Sociology Undergraduate Handbook
University Of Minnesota, Twin Cities Campus
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Every effort has been made to be accurate in the information presented here. For specifics about College of Liberal Arts and University of Minnesota policy, please refer to the Undergraduate Catalog.
Contents
Welcome To the Department of Sociology!
Who Are Sociologists? What Do They Do?
Careers For You In Sociology
History of a Distinguished Department
University of Minnesota Sociology Today
Faculty/Associate Faculty and Areas of Interest
Which Sociology Courses Would You Take?
Requirements for the Major
Sociology Degree Options (BA vs. BS)
Honors/Honors Major Program Guide
Major Project
Course Descriptions: Social Theory, Basic Social Statistics, Research Methods
An Example From The Sociology Literature
Scholastic Dishonesty
Evaluation of Transfer Credits
Program Planning
A Few Suggestions To Help You Out
Requirements for a Minor in Sociology
Phi Beta Kappa
Scholarships and Awards
Internships and Volunteer Opportunities
Work Study - Undergraduate Assistantships
Sociology Research Institute
Participation on Departmental Committees
International Experiences / Study Abroad
Undergraduate Sociology Association
Undergraduate Newsletter, undergradOBSERVER
Grading Policies/Make-Up Exams
Reasonable Expectations
Directory of Non-Soc Places
References
Welcome To the Department of Sociology!
Welcome to the Department of Sociology at the University of Minnesota, Twin Cities! You are joining 500 other people also majoring in sociology along with about 70 minors. You are now part of a widely diverse university community which includes art historians, biologists, business majors, child psychologists, computer scientists, economists, education specialists, foreign language majors, historians, international relations people, journalists, philosophers, political scientists, psychologists, speech communications people, urban studies majors and others.
As diverse as the interests of sociology students are, one common thread is their robust interest in learning more about groups and collectives. Whether they are curious about how groups evolve, have questions about how individuals affect groups, or want to identify how individuals affect one another, the focus of their inquiry is always on human interaction.
As you read through this handbook, we hope you will begin to identify with sociology as "YOUR" discipline, understand what you must do to complete a degree in sociology at this university and learn about some of the careers available to sociology majors after graduation. We, the sociology undergraduate advisor, faculty and staff always welcome your questions. We will do our very best to help you be successful. We urge you to get to know your sociology department so you can feel a part of it and make full use of its resources.
Again, welcome to the Department of Sociology at the University of Minnesota. We are so glad you're finally here!
Who Are Sociologists? What Do They Do?
Sociologists acknowledge the uniqueness of every individual human being, and also recognize that people's individual thoughts and behaviors are shaped and guided by their societies. Sociologists scientifically study people in groups. We want to understand not just what makes people tick, but why and how they organize into families, clans, clubs, religious & political organizations, neighborhoods, communities and societies. We observe how groups behave and we strive to explain how these groups originate, grow and influence each other. We are intrigued and excited about identifying consequences of group structures, like norms, on individual behaviors.
This century, scientific techniques and methods have been developed by sociologists, and other social scientists, trying to explain significant social phenomenon. Sociological research has produced many theories, insights, and tools to help us understand human social behavior. Some sociologists focus on criminology; others are attracted to studies of families and close relationships, education, population/demography, urban sociology, social movements and social change, diverse racial and ethnic relations, social psychology, mental health, popular culture, work, and other areas.
Just as individuals' placement in society affects who they are and what they do, societies are affected by their positions in the world. There are several compelling reasons for students of sociology to develop a global world view (Macionis, 1996). First, technology has brought diverse societies together as never before, both culturally and economically. Second, many problems faced by U.S. society are global in scope and will not be solved by us alone. Third, a basic scientific tool for understanding is comparison; we only really know about our own society as it compares to other societies. Perhaps the most immediate case we can make for global awareness is that, according to the Council on International Educational Exchange, 1988, "eight of ten new U.S. jobs [involve] some kind of international trade" (Macionis, 1996, page 8). Global awareness is a career necessity. Incidentally, this is also a compelling argument to study abroad. See International Opportunities section.
Careers For You In Sociology
Many professional (PhD) sociologists teach in colleges and universities. A growing number of students who earn Bachelor's and Master's degrees, however, pursue careers in applied sociology. Job opportunities after graduation vary according to your personal and career interests, academic background, and work history. Some sociologists have found careers as:
Social Service Administrators City/Regional Government Planners
Corrections, Probation-Parole Officers Private Security Personnel
Travel/Hotel/Restaurant Representatives Research Analysts
Program Evaluators/Financial Planners/Advisors
Stock Brokers/Sales Representatives
Marketing Researchers/Management Trainees Employment Counselors
Personnel/Human Relations Specialists
Students with undergraduate sociology training are also prepared for advanced study in the social sciences, health fields (nursing, medicine, public health, etc.), education, law, and business. After professional school and/or specialized training, sociology majors have found work as:
Business Administrators/Clergy
Doctors/Nurses/Dentists/Chiropractors/Counselors
Law Enforcement Officers/Investigators/Lawyers
Public Affairs Workers/Urban Planners/Social Workers
Public Health Educators/Teachers
The University Counseling and Consulting Services provides individualized personal, academic and career counseling. They use the Strong-Campbell Interest Inventory and the Myers-Briggs to guide you, and they offer credited courses to help you along. More information about careers for sociology majors is available at the Career and Community Learning Center. They have a library stocked with materials to help you find out about careers and career planning - including publications specifically for careers in sociology. They have career counselors who conduct workshops and credited courses to help you get a great job after graduation. They can even give you tests to see what careers might work best for you. Go there and check it out, or call them for more information.
History of a Distinguished Department
In 1838, the French Philosopher Auguste Comte applied the term "sociology" to a new way of looking at the world which used science to understand human social behavior. Sociology came to the University of Minnesota in 1890, under the department chairmanship of Samuel C. Smith, and in 1923, F. Stuart Chapin became chair, bringing with him from Columbia University a dedication to scientific sociology. Chapin strengthened the department's quantitative orientation by recruiting Malcolm Willey (another Columbia graduate who later became Vice President of the University of Minnesota), and L.L. Bernard (a social psychologist well versed in quantitative methods). The influence of these men established this department as the pre-eminent center in the United States for quantitative methods and scientific sociology.
Chapin hired Pitirim Sorokin, who later became President of the American Sociological Association (ASA). During Sorokin's 6 years at Minnesota, he wrote the best theory book then available as well as a book on social mobility. With Carle C. Zimmerman, he wrote a source book of sociological origins that founded rural sociology as a distinct discipline and established Minnesota as the foremost rural sociology center in the country. Sorokin and Zimmerman were lured from Minnesota to Harvard University where they continued to promote the importance of scientific social science.
Arnold Rose (former ASA president) was a leading authority in the field of Social Psychology. His wife, Carolyn Rose, also taught in this department and contributed significantly to the discipline. There is a Sociology of Minnesota (SOM) undergraduate paper award offered annually and named in her honor.
Regents Professor Reubin Hill is world renowned in the area of family scholarship. His Middletown, Ohio studies during the 1950s and 1960s established pivotal points for studying the family. These are the foundation of today's family sociology and continue to shape our sociological understanding of family dynamics. Under the auspices of a 1970s NIMH training grant, Hill established the Family Studies Center at the University of Minnesota, which, in the mid 1980s, became the Life Course Center and is currently an important hub of departmental activity in both research and teaching.
Don Martindale was a prolific scholar, publishing numerous books and articles in his tenured career. Best known for his devotion to students he left behind a prestigious scholarship to the department. His book, Romance of a Profession, was a scathing tell-all about life in the Department of Sociology at the University of Minnesota that earned considerable notoriety, but not the endearment nor the recognition of his professional colleagues.
Other well-known and respected members of our department have included: Robert Fulton (best known for his work on death, dying, grief and bereavement), Donald McTavish and George Bornstadt (co-authors of a leading statistics text for the social sciences), Roberta Simmons (a medical sociologist known for studies of transplant patients and patient compliance with physician prescription instructions), and David Cooperman (an urban sociologist who revealed the social impact of west bank urban renewal and conducted Jewish/Holocaust studies and studies of Scandinavian culture).
Many graduate students who earned degrees here have proceeded to make notable contributions to social science methodology. Among them are William H. Sewell (former ASA president), Louis Guttman (creator of the Guttman Scale), Sheldon Stryker (who made his career building the National Institute of Mental Health (NIMH) training program at Indiana State University) and Phyllis Moen (who made her career at Cornell University in life course studies, served as the ASA representative to the American Association for the Advancement of Science (AAAS) and chaired the Committee for ASA-AAAS Relations).
These fine scholars and many others have worked together to make the Department of Sociology at the University of Minnesota one of the top-ranked schools of sociology in the United States.
University of Minnesota Sociology Today
In 2008, the Department of Sociology at the University of Minnesota has 29 faculty who represent many of the substantive (specialty) areas that were developed in the department's early history. Our faculty is especially strong in the areas of criminology and deviance, sociology of the life course, historical/comparative/political sociology, methodology, and social organization.
