Academic Interactions 130Summer 2015IECP Zachary Shellenbergeradapted from Nikki Mattson

Agenda• Conversation Starters• Check Books• Pathways, Chapter 1• Gender and Society (concepts and vocabulary)• Note-taking and listening for main ideas

Conversation Starters• Goal: to use new vocabulary words in the contexts

of our academic fields.

• Let’s practice active participation. What does it mean to be an active participant?

Conversation Starters – AI130 AArchitectural engineering is very common in my country, Oman, for males and females. However, there is a big problem: males get higher salaries than females, even though they have reached the same educational level and have the same knowledge. Do you think this is fair? What do you think are the reasons?

( Architectural engineering, Asil)

Conversation Starters – AI130 AMost crimes are solved by fingerprints and other evidence that is found at crime scenes. By analyzing hair, blood, sperm, and cigarette remnants, forensic scientists can define the suspect. The suspect can go under investigation because of this evidence. With this major, you could be a investigator. Do you think crimes can be solved without evidence?

(Abdulaziz Alqahtani, Forensic Science).  

Conversation Starters – AI130 BThere are a lot of different TV programs, such as movies, TV shows, news, social programs, etc. These have different themes and send different messages, such as political, social, economic, medical, and sports. These programs send different messages directly and indirectly. Some of these programs show bloody, scary, or sexual scenes with bad words. I think it’s having a negative effect on children. Do you think deleting sections of television programs is the solution?. Who do you think is most responsible - the family or media?

(Mashari Al Homoudi, Media And Public Relations)

Conversation Starters – AI130 BBiomedical engineering, which has high employment around the word for both males and females, provides an overall enhancement of healthcare. A biomedical engineer can study a specific type of biomedical engineering, such as biomedical electronics, bioinstrumentation, biomaterials, and biomechanics. Unfortunately, not all countries need biomedical engineers in their factories and hospitals because they depend on other countries to provide the health materials for them; one example is my country, Oman. Do you think it's a suitable major to choose, although I am planning to get a job back home?

(Biomedical engineering, Mallak)   

Getting to Know the Textbook• Read through the topics and skills from pages iv-

vii.• From the “scope and sequence” pages, what

topics and skills are you particularly interested in?• Share your interests with a partner

Pathways 1, pg. 1: Gender and Society• What is the difference between the words

“gender” and “sex”?

http://www.med.monash.edu.au/gendermed/sexandgender.html

Group Discussion1. What kinds of behaviors/attitudes/actions do you

consider to be masculine?

2. What kind of behaviors/attitudes/actions do you consider to be feminine?

3. Do you think your beliefs about what is feminine and masculine are shaped by the culture of your home country? If so, how?

4. Can you think of any examples of masculinity and femininity that are different from your own ideas? (e.g. I think physical fighting is more masculine).

Culture and Gender Stereotypes• Williams and Best (1982) studied 30 countries

and found high cross-cultural agreement on the adjectives used to describe males and females.

• In all countries, adjectives associated with men were rated as being stronger and more active.

• Participants from Japan and South Africa rated male characteristics as more favorable; Italy and Peru rated female characteristics more favorable.

Culture and Gender Stereotypes• Follow up studies by Williams and Best

(1990)

• Men are viewed as active, strong, critical, conscientious, extroverted, and open.

• Women are viewed as passive, weak, nurturing, adaptive, agreeable, and neurotic.

• Do you agree or disagree with any of these stereotypes (in particular)?

Pathways, pg. 1.• Video

Why Cholitas?

What do you think of this practice of fighting cholitas?

Pathways, pgs. 2-3 (Group Discussion)• Read pgs. 2-3 and complete the discussion

questions with your group.

Building Vocabulary• Using context (how does this work?)• Parts of speech (what are they and how do you

know?)

• Pg. 4, listening

• Pg. 5, discuss vocabulary answers• Pg. 5, complete part D as a group

Note-taking brainstorming1. What is the purpose of taking notes during a

lecture?

2. What equipment and strategies do you usually use for taking notes?

3. Do you think the equipment and strategies that you usually use for note-taking are effective? Why/why not?

What are effective note-taking strategies?

Note-taking (pg. 6)

Pg.6, part A and BA• 1. some cultures = strict gender roles• 2. children learn gender from watching others

B1. yr2. w/o3. <4. >

Before listening• Pg. 6,

Before listening

Listening and Note taking• Listen to part of a lecture and try to write down

the main ideas.

• Check yourself. Did you include the ideas on pg. 7 (part A)?

Listening for details• Pre-listening Video

• Listen to the next part of the lecture and try to complete part C.

• Discussion: pg. 7 – After listening, critical thinking

HW• Add or edit (if you like) your conversation starter

by tonight at Midnight