Courses: Current and Upcoming

Current Semester Courses

                                                                              DEPARTMENT OF SOCIOLOGY
                                                                                   SPRING 2017 COURSES

                                                                     *All courses are 3 credits except where noted*
                                                 (course descriptions will be updated as information becomes available)

We have an interest in providing experience that permits students to examine social forms of life, and at the same time explore their values and beliefs. One of our interests is to help students begin to participate in the public domain. We will do this by assisting students in identifying coursework, internships, research, and other intentional experiments that can provide the fundamental theoretical and research tools for roles in intervention.


SOCI 10100-01, -02, -06 INTRODUCTION TO SOCIOLOGY LA SS 1 [Theme: Power and Justice]
MWF: 11:00-11:50AM (1); MWF: 12:00-12:50PM (2)
INSTRUCTOR: Sarah Grunberg, Williams 119H, 4-7717,
ENROLLMENT: 30 students per section
STUDENTS: Freshmen and sophomores only
COURSE DESCRIPTION: Sociology as a field of study examines human social behavior, the causes and consequences of these social behaviors, as well as social change. Sociologists examine how social structures shape our daily interactions, while also exploring how society constructs social categories and cultural meanings. The course will introduce the relationship between sociological perspectives and the way society is structured by investigating forms of oppression, crime, race/ethnicity, work, war, intimacy, gender, inequality, health, families and "deviance." The course encourages students to be interested in and critical of the world they live in by exploring major theoretical perspectives connected to issues and activities encountered in everyday life.
COURSE FORMAT/STYLE: Lecture/discussion on Monday, Wednesday and Friday.
COURSE REQUIREMENTS & GRADING: Your grade will be based upon your papers, examinations and participation.

SOCI 10100-03, -04, -05 INTRODUCTION TO SOCIOLOGY LA SS 1 [Theme: Power and Justice]
MWF 9:00-9:50 AM (3); MWF 10:00-10:50 AM (4); MWF 12:00-12:50 PM (5)
INSTRUCTOR: Sergio A. Cabrera, Muller 307, 4-7968,
COURSE DESCRIPTION: In this course we explore what sociology (the study of the relationships between individuals and social structures) is and how it matters in your life. I think that the best way to learn about sociology is by applying a “sociological imagination” to various dimensions of our everyday lives. Therefore, in this course we will explore questions such as: Why do we feel so viscerally about some things, such as our families, sports teams, and religious beliefs? Why do different groups of people enjoy—and reject—the same music (or dress styles, movies, art, etc.)? How does power work, and who has the power to define what is just? And why are there such predictable trends in how many of us get married, have kids, or commit suicide each year?  Through readings and conversations about pop songs, love stories, smoking pot, ghosts, and beyond, in this course you will (1) develop awareness for the enormous influence that society has on us; (2) learn how to see structural forms of power and inequality; and (3) learn how to ask questions and evaluate claims about society.
COURSE FORMAT/STYLE: Discussion and lecture on Monday, Wednesday and Friday.
COURSE REQUIREMENTS & GRADING: Your grade will be based upon in and out of class assignments, examinations, and engagement.
SOCI 20300-01, -02 JUVENILE DELINQUENCY LA SS [Theme: Power and Justice]
TR 8:00-9:15 AM (1); TR 9:25-10:40 AM (2)
INSTRUCTOR: Jonathan Laskowitz, Muller 327, 4-3520,
PREREQUISITES: One 100-level sociology course
STUDENTS: Those in social sciences, other disciplines and areas of related interest, i.e., PreLaw/Counseling/Psychology/ Sociology/Youthwork/Education/Human Services
COURSE DESCRIPTION: We study juvenile delinquency as intimately connected to the social, political, and economic shape of society. Our critical analysis suggests that juvenile delinquency is a process involving both the behavior of youths and responses of official state and federal agents (i.e., the law, police, courts) who administer social services and punishment.
COURSE FORMAT/STYLE: Discussion/participation, student-led analyses, films and guest discussants.
COURSE REQUIREMENTS & GRADING: Participation in class discussions and doing all the reading. Analytic essay, mid-term and final examinations. In-class student-led analysis. You have three unexcused absences in our 14 weeks together; on the fourth absence you will be dropped from our class. Grading is based upon participation, exams and analysis: quality not quantity.

