Last updated October 11, 2001
Table of Contents
I. Goals
A. Primary Goal
B. Teaching Philosophy
II. Responsibilities
A. Courses Taught
B. Instructional Innovations
1. Fieldwork Assignments
2. Opportunity to Rewrite
Assignments
3. Student Presentations
4. Small Group Discussions
5. Short Essay
III. Teaching Evaluations
A. Student Evaluations
B. Student Comments
C. Mid-Term Student Evaluations
IV. Results
A. Improvement in Critical Thinking
1. In writing
2. In analyzing current
events and media
B. Increased Mastery of Stylistic Elements in Writing
C. Exposure to Other Cultures
V. Appendices
A. Sample Syllabi
B. Teaching Evaluations
A. Primary Goal
My primary goal is to provide students with the critical, holistic, and comparative skills they need in order to analyze cultural phenomena. These events may derive from a variety of contexts: (1) assigned readings, (2) the interactions described by the students themselves as part of their fieldwork assignments, (3) current events, (4) class discussions, etc. Students should be able to utilize a reflexive mindset in order to question their initial “gut” reaction to cultural, political, and other events. Through this approach, I hope to empower them to apply anthropological techniques in order to analyze the world we live in.
B. Teaching Philosophy
At the beginning of each semester, I explain to my students how I, as a second generation Chinese American, came to have the name “Sylvia Van Ziegert.” I tell them about the intercultural and diasporic conditions which led to the creation of my name, which contains American, Chinese, Vietnamese, and German elements. I use this personal example as a springboard to introduce the serendipity and multiplicity inherent in the anthropological perspective. The study of anthropology often challenges our customary ways of seeing the world. We are apt to find familiar things in unfamiliar places, and unfamiliar things in familiar places. Keeping an open mind to such unexpected occurrences is crucial to the anthropological mindset. I aim to instill in my students the value of seeing the world with a fresh perspective in their study of human cultures.
When discussing material from the readings, I include examples from the media and current events in order to emphasize the relevance of the class topics to the students’ own lives. More than just a process of memorizing vocabulary terms, learning anthropology involves curiosity and a willingness to re-frame one’s perceptual habits. Accordingly, I encourage my students to be open to the interconnections among different cultures and disciplines. Anthropological knowledge is useful in any context, not just in the study of foreign or “exotic” cultures. I explain the shift in the discipline of anthropology from an emphasis in studying “other” cultures, to a growing interest in studying cultures within one’s own country, and perhaps even in studying one’s own culture. Anthropology is not just about faraway lands and peoples, but is immensely relevant to our own lives—right here, right now.
I address the challenge of teaching large classes of 50 or more students by drawing upon a variety of pedagogical approaches. Even in my largest classes with 75 students, I always include a few minutes of discussion each period, usually on current events and how they relate to the course material. I also schedule small group discussions (about four students each) throughout the semester. I closely follow the schedule of readings from the syllabus in order to provide a uniform standard of progress and evaluation. At the same time, I never hesitate to incorporate references from outside sources and disciplines to pique the students’ interest. Students in introductory classes complete several short fieldwork assignments, so that they will be able to try their hand at being ethnographers. My tests are designed such that if students have done and understood the readings and paid attention in class, they will usually be able to make a satisfactory grade. However, I also reward exceptional performance on assignments with positive written comments and grades. Smaller, more advanced classes are structured as seminars, with the majority of class time devoted to discussion. Grades in these classes are based on papers and presentations.
I include regular screenings of videos and video clips in order to make the learning process as multi-faceted as possible. Through experimenting with different video selections, I have found that documentaries about cultures in the United States are at least as effective at illustrating anthropological concepts as those which deal with peoples in other countries. Some students, especially in introductory classes, will “tune out” automatically when they are presented with a “foreign” culture. Expanding the traditional ethnographic documentary base to include films and videos made about cultures in the U.S. allows me to connect more directly with students and their experiences.
