Hi Kathleen et al. I think one aspect of such a course should focus on the diversity of teaching environments out there. For example, I have taught at a small liberal arts, a small religious open admissions school, an HBCU, a community college, and three state universities.
I would suggest your students would benefit immensely simply by meeting faculty from different settings, and having them talk about how they teach, given the physical structure of their learning environments. At the liberal arts school, where classes were limited to 20 or 30 students, it was considered a sin if I were to use a textbook. I was supposed to use primary readings, know my students. I was implicitly expected to use the Socratic method and create small groups during class. In the state universities, I have taught from 30 to 200 in an intro. Section. The large lecture hall at NC State (while earning my Ph.D.) was in the science building, and had every piece of technology I could have imagined. It also was a long lecture hall. Currently, I am teaching a course of 100 in a room that is very flat, but very wide. As a result, I have to rethink how to deliver the course content, since people on the left and right cannot see the opposite ends of the board... I taught one summer at a community college, and was shocked to find that these folks have all the right equipment, and actually expect new hires to be proficient in using PowerPoint, and other technologies. On line classes were encouraged. Thus, if I were teaching the course, one objective I would have would be familiarity with the diversity of teaching environments. And through guest lectures, I would have my students learn to appreciate that different techniques work best in different settings. ((Of course, this ignores the related issue about teaching to diverse type so students...)) Robert Robert J. Hironimus-Wendt, Ph.D. Sociology and Anthropology Western Illinois University 1 University Circle Macomb, IL 61455-1390 phone: (309) 298-1081 fax: (309) 298-1857 email: [EMAIL PROTECTED] "It doesn't matter how strong your opinions are. If you don't use your power for positive change, you are indeed part of the problem, helping to keep things the way they are." -Coretta Scott King -----Original Message----- From: [email protected] [mailto:[EMAIL PROTECTED] On Behalf Of Kathleen McKinney Sent: Thursday, March 02, 2006 9:25 AM To: [email protected] Subject: TEACHSOC: grad sem in teaching sociology Dear Colleagues: I am prepping a graduate seminar on "Teaching Sociology." Students would be from our Masters program, many of whom go on to teach at community colleges or to take other jobs in the academy (e.g., academic advisor, assistant director of honors programs...). I have a draft, partial syllabus as well as the ASA TRC relevant product, some syllabi from others, and a reading list. But, I thought it would be fun and useful to discuss on this list ideas you might have for such a course. In particular, I would love to hear your thoughts on the following: 1. possible course objectives for such a course 2. key topics or content areas to include 3. innovative and useful assignments 4. any thing else you would like to suggest Thanks. Kathleen Kathleen McKinney Cross Endowed Chair in the Scholarship of Teaching and Learning Professor, Sociology Carnegie Scholar Box 6370 Illinois State University Normal, Il 61790-6370 off 309-438-7706 fax 309-438-8788 [EMAIL PROTECTED] http://www.ilstu.edu/~kmckinne/ --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Teaching Sociology" group. To post to this group, send email to [email protected] To unsubscribe from this group, send email to [EMAIL PROTECTED] For more options, visit this group at http://groups.google.com/group/teachsoc -~----------~----~----~----~------~----~------~--~---
