CHI TIẾT NGHIÊN CỨU …

Tiêu đề

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

Tác giả

Grauerholz L.; Gibson G.

Năm xuất bản

2006

Source title

Teaching Sociology

Số trích dẫn

DOI

10.1177/0092055X0603400102

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-33645907882&doi=10.1177%2f0092055X0603400102&partnerID=40&md5=f3b027789654fc05c126204ee55597d5

Tóm tắt

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. © 2006, American Sociological Association. All rights reserved.

Từ khóa

Tài liệu tham khảo

Altman H.B., William E.C., Writing a Syllabus, Honolulu Community College Intranet, (2005); Teaching Resource Guides, American Sociological Association, (2005); Berheide C.W., Searching for Structure: Creating Coherence in the Sociology Curriculum, Teaching Sociology, 33, pp. 1-15, (2005); Bonwell C.C., Eison J.A., Active Learning: Creating Excitement in the Classroom, (1991); Booth D., Educational Development: Practice and Potential in the Sociology Curriculum, American Sociologist, 3, pp. 19-20, (1968); Cameron J., Walsh P., Stavenhagen-Helgren T., Kobritz B., Assessment as Critical Praxis: A Community College Experience, Teaching Sociology, 30, pp. 414-429, (2002); Cappell C., Kamens D., Curriculum Assessment: A Case Study in Sociology, Teaching Sociology, 30, pp. 467-494, (2002); The Carnegie Classification of Institutions of Higher Education, The Carnegie Foundation for the Advancement of Teaching, (2004); Chin J., Is There a Scholarship of Teaching and Learning in Teaching Sociology? A Look at Papers from 1984–1999, Teaching Sociology, 30, pp. 53-62, (2002); Eberts P., Howery C., Berheide C.W., Crittenden K., Davis R., Gamson Z., Wagenaar T., Liberal Learning and the Sociology Major, (1990); Goldsmid C.A., Wilson E.K., Passing on Sociology: The Teaching of a Discipline, (1980); Grunert J., The Course Syllabus, (1997); Howard J., Zoeller A., The Role of the Introductory Sociology Course on Students' Perceptions of Achievement of General Education Goals, (2005); Howery C.A., Rodriguez H., Integrating Data Analysis (IDA): Working with Sociology Departments to Address the Quantitative Literacy Gap, Teaching Sociology, 34, pp. 23-38, (2006); Kain E., The Sociology Major at Institutions of Higher Education in the United States, (2005); Keith B., Ender M.G., The Sociological Core: Conceptual Patterns and Idiosyncrasies in the Structure and Content of Introductory Sociology Textbooks, 1940–2000, Teaching Sociology, 32, pp. 19-36, (2004); Keith B., LeBoeuf J., Meese M., Malinowski J., Gallagher M., Efflandt S., Hurley J., Green C., Assessing Students' Understanding of Human Behavior: A Multi-Disciplinary Outcomes-Based Approach for the Design and Assessment of an Academic Program Goal, Teaching Sociology, 30, pp. 430-453, (2002); Kennedy R., Kennedy R.J.R., Sociology and American Colleges, American Sociological Review, 7, pp. 661-675, (1942); Macheski G., Lowney K.S., A Long and Winding Road: Curricular Development as Social-Context-Based Assessment, Teaching Sociology, 30, pp. 454-466, (2002); Mauksch H.O., Howery C.B., Social Change for Teaching: The Case of One Disciplinary Association, Teaching Sociology, 14, pp. 73-82, (1986); McKinney K., Howery C.B., Teaching and Learning in Sociology: Past, Present and Future; McKinney K., Howery C.B., Strand K.J., Kain E.L., Berheide C.W., Liberal Learning and the Sociology Major Updated: Meeting the Challenge of Teaching Sociology in the Twenty-First Century, (2004); Podell L., Vogelfanger M., Rogers R., Sociology in American Colleges—Fifteen Years Later, American Sociological Review, 24, pp. 87-96, (1959); Powers C., Evolving a Developmental Curriculum in Sociology: The Santa Clara Experience, Teaching Sociology, 28, pp. 41-49, (2000); Roberts K.A., Ironies of Effective Teaching: Deep Structure Learning and Constructions of the Classroom, Teaching Sociology, 30, pp. 1-25, (2002); Schutt R.K., Blalock H.M., Wagenaar T.C., Goals and Means for Research Methods Courses, Teaching Sociology, 11, pp. 235-259, (1984); Schweingruber D., Looking for the Core in the Wrong Place, Teaching Sociology, 33, pp. 81-89, (2005); Sweet S., Practicing Radical Pedagogy: Balancing Ideals with Institutional Constraints, Teaching Sociology, 26, pp. 100-111, (1998); Sweet S., Personal conversation, (2005); Van Valey T.L., Methods or Not: An Examination of Introductory Texts, Teaching Sociology, 3, pp. 21-32, (1975); Vaughan C.A., Peterson R.J., Introductory Sociology: A Behavioral Objectives Approach, Teaching Sociology, 3, pp. 6-20, (1975); Wagenaar T.C., Goals for the Discipline?, Teaching Sociology, 19, pp. 92-95, (1991); Wagenaar T.C., The Capstone Course, Teaching Sociology, 21, pp. 209-214, (1993); Wagenaar T.C., Assessing Sociological Knowledge: A First Try, Teaching Sociology, 32, pp. 232-238, (2004); Wagenaar T.C., Is There a Core in Sociology? Results from a Survey, Teaching Sociology, 32, pp. 1-18, (2004); Weiss G.L., The Current Status of Assessment in Sociology Departments, Teaching Sociology, 30, pp. 391-402, (2002); Wright M.C., Assar N., Kain E.L., Kramer L., Howery C.B., McKinney K., Glass B., Atkinson M., Greedy Institutions: The Importance of Institutional Context for Teaching in Higher Education, Teaching Sociology, 32, pp. 144-159, (2004)