21. Courses I Teach At CSUSM Courses I teach at CSUSM, sociology 201 Intro to Statistics. sociology 306 Womenand Crime. sociology 323 Juvenile Delinquency. sociology 325 Criminology. http://www.csusm.edu/Sociology/old_april_29_02/Faculty/K_Bates/courses.htm

Courses I Teach at CSUSM Sociology 201: Intro to Statistics Sociology 306: Women and Crime Sociology 323: Juvenile Delinquency Sociology 325: Criminology Sociology 442: Analysis of Justice Systems and Criminal Law Sociology 445: White Collar Crime Sociology 501: Proseminar Sociology 529: Seminar in Criminological Theories and Policies *Highlighted courses are connected to this semester's syllabi Sociology Home Criminology Home Back

22. Courses I Teach At CSUSM Courses I teach at CSUSM, sociology 306 Women and Crime. sociology323 Juvenile Delinquency. sociology 325 Criminology. sociology http://www.csusm.edu/Sociology/Faculty/K_Bates/courses.htm

Courses I Teach at CSUSM Sociology 306: Women and Crime Sociology 323: Juvenile Delinquency Sociology 325: Criminology Sociology 442: Analysis of Justice Systems and Criminal Law Sociology 529: Seminar in Criminological Theories and Policies *Highlighted courses are connected to this semester's syllabi Sociology Home Criminology Home Back

23. Sociology Department, UCC - NUI, Introduction And Contact Information The Department currently has a staff of nine permanent and four temporary lecturerswho teach sociology at both undergraduate and postgraduate levels. http://www.ucc.ie/ucc/depts/sociology/

National University of Ireland Coláiste na hOllscoile Corcaigh University College Cork Introduction Contact Information Roinn Na Socheolaíochta Head of Department: Prof. Arpad Szakolczai Introduction to the Department "Understanding Tradition: A Multidisciplinary Exploration" International Conference 22-23 June 2001 ... (HEA funded) The Department of Sociology has tradition, stretching back to more than three decades, of active involvement in the educational life of the Cork and Munster communities and in the sociological community in Ireland. It also actively promotes links with institutions and individual scholars on a world-wide basis. The Department currently has a staff of nine permanent and four temporary lecturers who teach sociology at both undergraduate and post-graduate levels. They teach and research in a broad range of topics such as social theory, education, religion, deviance, mass media, politics, rural development, community, organisations, urban cultures, feminism, the family and critical sociology. The sociology of Irish society, of culture and of development are particular organising themes in the work of many members of the department. Several members of the department are also involved in a project focused on the study of personal and collective identities in contemporary Ireland, in a comparative and historical framework.

24. Using Feminism And Humor To Teach Sex And Religion The following is an article about Grinnell's sociology and Religious Studies Lecturer,Sylvia ThorsonSmith Using Feminism and Humor to teach Sex and Religion. http://web.grinnell.edu/sociology/faculty/thorarticle.html

Home Introduction Academics Faculty ... Course Pages The following is an article about Grinnell's Sociology and Religious Studies Lecturer, Sylvia Thorson-Smith , which was published in the Grinnell Magazine during the summer of 1994. Using Feminism and Humor to Teach Sex and Religion by Denise Lamphier-Hoffert EVEN GOD LIKES TO LAUGH. She must. If she didn't, perhaps Sylvia Thorson-Smith, lecturer in religious studies and sociology, wouldn't have such a good sense of humor. Since the mid-1970s, Thorson-Smith has collected cartoons that focus on sexuality, feminism, and religious issues. "I have them on my office door. My refrigerator is covered with them," she says. She uses cartoons in her sociology and religious studies classes at Grinnell College because they make good ice-breakers. In the Human Sexuality in the U.S. classone of the most popular courses the sociology department offerscartoons help her talk to students about what is funny and what is offensive about sex. And sometimes cartoonslike the one shown here by Mike Petersexpose the heart of the issue in a millisecond, Thorson-Smith says.

25. Sociology sociology is the scientific study of society and human behavior (Henslin, 1998). children;Education Systems, which provide the means to teach members of http://ryoung001.homestead.com/Sociology.html

Javascript is either disabled or not supported by this browser. This page may not appear properly. graphic created by kerry meireis List of Further Readings HOME Questions/Comments social structure; social institutions; social class; social groups; and social interaction. Social Structure is basically the preexisting patterns of social reality that influence each of us on a daily basis. This structure is in place before we come into the world and has influenced generations before us. In essence, social structure is that framework of society that dictates to us appropriate behaviors and attitudes depending on our particular status (or position) within the overall structure of society. Social Institutions are those organized entities that are established to meet specific needs for the overall society. There are several social institutions that influence us all in unique ways. The five most obvious of these are (arguably all of equal importance): The Economy, which provides society with a monetary base and the means to produce and distribute goods; Politics, which is responsible for providing leadership and laws governing behavior; The Family , which provides the means to reproduce and to socialize children; Education Systems, which provide

