Describes a social problems sociology course in which reading and writing assignments are of paramount importance. The article is presented in three sections--an account of the teacher's goals, plans, and experiences; evaluation of the course by the undergraduate research associate; and reflections by the teacher on literacy and academic values.…

Pros and cons of teaching large classes are discussed. Five innovative teaching efforts are reviewed as alternatives: lecture-tutorial system, modular teaching approach, self-paced instructional program, diversified learning approach, and teaching information processing system. (ND)

As part of an introductory sociology course students examined social problems from the three perspectives of common sense, journalism, and sociology. They explored these perspectives outside the classroom through various activities which included a questionnaire of their own common sense thoughts, interviews, and readings. (Author/DE)

Proposes a teaching/learning strategy for college level sociology courses on problem solving. The method involves directing students to assess the logical adequacy of statements selected from common sense, journalism, and sociology. Evaluation of a course based on this method indicates that it can help students develop rational thinking skills.…

Contrasts the culture and social structure of research and teaching; demonstrating significant differences in these two spheres of academic work. Explores the question of how scholarship related to teaching can be fostered in a fashion similar to research and identifies six strategies for making gains in this endeavor. (JDH)

The first 10 volumes of "Teaching Sociology" (1973-1983) were appraised; characteristics of the authors and their articles were examined. Case studies of instructional innovation were found to dominate the journal. The innovative work presented was quite diverse. The journal offers teachers a unique chance to share the joy of teaching. (Author/RM)

Examines the organized contradictions linked to the simultaneous bureaucratization and professionalization of academe that restrict excellence in undergraduate instruction. Presents a general systems model that points out the need for a coordinated set of changes which, if institutionalized, could lead to an academic revolution. Responses by Lee…

Faculty who see themselves primarily as teachers have a local orientation. Those involved with research and service work are more likely to have a cosmopolitan orientation. Teachers should undertake research or service commitments that extend beyond the local campus. Faculty should not rely exclusively on students to evaluate their teaching. (RM)

Presents a case study of six social science departments that examined the position of chairperson as a negotiator of faculty work styles (consisting of teaching, research, and service). Chairpersons' expectations are compared to faculty expectations and actual commitments. Results are explained in terms of major negotiating mechanisms available to…

Reviews work of philosophers, educators and sociologists who have examined critical thinking as central to the learning process. Suggests three strategies to improve the sociology teacher's capacity to assess critical thinking: a survey of existing instruments, development of analytic tools to assess existing test items, and teacher-developed…