The impact of engineered products is a topic of increasing concern in society. The impact of a product can fall into the categories of economic, environmental, or social impact; the last category is defined as the effect of a product on the daily lives of people. Design teams lack sufficient tools to help improve the impact of products and understand the impact of products at scale in society. This dissertation aims to provide insight and methods for improving the social, environmental, and economic impact of engineered products. The majority of the research focuses on the prediction of product impacts on society, which requires a sociotechnical approach with models that contain aspects of the product and society. This begins with the introduction of an agent-based modeling approach to predict how changes to a design will ultimately impact society. Chapter 3 performs a systematic review of the literature to identify common challenges in product social impact modeling, identifies ways to mitigate the challenges, and provides a general process to create product impact models. Guidance on a general modeling process is essential to enable the widespread use of predictive impact models in engineering design. Chapter 4, provides guidance on creating sociotechnical models using primary survey data and machine learning for impact prediction using a case study of improved cookstoves in Uganda. Chapter 5 presents a method for incorporating environmental impacts, using life cycle assessment and agent-based modeling to properly scale impacts from the functional unit level to the societal level. A limitation of life cycle assessment in the early phases of product design is the difficulty of scaling impacts from the functional unit level to the population level. Using agent-based modeling together with life cycle assessment enables an understanding of the number of functional units required at the population level; allowing for the quantification of the total population-level impact. There are often trade-offs in the social, environmental, and economic sustainability space. To characterize these sustainability trade-offs, Chapter 6 illustrates the modeling of social, environmental, and economic impacts of a product and how to quantify the product sustainability trade-space. Chapter 7, presents work on identifying quantitative factors for selecting engineering global development project locations based on the potential for social impact. Finally, Chapter 8 provides the general contributions of this work, identifies limitations, and provides direction for future work. The research presented in this dissertation is a step toward a future where predictive modeling of the social, environmental, and economic impacts of products is commonplace in engineering design.

Those working in Engineering for Global Development seek to improve the conditions in developing countries. A common metric for understanding the development state of a given country is the Human Development Index (HDI), which focuses on three dimensions: health, education, and income. An engineer’s expertise does not always align with any of those dimensions directly, while they still hope to perform impactful work for human development. To discover other areas of expertise that are highly associated with the HDI, correlations and variable selection were performed between all World Development Indicators and the HDI. The resultant associations are presented according to industry sector for a straightforward connection to engineering expertise. The associated areas of expertise can be used during opportunity development as surrogates for focusing on the HDI dimensions themselves. The data analysis shows that work related to "Trade, Transportation, and Utilities", such as electricity distribution, and exports or imports, "Natural Resources and Mining", such as energy resources, agriculture or access to clean water, and "Manufacturing", in general, are most commonly associated with improvements in the HDI in developing countries. Also, because the associations were discovered at country-level, they direct where geographically particular areas of expertise have been historically associated with improving HDI.

