Sociology 380

Sociology 380

Seminar on "Teaching Sociology"

DO NOT PRINT THIS OFFLINE. WAIT FOR THE HARDCOPY IN CLASS!

Spring, 1999

Class Time: Tuesday/Thursday, 9:30-10:45 PM

Class Place: 151 Hamilton Hall

Instructor:

Professor Howard E. Aldrich

Department of Sociology

202 Hamilton Hall

Office Hours: M/W 1:30-2:30 PM, and by appointment (HM 202)

E-mail: If you don’t already have an e-mail account, please get one (they are free).

We will conduct some class business via e-mail -- it saves trees and time.

You can reach me at: howard_aldrich@unc.edu. My Home Page is at

http://www.unc.edu/~healdric

Objectives of This Course (thanks to Joseph Lowman!)

(1) Promote a high standard for college teaching at its best.

(2) Provide support for new instructors by encouraging them to share experiences, satisfactions, and frustrations with peers.

(3) Increase sensitivity to a variety of sociological phenomena that appear in college classrooms with regularity.

(4) Increase skill at a number of specific teaching activities (e.g., organizing content, lecturing, leading discussions, promoting rapport and motivation, and evaluating).

(5) Encourage instructors to formulate personal values, approaches, and styles of classroom instruction that can grow and be refined over their teaching careers.

(6) Help you prepare a teaching portfolio that you can use when you go on the job market.

Course Orientation

I will urge you to develop your courses around the principles of cooperative learning, which include five (5) basic elements (NTL Forum, 2, 1, 1992):

(1) Positive interdependence: For cooperative learning to succeed, students must feel that they need each other and cannot truly succeed unless everyone in the group succeeds.

(2) Face-to-face promotive interaction: Students must promote one another's learning by explaining, discussing, and sharing what they know. They must confront and teach each other. Teaching is NOT instructor-talking, especially one-way talk.

(3) Individual accountability: Students must remain individually accountable. E.g., any member of a group must be ready to explain the group's answer to a problem. Even though we'll emphasize collective action, each student is still fully responsible for learning assignments.

(4) Interpersonal and small group skills: Learning in and from groups depends on having and using a whole set of social skills, including leadership, decision-making, trust building, communication, and conflict-management skills. Students don't have these skills inherently, but they can be taught the skills at the same time that subject matter is being covered. These skills stand as a constant shadow curriculum within the process itself.

(5) Group processing: This involves a stepping back from group activity to look critically at the group's dynamics. E.g., by listing at least three (3) actions that members took that helped the group succeed, and by listing at least one (1) that could make the group even more successful in the future.

As soon as possible, read/skim the book on Cooperative Learning that is on reserve in the library (Johnson, Johnson, and Smith, 1991). Another book that discusses active learning was edited by Steven Schomberg, and is on reserve: Strategies for Active Teaching and Learning in University Classrooms.

Evaluation

Criteria for evaluation include:

(1) extent and quality of participation in seminar sessions;

(2) adequacy of written assignments;

(3) quality of planning for the follow-on course you wish to teach; and

(4) a final course paper describing highlights and difficulties in your first teaching experience.

Course Format

This is a laboratory course, rather than a typical academic course. For most classes, a reading has been assigned which you should complete before attending class. For almost every class, you will be expected to complete a written assignment that will be discussed in class. Watch for them -- they are marked in BLUE!

We’re going to do lots of sharing of work in class, based on suggestions from previous cohorts who have taken this seminar. They suggested you would benefit from more work carried out explicitly oriented toward the class you will teach. They also suggested you would benefit from seeing what others are doing.

Rewards

When you request it, I will write a "To-Whom-It-May-Concern" letter after you've taught your course and have turned in your final seminar paper. The letter will review the content of 380 and summarize your performance and promise as a sociology instructor. Your term paper will give you a chance to start compiling a teaching portfolio, which will be very useful as you look for your first job.

Required Books (all except Coursepak in the Bookstore)

All of these books have been used in the past, and Holland and Eisenhart is being used in other classes on campus. Thus, you should be able to find used copies of every book.

All of these books are referred to in the reading list as ABBREVIATIONS.

(1) JL Joseph Lowman. 1995. Mastering the Techniques of Teaching (2nd Edition). Jossey-Bass. The first edition of this book is on reserve.

