Showing papers in "Teaching Sociology in 2004"

Service learning for social change? Lessons from a liberal arts college

Abstract: This paper explores efforts by Denison University to shift its service-learning efforts from service based on a charity model toward service based on collaboration and community-based social change. The author describes the institution's process of adaptation and a series of service-learning courses that draw upon participatory action research, asset-based community development, and what Denison service-learning faculty call “place-based” service learning. Based on ethnographic data and reports from students' reflective journals from courses that have attempted to develop a partnership with a nearby community, the author outlines some of the challenges for faculty and institutions that are considering crossing-over from service learning based on charity to service learning for social justice.

"That's Not Fair!": A Simulation Exercise in Social Stratification and Structural Inequality.

Abstract: Social stratification may be one of the most difficult topics covered in sociology classes. This article describes an interactive learning exercise, using a modified version of the game Monopoly, intended to stress the structural nature of social inequality and to stimulate student reflection and class discussion on social stratification in the United States. The primary focus of this exercise is to help students experience different levels of social stratification and to challenge the idea that individual talents or aspirations are enough to overcome structural barriers to upward class mobility. Student reactions to the experience suggest that it is an effective tool for demonstrating the structural nature of social inequality in the United States and for stimulating discussion on social inequality and related topics. This exercise has worked well in introductory sociology, social problems, and social inequality classes.

Is There a Core in Sociology? Results from a Survey

Abstract: I report on a study of 301 sociologists to determine which concepts, topics, and skills they deem most important to cover in the introductory course and in the sociology curriculum. Respondents indicated high agreement that the list of skills, topics, and concepts adequately represented the range of possible items. I use both the raw ratings and the results of asking respondents to select their “top five” items. Results show strong agreement on core concepts, topics, and skills, with both overlaps and differences between results for the introductory course and the sociology curriculum. Issues of difference and inequality are important for both the introductory course and the curriculum. Core concepts are seen as more critical for the introductory course, and theory and methods are seen as more critical for the curriculum. Values and commitments as well as applied sociology rank lowest for both the introductory course and the sociology curriculum. Implications for the sociology curriculum as well as for in...

Greedy Institutions: The Importance of Institutional Context for Teaching in Higher Education:

Abstract: This article focuses on how the institutional contexts of colleges and universities shape these “greedy institutions.” We look at the current social, political, and economic trends affecting all postsecondary institutions, specifically the forces that encourage “greediness.” We examine the literature on structural arenas that influence teaching in higher education, including type of institution and departmental level characteristics, considering how the varied structural features of institutions and departments shape the conditions of academic life and demands placed on faculty. We identify the features of the institutional context that can help faculty manage demands on their time and enhance teaching and learning. The article closes with identification of areas for future inquiry and a challenge to sociologists to contribute to an examination of the contextual forces that shape the work lives of faculty and students.

The Sociological Core: Conceptual Patterns and Idiosyncrasies in the Structure and Content of Introductory Sociology Textbooks, 1940-2000

Abstract: Sociology is often portrayed as an errant discipline, driving forward without any apparent direction or purpose. We contend that these perceptions about the central tenets of our discipline derive from a tack of standardizati on of core material, which reduces the social value of sociotogy as a scientific field and erodes its credibility as a discipline. Insofar as common conceptual knowledge exists in the field of sociology, one ought to find evidence of it in the introductory textbook. To this end, our study examines 35 introductory sociology textbooks published in the 1940s (n=16) and the 1990s (n=19) in search of common concepts that represent cumulative core disciplinary knowledge. White our findings reveal uniformity in the structure of the textbooks' major chapter headings within their respective decades, our analysis of concepts—the language used to introduce disciplinary content—reveals that the vast majority are referenced by only one text, with fewer than three percent of alt concepts shared in common. Moreover, neither the number of concepts introduced only once nor the variability in the total number of concepts referenced declined across the two decades, tn sum, white introductory sociology textbooks are structured in similar ways, we find tittle commonality in the concepts used by texts' authors to frame the discipline, either within the two cross-sections or between them.

