Podcasts are a popular form of media, and there is increased interest in using podcasts as a teaching tool. Still, it is not always obvious how instructors should use podcasts in class and the best ways to do so. Based on the literature, our research on podcasts as pedagogical tools, and our own experiences, we distinguish four modes of incorporating podcasts into sociology courses: (1) as in-class activities, (2) as assigned "readings," (3) as part of a larger assignment, and (4) as a student-produced end product. We review each of these modes of using podcasts in sociology classes, sharing examples and best practices. We conclude with best practices for "using podcasts" in Sociology courses regardless of format. We present our suggestions in a table format for easy reference, offering a framework of "Four Ways to Use Podcasts to Enhance Learning."
This study examines narratives about rewarding and difficult teaching experiences of former students from our graduate teaching program. We interviewed former students from 13 classes from 2004 to 2022 and had a 42 percent response rate. These sociology teachers work across a variety of public and private universities and community colleges and tenure track and contingent contracts. Despite varying positions in the teaching profession, they all uniformly report empathy for their students and not only a commitment to excellence in instruction but also deep commitment to students’ well-being. Their difficult experiences were routinely met with a straightforward effort to learn from mistakes and improve their teaching to benefit students. We interpret these findings in light of higher education as a “greedy institution” that needs empathetic skilled teachers. We recommend future research explore whether mid-career teachers and scholars feel mentored and supported for their dedicated teaching work.
The purpose of this study was to examine the effectiveness and impact of a sociology of sport curriculum on undergraduates’ attitudes and awareness toward a multitude of sociocultural issues in sport. Data were collected through a pretest and posttest survey form designed to assess how students’ attitudes may have developed before and after learning about persistent issues, including the lack of women’s representation in sport media, the use of Native American mascots, and athletes with disabilities. The significance of the study lies in advancing critical pedagogy and contributing to a more socially conscious sport management field. Using a critical pedagogy perspective, the study findings indicate that students’ attitudes changed over the course of the semester. More specifically, we found that students’ attitudes toward the moral qualities of sports, native mascots, gender equity, and ability changed consistently across measures.
