Jessica Merrick's teaching portfolio summarizes her philosophy, training, experience, and sample materials. Her philosophy focuses on empowering students, challenging dominant ideologies, and facilitating transformation through open discussion. She has training in teaching sociology and various workshops on teaching methods. Her experience includes teaching introductory sociology and gender studies courses both online and in-person. Student evaluations praise her ability to engage students in controversial topics and make learning enjoyable. Sample materials include a syllabus for her introductory sociology course outlining student learning objectives and requirements including presentations, assignments, and tests.
The document is a portfolio submission for a student named John Louis Wessels with student number 5164826. It contains 4 sections - an observation of a mathematics class, discussions on teaching, challenges teachers face, and the student's mission statement. The observation describes a well-organized class with an experienced teacher who engages students actively and encourages collaboration. The discussions center around the skills and challenges of teaching, including issues of access to technology. Challenges mentioned are lack of resources, language barriers, and need for management paradigm shifts regarding technology integration. The mission statement expresses a passion for teaching, community involvement, continuous learning, and making a positive difference in students' lives.
Students’ comments as a tool for teaching reflectionA Faiz
This document summarizes a teacher's experience running an after-school English club for junior high students in Indonesia. Some key points:
- The teacher used games and fun activities to motivate the students and help them learn English. This helped the students stay engaged.
- Students provided feedback on the teacher's instruction at the end of the semester. The feedback was categorized as positive, negative, or no comment on the teaching method.
- While the student feedback was not as reliable as feedback from experts, it still provided valuable perspective on what did and didn't work from the students' point of view. The teacher aimed to continuously improve their teaching.
The document provides details from Katherine Ketner's teaching portfolio, including her teaching experience homeschooling kindergarten and 1st grade, volunteer work with children, office experience, teaching philosophy, classroom procedures, philosophy of discipline, and classroom management strategies. Her teaching philosophy focuses on creating a nurturing learning environment that allows students to learn creatively and respectfully.
This dissertation examines the impact of the Cultivating Awareness and Resilience in Education (CARE) program on a group of 11 preschool and elementary school teachers. The CARE program uses mindfulness practices and emotional skills training to reduce stress and improve teaching effectiveness. Teachers participated in a 14-hour training over 2 days plus a 2-hour follow up. Qualitative interviews found that CARE increased teachers' awareness, ability to "step back" from stressful situations, understanding of students, and relationship skills. The results suggest CARE is effective for stress reduction and enhancing teacher-student relationships and classroom behavior.
The document describes tests of a social-emotional learning (SEL) methodology with children and adults. For children, the test involved role-playing a university class on history and law, which engaged and educated the children. However, it was unclear if the children truly understood the purpose of learning. For adults, the test also involved role-playing a financial class, but the adults were reluctant to accept new ideas or do homework unless they paid for the course. Overall, the tests showed it is difficult to teach adults compared to children, and making students pay may increase their commitment to learning. Going forward, continuing to test the methodology with different groups would provide more insights.
FINAL REPORT:My training as an English TeacherEscuela Publica
Melisa Gonzalez completed her teaching practicum with two groups of teenagers aged 13-17. She observed both groups and their teachers initially. Group 1 was well-behaved while Group 2 was noisy and undisciplined. Melisa planned engaging lessons incorporating activities, materials beyond the textbook, and English use. While nervous, her teaching went well with student participation and comprehension. Both experiences were valuable for improving her skills, though Group 2 was more challenging to motivate. Overall, Melisa found the practicum rewarding for developing as a teacher.
This document summarizes a poetry course taken by the author. The course explored different types of poems and helped foster self-expression through writing poems. It also showed how teachers can make poetry more relatable and accessible to students. The course provided ways to help students make meaningful connections to poetry. Understanding poetic elements allows students to gain an essence of what makes poetry meaningful and can help facilitate their own writing. Poetry also lends itself to differentiated instruction as there are many forms that allow students to choose formats to best express themselves creatively. The author enjoyed the course and plans to incorporate techniques learned to make poetry a meaningful creative outlet for students.
The document is a portfolio submission for a student named John Louis Wessels with student number 5164826. It contains 4 sections - an observation of a mathematics class, discussions on teaching, challenges teachers face, and the student's mission statement. The observation describes a well-organized class with an experienced teacher who engages students actively and encourages collaboration. The discussions center around the skills and challenges of teaching, including issues of access to technology. Challenges mentioned are lack of resources, language barriers, and need for management paradigm shifts regarding technology integration. The mission statement expresses a passion for teaching, community involvement, continuous learning, and making a positive difference in students' lives.