26. University Of Chicago - Department Of Sociology - Student Life Graduate students in sociology participate in a wide range of teaching opportunities.Students teach either at the University or in one of the many Chicago http://sociology.uchicago.edu/students/teaching.html

student life course offerings time schedules career placement ... teaching Teaching Graduate students in sociology participate in a wide range of teaching opportunities. Students teach either at the University or in one of the many Chicago-area liberal arts colleges and universities. In the Sociology Department, graduate students who have passed their preliminary examination are invited to begin their teaching experience by becoming teaching assistants, positions in which students discuss course design, teach under supervision of a faculty member, and review student work. Students with masters' degrees and experience as assistants participate in teaching internships, in which they have increased responsibility for course design and student evaluation in addition to leading class sessions. Students who have completed the second level of the teaching program are eligible for consideration as independent instructors of College-level courses. In keeping with Chicago's interdisciplinary tradition, many students teach in the college's famous "core" program, which offers both internships and independent lectureships. The department also offers Robert Park Lectureships to particularly able graduate students interested in teaching. These are competitive awards for students proposing to teach advanced undergraduate courses in their areas of specialty.

27. Teaching Sociology: Volume 26 Table Of Contents Will teach for Food Academic Labor Crisis by Cary Nelson, ed. . Joanne Naiman.teaching the sociology of HIV/AIDS Syllabi, Lectures, and Other Resources http://www.lemoyne.edu/ts/tscontent_vol26.html

A Quarterly Publication of The American Sociological Association Below are the contents of Volume 26 of Teaching Sociology You may read the abstracts of the articles and notes by clicking on the links. You may contact the authors of articles and notes by clicking on their names. Volume 26, Number 1- January 1998 Volume 26, Number 2 - April 1998 Volume 26, Number 3 - July 1998 Volume 26, Number 4 - October 1998 ... January 1998 NOTICE TO CONTRIBUTORS GUIDELINES FOR ARTICLES AND NOTES COMMENT FROM THE EDITOR ARTICLES The 1996 Hans O. Mauksch Award Presentation: Are We Really Doing All We Can for Our Undergraduates? Professional Socialization Via Out-of-Class Experiences Kathleen McKinney , David Saxe, and Laura Cobb Teaching Quantitative Research Methods: A Quasi-Experimental Analysis George S. Bridges , Gerald M. Gillmore, Jana L. Pershing, and Kristin A. Bates Assessing the Introduction of a Computer Laboratory Experience into a Behavioral Science Statistics Course James C. Raymondo and James R. Garrett Revisiting The Eye of the Storm : The Subtleties of Gender Bias Robert W. Volk

28. Teaching Sociology: Abstracts, Volume 26, Number 3, July 1998 Using Critical Autobiography to teach the sociology of Education (Rosemary F.Powers) This paper offers a specific approach that strengthens students http://www.lemoyne.edu/ts/26tsabstracts3.html

A Quarterly Publication of The American Sociological Association ABSTRACTSVolume 26, Number 3, July 1998 ARTICLES Pitching the Profession: Faculty Guest Speakers in the Classroom Linda A Mooney Profits and Pitfalls: Thoughts on Using a Laptop Computer and Presentation Software to Teach Introductory Social Statistics Janet Wilmoth and John Wybraniec NOTES Random Acts of Kindess: A Teaching Tool for Positive Deviance Angela Lewellyn Jones Walking the Walk: Socializing Students to Social Activism Debra Cornelius ... Walter R. Jacobs Pitching the Profession: Faculty Guest Speakers in the Classroom Linda A Mooney Using an experimental design, the present study examines the impact of faculty guest speakers on introductory sociology students’: (1) certainty of registering for another sociology course, majoring in sociology, or minoring in sociology, (2) interest in taking another sociology class, and (3) perception of sociology as applicable to their lives, to their careers, and as a valued course of study. The results indicate that the experimental manipulation had very little impact on the seven dependent variables, leading to a discussion of the role and content of the introductory course and some suggestions for enhancing student recruitment efforts. Return to top of page.