The department is associated with several centers in which faculty actively conduct research (The Life Course Center, The Minnesota Population Center, The Minnesota Center for Social Research, The Center for Urban and Regional Affairs). Members of the faculty have close ties with The Program in History and Society, and the Departments of:
Afro-American & African Studies
American Studies Foundations of Education
Child Psychology
East Asian Studies
History
Journalism
Psychology
Scandinavian Studies
Speech-Communication Public Affairs
Public Health
Hospital and Health Care Administration
Family Social Science
Carlson School of Management Business
Many of our 75 active graduate students serve as research assistants and teaching assistants, primarily in large introductory and sophomore/junior level courses. Each graduate student instructor has completed the required course work and is in the process of writing the dissertation (thesis) for the PhD degree.
Sociology Faculty And Their Research Interests
Ronald Aminzade: Historical and Comparative, Political Sociology, Social Movements, Democratic Theory, Sociology of Higher Education, Sociology of Development, Race Relations.
Yanje Bian: Structural sociology, with a special interest in social stratification and mobility; economic sociology; social networks; and contemporary Chinese societies in East Asia.
Elizabeth Heger Boyle: International and Comparative Law, Human Rights, Crime and Deviance, Gender.
Jeffrey Broadbent: Historical/Comparative, Political Development, Social Movements, Network Analysis, Environmental Sociology, Culture and Structure, Networks & Identity, Comparative Discrimination, Qualitative Methods, Japan, East Asia.
Penny Edgell: Sociology of Culture, Religion, Organizational Theory, and Gender.
Scott Eliason: Quantitative Methodology and Statistics, Sociology of Work, Occupations, and Labor Markets, Stratification, Life Course.
Joseph Gerteis: Historical and Comparative Sociology, Political Sociology, Social Class and Race, Social Movements, Identity Formation, Social Theory.
Michael Goldman: Transnational, Environmental, Development, and Political Sociology; Sociology of Knowledge and Power; Transnational Institutions (World Bank, NGO Networks).
Theresa Gowan: Urban Sociology; Ethnography; Poverty and Inequality; Comparative Welfare States; Deviance and Social Control.
Douglas Hartmann: Race and Ethnicity, Culture (including popular culture, mass media, and sport), Qualitative Methods, American Society, Social Theory, Social Movements and Social Change, Field Methods.
Kathleen Hull: Culture, Law, Social Movements, Family, Gender and Sexuality, Qualitative Methods.
Erin Kelly: Organizations and Work, Gender, Family and Life Course, Law.
David Knoke: Organizations and Work, Social Networks, Methods and Statistics.
Candace Kruttschnitt: Law, Criminology, and Deviance, Women Offenders, Gender and the Life Course.
Carolyn Liebler: Race and Ethnicity; Sociology of the Family and Life Course; Social Demography; Social Stratification; Indigenous Peoples; Social Support and Well-Being.
Enid Logan: Race and Ethnicity; Family; Marriage and Gender; Sociology of Afro-Latin populations; Historical and Comparative Methods; Religion and Catholic Church History.
Ross Macmillan: Law, Crime and Deviance, Child & Adolescent Development, Urban Studies, Social Stratification, Research Methodology and Social Statistics.
Carl P. Malmquist: Law, Crime and Deviance, Juvenile Justice, Homocide, Adolescence, Law and Society, Law and the Mental Health System.
Ann Meier: Family and the Life Course;, Adolescent and Young Adult Development; Stratification; Methods and Statistics.
Phyllis Moen: Career and Life-Course Dynamics, Work and the Family, Gender, Aging and Health, Social Policy.
Jeylan T. Mortimer: Life-Course, Social Psychology of Work, Work-Family Linkages.
Josh Page: Law, Crime, and Deviance; Punishment; Labor and Unionization; Political Sociology; Qualitative Research Methods; Social Theory.
Joel Samaha: History of American Criminal Justice, Criminal Law and Procedure, Supreme Court and the Bill of Rights.
Joachim Savelsberg: Sociology of Law, Criminology, Theory, Comparative Sociology.
Rachel Schurman: Sociology of Food and Agriculture, Development Sociology, Sociology of the Environment, Political Sociology, Qualitative Research Methods.
Robyn Stryker: Law and Society, Political Sociology, Economic Sociology, Comparative and Historical Sociology, Theory, Stratification, Historical Methods, Culture.
Teresa Toguchi Swartz: Families; Race, Class and Gender; Care Work; Qualitative Research Methods; Public Policy.
Christopher Uggen: Law, Crime and Deviance, Organizations and Work, Life-Course, Methods and Statistics.
John Robert Warren: Social Stratification, Sociology of Education, and Quantitative Methodology.
Contact information and links to faculty websites.
Sociology Associate Faculty And Their Research Interests
Karen Seashore: e-mail: klouis@tc.UMN.edu 612-626-8971
College of Education, Professor, EdPA, Organizational Behavior, Knowledge Utilization, Sociology of Education, Research Methods and Evaluation Research
Which Sociology Courses Would You Take?
If there were no limit to the number of Sociology courses you could take, which courses do you think might interest you? (Check as many as apply.) What do your selections tell you about your topical interests in Sociology?
General Elective Course List
__ Introduction to Sociology Soc 1001 or Introduction to Sociology Honors Soc 1011V
__ Social Problems Soc 3003
__ Introduction to American Criminal Justice Systems Soc 3101
__ Introduction to Criminal Behavior and Social Control Soc 3102
__ Inequality: Introduction to Stratification Soc 3201
__ American Race Relations Soc 3211W
__ Sociology of Gender Soc 3221
__ Sociological Perspectives on Race, Class, Gender Soc 3251W
__ Politics and Society Soc 3301W
__ Social Movements, Protests and Change Soc 3322W
__ Organizations and Society Soc 3411W
__ Consume This! The Sociology and Politics of Consumption Soc 3415
__ Sociology of Work Soc 3421W
__ Cities and Social Change Soc 3451W
__ Education and Society Soc 3452
__ Sociology of Families Soc 3501
__ World Population Problems Soc 3511
__ Food, Culture & Society Soc 3613
__ Japan & the U.S.: Tides of Change in Race, Class, & Gender Soc 3661
__ Social Theory Soc 3701
__ Principles of Social Organization Soc 3711
__ Principles of Social Psychology Soc 3721
__ Social Research Methods Soc 3801
__ Basic Social Statistics & Intermediate Statistics Soc 3811, 5811
__ Sociology of Health and Illness Soc 4246
__ Society and the Environment: A Growing Conflict Soc 4305
__ Religion and Public Life in the United States Soc 4309
__ Race, Class and the Politics of Nature Soc 4311
__ Sociology of Globalization: Culture, Norms and Organization Soc 4321
__ Work Family Links Soc 4441
__ Sociology of Sport Soc 4451
__ Sociology of Racial and Ethnic Conflict Soc 4461
__ Love, Sex and Marriage Soc 4521
__ Sociology of Sexuality Soc 4551
__ Comparative Social Structure Soc 4601
__ Contemporary American Culture Soc 4703
__ Advanced Project Seminar Soc 4966W
__ Sociology of Education Soc 5455
Law, Criminology & Deviance Elective Course List
__ Sociology of Law Soc 4101W
__ Criminology Soc 4102
__ Service Learning in Criminology Soc 4103
__ Sociology of Punishment and Corrections Soc 4105
__ Current Issues in Crime Control Soc 4108
__ Domestic Criminal Violence Soc 4109
__ Deviant Behavior Soc 4111
__ Social Control of Women Offenders Soc 4114
__ Policing in American Society Soc 4125
__ Sociology of White Collar Crime Soc 4135
__ Juvenile Delinquency Soc 4141
__ Juvenile Justice and the Law Soc 4142
__ Mental Disorder and the Legal System Soc 4148
__ Killing Soc 4149
__ Criminal Law in American Society Soc 4161
__ Criminal Procedure in American Society Soc 4162
__ Sociology of International Law Soc 4170
__ Law, Politics and Inequality Soc 4175
Sociology (Bachelor of Science) Supportive Field Course List
The Bachelor of Science program is for students interested in developing a rigorous mathematical concentration in research methodologies. This option extends and builds on course requirements for the B.A. program by including a supportive field program of four 3xxx, 4xxx, or 5xxx level courses (12-16 credits) focusing on technical and quantitative aspects of social research. These courses must be completed with a grade of C- or better.
To be considered for the B.S. option, you must submit a written proposal to the undergraduate advisor in the Department of Sociology. We recommend that you receive approval for your BS program before completion of the supportive field courses. Please include with your proposal:
•A statement explaining why you are interested in the BS degree rather than the BA; and why you are choosing sociology as a major
•A list of the proposed supportive field courses and a statement of rationale for each course. It is very helpful to include an articulation of the cohesiveness to the supportive field courses.
Submit the proposal along with a current APAS report, to the undergraduate advisor for approval. The advisor will then seek faculty approval of your proposal.
The following courses have previously been approved for supportive field coursework. All these courses have prerequisites. Consult the Undergraduate Catalog for information about prerequisites and other registration requirements. Some courses are offered every fall or spring or every other year. Alternate courses may be proposed but syllabi must be attached to the proposal.