Students’ comments as a tool for teaching reflectionA Faiz
This document summarizes a teacher's experience running an after-school English club for junior high students in Indonesia. Some key points:
- The teacher used games and fun activities to motivate the students and help them learn English. This helped the students stay engaged.
- Students provided feedback on the teacher's instruction at the end of the semester. The feedback was categorized as positive, negative, or no comment on the teaching method.
- While the student feedback was not as reliable as feedback from experts, it still provided valuable perspective on what did and didn't work from the students' point of view. The teacher aimed to continuously improve their teaching.
The document provides details from Katherine Ketner's teaching portfolio, including her teaching experience homeschooling kindergarten and 1st grade, volunteer work with children, office experience, teaching philosophy, classroom procedures, philosophy of discipline, and classroom management strategies. Her teaching philosophy focuses on creating a nurturing learning environment that allows students to learn creatively and respectfully.
This dissertation examines the impact of the Cultivating Awareness and Resilience in Education (CARE) program on a group of 11 preschool and elementary school teachers. The CARE program uses mindfulness practices and emotional skills training to reduce stress and improve teaching effectiveness. Teachers participated in a 14-hour training over 2 days plus a 2-hour follow up. Qualitative interviews found that CARE increased teachers' awareness, ability to "step back" from stressful situations, understanding of students, and relationship skills. The results suggest CARE is effective for stress reduction and enhancing teacher-student relationships and classroom behavior.
The document describes tests of a social-emotional learning (SEL) methodology with children and adults. For children, the test involved role-playing a university class on history and law, which engaged and educated the children. However, it was unclear if the children truly understood the purpose of learning. For adults, the test also involved role-playing a financial class, but the adults were reluctant to accept new ideas or do homework unless they paid for the course. Overall, the tests showed it is difficult to teach adults compared to children, and making students pay may increase their commitment to learning. Going forward, continuing to test the methodology with different groups would provide more insights.
FINAL REPORT:My training as an English TeacherEscuela Publica
Melisa Gonzalez completed her teaching practicum with two groups of teenagers aged 13-17. She observed both groups and their teachers initially. Group 1 was well-behaved while Group 2 was noisy and undisciplined. Melisa planned engaging lessons incorporating activities, materials beyond the textbook, and English use. While nervous, her teaching went well with student participation and comprehension. Both experiences were valuable for improving her skills, though Group 2 was more challenging to motivate. Overall, Melisa found the practicum rewarding for developing as a teacher.
This document summarizes a poetry course taken by the author. The course explored different types of poems and helped foster self-expression through writing poems. It also showed how teachers can make poetry more relatable and accessible to students. The course provided ways to help students make meaningful connections to poetry. Understanding poetic elements allows students to gain an essence of what makes poetry meaningful and can help facilitate their own writing. Poetry also lends itself to differentiated instruction as there are many forms that allow students to choose formats to best express themselves creatively. The author enjoyed the course and plans to incorporate techniques learned to make poetry a meaningful creative outlet for students.
The document discusses various activity-based teaching strategies that can be used in health education, including cooperative learning, simulations, problem-based learning, and self-learning modules. Cooperative learning involves structuring small groups to work together towards shared learning goals. Simulations are controlled representations of reality that allow students to learn without risk. Problem-based learning confronts students with real-life problems to identify information needs. Self-learning modules are self-contained study packages for individual use. Research shows that activity-based strategies increase achievement and improve attitudes compared to traditional methods.
This is my first ever teaching event in secondary school. I'm studying to be a middle school English teacher and these are my reflections on my first day. Luck for me it was in a really great school with one hell of a supportive mentor. I hope teachers everywhere can learn from my mistakes.
1) The document describes two critical incidents from the student's teaching practice involving mathematics lessons with a lower ability class. The first incident involved a lesson on rounding that did not go as planned, as the students did not seem to have the prerequisite knowledge. The second incident involved an engaged class eager to demonstrate their knowledge of measures.
2) The student analyzes the incidents using Tripp's four approaches: thinking strategies, the "why" challenge, dilemma identification, and personal theory analysis. This helps the student identify aspects that went well and areas for improvement, such as using real-life examples and questioning students more.
3) The student realizes the importance of thoroughly considering students' levels and prerequisite knowledge to better design differentiated
Reflection of my work in Auroville since 1991selvy Davaselvy
1) The author reflects on over 20 years of experience as a teacher, realizing that teaching is a continual learning process and each class brings new experiences.
2) Students play an active role in the classroom as both teachers and learners, with the whole group creating a positive learning environment.
3) The author emphasizes giving individual attention to students' needs to foster learning without competition. Projects are designed starting from students' real-life interests and experiences.
