Connections
How do we implement community-based learning (CBL) in an era of austerity? Sarah Brown (2024) discusses how field trips can be a tool to engage students and achieve the core benefits of CBL.
Struggling to talk with students about the ongoing crisis in Gaza? JSTOR provides a syllabus of background readings to help students begin to make sense of the current and recurring violence.
See Clare Forstie’s (2019) unique take on using TSP’s “There’s Research on That” to teach introduction to sociology and get students to connect research and current events!
Attention Instructors! Prepping a new class and don’t know where to start? Try this Sociological Images resource for course guides, resources for new students, and topical collections designed to engage students’ sociological imaginations.
If teaching an introductory sociology class feels a little big with many directions to go, take a second to review this thorough course guide from Gwen Sharp to help you get started!
The question “what’s weird about where you’re from?” can open students’ sociological imaginations and introduce them to “social facts” using public data. This exercise from Evan Stewart (2020) helps students connect their lives to social/historical context and think about research methods.
Amy Traver (2016) re-emphasizes the link between college and career as she assesses and makes suggestions for integrating vocational skills into introduction to sociology courses at a community college.
Teaching about whiteness, gender, or intersectional inequality in higher education? Consider this interview with public sociologist extraordinaire, Tressie McMillan Cottom, on the #BamaRush phenomenon or her NYT op-ed on the enduring power of blond.
Michael Burawoy describes service-learning as the prototype for teaching public sociology. However, it also runs the risk of reinforcing issues of power between the university and the community. Using the CISER model, Greenberg, London, and McKay (2019) discuss how to flip the script on capital and better engage first-generation and working-class students in service experiences.
Intrigued by Sarah Shannon’s Class Note on ungrading? Check out New Books in Sociology’s recent podcast episode on “Off the Mark: How Grades, Ratings, & Rankings Undermine Learning (but Don’t Have To)” by Jack Schneider & Ethan Hutt.
How do we implement community-based learning (CBL) in an era of austerity? Sarah Brown (2024) discusses how field trips can be a tool to engage students and achieve the core benefits of CBL.
Struggling to talk with students about the ongoing crisis in Gaza? JSTOR provides a syllabus of background readings to help students begin to make sense of the current and recurring violence.
See Clare Forstie’s (2019) unique take on using TSP’s “There’s Research on That” to teach introduction to sociology and get students to connect research and current events!
Attention Instructors! Prepping a new class and don’t know where to start? Try this Sociological Images resource for course guides, resources for new students, and topical collections designed to engage students’ sociological imaginations.
If teaching an introductory sociology class feels a little big with many directions to go, take a second to review this thorough course guide from Gwen Sharp to help you get started!
The question “what’s weird about where you’re from?” can open students’ sociological imaginations and introduce them to “social facts” using public data. This exercise from Evan Stewart (2020) helps students connect their lives to social/historical context and think about research methods.
Amy Traver (2016) re-emphasizes the link between college and career as she assesses and makes suggestions for integrating vocational skills into introduction to sociology courses at a community college.
Teaching about whiteness, gender, or intersectional inequality in higher education? Consider this interview with public sociologist extraordinaire, Tressie McMillan Cottom, on the #BamaRush phenomenon or her NYT op-ed on the enduring power of blond.
Michael Burawoy describes service-learning as the prototype for teaching public sociology. However, it also runs the risk of reinforcing issues of power between the university and the community. Using the CISER model, Greenberg, London, and McKay (2019) discuss how to flip the script on capital and better engage first-generation and working-class students in service experiences.
Intrigued by Sarah Shannon’s Class Note on ungrading? Check out New Books in Sociology’s recent podcast episode on “Off the Mark: How Grades, Ratings, & Rankings Undermine Learning (but Don’t Have To)” by Jack Schneider & Ethan Hutt.