Visiting Assistant Professor, Kenyon College
- Sociology 106: Social Issues and Cultural Intersections
- Sociology 241: Sociology of Gender
- Sociology 291: Sociology of Work
- Sociology 291: Sociology of Education
- Sociology 422: Topics in Social Stratification
Visiting Assistant Professor, Denison University
- Anthropology and Sociology 100: People, Culture and Society
- Anthropology and Sociology 212: Race and Ethnicity
- Anthropology and Sociology 290: The Development of Social Thought
- Anthropology and Sociology 345: Social Stratification
- Anthropology and Sociology 345: Work, Employment and Society
Lecturer, Ohio State University
- Sociology 2345 (Online): The Social Structure of American Society
- Sociology 1101 (Online): Introductory Sociology
- Sociology 3464: Work, Employment and Society
Adjunct, Columbus State Community College
- Sociology 1101 (Online): Introduction to Sociology
Graduate Teaching Associate (Independent Instructor), Ohio State University
- Sociology 3464: Work, Employment and Society
- Sociology 2367: Urban Social Problems
- Sociology 1101: Introductory Sociology
- Sociology 4998: Undergraduate Research in Sociology (supervised 6 undergraduate research assistants)
Teaching Assistant, Ohio State University
- Sociology 3463: Social Stratification
- Sociology 1101: Introductory Sociology
Teaching Assistant, University of Wisconsin – Milwaukee
- Sociology 102: Social Problems
- Sociology 255: Sociology of Sexuality
- Sociology 250: Sex and Gender
The Sociology of Education
This is an itermediate-level class that I taught at Kenyon College. The first half of the class focuses on K-12 education, and the second half focuses on higher education, with an emphasis on how inequality is reproduced through education, as well as its role in facilitating social mobility. Students have the opportunity to propose a policy related to K-12 education. They write a paper proposing the policy, and also give a persuasive presentation to the class on the policy proposal. Students also have the opportunity to collaborate with other students in the class in small groups to produce a podcast on a topic related to education at Kenyon, other Ohio universities, in the state of Ohio, or in specific K-12 schools and school districts.
Sociology of Education Syllabus
Sociology of Gender
This is an intermediate level course that I taught at Kenyon College. In this course students learn about the social construction of gender, gender role socialization, reproductive justice, and gender inequality in American instutions such as the workplace, the family, and higher education. For the first project in this class, students go to a retail store to look at gendered products, take notes and pictures, and that write a paper comparing gendered products using concepts from class. Next, they write a critical analysis of the portrayal of gender in a film or tv show. Lastly, they work collaboratively with a small group to create a video about one of the topics covered in class, and we watch these on the last day of class.
Gendered Product Analysis Paper
This is an upper-level seminar-style course that I taught at Denison University. This class focuses on class, race, and gender inequality, as well as how these forms of inequality are reproduced in American institutions, including the workplace, the criminal justice system, and higher education. Students in this class read theoretical perspectives on social stratification as well as empirical research, including books and journal articles. Discussions of the readings are facilitated by small groups of students. Students have the opportunity to critically reflect on class readings through reading responses and an argumentative essay, as well as the opportunity to explore one of the class topics in more depth through a research paper. The class is a mix of student-led discussion and in-depth activities, supplemented by short lectures.
Social Stratification Syllabus
Educational Achievement Gap Activity
Work, Employment and Society
This is an upper-level course at Ohio State Univeristy that is taken by sociology majors and engineering, business, public policy, and international studies students. After an overview of theories of work, this class primarily focuses on insecurity at work and inequality at work. Students learn how work and the economy have been restructured over the last several decades, and how this has led to an increase in job insecurity for most workers. They also learn how class, race, and gender inequality are created and reproduced in the workplace. This class combines lecture with small and large group discussions and group activities such as a role play between garment workers and the board of directors of a clothing company. The first paper for this class gives students the opportunity to learn practical research skills by observing a workplace and writing a paper in which they apply concepts from class to the workplace they observed. For the second paper, students critically evaluate a workplace ethnography book of their choice. The final paper gives students the opportunity to research a problem related to work and employment using both class and outside soures, and propose a solution to this problem. I also taught a version of this class at Denison University, in which students have the opportunity to read and discuss several workplace ethnographies.
Work, Employment and Society Syllabus – OSU
Work, Employment and Society Syllabus – Denison
Workplace Observation Assignment
OSU Final Paper – Solving a Problem Related to Work and Employment
Selected Class Activities for Work, Employment and Society
Race and Ethnicity
This is an intermediate level course I taught at Denison University. This class combines lecture with large and small group discussions and group activities, such as analyzing segregation data and the underrepresentation of people of color in film and television. The class provides an overview of the social construction of race, racism and racial inequality in the past and present, the experiences of many different racial and ethnic groups in the U.S., media portrayals of people of color, and social movements aimed at reducing racial inequality. Students read classical and contemporary readings in the sociology of race and ethnicity, and have the opportunity to explore a topic related to race or racial inequality at Denison or in Ohio by producing a podcast on this topic.
