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• W267587447 abstract "While rural sociologists have demonstrated their commitment to sharing ideas about teaching approaches and methods, they have given less systematic attention to the content of introductory rural sociology and its connections to the field’s mission of improving rural well-being. The purpose of this note is to make a case for developing model learning outcomes for introductory rural sociology and to present an organizing framework and sample outcomes for initiating discussion. First, a rationale for using learning outcomes as the means of sharing professional expectations is presented. Next, the methods used to arrive at a proposed organizational framework are described. It is based on themes about the significance of rural/urban context in social life and is sufficiently flexible to accommodate two common curricular roles of introductory courses. Finally, sample learning outcomes are presented for each theme and ideas for utilizing them are discussed. Rural sociologists have demonstrated their commitment to sharing ideas about teaching approaches and techniques by publishing teaching materials (cf., Donnermeyer et al. 2005; Jenkins and Rakowski 2000; Wright 2006) and organizing paper and panel sessions at meetings of the Rural Sociological Society (RSS). Some recent sessions have focused on techniques for engaging students in the classroom generally or in relation to particular topics, while others have 1 focused on the use of community-based projects to involve students in addressing local needs. Community-based approaches have been presented to integrate 2 teaching and service (cf., Marullo and Strand 2004), and are particularly well-suited Sessions include: “Students in the Learning Process” (2009); “Workshop on Teaching 1 Research Ethics in Sociology and Rural Sociology,” “Teaching Rural Sociology at the Undergraduate Level,” “Explorations in Teaching and Engaging Students in Agrifood System Studies,” and “Teaching Community” (2008); “Best Practices in Teaching Rural Sociology” (2008 and 2007); “Teaching and Learning in Rural Sociology” (2007); “Teaching the Content of Rural Sociology to Freshmen” (2006); and “Enhancing Engagement and Relevance I” (2005). Sessions include: “Strategies for Increasing Student and Community Engagement in the 2 Research Process” and “Beyond the Classroom: Public Sociology and Local Knowledge” (2008); “Community-Based Research as Teaching Pedagogy,” “Teaching, Research, and Service: Benefits of Using Community-Based Research in Sociology Courses,” and “Integrating Instruction and Outreach: Enhancing Community Based Learning” (2006); and “Enhancing Engagement and Relevance II” (2005)." @default.
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• W267587447 date "2009-01-01" @default.
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• W267587447 title "Model learning outcomes for introductory rural sociology: a proposal and rationale." @default.
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