At least two courses from the list below:
CSCI 4041: Algorithms and Data Structures (4 cr)
ECON 4113: Introduction to Mathematical Economics (4 cr)
ECON 4211: Principles of Econometrics (4 cr)
ECON 4261-2-3-4: Econometric Analysis (7 week courses, 2 cr each)
MATH 4242: Applied Linear Algebra (4 cr)
MATH 4606: Advanced Calculus (4 cr)
MATH 5248: Cryptology and Number Theory (4 cr)
MATH 5335: Geometry I (4 cr)
MATH 5651: Basic Theory of Probability and Statistics (4 cr)
MATH 5707: Graph Theory and Non-enumerative Combinations (4 cr)
STAT 3021: Introduction to Probability and Statistics (3 cr)
STAT 3022: Data Analysis (4 cr)
STAT 4101: Theory of Statistics I (4 cr)
STAT 4102: Theory of Statistics II (4 cr)
STAT 5201: Sampling Methodology in Finite Populations (3 cr)
STAT 5302: Applied Regression Analysis (4 cr)
STAT 5421: Analysis of Catagorical Data (3 cr)
No more than two courses from the list below:
EPSY 3119: Learning, Cognition and Assessment (3 cr)
EPSY 5113: Psychology of Instruction and Technology (3 cr)
EPSY 5114: Psychology of Student Learning (3 cr)
PHIL 3601: Scientific Thought (4 cr)
PHIL 4611: Philosophy of the Social Sciences (3 cr)
PSY 5862: Psychological Measurement: Theory and Methods (3 cr)
Beginning Calculus is a prerequisite for many of these courses, and will NOT be added to the supportive field list. Stat 3011: Introduction to Statistical Analysis will not be accepted for a BS supportive field course since Soc majors are required to complete Soc 3811: Basic Social Statistics for this major.
Requirements for the Major
Sociology undergraduates may emphasize either: general sociology OR law, criminology & deviance
Both options provide a basic knowledge of research methods, sociological principles, and social theory. Each of the two major options requires:
Soc 1001: Introduction to Sociology (4 cr.)
Soc 3701: Social Theory (4 cr.)
Soc 3801: Social Research Methods (4 cr.) [In Fall 2008, 3801 will no longer be writing intensive]
Soc 3811: Basic Social Statistics (4 cr.)
Soc 3xxx/4xxx: Five (5) Upper Division
Sociology Electives (15 cr. total)
Soc 4966W: Major Project Seminar (4 cr.) or equivalent
General sociology students may select their upper division sociology electives from any 3xxx and 4xxx level courses offered through the Department of Sociology, including the LCD courses. At least one course must be at the 4xxx level.
Many general sociology majors choose electives within a specific subfield of sociology. We offer a variety of courses in many substantive areas (in addition to law, criminology & deviance) including political sociology, social psychology, family sociology and social organization. Some students combine courses from different substantive areas of sociology into an individualized program geared toward their unique interests and career objectives.
Law, criminology & deviance students must take either Introduction to American Criminal Justice Systems (Soc 3101) OR Introduction to Criminal Behavior and Social Control (Soc 3102), two electives from LCD courses (Soc 41xx), one non-LCD soc elective and a remaining soc elective of their choice.
After the completion of all sociology courses, students write an original culminating paper on the research question of their choice (The major project). Honors students see Honors section for additional information and program requirements.
All CLA majors must complete the major project. In sociology, prerequisites for the major project are Soc 1001, 3701, 3801, 3811, at least 12 of the additional upper division elective credits in sociology and one upper division writing intensive course in any department.
* Honors students see Honors section..
Sociology Degree Options
Sociology students may choose between two CLA "Degree" options: Bachelor of Arts (BA) OR Bachelor of Science (BS) and within each of these, students can choose a general sociology or an LCD major option.
The Bachelor of Arts Degree
The Bachelor of Arts degree emphasizes the skills of social inquiry necessary for analyzing patterns of social relationships. The College of Liberal Arts requires BA candidates to complete two years of foreign language studies. Most of our majors choose this option because the language curriculum complements their interests in cross-cultural studies, contributes to the development of a global world view and facilitates study abroad experiences.
Most students who study a second language also learn about the culture(s) for which that language is common. The university offers a wide variety of languages representing cultures from all parts of the globe. Combine your Spanish curriculum with an interest in Latin American race relations, take French and study French-speaking Canada or augment an interest in cold-war political sociology with a close examination of the language and culture of communist Russia then and now.
Many students who study a second language find that it becomes an integral part of their career planning. Your second language may allow you to work with people you might not otherwise have access to (for example, Hmong speaking police officers may have a real advantage in San Diego and speaking Hopi will take you a long way in the New Mexico school system). As you learn their language, you may also learn things about them that enhance your ability to establish connections and be effective in your chosen profession.
The Bachelor of Science Degree
The Bachelor of Science degree is designed for students interested in a more rigorous concentration in the applied areas of statistics, computer science, mathematics, and philosophy of science (rather than a second language). Students with high aptitude for research and statistics, and/or a career interest in marketing or research, are typically most interested in this option. The BS can be an extremely difficult program for individuals who are not strong mathematical thinkers.
The supportive field area consists of 12-16 upper division credits, for a total of four courses, focusing on research, quantitative analysis and other kinds of analysis (e.g., program evaluation, legal analysis, policy analysis). These courses must be pre-approved by our faculty and completed with a grade of C- or better. A good way to tell whether the BS is for you is to count the number of courses that intrigue you from the list of approved supportive field courses. If you're not absolutely thrilled with this list, you'll be a lot happier doing a BA.
The Department of Sociology informally screens students who wish to complete the Bachelor of Science to be sure they have the aptitude and interest to be successful in the highly rigorous supportive field courses. We recommend potential BS students complete one year of calculus, a prerequisite for many supportive field courses, before declaring the BS in sociology. You may be officially designated as a BA student while approval of the proposed supportive field courses is pending.
To be considered for the B.S. option, you must submit a written proposal to the undergraduate advisor in the Department of Sociology. We recommend that you receive approval for your BS program before completion of the supportive field courses. Please include with your proposal:
•A statement explaining why you are interested in the BS degree rather than the BA; and why you are choosing sociology as a major
•A list of the proposed supportive field courses and a statement of rationale for each course. It is very helpful to include an articulation of the cohesiveness to the supportive field courses.
Submit the signed proposal (with a current APAS report) to the undergraduate advisor for approval. The advisor will then seek faculty approval of your proposal.
Graduating With Honors
The College of Liberal Arts Honors Program (see directory), provides unique opportunities and encouragement to highly motivated liberal arts majors and offers a broad range of benefits:
· small classes & group discussions & seminars
· independent studies
· interdisciplinary team research
· internships and apprenticeships
· special events groups that attend Twin Cities cultural events
· career guidance & graduate school information
· counseling on procedures that can lead to honors scholarships
· registration for courses ordinarily restricted to graduate students
· representation in the Honors Senate
You may be admitted to the CLA Honors Program on the basis of academic ability (minimum 3.5 GPA). It is recommended that students have at least three semesters remaining before graduation when they enter the Honors Program, and the Department of Sociology requires Honors participation beginning early in the junior year. Students must achieve a GPA of at least 3.5 in their final 60 credits to graduate with honors.
Honors students will complete four Honors experiences each year. Students are expected to maintain satisfactory academic standards and progress toward graduation. Students who do not meet this expectation will be placed on "Honors Probation" for the following term while they continue to participate fully in UHP. Students who fail to meet Honors academic standards for a second term will leave the program. All Honors students need a minimum cumulative grade point average of 3.5 to pursue Latin Honors.
Honors "opportunities" include honors colloquia for freshmen/sophomores, junior/senior college honors seminars, honors courses/sections arranged by individual academic departments, research/instructional experiences certified to be of high quality by an instructor for which credit or sufficient recognition was not received, and registration for courses ordinarily restricted to graduate students. Study abroad may also qualify as an honors opportunity as long as it fits within the general guidelines established by the Honors Program. Check with an honors advisor for details.
Occasionally, the Department of Sociology holds meetings for its honors students to meet one another, share common concerns and intellectual interests, and become acquainted with faculty. Sociology's Honors Faculty Advisor consults with prospective and active honors majors (see advising).
You must complete one major option (general sociology or law, criminology & deviance) in one degree track (BA or BS), and a Senior Honors Thesis. At least two of your upper division sociology electives must be at the 4xxx level or above. Inquire in the Department of Sociology office about the seminar schedule by August of your senior year.
You will complete the thesis through a 2 semester sequence (Soc 4977V and 4978V) in your last year of study. The sequence is taught by a sociology faculty member. Other faculty participate as mentors, advisors and readers for individual theses. In this sequence, you will define, refine and research a suitable topic and research question and then write the honors thesis. Before the thesis is complete, you will have formed a three-faculty committee composed of two sociology faculty and one related department faculty. The final review of the honors thesis includes a face-to-face gathering of yourself and your committee for a discussion of the research process and your individual research. For more information, please consult the Sociology Honors Faculty Representative (see administrative office directory).
The level of honors granted upon graduation is determined by your grade point average in your last 60 credits and your level of achievement on the honors thesis, as judged by your faculty committee after your final oral presentation. A GPA of 3.5 in your last 60 credits will earn Cum laude honors. If your GPA is at least 3.66, you may receive Magna cum laude, and if your GPA in your last 60 credits is 3.75 or higher, you may graduate Summa cum laude. You must satisfy all honors requirements to receive Latin honors. These honors, as described above, appear on the diploma. For more information about graduating with honors, contact the Honors Program (see directory).
Honors Major Program Guide
All sociology Honors majors must satisfy all of the following:
Soc 1001: Introduction to Sociology OR Soc 1011V: Introduction to Sociology Honors (4 cr.)
