Pub Date : 2022-11-08DOI: 10.1177/0092055X221134126
Katherine Lyon, Nathan D. Roberson, Mark Lam, Daniel Riccardi, J. Lightfoot, Simon Lolliot
Multiple-choice questions (MCQs) are widely used in large introductory courses. Recent research focuses on MCQ reliability and validity and overlooks questions of accessibility. Yet, access to the norms of academic discourse embedded in MCQs differs between groups of first-year students. We theorize these norms as part of the institutionalized cultural symbols that reproduce social and cultural exclusion for linguistically diverse students. A sociological focus on linguistic diversity is necessary as the percentage of students who use English as an additional language (EAL), rather than English as a native language (ENL), has grown. Drawing on sociology as pedagogy, we problematize MCQs as a medium shaping linguistically diverse students’ ability to demonstrate disciplinary knowledge. Our multimethod research uses two-stage randomized exams and focus groups with EAL and ENL students to assess the effects of a modification in instructors’ MCQ writing practices in sociology and psychology courses. Findings show that students are more likely to answer a modified MCQ correctly, with greater improvement for EAL students.
{"title":"A Sociological Lens on Linguistic Diversity: Implications for Writing Inclusive Multiple-Choice Assessments","authors":"Katherine Lyon, Nathan D. Roberson, Mark Lam, Daniel Riccardi, J. Lightfoot, Simon Lolliot","doi":"10.1177/0092055X221134126","DOIUrl":"https://doi.org/10.1177/0092055X221134126","url":null,"abstract":"Multiple-choice questions (MCQs) are widely used in large introductory courses. Recent research focuses on MCQ reliability and validity and overlooks questions of accessibility. Yet, access to the norms of academic discourse embedded in MCQs differs between groups of first-year students. We theorize these norms as part of the institutionalized cultural symbols that reproduce social and cultural exclusion for linguistically diverse students. A sociological focus on linguistic diversity is necessary as the percentage of students who use English as an additional language (EAL), rather than English as a native language (ENL), has grown. Drawing on sociology as pedagogy, we problematize MCQs as a medium shaping linguistically diverse students’ ability to demonstrate disciplinary knowledge. Our multimethod research uses two-stage randomized exams and focus groups with EAL and ENL students to assess the effects of a modification in instructors’ MCQ writing practices in sociology and psychology courses. Findings show that students are more likely to answer a modified MCQ correctly, with greater improvement for EAL students.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"336 - 348"},"PeriodicalIF":2.2,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49023279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-03DOI: 10.1177/0092055X221129638
Robert D. Francis, Carleigh E. Hill, Jenise R Overmier
There is no better time than now for sociologists to adopt open educational resources (OER), and sociology as a discipline is well positioned to lead. Adopting OER takes seriously the well-documented financial challenges faced by many students, supports classroom and campus goals of equity and inclusion, and allows for increased instructor flexibility. However, OER are not without their difficulties and limitations. This conversation article suggests four ways for instructors to begin or advance their utilization of OER: Ask your librarian, start with an open textbook, join the existing OER conversation, and incorporate OER within one’s broader commitment to inclusive and empathetic pedagogy.
{"title":"The Opportunity of Now: Adopting Open Educational Resources in the Sociology Classroom and Beyond","authors":"Robert D. Francis, Carleigh E. Hill, Jenise R Overmier","doi":"10.1177/0092055X221129638","DOIUrl":"https://doi.org/10.1177/0092055X221129638","url":null,"abstract":"There is no better time than now for sociologists to adopt open educational resources (OER), and sociology as a discipline is well positioned to lead. Adopting OER takes seriously the well-documented financial challenges faced by many students, supports classroom and campus goals of equity and inclusion, and allows for increased instructor flexibility. However, OER are not without their difficulties and limitations. This conversation article suggests four ways for instructors to begin or advance their utilization of OER: Ask your librarian, start with an open textbook, join the existing OER conversation, and incorporate OER within one’s broader commitment to inclusive and empathetic pedagogy.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"381 - 392"},"PeriodicalIF":2.2,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46598625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1177/0092055X221134125
Karen A. Snedker, Andria Fredriks, Emily F. Nye
This teaching note describes the design and implementation of an undergraduate research team project to conduct a tent census. Previous studies highlight the importance of real-world research as a part of sociology curriculum. Tents, as a visible sign of homelessness, represent one such contemporary social problem. Our undergraduate research team documented and geolocated tents in the city of Seattle between 2019 and 2020. This project integrated elements of active learning, collaborative learning, and problem-based learning. The strengths of our student research team were experiential learning, greater awareness and engagement in homelessness, and development of research and problem-solving skills. We offer some generalizable “lessons learned” from our assessment of the successes and challenges of a unique tent census project for student learning and engagement. This article concludes with the challenges of these kinds of real-world projects as well as recommendations for future faculty–student collaborations on important sociological issues.
