Describes how sociology students in undergraduate research methods are involved in conducting an annual poll for the university. The emphasis is upon interviewing as a general data-gathering method. Includes information about how useful research problems are determined and the process used to design and implement the poll. (JDH)

Discusses experiences in teaching the meaning and value of the sociological imagination to a group of ethnically and economically privileged students. Describes an assignment asking students to critically assess agendas, fallacies, and consequences of scientific racism. Finds evaluations reflect that the assignment conveyed that sociological…

Focuses on the use of service learning and community-based learning (CBL) discussing six types of CBL in detail: (1) out-of-class activities; (2) volunteering; (3) service add-on; (4) internships; (5) service learning; and (6) service-learning advocacy. Addresses the benefits of service learning and other CBL initiatives. Includes references. (CMK)

Discusses a small group debate technique that can be utilized in any classroom that includes controversial topics. Explains the technique prepares students to give presentations. Includes information on the method, topic selection, group formation, debate location, group interaction, concerns with teacher supervision, student outlines, and…

Explains that students in a research methods class analyzed and interpreted alumni attitudes and financial giving patterns, presenting their findings to university administrators and staff. Details the organization of the class, the structure of assignments, and the educational benefits of this teaching experience. (DAJ)

Uses Project Censored to open a dialog about important issues that have not received media attention, to reflect on the sociological reasons why we are not learning about these stories, and to develop strategies to address these issues. Students met these objectives by writing a report and giving an oral presentation. (DAJ)

Uses a relational approach to teach about race showing how it effects whites as well as people of color. Reveals differences in attitudes and feelings on race and age. Uses answers from nine questions submitted by each student as a basis for lecture and guided classroom discussion. (DAJ)

Presents a questionnaire based study of sociology majors in a large U.S. sociology program that evaluates whether students view college in terms of a customer service orientation. Reports that students view higher education as a consumer-driven marketplace. Includes references. (CMK)

Examines the impact of faculty guest speakers on introductory sociology students' (1) certainty of registering for another sociology course, or majoring or minoring in sociology; (2) interest in taking other sociology classes; and (3) perception of sociology as applicable to their lives, careers, and course of study. (DSK)

Presents a learning activity designed to illustrate the concept of positive social deviance to introductory sociology students. Describes the background to the lesson, the assignment, student observations during the activity, student reactions to it, and warnings to instructors considering replicating the assignment. (DSK)

Presents an active learning project for use in teaching social activism and social movements. Discusses students' backgrounds, the course outline, the context of the assignment, the project itself, measures of the effectiveness of the assignment, and limits and problems with it. Notes other topics for which the assignment could be adapted. (DSK)

Argues that children's toys and games contribute to representing and reinforcing dominant conceptions of appropriate social identities. Invites students to play a number of children's games in order to experience the "hidden agendas" concerning race, class, gender, and political socialization conveyed to them while they are playing. (DSK)

Examines whether short-term experiential learning reduces the drawbacks that may prevent instructors from using this technique. Considers the benefits and drawbacks of experiential learning. Explores instructor and student perspectives on three types of short-term exercises: (1) observations; (2) participant-observations; and (3) field trips. (CMK)

Describes a dual-writing assignment used in two introductory sociology classes in which students write a book review and explore their own career choices through an occupational profile. Discusses the integration of work and career related concepts into the lectures and students' evaluation of the assignment. (CMK)

Describes a participatory exercise in which a simulation is used to create the context of institutional discrimination. Explains that student volunteers leave the room while two terms are defined to the remaining students. When the volunteers return, the entire class is given a pop quiz on the terms. (CMK)