Course Description

This course will closely examine how social forces in society shape our behavior and penetrate our being. After all, we are all the product of our society and vice versa. Our identities, hopes, fears, grievances and satisfactions derive from the patterns of socialization orchestrated within human groups. In this class, students will be introduced to the basic concept of sociological imagination and principles of sociological reasoning. Many societal issues will be examined through the practice of classical theories and sociological perspectives. As we journey through the course, students will become more familiar with the nature of sociology, social construction of reality, micro and macro sociological analysis, and concepts such as culture, socialization, social structures, self and society, stratification, gender inequality, love, marriage, and divorce. Finally, the course will explore the sociology of health, medicine, and the mind-body connection.

Grading Policy

Research paper 24% Three exams 60%Cass project and participation 8%Quiz 8 %

Texts

James M. Henslin, Sociology: A Down to Earth Approach (eighth or ninth edition), 2008Reading packet available at Paradigm (407 W. 24th St.)

Description:  

This course introduces the science of Sociology by focusing on five broad topics: (1) What is Sociology? (2) The Individual and Society, (3) Social Institutions, (4) Social Inequality, and (5) Globalization and Social Change.  In the process, we’ll examine important concepts, theories, and methodologies used by sociologists working on both the micro and macro levels.  We’ll look at interconnections between social institutions (i.e., the family, education, the economy), as well as the way in which institutional change has caused widening income inequality in the U.S. and around the world.  Widening inequality has had particularly negative consequences for men of color and women of all races and ethnicities.  Finally, we’ll examine the process of globalization and some of its economic, political, and cultural consequences.  Much of the data that we look at will focus on the U.S., but given our increasingly interconnected world, other societies will be considered as well.  Class format will be primarily lecture, due to class size.  We’ll try to demonstrate Sociology’s relevance to everyday life, as well as public policy making.

 Required Readings: 

Introduction to Sociology (2018, 11th ed., Seagull) by Giddens, Duneier, Appelbaum, and Carr. W.W. Norton.

Any additional readings will be made available in a packet and/or on Blackboard

Attendance Policy:

Good academic performance requires regular attendance and punctuality.  Students are allowed three (3) non-penalized absences during the semester (excluding our introductory class meeting), regardless of whether these absences are from lecture or lab.  These non-penalized absences are intended to cover such circumstances as illness, family emergencies, university scheduled events, etc.  Students who miss more than three classes, regardless of the reason, will have their semester grades reduced by one full percentage points for each absence beyond the three allowed.  The one exception to this policy concerns absences for religious reasons, assuming advance, written notification is given. 

Grading Policy:

Exams (3-4)           70%               

Pop Quizzes:          15%               

Paper (2-3 pages)  15%                                                       

Description  

This course will introduce you to what it means to think about the world like a sociologist. Over the course of the semester, we will read a little bit about a lot of things: culture, race, the economy, crime, cities, to name just a few. In each case, our focus will be on understanding what a sociological analysis of the topic would entail. We will talk about how sociologists analyze big changes taking place in the world like large scale economic change, but also how they examine small everyday situations like going to a movie theatre. Along the way we will also talk about major theoretical approaches to the study of society developed by the “founding” fathers of sociology: Karl Marx, Max Weber, and Emile Durkheim. By the end of the course you should be able to think about the world in a sociological way, including being able to ask sociological questions and develop sociological schemes for acquiring answers

Course Description

This course will closely examine how social forces in society shape our behavior and penetrate our being. After all, we are all the product of our society and vice versa. Our identities, hopes, fears, grievances and satisfactions derive from the patterns of socialization orchestrated within human groups. In this class, students will be introduced to the basic concept of sociological imagination and principles of sociological reasoning. Many societal issues will be examined through the practice of classical theories and sociological perspectives. As we journey through the course, students will become more familiar with the nature of sociology, social construction of reality, micro and macro sociological analysis, and concepts such as culture, socialization, social structures, self and society, stratification, gender inequality, love, marriage, and divorce. Finally, the course will explore the sociology of health, medicine, and the mind-body connection.

Grading Policy

Research paper 24% Three exams 60%Cass project and participation 8%Quiz 8 %

Texts

James M. Henslin, Sociology: A Down to Earth Approach (eighth or ninth edition), 2008Reading packet available at Paradigm (407 W. 24th St.)

Course Description

How are our individual choices shaped by society? How do our choices help shape society? These are two primary questions we will address in Introduction to the Study of Society. The sociological imagination will be one of our primary tools as we explore society and our place within it. Since we are studying society and therefore ourselves, opportunities to use our sociological imaginations are all around us - in our everyday interactions, in institutions such as education or our families, and in global events.

The first part of the course explores some of the ways sociologists view society, and also how we study the social world. In addition, we will examine culture, socialization, and deviance. The second part of the course focuses on inequalities. Stratification takes many forms; we will explore social class, race and ethnicities, and gender.

Grading Policy

Three in-class multiple choice, short answer and essay tests 45% (15% each)

Sociological exercises - several short written assignments 20%

Sociological perspective (group project) – 20%

Class participation, including individual and group activities during lecture and discussion sections 15%

 Texts

Conley, Dalton, You May Ask Yourself: An Introduction to Thinking Like a Sociologist, 

Third Edition, 2013.  New York: W.W. Norton and Company.

McIntyre, Lisa J., The Practical Skeptic: Readings in Sociology, Sixth Edition, 2013.

Boston: McGraw-Hill.

Nathan, Rebekah, My Freshman Year: What a Professor Learned by Becoming a

Student, Ithaca: Cornell University Press, 2006. Penguin Books.

Course Description

How are our individual choices shaped by society? How do our choices help shape society? These are two primary questions we will address in Introduction to the Study of Society. The sociological imagination will be one of our primary tools as we explore society and our place within it. Since we are studying society and therefore ourselves, opportunities to use our sociological imaginations are all around us - in our everyday interactions, in institutions such as education or our families, and in global events.

The first part of the course explores some of the ways sociologists view society, and also how we study the social world. In addition, we will examine culture, socialization, and deviance. The second part of the course focuses on inequalities. Stratification takes many forms; we will explore social class, race and ethnicities, and gender.

Grading Policy

Three in-class multiple choice, short answer and essay tests 45% (15% each)

Sociological exercises - several short written assignments 20%

Sociological perspective (group project) – 20%

Class participation, including individual and group activities during lecture and discussion sections 15%

 Texts

Conley, Dalton, You May Ask Yourself: An Introduction to Thinking Like a Sociologist, 

Third Edition, 2013.  New York: W.W. Norton and Company.

McIntyre, Lisa J., The Practical Skeptic: Readings in Sociology, Sixth Edition, 2013.

Boston: McGraw-Hill.

Nathan, Rebekah, My Freshman Year: What a Professor Learned by Becoming a

Student, Ithaca: Cornell University Press, 2006. Penguin Books.

COURSE DESCRIPTION

The principle objective of Physical Activity in Society is to understand the way in which people are physically active in a social context - primarily in the United States.  We will examine how social forces influence physical activity including cultural, economic, historical, and demographic considerations.  The course examines physical activity on both the individual- and population-levels to better understand benefits and barriers to activity through the social context.

COURSE OBJECTIVES

By the end of this course, students will be able to:

• Analyze contemporary issues in physical activity from a variety of disciplinary and professional perspectives. 
• Understand physical activity on both the personal/individual level as well as the population level.
• Critically evaluate (and convey through writing) the assumptions, motives, and evidence that individuals and groups use in discussing physical activity. 
• Use autoethnography to understand contemporary issues.

 REQUIRED READING

A reading schedule and associated assignments (see next section) is available on Canvas via weekly modules (including articles).  There is no required textbook for the course, but required articles can be purchased in a coursepack if students wish.

[See the preliminary reading list at the end of this document]

COURSE ASSIGNMENTS AND EVALUATION

This course is organized in both lecture and discussion formats. We will spend considerable time each week discussing the readings and our own related experiences, interests, and knowledge in this area.  Please remember that discussions will only be as rich as you all make them, so it is essential that everyone come prepared to speak about the readings thoughtfully and critically. Specific details on assignments (including rubrics) are available on Canvas.  Your course grade will be broken down as follows:

Class Preparedness (10%) 

Weekly reading checks will be due on Canvas 24 hours before class time.  These responses will cover class readings for that week.  They include two parts: 1) an open-book short reading comprehension quiz (one multiple-choice question per reading) and 2) a discussion question you will post about each reading.  You will receive credit for correct multiple-choice answers and for submitting your discussion questions.  This both serves to help orient you in the material as well as guide how I structure our lecture and discussions that week.

