Thinking of standards from first year

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1 Thinking of standards from first year Theda Thomas, Australian Catholic University Pamela Allen, University of Tasmania Jennifer Clark, University of New England Bronwyn Cole, University of Western Sydney Adrian Jones, La Trobe University Jill Lawrence, University of Southern Queensland Lynette Sheridan Burns, University of Western Sydney Joy Wallace, Charles Sturt University Support for this project has been provided by the Australian Government Office for Learning and Teaching. The views expressed in this presentation do not necessarily reflect the view of the Australian Government Office for Learning and Teaching.

2 Threshold learning outcomes (TLOs) are the minimum outcomes university graduates are expected to achieve in the areas of disciplinespecific knowledge, skills and professional capabilities over their course of study.

3 Renewing first year curriculum for social sciences and humanities in the context of discipline threshold standards History Sociology Politics Geography English

4 Project Aims 1. determine discipline-specific skills and concepts that should be developed at the first year in order for students to achieve the TLOs by graduation; 2. engage first year staff with first year pedagogy and curriculum renewal in the light of threshold standards; and 3. provide a toolkit with examples of disciplinespecific assessments and activities that develop those skills in first year students.

5 Methodology Survey and focus groups of students Workshops Who are our students? What concepts and skills do students need to know and do in order to meet the TLOs? What barriers are there to their learning those concepts and skills? What strategies can we use to help students learn and practise the skills and concepts? Analysis of results Development of website

6 Introduction to Sociology Table of Contents 1 An Introduction to Sociology Sociological Research Culture Society and Social Interaction Socialization Groups and Organization Deviance, Crime, and Social Control Media and Technology Social Stratification in the United States Global Inequality Race and Ethnicity Gender, Sex, and Sexuality Aging and the Elderly Marriage and Family Religion Education Government and Politics Work and the Economy Health and Medicine Population, Urbanization, and the Environment Social Movements and Social Change

7 Introduction to Sociology Table of Contents 4 Society and Social Interaction Types of Societies Theoretical Perspectives on Society Social Constructions of Reality

8 I am teaching a first year unit in sociology What do I need to include? To help students transition into university? To help students develop as learners and thinkers in sociology? To prepare students to meet the threshold learning outcomes sociology students should achieve by graduation?

9 TLO from sociology Identified by students as the biggest issue in First Year SOCIOLOGY TLO4: TLO 4: Demonstrate an ability to apply sociological theories, concepts and evidence to sociological questions.

10 7. How can knowledge of learning be shared? 1. What is a bottleneck to learning in class? 6. How well are students mastering the learning tasks? 5. What will motivate the students? DECODING THE DISCIPLINE: SEVEN STEPS TO OVERCOMING OBSTACLES TO LEARNING 4. How will students practise these skills and get feedback? 2. How does an expert do these things? 3. How can these tasks be explicitly modelled? Middlendorf, J. & Pace, D. (2004). Decoding the disciplines: A model for helping students learn disciplinary ways of thinking. New directions for Teaching and Learning, 98, pp.3

11 What barriers might there be to students learning this TLO TLO 4: Demonstrate an ability to apply sociological theories, concepts and evidence to sociological questions. The abstract character of sociological thinking The relationship between theory, methods and real world thinking The language of sociology students see theory and concepts as jargon Understanding the sociological imagination Difficulty talking/writing about the views/work of sociologists rather than simply rephrasing the work

12 7. How can knowledge of learning be shared? 1. What is a bottleneck to learning in class? 6. How well are students mastering the learning tasks? 5. What will motivate the students? DECODING THE DISCIPLINE: SEVEN STEPS TO OVERCOMING OBSTACLES TO LEARNING 4. How will students practise these skills and get feedback? 2. How does an expert do these things? 3. How can these tasks be explicitly modelled? Middlendorf, J. & Pace, D. (2004). Decoding the disciplines: A model for helping students learn disciplinary ways of thinking. New directions for Teaching and Learning, 98, pp.3

13 What can we do to overcome these barriers? The language of sociology students see theory and concepts as jargon They need to see language is a tool to use not 'outside' concepts imposed from 'above' Language is empowering - how can we show this to them? Learning is easier, relevant, and less frightening, through contextualized use Concepts, terms, theories can be introduced through the experiences, ideas in their lives that are meaningful to them

14 AIM Graduate who can achieve the Threshold Learning Outcomes for Sociology WHAT DO WE NEED TO DO IN FIRST YEAR SOCIOLOGY IN ORDER TO ENSURE THAT OUR SOCIOLOGY GRADUATES HAVE ACHIEVED THE THRESHOLD LEARNING OUTCOMES FOR SOCIOLOGY BY THIRD YEAR? First Year Sociology Student

15 Conversation Map Use Mills to develop insight into questions Show how to break big issues down What is a sociological question? TLO 4: Demonstrate an ability to apply scientific theories, concepts and evidence to sociological questions. Take an example that is currently in the news. How can we analyse this sociologically? Why do students think that analysing an argument means that you should criticise it? Model how theories might be relevant Take an example from your own life or a fictional situation

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20 TLO 4: Demonstrate an ability to apply sociological theories, concepts and evidence to sociological questions. What students need to know and do Understand the nature of, and engage with, sociological questions. In first year these could be those about issues of importance to young people.

21 TLO 4: Demonstrate an ability to apply sociological theories, concepts and evidence to sociological questions. Barriers to student learning First year students may not understand the types of questions sociologists ask and how these differ in their starting point from other approaches. They also may not understand why these sorts of questions are important for society.

22 Our teaching strategies Help students to understand the distinctness of the sociological imagination and to practice it: Engage students by starting with issues in their own lives; Take a contemporary issue such as obesity (Egger & Swinburne, 2010), gay marriage, mental illness, or (for something lighter) the interest in vampires in popular culture. Apply and contrast different approaches to each topic, for example: common sense, economic, medical, psychological, political and sociological; Ask students to look at a recent event or issue in the media and determine the questions they might ask as a sociologist studying the event or issue; Find intriguing and non-obvious patterns and events that can be explained or interpreted sociologically, such as Randall Collins interpretation of social rituals (Collins, 1992). Show students how sociological questions have contributed to social policy questions and responses, using historical and contemporary examples from journals such as International Journal of Sociology and Social Policy and Australian Journal of Social Issues. TLO 4: Demonstrate an ability to apply sociological theories, concepts and evidence to sociological questions.

23 In conclusion It is important to engage lecturers with considering their first year subjects as entry into the study of the discipline To achieve standards by graduation they need to be developed from first year

24 Any questions?

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