Course Context "JOURNEYS FAR FROM HOME: THE SOCIAL CONTEXT OF IMMIGRATION" was designed for freshmen in the School of Foreign Service at Georgetown University. This course was first taught in the Fall of 2001 with the intention of introducing students to the social and political context of the immigration process. sample syllabus

Project Research Questions What is it about film that facilitates or detracts from student learning? Is it the visual images and/or sound track of a film that underscores topics from the text, or something else? Does the superficial treatment of complex topics in some films diminish students' exploration? How do students make linkages across films and texts to more fully understand sociological and demographic concepts?

Key Learning Activity There were a series of seven written assignments moving from the personal (biographical description of family member's arrival in the United States) to film critique and culminating with an analytical web page on some aspect of immigration. All assignments built on topics introduced in the films such as segregation, assimilation, and racial/ethnic conflict.

Evidence of Student Learning GROUP THINK ALOUD Five volunteers watched two three-minute clips from "Avalon" and discussed what they had seen there, and how that related to other films seen in the class. This allowed me to begin to understand how the students deciphered film and what major themes of immigration had emerged for them during the semester. After watching the first clip of the protagonist arriving in Baltimore on the 4th of July, one student commented: "I thought it seemed kind of forced, just with the whole thing that he happened to arrive on the Fourth of July and there's American flags waving and fireworks. I don't know.It didn't seem very natural." Another student chimed in: "It seemed rather odd to me how he was so amazed by lights, so amazed by people. ...I think it just seemed a little overplayed, the whole American beauty and American patriotism aspect of it." INDIVIDUAL INTERVIEWS At the end of the semester I interviewed five volunteers from the class for about half an hour each in my office. I asked questions such as how the class would have differed if it had been entirely text based and how the environment of where he/she watched the film mattered. Paula responded to my question about imagining the class without film. Rebecca discussed the importance of environment for film watching. Watch the interviews by following the links at the bottom of the page. DISCUSSION BOARD Students responded to a question I posed on Blackboard about each film. They viewed the films on Sunday evening, then posted a response before class on Monday morning. WEB PAGES The final assignment of the semester was to publish a web page on a substantive issue regarding immigration. Alvin's page was very creative and showed deep analysis of a unique situation in Hong Kong, very different than anything we had discussed in class. Interview with Paula Interview with Rebecca

Key Findings USE OF FILM The visual and aural elements of film added depth and breadth to students' understanding of the complex nature of the immigration process. ENVIRONMENT One of the most common statements made by students in the class evaluation and during the taped individual interviews was that the level of trust was very high in this class. That development of trust among the students and with the professor was listed as a key factor in allowing students to discuss sensitive topics in depth and was cited as critical in their learning process during the semester. BLACKBOARD This was my initial use of Blackboard, and I used it primarily for student postings. Films were viewed on Sunday evenings and students then made their posting prior to class on Monday. Originally I was concerned this was not enough time for students to reflect on the film and to prepare the posting, but it turned out that there were always a couple of students who posted immediately following the film viewing, which often set up the threads for discussion. DOCUMENTARIES VERSUS HOLLYWOOD When I planned the course I was concerned that the students would not "like" the documentaries, and thus, would not gain as much from them as the Hollywood films. Instead some of the students reported being put off by glossy treatment in the Hollywood films and liked the "truth" displayed in the documentaries. I suggested to the students that they should consider the inherent bias in any documentary, but they insisted "truth" had been shown. Next time I teach the course, I intend to educate the students better about bias that is inherent in all work and to look for what is not shown. What is it about film that facilitates student learning...? (click here to watch 39sec movie file)