Technocracy, a problematic world view that values technical abilities and solutions over social ones, pervades engineering. In our pedagogy seminar for Learning Assistants (LA) in an engineering design course, we engaged LAs in role-plays, semi-improvised performances guided by a prompt, around troubles faced by a student team. We draw on audio-video records of a role-play and following discussion from our pedagogy seminar in which LAs, playing as students or an LA, had to contend with both social and technical issues. Using tools from discourse analysis, we analyze how technocracy is both reproduced and challenged during the role-play and following class discussion. The discussion allowed the LAs to reflect on their assumptions and decisions during the role-play. We will present implications for the design and facilitation of role-plays as well as for research studying STEM cultures. *Work supported by NSF Grant 1733649.

How technocracy becomes visible in engineering learning assistants’ role-plays

PAR-B.06 PER: Diversity, Equity & Inclusion II

technical paper

The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. The program featured plenary speakers, sessions, workshops and many special activities.

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AAPT SM 20

The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. 

Hannah Sabo

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How technocracy becomes visible in engineering learning assistants’ role-plays

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