Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Kaylin M. Greene; Cody Warner Abstract: Teaching Sociology, Ahead of Print. An entrepreneurial mindset is action-oriented and characterized by adaptation to novel circumstances. The 3Cs framework (curiosity, connections, creating value) was developed to promote this mindset among engineering students. The current study uses a ... Citation: Teaching Sociology PubDate: 2025-03-12T12:35:03Z DOI: 10.1177/0092055X251327999
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Authors:Lindsey AldrichUniversity of Cincinnati; USA Abstract: Teaching Sociology, Ahead of Print.
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Hannah LiebreichElmhurst University; USA Abstract: Teaching Sociology, Ahead of Print.
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Authors:Florencia Rojo Pages: 16 - 30 Abstract: Teaching Sociology, Volume 53, Issue 1, Page 16-30, January 2025. Community-based research (CBR) as a form of community-engaged learning (CEL) offers students valuable sociological practice and learning experiences. Although CEL strategies are well documented for enhancing students’ sociological imagination, gaps ... Citation: Teaching Sociology PubDate: 2024-08-12T10:44:19Z DOI: 10.1177/0092055X241268741 Issue No:Vol. 53, No. 1 (2024)
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Authors:Yen-Ting Hsu; Ana López Ricoy Pages: 58 - 72 Abstract: Teaching Sociology, Volume 53, Issue 1, Page 58-72, January 2025. Sociology instructors widely recognize writing as an effective tool for deep learning. However, we argue that deep reading is a prerequisite for effective thinking through writing. To support this argument, we highlight the potential of deep reading ... Citation: Teaching Sociology PubDate: 2024-08-12T10:46:18Z DOI: 10.1177/0092055X241268768 Issue No:Vol. 53, No. 1 (2024)
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Authors:Chelsea StarrEastern New Mexico University; USA Pages: 85 - 86 Abstract: Teaching Sociology, Volume 53, Issue 1, Page 85-86, January 2025.
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Authors:Garrett Schwartzbeck; Aidan Schweizer, Ryan Wittman, Michele Lee KozimorElizabethtown College, USA Pages: 87 - 90 Abstract: Teaching Sociology, Volume 53, Issue 1, Page 87-90, January 2025.
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Authors:Anita Smith; Hannah Smith, Michele Lee KozimorElizabethtown College, USA Pages: 90 - 92 Abstract: Teaching Sociology, Volume 53, Issue 1, Page 90-92, January 2025.
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Authors:Christoph Zangger Abstract: Teaching Sociology, Ahead of Print. Understanding how students choose quantitative methods courses is important for both instructors and departments: Meeting student preferences increases motivation and engagement, enhances learning, can contribute to reducing statistics anxiety, and ... Citation: Teaching Sociology PubDate: 2024-10-07T07:26:26Z DOI: 10.1177/0092055X241283822
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Authors:Alanna Gillis; Alexandria Szabo Abstract: Teaching Sociology, Ahead of Print. Hyflex teaching, in which the instructor meets face-to-face with some students while other students simultaneously join remotely, has proliferated since 2020. However, little research has investigated new problems it may create. We analyze six courses ... Citation: Teaching Sociology PubDate: 2024-10-03T10:06:38Z DOI: 10.1177/0092055X241283830
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Authors:Michael C. Lotspeich-Yadao; Kimberly Trevino-Boissel, Cara Hoekstra Abstract: Teaching Sociology, Ahead of Print. This study investigates the impact of experiential learning in an Introduction to Sociology course, particularly for students interested in health careers. The course integrates a significant sociological research project with community health partners, ... Citation: Teaching Sociology PubDate: 2024-08-15T07:43:49Z DOI: 10.1177/0092055X241268787
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Authors:Shelly Clevenger, Jordana N. Navarro; Jordana N. Navarro Abstract: Teaching Sociology, Ahead of Print. This article provides an overview of the Survivors: Local Stories of Domestic Violence (hereafter, Survivors) civic engagement project. Survivors’ learning objectives were to increase the understanding of the complexity of intimate partner abuse and foster empathy in outsiders’ responses, something at the cornerstone of the #MeToo social movement and connected to trauma-informed teaching. To accomplish these goals, students were given quotes from individuals who suffered abuse and were asked to create a “body” that reflected the abuse and the “after” (coping/healing). This project was then presented at a local theater and included community members who read the quotes while the students presented their work. After the event, event participants were invited to submit their feedback via a brief survey or interviews, which resulted in involvement from 45 individuals. Analysis of both items reveals that Survivors was a meaningful experience for the students and community members involved. Citation: Teaching Sociology PubDate: 2024-08-02T12:26:38Z DOI: 10.1177/0092055X241262784
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Authors:Patricia L. Maddox, Jennifer L. Trost; Jennifer L. Trost Abstract: Teaching Sociology, Ahead of Print. As a best practice, community-engaged courses should benefit students, community, and faculty through centering the needs and goals of each entity. Ensuring reciprocity and centering sustainable authentic relationships requires great care, intention, time, and a clear strategy to execute. We describe how our intercollegiate and co-instructed Introduction to Sociology courses utilized a critical service-learning model to create authentic, sustainable, and reciprocal relationships between students, community, and university. Drawing from high-impact practices, we saw reciprocity in our learning communities where the partner organization and members benefited, students learned firsthand about a social issue, and the university committed to a community partner. Using case study methodology, we analyzed the experience of students within the course, interactions with each other, and our partner’s reflections. From this experience, we provide recommended practices for educators interested in employing critical service learning focused on authentic relationships and students as agents of social change. Citation: Teaching Sociology PubDate: 2024-07-24T08:26:35Z DOI: 10.1177/0092055X241262787
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Authors:Josh Seim, Jamie Adams, Jiayu Huang, Gabi Celia Ortiz, Tiago Franco de Paula, Jier Yang; Jamie Adams, Jiayu Huang, Gabi Celia Ortiz, Tiago Franco de Paula, Jier Yang Abstract: Teaching Sociology, Ahead of Print. Ethnography is an exceptionally difficult subject to teach and learn in a classroom setting. This article, written by an ethnography professor and five graduate ethnography students, reflects on how a short-term and collectively executed fieldwork study can help alleviate this problem. Within three months, we logged over 100 hours of observations on district court proceedings in greater Boston. Our field notes, memos, and seminar discussions brought to life three key topics in ethnography: theorization, positionality, and intervention. While not without its challenges, we ultimately found this exercise to be an effective and efficient way to sharpen our ethnographic sensibilities. We close with a general defense of collective fieldwork as a practical method for teaching and learning ethnography. Citation: Teaching Sociology PubDate: 2024-07-24T08:22:04Z DOI: 10.1177/0092055X241262785
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Authors:Karyn McKinney Marvasti Abstract: Teaching Sociology, Ahead of Print. This article is a constructively self-critical autoethnography of my evolving identity as an instructor in a race and ethnicity course. I supplement and contextualize my self-reflections with data in the form of comments from student evaluations. I begin by considering how my social location mediates class dynamics. I then present comments from earlier in my career when students routinely expressed discomfort and admonished me for what they felt was bias. Next, I discuss pedagogical strategies I adopted to address such criticism. Finally, I explore recent comments that affirm my pedagogical choices while encouraging continuing assessment of and modifications to the course. Because most respondents in my analysis are white, this article focuses primarily on their discomforts with and reactions to racial conversations in my classes and how I, as a white instructor, have responded. A discussion of the need for similar research on experiences of students of color is included. Citation: Teaching Sociology PubDate: 2024-07-24T08:20:12Z DOI: 10.1177/0092055X241262780
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