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Linking Sociology Majors to Labor Market Success
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Ciabattari, Teresa; Lowney, Kathleen S.; Monson, Renee A.; Senter, Mary Scheuer; Chin, Jeffrey – Teaching Sociology, 2018
Colleges and universities face pressures from multiple stakeholders to attend to the labor market success of their graduates. In this article, we argue that it is in the best interests of sociology students and the discipline that sociology programs respond proactively to these pressures. We encourage sociology programs to design curricula that…
Descriptors: Sociology, Majors (Students), Education Work Relationship, College Graduates
2016 Hans O. Mauksch Address: Are Introduction to Sociology and Social Problems Morphing into Each Other? What Syllabi Can Tell Us
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Lowney, Kathleen S.; Price, Anne M.; Gonzalez Guittar, Stephanie – Teaching Sociology, 2017
Given that so many college students take Introduction to Sociology or Social Problems or both, we wondered about the amount of content overlap in these courses. We designed a study that used content analysis of syllabi from these courses in order to measure the amount of convergence between the two classes. In our sample, nearly 70 percent of the…
Descriptors: College Students, Sociology, Introductory Courses, Social Problems
Ask "Teaching Sociology": What Should Faculty Consider before Having Students Conduct Research in a Class?
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Lowney, Kathleen S. – Teaching Sociology, 2014
There are many things that sociology faculty have to consider as they begin planning a student course such as: (1) why students need to understand scientific methods, by conducting research for themselves; (2) What specific learning goals and objectives will be met by students doing research, either individually or collectively?; (3) Why do…
Descriptors: Student Research, College Students, Sociology, School Policy
Overcoming Student Disengagement and Anxiety in Theory, Methods, and Statistics Courses by Building a Community of Learners
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Macheski, Ginger E.; Buhrmann, Jan; Lowney, Kathleen S.; Bush, Melanie E. L. – Teaching Sociology, 2008
Participants in the 2007 American Sociological Association teaching workshop, "Innovative Teaching Practices for Difficult Subjects," shared concerns about teaching statistics, research methods, and theory. Strategies for addressing these concerns center on building a community of learners by creating three processes throughout the course: 1) an…
Descriptors: Research Methodology, Workshops, Sociology, Teaching Methods
A Long and Winding Road: Curricular Development as Social Context Based Assessment.
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Macheski, Ginger; Lowney, Kathleen S. – Teaching Sociology, 2002
Presents a sociology program through three models of curriculum: (1) faculty centered; (2) discipline centered; and (3) student community based curricula. Explores the experiences with these models and reveals that curricular development as a social process can be used to lay a foundation for social context based assessment. (Author/KDR)
Descriptors: Behavioral Objectives, College Curriculum, Community Education, Curriculum Development
Reducing "Theory Anxiety" through Puzzles.
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Lowney, Kathleen S. – Teaching Sociology, 1998
Argues that students are apprehensive about theory courses, in part, because they require abstract, detailed reasoning skills. Presents a puzzle exercise developed to allow students to break through their "theory anxiety" without minimizing the complex thinking skills necessary for theorizing. Discusses preparation and implementation, and…
Descriptors: Anxiety, Critical Thinking, Higher Education, Learning Activities