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Linneman, Judith A. – Teaching Sociology, 2019
Impacts of incorporating active learning pedagogies into a lecture-based course were examined among 266 students across nine research methods course sections taught by one instructor at a large public university. Pedagogies evaluated include lecture only, lecture with small group discussions, and lecture with simulations. Although…
Descriptors: Group Discussion, Simulation, Lecture Method, Teaching Methods
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Downey, Dennis J.; O'Connor, Lindsey Trimble; Abell, Leslie; Armanino, Daniel; Jepson, Mark; Kadakal, Reha; Nam, Sunghee; Sánchez, Luis; Sowers, Elizabeth – Teaching Sociology, 2019
The American Sociological Association has produced a wide range of reports and materials addressing curricular best practices. Collectively, those materials are an invaluable resource for guiding revisions of the sociology major, but they do not address processes for implementing such revisions. In this conversation piece, we describe the steps by…
Descriptors: Sociology, Curriculum Design, Educational Change, Outcomes of Education
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Messineo, Melinda – Teaching Sociology, 2018
The 2017 Mauksch Address invites readers to consider how the field of sociology might benefit from greater inclusion of the science of learning into its pedagogy. Results from a survey of 92 teaching and learning experts in sociology reveal the degree to which the discipline's understanding of teaching and learning is informed by the science of…
Descriptors: Sociology, Learning, Online Surveys, College Faculty
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Wyant, Amanda; Bowen, Sarah – Teaching Sociology, 2018
Previous research has examined the use of nontraditional readings, particularly fiction, as a tool for teaching sociological concepts. Few studies have specifically looked at nonfiction monographs and ethnographies. This paper extends prior research by exploring how in-person and online book clubs using nonfiction texts can be used as a tool to…
Descriptors: Books, Clubs, Sociology, Student Attitudes
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Weinzimmer, Julianne; Bergdahl, Jacqueline – Teaching Sociology, 2018
Teaching sociological perspectives on race and ethnicity is challenging due to the predominance of color-blind ideology in our supposed postracial society. Students enter the classroom hesitant to discuss race or acknowledge ongoing racism. To better educate students and bridge the racial distance between them, we developed small-group,…
Descriptors: Race, Ethnicity, Group Discussion, Racial Attitudes
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Martinez-Cola, Marisela; English, Rocco; Min, Jennifer; Peraza, Jonathan; Tambah, Jamesetta; Yebuah, Christina – Teaching Sociology, 2018
What happens when the outside world begins to affect the classroom? Is the classroom supposed to be neutral, objective, and devoid of feelings? Or is it a space where students and teacher meet for healing, understanding, and critical thinking? From news reports of police brutality to highly publicized acts of racial aggression, students are…
Descriptors: Sociology, Teaching Methods, Antisocial Behavior, Critical Theory
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Brown, Sonia; Blount, Stacye; Dickinson, Charles A.; Better, Alison; Vitullo, Margaret Weigers; Tyler, Deidre; Kisielewski, Michael – Teaching Sociology, 2016
This article evaluates the reasons for career choice and job satisfaction among community college faculty who teach sociology, in relation to a social justice motivation for teaching. Using closed- and open-ended response data from a 2014 national survey of community college sociology faculty, this study finds that a preponderance of faculty do…
Descriptors: Sociology, College Faculty, Community Colleges, Social Justice
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Parrott, Heather Macpherson; Cherry, Elizabeth – Teaching Sociology, 2015
We have created a new teaching tool--process memos--to improve student writing. Process memos are guided reflections submitted with scaffolded assignments that facilitate a written dialogue between students and instructors about the process of writing. Within these memos, students critically assess available teaching tools, discuss their writing…
Descriptors: Teaching Methods, Writing Improvement, Writing Instruction, Teacher Student Relationship
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Khanna, Nikki; Harris, Cherise A. – Teaching Sociology, 2015
Prof. Niemonen claims that the concept of white privilege is "anti-sociological" and "mask[s] complex race-class interactions." He highlights the importance of including social class in discussions of white privilege but focuses exclusively on the white working class, neglecting how race and social class also intersect for…
Descriptors: Whites, Working Class, Social Class, Race
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Huggins, Christopher M.; Stamatel, Janet P. – Teaching Sociology, 2015
Lecturing has been criticized for fostering a passive learning environment, emphasizing a one-way flow of information, and not adequately engaging students. In contrast, active-learning approaches, such as team-based learning (TBL), prioritize student interaction and engagement and create multidirectional flows of information. This paper presents…
Descriptors: Comparative Analysis, Lecture Method, Instructional Effectiveness, Student Attitudes
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Meanwell, Emily; Kleiner, Sibyl – Teaching Sociology, 2014
Teaching for the first time can be a challenging but rewarding experience. For first-time graduate student instructors, however, it also officially marks the transition from student to teacher--a process that can be both transformational and emotion-laden. In this article, we use content analysis of 86 first-time sociology graduate student…
Descriptors: Emotional Experience, Graduate Students, Student Attitudes, Content Analysis
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Trautner, Mary Nell – Teaching Sociology, 2014
Even though pedagogy courses in sociology are on the rise, many departments do not offer or require a course on teaching sociology or a teaching proseminar series. However, faculty in such departments do have other options for incorporating and integrating pedagogical issues into their standard curriculum. In this note, I offer one suggestion for…
Descriptors: Graduate Students, Graduate Study, Teaching Methods, Teaching Experience
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Tsui, Ming – Teaching Sociology, 2010
On the basis of the presumption that the best way to learn something is to teach it, the author describes the use of "interteaching" in introductory-level sociology courses. This approach incorporates the strong points of several cooperative learning methods, with additional features that help ensure the quality of discussion questions and…
Descriptors: Discussion, Cooperative Learning, Sociology, Teaching Methods
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Atkinson, Maxine P.; Buck, Alison R.; Hunt, Andrea N. – Teaching Sociology, 2009
"Teaching Sociology's" emphasis on the scholarship of teaching and learning has moved the field well beyond simple description of teaching methods. There is no doubt that the journal is more scholarly than in the past. Still, we do not take advantage of our rich theoretical disciplinary work. There is much to learn sociologically about the…
Descriptors: Scholarship, Interaction, Teaching Methods, Educational Theories
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Atkinson, Maxine P.; Hunt, Andrea N. – Teaching Sociology, 2008
This paper is based on a workshop of the same name presented at the 2007 American Sociological Association meetings. The purpose of the workshop and this article is to focus attention on teaching methods that require students to actively investigate sociological phenomena. During the workshop, participants practiced constructing inquiry-guided…
Descriptors: Sociology, Teaching Methods, Inquiry, Learning Activities
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