abstract: ABSTRACT While attempting to provide real world experiences in STEM, educators face numerous challenges including adhering to curriculum requirements and working with potentially limited resources. The purpose of this action research study was to examine how the addition of authentic learning modules to the existing University of Arizona Middle School Engineering 101 (UA MS engineering 101) unit on energy efficiency can provide students with real world experiences as active participants. During an instructional workshop, participating teachers were introduced to strategies they use in their classroom so students could engage with individuals from both inside and outside of the school to create solutions for energy issues the students have identified within their own schools. This study used a series of observations, interviews, and focus groups with the teacher participants to gather data in determining how and in what ways students were able to obtain real world experiences as active participants through the authentic learning modules. Because there are numerous teachers within the UA MS engineering 101 group, a future goal was to assist these additional teachers in providing this innovation to their students. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2016

<p>Teacher talk is a powerful pedagogical tool in the science classroom. Educators use their talk to provide information, guide discussions, check for understanding, and develop students' scientific identities. However, few researchers have investigated how teachers use their talk during an integrated science, technology, engineering, and math (STEM) unit. This three-study dissertation investigates how teachers use their talk to introduce a new discipline to students and how their talk affects student learning and engagement during an integrated STEM unit. I designed these research studies to answer the overall question: What talk moves do teachers use during an integrated STEM unit, and how does the teacher talk affect student engagement and learning? Study 1 is a multiple case study investigating how teachers guide classroom discussions and how that teacher talk affects student learning during the integrated STEM unit. Results demonstrate the importance of teachers carefully balancing dialogic discussions and providing information during these instructional units. Study 2 is an interpretative qualitative study that investigates how a teacher's autonomy-supportive and/or suppressive talk affects student engagement during the integrated unit. Results show that each student responded differently to the teacher talk that occurred in the classroom. While some became more engaged when the teacher used autonomy-supportive talk, others became disengaged during the same type of talk. Study 3 is a multiple case study investigating the talk moves teachers use when integrating engineering concepts in the curriculum. Results show that the two teachers requested student participation in the conversation about engineering more during the first lesson of the unit than the last. In addition, only one of the two teachers in this study incorporated talk about engineering into the science lessons. The last chapter of this dissertation synthesizes the data from all three studies. This chapter identifies some common themes across the studies, including the complex nature of teacher talk, the influence of non-talk factors, and the importance of dialogic discussion. This chapter also identifies some implications for teaching, including the need to restructure the curriculum units and to coach teachers during their first implementation of an integrated STEM unit.</p>

This dissertation collects principles and insights from various sources related to design for the developing world. These principles and insights form part of the foundation that can guide other engineers working in this area. The sources are the published literature, practitioners, non-governmental organizations, and our own field studies. From the engineering literature, we identified nine principles to guide engineers as they design poverty alleviating products for developing communities. Each principle is articulated, supporting literature is described, an in-depth example from the literature is given, followed by suggestions for how the principle can be applied to day-to-day engineering activities. Next, the work from engineering practitioners is studied. Information from various field reports was analyzed, a list of seven common pitfalls was derived, and the Design for the Developing World Canvas is introduced. This tool is similar to a Business Model Canvas, but it focuses on the product development process rather than the development of a business model. The Design for the Developing World Canvas can be used by design teams to facilitate discussions and make decisions that will allowthem to avoid the common pitfalls identified. A case study is then shared from a non-governmental organization called WHOlives.org about their experience with the Village Drill, a human-powered machine that digs boreholes for water wells. The case study outlines the development of the drill, a timeline of its implementation in 15 countries across three continents, specific values related to cashflows of the organization, and a conservative estimate of their impact in developing communities. A study of our original research conducting field studies using a technique called ethnography is then shared. This study was conducted in four countries on four continents and shows the impact of various conditions on the ability of the design team to collect information that is useful for making product development decisions. The conditions in this study include cultural familiarity, language fluency, gender and age of the respondent, information source type, use of prototypes, and others. The results can guide design teams as they make decisions about who to include on the design team, which projects to pursue, and how to conduct their own field studies. Lastly, conclusions related to design for the developing world are made based on the work presented and potential areas of future work are outlined.

