LEARN MORE...

Soc520 1 Lecturer.edited

Content type

User Generated

Subject

Political Science

School

Grand Canyon University

Course

SOC 520

Type

Homework

Uploaded By

znlaneqgbby059

Pages

Showing Page:

1/4

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.

Showing Page:

2/4

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)

➢ Critical inquiry and evaluation- this component entails a balance of viewpoints,

reasoning, and arguments, which may be seen in the classroom between the professor

and the students. The professor requested several students to express and backup their

thoughts and comments.

➢ Exam techniques- the lecturer, demonstrated this component by creating an exam

based on the two subjects he discussed in class. Students given at least two months to

prepare for the exam.

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)

The offered textbook readings, in my opinion, were sufficient to aid the students in their

sociology debate. To begin, the readings expose readers to sociology and related ideas such as

who sociologists are, the relationship between society and culture, and sociology's history, to

name a few. Furthermore, the textbook provides succinct examples of situations that

demonstrate sociology. Both scenarios give a clear picture of what the topic includes.

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)

According to Memduhoglu et al., 2017, Whole-class conversations can help students learn

from one another and articulate course information in their own words. While the interactive

dynamic of conversation is not suited to covering enormous amounts of knowledge, it can help

students learn and push them to handle exams and classwork with ease. Only a few students in

Professor Expoository's class were able to grasp the day's subject, which is a positive aspect of

the entire class discussion. However the bulk of pupils talk far too little and do not speak at all

during the conversation. The majority of students were preoccupied during the talk, making it

ineffective. Only those who were attentive throughout the presentation benefited from the

conversation. As a result, facilitating debates in which students engage meaningfully

necessitates a great deal of foresight and imagination on the part of the lecturer (Arja et al.,

2020).

Explain whether or not Professor Expository’s students had mastered the concepts that

he had needed them to master. (75-100 words)

Showing Page:

3/4

End of Preview - Want to read all 4 pages?

Access Now

Unformatted Attachment Preview

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 wer ...
Purchase document to see full attachment

Tags: sociology education teaching