At the same time, anthropology requires a willingness to exercise cultural relativism in encounters with other peoples. Many of my students have little experience with cultures other than their own. Occasionally, students even ask the question (in all seriousness), “What’s the difference between China and Japan? Aren’t they the same thing?” I see such questions as an opportunity to inspire students to learn more about different cultures, both within the classroom setting and on their own. When using a holistic perspective, one can see that there are often more differences than similarities among cultures, even those that are the most “foreign” to most students in the U.S. I emphasize that in the process of examining another culture, one gains fresh insights into one’s own culture. In an upcoming course, “Peoples of the World: Southeast Asia” (ANTH 243), I plan to confront directly this very question, “What’s the difference between China and Japan?”, and employ it as a hook to introduce the subject of the course, as well as to frame our discussions on Orientalism and Western perceptions of “the East.”
While the traditional architecture of most classrooms at the University of Alabama at Birmingham prevents me from teaching in a “wired” environment, I have had very positive responses when I held some sessions of smaller classes in a media lab, where we were able to view websites on a projection screen and integrate these into class discussion. In the future, I plan to incorporate many more web-based sessions into the schedule, perhaps by dividing large classes into several sections during visits to the media lab.
Much more than a chore that I perform “to” or “for” students, I view
teaching as an ideal way for me to continue learning as well. A considerable
percentage of my students are “non-traditional” students who are already
working, and have homes and children of their own. Some are also
much older than I am. These students bring invaluable life experience
to the classroom, and I tap into this wealth by encouraging participation
in class discussions. Many of the students I have taught are also
first-generation and/or low-income college students. In general,
my students hail from a variety of ethnic, educational, and socio-economic
backgrounds. Through class discussions, I emphasize that while our
biographies and cultures may be different, we must respect each other as
individual human beings, and listen to and learn from each others’ point
of view.
A. Courses Taught
I have taught a total of eleven courses at two universities:
Introduction to Cultural Anthropology
ANTH 101, University of Alabama at Birmingham
Summer 1999, Winter 2000, Spring 2000, Fall 2000, Spring 2001, Fall
2001 (two
sections in progress)
In addition to readings and objective tests on the basic concepts of
cultural anthropology, students complete several fieldwork assignments
(based on Paul Kutsche’s manual Field Ethnography) in which they analyze
events that they observe in their daily lives. The fieldwork topics
include private language, body language, and ritual.
Introduction to Cultural Anthropology, through Writing Across
the Curriculum Program
ANTH 101-W, University of Alabama at Birmingham
Spring 2000
This course included a strong writing component in its basic introduction
to cultural anthropology. Students wrote weekly journal entries and
two essays on course material. I presented writing as a process,
and students had the opportunity to revise writing assignments and learn
from their mistakes.
Comparative Cultures Through Film
ANTH 123, University of Alabama at Birmingham
Spring 2000, Summer 2000, Winter 2001
I designed this course as a primer in American ethnic studies, with
emphasis on Asian
American, Hispanic American, and African American experiences as portrayed
in
film and video. Most of the selections were not mainstream films,
so students had the opportunity to be exposed to independent cinema in
the process. In addition to reading essays on the films and cultures
presented, students were assigned one or two novels detailing the experiences
of an ethnic group in the U.S. They wrote weekly journal entries
summarizing the main points of the films and readings, as well as two essays
connecting the major themes of the films and the readings.
Globalization, Migration, Transnationalism, and Anthropology
ANTH 356, University of Alabama at Birmingham
Cross-listed as ITS 356 (International Studies) and ANTH 651 (for graduate
credit)
Spring 2001
This seminar presented a cross-cultural and comparative view of globalization,
migration, and transnationalism, discussing how such factors as nationality,
ethnicity, class, gender, age, and occupation shape one’s experiences of
these phenomena. Students wrote two short essays on the course material,
and a longer essay at the end of the quarter in which they addressed one
of the questions posed on the syllabus, basing their arguments on outside
research. Each student also gave a 15 to 30 minute class presentation,
which included an audiovisual component, on a topic of his or her own choosing.
