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Two sets of concerns have motivated and sustained the research in my dissertation. First, modern ideas of technology and engineering have been over-represented by their dominant forms: that technology is all about progress and the more advanced "high" technology and that engineering chiefly concerns quantity, efficiency, problem-solving, and "better" machines. Second, these potent values in technology and engineering, as a conceptual whole, tend to reinforce each other and create conditions conducive to its sociocultural reproduction that discounts and subjugates viable alternative practices. My dissertation draws on both historical and philosophical approaches to the question of technology and engineering. My historical-linguistic study looks for the historical meanings of the two words—technology and engineering–in connection with their modern counterparts and discusses the social values and conditions that shaped the dynamics of their early development to understand and deconstruct their modern dominant representation. The analysis of ancient writings locates precedent for dominant engineering practice in ancient siege engines and military engineering, where qualities such as quantity, power, superiority, and ingenuity reinforced each other at the critical times of high-stakes siege warfare. I demonstrate how these interlocking qualities became the ideological basis for an enduring historical-conceptual structure of the dominant ideas of engineering that, despite strikingly different social contexts, continues to the present and limits the diversity of knowledge and participants. Returning back to the present, I develop a philosophical critique of contemporary engineering as "technology of technology," in that modern dominant engineering practice becomes technically provincial yet socially ambitious for our personal and institutional technical practice. In this process, certain practices in engineering, including communication, ethical reasoning, empathy, etc., have been marginalized and become what I call the "subjugated technical practice." By identifying the specific criteria and values that systematically discount and exclude the subjugated technical practice in different aspects, my analysis highlights and validates the latter's extraordinary qualities that contribute no less significantly to the success of engineering practice. Finally, to explore the possibilities of substantive policy changes, I propose theory and practice under the heading of "critical reflexive technology" and call for radical changes and critical participation from within and beyond engineering. Doctor of Philosophy The dissertation is an interdisciplinary project seeking to critique and engage with contemporary engineering practice that predominantly emphasizes certain values—such as quantity, efficiency, problem-solving, and "better" machines—and narrows the diversity of knowledge and participants. Toward this end, my research has two parts: one that concerns the genesis and perpetuation of the dominant ideas of engineering in history and the other that is grounded in the philosophical critique of contemporary engineering practice. My historical analysis carries out etymological studies of words and uncovers the social context that has shaped their meanings since antiquity. Whereas technology, in the sense of Ancient Greek techne, denotes effective means toward an end that is diverse in scope with many possibilities, the idea of engineering has drawn from the concepts of engines and machines and connoted a tendency for means and goals that can be evaluated more or less quantitatively. Emphasis on quantity varied in degree and was not universal. Still, it was most conspicuous in the ancient writing of military engineering on siege engines, when numbers were correlated with the ideas of power, superiority, and ingenuity at the critical times of high-stakes siege warfare. I argue that while these ideas of engineering initially claimed precedence in the context of military conflicts and war engines, they coalesced into an integrated value system and became the ideological basis for the narrowed concepts of modern engineering. My philosophical critique of modern engineering characterizes it as a negative instance of "technology of technology," in that widespread practice in engineering becomes technically provincial yet socially ambitious for our personal and institutional technical practice. In this process, certain practices in engineering, including communication, ethical reasoning, empathy, etc., have been marginalized and become what I call the "subjugated technical practice." By identifying the criteria and values that render the subjugated technical practice irrelevant and undesirable in engineering, my analysis calls attention to the latter's extraordinary qualities that contribute no less significantly to the success of engineering practice. Finally, to explore the possibilities of substantive policy changes, I propose theory and practice under the heading of "critical reflexive technology" and call for radical changes and critical participation from within and beyond engineering.

This dissertation is a study of groundwork in Engaged Science, Technology, and Society (STS) research. Engaged STS scholars reframe STS knowledge and move it beyond the traditional scope and boundaries of the field. They use various methods such as critical participation, making and doing, situated interventions, and experimentation to critically engage with their fields of study. These scholars have evaluated their work within the context of the disciplinary outsider, described their use of high-level pragmatic frameworks, and used the arts to bring critical social issues to the public eye. Yet, when I decided to use STS engagement methods to bring visibility to the lesser-known communities in the Bradley Department of Electrical and Computer Engineering (ECE) at Virginia Tech, I found a lack of work documenting the groundwork and experience of engagement. I could not locate groundwork regarding negotiation, designing the most appropriate intervention, collaboration strategies, or confronting my fears and doubts about being in the field. Therefore, in this dissertation, I identify and examine my engagement experience in three interventions within the ECE department to bring visibility to the groundwork of STS engagement. The limited-series podcast Engineering Visibility was a platform to bring visibility to the less dominant communities in the ECE department. Highlighting the experiences of women in engineering, the first-generation student, inclusion and diversity, and the non-traditional student fostered a shared identity and sense of belonging within the ECE department. On the ground, this project examined the need to protect participants' visibility through invisibility. Interventionist Protectivity conceptualizes how I combined trust, accountability, and social awareness to protect my participants' from social scrutiny. The second project was a seminar titled "Expand Your ECE Career." The seminar exposed students to a "broader range of careers" by challenging the traditional ideas of success. The seminar featured four ECE alumni with successful careers in law, finance, and fashion entrepreneurship. Additionally, this intervention pointed out the inadequacies of traditional forms of project assessment. I describe how I measured intervention success through other assessment methods such as "assessment per mobility." The last project was a data-driven white paper that translated the care work of the undergraduate academic career advisors and framed it to be understood by the ECE faculty. The care work done by the academic advisors was underappreciated in its connection to undergraduate student success. On the ground, I discussed the importance of identifying the advisors and the faculty's social construction to create an intervention that translated the advisors' work to be valued by the faculty. Lastly, I conclude with a discussion summarizing the overall lessons learned from the three interventions and discussing my experience of engagement. My engaged STS experience is discussed through my framing of the concept of self-confrontation and the work of avoiding the term of STS being deemed as useful. Doctor of Philosophy This dissertation is a study of groundwork in engaged Science, Technology, and Society (STS) research. Recent advances such as critical participation, making and doing, and situated intervention are reframing boundaries between knowledge and action in STS, offering scholars new approaches for improving scientific and technological communities. When I attempted to utilize these theories and methods in a culture change project, however, I found a lack of scholarship documenting the experience of engagement. How does one design the most appropriate intervention? What strategies are required to collaborate and negotiate? How do engaged scholars confront their fears and doubts in their communities and concerning the knowledge they bring back to STS? These groundwork questions confront both novice and seasoned STS scholars and are crucial to successful engaged scholarship, but they rarely are documented and analyzed. Utilizing a matters-of-care framework and self-reflective methods, I describe how and why I sought to change the culture of a large engineering department by making visible unseen and sometimes under-appreciated stakeholders. To do so, I created three interventions: a limited-series podcast to showcase the diversity of experiences in the department, an alternative-career seminar to redefine what counted as success in engineering, and a data-driven white paper to showcase the indispensable care work of academic advisors. I analyzed these projects' construction, application, and outcomes to highlight the complexities and significance of groundwork for STS engagement.

