Abstract
I can still remember the first issue of Teaching Sociology that arrived in my mailbox in Oswald Tower at the Pennsylvania State University in January 1996. I was a graduate student with aspirations to teach at a private liberal arts college following the completion of my doctorate. Shortly before the start of the spring semester, after years of anxiously waiting, I was finally given the green light to assume full responsibility for an introductory sociology course. I decided to renew my American Sociological Association (ASA) annual membership and checked the box on the paper form to receive Teaching Sociology (TS) as the journal subscription. I distinctly recall ripping off the plastic wrapping of the first issue I received, searching for some tool beyond the typical textbook to inspire excitement in my students. After skimming the first few pages, I found exactly what I was looking for: an invitation to consider the use of nontraditional teaching materials. Reading “Science Fiction and Introductory Sociology: The Handmaid in the Classroom” by Cheryl Laz had a transformative effect on me. This one article changed the way I approached course preparation, ignited my interest in innovative pedagogy, began my foray into professional activity in the scholarship of teaching and learning (SoTL), and inspired me to become a scholarly teacher. I have maintained a subscription to TS ever since that 1996 issue.
My desire to contribute to the journal in some significant way was born in my cubicle on that snowy January day. Furthermore, after recently rereading Laz’s article, I am astounded by how relevant the suggestions continue to be for using science fiction, including The Handmaid’s Tale by Margaret Atwood, in contemporary sociology curriculum. Who would have guessed that The Handmaid’s Tale would gain new life over 20 years later as a popular web streaming drama series winning eight primetime Emmy Awards or that Margaret Atwood would release a long-awaited sequel, The Testaments, in 2019. This current issue of TS contains a reprint of the Laz article and a new book review of The Handmaid’s Tale as a testament to the staying power of the materials published in TS. In addition, a book review of Atwood’s sequel, The Testaments, will be published in a forthcoming issue this year.
It is with great excitement and humility that I take the reins as editor of TS. I use the metaphor of reins, the means by which an equestrian guides a horse, to illustrate my philosophy of the role of editor. Guiding an over-1,000-pound animal using a narrow strap of leather attached to a piece of metal in a horse’s mouth is not as easy as it may initially seem. Reins are used to control both a horse’s speed and direction. Like the rider, as editor, I have to learn to hold the reins (of TS) at the right tension. There are specific situations in which I will need to hold the reins tightly, exerting significant control. For example, I see part of my responsibility as editor to uphold the emphasis on best practices within SoTL in all types of submissions in order to maintain the strong reputation established by previous editors of TS. Under the stewardship of Dr. Stephen Sweet (and his predecessors), the journal has continued to inspire innovation in teaching, maintained high standards, excelled at efficiency of the review process, and developed a collaborative relationship with the editors of TRAILS.
My first goal is to maintain these strengths. This includes a tight rein on publishing empirical articles and notes that almost always include robust assessment components and documentation of the ethical treatment of students as human subjects. Holding the reins tightly also refers to the need to continue the prompt online review process. In 2018, TS had the fastest average review time of the ASA journals (approximately five weeks from initial submission to first decision for new manuscripts). I plan to continue this timetable established by previous editors Dr. Stephen Sweet and Dr. Kathleen Lowney and anticipate feedback being returned to authors within three months of submission. In addition, recruitment of reviewers will continue to be initiated within five to seven days of receipt of any submission, and reviewers will be instructed to return critiques within four weeks. Three reviewers will still be requested for each submission.
Holding the reins too tightly, however, frequently causes pain and restricts forward movement. As editor, there are times when I will need to loosen the reins to increase creativity and allow for growth of the journal. Innovation rarely occurs when individuals in an organization are on tight reins. Loosening the reins, as editor, requires trust in the expertise and guidance of those I work with in this role. Outgoing editor Dr. Stephen Sweet has created a strong scholarly community consisting of editorial board members, reviewers, and the editor of TRAILS, Dr. Gregory Kordsmeier. While serving as deputy editor of TS for the past five years, I was floated a loose rein, which enabled me to develop new directions for the book and film review process. This resulted in over 150 published reviews written by a diverse cadre of individuals from all types of institutional settings and ranks. I am very grateful that Dr. Barbara F. Prince has agreed to serve as the deputy editor responsible for procuring book, film, and podcast reviews for the journal. The popularity of podcasts has grown exponentially within the past year, with the majority of individuals now stating that they listen to podcasts at least one in a while. The use of podcasts as a tool for instruction is also increasing, but there is a need for more research on the effectiveness of this pedagogy. Starting this year, Dr. Barbara Prince will be including podcast reviews in issues of TS. If you have a podcast you currently use or you are interested in writing a podcast review, please contact Barbara (she can be reached at
My vision for TS has been influenced by more than just that one poignant 1996 article. I am grateful for the mentoring of former TS editor Dr. Jeffrey Chin. He has taught me how to navigate the review process throughout the creation of our coedited volume, Learning from Each Other: Refining the Practice of Teaching in Higher Education. I am especially grateful to Dr. Stephen Sweet, the outgoing editor of TS, for making the learning curve during the transition far less steep and for giving me the opportunity to learn from him as deputy editor. Thanks also to Karen Edwards, director of publications at the ASA, for her help and support during the transition. She has carefully considered my unconventional requests. I need to thank the publications staff members at Sage for their guidance and patience, especially Senior Project Editor Victoria Ignacio.
Finally, I am grateful to many individuals at Elizabethtown College for their steadfast support and encouragement. I would like to thank the department chair of the Sociology and Anthropology Department, Dr. Conrad Kanagy, for his enthusiastic endorsement of my editorship and help in overcoming the occasional obstacle. Thanks also to the dean of academic affairs and faculty development, Dr. Kristi Kneas. She has demonstrated strong support for my editorship and found creative ways for me to dedicate more time to this endeavor. I wish to thank my current undergraduate editorial assistant, Delaney Dammeyer, for compiling an initial list of podcasts and a draft of podcast review guidelines. She is also assisting with the journal’s Twitter account (follow the journal @teaching_soc) and reaching out to individuals who have presented on innovative teaching pedagogy at state, regional, and national meetings to encourage them to consider publishing in TS. I am looking forward to learning from the readers and contributors to Teaching Sociology.