Imagine You Are A Sociology Professor Assigned The Task Of D ✓ Solved

Imagine you are a sociology professor assigned the task of d

Imagine you are a sociology professor assigned the task of designing a college course based on the information below. Use this information to complete the Topic 2 essay assignment.

Course: Principles of Sociology. This course presents an overview of the concepts, theories, and methods used by sociologists to explain the effects of social structure on human behavior.

Textbook: Our Social World.

Competencies: 1.1: Describe how social factors in society influence individual behavior and the development of the social self. 2.1: Describe the role of research methods in furthering sociological knowledge. 3.6: Analyze the role of religion and its effect on society.

Students Survey Results: After surveying the 50 students who have enrolled in this course, the following was determined: 70% consider themselves to be visual learners. 20% consider themselves to be visual/kinesthetic learners. 10% consider themselves to be auditory learners. 85% are Sociology majors. 15% are Social Work majors.

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Paper For Above Instructions

This essay designs a coherent, evidence-informed course in Principles of Sociology by translating the provided information into learning outcomes, instructional strategies, and assessment plans. It applies best practices in higher education pedagogy to ensure alignment between what students are expected to learn, how they are taught, and how their learning is measured. The design emphasizes constructively aligned outcomes (Biggs & Tang, 2011), uses high-impact educational practices to foster engagement (Kuh, 2008), and integrates research on learning processes to support diverse learners while maintaining rigorous sociological content. The discussion also addresses the survey data about students’ learning preferences and leverages evidence from cognitive science to guide instructional choices (Ambrose et al., 2010; Mayer, 2009).

First, the course design aligns the three competencies with specific learning outcomes, instructional activities, and assessments. Competency 1.1 requires students to describe how social factors influence individual behavior and the development of the social self. To meet this outcome, students will engage in reading, discussion, and applied analysis of socialization processes across different cultural contexts (Chickering & Gamson, 1987). Activities include guided case studies, reflective journaling, and small-group discussions that examine how family, peers, education, media, and institutions shape self-concept and behavior. An assessment approach might feature a combined short essay, a reflective portfolio, and a structured rubric that assesses students’ ability to link social structures to individual development (Ambrose et al., 2010).

Competency 2.1 asks students to describe the role of research methods in advancing sociological knowledge. This is best served by a hands-on mini-research project that traverses study design, data collection, analysis, and interpretation. Students will formulate a testable question drawn from the course material, design a small survey or observational study, collect and analyze data (e.g., basic coding schemes, descriptive statistics), and present findings with a discussion of methodological strengths and limitations. This aligns with Kolb’s experiential learning cycle (Kolb, 1984) by moving learners through concrete experiences, reflective observations, abstract conceptualization, and active experimentation. The essay will describe how these activities map to 2.1 and how rubrics and peer feedback will support evidence of mastery (Ambrose et al., 2010; Mayer, 2009).

Competency 3.6 involves analyzing the role of religion and its effects on society. To address this, students will read sociological analyses of religion, participate in structured debates or panels, and examine empirical research that considers religion as a social institution affecting social cohesion, conflict, and identity formation. Assessments may include a comparative analysis paper and a debate performance, both guided by a rubric that emphasizes synthesis of theory, empirical evidence, and critical evaluation (Biggs & Tang, 2011; Kuh, 2008).

Second, the course design attends to the student survey results to inform pedagogy without overemphasizing learning styles. While the literature on fixed learning styles is limited in providing prescriptive guidance for instruction, educators can use multimodal strategies to accommodate varied preferences and reduce cognitive load. The design incorporates visual, kinesthetic, and auditory modalities through a mix of lectures with slides, short video clips, case-based discussions, hands-on data activities, and opportunities for oral presentations. This approach aligns with multimedia learning principles (Mayer, 2009; Mayer & Moreno, 2003) and supports different entry points into sociological thinking (Ambrose et al., 2010). It also recognizes the value of active learning practices recommended by high-impact educational practices (Kuh, 2008) and fosters inclusive participation by providing multiple ways to demonstrate understanding (Chickering & Gamson, 1987).

Third, the course structure emphasizes constructive alignment across outcomes, teaching methods, and assessments. The core reading, Our Social World, anchors the curriculum and supports evidence-based instruction linking social structures to individual behavior, research methods, and religion’s societal role. Course activities will intentionally integrate theory with practice; for example, a unit on social structure will connect to a social self analysis, a unit on methods will pair theory with a mini-research project, and a unit on religion will connect empirical research to social processes. This integrated approach is consistent with best practice in university teaching and fosters deeper understanding (Biggs & Tang, 2011; Ambrose et al., 2010).

Finally, the assessment plan emphasizes reliability and validity through multiple measures and transparent rubrics. Students will receive ongoing formative feedback via rubrics and peer review during the research project, along with summative measures such as a final portfolio that includes a research report and a reflection on how the course concepts apply to real-world social phenomena. The emphasis on clear outcomes, varied assessment methods, and timely feedback is supported by the literature on effective teaching (Chickering & Gamson, 1987; Brookfield, 2015; Kuh, 2008).

References

1. Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How Learning Works: 7 Research-Based Principles for Smart Teaching. San Francisco, CA: Jossey-Bass.
2. Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4th ed.). Maidenhead, UK: Open University Press.
3. Brookfield, S. D. (2015). The Skillful Teacher: On Technique, Trust, and Responsibility in the Classroom. San Francisco, CA: Wiley.
4. Chickering, A. W., & Gamson, Z. F. (1987). Seven Principles for Good Practice in Undergraduate Education. AAHE Bulletin, 39(7), 3–7.
5. Kuh, G. D. (2008). High-Impact Educational Practices: What They Are, Why They Work. Washington, DC: Association of American Colleges and Universities.
6. Mayer, R. E. (2009). Multimedia Learning. Cambridge, UK: Cambridge University Press.
7. Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychology Review, 15(3), 219–233.
8. Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9(3), 105–119.
9. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.
10. © 2017. Grand Canyon University. All Rights Reserved.