abstract: Three dilemmas plague governance of scientific research and technological innovation: the dilemma of orientation, the dilemma of legitimacy, and the dilemma of control. The dilemma of orientation risks innovation heedless of long-term implications. The dilemma of legitimacy grapples with delegation of authority in democracies, often at the expense of broader public interest. The dilemma of control poses that the undesirable implications of new technologies are hard to grasp, yet once grasped, all too difficult to remedy. That humanity has innovated itself into the sustainability crisis is a prime manifestation of these dilemmas. Responsible innovation (RI), with foci on anticipation, inclusion, reflection, coordination, and adaptation, aims to mitigate dilemmas of orientation, legitimacy, and control. The aspiration of RI is to bend the processes of technology development toward more just, sustainable, and societally desirable outcomes. Despite the potential for fruitful interaction across RI’s constitutive domains—sustainability science and social studies of science and technology—most sustainability scientists under-theorize the sociopolitical dimensions of technological systems and most science and technology scholars hesitate to take a normative, solutions-oriented stance. Efforts to advance RI, although notable, entail one-off projects that do not lend themselves to comparative analysis for learning. In this dissertation, I offer an intervention research framework to aid systematic study of intentional programs of change to advance responsible innovation. Two empirical studies demonstrate the framework in application. An evaluation of Science Outside the Lab presents a program to help early-career scientists and engineers understand the complexities of science policy. An evaluation of a Community Engagement Workshop presents a program to help engineers better look beyond technology, listen to and learn from people, and empower communities. Each program is efficacious in helping scientists and engineers more thoughtfully engage with mediators of science and technology governance dilemmas: Science Outside the Lab in revealing the dilemmas of orientation and legitimacy; Community Engagement Workshop in offering reflexive and inclusive approaches to control. As part of a larger intervention research portfolio, these and other projects hold promise for aiding governance of science and technology through responsible innovation. / Dissertation/Thesis / Doctoral Dissertation Sustainability 2016

abstract: This study sought the lived and told stories of Native American women working in engineering and technology so that their voices may be heard in engineering education scholarship and challenge assumptions surrounding universal understandings of what it means to be a minority woman in science, technology, engineering, and mathematics (STEM). The study was directed by two research questions: (1) What are the lived and told stories of Native women in engineering and technology who are leading initiatives to improve their Native communities and (2) How do Native women’s understandings of their identities influence their work and acts of leadership? The study employed narrative inquiry as the methodological framework and was guided by theoretical frameworks of identities as constructed, multiple, and intersectional (Crenshaw, 1989; Tajfel & Turner, 1979), hybridity, and “third spaces” (Bhabha, 2012). The inquiry was also informed by feminist theories of Native scholars (Green, 1983; Kidwell, 1978) and engineering education (Beddoes & Borrego, 2011; Riley, Pawley, Tucker, & Catalano, 2009). The narrative analysis presented three narratives, based upon interviews, field notes, observations, and documents: (1) the story of a Navajo woman working within a large technical corporation (Jaemie); (2) the story of an Akimel O’odham-Mexican woman working within a tribally-owned technical business (Mia); and (3) the story of a Navajo woman growing her own technical business (Catherine). The narratives revealed a series of impactful transitions that enabled Jaemie, Mia, and Catherine to work and lead in engineering and technology. The transitions revolved around themes of becoming professionals, encountering and overcoming hardship, seeking to connect and contribute to Natives through work, leading change for their Native communities, and advancing their professional selves and their Native communities. Across the transitions, a transformation emerged from cultural navigation to leadership for the creation of new hybrid spaces that represented innovative sites of opportunity for Native communities. The strength of the Native spaces enabled Jaemie, Mia, and Catherine to leverage their identities as Native women within the global context of engineering and technology. The narratives denote the power of story by contributing the depth and richness of lived realities in engineering and technology. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2016