Soc 3701: Social Theory (4 cr.)
Soc 3801: Social Research Methods (4 cr.) [In Fall 2008, 3801 will no longer be writing intensive]
Soc 3811: Basic Social Statistics (4 cr.)
Soc 3xxx/4xxx: Five (5) Upper Division Sociology Electives (15 cr. total) At least two of the five soc electives must be at the 4xxx level.
Honors Thesis (6cr.):
Soc 4977: Senior Honors Proseminar I (see prereqs. below)
Soc 4978: Senior Honors Proseminar II (Prereq. Soc 4977)
Oral Defense Committee
General sociology students may select their upper division sociology electives from any 3xxx and 4xxx level courses offered through the Department of Sociology, including the LCD courses. Two of their Sociology electives must be at least 4xxx level.
Law, Criminology & Deviance students must take a required introductory course (Soc 3101 or 3102) and at least 2 of their remaining electives from the LCD Electives Course List (Soc 41xx). One of the remaining soc electives must be non-LCD.
Prerequisites for the Honors Proseminars are Soc 1001 or 1011v, 3701, 3801, 3811, and 9 additional upper division credits in sociology. You must also be in good standing with the Honors Program (meaning you have met their participation and grade point requirements). The Senior Honors Proseminars each count as ONE honors activity (for a total of two honors opportunities in Sociology).
Major Project
What Is The Major Project in Sociology?
The major project is an original research paper (typically between 20-30 pages) completed under the supervision of sociology faculty. It includes a statement of the "problem"; specific researchable question; literature review (including a theory component); description of the research method used to collect appropriate data; analysis of primary or secondary data relevant to the research question; and discussion of the findings. According to the Chamber's Committee Report:
The goal of the College is to have every student produce a piece of written work in the subject matter of the major. This project should demonstrate that the student can think critically and creatively; can gather, recognize, and interpret data; can solve problems; can interpret and communicate findings; and can attain understanding and proficiency in the modes of inquiry common to the discipline. In general, the subject matter of the student's discipline is less relevant than the analytical and conceptual skills developed in dealing with substantive material. (see course descriptions).
The major project is your opportunity to focus on a research question which deeply interests you and to demonstrate the accumulated skills and abilities you have gathered during your college years. Many students finish this requirement feeling it was one of the best learning experiences of their undergraduate careers. Some possible options for the project are a(n):
· Empirical hypothesis test applying primary or secondary data analysis
· Descriptive field study based on qualitative empirical research methods
· Review with resolution of a substantive conceptual or theoretical issue
· Theory development on a substantive topic, based on a literature review
· Computer simulation or mathematical model based on literature review
· Comparative and/or historical analysis from a sociological perspective
Remember that the major project is bigger than most term papers because data collection and analysis are a required component for most.
Who Must Complete a Major Project in Sociology?
The college of Liberal Arts requires all students to write a paper in their major field before graduation. Therefore, all sociology majors must complete a major project. If you are a double major, the Department of Sociology allows you to meet the requirement either in sociology or in your other major. Minors in sociology must meet the requirements of their major department and do not complete the major project in sociology. Honors students see honors section.
When Do I Complete My Major Project in Sociology?
The major project is the capstone of your undergraduate sociology education, usually completed in the final semester before graduation. To be sure the Department of Sociology can accommodate you for the major project when you are ready to do it, please let the sociology undergraduate advisor know at least one semester ahead of time when you plan to register for the course. We give access to the major project seminar based on the date you declared yourself a sociology major. You must get departmental approval before you may begin your major project. Be sure to read, "How Do I Get Started?"
Prerequisites for the major project are Soc 1001, 3701, 3801, 3811, 12 additional upper division credits in sociology, and one upper division writing intensive course in any department. It is ideal to meet the upper division writing intensive requirement as soon as possible after completing 60 credits. Many sociology majors complete all their sociology course work and then finish their final semester with the major project and general electives or non-sociology CLA degree requirements. The major project is time consuming and labor intensive. Please plan accordingly. You are expected to complete the project in the term you begin it. NO incompletes are given.
How Do I Get Started On My Major Project?
Choose A Registration Option. The Department of Sociology offers several options for completing the major project requirement. Select the one that works best for you.
1. A faculty-supervised Advanced Project Seminar (Soc 4966, 4 cr), which is offered both fall and spring terms, and sometimes during summer. Honors students complete the Senior Honors Proseminar sequence (Soc 4977 fall, and 4978 spring).
2. A faculty-supervised Advanced Project Independent Study (Soc 4967, 1 cr) paired with an upper division sociology elective of your choice. This is in addition to the sociology electives required for the major and requires consent of instructor. You must complete all requirements for the elective including exams and other assignments. In addition, you must complete a suitable major project paper on a topic related to the course content.
3. A faculty-supervised Directed Research Project (Soc 4094, 4 cr.) in which you and a faculty member agree upon a research topic of mutual interest. Under faculty mentorship you develop that topic and research question into a major project paper.
Decide when you will be ready to write: Double check to be sure you will complete all prerequisites BEFORE the semester in which you do your project (See "When Do I Complete My Major Project").
Notify us: About a year ahead, send an email message to the advisor with your name, id number and the term you intend to complete the major project. We offer two sections of Soc 4966 during the fall and spring. One section is limited to 25 students, while the other will accomodate up to 80. We often will offer a section during the summer with a limit of 25 students. Keep us informed. If your plans change and you decide to do the major project earlier or later, tell us so we can continue to plan for you.
Begin preparing for your major project: Keep a list of interesting authors and articles you read. Make note of social phenomena occurring around you which motivate you to think sociologically about their causes. Think of ways to extend your sociology course work, papers and projects, into a major project. Write down research questions as they occur to you. Keep your notes and computer instructions from statistics and research methods courses, as your major project professor will not re-teach the prerequisite material, but will assume you know it.
Select a researchable question: When you decide on an idea for your major project, which you should do at least the semester before, go to the library and search academic journals for articles on your topic. You will be required to use the professional literature of your discipline. Sometimes good ideas lead to dead-ends if you cannot find acceptable written material, or appropriate data, for your project.
Select a question you can live with for the entire term. The question should be intensely interesting to you, but not too deeply personal. You will have enough to do and think about because the major project is a big, time consuming, labor intensive project, with no safety net (incomplete), which you usually finish just before graduation. If you delve into something deeply personal, it is possible that you will dredge up unresolved issues. No matter how "together" you are when you begin, these issues may interfere with your ability to get the project done. This is not the time or the tool for a personal catharsis.
Focus your question and consider your access to relevant data. You may be interested in juvenile gangs (which isn't a question) and you might ask what differentiates kids who join gangs from kids who don't join gangs (which is a question, but a very broad one). Remember, you only have one term and 20-30 pages to write. The other problem that arises is that juvenile records are top secret, so unless you can find a really good secondary data set, you've got a problem, (see discussion of human subjects research).
On the other hand, you might ask whether father-absent kids engage in more frequent and/or more serious delinquent behavior than kids whose fathers are never absent. This question might be answered by surveying a random sample of adults about their relationships with their fathers and the timing of specific delinquent activities in which they may or may not have participated. You might control for age, race, gender, income or education. The question is focused. Relevant data is accessible.
You may collect your own data using survey, interview, observation, records review or content analysis; or you may use a secondary data set obtained from a professor or national archive (such as GSS, Census or NIJ data).
Get Authorization To Collect Primary Data: This is critical. You may go to a lot of trouble only to find that your supervising faculty member requires significant changes to your strategy or data collection instrument; or that your project requires Committee on the Use of Human Subjects approval. Your professor may require you to collect new data; the penalties for violating human subjects requirements are serious and may require you to completely restructure or refocus your research.
Students must get approval from their faculty sponsor prior to beginning ANY research involving human subjects. In general, research for the senior project does not require approval from the University's Institutional Review Board/Human Subjects Committee if it conforms to the class protocol. All researchers, including students, must get clearance from the University Committee on the Use of Human Subjects if you want to collect data from people. Data involving vulnerable populations (such as children and youth up to age 18, prisoners, or mentally ill) or questions asked about sensitive issues (sexuality, criminal behavior, victimization, etc.) can only be collected if the project has gone through a full review and been approved by the committee. This may take several months and require substantial revisions. You must begin the review a semester before starting the major project if you plan to access or observe vulnerable populations or ask sensitive questions. Application forms for Committee on the Use of Human Subjects review are available in the Sociology Office, 909 Social Science Building.
We suggest you consult a faculty member if you want to pursue Committee on the Use of Human Subjects approval. Faculty expertise will prevent pitfalls and may prove invaluable in preparing your proposal, getting it approved or refocusing your research question so that full committee review is unnecessary. Each faculty member serves as a surrogate human subjects committee reviewer for all the projects in his/her seminar. Therefore, your project must be allowable within the parameters of the human subjects protocol regardless of whether you are required to have a full review, as mentioned above, or a short review, which the faculty can perform under blanket coverage granted to the Department of Sociology.
Our faculty represent many research areas. It is possible that the faculty member who leads your seminar is not totally familiar with your substantive area. You may wish to supplement your research experience by consulting faculty who share your interests about your research question. Visit them during their office hours, available at 909 Social Science Building. (See faculty areas of interest).
