Engineering and Social Justice: In the University and Beyond

Index

201 D Index d Note: italicized page numbers refer to pictures ABET Engineering Criteria 2000, viii access: to education, 7, 160–161, 169; socioeconomic status and, 158, 160–161; to students, 48–49 Acho, Andy, 187 actors, 61, 74–78, 80 advising, 133–136, 137 affordable housing, 181, 182, 183, 188 African Americans: college enrollment and, 160, 161; in Detroit, 189; graduation rates of, 173; HBCUs and, 162, 173, 174; PES and, 167; poverty and, 158; underrepresentation of, 144 Agrawal, Kumar, 133 Ainsworth, J. W., 166 anthropology, 32 anthropometry, 192–193 applied research, 3, 101 Arthur, W. B., vii articulation agreements, 131–132 assessments: human-centered design and, 19–20, 26; Waste for Life and, 91–94 Astin, A. W., 22, 145 Bailey, R., 26 Baillie, Caroline, 2, 5, 6–7, 13–14, 61 Bankston, C., III, 165 basic research, 3 Battle of the Overpass, 184, 190, 191 Baum, S., 160 Bechtel, 194, 196 benefit (who benefits): cartoneros and, 91–94, 98; education and, 6–7; privilege and, 75–77; service-learning and, 22–23, 25, 27; sustainability and, 2 Berry, Thomas, 113, 115, 117 biodiversity, 114 biomedical engineering, 63 Birt, B. J., 183 Bix, A. S., 62, 64 Bloom, Ben, x Boas, F., 33–34 Bollier, D., 182 Boston Globe, 193 boundaries, 5, 6, 7, 60–61, 67–70, 80 Bowen, W. G., 163 Boyd, J., 182 Brave New World (Huxley), 195 Brown, Tim, 15 Burgess, R., 33 buterfly effect, 112 Caldas, S. J., 165 Cardella, Monica, 6, 7 career choice, 147–150 Carnevale, A. P., 133 Carroll, C. D., 167 Index 202 cartoneros (cardboard pickers), 6; academics and, 98; cooperatives of, 90–91, 92– 93; numbers of, 90–91, 104n2; plastics and, 87; working conditions of, 90–91, 95–96. See also Waste for Life (WFL) case study analysis, 34 Catalano, George, 3, 5, 6, 7, 61 Census Bureau, 145 Chahar, Sing, 133 chaos, 110 chilly climate models, 59–60 Chinn, P. C., 145 choice actions, 147 choice goals, 147 civilizing missions, 186–187 Clare Boothe Luce Policy Institute, 194 Clare Boothe Luce Program, 194 class. See socioeconomic status “Class Matters” (New York Times), 146 class presentations, 37 collaboration, ix–x; ethnography and, 33– 34; Waste for Life and, 95 “Collaborative Advantage” (Lynn and Salzman ), ix college choice, 161 colonialism, 185 commercial sphere, 68–70, 96–97. See also corporations communion, 115, 116, 118 communities, local, 27; Ford Hall tour and, 184, 196; service-learning and, 22–24; Waste for Life and, 95–97 community colleges, 5, 123–138; advising and, 133–136; culture of, 130–131; profiles of engineering students at, 127–130; social justice and, 123–124; transfer degrees from, 125–127, 131– 132 competitiveness, ix–x complexity theory, 6 complex systems, 5, 107, 111–112, 112– 113, 117 conformity, 118–119 Connell, R. W., 71, 78 consciousness, 113 consistent symbols, 12 Constantine, Ruth, 189 cooperatives. See cartoneros (cardboard pickers) Corbett, C., 173 corporate naming, 181, 182–183, 186, 196 corporations, 7; community development and, 188–190; education and, 182–183; funding and, 194; greenwashing and, 187–188; mass production and, 195; power of, 182, 184 course design, 53; domestic contexts and, 73–74; students on, 37–38, 40, 42, 45– 47, 51–52 criticality, 1–4, 5–6, 98 critical research, 3 culture of engineering education, 123– 124, 130–131, 133–136, 137, 145 da Vinci, Leonardo, 108 Davis, M., 152 Dearborn, Michigan, 189 Dearborn Independent, 191 decision-making processes, 93, 95 deconstruction, 103 degree completion: gender and, 170–172, 173, 174; models of, 165–166, 168–172; socioeconomic status and, 157, 158, 159, 162–163, 172–173 Deleuze, Gilles, 8 design.See human-centered design (HCD) Desired Attributes of a Global Engineer list, viii Detroit, Michigan, 188–189 developing countries, 12, 15, 89. See also Third World Index 203 developmental education. See pre-college education development studies, 89–90 differentiation, 114, 115–116, 116–117, 118 disabilities, 128 diversity: community colleges and, 123; lack of, 143–144; socioeconomic status and, 144–145; students’ notions of, 37, 38–39, 52. See also gender; nontraditional students; race/ethnicity; socioeconomic status (SES) Dobbs, M., 191 domestic contexts, 71–72, 81. See also home economics; industrial/domestic dualism Donaldson, K., 162 Dong, H., 13 Dover Amendment (1950), 188 education, 157–174; access to, 7, 160–161, 169; changes in, vii–x; corporations and, 182–183; cost of, 133–134; ethnography of, 31–53; human-centered design...