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Teaching Bourdieu: Observing the Habitus in Sites of Consumption
by William Hayes, Sociology While sociology of culture courses regularly assign selections from his text, Distinction: A Social Critique of the Judgement of Taste, US students usually encounter these readings without the necessary theoretical knowledge (symbolic capital) or cultural knowledge (cultural capital) for understanding the main arguments or referents in his survey analysis of 1960s Paris. Hence, the teaching problem emerges of how to "materialize" these Parisian abstractions within our Berkeley students.
Teaching My Students to Fish
by A. S. Cheng, Mechanical Engineering Many engineering students have been conditioned that they can succeed by simply duplicating textbook examples or blindly churning through mathematical formulas without understanding the underlying theory. Teaching these students to engage in critical thinking is vital, and was a particular challenge in the course ME 107A: Experimentation and Measurement.
Transforming Quizzes into Teaching and Learning Tools
by Jennifer Powell, Molecular and Cell Biology To address my goal of encouraging the students to take the quizzes seriously so they would be useful to everyone as a tool to evaluate their progress in the course, I developed a quiz strategy for my discussion section...Rather than just telling them the [quiz] answers, I asked volunteers to come up to the chalkboard and write their answers for the rest of the class.
Digital Collections
BLC Library of Foreign Language Clips Media Resources Center Online collections YouTube UCB Channel Berkeley in ITunesU webcast.berkeley.edu
Understanding the Lives of Ancient Egyptians
by Deanna Kiser, Near Eastern Studies The daily activities and concerns of the earlier society's participants are lost on modern people, who view the entire culture as dead. This affects new students to the field in particular... I have found that helping Egyptology students to identify with the ancient Egyptians generates more enthusiasm for the subject matter and makes it meaningful to them.
Campus Data Systems and Licensed Software
Bear Facts Access to student information such as registration, billing, financial aid, grades, registration, and class schedules Tele-BEARS Online registration for courses; CalNet ID required Student IT Resources Software Central UCB Computer Policy bConnected CalCentral
Chemistry: The ‘Other’ Foreign Language
by Joel Thornton, Chemistry Problem solving requires a vocabulary of the necessary equations and conceptual approaches, and I would drill the students on the equations and concepts discussed in lecture that week. My drills were in the form of quiz-show games, relay races, student vs. student competitions, anything to avoid the inherent boredom that comes with performing rote tasks.
Campus Offices Providing Assistance
GSI Center Cal Student Store Library Course Reserves Library Reference and Instruction Center for Next Generation Teaching and Learning (grant expired?) Classroom Special Event Reservations Center for Teaching and Learning
Cultural and Communicative Approaches to Teaching Music
by Mathew Gelbart, Music I feel strongly that a course of this nature should not give musically experienced students an unfair advantage, especially since it is nominally geared toward those with little to no musical background. I want the less experienced students to come away not with an inferiority complex, but rather, with a new interest in some exciting music.