My interest in the role of teaching and the prospects for learning in higher education has sometimes expressed itself in writing and publication. Indeed, my first two publications ever were forays into ongoing debates over the relative balance of teaching versus research in the faculty reward structure:

  • “Professional Socialization for What?” American Sociological Association Footnotes (March 1994):7.
  • “The View from Below: A Student’s Response to Profscam,” Teaching Sociology 22 (January 1994):81-86, and “Reply to Scheff,” Teaching Sociology 23 (January 1995):54-55.

I have also engaged in what is now called the “Scholarship of Teaching and Learning” (SoTL), applying systematic methods of data collection and analysis to understand what pedagogical techniques contribute to positive student outcomes. I have examined what makes for successful group research projects and also how to get students actively involved in classroom discussion:

  • “Course Preparation Assignments: A Strategy for Creating Discussion-Based Courses.” Teaching Sociology 34 (July 2006):236-48.
  • “Collaboration and Its Discontents: Steps Toward Overcoming Barriers to Successful Group Research Projects.” Teaching Sociology 24 (October 1996):378-83.

Most recently I have collaborated with Keith Roberts (RIP) to produce the 5th and 6th editions of his sociology of religion textbook and the extensive supplementary materials for instructors that accompanies it.

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