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---
layout: default
---
<h2 id="lesson-plan">LESSON PLAN</h2>
<p><strong>Title: Rutgers University Virtual Classroom Visit: Q&A with Undergraduate Computer
Scientists</strong></p>
<p><strong>Lesson Objectives:</strong>
<em>By the end of the lesson, students will be able to:</em></p>
<p><em>-</em> Better understand both the challenges and excitement of the technology industry</p>
<ul>
<li>
<p>Discuss the lack of diversity in the tech sphere and the need to increase it</p>
</li>
<li>
<p>Cite examples demonstrating the use of technological knowledge as a tool for a wide array of
interests</p>
</li>
</ul>
<p><strong>Teaching/Instructional Method:</strong></p>
<p><strong>-</strong> Students will join a Google Hangout session with a 2-3 person panel of undergraduate
computer science major from Rutgers University</p>
<p><strong>Instructional Materials and Resources needed</strong></p>
<ul>
<li>
<p>projector and screen</p>
</li>
<li>
<p>reliable WiFi connection</p>
</li>
<li>
<p>HDMI cable</p>
</li>
<li>
<p>Google Hangouts/Skype permissions on school network</p>
</li>
</ul>
<p><strong>Warm-Up</strong> / Anticipatory Set</p>
<ul>
<li>
<p>Before the Virtual Classroom Visit, students will have filled out the anonymous pre-panel
survey detailing demographic information and initial interest and knowledge of the tech
industry
▪ Survey can be found here: https://docs.google.com/forms/u/1/d/
1exM9c2OoGhnNIqHEYzq2qujs8yFcMX1U0Orm2SbY5i8/edit?
usp=sharing</p>
</li>
<li>
<p>Students will have prepared 1-3 questions each to ask the panelists. Sample questions
might include:
▪ What does a day in the life of a programmer look like?
▪ Is coding as difficult as it looks?
▪ Why is it important to be tech-literate if I’m not interested in working in
the technology sector?</p>
</li>
</ul>
<p><strong>Phase I: Presentation</strong> (00:00 - 00:15)</p>
<ul>
<li>
<p>Panelists initially will <strong>not</strong> have video enabled</p>
</li>
<li>
<p>Panelists will ask students what the class thinks they look like.</p>
</li>
<li>
<p>Students will describe both physical and personality attributes of a technologist to panelists</p>
<ul>
<li>
<p>Panelists may prompt students for certain traits</p>
<ul>
<li>
<p>What gender am I?</p>
</li>
<li>
<p>What race am I?</p>
</li>
<li>
<p>How old am I?</p>
</li>
<li>
<p>How long have I been programming?</p>
</li>
<li>
<p>What do I do other than coding?</p>
</li>
</ul>
</li>
</ul>
</li>
<li>
<p>Once the sketch is finished, panelists will enable video and introduce themselves - name, class
year, and how they first got into coding , and discuss with students how accurate or inaccurate
their initial conceptions were</p>
<ul>
<li>
<p>Panelists and students will discuss media and societal influence on who goes into tech</p>
<ul>
<li>
<p>Silicon Valley television show</p>
</li>
<li>
<p>Hidden Figures movie</p>
</li>
<li>
<p>Marketing for children’s toys</p>
</li>
</ul>
</li>
<li>
<p>Students will be invited to share with panelists and classmates why they may not be interested in coding or
technology</p>
<ul>
<li>
<p>In response, panelists will discuss their own experiences with the student’s challenges or hesitation, and
correct misconceptions if applicable</p>
</li>
<li>
<p>Panelists and students will discuss the urgent need for diversity in the tech sphere, and provide examples of
the benefits of a diverse workforce</p>
<ul>
<li>
<p>Data Mining (Machine-Learning generated ads which prey on specific demographics</p>
</li>
<li>
<p>Product viability (new iPhones are too large for women to use comfortably)</p>
</li>
<li>
<p>Thought diversity (effects of groupthink)</p>
</li>
</ul>
</li>
</ul>
</li>
</ul>
</li>
</ul>
<p><strong>Phase II - Guided Practice & Collaboration</strong> (00:15 - 00:35)</p>
<p><em>-</em> Q & A : students will be invited to ask the questions they prepared for the panelists</p>
<ul>
<li>Panelists will share their experiences in the industry and provide examples of tech giants who don’t fit the mold</li>
</ul>
<p><strong>Phase III – Assessment (To be completed after the VCV)</strong></p>
<ul>
<li>
<p>Students will fill out the anonymous post-panel survey after the call, reflecting upon their changes in perception
(or lack there of) of the tech industry</p>
You can fill out the survey here: <iframe src="https://docs.google.com/forms/u/0/d/1eyg31jSojF68418eOje8Kd9_w2OoQORsoYF8cnQptn8/edit?usp=forms_home&ths=true" width="760" height="500" frameborder="0" marginheight="0" marginwidth="0">Loading…</iframe>
</li>
</ul>
<p><strong>Wrap-Up / Review and Connections</strong> (00:35 - 00:40)</p>
<ul>
<li>Panelists will point students toward free resources they can utilize if they’re interested in learning more or
learning to code</li>
</ul>
<p><a href="{{ '/docs/Virtual-Classroom-Visit-Lesson-Plan.pdf' | prepend: site.baseurl }}">PDF Version</a></p>