Document Type

Article

Publication Date

2004

Abstract

The study of sociology comprise both theory and method, a combination which has resulted in persistent challenges to pedagogical practice in the lower level undergraduate classroom (Cutler 1987; Takata and Leiting 1987). While teaching of general theory is well-suited to the classroom in the instruction of framework , teaching the application of theory require the introduction of data for those frameworks. Similarly, while specific methods can be outlined in the lecture classroom format common to lower-level coursework, teaching the application of methods remain key to building a solid understanding of the discipline and it practices (Cutler 1987; Van Valey 1977, 2001). Therefore, a new emphasis on student "hands-on" learning which integrates both theory and method is emerging in sociological pedagogy (Karp 1995; Takata and Leiting 1987; Van Valey 1977, 2001). These emphases are both complementary to and in keeping with South Dakota State University's Lead Forward Objective. The pedagogical approaches place technological literacy, communication ability, practical skills and critical thinking at the forefront, all of which contribute to student outcomes of international competitiveness, social awareness, and ability to adapt to social change.

Pages

5

Format

application/pdf

Publisher

South Dakota State University

Language

en

Rights

Copyright 2004 South Dakota State University

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