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Peer reviewed
Wagenaar, Theodore C.; Subedi, Janardan – Teaching Sociology, 1996
Describes a program of summer study in Nepal that exposes students to a multicultural and international perspective. Examines the content, goals, and objectives of the program. The objectives include active learning, structuring learning communities, and developing higher-order thinking skills. Provides suggestions for setting up similar programs.…
Descriptors: Active Learning, Cultural Pluralism, Curriculum Development, Educational Experience
Peer reviewed
Corwin, Patricia – Teaching Sociology, 1996
Explores how a student service program can be implemented without a large staff and without cost, in large introductory sociology classes as part of an extra-credit project, while augmenting course material as an active learning component. Discusses a class that fits this description at North Dakota State University. (MJP)
Descriptors: Community Education, Community Support, Educational Cooperation, Experiential Learning
Peer reviewed
Steele, Stephen F.; Marshall, Sherry – Teaching Sociology, 1996
Charts the forces changing undergraduate sociology education and attempts to define the future nature of the discipline. Visualizes a discipline that is more practical and problem centered, marketing itself as a proactive tool for understanding changing social systems. Recommends experiential and active learning utilizing new technology. (MJP)
Descriptors: Course Content, Course Organization, Cultural Influences, Economic Impact
Peer reviewed
Calderon, Jose; Farrell, Betty – Teaching Sociology, 1996
Describes an undergraduate sociology course where college students helped develop and teach multicultural lesson plans to high school students in a multiethnic district of Los Angeles (California). Discusses the origin and organization of the project and addresses some of its inherent structural and substantive challenges. (MJP)
Descriptors: Antisocial Behavior, College Students, Conflict, Cultural Interrelationships
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
Keen, Mike F. – Teaching Sociology, 1996
Considers the complete ethnographic project as a strategy for teaching qualitative methods. Describes an undergraduate class where students chose an ethnographic setting, gathered and analyzed data, and wrote a final report. Settings included Laundromats, bingo halls, auctions, karaoke clubs, and bowling leagues. (MJP)
Descriptors: Data Collection, Data Interpretation, Ethnography, Experiential Learning
Peer reviewed
Stanley, Kathleen; Plaza, Dwaine – Teaching Sociology, 2002
Describes a one-week course that focused on connections between global processes and local communities using an action-learning model. Discusses the action learning model, the content of the course, how student learning was evaluated, and what the teachers learned throughout the course. Addresses other uses of the model. (CMK)
Descriptors: Active Learning, Course Content, Experiential Learning, Global Approach
Peer reviewed
Greenberg, Norman – Teaching Sociology, 1989
Describes the program Discovery located in western Massachusetts designed to incorporate experiential learning into the teaching of criminology, juvenile delinquency, social deviance, and related subjects. Reports that the program has proven to be useful in providing concrete experiences and has been widely praised by the host agencies. (KO)
Descriptors: Antisocial Behavior, Criminology, Delinquency, Experiential Learning
Peer reviewed
Singleton, Royce, Jr. – Teaching Sociology, 1989
Presents a method for teaching sampling that uses hypothetical, small-scale target populations. Suggests that this method can best introduce the basic concepts of sampling in the context of a concrete example. Uses actual data collected from the class in order to provide a hands-on experience. Notes some potential limitations of the approach. (KO)
Descriptors: Classroom Techniques, Evaluation Methods, Experiential Learning, Higher Education
Peer reviewed
Chaichian, Mohammad A. – Teaching Sociology, 1989
Describes an undergraduate course taught at the University of Dubuque (Iowa) that examines the political economy of urban development in a historical frame of analysis and emphasizes experiential learning. Traces the conception, design, and delivery of this course. Offers results of an evaluation by those who contributed to the course. (KO)
Descriptors: Course Evaluation, Curriculum Development, Economic Development, Experiential Learning
Peer reviewed
Grauerholz, Elizabeth; Copenhaver, Stacey – Teaching Sociology, 1994
Maintains that experiential methods that rely on students' own life experiences and involve self-disclosure are becoming increasingly common in sociology courses that deal with difficult subjects. Discusses benefits and risks involved in using such methods in a student-instructor dialog. (CFR)
Descriptors: Controversial Issues (Course Content), Ethical Instruction, Ethics, Experiential Learning
Peer reviewed
Netting, Nancy S. – Teaching Sociology, 1994
Contends that many students enter sociology with an exaggerated belief in their own uniqueness. Presents a description of a course activity in which students see how social forces affect their choices and chances, thereby seeing the sociological perspective on social problems. (CFR)
Descriptors: Class Activities, Course Content, Course Descriptions, Curriculum Development
Peer reviewed
Hale, Sylvia – Teaching Sociology, 1995
States that an important goal of introductory college sociology courses is to make the discipline come alive for students and to encourage active involvement in learning. Describes a student project approach in which students interview three people and analyze the data relevant to four theoretical perspectives. (CFR)
Descriptors: Active Learning, Assignments, Course Content, Course Descriptions
Peer reviewed
Lurie, Elinore E.; Ovrebo, Beverly – Teaching Sociology, 1995
Describes the content and instructional techniques used in a college course on program evaluation. Discusses the use of cooperative learning methods and fieldwork as instructional strategies. Maintains that student evaluations indicate the course achieved its objectives. (CFR)
Descriptors: Classroom Environment, Classroom Techniques, Cooperative Learning, Course Descriptions
Peer reviewed
Lackey, Chad – Teaching Sociology, 1995
Maintains that the study of complex organizations has long been central to sociology. Presents and describes a college assignment based on the sociological practice perspective, a new approach to social science instruction. Includes a six-step student process, information on grading, and a sample of student questions. (CFR)
Descriptors: Active Learning, Classroom Techniques, Course Content, Course Descriptions