(2) WM Wilbert J. McKeachie. 1994. Teaching Tips: A Guidebook for the Beginning College Teacher (9th Edition). D.C. Heath. Paperback $20.00 (used $15.00). 1 copy is on reserve. Also we have copies of the 7^th and 8^th editions.

(3) HE Dorothy C. Holland and Margaret A. Eisenhart. 1990. Educated in Romance: Women, Achievement, and College Culture. University of Chicago Press. Paperback $12.95 (used $9.70).

(4) OR John C. Ory and Katherine E. Ryan. 1993. Tips for Improving Testing and Grading. Newbury Park, CA: Sage. Paperback $11.95 (used $8.95).

(5) RB Robert Boice. 1996. First-Order Principles for College Teachers: Ten Basic Ways to Improve the Teaching Process. Bolton, MA: Anker Publishing Company.

(6) CP We will make our own coursepak, using copies that I will provide on the first day of class.

Recommended Reading
On reserve in the Sociology/Political Science Library:

Rose Ann Neff and Maryellen Weimer. 1989. Classroom Communication: Collected

Readings for Effective Discussion and Questioning. Magna Publications. Paperback

$22.50.

147 Practical Tips for Teaching Professors. 1989. Magna Publications. Paperback $12.5

College Teaching, a journal published by Heldref Publications. We have issues on reserve from 1993 until the present.

IDEA Papers on Teaching, Numbers 1 to 31. Center for Faculty Evaluation and

Development, Kansas State University. A very valuable resource! Check it out!

David W. Johnson, Roger T. Johnson, and Karl A. Smith. 1991. Cooperative Learning:

Increasing College Faculty Productivity, ASHE-ERIC Higher Education Report No. 4.

Washington, DC: The George Washington University School of Education and Human

Development.

Steven F. Schomberg, editor. 1986. Strategies for Active Teaching and Learning in University Classrooms. Minneapolis, MN: University of Minnesota, Communication Services, Continuing Education and Extension..

I have put on reserve two copies of Innovative Techniques for Teaching Sociological Concepts (2nd Edition), edited by Edward Kain and Robin Neas, ASA Teaching Resources Center, 1722 N St., NW, Washington, DC 20036, phone 202-833-3410. I believe the price for ASA members is $12.00. You should read this cover to cover before designing your practice exercises.

The journal Teaching Sociology is a must for people serious about their teaching. You can subscribe via the American Sociological Association, same address as above. Rate for members, $13.00; for non-members, $25.00. We have this in the Sociology Library, back to Volume 1.

The Teaching Professor is a newsletter for college teachers containing insightful tips. It is on reserve in the Sociology/Political Science Reading Room. Browse through it. Issues come out once a month.

The journal of the National Teaching and Learning Forum is on reserve in the Sociology/Political Science Library. Also on reserve is the journal Cooperative Learning.

Six volumes of Sociology 380 Teaching Experiences are on reserve in the Sociology Library. I hope to add a 7^th soon. Early in the semester, if you would like a preview of what's in store for you, skim through some of the papers. They were written by your predecessors in this course.

The Center for Teaching and Learning (CTL), Wilson Library, publishes a newsletter entitled "For Your Consideration." You can pick up copies at their office. Copies are available in a notebook in the Sociology/Political Science Reading Room.

Charles A. Goldsmid and Everett K. Wilson. 1985 Edition. Passing on Sociology: The Teaching of a Discipline. ASA Publications. Paperback. Two copies on reserve.

Maryellen Weimer, Joan L. Parrett, and Mary-Margaret Kerns. 1988. How Am I Teaching? Forms and Activities for Acquiring Instructional Input. Magna Publications, 2718 Dryden Drive, Madison, WI 53704. We'll use forms from this in our classroom discussions. List Price is $24.95.

Pamela Robinson & James Cooper, 1995. An Annotated Bibliography of Cooperative Learning in Higher Education: Part III - the 1990s.

Eilen Bender, Millard Dunn, Bonnie Kendall, Catherine Lapson, and Peggy Wilkes. 1994. Quick Hits: Successful Strategies by Award Winning Teachers. Bloomington, Indiana: Un. of Indiana Press.

Recommended Web Sites on Teaching

Start with the links on our Soci 380 Home Page, found by going to my Home Page.