Introduction to Anthropology
ANTH 310, University of Montevallo, Alabama
Spring 2001
This course was comparable in content and scope to ANTH 101.
Peoples of the World: Southeast Asia
ANTH 243, University of Alabama at Birmingham
Spring 2002 (upcoming)
This course will examine the relationship between culture, political
economy, and the prospects for democratization in China, Indonesia,
and Vietnam. I will assign three works:
1. Jianying Zha’s China Pop: How Soap Operas, Tabloids, and Bestsellers
Are Transforming a Culture;
2. Bao Ninh’s The Sorrow of War: A Novel of North Vietnam; and
3. Democracy, Governance, and Economic Performance: East and Southeast
Asia (edited by Marsh, Blondel, and Inoguchi).
Additional readings will be included in the form of a course packet.
Students will write essays to help in their understanding of course readings.
They will also give a class presentation on a topic on Southeast Asian
culture of their choice.
B. Instructional Innovations
In my courses, I make use of an array of creative approaches to teaching. While I do not claim credit for having invented these techniques, I include them because they enrich the classroom learning experience far beyond the bare essentials of exams and grades.
1. Fieldwork Assigments
These assignments are based on Paul Kutsche’s Field Ethnography: A Manual for Doing Cultural Anthropology. Students in introductory classes practice applying anthropological techniques to events they observe in their daily lives. Assignments involve reporting and analyzing private language, body language, and ritual. These hands-on exercises give the students practice at being ethnographers and doing fieldwork themselves, transforming a passive learning experience into an active one. In the process of completing the assignments, students learn the relevance of anthropological perspectives to their own lives.
2. Opportunity to Rewrite Assignments
One of the most crucial skills students must master is the ability to write clearly, concisely, and in a grammatically correct fashion. I give students the opportunity to revise their papers and turn them in again for an improved grade. By taking advantage of this opportunity, students learn that their assignment does not stop when they hand in their papers. Rather, writing well requires a constant process of critiquing, revising, and improving one’s work.
3. Student Presentations
Through preparing and delivering short presentations, students learn to apply the course material in innovative ways. They must draw connections between the classroom and the “real world” setting. They also have the opportunity to practice speaking in public and to polish their rhetorical skills. By including an audiovisual component in their show-and-tell style presentations, students are challenged to think multidimensionally and truly “get into” the subject. I have had very positive results with student presentations. Students have brought a surprising variety of audiovisual material and props to illustrate their presentations, ranging from websites and car commercials on television, to designer clothes, international samples of Coca-Cola, and homemade pastries.
4. Small Group Discussions
Students are sometimes overwhelmed by their freshmen college classes, which are typically much larger and more anonymous than their high school classes. In order to provide all students with a forum in which to debate the readings, I schedule regular small group discussions of around four students per group. Each group chooses a secretary, who records the group’s discussion findings and the names of all members. The discussion results are counted as a part of the students’ attendance and participation grade. Students who put obvious effort into the discussion and produce exceptionally insightful comments receive extra credit. This format is especially useful for compensating for the situation of only a few students consistently contributing to class discussion. I have had such good results with this activity in ANTH 101 classes that I plan to use it in more advanced classes as well.
5. Short Essay
I include this format as a way to get students to summarize what they
have learned during a class lecture. I use it during the last few
minutes of class to check for comprehension and to assess which areas I
need to clarify. Occasionally, I assign a brief essay at the beginning
of class as a “pop quiz” to ensure that students have done the reading.
A. Student Evaluations
I take both the statistical and the commentary portions of student evaluations seriously. Over the semesters, I have used comments in order to modify and improve my syllabi, text and film selections, written assignments, class discussions, and teaching style.
B. Student Comments
The following are some comments from student evaluations:
Introduction to Cultural Anthropology (ANTH 101)
“It was a terrific experience. I feel this course has enabled me to have a better perspective on society and human culture as a whole. I feel grateful for the things I have learned.”
