. c Based on an empirical review of the teaching experience and students’ learning results, Ku concludes that Standards education can be utilized as a tangible and reflexive platform to explore the problems and possibilities of global innovatio, dinversity and justice. However, to teach standards as a vehicle for bridging divrsitey anendgne iring epractice reqresua pairadigm shift - novel research frameworks to re-conceptualize standards-in-the-making and standards-in-action within the global innovation framework; innovative pedagogical means to create an interactive classroom and out-of-classroom teaching such as mock panels, gaming, and field trips to increase students’ comprehensions of the multilayr soceio-technical complexities. Finally, cultivating collaborative partnerships between universities and standard development organizations such as the International Organization for Standardization (ISO), ASTM International and the IEEE Standards Organization(IEE E-SA )is necessary to sustain a critical, down-to-earth understanding of diversity and justice in real-world engineering practice.

PY - 2018/6/23

Y1 - 2018/6/23

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M3 - Conference article

AN - SCOPUS:85051189540

SN - 2153-5965

VL - 2018-June

JO - ASEE Annual Conference and Exposition, Conference Proceedings

JF - ASEE Annual Conference and Exposition, Conference Proceedings

Y2 - 23 June 2018 through 27 December 2018

ER -