Using Focused Web-based Discussions to Enhance Student Engagement and Deep Understanding*

Abstract: To increase student engagement and enhance critical thinking and deep understanding, I supplemented weekly seminar meetings with focused Web-based discussions of issues in a “Race and Education” senior sociology seminar. These Web-based discussions were structured by specific questions and discussion roles. Before seminar, Staters posted on the course Web site the most important thing they learned from a reading, describing what was most difficult, and raising new sociological questions. After seminar, Responders replied to the questions and difficulties posted and posed further sociological questions. Two days later, Integrators synthesized and integrated what they had learned that week from others' postings, readings, and seminar discussion, and raised further questions. Analysis of student postings suggests that students' engagement with the ideas of others increased during the semester and their thinking became more complex. This paper discusses the processes that contributed to students' learning and...

A crack in the door: Critical race theory in practice at a predominantly White Institution

Abstract: Midwest Central University1 has a population of 3,500 students, predominantly working class and 95 percent White. The racial composition of the university suggests, and rightly so, that the students have minimal contact with Asians, Blacks, Hispanics/Latinos, Indians, Middle-Easterners, and people of mixed race, even though there is a predominantly black community about two miles from the campus. Given the lack of opportunities for cross-racial interaction among the student body, unless there is some intervention built into the curricula, students can complete their studies at the college with their limited ideological views on race and members of the aforementioned racial groups intact. If we have any hope of attaining a fair and just society, this cycle must be interrupted in the classroom. In this paper, I describe methods that I have used in my teaching and discuss my classroom experiences in an effort to provide some ideas for catalyzing white students to critically examine their own stance on race a...

Teaching Community Development: A Case Study in Community-Based Learning:

Abstract: The opportunities, challenges, and lessons of the pilot phase of a community development program in a small liberal arts college are presented and conceptualized in this paper. We based this progra...

Preparing Future Faculty: A New Approach at North Carolina State University.

Abstract: In the fall of 2000 the Department of Sociology at North Carolina State University (NCSU) implemented a Phase IV Preparing Future Faculty (PFF) initiative. The goal of this program was (and is) to ensure that doctoral students anticipating entry into a professional position be prepared for all expectations associated with faculty life in a wide variety of college and university placements. NCSU's program combined in-house research mentoring opportunities as well as off-campus mentoring relationships with faculty at other schools to explore the teaching and service responsibilities of junior faculty members. An evaluation committee assessed the effectiveness of this new initiative. Data were collected using several methods, including surveys, interviews, and focus groups. The committee found the PFF program to be a welcome addition to graduate training; however, the NCSU program experienced struggles that provide insight for other schools that may wish to start a PFF program of their own.

Beyond the Classroom: An Exploratory Study of Out-Of-Class Learning in Sociology

Abstract: In this article, we report on a study about the experiences of graduating sociology majors with out-of-class learning opportunities (OOCLO). Research questions included the following: (1) What is the nature of participation in out-of-class learning for our sociology majors? (2) What barriers do students see to engaging in such experiences? (3) What supports for involvement do students recognize? (4) What are students' overall attitudes about OOCLO? (5) What variables are associated with participation in OOCLO? All students from one medium-sized, public, Midwestern university who were enrolled in the required sociology senior experience course in one academic year were given the self-administered questionnaire. Results indicate most students participate most frequently in OOCLO that involve low student initiative, effort, and commitment. Lack of time is reported as a critical barrier to participation. Factors viewed as key supports for participation include convenient/spare time, useful and interesting act...

Problem-Based Learning: An Exercise on Vermont's Legalization of Civil Unions

Abstract: (Originally Published in Teaching Sociology, 32: 79-93.) The majority of literature regarding problem-based learning demonstrates its usefulness as a teaching technique in the natural sciences curriculum. The purpose of this paper is twofold. First, the broad purpose is to illustrate the application of problembased learning for instructing students about controversial issues in sociology. Within the second, more narrowed focus, we describe a class exercise involving the recent Vermont Supreme Court decision to legalize civil unions as an approach to addressing contemporary debates in sociology pertaining to the decline versus transition of the American family social institution. This project is developed using a three-pronged pedagogical approach involving critical theory, problem-based learning, and information literacy. While the technique described in this article is taken from a course on the Social History of American Families, the method can be modified for a variety of courses including sociology of the family, sociology of gender, introduction to sociology, and social problems.

