SOC 506: Applied Regression

Content: Applied Regression Analysis 506 is a graduate-level course in the theory and application of regression models as they pertain to social science data. Topics include simple linear and multiple regression, dummy variable techniques, model reduction and diagnostics, violation of classic assumptions, nonlinear and dynamic models, and simultaneous equations. The course will provide the necessary foundation in statistical theory and estimation procedures underlying multivariate regression analysis and give students data analysis tools, which will allow them to undertake their own research using these techniques. In addition, a thorough grounding in the basics of statistical theory will facilitate students' understanding and interpretation of regression-based social science research literatures.

SOC 515: Social Stratification

Content: This course covers classical and contemporary theories and analyses of social stratification.  It aims to balance breadth and depth.  It is broad in the sense that it addresses a wide range of material on the department’s Social Inequality preliminary examination reading list.  At the same time, it addresses issues pertaining to structural economic inequalities more so than micro-level and non-economic inequalities.  One objective of this course is to provide students with an introductory overview of social stratification that promotes a solid, general knowledge of the field.  A second objective is to facilitate the preparation of students considering or planning to take the Social Inequality preliminary examination.  Third, the seminar will encourage students to think about and develop their own research interests in the area.

SOC 527/WS 585: Gender & Global Health

Content: This course provides an overview of theories, policies, and social interventions related to gender and health, with a focus on the global South.  Students are exposed to some of the major theoretical developments in sociology and population studies that have advanced an understanding of the institutional bases of gender inequality, and of the power dynamics within families and households, that influence women’s well being in these settings.  The theoretical and empirical underpinnings of existing social policies and interventions intended to improve the position of women in LDC’s are emphasized, and case studies of the health-related consequences of these policies and interventions are discussed.  By the end of the course, students will have developed the ability to evaluate critically and to identify the relationships between theories, policies, and social interventions related to gender and health.

Particulars: Regular class attendance and participation (15%); leadership of one discussion (15%); weekly reaction journal (20%); annotated bibliography (20%); term paper (30%).

SOC 540: Basic Theoretical Problems

Content: This course examines basic issues in sociological theory -- including problems of culture and structure, conflict and change, meaning and rationality, modernity and myth. Readings are taken from original texts of major theorists and the works of recent and contemporary scholars drawing on the major traditions. An historical perspective is emphasized.

Texts: The following books are highly likely; one or two others may be added:

• Robert Bellah, ed. Emile Durkheim on Morality and Society, 1975.
• Lewis Coser, Masters of Sociological Thought, 2nd ed., 1977.
• Mary Douglas, How Institutions Think, 1986.
• Emile Durkheim, The Division of Labor in Society, 1984.
• Hans Gerth and C. Wright Mills, ed. From Max Weber, 1946.
• Donald Levine, ed. Georg Simmel on Individuality and Social Forms, 1972.
• Anselm Strauss, ed. George Herbert Mead on Social Psychology, 1964.
• Robert C. Tucker, ed. The Marx-Engels Reader, 2nd ed., 1978.
  

Particulars: In-class presentations, paper, final exam.

SOC 563: CASPER

Content: This seminar focuses entirely on assisting graduate students with their ongoing research in the fields of cultural sociology and social psychology. In particular, it addresses problems and issues that arise in research projects, including the framing of a project, the analysis of data, and the completion of  proposals and articles. We collectively address these problems (and solutions) via careful reading of student work and intense discussion.

Particulars: There are no assigned readings for this class.  Instead, we circulate student materials (e.g., memos, portions of papers, drafts) prior to each meeting.

SOC 590R: 2nd Year Research Paper

Content: This seminar has two broad goals.  First, it instructs students in the conceptual and pragmatic issues associated with empirical research. It does so by focusing on such fundamental issues as the construction of literature reviews, the translation of theoretical concerns into empirical projects, and the design and implementation of empirical studies.  Second, it assists students in bringing their own empirical research to completion.  As a result, enrolled students are expected to enter the semester with an identified research project; moreover, they are expected to make substantial progress on these projects, especially given the feedback and dialogue that will occur throughout the semester.

Texts: Online Reserves.

Particulars: In-class presentations of ongoing research efforts; demonstrated progress on research paper by end of semester.  Written permission required from instructors prior to registering.