Character Education Through Literature: Teaching Techniques Using StoriesMann Rentoy
Presented by Mr. Rutch Regencia of PAREF Northfield School
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
This document outlines a lesson plan for a Grade 9 Life Orientation class. The 45-minute lesson will teach learners about health, social, and environmental responsibility through the topic of volunteerism. Learners will learn what volunteerism is, different types of volunteer organizations, and various forms of volunteering. The teacher will use questioning, group work, and a quiz to engage learners and assess their understanding.
This document contains biographical data and narratives from three students - Jazel J. Lacorte, Ma. Luisa M. Malla, and Lenilyn Joy B. Sabino. It provides personal details about their education history and reasons for pursuing their current degree in Secondary Education. It also summarizes a challenging demo teaching experience where the students had little preparation time but were able to successfully complete their lesson with positive feedback from evaluators despite obstacles.
The document summarizes Carolina Barrera Valenzuela's reflections from her fieldwork assignments at Oakton High School in Virginia. Some key points:
- She observed English teacher Beth Blankenship's classes and teaching techniques, such as having students grade each other's essays.
- She noted things she enjoyed, such as the structured lessons, and things she did not, such as the quiet students and row seating.
- She observed other classes like art and got ideas to incorporate in her own teaching in Guatemala.
- The experience helped expand her perspectives to improve empowering her own students.
From Dr. Robert Peters' presentation at the 2013 Texas Association of School Administrators conference: A Study of African American Mathematics Achievement in High Performing and Marginal Performing Middle Schools in Texas.
This document summarizes key points from chapters in a book about differentiation. It discusses differentiation strategies such as flexible grouping, learning centers, exit questions to group students, and allowing students to test out of chapters to do independent projects. It also covers creating a welcoming classroom environment that fosters respect and acceptance, and managing a differentiated classroom through clear expectations and procedures. The author reflects on taking inspiration from examples and starting with small differentiation strategies before implementing more complex approaches.
Progressivism focuses on individual student needs, interests and abilities. Progressivist teachers center lessons around provoking student curiosity to actively engage them in learning. Students interact with each other to develop social skills while solving real-world problems. Progressivism views education as a lifelong growth process rather than solely preparation for adulthood.
Kelli Witt outlines her teaching philosophy which focuses on six core values: environment, getting to know students, inclusion, equity, avoiding two-dimensional thinking, and informal assessments. She believes in creating an attractive classroom environment that displays student work to make them feel appreciated. She also thinks it is important to get to know students' personalities and cultures through icebreaker activities. Her philosophy promotes inclusion and equity so that all students feel equal and supported. She wants to ask open-ended questions that encourage deeper thinking beyond facts. Finally, Witt thinks informal assessments like exit tickets help evaluate student understanding on an ongoing basis.
The document describes Megan Waldeck's observations of Mrs. Rodney's 4th grade GATE classroom over three days. On Monday, Mrs. Rodney taught a lesson on inferences using student examples and their class novel. On Wednesday, students completed chapter questions and reviewed icons of depth and complexity in preparation for a final project analyzing themes in the novel. The project involved students creating a rough draft and receiving feedback from Mrs. Rodney before constructing their final work.
The document observes a Grade 8 classroom and notes the various characteristics and behaviors of the 52 students, ranging from ages 14-16, including some who are quiet and focused, some who chat with friends while working, and a few who roam. It describes the classroom set-up and rules, and notes that the students can work independently and manage their behavior well by finishing assignments on their own or with peer assistance. The teacher uses positive reinforcement like praise to encourage good behavior and discipline when needed.
This document summarizes a presentation given at the New Mexico Higher Education Assessment and Retention Conference on involving students in the assessment process. The presentation explored the meanings that students construct from collaboratively designing course assignments and participating in peer reviews. Key findings included that student-generated assignments gave students a sense of control over their learning and increased their motivation. Peer reviews were found to enhance learning through exposure to different work, but some students lacked confidence in their ability to provide constructive feedback. The conclusion was that partnerships with shared decision-making between faculty and students should replace traditional models with faculty in absolute control.
This document contains Jill Cameron's documentation from her student teaching experience, including her daily teaching schedule, summaries of articles she read on teaching pedagogy, examples of her communication with parents, and interviews she conducted with the union representative and school administrator. The document shows that Jill took her professional responsibilities seriously by thoroughly planning her lessons, staying informed on current research, engaging with students' families, and learning about the roles of teacher advocates and school leadership.
