This is an important question and one I ask myself...less about BBM than
about *everything* we/I do. We can assess how students learn concepts,
etc...via tests and papers and other measures, but what sticks with them
over time?
At the end of the semester, I enjoy asking students what they have
learned...about themselves, concepts that seem relevant, skills they’ve
developed (e.g., writing, thinking, data analysis), etc. I am always
surprised at the reactions. This semester students responded that they
felt they could "make a difference" or that they should "engage in
activism" --in response to frequent mentions of these things (as I've
said in previous posts). My shocker was the student who realized he was
a racist...and didn't want to be. Sometimes I have them link what we
did in class all semester to our University’s mission, vision, and
values. When done anonymously, this yields helpful information…or at
least the *perception that students are becoming critical thinkers,
better writers, better citizens. Etc. But does this mean they *are*
those things?
I mean, their responses are, for the most part, supportive and edifying,
but what I'd like to see is some evidence--over time--that sociological
thinking, concepts/theories/methods, etc stick with them. What kind of
effect do we see? How do we separate it out from what they learn in
college more generally? Or from life? How do our ideas translate into
practice??
I heard once about a survey of architects done after college, 5 and 10
years out. The more time had passed the more they realized the
importance of “gen ed” courses like Soc and English. Right after school
was very specific—about how to use glass block, etc.
I don’t see research of this kind being done, really. So, for now, all
we can know is what we gather ourselves. We can do pre- and post- tests
of students’ perceived skill levels, attitudes, etc. What kind of
change is there, if any?
Oops…I’ve gotta run…more on this later!!!
Andi
--------------
Every object, every being,
Is a jar of delight.
Be a connoisseur.
~Rumi~
Life is raw material. We are artisans. We can sculpt our existence into
something beautiful, or debase it into ugliness. It's in our hands.
~Cathy Better~
Things which matter most should never be at the mercy of things which
matter least.
~Johann von Goethe~
Dr. Andi Stepnick
Associate Professor and Chair of Sociology
300-C Wheeler Humanities Building
Belmont University
Nashville TN 37212-3757
Direct Line: (615) 460-6249
Office Manager: (615) 460-5505
Sociology Fax: (615) 460-6997
----- Original Message -----
From: [EMAIL PROTECTED]
Date: Monday, January 30, 2006 7:18 am
Subject: TEACHSOC: Re: using Brokeback Mountain to teach
>
>
> Kelly Goran Fulton wrote:
> > How do we ever really know what is learned?
>
> What you learn when you show "Brokeback Mountain" in class is how
> students react to seeing "Brokeback Mountain" in class. What students
> learn from the film about sexuality, cowboys, moviemaking, etc. is
> uncertain. But their reactions may provide good data you can work
> with.
>
> Jay Livingston
> Montclair State University
>
>
