Pub Date : 2023-09-07DOI: 10.1177/0092055x231197924
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Pub Date : 2023-08-31DOI: 10.1177/0092055x231196173
Hubert Izienicki
Many instructors use a syllabus quiz to ensure that students learn and understand the content of the syllabus. In this project, I move beyond this exercise’s primary function and examine students’ syllabus quiz scores to see if they can predict how well students perform in the course overall. Using data from 495 students enrolled in 18 sections of an Introduction to Sociology course, I find that students who do not earn a maximum score on the syllabus quiz are more likely to receive a lower final course grade and are less likely to pass the course than their top-scoring counterparts. These findings allow instructors to identify struggling students as early as the first week of the semester and design interventions that will match up with students’ particular needs and strengths. Furthermore, this project demonstrates the pedagogical usefulness of the syllabus quiz beyond its initial purpose of testing students’ knowledge of course policies and procedures.
{"title":"Beyond Policies and Procedures: Using the Syllabus Quiz to Predict How Well Students Will Perform in a College Course","authors":"Hubert Izienicki","doi":"10.1177/0092055x231196173","DOIUrl":"https://doi.org/10.1177/0092055x231196173","url":null,"abstract":"Many instructors use a syllabus quiz to ensure that students learn and understand the content of the syllabus. In this project, I move beyond this exercise’s primary function and examine students’ syllabus quiz scores to see if they can predict how well students perform in the course overall. Using data from 495 students enrolled in 18 sections of an Introduction to Sociology course, I find that students who do not earn a maximum score on the syllabus quiz are more likely to receive a lower final course grade and are less likely to pass the course than their top-scoring counterparts. These findings allow instructors to identify struggling students as early as the first week of the semester and design interventions that will match up with students’ particular needs and strengths. Furthermore, this project demonstrates the pedagogical usefulness of the syllabus quiz beyond its initial purpose of testing students’ knowledge of course policies and procedures.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48716937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1177/0092055X231174513
Tara Opsal, E. A. Windsong, Laurence Pedroni
One challenge sociology departments face is conveying to undergraduates the relevance of a sociology degree for future careers. This challenge is more notable for first-generation and working-class students who research shows have more limited access to mentors. Here we present a department-level mentoring initiative designed to address systemic gaps first-generation students face in accessing mentorship, especially in relationship to career readiness. The mentoring module we examine here is the first of four delivered across our curriculum and focuses on introducing what sociologists do in “the real world,” advancing the idea of career transferability, and providing information on university resources helpful to developing student personal and professional identities. We discuss the context, implementation, and analysis of student reflections and conclude with lessons learned and strategies departments can draw on to improve mentoring of first-generation sociology students.
{"title":"From Here to There: Using Required Courses to Expand First-Generation Mentorship Accessibility","authors":"Tara Opsal, E. A. Windsong, Laurence Pedroni","doi":"10.1177/0092055X231174513","DOIUrl":"https://doi.org/10.1177/0092055X231174513","url":null,"abstract":"One challenge sociology departments face is conveying to undergraduates the relevance of a sociology degree for future careers. This challenge is more notable for first-generation and working-class students who research shows have more limited access to mentors. Here we present a department-level mentoring initiative designed to address systemic gaps first-generation students face in accessing mentorship, especially in relationship to career readiness. The mentoring module we examine here is the first of four delivered across our curriculum and focuses on introducing what sociologists do in “the real world,” advancing the idea of career transferability, and providing information on university resources helpful to developing student personal and professional identities. We discuss the context, implementation, and analysis of student reflections and conclude with lessons learned and strategies departments can draw on to improve mentoring of first-generation sociology students.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"218 - 230"},"PeriodicalIF":2.2,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45043934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-24DOI: 10.1177/0092055X231178672
Robert D. Francis, Colby R. King, M. Martinez-Cola, Mary L. Scherer, M. Strong
