{"id":45,"date":"2015-01-06T13:33:12","date_gmt":"2015-01-06T13:33:12","guid":{"rendered":"http:\/\/pages.charlotte.edu\/kendra-jason\/?page_id=45"},"modified":"2018-12-06T18:14:58","modified_gmt":"2018-12-06T18:14:58","slug":"teaching","status":"publish","type":"page","link":"https:\/\/pages.charlotte.edu\/kendra-jason\/teaching\/","title":{"rendered":"Teaching"},"content":{"rendered":"
\"Teaching<\/a>

Teaching in the Active Learning Classroom in the Kennedy building<\/p><\/div>\n

My Teaching Philosophy<\/strong><\/p>\n

As a sociologist who studies social inequality, I teach all my courses from an inequality standpoint. Sociology gives me the platform to take a critical pedagogy approach to learning with a social justice framework and social change outcome. I aim to create a transformative learning environment for students in which they can acquire skills to identify social statuses, ideologies, and inequities, and then develop social change strategies with immediate and long-term life applications. I develop course curricula that encourage community learning, interdependent scholarship, inquiry, and flexible approaches to learning. Core objectives for all my courses include the development of a sociological eye and critical thinking skills. My goal as a teacher is to inspire creativity and sociological self-inquiry through critical reflection. I challenge students to problematize the taken-for-granted. My overall goal is to make sociology relevant to students\u2019 everyday lives. This is exemplified through my daily class activities and course objectives.<\/p>\n

Recognition for Teaching Effectiveness and Innovation<\/strong><\/p>\n

I was recognized as one of the university\u2019s outstanding teaching assistants at North Carolina State University and awarded a First-Year Inquiry-Guided Learning Teaching Fellowship. During the two-year fellowship, I participated in monthly teacher training workshops acquiring the skill and understanding to effectively execute inquiry-guided learning. This is an inductive learning method led by student questions and fleshed out through critical thinking and writing. I co-authored a paper out of this teaching experience, published in Teaching Sociology<\/em>, titled, \u201cYou Have to Absorb Yourself in It: Using Inquiry and Reflection to Promote Student Learning and Self-Knowledge.\u201d This paper was well received by the field. It was awarded the 2012 Society for the Study of Social Problems Teaching Social Problems<\/em> division student paper winner and invited to the 2012 ASA thematic session, “Practicing Freedom in the Classroom: Toward a Sociology for Critical Pedagogy.” In 2013, I was awarded the SAGE Teaching Innovations and Professional Development Award and accepted into the Top 40 Freshman Success Academy from the UNCC Center for Teaching and Learning (CTL). \u00a0Most recently I was accepted into the Active Leaning Academy, a new initiative of UNCC CTL in classroom design to promote active and collaborative learning and to increase student engagement through hands-on activities and labs.<\/p>\n