Diane Pike
Biographic Data
| ID | 4338034 |
|---|---|
| NAME | Diane Pike |
| GIVEN NAMES | Diane |
| FAMILY NAME | Pike |
| SIGNATURE | PIKE D |
| AFFILIATIONS | Augsburg University |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 26 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1982 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Two Cheers for Higher Education
Does the Center Hold? Reflections on a Sociological Core
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…
Hans O. Mauksch Address
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 …
The Tyranny of Dead Ideas in Teaching and Learning
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 in…
Product Review
The Sociologically Examined Life
1. Making Sense of the World Differently 2. Inventing the Social World 3. Seeing Connections 4. Relationships, Groups, and Interdependence 5. Becoming Human 6. Behavior as a Product of Interaction 7. Seeing Patterns 8. Contingency and Cause 9. Images, Representations, and Accounts 10. Understanding Power in Social Life 11. Differences and Inequalities 12. Studying and Changing the Social World
Organizations
I. THE NATURE OF ORGANIZATIONS. 1. The Outcomes of Organizations. 2. On the Nature and Types of Organizations. II. ORGANIZATIONAL STRUCTURE. 3. Organizational Structure: Forms and Outcomes. 4. Organizational Structure: Explanations. III. ORGANIZATIONAL PROCESSES. 5. Power and Power Outcomes. 6. Leadership. 7. Decision Making. 8. Communication. 9. Change. IV. ORGANIZATIONAL ENVIRONMENTS. 10. Organizational Environments and Interorganizational Rela…
The Badge and the Bullet
Urban Life Styles. Natalie Allon, Dubuque, IA
Does the Center Hold? Reflections on a Sociological Core
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…
The Sociologically Examined Life
1. Making Sense of the World Differently 2. Inventing the Social World 3. Seeing Connections 4. Relationships, Groups, and Interdependence 5. Becoming Human 6. Behavior as a Product of Interaction 7. Seeing Patterns 8. Contingency and Cause 9. Images, Representations, and Accounts 10. Understanding Power in Social Life 11. Differences and Inequalities 12. Studying and Changing the Social World
The Tyranny of Dead Ideas in Teaching and Learning
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 in…
Urban Life Styles. Natalie Allon, Dubuque, IA
The Badge and the Bullet
Organizations
I. THE NATURE OF ORGANIZATIONS. 1. The Outcomes of Organizations. 2. On the Nature and Types of Organizations. II. ORGANIZATIONAL STRUCTURE. 3. Organizational Structure: Forms and Outcomes. 4. Organizational Structure: Explanations. III. ORGANIZATIONAL PROCESSES. 5. Power and Power Outcomes. 6. Leadership. 7. Decision Making. 8. Communication. 9. Change. IV. ORGANIZATIONAL ENVIRONMENTS. 10. Organizational Environments and Interorganizational Rela…
The Sociologically Examined Life
1. Making Sense of the World Differently 2. Inventing the Social World 3. Seeing Connections 4. Relationships, Groups, and Interdependence 5. Becoming Human 6. Behavior as a Product of Interaction 7. Seeing Patterns 8. Contingency and Cause 9. Images, Representations, and Accounts 10. Understanding Power in Social Life 11. Differences and Inequalities 12. Studying and Changing the Social World
Product Review
Hans O. Mauksch Address
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 …
The Tyranny of Dead Ideas in Teaching and Learning
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 in…
Does the Center Hold? Reflections on a Sociological Core
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…
Two Cheers for Higher Education
Sociology (8 works) · Social science (6 works) · Pedagogy (5 works) · Political science (5 works) · Contemporary Sociological Theory and Practice (4 works) · Law (4 works) · Psychology (4 works) · Epistemology (3 works) · Higher education (3 works) · Law (3 works)