Teaching

Sociology is the systematic study of human social life — how people interact, organize, and create patterns in society. Sociologists use evidence-based methods and critical thinking to understand social structures and issues, often aiming to apply this knowledge to improve society. In this course, you will be introduced to the field of sociology and the ways sociologists ask and answer questions about the world around us. Together, we will explore key concepts and tools, examining contemporary society through topics like social inequality, politics, the economy, education, and culture. You will also have opportunities to apply sociological ideas to media, including the film Parasite, helping you connect theory to everyday life. ‍

Disney animated films have shaped the childhoods of generations of Americans, but they are more than entertainment — they are also cultural texts that reflect and shape social values. In this course, we will study Disney films sociologically, asking what they can teach us about the beliefs, conflicts, and contradictions of U.S. society. Together, we will explore both familiar titles (such as Bambi, Cinderella, The Lion King, and Frozen) and broader questions of cultural politics.

As a class, we will move beyond surface stories to uncover deeper themes, including the ways race, class, gender, sexuality, ability, and nation are represented. We will ask: How has Disney’s portrayal of families, identities, and communities changed over time? What cultural values remain consistent across generations of films? What does Disney’s global reach mean for cultural messages about love, freedom, entertainment, violence, and belonging?

You will engage with course ideas in multiple ways: through readings, film viewings, discussions, and research. You will also have opportunities to demonstrate your learning through personal film reflections, research presentation on a Disney animated film, and the creation of a Learning Portfolio that documents your growth across the semester and future goals.

This course invites you to explore how different communities define and respond to “social problems.” Using the three major social science perspectives (symbolic interactionist, conflict, and functionalist), we will examine pressing issues such as economic inequality, social inequality, and challenges to democracy. Along the way, you will connect these perspectives to real-world contexts, with special attention to the ways social problems affect health, health care, and the professions that serve communities. The course emphasizes multiple ways of engaging with material, including discussion, case studies, and applied examples, so that all learners can see the relevance of social problems to your lives, studies, and future careers.

NOTE: The Criminal Justice version applies this structure to focusing on the criminal justice system, with the majority of readings and content focusing on policing, courts, and corrections.

Families shape our lives in powerful ways. They are the first social institution we encounter and remain central throughout our lives, influencing how we understand love, gender, parenthood, sexuality, care, and belonging. In this course, we will explore how sociologists study families (using both research and theory) and why these studies matter for understanding social issues that affect us all.

Together, we will look at families from two perspectives: public roles (how families connect to larger social, political, and economic forces) and private experiences (how families shape our intimate and emotional lives). Many of the challenges families face occur where the public and private overlap; for example, when societal expectations about “the ideal family” clash with the realities of people’s lives. This course provides an overview of key concepts, theories, and research methods sociologists use to study families, then explores the evolution of the American Family and the wide range of family forms and experiences in today’s world). Throughout the course, we examine how inequalities (such as race, class, gender, and sexuality) shape family life.

This course also includes a community engagement component. You will contribute about 20 hours during the semester to a local organization that works with families. More information will be provided about this mandatory course component on Week 1.

NOTE: Global Families applies this structure to focusing on family diversity in global perspective, with the majority of readings and content from non-US contexts.

Romance, dating, and marriage are universal experiences, but they look very different today than they did even a few decades ago. With new technologies, shifting cultural norms, and changing political landscapes, people now navigate more options and challenges in their search for love than ever before.

In this course, we will use insights from sociology, history, psychology, and anthropology to study how love and relationships evolve across time and place. Together, we will examine how people fall in love, form partnerships, separate, and reimagine family life. Along the way, we’ll explore topics such as online dating, cohabitation, the legalization of same-sex marriage, and the #MeToo movement, connecting these changes to broader global and social contexts.

What does it mean to be a kid? What is it like to be a kid? By adopting a sociological perspective, we will see that the answers to these questions depend on children’s social contexts: who they are and where they live their lives. Using a variety of reading and discussion materials, we will examine how the meaning of childhood has varied over time and across cultures, and how children’s experiences vary across different social groups. In doing so, we will recognize that children are shaped by their social contexts, but that they also play an active role in making sense of and responding to their social worlds. Finally, we will explore the challenges and inequalities that children face and discuss strategies for leveling the playing field in families, schools, and communities.

