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This dissertation explores the megamachine, a prominent metaphor in American humanist and philosopher of technology, Lewis Mumford's Myth of the Machine series. The term refers critically to dynamic, regimented human capacities that drive scientific and technical innovation in society. Mumford's view of the nature of collectives focuses on qualities and patterns that emerge from the behavior of groups, societies, systems, and ecologies. It is my aim to reenergize key concepts about collective capacities drawn from Lewis Mumford's critique of historical and modern sociotechnical arrangements. I investigate the possibility of accessing those capacities through improved design for Technology Assessment (TA), formal practices that engage experts and lay citizens in the evaluation of complex scientific and technical issues.
I analyze the components of Mumford's megamachine and align key concerns in two pivotal works that characterize the impact of collective capacities on society: Bruno Latour's Pasteurization of France (1988) and Elias Canetti's Crowds and Power (1962). As I create a model of collective capacities in the sociotechnical according to the parameters of Mumford's megamachine, I rehabilitate two established ideas about the behavior of crowds and about the undue influence of technological systems on human behavior. I depart from Mumford's tactics and those of Canetti and Latour and propose a novel focus for STS on "sociotechnical crowds" as a meaningful unit of social measure. I make clear that Mumford's critique of the sociotechnical status quo still informs the conditions for innovation today.
Using mixed mode qualitative methods in two types of empirical field studies, I then investigate how a focus on the characteristics and components of collective human capacities in sociotechnical systems can affect the design and performance of TA. I propose a new model of TA, Emergent Technology Assessment (ETA), which includes greater public participation and recognizes the interrelationship among experience, affect and the material in mediating the innovation process. The resulting model -- the "soft" megamachine --introduces new strategies to build capacity for responsible innovation in society.
I analyze the components of Mumford's megamachine and align key concerns in two pivotal works that characterize the impact of collective capacities on society: Bruno Latour's Pasteurization of France (1988) and Elias Canetti's Crowds and Power (1962). As I create a model of collective capacities in the sociotechnical according to the parameters of Mumford's megamachine, I rehabilitate two established ideas about the behavior of crowds and about the undue influence of technological systems on human behavior. I depart from Mumford's tactics and those of Canetti and Latour and propose a novel focus for STS on "sociotechnical crowds" as a meaningful unit of social measure. I make clear that Mumford's critique of the sociotechnical status quo still informs the conditions for innovation today.
Using mixed mode qualitative methods in two types of empirical field studies, I then investigate how a focus on the characteristics and components of collective human capacities in sociotechnical systems can affect the design and performance of TA. I propose a new model of TA, Emergent Technology Assessment (ETA), which includes greater public participation and recognizes the interrelationship among experience, affect and the material in mediating the innovation process. The resulting model -- the "soft" megamachine --introduces new strategies to build capacity for responsible innovation in society.
ContributorsGano, Gretchen (Author) / Guston, David (Thesis advisor) / Miller, Clark (Thesis advisor) / Selin, Cynthia (Committee member) / Wetmore, Jameson (Committee member) / Arizona State University (Publisher)
Created2014
Description
This dissertation explores the functional purpose of imagination as it is enacted in the context of shaping large transitions in sociotechnical systems. Large sociotechnical systems undergoing profound transitions embody instantiations where societies experience profound changes in the ‘rules of the game’ that underpin the conduct of daily life. The forms of imagination that guide these transformations, known in the political theory literature as ‘imaginaries,’ play a profound yet undertheorized role in transition of sociotechnical systems from one configuration to another. Expanding on this relationship, the study draws on three case studies of energy systems change in the United States during 20th and 21st century. Each case study explores unique element of how actors at a variety of levels – transnational governance, regional electrification, and in-home energy marketing – define and the possibilities for ideal human and technological action and interaction through a transition. These actors defining the parameters of a new form of systems operation and configuration are as equally focused on defining how these new configurations shape fundamental ideas that underpin American democratic sensibility. Moreover, in the process of articulating a new configuration of energy and society – be that in terms of managing global resource flows or the automation of energy use in a residential home – questions of what makes an ideal member of a society are interlinked with new contractual relationships between energy producers and energy users. Transitions research could and should pay greater attention to the normative commitments emergent systems actors – as it is in these commitments we can chart pathways to redefine the parameters that underpin emergent transitions.