SOCI 21400-01, -02 DEFINITIONS OF NORMALITY  LA SS 1 [ICC: Ithaca College Seminar]
MWF 10:00-10:50 AM (1); MWF 11:00-11:50 AM (2)
INSTRUCTOR: Jessica Dunning-Lozano, Muller 115, 4-7490,
ENROLLMENT: 25 students per section
PREREQUISITES: One 100-level sociology course
COURSE DESCRIPTION: Using our sociological imagination we will be curious about what it means to be considered an outsider. We will think critically about the “social forces” and “coercions”, in particular historical moments, that define what is normal and what is not. In so doing we will reveal the power relations that define and control individuals and groups as “bad”, “mad”, “sad”, and “awe”-ful.
COURSE FORMAT/STYLE: Discussion/lecture.
COURSE REQUIREMENTS & GRADING: Readings, daily engagement, facilitation of readings, discussions, analytic essays, exams.

TR 9:25-10:40 AM
INSTRUCTOR: Julian Euell, Muller 114, Ext. 4-3522,
PREREQUISITES: One course in the social sciences or sophomore standing
COURSE DESCRIPTION: This is a course on changing Culture. It is an exploration in Social Artistry and radicalism. Social Artistry includes imagining and a discovery of alternative individual functioning, moral agreements and alternative social structures.  We will examine Pragmatics-Practices based on human possibilities for evolution or post-conventional existence. So the series of work will be on Social Artistry and Post-conventional practice. This is a movement of consciousness not simply an oppositional voice. The first is evolutionary and is vertical movement; the second is horizontal and tends to rely upon conventional ideas of economy, politics and relationship. We will have Thursday conversations [salons] based upon the class preparations requested.  I want you to play an active role in seeking plausible alternatives in the areas of:
The Personal: Everyday Practices
The Arts in Social Artistry
Polities and world governance
Localized economies—slow food movement
Alternatives to Capitalism
Living on the Land
COURSE REQUIREMENTS & GRADING: Students will be expected to engage in projects of sentepensante- those that emphasize the harmonic, complementary relationship between the sentir of intuition and the pensar of intellect and scholarship. For each topic above students will create a project. The form of this project is entirely up to you, you can produce a video, create an art installation, stage a performance or event, curate and critically annotate an online alternative cultural “museum” of textual, visual, and musical objects, and so on. You are welcome to produce more traditional research papers.

TR 10:50 AM -12:05 PM
INSTRUCTOR: Katherine Cohen-Filipic, Muller 113, Ext. 4-5122,
PREREQUISITES: One 100-level sociology course or PSYC 10300
COURSE DESCRIPTION: Explores the historical and contemporary contexts of mental health and distress from both sociological and psychological perspectives. Examination of the social construction of mental health through time, and consideration of how social and cultural factors such as race, class, and gender intersect with diagnostic paradigms and clinical treatment models employed by practitioners. Cross listed as PSYC 21700. Students may not receive credit for PSYC 21700 and SOCI 21700.
COURSE FORMAT/STYLE: Lecture, discussions, small group activities.
COURSE REQUIREMENTS & GRADING: A wide variety of learning activities, including papers, presentations, exams, and class participation.

SOCI 21800-01, -02 INDIVIDUAL AND SOCIETY  LA SS 1 [ICC: Ithaca College Seminar]
MWF 9:00-9:50 AM (1); MWF 10:00-10:50 AM (2)
INSTRUCTOR: James Rothenberg, Muller 108, Ext. 4-1251,
PREREQUISITES: One course in the social sciences or sophomore standing
STUDENTS: Students interested in exploring micro-sociological issues and in examining the relationship how various institutions affect the lives of individuals.
COURSE DESCRIPTION: In this course we will explore the dynamic relationship between the individual and society. Beginning with the fundamental and age-old question, "How is social order possible?" We will examine the ways groups form and elaborate distinctive codes -- norms, roles, and values -- as well as the ways groups exert control over members' behavior. This leads to a second set of related questions, "What is Human Nature" and "How are individuals trained (i.e. socialized) for participation in society and for different positions in society?" We will see that childhood socialization can be powerful and yet can be overwhelmed by situational forces and by various forms of immediate social influence. We also will take a look at interaction in everyday life by focusing on a perspective that sees individuals playing an active role in managing their behavior and their emotions. Finally, we study how people individually and collectively, influence and change society.
COURSE FORMAT/STYLE: Lecture, discussion, exercises and films.
COURSE REQUIREMENTS & GRADING: 1. Attendance and participation. 2. Regularly assigned readings. 3. Papers and exams. Based on papers, exams and participation.

