Department of Sociology

Jacob Cheadle


Ph.D., Pennsylvania State University

Professor
Jacob Cheadle

Contact

Interests


Ambulatory Research, Social Networks, Biosociology/Biodemography, Race/Ethnic Health Disparities, Quantitative Methods, Social Neuroscience

Biography


Dr. Jacob E. Cheadle is a Professor of Sociology at the University of Texas at Austin. He co-directs the Life in Frequencies Health Disparities (LifeHD) Research Lab with Dr. Bridget Goosby. His research focusses on the dynamics of social interaction and emotion. He employs a broad range of techniques to understand how our social experiences affect us, including ambulatory research methods integrating biosensors/biomarkers, passive data collection, and intensive survey designs, lab-based electrophysiological experiments, and social network analysis. His current research utilizes biosensors and daily diaries to characterize how racial discrimination affects individual’s emotional life and sets the stage for poor health earlier in life. A key theme in Dr. Cheadle’s research agenda is the deployment of new technologies that can be used to better capture both individual and social dynamics. He is currently developing techniques for real-time emotion tracking to more fully capture the ebb and flow of positive and negative emotions as we go about our lives. Understanding these dynamics is critical for describing stress and stress reactivity, as well as positive experiences and the ways they help us recover from adversity. Dr. Cheadle is particularly interested in how racism and interpersonal discrimination both increase negative emotions and stress, and decrease opportunities for positive and restorative social experiences. In another line of research, he is exploring the use of GPS to capture location-based social networks in order to facilitate identification of plausible social contact histories. His research has been supported by NIH and various other funders.

After completing his Ph.D. in Sociology and Demography from the Pennsylvania State University he was a Robert Wood Johnson Health Policy Program Research Scholar (Cohort XII) at the University of Michigan. His work has appeared in venues such as the Annual Review of Sociology, Journal of Health and Social Behavior, Social Science and Medicine, Demography, Journal of Marriage and Family, and elsewhere. In addition, Dr. Cheadle is among the first Sociologists to have employed neuroimaging to tackle challenging problems in social neuroscience and his work in this area has been published in NeuroImage, Social Cognitive and Affective Science, Social Neuroscience, and elsewhere.

Courses


SOC 317L • Intro To Social Statistics-Wb

43210 • Fall 2020
Meets TTH 3:30PM-5:00PM
Internet
QR MA

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.

SOC 317L • Intro To Social Statistics

43720 • Spring 2020
Meets TTH 12:30PM-2:00PM RLP 1.402
QR MA

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.

SOC 317L • Intro To Social Statistics

44220 • Spring 2019
Meets TTH 12:30PM-2:00PM RLP 0.118
QR MA

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:

TBD

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 A- or higher, I will write a personal recommendation for you in the future, stating that you have significant quantitative and computing skills.

Curriculum Vitae


Profile Pages



  • Department of Sociology

    The University of Texas at Austin
    305 E 23rd St, A1700
    RLP 3.306
    Austin, TX 78712-1086
    512-232-6300