American Sociological Association

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  1. The Graduate Teaching Seminar Project Using TRAILS

    A vigorous discipline of sociology requires the creation of meaningful research knowledge and the training of professional sociologists able to pass on that knowledge effectively. In spring 2015, four ASA Department Affiliate institutions participated in a pilot project to integrate TRAILS, ASA’s Teaching Resources and Innovations Library for Sociology, into their graduate teaching seminars.

  2. Measuring College Learning in Sociology: SSRC and ASA Collaboration Reaches Milestone

    Book CoverIn 2013 the Social Science Research Council (SSRC) initiated the Measuring College Learning (MCL) project because SSRC recognized a pressing need for greater clarity, intentionality, and quality in U.S. higher education.

  3. LL3 Task Force Is Making Progress

    The ASA Task Force on Liberal Learning and the Sociology Major, Third Edition (LL3) has been working steadily on the charge put to it by ASA Council at their August 2014 meeting: to revise the ASA document Liberal Learning and the Sociology Major Updated: Meeting the Challenges of Teaching Sociology in the 21st Century (McKinney et al. 2004). Perhaps the most important as well as the most cited sociology curricular document in the United States, this revision comes at a critical time when several changes are occurring in higher education.

  4. COVID-19, Animals, and Us: Human Supremacy as an Environmental Pathology (Animals and Society)

    Founded at the turn of the 21st century, our section has long been committed to unpacking the complex web of relationships that exist between humans and other animals. As COVID-19 can be traced to exposure to animals used for food (likely in wet markets or piggeries), our subfield is perhaps ideally positioned to offer critical insight.

  5. COVID-19, Technology, and Implications for Educational Equity (Sociology of Education)

    Educators of all sorts have been suddenly thrust into online teaching amidst the global pandemic. But who might be left behind as we adapt online? Digital inequality research points to three questions that help us understand the current landscape for K-12 students: How robust is the global technological infrastructure? How ready are educators and students? And how might students be unequally rewarded as classes go online?