A Quarterly Publication of The American Sociological Association ABSTRACTS--Volume 29, Number 1, January 2001 ARTICLES Recent Changes in Higher Education and Their Ethidcal Implications .....Thomas L. Van Valey Institutional Research as a Context for Teaching Methodological Skills .....Edward L. Kain, Emily Buchanan, and Rob Mack Enhancing Critical Reading and Writing Through Peer Reviews: An Exploration of Assisted Performance .....Robert Althauser and Kim Darnall Oppression, Power, Inequality: An Interdisciplinary Approach .....Delores E.B.C. Cleary Electronic Sex Talk: The Uses and Dynamics of Computer-Mediated Discussion Groups in a Team-Taught Human Sexuality Class .....Catherine G. Valentine Teaching Uncomfortable Topics: An Action-Oriented Strategy for Addressing Racism and Related Forms of Difference .....Lisa Jakubowski NOTES All the News Not Fit to Print: Using Censored Stories as an Exercise in Critical Pedagogy.....Peter Kaufman Developing Sociologists Through Qualitative Study of College Life .....Susan Walzer Signals, Symbols, and Vibes: An Exercise in Cross-Cultural Interaction .....Daniel J. Myers, Alexander J. Buoyer, Janet McDermott, Douglas E. Strickler, and Roger G. Ryman Sociopoly: Life on the Boardwalk .....Michael Jessup Lessons About Race in Introductory Sociology .....Linda Marie Fritschner Recent Changes in Higher Education and Their Ethical Implications (Thomas L. Van Valey) The shift toward universal access to higher education and the view of higher education as a business have resulted in a dramatically more heterogeneous student body (and, to a lesser degree, a more heterogeneous faculty), increased internal and external pressures for accountability, and the idea of students as consumers. These trends call into question whether or not standards of ethical behavior are shared among the faculty members. By the same token, they also call into question whether or not the norms, standards, and behavioral expectations of higher education are shared by today’s students. This situation presents Sociology departments with significant ethical challenges. These include issues related to the development of ethical standards and their communication, as well as the establishment of policies regarding ethical behavior and their enforcement, for faculty members and staff as well as students. Return to top of page. Institutional Research as a Context for Teaching Methodological Skills (Edward L. Kain, Emily Buchanan, and Rob Mack) This paper presents a model for teaching a research methods course by engaging students in institutional research. This highly effective teaching strategy combines collaborative learning with pragmatic experience through a series of didactic assignments focused on institutional research. Students in the research methods class described in this paper analyzed data gathered through an alumni survey and presented their findings to several university offices. In this paper, we outline the structure of the course, describe the assignments used to guide the students through the semester, and conclude with a discussion of the effectiveness of this model, particularly as it addresses recommendations for "study in depth" in undergraduate sociology. Return to top of page. Enhancing Critical Reading and Writing (Robert Althauser and Kim Darnall) Using a Web-based, conferencing system, we required students to electronically post draft answers to take-home essay questions. Students then produced peer reviews of each other’s answers. Regression analyses indicated that the higher the quality of the review students gave their peers, the higher their own grades for revised essays. The pedagogical structuring of this activity draws heavily on the theoretical concept of ‘scaffolding’ or ‘assisted performance.’ Return to top of page. Oppression, Power, Inequality: An Interdisciplinary Approach (Delores E.B.C. Cleary) There are at least two preferred outcomes for students taking sociology courses dealing with race, class, gender, and sexual orientation. These include heightening student awareness of the issues and dynamics of inequality. Both outcomes initiate active engagement with the structures and institutions of society. All too often, however, apathy, cynicism, and helplessness characterize student responses to such courses. A solution to this problem is to structure an interdisciplinary course using not only a sociological paradigm, but also paradigms of English and art. This yearlong course develops the individual student's ability to recognize and generate a deep appreciation of multiple perspectives (including their own) and helps them acquire critical assessment skills. I recommend here an array of resources for teaching about resistance and change while establishing an understanding of the existence and causes of inequality in American society. Included in this battery of resources are readings, mainstream and alternative video media, Internet exchanges, student-produced videos, issue-oriented student writing, and class discussions. Return to top of page. Electronic Sex Talk: The Uses and Dynamics of Computer-Mediated Discussion Groups in a Team-Taught Human Sexuality Class (Catherine G. Valentine) This paper is a case study of the effectiveness of a computer-mediated, discussion group requirement in meeting some of the challenges of the teaching-learning process in a human sexuality course. Data collected from students enrolled in a team-taught, human sexual behavior course provide information both about the value and limitations of required computer-mediated discussion groups, and some of the unique dynamics of electronic discourse. Overall, the data show that the addition of the electronic requirement to this course was an effective pedagogical strategy that provided students with a safe place to talk about