Written and designed by the staff of the Center for Teaching and Learning. Reproduce with permission only.

Appendix B: Syllabus for TA Training Course in the Sociology Department

Prof. Howard Aldrich
151 Hamilton Hall
Dept. of Sociology
Office Hours: MW 1:30-2:30 pm, and by appointment

SOCIOLOGY 380
Seminar on Teaching Sociology
Spring, 1991
MW 9 am

Objectives of this Course (Thanks to Joseph Lowman):

1. Promoting a high standard for college teaching at its best;
2. Providing support for new instructors by encouraging them to share experiences, satisfactions, and frustrations with peers;
3. Increasing sensitivity to a variety of sociological phenomena that appear in college classrooms with regularity;
4. Increasing skill at a number of specific teaching activities (e.g., organizing content, lecturing, leading discussions, promoting rapport and motivation, and evaluating); and
5. Encouraging instructors to formulate personal values, approaches, and styles of classroom instruction that can grow and be refined over their teaching careers.

    

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 are expected to complete before attending class. Occasionally, you will be expected to complete a written assignment which will be discussed in class. You are responsible for several oral presentations: a lecture, a discussion session, and an in-class exercise. We may decide to modify these presentations slightly, depending on technological developments.

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.

Required Books (all except Coursepak in the bookstore):

1. JL Joseph Lowman, Mastering the Techniques of Teaching. Jossey-Bass, 1984. Abbreviated as "JL" in the reading list.
   
   
2. WM Wilbert J. McKeachie, Teaching Tips: A Guidebook for the Beginning College Teacher. Eighth edition, paperback. D. C. Heath, 1986. Abbreviated as "WM" in the reading list.
   
   
3. CP Coursepak from Copytron (my favorite photocopy place). Price $21.35.
   I have ordered the following two publications directly from the publisher, and I have already paid forthem. Please give me a check or cash for $23.70 to cover their costs--because of my bulk order, we got them at half-price.
   
   
4. WPK Maryellen Weimer, Joan L. Parrett, and Mary-Margaret Kerns, How Am I Teaching? Forms and Activities for Acquiring Instructional Input. 1988. Magna Publications, 2718 Dryden Drive, Madison, WI 53704. List price is $24.95.
   
   
5. NW Rose Ann Neff and Maryellen Weimer, Classroom Communication: Collected Readings for Effective Discussion and Questioning. 1989. Magna Publications.

Recommended Reading:

1. I have put on reserve one copy of Techniques for Teaching Sociological Concepts (2nd edition), edited by R. C. Barnes and E. W. Mills, 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.
   
   
2. 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; for non-members, $25. We have this in the Sociology Library, back to Volume 1.
   
   
3. 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.
   
   
4. Several volumes of Sociology 380 Teaching Experiences are on reserve in the Sociology Library. Early in the semester, if you would like a preview of what's in store for you, skim through some of the papers. They are written by your predecessors in this course.
   
   
5. The Center for Teaching and Learning, Wilson Library, publishes a monograph 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.
   
   
6. Charles A. Goldsmid and Everett K. Wilson, Passing on Sociology: The Teaching of a Discipline. ASA publications, paperback. If this is not in paperback, pass it up.

Other Books/Articles on Teaching:

1. Ernest L. Boyer, College: The Undergraduate Experience in America. NY: Harper & Row, 1988.
2. Frederick L. Campbell and Hurbert M. Blalock, Jr., Teaching Sociology. Chicago: Nelson Hall.
3. Thomas Sherman et al., "The Quest for Excellence in University Teaching." The Journal of Higher Education, 58 (1987):66-84.
4. Kenneth E. Eble, The Craft of Teaching. San Francisco: Jossey Bass, 2nd edition, 1988.

    
   

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.

I. Introduction: College Teaching is Work

January 14

• CP 11, Gilbert G. Salcedo, "An Etiquette for Seminar."
• JL, Chapter 1, pp. 1-22.
• Buy the textbooks and coursepak.
• Go to the Sociology/Political Science Reading Room and browse through the notebooks containing "The Teaching Professor" newsletter, and "For Your Consideration." Notice where the journal "Teaching Sociology" is shelved.

II. The Concept of a Course

A. Course Orientation and Content

January 16

• Peer panel: "If only I had known then what I know now."
• WM, Chapters 1 and 2, pp. 3-17.
• JL, Chapter 7, pp. 146-164.
• Written assignment: Write one paragraph on the theme: "What do I want teach in my own course?" Describe your goals in general terms: What should students remember about your course a year later?
  

