2. J
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Philosophy
Challenge
In an effort to counteract educational and political systems that encourage us to accept myths, I strive to arm
students with a strong theoretical basis for analyzing dominant ideologies. Through the cultivation of a class
ethos that is supportive yet challenging, we contend to grow a space for exploring issues deeply. My goal is
to ignite a spirit of inquisition and embolden students with the analytic tools and fervor necessary to
dismantle hegemonic constructs and envision social change.
Empower
bell hooks (1994) holds that when we teach as though anyone is capable of learning, education becomes a
practice of freedom. By treating every student as a competent scholar, I entrust permission to excel.
Students are charged to set goals and make scholarly contributions, shifting focus from earning grades to
delighting in learning. Given the opportunity we rise to the task, a critical step towards trusting the authority
of our own voices.
Transform
By exploring learning through a language of possibility, we embrace the potential for transformation (Giroux
1997). I ask for rigorous engagement with class material—connecting learning to who we are; and endeavor
to facilitate reflexive shifts in progress and curiosity. I strive to cultivate a student‐teacher dynamic of
reciprocity and esteem based on the understanding that knowledge is not a discrete body of truths that I can
know and impart, but the collective, creative endeavor of every person in the classroom (Perry 1996).
Training
Teaching Sociology postgraduate seminar at the University of South Florida;
Teaching at University workshop at the University of Adelaide;
Workshop series with the Teaching and Technology Group (eTG) and the Academy for Teaching and
Learning Excellence (ATLE) at the University of South Florida, including:
Active Learning vs. Guided Learning: the Great Debate
Being Interactive in Large Lecture Halls
Creating Classroom Exercises Based on Social Media
Creating Great Group Assignments
Cultivating a Culture of Academic Integrity
Designing Rubrics to Enhance Learning
Learning Strategies and Processes
Service-Learning: Engaging Students Through Community-Based Learning
Taking the Plunge: Teaching Hybrid Courses with Blackboard
Targeting and Enhancing Student Motivation
Un-Lectures: Using PowerPoint Completely Differently
Using Popular Culture in Your Teaching
3. J
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Experience
(c) coordinated
(o) online
Sociology SYG2000
SYG2010
Introduction to Sociology
Contemporary Social
Problems
Fall 2008, Fall
2009(c)
Spring 2009
University of
South Florida
Gender studies WST2600
WST3370
Human Sexual Behavior
Women in Social Action
Spring 2008, Fall
2009
Fall 2007(o)
Globalization GWSI1001 Social Sciences in Australia Spring 2010 University of
Adelaide
POLI1014 Global Societies Fall 2010(o) University of
South Australia
Student affairs AMS1363 First Year Experience Summer 2005 Florida State
University
Evaluations
Human Sexual Behavior
This course was very enjoyable. Jessica is a
very capable leader and made her students feel
at ease to discuss topics that could have
otherwise been embarrassing. She was friendly
and very fair. She made sure to handle the
class that could have been awkward in a fun
and professional manner.
Jessica did brilliantly in our discussions. She
made things fun and keeps things serious when
she needed to. Jessica was eager to allow
discussion. Very funny!
I really liked how she came in with questions
she was prepared to ask. If the class got quiet
she would just pop another question into our
heads. It seemed like we could talk about
anything no matter how controversial.
Jessica tried to engage everyone as much as
possible. She was great with handling
immature comments and helping us understand
and explore the concepts given to us.
This course has been extremely helpful to me
and I believe that it was probably the most
interesting as well. Jessica was wonderful. She
was always enthusiastic and knowledgeable.
She kept the class under control at all times,
even during controversial discussions or when
arguments broke out. She was fantastic.
Jessica was great. She held very entertaining
yet intelligent discussions. Discussions and
classroom management was very organized
and helpful in completing the course. Our
discussions were definitely helpful and gave
new info, new perspectives and a resource to
have well-rounded understanding.
I really enjoyed this class and liked how you
brought up topics and talked about them. You
were always willing to listen to what someone
had to say no matter what it was. You
explained material well and always informed us
of what was expected next week. Thanks and
good job.
4. J
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The class was good because it really
connected the material to me personally. It was
a close and person class and I could voice my
own opinions.
I don’t know of many classes like this one and I
was pleased by the way it was run. It was
exciting and informative. She was relaxed and
funny and open to discuss anything. Very fair
grader.