Register For The Major Project Seminar: Before you register for any of the options, you must obtain a registration permission number. Visit 909 Social Science Building to sign up for a permission number the first day registration starts for the following semester.Thanks for your patience and good will regarding this process. We understand the importance of completing your major project by your anticipated graduation date, and we empathize with the urgency you feel to register as soon as possible. If you have planned ahead and followed the necessary steps to become prepared, we will do all we can to get you in. So far, we have had 100% success accommodating students when they wish to register for the major project.
Some Final Notes About The Major Project: The Department of Sociology hopes that you will recognize this requirement as a significant part of your overall sociology education. Some of our goals for you include the ability to pose a researchable question; integrate ideas and theories; apply research skills to a specific theoretical problem; use data and empirical evidence to answer sociological questions; gain practice in the critical evaluation of research findings / data; see a research project through from its inception to the final written analysis; experience the sense of accomplishment which this brings; understand the sociological perspective and how to use it in developing sociological research; and develop a paper which could become part of your application for graduate school or the basis for a presentation at a professional meeting. We sincerely hope you will enjoy your experience.
Course Descriptions
Social Theory
Ever wonder, "How can we lower the crime rate in our community?"; or, "Why do some guys want to be women instead of men?"; or, "What causes so many U.S. marriages to fail?" The list goes on and on and it seems that everyone has an answer, or a theory to help us understand what's happening in the world around us. Theories are "explanations". They are not facts. We can't prove them or disprove them with complete certainty; but they are plausible and they can be tested to see whether scientific methods unveil evidence that gives us confidence (or not) that our theories contain truth - that our explanations "hold water".
Imagine just for a minute that you, a scientist, have been asked to cure a fatal disease, i.e. the common cold. You've made some assumptions, things you believe are true about the common cold. You also know some empirical facts about the human immune system and about viruses in general. You put together everything you think and everything you know that you believe relates to the problem, and you come up with a strategy. You are going to give the patient large daily doses of zinc and vitamin C. You are operating on the basis of a theory that the body uses zinc and vitamin C in particular ways that pump up the immune system. Thus, the body becomes highly capable of fighting viruses, like the cold, and sick time is reduced perhaps as much as 50%. We can use the theory to predict what we think should happen. If your theory is correct, the treatment will work and the patient will be cured. Most social interventions work exactly this way. We develop programs to address problems, expecting the interventions or treatments to produce results anticipated by underlying social theories.
Social Theory (Soc 3701) will consider the traditions of explanation that have been basic to sociological knowledge, how these explanations have been expanded in contemporary theory and how they apply in selected areas of empirical research. It is important to study theory so we can understand the social implications of explanations available to us in the social world; so we can predict the outcomes our society's choices will (or will not) produce.
Basic Social Statistics
So here you are with your theory about how the body uses zinc and vitamin C to pump up the immune system and make the body a maniac virus fighting machine that will chomp the common cold and cut sick days 50%. How do you know your treatment has any impact at all? Maybe the patient would improve just as quickly, or more quickly, without treatment! Not so long ago, healers used leeches to drain patients of "bad blood" that made them sick - we didn't say all theories are good. We scientifically test theories to be certain our knowledge is based on evidence of "observable truth".
Statistics help us summarize and describe observations and assess how accurately we can infer from a limited number of observations to a larger population. They help us estimate how much is explained by our theory; and determine how likely it is that the empirical evidence we observe is a fluke. Is this the one in a million for whom zinc and vitamin C really works?
Statistics help us apply widely agreed-upon criteria for decision-making to the empirical observations we have made. It is the universal language of comparison and contrast central to research in business, education, politics, most scientific fields and social science inquiry. All scientific inquiry requires testing for meaningful, significant differences across groups or individuals and tries to explain why those differences occur. Finally, statistics and research methods are the foundation for our efforts to model precisely and to understand complex social phenomenon.
Basic Social Statistics (Soc 3811) introduces students to basic concepts and techniques of descriptive and inferential statistics through analysis of sociological data. Students learn to use computers and quantitative methods to analyze data for the major project, to complete data analyses in jobs after graduation, and to participate in graduate school statistical training. The course covers levels of measurement, frequencies, cross tabulations, central tendency, deviation, variance, association, normal distribution, probability theory, statistical significance, ANOVA, regression and correlation.
Research Methods
Well, we certainly do not want to get leeches stuck to us just because we get sick, so we're glad many scientists, including social scientists, use statistics to test theories. But honestly, statistics are just a bunch of numbers and without the context of a solid scientific research methodology to back them up, they are difficult to interpret and even harder to use. Research methods help us design tests that are empirically valid, reliable and generalizable so we can use the results to make good decisions.
There is almost never one theory about anything. We are almost always choosing among two or more plausible explanations; and remember that the explanation we choose is important because it leads to an intervention which we believe will produce a specific outcome on the basis of predictions we make from some underlying theory! The scientific method not only helps us determine whether there is truth in what we believe and/or think we observe, but also helps us accumulate empirical evidence that one explanation is better than another under specific circumstances. We do research so we can make better social decisions.
Social Research (Soc 3801) addresses the knowledge and skills needed to design and conduct sociological research studies. Both quantitative and qualitative methods are included. Laboratory sessions provide experience using computers for literature searches, data analysis, and sometimes data collection. The labs also typically include exercises in field observation, interviewing and research reporting.
Generally either a research report or a research proposal is required. The purpose of the paper is to help you grasp and apply course content in a meaningful way. The paper illustrates the course, not the other way around. When relevant, this paper includes a literature review, theory related to hypotheses, research design, sampling, measurement, data collection, results and implications. The project may involve significant group work and usually requires at least one major revision.
An Example From The Sociology Literature
Larry Sherman is a well-known sociologist. Today, he teaches and conducts research at the University of Maryland, but in 1983, Sherman was publishing brand new research conducted in Minneapolis, MN. Sherman's study of the effects of mandatory arrest on domestic violence is a very good example of why we need empirical social research to make good policy. It is also a good example of how theory, research methods and statistics work together to produce good research. A full discussion of the work summarized here is available in Policing Domestic Violence, (Sherman, 1992).
Deterrence theory predicts that society can decrease repeat offending by increasing certainty, severity and swiftness of punishment for criminality. Labeling theory, however, argues that punishment stigmatizes. Stigmatization adversely affects relationships and opportunity structures. These changes produce poor reflections of self that get incorporated into the offender's self-image. Labeling theory predicts that because individuals conform to their self-image, those who are punished will produce more criminal behavior than those who are not. Deterrence theory predicts the opposite. What's a conscientious society to do; punish or not punish criminals?
Sherman conducted an experiment to find out whether punishment would decrease or increase criminal recidivism. A decrease would support the deterrence doctrine and an increase would support the labeling theory. Each of these theories has far-reaching implications for criminal justice policy, and no single project could explore them all adequately, so Sherman narrowed his research question to: Does arrest deter domestic violence?
He asked police officers responding to misdemeanor domestic assaults to: arrest the offender, or mediate at the scene, or separate the offender and victim for a specified amount of time. The response was determined by the top sheet on a special, randomly organized report pad. After 6 months, recidivism rates of arrested offenders were compared to recidivism rates for those who received mediation or separation. The results showed statistically that "arrest worked best". Many states adopted mandatory arrest laws and many police agencies adopted mandatory arrest policies. But wait, the experiment was then replicated in six additional cities across the United States. It soon became clear that arrest did not work best in every city. In fact, half of the replications showed that arrest actually increased the level and incidence of violence following police intervention. The accumulated evidence supported social bonding theory, which predicts that people will conform only if they are bonded to the society in specific ways and thus have something to lose by deviating from the accepted code of conduct. For the disenfranchised (cohabiting, chronically unemployed, etc), arrest only made them angry and increased their offending behavior.
What went wrong in Minneapolis? The project has been analyzed repeatedly in the academic literature. In Minneapolis, the procedures were not followed as prescribed; officers declared some incidents "non-misdemeanor" or "non-domestic assault", because they didn't want to use the prescribed response. Officers compared report pads among all responding units and chose the option they wanted to use. The replications examined longer post-arrest follow-up periods and found that violence escalated after an initial six month cooling off period. Finally, the demographic profile of Minneapolis at the time of the study was not like that of other major cities. It differed significantly in income, education level, minority ratio, age distribution and other important control variables. The results were simply not generalizable to other cities.
You can see from this example that theory is important. If we buy into a labeling theory paradigm, we would want to increase resources for treatment and decrease resources for criminal apprehension and/or punishment. The deterrence doctrine suggests pouring resources into criminal apprehension, minimum mandatory sentencing and other "get tough" policies. Social bonding theory would have us spend our resources honing bonds to the conventional society via work-family stability programs, community-building projects, parenting skills classes and other social nets. Statistics are necessary tools for deciding which option is more effective, but only if the statistics are generated from data collected within the context of a strong research methodology. All three pieces are needed for good social policy decisions.
Students should take research methods and statistics in separate semesters. Because both of these classes, along with social theory. must be completed before the major project (NO EXCEPTIONS), we advise you to start taking them as soon as possible.
Scholastic Dishonesty
In sociology, there is a lot of room for sensitivity and tolerance. We strive to be accepting and non-judgmental as we observe behaviors and ideas we do not necessarily approve of or agree with. Still, some things are just plain wrong. It's wrong to steal (e.g. plagiarize) and it's wrong to cheat.
