Facilitating Active Learning in an Introductory Sociology Course through Classroom Assessment Tasks and Outside of Classroom Assignments

To promote active learning in an introductory Sociology course, the author undertook a research project which designed and used classroom assessment techniques (CATs) as well as out-side of classroom assignments. A learning experience survey was conducted to gauge the effectiveness of the techniques and assignments. This paper will introduce how the various techniques were applied, show examples of summaries of students’ works and report the results of a learning experience survey.