Rider Foley | University of Virginia (original) (raw)

Papers by Rider Foley

Journal of Responsible Innovation, 2022

Networked computing affords users distinct opportunities to communicate with each other, build re... more Networked computing affords users distinct opportunities to communicate with each other, build relationships, transact business, and create. Yet, the digital divide perpetuates existing disparities between social groups. Interventions that rely on private ownership or philanthropy often fall short. Efforts to redress these disparities require collaboration across academic disciplines and with government and private sector organizations. This paper chronicles efforts in Harlem to address this through a collaborative approach to networked computing. We draw on two concepts--responsible innovation and co-governance--to sketch a community-based approach to networked computing. Second, the article identifies two potential systems, based in property law, through which a cross-section of community stakeholders could govern this networked computing infrastructure. In the end, this article seeks to integrate aspects of co-design and responsible innovation and reflects upon building bridges between researchers across academic disciplines, as well as the opportunities and difficulties of partnering with entrepreneurs and civic leaders.

2018 ASEE Annual Conference & Exposition Proceedings

on the '4C Project' on Cultivating Cultures of Ethical STEM education with colleagues from Notre ... more on the '4C Project' on Cultivating Cultures of Ethical STEM education with colleagues from Notre Dame, Xavier University and St. Mary's College. He is also the co-leader of the 'Nano and the City' thematic research cluster for the Center for Nanotechnology in Society at Arizona State University. Rider is a Research Collaborator with the Sustainability Science Education program at the Biodesign Institute. His research focuses on wicked problems that arise at the intersection of society and technology. Rider holds a Ph.D. in Sustainability from Arizona State University, and a Master's degree in Environmental Management from Harvard University and a Bachelor's degree in Environmental Science from University of New Hampshire. Before earning his doctorate, he has worked for a decade in consulting and emergency response for Triumvirate Environmental Inc.

The Sustainability Education Framework for Teachers (SEFT) intends to build a capacity for educat... more The Sustainability Education Framework for Teachers (SEFT) intends to build a capacity for educators to be able to understand: (i) the broad, complex nature of sustainability, (ii) the problem-oriented, solution driven nature of sustainability, and (iii) how sustainability connects to them as both citizens and classroom teachers. SEFT embraces four ways of thinking--futures, values, systems, and strategic which are conceptualized as being bi-directional and interconnected. The framework aids in linking sustainability topics that are seemingly disparate to the novice teacher population by building upon knowledge, skills, and attitudes necessary for problem solving with respect to complex sustainability challenges. Imagined as a conceptual framework, it offers organizing principles for examining and considering sustainability problem/solution constellations in a coherent fashion. The framework provides the opportunity for self-reflection and independent enquiry by considering and learning through real world foci. Likewise, SEFT offers a logical framework for working in interpersonal, intragroup, and intergroup situations. The four lenses require considering critical inquiries related to societal values, equity, and visions of the future; unpacking the status quo; and exploring and articulating pathways towards a sustainable tomorrow. Thorough

Disciplinary boundaries become increasingly unclear when grappling with “wicked problems,” which ... more Disciplinary boundaries become increasingly unclear when grappling with “wicked problems,” which present a complex set of policy, cultural, technological, and scientific dimensions. “T-shaped” professionals, i.e. individuals with a depth and breadth of expertise, are being called upon to play a critical role in complex problem-solving. This paper unpacks the notion of the “T-shaped expert” and seeks to situate it within the broader academic literature on expertise, integration, and developmental learning. A component of this project includes an exploratory study, which is aimed at evaluating the emergent attributes of T-shaped expertise in two different educational programs completed between January and May in 2015. The two programs build disciplinary knowledge in science, technology engineering, and mathematics fields at the core (vertical dimension), while expanding the students’ awareness and comprehension of other expertise (horizontal dimension). The courses introduced science and engineering students to case study topics focusing around complex human-technological-ecological systems in a nanotechnology and society course; and the governance of genetically modified organisms (GMOs) in a science, technology, and society course. We analyze pre- and post-test data from this pilot project before presenting findings that pertain to student learning, as well as variants in the methodology and reflect on the utility (and limitations) of the selected methodology for evaluating expertise as it evolves over time. The paper closes with a discussion of a theory of acquisition with implications for delineating early attributes and characteristics of T-shaped expertise.

Technology Analysis & Strategic Management, 2016

Anticipatory governance (AG) provides a forward-looking framework through which social, eth-ical,... more Anticipatory governance (AG) provides a forward-looking framework through which social, eth-ical, and legal aspects of such emerging technologies as nanotechnology may be assessed. Ad-vanced versions of AG integrate a suite of qualitative methods, including sustainability constellation mapping, as well as quantitative methods focused on real-time trend analysis of bibliometric and patent activity. Together, these methods present a broad view of energy-related nanotechnology research, and explicitly call attention to root causes, actors, and outcomes of nanotechnology inno-vations. While the AG framework includes socio-technical integration, thereby making the labora-tory an active venue for governance, it lacks laboratory-generated quantitative analysis that can help connect broader governance strategies back to laboratory researchers working with nano-technology. Anticipatory life cycle assessment (LCA) builds upon developments in LCA, and seeks to adapt life cycle frameworks to de...