We hope students will take their academic work seriously and do the best work possible - honestly. We assume that all students know what constitutes academically honest behavior. Sometimes it is less clear whether a particular behavior has crossed the line.
The scholastic conduct committee defines scholastic dishonesty broadly as "any act by a student which misrepresents the student's own academic work or that compromises the academic work of another. Scholastic dishonesty includes, but is not necessarily limited to, cheating on assignments or examinations; plagiarizing, i.e. misrepresenting as one's own work any work done by another; submitting the same paper, or substantially similar papers, to meet the requirements of more than one course without the approval and consent of all instructors concerned; depriving another of necessary course materials; or sabotaging another's work. Within this general definition, however, instructors determine what constitutes academic misconduct in the particular courses they teach."
(Scholastic Committee Policy Statement)
Faculty who discover academic dishonesty have options for handling the incident(s). The outcome may range from negotiating alternative work with the student to failing the student outright for the assignment or for the course and reporting the incident officially to the Scholastic Committee of the college. Students may appeal charges they believe are unfounded.
Students accused of scholastic dishonesty are often surprised by the accusation. As a conscientious student, study with others and then use your own words to complete assignments based on group discussion; ignore fellow students who speak with you during examinations and report them, by name if possible, to your instructor; consult instructors on paper topics, especially if you have written on the topic before; always report cheaters.
Evaluation of Transfer Credits
Students who transfer to the University of Minnesota from other institutions sometimes need courses evaluated to have credits accepted in CLA or the major. Knowledgeable faculty will examine your course syllabus and reading list or bibliography, as well as notes, homework assignments, exams and papers which you submit along with a petition (obtained from your college office). Absolutely no petition will be reviewed without at least a syllabus and the name and author of the text used for the course. The course description from the institution's course catalog is not sufficient.
For each sociology course you want evaluated, bring in as many of the requested materials as possible to the main Sociology Office at 909 Social Science Building. All of your materials will be returned to you when the evaluation is completed.
In the evaluation, two questions are asked:
·If offered here, would the course be upper or lower division?
·Is there an equivalent course offered in our department?
Only "upper division" equivalent sociology courses are accepted for transfer into the major. Lower-division sociology courses may be accepted to satisfy basic credit requirements. Introduction to Sociology courses from all accredited colleges are equivalent to Soc 1001 or Soc 1011.
If the course you are transferring is equivalent to one offered in our department, the transfer course may replace the one we offer. If it is not equivalent to one we offer, it may be used to satisfy prerequisite requirements, general education requirements or it may be applied to your program as a general sociology elective. Transfer credits are far more likely to be accepted as major electives than as major required courses. Credit is granted whenever possible. If credit can not be granted, the advisor will suggest which department or college might grant approval. For questions, please see the undergraduate sociology advisor.
[Return to Table of Contents]Program Planning
To earn a degree in the College of Liberal Arts (CLA), you must meet all Council of Liberal Education (CLE) requirements and complete a major in a CLA department. To learn about your particular requirements, please talk with your CLA advisor.
The CLA advisors for most sociology majors are located in 575 Heller Hall. CLA advisors for double majors in sociology and an East Bank major (e.g. English, journalism, psychology, Spanish, speech-communication) are in 114 Johnston Hall. CLA advisors for CLA Honors students are in 20 Nicholson Hall. When in doubt, check with the College of Liberal Arts Advising Office (see directory).
Specific sociology courses may be used to complete both a major requirement and a college requirement. For example, you may take an upper division sociology course which also meets the cultural diversity requirements of the college. Consult the listings in the appropriate section of the current course bulletin or class schedule for explicit courses meeting the various groups and categories of requirements.
You are welcome to take as many sociology courses as you desire. However, since a lack of a specific CLE or CLA requirement will delay graduation, we encourage you to check with your CLA college office to make sure you are able to complete all degree requirements on time.
To complete a degree in CLA, you must decide what courses to take in addition to the sociology major. There are several ways you may approach this selection. You should begin this process by carefully taking stock of personal interests and career goals to help focus on appropriate elective courses.
Through your electives, you have an opportunity to broaden your understanding of other cultures and different sectors of the world. There is much to be gained by stretching your exploration beyond the boundaries of your declared major field. It's a virtual smorgasbord!
Since the CLA upper division credit requirement exists so students will explore course work outside the major, many take courses in culturally-oriented CLA programs such as African-American studies, Chicano studies, East Asian studies, American Indian studies and South Asian and Middle Eastern studies. Culture courses in foreign language departments, which are taught in English, focus on social, political and economic issues.
Students often choose electives to enhance a future occupational goal. Those interested in human services might study psychology, child psychology, social work and anthropology. Others, interested in a business career, might consider courses in economics, psychology, speech-communication (persuasion and small group conferencing), accounting and management. Students who aspire to law school might take courses in political science, history, economics, public speaking, logic and composition. Urban renewal/city planning/urban policy types benefit from geography, history, urban studies and political science courses.
Some students take courses in subjects they have interests in but suspect they won't have the opportunity to pursue after college. These may include courses in art, astronomy, dance, film studies, geology, history, literature, music, mythology, photography, religious studies and/or theater.
CLA students may petition to include up to 18 approved semester credits from courses outside CLA. You might consider courses from public health, family social science, social work, education and youth studies to enhance your interest in human services. Courses in accounting and management provide skills for your business career. Pursue teaching or coaching interests through courses in education, kinesiology or parks and recreation. Textiles, weaving and design courses feed interests in interior design, housing and clothing. Only 6 of the 18 credits may come from physical education, study skills, career planning and applied music.
A Few Suggestions To Help You Out
General
· The total number of credits required for each Major is 31 upper division (3xxx or 4xxx level) semester credits; 35 credits if you include Intro.
· No grade lower than C- earned after September 7, 1999 in a course in the major may be counted toward the major. This university-wide policy applies to all the majors.
· Designated sociology courses may be used to complete General Education (CLE) requirements and also may be used toward the major.
· There may still be students under quarter requirements. The Major Program Form you filed in the college office will continue to apply, but must be fulfilled with semester courses. Your advisor(s) will be able to help you select courses to satisfy your remaining requirements.
Major Project
· Before beginning the major project, you must complete one upper division writing course in any department. The major project satisfies the 2nd writing intensive course requirement.
· As far ahead as possible, give us your name, the semester and year you expect to enroll in the major project seminar so we may plan to have space for you when you are ready to complete your major project (see major project section).
Course Registration/Transfer/Withdrawal
· For a meaningful evaluation of a course you took at another college, we must have at least a course syllabus and the name and author of the text(s). It is helpful if you also loan us your notes, papers, and exams from the course. (see section on transfer credits)
· If you must withdraw from a course retroactively or after the standard drop period, you must see the instructor for a signature. No one in the office can sign for the instructor. Late drops must usually be petitioned through the college office.
· Please check your transcript, the web or student access for your grades. No one except the instructor of your course can reveal your grade to you.
· If you wish to get into a class which is closed during registration, see the receptionist in 909 Social Science Building for a "magic number" (permission to register) or to get on a waiting list. Be sure to attend the first day of class and ask for permission to add.
Direct Questions and Inquiries To: Department of Sociology, 909 Social Science Building, 267 19th Avenue South, Minneapolis, MN 55455-0412. Our telephone number is 612-624-4300 -- call this number to make an appointment.
Requirements for a Minor in Sociology
Students with many different majors find sociology a useful and compatible minor. Just a few of the majors that combine well with sociology include:
architecture
business & management
child psychology
economics
education
family social science
geography
history
international relations
nursing
physical education & recreation
political science
psychology
social work/social welfare
Spanish
speech-communications
urban studies
Sociology minors are designed to enhance study in other majors, students may not major AND minor in sociology. Minors may choose either the general sociology option or the law, criminology & deviance option. Substitutions for courses infrequently offered can be made in most minors. Before registering, obtain approval of a replacement course from a sociology undergraduate advisor. All of the minor credits must be completed on the A/F grade basis.
To declare your minor, you can either come person to the Sociology Department main office in 909 Social Sciences to fill out an application, available at the front desk, or print a copy here, and attach a copy of your current APAS report or unofficial transcript. You must attach a copy of your APAS report if you took sociology courses anywhere outside the university.
Your application will be processed within one month. A copy of your minor program form will be sent to your college office, and we will send you a copy of the form by email. Before declaring your sociology minor, you should have completed at least three courses under the minor program option of your choice.
General Sociology (14 cr. + intro)
__Soc 1001 Intro Sociology 3 cr.
__Soc 3701 Social Theory 4 cr,
__Soc 3801 Research Methods OR Soc 3811 Basic Soc Stats 4 cr.
__Soc 3/4xxx 3 cr.
__Soc 3/4xxx 3 cr.
Criminology/Deviance (16 cr. + intro)
__Soc 1001 Intro Sociology 3 cr.
__Soc 3111, 3101, OR 3102 3 cr.
__Soc 3701 Social Theory OR Soc Soc 3801 Research Methods 4 cr. OR Soc 3811 Basic Social Statistics
__Soc 3/4xxx (non-crim course) 3 cr.
__Soc 41xx (LCD elective) 3 cr.
__Soc 41xx (LCD elective) 3 cr.
Phi Beta Kappa
All qualified students may apply to Phi Beta Kappa, one of the oldest and most prestigious honors societies in existence. Candidates are chosen by a committee on the basis of completed academic requirements and GPA.