Short Exams (20% - 2 x 10% each)

Two short exams will be given throughout the semester.  They will cover reading and lecture material for the first and second half of the course.

Physical Activity Autoethnography Semester Project (70%)

Our class is built around analysis of physical activity in society through participant observation and reflection (in the form of an autoethnography).  You are required to participate in any physical activity of your choice (with my approval) at least twice a week for the duration of the semester and keep an electronic journal (shareable through Google Drive) of your experiences.  This activity can be done alone, with friends or classmates, but your analysis must be your own. 

Throughout the semester, we will introduce small assignments that focus on specific elements of the activity with an emphasis on critical critique of the activity (e.g. who participates, how is knowledge created and accessed, how is the activity represented historically and currently, etc.).  Furthermore, small assignments and the overall project should reflect an understanding of how your chosen activity is experienced across many people (the population and society) as well as how you or another individual experiences the activity.  Finally, you will assess yourself physically both objectively and subjectively at the start and end of the semester.

I will periodically check in on your journal and these small assignments to see how you are progressing.  Only the final report will be graded.  A hard copy of the final report is due one week from the end of class.  The last class days will be an opportunity for you to present your experience and findings to your peers.

Overall semester averages will earn the following letter grades:

93-100:  A                   90-92.9:  A-

87-89.9:   B+               83-86.9:  B                  80-82.9:  B-

77-79.9:   C+               73-76.9:  C                  70-72.9:  C-

67-69.9:   D+              63-66.9:  D                  60-62.9:  D-                0-59.9:  F

 Course grades will be assigned strictly according to this scale, rounded to the tenth place (so 92.7 earns an A-, not an A; 89.9 earns a B+, not an A-).

The purpose of this course is to examine the various experiences, perspectives, and expressions of Chicanas in the United States. This involves examining the meaning and history of the term “Chicana” as it was applied to and incorporated by Mexican American women during the Chicano Movement in areas of the Southwest U.S., such as Texas and California. We will also explore what it means to be Chicana in the United States today. The course will begin with a historical overview of Mexican American women's experiences in the U.S., including the emergence of Chicana feminism. We will discuss central concepts of Chicana feminism and attempt to understand how those concepts link to everyday lived experiences. Specifically, the relationship between gender, race/ethnicity, and class will be key as we discuss issues that have been significant in the experiences and self-identification of Chicanas, such as: family, gender, sexuality, religion/spirituality, education, language, labor, and political engagement. We will engage in interdisciplinary analysis not only concerning cultural traditions, values, belief systems, and symbols but also concerning the expressive culture of Chicanas, including folk and religious practices, literature and poetry, the visual arts, and music. Finally, we will examine media representations of Chicanas through critical analyses of film and television portrayals.

The purpose of this course is to examine the various experiences, perspectives, and expressions of Chicanas in the United States. This involves examining the meaning and history of the term “Chicana” as it was applied to and incorporated by Mexican American women during the Chicano Movement in areas of the Southwest U.S., such as Texas and California. We will also explore what it means to be Chicana in the United States today. The course will begin with a historical overview of Mexican American women's experiences in the U.S., including the emergence of Chicana feminism. We will discuss central concepts of Chicana feminism and attempt to understand how those concepts link to everyday lived experiences. Specifically, the relationship between gender, race/ethnicity, and class will be key as we discuss issues that have been significant in the experiences and self-identification of Chicanas, such as: family, gender, sexuality, religion/spirituality, education, language, labor, and political engagement. We will engage in interdisciplinary analysis not only concerning cultural traditions, values, belief systems, and symbols but also concerning the expressive culture of Chicanas, including folk and religious practices, literature and poetry, the visual arts, and music. Finally, we will examine media representations of Chicanas through critical analyses of film and television portrayals.

COURSE DESCRIPTION

The principle objective of H S 301/SOC 308S is to offer students a broad overview of health and society from a variety of disciplinary perspectives. We will examine how social forces influence health and disease in U.S. society, including cultural, economic, and demographic considerations. We will explore why rates of disease vary among different populations and how cultural and structural inequalities shape access to healthcare and affect morbidity and mortality. How do economic factors, politics, public perceptions of morality, and historical biases against specific populations shape our modern-day understandings and experiences of health and illness? We will also examine how social forces shape the very definitions of health, illness, and disease categories, and thereby medical diagnoses and treatments. We will consider the social consequences of the commodification of healthcare and how new technologies are transforming our current healthcare system and the nature of the patient/physicianrelationship. Our course readings and discussions will help us address current bioethical controversies that continue to influence our beliefs about health and illness and shape our very understandings about human rights and personhood. This course is built around lectures (including guest lectures), class discussion, and film screenings and discussion.

COURSE OBJECTIVES

By the end of this course, students will be able to:

• Analyze contemporary health issues from a variety of disciplinary and professional perspectives.

• Explain how social location, the media, and economic forces shape health behaviors and outcomes.

• Explain how social and cultural factors shape contemporary understandings and experiences of health and illness and death and dying in the U.S.

• Critically evaluate the assumptions, motives, and evidence that individuals and groups use to make specific claims about health and illness.

COURSE MATERIALS

Gawande, Atul. 2014. Being Mortal: Medicine and What Matters in the End. New York:Metropolitan.

Marmot, Michael. 2005. The Status Syndrome: How Social Standing Affects Our Health and Longevity. New York: Holt.

Course readings also include scholarly articles, book chapters, and other required readings available on Canvas.

COURSE REQUIREMENTS AND EVALUATION

This course is organized in a lecture format, but it is greatly enhanced by your participation. For variety’s sake, I will often incorporate short video-clips, group activities, and/or writing exercises in our class session. We will also spend considerable time each week discussing the readings and our own experiences, interests, and knowledge in this area. Please remember that discussions will only be as rich as you all make them, so it is essential that everyone come prepared to speak about the readings thoughtfully and critically. Your final evaluation for the course will be broken down as follows:

Attendance and Preparedness (10%)

Students are expected to attend class, read assignments before each class, and actively participate in classroom discussions during the week. Eight times during the semester the instructor will have students sign in on a class roster or complete a group assignment in the first few minutes of class. Students will be granted one unexcused absence with no penalty. If you have a university-related conflict or medical or family emergency that prevents you from attending class, alert your TA (providing relevant documentation) and you will not be penalized for a particular absence, but you must contact your TA in advance of missing class. NOTE: Tardiness will adversely affect your grade; students who arrive late risk missing this activity or sign-in sheet and will not be allowed to receive credit for the day.

Reading responses (10%)

Students are expected to keep up with the reading for the class. Six times during the course of the semester, I will pose a reading question on the course Canvas page relevant to recent reading. The questions will be posted on Sunday evening and students are expected to write a reading response of one page, double-spaced (between 250 and 350 words) and upload a copy to the Canvas page by 5pm on the Thursday that they are due. Responses will be graded as meets/exceeds expectations (100), meets minimum expectations (70), no credit (0). See course schedule for Reading Responses (marked RR).

Exams (60%)

Two exams (worth 30% each) will be given to assess your level of mastery of the course material, including assigned readings, lectures (including guest lectures), and in-class films and other media presentations. . Both exams will be a combination of multiple choice, true-false, fill-in-theblank, short answer, or short essay items.

Essay (20%)

Students are required to write one of two essay assignments offered during the term. The paper will be approximately 5 pages in length (not to exceed 6 double-spaced pages), and will answer a specific prompt related to course topics. Specific assignments will be posted to Canvas on the dates indicated below. Papers are due in class; electronic submissions of papers will NOT be  accepted. Due dates are firm. Five points will be deducted each day the paper is late, but papers will not be accepted if they are more than five days late. Late papers cannot be emailed or posted to Canvas, so it a student’s responsibility to submit a hard copy of his/her paper to the appropriate TA.

COURSE DESCRIPTION

The principle objective of H S 301/SOC 308S is to offer students a broad overview of health and society from a variety of disciplinary perspectives. We will examine how social forces influence health and disease in U.S. society, including cultural, economic, and demographic considerations. We will explore why rates of disease vary among different populations and how cultural and structural inequalities shape access to healthcare and affect morbidity and mortality. How do economic factors, politics, public perceptions of morality, and historical biases against specific populations shape our modern-day understandings and experiences of health and illness? We will also examine how social forces shape the very definitions of health, illness, and disease categories, and thereby medical diagnoses and treatments. We will consider the social consequences of the commodification of healthcare and how new technologies are transforming our current healthcare system and the nature of the patient/physicianrelationship. Our course readings and discussions will help us address current bioethical controversies that continue to influence our beliefs about health and illness and shape our very understandings about human rights and personhood. This course is built around lectures (including guest lectures), class discussion, and film screenings and discussion.