Class is about people. Students and instructors are as integral to a class as the course material. Those of us from first-generation-to-college and workingclass (FGWC) backgrounds who study and work in sociology enliven our campuses and enrich our discipline (King and McPherson 2020). This is in part because individuals from FGWC backgrounds bring their experiences and perspectives to class. People from FGWC backgrounds are also more likely to represent other groups and identities that have historically been marginalized in higher education, and it is in those contexts that perspective, skills, and experience are built (Chen and Dennis 2005; Hurst and Nenga 2016; Jehangir, Stebleton, and Deenanath 2015). Substantial scholarship has analyzed and reflected on the experiences and contributions of faculty who navigate social class mobility through their careers (Grimes and Morris 1997; Łuczaj 2023b; Penney and Lovejoy 2017; Ryan and Sackrey 1996). While early research and programming for students from FGWC backgrounds often focused on deficits, more recent research makes clear that without our experience and perspective, sociology, and higher education more broadly, would be lacking (Casey 2005; Guzmán, Miles, and Youngblood 2021; King et al. 2017; Łuczaj 2023a; Roscigno et al. 2022; Warnock 2014; Yosso 2005). Meanwhile, the costs of college for FGWC students and the burdens of pursuing an academic career for faculty from FGWC backgrounds has increased amid disinvestment and neoliberalization (Basaldua 2023; Gannon 2020; Towers 2019). In 2017, the Journal of Working-Class Studies published a special issue on academic poverty (Chapple et al. 2017). Also, in 2017, Allison Hurst led an effort that moved the American Sociological Association (ASA) Council to form a Task Force on First-Generation and Working-Class Persons in Sociology. The task force was charged with studying the professional pipeline for people from FGWC backgrounds into the discipline. In the fall of 2022, the task force presented its report to the ASA Council. The report was unanimously accepted and published by the ASA on its website (Roscigno et al. 2022). Through their work together on the task force, Colby met Bob. The two of them realized they were 1178672 TSOXXX10.1177/0092055X231178672Teaching SociologyFrancis et al. research-article2023
{"title":"Introduction to the Special Issue—A Class of Our Own: Teaching Sociology by, for, and about First-Generation and Working-Class People","authors":"Robert D. Francis, Colby R. King, M. Martinez-Cola, Mary L. Scherer, M. Strong","doi":"10.1177/0092055X231178672","DOIUrl":"https://doi.org/10.1177/0092055X231178672","url":null,"abstract":"Class is about people. Students and instructors are as integral to a class as the course material. Those of us from first-generation-to-college and workingclass (FGWC) backgrounds who study and work in sociology enliven our campuses and enrich our discipline (King and McPherson 2020). This is in part because individuals from FGWC backgrounds bring their experiences and perspectives to class. People from FGWC backgrounds are also more likely to represent other groups and identities that have historically been marginalized in higher education, and it is in those contexts that perspective, skills, and experience are built (Chen and Dennis 2005; Hurst and Nenga 2016; Jehangir, Stebleton, and Deenanath 2015). Substantial scholarship has analyzed and reflected on the experiences and contributions of faculty who navigate social class mobility through their careers (Grimes and Morris 1997; Łuczaj 2023b; Penney and Lovejoy 2017; Ryan and Sackrey 1996). While early research and programming for students from FGWC backgrounds often focused on deficits, more recent research makes clear that without our experience and perspective, sociology, and higher education more broadly, would be lacking (Casey 2005; Guzmán, Miles, and Youngblood 2021; King et al. 2017; Łuczaj 2023a; Roscigno et al. 2022; Warnock 2014; Yosso 2005). Meanwhile, the costs of college for FGWC students and the burdens of pursuing an academic career for faculty from FGWC backgrounds has increased amid disinvestment and neoliberalization (Basaldua 2023; Gannon 2020; Towers 2019). In 2017, the Journal of Working-Class Studies published a special issue on academic poverty (Chapple et al. 2017). Also, in 2017, Allison Hurst led an effort that moved the American Sociological Association (ASA) Council to form a Task Force on First-Generation and Working-Class Persons in Sociology. The task force was charged with studying the professional pipeline for people from FGWC backgrounds into the discipline. In the fall of 2022, the task force presented its report to the ASA Council. The report was unanimously accepted and published by the ASA on its website (Roscigno et al. 2022). Through their work together on the task force, Colby met Bob. The two of them realized they were 1178672 TSOXXX10.1177/0092055X231178672Teaching SociologyFrancis et al. research-article2023","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"211 - 217"},"PeriodicalIF":2.2,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45163149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.1177/0092055x231175176
Brandon Folse, Frederick J. Poole
The increasing ubiquity of gamification in everyday life normalizes it as a motivational tool. While much scholarship supports gamification, labor sociologists have long problematized the phenomenon. In this mixed-methods action research study, we explore the results of gamifying a lesson on gamification in a sociology of work course. We designed two gamified activities with varying degrees of consent that followed a lesson on gamification and consent. Students rated how problematic a series of gamified work scenarios were before and after the intervention. Our quantitative data did not show a significant increase in students’ ability to identify consent after the intervention, but we did discover that students took either an employee or employer’s perspective in their rating justifications. Furthermore, these findings were gendered. This article highlights the need for a more critical take on gamification in the classroom. We conclude by suggesting ways practitioners can teach about gamification in other contexts.
