Embedded Files
Teaching Assistant
Teaching Assistant
Description of tasks
Description of tasks
Fall 2024: Assisted Dr. Gallo-Cruz with delivering Sex & Gender (SOC 305) to 50 undergraduate students. In addition to managing 80% of the grading and providing student support, I also provided three lectures and managed a fourth session when a guest speaker cancelled. Grading included weekly comprehension quizzes, a midterm, and two papers.
Spring 2025: Assisted Dr. Lutz with delivering Sociology of Families (SOC 281) to 50 undergraduate students. In addition to managing 90% of the grading, I facilitated student discussion during lecture and stepped in to offer a lecture during an emergency absence. I provided a final paper checklist for the students; held support hours before and after class during paper submissions weeks; and provided feedback on their weekly discussion posts.
Student Evaluations
Student Evaluations
Course Evaluations_Sex and Gender_Fall 2024.pdfQantitative Student Evaluation for Sex & Gender (Fall 2024).
Materials
Materials
Lesson Plan_Work-Family Research.docxSample Lesson plan for my lecture on Work-Family Research. In my lesson plans I try to account for a variety of learning styles and strengths, as well as interactive activities.
WFR Intro Worksheet.pdfSample worksheet that I designed from The Second Shift by Hochschild. Intended to assist students in defamiliarizing their family and work expectations.
Worksheet_Morton_2024_Undergrad Lecture_Sex & Gender.pdfSample worksheet that I designed for the Sex & Gender lecture (featured below). Intended to assist students in thinking through how different spaces are gendered.
Rubric_2025_Undergraduate Final Paper.pdfSample Final Paper Checklist designed from the course syllabus. Intended to assist students in double checking their submission for all requirements to practice attention to detail.
Presentation_Morton_2024_Undergrad Lecture_Sex & Gender.pdfSample course presentation for SOC 305 on Sex and Gender. Readings were provided by faculty, but allowed creative license with designing the lecture.
Presentation_Morton_2024_Gendered Livelihoods Lecture.pdfSampe course presentation for SOC 305 on Gendered Livelihoods. I provided two of the three lectures in this segment, allowing me to tie several course themes together in this presentation.
Teaching Sections
Teaching Sections
Description of tasks
Description of tasks
Spring 2026: Assisted Dr. Herrick and a co-TA with delivering Medieval & Renaissance European History (HST 211) to 65 undergraduate students. Each TA was responsible for two sections of roughly 19 students each. Responsible for 100% of the grading for students in my sections. Grading included five blue book in-class writing assignments, two midterm exams, and one final term exam. Worked closely with co-TA to consistently grade, provide similar "Brain Mover" activities (see below), and best practices for student engagement. Also provided blackboard software support.
Student Evaluations
Student Evaluations
[Course in progress - Coming Soon!]
Materials
Materials
Teaching Notes_HST 211_Week 2_Focus Barbarians.docxSample of Section Teaching Notes. This is an example of how I prepare for our 55-minute discussion. These notes are not shared with students.
Study Guide_Thematic Analysis.pdfSample of study guide designed for students in response to struggles and questions from their first in-class writing assignment.
Sample of section "Brain Movers" activity designed like old-fashion "bell work" to help get students warmed up for discussion. Also provides analytical practice in advance of exams.
Teaching Lead
Teaching Lead
Description of tasks
Description of tasks
Student Evaluations
Student Evaluations
Fall 2025: Serve as Teaching Lead for Work and Family in the 21st Century (HSF 422) under the faculty mentorship of Dr. Ramadoss to 25 undergraduate students. Dr. Ramadoss was generous in providing complete creative license of the course, providing weekly feedback, and excellent guidance on best practices for student engagement.
I designed the course from syllabus to grading, incorporating original readings with many new additions. The students submitted one discussion post a week over the readings and wrote four draft assignments. These draft assignements then built into a final reserach memo along with a presentation.
The course was designed as a "community of practice" (CoP), providing complete transparency on the skills being taught each week. We began class with an overview of the readings using collective notes via a shared notetaking software, reviewed new material, and ended with an interactive activity to practice the skill.
Allowing for flexibility, I responded to 1-month student feedback by making necessary adjustments. One major adjustment was changing the fourth draft into a revision of their literature review. This allowed us to go deeper into literature reviews and the revision process, which was much appreciated.
Teaching Evaluation_1 month_HFS 422 Fall 2025_Feedback for Ren 4 week.pdfQualitative Student Evaluations at 1 month. Faculty Mentor encouraged me to collect feedback early in order to make adjustments that would strengthen the class environment.
Teaching Evaluation_End of term_HFS 422 Fall 2025_Feedback for Ren 14 weeks.pdfQualitative student evaluations end of term. Was gratified to see that adjustment made after 1 month feedback were well-received and appreciated.
Materials
Materials
Syllabus_Morton_HFS 422_Fall 2025.pdfSample of my syllabus for HSF 422. The course was carefully thought through in terms of skills, both in subject and assignments. A rubric is included to help students assess their own skills and provide them with language for their resumes.
Collective Doc_HFS 422_Week 6_Toxic Workplaces and Workplace Violence.pdfSample of "Collective Notes." These note templates were designed by me for each week in lieu of power points. They were uploaded to microsoft teams where the students could simultaneously type into them. They were intended to assist students in learning how to take notes and to share academic burden.
EXAMPLE_Creating and using a reading matrix to write a literature review.pdfSample of student help guide on using reading matrix to construct a literature review. This was built from the workshop lecture on writing literature reviews, intended to assist students in moving from summary to analysis.
Skill Practice_Course Review.pdfSample of "Course Review" handout provided on the last day of lecture. We reviewed what we learned in class, discussed how to translate the skills to a resume, and collected end of term feedback.
Lecture_HFS 422_Morton 2025_Domestic Violence & Work Family Research.pdfSample of course presentation. After gathering 1 month feedback, students requested slides to accompany topics. These presentations are brief because the course was structured as follows: Reading overview using collective notes (example above), brief presentation of new material, in-class interactive activtiy to practice analytical or writing skill.
Lecture_HFS 422_Morton 2015_Intense Moms Superdads and the Childfree.pdfSample of course presentation. To honor a variety of learning styles, the course depended on journal articles, book chapters, podcast, and docuseries to facilitate learning. This presentation was accompanied by a circle discuss where the students had their choice of three docuseries on "mom-fluencing." A concept overview was provided, and the discussion was so animated we ran over time with students expressing a wish to keep the conversation going. It was most gratifying to witness the students reference concepts, themes, and their own writing assignments throughout the discussion while respectfully agreeing and disagreeing with each other. It was a wonderful testiment to the trust and colleagiality built in class.
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