Dave is the advisor for Maria, a first-generation Latina college student struggling in her second
year. Maria's GPA is 2.2, she routinely hands in assignments late or not at all, and is not
involved on campus. Her father recently called Dave concerned about Maria's lack of a major.
Dave plans to discuss major and career options with Maria at their next meeting, hoping to gain
insight from Maria's father on her interests to help guide the conversation in a productive
direction. Dave is concerned about Maria's academics, study skills, and lack of involvement that
could support her success.
Constructive learning involves students actively making sense of new experiences with the guidance of teachers. It begins when students are confused by a phenomenon and try to understand it with teacher help. Active learning describes our experiences learning about our environment through seeking unknown information independently. Authentic learning connects classroom lessons to solving real-life problems to increase student interest and career preparation. Cooperative learning involves students working in groups to achieve shared goals, with individual evaluations, allowing them to benefit from each other's strengths. Intentional learning sets goals to encourage harder work as students are motivated to achieve them.
This document contains Saul Quiros Teran's teaching portfolio. It includes sections on his teaching philosophy, a description of his teaching practicum focusing on an English pronunciation and spelling course, the course syllabus, lesson plans, samples of student work, assessment approaches and samples, teaching practicum formats, a reflective journal, and final reflection on the practicum experience. The portfolio provides documentation of Quiros Teran's teaching experience and approach.
This document proposes a device called E-VAC that combines electrical stimulation and vacuum-assisted closure therapy to treat pressure ulcers. It suggests that combining the two therapies may improve wound healing through a protocooperative relationship. The document outlines the design criteria for E-VAC, which include: improving healing time of stage 3 and 4 pressure ulcers, maintaining infection control, simultaneously applying negative pressure and electrical stimulation through a single device, and being no more complicated to apply than existing therapies. A proposed design is described involving a polyurethane foam dressing connected to a vacuum pump and electrodes to deliver both therapies simultaneously through a single smart bandage.
This document provides a list of 6 resources for LGBTQ+ youth and sexuality education. The resources include websites that provide support and information for rainbow youth, curious individuals, and local communities. They also include a project focused on joyful sexuality.
The document discusses various activity-based teaching strategies that can be used in health education, including cooperative learning, simulations, problem-based learning, and self-learning modules. Cooperative learning involves structuring small groups to work together towards shared learning goals. Simulations are controlled representations of reality that allow students to learn without risk. Problem-based learning confronts students with real-life problems to identify information needs. Self-learning modules are self-contained study packages for individual use. Research shows that activity-based strategies increase achievement and improve attitudes compared to traditional methods.
This is my first ever teaching event in secondary school. I'm studying to be a middle school English teacher and these are my reflections on my first day. Luck for me it was in a really great school with one hell of a supportive mentor. I hope teachers everywhere can learn from my mistakes.
1) The document describes two critical incidents from the student's teaching practice involving mathematics lessons with a lower ability class. The first incident involved a lesson on rounding that did not go as planned, as the students did not seem to have the prerequisite knowledge. The second incident involved an engaged class eager to demonstrate their knowledge of measures.
2) The student analyzes the incidents using Tripp's four approaches: thinking strategies, the "why" challenge, dilemma identification, and personal theory analysis. This helps the student identify aspects that went well and areas for improvement, such as using real-life examples and questioning students more.
3) The student realizes the importance of thoroughly considering students' levels and prerequisite knowledge to better design differentiated
Reflection of my work in Auroville since 1991selvy Davaselvy
1) The author reflects on over 20 years of experience as a teacher, realizing that teaching is a continual learning process and each class brings new experiences.
2) Students play an active role in the classroom as both teachers and learners, with the whole group creating a positive learning environment.
3) The author emphasizes giving individual attention to students' needs to foster learning without competition. Projects are designed starting from students' real-life interests and experiences.
Character Education Through Literature: Teaching Techniques Using StoriesMann Rentoy
Presented by Mr. Rutch Regencia of PAREF Northfield School
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
This document outlines a lesson plan for a Grade 9 Life Orientation class. The 45-minute lesson will teach learners about health, social, and environmental responsibility through the topic of volunteerism. Learners will learn what volunteerism is, different types of volunteer organizations, and various forms of volunteering. The teacher will use questioning, group work, and a quiz to engage learners and assess their understanding.
This document contains biographical data and narratives from three students - Jazel J. Lacorte, Ma. Luisa M. Malla, and Lenilyn Joy B. Sabino. It provides personal details about their education history and reasons for pursuing their current degree in Secondary Education. It also summarizes a challenging demo teaching experience where the students had little preparation time but were able to successfully complete their lesson with positive feedback from evaluators despite obstacles.
