Sociology Through Active Learning: Student Exercises

McKinney, Kathleen; Heyl, Barbara Sherman

doi:10.4135/9781483329819

Cited by 17 publications

(12 citation statements)

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“…(P. 192) Over the past two decades there has been a dramatic increase in the number of activelearning supplements in our discipline. While the earliest supplements tended to focus on helping students learn to use computer technologies to analyze data (Barkan 2006;Feigelman and Young 2006), more recent supplements focus on active-learning exercises in which students generally work in groups to examine social issues, and some-times social communities (Korgen and White 2006;McKinney and Heyl 2008;Steele and Price 2008). Indeed, it is becoming more and more common for texts and instructor manuals to include active and experiential learning exercises.…”

Section: Active Learning and Social Responsibilitymentioning

confidence: 99%

The Sociological Imagination and Social Responsibility

Hironimus-Wendt¹,

Wallace²

2009

Teach Sociol

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In this paper, we maintain that sociologists should deliberately teach social responsibility as a means of fulfilling the promise that C. Wright Mills envisioned. A key aspect of the sociological imagination includes a sense of social responsibility, but that aspect is best learned through a combination of experience and academic knowledge. Students gain the fullest sense of the sociological imagination, one that includes social responsibility, when they are able to have encounters and experiences that challenge their pre-existing world-views and allow them to see first-hand the sociological concepts they learn in the classroom. Further, we argue that teaching social responsibility is appropriate because it has deep roots in the discipline. We identify the origins of the active learning model in sociological theory and provide examples of the ways in which social responsibility is realized through service learning experiences of our students.

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Section: Active Learning and Social Responsibilitymentioning

confidence: 99%

The Sociological Imagination and Social Responsibility

Hironimus-Wendt¹,

Wallace²

2009

Teach Sociol

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“…Interactive exercises can enhance student learning about complex concepts, like gender (McKinney and Heyl 2009). While a variety of published classroom exercises address gender stratification, comparatively fewer illustrate the performing and policing of gender (Berkowitz et al 2010).…”

Section: A Speed Dating Interactionist Gender Theory Exercisementioning

confidence: 99%

Teaching Interactionist Gender Theory through Speed Dating

Messinger

2015

Teach Sociol

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Few evaluated classroom exercises to date have addressed one of the most cited and compelling explanations of gender formation over the life course: interactionist gender theory. This theory posits that people actively “do” or “perform” their gender in every interaction, and as such, they often subconsciously reshape their public gendered personas based on the degree to which they find social acceptance within a given social context. This paper presents a highly engaging and temporally compact classroom exercise utilizing simulated speed dating to illustrate and generate discussion about interactionist gender theory among undergraduate social sciences and gender studies students. An evaluation study indicates that the exercise improves students’ perceived understanding of interactionist gender theory and that it is both highly helpful and enjoyable.

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“…In the context of this study, digital video is understood as the application of information and communication technology that enables capturing, editing, storing, displaying, and distributing video images in a digital format. Although student production of digital video has found its place in the middle and high school curriculum and comprehensive instructional models have been developed (Burden & Kuechel, 2004;Ivers & Barron, 2006;Theodosakis, 2001), there are few studies that offer documented empirical evidence of the effective application of student-authored digital video in college teaching (Constantinou & Papadouris, 2004;Hayes & Petrie, 2006;McKinney, Beck, & Heyl, 2001;Potter, 2006). Even more so, only little attention has been paid to the pedagogical implications of studentproduced digital video in classroom interactions at the college level (e.g., Fiorentino, 2004;Gubacs, 2004;Yerrick, Ross, & Molebash, 2005).…”

Section: Digital Video and Active Learningmentioning

confidence: 99%

Using Digital Video Assignments as a Tool for Active Learning

Dumova¹

2008

The International Journal of Learning: Annual Review

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Recent advances in computing, digital video cameras, and video editing software have shattered the "video mystique" and turned digital video into a routine teaching tool on a par with PowerPoint. However, widespread adoption of digital video in the classroom is yet to be seen, with the lack of pedagogical approaches as one of the major reasons. Active learning, an instructional strategy characterized by a high degree of student involvement in the learning process and active engagement with the material, provides a useful approach for integrating digital video in college courses. This study evaluates the use of student-produced digital video as an active learning tool, and suggests pedagogical approaches for integrating digital video assignments in the college classroom.

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Sociology Through Active Learning: Student Exercises

Cited by 17 publications

References 0 publications

The Sociological Imagination and Social Responsibility

The Sociological Imagination and Social Responsibility

Teaching Interactionist Gender Theory through Speed Dating

Using Digital Video Assignments as a Tool for Active Learning

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