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1. Sensors as media and sensor-mediated communication: an introduction to the special issue

   https://doi.org/10.1093/jcmc/zmad033  

   Özkul, Didem; Halegoua, Germaine R; Wilken, Rowan; Humphreys, Lee (August 2023, Journal of Computer-Mediated Communication)

   Özkul, Didem; Halegoua, Germaine R; Wilken, Rowan; Humphreys, Lee (Ed.)

   Abstract This special issue examines mediated communication through the rise of sensors. Sensors are increasingly in the phones we carry, in the cars we drive, and throughout the homes and communities in which we live. In this introduction to the special issue, we define sensor-mediated communication (SMC) and argue the embedded, automatic, and datafied nature of sensors belie the glitches and biases in sensor mechanisms, networks, and infrastructure. The collection of articles in this issue explores SMC across a variety of contexts and cases, including municipal infrastructure, community, health, industry, and the domestic. They represent studies of voice assistants, self-tracking apps, self-driving cars, fitness games, home health care, as well as municipal sensor networks in urban, indigenous, and rural communities. Across them all we see the different ways through which mediated communication is initiated, transformed, and maintained by sensing technologies. Together they represent an important evolution in the study of computer-mediated communication. 

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2. “The Devil You Know”: Barriers and Opportunities for Co-Designing Microclimate Sensors, A Case Study of Manoomin

   https://doi.org/10.1145/3685695  

   Greenlee, Eric; Rothrock, Blaine; Kim, Hyeonwook; Zegura, Ellen; Hester, Josiah (September 2024, ACM Journal on Computing and Sustainable Societies)

   Current environmental challenges have profound local consequences and often benefit from the collection of fine-grained microclimate data. Advances in wireless sensor networks and the Internet of Things have led to technologies nominally suited to support remote sensing; however, in practice long-running deployments of in-field environmental sensors are rare. Field conditions are often remote and culturally sensitive, with limited power, Internet, transportation, and human infrastructure; advances in device technology alone will not suffice. We ask how communities, Internet of Things researchers, government, and other interested parties can work together to co-design useful, low burden, sustainability-focused infrastructure. Toward this end, we conducted 11 semi-structured interviews with 13 experts who use or rely on environmental sensing technology. To complement our interview data, we engaged in three months of participant observation while immersed in organizations specifically working toward manoomin (wild rice) conservation. We make two primary contributions. First, we confirm and enrich a five-stage model, the microclimate sensor lifecycle, focusing on desired features and persistent challenges. Second, we outline a space for co-design of microclimate sensors with emphasis on the cost of experience, the generally unaddressed issue of technical usability in the messy field, and the opportunity for community engagement to improve technical design and outcomes. Furthermore, we discuss future design opportunities, recommendations, and challenges in the microclimate sensor design, deployment, and sustainability space. 

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3. LOW-COST EFFICIENT WIRELESS INTELLIGENT SENSOR (LEWIS) DEPLOYMENT FOR COMMUNITY DRIVEN DECISION MAKING

   https://doi.org/10.12783/shm2023/36747  

   ALAMPALLI, SANDEEP; MALEK, KAVEH; MOHAMMADKHORASANI, ALI; MOREU, FERNANDO (September 2023, Destech Publications, Inc.)

   There have been several advances in Structural Health Monitoring (SHM) throughout the last two decades. Among these advances is that sensors and data acquisition have become smaller in size while wireless technologies have been making wireless communication and data accessing easier. These advances create cost effective sensing solutions for communities where flooding and wildfires put their members and infrastructure at risk. Therefore, with higher community involvement in understanding and utilizing new sensing technologies, there is more to be gained in preparing for and mitigating the effects of natural hazards. Low-cost easily deployable sensors will make sensor technology more popular and easier for communities to utilize and give them the ability to make decisions during natural hazards. LEWIS, a Low-cost Efficient Wireless Intelligent Sensor platform, is created by the Smart Management of Infrastructure Laboratory (SMILab) at the University of New Mexico (UNM) at Albuquerque for such a purpose: to give communities the ability to create innovative monitoring solutions, including combating climate change. This paper briefly discusses the LEWIS platform, their use for communities to combat natural hazards to make quick decisions to improve public safety, training and education components, and community (from student to industry professional) engagement efforts. 