The document summarizes Carolina Barrera Valenzuela's reflections from her fieldwork assignments at Oakton High School in Virginia. Some key points:
- She observed English teacher Beth Blankenship's classes and teaching techniques, such as having students grade each other's essays.
- She noted things she enjoyed, such as the structured lessons, and things she did not, such as the quiet students and row seating.
- She observed other classes like art and got ideas to incorporate in her own teaching in Guatemala.
- The experience helped expand her perspectives to improve empowering her own students.
From Dr. Robert Peters' presentation at the 2013 Texas Association of School Administrators conference: A Study of African American Mathematics Achievement in High Performing and Marginal Performing Middle Schools in Texas.
This document summarizes key points from chapters in a book about differentiation. It discusses differentiation strategies such as flexible grouping, learning centers, exit questions to group students, and allowing students to test out of chapters to do independent projects. It also covers creating a welcoming classroom environment that fosters respect and acceptance, and managing a differentiated classroom through clear expectations and procedures. The author reflects on taking inspiration from examples and starting with small differentiation strategies before implementing more complex approaches.
Progressivism focuses on individual student needs, interests and abilities. Progressivist teachers center lessons around provoking student curiosity to actively engage them in learning. Students interact with each other to develop social skills while solving real-world problems. Progressivism views education as a lifelong growth process rather than solely preparation for adulthood.
Kelli Witt outlines her teaching philosophy which focuses on six core values: environment, getting to know students, inclusion, equity, avoiding two-dimensional thinking, and informal assessments. She believes in creating an attractive classroom environment that displays student work to make them feel appreciated. She also thinks it is important to get to know students' personalities and cultures through icebreaker activities. Her philosophy promotes inclusion and equity so that all students feel equal and supported. She wants to ask open-ended questions that encourage deeper thinking beyond facts. Finally, Witt thinks informal assessments like exit tickets help evaluate student understanding on an ongoing basis.
The document describes Megan Waldeck's observations of Mrs. Rodney's 4th grade GATE classroom over three days. On Monday, Mrs. Rodney taught a lesson on inferences using student examples and their class novel. On Wednesday, students completed chapter questions and reviewed icons of depth and complexity in preparation for a final project analyzing themes in the novel. The project involved students creating a rough draft and receiving feedback from Mrs. Rodney before constructing their final work.
The document observes a Grade 8 classroom and notes the various characteristics and behaviors of the 52 students, ranging from ages 14-16, including some who are quiet and focused, some who chat with friends while working, and a few who roam. It describes the classroom set-up and rules, and notes that the students can work independently and manage their behavior well by finishing assignments on their own or with peer assistance. The teacher uses positive reinforcement like praise to encourage good behavior and discipline when needed.
This document summarizes a presentation given at the New Mexico Higher Education Assessment and Retention Conference on involving students in the assessment process. The presentation explored the meanings that students construct from collaboratively designing course assignments and participating in peer reviews. Key findings included that student-generated assignments gave students a sense of control over their learning and increased their motivation. Peer reviews were found to enhance learning through exposure to different work, but some students lacked confidence in their ability to provide constructive feedback. The conclusion was that partnerships with shared decision-making between faculty and students should replace traditional models with faculty in absolute control.
This document contains Jill Cameron's documentation from her student teaching experience, including her daily teaching schedule, summaries of articles she read on teaching pedagogy, examples of her communication with parents, and interviews she conducted with the union representative and school administrator. The document shows that Jill took her professional responsibilities seriously by thoroughly planning her lessons, staying informed on current research, engaging with students' families, and learning about the roles of teacher advocates and school leadership.
Dave is the advisor for Maria, a first-generation Latina college student struggling in her second
year. Maria's GPA is 2.2, she routinely hands in assignments late or not at all, and is not
involved on campus. Her father recently called Dave concerned about Maria's lack of a major.
Dave plans to discuss major and career options with Maria at their next meeting, hoping to gain
insight from Maria's father on her interests to help guide the conversation in a productive
direction. Dave is concerned about Maria's academics, study skills, and lack of involvement that
could support her success.
Constructive learning involves students actively making sense of new experiences with the guidance of teachers. It begins when students are confused by a phenomenon and try to understand it with teacher help. Active learning describes our experiences learning about our environment through seeking unknown information independently. Authentic learning connects classroom lessons to solving real-life problems to increase student interest and career preparation. Cooperative learning involves students working in groups to achieve shared goals, with individual evaluations, allowing them to benefit from each other's strengths. Intentional learning sets goals to encourage harder work as students are motivated to achieve them.