SOCI 25300-01, -02 SOCIOLOGY OF HEALTH AND ILLNESS  LA SS 1 [Theme: Identities]
TR 10:50 AM–12:05 PM (1); 1:10-2:25 PM (2)
INSTRUCTOR: Joslyn Brenton, Muller 115, Ext. 4-7384,
ENROLLMENT: 25 students per section
PREREQUISITES: One course in the social sciences
COURSE DESCRIPTION: What does it mean to be healthy? How does power shape the development of health and illness categories? In this course we will use sociological concepts and vocabulary to explore these questions. At the beginning of the course we will identify health and illness are socially produced and distributed. How can we explain, for example, why the rich tend to be relatively healthy while the poor are often sick? To answer these questions we will focus on how multiple and intersecting inequalities (e.g., race, class, gender, sexuality) shape the way people experience and negotiate health. For the remainder of the course we will focus on how ideas about health and illness are constructed, by whom, and with what consequences. The overarching goal of this course is to develop an understanding of what patterns in health and illness tell us about how societies are organized.
COURSE FORMAT/STYLE: Discussion, group work, film, some lecture, and student-led research projects.
COURSE REQUIREMENTS & GRADING: A willingness to engage and become part of a learning community. This process requires your commitment to attending class, doing 100% of the reading before you come to class, and a willingness to listen, share, and develop your critical thinking skills. Students learning is gauged by reflection papers, other writing, and a final course project.

TR 1:10-2:25 PM
INSTRUCTOR: Sergio Cabrera, Muller 307, 4-7968,
PREREQUISITES: Two courses in Sociology.
COURSE DESCRIPTION: As our economic lives have become increasingly flexible and uncertain so too have our identities. From blurring norms around gender and sexuality to mail-in DNA tests to the reemergence of American nationalism and Rachel Dolezal, ideas about identity--who we are, what unites us, divides us, and where those boundaries lie--seem to be in a state of flux.   This course leads students in examining the ripple effects from the “new economy”  on how we understand who we are. That we are experiencing these economic and cultural shifts simultaneously is not a coincidence; sociology has long sought to understand how economic systems structure social life and vice versa. We will consider the consequences our current historical moment for questions such as: What makes me me? Are we born this way? Who are “my people,” and how did we come to be? Can one choose their identity? Throughout we will highlight the roles new forms of consumerism and commodification play in shaping identities. COURSE FORMAT/STYLE: Discussion; Some Lecture; In-Class Interactive Exercises
COURSE REQUIREMENTS & GRADING: Essay exams, in-class assignments, and engagement

MW 5:25-6:40 PM
INSTRUCTOR: Belisia Gonzalez, CHS 101, 4-3921,
PREREQUISITES: SOCI 30500; Sophomore standing
COURSE DESCRIPTION: This is an academic mentorship program that offers students the opportunity to participate in interdisciplinary, coursework and field-based service-learning aimed at supporting urban youth’s pursuit of higher education. Grades will be assigned based on a series of reflection papers and a final group project.
COURSE FORMAT/STYLE: Lecture/Discussion
COURSE REQUIREMENTS AND GRADING: Grades will be assigned based on a series of reflection papers and a final group project.