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4. Broadening the Participation of Rural Students in Engineering: Preliminary Findings on the Perspectives of Key Community Members

   Vaziri, S.L.; Grohs, J.R.; Paretti, M.C.; Baum, L.M.; Lester, M.M.; Newbill, P.L. (July 2019, ASEE annual conference & exposition)

   While post-secondary enrollment rates have increased for all groups over the last 40 years, higher education enrollment, and specifically enrollment in engineering programs, continues to vary based on demographic characteristics. As a result, efforts to spark interest in engineering among PreK-12 underrepresented students have increased substantially in recent years. However, as past work has demonstrated, interest is not always sufficient to help students pursue engineering majors, particularly for rural students. In many rural communities, strong family networks, community values, and local economic drivers often play a significant role in shaping students’ career choices. To account for these contextual factors, this project shifts the focus from individual students to the communities themselves to understand how key stakeholders and organizations support engineering as a major choice. Our research aims to gain a holistic understanding of the rural communities by employing three phases: 1. Focus groups and interviews with undergraduate engineering students from selected rural high schools that are known for producing high numbers of engineering majors. 2. Interviews with key individuals (e.g. teachers, guidance counselors, community leaders) and observations of activities that emerged as salient in Phase 1. 3. Participatory design workshops to share findings from the first two phases and foster creative dialogue among the rural schools and communities. The focus groups and individual interviews conducted in Phase 1 provided a rich understanding of how and why undergraduate students from rural high schools selected engineering as a college major. They also laid the foundation for the second phase of this project, which includes interviews with key members of the students' home communities and observations of programs and/or events that emerged as salient. Data collection for Phase 2 will continue through the Spring 2019 semester and our poster will present high-level insights from the interviews and observations.The findings from this phase will allow us to triangulate students’ perceptions with the perceptions and practices of others and will provide a rich understanding of the goals, attitudes, and experiences of community members who often play a key role in students’ decisions. 

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5. Toward a justice‐centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context

   https://doi.org/10.1002/tea.21917  

   Luehmann, April; Zhang, Yang; Boyle, Heather; Tulbert, Eve; Merliss, Gena; Sullivan, Kyle (February 2024, Journal of Research in Science Teaching)

   Abstract We find ourselves at a time when the need for transformation in science education is aligning with opportunity. Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as well as practices to enact it. While NGSS and AST provide concrete guidelines to support deep learning, revisions are needed to explicitly promote social justice. In this study, we sought to understand how a commitment to social justice, operationalized through culturally sustaining pedagogy (Paris, Culturally sustaining pedagogies and our futures.The Educational Forum, 2021; 85, pp. 364–376), might shape the AST framework to promote more critical versions of teaching science for equity. Through a qualitative multi‐case study, we observed three preservice teacher teams engaged in planning, teaching, and debriefing a 6‐day summer camp in a rural community. Findings showed that teachers shaped the AST sets of practices in ways that sustained local culture and addressed equity aims: anchoring scientific study in phenomena important to community stakeholders; using legitimizing students' stories by both using them to plan the following lessons and as data for scientific argumentation; introducing local community members as scientific experts, ultimately supporting a new sense of pride and advocacy for their community; and supporting students in publicly communicating their developing scientific expertise to community stakeholders. In shaping the AST framework through culturally sustaining pedagogy, teachers made notable investments: developing local networks; learning about local geography, history, and culture; building relationships with students; adapting lessons to incorporate students' ideas; connecting with community stakeholders to build scientific collaborations; and preparing to share their work publicly with the community. Using these findings, we offer a justice‐centered ambitious science teaching (JuST) framework that can deliver the benefits of a framework of practices while also engaging in the necessarily more critical elements of equity work. 

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