Reviews the learning outcomes assessment literature and suggests contextual factors responsible for increased interest in outcomes assessment. Reports on a study of several hundred sociologists regarding usage and impact of various outcomes assessment strategies. Examines implications of outcome assessments for power redistribution. (Author/KDR)

Beginning at the introductory level, the authors believe students ought to experience a common framework for approaching a general understanding of social life. At a minimum, this requires going back to the discipline's history--back to the journals and books that provide the foundational context for the discipline's framework and, therefore, its…

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…

Assessment has since taken center stage in higher education. Over two-thirds of the states have mandated assessment to document student performance, and many states have initiated performance-based funding strategies. Most assessment efforts are local, including those reported in the special issue of "Teaching Sociology," and most efforts use…

Reports on a study of student perceptions concerning in-depth study of sociology compared with other disciplines in the social sciences and other liberal arts. Finds that sociology majors experience less study in depth than do other majors. Discusses the implications of the findings. (CFR)

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'…

Presents several common misperceptions about student evaluation of college faculty members. Asserts that it is essential to examine the operational processes used to measure effective teaching. Discusses the role of research, the importance of sociology, and the utility of standardized assessments of student learning in faculty evaluation. (CFR)