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…

Content analysis of 77 college and university catalogs and department websites assesses conformity with select recommendations for the sociology major. The majority of institutions have programs that fulfill some recommendations examined, but the minority fulfills most of the recommendations. Some sociology programs are much more coordinated than…

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)

Describes different assessment designs available for different types of curricula. Reports results from a quasi experimental design comparing the level of critical sociological reasoning skills among students near the beginning and those finishing their studies. Believes the multi dimensional diversity within sociology presents the greatest…

Argues that effective sociology courses should point to a central contradiction of a social problem or institution. Contends that organizations and organizational theory are prime choices for this role. Concludes that changes in the way work is designed and managed result in more creativity and productivity. (CFR)

Presents a strategy for the curricular design and assessment of one multidisciplinary program goal: understanding human behavior. Discusses how to assess a desired outcome based on four specific areas: (1) organizational context; (2) articulation of a learning model; (3) program design and implementation; and (4) outcomes assessment. (Author/KDR)

Describes an advanced undergraduate course introductory course designed to integrate two ways sociologists examine literature. Presents sociology of literature through reading fictional works, like Dickens'"Hard Times," that deal with sociological issues. Writing assignments provide opportunities to test ideas about authors, critics, and…

Offers ideas for developing distinct deviance, delinquency, and criminology curricula. Discusses how to reduce theoretical and content overlap, paper assignments, course readings, and departmental issues. Finds overlap and review of basic theories were helpful to students. Recommends deviance, criminology, and delinquency courses be theoretically…

Contends that a college-level capstone course in sociology should synthesize prior knowledge and foster continuing affilation with the discipline. Discusses six pedagogical principles that promote a continuing relationship with sociology. Describes content and instructional procedures used in a senior seminar at Rider College (New Jersey). (CFR)

Compares a college-level senior seminar at Christoper Newport University (VA) to a rite of passage for new members in the field. Describes the structure, content, and assignments used in the course. Lists criteria used to evaluate student papers and presentations. (CFR)

Outlines a newly designed foundations of sociology course at Mount Saint Mary's college (California) that attempts to integrate the course into the College's liberal arts core curriculum. Suggests teaching this integrated, sociohistorical curriculum furthers students understanding and attraction to the discipline. (NL)

Describes and compares four sociological tasks and their varying degrees of academic legitimacy. Discusses problems encountered by applied sociology training and recommends solutions emphasizing the integration of applied course work into existing curricula. (CK)

Contends that many colleges and universities have reviewed and revised their liberal arts curriculum in recent years, paying particular attention to the "capstone course," a culminating experience for students in their major field. Concludes that a capstone course should transcend other sociology courses and help assess students'…

Argues that sociologists give increased attention to food, eating, and nutrition. Discusses three approaches to include these topics in college-level sociology courses: (1) sociology of food and nutrition; (2) food and society; and (3) nutritional sociology. Recommends instructional strategies and resources. (CFR)