My thoughts on 'Being Bad'

Q1. Age?
44

Q2. Sex?
Female

Q3. What is your degree subject (both if joint)?
Social Policy/Social Care

Q4. Does ‘Being Bad’ relate well to the other modules you are taking?
No, not at all.

If so, how? And if not, why not?
I cannot see the link between any of the topics in this module and Social Policy/Social Care. What has body modification got to do with anything?

Q5. Have you found ‘Being Bad’ too demanding, too easy, or at an appropriate level?
An appropriate level.

Q6. Do you think the list of topics covered on the module was appropriate?
Appropriate to the module I suppose, but not appropriate to the subjects I am studying

Q7. Are there any topics not included in the module that you would like to see included?
Possibly football hooliganism.

Q8. Do you think that the format for classes has worked well?
No, not at all, mainly due to the appalling behaviour of some students and the inability of some lecturers to control the situation.

Q9. What did you think of the module team?
Lecturers need to take tougher stance on disruptive students - eject them if necessary - you'd probably get a round of applause from the rest of us who come to lectures to learn. Whilst I understand there is currently a retention issue at the university, surely quality is better than quantity?
Lecturers were friendly and approachable, particularly Mark Jones.
George Chryssides is an outstanding lecturer.
Assignments not returned to students in 3 weeks' turnaround time - not good enough!

Q10. Do you think it would have been better to have had more:

Small group discussions?
No, because this would give some students more opportunities to chat and use their mobile phones.

Discussion and debate among the class as a whole?
Yes, if it doesn’t descend to the depths of the Jeremy Kyle Show or a group therapy session - I really don't want to hear about people's personal issues in a lecture and I'm not in the slightest bit interested if the person sitting three rows behind me has slept with her boyfriend's dad's sister's husband's cousin.

Information and talk from lecturers?
No

Q11. The approach taken in the module is interdisciplinary (drawing on perspectives from English Literature, Film Studies, Creative Writing, Philosophy, Religious Studies, Media Studies and Politics): do you think this a useful way of approaching the topics covered in the module?
No, I don’t want to write short stories, I’ve come to university to do academic writing not creative writing – it is of no use to me at all.

Q12. Do you think that interdisciplinary modules are a good idea?
No

Q13. Do you think you have benefited from the interdisciplinary approach taken in the module?
No, not at all.

Q14. Would you like to see more modules that cover this kind of subject matter?
No, definitely not.

Q15. Are you planning to take the follow-up module PH2004 ‘It Shouldn’t Be Allowed’ at level 2?
No, definitely not.

Q16. Would you recommend ‘Being Bad’ to a friend?
No, I would actively discourage them (unless they were studying philosophy).

Q17. Do you think that the blogs (web logs) were a good idea?
Yes, because it forced technophobes like me to learn more about IT.

Q18. What did you think of the other assessments (e.g. would it be better to have one longer assessment rather than two shorter ones?)?
One assessment would be better as it’s really difficult to give any substance to an assignment in 600 words.

Q19. What have you learned from the module?
To research the module content in more depth before registering for it! I thought it would be about criminality.
On a positive note, learning how to 'blog' has been good - 44 and setting up my own weblog - how cool am I? Not very - my kids reply!

Q20. What parts of the module have you found most useful and why?
None of it.

Q21. What parts do you think were a waste of time and why?
All of it!

Q22. Are there any other comments you wish to make regarding ‘Being Bad’?
In my opinion this module should not be a core option for Social Policy/Social Care. I just can’t see the connection (unless I’m missing something). I attend university part time, I work full time and my employer allows me day release and pays my fees because Social Policy/Care are highly relevant to my job. This module has been a complete waste of my time and my employer's money, I want to learn about things that actually matter like addressing social injustice, child poverty, etc., not genital piercing and masturbation! Please also see my post dated 26th March for further rantings about this module.

The content of some of the lectures was fairly shocking but what has shocked me most with this module is the behaviour and total lack of respect and consideration of some students. I would estimate that 80% of the students on this module have come straight from sixth form and, if this is an indication of the way they behaved at school, no wonder so many teachers I know want to leave the profession. When I was at school we used to stand up when our teachers entered the classroom and if anyone dared to chat to the person next to them they would be ordered out and woe betide them if the headteacher happened to walk past. I really do fear for the future of this country if the behaviour of these young people is indicative of what is coming out of our education system.

On one positive note, I enjoyed the lectures on Being Too Religious and Smoking. This is because the lectures were interesting and the style of the lecturers held my interest, not because they had any relevance to what I'm studying.

Maybe I'm too old and out of touch but I just don't get the point of this module at all. I'm sorry to be so negative but in my opinion the module should be removed as a core option for Social Policy and Social Care.