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Ballantine, Jeanne; Greenwood, Nancy; Howard, Jay R.; Kain, Edward L.; Pike, Diane; Schwartz, Michael; Smith, R. Tyson; Zipp, John F. – Teaching Sociology, 2016
Is there a distinct disciplinary core (or foundation of agreed on knowledge) in sociology? Should we define a core in our broad field to build consensus? If so, what should it look like? We address these questions by presenting three viewpoints that lean for and against identifying a core for department curricula, students, and the public face of…
Descriptors: Reflection, Sociology, Foundations of Education, Course Content
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Dallinger, Carolyn – Teaching Sociology, 2017
Developing a global mind-set in college students is a goal of many colleges and universities. Most often this goal is met by encouraging students to study abroad. This article explains how a service learning student engagement program at home achieves this goal by pairing Introduction to Sociology students with young immigrant children in a weekly…
Descriptors: Global Approach, Sociology, Teaching Methods, Qualitative Research
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McCall, George J. – Teaching Sociology, 1984
The introductory social psychology course, as taught by sociologists, varies widely in content and in its pedagogical concepts. This variation is due to the institutional setting and to the instructor's notion of the academic status of social psychology. Typical course contents answering to various course concepts are described. (Author/RM)
Descriptors: Course Content, Course Descriptions, Higher Education, Introductory Courses
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Burgess, Robert G. – Teaching Sociology, 1979
Describes an experimental course in the sociology of education which emphasized integration of historical, contemporary, theoretical, and empirical material. Examines the context in which the course developed, interplay between curriculum innovation and project teaching, and student reactions. (Author/AV)
Descriptors: Course Content, Course Descriptions, Educational Innovation, Educational Sociology
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Gondolf, Edward W. – Teaching Sociology, 1985
Utopian societies can actually demonstrate some essential needs for community life. In this sociology course students read utopian literature and then investigated the lessons gleaned from their study of the utopian societies through experiential learning projects, e.g., participant observation of dorm life, leadership simulations, and utopian…
Descriptors: Course Content, Course Descriptions, Course Evaluation, Educational Objectives
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Zucker, Lynne G. – Teaching Sociology, 1984
Social psychology has separate sociological and psychological approaches that must be bridged in undergraduate courses. One possible course format is to cover a variety of theories, then their substantive applications. Two texts, detailed handouts, and demonstrations, including simulations and field problems, help students to understand and…
Descriptors: Course Content, Course Descriptions, Curriculum Design, Curriculum Development
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Wilson, Stephen R. – Teaching Sociology, 1983
The idea of stress can be used to explicate some major topics taught in the introductory college- level sociology course. Strengths and weaknesses of the approach are discussed. A brief annotated bibliography is also provided to aid instructors who want to experiment with the technique. (Author/RM)
Descriptors: Concept Teaching, Course Content, Course Descriptions, Introductory Courses
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Lenski, Gerhard – Teaching Sociology, 1983
The introductory sociology course, usually of a superficial and encyclopedic nature, should be replaced by three separate introductory courses of greater depth: (1) macrosociology, the world system of societies; (2) microsociology, the impact of societies on individuals; and (3) mesosociology, students' own society and its institutions. (Author/RM)
Descriptors: Course Content, Course Descriptions, Educational Change, Educational Needs
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Hegtvedt, Karen A. – Teaching Sociology, 1991
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…
Descriptors: College Curriculum, Course Content, Course Descriptions, Curriculum Development
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Boles, Jacqueline – Teaching Sociology, 1985
A college course designed to introduce students to the administration of voluntary associations is described. Course goals and objectives are discussed, and course requirements and the grading system are reviewed. Sources of teaching materials are provided. The appendix contains a list of national organizations that provide training materials and…
Descriptors: Course Content, Course Descriptions, Educational Objectives, Grading
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Wattendorf, John M. – Teaching Sociology, 1993
Argues that a capstone course in college-level sociology should focus on synthesizing information gained from a sequentially integrated curriculum. Discusses the course organization and content of the sociology capstone course at the U.S. Military Academy. Describes a six-chapter student project that comprises the major course assignment. (CFR)
Descriptors: Course Content, Course Descriptions, Course Organization, Curriculum Development
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Emerick, Robert E. – Teaching Sociology, 1994
Discusses the inclusion of rules regarding classroom etiquette in an introductory college sociology course. Reports on rules regarding tardiness, leaving early, absenteeism, paying attention, and/or sleeping in class. Concludes that students and colleagues are generally positive about the approach. (CFR)
Descriptors: Class Organization, Classroom Environment, Classroom Techniques, Course Content
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Hirshorn, Barbara A. – Teaching Sociology, 1991
Describes recommended and tested strategies for teaching a first-level course on the demography of aging. Provides illustrations of the range of perspectives used to teach the subject in the context of the sociology of aging. Recommends using primary sources and includes a list of resource materials. Includes examples of student projects. (NL)
Descriptors: Aging (Individuals), Aging Education, Class Activities, Course Content
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Liebman, Robert C. – Teaching Sociology, 1994
Asserts that not using a cross-cultural approach to American Studies is paradoxical, since comparative analysis is the principal sociological method of discovery and proof. Describes an American Studies course in which the core is comparative analyses of work and education in other countries. (CFR)
Descriptors: American Studies, Comparative Analysis, Comparative Education, Course Content
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Hale, Sylvia – Teaching Sociology, 1995
States that an important goal of introductory college sociology courses is to make the discipline come alive for students and to encourage active involvement in learning. Describes a student project approach in which students interview three people and analyze the data relevant to four theoretical perspectives. (CFR)
Descriptors: Active Learning, Assignments, Course Content, Course Descriptions
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