Thanks to all who have written in.
Anyone who'd like can send syllabi or assignments. I like what I've
done in the past--typically 3-4 articles a week...which is about 100
pages of *thick* reading.
I'm trying to mix it up a bit. The books I'm looking at are easy reads,
IMO.
I read Spirit and loved it. It's our Freshman common book this year, too.
The students I'm working with are pretty sophisticated and I think
they'd offer a useful critique of the ethnocentrism that's seen by some
health care professionals in the book. My sense is that while some Drs,
etc are ethnocentric, many of HCPs *try* with such passion to understand
Lia's family and Hmong culture.
We have a large Mexican population here...and the largest Kurdish
community in the US...as well as many other immigrants. Spirit will
allow a nice parallel, I think, to thinking about working with
"different" groups of people. (The same can be said regarding
assumptions of class, etc.)
Other recommended books??
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: Michael Johnston <[EMAIL PROTECTED]>
Date: Wednesday, July 19, 2006 10:24 am
Subject: TEACHSOC: Re: reading per week? Med Soc book rec?
>
> Dear Andi,
>
> I've never used Spirit, but some of my colleagues who have were
> somewhatdisappointed. I spoke with Vanderbilt a couple of years
> ago about this
> book, and they highly recommended a companion book of case stories:
>
> http://www.amazon.com/gp/product/0826514316/103-9289898-
> 6432617?v=glance&n=283155
>
> I'd be interested to hear things go for you with the books you
> eventually adopt.
>
>
> As for reading, when I teach Sociology of Health and Medicine, I
> assignabout 50-100 pages a week (usually in the form of 3 journal
> articles).
>
> To really get students to engage the readings, I required a two page
> paper on a specified topic. I had students email me a draft due
> beforeclass and then the final version two days after class. My own
> impression is that these position papers substantially increased
> student's engagement of the ideas in the text.
>
> If you are interested, I can send you the syllabus off-line.
>
> Best,
> Michael
>
>
>
>
>
> -----Original Message-----
> From: [email protected] [mailto:[EMAIL PROTECTED] On
> Behalf Of Andi Stepnick
> Sent: Wednesday, July 19, 2006 6:52 AM
> Cc: teachsoc
> Subject: TEACHSOC: reading per week? Med Soc book rec?
>
>
> Hi All,
>
> I am totally revamping my Health, Illness, and the Body course this
> termas I want to try using monographs for the first time as opposed
> to a
> reader. (Some sections will be based on journal articles.)
>
> At this moment (and things can change), I plan to start with The
> SpiritCatches You and You Fall Down and I'll probably end with
> MountainsBeyond Mountains (since it's a real "hope giver"). In
> between, who
> knows? I've read so many great books. I'm considering, among many:
>
> Imagining Robert: My Brother, Madness and Survival: A Memoir
> Mama Might Be Better Off Dead
> Great Influenza
> Pathologies of Power.among others)
> The Body Silent
>
> What books worked best for you?
>
>
> Also, what do you find reasonable in terms of the amount of pages per
> week for an upper division course? (Our majors are quite good and
> hardworkers.) We meet once a week for 2.5 hours. I would think I
> could ask
> for 200-300 pgs a week.
>
>
> 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
> intosomething 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: Del Thomas Ph D <[EMAIL PROTECTED]>
> Date: Monday, July 17, 2006 1:05 pm
> Subject: TEACHSOC: Re: In-class discussion vs. WebCT?
>
> > Andi,
> >
> > There seems to be a set of basic complaints about on line
> > work......
> > from many different quarters.
> > Several lists have been swamped with complaints of too much
> > email....
> > also some students will reject
> > or be offended by academia barging in on or taking over
> > their place/medium..... it is not rational......I gave up trying
> > to
> > understand it.
> > Then there is always the elephant stepped on my note book....
> hard
> > drive.... monitor......
> >
> > We are after all dealing with creative teens....
> >
> > You may want to consider the following collaborative learning model
> >
> > While most of the material/content in sociology is abstract
> random
> > it
> > is presented
> > in linear form....single threaded so to speak...divide the class
> > into
> > groups...working simultaneously
> > on different threads ......and sharing in class....and out of
> class
> > via
> > a list... this replicates the way the brain works
> > and the way we need to think.........
> >
> > Each group can process a different and yet related topic....with
> > individuals producing individual portfolios
> > You may or may not want to tie it all together.... One class
> made
> > a
> > movie....frequent rewrites produced adaptive learning
> > and abstract random thinking......
> >
> > Also the presence of a product...ownership was important..... be
> > for
> > warned other faculty may complain that
> > students are spending too much time on your course....or even
> worse
> > bring in connections from sociology to
> > other courses. Life is risky. :-)
> >
> > Del
> >
> > Andi Stepnick wrote:
> > > Hi everyone,
> > >
> > > Over the last five years, in my Intro Soc classes, I've gotten
> > rid of my
> > > of my paper assignments (except one in my course linked with
> > biology).