Journal of Nanoparticle Research, 2012

8 Abstract Nanotechnology is widely associated with 9 the promise of positively contributing to s... more 8 Abstract Nanotechnology is widely associated with 9 the promise of positively contributing to sustainabil-10 ity. However, this view often focuses on end-of-pipe 11 applications, for instance, for water purification or 12 energy efficiency, and relies on a narrow concept of 13 sustainability. Approaching sustainability problems 14 and solution options from a comprehensive and 15 systemic perspective instead may yield quite different 16 conclusions about the contribution of nanotechnology 17 to sustainability. This study conceptualizes sustain-18 ability problems as complex constellations with sev-19 eral potential intervention points and amenable to 20 different solution options. The study presents results 21 from interdisciplinary workshops and literature 22 reviews that appraise the contribution of the selected 23 nanotechnologies to mitigate such problems. The 24 study focuses exemplarily on the urban context to 34 Keywords Nanotechnology Á Sustainability Á 35 Complex problems Á Problem solving Á Intervention 36 research Á Anticipatory governance 37 38

ASTE Series in Science Education, 2015

ABSTRACT In the wake of colleges and universities being criticized for inadequately preparing the... more ABSTRACT In the wake of colleges and universities being criticized for inadequately preparing their students for the grand challenges of the twenty-first-century, the New American University proposes to prepare future leaders to address these challenges and contribute to a more sustainable way of life. One of the major mechanisms to enact lasting and impactful change toward achieving this goal is educating future teachers in sustainability literacy. This chapter describes a newly required hybrid course at Arizona State University titled Sustainability Science for Teachers. The course, launched in the K-8th grade teacher education program in fall 2012, imparts sustainability lessons in meaningful ways by integrating technology and digital storytelling with in-class activities. The goal of the course is to develop sustainability literacy among preservice teachers by providing engaging content-knowledge and enabling them to employ these concepts in their future classrooms. Analyzing pre- and posttests that capture preservice teachers’ conceptual maps along with preservice teacher feedback provides data for an initial evaluation of this new course. This chapter examines the learning outcomes and lessons learned from creating and implementing a course focused on sustainability targeted to preservice teachers.

Journal of Responsible Innovation, 2015

Journal of Nanoparticle Research, 2014

Scientists, engineers, and policy analysts commonly suggest governance regimes for technology to ... more Scientists, engineers, and policy analysts commonly suggest governance regimes for technology to maximize societal benefits and minimize negative societal and environmental impacts of innovation processes. Yet innovation is a complex sociotechnical process that does not respond predictably to modification. Our human propensity to exclude complexity when attempting to manage systems often results in insufficient, one-dimensional solutions. The tendency to exclude complexity (1) reinforces itself by diminishing experience and capacity in the design of simple solutions to complex problems, and (2) leads to solutions that do not address the identified problem. To address the question of how to avoid a complexityexclusion trap, this article operationalizes a postnormal science framework to assist in the enhancement or design of science policy proposals. A literature review of technological fixes, policy panaceas, and knowledge-to-action gaps is conducted to survey examples of post-normal science frameworks. Next, an operational framework is used to assess the case of a proposed international nanotechnology advisory board. The framework reveals that the board addresses a slice of the broader, more complex problem of nanotechnology governance. We argue that while the formation of an international advisory board is not problematic in-and-of-itself, it is symptomatic of and plays into a complexity-exclusion trap. We offer researchers, policy analysts, and decisionmakers three recommendations that incorporate a more appropriate level of complexity into governance proposals.

Journal of Responsible Innovation, 2014

Environmental science & technology, Jan 16, 2014

Current research policy and strategy documents recommend applying life cycle assessment (LCA) ear... more Current research policy and strategy documents recommend applying life cycle assessment (LCA) early in research and development (R&D) to guide emerging technologies toward decreased environmental burden. However, existing LCA practices are ill-suited to support these recommendations. Barriers related to data availability, rapid technology change, and isolation of environmental from technical research inhibit application of LCA to developing technologies. Overcoming these challenges requires methodological advances that help identify environmental opportunities prior to large R&D investments. Such an anticipatory approach to LCA requires synthesis of social, environmental, and technical knowledge beyond the capabilities of current practices. This paper introduces a novel framework for anticipatory LCA that incorporates technology forecasting, risk research, social engagement, and comparative impact assessment, then applies this framework to photovoltaic (PV) technologies. These examp...

Technology in Society, 2013

The present study employs a real-time, practice-oriented, and place-based approach to dissect the... more The present study employs a real-time, practice-oriented, and place-based approach to dissect the process of nanotechnology innovation in support of novel governance schemes. The research question is: What are actors specifically doing in the process of nanotechnology innovation in a metropolitan area, and what are enabling and constraining drivers that could be leveraged for novel governance approaches? The study presents results from 45 interviews and a synthesis workshop with actors from academia, industry, government, and the civil society in Phoenix. Results show that actors follow preconceived mental models of innovation with the primary objective to deploy profitable commercial or military products. The dominant network actors are academics, industry, and government funding agencies. The network is divided along product-based sectors with few cross-sector linkages. Considerable governmental support for entrepreneurs and for academic research via the National Nanotechnology Initiative enables nanotechnology innovation in the early stages. Market failures and corporate barriers, however, constrain the value proposition in later phases. There is novelty in the nanotechnology products; yet, little attention is paid to consumer input, adverse effects, or broader public value generation.

Technological Forecasting and Social Change, 2014

With the building and construction sector contributing significantly to global greenhouse gas emi... more With the building and construction sector contributing significantly to global greenhouse gas emissions, there is great demand for resource-and energy-efficient construction materials. Manufactured nanotechnology products (MNPs) are expected to realize resource and energy efficiency through performance improvements in the strength, lightness and insulating properties of construction materials. However, the actual adoption of MNPs has lagged. This article examines how the construction sector in the United States assesses MNPs for adoption. Through patent analysis and interviews, we gauge the supply of MNPs and identify actors' roles in technology adoption. Results indicate that awareness of MNPs is more extensive than anticipated. Yet, MNP adoption is limited by a multi-component technology assessment process focused primarily on the technology's applicability to project-based outcomes. We conclude that barriers to MNP adoption can be overcome through intermediary activities such as product certification, comprehensive technology assessments, and "real-world" demonstrations.