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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.
An official in Cairo, Illinois dispatched a message to his counterparts in Washington, DC. He warned, the “country below is in the hands of a howling mob.” Locals not yet touched by the disease went into lockdown. In the absence of permanent public health officials or institutions, coalitions of citizens and elected officials living in uninfected areas took up arms to impose “shotgun” quarantines to fend off outsiders.
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?
Much scholarship has centered on the very real decline of U.S. religious service attendance. Such a focus side-steps the ways in which religious organizations remain central to the fiber of U.S. social life, evidenced by the fact that more than 40 percent of U.S. adults attend religious services) at least once a month and many more belong to a religious organization (Maness 2020; Jones 2019). In a post COVID-19 world, sociologists of religion are needed partners in the scholarly quest to examine the collateral social and economic impact of the virus.