A Quarterly Publication of The American Sociological Association Comments from the Editor Volume 34, Number 1 - January 2006 (Guest Editors: Stephen Sweet and Kerry Strand) Volume 34, Number 2 - April 2006 Volume 34, Number 3 - July 2006 (There is no Comment.) Volume 34, Number 4 - October 2006 (There is no Comment.) Volume 34, Number 1 January 2006 IN THIS SPECIAL ISSUE on “Cultivating Quantitative Literacy,” guest editors Stephen Sweet and Kerry Strand argue that “sociology is well positioned to be a leading discipline in the cultivation of students’ abilities to interpret statistical information and put those interpretations to meaningful use.” While my own research (this issue) suggests that most sociology courses do not require data analysis as part of the formal course requirements, many sociologists are taking seriously the ASA’s challenge to integrate data analysis throughout the curriculum. I am convinced that there is much more going on by way of teaching undergraduates how to evaluate data than what our syllabi suggest. Certainly the articles and notes in this issue provide numerous examples of effective ways—simple and complex—to expose students to data analysis. But conversations with other sociologists in our own institutions and elsewhere often reveal exciting practices and show that the structural barriers that constrain our options, such as large enrollments, can be overcome. A good example is a large (~250 students) lower-level course taught by Mike Hout (UC-Berkeley), in which students gather data, practice qualitative and quantitative research skills, and critically evaluate claims made by sociologists and nonsociologists. It is my hope that this special issue on integrating data analysis into our classrooms will inspire new ideas and practices, and stimulate discussion among sociologists about what’s currently being done and where we should be headed. It is these types of exchanges that can help us realize our discipline’s goals for teaching and learning, and position sociology as a leader in institution-wide efforts to cultivate students’ quantitative literacy. I have the tendency to focus outward, towards expanding students’ understandings of the social world, sometimes forgetting that we must also turn a critical eye to our own institutional practices that can impede student learning. In Catherine Berheide’s lead article—based upon her 2004 Hans O. Mauksch Award presentation at ASA—she addresses the issue of coherence and sequencing within the sociology curriculum. Along the lines of disciplinary concerns, you can also read more about the core in sociology, in Schweingruber’s comment on Keith and Ender’s earlier conversation published in this journal, as well as their response to Schweingruber. Finally, Levy and Merenstein offer ideas for teaching one of the discipline’s core courses—theory. As 2005 unfolds, I look forward to discovering even more creative ways to engage our students and to help them see the world through a more sociological lens. I wish you all a productive and rewarding year. Volume 34, Number 2 April 2006 BY NOW, most of us realize the importance of mentoring graduate students in teaching as well as research. Graduate seminars on “Teaching Sociology” are relatively common in graduate programs these days. But what are the other means by which we teach graduate students about pedagogy? Erin Leahey’s article in this issue explores the transmission of knowledge about research from advisor to advisee, and I think it is safe to say that the same processes occur in transmission of knowledge about teaching—at least among those of us who feel that mentoring graduate students in teaching is a necessity. As Leahey notes, much of the knowledge students obtain about research occurs informally. Likewise, we model teaching for our graduate teaching assistants, we consult with graduate students about their teaching, talk with them about problems and insecurities they confront, and so on. All of this is valuable and has a largely unrecognized effect on graduate students’ success as instructors. But how can we emphasize the importance of teaching to our graduate students in other contexts? As I read Kleinman, Copp and Sandstrom’s article on “Making sexism visible,” I got plenty of great ideas about how to teach my undergraduate course on gender, but it also helped me see that any graduate seminar we teach should include a section on “Teaching _____.” After all, these courses are the springboard for many graduate students who will go on to teach courses on the topic. Thus, as I plan the graduate gender seminar I will teach next semester, I plan to include a section on “Teaching Sex and Gender” along with the traditional research-based discussions. Kleinman, et al.’s article will certainly be required, as will others. Dixon and McCabe’s article, for instance, on perceptions of “balance” in the classroom and the effect on student evaluations, may be particularly important to those of us who teach about race, gender, poverty, and other highly charged subjects.  As we struggle to find ways to incorporate research into the undergraduate curriculum—the vision behind the journal’s Applications such as that by Lee, Wrigley and Dreby in this issue (also see the January 2006 special issue of TS, edited by Stephen Sweet and Kerry Strand, on “Cultivating Quantitative Literacy”*) we need to find ways to incorporate and share our knowledge about teaching in our research-based courses. The many notes and articles appearing in TS over the years provide invaluable tools to do so. Graduate students frequently visit my office, asking for ideas to get a point across in their courses or enhance students’ skills. From now on, I will devote some class time to familiarizing graduate students with this journal—if only I had been exposed to TS as a graduate student before I began teaching!—and exploring ways to teach the topic to undergraduates.  What other ways can we bridge the gap between research and teaching? As we explore the possibilities, let’s make certain that it’s a two-way process and that graduate students who leave their programs are as prepared to teach as they are to conduct research.  *Copies of this special issue are available through the ASA bookstore. The Editor of Teaching Sociology is Liz Grauerholz. For articles, notes, and conversations, send manuscripts to: Liz Grauerholz, 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. 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. 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, 2006