Proposal
Doctor of Philosophy in Applied Sociology
College of Arts and Sciences
University of Louisville
October, 2008
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TABLE OF CONTENTS
Program Abstract
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Section 1: Introduction: Mission, Influence, and Organization
University Mission
National Prominence
Increase External Funding
Expand Multidisciplinary Collaboration
Develop a Capacity for Social Science Research
Explore New Areas of Research
Increase Doctoral Degree Productivity
Institutional Needs
Diversity Policy Statement
Program Influence
Local Community
Statewide, National, & International
Organization
Exceptional Circumstances Favoring Development
Relationship to University Structure
Timetable
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Section 2: Program Description – PhD in Applied Sociology
Requirements for the Degree
Internship
Comprehensive Exam
Dissertation
Grades
Course Descriptions
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Section 3: Resources
Facilities
Library
Office Space
Faculty
Budget Matters
Program Onset
Future Costs
Revenues
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Section 4: “The Five Questions”
Are more Kentuckians ready for post-secondary education?
Are more students enrolling?
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Are more students advancing through the system?
Are we preparing Kentuckians for life and work?
Are all Kentucky’s communities and economy benefiting?
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Appendix 1: Letters of Support
Appendix 2: Faculty Vita
Appendix 3: Sociology Graduate Course Inventory
Appendix 4: Budget Spreadsheet
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References
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LIST OF TABLES
Table 1: Curriculum for B.A./B.S. to M.A. (full-time study)
Table 2: Curriculum for M.A. to Ph.D. (full-time study)
Table 3: Graduate Faculty (2008) by Areas of Interest
Table 4: Distance Education Enrollments in Sociology, 2003-2008
Table 5: Undergraduate Sociology Degrees Awarded
Table 6: Graduate Sociology Degrees Awarded
Table 7: Projected Enrollments First Five Years
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PROPOSAL FOR A DOCTOR OF PHILOSOPHY DEGREE IN APPLIED SOCIOLOGY
UNIVERSITY OF LOUISVILLE
ABSTRACT
Sociology has been a part of the curriculum for 100 years at the University of Louisville and is
currently among the largest departments in the College of Arts and Sciences. The present faculty
of the Department of Sociology, with its expertise in urban sociology, diversity and inequality,
social problems, theory, and research methods, is a highly active research and teaching unit and
is well-positioned to offer the degree of Doctor of Philosophy in the area of applied sociology.
This pioneering program, which would be only one of two in the United States, will train
professional researchers at the highest level to follow the discipline’s focus on bringing scientific
understandings to the study of social issues and problems. Its unique combined requirements of
an internship and a theoretically-driven dissertation fits the University’s urban mission and will
provide students with the training needed for applied and academic careers. The proposed
program in applied sociology will combine rigorous courses in quantitative and qualitative
research methods and theory with substantive areas and internship placements in governmental,
private, and non-governmental organizations. The primary goal of this program is to offer a
nationally recognized program in applied sociology from which graduates are prepared to assume
the responsibility for leadership on research projects dealing with social problems and issues.
This program is designed to meet the needs of a growing demand for applied sociologists who
are qualified to address directly the problems facing Kentucky, the country, and indeed the world.
The start date for the program will be fall semester 2010, with recruitment beginning in fall 2009.
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SECTION 1: INTRODUCTION: MISSION, INFLUENCE, ORGANIZATION
Sociology was established as an academic discipline in nineteenth-century Europe where
universities in Frankfurt, Berlin, Paris, and London held academic eminence until the 1930s. In
the United States, however, the discipline grew not only within modern research universities, but
through the social reform and settlement house movements of the 1890s, as well. By the 1930s,
the University of Chicago and Columbia University dominated the production of new Ph.D.s,
with graduates taking faculty positions at major universities throughout the country. Although
sociology grew disproportionately in state universities where rural sociology was prominent in
land-grant institutions, it was the departments focused on urban sociology that had a stronger and
more lasting impact on sociology as a discipline (Calhoun & Duster, 2005).
Applied sociology fits within the larger mission of the discipline and its growing
significance in advancing understandings of and addressing the problems of the twenty-first
century. The American Sociological Association (ASA) states, “Sociology is a broad and diverse
field bound by a fundamental insight that the social matters: our lives are affected not only by our
individual characteristics but by our place in the social world, not only by natural forces but by
their social dimension. Sociologists address new and recurrent social problems by investigating
the social processes that bind and separate people as members of groups, networks,
organizations, and institutions. . . .Sociology’s mission is to advance scholarship, and to teach,
apply, and disseminate the discipline’s knowledge and methods in order to build bridges to
policy makers and an informed public” (ASA, 2007, p. 2). Applied sociologists use a
sociological base of knowledge and research methods to develop scientific understandings of
social problems and issues in specific settings, including governmental, non-governmental,
private for profit, and not-for-profit organizations. The knowledge developed in these applied
settings is subsequently made available to administrators, policy makers, clients, and the general
public so that they can make informed choices in their efforts to address social problems
(Perlstadt, 2006).
As a measure of the impact sociology has on understandings of the social problems and
issues confronting society today, the ASA sponsors ten scholarly journals that serve to inform the
public on topics about markets, communities, cities, families, education, crime, and health,
among others. Various sections of the ASA publish journals that focus on issues such as gender,
race, urban areas, and problems. Among these journals, the American Sociological Review, the
ASA’s flagship journal, has a higher citation score than all other flagship journals in the social
sciences (ASA, 2007). Another major national organization, the Society for the Study of Social
Problems, publishes the journal Social Problems, which focuses specifically on research related
to such topics. In addition, there are four national organizations specifically devoted to applied
sociology. Those organizations are as follows: The Association for Applied and Clinical
Sociology, which publishes the Journal of Applied Social Science (formerly the Journal of
Applied Sociology); The Sociological Practice Association, which publishes Sociological
Practice; The Society for Applied Sociology, which publishes the American Journal of
Evaluation; and The Commission on Applied and Clinical Sociology, whose mission is to “to
develop, promote and support quality sociological education and practice in applied and clinical
areas” (http://www.sociologycommission.org/, 2007.) In addition, the sociology department at
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Virginia Polytechnic Institute and State University at Blacksburg publishes The Journal of
Applied Behavioural Science. In all of these journals, the focus is on using social scientific
methods to examine social issues and problems, with an eye toward developing conceptual and
theoretical understandings of the issues at hand. With such a scientific foundation of
understanding, then, the overall goal of sociology is to inform the means of ameliorating the
social condition.
Following the discipline’s focus on bringing scientific understandings to the study of
social issues and problems, the proposed program in applied sociology would combine rigorous
courses in quantitative and qualitative research methods and theory with substantive areas (e.g.,
the sociologies of crime and delinquency; the environment; work, labor markets, and welfare; the
family; medicine and mental health; education; and inequalities based on race, ethnicity, gender,
and social class) and internship placements in governmental, private, and non-governmental
organizations. Thus, the proposed program will provide students with the data gathering and
analytic tools needed to investigate and discover new knowledge about social problems, issues,
and trends and to offer specific policy recommendations toward the mitigation of such issues in
applied settings. In addition, the proposed program will require a doctoral dissertation, providing
students with the training and educational guidance needed to advance beyond concrete
understandings of specific social issues in localized settings and toward more generalized and
theoretically driven explanations of sociological trends. Thus, as students complete the proposed
Ph.D. program, they will be prepared to enter the professional work force as applied sociologists
or, should they choose a more traditional career, in academic settings. Either way, they will have
been trained and prepared in the “real world” of social problems.
The sociology faculty is well-prepared to teach the proposed courses for this program and
to mentor advanced graduate students. Their readiness is evidenced by a number of teaching
awards, including the University Distinguished Teaching Award, the Kentuckiana Metroversity
Outstanding Adult Learner Award, the University of Louisville Disability Awareness Award, and
a Fulbright Teaching Award. Evidence of the faculty’s commitment to excellence in teaching
includes their participation in numerous training programs, including the Writing Across the
Curriculum seminar, the Teaching Diversity Program, the Delphi Center’s i2a Ideas to Action
Critical Thinking Seminar, and the Inclusive Teaching Circle. The faculty’s pedagogical
expertise is also evidenced by their publication of several textbooks and readers by wellrespected academic publishing houses. In addition, a number of faculty members are now
teaching or have recently taught in other colleges and departments, including the Department of
Urban and Public Affairs, Medicine, Music, and Education, in addition to their collaboration
with the Departments of Women and Gender Studies and Pan-African Studies. Such
collaborative efforts have created professional networks that enhance research opportunities for
faculty and graduate students. The department currently has 16 Masters students enrolled in
classes with 11 more in various stages of completing the thesis or practicum option. Over the
past 10 years, an average of 7 students per year has completed the Master’s degree.
Faculty engagement in the classroom is informed by active and productive research
agendas, in which current and future graduate students are and would be encouraged to become
involved. Like the professional networks created through teaching, faculty have engaged in
collaborative efforts with faculty in a number of departments and colleges at UofL, including
Nursing, Medicine, Social Work, the Department of Urban and Public Affairs, Justice
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Administration, and Pan African Studies. Most recently, the faculty’s applied research has
focused on crime and juvenile delinquency, with an additional focus on the impact of race on the
treatment of juvenile offenders in Kentucky; brownfields redevelopment and citizen activism in
Louisville’s “west end”; welfare to work initiatives in Kentucky; education, technology, and
academic testing in Kentucky; demography; urban issues; aging; feminist movements in Turkey;
violence against women in India; and the ethics of hand and face transplantation. The
department is well-recognized in the field of sociology. Most recently, faculty members have
won two ASA section awards for outstanding research. Current faculty members have also been
the recipients of the Victor Olorunsula Award for Junior Faculty Research and Sociological
Spectrum’s Award for Best Article Published in the Journal that Year. They have published in
top tier journals, including The American Journal of Sociology, Social Science Quarterly, and
Social Forces, as well as in top specialty journals, such as Social Problems; Criminology; The
American Journal of Criminal Justice; Gender & Society; Visual Studies; Rural Sociology;
Urban Affairs Quarterly; Journal of Marriage and the Family; Georgetown Journal of Poverty
Law and Policy; Feminist Economics; Contexts; the Journal of Contemporary Ethnography;
The American Journal of Infection Control, Plastic and Reconstructive Surgery; The Journal of
Social Behavior and Personality; The Gerontologist; The Journal of Obstetric, Gynecologic, and
Neonatal Nursing; and Educational Technology, Research and Development, among numerous
others. The faculty has also published in international journals such as East European Quarterly,
Romanian Journal of Sociology, International Journal of Addictions, Contributions to Nepalese
Studies, Journal of Government and Political Studies (India), and Caribbean Journal of
Agricultural and Natural Resources, as well as in several regional journals. In addition, the
current faculty has published five academic books and has three additional manuscripts in
various stages of development. Current faculty members have also been the recipients of
numerous grants. At the national level, their research has been funded by the National Institute
of Aging, the U.S. Department of Education, the Spencer Foundation, the American Sociological
Association, the National Science Foundation, the U.S. Department of Agriculture, the Eli Lilly
Foundation, and the National Institute on Aging. At the state and regional levels, the faculty has
received grants from the Kentucky Department of Juvenile Justice, the Kentucky Education and
Professional Standards Board, the Jefferson County Public Schools Computer Support Unit, the
Kentucky Department of Education, and the Jewish Hospital Foundation.
In sum, teaching awards, active participation in opportunities for pedagogical
development, collaborative teaching and research with faculty in other departments and colleges,
the publication of books, textbooks and readers, the receipt of numerous national, state, and local
grants, and a nationally recognized research agenda strongly suggest that the Sociology faculty is
well-prepared to meet the challenges of the proposed program. With the demand for applied
sociologists expanding and the development of new Master’s degree programs in applied
sociology nationwide on the upswing, the proposed program will make UofL a leader among
institutions that offer the Ph.D. in applied sociology.
1. University Mission
a. National Prominence. The proposed Ph.D. in Applied Sociology is in accord with the
institutional mission that calls for the University to achieve national prominence in teaching and
research. The Challenge for Excellence 1998-2008 states:
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We shall achieve national recognition through selective investment in programs that
have clear potential to attain national eminence, enhance educational quality in our
undergraduate program and graduate programs, promote economic development,
and strengthen the educational and cultural institutions of our community.
In a Power-Point presentation on January 15, 2009, President Ramsey announced, “We
met the Challenge” (President’s Update—Board of Overseers). To sustain UofL’s commitment
to excellence in these areas, the proposed program will be one in which faculty will draw on
already-established connections in the Louisville Metro area, Kentucky, and the world. In
addition to the collaborative research, community and organizational connections previously
described, current faculty have established additional professional relationships with universities
and other organizations in India, Turkey, Ghana, Trinidad, and Nepal, which have the potential to
provide international research opportunities to students who are so-interested. Specifically, once
graduate students have been methodologically prepared and have received appropriate training in
a substantive area, they will be required to do a one-semester internship at a private,
governmental, or non-governmental organization. The purpose of the internship will be to
conduct research in areas such as policy analysis, population need, or social problems, guided by
one or more academic advisors on a topic agreed upon by the student, one or more academic
advisors, and one or more administrators at the organization. Such internships will provide
valuable applied research experience for the student and access to scientific data on issues of
concern to organizations and agencies that will sustain efforts to “promote economic
development and strengthen the. . .institutions of our community,” as called for in the Challenge
for Excellence 1998-2008. The proposed program will move beyond the stated goal of the
Challenge for Excellence 1998-2008 of strengthening “educational and cultural institutions” by
including research conducted for private, governmental, and non-governmental organizations and
agencies, as well. Thus, both the university and the community will benefit from the proposed
program.
b. Increase External Funding. The proposed program is also commensurate with the
University’s Research Strategic Plan (9/2007, http://louisville.edu/research/strategicplan/research-strategic-plan.html). By working in partnership with agencies such as the
Louisville Metro Public Health & Wellness Department, Planned Parenthood, the Jefferson
County Department of Health and Human Services, and the Center for Women and Families (to
name just a few of the possibilities), Ph.D. students in the Department of Sociology, working in
collaboration with faculty advisors and administrators within these agencies, have the potential to
secure funding to conduct research. The agencies will benefit from research conducted by welltrained graduate students under the professional guidance of faculty. The University will benefit
from enhanced partnerships with, and heightened visibility within, the community, as well as the
potential for increased levels of funded research. Many social scientists in general and
sociologists in particular, are ill-situated to secure funding from highly ranked national research
organizations, such as the National Science Foundation or the National Institutes for Health.
However, by working in collaboration with public and governmental agencies, faculty will
increase their chances of securing funding for applied research through sources such the NIH,
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NIMH, and other federal organizations (Perlstadt, 2006), as well as prestigious foundations, such
as the Spencer Foundation, The Robert Wood Johnson Foundation, the Guggenheim Foundation,
and other endowed funding sources, thus contributing to one of the University’s goals in its
Strategic Plan. Although the Sociology Department has a strong record of grant funding,
partnerships with local, state, and international organizations will strengthen the faculty’s
competitiveness in securing funding.
c. Expand Multidisciplinary Collaborations. The proposed program would increase the
amount of social science research conducted within the Department of Sociology by creating
partnerships within the community, state, and potentially with organizations in international
settings, and would increase collaborative relationships between faculty and graduate students. It
has enormous potential to increase inter-disciplinary research as students are placed in settings
dealing with a wide variety of issues, including, medical, mental health, criminology, family
violence, environment, and so forth. Although the term “translational research” is commonly
used to refer to the application of bio-medical research, the proposed program in applied
sociology brings translational research into the field of social science, where graduate students,
under the supervision of faculty mentors, will conduct research that will inform and have
enormous potential to “translate” into solutions to social problems.
d. Develop a Capacity for Social Science Research. The University Strategic Plan (2020)
calls for raising the University’s social science research productivity. The proposed Ph.D.
program would, by its very nature, present faculty with increased opportunities for research and
enliven their pursuits in the discovery of knowledge. Currently, the Department of Sociology
loses a number of quality graduating seniors and potential Master’s students to other universities
whose sociology departments offer the Ph.D. By offering both Master’s and Ph.D. degrees, the
department would be able to recruit an additional number of high caliber students at the M.A.
level, retaining them as they went on to pursue the Ph.D. As students worked their way through
the program, faculty would have sufficient time to train and develop on-going research
relationships with graduate students. By working with advanced graduate students and in
partnership with public and private organizations, research opportunities would be opened and
problems that often attend a lack of graduate research assistance would be addressed.
e. Explore New Areas of Research. The Research Strategic Plan
http://louisville.edu/research/strategic-plan/research-strategic-plan.html#summary) calls for the
expansion of research on environmental health. The proposed program would open new
opportunities for continued funded research in areas such as environmental justice and health,
specifically related to research on brownfield redevelopment projects throughout the Metro area.
It would also facilitate potential research projects on the social and public health impacts of
mountaintop removal methods of coal mining in eastern Kentucky. Furthermore, the potential to
develop research projects on environmental health would be expanded, offering additional
opportunities to work on such issues in collaboration with Louisville Metro Health & Wellness
and the Center for Health Equity.
f. Increase Doctoral Degree Productivity. The proposed Ph.D. program in Applied
Sociology would contribute to the University’s Strategic Goal of increasing the number of Ph.D.s
awarded each year. UofL has made great improvements in the number of Ph.D.s it has awarded
in recent years (University of Louisville, 2005). Since the inception of the Challenge for
Excellence 1998-2008, the University reached its goal for the first time in 2006 (University of
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Louisville, undated). The proposed Ph.D. program in Sociology will contribute to this Strategic
Goal. Further, the University stands to benefit from the partnerships that will be created by the
program and from the potential for increased levels of funding and research productivity it will
create within the Department of Sociology.
g. Institutional Needs. A new Ph.D. program in applied sociology would contribute an
important dimension to UofL as a comprehensive research and educational institution. Through
applied research partnerships with governmental, private, and non-governmental organizations,
the program will contribute greatly to the larger social scientific understandings of trends and
social problems of the twenty-first century. The social scientific contributions made possible by
this research stand to increase the visibility of the University of Louisville as a premier
metropolitan research university.
The institutional goal of increasing funded research would be addressed in the
implementation of the proposed program. The proposed doctoral program in applied sociology
has enormous potential to increase the level of funded research, sought in partnership with public
and private organizations. An increase in funded research will have the added benefit of
increasing the publication rate in the department, further enhancing the stature and visibility of
the University within the social scientific community. The program would play an exceptional
role in facilitating the University’s stated goals of developing the capacity for social scientific,
multidisciplinary, and social scientific translational (or applied) research.
This program holds the additional promise of facilitating the goals of critical thinking, as
expressed in UofL’s Ideas to Action: Using Critical Thinking to Foster Student Learning and
Community Engagement. Specifically, the document states, in part, that:
The ability to think critically calls for a higher-order thinking than simply the
ability to recall information. University curricula, therefore, must provide
not only opportunities to learn and recall information but must also give
students increasing opportunities to practice and advance toward higher-level
reasoning. For students to be prepared for practical application beyond the
university, their critical thinking skills have to be regularly exercised in day-to-day
classroom experience, even when course content appears to be remote from
real-world problems.
