 Subjects -> SOCIOLOGY (Total: 553 journals)
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- Campus Collaboration as a Gateway to Public Sociology: A Guide For
“Unmuzzling” Graduate Student Instructors-
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Authors: Stacey Livingstone
Abstract: Teaching Sociology, Ahead of Print.
Graduate students face obstacles when attempting to pursue public sociology in general, but specifically when they desire to utilize public sociology as both a research and teaching orientation that fully incorporates undergraduate students. Drawing on a two-year public sociology project on student financial security challenges, the author advocates for graduate students interested in public sociology to engage in campus collaborations, where connections between undergraduate students and campus partners are forged based on relevant campus resources easily accessible to graduate students. Based on the specifics of the author’s campus collaboration, six tips emerge for graduate students interested in replicating this approach to public sociology early in their careers. Gaining familiarity with conducting public sociology that fully incorporates undergraduate students in graduate school, a model that has been shown to benefit students, community partners, and sociology as a discipline, will prepare graduate student instructors to implement the model when they become faculty.
Citation: Teaching Sociology
PubDate: 2023-05-16T08:31:37Z
DOI: 10.1177/0092055X231175180
- Doing Sociology, Learning Objectives, and Developing Rubrics for
Undergraduate Research Methods-
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Authors: Bhoomi K. Thakore
Abstract: Teaching Sociology, Ahead of Print.
The research project assignment can create meaningful opportunities for students to apply sociological concepts. For grading these projects, assessment rubrics are useful pedagogical tools to evaluate students’ abilities in achieving course learning objectives. In this study, I analyzed final research papers collected over multiple semesters in my undergraduate Methods of Social Research course. My goals are to (1) evaluate the grading rubric’s effectiveness in enabling students to meet course objectives and (2) identify improvements in students’ outcomes from revisions to the rubric over time. Findings indicate that rubrics can provide students the information needed to apply course concepts to their work and that rubric revisions are necessary to ensure validity, reliability, and equity across grading. In conclusion, I provide suggestions for implementing a semester-long research project assignment and initiating iterative revisions to rubric criteria.
Citation: Teaching Sociology
PubDate: 2023-05-05T09:56:15Z
DOI: 10.1177/0092055X231170618
- Preparing for Medical School: How Sociology Helps Premedical Students
Prepare for the MCAT and beyond-
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Authors: Elizabeth Culatta, Melissa Powell-Williams, Kim Davies
Abstract: Teaching Sociology, Ahead of Print.
Educators have recently highlighted the importance of social science courses for students entering the medical field. This has led to the inclusion of sociological theories and concepts on the Medical College Admission Test (MCAT), a requirement for any student seeking formal medical training. Using open-ended survey data responses provided by students who recently completed the MCAT, we explore how students perceive that sociology courses prepare them for the MCAT and their lives more generally. We find that students report that their sociology courses introduced them to key concepts and laid a foundation for material assessed on the exam, but those courses could improve by aligning with the MCAT structure by prioritizing application of concepts and critically analyzing case studies. Students also reported that sociology courses helped them develop empathy and inclusivity and use their sociological imaginations, which will ultimately positively impact their careers in the medical field and lives overall.
Citation: Teaching Sociology
PubDate: 2023-05-05T09:53:55Z
DOI: 10.1177/0092055X231169754
- Recurring Vagueness: A Longitudinal Study of What Students Think about
Sociology before, Right after, and Years after Taking the Introductory
Course-
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Authors: Péter Miskolczi
Abstract: Teaching Sociology, Ahead of Print.
The introductory course to sociology serves the multiple roles of providing students with the foundations of the field while also being its “public face” and possibly improving its image. The outcomes of introductory courses have been investigated mostly in quantitative ways in the past. The article presents a qualitative, longitudinal study of the “mental image” that 397 students of an introductory course at a Hungarian university formed about sociology. Participants were asked to draw mind maps around the central concept of “sociology” right before, right after, and years after taking the course. Results from the content analysis of mind maps indicate that while students are able to situate sociology as a science of the human world, their mental image of the field is often vague beyond that. Mind maps drawn years after taking the course bear the closest resemblance to the ones drawn even before studying it.
Citation: Teaching Sociology
PubDate: 2023-05-05T09:50:36Z
DOI: 10.1177/0092055X231169752
- Teaching the Abstract: An Evaluation of “Social Structure” in
Introductory Textbooks-
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Authors: Andrea Krieg
Abstract: Teaching Sociology, Ahead of Print.