This document contains Saul Quiros Teran's teaching portfolio. It includes sections on his teaching philosophy, a description of his teaching practicum focusing on an English pronunciation and spelling course, the course syllabus, lesson plans, samples of student work, assessment approaches and samples, teaching practicum formats, a reflective journal, and final reflection on the practicum experience. The portfolio provides documentation of Quiros Teran's teaching experience and approach.
This document proposes a device called E-VAC that combines electrical stimulation and vacuum-assisted closure therapy to treat pressure ulcers. It suggests that combining the two therapies may improve wound healing through a protocooperative relationship. The document outlines the design criteria for E-VAC, which include: improving healing time of stage 3 and 4 pressure ulcers, maintaining infection control, simultaneously applying negative pressure and electrical stimulation through a single device, and being no more complicated to apply than existing therapies. A proposed design is described involving a polyurethane foam dressing connected to a vacuum pump and electrodes to deliver both therapies simultaneously through a single smart bandage.
This document provides a list of 6 resources for LGBTQ+ youth and sexuality education. The resources include websites that provide support and information for rainbow youth, curious individuals, and local communities. They also include a project focused on joyful sexuality.
Property Crime Dissertation - Ben LindseyBen Lindsey
This document is a dissertation submitted by Ben P Lindsey in partial fulfillment of a BSc in Economics with Banking. The dissertation investigates the factors that have influenced police recorded property crime in the regions of England between 2005 and 2012. The dissertation includes a literature review on rational choice theory and routine activity theory, an analysis of empirical research on crime determinants, a description of the methodology used, and a presentation and discussion of the results. Unemployment rates, income, education levels, and government expenditures are analyzed as independent variables, with police recorded property crime serving as the dependent variable. A panel data analysis is conducted using various econometric models to identify the most efficient model for the data.
The document provides instructions for adding presenter's notes and designing a presentation. It explains how to view and add presenter's notes, choose core colors and fonts, and add supporting shapes. One slide is intended for documenting design decisions. The rest of the document consists of placeholder slides with stock photos and captions, suggesting the content of a presentation about having a vision, setting up teams, and aspirations of working for Roc Nation.
This document is a thesis submitted by Jessica Merrick to the University of South Florida in partial fulfillment of the requirements for a Master of Arts degree. The thesis undertakes an ethnographic study of three retirement communities in Florida - Sanctuary Cove, a "gay and lesbian" community; Bayside Park, a "women's-only" (lesbian) community; and Heritage Estates, a heteronormative community with a growing lesbian presence. Through interviews with residents, the thesis examines how identities are produced within and by communities, the significance of suburban LGBT communities in a post-gay era, and how communities negotiate dominant discourses around sexuality, gender, race and class.
ENFOQUE COMUNICATIVO TEXTUAL III CICLO 2015Mariluz Tacora
El documento describe el enfoque comunicativo textual, explicando que (1) se enfoca en el uso del lenguaje en situaciones comunicativas reales para cumplir propósitos, (2) considera al texto como la unidad fundamental de comunicación, y (3) abarca tanto la perspectiva cognitiva como la sociocultural al desarrollar competencias comunicativas en los estudiantes.
This randomized controlled trial aims to determine if an early childhood caries intervention can reduce dental disease and oral health inequalities among Indigenous children in South Australia. The intervention includes (1) dental care during pregnancy or at 24 months, (2) fluoride varnish applications at ages 6, 12, and 18 months or 24, 30, and 36 months, (3) motivational interviewing at similar intervals, and (4) anticipatory guidance. 400 Indigenous children will be randomly assigned to receive the intervention immediately or after a 24 month delay. Oral health status will be assessed at 24 and 36 months. The study expects the culturally appropriate intervention will reduce dental disease burden and inequalities for Indigenous children.
Este documento describe las prácticas comunicativas orales y escritas en diferentes contextos sociales. Explica que la comunicación es un aspecto fundamental de la naturaleza humana y ocurre en diversos escenarios como el familiar, escolar y público. También destaca la importancia de que la enseñanza del lenguaje en el aula se base en las prácticas comunicativas del mundo real para que los estudiantes puedan aplicar lo aprendido fuera de la escuela.
Ian O'Donnell is a senior majoring in electrical engineering at New Paltz who is taking an introductory literature course this winter to lighten his course load next semester. He is from New York and will remain there during the winter. Some of his favorite authors include L. Frank Baum, author of the Wizard of Oz series, and he generally prefers fiction over nonfiction, listing Eragon, The Hobbit, The Giver, and Lord of the Flies among books he has enjoyed.