Evaluating the social impacts of engineered products, or effects products have on the daily lives of individuals, is critical to ensuring that products are having positive impacts while avoiding negative impacts and to learning how to improve product designs for a more positive social impact. One approach to quantifying a product's social impact is to use social impact indicators that combine user data in a meaningful way to give insight into the current social condition of an individual or population. However, determining social impact indicators relative to engineered products and individuals in developing countries can be difficult when there is a large geographical distance between the users of a product and those designing them and since many conventional methods of user data collection require direct human interaction with or observation of users of a product. This means user data may only be collected at a single instance in time and infrequently due to the large human resources and cost associated with obtaining them. Alternatively, internet-connected, remote data collection devices paired with deep learning models can provide an effective way to use in-situ sensors to collect data required to calculate social impact indicators remotely, continuously, and less expensively than other methods. This research has identified key principles that can enable researchers, designers, and practitioners to avoid pitfalls and challenges that could be encountered at various stages of the process of using remote sensor devices and deep learning to evaluate social impact indicators of products in developing countries. Chapter 2 introduces a framework that outlines how low-fidelity user data often obtainable using remote sensors or digital technology can be collected and correlated with high-fidelity, infrequently collected user data to enable continuous, remote monitoring of engineered products using deep learning. An example application of this framework demonstrates how it can be used to collect data for calculating several social impact indicators related to water hand pumps in Uganda during a 4 day study. Chapter 3 builds on the framework established in Chapter 2 to provide principles for enabling insights when engaging in long-term deployment of using in-situ sensors and deep learning to monitor the social impact indicators of products in developing countries. These principles were identified while using this approach to monitor the social impact indicators of a water hand pump in Uganda over a 5 month data collection period. Chapter 4 provides principles for successfully developing remote data collection devices used to collect user data for determining social impact indicators. A design tool called the "Social Impact Sensor Canvas" is provided to guide device development along with a discussion of the key decisions, critical questions, common options, and considerations that should be addressed during each stage of device development to increase the likelihood of success. Lastly, Chapter 5 discusses the conclusions made possible through this research along with proposed future work.

nombre croissant de dispositifs informatiques par le biais de technologies réseaux sans fil basées ou non sur des infrastructures (WLAN, Bluetooth, GSM, GPRS, UMTS). Une des problématiques majeures de l'informatique diffuse est de faire communiquer de façon dynamique, spontanée et transparente ces différents dispositifs entre eux indépendamment de leurs hétérogénéités matérielle et logicielle. Les intergiciels ont été introduits dans cet objectif, cependant étant donné leur diversité, une nouvelle source d'hétérogénéité de plus haut niveau apparaît, notamment au niveau de leur protocole d'interaction. Actuellement, deux méthodes permettent de résoudre ces incompatibilités : la substitution et la traduction de protocoles. La première requiert la conception de nouveaux intergiciels capables de s'adapter en fonction de leur environnement d'exécution afin de résoudre dynamiquement l'hétérogénéité des intergiciels existants. L'avantage de cette méthode est de fournir une interopérabilité dynamique. En revanche, son inconvénient est d'être non transparente : elle crée une nouvelle source d'hétérogénéité entre ces nouveaux intergiciels, et nécessite de développer des applications qui leur sont spécifiques. La seconde méthode, quant à elle, est transparente : elle ne requiert ni la conception de nouveaux intergiciels, ni le développement de nouvelles applications. Cependant, elle reste statique et planifiée contrairement à la précédente méthode. Dans le contexte de l'informatique diffuse, ces deux méthodes sont complémentaires. Notre contribution consiste à combiner ces deux approches. A l'aide des langages de processus, nous proposons, dans un premier temps, une spécification formelle de notre solution qui permet de résoudre l'hétérogénéité des intergiciels quels que soient la spécificité de leurs caractéristiques, de leurs protocoles et de leurs technologies. Dans un second temps, nous présentons deux systèmes, basés sur cette spécification, conçus pour résoudre : (i) les incompatibilités des protocoles de découverte de services, (ii) les incompatibilités des protocoles de communication. Leur particularité est d'assurer une interopérabilité dynamique et transparente sans requérir de modifications des applications et des intergiciels existants. A partir de nos différentes expérimentations, il apparaît que le surcoût de cette solution pour résoudre les incompatibilités de protocoles est raisonnable.