There is general agreement among sociologists that teaching social structure is a core component of a sociological curriculum. Despite this agreement, there are few guides for instructors on how to teach this key concept. Using the sociological literacy framework, this research examines the most popular undergraduate Introduction to Sociology textbooks and their supplemental resources. Most texts offer a basic definition, but beyond that, there were few additional resources for helping to clarify the concept. With this in mind, additional resources for supplementing the textbooks are offered.
Citation: Teaching Sociology
PubDate: 2023-04-13T12:48:39Z
DOI: 10.1177/0092055X231165539
- In Defense of Doom and Gloom: Science, Sensitivity, and Mobilization in
Teaching about Climate Change-
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Authors: Brian K. Obach
Abstract: Teaching Sociology, Ahead of Print.
Given the profound social implications of climate change, this subject is increasingly important for a broad range of sociology classes. Sociology instructors who address the subject of climate change face a dilemma. Presenting too grim of a portrait risks fostering psychological distress and withdrawal from action to address climate change, whereas downplaying the magnitude of the crisis can provide false assurance that the situation is well in hand and that urgent action is unnecessary. I argue that educators must be sensitive in their presentation of the issue but forthright, even as the scientific evidence indicates that the social impacts of climate change are grim. This does not necessarily foster withdrawal and inaction. Social movement theory suggests that political participation is not primarily a rational pursuit based on calculated outcomes. Educators can inspire climate action by providing students with opportunities and support to do so.
Citation: Teaching Sociology
PubDate: 2023-03-31T11:44:56Z
DOI: 10.1177/0092055X231159094
- Teaching with TikTok in Online Sociology of Sex and Gender Courses
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Authors: Nik M. Lampe
Abstract: Teaching Sociology, Ahead of Print.
Maintaining class participation and engagement poses a unique challenge in teaching online courses at postsecondary institutions. With the distinctive rise of online instruction during the COVID-19 pandemic, there is a critical need to develop innovative and exciting opportunities in online course concept learning, application, and peer-to-peer engagement. To fulfill this need, I utilized the popular social media app TikTok to help students engage with sociological insights and concepts during course participation activities in two asynchronous, online Sociology of Sex and Gender courses at the University of South Carolina. TikTok is an online-sharing platform that allows users to create short videos with music and visual effects. TikTok can also be a valuable tool for increasing student engagement in online sociology courses. In this article, I describe this teaching activity, present findings of the preliminary teaching evaluation, and discuss the potential impact of using TikTok in online sociology courses.
Citation: Teaching Sociology
PubDate: 2023-03-08T10:14:32Z
DOI: 10.1177/0092055X231159091
- Capturing Dis/Comfort and Navigating Transformation in the Gender Studies
Classroom-
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Authors: Thamar Melanie Heijstra, Gyða Margrét Pétursdóttir
Abstract: Teaching Sociology, Ahead of Print.
Creating a positive classroom experience for students can be a challenge, especially when teaching a contested topic such as gender studies. Teaching and learning gender is teaching and learning against the grain, which can lead to feelings of comfort and discomfort among students. The objective is to capture different manifestations of dis/comfort and transformation within the classroom by presenting a case based on gender studies. The study builds on course evaluations collected between 2009 and 2019. The findings reveal three appearances of dis/comfort: inexplicit manifestations, explicit manifestations, and a transformation stage in which the experienced dis/comfort operates as a steppingstone leading to possible change through affective dissonance. We suggest that discomfort can be mitigated by openly discussing resistance and by giving students more autonomy over course assessment and lecture content but without watering down the curricula. Thus, it is possible to navigate transformation and reduce compliancy with the ruling regime.
Citation: Teaching Sociology
PubDate: 2023-01-17T07:01:02Z
DOI: 10.1177/0092055X221149441
- You Will Never Walk Alone: Ethnographic Training as Collective Endeavor
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Authors: Águeda Ortega, Katherine Jensen, Javier Auyero
Abstract: Teaching Sociology, Ahead of Print.
Despite being intensely sociable, ethnographic research is also deeply isolating. Although fieldworkers may feel lonely, we contend that they are not (or should not be) alone. At the 10th anniversary of Urban Ethnography Lab at the University of Texas at Austin, we reflect on the ethnographic training cultivated there. We detail objectives, experiences, and lessons learned while also considering challenges for pedagogical projects of ethnographic collectivity—as well as techniques to address them. We contend that learning and teaching sociology through the ethnographic craft is not limited to the classroom but combines reading, writing, fieldwork, and dialogue with other ethnographers. These four dimensions are cultivated through various, simultaneous, classroom-based and research-development activities. We examine activities conducive to the creation of what we call, borrowing from Norbert Elias, an “ethnographer aperti.” Finally, we discuss the replicability of this model, suggesting how universities can expand pedagogical support by pursuing ethnography as more than work in isolation.