{"title":"Counting Tents: Pedagogical Reflections on Faculty–Student Collaboration in a Real-World Project on Homelessness","authors":"Karen A. Snedker, Andria Fredriks, Emily F. Nye","doi":"10.1177/0092055X221134125","DOIUrl":"https://doi.org/10.1177/0092055X221134125","url":null,"abstract":"This teaching note describes the design and implementation of an undergraduate research team project to conduct a tent census. Previous studies highlight the importance of real-world research as a part of sociology curriculum. Tents, as a visible sign of homelessness, represent one such contemporary social problem. Our undergraduate research team documented and geolocated tents in the city of Seattle between 2019 and 2020. This project integrated elements of active learning, collaborative learning, and problem-based learning. The strengths of our student research team were experiential learning, greater awareness and engagement in homelessness, and development of research and problem-solving skills. We offer some generalizable “lessons learned” from our assessment of the successes and challenges of a unique tent census project for student learning and engagement. This article concludes with the challenges of these kinds of real-world projects as well as recommendations for future faculty–student collaborations on important sociological issues.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"371 - 380"},"PeriodicalIF":2.2,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49472836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-12DOI: 10.1177/0092055X221129635
M. Virnoche
This teaching note presents a required proseminar for sociology and criminology and justice studies majors. The American Sociological Association reported that about half of U.S. sociology program curriculum integrate career resources and about one-third offer a course. On a spring 2021 proseminar pilot self-assessment pretest, 18 students indicated it was important to them to get help on developing professional skills and materials. On that same pretest, most indicated that already developed materials would not support their professional needs for the next one to three years, and few were confident about soft skills related to networking, searching for jobs, or in translating major skills to job needs. Data based on proseminar assignment completion indicate students mitigated these shortfalls by engaging heavily in resume building, networking, and soft skills development. The author argues this work may mitigate first-generation inequities in both the type of jobs secured and related satisfaction.
{"title":"“You Make Your Own Luck”: Building Cultural and Social Capital in a Major-Based Career Course","authors":"M. Virnoche","doi":"10.1177/0092055X221129635","DOIUrl":"https://doi.org/10.1177/0092055X221129635","url":null,"abstract":"This teaching note presents a required proseminar for sociology and criminology and justice studies majors. The American Sociological Association reported that about half of U.S. sociology program curriculum integrate career resources and about one-third offer a course. On a spring 2021 proseminar pilot self-assessment pretest, 18 students indicated it was important to them to get help on developing professional skills and materials. On that same pretest, most indicated that already developed materials would not support their professional needs for the next one to three years, and few were confident about soft skills related to networking, searching for jobs, or in translating major skills to job needs. Data based on proseminar assignment completion indicate students mitigated these shortfalls by engaging heavily in resume building, networking, and soft skills development. The author argues this work may mitigate first-generation inequities in both the type of jobs secured and related satisfaction.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"362 - 370"},"PeriodicalIF":2.2,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41482438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1177/15248380221120857
Danielle Denardo
The COVID-19 pandemic has both exposed and exacerbated many enduring social inequalities in countries throughout the world. Sociology instructors are thus likely to incorporate content related to this relationship between the pandemic and inequalities in their courses. This article explores the potential of horror films, specifically the subgenre of zombie apocalypse, as a teaching tool for critically analyzing social inequalities and the COVID-19 pandemic. To examine the usefulness of this subgenre of film, I describe and evaluate an assignment and class discussion.
