SOC-520 Topic 1 Case Study
Professor Erwin Expository was a gifted lecturer. It was his favorite way of teaching. It is three weeks into his Sociology course on campus. His topic for the day was the debate over whether sociologists should confine themselves to the practice of objective research and scholarship or become actively involved in solving social problems. He had a large class—60 adult students, varying in ages from 19 to 40 years old—and a 75-minute class period. He wanted to inform the students on this dilemma, but knowing students would have strong opinions on this issue, he also wanted active student involvement. Professor Expository decided to begin with 15 minute lecture to frame the context, followed by a 2 minute summary of section 1 of the assigned textbook, Our Social World. Only then did he open up the class to group discussion:
Professor Expository began the group discussion by asking students for their opinions about research and sociology. The usual five students (three women: ages 19, 25, and 40, and two men: ages 19 and 20) answered the question, but defended their position with emotional reasoning. The topics of racism, poverty, and feminist issues were discussed among these five students as emotions arose. To deflate the emotional exchange, Professor Expository asked other students what they thought about research and sociology. A few more students chimed in, but did not elaborate on their answers. The rest of the students were either on their phones, doodling, or working on their homework from other classes.
Professor Expository then asked what students thought about sociologists becoming actively involved in solving social problems. The usual five students immediately began their emotional discussion about racism, poverty, and feminist issues, but did not provide any viable solutions defended with fact. Professor Expository then turned to another group of ten students and asked them about their thoughts. One male student, age 28, used epistemic reasoning to defend his answers about solutions to poverty, but the usual five students interrupted his answer with their emotional arguments.
After the 60-minute group discussion was completed and students gathered their belongings to leave the class, Professor Expository deduced that only 10% of the class had actively participated in the discussion and most of those students had relied on emotional reasoning to defend their claims.
The mid-term exam for his class will cover these two topics and will take place in less than two months.
| Topic 1: Teaching in the College or University Classroom |
| Describe the major components of this type of academic practice presented in the case study. (50-75 words)
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| Access and read section 1 of Our Social World. http://lc.gcumedia.com/soc102/our-social-world-an-introduction-to-sociology/v1.1/#/chapter/1
Explain whether or not the assigned textbook readings were sufficient to assist students in the debate. (50-75 words)
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| Citing two scholarly sources, explain whether or not a large class discussion is an effective means of student/instructor engagement for the two sociology topics Professor Expository needed to assess. (100-150 words)
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| Explain whether or not Professor Expository’s students had mastered the concepts that he had needed them to master. (75-100 words)
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| Citing two additional scholarly sources, provide an alternative learning experience for Professor Expository’s students that will effectively assess the two topics he introduced, (150-200 words)
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