> > > Instead, I've had students do online discussion posting in
> WebCT
> > two> times a week. I like WebCT for many reasons (e.g., it
> > requires some
> > > constancy in working with the material, it allows students to
> > apply Soc
> > > ideas to real world situations, it provides an opportunity for
> > them to
> > > hear alternate points of view, provides me with a way to give
> > feedback> for all to hear, can be fun).
> > >
> > > Although it seems that students are online (e.g., facebook,
> myspace)> > **all the time,** twice weekly WebCT posts seems like
> too much
> > for many
> > > of them. (Or maybe that's just standard complaining about
> > "work.) I
> > > understand. It can be scary.coming up with ideas for all to see,
> > > declaring an opinion, using sociological ideas, and whatnot.
> > Similarly,> reading/responding to students posts requires
> constancy
> > on my part that
> > > reading a slew of papers at the end of the term does not. (I
> still> > review their online portfolios at the end, but briefly.)
> > >
> > > But WebCT seems *so much better* for them than papers in many
> > regards> (e.g., writing skills). So, I've kept with it.
> However, the
> > > complaining is wearing me down and I've pondered getting rid of
> > it this
> > > term. (Not to cater to complainers but to be a better guardian
> > of my
> > > own time.)
> > >
> > > I may go back to papers (possibly group papers to encourage
> > dialogue and
> > > reduce grading time). I'm also considering using my online
> > discussion> questions in class and adding a larger discussion
> > component.
> > >
> > > Currently, I do some lecture/concept review along with some class
> > > discussion (and films, activities, etc). Students say the
> > amount of
> > > lecture we do now is just right.it confirms if they do/don't
> > understand> concepts, etc. (Sometimes my cynical side wonders if
> > they are just not
> > > working with the concepts enough on their own.)
> > >
> > > Any thoughts, ideas, suggestions?
> > >
> > > Is adding more small group discussion worth cutting lecture? If
> > so, how
> > > do you ensure students work with concepts on their own time?
> Do
> > you> give quizzes or homework? Would the time tradeoff be worth
> > it? (That
> > > is, giving up online discussion for grading HW, esp since I've
> > already> got the WebCT stuff together.)
> > >
> > > If I do group discussion, would you suggest keeping discussion
> > groups> the same throughout the semester or mixing them up?
> Should
> > they have to
> > > turn in a written response to help keep them on task? Should
> > students> grade their own participation and that of their group
> > members? Or,
> > > should they simply get credit for doing it (which would
> > certainly be
> > > easier on me).
> > >
> > > Part of me hates the idea getting rid of WebCT but I think it
> > might be
> > > good to try something new.
> > >
> > > Thoughts? Ideas? Time saving tips?
> > >
> > > Thanks, everyone. :-)
> > >
> > > Andi
> > >
> > > PS: I would note that our online registration system notes that
> > WebCT is
> > > required and students certainly talk to one another. So, it's
> > not a big
> > > surprise or anything.
> > >
> > >
> > > 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: Marty Schwartz <[EMAIL PROTECTED]>
> > > Date: Sunday, July 16, 2006 9:25 pm
> > > Subject: TEACHSOC: help, please
> > >
> > >
> > >> Hi -- for reasons I don't completely understand (I thought you
> > got
> > >> immunity
> > >> from new preps after 30 years!), I will be teaching a senior
> > >> seminar next
> > >> year on criminal justice and morality (in other words, should
> > these
> > >> things
> > >> be against the law). We will be using a text that covers
> drugs,
> > >> prostitution, abortion, pornography, homosexuality and
> gambling.
> > I
> > >> like to
> > >> have students present at least two sides of issues, and then
> > have a
> > >> class
> > >> debate. Probably I will direct the abortion debate to stem
> cell
> > >> theory
> > >> research, and use queer theory heavily to avoid the
> > homosexuality
> > >> and
> > >> deviance quagmire. If anyone has seen any good articles,
> short
> > >> cheap
> > >> books, videos, class exercises, fuzzy dice or whatever, please
> > let
> > >> me know.
> > >> Has anyone used the video Southern Comfort? Perhaps I could
> do
> > sex
> > >> trafficking, but I'd have to see who is in the class -- I did
> a
> > >> lot on it
> > >> in my violence against women class last year.
> > >> I'm sure you could post any answers, but private
> > >> suggestions to
> > >> [EMAIL PROTECTED] would be just as appreciated. Thanks in
> advance.> >>
> > >> Marty
> > >>
> > >> Martin D. Schwartz
> > >> Professor of Sociology
> > >> Ohio University
> > >> 119 Bentley Annex
> > >> Athens, OH 45701
> > >> 740.593.1366 (voice)
> > >> 740.593.1365 (fax)
> > >>
> > >> >
> > >
> > >
> >
> >
> >
>
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