American Sociological Association

COMMUNITY COLLEGE RESOURCES

TEACHING RESOURCES

Faculty are at the heart of the discipline of sociology. ASA offers resources and programs to support pedagogical success for faculty and teachers across the full range of institutional locations.

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ASA LISTSERV FOR COMMUNITY COLLEGE FACULTY

Faculty teaching sociology in community colleges can connect with each other through the ASA Community College Listserv.  It is the perfect place to share teaching ideas, classroom challenges, and professional development opportunities.

To sign up for the Listserv fill out this form. You will receive a confirmation email in 1-2 business days.


ASA TASK FORCE ON COMMUNITY COLLEGE FACULTY - FINAL REPORT

This Task Force was charged with gathering empirical data on faculty teaching sociology at community colleges in order to better understand their characteristics, credentials, professional identity, professional goals, and professional development needs, as well as working conditions and structural arrangements that impact sociology curricula and its implementation in their institutions.

Read the final report and recommendations


TEACHING SOCIOLOGY ARTICLES

The task force conducted a survey of community college faculty teaching sociology that received more than 700 responses.  Results from the survey were reported in three articles published in Teaching Sociology.

Brown, Sonia, Stacye Blount, Charles A. Dickinson, Alison Better, Margaret Weigers Vitullo, Deidre Tyler, and Michael Kisielewski. 2016. “Teaching for Social Justice: Motivations of Community College Faculty in Sociology.” Teaching Sociology 44(4): 244-55.

Kapitulik, Brian P., Katherine R. Rowell, Michelle A. Smith, and Nicole V. Amaya. 2016. “Examining the Professional Status of Full-time Sociology Faculty in Community Colleges.” Teaching Sociology 44(4): 256-69.

Curtis, John W., Cynthia Mahabir, and Margaret Weigers Vitullo. 2016. “Sociology Faculty Members Employed Part-time in Community Colleges: Structural Disadvantage, Cultural Devaluation, and Faculty-Student Relationships.” Teaching Sociology 44(4):270-86.


TEACHING & LEARNING SYMPOSIUM AT THE ANNUAL MEETING 

This new annual meeting element was established by ASA Council in response to the recommendations of the ASA Task Force on Community College Faculty in Sociology.  The symposium consists of four back-to-back sessions of workshops, roundtable discussions, and poster presentations focused on teaching and learning in the discipline. Unlike regular annual meeting submissions, proposals to present at the symposium (which are due in January of each year) consist of only a 300-word structured abstract.  The symposium creates new pathways to engage a broader array of sociologists in discussions of teaching and learning in the discipline—including both community college faculty for whom developing a full paper confers little professional benefit, and faculty in research intensive universities who care about teaching but whose areas of research do not include teaching and learning. The symposium will be scheduled either the day before or the day after the main day of sessions organized by the Section on Teaching and Learning. The result will be two full days of programming focused on teaching at the annual meeting.

Community college faculty are also eligible for a substantially lower cost annual meeting registration fee. 

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