TEACHING
Over the past 4 years, I have taught both statistics and sociology
Sociology Statistics LECTURE
In Spring 2020, I taught a 50 student statistics class for the Sociology department at Ohio State. My students ranged in major from Sociology to Criminology to Public Health and even Dance. Prior to teaching, I was required to develop syllabus and class plan for 28 55-minute lectures on topics of statistical theory, concepts, and application. I created 4 homeworks and 2 exams to assess if students are able to comprehend class material and I held office hours twice a week to allow students to ask questions in a personal setting. Due to the COVID-19 pandemic, I was required to restructure the last half of the semester to be online. I recorded lectures and posted them along with powerpoints online and created an online final exam. I also scheduled one-on-one meetings with my students to check in with them and offered weekly office hours on Zoom to serve as support beyond the statistics content.
Sociology Statistics LAB
For 4 semesters, I taught undergraduate lab in statistics to Sociology, Criminology, and other social science majors at Ohio State using a two-way class structure to offer open dialogue between me as an instructor and the students. I planned classes weekly surrounding key topics of sociology, created review slides and assignments to test comprehension and understanding. I was also required to grade 4 homeworks and 2 exams throughout the semester to determine skills and learning comprehension. I held office hours to help tutor students on statistical concepts weekly.
Social Problems
At Columbus State Community College, I taught an upper level undergraduate course on Social Problems in modern society in Spring 2020. I was required to develop a syllabus that highlighted how sociology defines a social problem, sociological theory and perspectives to explain social problems, and critical topics considered major social problems including economic inequality, poverty, race and ethnic inequality, crime and deviance, environment, education, and urban inequality. Each 1.25 hour class involved open dialogue between the students and me to empower them to realize the knowledge and understanding they may have about a particular topic. I created a final project that involves students picking a song of their choice and asking them to dissect the lyrics to uncover a social problem, how the artist explains the social problem, any solutions presented in the song, and solutions they find most relevant to fixing the social problem. In lieu of a final exam, final presentations required the students to work on their public speaking skills for future experiences they will have as they venture off to the real world. Due to the COVID-19 pandemic, I was required to complete the second half of course online. I recorded audio over my powerpoints and posted the videos for the students to access in their time. I also modified the final to allow them to choose either a Zoom meeting presentation or recording their presentation for me to view. I also frequently checked in with students beyond the content to make sure they had the support they needed from me to complete the semester. Despite the challenge, every student was able to find an option that worked for them and we ended the semester with success.