Juniors must have:
·completed or be registered for at least 30 upper division credits
·completed or be registered for at least 30 University of Minnesota credits
·completed 80 to 100 credits
·a GPA of 3.75 or higher
·all CLA general education requirements completed or in progress, (including the second language requirement).
Seniors must have:
·completed or be registered for at least 30 upper division credits
·completed or be registered for at least 40 the University of Minnesota credits
·completed at least 100 credits
·a GPA of 3.50 or higher
·all CLA general education requirements completed, (including the second language requirement).
To be elected to Phi Beta Kappa, apply through the Registrar's Offices (see directory) in the spring. We encourage all who think they may qualify to inquire at the Registrar's office in the fall about application procedures and forms.
Scholarships & Awards
Sociology's Undergraduate Affairs Committee is sometimes asked to recommend or nominate students for special awards, scholarships, and honors. The committee asks students who have performed especially well in sociology classes to submit materials. They sometimes collect additional information they may require to make selections. You are encouraged to network with professors and teaching assistants who may be able to write letters of recommendation for you. You are also encouraged to respond to announcements to submit materials for special awards. Almost every year, the Department of Sociology nominates students who are awarded the prestigious Birkelo Scholarship, the Turner Award and others.
Internships and Volunteer Opportunities
Internships are not required, but they are strongly recommended. Some interns are paid, many are not. Increasingly, students find time to include intern or volunteer activities in their lives because these opportunities teach valuable skills and increase marketability after college. You might see inside an agency or field you have a career interest in, learn whether you enjoy the work environment characteristic of your chosen field or identify jobs you did not know existed. You may develop networking relationships that pay off during the job search or lead directly to a paid position later.
The Career and Community Learning Center (see directory) is the source for information about arranging internships and for comprehensive listings of available internships. They have just about everything you can imagine, including one-time competitive internship grants of up to $1200!
The University YMCA (see directory) offers the chance to be a buddy to a child or adolescent from a one-parent family who needs more adult contact, or with a program focused on an issue (e.g. hunger, homelessness, the environment). They sponsor the Metro Internship, a year-long program for those seeking, usually business oriented, experience in a large organization.
With faculty supervision, credit may be arranged for readings or a research paper connected with an agency experience (3 directed study/research credits). Before you ask a professor to supervise your project, write a proposal and prepare a bibliography of possible readings. Describe your preparations in the areas of statistics and research methods. The sociology advising office has contracts for directed study and directed research.
Work Study & Assistantships
Each year in June the Undergraduate Affairs Committee selects a pool of undergraduates from among highly qualified applicants for paid teaching assistantships in sociology. These undergraduates do everything graduate TAs do, prepare, proctor, and mark exams; assist with problems concerning course material; read papers, etc. They work 10-20 hours per week and are paid at the standard undergraduate rate. TA-ships are sufficiently demanding that sociology does not permit undergraduate TAs to hold other employment while they are in these positions.
Applications for TA-ships may be picked up each year early in spring semester in the main sociology office (909 Social Science Building) or on-line and are due by the 1st of August. Applicants must have a grade point average of at least 3.2, and should have completed most of the requirements for the major in sociology. Submit a current transcript (including fall semester grades) and a writing sample (a research paper, preferably from a sociology course) with your completed application.
Faculty sometimes hire undergrads, primarily juniors and seniors, to collect and code research data. These research assistantships expose students to the fundamentals of social inquiry and frequently result in available data sets for honor's theses and major projects. From research experiences come opportunities to develop individual projects, generate research papers for publication and participate in professional meetings and conferences. Basic computer skills (SPSS) and familiarity with descriptive statistics are minimal expectations for RA candidates. Check with the University of Minnesota Job Center (see directory) for postings. Students may get job postings at the Job Center website, but there are a lot of other materials at the Job Center location that are not available on the web.
The Career and Community Learning Center (CCLC, see directory) places students in on and off campus community service jobs. Many students receive agency rate wages for community services they perform. CSL students who do service as part of a course requirement receive academic credit and therefore are not eligible to receive wages for that work. Wage applicants must be eligible for work study but need not have received a work study award. The CCLC, in conjunction with the Alumni Association, also offers a non-credit mentorship program for students who wish to take advantage of off-campus community resources to enhance classroom academic experiences.
Finally, Undergraduate Research Opportunities Program (UROP) grants financial assistance, up to $1400 per grant, for student-designed participation on faculty supervised research projects or student initiated projects supervised by a faculty member. You and your supervising faculty member write and submit a research proposal for October or February consideration to the UROP Committee (see directory). Even projects receiving academic credit may be eligible for expense awards up to $300.00. Grants are awarded twice a year.
Sociology Research Institute
The Sociology Research Institute (SRI) is a 2 day conference sponsored by the University of Minnesota Sociology Department each spring. You are invited to participate in planning the event, submitting papers for presentation and for the undergraduate paper competition, attending the banquet and/or any number of paper sessions held on a variety of sociological topics throughout the conference. You may also nominate excellent faculty, graduate student instructors and teaching assistants for top teaching awards. Check the undergraduate newsletter for information and updates.
Participation on Departmental Committees
Undergraduates are invited to contribute to the policy-making of the Department of Sociology by participating on departmental committees. Every year a call goes out to undergraduates to join these committees. Membership on a departmental committee can be enriching. Involvement with faculty in decision-making permits interactions which you would not otherwise have; the faculty learn more about what undergraduates need and want from their education; they learn how the department "ticks". Such an experience is a valuable addition to a resume. Openings available for undergraduates include:
·Undergraduate Affairs Committee (1-2 students), serves as the policy
and advisory body to the Director for Undergraduate Studies.
The committee considers and gives advice on matters relating
to the undergraduate curriculum, special undergraduate programs
of study including honors, advising to undergraduates, and other
undergraduate matters referred to it by the Director of
Undergraduate Affairs.
The members of the Ethics and Grievance Committee are the same
as the Undergraduate Affairs Committee. This committee is
responsible for recommending policy and procedures to the
department which attend departmental general expectations of its
faculty in instructional, research and service matters and their
integration. In its role as grievance committee it serves as the formal
hearing committee of the department as specified by the University Senate Report on Academic Freedom and Responsibility. The committee
also handles ethics and grievance problems arising among students
and staff of the department. If a member of the committee is
personally involved in a grievance, a substitute will be appointed.
·Executive Committee (1 student) serves as an advisory board to the chair on general departmental matters (including budget), serves as a sub-committee on long range planning, and helps coordinate the resources and work of the department.
·Personnel Committee (1 student) recruits, screens, and presents candidates for faculty positions within the department. It recommends policy to the department regarding hiring of new personnel within university and college guidelines. Often meets over the summer.
·Sociology Research Institute (SRI) (1 - 4 students), this committee is
co-chaired by a faculty member and one or more graduate students. The
committee is responsible for planning all aspects of the department's
spring research institute. These duties include selecting a date for
the event, a speaker(s), student presenters, and assigning subcommittees
for awards and food.
If you are interested in serving on any of these committees, please see the sociology undergraduate advisor(s).
International Experiences / Study Abroad
Go back to what we said about who sociologists are and what they do. You will soon find that sociologists value comparative, cross-cultural experiences with all their hearts. In fact, international trips are often peak experiences for undergraduate sociology students. Even the shortest travel abroad can be a catalyst that makes your texts and lectures vital and alive for you ... and they look fantastic on a resume!
The Department of Sociology strongly encourages majors to study abroad some time during their college years because it enhances the liberal arts education and enriches the sociology experience. Study abroad may offer opportunities to experience courses and points of view not available to students who remain in the United States. For BA students, study abroad offers an opportunity to really put language proficiency to the test and polish international communication skills - a big plus in the business world today.
There are many international programs to choose from. You should consider your own goals the best criteria for selecting among them. You should be able to find a program that is consistent with the rest of your undergraduate program, and with some planning you should be able to integrate the international experience into your overall course of study without too much trouble. Study abroad may be done in a summer, during a semester or even for a whole academic year. It is best to have a semester or two back on campus between overseas study and graduation.
Many types of programs are available. Some revolve around a field experience which permits you to test classroom concepts against the real world. Others introduce you to course work focusing on the country or region you are studying in. If you are excited about an intense cultural immersion experience, there is a rich variety of programs prepared to fully integrate you into the regular host-country classrooms and into the host culture.
Students often have questions about types of programs, destinations, credit and financial aid for study abroad. The best place to start is to visist the Learning Abroad Center's (LAC) Academic Planning web site at http://www.umabroad.umn.edu/academic/index.html This web site provides a wealth of resources.
The Learning Abroad Center, in 230 Heller Hall (612-626-9000), is also a great place to visit for information about travel abroad. They have a huge library of materials to help you explore your options and their brochure, Study Abroad Opportunities at the University of Minnesota, lists options sponsored by the University of Minnesota. You may also choose programs sponsored by other institutions, or enroll directly in a foreign university, or do a directed study abroad independently. LAC maintains a scholarship database for internships and studies abroad. They may help you identify volunteer/internship opportunities that also include room and board! LAC advisors are available by appointment.
