Engineering Coalition of Schools for Excellence in Education and Leadership (ECSEL)

Speaker Notes:

• Introduction: 5 minutes

• The movie is part of a major curricular reform undertaken by seven universities interested in incorporating design in undergraduate education and fostering diversity among engineering students.

• The universities were members of the NSF-funded Engineering Coalition of Schools for Excellence in Education and Leadership (ECSEL)

• Institutions included: City College of New York , Howard University, Massachusetts Institute of Technology, Morgan State University, Penn State University, the University of Maryland, and the University of Washington.

1. Goals

• Integration of Engineering Design across the Curriculum

• Making engineering a profession attractive to underrepresented minorities & women

2. Thematic Areas

• Learning by Design

• Articulation with K - 14 Community

• Student and Faculty Development

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In Their Own Words

• Based on interviews from 24 Engineering students about their positive & negative classroom experiences.

• Qualitative analyses of interviews identified three major themes

1. "What the professor says is important"

2. "I just felt totally overlooked"

3. " I felt like Tinkerbell in Never-Never land"

Developed by:

Barbara Bogue

Rose M. Marra

Tom Litzinger

Sandra Johnson

Speaker Notes:

• The movie,'In Their Own Words", is part of a one-hour workshop designed to enhance the classroom learning environment.

• This workshop was developed by a group of Penn State's educational researchers and professors of engineering.

• Barbara Bogue. Director of Women in Engineering programs

• Rose M. Marra. Associate Professor of Education

• Tom Litzinger. Professor of Engineering

• Saundra Johnson

• The movie builds upon classroom based experiences of 24 undergraduate engineering students enrolled at a large Research I institution.

• The interviews took place in the Summer of 1996.

• The students selected to represent a variety of engineering majors as well as gender and race/ethnicity.

• Students selected had GPAs equal or greater than 3.0.

• Students experiences were enacted by actors resembling the students.

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Movie

Forming three groups

Speaker Notes:

• Movie section: Time 20 minutes

• Ask participants to form three groups, corresponding to the three sections of the movie.

• Distribute working sheets to each group

• Ask them to make additional notes as they listen to the stories of the three students selected for each group.

• Distribute Easel-Pads to each group

• Show the movie

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Adapted from: Bogue & Marra (2000). In their own words

Speaker Notes:

• Group discussion: Time: 10 minutes

• Distribute Easel-Pads to each group

• Ask each group to review three students' experiences and formulate intervention strategies

• Ask one member of the diversity and one member of the learning community team to assist the group

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Adapted from: Bogue & Marra (2000). In their own words

Speaker Notes:

• Group discussion: Time: 10 minutes

• Distribute Easel-Pads to each group

• Ask each group to review three students' experiences and formulate intervention strategies

• Ask one member of the diversity and one member of the learning community team to assist the group

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Adapted from: Bogue & Marra (2000). In their own words

Speaker Notes:

• Group discussion: Time: 10 minutes

• Distribute Easel-Pads to each group

• Ask each group to review three students' experiences and formulate intervention strategies

• Ask one member of the diversity and one member of the learning community team to assist the group

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Discussion

What is common across all three themes?

Speaker Notes:

• Discussion by all participants: 20 minutes

• Ask participants to identify common themes

• Ask for volunteers who have successfully dealt with situations described in the movie

• Bring to closure