Navigating the Process of Curriculum Redesign in Sociology: Challenges and Lessons from One Program

Abstract

The American Sociological Association has produced a wide range of reports and materials addressing curricular best practices. Collectively, those materials are an invaluable resource for guiding revisions of the sociology major, but they do not address processes for implementing such revisions. In this conversation piece, we describe the steps by which our department implemented a thorough curricular redesign—a process nearing completion after five years of formal discussions, and with roots reaching back even farther. We organize our discussion around three areas of effort that comprised our process: charting a course, bringing colleagues along, and institutionalizing outcomes. We highlight important milestones, challenges, and successes that we encountered along the way and provide recommendations based on our experiences for colleagues in other departments interested in undertaking their own redesign.

The Sociological Canon, Relations between Theories and Methods, and a Latent Political Structure: Findings from a Survey of Sociology Students in Germany and Consequences for Teaching

“…A positive assessment of Simmel, finally, is evidence of a general aversion to both qualitative and quantitative work. Our findings indicate that departments should also consider interdependencies and path dependencies between theories and methods in processes of curricula (re-) design (see Downey et al 2019).…”

“…Again, it needs to be explored whether these relations are similar in other countries, especially in those with a more standardized teaching of research methods. The process of curricula (re-) design (see Downey et al 2019) should reflect the fact that any specialization in theories or methods possibly influences the perception and choice of other theories and methods at a later stage.…”

Peningkatan Hasil Belajar Sosiologi Dengan Model Pembelajaran Round Club

“…Model pembelajaran Round Club artinya pembelajaran aktif, dimana siswa saling bekerja sama untuk saling membantu menyelesaikan persoalan dan siswa diberi kesempatan untuk menyatakan, menjelaskan, menggambarkan, mendengarkan, dan menayakan tugas yang diberikan oleh guru kepada kelompoknya (Downey et al, 2019). Menurut (Giuffre & Sweet, 2017) menyatakan bahawa model pembelajaran Round Club atau keliling kelompok adalah kegiatan pembelajaran yang berkelompok untuk bekerja sama saling membantu mengkontruksi konsep menyelesaikan persoalan atau penyampaian pelajaran.…”

Penerapan Model Pembe Lajaran Learning Cycle 5E Pada Materi Konflik Sosial

“…Peserta didik kurang memahami materi yang disampaikan oleh guru karena metode yang digunakan oleh guru belum bervariatif dan bersifat ceramah. Model pembelajaran, strategi, dan pendekatan yang digunakanpun bersifat konvensional, sehingga suasan kelas tidak menyenangkan, peserta didik merasa bosan dalam memahami materi yang dipaparkan oleh guru (Downey et al, 2019;Fobes & Kaufman, 2008;McInnes, 2017).…”