ContributorsTidwell, Abraham (Author) / Miller, Clark (Thesis advisor) / Adamson, Joni (Committee member) / Ellison, Karin (Committee member) / Richter, Jennifer (Committee member) / Smith, Jessica (Committee member) / Arizona State University (Publisher)
Created2018
Description
The Energiewende aims to drastically reduce Germany’s greenhouse gas emissions, without relying on nuclear power, while maintaining a secure and affordable energy supply. Since 2000 the country’s renewable-energy share has increased exponentially, accounting in 2017 for over a third of Germany's gross electricity consumption. This unprecedented achievement is the result of policies, tools, and institutional arrangements intended to steer society to a low-carbon economy. Despite its resounding success in renewable-energy deployment, the Energiewende is not on track to meet its decarbonization goals. Energiewende rules and regulations have generated numerous undesired consequences, and have cost much more than anticipated, a burden borne primarily by energy consumers. Why has the Energiewende not only made energy more expensive, but also failed to bring Germany closer to its decarbonization goals? I analyzed the Energiewende as a complex socio-technical system, examining its legal framework and analyzing the consequences of successive regulations; identifying major political and energy players and the factors that motivated them to pursue socio-technical change; and documenting the political trends and events in which the Energiewende is rooted and which continue to shape it. I analyzed the dynamics and the loopholes that created barriers to transition, pushed the utility sector to the brink of dissolution, and led to such undesirable outcomes as negative wholesale prices and forced exports of electricity to Germany’s European neighbors. Thirty high-level energy experts and stakeholders were interviewed to find out how the best-informed members of German society perceive the Energiewende. Surprisingly, although they were highly critical of the way the transition has unfolded, most were convinced that the transition would eventually succeed. But their definitions of success did not always depend on achieving carbon-mitigation targets. Indeed, Germany jeopardizes the achievement of these targets by changing too many policy and institutional variables at too fast a pace. Good intentions and commitment are not enough to create economies based on intermittent energy sources: they will also require intensive grid expansion and breakthroughs in storage technology. The Energiewende demonstrates starkly that collective action driven by robust political consensus is not sufficient for steering complex socio-technical systems in desired directions.
ContributorsSturm, Christine (Author) / Sarewitz, Daniel (Thesis advisor) / Miller, Clark (Committee member) / Anderies, John (Committee member) / Hirt, Paul (Committee member) / Arizona State University (Publisher)
Created2018
Description
The purpose of this action research study was to explore the impact instructional choices had on student participation in the classroom learning environment, growth of knowledge in social studies, and self-efficacy in the learning process. The instructional choices implemented through a flipped learning instructional approach were designed to target motivation and participation in the learning process via individualized student-learning opportunities. This action research study was conducted to compare the effectiveness of collaborative student-centered learning environments to traditional instructional style learning environments. This study provided students with opportunities to analyze, think critically of, and apply studied content in a Participation in Government course to their personal lives through experiential out-of-class assignments and collaborative hands-on in-class activities. The theoretical foundations for this study include social cognitive theory, theory of self-efficacy, and social constructivism. Participants included 32 high school seniors from the High School of Fashion Industries in New York, NY. Participants completed a pre-/post-self-efficacy survey, pre/posttest measuring their knowledge of government, and several short interviews. Eight participants, four from the Treatment group and four from the Control group, completed a semi-structured interview at the conclusion of the study. Results showed participants experienced an increase in self-efficacy and participation in the learning process. Participants from the Treatment group outperformed the participants from the Control group with regards to knowledge of government. In the discussion, outcomes related to the theoretical frameworks and the problem of practice were discussed. Finally, limitations and a discussion regarding future iterations of the action research in a larger context were outlined.
