At the 2007 annual meetings of the American Sociological Association, we presented a workshop entitled "How to do the Scholarship of Teaching." The workshop had three main goals: to introduce participants to the literature on the Scholarship of Teaching and Learning (SoTL) and to various SoTL outlets, to guide participants in the process of doing…

In May of 2000, the American Sociological Association hosted a Scholarship of Teaching and Learning conference at James Madison University. The goal was to create a forum where faculty from across the country could reflect on the role of sociology in the burgeoning new scholarship of teaching and learning. In this article, the author explores the…

This article presents the author's response to the article "The Scholarship of Teaching and Learning--Done by Sociologists: Let's Make That The Sociology of Higher Education" by Chad Hanson. The author says that Hanson points to critical limitations of the scholarship of teaching and learning (SoTL) in sociology, including insufficient attention…

This article presents the author's response to the article "The Scholarship of Teaching and Learning--Done By Sociologists: Let's Make That the Sociology of Higher Education" by Chad Hanson. In this response to Hanson's call for a sociology of higher education (SHE), the author will focus upon two things. First, he will review an idea…

The use of senior undergraduate students as lab-discussion leaders in an experimental introductory sociology course is examined. Results of the program indicate little or no increased learning over a control group. Student reaction to the course was favorable. Further utilization of undergraduates and careful study are emphasized. (Author/DE)

This article presents the results of a postal survey of courses in the sociology of development taught in the United Kingdom institutions of higher education in 1972. Three broad categories were identified: Marxist-globalist, mainstream sociological, and anthropological. Examples of each of these types are presented and discussed. (Author/DE)

This article presents data that were collected on the occupations of sociology major graduates between 1965 and 1972 of Southwest Texas State University. The principal occupations were social service, teaching, and secretarial positions. Suggestions are made for a review of the educational goals of undergraduate sociology instruction. (Author/DE)

Description of Sociology Library (SOLIB), presented as a package of computer programs designed for smaller computers used in research methods courses and by students performing independent research. (Author/ND)

Using data from college undergraduate classes, the authors evaluate college classrooms and the role performances of students from a social organization perspective. (JR)

College teachers, students, and noncollege adults participated in a study in which they were asked to predict the behavior of college students given an absurdly easy quiz in a sociology class. The study examines the perceptions of student roles in the classroom. (Author/JR)

Reviews findings from "The First Year of College Teaching" (Fink, 1984) and draws implications for the graduate training of future sociologists. (JDH)

Study findings showed that an introductory sociology course had a significant liberalizing effect on students' attitudes regardless of the professor's theoretical perspective. It was also found that introductory sociology students involved in a similar study four years earlier were significantly more conservative than this group of students.…

Male students gave lower faculty ratings than female students, but their ratings for female faculty were high regardless of the field. Female students showed a bias against women faculty in traditional fields and for women faculty in nontraditional fields. (Author/RM)

A survey of sociology departments revealed that good teaching is not taken seriously in evaluation of candidates for new positions and in decisions regarding promotion and merit pay increases. The relative weights given to teaching and research and how to overcome resistance to rewarding teaching excellence are discussed. (Author/RM)

An analysis of 408 recommendations for merit salary awards in various disciplines at one university showed that participation in administrative or committee functions or being active in research carries more weight than making special contributions to the teaching program. (Author/RM)