CISLE | Ruiz Miguel | Sociological Theory | Feedback • Assessments • Rubrics

Soc 192: Sociological Theory

Feedback, Assessments, Rubrics

Reflection on Instructional Change:

I implemented an online rubric for my sociological theory class.  Although I had used rubrics in the past, I had never required students to reflect on the rubric requirements. According to the ACUE resource “Use Rubrics for Student Self-Reflection”, the practice helps ensure that students get full benefit from the rubric.  

The resource says rubrics help students better understand expectations and are therefore better able to meet them.  I provided students with a Word document version of the rubric.  The document included a column to allow for student self-reflection.  Students were asked to assess themselves thoughtfully and honestly.  The activity was graded as complete/incomplete.  

As described in the ACUE resource “Use Rubrics for Student Self-Reflection”, the reflection process helped students understand areas they needed to improve and helped me facilitate student learning and development.   According to the ACUE resource “Use Rubrics for Student Self-Reflection”, the practice aids student development, specifically it “helps students build the important lifelong skill of self-reflection.”

Student Reaction: "The exam taught me to be able to look at social issues from multiple perspectives, think critically about the why, and apply sociological concepts to them. I have also noticed a transition in my sociological lens throughout this course as I tend to now search for solutions to the issues I encounter. I know I’m adopting a critical social science paradigm, as I naturally tend to identify issues, think critically about them through a social lens, and try to look for solutions that address inequalities with the intent of creating a better world."

I found the demonstration videos to be particularly helpful.  For example, I communicated to my students how increased effort leads to improved performance in my classes.  During the first day of class, I encouraged students to move from “I don’t get it” to “I don’t get it yet,” as suggested in the course demonstration video provided by ACUE.  I also reminded students after the first writing assignment.  

According to the ACUE course demonstration video, the number one reason students succeed in class is effort.  That really motivated me to communicate the importance of effort to my students.  In the expert insights video, Jane Muhich said a persistent student is someone who continues to put in effort when faced with challenges and adjusts strategies.  They also tend to persist from term to term and are more likely to complete their degree or certificate.    

I found the "Observe and Analyze Session" to be very helpful to my teaching.  One takeaway I got from the session was to provide example answers to students for the essay portions of my exams.  I had always been hesitant to do that in the past because I was afraid the example essay would give away some of the answers I was looking for on the exam.  However, one of my colleagues suggested a workaround by providing a sample answer from a past semester to an essay question I did not include on the current semester's exam.    

 

Evidence of Instructional Change

Screenshot of my instructions to the students about the exam rubric.	Screenshot of a student's rubric.	My ACUE Microcredential Badge.

Practice and reflect on: Promoting a Civil Learning Environment Download Promoting a Civil Learning Environment 

Course Syllabus: Sociology 192 Syllabus Download Sociology 192 Syllabus 

Faculty Bio:

Faculty Bio: I have been a lecturer at Sacramento State since the Fall of 2014. Throughout my time as a lecturer here at Sacramento State, I have worked hard to connect and build relationships with a diverse population of students. I have reached out to students from all walks of life, including those who represent historically disadvantaged groups, by helping them in their academic careers both inside and outside the classroom. Teaching is my calling.  Working with Sacramento State students has been the most fulfilling professional experience of my life.

 

This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 CSU Office of the Chancellor Academic Affairs grant for Faculty Professional Development US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.