Six student projects which focus attention on the activities and processes through which conditions come to be defined as social problems are described. They demonstrate the relevance of the student's own values and life experiences in understanding social problems. (Author/DE)

Debate is proposed as the best pedagogical alternative, of several that are suggested, to teach theoretical and relevant sociology to undergraduate college students. (ND)

Treatment of theory as an analytic tool, translation of the structure of a theory into nonverbal media, and utilization of projects for the application of a theory to elicit consequences for evaluation can be used to enable students to learn sociological theory in a classroom setting by means of experience. (Author/ND)

Two exercises are described for teaching about perception and knowledge in an introductory sociology course. One involves the use of a series of anomalous playing cards; the other uses a series of printed statements. Both force the students to experience perception and knowledge as socially constructed and problematic. (Author)

Suggests a technique for use in college sociology courses which processes cognitive content in a small group. The method stresses sensitivity to group members, active participation in the learning process, individual responsibility for learning outcomes, and openness to feedback. (Author/DB)

Recommends a classroom exercise to demonstrate intergroup relations. Possible learning outcomes include conflict resolution, decision-making, trust, and increased understanding of differences between competitive and collaborative behavior. (Author/DB)

Considers the use of personal information given by students to teach about understanding and appreciation of data analysis in college sociology courses. Students are directed to describe their personal style by a five step process: simple measurement of personal characteristics, recoding and indexing, quantifying a dimension, discussing recoding…

Describes eight classroom activities which instruct college level sociology students about major concepts and principles of social psychology. Concepts include gestalt psychology, nonverbal communication, adaptation level, relative deprivation, selective exposure, labeling, sexism, and perceptual distortion. (Author/DB)

The impact of sex and gender in the teaching of sociology is discussed, and four stages in the development of sex and gender courses within the sociology curriculum are delineated. Currently sex and gender sociology courses emphasize the diversity of human experience. Pedagogical challenges are examined. (Author/RM)

Teaching men about gender in general and masculinity in particular is most effective when a feminist perspective is used to develop tactics of engagement. An argument is made for requiring students to understand the role homophobia plays in maintaining masculine stereotypes and the interdependency of female and male roles. (Author/RM)

The importance of and ways in which the perspective of women of color can be integrated into the teaching of gender-related topics in sociology are discussed. The three major teaching methods identified are a comparison approach, a special treatment approach, and a mainstreaming approach. Institutional settings are also discussed. (RM)

Described is the transformation of a graduate gender seminar into a community of sociologists who share a commitment to the development of gender as a specialty in sociology and a commitment to the enhancement of seminar members' professional and personal lives. The transformation was guided by principles of feminist pedagogy. (Author/RM)

How student journals were used in a college-level sex/gender sociology course to facilitate student learning through writing is described. Students are required to formulate journal entries based on an issue or question that they raise for themselves. Learning occurs as students make connections in developing answers to their own questions.…

The resistance of recent high school graduates enrolled in residential colleges to feminist analysis in terms of the students' life experiences is explained. Rather than dismissing students' perceptions as naive, it is important to apply a feminist methodology to their experiences. Some suggestions are made. (Author/RM)

A computer game called "Sex Roles" for use in college level sociology classes is described. A learning activity for teaching about sex roles is presented and three criminology textbooks that treat women are described. (RM)