An especially good link: The National Teaching & Learning Forum Page, http://www.ntlf.com

Other Books/Articles on Teaching

Ernest L. Boyer. 1988. College: The Undergraduate Experience in America. New York: Harper and Row.

Frederick L. Campbell and Hubert M. Blalock, Jr. 1985. Teaching Sociology. Chicago: Nelson Hall.

Phillip Saunders and William Walstad. 1990. The Principles of Economics Course: A Handbook for Instructors. New York: McGraw-Hill.

Thomas Sherman et al. 1987. "The Quest for Excellence in University Teaching." The Journal of Higher Education, 58: 66-84.

Kenneth E. Eble. 1988. The Craft of Teaching (2nd Edition). San Francisco: Jossey-Bass.

Elizabeth Minnich. 1990. Transforming Knowledge. Temple.

Margaret M. Gullette (ed.). 1984. The Art and Craft of Teaching. Harvard.

C.R. Christensen, D.A. Garvin, and Ann Sweet (eds.). 1991. Education for Judgment. Harvard.

Lucy Jacobs and Clinton Chase. 1992. Developing and Using Tests Effectively. Jossey-Bass.

Shlomo Sharan (ed.). 1993. Handbook of Cooperative Learning Methods. Westport, CT: Greenwood. Price $75.00.

How It’s Done at the Pre-College Level

George J. Posner. 1995. Field Experience: A Guide to Reflexive Teaching (3rd Edition). New York: Longman. On Reserve.

George J. Posner and Alan N. Rudnitsky. 1995. Course Design: A Guide to Curriculum Development for Teachers (4th Edition). New York: Longman.

Kathleen Bennett deMarrais and Margaret D. LeCompte. 1995. The Way Schools Work: A Sociological Analysis of Education. New York: Longman.

Assigned Readings &

In the following syllabus, class sessions are preceded by a date. You should do the reading for that class on or before the date given. We will DISCUSS the readings in class on the day they are assigned.

Written Assignments ?

I will collect the written assignments at the end of the class period on the day they are assigned. Please word-process them, and print them out on a printer with a fresh ribbon or fresh toner. Please remember: there are NOT enough printers in the Odum computer lab for all of you to do your printouts 30 minutes before class! Please start earlier!

Teaching Tips J

Whenever the moods strikes you, share a teaching tip with us -- this can be something you found in reserve readings, in newsletters, heard about from colleagues, etc.

I can’t teach you how to teach; you have to learn how to teach!

Videotaping

We have a video camera and all the equipment you need for taping your practice teaching. The equipment is in HM230, and you will need to see Jennifer Carpenter to sign it out.

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CLASS SCHEDULE

I. Introduction: College Teaching is Work

A. Thinking About Teaching in an Organized Way

01/07 Thurs

Question:

What makes a good teacher -- were they made or born?

Please read over the syllabus, buy your books, do the library work suggested, and come to class on Thursday ready to roll!

Buy the books, and skim them. Good teaching has both a strategic and a tactical component, and the tactics are easiest to learn. So, check out the tactics award-winning teachers have used.

Tacit knowledge is critical to good teaching and such knowledge is mainly acquired from practice. Doing the written assignments takes you part way toward practice, but actual hands-on classroom experience is also necessary.

JL, Ch. 1, pp. 1-37.

CP 1, Michael Delucchi and William L. Smith, "Conversation: A Postmodern Explanation of Student Consumerism in Higher Education," Teaching Sociology, 25, 4 (October, 1997): 322-337.

NB: We have a written assignment due on Tuesday, January 12^th.

01/12 Tue

Question:

What do you want to achieve in your own course?

JL, Ch. 2 & 3, pp. 39-98.

& CP 2, Barbara J. Millis, An Introduction to Cooperative Learning

Go to the Sociology/Political Science Reading Room and browse through the notebooks containing The Teaching Professor Newsletter, The IDEA Papers, Cooperative Learning and College Teaching, The National Teaching & Learning Forum, College Teaching, and For Your Consideration. Notice where the journal Teaching Sociology is shelved.

? Written assignment:

Write one (1) page on the theme: "What do I want to achieve in my own course?" Describe your goals in general terms, outlining broad themes, rather than specific topic areas. NOTE: Many of our assignments will seem almost impossible to you, at first. Their purpose is to stimulate your thinking about issues we'll repeatedly return to this term. Don't worry if your first efforts seem incomplete to you.

