In the era of accreditation, academic accountability and transparency within curriculum is becoming a desired standard within and across disciplines. Through the use of course learning outcomes, program outcomes can be strengthened. Scaffolding within curricula can benefit both accountability and assessment goals. Through the use of Bloom's cognitive taxonomy, scaffolding within the course can be used to aid in the accomplishment of the course learning outcomes. Scaffolding within the course curriculum can move students through Bloom's cognitive taxonomy levels toward the mastery of specific skills. Writing is a major area of assessment as an indication of learning across disciplines. Scaffolding rubrics were used within sociology courses to specifically address both student learning and mechanical writing skills. Preliminary results of using rubrics to enhance student learning and scaffolding in eight courses (one 100-level, one 200-level, two 300-level, and four 400-level sociology courses) will be presented.

Conceal carry weapon (CCW) laws have generated a great deal of public discussion in the past decades, but little social science attention. Scholarly worked on the topic has been focused on finding potential effects of such laws on crime and victimization; little has attempted to explain the trends behind the adoption of the laws. This paper attempts to fill that gap by testing a series of hypotheses grounded in minority threat approaches. Our paper examines whether or not changes in the racial and ethnic composition of a county predict the voting outcome of Missouri's 1999 conceal-carry referendum. Findings fail to reject the null hypothesis and show the best predictor of the vote within a county was how that county voted in the 2000 Presidential election.

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