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Core, Rachel S. – Teaching Sociology, 2017
This teaching note suggests that a short-term study abroad program embedded within a longer course can be a tool for enhancing global learning. The work uses the Association of American Colleges and Universities (AAC&U) Global Learning VALUE rubric to evaluate student work from a spring break seminar to Shanghai, China. The seminar was…
Descriptors: Foreign Countries, Study Abroad, Seminars, Demography
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Pelak, Cynthia Fabrizio; Duncan, Stacey – Teaching Sociology, 2017
This article explores the use of a social science-fictional play to teach macro-structural concepts related to global capitalism and surplus labor in a small and large Introduction to Sociology course. Relying on a cross-disciplinary and critical pedagogical approach that combines theory and practice to empower students to develop a critical…
Descriptors: Teaching Methods, Social Sciences, Fiction, Drama
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Nordmeyer, Kristjane; Teig, Trisha; Bedera, Nicole – Teaching Sociology, 2017
This article describes a study abroad experience in Norway and Sweden that was designed to explore gender equality in two of the world's most gender-progressive countries. Course readings explored the work of feminist sociologists and asked students to think critically about gender equality from a cross-cultural perspective. Students met with…
Descriptors: Foreign Countries, Study Abroad, Student Attitudes, Reflection
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Custer, Lindsay; Tuominen, Anne – Teaching Sociology, 2017
Increasing college students' exposure to global contexts and improving their intercultural competency remain challenging educational objectives, especially at the community college level. Fortunately, the recent shift in higher education from study abroad opportunities toward so-called "internationalization at home" initiatives, where…
Descriptors: Community Colleges, Educational Opportunities, Global Approach, Online Courses
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Schrank, Zachary – Teaching Sociology, 2016
Common concerns for many instructors of introductory college courses are that their students do not prepare for or attend class, are minimally engaged, and exhibit poor reading comprehension and writing skills. How can instructors respond to these challenges? Research finds that frequent testing improves the learning outcomes of students. Can it…
Descriptors: College Students, Introductory Courses, Sociology, Student Attitudes
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Nowakowski, Alexandra C. H.; Sumerau, J. E.; Mathers, Lain A. B. – Teaching Sociology, 2016
This conversation explores emerging debates concerning teaching to and about marginalized populations often left out of "representative" data sets. Based on our experiences studying, teaching, and belonging to some of these unrepresented populations, we outline some strategies sociologists may use to transform the limitations of data…
Descriptors: Sociology, Data, Inclusion, Critical Thinking
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Curtis, John W.; Mahabir, Cynthia; Vitullo, Margaret Weigers – Teaching Sociology, 2016
The large majority of faculty members teaching in community colleges are employed on a part-time basis, yet little is known about their working conditions and professional engagement. This article uses data from a recent national survey of faculty members teaching sociology in community colleges to provide this information, with particular…
Descriptors: Sociology, College Faculty, Part Time Faculty, Teacher Student Relationship
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Kapitulik, Brian P.; Rowell, Katherine R.; Smith, Michelle A.; Amaya, Nicole V. – Teaching Sociology, 2016
In this article, we utilize national survey data to assess the professional status of full-time sociology faculty in community colleges. Traditionally, sociologists have argued that for a particular type of work to be conceptualized as a profession, it must meet certain criteria, such as: esoteric knowledge and skills, high levels of workplace…
Descriptors: Community Colleges, Sociology, College Faculty, Professional Recognition
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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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Lowry, Deborah – Teaching Sociology, 2016
What should activist-scholars teach in the social problems classroom? In this conversation, I challenge the assertion that advancing a sociology of social problems is an overly academic enterprise of little use to students and other publics. I introduce the potential of a pedagogical framework for promoting social problems literacy: a set of…
Descriptors: Activism, Scholarship, Social Problems, Citizen Participation
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Eglitis, Daina S.; Buntman, Fran L.; Alexander, Dameon V. – Teaching Sociology, 2016
This article discusses the use of problem-based learning (PBL) in the undergraduate sociology classroom. PBL shifts students from the role of passive listeners and learners to active knowledge builders and communicators through the use of concise and engaging social problem cases. PBL creates opportunities for building substantive area knowledge,…
Descriptors: Social Problems, Problem Based Learning, Sociology, Teaching Methods
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Grauerholz, Liz; Settembrino, Marc – Teaching Sociology, 2016
In this article, we describe an adaptation of Nichols, Berry, and Kalogrides's "Hop on the Bus" exercise. In addition to riding the bus, we incorporated a visual component similar to that developed by Whitley by having students conduct a sociological, photographic exercise after they disembarked. Qualitative and quantitative assessment…
Descriptors: Sociology, Bus Transportation, Qualitative Research, Statistical Analysis
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Ballantine, Jeanne; Greenwood, Nancy; Howard, Jay R.; Kain, Edward L.; Pike, Diane; Schwartz, Michael; Smith, R. Tyson; Zipp, John F. – Teaching Sociology, 2016
Is there a distinct disciplinary core (or foundation of agreed on knowledge) in sociology? Should we define a core in our broad field to build consensus? If so, what should it look like? We address these questions by presenting three viewpoints that lean for and against identifying a core for department curricula, students, and the public face of…
Descriptors: Reflection, Sociology, Foundations of Education, Course Content
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Ferguson, Susan J. – Teaching Sociology, 2016
This article provides a critique and an addition to observations raised by Ballantine et al. in this issue. After reviewing the strengths of Ballantine et al.'s article about the need for a core in sociology, I argue that this debate has gone on long enough and needs to be reframed around areas of agreement. Three major curricular projects (that…
Descriptors: Sociology, Foundations of Education, Debate, Educational Philosophy
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Sweet, Stephen – Teaching Sociology, 2016
While the popularity of the psychology major and the sociology major were comparable in 1970, sociology witnessed a decline while psychology witnessed expansion. This article considers strategies of expanding the popularity of the sociology major, considering data from a variety of sources. Primary recommendations are to configure programs to…
Descriptors: Department Heads, Undergraduate Students, Sociology, Majors (Students)
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