B. The Social Side: We Work With Reactive Materials

January 21

• JL, Chapters 2 and 3, pp. 23-71.
• WM, Chapters 3, 23, and 24, pp. 18-24, 221-242.
• CP 1, Janet Mancini Billson, "The College Classroom as a Small Group: Some Implications for Teaching and Learning." Teaching Sociology, 14 (July, 1986):143-151.
• Written assignment: Write one paragraph on the theme: "What kind of undergraduate student was I?" Be brutally honest!

   

III. Organizing a Course

A. Getting Started: Think No Small Thoughts

January 23

Question: What goals do we have for our courses?

• CP 2, Larry A. Lovell-Troy, "Teaching Techniques for Instructional Goals: A Partial Review of the Literature." Teaching Sociology, 17 (January, 1989):28-37.
• WPK, Sections 2 and 3, Course Materials Review (Peer and Student Version).
• Written assignment: Revise your goal statement of January 16th.

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

January 28

• WM, Chapter 29, pp. 266-272.
• CP 3-5, Sample Syllabi: Pendleton and Kaplan.
• CP 6, James A. Mathisen, "A Further Look at `Common Sense' in Introductory Sociology." Teaching Sociology, 17 (July, 1989): 307-315.
• Written assignment: Prepare a tentative outline of your course. Do this in 2 pages or so--prepare a list of weekly topics, how you might treat them, possible teaching aids, etc.

IV. The Components of a Course

A. Choosing a Text and Readings

January 30

• WM, Chapter 13, pp. 148-152.
• 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 possible texts for your proposed course and evaluate them. Be prepared to defend them in class. Will your undergraduates be able to understand the text? Turn in the list of three to me. Only the list has to be in writing, not the defense. Bring the books to class with you, if you like.

 

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

February 4

• Guest: Ed Neal on "teaching resources available on the UNC-CH campus."
• WM, Chapter 15, pp. 158-166.
• CP 7, Non-print collection at R. B. House Library.
• Highly recommended optional reading for those of you interested in films and videos for your course: 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. [Don't overdo it!]

 

C. Lecturing (Don't!)

February 6

• JL, Chapters 4 and 5, pp. 72-118.
• CP 8, Planning the Lecture.
• CP 9, Suggestions for Bad Lecturing (Eble).
• CP 10, Crosstalk Learning: Review to Remember (Moss).
• Guest: Ed Neal will present a demonstration lecture.

D. Discussions (Creating and Leading)

February 11

• Guest: Michael Salemi.
• Written assignment: Prepare an outline of interpretive questions, based on the Donald Roy reading, CP 13.
• CP 12, Active Learning: Seminar Planning Steps.
• CP 13, Donald Roy reading for Salemi discussion: Read this article in preparation for the discussion questions that Salemi will generate.
• CP 14, Phillip Saunders et al., "Improving Classroom Discussion," W. Lee Hansen and Michael K. Salemi reading.
• JL, Chapter 6, pp. 119-145.

February 13

• Neff and Weimer, Classroom Communication, entire book--this is a VERY useful book.
• WM, Chapters 7 and 22, pp. 69-85, 209-217.
• Bring WPK to class.
• Set up teams for PRACTICE LECTURES. Set up meeting times for your team.

February 18 to February 27 PRACTICE LECTURES

• Break into teams. Prepare and present a full 50 minute lecture. (Your summer classes are 75 minutes long, but we'll assume you will NEVER lecture for that long!) Other members of the team will serve as the "class" to which you lecture. We will, if budget conditions permit, videotape these lectures. Janet Hope will assist you in making arrangements for videotaping.
• Each of you will present a classroom unit that is appropriate for your proposed course. You must use handouts, or diagrams on the board, or other visual aids.
• Each of you will prepare a feedback report on each presentation, containing criticisms and suggestions. Use the forms from WPK, Section 9. Prepare the feedback form immediately after the presentation, and discuss it with your team. Turn in feedback reports on March 4 to me.

March 4

• Neff and Weimer, Classroom Communication. Review for our classroom discussion, when we'll go over feedback on the practice lectures.

 

E. Active Learning: "Talk Less, Teach More"

March 6

• CP 15, M. Neil Browne and James L. Litwin, "Critical Thinking in the Sociology Classroom: Facilitating Movement From Vague Objective to Explicit Achievement." Teaching Sociology, 15, 4 (October, 1987):384-391.
• CP 16, Juliet Saltman, "Mastering Introductory Sociology: A Teaching Innovation." Teaching Sociology, 16, 2 (July, 1988):284-288. Coursepak:7 and 11.
• CP 17, Karl Smith, "Structured Controversies."
• WM, Chapters 4, 5, and 6, pp. 27-66.

