Reorganizing Sociology Undergraduate Curricula: A Case Study and Discussion of the Issues

Searching for Structure: Creating Coherence in the Sociology Curriculum

“…Campbell et al (1977) tackle McPherron's (1977) fourth question in their article on curricular design. They identify four possible strategies for organizing the sociology curriculum: (1) learning theoryarranging sociology courses in a way that takes into account how students learn; (2) development of skills-arranging sociology courses so that students move from classes that teach lower level skills to those that teach higher level ones, following a model of intellectual development, such as Bloom's taxonomy (see McFaul et al 1977;Roberts 1986;Sharkey 1990;Nelson 1999;Shulman 2002;and Geertsen 2003 for alternative approaches); (3) career goals of stu-dents-arranging sociology courses into different tracks that fit students' career aspirations (see McMillian and McKinney 1985 for an example); and (4) the traditional strategy-assuming that a student who completes the requisite number of credits in sociology has achieved sufficient mastery of the discipline. After studying the sociology majors at hundreds of colleges and universities, sometimes simply by examining the catalog, at other times by interviewing faculty, and yet other times by conducting program reviews, I have concluded that many, if not most, departments have followed what Campbell et al call the traditional strategy, particularly in the past.…”

“…In an article published eight years later, McMillian and McKinney (1985) recommend that sociology programs take a more deliberate approach by organizing their curricula along three dimensions: (1) continuity-providing "continuing opportunity for desired skills to be practiced and developed" throughout the courses in a student's major, especially research skills as well as theoretical analysis (p. 440); (2) sequencing-"having each successive experience build upon the preceding one" so that the degree of complexity rises at each stage (Tyler [1949] in McMillian and McKinney 1985:440); and (3) integration-creating connections among courses so that they become more than a collection of isolated experiences. I concur with McMillian and McKinney that continuity, sequencing, and integration are effective strategies for creating a more coherent sociology major.…”

“…The fifth question implies that sociologists should teach research skills early. McMillian and McKinney's (1985) call for continuity suggests that sociologists should also teach research skills often. The sixth question raises pedagogical concerns, suggesting that critical thinking and active learning need to occur throughout the course offerings in a major.…”

Improving the Assessment of Student Learning: Advancing a Research Agenda in Sociology

“…She identified the following goals: (1) to transmit a body of knowledge to the students, (2) to develop certain substantive understandings in the students, (3) to contribute to the general intellectual and personal development of students, and (4) to contribute to students' vocational preparation. Others who reflected on appropriate goals for sociology include Bradshaw andMcPherron (1980), Hazzard (1991), McMillan and McKinney (1985), Rhoades (1980), and Stephan and Massey (1982).…”