Teaching Introductory Sociology via Co-curricular Activities

• In Event: 3423 - Teaching and Learning Symposium Roundtable
  In Informal Discussion Roundtable: Table 8: Teaching Introduction to Sociology and Social Problems

Abstract

My teaching philosophy is greatly influenced by C. Wright Mills’ “Sociological Imagination,” by which he suggests people see individual troubles as public issues, and be able to connect their individual experiences with the “larger historical scene.” Co-curricular activities refer to various engaging activities outside the classroom. These activities complement textbook content to provide experiential learning opportunities among college freshmen. The ultimate purpose is to help students develop the sociological imagination. This presentation explores challenges and benefits of incorporating co-curricular activities in an introductory Sociology course among college freshmen in an urban commuter campus in the Denver Metro area. The presentation shares with the audience qualitative (including 36 photos) as well as quantitative evidence to evaluate the effectiveness of those co-curricular activities. Data come from two sources: 1) via online surveys designed to measure students’ overall experiences with co-curricular activities; 2) via exam and assignment scores. Findings suggest co-curricular activities exert positive influence on students' overall interest in the class as well as their ability to see the connection between textbook content and the social world around them, namely, the sociological imagination.

Author

• Ting Jiang, Metropolitan State University of Denver