A Ph.D. in applied sociology would enhance the learning experiences of graduate
students. As Ideas to Action points out, all too often, students memorize information but are then
unable to make the transition to practical application beyond the university. In the proposed
program, critical thinking skills would be developed and exercised in both the graduate and
undergraduate classrooms. The “remoteness” of topics discussed in graduate classes would be
further addressed by having students move to a higher level of reasoning by applying what they
have learned in a “real-world” setting. This transition from the consumption of knowledge to its
production would begin during the internship placement and be further facilitated by the
dissertation.
The program would further enhance the development of critical thinking skills among
undergraduates. Graduate students and faculty involved in internships and research projects in
the community would likely bring their research and internship experiences back to the
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classroom, creating a linkage between the more remote academic topics of the classroom and the
lived experiences students have had in the community, state, and even the broader national and
international contexts. Following the guide to critical thinking developed by Paul and Elder
(2008), faculty and graduate teaching assistants would have prime material to encourage students
to think about the purpose and assumptions of the applied research, to think conceptually about
the work and consider the points of view of the researchers, and to think through the implications
and potential consequences of the research, among other components of critical thinking.
Student interest in the research would likely to be piqued because of the real world application of
sociology, much of it taking place in their “own back yards.” By discussing such linkages
between research and the “real-world,” professors and graduate teaching assistants would model
for undergraduate students the development of sociological knowledge, encouraging them to
think actively and critically in their own application of concepts and theories to agencies,
organizations, events, problems, and trends that may already be affecting their lives. The
opportunity to learn about and discuss such projects will help them to think more actively and
more critically about the information they are learning in the classroom. An added potential
benefit is that students would become more interested in the social issues in their communities
and in becoming actively involved in research and research-based solutions to real world
problems. The proposed program has the potential to foster further critical thinking skills among
the most motivated students, who might seek undergraduate opportunities to do internships,
conduct independent (i.e., honors thesis) research, or assist in the research being conducted by
faculty and graduate students. Again as indicated by the rationale for Ideas to Action, the
University’s transformational undergraduate initiative, students often have difficulty
understanding why they are required to learn or how they might ever be able to use much of the
course material they are required to master. A program in applied sociology would create bridges
between academic course content, critical thinking skills, and the lived experiences of students,
thus bringing the material to life for them and fostering a more critical awareness of community
issues and the potential for sociology and the social sciences to facilitate better understandings of
those issues.
h. Diversity Policy Statement. Equality and diversity are central to the aims and
objectives of the Department of Sociology at the University of Louisville. The department
actively promotes the involvement of all students, staff, and faculty in all areas of academic life
and seeks to ensure that they are free from discrimination on the grounds of gender, race, social
background, disability, religious or political belief, age, and sexual orientation. The Department
of Sociology recognizes that the elimination of discrimination is integral to ensuring the best
possible services to both the university community and society at large. Moreover, the proposed
program would facilitate the involvement of undergraduate and graduate students in fostering a
community environment conducive to greater respect for diversity and equality. Specifically,
many community-based organizations, such as the Center for Health Equity and the Center for
Women and Families, among numerous others, have goals of promoting equality and social
justice. As faculty members establish partnerships with such organizations, graduate and
undergraduate students would have vastly expanding opportunities to become involved in
creating a community in which diversity and equality are realities, rather than simply cultural or
organizational goals.
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2. Program Influence
a. Local Community. UofL’s Strategic Vision states: “In pursuit of our goal, we shall,
first and foremost, focus on our metropolitan mission and our 200-year tradition of serving the
citizens and institutions in our nine county service region.” The proposed program is consistent
with UofL’s urban mission because it aims to integrate excellence in its intellectual work with
making on-going contributions to the life of the community.
To support the University’s charge, the doctoral degree, which is not geared to a
specialized market, will provide a place of study for those who already participate in professions
in the public and private sectors in the nine-county service area. The degree will provide such
students with research skills, expertise in one or more substantive areas, and theoretical
knowledge that will broaden their sociological understanding of the position of the organizations
for which they work within local, statewide, national, and globalized settings. At the local level,
there is solid interest in and support for the development of a Ph.D. in applied sociology at the
University of Louisville (See Appendix 1, Letters of Support). Since there is not a comparable
program in the state or the region, the demand exists for training of professional sociologists who
will have the expertise to conduct research that will inform public policy and decisions making
by private organizations.
The program will make a contribution to the community through its internship
requirement. As part of its curriculum, the Department of Sociology presently offers students in
its Master’s degree program the option of conducting a practicum as a requirement for
graduation. In the past, students have been placed at Planned Parenthood, Kosair Children’s
Hospital, the Every1Reads program in Jefferson County Public Schools, among many others. In
addition, numerous other agencies have voiced interest in having doctoral students intern with
them. The department will continue to establish relationships throughout Jefferson County, such
as with the Louisville Metro Health Department, the Center for Health Equity, the Center for
Women and Families, and Metro Corrections, and it is feasible that students might intern in
similar city/county agencies throughout the state and potentially in state-wide entities, such as
the various Kentucky Cabinets for Health and Family Services, Corrections, and Natural
Resources and Environmental Protection, among others. Expanding the University’s strategic
vision, the program would also endeavor to provide international placements for those students
interested in them. International students would have the opportunity of interning in an
organization in their home countries, and students native to the United States might be placed in
a number of international settings, in areas where faculty have established partnerships, such as
in India and Trinidad.
Further, the program would contribute to the community via its bi-annual Louisville
Metro Survey. This survey has the potential to be used by faculty and graduate students working
in collaboration with local agencies to poll the populace on salient issues. In addition to program
assessments, faculty and graduate students could include questions on the survey pertinent to
research projects being conducted at various social service agencies and other organizations. In
the past, such issues have included attitudes regarding domestic violence, fear of crime, genetics,
and racism. By including such data analysis in internship reports, the community would benefit
from a better understanding of community attitudes and practices, and graduate students and
faculty would enhance their research productivity.
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A Ph.D. program in applied sociology would serve the local (and wider) community in
another way. As former Social Science Research Council President Calhoun and former ASA
President Duster have noted, “. . .no discipline is more closely intertwined with broader social
currents than sociology” (2005, p. 2). Professional training at the doctoral level will equip
students, whether recruited locally, nationally, or internationally, with the skills needed to
provide a scientific understanding of social trends, patterns, and problems. Such scientific
understandings stand to strengthen the local community, as well as foster more well-informed
public and private policy.
b. Statewide, National, and International.
Currently Baylor University in Texas is the only post-secondary institution to offer a
doctoral program in applied sociology in the United States. In addition, another eight programs
offer Master’s degrees in applied Sociology, with one coupling its applied Master’s degree with a
Ph.D. in Gerontology. Research suggests that the level of training provided in most Master’s
degree programs may not be sufficient to address the growing need for professional applied
sociologists, as predicted by the Bureau of Labor Statistics. Specifically, a survey of applied
sociologists showed that those with the Ph.D. generated more knowledge through research than
those holding only a Master’s degree (Adamek & Boros, 1983).
3. Organization
a. Exceptional Circumstances Favoring Development. As demonstrated in the previous
section, there is a nationwide paucity of applied sociology programs that offer training at the
doctoral level. The near absence of professional training in applied sociology, combined with a
growing market demand for professional applied sociologists, presents the University of
Louisville with a unique opportunity to fill a market need and to attain regional and national
recognition in applied sociology.
The University of Louisville has been designated an “RU/H: Research University (high
research activity)” by the Carnegie Foundation for the Advancement of Teaching. This
designation places UofL as one of only 103 institutions to have attained that classification among
the 4,392 colleges and universities ranked (Carnegie Foundation for the Advancement of
Teaching, 2007). Implementation of the proposed Ph.D. program in Sociology would more
solidly position the university within that category and earn praise for leadership in innovative
degree programming. It would ensure leadership in sociology and the social sciences in this
region and enhance the university’s recognition at the national level, along with its other doctoral
programs.
Particularly during periods of fiscal problems, such as those facing post-secondary
education in Kentucky in 2008, it is incumbent upon leadership to develop programs that have
the potential to generate income for universities. The proposed program will enhance the
opportunities for successful grant-writing within the Department of Sociology, working in
partnership with organizations in the Metro region, the Commonwealth, and beyond.
b. Relationship to University Structure. The proposed Ph.D. in applied sociology would
be located within the Department of Sociology in the College of Arts and Sciences and would be
administered by a director, consistent with the standards of University of Louisville graduate
education.
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c. Timetable. AY 2009-2010: student recruitment and admission; program promotion and
marketing; adjust teaching schedules. AY 2010-2011: admit first class and initiate program.
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SECTION 2: PROGRAM DESCRIPTION: PH.D. IN APPLIED SOCIOLOGY
Doctoral studies in sociology provide students the opportunity to learn the knowledge and
techniques of the discipline at its deepest levels. A rich comprehension of the theories and
methods of the field are expected upon completion of the program. In addition, graduates of the
proposed program will also have specializations in applied research techniques and stratification
theories. Competencies in these fields will be developed in the following curriculum plan.
1. Requirements for the Ph.D. Degree
To be admitted to the Ph.D. program, students must demonstrate basic competency in
research skills, as evidenced by completion of a Master’s thesis or another independent research
project, such as a sole-authored research report or published article. Completion of 34 hours of
graduate credit at the M.A. level (beyond the baccalaureate degree) and 64 hours beyond the
Master’s degree is required. Tables 1 and 2 outline the plans of study for students beginning the
program with a Baccalaureate degree and a Master’s degree in sociology. Students who apply for
the program without a Baccalaureate degree in sociology are required to take the following
prerequisites: SOC 320 (Social Theory), SOC 303 (Research Methods), and SOC 301 (Social
Statistics). Doctoral students receiving support will conduct guided research (SOC 602) in order
to develop dissertations, maintain full-time status during the summer, and hasten graduation.
Part-time students will follow a schedule appropriate to their needs.
Table 1: Curriculum for B.A./B.S. to M.A. (full time study)
Semester
Year 1, Fall
Classical Theory (redesigned Soc 620)
Seminar in Research Methods (Soc 615)
Seminar in Social Statistics I (Soc 609)
Proseminar
Hours Credit
Other Tasks
3
3
3
1
Year 1, Spring
Seminar in Social Statistics II (Soc 610)
Sociology Elective
Sociology Elective
3
3
3
Year 2, Fall
Sociology Elective
Sociology Elective
Independent Study (Soc 602)
3
3
3
Select thesis advisor
Year 2, Spring
Thesis Research
Total
6
34
Select thesis committee
Defend thesis
15
Table 2: Curriculum for M.A. to Ph.D. (full time study)
Semester
Hours Credit
Year 1, Fall
Seminar in Contemporary Theory (new course)
3
Program Evaluation and Impact Analysis (Soc 617) 3
Sociology Elective
3
Proseminar (Soc 614)
1
Year 1, Spring
Advanced Multivariate Modeling (Soc 616)
3
Social Policy (Soc 625)
3
Sociology Elective
3
Year 1, Summer
Independent Study (Supported students only)
(6)
Other Tasks
Year 2, Fall
Research Methods (not Sociology)
Sociology Elective
Fundamental Assumptions of Sociology (Soc 619)
Year 2, Spring
Qualitative Field Research Methods (Soc 618)
Independent Study
Dissertation Research
Year 2, Summer
Independent Study (Supported students only)
Assemble internship and
dissertation committee and
chair
Year 3, Fall
Internship
Year 3, Spring
Dissertation Research
Year 3, Summer
Independent Study (Supported students only)
Year 4, Fall
Dissertation Research
Year 4, Spring
Dissertation Research
Total
3
3
3
Secure internship site
3
3
3
(6)
9
9
Write and present internship
report; Prepare for exam
(6)
Take General Exam
9
Defend dissertation proposal
Defend dissertation
__
64
16
a. Internship. The internship will require students to secure a one-semester placement at
a governmental, non-governmental, non-profit, charitable, or private organization, agreed upon
by the student and her or his major advisor. Students who have earned 6 or more credit hours of
C+ or lower may not begin or complete an internship placement. Further, the internship may not
be started until students have passed all of the required methods courses with a grade of B- or
higher. Under supervision of the chair of the internship committee, the student will conduct
research for the organization in areas such as policy analysis, population need, or social problems
on an issue agreed upon, in writing, by an authorized representative of the organization, the
internship committee chair, and the student. The specific duties and responsibilities, a plan of
research, and an outline of what the research report will encompass shall be written into the
contract. The internship may consist of secondary analysis of data or the collection and analysis
of original data. The internship report will consist of the following sections: I. Summary of the
Topic Being Researched, Purpose of the Research, Research Questions and/or Hypotheses,
Summary of Assumptions and Concepts; II. Research Methods; III. Findings; IV. Summary and
Conclusions or Recommendations. Before the report is submitted to the organization, it will be
subject to a defense internal to the department, in which the student will present his or her
research and respond to questions and criticisms by members of an internship committee. The
committee will consist of three members of the graduate faculty from the Department of
Sociology at UofL. The internship will be required of all Ph.D. students, including those who
have completed a Practicum Report as part of the requirements of an M.A. in Sociology at the
University of Louisville. (Note: For repeated courses, only the new grade counts.)
The Graduate Advisor, who serves as the director of graduate studies, will oversee the
internship component of the program. Each student’s mentor will supervise the internship.
Students who receive stipends from the host agency will not be eligible for university funding.
b. Comprehensive Exams. Upon completion of all course work and after successful
defense of the internship report, all students will prepare for comprehensive exams. The purpose
of the comprehensive exam is to demonstrate expertise in three specific areas of expertise. No
student may take the comprehensive exam until he or she has completed all Incompletes or
grades of X, except for dissertation or research hours. No student who has more than 6 hours of
a grade of C+ or below may take the comprehensive exam. Students will be tested in a
methodological, theoretical, and a substantive applied area of their choosing. A reading list for
each of these areas will be prepared by the student with assistance from members of the
comprehensive exam committee. The exam will consist of three questions (one question per
area) developed by members of the exam committee. Students will not be permitted to see the
questions until they begin taking the exam. Students will complete their exams during three
four-hour sessions held in a secure setting over three consecutive days. Students will not be
permitted to use books, notes, or any other materials while writing their essays. After a period of
one week and not longer than two weeks, the chair of the exam committee will schedule an oral
exam of a duration of not less than two and not longer than three hours, during which the student
will respond to questions presented by members of the committee about the written essays. To
render a passing grade, all committee members must agree to pass.
Students who fail the exams may re-take the work judged unsatisfactory within the
following semester. Students failing the second attempt will be expelled from the program.
17
c. Dissertation. Upon successful completion of the oral comprehensive exam, students
will be admitted to candidacy. Students are required to write and present a dissertation research
proposal to a dissertation committee for approval. The committee will consist of five members:
three or four must be graduate faculty in the Department of Sociology; no more than two will be
graduate faculty from other departments; and one may be from another university. The proposal
will include a summary of research literature on the topic to be researched, the ways in which the
proposed research is expected to expand upon the literature in meaningful ways, an explanation
of the theoretical framework and relevant concepts that will, or is likely to, inform the data
analysis, the data collection methods to be used, and the source of the data to be analyzed.
Students may propose to use the data collected during their internships, but they must present in
their research proposals a sound methodological and/or theoretical argument explaining how the
proposed research will address gaps in the literature and why a case study method is an
appropriate approach. After the proposal is completed, the dissertation committee chair will
schedule a defense of the proposal, at which the student will address questions and concerns
presented by committee members. Such concerns will be included in a final draft of the research
proposal, which the student will distribute to all committee members.
After approval of the research proposal, the student will conduct research for the
dissertation, which will include the elements required in the research proposal, as well as a
section of findings, analysis and discussion of the findings, and summary and conclusion. Upon
completion of a defensible draft of the dissertation, the student will submit the draft to all
members of the dissertation committee. The student will also place a copy of the dissertation at
the front desk in the Sociology Department, which may be read by interested faculty or students.
The committee chair will schedule a defense to be held not less than one week after distribution
of the final defense draft and its placement at the front desk of the Sociology Department, and not
more than two weeks after its distribution. In the defense, the student will present his or her
work and then respond to questions and criticisms from members of the committee. The student
will be responsible for making any final changes required by committee members. Upon
completion of the final document, it will be distributed to committee members and submitted to
the University, following its applicable guidelines.
By combining rigorous courses in quantitative and qualitative research methods and
theory with substantive areas (e.g., the sociologies of crime and delinquency; the environment;
work, labor markets, and welfare; the family; medicine and mental health; education; and
inequalities based on race, ethnicity, gender, and social class) with internship placements in
governmental, non-profit, charitable, private, and non-governmental organizations, the proposed
program will provide students with the data gathering and analytic tools needed to investigate
and discover new knowledge about social problems, issues, and trends and to offer specific
policy recommendations toward the mitigation of such issues in applied settings. In addition, by
requiring the completion of a comprehensive exam, dissertation proposal, and dissertation, the
proposed program will provide students with the training and educational guidance needed to
advance beyond concrete understandings of specific social issues in localized settings and toward
more generalized and theoretically driven explanations of sociological trends. The strength of
this program is that it provides extensive training for students in two career directions, the
applied and the theoretical. Students will prepare for the “real world” of Applied Sociology by
completing the 9 credit hours of internship. They will undergo the rigors of the theoretical aspect
18
of the discipline by completing a dissertation. When students complete the program they will be
prepared to enter the professional work force as applied sociologists or they may choose a more
traditional career in academia.
d. Grades. Doctoral students are expected to produce high quality work. Students who
receive a grade lower than a C+, however, may re-take no more than 2 courses for which a grade
lower than C+ has been earned. These courses may be retaken only once each. If the student
cannot achieve grades higher than that on the second try, the student will be dismissed from the
program.
e. Course descriptions. A list and description of graduate sociology courses can be found
in Appendix 3. Changes in the existing inventory of courses will be small. Only two new courses
(Contemporary Theory (619) and Social Policy (625)) will be created. Sociology 620, Seminar
in Sociological Theory, will be redesigned as Seminar in Classical Theory. See Appendix 3 for a
list of all courses. No electives are specifically attached to either the M.A. or Ph.D. programs.
SECTION 3: RESOURCES
1. Facilities. The Department of Sociology is located in Lutz Hall on Belknap Campus.
The department’s administrative and faculty offices, conference rooms, library, and research and
computer lab are located on the first floor of the east wing. Additional storage space is located in
Davidson Hall. The computer lab was recently remodeled and expanded and now has 30 student
work stations and a centralized “command” computer that allows the instructor full control of the
computers and other media tools in the lab. The lab is fully functioning for teaching and
conducting complex statistical designs.
The department conducts the Louisville Metropolitan Survey (LMS) every two to three
years, depending on the availability of funding. The LMS is a valuable tool for students to learn
and practice survey research and to promote student and faculty research.
a. Office Space. The Department of Sociology is housed in the first floor of the east
wing of Lutz Hall. The department has sufficient office space to accommodate two to four
additional graduate assistants. If these assistants are added, an office for one new faculty
member could be gained by over-crowding the graduate assistants. Any further growth, however,
would require office space beyond the current suite in Lutz.
b. Library. The Department of Sociology is located near Ekstrom Library, the
university’s main library. The University of Louisville became a member of the Association of
Research Libraries in 2002. Ekstrom and the other university libraries have several programs to
support social scientific research activities. These include a wide range of electronic search
engines, an efficient library loan service, an excellent archives program, and links to a number of
statistics websites.
