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Delucchi, Michael – Teaching Sociology, 2014
This study used a pretest-posttest design to measure student learning in undergraduate statistics. Data were derived from 185 students enrolled in six different sections of a social statistics course taught over a seven-year period by the same sociology instructor. The pretest-posttest instrument reveals statistically significant gains in…
Descriptors: Pretests Posttests, Knowledge Level, Academic Achievement, Undergraduate Students
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Delucchi, Michael; Korgen, Kathleen – Teaching Sociology, 2002
Presents a questionnaire based study of sociology majors in a large U.S. sociology program that evaluates whether students view college in terms of a customer service orientation. Reports that students view higher education as a consumer-driven marketplace. Includes references. (CMK)
Descriptors: Consumer Economics, Consumer Protection, Higher Education, Majors (Students)
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Delucchi, Michael – Teaching Sociology, 2000
Examines the role of instructor likability/rapport on student perceptions of learning and ratings of overall teaching ability, based on data from 205 course evaluation forms representing student responses in ten upper-level sociology courses. Suggests that students who rate their instructors high in likability also reward that instructor with high…
Descriptors: Course Evaluation, Higher Education, Sociology, Student Evaluation of Teacher Performance
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Delucchi, Michael; Smith, William L. – Teaching Sociology, 1997
Argues that student consumerism (faculty acquiescence to student demands, grades as biasing teaching evaluations, and grade obsession) is a product of a new historical era -- postmodernism -- and not easily amenable to "ethical teaching" or the use of "responsible authority." Illuminates student consumerism and its challenges to collegiate…
Descriptors: College Instruction, Consumer Economics, Educational Change, Educational Practices
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Delucchi, Michael; Smith, William L. – Teaching Sociology, 1997
Responds to comments by Eisenberg (Anne F.) and Shepperd (Jerry W.) to the authors' arguments about student consumerism and postmodern society. Notes common ground among all four authors, and addresses points on which they differ: the importance of faculty adapting to students' expectations and the role of the academy as guardian of knowledge.…
Descriptors: Consumer Economics, Educational Change, Educational Practices, Educational Principles