Recognizing the importance and need for Sociology in the contemporary landscape of worldly discourse the University introduced BS (Hons) programme in Sociology in 2017. Though the roots of sociology at GCU could be traced back to 1960 when sociology was introduced as a minor subject at the undergraduate level. The existing vibrant environment, diverse students’ culture, and intellectual tradition of the department of sociology were meticulously cultivated by the founding generation of faculty. From 1960 to 1998, sociology was taught by dedicated educationists, renowned sociologists and scholars, including, Mr. Muhammad Raza, Mirza Muhammad Ahmad, Mr. M. Saleem Butt, Mr. Anwar ul Haq, and Mr. Asif Hamyun. Later, Mr. Amjad Javed took over the charge of the subject and stayed here till 2006. Since January 2007, the enthusiasm for the subject is flourishing under the inspiring leadership of Dr. Ayesha Farooq, the existing Chairperson of the Department of Sociology.
The department of sociology envisions creating an inclusive society that values and celebrates diversity in all aspects of social and cultural life. By providing an integrated, diverse, and high-quality learning environment, the department aimed to foster a generation of academically sound students, competent scholars, democratic leaders, multi-scalar critical analytics and local innovators with the vision of progression in the society through their broad sociological imagination.
The department of sociology has the following academic goals and objectives.
1. Making students able to identify and apply sociological concepts, theories, and methodologies to critically evaluate the human behaviors, social phenomena and processes within the cultural construct at national and international level.
2. Excellence in ResearchThe vibrant and competent faculty of sociology is committed to the highest standards of teaching. Students are the orbit of all the learning activities. Thereby, diverse student-centered teaching methodologies are employed which give ample space and opportunity for students to foster critical thinking and lifelong learning to become profound professionals. The learning sources are based on the amalgamation of classic and modern books, research articles, and visual sources from the scholarly work of the contemporary mainstream academic knowledge production enterprise.
Formative assessment is employed to evaluate the learning inclinations of students. The assessment of learning outcomes is maintained through formal and informal assessment techniques. The class work assessment is very dynamic and based on presentations, review papers on visuals, books, articles, case studies, research papers, field work, and class discussions etc. The final and midterm evaluations are based on sit-in exams. The evaluation tools are developed by employing subjective and objective types of questions.
