Educators agree that developing critical thinking skills is a key goal of college education. While the literature on higher-level thinking emphasizes the significance of writing for developing such skills, teachers often receive little guidance about the kinds of writing assignments that can prove most beneficial for helping students to develop…

In-depth interviewing is now a common method in sociology. Although there are many potential benefits of in-depth interviewing assignments for both majors and nonmajors, few have developed tools one can use to teach this method at the first and second year, especially in substantive classes where instruction in interviewing is constrained by time…

The Integrating Data Analysis (IDA) approach to undergraduate education developed by the American Sociological Association (ASA) and the Social Science Data Analysis Network (SSDAN) has been embedded in the undergraduate sociology curriculum at Lehman College, The City University of New York (CUNY), since 2003. This study draws on student and…

This article explores the social-psychological process of identity negotiation in collaborative teaching, using Erving Goffman's (1959) theoretical tradition of dramaturgy to analyze the classroom itself as a performance venue. A dramaturgical analysis of collaborative teaching is especially significant given this growing pedagogical trend because…

Presents methods of using data sets to explain the concepts of ecological fallacy and psychological reductionism to beginning methods students. Includes information on variables, an appendix on data and software sources, and statistical results. Suggests that students will learn the concepts described as well as the principle of uncertainty in…

Explores new ways of stimulating critical thinking in teaching basic sociology courses and finds the use of paradoxes and dilemmas an effective teaching tool, as they reflect the dialectical nature of sociological analysis. Gives examples of paradoxes and dilemmas, and discusses basic strategies in recognizing and resolving dilemmas. (NL)

Describes an exercise for the first day of courses in introductory sociology. Includes four objectives: (1) telling students what they will be able to do by the end of the class; (2) exposing them to the social construction of reality; (3) showing the power of the sociological imagination; and (4) changing students into participants in their…

Discusses how the basic concepts from formal logic can be used as a teaching aid in beginning sociology courses. Three sociological arguments are analyzed, to determine their logical structure and the validity of their conclusions. (Author/RM)

Discusses, in the light of an escalating "war on crime," ideas on teaching about the concept of punishment. Offers a framework for understanding punishment's functions. Delineates ideal criteria for applying punishment. Describes processes that influence uniformity. Suggests a method for teaching about punishment and underscores its advantages and…

Suggests using classroom experiences as data to be identified, analyzed, and evaluated. Defines sociological wisdom as the ability to use sociological knowledge to make sense of one's experience in the world. States that using the classroom as a sociological event requires the allocating exercise time, distancing to avoid defensiveness, and…

Describes group role-playing activities that have been used to teach about education, criminology, and sex roles. Suggests that role play helps students to absorb and retain many of the insights about the issues involved. (DB)

Challenges the assumption that library skills are not a legitimate aspect of sociology courses. Argues that library skills are learned most effectively through an active process of participation and experience. Suggests and describes a library scavenger hunt as an effective learning exercise. (DB)

Suggests teaching sociology as a way for students to know about themselves and society. Discusses three innovations in introductory courses: (1) rearrangement of substantive specialties to resonate with lived experience; (2) use of stories and film as an experiential world for tracing sociological processes; and (3) postponement of methods and…

Outlines strategies for effectively teaching classic works of sociological theory to undergraduate sociology majors. Suggests placing a heightened emphasis on writing, opening the class to as much discussion as possible, and forming student reading groups. Selects classic works to be read and an order in which to teach them. (DB)

Takes the position that sociology teachers should expand their role to help students write better. Outlines the goals of speculative writing and demonstrates its usefulness in the sociology classroom. Describes classroom experiences using speculative writing and offers suggestions for enhancing its effectiveness. (KO)