Social Change for Teaching: The Case of One Disciplinary Association

Mauksch, Hans O.; Howery, Carla B.

doi:10.2307/1318301

Cited by 13 publications

(9 citation statements)

References 6 publications

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“…The number of excellent examples of SoTL has increased significantly; some of the more useful examples include McKinney (2007) and Weimer (2006), who chart the landscape of SoTL in higher education and, importantly, how to do it. The growing presence of SoTL is due to the fact that not only almost all faculty teach but also most institutions of higher education must concern themselves with student learning assessment, that is, demonstrating that the pedagogy being employed and the curricula that guide these techniques are in fact preparing students for life after college with skills they did not possess when their studies began (Chin, Senter, and Spalter-Roth 2011).As a discipline, sociology has been at the forefront of the SoTL movement (Mauksch and Howery 1986). As an indicator of interest in scholarly teaching and SoTL in sociology, the American Sociological Association's (ASA's) Section on Teaching and Learning had 747 members in 2010, making it the 13th-largest section out of 48 in the association.…”

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The Scholarship of Teaching and Learning in Teaching Sociology

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This article updates and extends research by Baker and Chin, who tracked changes in studies published in Teaching Sociology from 1973 to 1983 (Baker) and 1984 to 1999 (Chin). The current study traces manuscripts published in Teaching Sociology from 2000 to 2009. We examine both who publishes in the journal and what gets published. In particular, we explore change in the systematic assessment of teaching methods and techniques since Baker’s and Chin’s studies and the extent to which publications in Teaching Sociology reflect improved assessment. We find that while there has been improvement, not all articles reflect the growing scholarship of teaching and learning (SoTL) movement. While the mission of Teaching Sociology is to publish materials that would be “helpful to the discipline’s teachers” (see the journal’s mission statement at http://asanet.org/journals/ts/index.cfm ), the most useful information is arguably that which is supported by the kind of systematic assessment that SoTL requires. We also discuss implications for assessment and sociological SoTL.

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“…As a discipline, sociology has been at the forefront of the SoTL movement (Mauksch and Howery 1986). As an indicator of interest in scholarly teaching and SoTL in sociology, the American Sociological Association's (ASA's) Section on Teaching and Learning had 747 members in 2010, making it the 13th-largest section out of 48 in the association.…”

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The Scholarship of Teaching and Learning in Teaching Sociology

et al. 2012

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FEW ISSUES ARE AS FUNDAMENTAL to the teaching of sociology as the goals and means of sociological instruction. Understanding goals 1 -the knowledge, skills and perspectives we attempt to teach-and means-the methods or strategies used to achieve these goals-is central to identifying the core in sociology (Wagenaar 2004b;Keith and Ender 2004;Schweingruber 2005); assessing student learning, our teaching, and the impact of the American Sociological Association's (ASA) Taskforce on the Undergraduate Major (Taskforce) (Wagenaar 1991); and locating the discipline's contribution to, and place within, the teaching movement (Mauksch and Howery 1986). Yet, despite decades of discussion regarding the goals and means of sociology instruction (Goldsmid and Wilson 1980;Eberts et al 1990;McKinney et al 2004) and efforts to assess the sociology curriculum, we have much to learn about these critical issues.

ARTICLESARTICULATION OF GOALS AND MEANS IN SOCIOLOGY COURSES: WHAT WE CAN LEARN FROM SYLLABI* This paper examines the articulation of goals and means of sociological instruction in course syllabi.

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Articulation of Goals and Means in Sociology Courses: What We Can Learn from Syllabi

Grauerholz

Gibson

2006

Teach Sociol

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This paper examines the articulation of goals and means of sociological instruction in course syllabi. Three questions guide this inquiry. First, do sociology instructors articulate common learning goals? Second, what pedagogical means do instructors commonly employ to meet these goals? Third, to what extent have sociology instructors incorporated the recommendations presented in Liberal Learning and the Sociology Major (Eberts et al. 1990) and in its updated version (McKinney et al. 2004)? To answer these questions, we analyzed syllabi from 418 courses published by the American Sociological Association's Teaching Resource Center. We found that aside from coursespecific goals, most syllabi shared only a few general, abstract goals in common. The pedagogical methods or requirements of students tended to be fairly traditional (readings, writing, and exams). Requirements that required more active types of learning were less common. While these goals and means do seem to reflect what sociologists consider to be important, they do not correspond closely to the American Sociological Association's Taskforce on the Undergraduate Major's recommendations for the sociology major.

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“…Interest in scholarly teaching and more formal, evidence-based SoTL research has a long history in sociology (Howard 2010; Howery 2002; Mauksch and Howery 1986; McKinney and Howery 2007). These traditions of scholarly teaching and SoTL in sociology predate the formal use of these terms by key writers in the general, cross-discipline field of SoTL, including in writings by fellow sociologist, Gene Rice (Boyer 1990; Hutchings and Shulman 1999; Rice 1991, 1992; Shulman 1993).…”

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The Integration of the Scholarship of Teaching and Learning into the Discipline of Sociology

McKinney

2017

Teach Sociol

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Despite decades of sociology scholarship of teaching and learning (SoTL) research, integration of SoTL in sociology remains insufficient. First, some reasons for the insufficient integration of SoTL in the discipline are noted, and the foci of publications on the history and status of the SoTL in sociology are briefly summarized. Literature related to three questions about the integration of SoTL in sociology is then presented: (1) To what degree are theories, methods, and research findings of the discipline used in sociology SoTL? (2) Is there strong disciplinary support and recognition for SoTL and involvement in SoTL in departments and professional organizations? (3) Do sociologists use SoTL findings in the practice of teaching and learning in the discipline? Finally, some existing and new strategies to increase integration are described.

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Social Change for Teaching: The Case of One Disciplinary Association

Cited by 13 publications

References 6 publications

The Scholarship of Teaching and Learning in Teaching Sociology

The Scholarship of Teaching and Learning in Teaching Sociology

Articulation of Goals and Means in Sociology Courses: What We Can Learn from Syllabi

The Integration of the Scholarship of Teaching and Learning into the Discipline of Sociology

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