abstract: One of the primary objective in a computer science related course is for students to be able to write programs implementing the concepts covered in that course. In educational psychology, however, learning gains are more commonly measured using recall or problem solving questions. While these types of questions are relevant to computer science exams, they do not necessarily reflect a student’s ability to apply concepts by writing an original program to solve a novel problem. This thesis investigates the effectiveness of including questions within instructional multimedia content to improve student performance on a related programming assignment. Similar techniques have proven effective in educational psychology research using other measures. The objective of this thesis is to apply educational techniques used in other domains to an experiment with real world measures of students in a computer science course. The findings of this paper demonstrate that the techniques used were promising in improving student performance on a programming assignment. / Dissertation/Thesis / Masters Thesis Computer Science 2016

abstract: The 21st century will be the site of numerous changes in education systems in response to a rapidly evolving technological environment where existing skill sets and career structures may cease to exist or, at the very least, change dramatically. Likewise, the nature of work will also change to become more automated and more technologically intensive across all sectors, from food service to scientific research. Simply having technical expertise or the ability to process and retain facts will in no way guarantee success in higher education or a satisfying career. Instead, the future will value those educated in a way that encourages collaboration with technology, critical thinking, creativity, clear communication skills, and strong lifelong learning strategies. These changes pose a challenge for higher education’s promise of employability and success post-graduation. Addressing how to prepare students for a technologically uncertain future is challenging. One possible model for education to prepare students for the future of work can be found within the Maker Movement. However, it is not fully understood what parts of this movement are most meaningful to implement in education more broadly, and higher education in particular. Through the qualitative analysis of nearly 160 interviews of adult makers, young makers and young makers’ parents, this dissertation unpacks how makers are learning, what they are learning, and how these qualities are applicable to education goals and the future of work in the 21st century. This research demonstrates that makers are learning valuable skills to prepare them for the future of work in the 21st century. Makers are learning communication skills, technical skills in fabrication and design, and developing lifelong learning strategies that will help prepare them for life in an increasingly technologically integrated future. This work discusses what aspects of the Maker Movement are most important for integration into higher education. / Dissertation/Thesis / Doctoral Dissertation Human and Social Dimensions of Science and Technology 2017

