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A Quarterly Publication of
The American Sociological Association
ABSTRACTS
Volume 33, Number 2, April 2005ARTICLES
- Computer Mediated Communication and Student Learning in Large Introductory Sociology Classes ..... Eric R. Wright and Anthony H. Lawson
- The Madding Crowd Goes to School: Myths about Crowds in Introductory Sociology Textbooks ..... David Schweingruber and Ronald T. Wohlstein
- Sociology and the Environment: An Analysis of Coverage in Introductory Sociology Textbooks ..... Tammy L. Lewis and Craig R. Humphrey
- Filling Structural Holes: Social Networks in the Introductory Course ..... James M. Cook
- Taking a Critical Pedagogical Look at Travel-Study Abroad: "A Classroom with a View" in Cusco, Peru ..... Catherine Fobes
NOTES
- An Examination of Student Learning in Introductory Sociology at a Commuter Campus ..... Jay R. Howard
- Teaching Sociological Theory through Active Learning: The Irrigation Exercise ..... Mellissa Holtzman
- What They Learned in Court: Student Observations of Legal Proceedings ..... Elizabeth Callaghan
Computer Mediated Communication and Student Learning in Large Introductory Sociology Classes
Over the past several years, scholars of teaching and learning have demonstrated the potential of collaborative learning strategies for improving student learning. This paper examines the use of computer-mediated communication to promote collaborative student learning in large introductory sociology courses. Specifically, we summarize a project we conducted during the 2000-2001 academic year in which we added online collaborative learning activities to the curriculum of two large sections of introductory sociology. Drawing on Novak et al.'s (1999) Just-In-Time Teaching methods, we developed online activities to help prepare students for subsequent in-class work and to cultivate a sense of group solidarity among smaller teams within the larger class. The results suggest that student engagement in the online group learning activities was strongly predictive of better student academic achievement on the biweekly quizzes, cumulative final exam, and course paper. These findings highlight the potential value of online group work for fostering collaborative learning environments in large lecture courses as well as for enhancing student learning.
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The Madding Crowd Goes to School: Myths about Crowds in Introductory Sociology Textbooks
The authors examined the crowd sections of 20 introduction to sociology textbooks, coding them for the presence of seven crowds myths-claims about crowds that have no empirical support and have been rejected by scholars in the field. The number of myths per book ranges from five to one. The authors conclude by making suggestions for rewriting these chapters and for improving the book reviewing process.
Sociology and the Environment: An Analysis of Coverage in Introductory Sociology Textbooks
Using content analysis, this research examines the impact of the first 25 years of environmental sociology research on current introductory sociology textbooks. The investigators searched the texts for 40 key concepts in environmental sociology and for the inclusion of works by 20 award-winning environmental sociologists. On average, the texts cited 7 of the 40 key concepts. Eliminating multiple citations to a page, the total number of pages cited averaged just under three percent per book. On average, the texts cite four works by influential environmental sociologists. The texts, however, omitted some of the most central, unique concepts in the field. The texts typically treated environmental issues as social problems rather than as the by-products of institutionalized behaviors or practices. There tends to be a positive relationship between the sales of a text and the discussion of the environment.
Filling Structural Holes: Social Networks in the Introductory Course
Although the literature on social networks has made a considerable contribution to the sociological imagination in recent years, it has been largely ignored in conventional course materials. Such an omission is curious, considering social networks' intuitive imagery, broad theoretical relevance and extensive empirical application. This article offers a remedy to that oversight, describing a challenging yet accessible curriculum including readings, classroom exercises, and student-centered learning projects.
Taking a Critical Pedagogical Look at Travel-Study Abroad: "A Classroom with a View" in Cusco, Peru
The importance of preparing students for citizenship in a global society is well recognized in teaching sociology. Although options have emerged to facilitate such pedagogical experiences, few concentrate on maximizing students' experiences in non-English-speaking nations. How can we help sociology students get the most out of an experience in a foreign language society if they do not speak the language? I propose a critical pedagogical approach to travel-study abroad by presenting a case study of a unique three-week intensive class taught in Cusco, Peru. Following Kaufman's (2002) four-point model of critical pedagogy, I recommend that understanding, reflecting, analyzing, and engaging in social action can help structure the application of critical pedagogy to travel-study abroad in sociology. My research suggests benefits of such an approach, including working with a native educational institution, pairing sociology and Spanish students, and using home-stay families as informal teachers. I conclude by offering suggestions for faculty interested in creating a travel-study abroad course, to a developing nation in particular.
An Examination of Student Learning in Introductory Sociology at a Commuter Campus
This study examines the predictors of success, as measured by course grade, in one instructor's introductory sociology courses over seven consecutive semesters at a small-enrollment (about 1,800 students), non-selective, commuter campus. Students' gender, use of time, reading habits, and use of learning technologies are examined. The results suggest that female students study more hours for exams and are more likely to read assignments and use online learning resources. A/B students miss fewer class sessions, read assignments, and use practice exams more often than do C/D/F students. C/D/F students work more hours for pay, which has a negative effect on their grades. The study also suggests that students are more willing to use practice exams when they are available online than practice exams available on reserve in hard copy.
Teaching Sociological Theory through Active Learning: The Irrigation Exercise
For students, theory is often one of the most daunting aspects of sociology-it seems abstract, removed from the concrete events of their everyday lives, and difficult to comprehend. For these reasons students resist grappling with theory. In an attempt to break down student resistance to theory, scholars are increasingly turning to active learning approaches. Building on this tradition, this note describes an activity that I use in introductory courses. Specifically, "The Irrigation Exercise" is designed to introduce students to the ideas of functional and conflict theory, to encourage them to apply the tenets of these theories within the context of stratification, and to demonstrate the utility of these theories for explaining their actions during the exercise. Through this activity, students start to see functionalism and conflict theory as more than scholarly abstractions; they begin to appreciate the relevance of these theories to their own lives.
What They Learned in Court: Student Observations of Legal Proceedings
Using a court ethnography assignment can be intimidating for both students and professors. Student response has been enthusiastic and their field notes reflect that they gain insights that cannot be obtained in the classroom. This note presents strategies for incorporating fieldwork in substantive courses and addresses problems that can arise when students observe legal proceedings, particularly in family court.
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