Citation: Teaching Sociology
PubDate: 2023-01-12T12:27:29Z
DOI: 10.1177/0092055X221147848
- Book Review: Creating Significant Learning Experiences: An Integrated
Approach to Designing College Courses-
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Authors: Erin Heinz
First page: 193
Abstract: Teaching Sociology, Ahead of Print.
Citation: Teaching Sociology
PubDate: 2023-03-07T06:58:34Z
DOI: 10.1177/0092055X231160018
- Book Review: Introduction to Sociology
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Authors: Deni Mazrekaj
First page: 196
Abstract: Teaching Sociology, Ahead of Print.
Citation: Teaching Sociology
PubDate: 2023-03-15T10:24:44Z
DOI: 10.1177/0092055X231160019
- Book Review: Criminal (In)Justice: What the Push for Decarceration and
Depolicing Gets Wrong and Who It Hurts the Most-
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Authors: Kristin L. Santos
First page: 199
Abstract: Teaching Sociology, Ahead of Print.
Citation: Teaching Sociology
PubDate: 2023-03-07T07:00:39Z
DOI: 10.1177/0092055X231160020
- Book Review: The Costs of Completion: Student Success in Community College
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Authors: Michelle A. Smith
First page: 202
Abstract: Teaching Sociology, Ahead of Print.
Citation: Teaching Sociology
PubDate: 2023-03-07T07:02:59Z
DOI: 10.1177/0092055X231160021
- Book Review: American Hysteria
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Authors: Avery Tompkins
First page: 205
Abstract: Teaching Sociology, Ahead of Print.
Citation: Teaching Sociology
PubDate: 2023-03-07T07:04:39Z
DOI: 10.1177/0092055X231160022
- New Resources in TRAILS: The Teaching Resources and Innovations Library
for Sociology-
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First page: 208
Abstract: Teaching Sociology, Ahead of Print.
Citation: Teaching Sociology
PubDate: 2023-03-07T07:05:59Z
DOI: 10.1177/0092055X231160221
- A Sociological Lens on Linguistic Diversity: Implications for Writing
Inclusive Multiple-Choice Assessments-
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Authors: Katherine Lyon, Nathan Roberson, Mark Lam, Daniel Riccardi, Jennifer Lightfoot, Simon Lolliot
Abstract: Teaching Sociology, Ahead of Print.
Multiple-choice questions (MCQs) are widely used in large introductory courses. Recent research focuses on MCQ reliability and validity and overlooks questions of accessibility. Yet, access to the norms of academic discourse embedded in MCQs differs between groups of first-year students. We theorize these norms as part of the institutionalized cultural symbols that reproduce social and cultural exclusion for linguistically diverse students. A sociological focus on linguistic diversity is necessary as the percentage of students who use English as an additional language (EAL), rather than English as a native language (ENL), has grown. Drawing on sociology as pedagogy, we problematize MCQs as a medium shaping linguistically diverse students’ ability to demonstrate disciplinary knowledge. Our multimethod research uses two-stage randomized exams and focus groups with EAL and ENL students to assess the effects of a modification in instructors’ MCQ writing practices in sociology and psychology courses. Findings show that students are more likely to answer a modified MCQ correctly, with greater improvement for EAL students.
Citation: Teaching Sociology
PubDate: 2022-11-08T01:25:46Z
DOI: 10.1177/0092055X221134126
- The Opportunity of Now: Adopting Open Educational Resources in the
Sociology Classroom and Beyond-
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Authors: Robert D. Francis, Carleigh E. Hill, Jenise Overmier
Abstract: Teaching Sociology, Ahead of Print.
There is no better time than now for sociologists to adopt open educational resources (OER), and sociology as a discipline is well positioned to lead. Adopting OER takes seriously the well-documented financial challenges faced by many students, supports classroom and campus goals of equity and inclusion, and allows for increased instructor flexibility. However, OER are not without their difficulties and limitations. This conversation article suggests four ways for instructors to begin or advance their utilization of OER: Ask your librarian, start with an open textbook, join the existing OER conversation, and incorporate OER within one’s broader commitment to inclusive and empathetic pedagogy.
Citation: Teaching Sociology
PubDate: 2022-11-04T04:33:01Z
DOI: 10.1177/0092055X221129638
- Counting Tents: Pedagogical Reflections on Faculty–Student Collaboration
in a Real-World Project on Homelessness-
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Authors: Karen A. Snedker, Andria Fredriks, Emily Nye
Abstract: Teaching Sociology, Ahead of Print.