I really enjoyed the class because it gave us a
chance to discuss content at a more personal
level. Jessica is a great teacher and very
knowledgeable about the course information.
Jessica was always enthusiastic for the subject
and was excellent at making class material
understandable and interesting. Her class was
something I always looked forward to, and if I
ever had an issue she was always willing to
help me. She’s awesome!
Jessica helped the class interact with each
other and did a great job of getting everyone
involved and keeping discussions on topic.
I think Ms Merrick did an excellent job with the
class she was given. Even though people could
be prejudice and immature at times, she did
very well at calming people down and retaining
their attention.
Social Sciences in Australia
6. J
M 5
Encourages student participation and
conversation. Is friendly and open helping
students outside of the tutorials.
Doesn’t judge opinions. Encourages
participation and uses lots of examples.
Interactive, interested. Very positive and
friendly. Makes participating fun.
She allows everyone to express their opinion
and no one is judged. She also asked for
feedback and worked on it.
Encouraging students to discuss interesting
topics.
Bubbly all the time, enthusiastic about social
sciences, brings up valid points.
She clearly enjoys her subject which
contributes to her overall enthusiasm.
She makes an effort to get to know everyone,
encourages interactive learning through
discussions, debates and activities.
This class was very stimulating and enjoyable
She can have a laugh. Easy to get along with
and thus easy to approach with questions.
She starts new topics that help with our
knowledge, she’s enthusiastic and doesn’t mind
helping us remember different theories.
Kind, encouraging, allows us to have our own
say. Open learning.
Her high level of knowledge and enthusiasm for
the topic, her ability to pose good questions
that keep the discussion rolling.
Jess is well organized and stimulates my
interest in learning.
Jessica encourages open and varied
discussion. Provides informed insight and
explanation.
Jessica is very nice and helpful. I enjoyed this
class a lot and would recommend it to anyone.
Good explanations. Promotes new ideas to
consider. Welcoming attitude.
7. J
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Introduction to Sociology
This course had a high degree of freedom and
facilitated discussion a regular basis. This
method was ideal for the course and made it
great. Way to go Merrick!
Smart, passionate about teaching.
The best part of this class was Merrick’s
activities that enforced the concepts being
learned. Creative and helpful.
Jessica Merrick is a great teacher. I would
recommend her in a heartbeat. She is very
practical, which is greatly appreciated.
Broadening our horizons doesn’t quite cover it.
Jessica has a way of making closed doors just
door frames.
Great teacher! I like how you make the class
interesting by taking everyone’s opinion.
Awesome instructor. Made class enjoyable and
I actually looked forward to coming and
listening to lecture. She made you involved in
the learning process. I would take any classes
she ever teaches as long as she is an instructor
here.
I love Ms Merrick. She is a great teacher and
very down to earth. I would recommend her to
anyone.
Good teaching style. Covered all the info. Very
interesting and informative. One of the best
instructors I have had at USF.
.
8. J
M 6
Samples
Syllabus
Introduction to Sociology
SYG 2000 Fall 2009
MWF 12:55-1:45 in CPR 122
INSTRUCTOR: JESSICA MERRICK OFFICE HOURS: MON 10:45-11:45, FAO
17B
EMAIL: JMERRICK@MAIL.USF.EDU WED 10:45-11:45, CPR
216
Description
This is an introductory level sociology course that will enable you to explore how daily life is
influenced by various, sometimes invisible, social forces. We will discuss traditional theories
and current events that relate to the field of sociology. My goal is to provide you with a
sociological lens from which to view race, class, religion and a variety of other topics.
This course is part of the University of South Florida’s Foundations of Knowledge and Learning
Core Curriculum. It is certified for Social and Behavioral Sciences and for the following
dimensions: Critical Thinking, Inquiry-Based Learning, Human and Cultural Diversity, Ethical
Perspectives and Information Literacy.
Objectives
1. To develop knowledge and understanding of the major theories, key concepts, and important
issues currently debated in the discipline of sociology, and to critically evaluate their usefulness
for analyzing various aspects of social life.
2. To compare and evaluate the use of various qualitative and quantitative research methods
and data in sociological inquiry. Further, to develop and practice basic skills in sociological
observation and interviewing.
3. To acquire and apply information literacy skills such as locating and evaluating pertinent
information, using library resources, using scientific databases, properly quoting and
referencing secondary materials and sources.
