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A Quarterly Publication of
The American Sociological Association

ABSTRACTS
Volume 36, Number 2, April 2008

ARTICLES

NOTES

2007 Hans O. Mauksch Award Paper
The Converging Landscape of Higher Education:
Perspectives, Challenges, and a Call to the Discipline of Sociology

Across the field of higher education and within the discipline of sociology, several important reconceptualizations of academic work have emerged. While not absolutely in sync, there is a striking overlap across three of the most visible of these: Boyer's Scholarship Reconsidered, Carnegie's Stewardship of the Discipline, and Burawoy's Public Sociology. Putting the development of these conceptualizations into the larger context of shifts in higher education, I briefly review each, putting special emphasis on the synergy among them. However, despite these overarching guides and a number of other noted innovations (particularly in the scholarship of teaching and learning), new challenges have arisen. I end by discussing these new developments, drawing from basic sociological research to provide insights for maintaining gains and pushing these efforts forward. In particular, SoTL and the aging of the cohort of leaders who pioneered these redefinition efforts emphasize the importance of Preparing Future Faculty (PFF) programs, and the placement of new PhDs with this broad vision in PhD-granting departments, as well as in liberal arts colleges and universities.

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How Sociological Leaders Teach: Some Key Principles

This paper arose from a larger study designed to explore what leaders in the field of sociology think are the most important goals and principles for students to understand after taking a college-level introductory course and how they teach those principles. A population of scholarly leaders in sociology was defined by various forms of peer recognition and included elected presidents of national and regional professional associations, recipients of national awards, and recipients of competitive research funding. In 2005 and 2006 we interviewed a sample of 44 leaders to gain an understanding of key principles and how they are taught. We report their teaching strategies and compare their strategies to those of other teachers and the recommendations in McKinney et al. (2004). Although similar in many respects, leaders are considerably more likely than other sociologists to engage students in research and somewhat more likely to use simulations or games.

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Deep Reading, Cost/Benefit, and the Construction of Meaning:
Enhancing Reading Comprehension and Deep Learning in Sociology Courses

Reading comprehension skill is often assumed by sociology instructors, yet many college students seem to have marginal reading comprehension skills, which may explain why fewer than half of them are actually doing the reading. Sanctions that force students to either read or to pay a price are based on a rational choice model of behavior-a perspective that many students seem to bring with them. However, deep reading-reading for long-term retention of the material and for comprehension at a level that can be perspective-transforming-involves constructing meaning as one reads. Students need help developing reading strategies that enhance this process. Moreover, cost/benefit coercion of reading does not necessarily enhance construction of meaning or deep-learning; indeed, it may reward minimalist or surface reading. This essay is an excursion into theory on deep learning and the implications of that theory for engaging students in reading. An assignment based on multiple intelligences and fostering reading comprehension is suggested and some initial data are provided regarding possible success of this strategy.

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Integrating the Complete Research Project into a Large Qualitative Methods Course

An instructor and two undergraduate students of a qualitative research methods course reflect on a course project that engaged students in all phases of research, from design to dissemination. Whereas much has been written about experiential learning projects in methods courses, ours is one of few examples of a complete research project carried out in a compulsory, high-enrollment, single-semester course. We discuss the project in detail, highlighting its pedagogical benefits and limitations, its value as research, and the compromises that were made to ensure its feasibility, given the logistical and temporal constraints of a large undergraduate course.

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The Bottom Line: An Exercise to Help Students Understand
How Social Inequality is Actively Constructed

This exercise is designed to help students understand where wealth and power in our society contribute to the vast inequality of its citizens. Part of that process is helping students understand how they themselves have developed their understanding of these issues, including the structures and social norms at play. We utilize Edin and Lein's (1997) Making Ends Meet and Barbara Ehrenreich's (2001) book, Nickel and Dimed: On Not Getting By In America, especially as they relate to power and inequality, followed by a step-by-step application activity. Through the process, students research local cost-of-living, and compare it to low-wage earnings, ultimately creating a spreadsheet of Income-Minus-Expenses and a "Bottom Line." In most cities, even after adding in government benefits, the "bottom line" is a substantial deficit. Students are led to an analysis and discussion of the causes and consequences of poverty, especially how agency and structure interact for low-wage workers.

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The Editor of Teaching Sociology is Liz Grauerholz.

For articles, notes, and conversations, send manuscripts to: Liz Grauerholz, Department of Sociology and Anthropology, Purdue University Stone Hall, 700 West State Street, West Lafayette, IN 47907-2059. Phone: 765-494-5874, Fax: 765-496-1476.

For book, video, and software reviews, send manuscripts to: Jay Howard, Department of Sociology, Indiana University Columbus, 4601 Central Avenue, Columbus, IN 47203-1769.

For questions about manuscript processing, contact Monica Mendez, Department of Sociology and Anthropology, University of Central Florida, Howard Phillips Hall 403, Orlando, FL 32816-1360. Phone: 407-823-2227, Fax: 407-823-3026.
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Page last updated: March 12, 2008