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Actually I have found it interesting to use
Charon's Ten Questions in a senior seminar class. It forces a re-visiting
of the breadth of the discipline immediately prior to comprehensive exams.
The discussion is at a very different level of sophistication than at the
introductory course. They bring so much more to the table. I have them
provide the questions for the analysis.
One frustration I have found with senior
seminar classes is what the "natives" call "senioritis." They begin
premature disengagement or premature status exit.. (This is even more of a
problem since our senior seminar has been winter term of the senior year.)
The thing that I have found especially helpful was to study something
immediately relevant to them. Thus we have used Ebaugh's wonderful book
"Becoming an Ex" in which she studies status exit--everything from leaving
a profession to leaving a marriage to sex changes to graduation. The
students then are actually studying "senioritis" sociologically and comparing it
to other kinds of status exits. It really does engage them!
Keith
Harriet Hartman wrote: I am teaching a Senior Seminar in the Fall, and the topic was not announced (usually there is a topic). Therefore the students don't quite know what to expect, and what I'd like to do is give the students a common "sociology" reading to get us started and then have each do their own project. The common sociology reading I'd like is something along Charon's "Ten Questions" line, but I think that may be too elementary. Does anyone have a suggestion for a somewhat more advanced, but similar kind of reading? Thanks, Harriet --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Teaching Sociology" group. To post to this group, send email to [email protected] To unsubscribe from this group, send email to [EMAIL PROTECTED] For more options, visit this group at http://groups.google.com/group/teachsoc -~----------~----~----~----~------~----~------~--~--- |
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