Vibrancy:V5.1: Difference between revisions
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(Vibrancy: V5.1. Used class activities and assignments that held relevance to students’ lived experiences and their communities ) |
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=== V5.1: Used class activities and assignments that held relevance to students’ lived experiences and their communities === | === V5.1: Used class activities and assignments that held relevance to students’ lived experiences and their communities === | ||
After watching videos on social justice content, I assign discussion posts in Canvas or allocate time in class for small group discussions. Below are the prompts used. | After watching videos on social justice content, I assign discussion posts in [[wikipedia:Instructure#Canvas|Canvas]] or allocate time in class for small group discussions. Below are the prompts used. | ||
* “One way to look at system issues is to understand the assumptions in place when they were first develop. I am more and more interested in history for this reason. When we look at modern business practices, does it matter that the first origins of current management practices were in the plantations where owners held enslaved people? Does this knowledge change what you think about today's corporations?” | * “One way to look at system issues is to understand the assumptions in place when they were first develop. I am more and more interested in history for this reason. When we look at modern business practices, does it matter that the first origins of current management practices were in the plantations where owners held enslaved people? Does this knowledge change what you think about today's corporations?” | ||
* “Systems are created by people and as we continue to participate in the systems we reinforce them. It is easy to see that everyone in the judicial system (police, judges, lawyers, etc.) participate in the mass incarceration on Black men, but I wonder if engineers also create systems that are inequitable. What do you think the role of engineering is in producing or reproducing systemic racism?” | * “Systems are created by people and as we continue to participate in the systems we reinforce them. It is easy to see that everyone in the judicial system (police, judges, lawyers, etc.) participate in the mass incarceration on Black men, but I wonder if engineers also create systems that are inequitable. What do you think the role of engineering is in producing or reproducing systemic racism?” | ||
Revision as of 13:41, 18 July 2022
V5.1: Used class activities and assignments that held relevance to students’ lived experiences and their communities
After watching videos on social justice content, I assign discussion posts in Canvas or allocate time in class for small group discussions. Below are the prompts used.
- “One way to look at system issues is to understand the assumptions in place when they were first develop. I am more and more interested in history for this reason. When we look at modern business practices, does it matter that the first origins of current management practices were in the plantations where owners held enslaved people? Does this knowledge change what you think about today's corporations?”
- “Systems are created by people and as we continue to participate in the systems we reinforce them. It is easy to see that everyone in the judicial system (police, judges, lawyers, etc.) participate in the mass incarceration on Black men, but I wonder if engineers also create systems that are inequitable. What do you think the role of engineering is in producing or reproducing systemic racism?”
