Research has documented that collaborative learning groups improve student learning and increase the likelihood that students will have positive attitudes about both the subject matter and their peers. However, researchers know much less about how collaborative learning groups may influence student behavior and the extent to which their utility extends to testing as well as projects and papers. In an effort to address these gaps, we used quasi-experimental and survey data to examine the effects of collaborative testing on Introduction to Sociology students' learning, behavior, and attitudes. Findings indicate that collaborative testing improved students' behavior and attitudes. In comparison to a control group, students who participated in collaborative testing reported completing more of their assigned readings and had improved attitudes toward their learning, the testing process, and sociology.

Although there is widespread agreement among academics that critical thinking is an important component to the college classroom, there is little empirical evidence to verify that it is being taught in courses. Using four sections of introductory sociology, we developed an experimental design using pretests and posttests to assess students’ critical thinking skills. Controlling for grade point average, cumulative credit hours completed, gender, race/ethnicity, socioeconomic status, instructor, and initial levels of critical thinking, being in the experimental group had a statistically significant impact on critical thinking at the end of the semester. Thus, inclusion of writing assignments and classroom discussion designed to enhance creative thought processes for the experimental group helped students improve from one-dimensional thinking toward more multistructural analysis.

Significant differences exist in Americans' support for force between the 1991 Persian Gulf War and 2003 Iraq War, even when holding all demographic variables constant. Nearly every group decreased their support from 1991 to 2003, including men and women, Whites and racial minorities, people with high school degrees or higher, nearly all age categories, and Democrat and Independent affiliated individuals. When examining potential causes for decreased support in the 2003 Iraq War, the "nature of the conflict" presents the strongest argument and evidence. The Persian Gulf War aimed to force the Iraqi army from Kuwait, while the Iraq War was aimed at changing the governmental regime of Iraq. The latter conflict was less socially acceptable than the former to Americans. These differences between the conflicts are the best explanation for the change in support, while other explanations, including the changing composition of the population and a less pro-military populace, are insufficient.