This dissertation examines the debates and discourses surrounding the Korean Astronaut Program (KAP) using the concepts of sociotechnical imaginaries, sociotechnical vanguards, and the construction of expertise. Based on documentary analysis and oral interviews, this research considers KAP as an example of how the visions of sociotechnical vanguards conflict and their failure to construct a unified sociotechnical imaginary. Furthermore, it contends that the expertization of the Korean astronaut failed because of the public openness of KAP. KAP was proposed by the Ministry of Science and Technology (MOST) and run by the Korea Aerospace Research Institute (KARI). These two sociotechnical vanguards, MOST and KARI, provided different visions to the Korean public sphere, which already ascribed to its own image of an astronaut. MOST imagined the future Korea as a science-loving nation in which especially the next generations would have a strong interest in science and technology. Thus, MOST defined KAP as a science popularizing program and the Korean astronaut as a science popularizer. However, imagining a better Korea with better science and technology, KARI defined KAP as a research program that would lead to human space flight technology and considered the Korean astronaut a space expert. However, in the Korean public sphere, the widely shared expectation was a better Korea with a Korean heroic astronaut, because having a hero similar to that in other countries could position Korea on par with other advanced countries. These three visions conflicted in Korean society during KAP, and none of them succeeded in becoming the dominant sociotechnical imaginary. This elicited severe criticism of KAP and the Korean astronaut. KAP was also a good example of expertization with public openness. Credibility is the most important part of modern scientific practice. Without credibility, scientific experts cannot exercise their authority. Credibility rests on social markers such as academic degrees, track records, and institutional affiliation. However, these social markers are not suddenly assigned to an expert, who spends much time and effort attaining them. Rather, experts are made in a continuous process of improvement. Therefore, this research focuses on the process through which a person becomes an expert in emerging science and proposes the new terminology: expertization. Usually, the expertization process is hidden behind a public image. People do not know how experts obtain social markers, despite believing that these verify expertise. However, when the expertization process open to the public, it could be easily destroyed. KARI tried to position the Korean astronaut as a space expert. The first Korean astronaut did not become an expert overnight, but emerged as such to the Korean public through a selection process, training, and spaceflight. However, unlike other expertization, all steps comprising KAP were broadcast, and the expertization of Dr. Soyeon Yi, the first Korean astronaut, was open to the public. Consequently, her expertise was questioned each time the public found an element that did not satisfy their expectations. This research also clarifies the meaning of gender in emerging science. Dr. Soyeon Yi became the first Korean astronaut before any Korean male. In this way, KAP provided an important meaning to women in science, especially in the field of emerging science, which is usually dominated by males. Through these discussions, this research expands the application of sociotechnical imaginary and expert studies. It also enhances understanding of these discourses in Korean society, and stimulates discussions of the negative consequences of research programs. Doctor of Philosophy In April 2008, the first Korean Astronaut, Dr. Soyeon Yi, was launched to the International Space Station. The Korean nation welcomed their astronaut and believed this marked Korea's entry into the space age. However, before long, this aspiration changed to severe criticism. This research analyzes the Korean Astronaut Program (KAP) from its proposal to after its spaceflight in terms of its reception by Korean society. The Korean Astronaut Program was proposed by the Ministry of Science and Technology (MOST) to overcome the science and engineering crisis in 2004. As such, MOST defined KAP as a science-popularization program and the Korean astronaut as a science popularizer. However, as the first human space program in Korea, the Korea Aerospace Research Institute (KARI), who ran KAP, considered it a research program to achieve human spaceflight technology and the Korean astronaut a space expert. These two different understandings were communicated to the Korean public sphere. However, the Korean pubic already had its own image of the "heroic" astronaut based on other countries' space programs and popular culture. The public thought that having an astronaut would position the country on par with other countries. Because the visions of MOST, KARI, and the Korean public differed, KAP could not satisfy the expectations of all three actors. In addition, the process through which Dr. Yi became the first Korean astronaut was opened to the Korean public. Consequently, when the public found an element that did not satisfy their expectations, they doubted Dr. Yi as a space expert, bringing about severe criticism of KAP and the concept of the Korean astronaut.

There is a common theme at play in our talk of data generally, of digital earth data more specifically, and of environmental monitoring most specifically: more data leads to more action and, ultimately, to societal good. This data-to-action framework is troubled. Its taken-for-grantedness prevents us from attending to the processes between data and action. It also dampens our drive to investigate the contexts of that data, that action, and that envisioned societal good. In this dissertation, I deconstruct this data-to-action model in the context of Landsat, the United States' first natural resource management satellite. First, I talk about the ways in which Landsat's data and instrumentation hold conflicting narratives and values within them. Therefore, Landsat data does not automatically or easily yield action toward environmental preservation, or toward any unified societal good. Furthermore, I point out a parallel dynamic in STS, where critique is somewhat analogous to data. We want our critiques to yield action, and to guide us toward a more just technoscience. However, critiques—like data—require intentional, reconstructive interventions toward change. Here is an opportunity for a diffractive intervention: one in which we read STS and remote sensing through each other, to create space for interdisciplinary dialogue around environmental preservation. A focus on this shared goal, I argue, is imperative. At stake are issues of environmental degradation, dwindling resources, and climate change. I conclude with beginnings rather than endings: with suggestions for how we might begin to create infrastructure that attends to that forgotten space between data, critique, action, and change. Doctor of Philosophy I have identified a problem I call the data-to-action paradigm. When we scroll around on Facebook and find articles –– citing pages and pages of statistics –– on our rapidly melting glaciers and increasingly unpredictable weather patterns, we are existing within this paradigm. We have been offered evidence of looming, catastrophic change, but no suggestions on what to do about it. This is not only happening with climatological data and large-scale environmental systems modelling. Rather, this is a general problem across the field of Earth Remote Sensing. The origins of this data-to-action paradigm, I argue, can be found in old and new rhetoric about Landsat, the United States’ first natural resource management satellite. This rhetoric often says that Landsat — and other natural resource management satellites’ — data is a way toward societal good. The more data we have, the more good will proliferate in the world. However, we haven’t been specific about what that good might look like, and what kinds of actions we might take toward that good using this data. This is because, I argue, Earth systems science is politically complicated, with many different conceptions of societal good. In order to be more specific about how we might use this data toward some kind of good we must (1) explore the history of environmental data, and figure out where this rhetoric comes from (which I I do in this dissertation), and (2) encourage interdisciplinary collaborations between Earth Remote Sensing scientists, social scientists, and humanists, to more specifically flesh out connections between digital Earth data, its analyses, and subsequent civic action on such data.

