Re-Imagining the Introductory Course in Sociology for a Changing Field, University, and World

• In Event: 3423 - Teaching and Learning Symposium Roundtable
  In Informal Discussion Roundtable: Table 8: Teaching Introduction to Sociology and Social Problems

Abstract

Faculty (across role and rank) and graduate student instructors participated in an ongoing community of practice to design a new approach to teaching “Introduction to Sociology.” Focus of the COP was to develop intellectual scaffolds as pedagogical tools promoting the development of skills and the “Sociological Imagination” over the survey / content-coverage model. COP convened over growing concern that Introduction to Sociology can and should be a core course to the development of engaged citizens and scholars, regardless of undergraduate student major. The proposed course design focuses on instructor flexibility and style, thinking critically about assessment, meeting and engaging with the social / political challenges of the day through a Sociological lens – including the rise of “fake news” and growing skepticism of social science (and it’s utility for students in doing so), and understanding and embracing the challenges of various course platforms (online, large lecture halls, small discussion sections) within a large public university. The intellectual scaffolds (or conceptual spines) developed include a “standard” spine weaving discussions of power, racialization, and inequality throughout course content; an “old school” spine centering the paradigms of Functionalism, Conflict, and Symbolic Interaction; a “sociological imagination” spine developing the specific tools of sociological thinking as primary; a “critical culture” spine focusing on the development of knowledge and social ideas. Instructors then develop syllabi and courses with the content of their choice around this spine. This COP can be useful in helping us as a field rethink our approach to the introductory course with the goal of developing sociological skills in all undergraduates to develop citizens ready to critically engage and build a more just world.

Author

• Ryan J. Goodman, University of New Mexico