Suchergebnisse

In this article, we report on the implementation of using the game Werewolf as a student-centered applied-learning activity to teach symbolic interaction theory and concepts. Engaging with symbolic interaction theory can be a powerful experience for students due to its potential to challenge taken-for-granted assumptions and analyze students' everyday life experiences. However, some students may have difficulty grasping the specific details and overall significance underlying the perspective. Moreover, research has shown that undergraduate students often have significant levels of anxiety when confronted with sociological theory in both introductory and upper division theory courses. We aim to address recommendations to incorporate more active learning approaches to social theory by outlining an applied-learning activity based on the role-playing game Werewolf. In the article, we review Werewolf and provide a step-by-step guide on how to implement the activity in the classroom and summarize findings from student assessments and classroom evaluations.

This volume examines the work of ten sociologists who have been forgotten or neglected within contemporary sociology. Each chapter examines one of these marginalized scholars including a brief biographical sketch, an overview of the selected theorist's work and significance, and the relevance of their work to one or more contemporary social issues.