Over the past two decades, many American universities have created transdisciplinary institutes devoted to science, engineering, art, and design (SEAD). These organizations promote research, teaching, and engagement across technoscientific and artistic disciplines, and seek to cultivate creativity and innovation. Their proponents argue that this particular type of transdisciplinary knowledge-making has the potential to transform research universities. However, making and maintaining SEAD institutions is difficult work for the researchers and administrators involved. Practitioners struggle to define the broader goals of their transdisciplinary research; to demonstrate its value; to receive appropriate credit from their peers; and to feel that they belong in their institutions. I argue that these issues result from a fundamental “transdisciplinary dilemma”: the challenge of institutionalizing an ideal of transdisciplinarity that is actually a complex and contradictory set of different actors and motivations. In my dissertation I examine SEAD and transdisciplinarity through an ethnographic study of Virginia Tech’s Institute for Creativity, Arts, and Technology, a research institute that aspires to work “at the nexus of science, engineering, art, and design.” I identify three significant “matters of concern” for SEAD practitioners, each of which is a tension that reveals an aspect of the transdisciplinary dilemma and the challenges of institutionalizing art and technology research. Sponsored collaboration contrasts the idea of transdisciplinarity as an idealized stage of creative knowledge production with the notion of transdisciplinarity as an economic driver for higher education. Value and belonging highlights researchers’ simultaneous desire to exist outside of traditional disciplines and to enjoy the comforts of a disciplinary home. Measurable impact describes the balancing act between institutions’ need for resources and status, and the nature of researchers’ everyday work. Ultimately, I argue, these tensions are irresolvable aspects of SEAD as it exists within the contemporary research university. The persistence of the transdisciplinary dilemma leaves practitioners in a perpetual state of striving to belong, and SEAD institutions continually seeking to (re-)define themselves. Ph. D. Over the past two decades, many American universities have created transdisciplinary institutes devoted to science, engineering, art, and design (SEAD). These organizations promote research, teaching, and engagement across technical, scientific, and artistic disciplines, and seek to cultivate creativity and innovation. Their proponents argue that this particular type of transdisciplinary research and education has the potential to transform universities. However, making and maintaining SEAD institutions is difficult work for the researchers and administrators involved. Practitioners struggle to define the broader goals of their transdisciplinary research; to demonstrate its value; to receive appropriate credit from their peers; and to feel that they belong in their institutions. I argue that these issues result from a fundamental “transdisciplinary dilemma”: the challenge of institutionalizing an ideal of transdisciplinarity that is actually a complex and contradictory set of different actors and motivations. In my dissertation I examine SEAD and transdisciplinarity through a study of Virginia Tech’s Institute for Creativity, Arts, and Technology, a research institute that aspires to work “at the nexus of science, engineering, art, and design.” I identify three significant “matters of concern” for SEAD practitioners, each of which is an issue that reveals an aspect of the transdisciplinary dilemma and the challenges of institutionalizing art and technology research. Ultimately, I argue, these tensions are irresolvable aspects of SEAD as it exists within the contemporary research university. The persistence of the transdisciplinary dilemma leaves practitioners in a perpetual state of striving to belong, and SEAD institutions continually seeking to (re-) define themselves.

This dissertation traces three ethical dimensions, or values, of weather warnings in the National Weather Service (NWS): an ethic of accuracy, and ethic of care, and an ethic of resilience. Each appear in forecaster work but are not equally visible in the identity of a forecaster as scientific expert. Thus, I propose that the NWS should consider rethinking its science through its relationship to multiple publics, creating what Sandra Harding calls "strong objectivity." To this end, I offer the concept of empathic accuracy as an ethic that reflects the interrelatedness of precision and care that already attend to forecasting work. First, I offer a genealogy of the ethic of accuracy as forecasters see it. Beginning in the 1960s, operational meteorologists mounted an ethic of accuracy through the "man-machine mix," a concept that pointed to an identity of the forecasting scientist that required a demarcation between humans and technologies. It is continually troubled by the growing power of computer models to make predictions. Second, I provide an ethnographic account of the concern expressed by forecasters for their publics. I do so to demonstrate how an ethic of care exists alongside accuracy in their forecasting science, especially during times of crisis. I recreate the concern for others that their labor performs. It is an account that values emotion and is sensitive to context, showing what Virginia Held calls "the self-and-other together" that partially constitutes a forecaster identity. Third, I critique the NWS Weather Ready Nation Roadmap and its emphasis on developing in the public an ethic of resilience. I argue that, as currently framed, this ethic and its instantiation in the initiative Impact Based Decision Support Services narrowly defines community to such an extent that it disappears the public. However, it also reveals other valences of resilience that have the potential to open up a space for an empathetic accuracy. Finally, I close with a co-authored article that explores my own commitment to an ethic of relationality in disaster work and the compromises that create tension in me as a scholar and critical participant in the weather community. Ph. D.

Biofuels, a solar-sourced technology that can be processed from non-fossilized plant matter, have significant appeal as a means of securing a reliable, sustainable energy supply. They appear to offer significant potential by virtue of being harvestable from common plant life such as prairie grasses. I argue that a shared set of knowledge claims emerging from multiple energy/environmental institutions in Germany and the U.S. are linked by a shared set of assumptions. I characterize these claims as a "mainstream" discourse because together they function as a single powerful discourse that influences national policy and research priorities. In examining the potential material impacts of the discourse on regional and global habitats, I demonstrate the powerful performative capacity of the discourse. I also describe how this mainstream discourse perpetuates momentum along existing trajectories of at least three socio-technological regimes: agriculture, transport, energy. The practitioners (biofuels experts) of the discourse construct representations of the realities that form the basis of their research. I refer to these representations as maps because like a city map, they privilege some things while marginalizing others. These maps are then utilized as guides for intervening into the habitat in order to develop and implement biofuels. Implicated within the maps are practices that have the potential to reconstitute reality. For example, the mapping of a variety of plants as "energy crops" implicates practices generally associated with high-yield cash crops intended for trade on the global marketplace. The materialization of these practices will assimilate various plants, reconstituting them as bona fide energy crops, resulting in monocultured regional and global habitats. I develop my argument by describing how knowledge production is regulated by the implicit rules that govern the discourse. This regulatory apparatus insures that certain types of knowledge as well as methods for producing that knowledge are privileged over others. I introduce several concepts--"institutional platform, thought collective, biofuels practitioner--"as analytical tools to develop my argument and explain how the discourse functions. I demonstrate how perpetual recirculation of knowledge claims through publication, citation, conferences, workshops and task forces naturalizes these claims, giving them authoritative force. This force is evidenced in an increased performative capacity as well as a higher degree of discursive hegemony. I demonstrate the material effects of the discourse at the practical level of its deployment by introducing another analytical tool --ground truthing. Geographers and military reconnaissance personnel use ground truthing to describe the process of physically inspecting the lay of the land in order to determine the accuracy of the maps. With this tool, I demonstrate the potential of the discourse to reconstitute habitats and landscapes. Finally I propose changing the terms of mainstream energy discourse through practices intended to de-scientize and democratize the discourse through incorporating alternative expertises. This includes: a} moving away from corporate control of energy solutions by situating energy-systems decisions and ownership at the local community level, and b} improving the definition of systemic problems by transitioning away from knowledge production that privileges the detached "spectator" approach over the embodied, participatory approach. Ph. D.

The goal of this research project is to tell the story of acquisition expertise development within the DOD using the evolution of the Defense Acquisition University as its backdrop. It is a story about the persistent frame that claims expertise leads to acquisition success. It is about 40 plus years of competing perspectives of how best to acquire that expertise and their shaping effects. It is about technology choices amidst cultural and political conflict. It is about how budget, users, infrastructure, existing and emerging technologies, identity and geography all interrelate as elements within the technology of expertise development. Finally, it is about how at various times in the evolution of the Defense Acquisition University the technologies of tacit knowledge transfer have been elevated or diminished. Ph. D.

Historical accounts depict NASA's interactions with American citizens beyond government agencies and aerospace firms since the 1950s and 1960s as efforts to 'sell' its human space flight initiatives and to position external publics as would-be observers, consumers, and supporters of such activities. Characterizing citizens solely as celebrants of NASA's successes, however, masks the myriad publics, engagement modes, and influences that comprised NASA's efforts to forge connections between human space flight and citizens after Apollo 11 culminated. While corroborating the premise that NASA constantly seeks public and political approval for its costly human space programs, I argue that maintaining legitimacy in light of shifting social attitudes, political priorities, and divided interest in space flight required NASA to reconsider how to serve and engage external publics vis-à-vis its next major human space program, the Space Shuttle. Adopting a sociotechnical imaginary featuring the Shuttle as a versatile technology that promised something for everyone, NASA sought to engage citizens with the Shuttle in ways appealing to their varied, expressed interests and became dependent on some publics' direct involvement to render the vehicle viable economically, socially, and politically. NASA's ability and willingness to democratize the Shuttle proved difficult to sustain, however, as concerns evolved following the Challenger accident among NASA personnel, political officials, and external publics about the Shuttle's purpose, value, safety, and propriety. Mapping the publics and engagement modes NASA regarded as crucial to the Shuttle's legitimacy, this case study exposes the visions of public accountability and other influences -- including changing perceptions of a technology -- that can govern how technoscientific institutions perceive and engage various external publics. Doing so illuminates the prospects and challenges associated with democratizing decisions and uses for space and, perhaps, other technologies managed by U.S. government agencies while suggesting a new pathway for scholarly inquiry regarding interactions between technoscientific institutions and external publics. Expanding NASA's historical narrative, this study demonstrates that entities not typically recognized as space program contributors played significant roles in shaping the Shuttle program, substantively and culturally. Conceptualizing and valuing external publics in these ways may prove key for NASA to sustain human space flight going forward. Ph. D.