4. To critically understand the origins, forms, and consequences of human (social and cultural)
diversity in local, national, and global contexts.
5. To strengthen ethical thinking skills and to embrace humanitarian values, such as tolerance
towards diversity, acceptance of personal and institutional responsibility, and a desire to reduce
9. J
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social inequalities. Further, to develop and practice the ability to critically inspect value-based
claims.
Student Outcomes
1. Students will demonstrate knowledge and understanding of the major theories, key
concepts, and important issues currently debated in the discipline of sociology, and critically
evaluate the usefulness of various sociological theories and concepts for the investigation of
real world social issues through various assignments and exams.
2. Students will compare and evaluate the use of various qualitative and quantitative data,
research methods, methodological and analytic approaches in sociological inquiry
3. Students will develop and apply information literacy skills (e.g., locating and evaluating
pertinent information; using library resources; using scientific databases; properly quoting and
referencing secondary materials and sources)
4. Students will demonstrate a critical understanding of the origins, forms, and consequences
of social and cultural diversity in a variety of assignments
5. Students will demonstrate their ability to apply ethical thinking skills and humanitarian values
by critically assessing various claims (e.g., young African American men do not value
education) regarding real life social issues.
Required Text
Massey, Garth, ed. 2009. Readings for Sociology. 6th Edition. Norton & Co. New York: NY.
Course Requirements
Your grade will be based on 4 criteria: scholarly contributions, student presentations,
homework assignments and tests.
1. Scholarly contributions
This portion of your grade aims to reward sharing understandings: actively listen to the lectures
and your colleagues, contribute your ideas and elevate class discussion. Trust your ability to
explore issues deeply and contribute thoughtfully.
You will be held accountable for determining if and when you have made a scholarly
contribution to class discussion, and will be given the opportunity to sign the Scholarly
Contributions sheet at the end of class. This is worth 10% of your grade. To earn full credit you
must make 5 contributions during the semester worth 2% each. There will be no “make up”
opportunities if less than 5 contributions are made.
Respect for all voices is essential. In order for us to learn from one another, we have to allow
each other to offer unpopular positions for debate. When ideas, values, or interpretations are
challenged, our discussions will reflect respect both for individuals and their ideas. Verbal
10. J
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harassment will not be tolerated. As facilitator, I reserve the right to end any discussion that I
perceive as damaging.
2. Student presentations
How does a sociological theory apply to body piercing, teen pregnancy, sweatshops, drag
queens or step shows? Tell us about it! You will present an academic article to the class and
may work with a partner. Presentations should be 15-20 minutes and will be graded according
to your leadership, scholarship, design and test questions:
1. LEADERSHIP: answering classmate’s questions to the best of your ability and facilitating
class discussion.
2. SCHOLARSHIP: your ability to analyze (not just summarize) the materials. You should also
be prepared to answer the following questions:
Why are sociologists concerned with the issue?
What are the opposing viewpoints?
Do you agree or disagree with the author, and why?
3. DESIGN: Was the presentation well-prepared, creative, interesting or fun? You might show
a mini-movie you filmed, perform a comedy routine, write a song or sell us a product. It
needs to demonstrate key concepts, but it can be fun too.
4. TEST QUESTIONS: The group must turn in 3 strong test questions about the material they
presented. I will choose some of these questions to go on each test.
You will only lead discussion once during the semester, so if you are absent on your assigned
day, you will receive a zero unless you can provide written documentation of an emergency.
This is worth 20% of your grade.
*The final weeks of class are dedicated to social movements and change. If you choose to
present during these weeks, you may present an article about a social movement or you may
research the movement itself and present that to the class. Presenting during these weeks
affords you opportunity to investigate some kind of activism you are interested in and report
back to the class about it. I encourage you to take advantage of this opportunity to dig into
something you care about!
3. Homework assignments
There will be 5 homework assignments worth 5% each, for a total of 25% of your grade.
Homework will be due the Monday after it was assigned at the start of class. If you cannot
make it class to turn it in then, you must turn it in early. Late homework will not be accepted.
11. J
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4. Tests
There will be 2 tests worth a total of 45% of your grade: Test 1 is worth 20% and Test 2 is
worth 25%. Test questions vary in format and cover a broad range of material including
readings, class discussions and student presentations.