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-06-12T17:40:20Z No. of bitstreams: 1 TeseVRAP.pdf: 5750058 bytes, checksum: 3efc60bbc18d8e9f995a052e4c217570 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-06-27T19:22:33Z (GMT) No. of bitstreams: 1 TeseVRAP.pdf: 5750058 bytes, checksum: 3efc60bbc18d8e9f995a052e4c217570 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-06-27T19:22:41Z (GMT) No. of bitstreams: 1 TeseVRAP.pdf: 5750058 bytes, checksum: 3efc60bbc18d8e9f995a052e4c217570 (MD5) / Made available in DSpace on 2017-06-27T19:26:49Z (GMT). No. of bitstreams: 1 TeseVRAP.pdf: 5750058 bytes, checksum: 3efc60bbc18d8e9f995a052e4c217570 (MD5) Previous issue date: 2017-02-14 / Não recebi financiamento / The National Curricular Guidelines (DCN) for engineering courses in Brazil point to a generalist, humanistic, critical and reflexive formation. However, several obstacles are found in the search for a teaching that provides a broader view of engineering, among them the lack of interdisciplinary activities that can associate issues of specific for- mation with the social context. Thus, this work has as main objective to make a qualita- tive analysis, in the form of a case study, on the implementation of Simulated Negotia- tion Forums as a didactic strategy that can contribute to engineers ́ formation in the country, as proposed by the curricular guidelines. The theoretical foundations involve authors of the STS (Science, Technology and Society) field of research, pursuing ideas such as Reflexive Modernity, Risk Society, Actor-Network Theory, sociotechnical con- troversies and the Social Construction of Technology. Data collection for the research was carried out in a private institution in the State of São Paulo in two stages, in the first semester of 2014 and in the second semester of 2015, with an engineering class. As a way to obtain students ́ engagement, some activities with a STS approach were pro- posed. Toulmin's theory of invariable argument structures was used to set standards in the forum discussions that were held by students representing sectors of society. The results indicated that, for the group investigated, the Simulated Negotiation Forums provided opportunities for the active participation of students in the teaching and learn- ing process, going beyond the specific contents of each area of engineering that are cov- ered by traditional disciplines. In addition, this didactic strategy involved debate around controversial socio-technical situations, teamwork and interdisciplinary aspects. In this way, it was possible to illuminate other areas of professional performance of the engi- neer to act critically and reflexively in the contemporary world, and the STS field of studies was able to offer important contributions, whose perceptions of students en- gaged in research support this view. / As Diretrizes Curriculares Nacionais (DCN) para os cursos de engenharia no Brasil apontam para uma formação generalista, humanista, crítica e reflexiva. Entretanto, di- versos obstáculos são encontrados em busca de um ensino que proporcione essa visão mais ampla da Engenharia, dentre eles a falta de atividades interdisciplinares que pos- sam associar questões da formação específica com o contexto social. Assim, este traba- lho tem como principal objetivo fazer uma análise qualitativa, na forma de estudo de caso, sobre a implantação de Fóruns de Negociações Simulados, como uma estratégia didática que possa contribuir para a formação de engenheiros no país, conforme propõe as diretrizes curriculares. Os fundamentos teóricos envolvem autores do campo de estu- dos CTS (Ciência, Tecnologia e Sociedade), perseguindo ideias como a Modernidade Reflexiva, Sociedade de Risco, Teoria Ator-Rede, controvérsias sociotécnicas e a Cons- trução Social da Tecnologia. A coleta de dados para a pesquisa ocorreu em uma institui- ção privada do interior do Estado de São Paulo em duas etapas, no primeiro semestre de 2014 e no segundo semestre de 2015, com uma turma de engenharia do período diurno. Como forma de obter o engajamento dos estudantes algumas atividades com enfoque CTS foram propostas. A teoria de Toulmin sobre estruturas invariáveis dos argumentos foi utilizada para estabelecer padrões nos debates propiciados pelos fóruns, que foram realizados pelos estudantes ao representarem setores da sociedade. Os resultados indica- ram que, para a turma investigada, os Fóruns de Negociações Simulados propiciaram oportunidades para a participação ativa dos estudantes no processo de ensino e aprendi- zagem, indo além dos conteúdos específicos de cada área da Engenharia, abordados nas disciplinas tradicionais. A estratégia didática envolveu debate em torno de situações sociotécnicas controversas, trabalho em equipe e aspectos interdisciplinares. Dessa for- ma, foi possível iluminar outras áreas de atuação profissional do engenheiro para atuar de forma crítica e reflexiva no mundo contemporâneo, sendo que o campo de estudos CTS pôde oferecer importantes contribuições, cujas percepções dos estudantes engaja- dos na pesquisa dão respaldo à essa visão.

Durante muito tempo o cerne de muitos processos de ensino e aprendizagem têm sido o “aprender a aprender”. As mudanças têm sido a característica mais estável ao longo dos tempos e é necessário adequar o processo de ensino e aprendizagem, para desenvolver profissionais melhores. O mercado atual provoca uma valorização de profissionais diferenciados, a aplicação de certas técnicas de gestão moderna exige competências específicas, e estas devem ser estimuladas no ambiente formal de aprendizagem (sala de aula). Nesse trabalho a incorporação da Teoria das Inteligências Múltiplas às estratégias de ensino aula: expositiva, seminário e projeto, dentro do curso de engenharia, tem como objetivo refletir sobre novas possibilidades de ensino que auxiliará o processo de aprendizagem e o desenvolvimento de características pessoais e técnicas necessárias ao profissional em formação. / For a long time the heartwood of the learning and teaching process has been “how people can learn how to learn”. Nowadays, the changing process due to economy globalization a high competitive imposed by social changes leads to some adjustments on the learning and teaching process. The stock option available has to be fulfilled by professional with specific and nonconventional capabilities. The present paper deals with those aspects, concerning the engineering teaching process and the new exigencies of performance, and introduces the Multiples Intelligences Theory into the higher education. The Multiples Intelligences Theory is one of the available tools to revitalize the engineering teaching situation by been incorporated into the teaching methods: expositive class, seminars and project, on behalf of the learning process and to the development of personal and technical capability needed by the professional been formed.

