SOC 520 Topic 1 Case Study Professor Erwin Expository ✓ Solved

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 objective research or become actively involved in solving social problems. He aimed to inform students about this dilemma while encouraging active participation. The class comprised 60 adult students aged 19 to 40, with a 75-minute session. Professor Expository started with a 15-minute lecture to set the context, followed by a 2-minute summary of section 1 of the textbook, Our Social World. Then, he opened the discussion, asking students for their opinions on research and sociology. The usual five students answered emotionally, discussing racism, poverty, and feminist issues. To de-escalate emotional exchanges, he asked others for their views. Some responded briefly; most were distracted. He then queried their opinions on sociologists' involvement in social issues. The same five students continued emotionally but lacked factual support. He engaged another group of ten students, receiving one rational (epistemic reasoning) response about poverty solutions, interrupted by emotional arguments from the usual group. After 60 minutes, he deduced only 10% actively participated, mostly with emotional reasoning. The upcoming mid-term exam covers these topics.

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The major components of Professor Expository’s pedagogical approach, as evidenced in the case study, include initiating engagement through a brief lecture to provide foundational knowledge, followed by focused textbook review to reinforce key concepts. He then employs group discussion to stimulate student interaction, encouraging students to express opinions and debate issues. The instructor actively moderates, probing for depth and redirecting emotional responses. This method combines direct instruction with student-centered discussion, fostering active learning and critical thinking. Finally, observation of participation levels guides assessment of comprehension.

The assigned textbook, Our Social World, provided a concise overview of sociological research and social issues. However, its brevity and limited depth likely rendered it insufficient for comprehensive debate preparation. Students appeared unprepared to justify their opinions with facts, indicating reliance on emotions rather than scholarly understanding. Supplementing textbook information with case studies or scholarly articles could have enhanced critical thinking and factual grounding, making the discussion more meaningful and educationally effective.

Large class discussions, while fostering participation and diverse viewpoints, face limitations in engagement and depth. According to Kuh (2009), active learning environments promote higher retention and critical thinking; however, their success depends on structure, facilitation, and student motivation. In Professor Expository’s context, discussions were superficial, with minimal student mastery evident. Small-group debates or written reflections might have improved engagement and allowed more students to process concepts thoroughly. Therefore, while large discussions can be beneficial, they require intentional design to maximize learning outcomes.

Based on observed participation and emotional reasoning, it appears most students did not fully master the concepts intended. Their reliance on emotional arguments over factual evidence indicates superficial understanding. As Ambrose et al. (2010) suggest, effective mastery involves engaged learning and application of knowledge, not mere exposure. The lack of elaboration and factual support signals the need for more interactive and varied assessment methods to ensure students internalize key sociological principles.

Alternative learning strategies include case-based learning, where students analyze real-world scenarios, promoting critical thinking and application. For example, role-playing debates or analyzing current sociological research articles could deepen understanding of research-objectivity versus activism. Additionally, implementing reflective essays requiring students to connect theory with personal perspectives would reinforce mastery. Such methods encourage active engagement, peer collaboration, and higher-order thinking, leading to better comprehension and readiness for exams (Johnson & Johnson, 2014; Prince, 2004).

References

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