With increased globalization, Internet connectivity, and competitive economic conditions, global organizations are increasingly recognizing the importance of effective global collaborations. Hence, there is a need to extend the use of psychological teaming strategies for domestic team-formations to also accommodate teams that are globally distributed. Previous research efforts have investigated psychological factors for design creativity and effective global collaboration; however, few have addressed these factors concurrently. The focus of this dissertation is therefore on the formation of creative design teams in a globally distributed and culturally diverse environment. This dissertation provides a theoretical foundation for teaming methodologies for globally distributed and culturally diverse teams. It also presents a new global collaborative and creative design team formation method: the Global Design Team Formation (GDTF) method. This is a novel computational method that uses potential team members' psychological and cultural traits, in an attempt to form effective teams that are psychologically and culturally cohesive. The method is based upon and merges Jung's theory with the theoretical frameworks of (a) Teamology and (b) Global Leadership and Organizational Behavior Effectiveness (GLOBE), and it provides a quantitative representation scheme combining scores from the Meyers-Briggs Test Indicator (MBTI) and the Kogut and Singh index (KS index) using the GLOBE dataset. The GDTF method has been applied to three populations. The control group consisted of 42 three-person teams in a sophomore-level mechanical engineering design course at a US university, to validate the Teamology framework, which is based on Jung's and Belbin's theories. The GDTF method was then applied to two international teaming situations: a globally team-taught course on engineering design at the senior and graduate levels with 8 globally distributed teams across the US, Germany, Mexico, and China; and 23 dyadic teams of US undergraduate students performing automotive research with German graduate students in Germany. Results of this research shows that psychologically balanced and cohesive teams provide improved design creativity, and that this performance difference can be predicted using the team members' psychological traits. Statistical analysis indicates that creativity in engineering design depends on the presence of Te, Fe, Fi, and Si psychological traits, in decreasing order of importance, within the teams. The importance of these traits remains dominant in global teams, though global diversity negatively impacts team cohesiveness and hence their effectiveness, though not their creativity. Ph. D.

Doping and anti-doping research laboratories are crucial sites for the production and reproduction of gender in sports. Such labs have, over time, constructed a multiplicity of gender categories through which to view and assess doping practice, but nevertheless, they consistently work hard to reproduce binary, hegemonic sex and gender categories. As part of their reproduction of the binary, I argue that technomedical researchers police gender and negotiate ethics within their research by “ab-normalizing” athletes. Ab-normalization refers to a process, adjunct to normalization, whereby gendered and racialized categories of deviance, and the means of policing such categories, are produced. Likewise, these technomedical researchers developed means of authenticating the hormonal gender of athletes. Authentication is a form of ab-normalization that represents the kind of policing that anti-doping researchers perform. It refers to the technomedical processes that produce and legitimate these hormonal gender states. In order for technomedical researchers to do this work, they have had to negotiate ethical quandaries across different spaces. Such ethical negotiations have played an important role in shaping the direction, and thus gender possibilities, within this research. Specifically, I show how technomedical researchers often shifted ethical frames while performing their research, from a sports ethical frame to either an athletic performance research ethical frame or an anti-doping research ethical frame. The first of these is premised on notions of “fair play” while the second is guided by technomedical uncertainties regarding athletic performance and doping practices. The third ethical frame reconciles these two by producing “fair play” amongst competitors through the development of technomedical detection techniques that either catch or deter cheating athletes. This shifting of ethical frames highlights how these researchers were performing legitimate scientific research at the time and not the “immoral,” ethically dubious, research as it might appear to be from our current perspective. To clarify my theoretical points on gender and ethics, I draw upon two cases. The first case deals with blood doping, which requires the withdrawal and subsequent re-infusion of blood into an athlete. The second case examines endogenous steroid use, particularly, androgenic anabolic “naturally” occurring steroids. These hormones aid in muscle production and recovery. Blood doping and endogenous steroid use are two key practices of sports doping. By deconstructing the science surrounding these two practices, I offer an alternative account of the doping debates from the more familiar accounts that explain the doping debates as a “cat and mouse game” between anti-doping researchers and athletes within which “doping” is often presented as a straightforward immoral act for the athletes. By telling the story of how these technomedical researchers simultaneously produced gender categories, ethical categories, and technomedical processes, my alternative account positions these doping debates as competing, socio-historical, articulations of “fairness” bound to competing articulations of gender. I suggest that it is possible to re-imagine “fairness” from this alternative account. Specifically, we can imagine more equitable ways to allow the individuals that do not fit neatly into the binary gender system to compete “fairly” in sports. Ph. D.

While government intelligence"knowledge to support policy decision making"is often characterized as an art or science, this dissertation suggests it is more akin to what Science and Technology Studies call a "technological system" or a" sociotechnical ensemble". Such a policy support tool is a mechanism socially constructed for the production of policy-relevant knowledge through integration of social and material components. It involves organizational and procedural innovations as much as it does specialized hardware for obtaining, manipulating, and distributing information. The development and function of American intelligence is illustrated here through a case study of how the United States and its European allies learned about Germany's World War II secret weapons, especially the long-range liquid fueled rocket known to their military as the A4, but better known to the public as the V-2. The colonial British heritage and the unique American experiences of participating in wars taking place in domestic and foreign territories set the cultural stage for both the strengths and weaknesses with which American intelligence approached the rapidly evolving German secret weapon capabilities of World War II. The unfolding events that American and British intelligence dealt with in building their knowledge evolved through three stages: early speculation about the existence and nature of the secret weapon threat derived from frequently misleading or misunderstood espionage reports, followed by improvements in knowledge from direct access to information sources provided by enabling technologies, and, finally, systematic reflection on the aggregate of earlier knowledge and new data. This allowed government decision makers to build plans and resources with which to counter the new threats and to prepare for post-war management of similar political and technical issues. However, it also illustrated the difficulties that large and complex systems create for stabilization of institutional innovations. Ph. D.