Just-In-Time Teaching in Sociology Or How I Convinced My Students to Actually Read the Assignment:

Abstract: data in my introductory sociology course, I made a startling and disappointing discovery. For the most part, students simply were not bothering to read the basics version of the introductory survey textbook that I assigned. This discovery presented me with two related challenges. First, I had to carefully choose readings that would enhance student learning, active engagement with the material, and critical thinking. Second, I had to find an instructional method that would motivate students to actually read the material. In this teaching note, I describe how I came to select readers, rather than comprehensive survey textbooks, and how I utilized instructional technology through Just-in-Time (JiT) quizzes to encourage students to read them. Perhaps my students had good reason not to read the introductory textbook. Such textbooks have often been discussed and debated in the pages of Teaching Sociology. Rau and Baker (1989) criticized introductory texts for lacking intellectual depth and rigor. Hinch (1988) criticized their encyclopedic approach, charging that it failed to inspire critical thinking in students and erroneously separated theory, method, and fact. Others have charged that introductory texts fail to provide sufficient or appropriate coverage of certain topic areas such as race and ethnicity (Dennick-Brecht 1993), class stratification (Lucal 1994), disability (Taub

Adapting Traditions: Teaching Research Methods in a Large Class Setting.

Abstract: popular task. Social scientists, particularly sociologists, seem to place great value in small classes and group projects, especially in teaching research methods (Longmore, Dunn, and Jarboe 1996; Schutt, Orenstein, and Wagenaar 1987). Longmore, Dunn, and Jarboe (1996) present good suggestions for using group projects in classes of 30 to 60 students which results in six to 12 groups of five students. However, in our department, the sophomore-level research methods class ranges from 70 to 105 students, which would result in 14 to 21 small groups for one instructor to supervise without a teaching assistant. We believe that the group project approach in a large class with only one instructor is difficult to manage and often alienates students. In order to avoid becoming overburdened with group coordination and organization in our large classes, we have adapted the small class traditions using individual mini-projects supported by several small group preproject in-class active learning techniques to effectively teach research methods in a large class setting. To successfully teach research methods in a large class setting, it is paramount to incorporate student-centered learning and to balance active learning with manageable time commitments for the instructor. We

Using Feature Films to Teach Observation in Undergraduate Research Methods

Abstract: component of data collection that forms the basis of a great deal of qualitative research and is also a building block for theorizing in sociology. This dimension of social science research is perhaps the most difficult to teach because there are no fixed guidelines to follow that can enable one to become an effective observer. Yet teaching students how to observe social relationships or ongoing interaction is the problem we shall address in this paper. For the students at the National University of Singapore, the one semester course on research methods is not only their first, but probably their only encounter with the specifics of how to conduct social research. Thus the aim of the course, given the constraints imposed by large class size, is to familiarize the students with various types of data collection used in sociology. The course attempts to incorporate as much hands-on research as possible. While other sociologists such as Ostrower (1998) and Keen (1996) have found direct involvement in the research process an effective mode of teaching a course on methods, we have discovered that we also needed to keep the various assignments structured and compact to make them manageable for students. This paper documents some of the pertinent issues that emerged in using feature films to teach observation in an undergraduate research methods course. One of the hurdles we have faced for a number of years in teaching undergraduates the nature of observation is that students do not fully grasp the fundamental role that empirical evidence plays in sociology. There appears to be the sentiment that theory is more “valuable” than empirical evidence. They seem to lack an appreciation of the complex connection between theory and data. This problem is neither new nor specific to the Singapore context. Sociologists of such different theoretical persuasions such as George Homans and Howard Becker have reflected on this issue. Homans (1951:10) observes that there is a tendency to neglect empirical evidence and the relationship between theory and data. The question of what these concepts mean in terms of actual human behavior that someone has seen and reported arises when we use such concepts as status, culture, and function. The tendency to shun description and rely on abstract concepts is also examined by Becker (1998:58). He believes that this orientation reflects a desire to explain rather than to describe. He attributes the preference for “why” rather than “how” questions to a desire to appear more profound and intellectual. A related matter in attempting to teach students observation is how to get students to distinguish between observations concerning interaction of others from their own USING FEATURE FILMS TO TEACH OBSERVATION IN UNDERGRADUATE RESEARCH METHODS*

