Describes the pedagogical and philosophical reasons for adopting the use of take-home multiple choice exams for introductory sociology courses. Reports students' reactions to the exams and provides a discussion of the grading conflicts which arise due to improved performance. (JDH)

Outlines a community action learning model that stresses the integration of classroom and experiential learning. Program prerequisites, structure, process, and action learning projects are also discussed. (Author/JDH)