My dissertation addresses how engineers, scientists, and bureaucrats generated knowledge about pollution, crafted an institution for environmental protection, and constructed a collective identity for themselves. I show an important shift in regulators\' priorities, from stringent health-based standards to flexible technology-based ones through the development of end-of-pipeline pollution control devices, which contributed to the emergence of economic incentives and voluntary management programs. Drawing on findings from archival documents, published sources, and oral history interviews, I examine the first decade of the EPA amid constant organizational changes that shaped the technological and managerial character of environmental policy in the United States. Exploring the EPA\'s internal research and development processes and their relationship with scientific and engineering communities sheds light on how the new fields of environmental engineering and policy were co-produced in the 1970s. I argue that two competing approaches for environmental management, a community health approach and a control technology approach, developed from EPA\'s responses to bureaucratic, geographical, and epistemic challenges. I focus on researchers and managers from the Office of Research and Development at Research Triangle Park, North Carolina, as they were engaged in (1) controversy about integrated aerometry and epidemiology research intended to correlate air pollution and health, (2) intra-agency debate about the government\'s responsibility for introducing catalytic converters for tailpipe emissions reduction and responding to the potential environmental and social consequences, and (3) inter-agency activities for the demonstration of scrubbers for smokestack emissions and further application of the control technology approach in energy-related environmental problems. My principal conceptual contribution is "regulatory engineering." I define regulatory engineering as an approach to sociotechnical problems in which engineering practices are incorporated into regulatory and organizational changes, which in turn influences technical knowledge and identity formation. As EPA activities became closely associated with energy and economic issues toward the end of the 1970s, I argue that engineers took the initiative in demonstrating and evaluating control technologies for pollution abatement and energy development, scientists carefully studied environmental and health effects of these technologies, and regulators set up pollution standards and attainment deadlines accordingly. Studying the co-production of knowledge, institution, and identity through the lens of regulatory engineering helps us to understand technoscientific and managerial aspects of environmental governance beyond the 1970s EPA where technical feasibility considerations, economic incentives, and cooperative management expanded into legislation and regulation. Ph. D.

This project documents my efforts to publish STS- and gender theory-informed articles in engineering education journals. It analyzes the processes of writing and revising three articles submitted to three different journals, aiming to shed light on the field of engineering education, gender research therein, and contribute to feminist science studies literature on the challenges and opportunities of interdisciplinary work across women's studies and STEM fields. Building upon Wenger's concept of brokering, I analyze how I brought previously underexplored STS and feminist theory literature into engineering education journals. In producing this dissertation, I aim to illuminate some of the efforts and challenges of bringing STS and Women's Studies (WS) topics into engineering education journals – thus producing an account of brokering practices and an example of scalable scholarship. The first chapter introduces engineering education research (EER) as a field of inquiry, situates my project with respect to current feminist science studies, summarizes the framework of brokering that informs my analyses, and describes my methodology. The second chapter describes my initial attempts at brokering by identifying and bridging differences and the preliminary brokering practices that emerged through writing and revising the first of my three articles. It discusses an article published in Journal of Engineering Education that analyzes the uses of feminist theory in EER and argues that further engagement with a broader range of feminist theories could benefit EER. The third chapter describes how some of these practices were reinforced, but also supplemented, while writing and revising the second article. It discusses an article published in International Journal of Engineering Education that analyzes problematizations of underrepresentation in EER and argues that further reflection upon and formal discussion of how underrepresentation is framed could benefit EER. The forth chapter describes how the established brokering practices guided writing the third article, making the process easier as I had become more comfortable with the requirements and challenges of brokering. It discusses an article submitted to European Journal of Engineering Education that analyzes feminist research methodologies in the context of EER, using data from interviews with feminist engineering educators. The fifth chapter concludes by summarizing the brokering practices and discussing their respective challenges, discussing the implications of this project for STS and WS, and, finally, by discussing other implications for peer review engineering education. The Appendix contains aims, scope, author guidelines, and review criteria for the three journals. Chapters 2, 3, and 4 each begin with a narrative recounting of the practices of brokering that went into producing and revising each article. The narratives describe processes of writing and preparing to submit the articles, reviews received, and subsequent revision processes. The published or submitted articles appear after the brokering narrative. Ph. D.

This project examines the construction of the Taiwan high-speed rail (THSR; 台灣高鐵) technology as a vehicle of Taiwanese identity formation. The THSR project is a product of a hybridization of design from Japan and Europe. The Japanese and Europeans transferred their HSR technology to Taiwan, but Taiwanese policy actors and engineers localized and assimilated it to their politics, society and history. They reconstructed the meanings of HSR technology in an indigenized (Ben-Tu-Hua; 本土化) and democratic way. In addition to focusing on the THSR's technological content and engineering practice, this dissertation explores how Taiwan identity formation has shaped technology and vice versa. The identity formation and technological construction in Taiwan tell one techno-political story. Since the 1960s and 1970s, Taiwanese engineers were forced by international politics to cannibalize technological projects, but later they began to localize and hybridize different foreign engineering skills and knowledge. This growing engineering culture of hybridity generated impacts on the development of Taiwan's identity politics. Some critical political leaders exploited their engineers' capability to hybridize to introduce international power into Taiwan. This power then was used to either strengthen the Taiwanese population's Chinese identity or to build their Taiwanese identity. Both politics and technology offered each other restrains and opportunities. This project offers an approach from science and technology studies to understand postcolonial technopolitics. The engineering practice of hybridity in Taiwan has become a locally transformed knowledge to reframe and negotiate with the more advanced technologies from the West and Japan, even though it was a contingent outcome of earlier international politics. In addition to technological non-dependence, this engineering culture of hybridity has given the Taiwanese an independent political vision not only against China but the West and Japan. However, Taiwan paid significant prices to acquire technological non-dependence and international independence. In addition to extra wasted money and time, some over design was often seen in their public projects. Large technological projects also often draw political patronage. Moreover, techno-political survival alone might not be enough to represent postcolonial resistance. Ph. D.

The founders and officers of the Virginia Military Institute, one of the few American engineering schools in the antebellum period, embedded a particular engineering culture into the curriculum and discipline of the school. This occurred, in some cases, as a consequence of struggles by the elite of western Virginia to gain a greater share of political power in the commonwealth and by the officers of VMI for authority within the field of higher education. In other cases, the engineering culture was crafted as a deliberate strategy within the above struggles. Among the features embedded was the key feature of requiring the subordination of one’s own local and individual interests and identities (class, regional, denominational, etc.) to the service of the commonwealth and nation. This particular articulation of service meant the performance of “practical” and “useful” work of internal improvements for the development and defense of the commonwealth and the nation. The students learned and were to employ an engineering knowledge derived from fundamental physical and mathematical principles, as opposed to a craft knowledge learned on the job. To carry out such work and to even develop the capacity to subordinate their own interests, the cadets were disciplined into certain necessary traits, including moral character, industriousness, selfrestraint, self-discipline, and subordination to authority. To be an engineer was to be a particular kind of man. The above traits were predicated upon the engineers being white men, who, in a new “imagined fraternity” of equal white men, were innately independent, in contrast to white women and blacks, who were innately dependent. Having acquired a mathematically-intensive engineering education and the character necessary to perform engineering work, the graduates of VMI who became engineers were to enter their field as middle-class professionals who could claim an objective knowledge and a disinterested service to the commonwealth and nation, rather than to just their own career aspirations. Ph. D.

Moving out of theoretical academic constructs, the indigenous movement has attracted the attention of the Malawian education system to explore the value for contextualizing science by way of indigenous technologies. This is a milestone decision but the beginning is not smooth. However, indigenizing the curriculum has a promise of hope to invigorate science educators to pursue the search for the science out of indigenous technologies out of the "taken for granted" and "place-based" traditional knowledge systems. This is only the beginning of the journey in pursuit of local sciences that bear a promise for sustainability in development without relying exclusively on the outcomes of globalization. This study sought to unravel the issues that surrounded implementation of ground braking primary school science and technology curriculum, which has integrated indigenous knowledge in the learning of science. Commencing prior to the implementation of the new curriculum, this was a pilot study strategically conceptualized and timed to inform the curriculum developers and other stakeholders about issues to pay attention to as the curriculum implementation process unfolds. The study revealed that teachers are likely to face multiple challenges stemming from the design of the curriculum, teachers background knowledge in academic science, pedagogical knowledge, and cultural foundations. The outcome of teaching was negatively affected by the design of the curriculum, teachers' knowledge of science, and attitudes toward indigenous knowledge. Recommendations for improving the integration of indigenous knowledge and science in the curriculum include the need to better articulate the scientific principles involved in indigenous technologies and to involve learners in meaningful "practical work" in science lessons, supported by further research. Ph. D.

