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Course Criteria
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3.00 Credits
The basic aim of the course is to present an overview of the criminal justice system in the USA: its principles and goals, its organization, its personnel, its policies, and its impacts. We will briefly touch on perspectives of justice and the various theories that attempt to explain crime. We will also address issues relating to race, ethnicity, class, and gender which have been historically neglected. Should you choose a degree in Criminology/Criminal Justice, the courses you can take later will explore each of the major sub-parts of the system (law, police, courts, corrections) in much greater depth and detail.
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1.00 Credits
Cultures and Languages across the Curriculum Course is an optional 1-credit section taught in another language (to be specified in course schedule notes). Must be taken concurrently with a designated 1000 level sociology course. Permission of instructor required and usually involves an additional weekly class meeting. Prerequisites: Instructor Consent. Co-requisites: Taken concurrently with a designated 1000-level SOC course.
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3.00 Credits
An introduction to basic concepts and tools central to social scientific data analysis, including: basic forms of presentation (e.g., tables, charts, trendlines, scatterplots); basic tools of analysis (e.g., cross-tabulations, correlation, regression, statistical significance); and fundamental concepts of research design (e.g; sampling, causation, independent and dependent variables). This course provides a foundation for subsequent courses throughout the Sociology major. It is organized around online exercises addressing basic issues of sociological interest and teaches students to explore patterns in data, to conduct analyses, and to interpret findings.
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3.00 Credits
In this course, students will think critically about what it means to become an adult and how the meaning and realities of adulthood vary across time and place. Using a sociological lens, students will explore how adulthood is socially constructed and what this means for their own transition to adulthood in the contemporary United States. Students will recognize that although normative expectations about the transition to adulthood exist, the experience of becoming an adult differs from person to person. Students will identify factors that influence the transition to adulthood, will examine what adulthood means to them personally, and will develop practical skills to ensure that they feel their own transitions to adulthood will be successful.
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3.00 Credits
Families are diverse and changing social institutions that influence our wellbeing, social relationships, and position in society. The families we live with and the family roles we fulfill influence who we are and who we are becoming. Our belonging to a particular family defines our social status, roles and responsibilities, and our access to resources and opportunities. In addition, our social class, sexual orientation, gender, religious affiliation, race, and ethnicity each inform our decisions about family, such as whether to marry, whom to marry, how many children to have, and how to divide household labor. Many of the decisions we make about family, in turn, influence our social position, workforce opportunities, and access to public resources. In this course we will use the sociological imagination to explore and analyze families in historical and international perspective. We will highlight the diverse and changing definitions of family, with a specific focus on the intersection of macro-level social change and change in family structure, roles, and ideologies. We will address how economic systems, culture, class structure and public policies influence the character of family life and create changes in the form and function of families across time and space. Most of our readings, lectures and discussions will focus locally'on families in the U.S. and our own communities. However, we will also take a global perspective on families. This international perspective will allow us to consider how different social and cultural circumstances, and the forces of globalization, influence families in the U.S. and countries across the world. By considering the similarities and differences across families internationally we will gain a more complete understanding of families as socially-constructed institutions conditioned by social and economic structures.
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3.00 Credits
This course explores how ethnic minority populations navigate a range of political, economic, and legal circumstances in the United States. The class lectures and readings consider the diverse and sometimes overlapping experiences of different ethnic/racial groups and address subjects such as: Immigration, Law, Science, Environment, Education, Media, Food, and Social Justice. Applying a sociological lens, we will pay attention to the historical and contemporary ways that ideas about race and ethnicity are instituted, circulated, and made meaningful in society. We will also examine the intersections of class, gender, and sexuality in the lives of ethnic minority populations and will discuss how people work to eradicate inequalities.
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3.00 Credits
This introductory course has three inter-related focal points: (1) interactive human experiences in social settings, (2) social influence and networking processes, and (3) social behavior in intimate relationships, groups, organizations, and diverse cultures. Using a sociological perspective, lectures and readings draw upon research findings from surveys, experiments, and observational studies to explore these three focal points together with specific applications in the areas of criminal justice, public health, and the human environment. Internet-based student research projects are integrated with the course's theoretical content.
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3.00 Credits
It has been about 60 years since the popular musical genre called rock and roll or rock 'n' roll made its appearance. Some even argue that it can trace its roots further back still to the mid-19th century in Manhattan's Five Points district where African and European influences combined to shape a new musical style. Whatever its roots and early beginnings, from its inception, rock and roll music has been a distinctly American blend with elements of blues, rhythms and blues, country, folk and gospel music. This wedding of musical styles in U.S. history with concomitant implications for social relations-race-and classed-based at the outset-is the central, focus of this course. Fundamentally, this course is a historical, theoretical, and ultimately, sociological exploration of rock and roll music. The course will examine rock music from its roots, to its appearance it the late 1940s and early 1950s, to its evolution throughout the 20th century and into the 21st century. Students will be invited to explore the socio-cultural aspects reflected in and affected by this popular music including race and class relationships as well as some of the ways that institutions help to reinforce and shape musical genres.
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3.00 Credits
The primary goal of this course is to use movies, documentaries, and docudramas to illuminate sociological phenomena and events in terms of sociological theory, concepts, and research, and thus help students to understand and apply core sociological concepts and theories and apply them to a number of movies watched in class and outside of class. Students will also evaluate movies in terms of the extent to which they uncritically transmit bias, stereotypes, ideology, and misinformation regarding gender, race ethnicity, poverty, and important social problems. The films addressed in the course will include dramas, comedies, foreign films, musicals, contemporary Hollywood films, older films, classics, foreign films, documentaries, silent films, animated films, and docudramas. In their analysis and criticism of movies, students will be encouraged to utilize what C. Wright Mills described as "The Sociological Imagination," to more deeply understand the relationship between individual well-being and the nature and structure of society.
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3.00 Credits
Society of Education examines the structure and process of education in contemporary society in the United State. Topics include the contribution of sociology to understanding education and teaching; the relationship of education to other institutions such as the family, government, religion, and the economy; demographic changes that affect education; the effect of social class on student achievement and teaching; formal and informal positions, roles and processes in schools; and consideration of current issues such as school funding, compensatory and special education programs, race and gender issues, and educational reform movements. Aspects of charter and home schooling will also be examined, along with the potential future for education.
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