SOCI IISP 31000-01 INTERGROUP DIALOGUE ON RACE AND ETHNICITY  (co-taught w/ English) [ICC: International Student in LA]
TR 2:35-3:50 PM
INSTRUCTOR: Sarah Grunberg, Williams 119H, 4-7717,
PREREQUISITES: Students must request an application in order to be pre-registered for the course.
COURSE DESCRIPTION: In this course, students will learn about, participate in, and critically reflect on intergroup dialogue. Intergroup dialogue is an educational model that brings together students from different social identity groups in a cooperative, small group, learning environment. Intergroup dialogue often involves members of groups with a history of conflict or limited opportunities to engage in deep and meaningful discussion of controversial, challenging, or divisive issues. The goals of intergroup dialogue include: (1) understanding social identities and the role of social structures and institutions in creating and maintaining inequality; (2) developing intergroup, active listening, and other communication skills; and (3) planning and enacting collaborative projects in local communities.
COURSE FORMAT/STYLE: The course is organized around multi-disciplinary readings (e.g., historical, sociological, psychological, and personal narratives), experiential learning activities, an intergroup collaboration project, weekly writing and summative reflections. Students will analyze and learn about issues facing groups on campus, in higher education, and in broader society. The overall goal is to create a setting for students to engage in open and constructive dialogue concerning issues of intergroup relations, conflict, and community. This intergroup dialogue course focuses on issues of race and ethnicity; however, despite this particular focus, the course will be taught in an intersectional manner.
COURSE REQUIREMENTS & GRADING: The course grade is based on journal and critical reflections, attendance and informed participation, an intergroup collaboration project, and a final paper

MWF 1:00-1:50 PM
INSTRUCTOR: Jim Rothenberg, Muller 108, 4-1251,
PREREQUISITES: Sociology majors or minors, SOCI-10100 and three courses in social sciences     STUDENTS: Sociology majors and minors only                                                                
COURSE DESCRIPTION: In this course we will study the major theoretical traditions in Sociology. Among others, we will examine the ideas of Karl Marx, Max Weber, Emile Durkheim, and G. H. Mead, the primary theorists on which these traditions are based. We will pose several basic questions about each approach: According to each thinker, what is the general nature of society, the individual, and the relationship between the two? What role do ideas have in shaping society? What are the prospects for human freedom and happiness? We will conclude the course with a look at current theoretical trends, including a brief examination of feminist theories.                                                                                                                     COURSE FORMAT/STYLE: Lecture and discussion.                                                                 

SOCI 32200-01 FORMS OF PUNISHMENT [ICC: Institutions and Organizations]
MW 4:00-5:15 PM
INSTRUCTOR: Jonathan Laskowitz, Muller 327m 4-3529,
ENROLLMENT: 20 students per section
PREREQUISITES: SOCI 20300                                                                               
STUDENTS: This is a course recommended to those who are interested in the study of law, criminal and juvenile justice, counseling, social work and history. It is also for those of you who never liked being 'sent to your room', 'docked' and/or 'hit'.                                                
COURSE DESCRIPTION: We make less mysterious the origins of punishment by linking ideas about punishment to the social, political, and economic "moments" out of which they emerge. We are curious about the public spectacle of early forms of punishment: asylums, poor-houses, jails, prisons, and other non-voluntary forms of "treatment." We do not remain restricted to the study of stone walls and iron bars as the architecture of power, control, and punishment takes many surprising forms.                                                                                                 COURSE FORMAT/STYLE: Discussion/lecture/student facilitation.                                          
COURSE REQUIREMENTS & GRADING: Lots of reading, 3 analytic essays and a final research paper. Based on quality of work and participation.

TR 4:00-5:15 PM
INSTRUCTOR: Jessica Dunning-Lozano, Muller 115, 4-7490, ENROLLMENT: 20
PREREQUISITES: Two Social Science Courses
COURSE DESCRIPTION: This course introduces students to key theoretical and empirical work in the sociology of education. Sociology of education is a broad field of research that covers a variety of themes. Ours will be a selective inquiry into the U.S. educational context where we will examine classical and contemporary theories in sociology of education and focus on educational opportunity and school access, educational achievement, and school effectiveness. We will approach schools as key institutions of socialization, social reproduction, and gender, race, and class stratification. In addition to the main theoretical and research frameworks in the field, we will discuss and connect course readings to contemporary issues in education, such as the impacts of the No Child Left Behind Act; staggering rates of resegregation in public schools across the country; and the impact of zero tolerance disciplinary policies in schools. Lastly, we will examine how schools can operate as sites for social change, equality, and justice.
COURSE FORMAT/STYLE: Discussion/Lecture
COURSE REQUIREMENTS & GRADING: Your grade will be based upon your papers, examinations, engagement with the course readings, and participation.