{"title":"Is COVID-19 Like a Zombie Apocalypse? Using Horror Films to Examine the Pandemic and Social Inequalities.","authors":"Danielle Denardo","doi":"10.1177/15248380221120857","DOIUrl":"10.1177/15248380221120857","url":null,"abstract":"<p><p>The COVID-19 pandemic has both exposed and exacerbated many enduring social inequalities in countries throughout the world. Sociology instructors are thus likely to incorporate content related to this relationship between the pandemic and inequalities in their courses. This article explores the potential of horror films, specifically the subgenre of zombie apocalypse, as a teaching tool for critically analyzing social inequalities and the COVID-19 pandemic. To examine the usefulness of this subgenre of film, I describe and evaluate an assignment and class discussion.</p>","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"50 1","pages":"322-330"},"PeriodicalIF":1.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9444814/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47390768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1177/0092055X221120867
{"title":"List of Reviewers: July 1, 2021 to June 30, 2022","authors":"","doi":"10.1177/0092055X221120867","DOIUrl":"https://doi.org/10.1177/0092055X221120867","url":null,"abstract":"","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"50 1","pages":"412 - 412"},"PeriodicalIF":2.2,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41938371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-29DOI: 10.1177/0092055X221125786
David Burley
In this article, I examine the effects of an environmental sociology travel study program in Zion National Park (United States) on 11 students during the summers of 2018 and 2019. I outline the program, and then I use students’ reflections in their posttrip final papers to illustrate the effects of the program on their sense of environmental identity. While there was some variance in the growth of environmental identity, all students reported that they were profoundly affected by the program. For many, their environmental identity became salient. I also argue that we, as sociologists, need to grow our experiential environmental education so that many will become advocates for environmental change but also so that some will become the leaders we need to address the climate crisis and the environmental, social, and economic injustices that are deepening because of it.
{"title":"Going to Zion! Experiencing Environmental Sociology in an Iconic National Park","authors":"David Burley","doi":"10.1177/0092055X221125786","DOIUrl":"https://doi.org/10.1177/0092055X221125786","url":null,"abstract":"In this article, I examine the effects of an environmental sociology travel study program in Zion National Park (United States) on 11 students during the summers of 2018 and 2019. I outline the program, and then I use students’ reflections in their posttrip final papers to illustrate the effects of the program on their sense of environmental identity. While there was some variance in the growth of environmental identity, all students reported that they were profoundly affected by the program. For many, their environmental identity became salient. I also argue that we, as sociologists, need to grow our experiential environmental education so that many will become advocates for environmental change but also so that some will become the leaders we need to address the climate crisis and the environmental, social, and economic injustices that are deepening because of it.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"139 - 150"},"PeriodicalIF":2.2,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44559116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-24DOI: 10.1177/0092055X221125783
Molly M. King, Megan K. Imai
The undergraduate research assistantship is key in the professionalization of future sociologists. Our study is the first in the social sciences to document benefits and challenges from both faculty and student perspectives. By interviewing 13 undergraduate research assistants (RAs) and 10 faculty in sociology departments at primarily undergraduate institutions, we outline the benefits and challenges of faculty-directed research with undergraduates. We find that students develop practical research, project management, and interpersonal skills while learning about career interests and developing relationships with mentors. RA challenges include repetitive tasks and time management. Faculty benefit from assistance with their work, the opportunity to mentor, and pedagogical feedback. Faculty challenges include communication, undergraduate turnover, and institutional barriers. Comparing these benefits and challenges with the goals and motives of both RAs and faculty, we suggest recommendations for departments and institutions interested in increasing undergraduate engagement in research.
