I started my teaching career as an Assistant Professor in August 2020. Three out of the five sociology courses I taught that term were Introduction to Sociology. Amid the uncertainty of policies and consequences related to the COVID-19 pandemic, the anxiety in my classrooms was palpable. I saw that we needed scientific research to navigate the physical and social space we now lived in and competency in consuming reports from health officials, media, politicians, and other opinion leaders. As I planned my Intro classes, I identified two ways I could help as a sociology professor. The first was pedagogical: taking actions to teach and foster learning under these challenging circumstances. The second was communicating with and assisting students in engaging with more than just my class or academic goals. The various circumstances of the pandemic drove home to me that it was vital not to lose sight of the human factor and to use my knowledge of sociology to weave the two components together to practice sociology.

On the first day, I always tell my students that my classroom is a place to discuss various social topics that they may not otherwise discuss and delve into how we can use the science of sociology to understand them, including how to interpret the onslaught of information from news outlets, social media, and other sources of information. I view teaching an Intro to Sociology class as an opportunity to help students engage with society by providing sociology’s language, theories, and applications and encouraging them to use these tools in their daily lives. Sometimes, what the student learns to use as tools to look at the world comes into conflict with the views of their family and friends who have not thought about social issues more broadly. This is not uncommon, but I saw it heightened during the pandemic, as views on politics, medicine, and health policy were heavily debated in the public sphere and institutions of higher learning. I approached this by capitalizing on the opportunity that Intro to Sociology classes present to model for students how to introduce and discuss various topics grounded in empirical data in conversations outside of the classroom. I modeled for students how to make sociological ideas relatable and non-threatening by finding common ground and developing ways for the students to engage with each other in the classroom.

The reality of teaching sociology during a traumatic event, such as a global pandemic, is that some, if not many, of us, were experiencing trauma directly related to the pandemic—for example, testing, quarantines, and emotional and physical health concerns. In addition, some of my students lost family members to complications from COVID-19. Most knew of at least one person other than family who had been hospitalized or passed away from the disease. Some students had recovered from the initial COVID-19 infection but suffered lasting symptoms. I kept much of the academic structure in place, keeping a routine in the classroom and a sense of normalcy as much as possible. I used time with students to explore issues related to the pandemic when the topic was appropriate, worked to create makeup plans when needed, and reevaluated my policies on late work. These efforts stemmed from my approach to teaching. I seek to build a community of learning in my classroom, showing compassion and empathy, where communication is allowed, appreciated, and encouraged but not forced.

For example, I took the customary greeting of students at the start of class as an opportunity. I started each lecture with a check-in. I asked how everyone was doing and paused long enough to see or hear responses. This simple question was as much for me as for the students as we created a communication bridge necessary for teaching and learning. The conversation was not forced; sometimes, we talked for five to ten minutes, and other times less than a minute. It allowed me to address student concerns and questions about the class, college policy, or general concerns. It also allowed me to show the students how to find answers to their questions from valid sources, such as the college’s policy webpage, and establish communication practices. I wanted to encourage communication to stave off any tendency that my students might have to withdraw or not feel heard or seen. However, it was not without its challenges; wearing masks to protect our health interfered with voice projection and facial cues. The use of social distancing presented an obstacle to traditional breakout sessions. To counter these new barriers, I used online discussion boards projected on the classroom projector screen to encourage class participation. This practice was successful and helped accomplish many of the goals of small group work.

Through this experience, I learned that students are engaged with life and bring a lot to the table if given the time and patience to participate in the classroom. I always thought I was flexible in my approach to teaching. During the pandemic, I learned I could be even more flexible and that trying new approaches, such as different activities or lecture styles, is essential. I learned to give myself and others more grace. I think I always did this, but I believe I grew in my capacity to give myself grace and to let go of course policies that did not serve the purposes of the classroom.

One big takeaway is that I came to appreciate that I have a tool bag in sociology to assist in dealing with, surviving, engaging with, or working toward changing any social condition. Also, the more willing I am to be a learner and change my approach when needed, the more it helps me with my goal of teaching sociology in a way that is useful to those learning. I strive to help students learn the tools of sociological inquiry at an introductory level and use them to improve their lives and others in some way. I genuinely believe that teaching Intro to Sociology helps me grow and learn as an educator.

Jeff Shelton (Ph.D.) is an assistant professor of sociology at Wayne State College. Shelton has
served the college community as the chair of the Psychology and Sociology department and the
college Institutional Review Board, as a member of the Faculty Senate, and as faculty adviser for
student PRIDE and the Psychology and Sociology Club. Shelton’s teaching and research interests
are in medical sociology, research methods, the study of work and professions, and social policy.