29. Undergraduate Program In Sociology One of the objectives of the undergraduate curriculum in sociology is to teach studentsto use information technology in sociological research and applications http://www.southalabama.edu/sociologyandanthropology/sy/ugrads.htm

Main Faculty Department News Research ... Anthro Club Centers Archaeology Gerontology Undergraduate Program in Sociology What is Sociology? Sociology at USA The program in sociology is housed in the Department of Sociology and Anthropology. The program offers a BA minor, BA major, and an MA in sociology. The department has eight full-time sociologists who teach and conduct research as well as a few part-time teaching faculty and around 20 MA students. The department has approximately 100 majors, with some assisting in the research and/or teaching activities of the faculty. The faculty are currently active in research in areas such as environmental sociology, deviant behavior, gender, education, work, aging, and the effects of automobiles on society. Goals and Requirements for the Major in Sociology The goals for the major are to teach the student core sociological principles, to expose the student to a range of sociological topics, to provide a grounding in research techniques, and prepare the student for graduate training or an applied career. A minimum of 35 semester hours in sociology, including SY 109, 376, 381, and 382, are required. All sociology majors are also required to take AN 100 or 101, and ST 210. At least 17 of the 35 semester hours required for a major must be taken in upper division courses (300 - 400 level). Students may declare a sociology major in the departmental office (HUMB 34). Goals and Requirements for the Minor in Sociology The goals for the minor are to help the student think more critically in his or her chosen field and to develop an appreciation for the uses of sociological knowledge and techniques. A minimum of 18 semester hours in sociology, including SY 109, are required.

30. NCCTRW - Publications: CUNY Panels: Sociology The first is conservatism in the discipline itself. Many faculty teach introductorysociology attempting to convey the traditional ideals of the discipline. http://pages.towson.edu/ncctrw/publications/soci.htm

Publications WOMEN IN THE CURRICULUM CUNY Panels: Sociology Sample Passages From Margaret L. Anderson , "Scholarship and the Curriculum: The Study of Gender, Race, Ethnicity, and Class" A third factor limiting the inclusion of race, class, and gender in introductory texts is the conservatism of publishers, as driven by the market. Rather than take market risks, publishers produce texts that mirror all the previous texts, reproducing the same organization and content in new books as is found in old books. From Rose M. Brewer , "Sociology and Disciplinary Transformation" Dominance by a few institutions and departments in sociology continues. These departments are likely not to have either women's studies or ethnic studies in the curriculum. The University of Chicago, as a case in point, remains wedded to the traditional conceptualization of the field. As a sociology department, it is a major site of influence and power. The chilling reality is that much of what is done in the top departments is exclusive of the new scholarship on race, ethnicity, class, and gender in interaction. Perhaps most importantly, sociology faculty are in need of transformation. From Natalie J. Sokoloff

31. Kiosk - What They Didn't Teach You In High School Lastly, have fun learning about what they didn't teach you in high school!! AmericanReligions RG ST 154B Cults and Anticultism in America sociology (SOC) SOC http://kiosk.ucsb.edu/AcademicServices/NotInHighSchool.asp

32. Sociology Faculty Vacancy The Department requires an individual qualified to teach courses in Racialand Ethnic Minorities, Introductory sociology, and Social Problems. http://w4.eku.edu/employment/default.cgi?read=545

33. SUNY At Stony Brook Sociology Department Who Won on A16? THURSDAY, May 4th, 2000. 430600pm. N-403. teach-In DiscussionSponsored by The sociology Department The International Studies Program. http://www.sunysb.edu/sociology/Colloquium/Smith20000504.htm

The Washington Protests: Reports from the Front What is all the "Rukus?" What's Wrong with the World Bank Anyway? Who "Won" on A16? THURSDAY, May 4th N-40 "Teach-In" Discussion Sponsored by:

34. Re Sociology Survey If You Have Time, Please Complete - (0806 At 205908 PST on 0213-02, Casseil wrote I'm doing a research project for sociologyif you have the time please If you did Did the class teach you gender http://www.positive.org/LetsTalk/Read/61229.html

35. Department Of Sociology therein. I teach courses in introduction to sociology, the sociologyof everyday life, sports, as well as deviance and social control. http://www.pitt.edu/~socdept/interests.htm

Department of Sociology click to go back University of Pittsburgh Research and Teaching Interests of Faculty and Graduate Students July 2001 Faculty Kathleen Blee My areas of interest are gender and race; women in social movements, including racist/anti-Semitic, and right-wing political movements; and regional poverty. I am currently studying the ways that social movements gain and transform community space. Lisa D. Brush I am interested in structures of inequality and struggles for social justice in complex societies. My training is in a tradition of Marxist class analysis, and I have an abiding interest in issues of race and racism. Karen Christopher My areas of interest are gender, poverty and welfare; gender and race in labor markets; and the economic effects of the 1996 welfare reform on current and former welfare recipients. I am currently studying the effects of the family, labor market and welfare state on mothers' and single mothers' economic outcomes across nine industrialized countries. I teach courses in gender, research methods, and sexuality.