The Meiji Restoration was the revolution that overthrew the feudal regime of the Tokugawa period in late nineteenth-century Japan. It was also the time of the opening of the country to the rest of the world, and Japan had to confront with Western powers. The Meiji government boldly accepted the new technologies from the West, and succeeded in swiftly industrializing the nation. However, this same government had been aggressive exclusionists and ultra-nationalists before the Restoration. In light of this fact, I investigate how national identity is linked to engineering education in Japan. My focus is on the Imperial College of Engineering (ICE), or Kobu-daigakko, in Tokyo during the late nineteenth century. The ICE was at the forefront of Westernization in the Meiji government. I specifically examine Yozo Yamao and Hirobumi Ito, who studied in Britain and were the co-founders of the college; Henry Dyer, the first principal; and the students of the ICE. As a result of the investigation, I conclude that the spirit of samurai (former warriors) was the ethos for Westernization at the ICE. They followed ethical code for the samurai, the essence of which was lordly pride as a ruling class. They upheld their ethical standard after the Meiji Restoration. Their spirit of rivalry and loyalty urged Yamao, Ito, and the students to emulate Western technology for ensuring the independence of Japan. The course of the ICE's development reveals that non-engineering motivations shared a mutual relationship with the engineering education of those at the ICE. Master of Science

This dissertation uses a historical approach to study the origins and trajectory of computer engineering as a domain of disciplinary and professional activity in the United States context. Expanding on the general question of "what is computer engineering?," this project investigates what counts as computer engineering knowledge and practice, what it means to be a computer engineer, and how these things have varied by time, location, actor, and group. This account also pays close attention to the creation and maintenance of the "sociotechnical" boundaries that have historically separated computer engineering from adjacent fields such as electrical engineering and computer science. In addition to the academic sphere, I look at industry and professional societies as key sites where this field originated and developed. The evidence for my analysis is largely drawn from journal articles, conference proceedings, trade magazines, and curriculum reports, supplemented by other primary and secondary sources. The body of my account has two major parts. Chapters 2 through 4 examine the pre-history and early history of computer engineering, especially from the 1940s to early 1960s. These chapters document how the field gained a partially distinct professional identity, largely in the context of industry and through professional society activities. Chapters 5 through 7 turn to a historical period running from roughly the mid 1960s to early 1990s. Here I document the establishment and negotiation of a distinct disciplinary identity and partially unique "sociotechnical settlement" for computer engineering. Professional societies and the academic context figure prominently in these chapters. This part of the dissertation also brings into relief a key argument, namely that computer engineering has historically occupied a position of "persistent instability" between the engineering profession, on the one hand, and independent disciplines such as computer science, on the other. In an Epilogue I review some more recent developments in the educational arena to highlight continued instabilities in the disciplinary landscape of computing, as well as renewed calls for the establishment of a distinct disciplinary and professional identity for the field of computer engineering. I also highlight important countervailing trends by briefly reviewing the history of the software/hardware codesign movement. Ph. D.

This dissertation contributes to efforts to rethink the meanings of democracy, scientific literacy, and non-scientist citizenship in the United States. Beginning with questions that emerged from action research and exploring the socio-political forces that shape education practices, it shows why non-science educators who teach for social justice must first recognize formal science education as a primary site of training for (future) non-scientist citizens and then prepare to intervene in the dominant model of scientifically literate citizenship offered by formal science education. This model of citizenship defines (and limits) appropriate behavior for non-scientist citizens as acquiescing to the authority of science and the state by actively demarcating science from non-science, experts from non-experts, and the rational from the irrational. To question scientific authority is to be scientifically illiterate. This vision of 'acquiescent democracy' seeks to end challenges to the authority of science and the state by ensuring that scientific knowledge is privileged in all personal and public decision-making practices, producing a situation in which it becomes natural for non-scientist citizens to enroll scientific knowledge to naturalize oppression within our schools and society. It suggests that feminist and equity-oriented science educators, by themselves, are unable or unwilling to challenge certain assumptions in the dominant model of scientifically literate citizenship. Therefore, it is the responsibility of non-science educators who teach for social justice to articulate oppositional models of non-scientist citizenship and democracy in their classrooms and to challenge the naturalized authority of scientific knowledge in all aspects of our lives. It demonstrates how research in the field of Science & Technology Studies can serve as one resource in our efforts to intervene in the dominant model of scientifically literate citizenship and to support a model of democracy that encourages the critical engagement of and opposition to scientific knowledge and the state. Ph. D.

It is impossible to imagine our schools or community without framing such a view around a corporate structure. Money, capital, and economic stakeholders are all around us, building a corporate landscape that all members of the community must travel through in the course of their everyday lives. To suggest that education should be void of any type of economic influence would be to deny that a very important thread of our communities' tapestry exists. As we look at the way that these education intentions move outside our own communities and connect us to other communities and the world, we see corporate education economics framed in either a global or communal perspective. A corporate science education perspective tends to treat science with strict positivism, and technology with hard determinism. Communal theories of science education view science as post-positivistic and technology with a softer determinism; as a result social implications emerge, and the science becomes more socially constructed. It supports the personal capital of all students, regardless of their view of science or technology. It allows students to "border cross" more easily so they can "scaffold" new science information onto previous learning. This research consists of exploring how biotechnology education emerged within the state, how the resources intersected within a biotechnology conference and how teachers conceptualized biotechnology practices in their own classrooms. The researcher pieced together a sketch of the history of how biotechnology curriculum arose in high school biology classes. The researcher also explored the hybrid nature of biotechnology resources such as an educational conference where teachers attend workshops and lectures. The practices of two teachers in a public high school and one in a private school setting were also analyzed. Ph. D.

IPv6, a new Internet protocol designed to exponentially increase the global availability of Internet addresses, has served as a locus for incendiary international tensions over control of the Internet. Esoteric technical standards such as IPv6, on the surface, appear not socially significant. The technical community selecting IPv6 claimed to have excised sociological considerations from what they considered an objective technical design decision. Far from neutrality, however, the development and adoption of IPv6 intersects with contentious international issues ranging from tensions between the United Nations and the United States, power struggles between international standards authorities, U.S. military objectives, international economic competition, third world development objectives, and the promise of global democratic freedoms. This volume examines IPv6 in three overlapping epochs: the selection of IPv6 within the Internet's standards setting community; the adoption and promotion of IPv6 by various stakeholders; and the history of the administration and distribution of the finite technical resources of Internet addresses. How did IPv6 become the answer to presumed address scarcity? What were the alternatives? Once developed, stakeholders expressed diverse and sometimes contradictory expectations for IPv6. Japan, the European Union, China, India, and Korea declared IPv6 adoption a national priority and an opportunity to become more competitive in an American-dominated Internet economy. IPv6 activists espoused an ideological belief in IPv6, linking the standard with democratization, the eradication of poverty, and other social objectives. The U.S., with ample addresses, adopted a laissez-faire approach to IPv6 with the exception of the Department of Defense, which mandated an upgrade to the new standard to bolster distributed warfare capability. The history of IPv6 includes the history of the distribution of the finite technical resources of "IP addresses," globally unique binary numbers required for devices to exchange information via the Internet. How was influence over IP address allocation and control distributed globally? This history of IPv6 explains what's at stake economically, politically, and technically in the development and adoption of IPv6, suggesting a theoretical nexus between technical standards and politics and arguing that views lauding the Internet standards process for its participatory design approach ascribe unexamined legitimacy to a somewhat closed process. Ph. D.