This document contains Asya Simpson's resume and cover letter. She is seeking a position in health communications and marketing where she can help society adapt to changes in healthcare technology. She has a diverse educational background including degrees in business administration, health systems management, and radio broadcasting. Her experience includes administrative roles at a medical center and healthcare companies. Her long term career goals are to act as a marketing liaison connecting various stakeholders in healthcare and driving literacy in e-communications.
Gani Kafoor provides a summary of their career objective, experience, skills, and work history. They have over 10 years of experience implementing software in the banking industry, specializing in HP NonStop, Base24, and payment switching products. They have extensive experience in implementation, testing, production support, and client coordination. Key projects include disaster recovery drills and system upgrades for various banks in India. Gani Kafoor has strong skills in Tandem, Base24, payments switching, and a variety of banking applications and protocols.
Multicultural Teaching and Learning as Everyone's Every Day WorkIlene Dawn Alexander
This document discusses building an integrative approach to multicultural teaching and learning with future faculty. It describes a graduate course aimed at discussing educational theory and practice through reflection and feedback to develop skills for teaching a diverse student body. The course intentionally includes diverse co-teaching teams and focuses on infusing discussions of multicultural teaching and learning throughout the course over several years.
This document discusses flipping the classroom, which involves students interacting with course content before class and using class time for active learning. It provides examples of how to flip a class, including putting lectures online in various formats and offering pre-class assessments and multiple learning modalities. Student feedback about flipping is positive, noting benefits like increased confidence and a stronger sense of community. The document also gives tips for accountability and resources for faculty interested in flipping their courses.
Radical Tolerance: Practical Feminist Pedagogy for the Working EAP InstructorCourtney King
This document discusses implementing feminist pedagogy approaches in English language classrooms. It begins by defining key concepts like radical tolerance, intersectional feminism, and empowerment education. It then reviews evidence that feminist pedagogies can improve student performance and satisfaction. The document provides examples of how teachers can adopt more student-centered and social justice-oriented practices, such as learning students' names, allowing input on course design, and using culture circles. It concludes by asking teachers to share their experiences and posing discussion questions.
This document provides the resume and teaching philosophy of Heather Wulff, an experienced educator. She has a Master's degree in teaching and multiple subject teaching credentials. Her experience includes teaching various grades from preschool to 4th grade in several schools. She is currently teaching PreK-3 and has a strong record of collaborating with other teachers and developing engaging, standards-aligned curricula. Her teaching philosophy emphasizes meeting the needs of diverse learners through hands-on and project-based lessons that incorporate multiple intelligences. She aims to create a positive learning community and sees the potential to influence students' lives.
This document discusses educational philosophies and the author's reflections on observing a teacher. It begins by listing statements related to different educational philosophies. The author then observes a science teacher and notes that the teacher uses elements of progressivism, existentialism, perennialism, and behaviorism. Through this observation, the author gains insight into how their own educational philosophy will influence their teaching approach and ability to address diverse learners by creating a conducive learning environment.
Miss Crockett was the writer's IGCSE and IB HL Biology teacher for four years. She treated her students like friends and was available to discuss academic and personal problems. Her engaging lessons catered to different learning styles and ensured every student learned something new. She had well-organized curriculums and teaching techniques like drawing diagrams, storytelling, and using technology. Her thorough preparation and passion increased student motivation. Outside class, she guided extracurricular activities and taught life skills. The writer highly recommends Miss Crockett for teaching positions due to her dedication and success in the role.
The document outlines the author's developing teaching philosophy. Some key points include:
1) The author wants to create an inclusive classroom that utilizes technology while maintaining traditional literary styles, and encourages critical thinking.
2) It is important to connect classroom material to students' lives to motivate self-education through independent research using available technology.
3) The classroom should have an environment where students feel safe discussing issues and voicing opinions through respectful and non-judgmental discussion.
4) The author aims to be a reflective teacher who adjusts lessons based on student progress and understanding.
COURSE OUTLINE - GEND 1103 - INTRODUCTION TO WOMEN STUDIES - SI 2015Jake Wyatt
This document outlines an introductory women's studies course offered at the University of the West Indies in St. Augustine. The 3 credit, semester 1 course examines the emergence of women's studies from feminist movements and how it brought attention to issues facing women. Students will learn key feminist concepts and apply a gendered analysis to social issues. Assessment includes a family history essay, a popular action assignment involving a public event, media analyses, and tutorial attendance. The goal is for students to understand the connections between feminist theory, women's movements, and social change.
The document discusses various teaching methods and strategies for effective teaching. It advocates for Socratic teaching, which focuses on asking questions rather than providing answers, to foster critical thinking. It also discusses blended learning, which combines different learning environments and methods to accommodate different learning styles. Throughout, it emphasizes the importance of giving students opportunities to practice, providing feedback, addressing multiple learning styles, being consistent, unbiased, passionate and believing in students.
