This chapter draws on the scholarship of teaching and learning (SOTL) to guide sociology instructors through the process of course design and activity/assignment development in crime and deviance courses. It is designed to meet the needs of new instructors as well as experienced instructors seeking to revamp their teaching by incorporating innovative strategies that engage students and foster higher-order learning. The chapter is organized around three primary learning goals of sociological courses on crime and deviance: (1) Using empirical evidence to better understand crime and deviance, (2) demonstrating knowledge of sociological explanations of crime and deviance, and (3) critically evaluating definitions of and responses to crime and deviance. Each section entails detailed descriptions of multiple active-learning exercises that accomplish the relevant learning goal. Special attention is also given to strategies for cultivating empathy and reflection, as well as to promoting inclusivity, through best practices tailored to concerns specific to the teaching of crime and deviance topics.
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Front Matter
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Part I: THE CORE: THE STRUCTURE AND PURPOSE OF THE SOCIOLOGY MAJOR
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Part II: ELECTIVE COURSES AND THE ADVANCEMENT OF SOCIOLOGICAL LITERACY
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Part III: HIGH-IMPACT TEACHING PRACTICES IN THE SOCIOLOGY CURRICULUM
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Back Matter