The library’s journal holdings are adequate, with two exceptions. Specifically, given the
applied focus of the proposed program, per recommendations of Reference Librarian, Sarah Jent
and Head of Collection Development, James E. Manasco, we request that the library subscribe to
two journals: The American Journal of Evaluation ($485/year) and The Journal of Applied
Social Science ($185/year). In addition, per these librarians’ recommendations, we would ask
19
that the library bring its book holdings in sociology up to benchmark levels by purchasing 400
new titles over the next five years for an approximate one-time cost of $21,388.
Given recent budget cutbacks, the Department of Sociology and the University Library
have negotiated an agreement (see attached letter in the Appendix) in which the department will
subsidize part of the acquisitions necessary to increase the library’s holdings to benchmark level.
The Department of Sociology agrees to give 2% of the tuition income derived from the proposed
doctoral program to the library to be used to enhance holdings in its sociological collection. The
Department of Sociology is happy to collaborate with the library to help both units reach their
goals. The agreement with the library also includes the following:
1. The library will set an initial goal of using available funds to purchase additional
monographs in applied sociology;
2. The library will have an initial goal of acquiring 400 monograph titles (costing
approximately $20,000). Given contributions from the department and the library, we
will try to reach this goal within five years.
c. Faculty. The Department of Sociology graduate faculty, which consists of 15 tenured
and tenure-track faculty members, are all potential contributors to the doctoral program. In
addition, one untenured faculty member will join the graduate faculty within one or two years.
All new professors will be expected to become members of the graduate faculty within three to
four years of joining the department. The Ph.D. program will be administered by the position of
Director of Doctoral Studies (10% AWP credit) who will also serve on the department’s
Graduate Committee. Faculty will rotate in offering graduate courses and will additionally be
involved with graduate students as thesis, internship, and dissertation advisors, as well as in
offering independent studies. Such one-on-one involvement will not entail course releases.
Faculty vitae are found in Appendix 2. All full-time tenure/tenure-track faculty members
have a Ph.D. in sociology except one, who holds a Ph.D. in social psychology, a closely related
field. This professor teaches courses in social psychology and statistics. All full-time, tenured
and tenurable faculty members hold doctorates from distinguished and accredited institutions.
The faculty members who will launch the program and their teaching and research areas are
listed in Table 3.
Table 3: Graduate Faculty (2008) by Areas of Interest
Mark Austin
Applied Sociology, Criminology, Urban
James K. Beggan
Statistics, Social Psychology
John Busch
Social Theory, Social Systems
Robert Carini
Statistics, Family, Education
Karen Christopher
Stratification, Gender
Melissa Evans-Andris
Qualitative Research, Education
Allen Furr
Medical Sociology, Applied Research Methods, South Asia
Patricia Gagne
Qualitative Methods, Social Theory, Gender
Lauren Heberle
Urban, Statistics, Environmental Sociology
20
Gul Marshall
Cynthia Negrey
Deborah Potter
Jon Rieger
Ryan Schroeder
Clarence Talley
Hiromi Taniguchi
Wayne Usui
Gender, West Asia, Social Movements, Mass Media
Urban, Work, Qualitative Methods
Medical Sociology, Applied Sociology (joins faculty 2009)
Research Methods, Community, the Arts
Criminology, Deviance
Stratification, Race and Ethnicity, Caribbean Studies
Demography, Stratification, Research Methods
Statistics, Research Methods, Aging
2. Budget Matters
a. Program Onset. This program can be initiated with existing department resources.
The primary start-up costs include graduate assistantships and the minimal library acquisitions
listed above. The department can also assume the new required courses by reducing only
marginally the number of undergraduate sections currently offered and raising the number of
seats in undergraduate courses, again only by a small number of five seats. Tuition revenue,
however, should be a net gain because qualified doctoral students, as specified by SACS, will be
expected to teach lower division courses (Introduction to Sociology, Social Problems, Race and
U.S. Society, and Self in Society) that have high enrollments. These courses satisfy general
education requirements and typically fill to capacity.
The department will pay stipends for two graduate assistants each year.
The department’s current existing resources allow us to avoid new expenditures in several
areas. The department’s inventory of computers and internet and telephone lines is sufficient to
initiate the program. Also, the department has enough staff support to initiate and maintain the
program.
The department is able to fund additional assistantships from its revenues from the
summer tuition initiative and distance education courses. Given the instability of these
resources, however, the department will ask the College of Arts and Sciences to assume the costs
of GA funding on par with other PhD-granting departments in the college.
Arts and Sciences has agreed to support three TAs, adding one each year beginning in
2011. In addition, the College will contribute $2,760 over the course of four years to the library.
The Department of Sociology will make a one-time contribution of $10,000 to the library for
acquisitions. Please see attached supporting letters and budget spreadsheet.
b. Future (Projected) Costs. At present, the department’s faculty is understaffed
compared to other doctoral programs. In 2007, the department, in conjunction with Latin
American and Latino Studies, applied for resources to hire a sociologist with expertise in Latino
and Latina studies. When budget conditions allow, this position would be of great value to the
Ph.D. program in Applied Sociology.
In accordance with the department’s and college’s strategic plan initiative, the department
will ask for an additional two faculty lines over the course of the next four years (net total = 3).
These faculty positions will increase course offerings and expertise to benefit students’ training
and increase research productivity for the department. These new hires will be used to increase
the social and cultural diversity of the department as well.
Additional office space will eventually be required. By rearranging current resources and
doubling-up, the department could provide sufficient space to house the new graduate assistants
21
temporarily. However, given that the new GAs will have teaching responsibilities, additional
space will be necessary. Office space for new faculty will be needed in time.
c. Revenues. To support this program, the department will utilize two streams of revenue.
First, the department has a successful distance education program that generates a sufficient and
reliable income. As Table 4 shows, the number of students taking distance education courses in
sociology has been steady since 2003 and has averaged over 500 students per calendar year.
Since 2005, however, the department has averaged 628 students per year. At the funding formula
of 43.637%, the department grosses approximately $308,000 per year. After salaries to distance
education instructors are paid, the department nets about $118,000. By all indications, this
revenue source should remain constant and steady. Tuition increases of 7% are calculated in the
tabular budget data. In four years, the same enrollment figure will yield a net of $141,565.
Table 4: Distance Education Enrollments in Sociology, 2003-2008
YEAR
2003
2004
2005
2006
2007
2008
SPRING
86
125
238
201
275
248
SUMMER
38
28
143
104
103
113
FALL
85
207
240
264
282
280
TOTAL
209
360
621
569
660
663
TOTAL
MEAN
1173
196
528
88
1358
226
3059
510
The second source of income is new monies generated by tuition return. Enrollment
projections stated in Table 7 on page 27 include expectations of two part-time, unfunded students
in the program. If these students take two courses per year each, $2,189 will be returned to the
department (using the 50% of 80% of 2008 resident tuition ($456 per hour) rate). Assuming 7%
tuition increases per year, the amount of revenue generated by tuition return is $2,337 in year 2,
$2,500 in year 3, and $2,675 in year 4.
Please see Appendix 4 for the budget spreadsheet.
22
SECTION 4: “THE FIVE QUESTIONS”
1. Are More Kentuckians Ready For Post-Secondary Education?
a. List and describe any program admission or transfer criteria, standards, or procedures that
are more specific than the published institution-wide admission or transfer criteria, standards,
or procedures.
Kentucky has perhaps its most educated population in history and is enjoying growth in
both the number of its citizens who are attending and graduating from college and residing in the
state after graduation. According to the Kentucky Cabinet for Economic Development (2007),
degrees and other credentials awarded at Kentucky’s public and independent colleges and
universities have climbed to historic highs of just under 50,000, a 62 percent increase since 2001.
In particular, the number of Kentucky students earning Bachelor’s degrees is up 22 percent and
Doctorates are up 68 percent since 2001. Citing figures from the Kentucky Council on
Postsecondary Education, the Cabinet further reports that the vast majority of people who earn
degrees at Kentucky’s public colleges and universities stay in Kentucky after graduation.
Specifically, between 2000 and 2006, the overall proportion of graduates (resident and nonresident) from Kentucky public colleges and universities who chose to remain in the state
increased from 73 to 86 percent. With the increase in the number of degrees and credentials
awarded, the number of graduates remaining in Kentucky actually increased by 36 percent.
Further, nearly half (49 percent) of international students stayed in Kentucky after graduation.
These trends strongly indicate that Kentuckians are increasingly prepared for advanced training.
Kentuckians are increasingly seeking higher education. This fact is evidenced by
enrollment and graduation trends in the Department of Sociology at the University of Louisville.
Since AY 1996-97, 81,468 students have enrolled in sociology courses, an average of 6,789 per
year. Sociology courses routinely reach seating capacity every semester. High enrollment has
translated into more degrees awarded by the department. As Table 5 shows, the number of
undergraduate sociology degrees has trebled since 1988, and the department now awards 95 to
100 B.A. and B.S. degrees each year. The department’s Master’s degree program has
experienced similar growth and stability (Table 6). From 1995 to 2000, the program averaged
two degrees per year; since then, the department has produced just over seven graduate degrees
annually. These patterns indicate the educational character of the people of Kentucky and their
desire for greater training in the social sciences in general and sociology in particular.
23
Table 5: Undergraduate Sociology Degrees Awarded
B.A./B.S. Graduates
Table 6: Graduate Sociology Degrees Awarded
M.A. Graduates
24
Despite these optimistic figures, many Kentucky students have gone elsewhere for their
graduate training because of the lack of combined Master’s and Doctoral programs in the state in
applied sociology. Because of rising tuition and energy prices and the desire for consistency in
training, many students prefer attending one university for both graduate degrees. The
department has failed to recruit a number of good students for its M.A. program because of the
students’ preference to enter an M.A.-Ph.D. (aka Master’s bypass) program directly following
undergraduate graduation. The availability of this program will be more attractive to
Kentuckians who may otherwise have left the state.
Admission to the Ph.D. program proposed here will be consistent with current University
criteria, with the addition of the following:
1. students entering the program with only a B.A. or B.S. from an accredited college or
university should have a cumulative grade point average of 3.0 on a 4-point scale;
2. students entering the program with an M.A. in sociology or a related field from an
accredited college or university should have a cumulative graduate grade point
average of 3.3 on a 4-point scale;
3. students applying to the program without a sociology background must take
prerequisite courses in social theory, research methods, and statistics;
4. applicants must have three letters of reference addressing readiness for graduate
studies;
5. applicants must have a combined score of at least 1000 on the Graduate Record
Examination verbal and quantitative sections, with a minimum of 450 on the
quantitative; and
6. prospective students must submit a statement of purpose indicating their academic
interests and professional goals.
b. State any provisions you may have for advanced placement.
Requests for advanced placement will be reviewed by the Department Graduate
Committee on a case-by-case basis.
c. What preparation (e.g., math, science, foreign language, specific skills and knowledge) is
required for entrance into the program?
Pre-admission preparation includes completion of a Bachelor’s or Master’s degree from
an accredited college or university. Prerequisites in social theory, research methods, and
statistics are necessary to prepare applicants for advanced study. The Graduate Committee will
assess applications for appropriate preparation.
d. Detail arrangements with lower-level schools (e.g., feeder high schools, community and
technical colleges, and universities) to ensure adequate preparation of entering students.
The Department of Sociology will advertise its program and requirements to all state and
regional colleges and universities via the internet and mailed posters and brochures. Admission
requirements will be clearly articulated. The department also plans to arrange personal visits by
the department chair and/or the graduate advisor to such campuses for recruitment. The
department will also undertake national and international recruitment efforts.
25
The department has entered into an agreement with Western Kentucky University (support letter
attached) to create a joint admissions program that would allow graduates of WKU’s M.A.
program to gain easier and near seamless admission to the proposed Doctoral program. WKU
students will be required to submit: (a) documentation of completing the M.A. degree; (b) a
completed thesis or similar research project; and (c) three letters of reference attesting to the
students’ suitability for doctoral studies. WKU students will not be guaranteed financial support
upon application or admission to the doctoral program.
2. Are More Students Enrolling?
Document the need for the program, including student demand and employer demand for
graduates of the program. What are the estimated student enrollments for the first five years?
How many students will be drawn from other majors? How many new students will be attracted
to the program? Data should be gathered and reported to assess need for the program based on
survey research and/or forecasts for occupations related to the discipline.
The best sociology departments in the contemporary United States are among the
strongest and most robust programs in the world. This strength is evident in the 21.5 percent
increase in new Ph.D. degrees awarded in the United States in sociology between AY1990-1991
and AY 2003-2004 (ASA, 2007) and by the growth in Bachelor’s degrees awarded in the 1990s.
This growth is particularly striking compared to the declines experienced by comparable social
sciences. For example, between 1991 and 1997, political science experienced a 15 percent drop
and economics a 30 percent decline in awarded Bachelor’s degrees (ASA Data Brief, undated,
#2). It may be that the increased production of new sociology Ph.D.s is related to rising demand
in the academic job market. Between AY 1994-1995 and AY 1997-1998, graduate sociology
departments nationwide experienced a 7.0 percent growth in faculty (9.1 in Master’s degreegranting departments and 6.2 percent in Ph.D. programs) (ASA Data Brief, undated, #3). In
2006, 1,650 positions were listed for Ph.D.s in the American Sociological Association’s Job
Bank, the highest number in the previous decade (ASA, 2007). These data reflect the demand for
new assistant professors created by the almost doubled number of Bachelor’s degrees awarded in
sociology during the previous decade and their continued growth throughout the 1990s (ASA
Data Brief, undated, (#1 and #4). Further, as of 2007, only 1.3 percent of sociologists were
unemployed and only 4.4 percent were working at jobs outside the discipline (ASA, 2007).
Former President of the Social Science Research Council, Craig Calhoun, and former American
Sociological Association President, Troy Duster, have noted that “An increasing number of [new
Ph.D.s] now turn to jobs outside academe. . .often by choice and not necessity, and partly
because of the centrality of sociological issues to corporations, nongovernmental organizations,
and grass-roots mobilizing efforts by traditional and new social movements” (2005, p. 3). In
other words, more new Ph.D.s in sociology are seeking jobs in applied settings.
Between 1997 and 2001, unlike all other social sciences, the percent of sociologists
employed in private not-for-profit organizations rose by 2.5 percent, with a slight .3% increase in
government employment, which is reflective of trends in all social sciences except psychology
and political sciences (ASA, undated (#5)). The U.S. Department of Labor predicts an increasing
demand for professional sociologists in applied settings. Specifically, in 2006, social scientists
(of which 3,700 were sociologists) held about 18,000 jobs, with about 41 percent working as
researchers, administrators, and counselors for a wide range of employers, including local, state,
26
and federal governments; scientific, development, and technical consulting services; private
businesses; professional, labor, political, and similar organizations; and architectural,
engineering, and related firms. Moreover, the U.S. Department of Labor predicts that the job
market for sociologists will expand by 10 percent between 2006 and 2016, creating a demand for
an additional 370 sociologists during that time (Bureau of Labor Statistics, undated). The
Department further predicts that “. . .the incorporation of sociology into research in other fields
will continue to increase the need for sociologists. They may find work conducting policy
research for consulting firms and nonprofit organizations, and their knowledge of society and
social behavior may be used by a variety of companies in product development, marketing, and
advertising” (BLS, undated, p. 5).
Preference will be given to students who have completed a Master’s degree in sociology
and who meet all other admission criteria (as outlined above), with secondary consideration
given to students who have completed social theory, statistics, and sociological methods whose
Master’s degrees are in other areas and who meet all other admission criteria. Thus, we
anticipate that the number of students drawn from other majors will be minimal. Projections of
anticipated interest in the program are based on a number of criteria. First, there is a growing
market demand for applied sociologists, combined with a paucity of programs in which students
can be trained at appropriate professional levels. Second, in recent years, a number of students
who have earned the Master’s degree in Sociology at UofL have gone on to Ph.D. programs in
other states. An undetermined additional number have not pursued the Ph.D. because personal
factors have tied them to the region. Third, it has been the experience of those on the
department’s graduate committee and faculty members who have recruited at state colleges and
universities that a relatively high proportion of those students who have applied to the M.A.
program or want graduate training in sociology have opted to study at combined MA/Ph.D.
programs rather than attend the University of Louisville. Based on these considerations, we
anticipate that those attracted to the program will exceed the number admitted. Furthermore,
although the Commonwealth of Kentucky has one Ph.D. program in sociology at the University
of Kentucky, the state, and indeed the eastern and midwestern regions of the United States, lacks
a Ph.D. program in applied sociology. Thus, the proposed program will not draw students who
might otherwise be interested in the program at UK, but it will address a documented market
need.
b. Project the full-time headcount enrollment and the part-time headcount enrollment. Show how
the projections were determined. Estimate the number of students projected above who will be
drawn from existing programs within the institution and the net increase in institutional
enrollment in the fifth year of the program.
Table 7 indicates projections for student enrollment for the first five years of the program.
Projections are based on benefits of the planned recruitment efforts and the ability to offer
assistantships and other scholarship aid. An additional two to four students may enroll on a parttime basis. This estimate is based on the experiences of other programs our size.
27
Table 7. Projected Enrollments First Five Years: Full-Time Students Entering with an M.A.
Year
2010-2011
2011-2012
2012-2013
2013-2014
2013-2014
Enrolled Graduates
5
8
11
14
17
3
It is hard to determine if the projected program will gain students from other departments
at the University of Louisville. If so, because of the admission criteria and preferences discussed
above, we anticipate that number would be very small. The program’s objective is to recruit
students with backgrounds in sociology who have graduated from the University of Louisville
and other Kentucky colleges and universities. The program will also recruit nationally.
c. Briefly describe any identified institutional, local and regional needs to which the proposed
program would be responsive.
The proposed program will contribute to the welfare of the University of Louisville and
the local and regional areas. For the University of Louisville, this program will be strategic in
helping the University of Louisville reach its stated goals. This program will attract national
attention and prominence, increase external funding, expand multi-disciplinary collaborations,
increase the capacity for social science research, explore new areas of research, increase doctoral
degree productivity, and increase university-community partnerships.
Regarding local and regional needs, the program will create partnerships with local
agencies and provide needed research assistance via the internship program. Advanced students
will participate in research programs that are investigating important local and regional problems.
As Section 2a describes, the program will be dedicated to the application of the scientific method
to explore social problems that affect Kentucky. In addition, the program will seek to have
international influence as well. The sociology faculty is presently conducting research in the
Caribbean, Turkey, and India, and has plans currently under negotiation to develop formal
linkages with universities in those regions. Of specific interest, the department is currently
developing an agreement to co-sponsor an applied sociology program at Punjabi University in
Patiala, India. A curriculum has been approved by both sociology departments and is currently
undergoing institutional reviews.
d. Describe any unusual or special faculty/student needs to which the program would be
responsive.
Given that the University of Louisville is located in a major urban setting, it is incumbent
upon the academic units to offer educational opportunities to so-called “non-traditional” students.
Specifically in the university’s context, this refers to students who may be older than the national
average and who may already be employed on a full- or part-time basis. This program will make
efforts to address the needs of these students by offering flexible scheduling.
28
e. Describe any exceptional circumstances that favor the development of this program, for
example, special facilities, grants, and/or patrons.
At present, there is no applied sociology doctorate offered within the Commonwealth of
Kentucky. Consequently, the program is not in competition with other state programs.