{"title":"Gamifying Gamification in the Sociology Classroom","authors":"Brandon Folse, Frederick J. Poole","doi":"10.1177/0092055x231175176","DOIUrl":"https://doi.org/10.1177/0092055x231175176","url":null,"abstract":"The increasing ubiquity of gamification in everyday life normalizes it as a motivational tool. While much scholarship supports gamification, labor sociologists have long problematized the phenomenon. In this mixed-methods action research study, we explore the results of gamifying a lesson on gamification in a sociology of work course. We designed two gamified activities with varying degrees of consent that followed a lesson on gamification and consent. Students rated how problematic a series of gamified work scenarios were before and after the intervention. Our quantitative data did not show a significant increase in students’ ability to identify consent after the intervention, but we did discover that students took either an employee or employer’s perspective in their rating justifications. Furthermore, these findings were gendered. This article highlights the need for a more critical take on gamification in the classroom. We conclude by suggesting ways practitioners can teach about gamification in other contexts.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46476024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-14DOI: 10.1177/0092055X231178505
M. S. Senter
This article uses survey data gathered in fall 2020 and spring 2021 from students at a public, midwestern university to explore the factors affecting self-reports of learning during the pandemic. The consistent finding is that social relationships—support from professors and connections to peers—are critical. The impact of social relationships on learning is statistically significant even when other factors that have received much attention during the pandemic, including self-reports of mental health, technology access, and financial worries, are taken into account. The implications of these findings for our work as sociology teachers during and after the pandemic and for our departmental activities are highlighted.
{"title":"The Impact of Social Relationships on College Student Learning during the Pandemic: Implications for Sociologists","authors":"M. S. Senter","doi":"10.1177/0092055X231178505","DOIUrl":"https://doi.org/10.1177/0092055X231178505","url":null,"abstract":"This article uses survey data gathered in fall 2020 and spring 2021 from students at a public, midwestern university to explore the factors affecting self-reports of learning during the pandemic. The consistent finding is that social relationships—support from professors and connections to peers—are critical. The impact of social relationships on learning is statistically significant even when other factors that have received much attention during the pandemic, including self-reports of mental health, technology access, and financial worries, are taken into account. The implications of these findings for our work as sociology teachers during and after the pandemic and for our departmental activities are highlighted.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45395362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-12DOI: 10.1177/0092055X231176970
A. Wahl
First-generation students often feel alone on college campuses. These students can find themselves excluded from organizations, traditions, and spaces that require financial, social, and cultural capital they may not have. In my Sociology of Work course, I use a family work history project to center and validate their experiences. Using census records and other sources, students reconstruct their parents’, grandparents’, and great-grandparents’ experience in the workplace. The histories of my first-generation students, in turn, provide the lens through which we collectively build a sociological analysis of the way that work shapes the trajectory of our lives. More specifically, these histories have taken us from farm and factory to the low-wage service sector, revealing both the troubles facing those without a college degree as well as their resilience. Overall, students describe this as a deeply meaningful project that confirms the pedagogical value of storytelling, particularly for first-generation students.
{"title":"Family Work Histories: Centering First-Generation and Working-Class Students in a Sociology Course","authors":"A. Wahl","doi":"10.1177/0092055X231176970","DOIUrl":"https://doi.org/10.1177/0092055X231176970","url":null,"abstract":"First-generation students often feel alone on college campuses. These students can find themselves excluded from organizations, traditions, and spaces that require financial, social, and cultural capital they may not have. In my Sociology of Work course, I use a family work history project to center and validate their experiences. Using census records and other sources, students reconstruct their parents’, grandparents’, and great-grandparents’ experience in the workplace. The histories of my first-generation students, in turn, provide the lens through which we collectively build a sociological analysis of the way that work shapes the trajectory of our lives. More specifically, these histories have taken us from farm and factory to the low-wage service sector, revealing both the troubles facing those without a college degree as well as their resilience. Overall, students describe this as a deeply meaningful project that confirms the pedagogical value of storytelling, particularly for first-generation students.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"253 - 261"},"PeriodicalIF":2.2,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45755967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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