O cenário atual, para as empresas de manufatura, é marcado por mudanças no comportamento dos clientes, competidores e fornecedores de uma empresa. Tais mudanças exigem um esforço contínuo para a manutenção da competitividade, fazendo assim com que as empresas busquem implementar ações de melhorias e novas tecnologias. Porém, a simples adoção e implementação de uma ação de melhoria não garante a competitividade da empresa. É preciso, também, preocupar-se com elemento primordial na implantação e absorção de tais ações - o homem, capacitando-se com conhecimentos que o auxiliem no processo de decisão. Tal processo de capacitação acontece, em grande parte, na formação do profissional pelas Universidades. Todavia, nota-se que a educação em engenharia, ainda atua sob as formas tradicionais de ensino, não acompanhando as mudanças que ocorrem e preparando um profissional para uma realidade passada, diferente da atual. Tal situação apresenta a possibilidade de se investir em propostas de ensino e aprendizagem. Esse trabalho apresenta uma proposta para o ensino e aprendizagem dos conceitos de Gestão da Produção por meio do uso de Modelos de Referência. / The actual scenario, for the manufacturing enterprises is marked for great changes in customers, competitors and suppliers behavior of an enterprise. Those changes require a continuous effort to keep the competitiveness, making, by this way, that the enterprise look toward to implement new technologies and improvement actions. However, just the implementation of an improvement action cannot guarantee the enterprise competitiveness. It is also necessary to give attention for the main element involved in the implementation absorption of such action - the human, giving him the knowledge to assist in a decision process. This qualification process, happen, mostly in the professional education done by the Universities. However, it can be realized, that the engineering education still working with the traditional education forrns, and do not follow the happening changes, preparing, with this, a professional for an past reality, different from the actual one. This situation shows the possibility to invest in new teaching and learning proposals. This work presents a proposal for the teaching/learning process for the Production Management concepts using, for this, a Reference Model.

Frente a um mundo globalizado e em profundas transformações, as organizações estão se adaptando a novas situações que exigem velocidade e agilidade, sendo que o trabalho em equipe é uma das principais configurações funcionais que permitem tal adaptação. Diante deste contexto, a educação deve preparar-se para atender tal exigência, privilegiando o trabalho em equipe. Assim, este trabalho propõe a utilização de técnicas de aprendizagem cooperativa em sala de aula como ferramentas educacionais que atendem tais exigências. / Facing up to globalization and a deeply changing world, the organizations have to quickly adapt to new situations in which speed and agility are absolutely necessary, and teamwork is one of the structural configurations that permits this. Due to these changes, the educational field must prepare itself for this new scenario and has to emphasize teamwork in the classroom. This study proposes the Cooperative Learning techniques as important educational tools to be used to prepare the student to his future professional life.

