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Course Criteria
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3.00 Credits
Hillier. This course will introduce students to the principles behind Geographic Information Science and applications of (GIS) in the social sciences. Examples of GIS applications in social services, public health, criminology, real estate, environmental justice, education, history, and urban studies will be used to illustrate how GIS integrates, displays, and facilitates analysis of spatial data through maps and descriptive statistics. Students will learn to create data sets, through primary and secondary data collection, map their own data, and create maps to answer research questions. The course will consist of a combination of lecture and lab.
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3.00 Credits
Lukose, Hall. An introduction to the intent, approach, and contribution of anthropology to the study of socialization and schooling in cross-cultural perspective. Education is examined in traditional, colonial, and complex industrial societies.
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3.00 Credits
Grazian. This course is designed to introduce graduate students to basic approaches to ethnography and other qualitative methods, including participant observation, open-ended interviewing, field documentation, content analysis, comparative case sampling, narrative analysis, and systematic qualitative data analysis. Students will learn to apply these methods through a regularly assigned set of field exercises, and will be expected to complete a semester-long project based on intensive fieldwork at a research site of their choosing. In addition, we will examine both classic and contemporary exemplars of ethnography and other qualitative research in the sociological discipline. This course satisfies the qualitative methods requirements in the Sociology Department graduate program.
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3.00 Credits
Goldstein, Stern. Prerequisite(s): Student must have taken a research methods course. This course assesses the changing role of public policy in American cities. In the past, government often believed that it could direct urban development. New realities - the rise of an informal labor market, global capital and labor flows, the flight of businesses and the middle class to the suburbs - have demonstrated that government must see itself as one - but only one - 'player' in a more complete, transactional process of policy making that crosses political boundaries and involves business, organized interest groups, and citizens. This seminar uses a case study method to study how public policy can make a difference in the revitalization of distressed American cities. The seminar is designed for advanced undergraduates and graduate students. Seminar readings and projects will be organized around three themes: 1) history and vision, 2) data and analysis, and 3) policy and implementation. Students will be divided into project teams assigned to work on current development issues that will be reviewed by both public and private-sector experts. Extensive use will be made of real estate, economic development, and social indicator data to understand the complex forces at work in both large and small cities. Students will learn to access, analyze, and map information; to frame and interpret these data within a regional perspective; and to construct profiles of cities and neighborhoods. Students will study recent urban redevelopment initiatives in the Philadelphia region - including Philadelphia's Neighborhood Transformations Initiative and New Jersey's Camden Revitalization plans.
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3.00 Credits
This course provides students experiential and cognitive awareness through affective exercises and readings. It explores issues of living in a diverse society through a variety of educational strategies including workshops, small group process, guest lectures, etc. It represents the seminar portion of P.A.C.E. (Programs for Awareness in Cultural Education): An "Educating the Peer Educator" Program.
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3.00 Credits
Grazian. This course will examine the urban structures and processes which characterize the social and cultural milieu of the contemporary American city. Specific course topics will include the social organization of local urban subcultures and neighborhood communities, the cultural consequences of gentrification and racial segregation, the reputation of cities in the public imagination, and the commodification of the urban landscape.
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3.00 Credits
Katz. The purpose of this seminar is to introduce students to some of the major conceptual issues in current American research on social history. It concentrates on a limited number of topics and emphasizes the identification of major issues in the field, the formulation of questions, and the development and assessment of research strategies. Requirements include reading approximately two books per week and short papers.
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3.00 Credits
Katz. This seminar is required for students in the Urban Studies Graduate Certificate Program. They will be given preference for enrollment, which is limited to 15. The course is designed for Ph.D. students who intend to do urban-related research. It is not open to undergraduates. Master's Degree students will be allowed to enroll only in special circumstances and with the permission of the instructor. To earn credit for the Graduate Certificate Program, students must enroll for both fall and spring semesters. Other students may take only the fall semester. Enrollment for the spring semester alone is not permitted. In the fall, the seminar will focus on inter-disciplinary readings concerned with the history of American cities in the twentieth-century. In the spring, students will write a major research paper and meet with scholars and practitioners who exemplify a variety of careers in urban research.
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3.00 Credits
Schultz. The focus of this course is the conditions for teaching and learning in urban public schools, current theories of pedagogy in urban education, and perspectives on urban reform efforts.
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3.00 Credits
Staff. The ethnographic and sociological interpretation of urban life. Conceptual and methodological issues will be thoroughly discussed. Ongoing projects of participants will be presented in a "workshop" format, thus providing participants the opportunity of learning from and contributing to ethnographic work in progress. Selected ethnographic works will be read and assessed.
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