Furthermore, the urban setting is highly attractive as a laboratory for the study of social
problems, and Louisville also provides many opportunities for student internships and future
employment
outside of academics as well as research collaboration. The internship, which is unique in
contemporary doctoral-level sociology, is expected to be an attractive component of this
program.
Other features that position the department for this program include a modern and
recently renovated computer lab, a biannual regional survey (the Louisville Metropolitan
Survey), and already-established links with regional agencies through faculty activities and
graduates’ employment.
f. Detail plans for student recruitment (include specific plans to attract non-traditional students,
including minorities, and to address gender-related issues).
The existing baccalaureate and graduate sociology programs at UofL have been among
the university’s leaders in minority student enrollment and graduation. According to university
fact sheets, the department produces about 10% of A&S degrees awarded to women and over
15% of the college’s degrees awarded to African Americans. The department will continue to
recruit with diversity in mind. The attraction of women and ethnic minorities to sociology is in
part due to the department’s mission of providing a curricular emphasis on diversity and
inequality. In addition, a large majority of the departmental faculty’s research programs are in
the areas of gender and racial/ethnic inequality, gender identity, domestic violence, civil rights,
workers’ rights, among other similar topics.
Recruitment efforts will include mailings, appearances at professional meetings, and
attending recruitment opportunities at state and regional colleges.
g. Provide a statement of your institution's EEO status and plans.
The university has achieved automatic degree program eligibility status based on the CPE
Equal Education Opportunities annual review of performance indicators (Feb. 1, 2008).
The University of Louisville’s full statement on Affirmative Action and Equal Opportunity
Employment can be found at http://louisville.edu/hr/affirmativeaction/aa/plan.html
The University of Louisville strives to provide equal employment opportunity on the basis of
merit and without unlawful discrimination in terms of age, color, disability status, national
origin, race, religion, sex, sexual orientation, or disability of an otherwise qualified individual.
3. Are More Students Advancing Through the System?
a. What is the anticipated time-to-graduation for full-time and part-time students entering this
program?
Full-time students entering the program with an M.A. in hand are expected to finish their
studies in five years, which is consistent with sociology programs across the nation. Tables 3 and
4 outline the full-time curriculum plan.
29
b. Describe your plans for collaborating with other institutions to offer this program. Why is it
necessary that your institution offer the program? Include a list of other Kentucky institutions
offering similar or related programs at this and other levels. Describe arrangements for transfer
and articulation into and from this program within the institution and in the state. Describe the
extent to which student transfer has been explored and coordinated with other institutions.
Provide information about completed, signed articulation agreements.
This program in applied sociology is a pioneering endeavor that will draw positive,
national attention to the University of Louisville. With its planned emphasis on the study of
social problems and applied research, this program will have the capacity to produce scholars
whose primary orientation is towards the resolution of social needs.
The department is open to working with the other M.A.-granting schools to develop
transition policies for qualified students wishing to enter the Ph.D. program after completing
their master’s degree. The University of Kentucky in Lexington offers a traditional sociology
doctoral degree.
c. What plans are in place for delivering this program through the Kentucky Virtual University
and other distance learning technologies?
This program is not well-suited for distance learning techniques; thus, we have no plans
to offer “virtual” courses. Undergraduate prerequisite courses, however, are routinely offered online by the Department of Sociology.
4. Are We Preparing Kentuckians for Life and Work?
a. How does the program prepare Kentuckians for life and work?
The Ph.D. in Applied Sociology will produce professionals trained at the highest level to
explore, investigate, and analyze social problems. Graduates will be well-trained in critical
thinking, problem-solving, and analytical techniques that will create opportunities for
employment and personal enrichment. Via the internships, students will gain the applicable work
experience necessary for being competitive in the today’s labor market. Given the growing
number of opportunities for applied sociologists in Kentucky, many graduates are expected to
remain in the state after completing the program.
b. What are the accreditation expectations for this program? Are there recommended criteria
and/or other program standards available from an accrediting body, certifying agency, or
professional society? If so, identify the source and compare your program with the
recommendations and/or standards.
There are no accrediting programs specific to sociology.
c. Discuss the program objectives and the evaluation scheme planned for the program. If the
proposed program relates to or articulates with an existing program within the institution,
describe the process and results of the most recent evaluation of this related program that may
provide a base of support for the proposed program.
The primary goal of this program is to offer a nationally recognized program in applied
sociology from which graduates are prepared to assume the responsibility for leadership on
30
research projects dealing with social problems and issues. In addition to specific research skills,
attention will be given to content concerning diversity and inequality, which are program
thematic concentrations for the Department of Sociology at the University of Louisville.
The program will have two primary objectives: (1) to train students to conduct theoryoriented research on problems of contemporary social significance; and (2) to expose students to
applied research settings in the field.
The program will be assessed by evaluating completion rate, student research productivity
as indicated by research reports and papers presented at conferences and published in research
journals, other professional writing publications such as book reviews and project reports, and
career placement. The program will be reviewed by the Provost’s Office every 10 years.
d. Describe how the program’s quality will be demonstrated in terms of faculty qualifications,
available resources, support services, and student outcomes.
All members of the faculty of the Department of Sociology were trained at prestigious
universities. Those associated with the program must have demonstrated further competencies in
sociology in general and their fields of expertise in particular through published papers or books
and presentations given at professional meetings. They must also have demonstrated willingness
and ability to direct students. The program quality will be enhanced by the department’s
computer laboratory, which was recently remodeled to accommodate the demands of this
proposed doctoral program. The renovation doubled the number of workstations, centralized the
network by linking the computers with an integrated instructor’s “command” center. The lab
contains the most current versions of the software required to conduct research in the field at the
highest level. Support services and expertise from the department’s staff will further add to the
quality of the program.
e. If the program is designed to prepare a student for a particular occupation, describe the
competencies the student will have upon completion of the program and how these will be
evaluated.
N/A
f. Are there licensure requirements for graduates of this program?
There are no licensure requirements for this program.
g. What are the projected degree completions? Project the number of graduates during each of
the first five years.
The first graduation should occur in the fifth year of the program. Three to four students
are expected to graduate each year from year six to year ten. From that point, the program will
strive to graduate five to seven students each year.
5. Are Kentucky’s Communities and Economy Benefiting?
a. Describe external advisory groups involved in the development of this program (e.g.,
disciplinary groups, community, government, business, labor interests). If an external advisory
committee has been used in the development of the proposal, identify committee members and
their affiliations and describe the committee’s role in developing and overseeing the program.
31
Applied sociologists in the private sector have been consulted in the development of this
program.
b. What are the employment expectations for graduates? Document the contributions of the
program to current workforce needs in the state.
Although the traditional means by which sociologists “built bridges to policy makers” has
been to conduct research in an academic setting, publish findings in academic journals, and hope
that policy makers would read their work and use it to inform public policy, current trends
suggest that a growing number of governmental and not-for-profit organizations are taking a
more direct approach by hiring sociologists to research specific issues for them (ASA, undated,
#5). Perlstadt (2006:352) notes that “. . .the demand for applied sociology is not likely to
slacken. The U.S. government has been commissioning social surveys and studies for over a
century, the NIH and NIMH roadmaps for research continue to look to and fund the applied side
of the social and behavioral sciences.” Consequently, sociology is entering into a period of
increasing demand for new Ph.D.s, both within academe, where new professors will be needed to
teach growing numbers of sociology undergraduate majors, as well as in agencies and
organizations that recognize the need for a scientific approach to understanding and solving the
problems and challenges of the twenty-first century (Calhoun and Duster, 2005; Perlstadt, 2006;
ASA, undated, #2 and #5). As urbanization, the rapid growth of communication technology, and
the impact of globalization continue as social trends throughout Kentucky, the United States, and
the world, the demand for sociologists capable of bringing an applied scientific understanding to
these processes, as well as the many social problems that often accompany rapid social change, is
likely to continue to grow. Sociologists have noted that the rapid changes occurring at the dawn
of the twenty-first century are dramatic and bring with them many of the same social problems
evident during the Industrial Revolution, the period of history that prompted sociology’s
beginning. To name just a few, these include environmental problems; concentrations of poverty,
often along racial, ethnic, and gender lines; unemployment and segregation of workers in lowwage service sector jobs, commonly by gender, race, and ethnicity; segregation in housing and
education; homelessness; crime and delinquency; the illicit drug trade; violence; family
problems, including intimate partner violence and child abuse and neglect; and the difficulties
inherent in providing social services and medical and mental health care to an increasingly
ethnically diverse population, among numerous others. If current trends are any indicator of what
is to come, there will be a growing demand for sociologists trained in researching trends and
issues in applied settings so that public policy and other efforts to mitigate and solve social
problems might be informed by social science.
This proposal to establish a Doctor of Philosophy in applied sociology is offered as a
means of meeting the increasing demand for new Ph.D.s in sociology and, more specifically, the
growing demand for applied sociologists capable of assessing and addressing the social problems
faced by governmental, private, and non-governmental organizations and agencies in Kentucky
and throughout the United States and the globe. Graduates of the program would be trained to
work with entities such as health departments, the criminal justice system, child and adult
protective services, educational programs, and numerous others to assess program needs,
anticipate emerging issues, and devise strategies to address social problems. The doctorate of
philosophy is the terminal degree within the profession and connotes expert status in one or more
32
substantive areas, as well as mastery of the methodologies most commonly used within the
discipline.
Examples of just some of the roles that Applied Sociologists assume include:
* Evaluating the effectiveness of various educational policies/programs
* Investigating the social norms promoting or inhibiting the spread of AIDS
* Evaluating and assessing the effectiveness of various criminal justice programs
* Analyzing employment records for evidence of discrimination
* Planning medical services and facilities for a target population
* Bringing together knowledge of our social, political, and economic world to better
understand the world around us: Where we are, how we got here, and where we are going. A
solid understanding of the world is the first step for improving living conditions of all people
throughout the world.
* Using the above understanding to improve society by addressing and preventing problems,
thereby developing an optimal society where problems are less likely to arise (Association for
Applied and Clinical Sociology, 2007).
c. What other benefits to Kentucky's community and its economy will the program provide?
Applied sociology is directly pertinent to Kentucky’s social and economic well-being.
With its focus on the amelioration of social problems, the discipline is postured to contribute to
strengthening the social institutions of a civil society. This program will be in close contact with
social agencies and governments that confront contemporary social ills.
33
APPENDIX 1: LETTERS OF SUPPORT
34
APPENDIX 2: FACULTY VITA
35
CURRICULUM VITAE
D. MARK AUSTIN
EDUCATION
B.S. 1981
M.A. 1983
Ph.D. 1986
Economics
Tulsa University (Tulsa, Oklahoma)
Urban Studies Tulsa University (Tulsa, Oklahoma)
Sociology
University of Oklahoma (Norman, Oklahoma)
MAJOR PUBLICATIONS
Journal Articles
Old Age and Environmental Docility: The Roles of Health, Support, and Personality, Thomas J.
Morgan, et al., Journal of Gerontology 39 (1983), pp. 240-242.
The Question of Community Attachment Revisited, Craig St. John, D. Mark Austin, and Yoko
Baba, Sociological Spectrum 6 (1986), pp. 411-431.
Neighborhood Environmental Satisfaction, Victimization, and Social participation as
Determinants of perceived Neighborhood Safety, Yoko Baba and D. Mark Austin, Environment
and Behavior. 21 (1989), pp. 763-780.
Social Determinants of Neighborhood Attachment, D. Mark Austin and Yoko Baba, Sociological
Spectrum. 10 (1990), pp. 61-80.
Social Context of Neighborhood Safety with Yoko Baba and J. Stephen Holyer. Free Inquiry in
Creative Sociology, 19 (1991), pp. 45-50.
Community Context and complexity of Organizational Structure in Neighborhood Associations.
Administration and Society 22 (1991), pp. 516-531. Investigation of a Curvilinear Relationship:
Fear of Crime and Neighborhood Interaction with Yoko Baba and D. Mark Austin, Sociological
Focus 24 (1991), pp. 45-57.
Neighborhood Attributes and Crime Prevention Activity. Criminal Justice Review 16 (1991), pp.
17-28.
Voluntary Association Boards: A Reflection of Member and Community Characteristics? with
Cynthia Woolever. Nonprofit and Voluntary Sector Quarterly, 22 (1992), pp. 181-193.
Economic and Environmental Concerns as Influences on Growth Attitudes, with Cynthia
Woolever. Sociological Spectrum 14 (1994), pp. 87-99.
36
Crime and Safety Related Concerns in a Small Community. with Cynthia Woolever and Yoko
Baba. American Journal of Criminal Justice, 19 (1994), pp. 79-97.
Concerns About Neighborhood Safety in Two Romanian Cities: Copsa Mica and Bucaresti, with
Thomas J. Keil and Viviana Andreescu, East European Quarterly 30 (1996), pp. 97-114.
An Exploratory Factor Model of Social Area Analysis, with Robert Hale, Sociological Spectrum,
17 (1997), pp. 115-125.
Health and Self-Esteem in Two Romanian Communities: Bucaresti and Copsa Mica, with
Thomas J. Keil, Viviana Andreescu, and Christopher G. Hudson, (1997) Romania Journal of
Sociology.
The Effects of Neighborhood Conditions on Perceptions of Safety, D. Mark Austin, Allen Furr
and Michael Spine, Journal of Criminal Justice 30 (2002). pp. 417-427.
The Effects of Neighborhood Satisfaction on Perception of Safety Among Refugees From the
Former Soviet Union, L. Allen Furr, D. Mark Austin, Sarah Cribbs, and Steve Smoger,
Sociological Spectrum 25 (2005). Pp. 519-537.
Research Reports:
Community Development Block Grant Areas: Methodological Foundations for Future Impact
Assessments in Oklahoma City (1984). D. Mark Austin and Edward Crenshaw, Report to the
City of Oklahoma City, Office of Research and Economic Development.
A Historical Presentation of Job Training and Placement Programs in Tulsa, Creek, and Osage
Counties 1975-1982. (1983). Report to the city of Tulsa, Department of Economic Development,
Manpower Planning Division.
Perceptions of Environmental Quality and Local Migration Potential in Romania. (1995). with
Thomas J. Keil and Viviana Andreescu. working Paper 95-1. Center for Environmental
Management, Institute for the Environment and Sustainable Development, University of
Louisville.
Comments on Survey Instrument for Boone County Consolidation Study. (1995). Report
submitted to the mayor of Florence, KY.
Minority Orverrepresentation and Disproportionate Minority Confinement in Kentucky: An
Analysis of the Perceptions of Bias of Juvenile Justice Officials Employed with Various
Agencies. (2005).Technical report submitted to the Department of Juvenile Justice, State of
Kentucky. Clarence Talley (PI), Theresa Rajek-Talley (Co-PI), and D. Mark Austin (Co-PI).
37
GRANTS
Research Proposal on Disproportionate Minority Confinement in Kentucky. Submitted to and
funded by Kentucky Department of Juvenile Justice, 2001, Clarence Talley Principle
Investigator; Co-Principle Investigators: Richard Tewksbury, Ann Rajak-Talley, D. Mark Austin.
Total funding received: $94,987.
Oklahoma University Associates Fund. Dissertation Grant. 1985. $400.
Graduate Research Council. University of Louisville. 1988-89. $1,800.
Arts and Sciences Dean's Professional Activity Initiative. University of Louisville. 1989, 1990,
1991. +20 salary compensation.
Arts and Sciences Research Committee. University of Louisville. 1990-91. $2,000. (with T. J.
Keil and W. Usui)
Thomas J. Keil and D. Mark Austin, Consequences of Environmental Degradation in Romania.
Center for Environmental Sciences , IESD and Center for Environmental Management, IESD,
University of Louisville. 1994. $5,500.
Intramural Research Incentive Grant from the Office of the Vice President for Research,
University of Louisville. Establishment and Maintenance of Community and Motivation Among
Long-Term Travelers. 2001. $2,880.
38
CURRICULUM VITAE
JAMES K. BEGGAN
EDUCATION
B.A. 1984
Ph.D. 1989
Psychology
Social Psychology
State University of New York (Buffalo, New York)
University of California (Santa Barbara, California)
MAJOR PUBLICATIONS
Chapters in books
McClintock, C.G., Platow, M.J., & Beggan, J.K. (1991). Social interdependence. In R. Baron
and W. Graziano (Eds.), Social Psychology, 2nd ed. New York: Holt, Rinehart & Winston.
Beggan, J.K., & Allison, S.T. (1994). Social values. In V.S. Ramachandran (Ed.), Encyclopedia
of human behavior. San Diego, CA: Academic Press.
Beggan, J.K., & Allison, S.T. (2002). The Playboy Playmate paradox: The case against the
objectification of women. In P. Gagne and R. Tewksbury (Eds.), Advances in gender research:
Gendered sexualities (Vol. 6). London: Elsevier.
Beggan, J. K. (2003). Pornography. In M. Kimmel and A. Aronson (Eds.), In Kimmel, M. &
Aronson, A. (Eds.). Men and Masculinities: A Social, Cultural and Historical Encyclopedia.
Santa Barbara, CA: ABC-CLIO.
Beggan, J. K., Allison, S. T., Beyenbach, J., & Clements, C. (2004). Sociology. In G. R.
Goethals, G. J. Sorenson, & J. M. Burns (Eds.), Encyclopedia of Leadership (Vol. 4). Thousand
Oaks, CA: Sage.
Beggan, J. K. (2004). Labeling theory. In G. R. Goethals, G. J. Sorenson, & J. M. Burns (Eds.),
Encyclopedia of Leadership (Vol. 2). Thousand Oaks, CA: Sage.
Garos, S., Beggan, J. K., & Kluck, A. (2005). Overestimating the ability to resist temptation:
Demonstration, explanation, and clinical implications. In R. L. Piedmont & D. O. Moberg (Eds),
Research in the Social Scientific Study of Religion (Vol. 15). Boston, MA: Brill.
Beggan, J. K. (2006). Pornography: Overview. In Issues: Understanding Controversy and
Society. Santa Barbara, CA: ABC-CLIO. ONLINE DATABASE at http://www.abc-clio.com.
Beggan, J. K. (2006). Pornography: Outlook. In Issues: Understanding Controversy and Society.
Santa Barbara, CA: ABC-CLIO. ONLINE DATABASE at http://www.abc-clio.com.
Beggan, J. K. (2006). Cosmetic surgery: Overview. In Issues: Understanding Controversy and
Society. Santa Barbara, CA: ABC-CLIO. ONLINE DATABASE at http://www.abc-clio.com.
Beggan, J. K. (2006). Cosmetic surgery: Outlook. In Issues: Understanding Controversy and
Society. Santa Barbara, CA: ABC-CLIO. ONLINE DATABASE at http://www.abc-clio.com.
Beggan, J. K. (2006). Dating and sexuality: Overview. In Issues: Understanding Controversy and
Society. Santa Barbara, CA: ABC-CLIO. ONLINE DATABASE at http://www.abc-clio.com.
Beggan, J. K. (2006). Dating and sexuality: Outlook. In Issues: Understanding Controversy and
Society. Santa Barbara, CA: ABC-CLIO. ONLINE DATABASE at http://www.abc-clio.com.