COURSE OBJECTIVES

By the end of this course, students will be able to:

• Analyze contemporary health issues from a variety of disciplinary and professional perspectives.

• Explain how social location, the media, and economic forces shape health behaviors and outcomes.

• Explain how social and cultural factors shape contemporary understandings and experiences of health and illness and death and dying in the U.S.

• Critically evaluate the assumptions, motives, and evidence that individuals and groups use to make specific claims about health and illness.

COURSE MATERIALS

Gawande, Atul. 2014. Being Mortal: Medicine and What Matters in the End. New York:Metropolitan.

Marmot, Michael. 2005. The Status Syndrome: How Social Standing Affects Our Health and Longevity. New York: Holt.

Course readings also include scholarly articles, book chapters, and other required readings available on Canvas.

COURSE REQUIREMENTS AND EVALUATION

This course is organized in a lecture format, but it is greatly enhanced by your participation. For variety’s sake, I will often incorporate short video-clips, group activities, and/or writing exercises in our class session. We will also spend considerable time each week discussing the readings and our own experiences, interests, and knowledge in this area. Please remember that discussions will only be as rich as you all make them, so it is essential that everyone come prepared to speak about the readings thoughtfully and critically. Your final evaluation for the course will be broken down as follows:

Attendance and Preparedness (10%)

Students are expected to attend class, read assignments before each class, and actively participate in classroom discussions during the week. Eight times during the semester the instructor will have students sign in on a class roster or complete a group assignment in the first few minutes of class. Students will be granted one unexcused absence with no penalty. If you have a university-related conflict or medical or family emergency that prevents you from attending class, alert your TA (providing relevant documentation) and you will not be penalized for a particular absence, but you must contact your TA in advance of missing class. NOTE: Tardiness will adversely affect your grade; students who arrive late risk missing this activity or sign-in sheet and will not be allowed to receive credit for the day.

Reading responses (10%)

Students are expected to keep up with the reading for the class. Six times during the course of the semester, I will pose a reading question on the course Canvas page relevant to recent reading. The questions will be posted on Sunday evening and students are expected to write a reading response of one page, double-spaced (between 250 and 350 words) and upload a copy to the Canvas page by 5pm on the Thursday that they are due. Responses will be graded as meets/exceeds expectations (100), meets minimum expectations (70), no credit (0). See course schedule for Reading Responses (marked RR).

Exams (60%)

Two exams (worth 30% each) will be given to assess your level of mastery of the course material, including assigned readings, lectures (including guest lectures), and in-class films and other media presentations. . Both exams will be a combination of multiple choice, true-false, fill-in-theblank, short answer, or short essay items.

Essay (20%)

Students are required to write one of two essay assignments offered during the term. The paper will be approximately 5 pages in length (not to exceed 6 double-spaced pages), and will answer a specific prompt related to course topics. Specific assignments will be posted to Canvas on the dates indicated below. Papers are due in class; electronic submissions of papers will NOT be  accepted. Due dates are firm. Five points will be deducted each day the paper is late, but papers will not be accepted if they are more than five days late. Late papers cannot be emailed or posted to Canvas, so it a student’s responsibility to submit a hard copy of his/her paper to the appropriate TA.

Description

The course will offer students an overview of sustainability as something human beings must strive to create in an era of global warming and ever greater social inequalities; both between countries and within countries.   The focus of the course will revolve around the core issues of sustainability:  what does sustainability mean?  Why do we need to remake human societies in more sustainable ways?  And what does social equity have to do with sustainability?  One of the problems we have in teaching about sustainability today is our focus on two of the "E's" without much attention to the third.  We talk mostly about Environment, secondly about Economy, and then tend to pay short shrift to Equity.  This course will address all three, but put a greater focus on Equity than is usual.  The course will be taught from a social sciences perspective, which approaches human relationships with the natural world (Environment) in the context of their relationships with each other (Environment and Equity).  Global warming (environment) is main reason we are talking about Sustainability today, but global warming is both cause and effect of our economies and inequalities.

Required Texts

Carolan, Micheal,  Society and the Environment; Pragmatic Solutions to Ecological Issues. Westview Press, 2013.

Grading Policy

There will be three essay assignments and one group project.  Each will count 25% of the grade

Description:

This course presents a general overview of the statistical methods used in the social sciences. While it’s important that you gain an understanding of the mathematical concepts behind the statistical analyses, it is of even greater importance that you leave this course with a conceptual and rational understanding of today’s most commonly used (and useful) statistical methods.

Truth claims made with statistics are abundant and often have the quality of facts in U.S. social and political life. Unfortunately, because many people do not understand the statistics undergirding these claims, they receive less scrutiny than they deserve. It is my primary goal to ensure that students learn the basic statistical literacy they need to be smart consumers of information. Our increasing reliance on statistics to understand the social world means that statistical and analytic skills are marketable skills. In fact statistics is one of very few classes that sociology majors take that provides them with concretely marketable skills. I believe that giving undergraduates a solid understanding of statistics is a way of democratizing knowledge and its production. In teaching statistics my goals are:

•   To demystify statistics so that every student can be a smart consumer of quantitative information.

•  To teach students to think sociologically with and about quantitative information.

• To provide students with a solid foundation of quantitative and computing skills that could serve

  as assets in subsequent employment and academic settings.

•   To demonstrate to students that learning statistics has practical applications outside of the       classroom in everyday life.

Texts:

Salkind, Neil J.. 2012. Statistics for People Who (Think They) Hate Statistics: Excel 2010 Edition. 3rd Edition. SAGE Publications. 

Grading and Reqirement:

I will use a non-competitive grading scale. In other words, the grade you receive will not depend on how well others have performed in class. You can earn a maximum of 115 points in this class. Your grade will be based on your mastery of each of the required tasks in the class. The grading scale for the final course grade is as follows: 115-94=A; 90-93=A-; 87-89=B+; 83-86=B; 80-82-B-; 77-79=C+; 73-76=C; 70-72=C-; 67- 69=D+; 63-66=D; 60-62=D-; 59 & below=F.

I do not give incomplete and will not change the final grade for whatever reason. You have plenty of opportunities to do well in this class. Use them.

If you receive a final grade of B+ or higher, I will write a personal recommendation for you in the future, stating that you have significant quantitative and computing skills.CLASS & LAB ATTENDANCE 10 PTS

As will be addressed later in detail, you have two free absences you can choose. However, I’d recommend you to use them only for emergencies. More than two absences will affect your class attendance grades negatively.

Description:

This course presents a general overview of the statistical methods used in the social sciences. While it’s important that you gain an understanding of the mathematical concepts behind the statistical analyses, it is of even greater importance that you leave this course with a conceptual and rational understanding of today’s most commonly used (and useful) statistical methods.

Truth claims made with statistics are abundant and often have the quality of facts in U.S. social and political life. Unfortunately, because many people do not understand the statistics undergirding these claims, they receive less scrutiny than they deserve. It is my primary goal to ensure that students learn the basic statistical literacy they need to be smart consumers of information. Our increasing reliance on statistics to understand the social world means that statistical and analytic skills are marketable skills. In fact statistics is one of very few classes that sociology majors take that provides them with concretely marketable skills. I believe that giving undergraduates a solid understanding of statistics is a way of democratizing knowledge and its production. In teaching statistics my goals are:

•   To demystify statistics so that every student can be a smart consumer of quantitative information.

•  To teach students to think sociologically with and about quantitative information.

• To provide students with a solid foundation of quantitative and computing skills that could serve

  as assets in subsequent employment and academic settings.

•   To demonstrate to students that learning statistics has practical applications outside of the       classroom in everyday life.

Texts:

Salkind, Neil J.. 2012. Statistics for People Who (Think They) Hate Statistics: Excel 2010 Edition. 3rd Edition. SAGE Publications. 

Grading and Reqirement:

I will use a non-competitive grading scale. In other words, the grade you receive will not depend on how well others have performed in class. You can earn a maximum of 115 points in this class. Your grade will be based on your mastery of each of the required tasks in the class. The grading scale for the final course grade is as follows: 115-94=A; 90-93=A-; 87-89=B+; 83-86=B; 80-82-B-; 77-79=C+; 73-76=C; 70-72=C-; 67- 69=D+; 63-66=D; 60-62=D-; 59 & below=F.

I do not give incomplete and will not change the final grade for whatever reason. You have plenty of opportunities to do well in this class. Use them.

If you receive a final grade of B+ or higher, I will write a personal recommendation for you in the future, stating that you have significant quantitative and computing skills.CLASS & LAB ATTENDANCE 10 PTS

As will be addressed later in detail, you have two free absences you can choose. However, I’d recommend you to use them only for emergencies. More than two absences will affect your class attendance grades negatively.

