Summary & Philosophy

My teaching pedagogy centers around three core methods to help students develop a sociological way of thinking about the world: creating an inclusive classroom; facilitating intellectual risk-taking; and teaching students how knowledge is produced. As a scholar of knowledge, I have a great interest in teaching my students about the process through which the research they are studying was produced. As bell hooks writes, "Education can only be liberatory when everyone claims knowledge as a field in which we all labor." Together, we interrogate the outcomes of the research studies we read, question whether the methods are sufficient to justify the results, and evaluate the logic of the arguments. To support all to participate in this process, I have high expectations of my students but also aim to create a space for identity safety in the classroom.

I received the Centennial Teaching Award in 2016, a Stanford University honor that “recognizes Teaching Assistants with a record of outstanding contributions over time.” In 2020, I received the Rising Star Alumni Mentoring Award from Stanford University for "championing underrepresented and marginalized students."

Explore below to see sample syllabi, activities, lesson plans, and rubrics for courses I have designed, as well as certifications from evidence-based teacher training.

Disability and Climate Justice Pedagogy Materials

King, Molly M., Maria A. Gregg, Ana V. Martinez, and Emily Y. Pachoud. 2022. “Teaching and Learning Guide for Disability and Climate Justice.” Sociology Compass 16(6): e12986.

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This published "Teaching and Learning Guide," co-authored with two undergraduate students and an alumna, explore ways to teach the intersection of disability and climate justice for a better understanding of each. The guide includes reading recommendations for background as well as multimedia resources and activity and assignment ideas.

This course provides students with an understanding of qualitative methods for social research by focusing on (1) a selection of qualitative methods and techniques in sociology; (2) considerations for carrying out high-quality qualitative research; and (3) a review of classical and contemporary sociological works employing qualitative methods. Students gain hands-on experience by producing a qualitative research project. 

I have structured the course to scaffold building up the final research project through a series of nine small assignments that students complete individually or in groups throughout the term. These range from interview transcriptions to reflective memos. Every assignment builds toward the final research product.

Sociology of Gender


Final Project

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Gender is a central organizing principle in social relations, giving rise to institutional and social practices that distinguish between men and women on the basis of apparent difference and inequality. This course develops the sociological analysis of gender systems in contemporary American society. In this course, we will critically examine the multiple ways that gender (and connections between gender, race, and sexuality) structures the social world in which we live, and the way that race and sexuality interact with gender. We will highlight social practices at multiple levels of analysis, including biological and socialization processes at the individual level. Next, we will explore how gender shapes the interactions between and among women and men, creating and recreating difference. We will then use this multilevel framework to examine the workings of gender in the American workplace and as individuals balance work and family obligations. The central goal throughout the course is to understand how gender roles and attitudes shape social structure, how these interact with race and sexuality, and how gender inequalities are maintained in everyday social situations.

Social problems are in the eye of the beholder. Situations that one group describes as a social problem may not be seen as a problem by other groups of people. Social problems are generally defined by groups that have sufficient power to influence definitions of what and/or who is considered harmful to society and influence the policies and solutions that are offered to resolve related issues.

Sociology is the systematic, scientific study of the social behavior of people within groups. This course provides an overview of contemporary social problems in the United States from a sociological perspective, with a major emphasis on the ways race, class, and gender shape the development of specific social problems and the public policies offered to address them. Topics will include climate change, digital surveillance, housing and homelessness, and poverty and social inequality. We will tackle these topics to answer some of the following questions: What effect does structure - social institutions and social interactions - have on definitions of social problems? Who determines whether a societal issue constitutes a social problem? What are solutions offered to the problems, and how do these differ based on perspective? How do our individual lives connect to these larger social realities?

Poverty, Inequality, and Social Policy


Sample Assignment: Policy Memorandum and Presentation

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Over the last quarter century, inequality in America has increased substantially. Why has this happened, and what can be done about it? This course examines the causes and consequences of U.S. poverty and inequality, and explores strategies for addressing it.

The course will begin by surveying the basic features of poverty, income and wealth inequality, and economic mobility in the 21st century. We cover the major theoretical explanations scholars have advanced to explain the persistence of poverty and inequality including labor markets, family structure, healthcare, and the criminal justice system. Students are introduced to a range of interventions and policy instruments aimed at alleviating poverty and inequality: income support programs, progressive taxation, and education. Students will engage in different forms of policy relevant writing and discussion, including debates, policy memoranda, and letters to policymakers. 

Select Teaching Materials for All Undergraduate Sociology Courses

Lesson Plan: How to read sociology research papers

Leading Discussion

Class Participation Rubric

Teacher Training & Certification

Association of College and University Educators (ACUE)  

Micro-Credential: Promoting Active Learning Online

This micro-credential signifies my completion of an ACUE course requiring the implementation of evidence-based instructional approaches. The credential is co-issued by the American Council on Education and distinguishes faculty for their commitment to educational excellence and student success.

ACUE Microcredential in Promoting Active Learning Online

Comments from Student Evaluations

“I learned how to read sociology research papers and apply the takeaways to my life and the lives of those around me. I think I learned to be skeptical of research but also to understand the limitations of studying sociology and to trust the larger implications of these studies. I learned the many spheres and scales that gender occupies.” -Student in Sociology of Gender

"Having us post questions for discussion before each section and then facilitating the discussion centered around these questions was an extremely effective approach... Molly let us do most of the talking, interjecting to answer clarification questions or to probe for deeper thinking. Overall I thought this was extremely helpful." -Student in Interpersonal Relations

"SO helpful in meetings outside class. Felt like she really wanted students to succeed." -Student in Introduction to Social Stratification

"...most of the sections were student-led, Molly always strengthened the quality of the discussion through complex questions or comments. Very knowledgable about material." -Student in Introduction to Social Stratification

"They taught the class really well and they really challenged my thoughts on the subject. Thank you... for all of the ways you engaged us in the conversations." -Student in Empathy and Inequality