Course design and lesson planning are important ways for me to ensure my effectiveness and efficiency in planning for the semester and for every class. Each syllabus that I create originates from integrated course design, where I decide the student learning objectives prior to selecting course materials and assessments. By doing this, I maintain a focus on my students' learning, rather than on content. I also outline my goals for each class and create lesson plans that help my students achieve those objectives through a variety of active learning strategies. I take notes after every class to identify successes and areas for improvement, allowing me to easily refer back to these comments when I plan other lessons. Below are some examples of my work in course design and planning.
Introductory Course Syllabus This document is currently under revision. I designed this syllabus for an introductory sociology course with the intent of introducing students to the sociological imagination and equipping them with the skills to make social discoveries of their own. My course design was informed by Ferguson and Carbonaro's (2016) Sociological Literacy Framework.
Topical Writing Course Syllabus I designed this syllabus for a new course titled "Modern Romance: Dating & Relationships Among Young Adults" for first-year students under a "writing across the curriculum" (WAC) model. In this writing-intensive course, students were introduced to the world of sociology through reading and writing about topics such as hookup culture, online dating, and cohabitation.
Lesson Plan This lesson plan was designed to introduce students to the concept of "social facts" in an introductory sociology course. I began by asking students for input in order to encourage active participation throughout the class. I chose questions to which everyone could respond and these also helped assess levels of background knowledge. I then situated today’s lesson in the history of the field of sociology, aiming to help students understand why the author for today wrote about these things. Then, I related the main topic to an everyday situation, using basic examples and student input to illustrate the concept of social facts. I also introduced the main ideas of structure and agency, which we will return to throughout the semester. To close, I had students volunteer other social situations that they could analyze, in order to provide them with a starting point for that day’s homework.