The teaching and learning movement in sociology in general and within the American Sociological Association specifically has a surprisingly long history. This history can be divided into three periods of activity: early efforts (1905 to 1960), innovation and implementation (1960 to 1980), and the institutionalization of gains (1980 to 2009).…

Presents 17 reports which analyze how innovative techniques for teaching college sociology, which were being used in 1977, have changed over the last five years. The analysis focuses specifically on how well the innovations lasted over time and the impact of innovations on their innovators and their departments. (AM)

Pros and cons of PSI are argued; it is praised as an option for students to select but is opposed as a substitute for the lecture system. (Author/KM)

The rationale and mechanics of some innovations utilized in teaching a course in juvenile delinquency are described and presented in conjunction with handouts developed for the course. (Authoor/KM)

Telephone conversations were conducted between a senior-level class in advanced sociological theory and well-known contemporary theorists. The students and teacher rated the project very highly. Strengths and weaknesses of the project are discussed, and suggestions for expanding the idea of using conversations are given. (Author/RM)

The development and implementation of simulated research experiences for use in teaching research methods to undergraduate sociology majors are described. (Author/DE)

Discusses the relevance of incorporating poetry into the discipline of sociology. Includes a poem and its sociological analysis to demonstrate the number of relevant sociological issues and concepts which can be introduced through poetry. (BSR)

Maximum security prisons typify an extreme example of an unconventional setting that subverts yet stimulates creative teaching strategies. By conceiving of teaching as a form of social praxis, it becomes possible to transform ostensible problems and conflict into pedagogical and practical advantages. Examples are provided. (Author/RM)

Presents an interview with Dr. Richard A. Schermerhorn in which he discusses his teaching experiences from 1932-72 and his views on teaching college sociology. Schermerhorn also describes the interrelated changes in society, academia, and sociology and his innovative teaching methods. (AM)

Describes a study which explored the use of teaching innovations for undergraduate sociology in 433 college sociology departments. Results showed that teaching innovations are not concentrated in innovative departments, but that different types of innovations are used to meet particular organizational needs and educational goals of a department.…

A criminal activities checklist is presented for the classroom which can aid in discussing criminal statistics, definitions of crime, and other aspects of criminology. (Author/DE)

The initial effort to apply the Keller plan model of individualized learning to teaching research methods in sociology is described. (Author/KM)

Describes an experimental course in the sociology of education which emphasized integration of historical, contemporary, theoretical, and empirical material. Examines the context in which the course developed, interplay between curriculum innovation and project teaching, and student reactions. (Author/AV)

Describes a strategy for teaching social theory through video which was used in a pilot study of undergraduate sociology majors at Duquesne University (Iowa). Includes the films chosen and the techniques used in analysis. Several theoretical themes addressed in the films are presented. Concludes by discussing evaluative procedures. (Author/BSR)

The first 10 volumes of "Teaching Sociology" (1973-1983) were appraised; characteristics of the authors and their articles were examined. Case studies of instructional innovation were found to dominate the journal. The innovative work presented was quite diverse. The journal offers teachers a unique chance to share the joy of teaching.…