This teaching note describes the design and implementation of an undergraduate research team project to conduct a tent census. Previous studies highlight the importance of real-world research as a part of sociology curriculum. Tents, as a visible sign of homelessness, represent one such contemporary social problem. Our undergraduate research team documented and geolocated tents in the city of Seattle between 2019 and 2020. This project integrated elements of active learning, collaborative learning, and problem-based learning. The strengths of our student research team were experiential learning, greater awareness and engagement in homelessness, and development of research and problem-solving skills. We offer some generalizable “lessons learned” from our assessment of the successes and challenges of a unique tent census project for student learning and engagement. This article concludes with the challenges of these kinds of real-world projects as well as recommendations for future faculty–student collaborations on important sociological issues.
Citation: Teaching Sociology
PubDate: 2022-11-02T12:27:21Z
DOI: 10.1177/0092055X221134125
- “You Make Your Own Luck”: Building Cultural and Social Capital in a
Major-Based Career Course-
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Authors: Mary E. Virnoche
Abstract: Teaching Sociology, Ahead of Print.
This teaching note presents a required proseminar for sociology and criminology and justice studies majors. The American Sociological Association reported that about half of U.S. sociology program curriculum integrate career resources and about one-third offer a course. On a spring 2021 proseminar pilot self-assessment pretest, 18 students indicated it was important to them to get help on developing professional skills and materials. On that same pretest, most indicated that already developed materials would not support their professional needs for the next one to three years, and few were confident about soft skills related to networking, searching for jobs, or in translating major skills to job needs. Data based on proseminar assignment completion indicate students mitigated these shortfalls by engaging heavily in resume building, networking, and soft skills development. The author argues this work may mitigate first-generation inequities in both the type of jobs secured and related satisfaction.
Citation: Teaching Sociology
PubDate: 2022-10-13T05:52:25Z
DOI: 10.1177/0092055X221129635
- The Undergraduate RA: Benefits and Challenges for Sociology Faculty and
Research Assistants-
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Authors: Molly M. King, Megan K. Imai
First page: 113
Abstract: Teaching Sociology, Ahead of Print.
The undergraduate research assistantship is key in the professionalization of future sociologists. Our study is the first in the social sciences to document benefits and challenges from both faculty and student perspectives. By interviewing 13 undergraduate research assistants (RAs) and 10 faculty in sociology departments at primarily undergraduate institutions, we outline the benefits and challenges of faculty-directed research with undergraduates. We find that students develop practical research, project management, and interpersonal skills while learning about career interests and developing relationships with mentors. RA challenges include repetitive tasks and time management. Faculty benefit from assistance with their work, the opportunity to mentor, and pedagogical feedback. Faculty challenges include communication, undergraduate turnover, and institutional barriers. Comparing these benefits and challenges with the goals and motives of both RAs and faculty, we suggest recommendations for departments and institutions interested in increasing undergraduate engagement in research.
Citation: Teaching Sociology
PubDate: 2022-09-24T12:58:12Z
DOI: 10.1177/0092055X221125783
- Encouraging Productive Behavior in Student Teams with Interventions
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Authors: Jacqueline M. Zalewski, Susan Brudvig
First page: 127
Abstract: Teaching Sociology, Ahead of Print.
Teamwork pedagogies are used for teaching and learning in sociology, addressing general education goals, and developing students’ professional skills. Nevertheless, problems arise in group work that negatively affect learning, engagement, treatment of others, and team satisfaction. An intervention was added to an Introduction to Sociology course with an established teamwork pedagogy to improve these outcomes. We compared the results of student surveys before and after the intervention, finding improvement in students’ satisfaction with teamwork and students’ perceptions of their teammates. There were large, statistically significant improvements in interactional fairness. Students’ perceptions of learning improved, although the gains were not statistically significant. We theorize that the intervention improved the psychological safety climate for students, resulting in attitudes and dispositions that benefited social interactions in their teams. Our study demonstrates that faculty can encourage productive behavior in student teams with carefully crafted interventions.
Citation: Teaching Sociology
PubDate: 2022-07-11T12:00:45Z
DOI: 10.1177/0092055X221108105
- Going to Zion! Experiencing Environmental Sociology in an Iconic National
Park-
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Authors: David Burley
First page: 139
Abstract: Teaching Sociology, Ahead of Print.
