EVENT REMINDER: Saturday, March 2: Transnational Network Conversation on Feminist Movement in a Transnational Era

RE: Passing for white

Does anyone have the reference to a website with stories of people of color passing for white in the 1920s and
later?  I thought I'd had it bookmarked, but I'm not finding it now. 

Carolyn Pevey, Ph.D.
Assistant Professor
Department of Sociology
*P.O. Box 244023
Auburn University Montgomery
Montgomery, AL  36124
cpevey@...
*the P.O. box is for United States Post Office mail.  If you are sending something any other way, please
contact me.

Opinions expressed in this email are those of the author, and should in no way be understood to represent
those of AUM, the School of Liberal Arts, or the Sociology Department.
___________________________
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Re: Passing for white

Passing for white

Reviewing for exams

Hi all. I would love to hear your suggestions or thoughts on reviewing
with students for an exam. What strategies have worked well? What
strategies have been a nightmare? Do you find reviewing to be helpful
for students or to be a waste of time? You can email me directly at
tiffani.everett@...

Tiffani
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Re: Reviewing for exams

Tiffani,

I've found that my students are very uneasy about the prospect of
preparing for exams on their own, with no formal review sheet or
review session. However, I don't think that review needs to be
extensive in order to be effective. I used to set aside an entire 50-
minute class period for review and for students to ask questions, but
it ended up feeling like a waste of time to me. One reason for this
was because students often didn't heed my request to show up with
questions they wanted to ask about the material - I think most of them
were just showing up to see if they could get hints about what will be
on the exam. Also, some students would use it as a way to get notes
for classes they missed - something which is better accomplished
during office hours.

So I've switched to carving out a short period of time at the end of a
regular class period (20 minutes, maybe) to remind students what the
format of the exam will be, how much of their grade it represents, how
much time they'll have to do it in, etc. The only major "hint" I give
about material is if I know for certain that I *won't* be putting a
major section of something we covered onto the exam. I do so because I
don't think it makes sense for students to spend a lot of time
studying something that I felt wasn't important enough to test them
on. I don't like to give other "hints" about exam material, though, if
only because I feel like everything we covered in class is fair game,
and students should be relatively well-versed in all of the material
we covered, not just a concept or two here and there.

So, if you want to save class time, I'd suggest giving a short review
sheet and telling students to contact you if they have additional
questions. If you want to do a longer in-class review, though, I'd
suggest setting aside a certain amount of time in the days before an
exam to go over a few things, but be aware that students may not have
anything they want to ask you about the material, and so you may have
to make some general points to fill up the time. (One example of this
might be to just go back through the chapter headings and remind them
of the major concepts you covered in each.) If that kind of a session
feels rushed the first time, you can think about expanding it a
little.

The only thing I do not recommend is out-of-class review sessions.
These often seem like a good idea, but many times students cannot show
up because of previous commitments, or whatnot, so it ends up
providing some students with an advantage over others. That isn't to
say that I would look down on someone who chooses to use such an
approach - I just choose not to use it myself.

- Zachary Miner
SUNY Albany

On Mar 4, 4:19 pm, Tiffani Everett <tiffani.ever...@...> wrote:
> Hi all. I would love to hear your suggestions or thoughts on reviewing
> with students for an exam. What strategies have worked well? What
> strategies have been a nightmare? Do you find reviewing to be helpful
> for students or to be a waste of time? You can email me directly at
> tiffani.ever...@...
>
> Tiffani
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Re: Reviewing for exams

I have actually gone entirely to either take-home exams (mostly) or sometimes in-class exams that are open
book and open notebook (which reduces "unproductive anxiety"--they still come very prepared).  If the
questions focus mostly on higher order thinking skills (analysis, synthesis, evaluation) or on
developing and supporting a thesis, then the examination becomes part of the learning process (akin to
what they do all the time in class) and the anxiety levels are reduced. I can absolutely tell how well they
have engaged the material and understand the core issues, and exams become less of a guessing game about
what to memorize.  I started doing this several years ago and find that it works much better, the students
retain the material better to the following term or year, and in creates a less contentious classroom
culture. I really like it, and so do the students.  Just a thought....

Keith

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Re: Reviewing for exams

My exams in my on-line course are like Keith's.  Some of my colleagues give 
timed on-line exams that require memorization; I use all-essay tests that 
they have a full week to complete, which are "mini-research projects" -- all 
analysis and application of theory.
----- Original Message ----- 
From: "Roberts, Keith" <robertsk@...>
To: "Teaching Sociology" <teachsoc@...>
Sent: Thursday, March 05, 2009 9:31 AM
Subject: TEACHSOC: Re: Reviewing for exams

>
>
> I have actually gone entirely to either take-home exams (mostly) or 
> sometimes in-class exams that are open book and open notebook (which 
> reduces "unproductive anxiety"--they still come very prepared).  If the 
> questions focus mostly on higher order thinking skills (analysis, 
> synthesis, evaluation) or on developing and supporting a thesis, then the 
> examination becomes part of the learning process (akin to what they do all 
> the time in class) and the anxiety levels are reduced. I can absolutely 
> tell how well they have engaged the material and understand the core 
> issues, and exams become less of a guessing game about what to memorize. 
> I started doing this several years ago and find that it works much better, 
> the students retain the material better to the following term or year, and 
> in creates a less contentious classroom culture. I really like it, and so 
> do the students.  Just a thought....
>
> Keith
>
> > 

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Re: Reviewing for exams

urban - rural