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Philosophy of Teaching

Teaching is one of the primary responsibilities of any professionally trained sociologist. This can and should take place both in and out of the classroom. Students in undergraduate sociology classes our are first and most significant public and our responsibility is to engage them in thinking sociologically about their own lived experience. I consider the opportunity to teach undergraduate sociology a true privilege and take very seriously my responsibility in the classroom. This is based on the benefits I believe students gain from being exposed to the sociological perspective as well as on the benefits to my own intellectual development that teaching provides.
My understanding and application of the “sociological imagination” is continually enhanced by my teaching experience and by what I learn from my students through our work together. My learning outside of the classroom, both in my own academic studies and in personal and professional development areas assists me in further developing as a teacher.
Sociology is uniquely suited to aid in the development of critical and reflexive thinking that should be the hallmark of any college graduate. I use a variety of teaching methods in the classroom to encourage this important outcome, including using active learning techniques such as debate, small group discussion and class presentation, and through role-playing. I also ask students to find multiple ways to connect the in-class material to their own lives through personal experiences, newspaper articles, the internet, and on-campus events or occurrences. Through readings, films, and in-class discussions I encourage them to think deeply about sociological issues from perspectives different from their own. My goal in teaching is to make students more capable of understanding and acting positively in their world.
One of the ways in which I hope to improve student learning is by being more aware of the goals and expectations that students have for the class and allowing these to guide and enhance the journey that we take together through the course of a semester or through their college career. This can be accomplished by discussing student expectations early in the class, keeping a written record of these expectations, and referring back to this record throughout the semester. To improve learning in my classroom I will strive to create an community environment in which students can grow as whole persons. This means creating a space characterized by the six pillars of community described by hooks (forthcoming): care, responsibility, respect, trust, knowledge, and commitment. I hope to encourage constructive conflict and divergent positions which lead to student reflection and challenge their existing perspective. I will also work to be available to students outside of the classroom for further discussion and at on-campus activities in order to create further possibilities for the connection of in-class materials to out-of-class experiences. These types of connections are the most effective way to guarantee that students will continue to utilize the information gained in college in their post-college lives.


Stephanie M. McClure University of Georgia Department of Sociology Future Faculty Program 2003

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	Philosophy of Teaching Teaching is one of the primary responsibilities of any professionally trained sociologist. This can and should take place both in and out of the classroom. Students in undergraduate sociology classes our are first and most significant public and our responsibility is to engage them in thinking sociologically about their own lived experience. I consider the opportunity to teach undergraduate sociology a true privilege and take very seriously my responsibility in the classroom. This is based on the benefits I believe students gain from being exposed to the sociological perspective as well as on the benefits to my own intellectual development that teaching provides. My understanding and application of the “sociological imagination” is continually enhanced by my teaching experience and by what I learn from my students through our work together. My learning outside of the classroom, both in my own academic studies and in personal and professional development areas assists me in further developing as a teacher. Sociology is uniquely suited to aid in the development of critical and reflexive thinking that should be the hallmark of any college graduate. I use a variety of teaching methods in the classroom to encourage this important outcome, including using active learning techniques such as debate, small group discussion and class presentation, and through role-playing. I also ask students to find multiple ways to connect the in-class material to their own lives through personal experiences, newspaper articles, the internet, and on-campus events or occurrences. Through readings, films, and in-class discussions I encourage them to think deeply about sociological issues from perspectives different from their own. My goal in teaching is to make students more capable of understanding and acting positively in their world. One of the ways in which I hope to improve student learning is by being more aware of the goals and expectations that students have for the class and allowing these to guide and enhance the journey that we take together through the course of a semester or through their college career. This can be accomplished by discussing student expectations early in the class, keeping a written record of these expectations, and referring back to this record throughout the semester. To improve learning in my classroom I will strive to create an community environment in which students can grow as whole persons. This means creating a space characterized by the six pillars of community described by hooks (forthcoming): care, responsibility, respect, trust, knowledge, and commitment. I hope to encourage constructive conflict and divergent positions which lead to student reflection and challenge their existing perspective. I will also work to be available to students outside of the classroom for further discussion and at on-campus activities in order to create further possibilities for the connection of in-class materials to out-of-class experiences. These types of connections are the most effective way to guarantee that students will continue to utilize the information gained in college in their post-college lives.

Stephanie M. McClure University of Georgia Department of Sociology Future Faculty Program 2003

Stephanie M. McClure
University of Georgia
Department of Sociology
Future Faculty Program 2003