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Conner, Christopher T.; Baxter, Nicholas M. – Teaching Sociology, 2022
In this article, we report on the implementation of using the game Werewolf as a student-centered applied-learning activity to teach symbolic interaction theory and concepts. Engaging with symbolic interaction theory can be a powerful experience for students due to its potential to challenge taken-for-granted assumptions and analyze students'…
Descriptors: Games, Role Playing, Student Centered Learning, Undergraduate Students
Parrotta, Kylie L.; Buck, Alison R. – Teaching Sociology, 2013
We introduce an exercise designed to make Marx's theory of alienated labor accessible to students in a Sociology of Work class. Through a role-playing activity where students create and sell goods under conditions of both alienated and nonalienated labor, students actually experience the different material and social consequences of these…
Descriptors: Experiential Learning, Role Playing, Sociology, Teaching Methods
Teixeira-Poit, Stephanie M.; Cameron, Abigail E.; Schulman, Michael D. – Teaching Sociology, 2011
How can instructors use experiential learning strategies to enhance student understanding of research ethics and responsible research conduct? In this article, the authors review literature on using experiential learning to teach research ethics and responsible research conduct. They present a three-step exercise for teaching research ethics and…
Descriptors: Social Science Research, Behavioral Objectives, Experiential Learning, Learning Strategies
Simpson, Joseph M.; Elias, Vicky L. – Teaching Sociology, 2011
This article introduces a sociology role-playing game (RPG) used to demonstrate the broad range of social forces, institutions, and structures in a semester-long series of in-class and homework assignments. RPGs and other simulation games have been frequently suggested as a useful teaching methodology because of their unique ability to allow…
Descriptors: Sociology, Role Playing, Educational Games, Simulation
Peer reviewed
Straus, Roger A. – Teaching Sociology, 1986
Describes four simple learning games, providing a brief rationale, educational goals, implementation procedures, and tips for facilitating students' learning. The four games described are the Gender Reversal Game, the Humor Game, the Stratification Game, and the World System Game. (Author/JDH)
Descriptors: College Instruction, Educational Games, Experiential Learning, Higher Education
Peer reviewed
Shepelak, Norma J. – Teaching Sociology, 1996
Recounts a criminology class exercise that consisted of staging a mock trial using the murders from Truman Capote's "In Cold Blood" as source material. Students research the case and role play various lawyers, jury members, and witnesses. Identifies and discusses four educational objectives attainable through the staging of mock trials. (MJP)
Descriptors: Courts, Criminology, Educational Objectives, Experiential Learning
Peer reviewed
Smith, David Horton – Teaching Sociology, 1996
Connects the personal classroom experiences of a sociology professor with the changes in teaching methods over the last 30 years. Unequivocally, supports the more interactive teaching methods such as collaborative learning, role playing, simulations, and debates. Valuable appendix includes detailed descriptions of six group activities. (MJP)
Descriptors: Cooperative Learning, Discussion (Teaching Technique), Educational History, Educational Philosophy
Peer reviewed
Kitzerow, Phyllis – Teaching Sociology, 1990
Describes group role-playing activities that have been used to teach about education, criminology, and sex roles. Suggests that role play helps students to absorb and retain many of the insights about the issues involved. (DB)
Descriptors: Experiential Learning, Group Activities, Higher Education, Learning Activities
Peer reviewed
Crowdes, Margret S. – Teaching Sociology, 2000
Discusses a way to enhance the teaching of critical social analyses with explicit attention to experiential and somatic learning modalities. Indicates main learning objectives adapted from a course called "Power, Conflict, and Change in Social Interaction: What's a Body to Do?" Concludes with discussion of several exercises. (CMK)
Descriptors: Course Content, Educational Practices, Experiential Learning, Feminism