B. Applied Sociology: We Work with Reactive Materials

01/14 Thurs

Question:

How many different kinds of students are there? Why do they differ? In what ways can we take account of students' diversity of learning styles?

& RB, Introduction and Chs. 1-2, pp. ix-xiv and 3-40.

& WM, Chs. 3 and 31, pp. 21-27, 349-358

& CP 3, Janet Mancini Billson. 1986. "The College Classroom as a Small Group: Some Implications for Teaching and Learning." Teaching Sociology, 14 (July): 143-151.

CP 4, Robert J. Kloss. 1994. "A Nudge is Best: Helping Students through the Perry Scheme of Intellectual Development." College Teaching, 42, 4: 151-158.

CP 5, Chuck Bonwell, 1997. "Building a Supportive Climate for Active Learning," The National Teaching & Learning Forum, Vol. 6, No. 1, pp. 4- 7.

CP 6, Polly A. Fassinger. 1997. "Classes Are Groups: Thinking Sociologically About Teaching," College Teaching, Vol. 45, No. 1, pp. 22- 25.

CP 7, Laura Border, "Idiosyncratic Profs and Proofs," The National Teaching & Learning Forum, 7, 1 (1997): 8-10.

? Written assignment:

Write one (1) page on the theme: "What kind of

undergraduate student was I?" Are you willing to share this description with us?

01/19 Tues

Question:

To what extent does student culture affect students' pariticipation in classes and course work? Why? How?

& HE, Part 1 and Part 4, pp. 3-21, 93-160. The book by HE was based on fieldwork done at UNC-CH and another NC college. They claim that romance and attractiveness played a large role in the lives of women students (but not men?). Are their results still valid today?

? Written assignment:

Read the Daily Tar Heel from January 12th through the 16th, and do an impressionistic content analysis (look at the personals section, in particular). Write a page on what the DTH conveys about student culture at UNC.

C. But I’m Not Ready Yet!

01/21 Thur

Question:

How will we know when we are ready to teach? Or is that the right question to ask? And will students respect me?

RB, Chs. 3-6, pp. 41-76. And read as much of the rest of the book as you can.

CP 8, Judy Downs-Lombardi. 1996. "Ten Teaching Tips for

Newcomers," College Teaching, Vol. 44, No. 2 (Spring): 62-64.

Guest today: Robert Boice.

II. Organizing a Course

A. Getting Started: Think No Small Thoughts

01/26 Tues

Question:

Is cooperative learning better suited to achieving higher-order learning than other techniques? Why or why not? Thought for the day: course design involves a trade-off between exploiting what we already know & do well versus exploring new territory, where we will make mistakes, experiment, and take big risks.

& CP 9, Larry A. Lovell-Troy. 1989. "Teaching Techniques for Instructional Goals: A Partial Review of the Literature." Teaching Sociology, 17 (January): 28-37.

& CP 10, Joe Cuseo. 1992. "Collaborative and Cooperative Learning in Higher Education: A Proposed Taxonomy." Cooperative Learning and College Teaching, 2, 2 (Winter): 2-4.

& CP 11, Barbara Millis. 1992. "How Cooperative Learning Can Fulfill the Promise of the 'Seven Principles." Cooperative Learning and College Teaching, 2, 2 (Winter): 5-6.

CP 12, Susan Prescott. 1992. "More Tips for Getting Started in Cooperative Learning." Cooperative Learning and College Teaching, 2, 3 (Spring): 6-8.
CP 13, Richard M. Felder and Rebecca Brent. 1996. "Navigating the Bumpy Road to Student-Centered Instruction," College Teaching, Vol. 44, No. 2 (Spring): 43-47.

? Written assignment:

Write a one-page explanation of an application of cooperative learning to one segment of your course. Be specific -- how would students benefit?

C. Digging In (Texts, Readings, Etc.)

01/28 Thurs

Question:

What message do I want to convey to students with my syllabus? What should the syllabus contain?

& WM, Ch. 32, pp. 359-367

& CP 14, Aldrich syllabus for Sociology 31.

& CP 15, Mary McDonnell Harris. "Motivating with the Course Syllabus." The National Teaching & Learning Forum, 3, 1 (1993): 1-2.

CP 16, Mary L. Beaudry and Tracey Schaub, "The Learning-Centered Syllabus," The Teaching Professor, 12, 2(February, 1998): 1-2.

