The Sociological Imagination course, taught by Professors Kim Rogers and Jason Houle, centers on a core tenet of the sociology curriculum: that sociologists have a dual commitment to adequately understand society through rigorous observation and to better the society they live in. To encourage this tenet, Professors Rogers and Houle posed the question, “How might the students take active leadership in the research process.”
The senior capstone course for the sociology department was redesigned around a term-length group research project, pitched, designed, executed, and analyzed by students on behalf of a community partner of their choosing. This varied from the original “top down” approach where research topics were provided to students by a community partner organization. The course was then structured around the groups' work on the project to further student-led learning.
Course faculty reported that one of the key successes from this course was student engagement. Students proposed outstanding ideas, were extremely ambitious in the research projects they designed, and were successful in producing strong final products. They took on a leadership role in their projects and were invested in their success. The faculty were pleased with engagement, as they struggled to get as much initiative from students when they chose the partner for them.
“At first it was very new to be in charge and have a lot of freedom over the syllabus as it depended on each group's project. But once we established groups and had our ideas set, it was easier to give ourselves deadlines and I enjoyed the autonomy this class gave me.” - Student
