These activities ask students to be curious about people who are very likely in different situations than their own.

Introduction
The first-year composition course is an excellent place to introduce engineering students to the Entrepreneurial Mindset (EM). This card describes two learning activities that can be incorporated into a freshman-level composition course.

These activities ask students to be curious about people who are very likely in different situations than their own. The activities further require students to consider these differences and to make connections between them and their own experiences. The second activity requires that the students make connections between various readings and videos and integrate information from these sources to gain insight about our American society.

 

-----------------------------------------------------------------------------------------------------------------------------

 

Activity I  - Engaging with Evicted
Activity I spans three weeks of the semester, but most of this time involves students reading independently. The actual classroom time spent on this activity equals approximately 30 total minutes of class time (20 minutes to describe EM; 5 minutes to describe the reflection, 5 minutes to field questions).  

 

Setup

This activity requires that the students first be introduced to EM. See the attached file, MSOE Mindset, for a PowerPoint slide. After introducing EM, inform the students that they will be focusing on the curiosity and connections aspect of EM in the reading that will follow.

 

Reading

Students are required to read Parts I and II (through page 203) of the New York Times bestseller, Evicted, by Matthew Desmond. This reading is split up over three weeks. Weekly discussions of the sections are appropriate. While students are finishing the final week’s reading, introduce the requirements of the reflection.

 

Reflection

As they are completing their reading, students will be prompted to write a 500-word reflection that asks them to reflect on the stories that are contained within Evicted and to compare those experiences with their own.  The prompt and requirements for this reflection are in the attached file (Evicted Reflection Prompt). Through this reading and reflection, the student should grow in both self-reflection and awareness of others. This will hopefully lead to a higher chance of empathy for and acceptance of those who have different circumstances/opportunities in life

-----------------------------------------------------------------------------------------------------------------------------

Activity II – Engaging with the American Dream
Activity II also spans about three weeks of the semester. It will require approximately three 50-minute class periods and outside of class time.   

 

Introduction to EM (part 1)

This activity requires that the students first be introduced to EM. See the attached file, MSOE Mindset, for a PowerPoint slide (which contains speaker notes). After introducing EM, inform the students that they will be focusing on the curiosity and connections aspect of EM in the parts that will follow.

 

Introduction to The American Dream (part 2)

Students are introduced to the concept of The American Dream and its history and place in the Unites States culture. As part of this introduction, they learn the story of Alexander Hamilton’s rise from orphan to Founding Father. Students are also introduced to the character of Ragged Dick (the rags-to-riches protagonist of the Horatio Alger story by the same name) and to the autobiography of Frederick Douglass (the former slave who became an abolitionist, orator, writer, and statesman).Summarize these stories and/or assign readings from each of these over one or more class periods.

 

The Flip Side of the Dream (part 3)

Students are introduced to the stories of Americans who have not faired well financially and otherwise. These stories can be excerpted from the books Evicted and Nickel and Dimed. Assign sections of these books that give a face to the problems of eviction and working low-wage jobs.

 

Reflection on the American Dream (part 4)

After being introduced to several stories on both successes and failures of the American Dream, students will be prompted to write a 500-word reflection that asks them to decide what their thoughts are on the American Dream.  The prompt and requirements for this reflection are in the attached file (American Dream Reflection Prompt). Through this reflection,  students should continue to grow in self-reflection and awareness of others. This will hopefully be a step in their understanding of themselves as part of a diverse community and subsequently encourage them to act in ways that are conducive to community building.