Computational literacy, broadly defined as having the skills and knowledge to use computing technology, provides new avenues for students to connect sociological concepts with empirical cases. However, integrating computational literacy into undergraduate sociology curricula presents logistical and other challenges for instructors. This article explores how to overcome these challenges by using software to integrate computational skill building into existing topical courses. A case study of a social network analysis course is presented to illustrate this integration in practice. Although students’ experiences in this course were positive, we identify key difficulties in administering the course, such as time constraints and students’ varied computational expertise. We discuss recommendations for overcoming these difficulties and conclude that developing computational literacy in topical electives is possible. Such an approach provides students new ways to engage with complex social issues.
Wolff et al. (Tue,) studied this question.