Description

This course is designed with two goals in mind: 1) for students to garner an understanding of what social research is and the purpose it serves and 2) for students to develop their social science research skills. The former is achieved by reviewing studies that employ a range of social scientific methodologies including ethnography, in-depth interviewing, survey research and quantitative data analysis, causal experiments, and content analysis. The latter is achieved by completing assignments that apply these different methods to an actual research project.

Grades

Lecture and recitation participation (20% of final grade)

Take-home assignments: problem sets (25% of final grade)

Take-home assignments: memos (30% of final grade)

Final Paper (25% of final grade)

Attendance and Participation

Active participation in class and in recitation is required. Attendance will randomly be taken at the beginning of lecture throughout the semester.

 Take-Home Assignments

Throughout the semester students will be assigned a combination of problem sets and memos to complete before coming to class. Students will typically be given one week to complete these assignments.

 Final Paper

The final paper is a mock research proposal, as if students were applying to a foundation in search of research funding. In it, students will discuss the “preliminary” study they conducted during the semester and discuss plans to further this line of inquiry. The proposal should provide 1) a clear research question, 2) a justification of this question in terms of its social and intellectual importance, 3) explanations of the data students collected, their analytic method, and their preliminary findings, and 4) how their research could be extended and/or improved with the help of additional funding (for instance, collecting more data; using a different type of method; replicating the study using new data; etc.).

Text

Johnson, Steven. 2006. The Ghost Map: The Story of London's Most Terrifying Epidemic--and How It Changed Science, Cities, and the Modern World. London: Penguin Books.

Description:

Spanning what are known as “qualitative” and “quantitative” approaches, the course covers basic principles in a few main areas: the meaning of variables, understanding causation, study design, basic sampling, and modes and methods in data collection. Throughout, we draw on examples from published studies in sociology and other social sciences, looking at how other researchers have navigated commonplace methodological pitfalls.

By the end of the course, students should be able to both critically evaluate the methodological underpinnings of much social research. They should also be able to construct their own study, on paper at least, without falling into the most common and destructive traps. We also hope that this course will make students more skilled consumers of information in the real world. People are enveloped in data and arguments based in data. It is important to know how to evaluate the quality of those data. Engaged citizenship demands it.

Grading and Requirements:

2 exams, 2 assignments, 1 research proposal, 1 final research paper

 Grades are A, B, C, D, F (no plus/minus)

Description

Consumption is at the same time an economic, political and cultural phenomenon. During the twentieth-century and the beginning of the twenty first, in many parts of the world the promise of extending mass-consumption became a central part of political discourses about the rights and benefits of citizens. In Latin America, the goal of achieving a vibrant internal consumer market was conflated by many with the idea of development, progress, and modernity. Conceptually, consumers have been seen alternatively as the sovereigns of markets, as victims of manipulation, or as a locus of resistance and expression. In this course, we will study the place of consumption in social, economic, and political relations in Latin America. We will read recent literature from various disciplines (sociology, history, anthropology, etc.) on consumer culture in the region, with a special focus on Argentina, Chile, Mexico and Brazil. We will deal with a variety of topics and consumption goods, including consumer policies, popular consumption, advertising, neoliberal consumption, middle class consumer culture, home appliances, jeans and tupperware.

Grading 

Students are expected to attend all classes and complete all assigned work, are responsible for ensuring they are properly registered in all their courses, and that they have officially dropped any courses which they do not plan to include in their program. All written work will be graded on the quality of content as well as writing skills. 

Your grade will be calculated as follows: 

First Exam: 25% 

Paper: 25% 

Second Exam: 30% 

Class participation and forum responses: 20% 

Course Description

This course provides an overview of global health challenges in the world today. It is essential to understand the links between health and education, poverty, and development with an appreciation of the values, beliefs, and cultures of diverse groups. The first half of the course will review critical global health issues from biosocial, cultural and environmental perspectives. A biosocial approach to global health inequity is the underlying theme. The second half of the course will review various health systems in the World Health Organization geographic regions and will compare and contrast the various regions, as well as countries within regions, with regard to the specific health challenges they face.

This course carries both the Writing flag and Global Cultures flag. We will use writing to improve on critical thinking skills and understanding of global health issues as well as to improve on ability to formulate ideas with an emphasis on the ASA writing style.  In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor to help you improve your writing. You will also have the opportunity to revise one or more assignments, and you may be asked to read and discuss your peers’ work. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect a substantial portion of your grade to come from writing assignments covering the practices, beliefs, and histories of at least one non-U.S. cultural group. This course may be used to fulfill the social and behavioral sciences component of the university core curriculum and addresses the following four core objectives established by the Texas Higher Education Coordinating Board: communication skills, critical thinking skills, empirical and quantitative skills, and social responsibility.  ?

Course Objectives

1. Describe global health issues, trends, and policies
2. Understand how population growth, disease, environmental changes, and economic and political activities impact global health
3. Assess and analyze global health program interventions and their impacts
4. Compare and contrast health issues and policies between economically developed countries and developing countries
5. Synthesize findings to highlight common patterns and unique differences in health challenges between and within major world regions

Required Text and Readings

Farmer, Paul, J.Y. Kim, A. Kleinman and M. Basilico. 2013. Reimagining Global Health: An Introduction, University of California Press

Journal Articles: In addition to above textbook, other course materials including additional readings will be posted on Canvas each week.  Readings should be completed for the week they are assigned.

Course requirements

There are three paper assignments and two quizzes. The assignments are due at the beginning of class and must be turned in as hard copies. E-mail attachments will not be accepted. Late papers will not be accepted without prior approval.

Assignment 1: Short papers (10%)

These writing assignments are intended to encourage understanding of the assigned readings, develop critical analytic skills for understanding 21st century global health issues, enhance in class discussions and refine writing skills.  Instruction and criteria for evaluation will be posted on Canvas.

 Assignment 2: Individual paper (30%)

Each student is required to write a research paper (5-6 pages) about a global health issue. This assignment should allow the student to critically examine a global health issue in depth.  There will be peer reviews as well as instructor comments on this assignment.  You will submit a memo detailing your revisions with the final draft.  Detailed instructions and criteria for evaluation will be posted on Canvas.

Assignment 3: Group project paper & presentation (25%)

Students are required to form a group to prepare a short presentation at the end of the semester and to write a research paper (not more than 10 pages). Students should work together as a team to analyze the political, social and economic determinants of health and analyze how delivery systems for preventive and curative health services might be strengthened in developing countries. Group members will conduct an evaluation of their fellow group members for the final project and presentation. Detailed instructions and criteria for the group project and criteria for evaluation will be posted on Canvas.

 Two quizzes (20%)

 Class participation (15%)

There will be weekly small group discussions. Each group member will be required to participate and contribute substantially to small group discussions. Students are strongly encouraged to participate in in-class discussions as well.

Course policies

 Attendance:  

You are allowed three non-penalized absences during the semester.  Students who miss more than three classes, regardless of the reason, will have their semester grades reduced by one grade.

Make-up quizzes:

I will allow make-up quizzes for pre-approved reasons (e.g., observing religious holidays) or in the case of documented medical or other emergencies (death of significant others, job interviews, etc.). If you anticipate missing a quiz, please make an arrangement with me at least two weeks in advance. Students who miss quizzes without prior approval or without a documented emergency will receive zero points on that exam.

Student conduct:

Every student will be actively involved in classroom discussions. In order for everyone to feel comfortable voicing opinions or asking questions, a climate of tolerance and respect is essential.

Use of laptops in class for taking notes:  Use of laptops and cell phone in class is not permitted.

 Grading Scale

A         93-100  %        B+        87-89.9 %        C+        77-79.9 %        D+       67-69.9%

A-        90-92.9 %        B          83-86.9 %        C          73-76.9 %        D         63-66.9%

                                  B-        80-82.9 %         C-        70-72.9 %        D-        60-62.9%

Course Description

For centuries many have seen the United States as the land of opportunity. Free public education is often viewed as one of the key pillars of opportunity in the U.S. Yet, the quality of public education varies greatly depending on the neighborhood and characteristics of the student. In this class, we will examine how inequality has developed and is maintained within the American public education system. We will learn and critique existing theories of educational inequality such as meritocracy, stereotype threat, and oppositional culture. Next, we will explore the effect of students’ traits on how they interact with and experience school in the U.S. Race/ ethnicity, gender, social class, and special educational needs are just a sample of the attributes that we will investigate. In addition, we will pay particular attention to the role of school funding and residential segregation in maintaining disparities in educational quality. We will conclude by exploring current efforts to combat inequality within the public education system through school choice, accountability campaigns, community-based school reform, and other efforts.

