Diversity and Culture in Education, Education 225
The Association of American Colleges and Universities (AAC&U) has awarded Bryn Mawr College a grant of up to $300,000 to evolve STEM teaching over the next three years to make BMC computer and information science programs more culturally accessible and substantive!
Liz McCormack, chair and professor of the Physics Department at Bryn Mawr College, leads this initiative, assisted by Doug Blank and Mark Matlin. The college will use this funding to develop online computing or programming instructional modules that the physics department can insert throughout curricula. These additions will supply students with exposure to new and innovative computing and information science skills.
These leaders hope this initiative will act as a model for other departments at Bryn Mawr as well as for other schools, especially those interested in increasing computer and information science exposure across the curriculum, in part, to reach a more diverse range of students than those that traditionally enter those fields.
VoiceThread is a user-friendly way to share power point presentations, videos, photos, and other media. Students and professors can record video or audio responses, draw on the media to highlight certain points, and comment in text form. This site is useful for discussion outside of the classroom, allowing students to focus on the topic at hand and reflect in a collaborative way.
Want to Learn More?
Read how VoiceThread describes its capabilities.
- Upload power points
- Upload question slides for comment
- Comment on students’ writing in video, text, and visual formats
MediaThread, a project created by the Columbia Center for New Media Teaching and Learning through the Digital Bridges Initiative is a service that allows you to blend your thoughts with multimedia sources and share them with others. MediaThread supports video, images, metadata, and many content websites listed below. Most compatible with Firefox, MediaThread is currently being used by Columbia, MIT, Wellesley, Dartmouth, The American University in Cairo, and many other institutions of higher education.
Who can do what with MediaThread? Through MediaThread...
Bryn Mawr is my home.
That one phrase is so much more than the five words it contains. Now more than ever before. To me, a home is much more than four walls or a campus. Bryn Mawr is home to me because of its people, because of its community. It is here that I have become comfortable with who I am - my sexuality, my past, my life.
When I first began to think about this final paper, I knew I wanted it to be about this place that means so much to me. Bryn Mawr. I also wanted to incorporate in parts of my other papers. As I reflected over my work and growth in this course, I realized I left my third paper open ended without a firm direction in terms of education for Wabash. During conversations (usually over food) with my friends, I began to see that Bryn Mawr also needs a new form of education. An education in inclusion. I began to think of my second paper on the inclusiveness/discrimination of the straight community within Bryn Mawr's community. I concluded Bryn Mawr needs an intervention.
The phrase "feminism unbound" is strange to me. I thought at first I understood it, but when we began to discuss this phrase in class, I got even more confused. So I sat down to think about it on my own. I thought about the rigors of society, the boundaries have set for ourselves and others, the world we have been told should exist. As someone who has chosen to go to an all-women's college I know I follow certain boundaries within the walls of Bryn Mawr College, regulations the college sets for me. I began to think of similar institutions. A friend of mine also goes to a single-sex institution, Wabash College, an all-men's college in Indiana. Wabash sets regulations for its students as well. A potential new regulation is a gender studies graduation requirement. This debate struck a chord with me, especially when I discovered the contorted view of gender studies some members of the institution had created around this issue . . .
"[The] wimpy, neutralized guys that gender feminists are trying to create: men who are not committed to constructive struggle and conflict and fighting for a cause and coming out the winner." (Michaloski and Allman) This statement was made by Dr. David P. Kubiak, a Classics professor at Wabash College in relation to the debate at Wabash over the proposition of a gender studies graduation requirement.
One thing that I have learned from the course so far are the different kinds of technology that are present in the classrooms as well as their implications. I have always looked down on technology since I find it to be a distraction rather than a aid in learning. Our outlook on technology in the classroom is forever changing and we definitely take technologies (both old and new) for granted. My rose would be the encouragement to "think outside the box" and participate in different ways that differ from my math education. My thorn would be that because my computer is broken, it really discourages me from doing my readings online and participating in the types of technologies we're learning about.
I felt like this unit was a good introduction and laid down the foundation for the class: defining the terms and posing the big questions to contemplate over the course of the semester. It has encouraged me personally to engage with and explore technology that I have been reluctant to experiment with in the past, including prezi and instagram, and I am excited to continue to learn. We have also established initial contact with our pen pals in Ghana and while we are uncertain about the development of that relationship at this point, I am excited about the possibilities. The prospect of an undeveloped structure to this part of the course is exciting but at the same time, a bit anxiety provoking, and so I hope we can help future participants by laying down some sort of structure for them.