The distressing events of 2020 challenged the United States to reimagine how our social institutions can and should respond to demands for racial justice. These demands impacted higher education and debates arose about whether the classroom is an appropriate place for teaching abolition. I address this debate by introducing a senior-level elective…

This article offers an example of a global approach to teaching the sociology of religion, a course that typically focuses on American religious phenomena. It builds on three interventions in the movement for a global sociology: connecting the local and global, moving beyond methodological nationalism, and developing an ethical orientation toward…

Increasingly, educators have called on colleges and universities to prepare their students for a more interdependent world. While sociology has begun to heed the message to globalize the curriculum, efforts to implement relevant teaching practices are hampered by lack of consensus on what "internationalizing" or "globalizing" the classroom…

The teaching and learning movement in sociology in general and within the American Sociological Association specifically has a surprisingly long history. This history can be divided into three periods of activity: early efforts (1905 to 1960), innovation and implementation (1960 to 1980), and the institutionalization of gains (1980 to 2009).…

Provides an overview of the "social constructionist" approach to teaching composition in sociology courses. Describes a course that is team taught by the authors and is based on the social constructionist paradigm. Stresses that sociological writing is a special type of discourse that can be taught most effectively by sociologists who…

Points out that instructors lack a scheme for making connections between teaching techniques and particular learning objectives. Samples the literature concerning teaching techniques for sociology in the context of Bloom's "Taxonomy of Educational Objectives." Proposes a model that will aid in matching teaching techniques with…

Describes a college course on human sexuality, its goals and evolution. Includes a section on student enrollment, student reasons for taking the course, and a discussion of goals and techniques for human sexuality instruction. (Author/AEM)

Presents some of the ideas and actions the sociology department at the University of Lowell (Massachusetts) has adopted in an effort to make sociology attractive to students. Discusses the dissemination of information about the positive aspects of the discipline, the quality of teaching and guidance, and the development of a substantive…

Presents a system in which students in an introductory sociology class use computers to analyze data from the National Opinion Research Center's (NORC) General Social Surveys. Reviews obstacles to the use of computers by both students and instructors and shows how these obstacles can be reduced. (DB)

Outlines a model of instruction that uses Marvin Olsen's reconceptualization of sociology as "sociological practice" to integrate sociological practice into traditional courses. States that this approach helps students gain a critical perspective and overcome personal and cultural ideological constraints in dealing with real issues…

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…

Describes a sociology major curriculum at Alverno College in Milwaukee (Wisconsin) designed around ability-based and assessment-based learning. Explores the daily teaching practices and curriculum development. States that students learn to evaluate their development. Includes portions of the syllabi and learning assessments from two courses. (NL)

Discusses two upper division writing-intensive courses, Sociological Theory and Sociology of Religion, offered at Millsaps College (Mississippi). Argues that greater emphasis on writing in the upper-division sociology courses allows students to become better learners and better sociologists. (DB)

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)