CP 17, Maryellen Weimer, "How Much Content Is Enough?" The Teaching Professor, 12, 3 (March, 1998): 2.

CP 18, Various authors, "The 'How Much Is Enough?' Content Question," The Teaching Professor, 12, 5 (May, 1998): 1-2.

? Written assignment:

Prepare an outline of your own course syllabus. Put in all the elements you can, modeling yours after one of the syllabi in the Coursepak. Be prepared to defend additions or deletions. Don’t forget your goal statement from the last class!

III. The Components of a Course

A. Teaching Materials on Campus (Films, Slides, Tapes, Etc.)

2/02 Tues

Question:

If you need help with your course, how do you get it?

Guest Speaker: Ed Neal, CTL Representative

"Teaching Resources Available on the UNC-CH Campus"

also

"Putting Together a Teaching Portfolio"

(we’ll return to this issue again in the last week of class)

& WM, Ch. 19, pp. 183-193

NOTE: Assignment for next class: Began choosing textbooks.

Choosing a Text and Readings

02/4 Thur

Question:

What criteria should we use in choosing a textbook and outside readings? Are textbooks really as "evil" as Westhues implies? Why or why not?

& WM, Ch. 10, pp. 129-133

& CP 19, Kenneth Westhues. 1991. "Transcending the Textbook World." Teaching Sociology, 19 (January): 87-92.

6 Highly recommended optional reading: Special issue of Teaching Sociology, 16, 4 (October 1988): 353-430. On textbooks -- all you ever wanted in a textbook, and less.

? Written assignment:

Select three (3) possible texts for your proposed course and evaluate them. Be prepared to defend them to the whole class. Will your undergraduates be able to understand the text? Turn in the list of three (3) to me. Only the list has to be in writing, not the defense. Bring the books to class with you, if you like.

C. Lecturing (Don't!)

02/09 Tues

Question:

If I can talk, can I lecture?

Guest Speaker: Ed Neal, CTL Representative

Presentation of a demonstration lecture.

& WM, Ch 5, pp. 53-70

& JL, Chs. 4 and 5, pp. 99-157

& CP 20, "What Students Do and Don’t Take From Lectures." The Teaching Professor (November 1994): 2.

& CP 21, Planning the Lecture.

& CP 22, "Tips for Teachers: Twenty Ways to Make Lectures More Participatory," Derek Bok Center for Teaching and Learning.

& CP 23, Ruth Moss, "Crosstalk Learning: Review to Remember" Psychology Today, July, 1986.

CP 24, Nancy R. Goulden, "Improving Instructors' Speaking Skills," IDEA Paper No. 24. Kansas State University.

CP 25, William E. Cashin, "Improving Lectures." IDEA Paper No. 14. Kansas State University.

? Written assignment:

What was the most important feature of the best lecture you ever heard? Write one (1) paragraph on the feature.

D. Explaining Yourself: Critical Thinking as an Objective

02/11 Thu

Question:

How is lecturing like explaining?

& WM, Chs. 4, pp. 31-52

& JL, Ch. 7, pp. 193-224

CP 26, Joya Misra, "Teaching Stratification: Stimulating Interest and

Critical Thinking Through Research Projects," Teaching Sociology, 25, 4 (October, 1997): 278-291.

CP 27, Stuart M. Keeley, Kenneth M. Shemberg, Brenda S. Cowell, and

Brian J. Zinnbauer, "Coping with Student Resistance to Critical Thinking." College Teaching, Vol. 43, No. 4, pp. 140-145.

CP 28, Linda B. Nilson. 1997. "Critical Thinking as an Exercise in Courage." The National Teaching & Learning Forum, Vol. 6, No. 2, pp. 1- 4.
CP 29, Gregory Bassham and Henry Nardone. 1997. "Using the Film JFK

to Teach Critical Thinking," College Teaching, Vol. 45, No. 1, pp. 10-13.

? Written assignment:

Think of something you REALLY know how to do well. Write a one-paragraph description of it. Use pictures or diagrams if you can.

E. Putting Boice’s First Principles to Work

02/16 Tue

Question:

Do emotions sometimes interfere with our teaching? In what ways can we mobilize others to help us in preparing for our teaching?

RB, Chs. 7-11, pp. 77-142.

CP 30, Ted Rachofsky, "Praxis: Processing Questions," The National Teaching & Learning Forum, 7, 2 (1998): 12.

