Digital Ethnography as High-Impact Practices for Teaching Methods in Introductory Sociology

Abstract

This article presents, describes, and evaluates a semester-long digital ethnography project to teach research methods in six Introduction to Sociology courses. The project was a response to teaching sociology literature that pushes for significantly expanding research methods content and skills in nonmethods sociology courses. Previous research indicates that repetitive exposure to research methods throughout the sociological curriculum helps to increase student understanding and decrease anxiety concerning research methods for majors and nonmajors. I describe the digital ethnography project and evaluate quantitative and qualitative assessment data to reflect on the advantages and disadvantages of incorporating such a project into an intro course. I argue that the project improved student learning related to sociological imagination, course concepts, research methods, and the relationship between theory and methods. Furthermore, students also report increased engagement with the course material and a better understanding of diverse perspectives.