Course Objectives

It is my hope that students will set their own goals for the course. Nevertheless, by the end of the course, all students should be able to:

1)    Analyze existing theories of educational inequality.

2)    Understand the different relationships between inequality, education, and students’ characteristics. 

3)    Recognize the mechanisms through which inequality is perpetuated within the U.S. public education system. 

4)    Outline and critique existing reform efforts to reduce educational disparities within the U.S. public education system.                                                                                        

5)    Be able to communicate orally and in writing the complexity and difficulty in developing reforms designed to eliminate inequality among all students within the American public education system.

Course Requirements

Class Participation (20%). I believe that learning is an interactive sport. Therefore class participation is critical to the success of the course for the class will consist mainly of guided discussion with brief lectures as needed. Students are expected to attend every class on time prepared to discuss the materials assigned for that date. Students are allowed two unexcused absences without penalty. However, students’ class participation grade will decrease with each additional absence. If a student has more than 10 unexcused absences, she/he will automatically fail the course. Students are also expected to participate fully in any class activities that occur. Finally, peer review (50% of participation grade) is an important part of the class. Students are expected to provide written feedback and a rating in Canvas on fellow classmates’ school reform proposal presentations. In addition, students will be divided into small peer review teams and provide written feedback on each other’s first position paper.   

Position Papers (25%). Writing is an essential way to assist students in engaging in the reading materials on a deeper level. Students are required to write four 700-800 word essays in Canvas summarizing and responding to the major argument(s) of the readings. Students are required to revise one of their position papers based on the feedback provided by their peer review team and the instructor. The total number of position papers submitted will be four original and one revised paper. 

School Reform Proposal and Presentation (Total: 55%). It is not only important to understand the disparities within the current public education system, but we must also try to develop solutions to these problems. Therefore each student is required to write their own school reform proposal based on independent research of one of the many school reform efforts discussed in class (or one approved by the instructor). 

Abstract and Annotated Bibliography (10%). Students are required to submit a 500 word abstract of their school reform proposal in which they briefly outline the theories to be examined, the proposed school reform, and how it will alleviate inequality for at least one traditionally disadvantaged group. The abstract will include an annotated bibliography (50 word summary each) of at least 5 outside sources. 

Revised Abstract and Annotated Bibliography (5%). Students will submit a revised abstract based on the instructor’s feedback. 

Presentation (10%). Students will give a 10 minute class PowerPoint/Keynote presentation of their school reform proposals. Presentation slides should be posted to Canvas by 5pm the day before the class presentation. Presentations will be evaluated based on classmates’ written feedback and rating (50% of grade) on a form provided in Canvas and the instructor’s evaluation (50% of grade). 

Final Proposal (30%). Students are expected to complete an 8-10 page double spaced school reform proposal. The proposal should develop the theories outlined in the abstract, describe the school reform effort they support, provide evidence of the effectiveness of their proposed reform, and explain how their plan will alleviate inequality for at least one traditionally disadvantaged group. The proposal should also incorporate the presentation feedback provided by fellow classmates and the instructor.

Grading Scale

Final scores will be rounded to nearest whole number.

Classroom Decorum

            Academic freedom is a hallmark of higher education. In this class, we will discuss opposing viewpoints on difficult topics. Some students may find these opposing views personally offensive. All students should feel free to voice opinions in a respectful manner without fear of reprisal. Perspectives should be combatted with evidence. Personal attacks will not be tolerated in this class. Finally, confidentiality is a requirement of this course. Students are not allowed to record, discuss with non-classmates, and/or post on social media classroom discussions or negative opinions of fellow students. 

Writing Flag

“This course carries the Writing Flag. Writing Flag courses are designed to give students experience with writing in an academic discipline. In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor to help you improve your writing. You will also have the opportunity to revise one or more assignments, and you may be asked to read and discuss your peers’ work. You should therefore expect a substantial portion of your grade to come from your written work. Writing Flag classes meet the Core Communications objectives of Critical Thinking, Communication, Teamwork, and Personal Responsibility, established by the Texas Higher Education Coordinating Board.” (Retrieved August 15, 2017: https://ugs.utexas.edu/flags/faculty-resources/teaching/syllabus). 

Policy on Academic Integrity

“Students who violate University rules on academic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and / or dismissal from the University. Since such dishonesty harms the individual, all students, and the integrity of the University, policies on academic dishonesty will be strictly enforced. For further information, please visit the Student Conduct and Academic Integrity website at: http://deanofstudents.utexas.edu/conduct.” Retrieved August 15, 2017: http://deanofstudents.utexas.edu/conduct/facultyresources.php). 

Students with Special Needs

“Any student with a documented disability who requires academic accommodations should contact Services for Students with Disabilities at 471-6259 (voice) or 512-410-6644 (Video Phone) as soon as possible to request an official letter outlining authorized accommodations.” (Retrieved August 15, 2017: http://diversity.utexas.edu/disability/critical-ways-faculty-can-support-all-students-with-disabilities/).

RELIGIOUS HOLIDAYS

            Students who will miss class to observe a religious holiday may have the absence excused. Please contact the instructor a week before the absence to learn how to make up missed work to get the absence excused.

Course Readings

Book List

All books are available for purchase at the University Co-Op.

David, Jane L. and Larry Cuban. 2010. Cutting Through the Hype: The Essential Guide to

School Reform Revised, Expanded, and Updated Edition. Cambridge, MA: Harvard Education Press.

Grubb, W. Norton. 2009. The Money Myth: School Resources, Outcomes, and Equity. New

York, NY: Russell Sage Foundation. (Also available online from UT libraries.)

Lareau, Annette. 2011. Unequal Childhoods: Class, Race, and Family Life with an Update a

Decade Later (Second Edition). Berkeley, CA: University. (Also available online from UT libraries.)

Lewis, Amanda E. and John B. Diamond. Despite the Best Intentions: How Racial Inequality

Thrives in Good Schools. 2015. New York, NY: Oxford University Press.

Rosenthal, Robert and Lenore Jacobson. 2003. Pygmalion in the Classroom: Teacher

Expectation and Pupil's Intellectual Development, Second Edition. United Kingdom: Crown House Publishing, Ltd.

Article List

Links to all articles are provided on Canvas.

Education Theory

Collins, Patricia Hill. 2015. “Intersectionality’s Definitional Dilemmas.” Annual Review of

Sociology 41: 1-20.

Collins, Randall. 1971. “Functional and Conflict Theories of Educational Stratification.”

American Sociological Review 36, 6: 1002-19.

Ladson-Billings, Gloria and William F. Tate IV. 1995. “Toward a Critical Race Theory of

Education.” Teachers College Record 97, 1: 47-68.

Lamont, Michele and Annette Lareau. 1988. “Cultural Capital: Allusions, Gaps and

Glissandos in Recent Theoretical Developments.” Sociological Theory 6, 2: 153-168.

Steele, Claude. 1997. “A Threat in the Air: How Stereotypes Shape Intellectual Identity and

Performance.” American Psychologist 52, 6:613-629.

Turner, Ralph. 1960. “Sponsored and Contest Mobility and the School System.”

American Sociological Review 25: 855-67.

Individual Characteristics and the Education Experience

Buchmann, Claudia, Thomas A. DiPrete, and Anne McDaniel. 2008. “Gender Inequalities in

Education.” Annual Review of Sociology 34: 319-337.

Cervantes-Soon, Claudia G., Lisa Dorner, Deborah Palmer, Dan Heiman, Rebecca

Schwerdtfeger, and Jinmyung Choi. 2017. “Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces.” Review of Research in Education 41: 403-427.

Chin, Aimee, N. Meltem Daysal, and Scott A. Imberman. 2013. “Impact of Bilingual Education

Programs on Limited English Proficiency Students and Their Peers: Regression Discontinuity Evidence in Texas.” Journal of Public Economics 107: 63-78.

Else-Quest, Nicole M., Concetta C. Mineo, and Ashley Higgins. 2013. “Math and Science

Attitudes and Achievement at the Intersection of Gender and Ethnicity.” Psychology of Women Quarterly 37, 3: 293-309.

Hibel, Jacob, George Farkas, and Paul Morgan. 2010. “Who is Placed into Special Education?”

Sociology of Education 83, 4: 312-32.

Kosciw, Joseph G., Neal A. Palmer, and Ryan M. Kull. 2015. “Reflecting Resiliency: Openness

About Sexual Orientation and/or Gender Identity and Its Relationship to Well-Being and Educational Outcomes for LGBT Students.” American Journal of Community Psychology 55: 167–178.

