@article{b98548e7633a436d9c29b3eaa486a5e0,
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",
}