Journal Articles
Samuelson, C.D., Messick, D.M., Allison, S.T., & Beggan, J.K. (1986). Utopia or myopia? A
reply to Fox. American Psychologist, 41, 227-229.
McClintock, C.G., Stech, F.J., & Beggan, J.K. (1987). The effects of commitment to threats and
promises upon bargaining behaviour and outcomes. European Journal of Social Psychology, 17,
447-464.
Beggan, J.K., Messick, D.M., & Allison, S.T. (1988). Social values and egocentric bias: Two
tests of the might over morality hypothesis. Journal of Personality and Social Psychology, 55,
606-611.
Beggan, J.K. (1991). Using what you own to get what you need: The role of possessions in
satisfying control motivation. In F.W. Rudmin (Ed.), To have possessions: A handbook on
ownership and property. [Special Issue]. Journal of Social Behavior and Personality, 6, 129146.
Beggan, J.K. (1992). On the social nature of nonsocial perception: The mere ownership effect.
Journal of Personality and Social Psychology, 62, 229-237.
Beggan, J.K., & Allison, S.T. (1993). The landslide victory that wasn't: The bias toward
consistency in recall of election support. Journal of Applied Social Psychology, 23, 669-677.
Harris, M.J., & Beggan, J.K. (1993). Making believe: A descriptive study of fantasies in middle
childhood. Imagination, Cognition, and Personality, 13, 125-145.
Beggan, J.K., & Manelli, L. (1994). Estimating the credibility of social influence contingencies
framed as threats or promises. Journal of Social Behavior and Personality.
Beggan, J.K., & Brown, E.M. (1994). Association as a psychological justification for ownership.
Journal of Psychology, 128, 365-380.
Beggan, J.K. (1994). The preference for gain frames in consumer decision making. Journal of
Applied Social Psychology, 24, 1407-1427.
Allison, S.T., & Beggan, J.K. (1994). Estimating popular support for group decision outcomes:
An anchoring and adjustment model. Journal of Social Behavior and Personality, 9, 617-638.
Allison, S.T., Beggan, J.K., McDonald, R.A., & Rettew, M.L. (1995). The belief in majority
determination of group decision outcomes. Basic and Applied Social Psychology, 16, 367-382.
Allison, S.T., Beggan, J.K., Midgley, E.H., & Wallace, K.A. (1995). Dispositional and
behavioral inferences about inherently democratic and unanimous groups. Social Cognition, 13,
105-125.
Allison, S.T., Beggan, J.K., & Midgley, E.H. (1996). The quest for similar instances and
simultaneous possibilities: Metaphors in social dilemma research. Journal of Personality and
Social Psychology, 71, 479-497.
Beggan, J.K., & Allison, S.T. (1997). More there than meets their eyes: Support for the mere
ownership effect. Journal of Consumer Psychology, 6, 285-297.
Rowatt, W.C., Nesselroade, E.P. Jr., Beggan, J.K., & Allison, S.T. (1997). Perceptions of
brainstorming in groups: The quality over quantity hypothesis. Journal of Creative Behavior, 31,
131-150.
Herlocker, C.E., Allison, S.T., Foubert, J.D., & Beggan, J.K. (1997). Intended and unintended
overconsumption of physical, spatial, and temporal resources. Journal of Personality and Social
Psychology, 73, 992-1004.
Nesselroade, K.P., Jr., Beggan, J.K., & Allison, S.T. (1999). Possession enhancement in an
interpersonal context: An extension of the mere ownership effect. Psychology & Marketing, 16,
21-34.
Beggan, J. K., Gagne, P., & Allison, S. T. (2000). An analysis of stereotype refutation in Playboy
by an editorial voice: The advisor hypothesis. The Journal of Men’s Studies, 9, 1-21.
Beggan, J. K., & Allison, S. T. (2001). The Playboy rabbit is soft, furry, and cute: Is this really
the symbol of masculine dominance of women? The Journal of Men’s Studies, 9, 341-370.
Beggan, J. K., & Allison, S. T. (2001). What do Playboy playmates want? Implications of
expressed preferences on the construction of the unfinished masculine identity. The Journal of
Men’s Studies, 10, 1-38.
Beggan, J. K., & Allison, S. T. (2003). Reflexivity in the pornographic films of Candida Royalle.
Sexualities, 6, 301-324.
Beggan, J. K., & Allison, S. T. (2003). What sort of man reads Playboy? The self-reported
influence of Playboy on the construction of masculinity. The Journal of Men's Studies, 11, 189206.
Garos, S., Bleckley, K., Beggan, J. K., & Frizzell, J. (2004). Intrapsychic conflict and deviant
sexual behavior in sex offenders. Journal of Offender
Rehabilitation, 40, 23-40.
Nelson, J., & Beggan, J. K. (2004). Self-serving judgments about winning the lottery. The
Journal of Psychology, 138, 253-264.
Garos, S., Beggan, J. K., Kluck, A., & Easton, A. (2004). Sexism and pornography use: Toward
explaining past (null) results. Journal of Psychology and Human Sexuality, 16, 69-96.
Allison, S. T., Beggan, J. K., & Clements, C. (2004). Derogatory stereotypic beliefs and
evaluations of male nurses. Equal Opportunities International, 23, 162-178.
Beggan, J. K., & Allison, S. T. (2005). Tough women in the unlikeliest of places: The
unexpected toughness of the Playboy Playmate. The Journal of Popular Culture, 38, 796-818.
Allison, S. T., Uhles, A. N., Asuncion, A. G., Beggan, J. K., & Mackie, D. M. (2006). Selfserving outcome-biases in trait judgments about the self. Current Research in Social Psychology,
11, 202-214. ONLINE JOURNAL at http://www.uiowa.edu/~grpprocess/crisp/crisp.html
Research reports
Beggan, J.K. (1995). Making the most of advisory committees: Techniques for effective
participatory decision making. IE in Focus, Spring, 2+.
GRANTS
Dean's Professional Activity Initiative (Category I). Awarded summer teaching relief ($5600)
and support money ($480), funded, 1990.
Dean's Professional Activity Initiative (Category I). Awarded summer teaching relief ($5900),
funded, 1991.
College of Arts & Sciences Faculty Travel Grant ($500), 1995, 1996.
A psychological and sociological analysis of women's decision making processes regarding
breast augmentation surgery, RIG Grant, funded ($3500), 1997.
Communication about the Psychological Consequences of Physical Change, College of Arts and
Sciences, $2300, August 1999-2000.
Collegis Faculty Development/Instructional Technology Initiative, University of Louisville,
$2500, August 1999-July 2000.
Travel Award, Office of the Vice President for Research, University of Louisville, $200,
November 1999.
CURRICULUM VITA
JOHN A. BUSCH
EDUCATION
B.A. 1966
M.A. 1969
Ph.D. 1974
Sociology
Sociology
Sociology
Indiana University (Bloomington, Indiana)
Indiana University (Bloomington, Indiana)
Indiana University (Bloomington, Indiana)
MAJOR PUBLICATIONS
Journal Articles
J. Busch, Sociology and Policy: The Clark Maritime Center Environmental Impact Assessment,
Transactions of the Kentucky Academy of Science, 29 (1-2) 54-59, 1978.
J. Busch, Sociobiology and General Systems Theory: A Critique of the 'New Synthesis,'
Behavioral Science, 24(l) 60-71, 1979.
J. Busch, Cybernetics III: A System-Type Applicable to Human Beings, Cybernetica, 22(2) 89103, 1979.
T. Keil and J. Busch, Female-Male Differences in Massed Drinking: Results from a Household
Survey, International Journal of Addictions, 16(8), 1491-1503, 1981.
T. Keil, W. Usui, and J. Busch, Social Resources and Objective Behavior as Predictors of First
Admissions to Alcohol Treatment Programs: A Formulation of a Model, Journal of Psychiatric
Treatment and Evaluation, Vol. 3, pp. 161-168, 1981.
T. Keil, W. Usui, and J. Busch, Social Resources and Frequency of Drug Use as Predictors of
Male Admissions to Treatment Programs, A Proposed Model, International Journal of
Addictions, 17(I), 187-197, 1982.
T. Keil, W. Usui, and J. Busch, Repeat Admissions for Perceived Problem Drinking: Social
Resources Perspective, Journal of Studies on Alcohol, Vol. 44, No. 1, 1983: 95-108.
R. N. St. Clair and J. Busch, ATransmission of Values: The Information Age Crisis In
Socialization, Language Innovation and Cultural Change, Issue Editor: Robert N. St. Clair,
Volume X: 1, Fall 2000, pp. 57-86.
Book Chapters
J. Busch, The Evolution of Evolution and the Necessity of Computer Simulation in Forecasting
in Avoiding Social Catastrophes and Maximizing Social Opportunities: The General Systems
Challenge (Society for General Systems Research) 60-65, 1978.
J. Busch and T. Keil, Structuralism, General Systems Theory and Morphogenesis, in Systems
Science and Science (Society for General Systems Research) 532-562, 1980.
J. Busch and G. Busch, Cybernetics IV: A System-Type Applicable To Human Groups, in
George-Eric Lasker (ed.), Applied Systems and Cybernetics: Vol. 3, Human Systems,
Sociocybernetics, Managements and Organizations, 1238-1243. Elmsford, NY: Pergamon, 1981.
(Received 1 of about 40 Meritorious Awards made out of 1200 considered by the Awards
Committee of the International Congress on Applied Systems Research and Cybernetics.)
J. Busch and G. Busch, The Relevance of Deep Structure for Computer Simulation, in
Rammohan K. Ragade and John A. Dillon, Jr. (eds.), Paradigms in Changing Times, Volume 2,
pp. 247-258, Society for General Systems Research: Proceedings of the Tenth Annual
Conference of the Southeastern Region, April 21-23, 1981.
J. Busch and G. Busch, Computer Similation of Sociocybernetic Systems, Proceedings of the
International Federation of Automatic Control Symposium on Theory and Application of Digital
Control, 1982 (Pergamon Press).
J. Busch and G. Busch, An Elaboration of Cybernetics for the Study of Social Systems, in Issues
in Sociocybernetics, pp. 3-8, 1984.
J. Busch, Sociocybernetics and Computer Forecasting, in Issues in Sociocybernetics, pp. 103112, 1984.
G. Busch and J. Busch, The Family in the Transition, in The Family in the Information Society,
G. Busch and J. Busch (eds.), 8-l8, ICOST publications, Louisville, KY, 1985.
J. Busch and G. Busch, Sociocybernetics and Social Systems Theory, in Proc. Soc. Gen. Sys.
Res., Systems Inquiring: Applications, Bela H. Banathy (ed.), Seaside, CA: Intersystems
Publications, 1985.
J. Busch and G. Busch, Sociocybernetics and Problems in the Study of Values in SocioTechnical Systems, Proc. Soc. Gen. Sys. Res., J. A. Dillon, Jr., (ed.) Vol. II, pp. I-131 to I-139,
Seaside, CA: Intersystems Publications, 1986.
J. Busch and T. Keil, The Search for a Morphogenic Ontology in Sociology: A Comparison of
Structuralism and General Systems Theory, in Sociocybernetics.
J. Busch, Sociocybernetics and the Social Construction of Reality, in Sociocybernetics.
J. Busch and G. Busch, Negotiated Organization: An Extension of Cybernetics Applicable to
Human Groups, in Sociocybernetics.
J. Busch and T. Keil, A Sociocybernetic Analysis of Competing Assumptions in Theories of
Treatment of Deviance: A Focus on the Heroin User, in Sociocybernetics.
J. Busch, The Social Construction of Assumptions of Human Nature in Formal Organizations:
Invoking Defects in People as Legitimations of Discrepant Outcomes, in Sociocybernetics.
J. Busch, R. Ragade, and G. Busch, The Sociocybernetic Approach to Integrated Development:
Transportation, Communication, and Family Planning in India, in Sociocybernetics.
J. Busch and G. Busch, Symbolic Interactionism as a Basis for Examining the Relationship
Between Micro and Macro Social Systems, in Sociocybernetics.
J. Busch and G. Busch Sociocybernetics and Social Systems Theory, in General Systems:
Yearbook of the Society for General Systems Research, Vol. 30, pp. 47-56, 1987 (Slight
modification of previous version).
Robert N. St. Clair and John A. Busch, “The Need for an Ecological Cultural Community,” in
Indigenous Languages Across the Community, Barbara Burnaby and Jon Reyhner (Eds.).
Flagstaff, Arizona: Northern Arizona University, 2002, pp. 61-76.
Books
J. Busch and G. Busch (eds.), Issues in Sociocybernetics: Current Perspectives. In the Systems
Inquiry Series. Seaside, CA: Intersystems Publications, 1984, (139 pp.).
G. Busch and J. Busch (eds.), The Family in the Information Society, ICOST Publications,
Louisville, KY, 1985 (186 pp.).
J. Busch and G. Busch (eds.), Sociocybernetics: Rethinking Social Organization. The Systems
Inquiry Series, Intersystems Book Publications, Salinas, CA, 1988.
J. Busch and G. Busch, Sociocybernetics: A Perspective For Living In Complexity. Social
Systems Press, 1992.
GRANTS
W. Usui and J. Busch. Environments and Social Interaction, National Institute of Aging.
$50,129.00 April 1, 1980 - March 31, 1982
Course Development/Revision Grant and Seminar, 1991-92; Revision of Introducation To
Sociology in terms of race, class, and gender.
Instructional Development Mini-Grant: Introduction to Sociology Tutorial Development
Proposal funded for $280 Fall 1993.
Instructional Development Mini-grant: Improvements to the Use of Multimedia Funded for
$157, Fall 1994.
Instructional Development Mini-grant: Self-Paced CD-ROM Funded for $150, Fall 1995.
Eduprise, Inc. Course Training and Development: Notebook computer provided from $1850
Provost’s Office and $1550 A&S Dean=s Office, $500 supplies and equipment grant from
Provost’s Office, and $369 Ethernet connection provided by Provost’s Office for Lutz 132 for
training for, developing, and teaching SOC 601 Fall, 1999 as a 100% distance learning course.
Training, equipment set up, and development took place largely before Aug. 1999.
Detailed Design of Two Distance Education Rooms in Lutz Hall, Spring 2000-Present $50,000+
CURRICULUM VITAE
ROBERT M. CARINI
EDUCATION
B.S. 1990 Civil Engineering
M.A. 1994 Sociology
Ph.D. 2003 Sociology
Virginia Tech University (Blacksburg, Virginia)
University of South Carolina (Columbia, SC)
Indiana University (Bloomington, Indiana)
MAJOR PUBLICATIONS
Journal Articles
Carini, Robert M., George D. Kuh, and Stephen P. Klein. 2006. Student Engagement and Student
Learning: Testing the Linkages. Research in Higher Education. 47:1-32.
Powell, Brian, Lala Carr Steelman, and Robert M. Carini. 2006. Advancing Age, Advantaged
Youth: Parental Age and the Transmission of Resources to Youths. Social Forces 84:1359-90.
Evans-Andris, Melissa, Diane W. Kyle, and Robert M. Carini. 2006. Is Mentoring Enough? An
Examination of Year One of the Pilot Two Year Kentucky Teacher Internship Program. The
New Educator 2:289-309.
Pascarella, Ernest T., Ty Cruce, Paul D. Umbach, Gregory C. Wolniak, George D. Kuh, Robert
M. Carini, John C. Hayek, Robert M. Gonyea, and Chun-Mei Zhao. 2006. Institutional
Selectivity and Good Practices in Undergraduate Education: How Strong is the Link? The
Journal of Higher Education 77:251-85.
Zhao, Chun-Mei, Robert M. Carini, and George D. Kuh. 2005. Searching for the Peach Blossom
Shangri-La: Student Engagement of Men and Women SMET Majors. The Review of Higher
Education 28:503-25.
Zhao, Chun-Mei., George D. Kuh, and Robert M. Carini. 2005. A Comparison of International
Student and American Student Engagement in Effective Educational Practices. The Journal of
Higher Education 76:209-31.
Harper, Shaun R., Robert M. Carini, Brian K. Bridges, and John C. Hayek. 2004. Gender
Differences in Student Engagement among African American Undergraduates at Historically
Black Colleges and Universities. Journal of College Student Development 45:271-84.
Ouimet, Judith A., JoAnne Bunnage, Robert M. Carini, George D. Kuh, and John Kennedy.
2004. Using Focus Groups, Expert Advice, and Cognitive Testing Interviews to Establish the
Validity of a College Student Survey. Research in Higher Education 45:233-50.
Carini, Robert M. and George D. Kuh. 2003. Tomorrow’s Teachers: Do They Engage in the
‘Right Things’ During College? Phi Delta Kappan 84:391-98.
Carini, Robert M., John C. Hayek, George D. Kuh, John M. Kennedy, and Judith A. Ouimet.
2003. College Student Responses to Web and Paper Surveys: Does Mode Matter? Research in
Higher Education 44:1-19.
Hayek, John C., Robert M. Carini, Patrick T. O’Day, and George D. Kuh. 2002. Triumph or
Tragedy: Comparing Student Engagement Levels of Members of Greek-Letter Organizations and
Other Students. Journal of College Student Development 43:643-63.
Steelman, Lala Carr, Brian Powell, and Robert M. Carini. 2000. Do Teacher Unions Hinder
Educational Performance?: Lessons Learned From State SAT and ACT Scores. Harvard
Educational Review 70:437-66.
Book Chapters
Carini, Robert M. 2007. Labor Relations. Pp. 255-63 in The Praeger Handbook of American
High Schools, vol. 2, edited by Kathryn M. Borman, Spencer E. Cahill, and Bridget A. Cotner.
Praeger: New York.
Carini, Robert M. 2007. Teacher Organizations. Pp. 393-99 in The Praeger Handbook of
American High Schools, vol. 2, edited by Kathryn M. Borman, Spencer E. Cahill, and Bridget A.
Cotner. Praeger: New York.
Carini, Robert M. 2002. Teacher Unions and Student Achievement. Pp. 197-215 in School
Reform Proposals: The Research Evidence, edited by Alex Molnar. Greenwich, CT: Information
Age Publishing.
Technical Reports
Carini, Robert M. 2006. An Examination of Three Different Kentucky Teacher Internship
Programs: Comparisons based on Survey Results for the 2005-06 Academic Year. Report
submitted to the Kentucky Education Professional Standards Board. Frankfort, KY: Education
Professional Standards Board.
Evans-Andris, Melissa, and Robert M. Carini. 2006. Three Years After Pilot KTIP
Implementation: An Examination of Pilot and TWS KTIP Based on Participants’ Perceptions.
Report submitted to the Kentucky Education Professional Standards Board. Frankfort, KY:
Education Professional Standards Board.
Carini, Robert M. 2005. Traditional and 2-Year Pilot Kentucky Teacher Internship Programs: A
Comparison Based on Survey Results for the 2004-05 Academic Year. Report submitted to the
Kentucky Education Professional Standards Board. Frankfort, KY: Education Professional
Standards Board.
Carini, Robert M. 2005. Traditional and 2-Year Pilot Kentucky Teacher Internship Programs: A
Comparison Based on Survey Results for the 2003-04 Academic Year. Report submitted to the
Kentucky Education Professional Standards Board. Frankfort, KY: Education Professional
Standards Board.
Evans-Andris, Melissa, and Robert M. Carini. 2005. An Examination of the 2-Year Pilot
Kentucky Teacher Internship Program. Report submitted to the Kentucky Education
Professional Standards Board. Frankfort, KY: Education Professional Standards Board.