Bringing Theory Closer to Home Through Active Learning and Online Discussion

Abstract: THEORY IS A VITALLY important component of every undergraduate sociology program. Social theory classes are the heart of the undergraduate major in sociology: in these courses, students take on the professional and disciplinary roles of sociologists. This paper reports on two strategies that enlivened our social theory class, generating both greater enthusiasm and involvement in the course as well as greater understanding of the theorists we considered and the theo-

Viewing Popular Films about Mental Illness Through a Sociological Lens

Abstract: The distortion of images is especially problematic in films about disability (Saran 1998a; 1998b). Among films portraying characters with disabilities, psychiatric disabilities are portrayed more often than any other disability category (Byrd and Elliott 1985), and popular films depicting characters with mental illness often portray their symptoms inaccurately (Fleming and Manvell 1985). Negative images of people with mental illness (PWMI) in visual media such as television and film are ubiquitous (Wahl 1995), and the popularity of "mental patient and asylum" films has been explored (C. Smith 1999). Most disturbing is the linking of mental illness with homicidal behavior, a myth that appears frequently in horror films (Hyler, Gabbard, and Schneider 1991) and the plethora of films about serial killers. Other stereotypical media images suggest that PWMI are likely to be childlike, irresponsible, incompetent, unpredictable, dangerous, and unstable; often they have unusual appearances. These wide-eyed characters, often portrayed with unkempt clothing and wild hair, cannot be taken seriously (Wahl 1995). In this paper I discuss an exercise I use requiring students to view a popular film that portrays a particular mental disorder or a character with a mental disorder. Students analyze the film and write two papers, one about the sociological model of mental illness and a second about possible links between media images and the societal rejection or acceptance of people with mental illness. I begin with a description of necessary materials and how the films can be used, then discuss the assigned readings and classroom discussions of the sociological and medical models of mental illness, including suggestions for reading assignments. Next, I explain how popular films about mental illness can be categorized to maximize the exercise's utility for students' learning. I conclude with an evaluation of the exercise based on a pre-test/post-test comparison of students' knowledge of the theory and concepts of residual deviance, labeling, stereotype, and stigma.

Developing a sociological perspective on mental illness through reading narratives and active learning: A book club strategy

Abstract: IF WE TOOK SERIOUSLY the importance of students' life experiences and designed our courses with these experiences as a primary consideration, both the structure and content of many of our courses would look dramatically different. I first realized this when I taught a large section of the sociology of mental illness at a small, highly selective, liberal arts institution. At this school, the sociology of mental illness is an upper-level elective. Although there are no mandatory prerequisites for the course, some sociology is strongly suggested; thus students who come to this course are either sociology majors or have some familiarity with sociology as a way of thinking about and viewing the world. Among sociology students, the sociology of mental illness course draws disproportionately upon two groups of students: persons with mental illness and those who are close to persons with mental illness. Therefore, students come to this course not only because it helps them complete a course of study in sociology, but also because it matters to them personally. Many hope to use their chosen discipline as a way to provide a context for developing a deeper understanding of their own and their

“Why Don't I Know About These Women?”: The Integration of Early Women Sociologists in Classical Theory Courses

Abstract: In recent years, early women sociologists such as Harriet Martineau, Ida B. Wells, and Jane Addams have begun to appear in some introductory textbooks and theory books. Usually, they appear in a box, as a sidebar, or as selected "others." So why do we not know more about these women? Our research seeks to answer this question. Given the availability of books by and about these women, we hypothesized that one explanation might lie in the training of theory instructors. If graduate students were not exposed to the work of early women sociologists, then it seemed unlikely they would incorporate them into their own teaching, research, and analyses. To assess this theory, we collected theory syllabi from 40 graduate schools. Since we were most interested in early women sociologists, we focused our analysis on "classical" theory syllabi. Our findings indicate that Marx, Weber, and Durkheim still dominate classical theory syllabi. The writings of women were assigned on 17 percent of the syllabi in our sample. We belleve this indicates a weak but visible indication that the diffusion of their work has begun.

