Faculty FrontDoor

Prof. Nicole Marie Royer

I have acquired two Masters Degrees
(Applied Sociology MA; Criminal Justice MS) over the course of my academic career.



I instruct students in Introductory to Sociology. It is a course designed to enable the students to understand social behavior and social processes as well as to familiarize the student with the vocabulary and methodology of the discipline of sociology. Areas of emphasis are: research methodology, culture, personality, age and sex roles, family, deviant behavior, social class and stratification, group behavior, and social change.



I teach Social Problems a course designed to enable the student to understand the sociological perspective of Contemporary American Social Problems through analyzing issues in illness and health care, alcohol and drug abuse, family problems, crime and violence, war and terrorism, poverty, race and ethnicity, environmental problems, science and technology, work and unemployment to name just a few. I am focusing in on Human Trafficking (child prostitution and sex slavery) and the civil unrest in Africa following the consequences post civil war with the diamond conflict in Sierra Leone as those are currently my areas of interest and the students are enjoying them as well.



I am teaching Deviant Behavior as well which examines the sociological, social-psychological, and criminological theories of deviant behavior. Major topics include murder, rape, heterosexual deviance, homosexual deviance, urbanization and deviance, alcoholism, drug abuse, mental disorder, suicide, and other criminal and noncriminal forms of deviant behavior.



During the summers I teach a course in Marriage and Families that assists students in developing a perspective regarding areas of adjustment in marriage and family living. Attention to premarital behavior patterns, love and mate selections, communication, family finances, sexual relations, parenthood, divorce, widowhood and remarriage.



As mentioned above I have also obtained a Master of Science in Criminal Justice where I have developed a strong knowledge of U.S. criminal and civil laws. I have taken specialty coursework to obtain this degree; The Nature of Crime, Foundations of Law Enforcement, Crime in Popular Culture, Issues in Justice Policy, Ethics and Leadership in the Criminal Justice system are to just name a few.



I have also authored articles about Crime in popular culture and Internal Affairs Investigations pertaining to police deviance.



I had the opportunity to teach for the criminal justice department in the Fall 2009 semester on Valencia’s East campus to instruct Criminology a course that provides a study of the nature and extent of crime and delinquency, causes and explanations of criminal behavior, and rationale of crime control and treatment in United States.





TEACHING PHILOSOPHY



I have such a passion not only for my disciplines of sociology and criminal justice, but also for the general field of pedagogy. I think that teaching is one of the most important of all human activities. We would not be a civilized society without the socialization process that occurs throughout our life course shaped by our culture. We not only learn from others, but we also teach. Activities such as feeding, potty training, speaking, writing, reading, behaving in contextually appropriate ways, all revolves around the teaching and learning experience.



This ideology reflects my belief that all students and teachers are unique based on their culture. All students and teachers come from a variety of backgrounds and bring with them vastly different experiences. We all learn differently and that acknowledging, and perhaps even appreciating, these differences create a classroom environment for all students’ success. This approach supports not only a variety of learning styles, but a community-oriented classroom that encourages students to explore differing perspectives. This philosophy reinforces the formation of education that will aid in the discovery of new insight about a multitude of ideas.



I appreciate my role as a college professor. I accept that it takes responsibility to create a stage for the learning process to occur, by implementing and facilitating an environment that is conducive to all learner styles, backgrounds and abilities. Sociological thought gives students tools to effectively navigate challenges in their lives and make a positive impact on society long after the classroom experience concludes. I want the course content to become a part of my students’ common knowledge and also to have a positive impact on their own attitudes, beliefs and values as they exit the classroom and enter our world.



I continue to promote a classroom culture of acceptance and respect with a firm discussion on roles and expectations for learners and professor. I stress the importance of attendance, not only regularly, but timely, and demand respect for not only myself, but for each other. A key aspect of the culture of my classroom includes professional student conduct, i.e., eye rolling, deep sighs, racist or prejudicial comments are simply not tolerated! Such behaviors are not in the role of a professional student, and I retain the right to ask such students to leave a class for the remainder of the discussion. I instill the importance of equity and to the equality of decent human rights everywhere and especially in my class. We all have the right to be there, to learn and to participate. If a student’s actions inhibit this process, that student is not welcome. I affirm that the classroom community is central to students’ learning and I emphasize not only my role in that process, but each and every student and his/her unique contributions. This role of professionalism also includes reading all material, studying for the exams, checking their Atlas email for any updates along with questioning absolutely everything. I highly encourage critical thinking and establish an expectation that students will actively ask critical questions of the material presented. When students become a part of what they are learning, they have a greater chance of academic success.



The professor/student relationship was so important in my learning experience that I hope that it will be in theirs. If I can impart the desire to imagine, dream, and be original thinkers as they analyze the world around them then I will feel I have a made an impact on their learning. In return I am compelled to continually learn. Therefore, it is my responsibility to be an effective instructor, and that it is my job to not only monitor my students learning, but mine as well, while adjusting my teaching strategies in response to their pace, depth and breadth of understanding.



"That girl you called a slut in class today. She's a virgin. The pregnant girl walking down the street. She got raped. The boy you called lame. He has to work every night to support his family. That girl you pushed down the other day. She's already being abused at home. That girl you called fat. She's starving herself. The old man you made fun of cause of the ugly scars. He fought for our country. The boy you made fun of for crying. His mother is dying. You think you know them. Guess what? You don’t PUT A STOP to the bullying." ~Author Unknown