AHEAD (Adventures in Health, Education, and Agricultural Development) is a small grass-roots non-governmental organization working in the rural Meatu, District in Northern Tanzania. The AHEAD project employs Tanzanian nurses who provide health education, child weighing and nutritional counseling, family planning, and antenatal services. AHEAD has recently developed a water quality testing initiative in order to combat unsafe water supplies using solar pasteurization. Dr. Robert Metcalf, an AHEAD volunteer offers "expertise" to Meatu through transfer of solar cooking technology. Each summer, AHEAD takes volunteers into this setting who bring with them both "altruistic" and non-altruistic reasons for volunteering, economic and social capital, and a taste of the world beyond Meatu. This thesis looks at the Summer 2001 AHEAD experience ethnographically from three perspectives: 1) as public health practice, 2) in relation to the contested domain of international "development" , and 3) situated within the larger literature of non-profit and volunteer action research. These three snapshots of AHEAD suggest a project of globalization, theorized as the flow of people, goods, and information across boundaries. Master of Science

In this thesis I develop a contemporary history of memetics, or the field dedicated to the study of memes. Those working in the realm of meme theory have been generally concerned with developing either evolutionary or epidemiological approaches to the study of human culture, with memes viewed as discrete units of cultural transmission. At the center of my account is the argument that memetics has been characterized by an atypical pattern of growth, with the meme concept only moving toward greater academic legitimacy after significant development and diffusion in the popular realm. As revealed by my analysis, the history of memetics upends conventional understandings of discipline formation and the popularization of scientific ideas, making it a novel and informative case study in the realm of science and technology studies. Furthermore, this project underscores how the development of fields and disciplines is thoroughly intertwined with a larger social, cultural, and historical milieu. Master of Science

What could it mean to be a physicist specialized in radioactivity in the early 20th century Vienna? More specifically, what could it mean to be a woman experimenter in radioactivity during that time? This dissertation focuses on the lived experiences of the women experimenters of the Institut für Radiumforschung in Vienna between 1910 and 1938. As one of three leading European Institutes specializing in radioactivity, the Institute had a very strong staff. At a time when there were few women in physics, one third of the Institute's researchers were women. Furthermore, they were not just technicians but were independent researchers who published at about the same rate as their male colleagues. This study accounts for the exceptional constellation of factors that contributed to the unique position of women in Vienna as active experimenters. Three main threads structure this study. One is the role of the civic culture of Vienna and the spatial arrangements specific to the Mediziner-Viertel in establishing the context of the intellectual work of the physicists. A second concerns the ways the Institute's architecture helped to define the scientific activity in its laboratories and to establish the gendered identities of the physicists it housed. The third examines how the social conditions of the Institute influenced the deployment of instrumentation and experimental procedures especially during the Cambridge-Vienna controversy of the 1920s. These threads are unified by their relation to the changing political context during the three contrasting periods in which the story unfolds: a) from the end of the 19th century to the end of the First World War, when new movements, including feminism, Social Democracy, and Christian Socialism, shaped the Viennese political scene, b) the period of Red Vienna, 1919 to 1934, when Social Democrats had control of the City of Vienna, and c) the period from 1934 to the Anschluss in 1938, during which fascists and Nazis seized power in Austria. As I show, the careers of the Institute's women were shaped in good part by the shifting meanings, and the politics, that attached to being a "woman experimenter" in Vienna from 1910 to the beginning of the Second World War. Ph. D.

The Iranian Revolution of 1979 received considerable attention from modern social scientists who study collective action and revolution because it allowed them to apply their different perspectives to an ongoing social event. Likewise, this work used the Iranian experience as an exemplar, focusing on a sequence of related social movement frames that were negotiated by Iranian groups from the late 19th through the 20th century. Snow and Benford (1992) have proposed that cycles of protest are associated with the development of a movement master frame. This frame is a broad collective orientation that enables people to interpret an event in a more or less uniform manner. This study investigated how movement groups in Iran developed master frames of mobilization during periodic cycles of protests from 1890 to the present. By investigating how master frames were negotiated by social movement actors over time, this work examined both the continuity and change of movement messages during periods of heightened social protest in Iran. Ph. D.

The principle of reflexivity, as laid out by David Bloor (in Knowledge and Social Imagery) poses serious challenges to STS - while STS analysts attempt to show the partiality of scientific claims, they simultaneously offer those analyses via authoritative pronouncements in scientific language, while claiming a scientific foundation. This thesis questions the understanding of science as a form of inquiry distinct from other forms of inquiry, especially focusing on the elusive distinction between science and technology. The thesis analyzes Andrew Pickering's problematic attempt (in The Mangle of Practice) to dissolve the science/technology distinction through his 'Theory of Everything'/Mangle concept. Building an approach from commentaries on Pickering's work combined with resources from the STS tradition, especially from Latour and Haraway, the author proposes a new observational stance; this stance insists on the perspectival nature of all observation, and thereby claims to be reflexively robust; furthermore it maintains an agnostic attitude with regard to the science/technology distinction. Master of Science

What can we learn from comparing similar technologies that were designed and built in different countries or cultures? Technical products depend upon both technical and non-technical goals as socio-cultural factors determine which projects get funded and how they are conceived, designed, and built. These qualitative socio-cultural factors mean that there is almost always more than one possible design solution for a particular problem. By comparing how two major space projects were conceptualized and designed in the United States and Soviet Union, this case study aims to illuminate more broadly how political and cultural factors can influence the selection of technical designs, as well as the general conduct of engineering and science, in the space sector. Master of Science

In the late 20th century, the management of care came under the control of large health care conglomerates, like the Carilion Health System in Roanoke, Virginia. This study examines the evolution of Carilion from its beginning in 1988 to the present and analyzes Carilion as a complex system by using analytical tools drawn from a variety of STS scholars. Carilion's mission began with its hospitals. From 1954-1988, Carilion's predecessor, the Roanoke Hospital Association, developed a network for delivering care, training programs and management to small community hospitals throughout southwest Virginia. In 1988, the Roanoke Hospital Association was officially renamed the Carilion Health System. In its initial phase, 1988-1992, Carilion expanded its hospital network into as many communities as possible. The thesis of this work is that Carilion and communities came together to see if they could build a corporation to manage care and, at the same time, maintain local traditions of care. From 1992-1996, Carilion transformed itself from a hospital organization to a health care system and finally to a managed care system in order to compete with rival Columbia/HCA. This transformation required the creation of a physician management company and a health plans division. In 1995, Carilion's administrators began a reengineering program which redefined services and strategies for corporate growth. This included construction of a state-of-the-art facility situated between two competing Columbia/HCA hospitals in the New River Valley. In 1998-2000, Carilion engaged in a massive advertising blitz to garner additional market share from Columbia/HCA. Carilion's marketing strategies show that health care has changed dramatically under a business model, in spite of corporate America's assurances that it would not. This study gives voice to health care workers who describe exactly how their experiences have changed since corporations, such as Carilion, began managing their work. Drawing on interviews with Carilion physicians, hospital administrators, board members and medical staffs, the day-to-day activities taking place within hospitals and physician practices comes to life. The narrations describe how difficult it is for groups working within Carilion's facilities to carry out Carilion's growth strategies while at the same time maintaining communities' traditions of care. Since 1999, Carilion moved in three new directions: the creation of the Carilion Biomedical Institute incorporating biotechnology and biomedicine; the institution of a hospital partial-ownership program, which meant Carilion did not have to assume full ownership and expenses of some facilities; and the installation of an electronic medical records system in physician practices to manage patients' data, physicians' costs and physicians' productivity. These new directions illustrate how Carilion envisions a different paradigm of care delivery. While the study addresses how Carilion became a managed care organization, this work represents foremost an analysis of system building in America today. Like most corporate systems, Carilion exemplifies a mix of social, economic and technological components that have been assembled to form a corporate entity. This work explains how corporate systems come to manage traditions, values and resources within communities and for communities. Ph. D.