Kuh, George D., John C. Hayek, Robert M. Carini, Judith A. Ouimet, Robert M. Gonyea, and
John Kennedy. 2001. NSSE Technical and Norms Report. Bloomington, IN: Indiana University
Center for Postsecondary Research and Planning.
GRANTS
Co-Principal Investigator, September 2003-June 30, 2006. Kentucky Education and Professional
Standards Board, $220,000. A Research Study of the Kentucky Teacher Internship Program Pilot
Project (with Joseph M. Petrosko and Melissa Evans-Andris).
CURRICULUM VITAE
KAREN A. CHRISTOPHER
EDUCATION
B.S. 1992 Sociology/Spanish
M.A. 1996 Sociology
Ph.D. 2000 Sociology
Emory University (Atlanta, Georgia)
University of Arizona (Tucson, Arizona)
University of Arizona (Tucson, Arizona)
MAJOR PUBLICATIONS
Journal Articles
2006 The Poverty Line Forty Years Later: Alternative Poverty Measures and Women’s Lives.
Race, Class & Gender, 12(2):33-51.
2005
Welfare Recipients Attending College: The Interplay of Oppression and Resistance.
Journal of Sociology and Social Welfare, 32(3):165-185.
2005 A ‘Pauperization of Motherhood’?: Single Motherhood and Women’s Poverty over Time
in Journal of Poverty 9(3):1-23.
2004 Welfare as We Don’t Know It: A Review and Feminist Critique of Welfare Reform
Research, at Feminist Economics, July 10(2):143-171.
2002 The Gender Gap in Poverty in Modern Nations: Single Motherhood, the Market and the
State. Karen Christopher, Paula England, Timothy Smeeding, Katherin Ross Phillips (Karen
Christopher first author). In Sociological Perspectives, 45(3):219-242.
2002 Single Motherhood, Employment, or Social Assistance: Why are U.S. Women Poorer
than Women in Other Affluent Nations? Journal of Poverty 6(2):61-80.
2002 Welfare State Regimes and Mothers’ Poverty. In Social Politics: International Studies
in Gender, State and Society. 9(1):60-86.
2002 Family Friendly Europe. The American Prospect 13(7), April 8.
2004 Reprinted in Solutions to Social Problems, Lessons from Other Societies, 3rd edition. D.
Stanley Eitzen and Craig Leedham, pp. 107-111. Boston: Pearson.
1996 Explaining the Recent Employment Gap Between Black and White Women.
Sociological Focus 29(3):263-280.
1996 On the Road to Equity in the Labor Market. Paula England and Karen Christopher.
Pp.83-90 in Arizona Women's Town Hall: The 21st Century Workforce. 1996. The University of
Arizona.
Book Chapters
2005 Momentary Pleasures: Encounters and Fleeting Relationships At a Singles Dance. Irenee
Beattie, Karen Christopher, Dina Okamoto, and Sandra Way. Pp. 46-65 in Together Alone:
Personal Relationships in Public Places, edited by Calvin Morrill, David Snow, and Cindy
White. Berkeley, CA: University of California Press.
2002 Caregiving, Welfare States, and Mothers’ Poverty. Pp. 113-128 in Child Care and
Inequality: Re-thinking Carework for Children and Youth, editors Francesca Cancian, Demi
Kurz, Andrew London, Rebecca Reviere and Mary Tuominen. New York: Routledge.
2001 Gender Inequality in Poverty in Affluent Nations: The Role of Single Motherhood and
the State. Karen Christopher, Paula England, Sara McLanahan, Katherin Ross, and Timothy
Smeeding (Karen Christopher first author). Pp. 199-219 in Child Well-being, Child Poverty, and
Child Policy in Modern Nations, edited by Koen Vleminckx and Timothy Smeeding. Bristol UK:
The Policy Press.
1999 How Do Intersections of Race, Ethnicity and Gender Affect Pay Among Young Cohorts
of African Americans, European Americans, and Latino/as? Paula England, Karen Christopher,
and Lori Reid. Pp. 139-182 in Race, Gender and Economic Inequality: African American and
Latina Women in the Labor Market, edited by Irene Browne. NY: Russell Sage.
GRANTS
Pre-doctoral Fellowships from the MacArthur Research Network on the Family and the
Economy, $17,000 each, October 1998-June 1999 and July 1999-June 2000
Against the Odds: College Assistance and College Persistence among Kentucky Welfare
Recipients. Funded Fall 2003 with an Internal Research Initiation Grant (Research on Women).
3. University of Pittsburgh FAS Faculty Type I Research Grant, $4000, April 2001.
CURRICULUM VITAE
MELISSA EVANS-ANDRIS
EDUCATION
B.A. 1974 Sociology
M.A. 1981 Sociology
Ph.D. 1991 Sociology
Wittenberg University (Springfield, Ohio)
University of Louisville (Louisville, Kentucky)
Indiana University (Bloomington, Indiana)
MAJOR PUBLICATIONS
Journal Articles
2006. Evans-Andris, M., K. Kyle, & R. Carini. Is Mentoring Enough? An Examination of Year
One of the Pilot Two Year Kentucky Teacher Internship Program. New Teacher Educator,
November.
1995. Evans-Andris, M. Barrier to Computer Integration: Micro Interaction Between Computer
Coordinators and Classroom Teachers in Elementary Schools. Journal of Research on
Computing in Education, 28, 1:29-45.
1995. Evans-Andris, Melissa. An Examination of Computing Styles Among Teachers in
Elementary Schools. Educational Technology Research and Development, 43, 2:15-33.
1987. Evans-Andris, Melissa. A Computerized Information System and Human Services
Integration, Computer Applications in Social Work and Allied Professions. 3,4 (Autumn).
Book Chapters
2006. Evans-Andris, M. Computer Access in High Schools. The Praeger Handbook of
American High Schools. K. Borman, S. Cahill and B. Cotner, Editors. Westport, CT: Praeger
Publishers.
1996. Evans-Andris, Melissa. Computers, Gender and Elementary School Teaching. In Women
and Work: A Handbook, P. Dubeck & K. Borman, Editors. New York: Garland Publishing.
1996. Evans-Andris, Melissa. Computers, Gender and Elementary School Teaching. In Women
and Work: A Reader, P. Dubeck & K. Borman, Editors. New Jersey: Rutgers University Press.
Books
1996. Evans-Andris, M. An Apple for the Teacher: Computers and Work in Elementary Schools.
Thousand Oaks, CA: Corwin Press, A Sage Publication.
1977. Fantonzzi, D., G. Treitz, and M. Evans-Andris. A Guide to Women's Services. Louisville
and Jefferson County Human Relation Commission.
Research Reports
2006. Evans-Andris, M & R. Carini. Three Years After Pilot KTIP Implementation: An
Examination of Pilot and TWS KTIP Based on Participants’ Perceptions. Final report on 3 year
study based on interview and survey data. August.
2006. Evans-Andris, M. A Comparison of Perceptions Based on Participation in the Two Year
Pilot Kentucky Teacher Internship Program. Report on interview phase of research for Year 3
(only) delivered to the Kentucky Educational Professional Standards Board. July.
2005. Evans-Andris, M. Comprehensive School Reform, Educational Dynamics, and
Achievement in Kentucky Middle Schools. Final report on 4 year study delivered to the Institute
of Education Sciences, US Department of Education. December.
2005. Evans-Andris, M. & R. Carini. An Examination of the Two-Year Pilot Kentucky Teacher
Internship Program. December.
2005. Evans-Andris, M. A Comparison of Perceptions Based on Participation in the two year
Pilot Kentucky Teacher Internship Program. Report on interview phase of research for Year 2
delivered to the Kentucky Educational Professional Standards Board. November.
2004. Evans-Andris, M. A Comparison of Perceptions Based on Participation in the two year
Pilot Kentucky Teacher Internship Program. Report on interview phase of research delivered to
the Kentucky Educational Professional Standards Board. October.
2004. Evans-Andris, M. Comprehensive School Reform, Educational Dynamics, and
Achievement in Kentucky Middle Schools. Annual Report delivered to the Institute of
Education Sciences, US Department of Education. June.
2003. Evans-Andris, M. Comprehensive School Reform, Educational Dynamics, and
Achievement in Kentucky Middle Schools. Annual Report delivered to the Institute of
Education Sciences, US Department of Education. June.
2002. Evans-Andris, M. Teacher Recruitment and Retention in Kentucky School Districts.
Delivered to the Kentucky Department of Education.
2000. Evans-Andris, M. Phi Delta Kappa/Kentucky Education Survey. Office of the
Commissioner. Kentucky Department of Education.
2000. Evans-Andris, M. Instructional Time in 15 Kentucky Middle Schools. Office of the
Commissioner. Kentucky Department of Education.
1996. Evans-Andris, M. & J.A. Whitt. District Technology Coordinators in Kentucky: A
Statewide Survey. Office of Education Technology, KDE.
Abstracts
1998. Evans-Andris, M. Teaching and Technology in the Second Decade. Educational Abstract.
(Also appears as a paper.)
1997. Evans-Andris, M. Information Sharing and Technology Leadership in Kentucky School
Districts. Educational Abstracts. (Also appears as paper.)
1995. Evans-Andris, M. Computing and Occupational Rewards Among Educators in Elementary
Schools. Sociological Abstracts. (Also appears as a paper.)
1994. Evans-Andris, M. Barrier to Computer Integration: Micro Interaction Between Computer
Coordinators and Classroom Teachers in Elementary Schools. Sociological Abstracts. (Also
appears as a paper.)
1992. Evans-Andris, M. Computer Technology and the Work of Elementary School Teachers.
Sociological Abstracts. (Also appears as a paper.)
1991. Evans-Andris, M. Computer Technology and Occupational Dynamics Among Teachers in
Elementary Schools. Dissertation Abstracts International.
1991. Evans-Andris, M. Advanced Technology and Innovative Roles for Teachers. Sociological
Abstracts. (Also appears as a paper.)
1990. Evans-Andris, M. Technology and Teacher Autonomy in the Educational Work Place.
Sociological Abstracts. (Appears as paper.)
GRANTS
Kentucky Educational Professional Standards Board. ($330,000). 2003. Project Title: A
Research Study of the Kentucky Teacher Internship Program Pilot Project. Principal
Investigators: J. Petrosko & M. Evans-Andris Co-Investigator: R. Carinni
US Department of Education, Office of Educational Research and Improvement ($490,800).
2001. Project Title: Comprehensive School Reform, Educational Dynamics, and
Achievement in Kentucky Middle Schools. Principal Investigator: M. Evans-Andris
Co-Investigator: W. M. Usui
Jefferson County Public Schools, Computer Support Unit ($5000). 1997. Project Title: Toward
Computer Integration in Elementary Schools in the Second Decade. Principal Investigator: M.
Evans-Andris
Kentucky Department of Education ($1,670). 1996. Project Title: A Network Analysis of
Information Sharing Among District Technology Coordinators in Kentucky. Principal
Investigator: M. Evans-Andris. Co-Investigator: J.A. Whitt
Spencer Foundation ($11,075). 1995. Project Title: Information Sharing and Computer
Implementation in Elementary Schools of Rural School Districts. Principal Investigator: M.
Evans-Andris
Spencer Foundation ($6,000). 1993. Project Title: Computer Technology and Occupational
Dynamics Among Teachers in Elementary Schools Four Years Later. Principal Investigator: M.
Evans-Andris.
American Sociological Association/National Science Foundation Small Grant ($3,000). 1992).
Project Title: Computer Technology and Occupational Dynamics Among Teachers in
Elementary Schools Four Years Later. Principal Investigator: M. Evans-Andris
Competitive Enhancement Grant ($8,557). 2001. Principal Investigator: M. Evans-Andris
Arts and Sciences Teaching Assessment Grant ($3000). 2000. Principal Investigator: M. EvansAndris
Arts and Sciences Research Grant ($300). 2000. Learning Ethnograph.
President’s Research Initiative - Project Completion Grant ($2130). 1997. Project Title: Toward
Computer Integration in Elementary Schools in the Second Decade. Principal Investigator: M.
Evans-Andris.
President’s Research Initiative - Research Initiation Grant ($2,650). 1996. Project Title: A
Network Analysis of Information Sharing Among District Technology Coordinators in Kentucky.
Principal Investigator: M. Evans-Andris. Co-Investigator: J.A. Whitt
University of Kentucky/University of Louisville Joint Center for the Study of Educational Policy
($9,432). 1994. Project Title: Computer Technology, Implementation, and Occupational
56
Dynamics Among Teachers in Elementary Schools in Rural School Districts. Principal
Investigator: M. Evans-Andris
President's Research Initiative - Undergraduate Research Grant ($2,104). 1994. Project Title:
Coordination or Duplication: An Examination of Social Service Delivery in KERA's Youth
Service Centers and Six Middle Schools. Principal Investigator: Melissa Evans-Andris
Student Participant: Nancy Rogers
Collaborative Venture Grant, Jefferson County Public School/UofL. Project Title: The Missing
Link: Electronic Networking in the Classroom. ($2,750). 1993. Principal Investigators: M.
Evans-Andris and M. Holden
President's Research Initiative - Project Completion Grant ($2,051). 1993. Project Title:
Computer Technology and Occupational Dynamics Among Elementary School Teachers Four
Years Later. Principal Investigator: M. Evans-Andris
Arts and Sciences Research Grant ($225). 1992. Project Title: Computer Technology and
Occupational Dynamics Among Elementary School Teachers Four Years Later. Principal
Investigator: M. Evans-Andris
57
CURRICULUM VITA
L. ALLEN FURR
EDUCATION
B.A.
M.A.
M.S.S.W.
Ph.D.
1977
1981
1990
1986
History
Texas A&M University (Commerce, Texas)
Sociology
Stephen F. Austin University (Nacogdoches, Texas)
Mental Health University of Louisville (Louisville, Kentucky)
Sociology
Louisiana State University (Baton Rouge, Louisiana)
MAJOR PUBLICATIONS
Journal Articles
Suresh G, Furr LA, and Srikrishnan AK. (Forthcoming). An assessment of the mental health of
street-based sex workers in Chennai, India. Journal of Contemporary Criminal Justice, special
edition on India.
Marshall, GA and Furr LA (Forthcoming). Factors that affect women’s attitudes toward
domestic violence in Turkey. Violence and Victims.
Barker JH, Furr A, McGuire S, Cunningham M, Wiggins O, and Banis JC. (Forthcoming).
Response to editorial entitled “On the ethics of composite tissue allotransplantation.” Plastic
and Reconstructive Surgery.
Barker JH, Furr A, et al. (Forthcoming). Patient expectations in facial transplantation. Annals
of Plastic Surgery.
Layer JK, Karwowski W, and Furr A. (Forthcoming). Human performance as a function of
operator cognitive demands and quality of work life. International Journal of Industrial
Ergonomics.
Storey B, Furr A, Banis JC, Cunningham M, Vasilic D, Wiggins O, Martinez S, Reynolds CC,
Ashcraft RR, and Barker JH. (Forthcoming). Psychosocial issues in composite tissue
allotransplantation. In, Hewitt CW, Lee WPA, and Gordon CR (eds.), Transplantation of
Composite Tissue Allografts, pps 452-459. New York: Springer.
Maldonado C and Furr A. (2008). Outsourcing bench research to reduce attrition of junior
faculty surgeons. Microsurgery.
58
Barker JH, Brown CS, Cunningham M, Wiggins O, Furr A, Maldonado C, and Banis JC. (2008).
Ethical Considerations in Human Facial Tissue Allotransplantation. Annals of Plastic Surgery,
60: 103-109.
Vasilic D, Reynolds CC, Cunningham M, Furr A, Storey B, Banis JC, Wiggins O, Maldonado C,
Alloway RR, Kon M, and Barker JH. (2008). Plastic surgeons’ risk acceptance in facial
transplantation. Plastic and Reconstructive Surgery, 121(1).
Vasilic D, Alloway RR, Barker JH, Furr A, Ashcroft R, Banis Jr JC, Kon M, and Woodle ES.
(2007). Risk assessment of immunosuppressive therapy in facial transplantation. Plastic and
Reconstructive Surgery, 120(3): 657-668.
Brown CS, Gander B, Cunningham M, Furr A, Vasilic D, Wiggins O, Banis Jr. JC, Vossen M,
Maldonado C, Perez-Abadia G, and Barker JH. (2007). Ethical considerations in face
transplantation. The International Journal of Surgery, 5: 353-364.
Furr LA, Wiggins O, Cunningham M, Vasilic D, Brown CS, Banis JC, Maldonado C, PerezAbadia G, and Barker JH. (2007). The psychosocial implications of disfigurement and the future
of human face transplantation. Plastic and Reconstructive Surgery, 120(2): 559-565.
Barker JH, Stamos N, Furr A, McGuire S, Cunningham M, Wiggins O, Brown CS, Gander B,
Maldonado C, and Banis Jr JC. (2007). Research and events leading to facial transplantation.
Clinics in Plastic Surgery, 34(2):233-250.
Furr LA and Das N. (2006). The effects of social autonomy on BMI scores: A study of women
in Nepal. Contributions to Nepalese Studies, 33(1):17-26.
Barker JH, Furr A, Cunningham M, Grossi F, Vasilic D, Storey B, Wiggins O, Majzoub R,
Vossen M, Brouha P, Maldonado C, Reynolds CC, Francois C, Perez-Abadia G, Frank JM, Kon
M and Banis Jr JC. (2006). Investigation of risk acceptance in facial transplantation. Plastic and
Reconstructive Surgery, 118(3):663-670
Reynolds CC, Martinez SA, Furr A, Cunningham M, Bumbous JM, Lentsch EJ, Banis JC,
Vasilic D, Storey B, Wiggins O, Maldonado C, Perez-Abadia G, and Barker JH. (2006). Risk
acceptance in larngeal transplantation. The Laryngoscope, 116: 1770-1775.
Gander B, Brown CS, Vasilic D, Furr A, Banis Jr JC, Cunningham M, Wiggins O, Maldonado C,
Whitaker I, Perez-Abadia G, Frank JM, and Barker JH. (2006). Composite tissue
allotransplantation of the hand and face: A new frontier in transplant and reconstructive surgery.
Transplant International, 19(11): 868-880.
59
Majzoub RK, Cunningham M, Grossi F, Banis JC, Brouha P, Furr A, Maldonado C, Wiggins O,
Perez-Abadia O, François C, Storey B, Reynolds CC, Frank JM , Kon M, Barker JH. (2006).
Investigation of risk acceptance in hand transplantation. Journal of Hand Surgery (American),
31(2): p. 295-302.
Brouha P, Naidu D, Cunningham M, Furr A, Majzoub R, Grossi FV, Francois CG,
Maldonado C, Banis JC, Martinez S, Perez-Abadia G, Wiggins O, Kon M, and Barker JH.
(2006). Risk acceptance in composite-tissue allotransplantation reconstructive procedures.
Microsurgery, 26(3): 144-149.
Furr LA. (2005). The Maoist insurgency in Nepal: A socio-historical analysis. Journal of
Government and Political Studies (India.), 25:49-60.
Furr LA. (2005). On the relationship between cultural values and preferences and affective
health in Nepal. International Journal of Social Psychiatry, 51(1): 75-86.
