And the new dark age begins:
And who is this? Let’s check out her bio (from her previous stint at Smith College):
My scholarship currently focuses on applying liberative pedagogies in engineering education, leveraging best practices from women’s studies and ethnic studies to engage students in creating a democratic classroom that encourages all voices. In 2005 I received a CAREER award from the National Science Foundation to support this work, which includes developing, implementing, and assessing curricular and pedagogical innovations based on liberative pedagogies and student input at Smith, and understanding how students at Smith conceptualize their identities as engineers. I seek as an engineering educator to be part of a paradigm shift that these pedagogies demand, repositioning concerns about diversity in science and engineering from superficial measures of equity as headcounts, to addressing justice and the genuine engagement of all students as core educational challenges.
I seek to revise engineering curricula to be relevant to a fuller range of student experiences and career destinations, integrating concerns related to public policy, professional ethics and social responsibility; de-centering Western civilization; and uncovering contributions of women and other underrepresented groups.
In EGR 330 (Engineering and Global Development), we critically evaluate past and current trends in appropriate and sustainable technology. We examine how technology influences and is influenced by globalization, capitalism and colonialism, and the role technology plays in movements that counter these forces. Gender is a key thread running through the course in examining issues of water supply and quality, food production and energy.
In EGR 205 (Science, Technology and Ethics), we consider questions such as who decides how science and engineering are done, who can participate in the scientific enterprise and what problems are legitimately addressed within these disciplines and professions. We take up racist and colonialist projects in science, as well as the role of technology, culture and economic systems in the drive toward bigger, faster, cheaper and more automated production of goods. A course theme around technology and control provides for exploration of military, information, reproductive and environmental applications. Using readings from philosophy, science and technology studies, and feminist and postcolonial science studies, we explore these topics and encounter new models of science and engineering that are responsive to ethical concerns.
A few things:
- “Democratic classrooms that encourage all voices:” this is utterly inappropriate in engineering. Is it because democracy is wrong? No… it’s because some *people* are wrong. In engineering there are *clear* wrong answers. There’s no “you tried” award if there’s a “your bridge collapsed under normal loading.” With a “democratic classroom” that “encourages all voices,” the students trying to get an actual education will have to share time with the fricken’ idiot who thinks that getting a shaman to bless the bridge, or building not out of steel but some sacred rubber tree, or waving magic crystals over forming stress cracks are all cromulent ideas.
- “uncovering contributions of women and other underrepresented groups,” is, I suppose, fine if your interest in engineering is the *history* of engineering… but it’s utterly meaningless if your interest in engineering is, y’know, engineering. It’s been a bit of a while since I got my degree, but as memory serves, we spent approximatley zero time on describing the peronal travails of the various people who discovered or invented the little bits of science, technology and math that we used. In aeronautics we learned about Bernoulli’s Theorem… because it’s important and relevant. What did we learn about Bernoulli the man? Doodly squat. Because WHO CARES. Whether he was a asexual autistic Italian banker, or lesbian Swiss cheesemaker makes absolutely no difference to the theorem itself. E=mc^2, after all, whether Einstein was German or Austrian or Swiss or Japanese, white or black, Jewish or Hindu.
- “Womens Studies/Ethnic studies/Colonialism:” you see any of that and you know you’re in for an idiot harangue from someone who cares far more about who did something than what that something actually was.
The reasoning behind this hire seems straightforward enough to suss out. STEM fields are overwhelmingly dominated by white and Asian males; females and males Of Some Other Color are under represented. And this has become a political cause among the shouting set in recent years, because STEM graduates *tend* to make pretty good incomes (present company sadly excluded) because STEM fields are, compared to libarts, actually useful to society. So, fine, bring in more women and People Of Some Non-White Color in the the STEM classrooms. The more the merrier! But where this is a screwup is that the process isn’t to convince women to do the hard work and take the math and engineering courses… they’re trying to water down STEM to where it’s palatable to the type of person who thinks that womens or ethnic studies courses are actually a good idea.