Department of Sociology
Teaching Philosophy
Teaching is about my relationship with each student in my classroom. I see myself as their guide in a sociological journey. I strive to be a part of the class, rather than the icon at the front of the room. I lecture and I also sit down next to students when we talk. I listen. I learn all their names whether my class size is 7 or 70.
As the class guide, I take responsibility for making my classrooms safe places that are conducive to learning. I outline clear ground rules and course expectations and periodically remind students of the directions we have laid out. I try to help students hear each other as well as hear me. Sometimes this takes the form of helping them rephrase their comments. Sometimes it means asking them to question me on what I have said. Sometimes this just means saying, “Hey, Amy is talking. Listen up.”
I spend a great deal of time structuring my courses and selecting materials, yet I see my courses as dynamic products of particular groups of people gathering at points of space and time. I invite input and I make adjustments along the way. I usually request written feedback on course structure and process once or twice in the semester. I analyze the feedback and respond to all requests whether or not I decide to make changes. I also solicit less formal verbal feedback on a regular basis. I watch body language and encourage students to share what they are thinking: “Justin, you look – confused? What are you thinking?”
While content goals change from course to course, I have similar process goals for all my classes. I structure opportunities for students to experience sociology, to talk about course content, and to apply what they have learned. In introductory sociology I require students to attend campus events and link them to course concepts. I host online class sessions and field trips for my cybersociety students as we read research about identity and community online.
I turn questions directed to me back to the class and help them organize their responses in ways that connect their own ideas to theories related to the subject at hand. In small groups I particularly encourage and commend students for drawing other group members into their discussions. I try to remember earlier contributions of students and remind the class of these comments as they connect to other topics.
I work hard to help my students to take more than “facts” away from the classroom. I strive to be one of many teachers who helps her students develop critical thinking skills. I know that these types of skills will serve students long after the details of a particular course have faded.
I have used many ways of evaluating students including traditional methods like papers, written essay exams, and quizzes. I have also used journals, group projects, peer evaluations, and videotaped group exams. I struggle with knowing that a single “grade” does not capture what happens with students intellectually and socially over the course of a semester. So I make a point of telling students in person how I feel about their contributions and progress in class.
I often call or email students when they have missed several classes or a key assignment. And when I tell students, “Missed you in class today,” I think they know that I mean it.
Selected Syllabi
SOC 316: Gender and Society (Fall 2009)SOC 560: Teaching Sociology (Fall 2009)
SOC 584: Qualitative Research Methods (Spring 2009)
SOC 540: Social Change (Fall 2008)
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