ContributorsLazarus, Sean F (Author) / Dorn, Sherman (Thesis advisor) / McArthur Harris, Lauren (Committee member) / Ewing, Kris (Committee member) / Arizona State University (Publisher)
Created2018
Description
This quasi-experimental, concurrent, mixed method, action research study sought to evaluate how an elective 1-credit course informed by mindfulness and culturally sustaining pedagogy influenced honors students’ academic self-efficacy, self-compassion, and their meaning-making about what it means to be an honors student. Theoretical perspectives and research guiding the study included: academic self-efficacy, culturally sustaining pedagogy, mindfulness, and third space. Drawing from these perspectives, the 9-week Creative Compassion course utilized poetry and rap as a way to enact culturally sustaining pedagogy and also as a vehicle for students to practice mindfulness. Findings from quantitative data from pre- and post- surveys of a treatment and control population, as well as qualitative data (open-ended survey questions, focus groups, and student artifacts) from the treatment population are presented here. This study revealed the following: practices informed by culturally sustaining pedagogy positively impacted students’ mindfulness, these same practices allowed for the creation of a third space within the classroom, and improving student self-compassion should be an increased priority. Additional implications for research and practice are also presented.
ContributorsBillbe, Sasha (Author) / McArthur Harris, Lauren (Thesis advisor) / Golden, Amy (Committee member) / Watrous, Lisa (Committee member) / Arizona State University (Publisher)
Created2019
Description
ABSTRACT
Over the past decades, there has been growth in student academic success programs in institutions of higher learning. However, with this growth instructors in these programs have not always been prepared to teach courses focused on supporting student academic success. The purpose of this study was to understand the role that mentoring plays in the performance of new faculty in the Success Courses department at Arizona State University. The guiding questions of the study examined the degree to which mentoring affected instructors’ efficacy in implementing the core tenets of the Success Courses Department and the features of the mentoring program that new instructors found useful. I used an action research, mixed method approach with focus groups, interviews, and surveys serving as data collection tools. The participants in the study were new department faculty mentees who taught for the Success Courses department at ASU in the fall of 2018. The quantitative data suggested that the faculty mentoring program helped new instructors improve their understanding of their students and the classroom environment. The qualitative findings indicated that faculty mentoring provided overall support, enhanced preparedness to deliver course content, created opportunities for professional growth and development, and supported positive relationships and collaboration. The faculty mentoring program enhanced the development of relationships between mentors and mentees, which is important for assisting new instructors as they seek to address individual challenges related to their teaching practices.
Over the past decades, there has been growth in student academic success programs in institutions of higher learning. However, with this growth instructors in these programs have not always been prepared to teach courses focused on supporting student academic success. The purpose of this study was to understand the role that mentoring plays in the performance of new faculty in the Success Courses department at Arizona State University. The guiding questions of the study examined the degree to which mentoring affected instructors’ efficacy in implementing the core tenets of the Success Courses Department and the features of the mentoring program that new instructors found useful. I used an action research, mixed method approach with focus groups, interviews, and surveys serving as data collection tools. The participants in the study were new department faculty mentees who taught for the Success Courses department at ASU in the fall of 2018. The quantitative data suggested that the faculty mentoring program helped new instructors improve their understanding of their students and the classroom environment. The qualitative findings indicated that faculty mentoring provided overall support, enhanced preparedness to deliver course content, created opportunities for professional growth and development, and supported positive relationships and collaboration. The faculty mentoring program enhanced the development of relationships between mentors and mentees, which is important for assisting new instructors as they seek to address individual challenges related to their teaching practices.