In this article, I examine the effects of an environmental sociology travel study program in Zion National Park (United States) on 11 students during the summers of 2018 and 2019. I outline the program, and then I use students’ reflections in their posttrip final papers to illustrate the effects of the program on their sense of environmental identity. While there was some variance in the growth of environmental identity, all students reported that they were profoundly affected by the program. For many, their environmental identity became salient. I also argue that we, as sociologists, need to grow our experiential environmental education so that many will become advocates for environmental change but also so that some will become the leaders we need to address the climate crisis and the environmental, social, and economic injustices that are deepening because of it.
Citation: Teaching Sociology
PubDate: 2022-09-29T08:12:28Z
DOI: 10.1177/0092055X221125786
- Leaving the Lectures Behind: Using Community-Engaged Learning in Research
Methods Classes to Teach about Sustainability-
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Authors: Mehmet Soyer, Gina McCrackin, Sebahattin Ziyanak, Jennifer Givens, Vonda Jump, Jessica Schad
First page: 151
Abstract: Teaching Sociology, Ahead of Print.
This article explores the outcomes of using community-engaged learning in a sustainability-focused social sciences research course titled Methods of Social Research. The integrated components of the course were designed to teach students about the research process while addressing sustainability issues at Utah State University. Throughout the course, students learned how to collect, analyze, and interpret data; work in research teams; write a grant; and write and present a final research paper. Student sustainability surveys and the final course evaluation were used to analyze student learning outcomes. We found that students demonstrated increased confidence in collecting, analyzing, and interpreting data and an improved effectiveness and enjoyment in working in teams toward a final product. Students also exhibited their knowledge of small- and large-scale sustainability challenges as well as a decisiveness in answering questions related to sustainability. These outcomes resulted in heightened student self-efficacy and critical thinking skills when performing research and engaging with issues related to sustainability.
Citation: Teaching Sociology
PubDate: 2022-07-30T11:55:52Z
DOI: 10.1177/0092055X221114688
- Teaching Civic Engagement through an Op-Ed Writing Assignment
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Authors: Raj A. Ghoshal
First page: 161
Abstract: Teaching Sociology, Ahead of Print.
This teaching note presents an assignment in which students write an op-ed on a course-related issue and submit it to a newspaper. I argue that an op-ed assignment dovetails with pedagogical goals around democratic citizenship and public sociology. I explain the project’s objectives, instructions, and timeline. I present evidence from three courses showing that the assignment fostered understanding of op-eds’ form and function; deepened engagement with course-related issues; led many class members to apply their learning to a real-world civic setting; and generated high-quality work. I consider ways the project can be modified and used in other courses.
Citation: Teaching Sociology
PubDate: 2022-09-13T06:30:52Z
DOI: 10.1177/0092055X221123336
- Streaming Verstehen: Whither Feature Film in the Classroom'
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Authors: Jordan Fox Besek, Anupriya Pandey
First page: 170
Abstract: Teaching Sociology, Ahead of Print.
Scholars have long praised the ways in which film can provide students with an opportunity for deep intellectual and emotional connections to classroom material. With contemporary technology, however, instructors are instead turning toward shorter audiovisual material that can be accessed with little preparation, take up less class time, and cater to an instructor’s needs. But what has been lost' Are film’s established advantages now irrelevant' Here we aim to begin a conversation about the continued use of film in the classroom. We do so through an analysis of surveys sent to students who have previously taken a class that used streaming services to assign over a dozen films as homework assignments over the course of the semester. Results show that films remain an immersive and reflexive complement to course readings and often continue to have an impact on students after the class has concluded. Nevertheless, instructor guidance remains essential.
Citation: Teaching Sociology
PubDate: 2022-09-13T06:29:52Z
DOI: 10.1177/0092055X221123337
- The Sociological Role of Empathy in the Classroom
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Authors: Colleen E. Wynn, Elizabeth Ziff, Allison H. Snyder, Kamryn T. Schmidt, Lauryn L. Hill
First page: 181
Abstract: Teaching Sociology, Ahead of Print.
Teaching during a global pandemic has prompted many discussions about how faculty can best support students and create classrooms where deep learning and engagement occur. In this conversation, we argue there is a role for empathy in college classrooms. We present data from interviews with faculty at a small, Midwestern, teaching-focused university during the fall of 2020. We map these perspectives onto the empathy paths framework and suggest that the therapeutic and instrumental paths are most useful for understanding empathy in the classroom. We also discuss why it is important for faculty to think about empathy and the role sociology can play in these conversations. Finally, we present a series of empathetic practices individual faculty can incorporate into their pedagogy and structural supports that departments and universities can provide to help faculty engage in empathetic practices in the classroom.
Citation: Teaching Sociology
PubDate: 2022-09-10T06:43:50Z
DOI: 10.1177/0092055X221123338
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