SOCI 33803-01 ST: HUMOR: A WAY OF SOCIAL CRITIQUE [ICC: Ithaca College Seminar]
TR 10:50 AM – 12:05 PM
INSTRUCTOR: Julian Euell, Muller 114, 4-3522,
COURSE DESCRIPTION: We will seek an aesthetic for social change. We will engage and challenge the authority of all discipline and will seek to undermine through a resurrection of the metaphorical power and inevitable authority of an act or actor in comic play--, as a humorist, or a comic.  We shall challenge the drudgery of seriousness with the serious purpose of the anti- structure provided by the funnyman or woman. How does the ‘way of humor’ crash through immunities or resistance to change.  We will investigate the role of laughter and awareness and compassion. Every social community develops ideas of environments at risk, and persons who risks. Pollution rules and meaning and their control are attempts to avoid existential crisis. These are mediated culturally through ideas of apocalypse or tragedy and propitiated through humor. These rules and meanings respond to incongruities of explanation and experience. These ideas focus on the incongruities of life and the disparity between the way things are and the way things should be. We will explore the relationship between patterns of the apocalyptic story, and comedy and the social and cultural settings within which they occur.  Much of the time all we let ourselves see is our make believe constructions of reality, may it be a tragic or an apocalyptic sense of reality or a comic sense of reality. Ideas of the apocalyptic or tragedy suggests that we overcome and solve them through pursuit, battle with, and techniques of prevention. Comedy,  "encourages emotional disengagement from our own problems... and playfulness and laughter are comic paradigms for responding to real-life incongruities. "The paradoxes of our lives are revealed in comedy. We will inquire about social uses of paradox, the social opportunities in the fantastic, in opposition to or in relationship to left-brain’ evidence. We will inquire into the nature of the right brain evidence in parody, humor and apocalyptic stories.  How is and when is comedy taken so seriously that it is viewed as defilement? Is defilement slander? What jokes, jests are taken to be not so funny? We will look at cases whereby a joke “went too far”. What are secret jokes? What is insider’s humor?  We will look at such characters for example, Charlie Chaplin, Dick Gregory, Dave Chappelle, Jon Stewart, Saturday Night Live, Key & Peele show, Zen Clowns, ethnic humor such as Black humor, Jewish humor and Red neck humor.  We will seek to understand the cultural sociology of humor, the uses of the joke as derision, and as enlightenment and as educational devices. We will ask: How has/does humor offer or reveal opportunities for social transformation and cultural therapeutics? How may humor and the apocalyptic reveal deeper constructions of reality and how may these cultural mirrors of make believe jolt us into awareness of manifest and latent varieties of hate, rules and their perversions. How may indignity of humor have liberatory effects?  I have always been interested in the funnyman, the trickster, the life of doubleness exhibited by such human beings. Cumulatively students will discover a pattern of work for social change practice--a public sociology. We will uncover the ontological implications to be on call as a trickster, a satirist, a political gadfly or political disrupter, or even a healer through humor. 
COURSE FORMAT/STYLE: Lab/workshop/seminar participatory activities in and outside the course.
COURSE REQUIREMENTS & GRADING: This course is for those who are willing to investigate humor as remedy for sorrows of a tragic sense of life and as a tactic or oblique strategy for social change. Please plan if you should choose to participate, to be engaged, to be performative, to be able to clown a bit, so and sometimes be silly to enact your ideas.  Passivity is not possible. Sitting by is not possible either. This is for students who are willing to be satirical, not cynical, flamboyant but and interested in social effectiveness.   You will be required to play and to inquire about humor as effective practice by moving into doubleness as public sociology.  Absolute attendance will be necessary. This is a lab or workshop type of course in which presence is our most prized attribute.  You will be required to assemble small projects in a portfolio.