Grading
Distribution
Scholarly Contributions 10% (combined from 5
Class Presentation 20%
Homework 25% (combined from 5)
Tests 45% (combined from 2)
Test 1= 20%
Test 2= 25%
Scale
90-100 A
87-89 B+
80-86 B
77-79 C+
70-76 C
67-69 D+
60-66 D
0-59 F
Office Hours: You do not need to make an appointment to come by during office hours. If you are
unable to come by during office hours, please email me to make an appointment.
Academic Honesty: Academic integrity is central to the mission of this University. All students are
expected to maintain the highest standards of honesty, and there will be no excuses for any form of
cheating. See the policy at www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism. By engaging in
academic dishonesty, you will receive, at minimum, a zero for the assignment, and further action may
include failing the course with an FF grade which cannot be removed from your transcript.
Students with Disabilities: Any student with a disability is encouraged to meet with me privately
during the first week of class to discuss accommodations. A current Memorandum of Accommodation
from the Office of Student Disability Services is a prerequisite for receiving accommodations in the
classroom.
Religious Preference Absence Policy: Students who anticipate the necessity of missing a test or
project due date because of the observation of a major religious observance must provide notice of the
date(s) to the instructor, in writing, by the second class meeting.
Academic Continuity: In the event of an emergency, it may be necessary for USF to suspend normal
operations. During this time, USF may opt to continue delivery of instruction through methods that
include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate
12. J
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schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course
specific communication, and the main USF, College, and department websites, emails, and MoBull
messages for important general information.
Reading Assignments: All readings are available in your text unless they have are preceded by “BB.”
“BB” readings are available on Blackboard under “Course Documents.” Assignments must be read
before class. You are responsible for reading everything assigned on Mondays and Wednesdays.
Friday readings are optional since they are being presented by your peers but they are included here in
case you would like to read them. If you would like more reading than is listed, see me for
recommendations.
Tentative Course Outline: I reserve the right to make changes to the course outline if necessary. I will
inform you of changes if they arise through email and announcements in class. The syllabus is color-
coded:
NO CLASS (Public holiday)
Homework due
Student presentations
TEST
13. J
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Introduction to Sociology Course Outline
Week Date Topic Reading assignment & homework
Unit 1: Concepts & Tools
Week1
M 8/24 Sociology
W 8/26 Sociology Mills, The Sociological Imagination
F 8/28 Sociology Durkheim, What Makes Sociology Different?
Week2
M 8/31 Socialization
W 9/2
Theory:
Structural
Functionalism
Horne et al., Civility and Order
F 9/4
Theory:
Symbolic
Interactionism
Goffman, On Face-Work
Week3
M 9/7
NO CLASS
(Public holiday)
W 9/9 Theory: Conflict HW1: Syllabus
F 9/11
Theory:
Deviance,
Control
Shearing & Stenning, From the Panopticon to Disney World
Week4
M 9/14
Theory:
Feminist,
Postmodern
W 9/16 Methods Best, Telling the Truth about Damned Lies & Statistics
F 9/18 Methods Burawoy, Public Sociologies
Week5
M 9/21
Methods
Presentations
Brandt, Racism and Research: The Case of Tuskegee
Syphillis Study
HW2: Methods
W 9/23 TEST 1 review
F 9/25 TEST 1
Unit 2: Institutions & Organizations
Week6
M 9/28 Race/Ethnicity Waters, Optional Ethnicities: For Whites Only?