Furr LA. (2004). Medicalization in Nepal: A study of the influence of westernization on
defining deviant and illness behavior in a developing country. International Journal of
Comparative Sociology: 45(1-2): 131-142.
Furr LA, Binkley CJ, McCurren C, and Carrico R. (2004). Factors affecting quality of oral care
in intensive care units. Journal of Advanced Nursing, 48(5): 454-462.
Furr LA, Austin DM, Cribbs S, and Smoger S. (2005). The effects of neighborhood satisfaction
on perception of safety among refugees from the former Soviet Union. Sociological Spectrum,
25(5): 519-537.
Banis JC, Barker JH, Cunningham M, Francois CG, Furr A, Grossi F, Kon M, Maldonado C,
Martinez S, Perez-Abadia G, Vossen M, Wiggins OP. (2004). Response to Selected
Commentaries on the AJOB Target Article “On the ethics of face transplantation research.”
American Journal of Bioethics, 4(3): W23-W31.
Furr, LA and Barker, J. (2004). Response to “Sociological considerations in face
transplantation.” International Journal of Surgery, 2(2): 12.
Binkley CJ, Furr LA, McCurren C, and Carrico R. (2004). Survey of oral care practices in US
intensive care units. American Journal of Infection Control, 32(3):161-169.
Hines-Martin VP, Usui W, Kim S, and Furr A. (2004). A comparison of influences on attitudes
towards mental health service use in an African-American and White community. Journal of
National Black Nurses Association, 15(2):17-22.
60
Furr, LA, Usui, W, and Hines-Martin, V. (2003). Authoritarianism and attitudes toward mental
health services. American Journal of Orthopsychiatry, 73(4): 411-418.
Furr, LA. (2002). Perceptions of genetics as harmful to society: Differences among samples of
African Americans and European Americans. Genetic Testing, 6(1): 25-30.
Austin, DM, Furr, LA, and Spine, M (2002). The impact of neighborhood physical and social
conditions on perceptions of safety. Journal of Criminal Justice, 30(5):417-427.
Furr, LA (1999). Social status and attitudes toward organizational control of genetic data.
Sociological Focus, 32(4): 371-382.
Furr, LA & Kelly, SE (1999). The Genetic Knowledge Index: Developing a standard measure of
genetic knowledge. Genetic Testing, 3(2): 193-199.
Schwaner, SL, Furr, LA, Negrey, CL, & Seger, RE (1999). Who wants a concealed gun license?
Journal of Criminal Justice, 27(1): 1-10.
Furr, LA & Seger, RE (1998). Psycho-social predictors of interest in prenatal genetic screening.
Psychological Reports, 82:235-244.
Furr, LA (1998). Psycho-social aspects of serious renal disease and dialysis. Social Work in
Health Care, 27(3): 97-118.
Furr, LA (1998). Father’s characteristics and their children’s scores on college entrance exams:
A comparison of intact and divorced families. Adolescence, 33(131): 533-542.
Furr, LA (1995). The relative influence of social work journals. Journal of Social Work
Education, 31(1): 38-45.
Grissett, B & Furr, LA (1994). Effects of parental divorce on children's financial support for
college. Journal of Divorce and Remarriage, 22(1/2): 155-166.
Furr, LA (1993). Curriculum tracking: A new arena for school social work. Social Work in
Education, 15(1):35-44.
Furr, LA (1992). Exploring historical illiteracy. Reading Improvement, 20(1):58-64.
Furr, LA (1992). The impact of sudden inflation on social service agencies: A rural-urban
comparison. Human Services in the Rural Environment, 16(1): 25-28.
Book
Furr, LA (1997). Exploring Human Behavior and the Social Environment. Boston: Allyn and
Bacon.
Abstracts and Posters
Furr, LA. (2005). Bending the roles: Flexibility and department chairing. American Council on
Education, ACENET.edu.
61
Diehl ED, Ratterman AG, Leitsch P, Furr LA, and Burke JD (2005). Development of
Specialized Role Based Human Subjects Training for Social, Behavioral, and Educational
Resources. Refereed poster presentation at Human Research Protection Program annual
conference. Boston, December 6, 2005.
Smoger, SH, Furr, LA, McKinney, WP, Hornung, CH, Mundt, C, and Miller, J. (2001)
Preventive health screening of elderly Russian immigrants. Journal of the American Geriatrics
Society, 49(4) April 2001, page S157. American Geriatrics Society Presidential poster. Chicago,
2001.
Smoger, SH, Furr, LA, McKinney, WP, Hornung, CH, Mundt, C, and Miller, J. (2001)
Preventive health care utilization among refugees from the former Soviet Union. Journal of
General Internal Medicine. 16(Supplement 1):175.
Smoger, SH, Furr, LA, McMahon, C, and Friedlander, H (1998) Medication assistance to the
low income elderly: Effects on self-reported health. Journal of General Internal Medicine.
13(April Supplement).
Smoger, SH, McMahon, C, Friedlander, H, and Furr, LA (1998) A community medication
review project to screen low income elderly for medication assistance needs. Poster at Society of
General Internal Medicine, Chicago. Journal of General Internal Medicine. 13(April
Supplement).
Furr, LA, Wilburn, MS, and Besser, P (1988) Historical illiteracy in the community college.
Innovation Abstracts.
GRANTS
Fulbright Scholarship to India (2005). Punjabi University, Patiala.
Smoger S, McKinney P, Hornung C, and Furr LA (1998). Russian refugees in Kentucky:
Health concerns and utilization of health services. Project funded by Jewish Hospital Foundation
($61,000).
Furr LA (1992). Grant from Helping Hands of Rockwall, Texas, to conduct client satisfaction
survey and a countywide needs assessment.
Binkley, C and Furr LA (2002). Research support from University of Louisville School of
Dentistry. National Survey of Oral Care Practices in Intensive Care Units. ($3,950).
Furr LA (2001). Research support from IRIG, University of Louisville. Medicalization in
Nepal: A study of the influence of modernization on defining deviant and illness behavior in a
developing country. ($3,900)
62
CURRICULUM VITAE
PATRICIA GAGNE’
EDUCATION
B.A. 1986
M.A. 1988
Ph.D. 1994
Sociology
Sociology
Sociology
Ohio University (Athens, Ohio)
The Ohio State University (Columbus, Ohio)
The Ohio State University (Columbus, Ohio)
MAJOR PUBLICATIONS
Journal Articles
M. Cynthia Logsdon, Patricia Gagne, Tara Hughes, Jennifer Patterson, and Vivian Rakestraw.
2005. Social Support During Adolescent Pregnancy: Piecing Together a Quilt. Journal of
Obstetric, Gynecologic, & Neonatal Nursing. Vol 34, No. 5 (September/October): 606-614.
Matthew Renfro-Sargent and Patricia Gagné. 2004. Introduction. Sociological Focus, Special
Issue on Social Movements. 37:4 (August).
Patricia Gagné and Deanna McGaughey. 2002. Designing Women: Embodiment, Elective
Mammoplasty, and the Masculine Gaze. Gender & Society. 16(6): 814-838
James K. Beggan, Patricia Gagné, and Scott T. Allison. 2000. An Analysis of Stereotype
Refutation in Playboy by an Editorial Voice: The Advisor Hypothesis. Journal of Men’s Studies,
9(1): 1-21.
Patricia Gagné and Richard Tewksbury. 1999. Knowledge and Power, Body and Self: An
Analysis of the Knowledge Systems and the Transgendered Self. The Sociological Quarterly,
40(1):59-83.
Patricia Gagné and Richard Tewksbury. 1998. Conformity Pressures and Gender Resistance
Among Transgendered Individuals. Social Problems 45(1):82-102.
Patricia Gagné, Richard Tewksbury, and Deanna McGaughey.1997. Coming Out and Crossing
Over: Identity Formation and Proclamation in a Transgender Community. Gender & Society.
11(4):478-508.
Richard Tewksbury and Patricia Gagné. 1997. Assumed and Presumed Identities: Problems of
Self-Presentation in Field Research. Sociological Spectrum 17(2)(April-June):127-155.
* Award for Best Article Published in the Journal that Year.*
63
Richard Tewksbury and Patricia Gagné. 1996. Transgenderists: Products of Non-Normative
Intersections of Sex, Gender and Sexuality. Journal of Men’s Studies. 5(2):105-129.
Patricia Gagné. 1996. Identity, Strategy, and Feminist Politics: Clemency for Battered Women
Who Kill. Social Problems. 43(1):77-93.
Patricia L. Gagné. 1992. Appalachian Women: Violence and Social Control. Journal of
Contemporary Ethnography, 20,4 (January):387-415.
Professional Magazine Articles Published
Patricia Gagné with Lana Grandon. Across the Great Divide: A Sociological Analysis of
Domestic Violence from Two Perspectives. Bench & Bar, 67(5), September 2003, pp. 7-16.
Books
Patricia Gagné and Richard Tewksbury (Eds.). 2003. The Dynamics of Inequality: Race, Class,
Gender, and Sexuality in the United States. Upper Saddle River, NJ: Prentice Hall.
Patricia Gagné and Richard Tewksbury (Eds.) 2002. Advances in Gender Research, Volume 6.
Boston: JAI Press, an imprint of Elsevier.
John Macionis with Patricia Gagné. 2002. Social Problems. Upper Saddle River, NJ: PrenticeHall.
Richard Tewksbury and Patricia Gagné. 2000. Deviance and Deviants: An Anthology. Los
Angeles, CA: Roxbury Press.
Patricia Gagné. Battered Women’s Justice: The Movement for Clemency and the Politics of SelfDefense.1998. New York: Twayne.
Journal Issues Published
Patricia Gagné and Matthew Renfro-Sargent. 2004. Sociological Focus, Special Issue on Social
Movements. 37(4) (August).
Book Chapters
Patricia Gagné. 2004. Getting In and Getting On: Entrée Strategies and the Importance of Trust
and Rapport in Qualitative Research. Pp. 103-116 in Richard Tewksbury and Elizabeth Ehrhardt
Mustaine (Eds.) Controversies in Criminal Justice Research. Anderson Publishing, A member of
the LexisNexis Group.
Patricia Gagné and Richard Tewksbury. 2002. Introduction: Advancing Gender Research at the
Intersection of Gender and Sexuality. Pp. 1-12 in Advances in Gender Research, Volume 6.
Boston: JAI Press, an imprint of Elsevier.
64
Richard Tewksbury and Patricia Gagné. 2002. Lookin’ for Love in All the Wrong Places: Men
Who Patronize Prostitutes. Pp. 85-98 in Ronald M. Holmes and Stephen T. Holmes (Eds.)
Contemporary Perspectives on Sex Crimes. Thousand Oaks, CA: Sage Publications.
Patricia Gagné and Richard Tewksbury. 1998. Rethinking Binary Conceptions and Social
Constructions: Transgender Experiences of Gender and Sexuality. In Advances in Gender
Research, Vol. 3. edited by Marcia Texler Segal and Vasilikie Demos (pp. 73-102). Greenwich,
CN: JAI Press.
Patricia Gagné and Richard Tewksbury. 1996. No Man’s Land: Transgenderism & the Stigma of
the Feminine Man. In Advances in Gender Research (Vol. 1). edited by Marcia Texler Segal and
Vasilikie Demos (pp. 115-155). Greenwich, CT: JAI Press.
Encyclopedia Entries Published
Patricia Gagné. The Shelter Movement. 2000. Encyclopedia of Women and Crime. Phoenix, AZ:
Oryx Press.
Research Reports
Melinda Rowe, M.D., Mary H. Mundt, Ph.D., RN, Patricia Gagné, Ph.D. Women 4 Women
Benchmark 2000: Report of the Coalition on Women’s Health. July 24, 2000.
Patricia Gagné. June 2000. Health Care for Uninsured Adults in Jefferson County, Kentucky: A
Report of Focus Group Findings Regarding the Experiences of Health Care Professionals and
Uninsured Adults.
Patricia Gagné, Richard Tewksbury, and Scott Cummings. December 1996. Adolescent Views on
Sex and Sexuality: Issues Affecting Teen Pregnancy Prevention Programs.
GRANTS
2001 Patricia Gagné. President’s Research Initiative Grant, Research on Women Grant,
Graduate School, University of Louisville. Funded in the amount of $4000.00 for the research
study entitled, Doing Gender and Negotiating Equity: An Ethnographic Study of Women’s
Participation in a Male-Dominated Subculture.
1998 James K. Beggan and Patricia Gagné. President’s Research Initiative Grant, Research on
Women Grant, Graduate School, University of Louisville. Funded in the amount of $3575.00 for
the research study entitled, A Psychological and Sociological Analysis of Women’s Decision
Making Processes Regarding Breast Augmentation Surgery.
65
1997 Patricia Gagné. President’s Research Initiative Grant, Project Completion and Research on
Women Grants, Graduate School, University of Louisville. Funded in the amount of $3045 to
complete the book entitled, Battered Women’s Justice: The Movement for Clemency and the
Politics of Self-Defense.
1995-1996 Patricia Gagné. President’s Research Initiative Grant, Project Completion Grant,
Graduate School, University of Louisville. Funded in the amount of $2,500 to complete the project
entitled, Coming Out: The Transformation Experiences and Strategies of Transgendered
Individuals.
1994-1995 Patricia Gagné. President’s Research Initiative Grant, Project Completion Grant,
Graduate School, University of Louisville. Funded in the amount of $1,259 to complete the project
entitled, Factors of Successful Adjustment Among Women Convicted of Killing or Assaulting
Abusive Partners: An Examination of the Ohio Clemency Decisions Three Years After.
1992-1993. Elizabeth D. Gee Fund for Research on Women Research Grant, The Center for
Women's Studies, The Ohio State University.
1992. Intensive Dissertation Research Fellowship Department of Sociology, The Ohio State
University.
66
CURRICULUM VITAE
LAUREN HEBERLE
EDUCATION
B.A. 1989
M.A. 1997
Ph.D. 2001
Public Policy University of Chicago (Chicago, Illinois)
Sociology
Rutgers University (New Brunswick, New Jersey)
Sociology
Rutgers University (New Brunswick, New Jersey)
MAJOR PUBLICATIONS
Journal Articles
Heberle, L. & Wernstedt, K. (2006) “The Mythology of Sustainable Brownfields Regeneration.”
Local Environment: Special Edition Sustainability and Brownfields. Vol. 11, No. 5, 475-497.
Wernstedt, K., Meyer, P.B., Aberini, A., Heberle, L. (2006) “Incentives for Private Residential
Brownfields Development in U.S. Urban Areas”. Journal of Environmental Planning and
Management. V49n1.pp. 101-119.
Meyer, P.B., Wernstedt, K. Heberle, L. Alberini, A. (2005). “Public Policy to Attract Private
Capital to Contaminated Sites: The Relative Values Developers Assign to Different Incentives.”
Proceedings of CABERNet 2005: The International Conference on Managing Urban Land. pp.
232-237 (refereed proceedings).
Book
Heberle, L., Opp, S. (Eds.) (2008) Local Sustainable Urban Development in a Globalized World.
Urban Planning and Environment Series, Ashgate Press, Hampshire, England.
Book Chapters
Heberle, L (2008) “Local Strategies as Global Solutions” in Local Sustainable Urban
Development in a Globalized World. Urban Planning and Environment Series, Ashgate Press,
Hampshire, England. pp. 1-9.
Meyer, P., Heberle, L. (Forthcoming 2009) “Local Climate Change Initiatives in the United States:
The Primacy of Short-Term Economic Returns” in Local Governments and Climate ChangeSustainable energy planning and implementation in small and medium-sized communities. Editors
Maryke van Staden and Dr. Francesco Musco, Springer, Heidelberg.
Research Reports
Opp, S., Heberle, L., Chavez-Graciano, E., & Meyer, P. (2008) “Energy Efficiency as a Public
Priority.” Practice Guide #20 Spring 2008 Southeast Regional Environmental Finance Center,
EPA Region 4, University of Louisville.
67
Heberle, L. (2006) “Connecting Smart Growth and Brownfields Redevelopment.” U.S. EPA
Office of Policy, Economics and Innovation.
Wernstedt, K., Heberle, L. Alberini, A., & Meyer, P. (2004) “The Brownfields Phenomenon:
Much Ado about Something or the Timing of the Shrewd?” Resources For The Future. Discussion
Paper 04-46. Washington, D.C.
Heberle, L & Coffin, S. (2004) “Thinking about Sprawl in Kentucky.” Sustain: a journal of
environmental and sustainability issues. Louisville, KY: Kentucky Institute for the Environment
and Sustainable Development, University of Louisville. Volume 9: 35-38. (invited publication)
Heberle, L & Meyer, P. (2003) “In Search of Good Data: Problems in gathering useful
information about redevelopment projects or where have all the developers gone?” CEPM
Working Papers 2003: http://cepm.louisville.edu/PDFdocs/Developerwp.pdf
GRANTS
U.S. Environmental Protection Agency, Environmental Finance 2005-2008…. $666,666
U.S. Environmental Protection Agency, Office of Brownfields Cleanup and Redevelopment,
Office of Solid Waste and Emergency Response, 2005-2008………………………….$286,000
“Brownfields Training Research, and Technical Assistance Grant and Cooperative Agreement”
U.S. Environmental Protection Agency, Office of Policy, Economics and Innovation
Development, Community and Environment Division, 20052006……………………………$20,000
“Study of Smart Growth Policies That Spur Brownfields Revitalization”
68
CURRICULUM VITAE
GUL ALDIKACTI MARSHALL
EDUCATION
B.A. 1993
M.A. 1997
Ph.D. 2001
Sociology
Sociology
Sociology
Middle East Technical University (Ankara, Turkey)
University of Pennsylvania (Philadelphia, Pennsylvania)
University of Pennsylvania (Philadelphia, Pennsylvania)
MAJOR PUBLICATIONS
Journal Articles
Marshall, Gul Aldikacti and Furr L, Allen. (Forthcoming). Factors that affect women’s attitudes
toward domestic violence in Turkey. Violence and Victims.
Aldikacti Marshall, Gul. 2005. Ideology, Progress, and Dialogue: A Comparison of Feminist and
Islamist Women’s Approaches to the Issues Head Covering and Work in Turkey. Gender and
Society 19 (1): 104-120.
Aldikacti Marshall, Gul. 2003. Die feministische Frauenbewegung in der Türkei und die
Europäische Union (Turkish Feminist Movement and The European Union). In Europas Töchter:
Traditionen, Erwartungen und Strategien von Frauenbewegungen in Europa (Europe’s
Daughters: Traditions, Expectations, and Strategies of Women’s Movements in Europe). Edited by
Ingrid Miethe and Silke Roth. Translated from English to German by Silke Roth. Opladen,
Germany: Leske and Budrich.
Book Chapters
Aldikacti Marshall, Gul. (Forthcoming). “Preparing for EU Membership - Gender Policies in
Turkey.” Gender Issues and Women’s Movements in the Enlarged European Union, edited by
Silke Roth. Oxford, New York: Berghahn Books.
