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…

This article discusses some of the challenges departments face as they embark on curriculum development. The interpersonal dynamics of a department are often the first and most difficult obstacle to overcome but are often overlooked. The author suggests some strategies for how to address these issues as they arise.

This article updates and extends research by Baker and Chin, who tracked changes in studies published in Teaching Sociology from 1973 to 1983 (Baker) and 1984 to 1999 (Chin). The current study traces manuscripts published in "Teaching Sociology" from 2000 to 2009. We examine both who publishes in the journal and what gets published. In particular,…

The authors provide context for the three articles in the special section of this issue of "Teaching Sociology" on the topic of assessment. They provide a brief discussion of assessment in higher education today, supported by research conducted by the American Sociological Association from a survey of department chairs. These data indicate that…

In this article, the authors demonstrate how they modified a well-known game to use it as an educational simulation to help students understand difficult material, specifically critical theory. The goals for the simulation focus on improving the comprehension levels of critical theory for students in a course on the Sociology of Deviance, although…

Examines papers published in the journal, "Teaching Sociology," from 1984-1999 to depict an emergence of a scholarship on teaching and learning. Builds on the work of Paul Baker who thought that evidence of scholarship was lacking in the journal from 1973-1983. Suggests that a scholarship is emerging. (CMK)

Addresses the relationship between the scholarship of teaching and learning (STL) and faculty assessment. Derives two conclusions: (1) significant opportunities exist for sociologists to contribute to STL within faculty assessment ; and (2) conceptual and empirical STL can be conducted within a sociological framework to improve assessment methods…