Oh-Young, Conrad and John Filler. 2015. “A Meta-Analysis of the Effects of Placement on

Academic and Social Skill Outcome Measures of Students with Disabilities.” Research in Developmental Disabilities 47: 80–92.

Ngo, Bic and Stacey J. Lee. 2007. “Complicating the Image of Model Minority Success: A

Review of Southeast Asian American Education.” Review of Educational Research 77, 4: 415-453.

Pang, Valerie Ooka, Peggy P. Han and Jennifer M. Pang. 2011. “Asian American and Pacific

Islander Students: Equity and the Achievement Gap.” Educational Researcher 40, 8: 378-389.

Pritchard, Eric Darnell. 2013. “For Colored Kids Who Committed Suicide, Our Outrage Isn’t

Enough: Queer Youth of Color, Bullying, and the Discursive Limits of Identity and Safety.”  Harvard Educational Review 83, 2: 320-345.

School Characteristics & Inequality

Ansalone, George and Frank A. Biafora. 2010. “Tracking in Schools: Perceptions and Attitudes of

Parents.” Race, Gender & Class 17, 1/ 2:  226-240.

Kelly, Sean and William Carbonaro. 2012. “Curriculum Tracking and Teacher Expectations: Evidence

from Discrepant Course Taking Models.”  Social Psychology of Education 15: 271-294.

Logan, John R., Elisabeta Minca, and Sinem Adar. 2012. “The Geography of Inequality: Why

Separate Means Unequal in American Public Schools.” Sociology of Education 85, 3: 287–301.

Orfield, Gary and Erica Frankenberg. 2014. “Increasingly Segregated and Unequal Schools as Courts

Reverse Policy.” Educational Administration Quarterly 50, 5: 718-734

School Reform

Darling-Hammond, Linda. 2016 “Research on Teaching and Teacher Education and Its Influences on

Policy and Practice.” Educational Researcher 45, 2: 83–91.

Prado, Jose and Jeffrey Montez de Oca. 2014. “Waiting for Superman: Neoliberal Educational

Reform and the Craft of Filmic Direction.” The Review of Education, Pedagogy, and Cultural Studies 36: 274–297.

Work is a central activity in the lives of most people. Along with providing an income, the type of work one does shapes the worker’s sense of personal identity. Social interaction in the work place provides workers with a set of skills, values, and mindset that influences how the work is done. Structure of a society determines the kind of work it does, who does what type of work, and how much people are paid for their efforts. In United States, individuals’ racial and gender characteristics deeply shape how labor markets emerge and how skills are evaluated. Jobs are often gender segregated and men and women are remunerated differently. This course is a critical examination of work through a gendered and racial lens. The purpose of this course is to examine concepts such as labor markets, globalization, racial segregation, and gendering of the work place. This course is cross-listed with Asian American Studies and Women’s Studies.

Students will be able to sociologically identify concepts such as global markets, transnational labor, care work, service industry, gendered work, and racial segregation in the work place.  A majority of the readings, films, and class meetings will focus on contemporary work environment. Students will examine workers in the retail industry, care workers such as nannies, maids, and nurses, transnational workers in the STEM fields, and migrant labor. We will start the class with a survey of different forms of labor throughout United States’ history.  Students will be able to make historical connections between American citizenship, work, and value of one’s labor.

Description  

This course provides a look at the economics of health and health care through a sociological lens. In neoclassical economics, rational behavior and market transactions provide an efficient allocation of goods and services. From a sociological perspective, markets are social institutions that are shaped by the cultural, political, and historical environments in which they operate.   This course will examine how the multidimensional nature and distribution of health and health care are shaped by a variety of social and economic factors. Throughout the course, students will gain an understanding of the power of incentives, markets, and cost-benefit analysis, as well as the limits of these tools, in creating effective health care policy.     The first part of the course will examine how social environment shapes health and health behaviors and how health disparities are viewed from sociological and economic standpoints. The second part of the course will focus on the institutions that regulate access to health care and the historical developments that led to these arrangements.   Topics include:   - Gender, race, and class differences in health - The creation and reproduction of health disparities - Health behavior and externalities - The demand and supply of health care - Moral hazard, adverse selection, and health care insurance - Health insurance and the labor market - Problems of uninsurance - History of health care reform - Comparative health policies.

Description

Immigration patterns have significantly affected the development of U.S. society since its inception.  In the 1990s, the United States experienced a record number of new immigrants admitted into the country, and the last decade (2000-2009) recorded even a larger number of immigrants admitted.  This course uses a sociological perspective to address various impacts of immigration in U.S. society.

Course Aims and Objectives

Aims

 This course is designed to provide a sociological understanding concerning the nature of immigration in U.S. society, including an understanding of how immigration affects large (macro) and small (micro) social units in the society.

Specific Learning Objectives

• Gain background information on the development of immigration patterns in U.S. society and discuss the social forces that affect these patterns from the perspective of historical and recent immigration trends.
•  Review and discuss different perceptions about immigration patterns.
•  Review and analyze government statistical reports concerning annual immigration conditions and characteristics.
• Develop an awareness of the significance of immigration for the development of U.S. society.

 Review major laws affecting migration patterns to U.S. society

 Reading: 

 Portes, Alejandro, and Rubén Rumbaut. 2014. Immigrant America: A Portrait. Berkeley: University of California Press. (PR) 

Mobasher, Mohsen M.  2012. Iranians in Texas: Migratio, Politics, and Ethnic Identity. Austin: University of Texas Press. (MM)

Grading

a) Three regular exams (40 multiple-choice items and a take-home essay question for each):

100 points per exam x 3 regular exams = 300 points

b) Total possible points = 300

Description

This course analyzes the family as a social institution, using the sociological perspective. 

Studying the family can be tricky in that we all have our own experiences being part of families.  It is important, then, to go beyond our own experiences to explore both the private aspects of the family as well as public aspects of the family using various kinds of empirical data.  Shifting definitions of the family are the context for a brief history of the family.  Throughout the course we will explore family change. Specific topics will include dating, “hooking up” and marriage; parents and children; cohabitation, divorce and stepfamilies; and how the family intersects with, is shaped by, and shapes other social institutions, with particular attention to the economy and the world of work as well as state and social policies.

 Grading Policy

Students will be evaluated via short papers, in-class short answer and essay examinations, a group project, and class participation. 

 Texts: (subject to change)

Bogle, Kathleen.  2008.  Hooking Up: Sex, Dating and Relationships on Campus.  NYU Press.       

Coontz, Stephanie.  2006.  Marriage, A History: How Love Conquered Marriage. New York: Penguin.                

Ferguson, Susan J. (ed.).  2010.  Shifting the Center: Understanding Contemporary Families, Fourth Edition.  Boston: McGraw-Hill. 

Lareau, Annette.   2011. Unequal Childhoods: Class, Race, and Family Life, Second Edition with an Update a Decade Later.  Berkeley: University of California Press.

Stone, Pamela.  2007. Opting Out? Why Women Really Quit Careers and Head Home. Berkeley: University of California Press.

Descriptons 

In this course we will explore the social context of food. Topics will include food and identity, social class and culture.  We will also investigate who plans, purchases, and prepares food for our families, including discussion of the recent debates about the value of a home-cooked meal.  We will take a tour through the alphabet soup of government assistance for the hungry, including SNAP, WIC and NSLP.  Finally, we examine food production and policies in the US. 

 This course carries the Writing Flag. Writing Flag courses are designed to give students experience with writing in an academic discipline. In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor to help you improve your writing. You will also have the opportunity to revise one or more assignments, and you may be asked to read and discuss your peers’ work. You should therefore expect a substantial portion of your grade to come from your written work. Writing Flag classes meet the Core Communications objectives of Critical Thinking, Communication, Teamwork, and Personal Responsibility, established by the Texas Higher Education Coordinating Board.

Readings will include:

Nestle, Marion. 201313.  Food Politics: How the Food Industry Influences Nutrition and Health

Pilcher, Jeffrey.  2012.  Planet Taco: A Global History of Mexican Food

 Pollan,  Michael.  2006.  The Omnivore’s Dilemma: A Natural History of Four Meals.

Grading:

Portfolio 25%

     A series of short assignments including research article analyses, video analyses, discussion synthesis

Papers 30%

     Food diary analysis

    Literature review

Peer review 10%

Group Presentation  15%

   Groups will research, present findings and lead discussion

Participation 10%

Class synthesis assignment 10%

     Drawing on the themes from the class and current research, explore possibilities for improving food policy

Description

This course is in two parts.  The first will provide an introduction to the American criminal justice system, its policies and procedures.  The primary focus will be on how criminal justice operates.  This will include some discussion of crime and its correlates, crime prevention, law enforcement, courts and corrections.  The second part traces where criminal justice policy has been, what it has accomplished, and where it should go in order to effectively reduce crime, recidivism, victimization and cost.  The primary focus of where do we go from here is on prosecution, sentencing and corrections.

