MULTICULTURAL

STS 332: Global Issues in Science and Technology

What I did

In STS 332, I studied global problems where the same issue can look very different depending on the country, culture, and available resources. Each week, I chose a topic connected to United Nations global issues and linked it to another issue that interested me. I supported each connection with research from the ASU library so that my arguments were based on evidence, not personal opinion.

The main assignments were three analytical briefs. In each brief, I had to clearly define the goal of the issue, explain the real challenges involved, and propose possible solutions. I also had to discuss tradeoffs and unintended consequences instead of assuming that every solution would work perfectly. Alongside the briefs, I participated in weekly discussion boards where I responded to classmates and engaged with perspectives shaped by different backgrounds and experiences.

Two of my briefs stand out. One focused on how attacks on Ukrainian grain export infrastructure affected food security in other regions that depend on that supply chain. The other examined climate change and how its effects are uneven, with low income communities facing greater harm despite contributing less to the problem. Both assignments required me to think beyond a single country or viewpoint.

What I learned and why it matters

This course helped me understand that technology and policy solutions cannot be separated from global context. A solution that works in one country may fail in another because of economic limits, political conditions, or cultural differences. I learned to analyze issues from multiple angles and to recognize that global systems are interconnected in ways that are not always visible at first.

Writing the briefs also improved how I communicate complex issues. I had to be clear, organized, and respectful when discussing sensitive topics. That skill is important in engineering work where collaboration often crosses borders and disciplines.

Connection to my broader focus

This course strengthened my focus on improving everyday life through systems that people can rely on. It expanded my understanding of what reliability means on a global scale. A system may be efficient in one region but create instability in another. Thinking about fairness, access, and long term consequences is essential when designing solutions that affect diverse communities.

Value to my academic and professional goals

As a computer science student, this course reminded me that technical systems operate within global networks. Whether working on digital infrastructure, data systems, or security, I will be building tools that may affect people far beyond my immediate environment. STS 332 trained me to think about global ripple effects and cultural context, which strengthens my ability to design responsibly.

Artifacts

The Week 2 Analytical Brief on Ukrainian grain exports and the Week 3 Analytical Brief on climate change are included below.

COM 263 – Intercultural Communication

What I did

In COM 263, I learned how culture affects the way people communicate and see the world. We talked about identity, privilege, social justice, and how power shows up in everyday conversations. The course helped me look past surface level differences and understand why people think and respond differently.

Each week I wrote discussion posts where I had to use ideas from the textbook and apply them to real situations. I had to explain concepts clearly and look at issues from more than one cultural perspective. I also responded to classmates, which meant reading carefully and engaging respectfully even when I disagreed.

Two assignments stood out. One was a Social Justice Reflection where I examined how larger systems shape how people are treated. The other was my presentation on food insecurity among international students in the United States. In that project, I looked at how visa rules, limited job options, cost of living, and cultural food needs combine to create challenges for international students. I used research to support my points and tried to show how this issue is shaped by identity and policy, not just personal budgeting.

What I learned and why it matters

This course helped me understand that communication is never neutral. The same situation can feel very different depending on someone’s background and life experience. I started paying more attention to how systems are designed and who they are designed for.

The food insecurity project made this real for me. Two students might both struggle with money, but their access to help can depend on immigration status or how comfortable they feel asking for support. That made me more aware of how identity and structure interact.

The weekly discussions also helped me practice staying thoughtful and respectful in conversations. That skill matters in engineering because teams and users often come from different cultures and viewpoints.

Connection to my broader focus

My work centers on improving daily life through systems people can rely on. This course reminded me that reliability is not only technical. People also need to feel understood and included. If a system ignores culture or identity, it may work on paper but fail real users. This course helped me think more carefully about inclusion in design.

Value to my academic and professional goals

As a computer science student, I will build systems used by many different kinds of people. COM 263 helped me see that I need to think about communication, access, and cultural context alongside performance and efficiency. That mindset supports my goal of building technology that works well and serves people fairly.

Artifact

The Food Insecurity presentation is included below. It shows how I applied course concepts, used research, and analyzed how identity and policy shape real experiences.