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Courses, Seminars, and Workshops

Courses
Seminars
Workshops

Courses

This educational component provides opportunities for attendees to get in-depth training in special subject areas. These day-long intensive sessions are led by expert faculty who have prepared a comprehensive curriculum to engage participants on all levels. Registrants will receive certificates documenting their participation and completion of these courses.

Course are held prior to the first full day of program sessions. Attendance limits and fees are noted below, and prepaid registration is required. Reservations are accepted in order of receipt in the ASA Executive Office. Fees are non-refundable after July 11.

Key Developments in the Sociology of Education

Thursday, August 10, 9:00 AM–12:00 noon; 1:30–4:30 PM

Fee: $50; Attendance Limit: 30

Leaders: Kathryn M. Borman, University of South Florida; Roslyn Mickelson, University of North Carolina-Charlotte; Alan Sadovnik, Rutgers University; and Will Tyson, University of South Florida

This course focuses on key developments in research, theory, and policy in the sociology of education. The session will include both discussion and presentation of material by the four leaders. The key developments will be presented during didactic and interactive sessions, during which the presenters will lead participants through a series of discussions and activities designed to capture the most salient developments in the topic areas. Those attending will be asked to complete a set of readings in advance of the course. Readings will be available online to those registering for the course. The readings and course proceedings will cover materials related to the following six topics in the sociology of education: (1) theoretical developments in sociology of education; (2) cultural, social, and human capital in the school processes and outcomes; (3) schools and stratification in an era of major demographic shifts; (4) educational reform in an era of accountability; (5) the intersections of family, community, and school; and (6) race, sex, and SES in schools as institutions and socializing agencies.

New Knowledge on Teaching and Learning: A Course for Experienced Faculty

Thursday, August 10, 9:00 AM–12:00 noon; 2:00–5:00 PM

Fee: $50; Attendance Limit: 40

Leaders: Jeanne Ballantine, Wright State University; Greg Weiss, Roanoke College

In recent years the scholarship of teaching and learning has stimulated conversation about new approaches to teaching and to working with students and has examined the effectiveness of both traditional and newly developed teaching techniques. Experienced faculty are often looked to as models and mentors by newer faculty and teaching assistants and must be up-to-date on recent trends and developments. This workshop is designed for experienced faculty who serve as role models, who would like to learn about and discuss new ideas and approaches to teaching, and who wish to consider ideas to revamp their own courses. The course will feature expert and award-winning faculty teachers, the latest philosophies and techniques in teaching, and opportunities to share teaching strategies with other faculty members. Topics such as learning theories and teaching styles (multiple intelligences), liberal learning and learning in depth, teaching outside the box, teaching critical skills, classroom assessment techniques, teaching so that students can get a job, teaching today’s students, and developing a culture of teaching will be covered in a variety of formats from mini-plenaries to roundtable discussions to speakers.

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Seminars

To help sociologists keep abreast of recent scholarly trends and developments, the Program Committee creates specialized seminars. Experts considered to be at the forefront of a given field are invited to conduct these sessions. Seminar topics and leaders are listed below. All sessions are run seminar-style; there will be NO hands-on computer work.

Attendance at each seminar is limited to 50 registrants. Prepaid registration is required; fees are $30. The schedule and description of each seminar is posted on the ASA website. Please check the posted schedule carefully to make sure that you don’t sign up for a seminar when you are scheduled to present your own paper.

Bayesian Statistics
Scott Lynch, Princeton University

Computer-Assisted Software for Qualitative Data Analysis: How to Integrate Software into Your Analysis of Qualitative Data
Sharlene Hesse-Biber, Boston College

Designing and Implementing Large Scale, Comparative, Qualitative/Ethnographic Research
Kathryn Edin, University of Pennsylvania

Event History Methods
Lawrence Wu and Jui-Chung Li, New York University

Methodologies of the History of Sociology (co-sponsored by the ASA Section on History of Sociology)
Edward Tiryakian, Duke University
With panelists: Charles Tilly, Columbia University; Craig Calhoun, Social Science Research Council; Jack Goldstone, George Mason University; Uta Gerhardt, University of Heidelberg; Ida Simpson, Duke University; Jennifer Platt, University of Sussex; Barry Johnston, Indiana University at Gary; Jill Niebrugge-Brantley and Patricia Lengermann, American University

Multilevel Models
Peter Marsden, Harvard University

New Methods for Analyzing Social Networks
Joseph Galaskiewicz, University of Arizona

Theorizing: Interpretive Work in Qualitative Analysis
Diane Vaughan, Boston College

Topics in Regression Modeling
Roger Wojtkiewicz, Ball State University

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Workshops

From teaching challenges to using major data sets to career advice and beyond, the 2006 Program features a robust selection of workshops. All workshops are open to all meeting registrants. An overview of workshop topics is listed below. Workshop schedules, leaders, and descriptions are posted in the online preliminary program schedule on the ASA website.