{"title":"The Undergraduate RA: Benefits and Challenges for Sociology Faculty and Research Assistants","authors":"Molly M. King, Megan K. Imai","doi":"10.1177/0092055X221125783","DOIUrl":"https://doi.org/10.1177/0092055X221125783","url":null,"abstract":"The undergraduate research assistantship is key in the professionalization of future sociologists. Our study is the first in the social sciences to document benefits and challenges from both faculty and student perspectives. By interviewing 13 undergraduate research assistants (RAs) and 10 faculty in sociology departments at primarily undergraduate institutions, we outline the benefits and challenges of faculty-directed research with undergraduates. We find that students develop practical research, project management, and interpersonal skills while learning about career interests and developing relationships with mentors. RA challenges include repetitive tasks and time management. Faculty benefit from assistance with their work, the opportunity to mentor, and pedagogical feedback. Faculty challenges include communication, undergraduate turnover, and institutional barriers. Comparing these benefits and challenges with the goals and motives of both RAs and faculty, we suggest recommendations for departments and institutions interested in increasing undergraduate engagement in research.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"113 - 126"},"PeriodicalIF":2.2,"publicationDate":"2022-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43412252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-12DOI: 10.1177/0092055X221123337
J. Besek, Anupriya Pandey
Scholars have long praised the ways in which film can provide students with an opportunity for deep intellectual and emotional connections to classroom material. With contemporary technology, however, instructors are instead turning toward shorter audiovisual material that can be accessed with little preparation, take up less class time, and cater to an instructor’s needs. But what has been lost? Are film’s established advantages now irrelevant? Here we aim to begin a conversation about the continued use of film in the classroom. We do so through an analysis of surveys sent to students who have previously taken a class that used streaming services to assign over a dozen films as homework assignments over the course of the semester. Results show that films remain an immersive and reflexive complement to course readings and often continue to have an impact on students after the class has concluded. Nevertheless, instructor guidance remains essential.
{"title":"Streaming Verstehen: Whither Feature Film in the Classroom?","authors":"J. Besek, Anupriya Pandey","doi":"10.1177/0092055X221123337","DOIUrl":"https://doi.org/10.1177/0092055X221123337","url":null,"abstract":"Scholars have long praised the ways in which film can provide students with an opportunity for deep intellectual and emotional connections to classroom material. With contemporary technology, however, instructors are instead turning toward shorter audiovisual material that can be accessed with little preparation, take up less class time, and cater to an instructor’s needs. But what has been lost? Are film’s established advantages now irrelevant? Here we aim to begin a conversation about the continued use of film in the classroom. We do so through an analysis of surveys sent to students who have previously taken a class that used streaming services to assign over a dozen films as homework assignments over the course of the semester. Results show that films remain an immersive and reflexive complement to course readings and often continue to have an impact on students after the class has concluded. Nevertheless, instructor guidance remains essential.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"170 - 180"},"PeriodicalIF":2.2,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46736786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-12DOI: 10.1177/0092055X221123336
R. Ghoshal
This teaching note presents an assignment in which students write an op-ed on a course-related issue and submit it to a newspaper. I argue that an op-ed assignment dovetails with pedagogical goals around democratic citizenship and public sociology. I explain the project’s objectives, instructions, and timeline. I present evidence from three courses showing that the assignment fostered understanding of op-eds’ form and function; deepened engagement with course-related issues; led many class members to apply their learning to a real-world civic setting; and generated high-quality work. I consider ways the project can be modified and used in other courses.
{"title":"Teaching Civic Engagement through an Op-Ed Writing Assignment","authors":"R. Ghoshal","doi":"10.1177/0092055X221123336","DOIUrl":"https://doi.org/10.1177/0092055X221123336","url":null,"abstract":"This teaching note presents an assignment in which students write an op-ed on a course-related issue and submit it to a newspaper. I argue that an op-ed assignment dovetails with pedagogical goals around democratic citizenship and public sociology. I explain the project’s objectives, instructions, and timeline. I present evidence from three courses showing that the assignment fostered understanding of op-eds’ form and function; deepened engagement with course-related issues; led many class members to apply their learning to a real-world civic setting; and generated high-quality work. I consider ways the project can be modified and used in other courses.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"161 - 169"},"PeriodicalIF":2.2,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46201980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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