sex, that is, to discuss, argue, rethink and reevaluate their attitudes and opinions, and to receive encouragement and support from one another. Return to top of page. Teaching Uncomfortable Topics (Lisa Jakubowski) The purpose of this article is to provide one pedagogical model for addressing uncomfortable topics in the classroom. More concretely, the model reconceptualizes the process of teaching and learning and generates an action-oriented strategy for dealing with a topic that typically creates classroom discomfort- race and racism. Traditional modes of learning are critically evaluated, highlighting how elements of these approaches can negatively impact on one’s understanding of race and racial differences. The paper then offers an alternative, action-oriented strategy grounded in the notions of collective responsibility, dialogue and intersubjectivity, the Gramscian (1971) “intellectual,” the dialectic, and praxis. This strategy is concretized using examples of teaching and learning about racism and related forms of difference that occur both in, and outside of, the classroom. Return to top of page. All the News Not Fit to Print: Using Censored Stories as an Exercise in Critical Pedagogy (Peter Kaufman) In this paper I discuss The Censored Stories Project, which makes use of Project Censored's annual list of the top censored news stories. As an exercise in critical pedagogy, The Censored Stories Project attempts to empower students through knowledge, reflection, and action. Specifically, the Censored Stories Project has three goals: (1) to open a dialogue about important issues that have not received media attention; (2) to reflect on the sociological reasons why we are not learning about these stories; and (3) to develop strategies at the local, national, and global level to address these issues. I explain how to implement The Censored Stories Project, assess its usefulness and suggest a variation of the exercise for more advance students. Return to top of page. Developing Sociologists Through Qualitative Study of College Life (Susan Walzer) Analysts of undergraduate education have argued that students need more opportunities to actively practice sociology in ways that develop their understanding of their academic experiences and sociology as a discipline. This note describes a course designed to teach students qualitative methods and to involve them in collecting data and reflecting on the experiences of students at their college. I suggest that focusing students on the study of their own social context enhances their engagement with learning methodology; beyond that, studying college life develops students' sociological imaginations, awareness of themselves as community members, and ownership of their educational experiences. Return to top of page. Signals, Symbols, and Vibes: An Exercise in Cross-Cultural Interaction (Daniel Myers, Alexander J. Buoyer, Janet McDermott, Douglas E. Strickler, and Roger G. Ryman) This note introduces a classroom exercise that illustrates how differences between cultures can produce difficulties in cross-cultural communication. The exercise invokes both material and non-material cultural elements, explores assimilation, pluralism and compromise, and illustrates tendencies toward ethnocentrism. The results of the exercise are a greater awareness of how culture colors interaction and how cross-cultural communication can be facilitated. In addition, students gain a deeper understanding of sociological concepts commonly used in the introductory presentation of culture. Return to top of page. Sociopoly: Life on the Boardwalk (Michael Jessup) Sociopoly is a simulation based on the board game, Monopoly, and provides sociologists an active, concrete, and relational simulation illustrating the discrete distributional nature of the social stratification system. The rules of Sociopoly are designed to reflect the intersection of race and gender. Sociopoly encourages participants to think critically, analytically, and empathetically about social inequality, and recognize the structural constraints that govern economic choices. Return to top of page. Lessons About Race in Introductory Sociology (Linda Marie Fritschner) Because race is such an emotionally laden topic, it is difficult to create a classroom environment that is inclusive of all students and that facilitates learning about race. In this paper, I present an exercise that fosters active participation as students recall how they learned about race, their memories surrounding race, and their hopes for, and fears of, a multiracial America. As a result of this exercise, students begin to recognize race in relational terms. They begin to discuss how race gives some people privileges while it oppresses others. The exercise can be used as a way to become acquainted with students, as a vehicle to foster classroom discussion, and as a basis for lectures. Return to top of page. The Editor of Teaching Sociology is Helen A. Moore. For articles, notes, and conversations, send manuscripts to: Helen A. Moore, Department of Sociology, University of Nebraska-Lincoln, Lincoln, NE 68588-0324. Phone: 402-472-6081, Fax: 402-472-6070. For book, video, and software reviews, send manuscripts to: Laurie Scheuble, Department of Sociology, Doane College, 1014 Boswell Drive, Crete, NE 68333. Phone: 402-826-8220, Fax: 402-826-8278. For questions about manuscript processing, contact Bennie Shobe, Department of Sociology, University of Nebraska-Lincoln, Lincoln, NE 68588-0324. Phone: 402-472-6038. The Webmaster is Pauline H. Pavlakos. Observations on form and egregious spelling may be directed to Ms. Pavlakos. The Teaching Sociology Web Page is located at the Department of Sociology and Anthropology at Le Moyne College, the Jesuit College of Central New York. Page last updated: April 2, 2001