Julianne Weinzimmer
Biographic Data
| ID | 1256010 |
|---|---|
| NAME | Julianne Weinzimmer |
| GIVEN NAMES | Julianne |
| FAMILY NAME | Weinzimmer |
| SIGNATURE | WEINZIMMER J |
| AFFILIATIONS | Wright State University, Dayton, OH, USA |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 28 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
Teaching about Animals
The topic of human–animal studies (HAS) remains largely ignored within the sociology classroom. While a few sociologists have encouraged teaching about animals, none has assessed whether incorporating nonhuman animals into the curriculum is effective. In this study, three instructors at two universities incorporated animal-related materials in their sociology courses in a variety of ways. Data analyzed from course exam responses and student paper…
The Value of Dialogue Groups for Teaching Race and Ethnicity
Teaching sociological perspectives on race and ethnicity is challenging due to the predominance of color-blind ideology in our supposed postracial society. Students enter the classroom hesitant to discuss race or acknowledge ongoing racism. To better educate students and bridge the racial distance between them, we developed small-group, team-facilitated dialogues as a core course component. We explore results of pre- and postsurveys from students…
Understanding 'The Panty Shanty
Students at a large, prestigious, public university in the Midwestern region of the USA have a long-standing tradition of naming their rented houses off campus and communicating those names to the student body through displaying prominent and eye-catching house signs. Examples of signs names and visual characteristics are: ‘Betty Ford Clinic’ (featuring an image of a martini glass); ‘Morning Wood’ (referencing male sexual arousal and depicting a …
Exploring the Benefits of Community-based Research in a Sociology of Sexualities Course
The benefits of community-based research (CBR) in the sociology classroom go beyond those associated with traditional service learning. Here, students use their sociological skills to examine and propose solutions to local social problems addressed by community organizations. Through analyzing students’ course reflection journals and the results of pre- and posttests, the authors demonstrate how CBR can help students gain a better command of the …
Exploring the Benefits of Community-based Research in a Sociology of Sexualities Course
The benefits of community-based research (CBR) in the sociology classroom go beyond those associated with traditional service learning. Here, students use their sociological skills to examine and propose solutions to local social problems addressed by community organizations. Through analyzing students’ course reflection journals and the results of pre- and posttests, the authors demonstrate how CBR can help students gain a better command of the …
The Value of Dialogue Groups for Teaching Race and Ethnicity
Teaching sociological perspectives on race and ethnicity is challenging due to the predominance of color-blind ideology in our supposed postracial society. Students enter the classroom hesitant to discuss race or acknowledge ongoing racism. To better educate students and bridge the racial distance between them, we developed small-group, team-facilitated dialogues as a core course component. We explore results of pre- and postsurveys from students…
Teaching about Animals
The topic of human–animal studies (HAS) remains largely ignored within the sociology classroom. While a few sociologists have encouraged teaching about animals, none has assessed whether incorporating nonhuman animals into the curriculum is effective. In this study, three instructors at two universities incorporated animal-related materials in their sociology courses in a variety of ways. Data analyzed from course exam responses and student paper…
Exploring the Benefits of Community-based Research in a Sociology of Sexualities Course
The benefits of community-based research (CBR) in the sociology classroom go beyond those associated with traditional service learning. Here, students use their sociological skills to examine and propose solutions to local social problems addressed by community organizations. Through analyzing students’ course reflection journals and the results of pre- and posttests, the authors demonstrate how CBR can help students gain a better command of the …
Understanding 'The Panty Shanty
Students at a large, prestigious, public university in the Midwestern region of the USA have a long-standing tradition of naming their rented houses off campus and communicating those names to the student body through displaying prominent and eye-catching house signs. Examples of signs names and visual characteristics are: ‘Betty Ford Clinic’ (featuring an image of a martini glass); ‘Morning Wood’ (referencing male sexual arousal and depicting a …
The Value of Dialogue Groups for Teaching Race and Ethnicity
Teaching sociological perspectives on race and ethnicity is challenging due to the predominance of color-blind ideology in our supposed postracial society. Students enter the classroom hesitant to discuss race or acknowledge ongoing racism. To better educate students and bridge the racial distance between them, we developed small-group, team-facilitated dialogues as a core course component. We explore results of pre- and postsurveys from students…
Teaching about Animals
The topic of human–animal studies (HAS) remains largely ignored within the sociology classroom. While a few sociologists have encouraged teaching about animals, none has assessed whether incorporating nonhuman animals into the curriculum is effective. In this study, three instructors at two universities incorporated animal-related materials in their sociology courses in a variety of ways. Data analyzed from course exam responses and student paper…
Sociology (4 works) · Gender Studies (3 works) · Innovative Teaching Methodologies in Social Sciences (3 works) · Pedagogy (3 works) · Computer Science (2 works) · Gender Studies (2 works) · Human sexuality (2 works) · Ideology (2 works) · Law (2 works) · Political science (2 works)