Summary of “Closing the Loop” Modifications in SOC 3394 (D. Paul Johnson)

Following are some of the modifications made in SOC 3394 since AY 2010-11 with regard to strategies for improving this course in accordance with current TTU assessment standards and procedures:

  • Spring 2010 semester: syllabus was expanded to include explicit lists of “Learning Outcomes” and “Assessment Strategies” in addition to the standard statement of “Course Objectives” and “Outline” of major theoretical perspectives to be covered.
  • Spring 2011 semester: Theory Application Writing project was revised to require peer and/or TA review of preliminary versions of papers with revisions expected for final paper submission. This pattern was evaluated as successful and was continued in subsequent years.
  • Spring 2013 semester: Theory Application Writing project was revised and given greater emphasis, partly by requiring submission of a preliminary version of the paper several weeks before submission of the final version, with greater attention given to emphasizing the importance of the peer review and revision process.
  • In both the Spring 2012 and the Spring 2013 semester, lecture material continued to be updated with current examples of basic theoretical concepts. In addition, there was a continuation of efforts to highlight and explain more clearly the concepts and ideas that students seemed to have difficulty understanding the previous year.
  • In both the Spring 2012 and the Spring 2013 semester, the experience and ability of my TA enabled me to emphasize even more than in previous years the importance of individual consultation with the TA for understanding difficult material and to encourage my students to have the TA read the preliminary versions of their Theory Application Writing projects. (Of course, I was also available for individual consultation and reviewed some students’ preliminary papers when requested to do so.)
  • Use of my own textbook (since its publication in 2008) has been extremely beneficial in terms of covering the material, with major and/or difficult material highlighted and explained in class and reference made to text for additional elaboration.
  • Efforts were made from time to time to use updated classroom technology for projecting outlines of major topics on the screen at the front of the room, with handouts provided to overlap with the screen material. However, this updated technology proved to be unreliable (even though fairly new) so was abandoned. However, handouts continued to be provided that overlapped not only with lecture material but bulleted points at the beginning of each chapter in the textbook.
  • If I were to continue teaching this course, I would continue to cover the same basic material (which is standard for the field) with incremental updates and modifications as the field continues to develop and with adjustments made as needed to accommodate students’ interests and background. With my upcoming retirement, however, the course will be taught next year by a different faculty member.