Hop on the Bus: Driving Stratification Concepts Home.

Abstract: The purpose of experiential education is to combine experience and learning in ways that transform both (Carver 1996; Giles and Eyler 1994; Kolb 1984). Students have experiences outside the classroom, and these experiences are integrated into the course curriculum, enriching both the experience and the class material. Successful experiential education assignments must first provide students with the background they need to fully take advantage of the experience as well as the time and knowledge to help them reflect on what they see (HironimusWendt and Lovell-Troy 1999; Hollis 2002; Mooney and Edwards 2001). Concepts related to social stratification and inequality are demonstrated particularly well through exercises and experiences both in and outside the classroom (for examples see: Bohmer and Briggs 1991; Folse 2002; Grant et al. 1981; Groves, Warren, and Witschger 1996; Hartung 1991; Luske 1998; Manning, Price, and Rich 1997; McCammon 1999; Misra 1997; Scarce 1997; Sernau 1995; Straus 1986; Wright 2000). For classes with content on social stratification and inequality, opportunities to see the unequal distribution of resources and diverse environments allow students to con-

Learning Communities as Transformative Pedagogy: Centering Diversity in Introductory Sociology.

Abstract: This paper discusses learning communities as pedagogy for introductory sociology courses, which are often plagued by student apathy Most importantly, it examines the potential for learning communities to incorporate active and collaborative learning techniques as a vehicle to subvert dominant views of diversity, to see diversity as intersecting social inequalities that can be rearranged in favor of greater social equality The effectiveness of a learning community with the theme of diversity for meeting these goals is assessed using qualitative and quantitative data It is concluded that the pedagogic framework of the learning community did indeed push students to problematize their student role Finally, a review of results from a pre/post-test questionnaire suggests that students entered the community as a fairly homogenous group in their views of diversity and left as a more heterogeneous group, indicating some shift in consciousness, however slight

Introducing Methods of Sociological Inquiry Using Living-Data Exercises.

Abstract: learning techniques into the sociology classroom for many years, but the types of applications and evaluations are quite varied. Crone (1997), for example, uses panel debates in introductory sociology classes and finds that students report high levels of enjoyment in the exercises and they would like to keep the debates as part of the class. Similarly, Reinertsen and DaCruz (1996) report that the majority of students in their study would keep an exercise involving newspaper reading and journal writing in future classes. The assignments helped students to connect sociological concepts with real life news events, fleshing out concepts that otherwise remained abstract.

A Research Note Assessing the Benefit of Presentation Software in Two Different Lecture Courses

Abstract: Teaching Sociology recently published several articles dealing with the use of computer-assisted pedagogical techniques. Many authors assess the effectiveness of specific computer-assisted instruction (CAI) forms by examining either student performance (Conklin 1976; Dietz 2002; Lavin 1980; Neapolitan 1989; Raymondo and Garrett 1998) or student course evaluation (Ammarell 2000; Fuller 1998; Hare 1999; Persell 1992; Valentine 2001). Some studies look at both (Dimitrova, Persell, and Maisel 1993; Fischer 1996; Magnuson-Martinson 1995; Pippert and Moore 1999; ReedSanders and Liebowitz 1991; Wilmoth and Wybraniec 1998). Most of these projects compare groups of students, such as course sections, within a specific course. Typically one group uses some form of CAI while the other does not. By not comparing these pedagogical techniques between different courses, previous studies do not focus on the types of courses where the use of CAI is more or less effective. This case study examines two different lecture-based courses comparing the use of a traditional, "chalk and talk" pedagogy with an approach complementing lecture

Embodying Sociological Mindfulness: Learning about Social Inequality through the Body.

