Diane Pike
Augsburg College
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Featured researches published by Diane Pike.
Teaching Sociology | 2016
Jeanne Ballantine; Nancy A. Greenwood; Jay R. Howard; Edward L. Kain; Diane Pike; Michael Schwartz; R. Tyson Smith; John F. Zipp
Is there a distinct disciplinary core (or foundation of agreed on knowledge) in sociology? Should we define a core in our broad field to build consensus? If so, what should it look like? We address these questions by presenting three viewpoints that lean for and against identifying a core for department curricula, students, and the public face of sociology. First, “There really is not much, if any, core.” Second, sociology is “a habit of the mind” (a sociological imagination). Third, key content of a sociological core can be identified using a long or short list. Centripetal forces pressure the discipline to define itself for assessment, transfer articulations, general education, the trend toward interdisciplinary courses, and the public face of sociology. We describe previous efforts for the introductory course and sociology curricula. We conclude with a discussion of everyday practices in sociology that are built on the conception of a core.
Teaching Sociology | 2011
Diane Pike
This research explores key features of the scholarship of teaching and learning presented in nine higher education pedagogical journals. In an effort to better understand the domain in which the journal Teaching Sociology resides, descriptive and comparative analyses indicate that there is notable variation in the type of knowledge offered to teacher-scholars in different disciplines and in the patterns of authorship in terms of solo or multiple authors and gender. Teaching Sociology appears to fare well in comparison with other journals for the criteria examined. The critical issue of determining how this knowledge serves us in practice remains.
Sociological Quarterly | 2011
Diane Pike
Clinging to dead ideas about teaching and learning limits our practice as professors. The resulting tyranny means we fail to educate our students as effectively as we might. This address challenges faculty to reconsider their understanding and habits in three areas: the preparedness of students, the impact of grading policies on learning motivation, and the role of technology in teaching. The good news is that learned behaviors, sociologically informed reflection, and the application of the research in the scholarship of teaching and learning can liberate us and improve the experiences of teachers and learners alike.
Contexts | 2011
Diane Pike
The future of higher education is up for grabs. Diane Pike finds, in two recent books, a call to action for social scientists and academics in the liberal arts.
Journal of Contemporary Ethnography | 1982
Diane Pike
nomenological, and except for parts of the rather weak chapter on &dquo;Social Psychology,&dquo; we get no information about the meaning of urbanness for those who live urban lives. Embarrassingly absent are the classic studies by Kevin Lynch and his followers on urbanites and their cognitive maps. Is this because most such studies are by geographers? What we are left with is a rather narrow presentation in terms of theory and method. The writing style is adequate but somewhat bland. The physical appearance is dull; the text is not relieved often enough with photographs, tables, diagrams, or engaging typography. I cannot imagine anyone using this as a textbook since there are other and better ones available (e.g., Fox, 1977; Basham, 1978; Palen, 1981). Its main use might be as a reference work for
Journal of Contemporary Ethnography | 1982
Diane Pike
So where does all this fit? Altheide and Snow have taken on an ambitious task, and their work here is certalntly a reasonable first formulation of the problem. As readers socialized by exposure to countless studies, we can find fault with Media Loglc for not looking more Intensively at isolated relationships, or for failing to succinctly operationalize key variables. But a point of the book is that researchers caught up m such concerns can be blind to the larger Issue of mterconnectedness. The authors have purposely stressed the ongoing and negotiated aspects of the ways we make sense of the world. The stengths of this book do not lie In the depth of its analyses, nor do they lie In any new procedure or methodology. The book ts most valuable for effectively demonstrating the application of a theoretical paradigm to a social phenomenon of some dimension. Noticing what has gone unnoticed (media logic/culture and how it cannot exist apart from us), Altheide and Snow mean their work to be suggestive and not definitive. If we can accept the argument of the title, the rest follows.
Teaching Sociology | 2016
Diane Pike
Teaching Sociology | 2016
Diane Pike
Teaching Sociology | 2007
Diane Pike
Teaching Sociology | 2007
Diane Pike