This article updates and extends research by Baker and Chin, who tracked changes in studies published in Teaching Sociology from 1973 to 1983 (Baker) and 1984 to 1999 (Chin). The current study traces manuscripts published in Teaching Sociology from 2000 to 2009. We examine both who publishes in the journal and what gets published. In particular, we explore change in the systematic assessment of teaching methods and techniques since Baker’s and Chin’s studies and the extent to which publications in Teaching Sociology reflect improved assessment. We find that while there has been improvement, not all articles reflect the growing scholarship of teaching and learning (SoTL) movement. While the mission of Teaching Sociology is to publish materials that would be “helpful to the discipline’s teachers” (see the journal’s mission statement at http://asanet.org/journals/ts/index.cfm ), the most useful information is arguably that which is supported by the kind of systematic assessment that SoTL requires. We also discuss implications for assessment and sociological SoTL.

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