Strategic Design toward Foundational Learning Goals in Introduction to Sociology

Autor/inn/en	Rogers, Kimberly B.; Nemeroff, Adam; Caputo, Kelly
Titel	Strategic Design toward Foundational Learning Goals in Introduction to Sociology
Quelle	In: Teaching Sociology, 48 (2020) 1, S.40-53 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X19872789
Schlagwörter	Introductory Courses; Sociology; Student Educational Objectives; Private Colleges; Selective Admission; Undergraduate Students; Portfolio Assessment; Student Attitudes; Imagination; Course Evaluation; Majors (Students); Curriculum Design + Suchen Sie Ihr Suchwort? Einführungskurs; Soziologie; Privathochschule; Bildungsselektion; Portfoliobeurteilung; Schülerverhalten; Lehrplangestaltung
Abstract	Scholars of teaching and learning in sociology have argued that introductory courses should teach toward foundational learning goals instead of providing an exhaustive review of the discipline. Nevertheless, prior research has provided far more guidance on what instructors ought to teach than how they can cohesively support learning across the goals advocated. Additionally, few studies have considered whether introductory course designs adequately address students' diverse reasons for enrolling. To address this gap in the literature, we offer insights from our experiences with a redesigned introductory course tailored to support student learning in the areas recommended by earlier work. After describing our learning goals and the elements of our course design, which are grounded in empirical findings from the literature, we present evidence for the efficacy of this design in achieving key disciplinary learning goals, serving students' personal learning goals, and attracting new and existing majors and minors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01