TeachSoc Colleagues:

I also teach a graduate seminar in teaching sociology and am always looking for 
ways to improve it.

The students in my “Teaching Sociology” course range from second year master’s 
with no teaching experience to those who are finishing their dissertations and 
applying for their first jobs.  Because of this wide range, we have both group 
and individual objectives. Students write a contract for the particular 
objectives they will meet during the semester.   Students with no teaching 
experience often focus on planning their first course, choosing teaching 
materials, constructing their first syllabus and beginning their teaching 
portfolios. More experienced students typically polish an existing course 
syllabus, construct learning activities, finish their teaching portfolios and 
write a research plan for an article they hope to publish in Teaching 
Sociology.  The entire class spends time working on our teaching philosophies.  
We also all write an essay applying a sociological concept to classroom 
teaching.  Examples of concepts students have chosen include legitimacy, 
alienation, and bureaucracy.  We spend a lot of classroom time working on a 
variety of teaching techniques such as informal writing, the use of film clips, 
gaming and simulations, leading productive discussions and handling 
controversial topics.  Constructing grading rubrics is also an activity 
students rank as especially useful. 

Thanks, Kathleen, for the post.  I look forward to reading the replies.

Maxine


Maxine P. Atkinson, Ph.D.
Director, N.C. State's First Year Inquiry Seminar Program
 Division of Undergraduate Academic Programs, and 
Associate Professor of Sociology
North Carolina State University
email:  [EMAIL PROTECTED]
phone: 919 515 9001

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