The Development of Social Thought
This is a classical social theory course that I taught at Denison University. Students read primary texts from several classicial sociological theorists including Marx, Weber, Durkheim and Du Bois. Students spend about half of the class discussing these texts in depth, watch a short lecture, and then participate in small group discussions and activities, such as analyzing posts on an internet forum about work and capitalism from a Marxist theoretical perspective. In two theory application papers, students have the opportunity to apply classical sociological theories to films and current events.
The Development of Social Thought Syllabus
People, Culture and Society
This is an introductory anthropology and sociology class that I taught at Denison University. This class combines lecture with large and small group discussions and small group activities, such as comparing gendered products and analyzing data on academic achievement gaps by race and class. Students have the opportunity to apply what they have learned through a mini ethnography project and a criticial media analysis paper. They also demonstrate their knowledge of course concepts creatively through a group video project. Students also reflect on course readings through reading responses.
People, Culture and Society Syllabus
Urban Social Problems
This is an intermediate level, writing-intensive class focused on urban social problems. The class also provides an overview of urban social structures and how they lead to social problems. This class combines lectures with small and large group discussions and group activities such as planning a budget for a family living on minimum wage, and analyzing food deserts using maps and census data. In this class students also learn practical research skills by learning to access and use census data. For their first paper students research a topic such as segregation, homelessness, or gentrification using census data, class readings, and newspaper articles. For their second paper students research an urban social problem using outside sources, and propose a solution to this problem. Students also have the opportunity to analyze and reflect on course readings through reading response papers.
Urban Social Problems Syllabus
The Social Structure of American Society
This is an intermediate level online course that explores the social structure of American society and focuses on three themes: capitalism, inequality, and democracy. We cover topics such as the American economy, healthcare, racial inequality, gender inequality, class inequality, social movements and the American political process. This course combines lecture videos with documentaries, activities, and online discussions. Students complete assignments where they have the opportunity to explore and analyze data and relate it to concepts from class. They also write a research paper about a topic related to the class themes.
The Social Structure of American Society Syllabus
Assignment: Analyzing Eviction Data
Assignment: Analyzing Academic Gaps by Class and Race
This an introductory course where students learn basic sociological concepts and apply them to the real world. This course combines lectures with small and large group discussions and group activities such as analyzing commericials and comparing toys marketed to boys and girls. In addition to exams, students have the opportunity to apply what they have learned through a number of assignments where they must complete an activity and write about it. In addition to teaching this course in-person several times, I have also taught this course in an online format.
Introductory Sociology Syllabus
Online Introductory Sociology Syllabus
Selected Class Activities for Introductory Sociology
I have been teaching and designing classes independently for the last seven years, and I am continually adapting the classes I teach to ensure I am an effective instructor. Over this time, I have developed two goals I believe all sociology classes should meet: 1) Help students to understand the causes of and search for solutions to social problems and 2) teach practical, hands-on research skills that students can use to apply sociological concepts to the real world. It is important for students to understand social problems and how they came about, but it is also important to think critically about these problems and consider solutions. This is especially vital because many sociology students go into fields where they may be making or influencing policy or serving the public. Additionally, creating solutions to social problems requires students to think critically about these problems and use a variety of sources to research them, which encourages the development and growth of both critical thinking and problem-solving skills. With regard to my second goal, in many sociology classes, students read and learn about the research of others, but aside from research methods classes, most students never have the opportunity to conduct research on their own. It is important for students to gain practical, hands-on experience conducting research. This encourages understanding of social phenomena and application of sociological concepts and helps prepare them for graduate school and a variety of jobs.
Download My Statement of Teaching Philosophy
Selected Comments From Student Evalutions
“Ms. Klainot–Hess runs her class very well. She uses lectures, videos, documentaries, readings, and in–class activities that all work well together. People learn in different ways, and I really appreciate the variety of formats she uses. She has always been prepared with PowerPoints and all materials, posts things online so they are easy to access, gives clear directions for our larger at–home assignments, and returns grades quickly. She obviously puts in the work and takes pride in her class.”
“Professor Klainot-Hess is by far my favorite professor I have had at any college I have attended and here at Ohio State. Lectures can be very draining and boring, but she made sociology interesting. She was also very helpful and always willing to provide help in or out of the classroom to help you understand and earn the best grade for the class you possibly could. I can’t thank her enough for making what I thought was going to be a very difficult subject to study because I had no interest in it very interesting. I actually want to major in sociology now.”
“I enjoyed Professor Klainot-Hess’s material and the class in general. We touched on some interesting current events and it certainly was an eye opening class. Professor Klainot-Hess seems very passionate about her course and it was a pleasure having her.”
“This class was a lot more interesting than I expected. The documentaries, group activities, and lecture videos were all engaging and interesting. You can tell the teacher is interested in the subject. She was nice and accommodating whenever I had conflicts with class.”