Reimagining a Sociology Course for Improved Student Engagement: Lessons on Design and Delivery

Abstract

The purpose of this reflective essay is to offer commentary on the pedagogical potential of deploying innovative approaches for course (re)design in an effort to improve student engagement. It focuses on the experiences of one faculty member who utilized design thinking and user experience research to reimagine an Introduction to Sociology course as a lab science to achieve just that. It highlights two phases of a course (re)design that centered the needs of students in order to make instructional changes. We share this reflective essay in hopes of inspiring other teacher-scholars to use the lessons on design and delivery to reimagine their own practices. Further inquiry, including empirical research, is needed to better understand the efficacy of design thinking and user experience research as tools for course (re)design in higher education.