36. THE OFFICIAL NEWSLETTER OF THE SOCIOLOGY Of EDUCATION SECTION OF THE AMERICAN SO need help with this project!); 4) establishing standards for the credentials ateacher should have in order to teach a course called sociology. (ASA has http://www.asanet.org/soe/fall96.htm

Fall 1996 From the Chair John Meyer Our field, and the Section, continue to be very active, as was apparent at the recent ASA meetings. Much interesting research is going on. and there is a lot of willingness to help with Section activitiesas can be seen in the range of committee foci listed below. The active interest of the members makes our Section much more lively than most (and greatly eases the tasks of the Chair). It was obvious in the program, and in section discussions, that substantive interest in the core issues of the sociology of education remains very high. The interest is intellectual, but with very strong policy concerns. These focus on critical analyses of the main functioning of the educational system in this country on its main axes: the educational production of equality and inequality, and of achievement and failure. There is much concern about the ways American national (and local) structures and policies affect these outcomes. It is notable that these concerns remain very much alive, and retain a nationwide focus, in a political situation in which the American national state has lost most of its policy focus on education. One might have thought the sociologists' involvement was more contingent on policy (and funding) opportunities controlled by the government. But it is clear that we will continue to have a nationally-oriented and policy-involved sociology of education research community whether or not there are 'Education Presidencies.' I think this reflects a considerable change from the situation a few decades ago, and parallels conditions in other countries. Researchers in our field will continue to see even very local events as instances of problems and solutions with national meaning.

37. Bucknell University Department Of Sociology And Anthropology and sociology to its improvement. We are committed to teaching our disciplinesin depth, treating them as professional communities of inquiry. We teach a http://www.departments.bucknell.edu/soc_anthro/mission.shtml

Our Mission: The following statements describe the values and expectations that guide the Department of Sociology and Anthropology at Bucknell. They are a foundation for the Department’s goals and objectives. We are committed to diversity and intellectual pluralism in our ways of teaching and our modes of scholarship. Our central intellectual objective is to teach and communicate the sociological and anthropological ways of viewing the world. Our distinctive perspectives represent ways of viewing the world and living. We are not just communicating disciplinary orientations or traditions. Our teaching mission is closely tied to the idea of teaching the liberal arts. As a consequence, we have a responsibility to teach all Bucknell students and not just our majors. Our curriculum reflects the long-standing interest of our disciplines in examining the human condition and applying anthropology and sociology to its improvement. We are committed to teaching our disciplines in depth, treating them as professional communities of inquiry. We teach a disciplinary core of concepts, methods, and traditions that is cumulative and that students carry from one course to another.

38. Sociologists Of Minnesota: Jobs In Sociology provide evidence of excellence in teaching, potential for scholarly achievement,ability to teach introductory and upper level courses in the sociology of race http://www.thundercom.net/som/jobs.html

Jobs in Sociology Academic Jobs in Minnesota none at this time ASA Resources The American Sociological Association website contains general information on careers in the discipline of sociology as well as specific positions currently open in the field. The "Careers in Sociology" section discusses what can be done with the BA, MA, or PhD degrees in sociology, offers information about sociological specialties, and discusses typical sociological careers for graduates. The employment bulletin lists current jobs in both academic settings and in sociological practice. In most cases, degrees and experience are required, but this resource provides one angle of vision on the job market for sociologists with advanced training. SAS Resources The Society for Applied Sociology provides a variety of information on pursuing careers in the applied sector. Check out their "Career Guide" which includes "35 Things You Should Think About if You're Considering a Career in Sociology" and "A Checklist for Jobhunting." MSS Resources The Midwest Sociological Society website provides a regionally specific version of much of the same information. If you're looking to establish some social networks in sociology beyond the state of Minnesota, this is the place to be.

39. University Affairs - Career Ads The preferred candidate will have a primary specialization in Criminology andbe able to teach introductory and intermediate courses in sociology. http://www.universityaffairs.ca/career_ads/current/sociology02_e.html

40. University Affairs - Career Ads Candidates should have an academic background in the area of crime and devianceand will be expected to teach an introductory sociology course as well as http://www.universityaffairs.ca/career_ads/current/sociology04_e.html

AUCC HOME CONTACT US SITE MAP SEARCH ... About Us Home Sociology *WEB EXCLUSIVE* Chair of the Search Committee, Department of Sociology, Mount Allison University, 144 Main Street, Sackville, N.B. E4L 1A7, bfleming@mta.ca . The search committee will begin reviewing applications on May 15, 2003 and will continue until the position is filled. Mount Allison University has an employment equity programme and encourages applications from all qualified women and men, including aboriginal peoples, persons with disabilities, and members of visible minorities. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority. *WEB EXCLUSIVE* Professor Alan Simmons, Chair, Department of Sociology, 2060 Vari Hall, York University, North York, Ontario M3J 1P3. Fax 416 736-5730. www.yorku.ca/acadjobs/

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