W 9/30 Race/Ethnicity Anderson, Code of the Street
F 10/2
Race/Ethnicity
Presentations
Ardizzone & Lewis, Love and Race Caught in the Public Eye
Week7
M 10/5 Class Marx and Engels, Manifesto of the Communist Party
W 10/7 Class Bettie, Women Without Class
F 10/9
Class
Presentations
Gans, Uses of the Underclass in America
Isbister, The Foundations of Third World Poverty
Week8
M 10/12
Gender BB: Lorber, Night to His Day: Social Construction of Gender
HW3: Class
W 10/14
Gender Messner, Boyhood, Organized Sports, and the Construction of
Masculinities
F 10/16
Gender
Presentations
BB: Kessler, The Medical Construction of Gender
14. J
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M 10/19
Sexualities BB: Messner, Becoming 100% Straight
HW4: Gender
W 10/21 Sexualities BB: Tolman, Doing Desire
F 10/23
Sexualities
Presentations
BB: Hill Collins, Black Sexual Politics
Week10
M 10/26 Family Hull, Marriage, Culture & Law
W 10/28 Family Stack, Domestic Networks
F 10/30
Family
Presentations
Gupta, Love, Arranged Marriage, and the Indian Social
Structure
Week11
M 11/2
Religion Weber, The Protestant Ethic and the Spirit of Capitalism
HW5: Family
W 11/4 Religion Bellah et. al, Religious Community and American Individualism
F 11/6
Religion
Presentations
Hostetler, Amish Society
Week12
M 11/9 TEST 2 review
W 11/11
NO CLASS
(Public holiday)
F 11/13 TEST 2
Unit 3: Movements & Change
Week13
M 11/16
Movements &
Change
Fluri & Dowler, House Bound: Women’s Agency in White
Separatist Movements
W 11/18
Movements &
Change
McKibbin, The Cuban Diet
F 11/20
Movements &
Change
Presentations
Week14
M 11/23
Movements &
Change
Presentations
W 11/25
NO CLASS
(Public holiday)
F 11/27
NO CLASS
(Public holiday)
Week15
M 11/30
Movements &
Change
Presentations
W 12/2
Movements &
Change
Presentations
F 12/4 Test 2 Review
15. J
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Test
Introduction to Sociology: Test 1
Multiple choice: 1 point each
________ Define social mobility.
A. The accumulated money, assets and property owned by a person or family.
B. The opportunities, privileges and probabilities of success based on a person’s social position
C. Information, resources and capital accrued from social relationships.
D. The ability of an individual or group to move between classes.
________ Define racism.
A. A judgment or attitude about people based solely on their group membership.
B. Images of a group held by many people, regardless of if they are true.
C. The belief that certain traits are marks of inferiority that justify discriminatory treatment of people with
those traits.
D. When a bigoted person acts favorably toward a small number of people from the group that they
actually dislike.
________ According to Gans, (author of Uses of the Underclass in America), which of the
following does not describe the underclass in America?
A. Involved in crime.
B. Have children at a young age.
C. Have good opportunities for education.
D. Do not vote.
________ According to Stack, (author of Domestic Networks) what is the primary focus
of a domestic network?
A. Caring for children.
B. Having a place to stay.
C. Sharing money.
D. Being involved in gang-related activities.
Short answer: 2 points
Give 2 examples of white privilege and explain how it differs from racism.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
16. J
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Essay: 5 points each
Read all of the questions and choose 4 of the 6 to answer. I will only grade the first 4 you have written
and you will not receive extra credit for writing more. Please write legibly.
1. Throughout the semester, we have discussed how practices of race, class, gender and sexualities
are performed. Explain why social categories are things that we do, rather than things we are. Why
are sociologists interested in social constructionism; and how does this differ from essentialist
epistemologies?
2. What is intersectionality and why does it matter? It may help to refer to these concepts from the
readings (though this is not required):
“Black sexuality” (from Hill Collins’ Black Sexual Politics)
male servers in high-end restaurants, female servers in low-end restaurants (from Paules’
Getting and Making a Tip)
“chicas” and “cholas” (from Bettie’s Women Without Class)
3. What is the difference between sex and gender? Explain how the male/female and
masculine/feminine binaries are normalized in our society. How might transgender, intersex and
transsexual people “queer” our norms of sex, gender and sexualities? It may help to draw upon
material from these presentations and readings (though this is not required):
Kessler’s The Medical Construction of Gender
Lorber’s Night to His Day: Social Construction of Gender
Isis King’s presentation on trans issues
4. Write a brief ethnocentric perspective on one of these practices, and then compose its sociological
critique. Make sure to consider cultural norms, socialization and agency. If you were doing a study
on this subject, what might you do to avoid ethnocentrism?
Muslim women wearing the veil (from Fernea and Fernea’s A Look Behind the Veil)
Arranged marriages in India (from Gupta’s Love, Arranged Marriage, and the Indian Social
Structure)
5. For activists concerned with bringing attention to a social problem, what are the benefits and
drawbacks of categorizing social actors (e.g. the cobra/pit bull villain in the case of domestic
violence)? Consider labeling from structural functionalist, symbolic interactionist and queer
theoretical perspectives.
6. How would Marx explain global stratification? How are power and oppression mutually constituted
in “first world” and “third world” countries? It may help to draw upon material from these
presentations and readings(though this is not required):
Isbister’s The Foundations of Third World Poverty
Adler’s Job on the Line
Rtizer’s The McDonald’s System