ContributorsAtkins, Allison (Author) / McArthur Harris, Lauren (Thesis advisor) / Rhoden, Stuart (Committee member) / Kaplan, Matthew (Committee member) / Arizona State University (Publisher)
Created2019
Description
The purpose of the Inclusive Instruction Program (IIP) action research study was to explore the potential relationship between a new professional development cluster and general education teacher self-efficacy in supporting students with special needs. The IIP was designed to address teacher areas of needs as identified in a prior cycle of action research. During the needs assessment cycle, teachers suggested that they needed help with differentiation, behavior management, collaboration, and progress monitoring. As a result of this information, the IIP study workshops were developed around these topics. The study was grounded in a constructivist framework with aspects of self-efficacy and sensemaking theories being explored. The literature review includes studies centered on professional development for teachers in special education related topics. The IIP study participants included 11 fourth through sixth grade general education teachers. Participants completed a presurvey, attended four workshops over the course of six weeks, and completed a postsurvey. Before each workshop participants wrote journal reflections, and after each of the workshops participants completed feedback forms. Six of the 11 study participants were randomly selected to complete 30-minute individual interviews. The results of the study indicated that providing participants with professional development in special education related topics did increase their self-efficacy. Additionally, study findings revealed that participants made sense of their professional learning with individual reflection and collaboration with peers and administration to further discuss and integrate into their individual practice.
ContributorsOchonogor, Emerald (Author) / McArthur Harris, Lauren (Thesis advisor) / Rotheram-Fuller, Erin (Committee member) / Teyechea McNeil, Nicole (Committee member) / Arizona State University (Publisher)
Created2019
Description
Is nuclear power sustainable when compared to other energy sources? A truly sustainable energy source provides an environmental benefit, minimizes costs to consumers both socially and economically, and continues to do so in both the short and the long term. Taking the zero-carbon nature of nuclear generation as its net environmental benefit, this paper the evaluates the economic and social costs of nuclear power to determine if nuclear power's reputation as "unsustainable" is warranted. The sustainability of nuclear power is evaluated in two main categories. The first part focuses on the economics of nuclear power. There are many preconceived notions regarding nuclear power and its associated industry. This section addresses those notions to determine their validity given recent data. The prevalent types of nuclear plants across the U.S., the economics of the stages of nuclear energy production, and its competitiveness relative to other energy sources are addressed, culminating in an evaluation of its modern economic attractiveness as well as its future economic viability. A sustainability assessment would not be complete without addressing the social costs of an energy source, as a sustainable source must be both economically and socially viable. If it can be established that nuclear power can provide energy at lower rates and at a lower cost in terms of externalities, then it would be considered truly sustainable. To investigate those externalities, the second part of the analysis focuses on the human costs associated with the various stages of nuclear energy production. Those costs are then compared to those of alternatives sources of power, and selected case studies are examined to illustrate the ultimate risks associated with nuclear power operations. By quantifying these aspects and comparing the results to alternatives in the field, a better understanding of nuclear energy technology and its potential is achieved. The reader can then ascertain whether nuclear power's reputation as being "unsustainable" is, or is not, a reputation it deserves.
ContributorsRudolph, Alexander James (Author) / Miller, Clark (Thesis director) / Richter, Jennifer (Committee member) / School of Sustainability (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
With the new independence of adulthood, college students are a group susceptible to adopting unsupported, if not harmful, health practices. A survey of Arizona State University undergraduate students (N=200) was conducted to evaluate supplement use, trust in information sources, and beliefs about supplement regulation. Of those who reported using supplements, college students most frequently received information from friends and family. STEM majors in fields unrelated to health who were taking a supplement were found to be less likely to receive information about the supplement from a medical practitioner than those in health fields or those in non-STEM majors (-26.9%, p=0.018). STEM majors in health-related fields were 15.0% more likely to treat colds and/or cold symptoms with research-supported methods identified from reliable sources, while non-health STEM and non-STEM majors were more likely to take unsupported cold treatments (p=0.010). Surveyed students, regardless of major, also stated they would trust a medical practitioner for supplement advice above other sources (88.0%), and the majority expressed a belief that dietary supplements are approved/regulated by the government (59.8%).
ContributorsPerez, Jacob Tanner (Author) / Hendrickson, Kirstin (Thesis director) / Lefler, Scott (Committee member) / College of Liberal Arts and Sciences (Contributor) / School of Molecular Sciences (Contributor) / Department of Physics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
ContributorsChandler, N. Kayla (Author) / Neisewander, Janet (Thesis director) / Sanabria, Federico (Committee member) / Olive, M. Foster (Committee member) / Barrett, The Honors College (Contributor) / College of Liberal Arts and Sciences (Contributor)
Created2013-05