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One component of the often discussed malaise in sociology has been the problem of subspecialty "drift" -applied specialties given birth originally within the field now forming separate departments or programs. The historical and ideological origins of this problem are discussed, focusing primarily on the schism early on in sociology between pure and applied work. Anecdotal evidence presented from interviews with faculty in social work and criminal justice programs suggests sociology has in many cases facilitated development of new programs. In order to evaluate the relative position of applied programs within departments of sociology, a comparative analysis of the 1986 and 1996 Guide to Graduate Departments of Sociology "special program" and department titles is undertaken. Contrary to the perception that applied programs are leaving sociology, results indicate an overall increase in special programs with an applied or practice component. Furthermore, masters programs are significantly more likely to have changed department names and to be in combined departments than doctoral programs. We suggest that while sociology has lost ground in the applied arena to more practice and policy-oriented disciplines, program changes within departments in the past decade may help to stem further subspecialty drift. The article concludes by suggesting that state sociological associations are particularly well suited to play a leadership role in addressing these issues.Sociology in the United States has experienced significant changes in the past two decades. Assertions of a decline in the status of sociology within academia (Lynch et al., 1993) correlate with a larger malaise which sees sociology as a discipline past its prime (Turner and Turner, 1990:197). These concerns have been amplified for some by at least the perception that many fields of study which had their roots in sociology have drifted off to become more specialized and separate disciplines (Kallen, 1995:19). As Kantrovitz (1992:55) notes: "Sociology may simply be a victim of its own success .... Sociologists created social work, market research, opinion polling, and urban studies, along with dozens of subspecialties ranging from the sociology of religion to the Dr. Bennett M. Judkins is Associate Professor of Sociology at Lenoir-Rhyne College. He is currently doing research on community change and multiculturalism.

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The Commission on Applied and Clinical Sociology (CACS) has emphasized the importance of using theory in sociological practice. Achieving this goal requires an approach to teaching that transforms theory students from passive learners to active users. This change can only occur if instructors are willing to entertain teaching methods that increase the likelihood that students will apply what they learn beyond the confines of the classroom. In addition, students must be able to demonstrate how theory can inspire problem analysis and intervention. This paper explores teaching approaches that support a more applied teaching-learning environment. Literary or media-oriented case studies, integrating research into the course, use of collaborative teaching methods, life-histories, and diaries can provide the foundation for enhancing a student's capacity to think critically and apply theory to everyday contexts. Furthermore, integrating students directly into field settings through organizational case studies and service learning allows them to see how theory can be used to ameliorate problematic situations.