? Written assignment:

Revise the syllabus you began on January 30th. Do this in two (2) pages or so -- prepare a list of weekly topics, how you might treat them, possible teaching aids, etc.

02/18 Thu

Question:

If cooperative learning is so good, whey doesn't everyone use it?

& CP 31, Ellen Sarkisian, "Working in Groups: A Note to Faculty and a Quick Guide for Students." And associated one-page handouts, Marianne Cutler et al.

& CP 32, Karl Smith, "Structured Controversies."

& CP 33, Gina Petonito. 1991. "Fostering Peer Learning in the College Classroom." Teaching Sociology, 19 (October): 498-501.

CP 34, Debra J. Mesch. 1991. "The Jigsaw Technique: A Way to Establish Individual Accountability in Group Work." Management Education, 15 (August): 355-358.

CP 35, Stephen Sweet, "More Strategies to Improve Student Team Projects," The Teaching Professor, 12, 9 (November, 1998): 5.

CP 36, Maryellen Weimer, "Power: The Real Impediment to Using Group Work," Cooperative Learning and College Teaching, 8, 2 (Winter, 1997): 2-5.

CP 37, David W. Johnson. 1997. "Academic Controversy," The

National Teaching & Learning Forum, Vol. 6, No. 6, pp. 6-8.

? Written assignment:

Outline a classroom exercise for your course that involves a debate or structured controversy. We'll do these in class.

F. In-Class Exercises and Out-of-Class Term Projects

02/23 Tues

Question:

What kinds of issues are best dealt with through classroom exercises? Two of the following exercises were developed by students at UNC who took Sociology 380!

Mystery GUEST??

& JL, Ch. 8, pp. 225-250

& WM, Chs. 9 (pp. 117-128) and 12-14 (pp. 139-158)

CP 38, Pamela Paxton. 1997. "Teaching Excellence: Helping Students Consider Academic Excellence." Teaching Sociology, 25, 4 (October): 303-308.

CP 39, Katherine Giuffre and Pamela Paxton. 1997. "Building Social Networks," Teaching Sociology, 25, 3 (July): 207-213.

CP 40, Robert Woodberry and Howard Aldrich. Designing and Using classroom Exercises. To be distributed later.

CP 41, Susan Johnston and Jim Cooper, "Quick-Thinks: Active-Thinking Tasks in Lecture Classes and Televised Instruction." Cooperative Learning and College Teaching Newsletter, 8, 1 (Fall, 1997): 2-6.

NOTE: Almost every issue of Teaching Sociology contains at least one article that describes a classroom exercise. Browse them randomly!

? Written assignment:

Identify a concept or principle from your proposed course that might be illustrated via an exercise.

02/25 Thu Practice Exercise

Each of you should prepare an in-class exercise, illustrating a salient point from your forthcoming course. You must be able to explain the exercise in 7 minutes of class time. You may use any types of props you wish.

THIS WEEK:

If you have any questions about planning your guest teaching sessions, for the weeks after Spring Break, please e-mail me, see me before or after class, or come to my office hours this week.

G. Preparing to Lead Structured Discussions

03/02 Tu

Question:

What are the principles of effective discussion?

TENTATIVE: Guest Speaker: Michael Salemi

JL, Ch. 6, pp. 159-191

& CP 42, Active Learning: Seminar Planning Steps.

& CP 43, Donald Roy reading for Salemi discussion: Read this article in preparation for the discussion questions that Salemi will generate.

& CP 44, Phillip Saunders et al., "Improving Classroom Discussion," in W. Lee Hansen and Michael K. Salemi reading.

? Written assignment:

Prepare an outline of four (4) interpretive questions, based on the Donald Roy reading, CP 17. Professor Salemi will critique them.

LONG-RANGE PLANNING:

Set up the arrangements necessary so that you can have yourself videotaped as you do your guest lectures in the weeks after the break. Jennifer Carpenter, HM 230, has the equipment; see if you can pair off and videotape each other

03/04 ATN & Simple Start: Doing Your Own Course Home Page

Meet in the computer lab or at ATN offices.

03/08 - 03/12 SPRING BREAK: ENJOY YOURSELF!

03/16 - 03/18 Leading a Class

During this week, you will lead one or two classes for another sociology instructor. So, we won't meet in 380.