[pt] Nos últimos anos, foi desenvolvido um número significativo de sistemas autoadaptativos (i.e.: sistemas capazes de saber o que está acontecendo sobre si mesmo e que, consequentemente, implementam parcialmente a qualidade de consciência). A literatura tem pesquisado extensivamente o uso da engenharia de requisitos orientada a metas e o uso da arquitetura de referência MAPE (Monitor-Analyze-Plan-Execute) para o desenvolvimento de sistemas autoadaptativos. Entretanto, construir tais sistemas com base em estratégias de referência não é trivial, podendo resultar em problemas estruturais que impactam negativamente alguns atributos de qualidade do produto final (e.g.: reusabilidade, modularidade, modificabilidade e entendibilidade). Neste contexto, estratégias de reengenharia para a reorganização de tais sistemas são pouco exploradas, limitando-se a recuperar e a reestruturar a lógica da adaptação em modelos de baixo nível. Esta prática mantém a dificuldade do tratamento da qualidade de consciência como um requisito não funcional (RNF) de primeira classe, impactando diretamente na seleção da arquite-tura e implementação do sistema. Nossa pesquisa visa mitigar esse problema atra-vés de uma estratégia de reengenharia de sistemas autoadaptativos, centrada no RNF de consciência de software, com vistas a auxiliar na remoção de alguns problemas recorrentes na implementação do MAPE conforme a literatura. A estratégia de reengenharia está organizada em quatro subprocessos: (A) recuperar a intencio-nalidade do sistema com ênfase em suas metas de consciência, gerando um modelo de metas AS-IS; (B) especificar o modelo de metas TO-BE reutilizando um conjunto de SRconstructs para operacionalizar o RNF de consciência de software conforme o padrão MAPE; (C) redesenhar o sistema revisando as operacionalizações de consciência e selecionando as tecnologias para implementar o MAPE, e; (D) finalmente, reimplementar o sistema conforme nova estrutura, adicionando metainformações de código para manter a rastreabilidade para o mecanismo de autoadaptação visando facilitar novas evoluções. O escopo da nossa pesquisa são sistemas autoadaptativos orientados a objetos (OO), utilizando o framework i como linguagem para os modelos orientados a metas. Nossos resultados de avaliações em sistemas auto-adaptativos OO desenvolvidos em Java para dispositivos móveis com Android demonstram que a estratégia auxilia no realinhamento do sistema com as boas práticas recomendadas pela literatura facilitando futuras evoluções. / [en] In recent years, a significant number of self-adaptive systems (i.e.: systems capable of knowing what is happening about themselves, and consequently partially implementing the quality of awareness) have been developed. The literature has extensively researched the use of goal oriented requirements engineering and the use of the MAPE (Monitor-Analyze-Plan-Execute) reference architecture for the development of self-adaptive systems. However, building such systems based on reference strategies is not trivial, it can result in structural problems that negatively impact some quality attributes of the final product (e.g.: reusability, modularity, modifiability and understandability). In this context, reengineering strategies for the reorganization of such systems are poor explored, and they are limited to recovering and restructuring the logic of adaptation in low-level models. This approach keeps the difficulty of treating the awareness quality as a first-class non-functional re-quirement (NFR) directly affecting architecture selection and implementation of the system. Our research aims to mitigate this problem through a strategy of reengi-neering self-adaptive systems, centered on software awareness as an NFR. This strategy will assist in the removal of some recurring problems in the implementation of MAPE according to the literature. The reengineering strategy is organized into four sub-processes: (A) recover the intentionality of the system with an emphasis on its awareness goals, generating an AS-IS goal model; (B) specify the TO-BE goal model by reusing a set of SRconstructs to operationalize the software awareness NFR according to the MAPE standard; (C) redesign the system by reviewing the operationalizations of awareness and selecting the technologies to implement the MAPE, and; (D) finally, reimplement the system according to a new structure, add-ing code metadata to maintain traceability for the self-adaptation mechanism in or-der to facilitate new evolutions. The scope of our research is object-oriented (OO) self-adaptive systems using the i framework as a language for goal-oriented models. Our results of evaluations, for OO self-adaptive systems developed in Java for mobile devices with Android, show that the strategy helps in realigning the system with the best practices recommended by the, facilitating future developments.