“She gave the students an opportunity to speak and ask questions during every class period.”
”The fieldwork assignments helped relate classroom learning to the real world and were very useful.”
“I liked that we talked about current issues and she challenged me to think outside of the box.”
“This instructor was great. She gives to her students as much
as she expects from them. She
was enthusiastic, well prepared, welcomed questions and encouraged
participation.”
Introduction to Cultural Anthropology (ANTH 101-W)
(part of the Writing Across the Curriculum Program)
“The journal entries opened my mind to a different perspective on the world. They were a good way to explore the subject matter discussed and learned in class. She’s an awesome teacher.”
“We had journal entries due every week. If I had my choice I would take all classes that followed this class structure. I would definitely take this teacher again and would strongly recommend her to other students.”
“I enjoyed the class and instructor because it was very laid back and class discussions were held freely. There were no quizzes or tests which also gave more time for concentrating on my writing.”
“I liked the journal entries about our personal experiences because
they made us think about how anthropology is involved in our lives.”
Comparative Cultures Through Film (ANTH 123)
“Interesting material, great instructor—would definitely recommend. Enjoyed this class immensely.”
“I feel that this was a great class and the instructor was well versed and she made the subject interesting.”
“I enjoyed the films very much. They added to my understanding of carious cultures, as well as the interactions between different cultures. I also enjoyed class discussions.”
“Good class—practical information presented and participation encouraged.”
Globalization, Migration, Transnationalism and Anthropology (ANTH 356/ ANTH 651)
“I think the instructor is great at this class. She understood what she was talking about very well.”
“She is a very effective teacher. I liked that she was open to questions and that we wrote papers instead of taking tests. This helped me better understand the material.”
“I liked the presentations, because I was able to relate the subject material to something in my everyday life.”
“I really enjoyed the materials provided for the class. I liked how the curriculum was outlined also.”
“She was laid back and related to the class well.”
“As an elective, I wasn’t sure if I would like the class. However,
Mrs. Van Ziegert’s style, enthusiasm, and knowledge made the class a very
enjoyable experience.”
C. Mid-Term Student Evaluations
In addition to traditional evaluations written at the end of the semester,
I have also started to use mid-term student evaluations. Approximately
halfway through the term, I give students a few minutes to write anonymous
comments about their impressions of the course thus far, as well as any
suggestions on how we could improve the second half of the course.
As opposed to end of term evaluations, which affect only future classes,
mid-term evaluations benefit students directly and immediately. Thus,
these evaluations contribute to a two-way dialogue between instructor and
students, and allow students to play an active role in shaping the direction
of the course.
A. Improvement in Critical Thinking
In my comments on students’ papers, I challenge them to improve the clarity and persuasiveness of their writing. Most are able to formulate their ideas much more effectively by time they turn in final papers at the end of the semester.
By constantly drawing connections between textbook material and events
in the world we live in, I seek to emphasize the relevance of anthropology
to critical thinking in general. Some students have commented that
after taking my class, they cannot watch television or movies in the same
way that they used to. They have become much more aware of the media’s
rhetorical dimensions, and are no longer willing to assume to role of passive
consumers of media products.
B. Increased Mastery of Stylistic Elements in Writing
The chance to hand in rewrites of their papers gives students a way to improve their writing style. Grammar, spelling, word choice, punctuation, etc. count as half of the overall grade on an assignment. Students learn the importance of proper style in expressing their ideas.
C. Exposure to Other Cultures
Some students get their first exposure to non-U.S. cultures during a class in anthropology. While this new perspective may result in a mild case of culture shock at first, most students welcome the expansion of their worldview. I stress that cultural relativism is crucial, and that despite differences among cultures, each has its own complexities and unique traits. The classroom experience inspires many students to continue their exploration of other cultures when the semester is over, whether by signing up for a foreign language class, engaging in study abroad programs, or otherwise. I am happy to know that the classes provide them with the tools they need to be ethnographers of the world we live in.