Title of the Course – Understanding Asian America Through Food
Instructor – Bo Kim
Department - Student Taught Course
Course Number - COLL 104
Intended Student Audience- Undergraduates with an interest in Asian-American history
Course Description: This 1-unit course will use food as a framework for understanding both the history of and contemporary issues facing the Asian-American community. The popular understanding of “Asian food” in the U.S. encompasses long-held stereotypes of Asians eating dogs, the recent interest in upscale fusion restaurants that raise questions of cultural ‘authenticity’ and hybridity, and the rapid, nationwide rise of Korean-Mexican food trucks that challenge traditional notions of fusion food and cross-cultural interactions. This course will study how food and conceptualizations of food reflect larger historical and cultural issues that continue to impact the Asian-American community. Furthermore, this course will discuss the complex legal, political, and economic history of Asian Americans in the food industry through case studies of particular foods and historical events from both a production and consumption standpoint. Students will learn how to adopt an interdisciplinary, critical framework for understanding food and related issues of culture, ethnicity, diaspora, and identity. Learning and assessment will center on participation in class discussions, brief readings, in-class presentations, and weekend trips to Houston-area restaurants.
- Identify contemporary issues facing Asian-American communities (e.g. legacies of immigration, the model minority myth, economic disparities)
- Describe the history of Asian-American immigration and its ties to food and food practices
- Explain how food represents and reflects larger sociopolitical issues, ideologies, and histories
- Compare and contrast historical and contemporary conceptualizations of Asian-Americans and, by extension, Asian food
TEACHING & LEARNING STRATEGIES
Using food as a pedagogical tool encourages students to think more deeply about an already-familiar topic that they will continue to encounter in their lives. The course focuses on linking larger economic, cultural, and political issues to food-related topics in order to introduce these topics in a more accessible way. The course is organized to develop the capabilities by which students can understand their consumption of food, the restaurants that serve food, and how food reflects complex histories.
Student-taught courses (STC) are a unique opportunity at Rice University for students to teach and to take classes in non-traditional subjects that are not a standard part of the Rice curriculum. These courses are labeled COLL (college courses) and are offered for 1 credit hour on a satisfactory/non-satisfactory basis.
During Kim's time as an undergraduate at Rice he had hoped to take at least one course on Asian-American history or contemporary issues in the Asian-American community. Since such a course does not exist at Rice, Kim decided to develop and teach his own student-taught course on the topic . Student-taught courses are a unique opportunity at Rice University for students to teach and to take classes in non-traditional subjects, and to thereby supplement the Rice curriculum. These courses are labeled COLL (college courses) and are offered for 1 credit hour on a satisfactory/non-satisfactory basis.
Kim uses a combination of readings-based discussions and mini-lectures during class meetings. To prepare students for fruitful in class discussion he assigns readings that are relatively short and accessible to encourage students to engage with the readings. These readings generally expand further on a historical event in order to provide a more detailed context for class discussions and lectures. Kim assigns readingsthat are argumentative in the sense that, in addition to expounding on historical details, they convey one or two main points about the topic in question. In class he encourages students to identify and challenge the arguments made in the assigned readings.
During the mini-lectures, he encourages students to interject with questions, and comments. As such he times these lectures so that he is able to move at a comfortable pace with sufficient time for unprompted discussion. Kim finds that turning a lecture into more of a two-way, guided conversation between himself and the students is a much better way to engage them with the topics at hand. He says he has always found that the questions and issues raised by students in the middle of lectures to be unique, insightful, and worthwhile ways of approaching different topics.
ENGAGED LEARNING IN THE CLASSROOM
Students are encouraged to engage with the course material in ways that deepen their understanding of the Asian-American community as well as themselves. For example, in a "Timeline" activity designed to accompany a short lecture on post-1965 Asian-American immigration students were asked to reflect on their or their parents migration to the US. The date of 1965 is significant because of immigration legislation that opened immigration to countries previously excluded or discriminated against in the immigration process. Notably, the vast majority of Asian-American immigrants migrated after this legislation, which also led to significant changes in the ethnic composition of the Asian-American community.
During this class session students are given three post-it notes and asked to write on them: (1) Date of their or their parents’ immigration to the United States; (2) date and description of one key event in their or their family’s history; and, (3) date of one future goal they would like to achieve. Next students are given a series of pre-printed stickers with landmark events and dates in Asian-American history. In groups they are asked to place the stickers on a timeline with the years 1800 to 2050 marked in 25-year increments. next students are asked to individually add their own post-it notes to the timeline. Finally students are asked to reflect on and discuss as a group the following questions:
- What trends do you seen in the timeline and what surprised you about the timeline?
- How does your generation fit into the larger history of Asian Americans?
- In terms of the development of Asian food and the Asian food industry, how do you see these events tying into specific histories described in class? Focus on comparing specific ethnic cuisines (e.g. longer history of Chinese immigration v. Vietnamese).
This activity is designed to help students contextualize their understandings of previous class discussions within a larger history of Asian-American immigration, discrimination, and success. Through this framework, students can understand the histories and differences between “Americanized” and “authentic” ethnic cuisines as influenced by the immigration histories of their respective communities. This activity asks students to place their personal and family histories within this larger history, challenging them to identify ways in with their own lives intersect with immigration legislation and larger trends in Asian-American history.
LESSONS LEARNED AND PLANS FOR THE FUTURE
Teaching a STC is the first time that student instructors have had the opportunity to teach a college level course. Student instructors put their course together with help from a faculty sponsor, their college Master, and the instructors of the course COLL 300: Pedagogy for Student Instructors, which they are required to take as a prerequisite. Kim says that the process of identifying learning goals, putting together a syllabus, and getting feedback throughout COLL 300 was invaluable in helping him structure his course at the macro level. However, he said he learned that while there’s no real way to plan for everything, prior preparation of lectures, discussion questions, and activities go a long way in ensuring a smooth, effective use of class time. Kim taught the course two semesters in a row and after teaching the class the first semester he learned to plan beforehand for in-class flexibility. With adequate preparation he was better prepared to field questions and to guide discussions towards directions that he might not have explicitly anticipated.
If Kim was to teach the class again, he says that would try to vary the structure of classes a little more. There were days when the usual discussion-lecture format didn’t seem to work as well as previous class meetings. He would spend more time carefully choosing readings and discussion questions that could foster longer, more fruitful discussions. While the discussions were usually great, he believes that having more material to discuss would have been helpful in having students gain more from discussion.
- This page provides a detailed description of Student Taught Courses at Rice University.
- A few other universities have similar programs for student taught courses: Carnegie Mellon University, and University of California at Berkeley, and the California Institute of Technology are notable.
- For more about how student instructors at Rice University are taught about course design in COLL300 check out this blog post.
- Teaching something for the first time? James Lang has some good insight into why teaching what you don't know is actually an asset.
- This blog posts discusses how to facilitate good discussions by building and supporting social interaction.
Class of 2016, McMurtry College
Kim graduated magna cum laude from Rice University in 2016 with a degree in economics and art history. At Rice, he conducted asylum and energy policy research and co-founded the Asian Pacific American Student Alliance. His student-taught course, Understanding Asian America Through Food, received the inaugural Rice Student Taught Course Teaching Award. Bo is currently a health policy consultant for Acumen, LLC in the San Francisco Bay Area.