If applicable, some programs have their sponsoring office either on campus or nearby ,somewhere in the Twin Cities. Contact the sponsoring office for detailed information about their programs. The Global Campus, including the MSID program, and Student Project for Amity Among Nations (SPAN) are programs worth checking out. Both are located on campus.
Once you've chosen a program, you could talk with a LAC advisor about the Foreign Studies Minor Program, FSM, administrated through LAC (see directory) to declare a foreign studies minor or to learn more about transfer credit, credit by exam, and directed study abroad. Advisors are available by appointment.
With careful planning and prior evaluation of your proposed study abroad, coordinated by the sociology undergraduate advisor, you may receive full credit toward your degree for your international experience. There are some issues specific to sociology that need to be considered, so talk with sociology faculty and the sociology undergraduate advisor about your plans, and pick up the Major Advising Sheet for Sociology Undergraduates who are considering study abroad, from the undergraduate sociology advisor, the LAC, or print one off the web at http://www.umabroad.umn.edu/academic/majors/sociology.html.
The most important thing about your study abroad experience is that you go with an open mind and a willing spirit to another place that you are excited about visiting … not as a tourist, but as a sociologist. Many of the sociology faculty have strengths in particular geographic areas and may be willing to give support and/or supervision for a directed study project; so go and have fun and DO SOCIOLOGY!
Undergraduate Sociology Association
USA, Undergraduate Sociology Association, is the sociology majors' organization, run by students for students with minimal involvement of faculty and/or staff. Past meetings sponsored by USA have featured guest speakers on the effect of cutbacks on social science majors, employment opportunities for people with bachelor degrees in sociology, what the major project entails, graduate studies in sociology and so on. They have taken field trips to sites of interest, such as Shakopee Women's Prison. Members have engaged in volunteer community projects (e.i. Habitat for Humanity). The group also gets together for social functions, including movies and discussion sessions.
All students may be as active in this group as they choose; planning events or just attending them. This group has great potential for those who get involved, but it is only as active as its undergraduate members. Set aside time to develop friendships, cultivate leadership opportunities and pursue interaction with faculty, graduate students and fellow undergraduates. Express your interest to the sociology undergraduate advisor now!
Please visit the USA web site for more information regarding upcoming meetings or events at http://www.soc.umn.edu/ugrad/usa.html
Sociology Newsletter
The official newsletter of the Sociology Undergraduate Advising Office is now an e-mail newsletter. To receive it, you must have a working University of Minnesota e-mail account, which you may have forwarded if you prefer to access a different e-mail account. The newsletter is an important source of information about new courses in the department and the activities of the Undergraduate Sociology Association. It also informs you of upcoming professional meetings, conferences and other opportunities for professional development. The newsletter shares information about faculty and the entire university community. It includes a calendar of important dates (e.g. registration, application for graduation, finals). The editor welcomes contributions and feedback from students. Submit requests to the undergraduate advisor in 923 Social Sciences.
Grading Policies & Make-Up Exams
Majors and minors must take all sociology courses A/F; all sociology courses must receive a C- or better to apply toward the major, and all courses taken in the BS supportive fields must receive a C- or better. To receive a BA or BS in sociology, you must maintain at least a C grade point average in your major course work. Though you may take up to half of all degree credits, except sociology courses, S/N, you are encouraged to take most courses A/F. The Department of Sociology requires a twelve credit residency for majors, minors and interdisciplinary programs incorporating a sociology component. Twelve credits of sociology must be taken from the University of Minnesota for the program to receive acknowledgment upon graduation.
Incompletes do not occur automatically if you fail to complete course requirements. Not all instructors grant incompletes. You must negotiate each incomplete with your instructor before the end of the term in which you anticipate you will be unable to fulfill your obligation. Incompletes are not encouraged by the department or by the sociology undergraduate advisor because they usually compound the work load in the next term. All undergraduate incompletes must be satisfied within one year or they convert to Fs.
The Department of Sociology offers a make-up session for missed exams, usually in the middle of each term, and once in mid-summer. If you must miss an examination, talk with your instructor before the exam to see whether (s)he will allow a make-up exam. The first or second week of the next term, obtain a permission slip from 909 Social Science to participate in the departmental make-up testing session; obtain your instructor's signature on the form; and return it to 909 Social Science. The receptionist in 909 will then provide you with information about the date, time and location of the make-up examination. Your instructor will provide the make-up exam and will grade the exam after you complete it. This service is offered for the convenience of both students and faculty.
Reasonable Expectations
What You Can Expect From Faculty/Staff
Work Load: Each credit at the University of Minnesota Department of Sociology represents a 3 hour per week commitment of your time. A 3 credit semester course should require 9 hours of your time each week. A four credit course means a 12 hour per week commitment.
Generally speaking, you may expect to spend 3 hours outside of class for every hour you spend in class. This means that if you are taking 15 credits during a semester, you may expect to spend 15 hours per week in class and an additional 30 hours per week studying and preparing assignments. It is reasonable to expect faculty/staff to assign enough reading, writing, library, computer lab or other work to fill these study hours, and it is reasonable to expect faculty/staff to build courses that can be successfully satisfied within these parameters.
Writing Intensive: Writing intensive courses are courses specially designated to satisfy the university's upper and/or lower division writing intensive requirements. These courses tie the course grade directly to the quality of your writing as well as to your knowledge of the course material. You will be required to produce at least 10-15 pages of formal writing, receive instruction on the writing process and make at least one round of substantial revision after receiving feedback on a draft.
There are courses in the Department of Sociology which could certainly meet the requirements for writing intensive courses. It is important for you to realize that not all sociology courses with a heavy writing component are designated writing intensive; nor do they have to be. Writing is an important form of communication. You may expect sociology faculty/staff to hold you accountable for the quality of your writing in all sociology courses, regardless of whether the course has a "writing intensive" designation.
What Faculty/Staff Expect From You:
Most University of Minnesota, Department of Sociology faculty and staff realize you are probably working to support your education, yourself and perhaps a family. Most of us have lives that go on outside the university too so we know how hard it is to juggle all the demands of adult life. It has been our experience that one central characteristic which distinguishes successful students from unsuccessful students is the way they approach the responsibilities they accept when they register for university courses. For a wonderful summary of what differentiates a good student from a bad one, we refer you to Simple Truths (Dargatz, 1995). We've thought a lot about our own students, and there are some attitudes and behaviors we believe will serve you well. We believe the successful student:
· Wants to learn and takes responsibility for his/her own contribution to the learning process; (s)he realizes no one can give him/her an education; it must be earned through persistent and appropriate efforts; (s)he attends class ready to participate, having completed assigned readings.
· Manages the course material and links it to other things (s)he has learned through experience or other courses; (s)he takes the material beyond memorizing what is needed for this course, this term; and is more concerned with mastering material than with earning grades.
· Respects diversity; (s)he is respectful of others' ideas, behaviors, and needs and seeks to openly explore alternative points of view without necessarily changing his/her position or the position of the other person.
· Upholds standards for proper scholastic conduct and holds others accountable for proper scholastic conduct; (s)he does not cheat and doesn't allow cheating to go on around him/her when (s)he is aware of it.
· Has educated opinions and is willing to dialogue with others; (s)he forms rational arguments to support his/her opinions and communicates his/her ideas well visually, verbally, and in writing.
We already know you are one of these students, and we look forward to participating with you in your higher education. Welcome to sociology!
Directory of Non-Soc Places
Liberal Arts College Offices Website: http://www.class.umn.edu/
575 Social Science 612-626-7714 CLA Advising (West Bank Majors)
20 Nicholson Hall 612-624-5522 Honors Program: http://www.cla.umn.edu/honors/
Career and Community Learning Center Website: http://www.cclc.umn.edu
135 Johnston Hall 612-624-7577
Student Employment Website: http://www1.umn.edu/ohr/employment/index.html
170 Donhowe 612-625-2000 Job Center (for on campus employment)
345 Fraser Hall 612-626-2044 Community Service Learning Program
The Learning Abroad Center Website: http://www.UMabroad.umn.edu
230 Heller Hall 612-626-9000,
The Learning Abroad Minor,
MN Studies/International Development (MSID),
Student Prog Amnity/Nations (SPAN)
Office of International Programs: http://www.international.umn.edu/
645 Heller Hall 612-624-5580 open 8:30-4:30
Undergrad Research Opportunities (UROP) Website: http://www.urop.umn.edu
314 Johnston Hall 612-625-3853 General Information about UROP grants
University Counseling and Consulting Svcs Website: http://www.ucs.umn.edu
109 Eddy Hall, Career Development Center (for Career Counseling)
612-624-3323 Scheduling Desk (all services)
Phi Beta Kappa Website: http://www.cla.umn.edu/honors/honsociety.htm
20 Nicholson Hall 612-624-5522
University YMCA (U-YMCA) Website: http://www.ymcatwincities.org
1801 University Ave SE 612-676-7700 Internship and Volunteer Programs
References
Bolles, Richard Nelson (1990). The New Quick Job-Hunting Map. Ten Speed Press. 80 pages.
Dargatz, Jan Ph.D. (1995). Simple Truths. Thomas Nelson Publishers: Nashville, TN. 243 pages.
Macionis, John J. (1996). Society: The Basics (3rd Edition). Prentice Hall Publishing: Upper Saddle River, NJ. 484 pages.
Sherman, Lawrence W. (1992). Policing Domestic Violence. The Free Press: New York, NY. 443 pages.