Departmental Issues

  • Assessing Student Learning: Make It Manageable, Make It Meaningful
  • Designing and Implementing Professional Master’s Programs: Lessons Learned
  • Enhancing Interdisciplinary Connections
  • Establishing an Accredited Applied or Clinical Sociology Program
  • First Year Seminars
  • How Sociology Students Learn Sociology: Implications for Our Teaching and Student Practices
  • Integrating the Sociology of Science and Science Studies into General Education Reform
  • Preparing for a Program Review
  • Preventing and Addressing Student Plagiarism (co-sponsored with the ASA Committee on Professional Ethics)
  • Starting a Chapter of Alpha Kappa Delta (AKD), the International Sociological Honors Society at Your College or University: What Can AKD Do for You?
  • Teaching Adult Students
  • Teaching Sociology to Science Students
  • The Sociology Department as a Gendered Workplace
  • What Can I Do with a Bachelor’s Degree in Sociology: Implications of the BA and Beyond Survey Results for Curriculum and Mentoring

Grants and Research

  • Winning Small Grants for “Cutting Edge” Sociological Research and Related Activities: The ASA Fund for the Advancement of the Discipline

    Using Major National Data Sets

    • Exploration of Data from the National Center on Education Statistics (NCES)
    • ICPSR and Maximizing the Use of Archives
    • Panel Study of Income Dynamics: An Introduction to Its Potential and Use
    • The Wisconsin Longitudinal Study
    • Using Census Data
    • Using the Integrated Public Use Microdata Series in Research (IUPUMS
    • Using Web Based Tools to Access the NCOVR Data Center

    Teaching Research Skills

    • Blending Teaching and Research in the Undergraduate Curriculum
    • Focus Groups in Research
    • Integrating Data Analysis Experiences into the Undergraduate Major

    Professional Development

    • Collaborating Internationally on Research and Teaching: From Start-Up to Tune-Up
    • Ending the Great Divide: The Growing Convergence between Academic and Private Sector Qualitative Research
    • Preparing Effective Professional Presentations
    • Preparing Graduate Students to Teach
    • Presenting and Chairing at Professional Meetings

    On Publishing Opportunities

    • How to get Published: Advice from ASA Editors
    • So You Want to Write a Textbook
    • The Pluses, Minuses, Logistics, and Thrills of Being a Journal Editor

    For Graduate Students and New Professionals

    • Getting the Mentoring You Want and the Skills You Need in Graduate School
    • Searching for and Obtaining Academic Positions
    • Surviving Graduate School in Sociology
    • Your First Academic Job: Success in the Early Faculty Years

    Employment and Career Issues

    • Combining Family and Academic Work: Experiences and Best Practices
    • Going on the Job Market as a GLBT Sociologist (co-sponsored by the Sociologists’ Lesbian, Gay, Bisexual, and Transgender Caucus)
    • Opportunities for Research and Teaching in International Settings (co-sponsored by Sociologists for Women in Society and Research Committee 32, Women in Society, of the International Sociological Association)
    • Preparing for Third-Year Review
    • Teaching in the Two-Year College

    Careers in Sociological Practice

    • Employment Opportunities for Sociologists in State Government
    • Sociological Careers in Government Science Agencies
    • Sociologists Working in Their Own Businesses

    Teaching Sociology Courses

    • Course Ideas and Exercises for Sociology of Gender
    • Teaching about the Life Course: Incorporating Place with Time, including International Comparison
    • Teaching Aging and the Life Course
    • Teaching Mass Media and Society
    • Teaching Social Statistics
    • Teaching Sociology in an Interdisciplinary Honors Program
    • Teaching Sociology of Food
    • Teaching Symbolic Interaction Courses
    • Teaching the Sociology of Alcohol and Drugs
    • Teaching the Sociology of Culture
    • Teaching the Sociology of Emotions
    • Teaching the Sociology of HIV/AIDS
    • Teaching the Sociology of Law
    • Teaching the Sociology of Sex and Sexuality

    Teaching Techniques and Innovations

    • Incorporating Current Events into Sociology Classes
    • Incorporating Disability into Introductory/Lower-Level Sociology Courses
    • Incorporating Problem-based Learning into the Classroom
    • Innovative Techniques for Teaching Sociological Concepts
    • Integrating Community Based Learning into the Curriculum
    • Integrating Women into Classical Theory Courses
    • Internationalizing Courses
    • Preparing Students as Activists for Social Justice and Social Change
    • Teaching a Course that Integrates Sociological Theory and Political and Social Philosophy
    • Teaching about Violence Against Women
    • Teaching Criminology as a Non-Criminologist
    • Teaching Feminist and Anti-Racist Pedagogies
    • Teaching Humanist Sociology
    • Teaching Online: What You Need to Know
    • Teaching Work-Family