Posts Tagged active citizenship
Members of the Tufts chapter of the National Society of Black Engineers (NSBE) strive to inspire a new generation of engineers and make them realize that they too can make an impact on the world. In line with this effort to inspire, they created this video for the Institute of Electrical and Electronics Engineers (IEEE) “How Engineers Make a World of Difference” scholarship competition.
The competition tasks students “to create the most effective two-minute video clips reinforcing in a personal profile — for an 11-to-13-year-old “tweener” audience — how engineers improve the world.”
Watch and be inspired!
[kml_flashembed movie="http://www.youtube.com/v/2AKyOJFLiTU" width="425" height="344" allowfullscreen="true" fvars="fs=1" /]
You can follow them on Twitter @tuftsnsbe.
Imagine if, in high school, you had the option of communicating with your teachers through text messages. Though the idea may raise some questions, Peter Levine, director of CIRCLE and research director of the Tisch College of Citizenship, spent some time with OneVille, a community research and action project in Somerville, Massachusetts, discussing tools to foster communication between high school students and their community. Together they went over the pros and cons of the application of this idea in an alternative school for students who had been expelled from, or opted out of, the main public school:
They used Google Voice as the texting service, which meant that the messages were archived. Having an archive creates advantages for the students and teachers (they can go back and see what they wrote), and it enables research. It may also have some disadvantages. Among other things, it creates a record that may have to be disclosed to parents under certain circumstances.
We reviewed anonymized transcripts of teachers texting students to wake them up; students disclosing health problems and depression to teachers (and explicitly preferring to communicate by text as opposed to voice); and a traditionally angry teenager thanking his teacher by text. Clearly, the medium affected relationships and power hierarchies, although not necessarily in a uniform way. Whether the changes were educationally beneficial is one big question. Another question is what would happen if the experiment moved from a small, alternative school to a regular high school in which each teacher briefly meets more than 100 kids every day?
The Center for Engineering Education and Outreach‘s Student Teacher Outreach Mentorship Program (STOMP) program has been nominated for the Partnering for Excellence Innovations in Science + Technology + Engineering + Math (STEM) Education competition. STOMP seeks to create an engineering curriculum that reaches across all disciplines, piques K-12 student’s interest in engineering, and improves the student’s problem solving skills while preparing Tufts undergrads in the School of Engineering, as well as k-12 teachers, with the necessary tools to become educational change agents.
Check out a video of the 2009 STOMP fellows in action: