Coleman, Marilyn, Lawrence H. Ganong, and Kelly Warzinik. FAMILY LIFE IN 20th CENTURY AMERICA
In: Journal of comparative family studies, Band 39, Heft 2, S. 300-301
ISSN: 1929-9850
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In: Journal of comparative family studies, Band 39, Heft 2, S. 300-301
ISSN: 1929-9850
In: Teaching sociology: TS, Band 35, Heft 1, S. 31-47
ISSN: 1939-862X
In this article I examine how the sociology major is structured at institutions of higher education in the United States. I use content analysis of college catalogs from 100 institutions to examine the sociology major at top institutions among regional and national universities and liberal arts colleges. I first examine the basic structure of sociology programs and then evaluate implementation of the recommendations from Liberal Learning and the Sociology Major (Eberts et al. 1990). In 1990 the Council of the American Sociological Association voted to "encourage departments to consider and implement the recommendations" for the undergraduate curriculum found in Liberal Learning. These recommendations suggest a cumulative curriculum, including a four-level sequence and a capstone course. I assess the extent to which these recommendations had been adopted a decade after the report (by the year 2000), and conclude with suggestions for expanding the implementation of recommendations for study in depth in sociology.
In: Teaching sociology: TS, Band 34, Heft 4, S. 325-340
ISSN: 1939-862X
The twentieth century saw a series of major changes in higher education that, among other things, led to an increasing tension between teaching and research within the academy. I argue that the contraposition of these two activities is counterproductive to sociology as well as other disciplines. Content analysis of job listings in the American Sociological Association (ASA) Employment Bulletin from three different decades suggests that although teaching and research increasingly blended near the end of the twentieth century, significant differences remain between type of institution and the relative emphasis upon teaching and research. I conclude with several suggestions for changes that are needed to help bridge the gap between teaching and research within the changing landscape of higher education.
In: Teaching sociology: TS, Band 33, Heft 4, S. 419-421
ISSN: 1939-862X
In: Teaching sociology: TS, Band 27, Heft 1, S. 1
ISSN: 1939-862X
In: The international journal of sociology and social policy, Band 16, Heft 11, S. 95-101
ISSN: 1758-6720
The papers in this collection address a set of important issues facing our discipline. These issues cross national boundaries, and indeed are important far beyond the sociological sphere. My brief comments here will use these papers as a springboard for noting several important curricular challenges and trends for sociology, in particular, and academia, more generally, as we enter the next century.
In: Teaching sociology: TS, Band 20, Heft 4, S. 302
ISSN: 1939-862X
In: Teaching sociology: TS, Band 19, Heft 2, S. 291
ISSN: 1939-862X
In: Quarterly journal of ideology: QJI ; a critique of the conventional wisdom, Band 15, Heft 3-4, S. 107-109
ISSN: 0738-9752
In: Teaching sociology: TS, Band 17, Heft 4, S. 528
ISSN: 1939-862X
In: Teaching sociology: TS, Band 16, Heft 2, S. 237
ISSN: 1939-862X
In: Teaching sociology: TS, Band 15, Heft 3, S. 320
ISSN: 1939-862X
In: Teaching sociology: TS, Band 15, Heft 2, S. 136
ISSN: 1939-862X
In: Teaching sociology: TS, Band 23, Heft 3, S. 301
ISSN: 1939-862X
In: Teaching sociology: TS, Band 15, Heft 3, S. 339
ISSN: 1939-862X