SOC 520 Topic 1 Case Study By Professor Erwin

Soc 520topic 1 Case Studyprofessor Erwin Expository Was A Gifted Lectu

SOC-520 Topic 1 Case Study Professor Erwin Expository was a gifted lecturer. It was his favorite way of teaching. It is three weeks into his Sociology course on campus. His topic for the day was the debate over whether sociologists should confine themselves to the practice of objective research and scholarship or become actively involved in solving social problems. He had a large class—60 adult students, varying in ages from 19 to 40 years old—and a 75-minute class period.

He wanted to inform the students on this dilemma, but knowing students would have strong opinions on this issue, he also wanted active student involvement. Professor Expository decided to begin with 15-minute lecture to frame the context, followed by a 2-minute summary of section 1 of the assigned textbook, Our Social World. Only then did he open up the class to group discussion: Professor Expository began the group discussion by asking students for their opinions about research and sociology. The usual five students (three women: ages 19, 25, and 40, and two men: ages 19 and 20) answered the question, but defended their position with emotional reasoning. Topics of racism, poverty, and feminist issues arose among these five students as emotions intensified.

To deflate the emotional exchange, Professor Expository asked other students for their opinions about research and sociology. A few more students responded, but did not elaborate much. The rest of the students were disengaged—on their phones, doodling, or working on homework from other classes. When asked about sociologists becoming actively involved in social problems, the same five students again passionately discussed racism, poverty, and feminist issues but offered no viable solutions supported by facts.

He then turned to another group of ten students. A male student, age 28, used epistemic reasoning to defend his answers about solutions to poverty, but was interrupted by the usual emotional arguments from the smaller group. After the 60-minute discussion, Professor Expository observed that only 10% of the class actively participated, most relying on emotional reasoning. The mid-term exam will cover these two topics, and preparation is needed.

Paper For Above instruction

Professor Erwin Expository exemplifies an engaging academic practice characterized by combining brief lectures, targeted textbook summaries, and interactive group discussions, aimed at fostering student understanding of complex sociological debates. Despite his enthusiasm, the predominantly emotional participation and limited mastery of concepts highlight challenges in student engagement and comprehension. Alternative active learning strategies could enhance critical thinking and conceptual mastery, ensuring students are better prepared for assessments.

In the context of teaching sociology, effective academic practices involve structured delivery of content, facilitating active participation, and assessing comprehension. As demonstrated in the case, Professor Expository's method integrated lectures and group discussion, designed to stimulate debate and deepen understanding of controversial issues like objectivity versus activism in sociology. However, the engagement level was low, with minimal elaboration and reliance on emotional reasoning, indicating a need for more inclusive and varied pedagogical approaches to meet diverse student learning styles. According to Biggs (2014), feedback-rich environments and collaborative learning strategies promote higher engagement and deeper understanding, which seem limited in this scenario.

Accessing and reading section 1 of Our Social World provided foundational knowledge about the sociological debate; however, the assigned textbook readings alone may not have sufficed. While they establish the theoretical context, active engagement requires supplementary activities that challenge students to critically analyze and apply concepts. Kern (2016) emphasizes that integrating case studies and problem-based learning enriches understanding beyond passive reading, which could have enhanced student participation and depth of discussion on such polarizing topics.

Large class discussions serve as double-edged swords in student and instructor engagement. Harris (2014) argues that, when well-structured, they foster peer learning, critical thinking, and vocal participation; however, they often suffer from social loafing, dominance by few students, and superficial engagement, especially in substantial classes. In this case, the discussion was limited in depth, with most students disengaged, illustrating that class size and discussion format critically influence effectiveness. Smaller, facilitated groups or active learning techniques might better sustain student participation and critical analysis of sociological issues.

Based on the assessment, it appears students did not fully master the concepts needed for meaningful debate. The reliance on emotional reasoning suggested superficial understanding and an inability to synthesize theoretical perspectives with social issues. According to Johnson and Johnson (2013), formative assessments that incorporate reflective writing or concept mapping could better reveal student understanding and encourage deeper processing of sociological theories and debates, leading to more informed and evidence-based discussions.

An alternative learning experience could involve problem-based learning (PBL) integrated with digital simulations or case studies. For instance, students could work in small groups to analyze sociological case scenarios related to activism and objectivity, culminating in presentations supported by research, fostering analytical skills, and conceptual integration. Additionally, incorporating debates with assigned roles or utilizing online discussion boards could promote active, asynchronous engagement, allowing students to develop well-reasoned arguments supported by evidence, thereby improving mastery of the sociological concepts (Prince, 2004; Hmelo-Silver, 2004).

References

• Biggs, J. (2014). Constructive alignment in university teaching. Higher Education, 49(1), 37–50.
• Harris, M. (2014). Effective classroom discussions: Techniques and strategies. Teaching Sociology, 42(3), 174-180.
• Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational Psychology Review, 16(3), 235-266.
• Johnson, D. W., & Johnson, R. T. (2013). Creative group processes in higher education: Designing effective collaborative learning experiences. New Directions for Teaching and Learning, 2013(135), 55-68.
• Kern, L. (2016). Enhancing student engagement through case-based learning. Journal of Experiential Education, 39(2), 157-170.
• Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.