R 4:00-6:40 PM
INSTRUCTOR: Robert Levine
COURSE DESCRIPTION: A theoretical approach to counseling and treatment in long-term therapeutic settings. The prevalence and causes of issues such as substance and sexual abuse, trauma and family violence, and eating disorders, are explored, and treatment modalities are considered with attention to diversity, ethical issues, and media representation of mental health challenges.
COURSE FORMAT/STYLE: Lecture, discussion, small group activities
COURSE REQUIREMENTS & GRADING: Papers, presentations, exams, class participation


TR 9:25-10:40 AM
INSTRUCTOR: Steve Sweet, Muller 107, 4-3910,
STUDENTS: Primarily sociology majors; others who need an equivalent research course.
COURSE DESCRIPTION: The second half of a two-semester sequence, this course involves collecting and analyzing data from both qualitative and quantitative sources. A major part of the course is the student’s individual research project involving a proposal, data collection, data analysis, and presentation of research results. After completing this course a student will be able to:
• Analyze existing survey data, using a computer statistical package.
• Prepare a research plan including protection of human subjects, instrument design, and sampling plan.
• Collect original data, probably using an anonymous paper and pencil survey.
• Analyze original data, including frequencies, percentage tables, correlations, and statistical tests.
• Write a formal research report and present in a public symposium using slides and tables.
• Demonstrate the ability to manipulate data by recoding, constructing scales or indexes, and performing bivariate and multivariate analysis.
• Understand the theory and application of probability sampling and tests of statistical significance.
• Understand the logic and be able to demonstrate data analysis using linear and logistic regression and the elaboration model.
COURSE FORMAT/STYLE: The course meets in a computer lab and about half the time is spent on the individual student research projects. In addition, students learn theory and practice and carry out a qualitative study and learn to analyze quantitative data in a more sophisticated way than in their own projects.
COURSE REQUIREMENTS & GRADING: Reading, attendance, writing and research.

SOCI 38100-01 RACE AND THE FAMILY  LA SS [Theme: Identities]
TR 9:25-10:40 AM
INSTRUCTOR: Phuong Tran Nguyen, CHS 101, 4-1158,
PREREQUISITES: Three courses in the social sciences
COURSE DESCRIPTION: Examines the intersection of the institutions of race and the family. Considering the extent that the average American family is defined in a racialized manner, the ways that parents are scripted teach their children of color about race and racism, how life chances are linked to racial/family ties, how race shapes family and personal identity, and the ways families of color are presented in the mainstream media. Particular emphasis is placed on racial/ethnic diversities as intersecting with concerns such as social class, family structure, and life stage positioning.
COURSE FORMAT/STYLE: Discussion/Lecture/Multimedia

M 4:00-6:40 PM
INSTRUCTOR: Julian Euell, Muller 114, 4-3522,
PREREQUISITES: One 100 level sociology course; three courses in the social sciences with at least one at level 3
COURSE DESCRIPTION: The students and the professor begin with the inquiry what does it mean to “being nature”. What types of perspectives (ecologies of mind, body and spirit) do we inhabit? How might one integrate inquiry? What does it mean to listen to the land? What does it mean to have an integral ecology? This course is an exploration of the phenomenological methods of studying direct experience of ‘being nature’.
COURSE FORMAT/STYLE: Student led-discussions, straight lecturing, exercises.
COURSE REQUIREMENTS & GRADING: Midterm and Final essays and experiential projects.

TR 2:35-3:50 PM
INSTRUCTOR: Katherine Cohen-Filipic, Muller 113, Ext. 4-5122,
COURSE DESCRIPTION: Counseling Methods will help students who have a basic knowledge of counseling advance their skills by creating a conceptual framework while clarifying theoretical orientations. They will develop an integrative approach that pays attention to what clients are thinking, feeling and doing. Combining these three dimensions will be the basis for exploring counseling practice. The student will gain a comprehensive knowledge of the four primary areas of counseling: Establishing an effective therapeutic relationship, understanding assessment and goal setting, the selection and implementation of treatment strategies and evaluating the counseling process prior to termination. A balance of theory, evidence based practice, clinical instruction and engagement activities will create an optimal experience for learning.
COURSE FORMAT/STYLE: Lecture, discussion, role plays, small group activities
COURSE REQUIREMENTS & GRADING: Papers, presentations, class participation