Abstract: THIS PAPER REPORTS on a teaching and learning technique that uses the power of everyday body language and proxemics to illustrate forms of social inequality. More significantly, the active learning exercises assist students to feel the fact that the making and maintaining of power relations is an intimate and visceral matter. In keeping with classroom approaches that attempt to bring sociology to life in unconventional ways (Bailey 1993; Mayer 1986; Schmid 1993) and to acknowledge an increasingly diverse student population (Hartung 1991), the exercises provide opportunities for students to actively engage their bodies in the subject matter of sociology. A number of approaches have been developed to facilitate the teaching of social inequality (for a summary see Davis 1992). Simulation games and role-play exercises create firsthand experiences of inequality to illustrate the structural barriers that maintain social stratification (Bell and Bradburn 1996; Brezina 1996). These approaches

Representing the Other in Sociology of the Family Texts

Abstract: The purpose of this paper is to explore the concept of otherness as it applies to the content of sociology of the family texts. We conducted a study of the content of the indexes and the body of texts on sociology of the family, examining the way in which the experiences of whites were addressed relative to families of color. We found that whites were more often presented as a comparison group to families of color rather than as groups with histories and experiences of their own. We recommend that textbooks avoid separate sections for families of color, examine whites with the same scrutiny as families of color, examine white privilege as well as minority disadvantage, and focus on the positive experiences of families of color.

Only Some Are Dead Men Walking: Teaching About Race Discrimination and the Death Penalty

Abstract: This paper describes an experiential learning exercise I have used to teach race discrimination in my introductory and criminology courses. The exercise is designed to introduce students to the concept of non-conscious forms of racial bias, a form of race discrimination often difficult for students to grasp. Using a hypothetical criminal case, students imagine themselves as jurors in a capital murder trial and decide whether the defendant should receive the death penalty or life imprisonment. The results of the exercise are used as a basis for class discussion. Specifically, I consider why the students' findings either support or challenge previous research and consider social-psychological arguments about how racism manifests itself on a non-conscious level. After outlining the specifics of the exercise and describing the class discussion in detail, I offer an evaluation of the assignment based on student feedback and my own reflection.

Using Content Analysis Projects in the Introduction to Criminal Justice Classroom.

Abstract: analyze presentations of specific players in the criminal justice system, including criminals, victims, police, and lawyers. Students were then required to compare the media presentation with reality, as derived from the criminological literature. This article demonstrates that this type of project can address course objectives of introducing students to the criminal justice system. Further, the project is consistent with constructivist teaching practices. Included in the article is a description of the project, justification for the project, specific project details, examples of students' projects, students' assessment of the project, and what students learned. The final section presents a personal reflection about the project, including recommendations.

The International Social Survey Programme (ISSP): A Tool for Teaching With an International Perspective

Abstract: gists teaching Swiss students, we had to broaden our U.S.-centered sociological perspective in the classroom. In courses on statistics and research methods, social inequality, economic sociology, sociology of the family, and sociology of work, we needed to find international examples and data that we could use to illustrate points made during lectures, in small-group and seminar discussions, and for statistics examples and assignments. At a Workshop on Comparative Analysis of Longitudinal Data held in NeuchAtel, Switzerland in February 1999, James A. Davis introduced us to his work in developing the International Social Survey Programme (ISSP). Since this workshop, we have used the ISSP extensively in our teaching. We find it an invaluable tool for increasing global literacy and scientific literacy in our sociology lectures and class activities.

Teaching Sociology Through Student Portfolios

Abstract: AFTER SEVERAL YEARS of teaching Sociological Thought-an upper division course that focuses on classical, modern, and contemporary sociological theories-I came across the idea of student portfolios. As a consequence, the course has undergone farreaching changes. The content remains relatively intact; however, today the theory course differs fundamentally in form. This paper is a blueprint for building student portfolios into a writing-intensive theory course. (Although my experience with portfolios is limited to the theory course described here, the ideas presented in this paper could be adapted to many other courses. The topic is covered more fully at the end of the section on portfolio construction.) This paper begins with an overview of the history of student portfolios in the college curriculum; it then lists the course objectives and summarizes the written assignments. Next, the paper takes a close look at how the key components of the portfolio process enhance the assignments of the course and how each assignment fits into the portfolio schema; it also describes the evaluation process. Finally, the paper offers evidence of the effectiveness of the portfolio project. EARMARKS OF STUDENT PORTFOLIOS