The document is a reflection from a student teacher, Carla Martinez Peirone, on her teaching practicum experience. Some key points:
- She found the practicum challenging but rewarding, requiring organization to balance work, family, and teaching duties.
- She enjoyed being creative in designing engaging lessons around the theme of "family" using colorful materials.
- Through observations, she learned how the young students learn best through play, songs, games and meaningful activities incorporated into their daily routines.
- Drawing on theories from her Didactica course, she aimed to encourage multiple intelligences and learning styles to make lessons fun and stress-free.
- She gained confidence over time and feels the
This document provides a theoretical framework for a didactic unit that aims to teach students about different narrative text genres. It discusses several learning theories that influenced the unit's design, including constructivism, social constructivism, cognitivism, and the input hypothesis. The theories of Vygotsky, Bruner, Krashen, and Montessori are cited to explain how knowledge is constructed through social interaction and experience. The document also describes the communicative language teaching approach used in the unit, which focuses on developing communicative competence through meaningful, context-rich activities. Firth's views on language as social interaction are referenced to support this approach.
The document discusses strategies for teaching in a multiculturally diverse classroom. It emphasizes the importance of creating an inclusive learning environment where students from all backgrounds feel comfortable participating by incorporating activities that encourage perspective-taking and exploring different cultural experiences and communication styles. The document also highlights themes from previous iterations of the course, such as recognizing implicit biases, negotiating cultural boundaries sensitively, and using group work to expose students to diverse viewpoints.
This seminar discusses using ice breakers and warm ups in teaching to help students relax and learn more effectively. Ice breakers at the beginning of class help students get to know each other, while warm ups activate students' prior knowledge on the day's topic. Best practices include keeping activities short and fun, using both speaking and non-verbal activities, and connecting warm ups to the lesson. The document also discusses characteristics and approaches for teaching teenagers aged 12-17, including encouraging independence, group work, and connecting to students' interests. Examples are given of project-based learning activities and their benefits for developing 21st century skills.
- The author shadowed teacher Mr. G to understand the demanding responsibilities of being an educator.
- Mr. G teaches full-time while also coaching sports and running an after-school program, yet still finds time to further his own education.
- Through interactive lessons, games, and discussions about current events, Mr. G engages students and helps them develop critical thinking skills and a sense of responsibility for their community.
1) Mr. Shawn Wolfe taught an impromptu English lesson on using chopsticks to a group of students ranging in age from 25 to 55. The lesson connected students by discussing their experiences with Chinese food and culture.
2) Students actively participated in the discussion and demonstrated using chopsticks. They helped each other and accomplished the goal of picking up objects with chopsticks in their own styles.
3) The informal lesson encouraged community building and self-efficacy. Students connected through shared cultural experiences and the inclusive activity.
This document discusses the roles of various participants in science education, including children, teachers, families, and communities. It outlines that teachers should maintain a warm classroom environment to engage students in learning and have a positive attitude towards science. The document also discusses that teachers act as facilitators, catalysts, consultants and models to guide students' science discoveries. Families can participate by attending school meetings and sharing their child's achievements to facilitate interaction between home and school.
This document discusses the differences between academic disciplines and school subjects. It defines disciplines as branches of study found at universities, such as psychology or mathematics. School subjects refer to areas of knowledge taught in schools, like math, science, or history. The key differences are that disciplines focus on developing specialized knowledge and skills for scholars through complex theories, while subjects provide basic skills and awareness for students. The document emphasizes the importance of understanding both disciplines and subjects for students to gain knowledge that can help them choose careers or research and to develop overall.
Mark observed a 4th grade classroom taught by Mrs. Tara Skeesuck at Prospect Elementary School. He was impressed by how welcoming the teacher and students were. Mark saw that the students were excited to learn and expressed joy in their knowledge. Mrs. Skeesuck effectively used a mix of classroom management techniques, including behavior modification and group processes. For example, she had student groups create classroom rules and present them. Mark was also given the opportunity to teach his own lesson on the Constitution to the class, which was a valuable learning experience.
Sarah is a new teacher who has heard about progressive teaching philosophies. Her past teachers stood at the front and lectured, while students did homework from textbooks. Some teachers at Sarah's school recommend focusing on progressive approaches, but Sarah is unsure how to apply them. Progressive education emphasizes active, experiential, and problem-based learning centered around students' interests. It focuses on intellectual and social growth through cooperation rather than competition.
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
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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