The class periods will be devoted to lectures and discussion. We may have guest speakers and probably a video or two.  The lecture material will sometimes correspond very closely with the material in the texts and sometimes it will not.  I encourage class discussions and questions and hope that the material will be sufficiently interesting and controversial to motivate discussion.

Texts

Experiencing Criminal Justice by Nicole Hendrix

Criminal Justice at the Crossroads; Transforming Crime and Punishment by William Kelly

Grading and Requirements

There will be four exams.  The first two are multiple choice/true false.  The second two are multiple choice and short answer.  Each exam constitutes 25% of the course grade.  The exams will cover all of the material - assigned readings, lectures, guest speakers and videos.

Description

This course is in two parts.  The first will provide an introduction to the American criminal justice system, its policies and procedures.  The primary focus will be on how criminal justice operates.  This will include some discussion of crime and its correlates, crime prevention, law enforcement, courts and corrections.  The second part traces where criminal justice policy has been, what it has accomplished, and where it should go in order to effectively reduce crime, recidivism, victimization and cost.  The primary focus of where do we go from here is on prosecution, sentencing and corrections.

The class periods will be devoted to lectures and discussion. We may have guest speakers and probably a video or two.  The lecture material will sometimes correspond very closely with the material in the texts and sometimes it will not.  I encourage class discussions and questions and hope that the material will be sufficiently interesting and controversial to motivate discussion.

Texts

Experiencing Criminal Justice by Nicole Hendrix

Criminal Justice at the Crossroads; Transforming Crime and Punishment by William Kelly

Grading and Requirements

There will be four exams.  The first two are multiple choice/true false.  The second two are multiple choice and short answer.  Each exam constitutes 25% of the course grade.  The exams will cover all of the material - assigned readings, lectures, guest speakers and videos.

Course Description

This course is designed to give you a broad introduction to the field of social psychology, a topic that is investigated in both psychology and sociology departments. I have three aims for the course: (1) I want to provide you with an overview of the field of social psychology; (2) I want to introduce you to the various research methodologies that social psychologists use to investigate a phenomenon empirically; and (3) I want you to be able to spot applications to the “real world” of the material we discuss. Students enrolled in this course should have upper division standing, and, ideally, they should have taken courses in either sociology or psychology. This course is not cross-listed with psychology, which means that it does not count towards the requirements for a degree in psychology (but of course you still get credit for it as an upper-division sociology course). 

Even in a class of this size, I will occasionally call on people and ask them to give me their understanding of a topic we are discussing. Although I do not restrict lecture topics to what appears in the text, the most effective discussions – and the way for you to get the most out of this class in general – is to do your readings prior to the class for which they are assigned. This will help you immensely with lectures and ultimately with the tests. 

Texts

John D. DeLamater, & Daniel J. Myers, Social Psychology (7th edition). Thompson/Wadsworth (2010). [PLEASE NOTE: This version of the book is a restructured one; do not rely solely on older editions without a close comparison to the 7th] 

Grading

Final grades are based on three exams, in-class exercises, and a brief writing assignment. 

 Description

 This course is an introduction to the sociological study of gender in U.S. society. From the moment of birth, boys and girls are treated differently. Gender structures the experiences of people in all major social institutions, including the family, the workplace, and schools. We will explore how gender impacts our lives and life chances. The central themes of the course are historical changes in gender beliefs and practices; socialization practices that reproduce gender identities; how race/ethnicity, class, and sexuality shape the experience of gender; and the relationship between gender, power, and social inequality. 

Required Texts (subject to change) 

C.J. Pascoe, Dude, You’re a Fag, Univ. of California Press, 2007. 

Kristen Schilt, Just one of the guys?, University of Chicago Press, 2010. 

Susan Thistle, From Marriage to the Market, Univ. of California Press, 2006. 

Mary Erdmans and Timothy Black, On Becoming a Teen Mom, Univ. of California Press, 2015. 

Sharmila Rudrappa, Discounted Life, NYU Press, 2015. 

Course Requirements 

You must have junior standing to take this class. Students are required to attend all lectures and complete all reading assignments on time. 

Grading Policy 

Your grade in this class is based on your written work, including three in-class exams and 4-5 homework assignments. You will be evaluated based on both your mastery of the material and the quality of your writing. The homework assignments require you to write 2-page essays. Essay questions will be distributed in class and posted on Canvas one week before they are due at the beginning of class. No late assignments will be accepted. 

Computer Policy 

Computer use is not permitted in this class. You may not text, email, or take calls during class

Description:  

This course examines critical American social problems that threaten the very fabric of our collective life as a nation.  These include problems in the economy and political system, social class and income inequality, racial/ethnic inequality, gender inequality and heterosexism, problems in education, and problems of illness and health care.  The course has three main objectives.  One involves providing students with the theoretical and methodological tools needed to critically analyze these problems from a sociological perspective.  A second involves providing students with current data and other information documenting the seriousness of these problems.  The final objective focuses on evaluating social policies addressing these problems (e.g., welfare-to-work programs, pay equity legislation), with special reference to questions of social justice, the common good, as well as public and individual responsibility.  Class format will be a mixture of lecture and discussion, with a strong emphasis upon the latter. 

Required Readings: 

A packet of readings to be purchased from Austin Text Books at 2116 Guadalupe (i.e., the Drag)

Additional readings will be made available on Blackboard

Attendance Policy:

Regular attendance and punctuality are expected.  You’re allowed three absences without penalty during the semester (excluding our introductory class meeting).  The nonpenalized absences are intended to cover such situations as illness, family emergencies, university sponsored trips, etc.  Students who miss more than three classes, regardless of the reason, will have their semester grades reduced by one full percentage points for each absence beyond the three allowed.  The one exception to this policy concerns absences for religious reasons, assuming advance, written notification is given.

Tentative Grading Policy:

Four Short Papers (2-3 pages)            65%

Class Participation                              20%

Pop Quizzes                                        15%

Course Description

This course critically examines health status and health care disparities among racial/ethnic minority groups in the United States. We focus on the patterned ways in which the health of these groups is embedded in the social, cultural, political, and economic context of the U.S. We review the complex relationship between social class (socioeconomic status) and health status, the effect of race/ethnicity on health outcomes and access to healthcare, as well as specific health issues facing major racial/ethnic minority groups in the U.S. Topics include conceptual issues central to understanding how low socioeconomic status leads to poor health, how conscious, unconscious, and institutionalized racial bias affects medical care and health outcomes, as well as a consideration of policies for reducing health disparities among racial/ethnic minorities.

Course Objectives

         1.Define concepts of population health, social class, and race/ethnicity

       2.Describe social determinants of health

       3. Understand biological and psycho-social mechanisms through which the determinants of population health operate

       4.Analyze the interaction effect of race/ethnicity and social class in predicting health outcomes

       5. Examine policies that address health disparities in the United States

Required Text and Readings

Barr, Donald A. (2014) Health Disparities in the United States: Social Class, Race, Ethnicity, and Health, Second edition.  The Johns Hopkins University Press, Baltimore.

Additional readings: In addition to the above textbooks, other course materials, including additional readings, will be posted to blackboard each week.  Readings should be completed for the week they are assigned.

Course requirements:

 Exams (80%)

 There will be three in-class exams worth 80 points each.  The in-class exams will cover all the readings and lecture materials covered prior to that exam. The format of the in-class exams will be multiple-choice, true/false, and short/medium-answer questions. Missed exams will be counted as zero unless arrangements are made in two-weeks advance.  Make-up exams will be given only if a physician’s note or other verifiable document is provided.

Class participation: In-class quizzes, in-class discussion and participation (20%)

The in-class component will be measured by pop quizzes and class participation.  There will be 10 pop quizzes given periodically at the instructor’s discretion, based on weekly readings, class discussions, and short-films shown during class (10%).   In addition, students will engage in short discussions or working sessions as a group during class and will submit a written report.  This report will include the discussion results and the names of students who participated in the discussion sessions.  In-class discussion and class participation will constitute 10% of semester grade. There will be no in-class make-up quizzes and discussion reports regardless of the reasons for absence.

Course policies

 Attendance:  

You are allowed three non-penalized absences during the semester.  Students who miss more than three classes, regardless of the reason, will have their semester grades reduced by one grade.

Make-up exams:

I will allow make-up exams for pre-approved reasons (e.g., observing religious holidays) or in the case of documented medical or other emergencies (death of significant others, job interviews, etc.). If you anticipate missing an exam, please make an arrangement with me at least two weeks in advance. Students who miss exams without prior approval or without a documented emergency will receive zero points on that exam.

