Learning by Doing: Content Analysis Project for General Education Skills, Applying Knowledge, and Student Engagement

• In Event: 3423 - Teaching and Learning Symposium Roundtable
  In Informal Discussion Roundtable: Table 5: Active Learning II

Abstract

Sociology faculty are expected not only to deliver content-area knowledge to students, but to also develop transferable skills that go beyond the discipline. This is especially true for courses that meet general education requirements. Take for example a general education course that seeks to foster skills in writing, quantitative literacy, and critical thinking while at the same time developing a broad knowledge base within the sociological content area. It is often challenging to facilitate student learning of disparate outcomes in a cohesive way. Research shows that students learn best when they are engaged with the material, receive meaningful feedback, and are given choices in their learning experiences. This presentation discusses a semester-long content analysis assignment that allows students to actively engage with course content while sharpening a set of general education skills. Specifically, the assignment assesses research skills (e.g. sampling, quantitative literacy), writing for a sociological audience, and applying course material in a new way. Students are encouraged to select a project topic related to their major, career aspirations, hobbies, or other area of interest. Additionally, an optional research log assignment allows students to reflect on their progress and receive weekly feedback. Although the assignment was developed for a Sociology of Gender course and with a specific set of learning objectives, it could be modified and applied in a variety of courses.

Author

• Marnie Salupo Rodriguez, Cleveland State University