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 = | |||
=== | === Practices === | ||
* Using activities that connect to student's lived experiences creates higher level of motivation because the students see the "Why should we care?" | |||
Using activities that connect to student's lived experiences creates higher level of motivation because the students see the "Why should we care?" | |||
=== | === Activities === | ||
After watching videos on social justice content, | * After watching videos on social justice content, assign discussion posts in [[wikipedia:Instructure#Canvas|Canvas]] or allocate time in class for small group discussions. Some possible prompts include: | ||
** “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?” | |||
Latest revision as of 13:49, 11 August 2022
Vibrancy V5.1: Used class activities and assignments that held relevance to students’ lived experiences and their communities
Practices
- Using activities that connect to student's lived experiences creates higher level of motivation because the students see the "Why should we care?"
Activities
- After watching videos on social justice content, assign discussion posts in Canvas or allocate time in class for small group discussions. Some possible prompts include:
- “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?”