O modelo tradicional, em vigor no ensino em engenharia, tem se mostrado inadequado ao atual perfil esperado do profissional. Dessa forma, alguns poucos docentes têm procurado por maneiras de ensinar que prepare o engenheiro para o atual contexto e têm se empenhado em implementar em suas disciplinas o método Aprendizagem Baseada em Problemas (Problem Based Learning - PBL), visando proporcionar melhoria ao ensino em engenharia. No entanto, esses professores não têm em sua formação o preparo necessário para exercer a docência e, em geral, se espelham nas práticas dos professores que tiveram durante sua formação escolar e profissional. Neste sentido, o presente estudo tem por objetivo identificar competências docentes para o ensino por meio do método PBL, no papel de facilitador. A pesquisa envolveu quatro professores de engenharia de duas universidades públicas dos estados de São Paulo e Bahia. Os dados foram coletados por intermédio de entrevistas com três dos participantes e da observação de aulas de outro participante que foram registradas na forma de anotações de campo. Para analisar os dados foi usada a técnica análise de conteúdo temática. Os resultados da pesquisa qualitativa apontam a existência de competências no papel de facilitador, bem como de competências gerais de ensino. Além disso, indicam a necessidade do desenvolvimento e aperfeiçoamento de importantes competências, tanto pedagógicas, quanto associadas ao método PBL no papel de facilitador. Para competências relativas o PBL foi indicado maneiras de como desenvolver ou aperfeiçoá-las para o ensino como forma de proporcionar melhorias à qualidade do ensino e da aprendizagem em engenharia. A pesquisa, ainda, aponta caminhos na direção de pesquisas futuras. / The traditional model in effect in the engineering education has proved inappropriate to the current profile expected of the professional. In this way, few professors have been looking for ways teaching to prepare the engineer for the current context and they have tried to implement the method Problem Based Leaning (PBL) in their disciplines aiming to provide a better education in engineering. However, these professors have no training in their preparation needed to pursue teaching practice and, in general, their practices are reflected in the practices of teachers who they had during their schooling and professional training. In this sense, this study aims to identify teaching skills for teaching through the PBL method in the role of facilitator. The research involved four engineering professors from two public universities in the states of São Paulo and Bahia. Data were collected through interviews with three participants and classroom observation of another participant that were recorded as field notes. To analyze the data we used the technique of thematic content analysis. The survey results indicate the existence of qualitative competences in the role of PBL facilitator and as well as competences regard to teaching. They also indicate the need for the development and improvement of both important competences to teach, as associated with the PBL method in the role of facilitator as a way to provide improvements to the quality of teaching and learning in engineering. For those competences related to PBL was indicated ways of developing or improving to the teaching to promote the quality of teaching and learning engineering education. The research also points out ways toward future research.

The demands on engineering professional in the knowledge society do not correspond to those of the last century and to meet them, the engineering education practices must adapt. The accelerated technological evolution and fast change on social and economic contexts corroborate the importance of two key competences in the engineering professions, critical thinking and creativity. The objective of this work is to promote through the comprehension of individual assessment role, techniques and tools the development of both competences in the context of engineering. To promote individual assessment practices that allow such development, this work began with the bibliographic review of education theories, competence development, motivation, engineering demand and assessment theories. With a deeper understanding of these concepts, a discussion on the main practices that can add value to engineering education and the development of critical thinking and creativity in this context. As a research result strategies are proposed to incorporate these practices in engineering courses, taking into account both the objectives of education processes as well as constraints such as time limitations for preparations and activities execution, the size of classrooms, infrastructure and task availability. / As demandas da sociedade de conhecimento sobre os profissionais de engenharia são bastante diferentes daquelas presentes no século passado, para atende-las a educação em engenharia deve se adaptar. A acelerada evolução tecnológica e rápida mudança em contextos sociais e econômicos reforça a importância de duas competências que são chave nas profissões de engenharia, pensamento crítico e criatividade. O objetivo deste trabalho é promover através da compreensão do papel e da utilização de técnicas e ferramentas de avaliações individuais o desenvolvimento de ambas competências no contexto de engenharia. Para promover práticas de avaliação individual que permitam tal desenvolvimento, este trabalho se iniciou com revisões bibliográficas dos principais conceitos relacionados às teorias de educação, desenvolvimento de competências, motivação, demandas de engenharia e teorias de avaliação. Com uma compreensão mais profunda sobre estes conceitos inicia-se uma discussão das principais práticas que possam agregar valor à educação em engenharia e ao desenvolvimento de pensamento crítico e criatividade neste contexto. Como resultado de pesquisa são propostas estratégias para incorporar práticas em cursos de engenharia, considerando tanto os objetivos do processo educacional como limitações como tempo para preparação e aplicação de atividades, tamanhos de sala de aula, infraestrutura e disponibilidade de tarefas.