Descriptor
Curriculum Development | 12 |
Higher Education | 12 |
Sociology | 10 |
Instructional Design | 3 |
Program Descriptions | 3 |
Course Content | 2 |
Curriculum | 2 |
Decision Making | 2 |
Educational Philosophy | 2 |
Ethical Instruction | 2 |
Ethics | 2 |
More ▼ |
Source
Teaching Sociology | 12 |
Author
Publication Type
Journal Articles | 12 |
Opinion Papers | 12 |
Reports - Descriptive | 4 |
Reports - General | 2 |
Guides - Classroom - Teacher | 1 |
Guides - Non-Classroom | 1 |
Education Level
Audience
Practitioners | 3 |
Teachers | 3 |
Administrators | 2 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Moy, Caryl T. – Teaching Sociology, 1987
Describes a college course on human sexuality, its goals and evolution. Includes a section on student enrollment, student reasons for taking the course, and a discussion of goals and techniques for human sexuality instruction. (Author/AEM)
Descriptors: Classroom Techniques, Course Descriptions, Curriculum Development, Higher Education
Peer reviewed
Drabek, Thomas E. – Teaching Sociology, 1988
Examines several issues that arise in designing and teaching courses on the sociology of complex organizations. Describes strategies which may be used to overcome typical course design constraints and poses several key questions for individuals involved in teaching such courses. (Author/GEA)
Descriptors: Curriculum, Curriculum Development, Educational Strategies, Higher Education
Peer reviewed
Baxter, Vern – Teaching Sociology, 1988
Describes a case-study technique for teaching industrial sociology that stresses the evolution of the division of labor, or how people have come to perform different jobs. Discusses methods of examination and testing and reviews the implications and limitations of the course. (GEA)
Descriptors: Case Method (Teaching Technique), Case Studies, Curriculum, Curriculum Development
Peer reviewed
Wallace, Richard Cheever – Teaching Sociology, 1988
Discusses the value of a capstone course in applied sociology as the culmination of the undergraduate sociology curriculum. Points out advantages of joint faculty-student projects for the course and presents the relative merits of two different formats: solo versus team projects. (Author/GEA)
Descriptors: Capstone Experiences, Course Content, Curriculum Development, Field Experience Programs
Peer reviewed
Danzger, M. Herbert – Teaching Sociology, 1988
Discusses the Internship in New York City Government program initiated by City University of New York (Lehman College) to provide sociology majors with insight into the workings of a profession. Emphasizes that such programs are necessary because a large number of sociology majors choose business and professional careers over academic ones. (GEA)
Descriptors: Business Administration Education, Curriculum Development, Higher Education, Instructional Improvement
Peer reviewed
Andersen, Margaret L. – Teaching Sociology, 1988
This essay explores how the sociology curriculum might be altered if women of color were at the center of sociological teaching. Includes practical suggestions for achieving this goal and a list of questions faculty members can ask about their existing courses. (BSR)
Descriptors: Curriculum Development, Curriculum Enrichment, Higher Education, Sex Bias
Peer reviewed
Brooks, Michael – Teaching Sociology, 1987
Describes the responsibilities and goals of the Director of Undergraduate Studies of the Sociology Department at the University of Kentucky. Emphasizes the importance of advising, liaison activities, curriculum development, and support of good teaching. Contends that the program is a successful approach to increasing enrollments and furthers the…
Descriptors: Cooperative Planning, Curriculum Development, Educational Development, Higher Education
Peer reviewed
Dowd, James J. – Teaching Sociology, 1991
Discusses effects on graduate sociology education of trends emphasizing quantitative methods and the positivist tradition at the expense of social theory and interpretive sociology. Argues that failure to develop sociology's interpretive tradition has allowed the style and intellectual creativity of sociological work to suffer. Urges greater…
Descriptors: Creativity, Curriculum Development, Educational Philosophy, Graduate Study
Peer reviewed
Folse, Kimberly A. – Teaching Sociology, 1991
Urges the sociology profession to make ethical practices in teaching and research a first priority. Argues that the mentor/apprenticeship model is an inadequate solution for teaching ethical decision making. Suggests that ethical training should be infused in the curriculum and supported by programs at the department, college, and university…
Descriptors: Curriculum Development, Decision Making, Departments, Educational Objectives
Peer reviewed
Pescosolido, Bernice A. – Teaching Sociology, 1991
Examines issues surrounding socioethical topics. Argues that professional responsibility operates at three distinct but interconnected levels: individual (moral-philosophical), professional (sociological), and societal (multidisciplinary). Argues that the nature of sociology inevitably leads to facing ethical issues as professional rather than…
Descriptors: Course Content, Curriculum Development, Decision Making, Ethical Instruction
Peer reviewed
Finkelstein, Marvin S. – Teaching Sociology, 1990
Asserts that sociology is losing ground to other disciplines and programs that are engaged more actively in the workplace. Proposes that, because of the vast changes in the workplace, there is a more active and more applied role for sociology that may help to provide greater opportunities for students and faculty. (DB)
Descriptors: Career Development, Curriculum Development, Education Work Relationship, Educational Change
Peer reviewed
Hendershott, Anne; Wright, Sheila – Teaching Sociology, 1993
Describes the use of student focus groups to review and evaluate an interdisciplinary undergraduate program. Asserts that this technique reveals more significant information than using machine scorable tests. Concludes that the instructors' role is the most important factor in student attitudes toward a course. (CFR)
Descriptors: Course Evaluation, Curriculum Development, Curriculum Evaluation, Evaluation Methods