Every product has economic, environmental, and social impacts whether or not those impacts are explicitly considered. These impacts affect society and are an important part of engineering design. "Triple Bottom Line Sustainability" focuses on economic, environmental, and social sustainability and has become an important goal for those designing products. Economic considerations are an established part of the engineering design process. Environmental considerations are increasingly being considered in design including the development of design standards and widely used methodologies. Social impact considerations, however, lack the standardization and wide inclusion of economic and environmental considerations. This results in reduced and unbalanced consideration of social impacts compared to economic and environmental impacts. Improved consideration of social impacts in engineered products would benefit society in many areas of life. While many tools and methodologies for assessing social impact exist and are used in the social science and development fields, these tools are not broadly used in the engineering community. Some reasons these methods are not more standardly practiced include designers not being aware of the methods, methods not being widely applicable or adaptable, methods being too complicated or time intensive to use, or methods not being useful in product development processes. The purpose of this research is to classify and organize design tools for social impact and create methods that fill holes in the social impact design tool space. The classification and organization is done through the classification of 374 papers in the EGD literature along several dimensions including method purpose, industry sector, social impacts considered, sustainable development goals, paper setting, and data inputs required. This will increase awareness of available methods and help designers find relevant research to aid them. Additionally, this research describes two methods developed by the author to fill specific gaps identified in the literature.

A partir de 1948 la société palestinienne est déstabilisée suite à la guerre qui voit la perte de la Palestine historique. La grande majorité des Palestiniens se retrouve dispersée dans les pays de la région et au-delà de la Méditerranée. Aussi l'élite ancienne construite à partir de fondements religieux, familiaux ou de richesses foncières se retrouve elle aussi expulsée de ses terres. Elle perd donc ses positions de privilèges, désemparée et désorientée, elle ne reviendra plus jamais au devant de la scène nationale palestinienne. Ce sont les hommes qui dirigeront la lutte pour la récupération de la Palestine de 1948, ensuite et à partir de 1967 contre l'occupation de la Cisjordanie et de la bande de Gaza (partie de la Palestine historique) d'abord sous forme de lutte armée ensuite par la diplomatie et la politique de négociations, qui deviennent les nouvelles figures sur la scène politique palestinienne. Ils sont originaires non de l'ancienne bourgeoisie religieuse et familiale mais de la classe moyenne des villes et des zones rurales qui vont recruter dans les camps de réfugiés les futurs combattants. Ce sont les nouveaux dirigeants. C'est un processus qui a commencé dès la moitié des années 1960 pour se consolider avec la création de partis et mouvements palestiniens opérant dans les divers pays d'accueil de la région. Cette nouvelle élite se conforme aux changements et aléas de la diplomatie internationale et d'un rapport de force inégal face à Israël tout au long du conflit israélo-palestinien. Pour comprendre l'évolution des élites palestiniennes il fallait donc adopter l'approche historique des événements et faits marquants touchant le peuple palestinien depuis 1948 jusqu'à l'après-Oslo (1993) ; vingt ans d'Autorité Nationale Palestinienne caractérisée par une souveraineté limitée aux principales villes de la Cisjordanie et de la bande de Gaza, au contraire de ce qu'avaient stipulé les Accords de 1993 : ceux-ci devaient progresser vers le statut définitif des Territoires occupés en 1967. C'est dans ces territoires occupés depuis 1967, en Cisjordanie et dans la bande de Gaza, que se situe donc notre terrain de recherche. À partir de 1993 les dirigeants rapatriés de l'exil formant les membres dirigeants de l'Autorité nationale, vont favoriser les initiatives de palestiniens, en particulier, les figures proéminentes des villes, dans la création d'établissements universitaires. Ceci est entrepris non seulement pour répondre aux besoins d'éducation d'une population jeune dans un acte de résilience face à l'occupation, mais aussi pour répondre aux exigences du projet de construction des institutions du futur Etat à l'intérieur des Territoires de 1967. De nouvelles