Abstract
THERE IS DISAGREEMENT about whether there is or should be a set of universal goals for undergraduate sociology courses (Guppy and Arai 1994; Wagenaar 1991). However, faculty tend to agree that one of the primary purposes of these courses is to promote the development of what Mills (1959) called the sociological imagination (Davis 1993; Olzak 1981). Accordingly, a wide range of methods have been used to help students build a perspective akin to Mills's imagination. Methods described in the literature on teach
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