03/23 Tue

Question:

What did we learn about leading discussions among UNC undergraduates?

& RB, Part III, pp. 151-161.

? Written assignment:

What three (3) things did you learn that you want to share with your colleagues in this class?

H. Evaluation of Students' Achievements

03/25 Thu

Question:

How can we structure our tests so that they are also a learning experience?

& OR, Tips for Improving Testing and Grading, Ch. 1-6, pp. 1-107. This is the single best book I have ever found on how to construct fair exams.

& WM, Chs. 6-7, pp. 71-100.

? Written assignment:

Begin working on your practice test.

03/30 Tue PRACTICE TESTS

(Preparing the practice tests will take you two to four hours, at least!)

ü For one major segment of your course, prepare a sample examination, such as a mid-term. Prepare a minimum of:

(a) five (5) multiple-choice questions

(b) two (2) short-answer questions (a word, phrase, or sentence)

(d) two (2) long essay questions.

To get ideas, you may use the CUSS file of exam questions and the instructors' manuals that often accompany texts. However, to get the maximum value from this exercise, most of the questions should be your own creations.

Prepare answer sheets/guidelines for grading all your questions. You must have the right answers!

& CP 45, Elizabeth Grauerholz. 1991. "This is Jeopardy! How to Make Preparation for Examinations Fun and Challenging," Teaching Sociology, 19 (October): 495-497.

& CP 46, Robert Weir. 1993. "Empowering Students While Cutting Corners: Efficient Grading of History Essays." American History Association Newsletter (March): 3-6.

? Written assignment:

Bring copies of your exam to class for each member, or put them on transparencies for an overhead projector.

04/1 Thur Continue with critique of practice tests.

04/6 Tues

Question:

Do you think students' motivations to learn can be modified by an instructor?

Guest Speaker: Joseph Lowman

& JL, Ch. 9, pp. 251-260

& CP 47, Joseph Lowman, 1990. "Promoting Motivation and Learning." College Teaching, Vol. 38, No. 4, pp. 136-139.

& CP 48, LOGO Scale: Student and Faculty version. Make a copy & fill it out before coming to class.

OPTIONAL 6

William B. Gartner. 1993. "Dr. Demming Comes to Class." Journal of Management Education, 17, 2 (May): 143-158. On reserve in Sociology/Political Science Reading Room.

? Written assignment:

Fill out the LOGO scale and bring it to class.

I. Grading: Enforcing a Meritocracy Has Its Costs

04/8 Thu

Question:

What are the arguments for and against grading on a curve? And, should we force students to talk, such as by grading their participation?

& OR, Ch. 7, "Assigning Grades," pp. 108-130

& JL, Ch. 9, pp. 260-285

& WM, Ch. 8, pp. 101-114

CP 49, Ohmer Milton, Howard Pollio, and James A. Eison, "Making Sense of College Grades," Ch. 1.

CP 50, David Basinger. 1997. "Fighting Grade Inflation: A Misguided Effort?" College Teaching, Vol. 45, No. 3 (Summer): 88-91.

& CP 51, "Grading Systems," CTL.

& CP 52, Maryellen Weimer, "Participation Problems: A Solution?" The Teaching Professor, 12, 2 ( February, 1998): 4-5.

& CP 53, Clive Gilson. 1994. "Of Dinosaurs and Sacred Cows: The Grading of Classroom Participation." Journal of Management Education, 18, 2 (May): 227-236.

CP 54, Wanda J. Smith. 1994. "Comment on ‘Of Dinosaurs and Sacred Cows: The Grading of Classroom Participation.’" Journal of Management Education, 18, 2 (May):237-240

CP 55, Suzanne Medina, "Term Paper Check List." The Teaching Professor, October, 1997, p. 3.

CP 56, Provost's memo on exams. This policy is still in effect! Read and follow these rules.

? Written assignment:

Bring a Graph or Picture of your ideal grade distribution to class.

J. Evaluation of Instructors: Revenge of the Jedi, or, the Students Strike Back

04/13 Tues

Question:

Why should instructors be evaluated, too?

& WM, Ch. 29, pp. 313-338

CP 57, Peter Seldin and Linda Annis. 1991-1992. "The Teaching Portfolio." Teaching Excellence, 3, 2. Augsburg College: The Center for Faculty Development.

