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I NSTRUCTOR - D IRECTED , S TUDENT - D RIVEN E NGAGEMENT

I NSTRUCTOR - D IRECTED , S TUDENT - D RIVEN E NGAGEMENT. Lou E. Pelton, Ph.D. UCC Course Developed and Deployed Using the NextGen Pedagogical Framework. Transformative Teaching/Learning. Experiential Exercise: NeverPerfect. Conventional. NextGen.

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I NSTRUCTOR - D IRECTED , S TUDENT - D RIVEN E NGAGEMENT

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  1. INSTRUCTOR-DIRECTED, STUDENT-DRIVEN ENGAGEMENT Lou E. Pelton, Ph.D. UCC Course Developed and Deployed Using the NextGen Pedagogical Framework Transformative Teaching/Learning Experiential Exercise: NeverPerfect Conventional NextGen • "The optimist sees the rose and not its thorns; • the pessimist stares at the thorns, oblivious to the rose." - Kahlil Gibran • You have watched the complex journey of a young Vietnamese-American woman's decision [to undergo cosmetic surgery] cast against the backdrop of different individuals' perceptions of beauty, body image and ethnic stereotyping. Drawing from the content in the Never Perfect video and your own perspectives, please address the following discussion platforms. • Discuss the video with your teammates. How does Mai-Anh Tran's decision to undergo cosmetic surgery relate to the relationship between the real, looking glass and aspirational selves? You may draw on the commentaries throughout the idea (archival and focus groups) to address this discussion platform. The looking-glass self is a social-psychological construct developed in the early 20th-century , and it has three fundamental underpinnings: (a) how one images s/he appears to others; (b) how one imagines the judgment of appearances; and (c) how one develops the "self" through the others' judgments. Do you think that "ethnic identity" does (or does not) impact Mai-Anh's decision to undergo cosmetic surgery. Among the team members, please discuss the issue of ethnic stereotyping. Does your team believe that ethnic stereotyping occurs in the presentation of self in everyday life? Why or why not? Faculty-Driven Process Student-Driven Process Module III Module I Module II Learning Modules

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