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Linda Briskin, Foundations
Co-ordinator, Social Science
lbriskin@yorku.ca
August 2004
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Undoubtedly, study groups which meet outside of class time(for
one hour a week) make a significant difference to student
success. A Harvard study found that the single best predictor
of whether a first year student in science stayed in science
and graduated was whether s/he joined a study group. For social
science students, such groups offer an excellent arena in
which to discuss course readings, prepare for tutorials and
exams, and do group projects. Study groups help students improve
their critical skills, teach them to work collaboratively,
and increase their confidence with course material and tutorial
participation.
For first year students, these groups help with the transition
from high school with its greater focus on teacher-directed
and in-class learning to the university where the emphasis
is on student-directed and outside-of- class learning. Such
groups also offer a context in which first-year students especially,
who may not know anyone, can make new friends.
For those courses which raise personal issues for students
(such as women's studies), study groups offer a vehicle for
students to talk about difficult issues that arise in relation
to course material. Having a reference group sympathetic to
the course material and the dilemmas it produces in their
lives may lessen the emphasis on their personal lives in class,
decrease difficult (and often inappropriate) self-disclosure
in the tutorial, and reduce the tendency for students to seek
personal counselling from tutorial leaders.
Find below the student handout I have developed for use in
Sosc 1185 It explains to students how to organize their study
groups, and offers some discussion questions for the first
five sessions.
SETTING UP STUDY GROUPS
In the first tutorial, study groups can be set up. Research
shows that teacher support in setting up and maintaining study
groups is important to their success. Although TAs do not
attend study group sessions, their interest in and support
for these groups will make a big difference to their success.
Explain the importance of the study groups. Give students
15-20 mins to talk to the members of the group, read over
any handouts on the study groups, and plan their first meeting.
Some suggestions for setting up the groups: first divide students
by residence and commuter students, and then identify who
can come at what times during week. The most popular meetings
times are before and after lecture and tutorial so it helps
to start this way. Encourage students to have email conversations
in the weeks when their group is unable to meet.
MONITORING THE STUDY GROUPS
In the first four weeks of tutorial, TAs should set aside
a few minutes for reports from the study groups on the question
for that week. Also take some time over the year to hear how
they are functioning. In order to encourage bonding among
study group members and facilitate their working together,
TAs can organize students by study groups for class exercises
and break-out groups.
TAs can also assign tutorial assignments by study group; for
example, ask a study group to bring questions about or comments
on one week's readings to the tutorial, once or twice a year.
You might also consider a 'check in' at the beginning or end
of class where students meet briefly with their study groups
with a guided 'check in' exercise.
Where activist education is part of your course, tutorial
leaders might encourage study groups to attend events together
(such as an International Women's Day March) and report back
to the tutorial.
FOR MORE INFORMATION ABOUT STUDY GROUPS
The Math Department at York has developed several useful handouts
on study groups.
"Why Study Groups are Important" (for students)
at http://www.math.yorku.ca/undergrad/sglmp.htm
"Study Group Guide for Students" by Katie Caldwell
at http://www.math.yorku.ca/new/undergrad/sgGuide.htm
"Study Group Guide for Professors and Teaching Assistants"
by Katie Caldwell at http://www.math.yorku.ca/new/undergrad/sgGuideTA.htm.
The focus of this
text is on running tutorial style groups.
STUDY GROUP
DISCUSSION QUESTIONS
For the first five meetings of your study group, please discuss
these questions for part of your hour together. Your tutorial
leader will be interested in feedback on these discussions.
WEEK ONE QUESTION
How do family and
friends react to your taking a course entitled "Women and
Society"? How would you explain their reactions? How do you
respond to them?
WEEK TWO QUESTION
We are surrounded by images of women on billboards, in print
advertising, in the movies and on TV. What are the common
characteristics of the images of women? Are these images realistic?
How do these images/women make you feel? Do you think they
present positive role models for women?
WEEK THREE QUESTION
Imagine an ordinary weekend. You spend time with friends,
go shopping, maybe go out to a club or dancing. Maybe you
have dinner at a restaurant and see a movie with your partner.
On Sunday you and your partner have brunch with your parents.
You use public transportation. On one occasion, you meet someone
that you work with and introduce your partner to this person.
Imagine this weekend as a heterosexual couple. Imagine this
weekend as a lesbian couple. Discuss the differences.
WEEK FOUR QUESTION
Describe one way you have experienced or witnessed inequality
in your own life, or in the lives of families, friends and/or
community. What conclusions can your group draw based on these
experiences?
WEEK FIVE QUESTION
In your view, what is a feminist? How would you define feminism?
Try to identify how you came to have these views. On what
basis and from where did you develop these views?
Would you call yourself a feminist? Why or why not? Do you
see any risks or rewards from identifying yourself as a feminist?
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