In the classroom, I prioritize learning by doing – I encourage students to see themselves as growing sociologists. In each course, I prioritize research skills, writing skills, and connection. Jointly, these priorities develop students’ creativity, intellectual confidence, and critical thinking skills.
I have served as instructor of record for Family & Society, Sociology of Mental Health & Illness, and Gender Equity in STEM (co-taught). I’ve also supported undergraduate students as a graduate teaching assistant for Sex & Gender, Introduction to Population Health, Population Problems, Race & Ethnicity, and Sociology of Food & Food Justice.
Building Research-Based Skills
Research-based activities allow students to take ownership of their classroom experiences, give and receive feedback in a safe and supportive environment, and improve their verbal and written communication skills.
Students have opportunities to design, implement, and disseminate a structured, but creative and personalized research project. Students can expect to construct research questions, collaborate on data collection instruments, practice collecting data, and present findings to their peers. They can also expect careful feedback at each stage.
Writing Creatively In & About Sociology
Students make connections between sociological theory and other forms of writing – memoirs, poetry, essays, and novels.
Student-Led Connections
Students are encouraged to link sociological theory with their own experiences in critical, reflective activities and discussions. I balance lectures with student-led discussions, writing exercises, and interactive activities completed in pairs or small groups.
Activities are designed to encourage students to make connections between experience and theory. For example, in Family & Society, students play a household labor card game, in which they negotiate tasks with a partner using imaginary details about their socioeconomic statuses, education, and family needs.
Kaitlin H. Joshua 