compétences, de nouveaux savoir-faire devenaient nécessaires dans cette nouvelle situation du post-Oslo où, en parallèle à la lutte politique, l'enseignement supérieur devenait un enjeu vital pour l'existence de la société palestinienne dont l'ambition est d'avoir une place à part entière parmi les nations modernes du monde. D'autres figures émergeront à partir de ces universités pour former une nouvelle et différente élite qui gouvernera dans un contexte de règles démocratiques où le pouvoir ne sera pas exclusivement dans la main de quelques dirigeants. L'OLP, dès 1990, va créer une Université pour tous, l'Université Ouverte Al-Quds (l'UOQ), se basant sur le mode ouvert et à distance. C'était un choix devenu urgent pour surmonter les difficultés et les entraves qu'imposait l'occupation. L'UOQ connaîtra un grand succès comme en témoigne le nombre grossissant de ses inscrits dans un contexte de tension. Plus tard et malgré son offre limitée dans les disciplines d'études, elle va attirer les jeunes à la recherche d'un métier, les adultes pour poursuivre des études inachevées, les femmes pour la proximité de ses centres d'études. / Starting from 1948 the Palestinian society is destabilized by the war which saw the loss of historic Palestine. The vast majority of Palestinians are scattered in the countries of the region and beyond the Mediterranean. The old elite originating from religious, family or land ownership backgrounds lost also all its possessions and, consequently, all its influential positions. Helpless and disoriented, this elite will never return to the forefront of the Palestinian national scene. It is the men who lead the struggle for the recovery of Palestine of 1948, and then, from 1967 onwards, against the occupation of the West Bank and the Gaza Strip (part of historic Palestine), first in an armed struggle then through diplomacy and political negotiations, who become the new figures of the Palestinian political scene under the umbrella of the Palestine Liberation Organization, the PLO. They come from outside the well-known religious families and the Palestinian bourgeoisie, but rather from the middle class of towns or from rural areas who will recruit in the refugee camps the future fighters. These are the new leaders. It is a process that began in the mid-1960s and was progressively consolidated through the creation of Palestinian parties and movements operating in various host countries in the region. This new elite adapts itself to the changes and vagaries of international diplomacy and to an imbalance of power against Israel throughout the years of the Israeli-Palestinian conflict. In order to understand the process of the forming of Palestinian elites it was necessary to adopt the approach of historical events and facts related to the Palestinian people since 1948 until the post-Oslo (1993). The last twenty years saw a Palestinian National Authority characterized by sovereignty limited to the main cities of the West Bank and Gaza strip, contrary to what had been stipulated in the Oslo Agreements of 1993 : these were to lead to a final settlement concerning the status of the Territories occupied in 1967. The focus of our research is therefore the society in the West Bank and the Gaza Strip. Starting from 1993, the leaders returning from exile and who formed the ruling members of the National Authority supported the initiatives of Palestinians, in particular, the prominent figures of the cities, in the creation and development of academic establishments and universities as a way not only to meet with the need of education of the young in a resiliency act to face occupation, but also to respond to the demands of building the future State institutions inside the 1967 lines. New skills, new competences were required in this new phase of the post-Oslo evolution where, along the political struggle, higher education became vital to the existence of the Palestinian society who ambitions to have a full-fledged position among the modern states of the world. Other new figures will arise from these universities to form a new, different elite in a context of democracy rules where power will not be exclusively in the hands of a few rulers. The PLO in 1990, had created a University for all, the al-Quds Open University (QOU), based on the mode of open and distance learning. This was a choice made urgent by the restrictions and the obstacles imposed by the occupying forces. QOU became particularly attractive as evidenced by the large numbers of its registered students and as the situation grew more tense. Later on and despite its limited offer of study disciplines it drew students needing to secure job, adults wanting to pursue unfinished studies, women who found it easy to access the University study centers.