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

March 18

• JL, Chapter 8, pp. 165-183.
• WM, Chapters 17 and 18, pp. 170-178.
• Aldrich exercises on reserve.
• CP 36, Ronald T. Hyman, "Using Simulation Games in the College Classroom."
• CP 18-24, various exercises.
• Guest: Kathy Guiffre

March 20

• Practice Exercises 1.
• Each of you will prepare an in-class exercise, illustrating a salient point from your forthcoming course. You must be able to explain the exercise in 10 minutes of class time. You may use any types of props you wish.
• Each of you will prepare a one-paragraph feedback report for your colleagues. The report is due the day after the session.

March 25

• Practice Exercises 2.

   

G. Tests: How to Live Through Them

March 27

• JL, Chapter 9, pp. 184-204.
• WM, Chapter 8, pp. 86-109.
• CP 25, Phillip Saunders et al., "Essay Questions and Tests." Arthur Welsh, "Essay Questions and Tests."
• CP 26, Phillip Saunders et al., "Multiple Choice Objective Tests."
• CP 27, Carla Howery, "Measuring Up to Writing Good Multiple Choice Tests."

   

April 1

• CP 35, Faculty Guide to the Student Judicial System at UNC.
• Practice Tests (no fooling!). Preparing the practice tests will take you 5 to 10 hours, at least. Bring copies of your exam to class for each member.
• For one major segment of your course, prepare a sample examination, such as a mid-term. Prepare a minimum of:
  • 15 multiple-choice questions;
  • 5 short-answer questions (a word, phrase, or sentence);
  • 5 short essay questions; and
  • 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, mosts of the questions should be your own creations. Prepare answer sheets/guidelines for grading all your questions. You must have the right answers!

 

H. Grading: Enforcing a Meritocracy Has Its Costs

April 3

• JL, Chapter 9, pp. 204-209.
• WM, Chapter 9, pp. 110-121.
• CP 38, Ohmer Milton, Howard Pollio, and James A. EIson, "Making Sense of College Grades," Chapter 1.

April 8

• Guest: Joe Lowman
• CP 37, Joseph Lowman, "Promoting Motivation and Learning."
• CP 28, Stephen Chesler, "Assigning Grades More Fairly," and following material.
• CP 29, Glenn Ross Johnson, "Grading With Standard Scores."

 

I. Class Control--Learning to Live with the Unthinkable. The First Day, and Other Topics

April 10

• "The perfect is the enemy of the good"--another panel of your peers.
• Written assignment: Write a 2 page paper, summarizing your reactions to the classroom control problems/opportunities identified in 2 of the papers from Sociology 380 Teaching Experiences, on reserve in the library.
• JL, Chapter 10, pp. 210-227.
• WM, Chapter 30, pp. 273-294.

 

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

April 15

• CP 30-32, Teaching Evaluations.
• (Carolina Course Review)
• CP 33, Richard Dukes and Gay Victoria, "The Effects of Gender, Status, and Effective Teaching on the Evaluation of College Instruction." Teaching Sociology, 17 (October, 1989):447-457.
• CP 39, William E. Cashin, "Student Ratings of Teaching: A Summary of the Research."
• WPK, Sections 1, 5, 10 and 11.

   

V. Wrapping It Up

A. A Hard Look at Some Problems Facing All of Us

April 17

• CP 34, William Rau and Paul Baker, "The Organized Contradictions of Academe: Barriers Facing the Next Academic Revolution." Teaching Sociology, 17 (April, 1989):161-175.
• Responses by Lee Bowker, Zelda Gamson, and Rau and Baker, 176-183.

   

April 22

• Odds and ends.

 

April 24

• NO formal class.
• Revised Syllabus due. The syllabus should be shaped by what you've learned this semester, and should include the following:
  1. statement of course objectives;
  2. readings, required and optional, with complete citations (appropriate abbreviations are acceptable);
  3. description of projects, papers, field work, etc.;
  4. information about examinations, quizzes, and grading;
  5. components of the final grade, percent from each section of the course, with criteria for evaluation spelled out;
  6. your office hours; and
  7. a fairly detailed schedule for the term--dates of assigned readings and the like.

      

VI. When You Begin Teaching, and Afterwards

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

• Have one of your classes videotaped within the first few weeks of class.
• Ed Neal or I will view your videotape and give you feedback.
• 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):
  1. What went wrong, and why?
  2. What went right, and why?
  3. What would/will you do differently next time, and why?
  4. 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.

     Your term paper should also include:

  5. Student evaluations, with a summary of them and any comments you have about them; and,
  6. Course materials, such as the syllabus, handouts, exams, exercises, etc. If you want any of this stuff back, please attach a note, telling me.

  I will give you feedback within a few days after receiving the paper.

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Last updated: January 31, 2001