TR 1:10-2:25 PM
INSTRUCTOR: Alicia Swords, Muller 109, 4-1209,
PREREQUISITES: One 100-level sociology course; three social science courses with at least one at level 3; junior standing or above
STUDENTS: Students who are eager to develop and apply research skills.
COURSE DESCRIPTION: Students will work on project-based research teams with representatives of local community organizations to address community needs and issues, such as poverty, hunger, and racism. While studying history, principles, and methods for community-based research, students will practice skills, drawing on participatory action research, feminist research, popular education, and reflective inquiry. Cross-cutting concerns of the course will include power, inclusion, cross-cultural competency and ethics. Teams will develop and practice qualitative and/or quantitative skills, including assessment, research planning, data gathering, analysis and reporting. As students develop professional consulting and writing skills, we will explore the goals, challenges and potential of community-based research partnerships.
COURSE FORMAT/STYLE: Project-based teams with community partners.
COURSE REQUIREMENTS & GRADING: Full engagement. Reflection papers, research planning, analysis and final report. Team projects involve close collaboration with community research partners.  Some meetings off campus.

SOCI 43703-01 ST: FEMINISM, FOOD, AND HEALTH  [Theme: Identities]
MW 4:00-5:15 PM 
INSTRUCTOR: Joslyn Brenton, Muller 115, Ext. 4-7384,
PREREQUISITES: One 100 level sociology course; three courses in the social sciences with at least one at level 3; junior standing or above.
COURSE DESCRIPTION: The way people experience food and health is deeply tied to gender inequality. In this course we will discuss how our food habits, body image, and health status are shaped by our experiences living in a patriarchal society. To investigate these issues we will use a blend of macro and micro approaches, with an eye to how feminism can help us to identify root causes and future solutions to major social problems surrounding food and health. Using a macro lens we will identify what gender inequality looks like, where it operates, and how it is reproduced. We will then take a micro approach, zooming in to identify and examine how our individual experiences with food and our bodies reflect and/or challenge these macro level processes. Throughout the course we will draw on intersectional theory, attending to how gendered experiences intersect with other systems of oppression.
COURSE FORMAT/STYLE: We will use a combination of engaging texts, film, writing assignments, and discussion to explore these issues.
COURSE REQUIREMENTS & GRADING: Attendance and participation; leading class discussion; reflection papers; final course project.

W 4:00-6:40 PM
INSTRUCTOR: Rebecca Plante
PREREQUISITES: One 100-level sociology course; three additional courses in sociology; permission of instructor
NOTE: The course is Writing Intensive.
COURSE DESCRIPTION: This course is designed to introduce students to research that utilizes gender and sexuality as foundational variables.  Student will learn how to conduct either their own research or work in teams to do so.  Course products include an original research project, designed and carried out individually.
COURSE FORMAT/STYLE: The course is a combination of independent study and group and team work.  We will meet to discuss all aspects of sociological gender and sexuality research.  Student teams will meet outside of class as well.  Individual meetings with the professor will also be necessary.
COURSE REQUIREMENTS & GRADING: Students will need to design and complete – alone or in teams – a gender plus sexuality research project.  Students will need to be diligent and disciplined, ready to work, read, and learn; able to do independent and collective work. Experience in research methods not needed but willingness to learn is.

(Credits vary)
M 3:00-3:50 PM
INSTRUCTOR: Katherine Cohen-Filipic, Muller 113, Ext. 4-5122,
PREREQUISITES: Counseling minors and permission of instructor
COURSE DESCRIPTION: Students in this course arrange for internships in local agencies. Students meet as a group each week to share their experiences and report on their progress. Students meet individually with the course professor on a regular basis to discuss their work. Internship sites should be obtained before the end of the fall semester.
COURSE FORMAT/STYLE: Internship in local agency, including some direct work with clients, weekly internship seminar
COURSE REQUIREMENTS & GRADING: Participation in internship setting and during seminar, weekly journaling, reflective paper






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