A Quarterly Publication of The American Sociological Association Comments from the Editor Volume 31, Number 2 - April 2003 Volume 31, Number 3 - July 2003 Volume 31, Number 4 - October 2003 Volume 31, Number 2 April 2003 AT OUR MOST RECENT Editorial Board meeting in August 2002, I brought forward a concern of plagiarism raised by one of our Teaching Sociology authors. This original author and I had corresponded about a manuscript we published that included materials from the author’s earlier text. The evidence was clear that large sections of a literature review, complete with citations, had been reproduced verbatim in Volume 22. The ideas and concepts reviewed did not originate with the first author, but clearly the scholarship involved in synthesizing others scholars’ work had been “lifted.” The original author declined to file an official complaint with the ASA Committee on Professional Ethics. We agreed between us that the matter should be brought to the TS Board for discussion, with some preliminary options outlined and agreed to by the author. The Board had a rigorous discussion of the issues and concluded that both educational and professional outcomes should be sought in light of the clear violation of standards for professional writing and the ASA Code of Ethics. I was asked to address the issue in an editorial comment in this journal, while maintaining anonymity for those involved and to direct a letter to the author(s) of the contested manuscript to identify the specific ASA Code violations. The educational dimension was addressed by requesting that the current author(s) review their process of developing the literature review with all involved as well as conducting an assessment of their practices currently in place on campus for guiding students and faculty through the ASA Code of Ethics and local plagiarism definitions in professional writing. The author(s) of the current manuscript were contacted about the challenged materials, the verbatim reproduced text was highlighted and the author(s) asked to respond to the questions raised by the Editor and the Board. The response of the author(s) was timely and identified their process of working with a student and multiple authors in a literature review process that resulted in the transfer of large sections of material verbatim. Those materials routinely made available to undergraduate and graduate students were evaluated as well as the process for teaching these standards to students in this sociology program. The author(s) outlined a number of ideas and changes for improving students and faculty learning in this area. As the scholarship of teaching and learning expands its literature in sociology and other disciplines, and as we use our own teaching and students’ learning processes as a field of observation, we all need to review our current practices in light of the ASA Code of Ethics. How do we routinely gain permission from students to use products of their communication (essays, discussions, journals, etc.) as “data” in program assessments or field research? What classroom research strategies will be accepted in the peer review processes and will we systematically teach these to new sociologists who combine both teaching and research in their own and others’ classrooms? Are the ASA ethical standards for “subjects” of our research routinely extended to students who are potential participants in research (Institutional Review Board approval, human subjects protections, conflict of interest considerations, etc.)? I thank the original author for both raising the issue and seeking an educationally appropriate outcome. I am grateful that Teaching Sociology has Editorial Board members who are thoughtful, reflective, and strongly endorse our professional ethics and seek to improve our practices. And I acknowledge the efforts of the current author(s) to systematically address these issues in their own department mentoring of graduate students and faculty. I extend this challenge to all of our authors and readers to engage in an “environmental scan” of the current teaching resources available to you. The ASA Web site is only a tool, and the Code of Ethics must be brought into the professional lives of our students and faculty as a regular reminder of our standards and aspirations as scholar-teachers. My term as editor concludes in December 2003. This past fall, the Publications Committee of the ASA began a national search for a new editor. A number of excellent applications were received from scholars from a wide range of academic settings and we are impressed by the disciplinary leadership represented by those nominees. We are pleased to announce that Dr. Elizabeth Grauerholz will carry on the journal traditions in the scholarship of learning and teaching in the discipline. As of July 1, 2003, all manuscripts will be sent to the editor-elect. Helen A. Moore University of Nebraska-Lincoln Volume 31, Number 3 July 2003 WITH THIS JULY VOLUME of Teaching Sociology, we mark the beginning of the transition to the new editor, Dr. Elizabeth Grauerholz, and her team at Purdue. I encourage all of our authors, reviewers, and readers to continue to provide her with the intellectual and pedagogical challenges and support that I have found over the years of my editorship. As of July 1, all manuscripts and inquiries for the Teaching Sociology journal should be directed to: Liz Grauerholz Department of Sociology and Anthropology Purdue University Stone Hall 700 West State Street West Lafayette, IN 47907-2056 Office: (765) 494-5874 Fax: (765) 496-1476 E-mail: ts@soc.purdue.edu Helen Moore University of Nebraska-Lincoln Volume 31, Number 4 October 2003 THIS IS MY FINAL ISSUE to edit Teaching Sociology and I am pleased that it brings together a special focus on teaching at Historically Black Colleges and Universities, guest edited by Dr. John Stanfield, along with several other articles that represent the scholarship of teaching and learning in sociology. This has been a journey I have greatly enjoyed, and from which I greatly benefitted. I extend my warm thanks to the Board members and reviewers and authors whose names are listed in this issue, and to all sociologists who contribute to our pedagogical development. My special gratitude goes to the diverse and talented crew members who made my editorial work part of a “dream team.” Dr. Laurie Scheuble has been an outstanding Deputy Editor who filled our review pages with expanded and improved critiques in every issue. Other members include current and past copy editors: Frances DeNisco, Jeanine Jewell, Carolyn Nolte, and Tagi Quolovaki; and managing editors: Bennie Shobe and (now) Dr. Kathy Acosta. Pauline Pavlakos has my lifelong gratitude for her wise and insightful production of the journal and the Web site over these years. Finally, I want to dedicate this issue and all of the past issues I have edited as some small representation of the dedication that Dr. Carla Howery has given throughout her career to teachers and students. Her counsel, enthusiasm and encouragement has been an important guidepost to me and to many others who delight in the challenges of teaching and learning. My very best wishes to our incoming editor, Dr. Elizabeth Gauerholz at Purdue University. I hope that our readers and authors will extend to her the best of our scholarship and good wishes over the coming years. Dr. Elizabeth Grauerholz Department of Sociology and Anthropology Purdue University Stone Hall 700 West State Street West Lafayette, IN 47907-2059 Office: 765.494.5874 Fax: 765.496-1476 E-mail: ts@soc.purdue.edu   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 Jori Sechrist, 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. Phone: 765-494-5874, Fax: 765-496-1476. The Webmaster is Pauline H. Pavlakos. Observations on form and egregious spelling may be directed to Ms. Pavlakos. The Teaching Sociology Web Page is located at the Department of Sociology and Anthropology at Le Moyne College, the Jesuit College of Central New York. Page last updated: September 15, 2003