AbstractEach student will develop a photographic essay of a social problem important to the student (a personal, reflective, integrative public statement about a social problem). Essay development enables students to demonstrate the intersection of personal problems and public structural contexts (C.W. Mills 1959 - "Sociological Imagination"), then propose...
- Subject Area(s):
- Introduction to Sociology/Social Problems
- Resource Type(s):
- Class Level(s):
- Any Level
- Class Size(s):
Usage NotesPhoto essays are developed outside of the classroom. In-class "Gallery Walk" estimated time: 20 minutes. Selected essays for voluntary in-class presentation estimated time: 30 minutes. Recommendation: have students discuss the "topic" with the instructor. Ex: "poverty" is too broad; encourage student to focus on a particular area of "poverty"....
Learning Goals and Assessments
- ... to develop, strengthen and apply the student's sociological imagination to a social problem and/or issue
- Objective-1: using 5-8 photographs the essay will (1) reflect the social problem under consideration (first image), (2) demonstrate the extent of the problem (intermediary images), and (3) provide a statement of resolution (last two images).
- Objective-2 ... to demonstrate the extent to which students can use the sociological perspective to understand the relationship between personal problems and social issues (C.W.Mills 1959) a reflection component is included.
- Objective-1: an assessment rubric has been developed to systematically evaluate photo essays with expected success rates exceeding 70 percent.
- Objective-2 selected reflection questions are included with expected success rates exceeding 70 percent.