American Sociological Association

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  1. None of the above: Strategies for Inclusive Teaching with "Representative" Data

    This conversation explores emerging debates concerning teaching to and about marginalized populations often left out of "representative" data sets. Based on our experiences studying, teaching, and belonging to some of these unrepresented populations, we outline some strategies sociologists may use to transform the limitations of data sets traditionally labeled as representative into tools for delivering core sociological concepts.

  2. Enhancing Student Compositional Diversity in the Sociology Classroom

    It is well documented that interaction between diverse students encourages positive learning outcomes. Given this, we examine how to enhance the quantity and quality of student diversity in university classrooms. Drawing on sociological theory linking life experiences with ways of knowing, we investigate how to increase classroom diversity by considering when, where, and how courses are scheduled and delivered.

  3. 2015 Hans O. Mauksch Address: How Departments Can Respond to the Changing Popularity of the Sociology Major

    While the popularity of the psychology major and the sociology major were comparable in 1970, sociology witnessed a decline while psychology witnessed expansion. This article considers strategies of expanding the popularity of the sociology major, considering data from a variety of sources. Primary recommendations are to configure programs to maximize prospects that students discover sociology early in their college careers and to limit the number of barriers that might prevent students from enrolling in sociology courses.

  4. Pivot Points: Direct Measures of the Content and Process of Community-based Learning

    This research is an initial investigation into the ways community-based learning increase the cognitive skills central to the exercise of the sociological imagination. In addition to identifying a means to reveal that learning had occurred, we looked for evidence that the students were mastering sociological content, especially the concepts and habits of the sociological imagination.

  5. Student Accountability in Team-based Learning Classes

    Team-based learning (TBL) is a form of small-group learning that assumes stable teams promote accountability. Teamwork promotes communication among members; application exercises promote active learning. Students must prepare for each class; failure to do so harms their team’s performance. Therefore, TBL promotes accountability. As part of the course grade, students assess the performance of their teammates. The evaluation forces students to rank their teammates and to provide rationale for the highest and lowest rankings. These evaluations provide rich data on small-group dynamics.

  6. Blended Learning as a Potentially Winning Combination of Face-to-face and Online Learning: An Exploratory Study

    Blended learning, in the form of screencasts to be viewed online outside of class, was incorporated into three sections of an introductory sociology course in a liberal arts college setting. The screencasts were used to introduce concepts and theories to provide more time for discussion in class and more opportunity for students to review concepts and theories outside of class. Students’ use and their perceptions of the impact of the screencasts were assessed with an in-class survey instrument in addition to a web-based college-administered survey.

  7. Should We Talk about the Pain? Personalizing Sociology in the Medical Sociology Classroom

    This article discusses the potential of personalizing sociology curriculum, specifically in Medical Sociology courses, to increase student engagement and sociological awareness. Based on our experiences offering separate Medical Sociology courses at a large public research university and a small private teaching university, respectively, we outline emotional techniques we have each employed—separately and together—in our classes to facilitate student engagement, critical awareness, and medical coming out processes in our classrooms.

  8. An Exploratory Study Comparing the Effectiveness of Lecturing versus Team-based Learning

    Lecturing has been criticized for fostering a passive learning environment, emphasizing a one-way flow of information, and not adequately engaging students. In contrast, active-learning approaches, such as team-based learning (TBL), prioritize student interaction and engagement and create multidirectional flows of information. This paper presents an exploratory analysis of whether lecturing or TBL was better for teaching content; developing skills, such as critical thinking; and creating an enjoyable learning environment in a sociology course.

  9. Why Do Young, Unmarried Women Who Do Not Want to Get Pregnant Contracept Inconsistently? Mixed-method Evidence for the Role of Efficacy

    Many sexually active single women do not want to get pregnant but use contraception inconsistently. To explore why, the authors conducted in-depth interviews with 99 unmarried women in their 20s, asking about contraception with each of their sexual partners. The authors present quantitative and qualitative evidence that contraceptive inconsistency sometimes results from having too little efficacy, a concept that includes the subconcepts of planfulness, self-regulation, assertiveness, and believing that one can affect one’s goals.
  10. Teaching Around the World: Sociology on the Semester at Sea Ship

    Michelle M. Camacho, Fellow, American Council on Education