Our society is currently undergoing a demographic transition, whereby an increasing percentage of our culture’s population will be in the later half of life.  However, most people and most social systems in the U.S. still function according to mainly negative stereotypes of older individuals that have serious, yet avoidable consequences.  During the semester, we will examine the impacts of these stereotypes, not only on older generations, but on younger generations and the culture as a whole.  A key goal of this course will be to assess and examine the social construction of aging in U.S. society, make comparisons with other cultures, and explore better models and attitudes that serve to maximize the quality of life for older individuals. The semester culminates in a final paper where you will be asked to apply what you’ve learned toward creating your own “Eldertopia.”

This course introduces you to the basics of social statistics, the tools social scientists use to make sense of data from censuses, surveys, and experiments. Together, we will explore key concepts such as frequency distributions, measures of central tendency and variability, probability theory, and estimation. You will also learn how to test hypotheses about group differences (z test, t test) and relationships between variables (correlation, chi-square). Throughout the course, you will have opportunities to engage with material in different ways—through practice problems, real-world examples, visual demonstrations, and collaborative activities. Our goal is not just to “do the math,” but to understand how statistics help us answer meaningful questions about society, inequality, and justice.

NOTE: Charts, Graphs, & Tables focuses on the first 2/3 of this course, with extra emphasis on data literacy application.

This course will introduce social research from an interdisciplinary perspective.  We will examine research methodologies that include both quantitative and qualitative data collection strategies. Understanding a range of methodological approaches is important to understand the social world more fully. A central goal for this course will be to prepare for an original research project that will be executed in the following semester, guided by the goals of a community partner. By the end of the following semester, you will work in groups to write a research report that you then share with your community partner.

This senior capstone is a project-based course designed to bring together what you’ve learned in sociology and criminal justice and apply it to a real-world problem. The centerpiece of the class is a collaborative research or applied project that allows you to design, investigate, and present your findings to others. Alongside the main project, the course includes a series of professional skill-building workshops (such as resume and CV writing, interview preparation, data presentation, and workplace communication) that will prepare you for graduate school, professional roles, and community engagement.

This course examines Scotland through the stories that shape national identity. Students engage with two strands of narrative: the historical events that structured Scottish society, and the poems, songs, novels, and films through which Scots have interpreted themselves across time. Our travel (from Edinburgh’s medieval architecture to the Highlands and northern isles) provides the context for analyzing how place, memory, and storytelling intersect.

This course examines Hawai‘i through the intersecting themes of culture, community, and colonial history. Students explore Indigenous Hawaiian perspectives, contemporary social issues, and the ways tourism and agriculture shape daily life on the islands. Our travel — to Oahu and the Big Island — provides the context for analyzing cultural resilience, contested histories, and the ongoing impacts of colonization, tourism, and globalization on Hawaiian communities.

This course examines New Zealand through the intertwined themes of exploration, colonial history, and cultural resurgence. Students consider how Aotearoa has been imagined — from early Pacific navigation and Cook’s voyages to contemporary adventure tourism and global media such as The Lord of the Rings. Our travel provides the context for analyzing how Māori communities confront the legacies of colonization, reclaim historical narratives, and reshape national identity through protest, art, and cultural revitalization.

This course examines Kentucky’s cultural and economic landscape through the intersecting themes of industry, inequality, and regional identity. Students analyze how the Bluegrass region has been shaped by thoroughbred racing, bourbon production, and the legacies of prohibition, as well as by the persistent poverty and social pessimism depicted in contemporary accounts. Travel across central Kentucky and Louisville provides the context for exploring racial justice activism, regional economic transitions, and the contested histories that continue to define the state’s place in American society.

Note: This course was not completed due to Covid-19.

• “She is understanding, flexible, and treats us like human beings.”

• “Very nice professor. She always paid attention to how we were doing and adjusted when we needed it.”

• “She has a great personality and creates a positive environment.”

• “She supports students while keeping expectations high.”

• “I always felt comfortable participating in her class.”

• “Class structure was really effective — lecture and then activities.”

• “Weekly quizzes helped me learn the material well.”

• “We always stuck to the expectations for the day.”

• “Fillable PowerPoints helped us pay attention and learn.”

• “The layout of the course made it easier to understand the readings.”

• “Class discussions helped us learn from each other and from the professor.”

• “Group activities helped us see different perspectives.”

• “Presentations in a judgment-free environment helped me grow.”

• “This class covered important topics that can be hard to talk about.”

• “I loved the material and it made me want to study more in this field.”

• “She helped whenever I had questions.”

• “She made my first semester less stressful and helped me with the transition.”

• “She was always available outside of class.”

• “I looked forward to classes with her.”

• “I’m excited to take another class with her next semester.”

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