https://doi.org/10.1177/0092055X18769710 Teaching Sociology 1–10 © American Sociological Association 2018 DOI: 10.1177/0092055X18769710 ts.sagepub.com Original Article Sociologists have long struggled to identify the central topics, concepts, and perspectives that should be taught within the sociology curriculum as a whole and in the introductory sociology course in particular (see Howard 2010). Recently, defining a core in sociology has received renewed attention through a variety of publications, including the Social Science Research Council’s sociology ini- tiative (Ferguson and Carbonaro 2016), the National Standards for High School Sociology (American Sociological Association 2015), and The Sociology Major in the Changing Landscape of Higher Education: Curriculum, Careers, and Online Learning (Pike et al. 2017). In this study, we utilize the Sociological Literacy Framework (SLF), developed by Ferguson and Carbonaro (2016) and recommended by the American Sociological Association (see Pike et al. 2017) as a valuable tool for designing the sociology curriculum, to analyze students’ perceptions of learning outcomes in 12 sections of one instructor’s introductory sociology course. Eight sections were taught on a small, regional, commuter campus of a state university. Four sections were taught on a midsized, residential, private university campus. Because the two campuses enroll distinct student populations in terms of social class, comparing campuses enables to us to consider whether stu- dents’ social context influences the most salient learning they take away from the introductory soci- ology course. 769710TSO XX X 10.1177/0092055X18769710Teaching SociologyHoward and Butler research-article 2018 1 Butler University, Indianapolis, IN, USA Corresponding Author: Jay Howard, Butler University, 4600 Sunset Avenue, Indianapolis, IN 46208, USA. Email: jrhoward@butler.edu The Sociology Literacy Framework and Students’ Views of Learning in Introductory Sociology Jay Howard 1 and Jess Butler 1 Abstract Discussions of the core in sociology have focused on faculty members’ perspectives regarding what should be taught in introductory sociology courses. Because the development of curricula is and should be a social process, we argue that students’ perceptions of learning outcomes also should be considered when curricula are developed. This study utilizes a content analysis of 461 student-authored, end-of-semester reflective essays concerning the most memorable learning that occurred in an introductory sociology course. Collected between 2006 and 2015, the assignment was utilized in each of 12 introductory sociology course sections taught by the same instructor at two universities. We then map student essay topics onto the Sociological Literacy Framework (SLF) to identify the themes most memorable to students, comparing responses of online, regional campus students with residential campus students. Results suggest the instructor placed the greatest emphasis on the SLF Sociological Eye theme and the least emphasis on the SLF Social Change and Reproduction theme. Students found topics within the SLF Socialization theme most memorable and rarely cited the SLF Social Change and Reproduction theme. Keywords sociology literacy framework, introductory sociology, sociological core, learning outcomes