CP 58, David A. Anderson and Harry H. Landreth, "Characteristics of an Ideal Teacher Evaluation Mechanism," The National Teaching & Learning Forum, 7, 4: 5-7.

& CP 59, Floyd Urbach, "Developing a Teaching Portfolio," College Teaching, 40, 2: 71-74.

CP 60, William E. Cashin, "Student Ratings of Teaching: A Summary of the Research," IDEA Paper No. 20.

Suggested reading: Marsh, Herbert W. and Lawrence A. Roche, "Making Students' Evaluations of Teaching Effectiveness Effective: The Critical Issues of Validity, Bias, and Utility." American Psychologist, 52, 11 (1997): 1187-1197.

? Written assignment:

What three (3) questions will you want to ask your students about your teaching? Write them out in a format suitable for use on an evaluation form.

IV. Unfinished Business

A. Classroom Control

04/15 Thur

Question:

Why is the perfect the enemy of the good?

? Written assignment:

After reading two (2) of the papers from Sociology 380 Teaching Experiences, on reserve in the library, discuss them in your team. Write a two-page paper, summarizing your reactions to the classroom control problems/opportunities identified in the papers. We will discuss your papers in class.

CP 61, Vanessa A. Conlan. "Managing With Class: Effective Classroom Techniques," The Teaching Professor, 12, 10 n(December, 1998): 5.

CP 62, Melanie Moore. 1997. "Student Resistance to Course

Content: Reactions to the Gender of the Messenger." Teaching

Sociology, 25, 2 (April): 128-133.

04/20 Tues

B. Using Videos, The First Day, and Other Topics

Questions raised by the term papers & your preparation

CP 63, Special issue of Teaching Sociology, 16, 2 (July 1988): 245-271. Lots of great tips on choosing and using films and videos, especially feature films. Nonprint has over 6,000 videos! [Don't overdo it!].

CP 64, Lauraine Leblanc, "Observing Reel Life: Using Feature Films to Teach Ethnographic Methods," Teaching Sociology, 27, 1 (January): 62-68.

? Written assignment:

Pick out three (3) videos or films that might work in your course. Make a list, give a brief rationale, and bring it to class.

04/22 Thur

Questions raised by the term papers & your preparation

V. LAST CLASS

04/27 Tues

& CP 65, Mark H. Maier and Ted Panitz. 1996. "End on a High Note:

Better Endings for Classes and Courses," College Teaching, Vol 44. No. 4

(Fall): 145-148.

O Note: Revised Syllabus due today.

The syllabus should be shaped by what you've learned this semester, and should include the following:

(a) statement of course objectives;

(b) readings, required and optional, with complete citations (appropriate abbreviations are acceptable);

(d) information about examinations, quizzes, and grading;

(e) components of the final grade, percent from each section of the course, with criteria for evaluation spelled out;

(g) your office hours; and

(h) a fairly detailed schedule for the term -- dates of assigned readings and the like;

THIS IS OUR LAST CLASS MEETING!

V. When You Begin Teaching, and Afterwards

Sociology 380 does not officially end for you until you've accomplished three (3) tasks:

ü (1) Have one (1) of your classes videotaped within the first few weeks of class.

ü (2) Ed Neal or I will view your videotape and give you feedback.

ü (3) FINAL ASSIGNMENT: After your course is finished, you must prepare a reflective, self-critical analysis of your experiences. The resulting paper should cover the following points (please be sure to cover them all):

(a) What went wrong, and why?

(b) What went right, and why?

(d) Could Sociology 380 have been more helpful to you, given what you know now and wish you'd known then?

This is a VERY SIMPLE paper to write, so don't put it off. You’ll need at least 10 pages to cover the above four (a-d) questions adequately. Remember, this paper will be put on reserve, for future generations of graduate students to read, and so be sure to include enough information so that they can build on your experiences (and perhaps avoid some mistakes!).

O Note:

Please follow the requested format in your paper!

I will give you feedback within a few days after receiving the paper, but only if you get it to me before classes start in the Fall..

Your term paper should also include:

(e) student evaluations, with a summary of them and any comments you have about them; and

(f) course materials such as the syllabus, handouts, exams, exercises, etc.

If you want any of this stuff back, please attach a note, telling me.

Your term paper can be the beginning of your teaching portfolio -- thus, be sure to include a statement of your teaching philosophy, your concept of course design, a summary of your student evaluations, etc.