SOC 726: Approaches to Contemporary Religions

Content: Peter Berger thinks desecularization supersedes secularization.  Jürgen Habermas engages Jospeh Ratzinger in dialogue about religion in modern society.  Journalists from The Economist discover that God Is Back.  Is He? The question has stirred renewed scholarly debate about His presumed departure, absence and return.   This seminar joins the debate by critically examining the work of an international group of scholars who question the old secularization narrative and instead propose stories of religious retrieval and revival.  Focusing on prominent figures who have “kept faith with faith,” we will match fresh theoretical reflection to selected empirical cases from different countries in order to assess the new proposals.  Combining insights from sociology, history, and theology, the seminar aims to draw students with diverse interests into a lively scholarly conversation and to help them develop their own related contributions.

SOC 759R: Aging 

Content: Aging is programmed genetically at the level of protein synthesis and cellular function. However, aging occurs with remarkable variability. How humans develop and age are influenced greatly by when it occurs (i.e., historical), where it occurs (i.e., social and cultural context), and how individuals think, feel and behave throughout life. Historical events, society, and cultural context influence everything from the meaning of growing old to the rate of age-related decline and growth.
The passage of our lives through time has taken on two views throughout history. The first, epitomized by the lyrics of a Pink Floyd song, views aging and inevitable decline, because, with each day, "The sun is the same in a relative way but you're older, shorter of breath and one day closer to death." This negative view of aging is now being replaced by research exhibiting the tremendous plasticity (i.e., malleability) in physical, biological, and brain function; in other words, the declines associated with aging that were once assumed fix and inevitable are reversible and malleable. A major theme of this course will be to expose students to this new research and paradigms on what has been variously called "successful," "vital," or "optimal" aging.

A second major them in this seminar will be the attempt to link social structure with biology. Most sociological students will readily grasp that social environments, social structures, and social experiences can accelerate or slow the processes of disability, disease, and death. However, sociological explanations for how this happens remain impervious to the amazing advances in our scientific understanding of the brain and biological body. That is, sociological research in general, and sociologists of aging and health in particular, have yet to engage theoretically or empirically the "life sciences." Here, new research is revealing how the brain, genetics, immune, and endocrine systems operate to shape aging and health. Most of this research, however, is showing that biology and genetics are not deterministic. Rather, biology and genetics are activated by and shaped by social "experience" and "environment." Any sociology that purports to explain the health and aging outcomes of individuals or populations must ultimately show how social structure and environment "get under the skin" and "inside the brain." There is new, exciting research emerging around topics such as epi-genetics showing how the epi-genome is the intermediary that allows environments to "talk to" our DNA (through a process of methylation, e.g.) by activating and suppressing specific genes. We will explore these and other new directions for sociological perspective on aging that are integrative and bio-psycho-social, both of which represent advance topics in Sociological research.

Particulars:
    1. Weekly in class reviews (40% of grade).
    2. Paper (40% of grade) and peer review (10% of your grade).

SOC 759R: Criminological Research

Content: This advanced seminar is intended for those who have had at least one prior graduate-level course in criminology, are familiar with statistical methods through multiple regression, and have a basic knowledge of STATA.  We will discuss the publishing process in criminology, including a) the development of research ideas, b) reviewing the literature, c)n exploring, selecting, and “probing” data sources, d) determining the appropriate data analytic technique, e) analyzing the data and dealing with potential sources of bias, f) the organization of journal articles and criteria for their evaluation, g) selecting an appropriate journal, and h) submitting the paper and responding to reviewer comments. At the same time, we will work on an article for publication, with the article this year focusing on the effect of strain on low self-control (although other topics will be explored if our data probing does not produce promising results).  Class members will each take primary responsibility for a portion of the article (e.g., the literature review, methods section, data analysis).  

Texts: Pressured Into Crime: An Overview of General Strain Theory by Robert Agnew, Oxford University Press, 2006 (available at Amazon, etc.) and a selection of articles/chapters on Reserves Direct.

Particulars: Class participation (20% of grade) and work on a series of assignments, most related to the above paper (80%).

SOC 767: Teaching Sociology

Content: The seminar is designed to help prepare you for your first teaching assignment and to enhance your effectiveness as a teacher.  These goals will be achieved through: a) reading the literature on teaching and learning; b) discussion of issues during seminar sessions; c) familiarization with technological tools that aid teaching; d) practice in lecture, discussion, and other classroom techniques; e) guest lecturing; and f) the preparation of your own course materials (e.g., syllabus, textbook selection, sample exam questions, sample lectures and discussions).

Texts: The primary text is Tools for Teaching (Davis), supplemented by a collection of readings.

Particulars: You will be contacted by Dr. Hegtvedt early in January with special instructions.