Spring 2012 Sophomore Inquiry
Family Studies
The quarter began with Professor Judy Kendall, new to Portland State University in the School of Social Work. She brought many years of academic and research experience. In her syllabus for the course, Professor Kendall stated, "The purpose for this course is to explore family issues from diverse perspectives. Current social, cultural, and political forces will be emphasized in creating a knowledge foundation for the study of human development from varied academic disciplines, including history, sociology, psychology, education and social work." The course was designed to focus on critical academic skills, including critical thinking and analysis, exploring the diversity of human experiences, communication, and social responsibility. In Week 6, Teresa Schmidt joined the class as the faculty partner. Teresa has continued with the syllabus, adding additional activities, structure, and insights to the course.
Students were asked to write two reflection papers discussing the definition of family and a current event related to family issues. They also worked with small groups in class to discuss and debate topics provided by the professor. A more academically rigorous paper addressed a family narrative through the lens of theories and frameworks discussed throughout the course. Finally, students worked in groups within mentor sessions to create a project that was presented in class, including the use of a "Prezi" slide show. This project focuses on the application of theories to a movie or television show of the groups' choice.
Mentor sessions have focused on discussions of readings and class topics, essential writing skills such as citations in APA format, and time for group project work. The use of "high/low" check ins have also come into play, in which students shared their best and most challenging experience for the past week. This has proven to be a popular activity with students in past terms, resulting in a greater sense of community and willingness to contribute to discussions and activities. It is my hope that students have come away with a sense that mentor sessions were not a waste of time, but a place to find community and support for their academic efforts.
Students were asked to write two reflection papers discussing the definition of family and a current event related to family issues. They also worked with small groups in class to discuss and debate topics provided by the professor. A more academically rigorous paper addressed a family narrative through the lens of theories and frameworks discussed throughout the course. Finally, students worked in groups within mentor sessions to create a project that was presented in class, including the use of a "Prezi" slide show. This project focuses on the application of theories to a movie or television show of the groups' choice.
Mentor sessions have focused on discussions of readings and class topics, essential writing skills such as citations in APA format, and time for group project work. The use of "high/low" check ins have also come into play, in which students shared their best and most challenging experience for the past week. This has proven to be a popular activity with students in past terms, resulting in a greater sense of community and willingness to contribute to discussions and activities. It is my hope that students have come away with a sense that mentor sessions were not a waste of time, but a place to find community and support for their academic efforts.