The contentious topic of female circumcision brings together medical science, women's health activism, and national and international policy-making in pursuit of the common goal of protecting female bodies from harm. To date, most criticisms of female circumcision, practiced mainly in parts of Africa and Southwest Asia, have revolved around the dual issues of control of female bodies by a male-dominated social order and the health impacts surrounding the psychology of female sexuality and the functioning of female sex organs. As such, the recently-evolved campaign to eradicate female circumcision, alternatively termed "Female Genital Mutilation" (FGM), has formed into a discourse intertwining the politics of feminist activism with scientific knowledge and medical knowledge of the female body and sexuality. This project focuses on the ways in which this discourse constructs particular definitions of bodies and sexuality in a quest to generalize the practices of female circumcision as "harmful" and therefore dangerous. Given that the discourse aimed at eradicating practices of female circumcision, referred to in this study as "anti-FGM discourse," focuses mostly on harm done to women's bodies, this project critiques the assumption of universalism regarding female bodies and sexuality that is explicitly/implicitly embedded in such discourse. By questioning such universals, I look at the ways in which different stories regarding bodies and sexuality can emerge at the gaps of the anti-FGM discourse regarding female circumcision practices. I.e., are there other possible avenues for envisioning bodies which are subjugated and hence eliminated from the view by their rhetoric? While the main assumption within anti-FGM discourse is that bodies and sexuality are naturally given and therefore universal, contemporary theories in STS and feminism have stressed that bodies and sexualities are figures of historical and political performances, and that knowledge about them is locally situated. These perspectives redirect the typical assumption of bodies and sexuality as simply "biological" to a view of bodies as products of cultural imagination. This project shows that such perspectives have profound implications for understanding female circumcision practices by allowing different body narratives to emerge in the gaps of already established "truths." Ph. D.

The role of the engineer in the late capitalist society of the last half century has been misunderstood at best. The lack of a consistent job description for engineers in various fields, a lack of job security, and a lack of respect from both industry and society have spawned severe angst in the engineering community. A classic remedy for this situation has been the rallying of engineering practitioners under a banner of increased professionalism. If engineers could make themselves more like doctors and lawyers — the respected members of professional society — they would gain similar respect and job satisfaction. This project analyzes current state of engineering practice as revealed in the self-image of the individual engineer. A survey of popular engineering literature is employed in order to develop a composite self-image of the engineer: the technical hired hand of industry. "Professionalization" is then demonstrated to be useless in the improvement of this situation and furthermore, undesirable in the late capitalist social and economic climate of the late twentieth century. Late professionalism—an alternative to a understanding of professionalism—is offered as a means by which to improve the job satisfaction of engineers in contemporary society. Suggesting that each engineer is free to negotiate the terms, conditions, and length of his/her own employment based on a personal understanding of the job requirements, late professionalism empowers the engineer to adopt a comfortable position in the late capitalist economy. A new metaphor—the commissioned engineer—is employed in support of the late professional understanding of the engineer's occupation. Master of Science

The National Aeronautics and Space Administration (NASA) plans to create a program for the human exploration of Mars that will rely heavily on nuclear technologies. NASA has an established nuclear technology program that recently became the focus of public protest over the risk from the technologies. Focusing on the Cassini mission to Saturn, the citizens protesting the mission claimed that the risk was environmental, global and moral. This protest is the first coherent international protest ever faced by the U.S. space program. The language and ideas espoused by the anti-nuclear groups protesting the use of plutonium-238 to power the Cassini spacecraft shows a clear linkage between anti-nuclear power and environmental protests and nuclear war protests. The analysis focuses on the use messages and meanings that underlie the protestor's use of three acronyms: Not in My Backyard (NIMBY), Not on Planet Earth (NOPE), and Not [in] Outer Space Either (NOSE). The anti-space nuclear power protest is predicted to have significant consequences for NASA's planned human missions to Mars because of NASA's reliance on nuclear technologies such as radioisotope thermoelectric generators and nuclear reactors. Master of Science

Photography is inherently technological, based as it is on intricate chemical processes. George Eastman famously created the conventional photographic system, making the technology widely available to a mass market. Using the systems approach, I show how the Eastman Kodak Company consolidated critical photographic technologies through acquisition and research in the beginning of the twentieth century. Once the company achieved predominance in the industry, it set about expanding its markets. However, as the non-chemical elements of the technology advanced in the 1970s and beyond, the market changed. At the same time, foreign competitors matched and even surpassed Kodak's production efficiencies, threatening the company as never before. Just as Kodak began facing serious price competition in the 1980s for the first time in decades, electronics manufacturers introduced video camcorders and, later, digital still cameras. Dismissed by Kodak managers as inferior, the radical technology advanced far more rapidly than Kodak's chemical research. Computers in particular guided consumers to embrace new values, emphasizing a means of imaging that the conventional system could not match. Eastman Kodak's success with the older system created a protective mindset that led its managers to focus very narrowly on the survival of film. They viewed the new competitive landscape skeptically, and as a result they stifled innovation and prevented the company from aggressively competing in emerging technologies. Master of Science

Environmental justice activists defined an environmental justice, or community-led, research practice as an alternative conception of science to guide epidemiological investigations of the human health effects of hazardous wastes. Activists inserted their position into an ongoing scientific controversy where multiple epidemiologies existed--environmental, dumpsite, and popular--reflecting various understandings and interests of federal and academic epidemiologists, state public health officials, and anti-toxics activists. A 1991 national symposium on health research needs and the National Environmental Justice Advisory Council, established in 1993 to advise the Environmental Protection Agency, provided important locations through which activists advocated an environmental justice research approach and pressed for its adoption by relevant governmental public health institutions. The shaping of environmental justice research by activists raises intriguing issues about the role of science and expertise in political protest and the importance of democratic participation in the making of environmental policy. Ph. D.

The influences of the background experiences of five pre-service Science teachers on their beliefs about diversity were the focus for this study. These individuals were followed throughout their teacher preparation program. The data for this study consisted of interviews, conducted before and after entering the field. Data also consisted of any relevant written assignments. The data for this study were analyzed according to emerging themes, depicting initial beliefs and any changes in the beliefs occurring over time. The results of this study were organized into vignettes, telling each story from before and after the students entered the program. Three themes emerged from an analysis and interpretation of the vignettes: (1) Early life experiences shaped the pre-service teachers' sense of identity and influenced their beliefs on diversity, (2) Experiences with diversity influenced pre-service teachers' philosophy of teaching, and (3) Experiences with diversity during the teacher preparation program challenged or confirmed pre-service teachers' preexisting beliefs. The implications from this study suggest that pre-service teachers need challenging experiences in diverse classroom settings that will promote an expansion of their beliefs, enabling them to cross cultural borders. Ph. D.