Student conduct:  

Every student will be actively involved in classroom discussions. In order for everyone to feel comfortable voicing opinions or asking questions, a climate of tolerance and respect is essential.

Use of laptops in class for taking notes:  

Use of laptops and cell phone in class is not permitted.

Grading Scale

A         93-100  %        B+        87-89.9 %        C+        77-79.9 %        D+       67-69.9%

A-        90-92.9 %        B          83-86.9 %        C          73-76.9 %        D         63-66.9%

                                  B-        80-82.9 %        C-        70-72.9 %         D-        60-62.9%

Description

Population studies or demography is an interdisciplinary field, encompassing the study of the size, distribution, and composition of human populations, and the processes of fertility, mortality, and migration through which populations’ change. These processes are closely connected to many of the pressing problems facing contemporary societies. For instance, the funding of health care in developed countries is a major issue because of declining fertility and population aging. Civil unrest in parts of Africa and the Middle East are, in part, a function of persistently high fertility rates. These processes are also important drivers of many contemporary environmental problems. Finally, a grasp of population processes is important for a deeper understanding of the population explosion in urban areas and the higher transmission and impact of AIDS in the developing world. 

This course provides an overview of the field of population studies. A sociological approach is emphasized, but economic, geographic, anthropological, and biological perspectives will also be used. Attention will be given to a) the demographic concepts needed to objectively evaluate population issues and b) the substantive content of the population issues. Emphasis will be given to evaluating the evidence regarding debates on population topics. 

Reading Materials 

Required text: Population: An Introduction to Concepts and Issues, 10th edition, John R. Weeks. Belmont, CA: Wadsworth Publishing Co. ISBN-10: 0495096377 

On-line Readings: There are a number of short reading assignments, marked with an [EL]. These readings can be found in External Links section of the class Blackboard site and should be read prior to class period. 

Grading and Requirement:

You are expected to complete all readings for the day's class before coming to class. Read as actively as possible. Class time will be an opportunity to discuss and further explore the readings, so it is essential that everyone comes prepared to participate. Our class periods will be more productive and enjoyable when we all begin with the same materials. 

There will be TWO examinations during the semester, each worth 20% of your final grade. The exams will draw from both readings and class discussions. The exams are not cumulative. Each will include multiple choice and short answer questions. Make-up examinations will not be administered except in extreme circumstances and only if I am notified beforehand. All make-up examinations are 100% essay. 

You must also complete TWO assignments and ONE short paper during the semester. The assignments—on mortality and fertility—are designed to familiarize you with demographic data on the web, give you an overview of your country of choice, and help you identify your country’s population angle that most interests you and that you will explore in more detail in the short paper. Each assignment is worth 15% of your final grade. The short paper is worth 25% of your grade. 

The final 5% of your grade is based on attendance/class participation. I expect you to show up and engage (i.e., not text, sleep, or read the newspaper) with classmates, the TA, and me in the class.

Description

The purpose of this course is to introduce the student to some of the more important theoretical foundations of the discipline of sociology and to current debates in modern social theory. The first part of the course covers select classical theorists. The second part provides an introduction to twentieth-century social theory and critical perspectives on the classical foundations of sociology. The third and final part presents a highly influential response to these challenges by a leading sociological theorist of our day. Throughout the course, the main topics of interest are the rise and transformation of modern society, the changing relationship between the individual and social institutions, the role of social structures and agency in social theory, the role of moral and instrumental action in agency theory, the challenge of critical theory to the social sciences, and contemporary attempts at a critical and multidimensional theory of society.

This course challenges students to think theoretically and critically about society and its material and cultural construction. The readings for the course are difficult but not inaccessible. This course will be fruitful if, and only if, students make a serious commitment to do the reading and to attend class. If this commitment is made, the social world might never look and feel quite the same. At least this is my goal and I aim to deliver.

Grading Policy

Three short papers 75%?Three one to two page memos on reading 15%?Class participation 10%

Short papers: Students must write three papers, each approximately five pages in length. One paper is due for each of the three parts of the course.

Memos: For the first part of the course, I will ask you to write three memos, each approximately one page in length. One memo will be on Karl Marx. The second memo will be on Emile Durkeim. And the final memo is on Max Weber.

Texts

All texts have been ordered through MonkeyWrench Books (110 E. North Loop, Austin, TX 78751; tel. (512) 407-6925)

Karl Marx and Friedrich Engels, The Marx-Engels Reader, ed. Robert Tucker, Norton?Emile Durkheim, On Morality and Society, ed. Robert N. Bellah, Chicago?Max Weber, The Protestant Ethic and the Spirit of Capitalism, Roxbury?Georg Simmel, On Individuality and Social Forms, ed. Donald Levine, Chicago?Sigmund Freud, Civilization and Its Discontents, Norton?Michel Foucault, The Foucault Reader, ed. Paul Rabinow, Pantheon?Jurgen Habermas, Jurgen Habermas on Society and Politics: A Reader, ed. Seidman, Beacon

Description:

This double-semester seminar was created after feedback from former Honors students and faculty supervisors.

The idea is to provide structure, instruction, and assistance throughout the duration of your thesis project, as well as to enable you to interact with and support one another.  Seminar participation should not increase your  workload, but the discussions and assignments will help you become more efficient in your research and writing.  Seminar format is a mixture of discussion, oral presentations, and guest speakers.  

Required Books:

 C. Wright Mills (1959) The Sociological Imagination. Oxford University Press.

Howard S. Becker (2007) Writing for Social Scientists. (2nd ed.) University of Chicago Press. Attendance Policy:

Regular attendance and active seminar participation are expected of all Honors students.  If you miss more than six (6) classes during the double-semester program, regardless of the reason for the absences, your 679HA grade will be reduced by one full percentage point for each absence beyond the six allowed.  This policy excludes absences for religious holidays, assuming advance, written notification is given. 

 Grading Policy:

First Semester:

1. An annotated bibliography comprised of 20 strong sources relevant to your thesis (20%) 2. A 6-7 page research proposal (20%) 3. A detailed outline of your research project by the end of the first semester (20%) 4. Quality of seminar participation (e.g., oral presentations, discussions, giving peer feedback) (40%)

Second Semester:

1. A well-written draft of a chapter of your thesis (20%) 2. Quality of seminar participation (e.g., oral presentations, class discussions, giving peer feedback) (60%) 3. Oral presentation of your thesis at the Sociology Honors Colloquium (20%) At the end of your first semester in Honors, you’ll be assigned an “incomplete.”  At the end of your second semester, after you’ve submitted your signed thesis to the Sociology Department, I’ll remove the incomplete and assign a grade for SOC 679HA, based on your two semesters of work and participation in the Honors Seminar. Your thesis supervisor will assign your grade for SOC 369HB, based on the quality of your thesis.

Description:

This double-semester seminar was created after feedback from former Honors students and faculty supervisors.

The idea is to provide structure, instruction, and assistance throughout the duration of your thesis project, as well as to enable you to interact with and support one another.  Seminar participation should not increase your  workload, but the discussions and assignments will help you become more efficient in your research and writing.  Seminar format is a mixture of discussion, oral presentations, and guest speakers.  

Required Books:

 C. Wright Mills (1959) The Sociological Imagination. Oxford University Press.

Howard S. Becker (2007) Writing for Social Scientists. (2nd ed.) University of Chicago Press. Attendance Policy:

Regular attendance and active seminar participation are expected of all Honors students.  If you miss more than six (6) classes during the double-semester program, regardless of the reason for the absences, your 679HA grade will be reduced by one full percentage point for each absence beyond the six allowed.  This policy excludes absences for religious holidays, assuming advance, written notification is given. 

 Grading Policy:

First Semester:

1. An annotated bibliography comprised of 20 strong sources relevant to your thesis (20%) 2. A 6-7 page research proposal (20%) 3. A detailed outline of your research project by the end of the first semester (20%) 4. Quality of seminar participation (e.g., oral presentations, discussions, giving peer feedback) (40%)

Second Semester:

1. A well-written draft of a chapter of your thesis (20%) 2. Quality of seminar participation (e.g., oral presentations, class discussions, giving peer feedback) (60%) 3. Oral presentation of your thesis at the Sociology Honors Colloquium (20%) At the end of your first semester in Honors, you’ll be assigned an “incomplete.”  At the end of your second semester, after you’ve submitted your signed thesis to the Sociology Department, I’ll remove the incomplete and assign a grade for SOC 679HA, based on your two semesters of work and participation in the Honors Seminar. Your thesis supervisor will assign your grade for SOC 369HB, based on the quality of your thesis.