ASA Section on Teaching and Learning in Sociology

AKD at ESS Teaching and Learning Pre-Conference Workshop / 2014

Alpha Kappa Delta

AKD at ESS Teaching and Learning Pre-Conference Workshop 2014

“Demystifying and Supporting the Invisible Work of Teaching and Learning”

Baltimore, Maryland

Co-Sponsored by Alpha Kappa Delta and the Eastern Sociological Society

Thursday February 20, 20148:00am-1:30pm

8:00-8:45amTeaching Café – Michele Lee Kozimor-King, Associate Professor of Sociology & Director of the Center for Excellence in Teaching and Learning, Elizabethtown College

8:45-9:00amWelcome – Michele Lee Kozimor-King, Elizabethtown College

9:00-9:45amConcurrent Round Table Session 1 ***Pick from 2 options listed below.

9:45-10:00amBreak

10:00-10:45amConcurrent Round Table Session 2 ***Pick from 2 options listed below.

10:45-11:00amBreak

11:00-11:45amConcurrent Round Table Session 3 ***Pick from 2options listed below.

11:45-12:00pm Closing- Jeffrey Chin, Professor of Sociology, Le Moyne College, Secretary-Treasurer, Alpha Kappa Delta

12:00-1:30pmESS Opening Session- Scholarship of Teaching and Learning (SOTL): Making the Transition from Teaching to SOTL Visible Panel

Panelists: Jeffrey Chin,Past Editor of Teaching Sociology, Le Moyne College, Jason Crockett, TRAILS area editor, Kutztown University, Brent Harger,Teaching Sociology contributor, Albright College

Roundtable Topics:

Session 1 (9:00-9:45am)

Table 1: More than Testing: Assessment Tools Beyond the Exam

Judith R. Halasz, SUNY-New Paltz

Table 2: The Benefits and Challenges of Community-Based Research

Michele Lee Kozimor-King, Elizabethtown College and Barbara Prince, West Virginia University

Session 2 (10:00-10:45am)

Table 3: Purposeful Pedagogy: Making Teaching a Meaningful Part of Entering the Field

Jonathan Davis, CUNY -- Graduate Center

Table 4: Overwhelmed by Technology? ExploringChoices that Promote Meaningful Learning

Jamie Gusrang, Community College of Philadelphia

Session 3(11:00-11:45am)

Table 5: Building Community in the Diverse Classroom: Engaging Students and Promoting Equity

Carolyn Corrado, SUNY-New Paltz and Tamara Smith, Westfield State College

Table 6: Writing to Learn—Using Informal and Formal Writing Inside and Outside the Classroom

Rifat Salam, CUNY – Borough of Manhattan Community College

Reflection Before You Get Started

When I do not know myself, I cannot know who my students are. I will see them through a glass darkly, in the shadows of my own unexamined life—and when I cannot see them clearly, I cannot teach them well.

~ Parker Palmer, The Courage to Teach

Before jumping into the pre-conference program, take a moment to briefly describe the journey which brought you here today.

What is one thing (tangible or intangible) you would like to leave this pre-conference with?

What is one thing you feel you can openly contribute to the pre-conference?

Use your answers to the following prompts to aid you in the selection of roundtable options.

I bring to teaching a belief that ______.

In the classroom I see myself as ______.

I believe students are ______.

I seek to foster in students ______.

I think learning is ______.

Taken from: Filene, Peter. 2005.The Joy of Teaching: A Practical Guide for New College Instructors.