GRANTS
2007 Intramural Research Incentive Grants-Research Initiation Grant. University of Louisville.
69
CURRICULUM VITAE
CYNTHIA L. NEGREY
EDUCATION
B.A. 1975
M.A. 1977
Ph.D. 1988
Journalism
Sociology
Sociology
Bowling Green State University (Bowling Green, Ohio)
Bowling Green State University (Bowling Green, Ohio)
Michigan State University (East Lansing, Michigan)
MAJOR PUBLICATIONS
Book
Cynthia Negrey. 1993. Gender, Time, and Reduced Work. Albany, NY: State University of New
York Press (SUNY Series in the Sociology of Work; Richard H. Hall, series editor).
Journal Articles
Richard Child Hill and Cynthia Negrey. 1987. Deindustrialization in the Great Lakes, Urban
Affairs Quarterly, 22, 4, pp. 580-597.
Cynthia Negrey. 1987. How I Demystified Academe and Got a Ph.D., The American Sociologist,
18, 1, pp. 58-62.
Cynthia Negrey. 1990. Contingent Work and the Rhetoric of Autonomy, Humanity and Society,
14, 1, pp. 16-33.
Cynthia Negrey. 1991. Job Sharing, Contingent Autonomy, and Labor Control, in the Proceedings
of the Second Annual Women’s Policy Research Conference. Washington, DC: Institute for
Women’s Policy Research, pp. 208-213.
Cynthia Negrey and Mary Beth Zickel. 1994. Industrial Shifts and Uneven Development: Patterns
of Growth and Decline in U.S. Metropolitan Areas, Urban Affairs Quarterly, 30, 1,
pp. 27-47.
Cynthia Negrey, Mary Beth Zickel, and Jeanne M. Fenn. 1998. Industrial Restructuring and
Regional Household Income Growth, Regional Studies, 32, 2, pp. 103-111.
1999. Book Review of The War Against Parents by Sylvia Ann Hewlett and Cornel West,
Sociological Focus, 32, 1, pp. 115-117.
Carmen Sirianni and Cynthia Negrey. 2000. Working Time as Gendered Time, Feminist
Economics 6, 1, pp. 59-76.
70
Cynthia Negrey, Annisah Um’rani, Stacie Golin and Barbara Gault. 2000. Job Training Under
Welfare Reform: Opportunities for and Obstacles to Economic Self-Sufficiency Among LowIncome Women. Georgetown Journal on Poverty Law and Policy VII, 2, pp. 347-362.
Cynthia Negrey, Stacie Golin, Sunhwa Lee, Holly Mead, and Barbara Gault. 2002. Working First
But Working Poor: The Need for Education and Training Following Welfare Reform.
Washington, DC: Institute for Women’s Policy Research.
Stephen Rausch and Cynthia Negrey. 2006. Does the Creative Engine Run? Journal of Urban
Affairs 28, 5, pp. 473-489.
Cynthia Negrey, Ramona Stone, Sunhwa Lee, and Gerard Barber. Forthcoming. Mobility from
Part-Time to Full-Time Employment among Kentucky Welfare Leavers. Journal of Poverty
Book Chapters
Richard Child Hill and Cynthia Negrey. 1985. The Politics of Industrial Policy in Michigan,
pp. 119-138 in Industrial Policy: Business and Politics in the United States and France, edited by
Sharon Zukin. New York Praeger.
Richard Child Hill and Cynthia Negrey. 1989. Deindustrialization and Racial Minorities in the
Great Lakes Region, pp. 168-178 in The Reshaping of America: Social Consequences of the
Changing Economy, edited by D. Stanley Eitzen and Maxine Baca Zinn. Englewood Cliffs, NJ:
Prentice-Hall.
Richard Child Hill and Cynthia Negrey. 1991. Deindustrialization and Uneven Development in the
Great Lakes Region, pp. 375-409 in Contemporary Urban America: Problems, Issues, and
Alternatives, edited by Marvel Lang. Lanham, MD: University Press of America.
Richard Child Hill and Cynthia Negrey. 1992. Deindustrialization and Racial Minorities in the
Great Lakes Region, USA, pp. 55-76 in Ethnic Minorities and Industrial Change in Europe and
North America, edited by Malcolm Cross. Cambridge, England: Cambridge University Press.
J. Allen Whitt, Gwen Moore, Cynthia Negrey, Deborah White, and Karen King. 1995. Big Linkers
of the Nonprofit Sphere, pp. 81-89 in Taking Trusteeship Seriously, edited by Richard C. Turner.
Bloomington, IN: Indiana University Center on Philanthropy.
Cynthia Negrey. 1997. Urban Economy, in Handbook of Research on Urban Politics and Policy in
the United States, edited by Ronald K. Vogel. Westport, CT: Greenwood Publishing Group, Inc.
Cynthia Negrey. 1999. Life in the Balance: Integrating Employment and Family. In Michael
Childress, editor, The Future Well-Being of Women in Kentucky. Frankfort, KY: Long-Term
Policy Research Center.
Cynthia Negrey. 2001. Reconsidering the Missing Feminist Revolution in Sociology, pp. 103-110
in Transforming the Disciplines, edited by Elizabeth Macnabb. Binghamton, NY: Haworth Press.
71
Cynthia Negrey, Stacie Golin, Sunhwa Lee, and Barbara Gault.. 2003. Job Training for Women
Leaving Welfare: Assessing Interest in Nontraditional Training, in Research in the Sociology of
Work, Volume 12, Worker Training, edited by David Bills.
GRANTS
1990. American Sociological Association/National Science Foundation Fund for the
Advancement of the Discipline Small Grant, $1,000.00, to support travel for research associated
with project on The Transformation of Work in Supermarkets.
A&S Dean’s Professional Activity Initiative Plus 20, Summer 1989, Summer 1990.
A&S Research Grant, July 1989-June 1990; July 1990-June 1991; The Transformation of Work
in Supermarkets ($5,450).
A&S Research Grant, July 1991-June 1992; Displaced Armour Workers ($3,000).
A&S Research Grant, Fall 1992, Regional Economic Restructuring and Gender ($750).
72
CURRICULUM VITAE
JON H. RIEGER
EDUCATION
A.B. 1958
M.A. 1961
Ph.D. 1971
Psychology
Sociology
Sociology
Miami University (Oxford, Ohio)
Michigan State University (East Lansing, Michigan)
Michigan State University (East Lansing, Michigan)
MAJOR PUBLICATIONS
Journal Articles
J. H. Rieger and Robert C. Anderson, Information Source and Need Hierarchies of an Adult
Population in Five Michigan Counties, Adult Education Journal, Vol. XVIII, No. 3 (1968); pp.
155-175.
J. H. Rieger, Geographic Mobility and the Occupational Attainment of Rural Youth: A
Longitudinal Evaluation, Rural Sociology, Vol. 37, No. 2 (June 1972); pp. 189-207.
J. H. Rieger, Overcoming the Phoniness--Stuffiness--Jewelled-Dowager Syndrome with Young
People, Music Educators Journal, Vol. 59, No. 9 (May 1973); pp. 29-32.
J. H. Rieger and Brian Rublein, Whiteman as the Don Quixote of Jazz, Journal of Popular Music
and Society, Vol. 3, No. 1 (1974); pp. 3-23.
J. H. Rieger and J. Allan Beegle, The Integration of Rural Migrants in New Settings, Rural
Sociology, Vol 39, No. 1 (Spring 1974); pp. 42-55.
J. H. Rieger, The Coming Crisis in the Youth Music Market, Journal of Popular Music and
Society, Vol. 4, No. 1 (1975); pp. 19-35. (Previously presented to the Annual Meeting of the
Popular Culture Association, 1974) (This article was reprinted in a special issue of the Journal of
Popular Music and Society, Vol. 6, No. 2 [1978]; pp. 185-201.)
James J. Zuiches and J. H. Rieger, Size of Place Preferences and Life Cycle Migration: A Cohort
Comparison, Rural Sociology, Vol. 43, No. 4 (Winter 1978); pp. 618-633.
J. H. Rieger, Rural Nonfarm Residence in the Midwest, The Rural Sociologist, Vol. 2, No. 4 (July
1982); pp. 215-232.
J. H. Rieger, Visual Sociology: A Practical Pedagogy, Visual Sociology Review, Vol. 6, No.1
(Summer 1991); pp. 38-43.
J. H. Rieger, Photographing Social Change, Visual Sociology, Vol 11, No.1 (Spring 1996); pp. 549
73
J. H. Rieger, A Community in Decline [Photo Essay], Contexts, Vol. 1, No. 4 (Fall-Winter 2002);
pp. 52-59.
Dzissah, S. J., Karwowski, W., Rieger, J. H., and Stewart, D., Measurement of Management
Efforts With Respect to Integration of Quality, Safety and Ergonomics Issues in Manufacturing
Industry, Human Factors and Ergonomics in Manufacturing, Vol. 15, No. 1 (2005)
J. H. Rieger, The Changing City Edge, Contexts, Vol. 2, No. 3 (Summer 2003); p. 70.
J. H. Rieger, A Retrospective Visual Study of Social Change: The Pulp-logging Industry in an
Upper Peninsula Michigan County, Visual Studies, Vol. 18, No.2 (2003); pp. 157-178.
J. H. Rieger, Trading Spaces, Contexts, Vol. 3, No. 4 (Fall 2004); p. 70.
Book Chapters
J. H. Rieger, J. Allan Beegle, and Philip N. Fulton, Diaspora and Adaptation: A Case Study of
Youth from a Low-Income Rural Area, in J. Allan Beegle and Robert L. McNamara, eds., Patterns
of Migration and Population Change in America's Heartland, North Central Regional Research
Publication 238. East Lansing, Michigan: Michigan State University Agricultural Experiment
Station, April 1978.
J. H. Rieger, Mechanization in the Western Upper Peninsula Pulp-Logging Industry, Chapter in
Nan E. Johnson and Ching-li Wang, Eds., CHANGING RURAL SOCIAL SYSTEMS:
ADAPTATION AND SURVIVAL. East Lansing, Michigan: Michigan State University Press,
1997; pp. 47-70.
Research Reports
J. H. Rieger, J. Allan Beegle, and Philip N. Fulton, Profiles of Rural Youth: A Decade of
Migration and Social Mobility, East Lansing, Michigan: Michigan State University Agricultural
Experiment Station Research Report 178 (January 1973).
J. H. Rieger, School of Music Alumni Survey, Louisville, Kentucky: University of Louisville
Department of Sociology (Summer 1991).
J. H. Rieger, Key Informant, Entry in the Encyclopedia of Sociology. George Ritzer and Yvonna
Lincoln (eds.). London: Blackwell's Publishing, 2007
Gallery Exhibits
Faculty Show '85: Research Photography at the University of Louisville. The University of
Louisville Photographic Archives; Exhibit (11 April - 31 May 1985). (This show contained 28
prints from the projects on rural nonfarm housing and suburban transformations among rural
farmsteads.)
Visual Elements of Social Change in the Rural Midwest. Kresge Art Center, Michigan State
University, East Lansing, MI; Exhibit (13-28 March 1986). (This show contained 29 photographs
from my visual fieldwork in the rural Midwest over the period 1981-1985.)
74
GRANTS
Kansas Council on Family Relations/Kansas State University National Photography Competition:
Rural America: Change and Continuity (November 1989). Second Place Award ($500.00): Site
005; RR#6 Trailer Park (Franklin County, Kentucky).
U of L Faculty Development Minigrant, July 1985 ($429). For attendance at a workshop
(Exploring Society Photographically, taught by Howard Becker) at the Visual Studies Workshop,
Rochester, N Y.
A & S Faculty Development Grant, July 1986 ($884). For attendance at an advanced
photographic workshop Vision as Language, (taught by Nathan Lyons) at the Visual Studies
Workshop, Rochester, NY.
75
CURRICULUM VITAE
RYAN D. SCHROEDER
EDUCATION
B.A. 2001
M.A. 2003
Ph.D. 2005
Sociology
Sociology
Sociology
University of Nebraska (Lincoln, Nebraska)
Bowling Green State University (Bowling Green, Ohio)
Bowling Green State University (Bowling Green, Ohio)
MAJOR PUBLICATIONS
Journal Articles
Schroeder, Ryan D., Peggy C. Giordano, and Stephen A. Cernkovich. 2007. Drug Use and
Desistance Processes. Criminology 45 (1): 191-222.
Giordano, Peggy C., Ryan D. Schroeder, and Stephen A. Cernkovich. 2007. Emotions and Crime
Over the Life Course: A Neo-Meadian Perspective on Criminal Continuity and Change. American
Journal of Sociology 112 (6): 1603-1661.
Giordano, Peggy C., Monica A. Longmore, Ryan D. Schroeder, and Patrick M. Seffrin. 2008. A
Life Course Perspective on Spirituality and Desistance from Crime.
Criminology 46 (1):
99-132.
Ford, Jason A. and Ryan D. Schroeder. (forthcoming). Academic Strain and Non-Medical Use of
Prescription Stimulants among College Students. Deviant Behavior.
Bradley, Christopher and Ryan D. Schroeder. Because It’s FREE Poker!: A Qualitative Account
of Free Texas Hold’em Poker Tournaments. (forthcoming). Sociological Inquiry.
Book Chapter
Osgood, Aurea K. and Ryan D. Schroeder. (forthcoming). Public Assistance Receipt among lack
Single-Father Families. In R. Coles & C. Green (Eds.), Black Men as Parents: An Anthology.
New York: Columbia University Press.
76
CURRICULUM VITAE
CLARENCE TALLEY
EDUCATION
B.A. 1979
M.A. 1982
Ph.D. 1989
Sociology
Sociology
Sociology
Antioch University (Antioch, Ohio)
University of Maryland (College Park, Maryland)
University of Maryland (College Park, Maryland)
MAJOR PUBLICATIONS
Journal Articles
The Knowledge of Detained Juveniles About the Juvenile Justice System. With Theresa RajackTalley and Richard Tewksbury. Juvenile and Family Court Journal 56: 3 (2005)
Knowledge and Perceptions of Juvenile Justice Officials about Selection Bias. With Theresa
Rajack-Talley and Richard Tewksbury. Journal of Criminal Justice 33: 67-75 (2005).
Eurocentrism and The Afro-Caribbean Family. With Theresa Rajack-Talley. The Griot 24: 1
(2005).
A Good Death?: White Privilege and Public Opinion Research on Euthanasia. With Patricia K.
Jennings. In Race, Gender, & Class. Vol. 10, No. 3 (2003).
The Role of Farming Women in Caribbean Agriculture: A Historical and Contemporary
Perspective. With Theresa Ann Rajack. Caribbean Journal of Agricultural and Natural Resources.
Vol. 2, No. 2 (September) 2000.
Book Chapters
The Social Transformation of Plantation Society in Thomas J. Durant and J. David Knottnerus
(eds) Plantation Society and Race Relations: Origins of Inequality. Praeger. 1997
Life in the Forgotten South: The Black Belt. With William W. Falk and Bruce Rankin in William
W Falk and Thomas Lyson (eds.) Forgotten Places: Uneven Development and the Underclass in
Rural America. Lawrence, Kansas: University of Kansas Press. 1993
Minority Concentration and Black/White Inequality in Labor Market Areas. With Bernard Cotton
in Joachim Singlemann and Forest A. Deseran (eds.) Inequalities in Labor Market Areas.
Westview Press. 1993
GRANTS
77
2004
Department of Juvenile Justice, Minority Overrepresentation and Disproportionate
Minority Confinement in Kentucky. With Mark Austin and Theresa Ann Rajack-Talley.
$70,772.
2003
Department of Juvenile Justice, Disproportionate Minority Confinement in
Kentucky: 2003-2004. With Mark Austin and Theresa Ann Rajack-Talley. $141,000.
2000-2001
Department of Juvenile Justice, Disproportionate Minority Confinement in
Kentucky. With Theresa Ann Rajack-Talley and Richard Tewksbury. $94,500.
1995-2000
Department of Agriculture, Cooperative State Research Service, National Research
Initiative Competitive Grants Program. Service Sector Penetration and Household Earning
Processes: A Comparative Study of Rural Communities. United States Department of
Agriculture. With Rosalind Harris and Ann R. Tickamyer. $252,914. University of Kentucky.
1991-92
Educational and Occupational Attainment in Black Belt and Non-Black Belt
Counties. Funded by the United States Department of Agriculture, Economic Research Service.
$17000.
2002-2003
Minority Enrichment Funds, College of Arts and Sciences. $2000.
2001-2002
Intramural Research Incentive Grants, University of Louisville, Geo-Social Patterns
of Crime in Public Housing. With Allen Whitt. $4000.
1999-2000
$1500.
College of Arts and Sciences Diversity Workgroup, University of Louisville.
1994-95
Center for Computational Sciences Graduate Research Fellowship. $12000.
University of Kentucky
1993-94
Center for Computational Sciences Graduate Research Fellowship. $12000.
University of Kentucky
1993-94
Travel Grant to attend S-229 Project Meeting. Office of Vice President for
Research and Graduate Studies. $750. University of Kentucky
1993-94
Minigrant for Hierarchical Linear Model Software. With Ann R. Tickamyer and
Barbara Warner. Office of Vice President for Research and Graduate Studies. $420. University of
Kentucky
1993-94
Summer Faculty Research Fellowship. Office of the Vice President for Research
and Graduate Studies. $4000. University of Kentucky
1992-93
University Research Support Program MiniGrant. The Social and Spatial Impacts
of Service Sector Restructuring on Labor Market Experiences: Race, Gender, and Cohort Effects,
with Kathleen Blee and Ann R. Tickamyer. $1000. University of Kentucky
78
1989-90
School Contextual Factors and Student Achievement. Funded by the Taft Grant-inAid, University of Cincinnati. $3500.
1988-89
Unions and Racial Earnings Inequality. Funded by the University Research
Council, Summer Faculty Research Fellowship. $3500.
79
CURRICULUM VITAE
HIROMI TANIGUCHI
EDUCATION
B.A. 1988
Ph.D. 1997
Sociology
Sociology
Tsuda College (Japan)
Princeton University (Princeton, New Jersey)
MAJOR PUBLICATIONS
Journal Articles
Taniguchi, Hiromi. The timing of childbearing and women’s wages. Journal of Marriage and the
Family 61 (Nov. 1999): 1008-1019.
Taniguchi, Hiromi. Determinants of women’s entry into self-employment. Social Science
Quarterly 83 (Sep. 2002): 875-893.
Taniguchi, Hiromi and Rachel A. Rosenfeld. Women’s employment exit and reentry: differences
among whites, blacks, and Hispanics. Social Science Research 31 (Sep. 2002): 432-471.
Taniguchi, Hiromi. The influence of age at degree completion on college wage premiums.
Research in Higher Education 46 (Dec. 2005): 861-881.
Taniguchi, Hiromi, and Gayle Kaufman. Degree completion among nontraditional college
students. Social Science Quarterly 86 (Dec. 2005): 912-927.
Taniguchi, Hiromi. Men’s and women’s volunteering: Gender differences in the effects of
employment and family characteristics. Nonprofit and Voluntary Sector Quarterly 35 (Mar. 2006):
83-101.
Kaufman, Gayle, and Hiromi Taniguchi. Gender and marital happiness in later life. Journal of Family
Issues 27 (Jun 2006): 735-757.
Taniguchi, Hiromi, and Gayle Kaufman. Belated entry: Gender differences in the process of
nontraditional college enrollment. Social Science Research.
GRANTS
Principal investigator. Higher educational pursuits past early adulthood and subsequent career
outcomes July 2003-June 2004 $19,839 (American Educational Research Association)
Co-principal investigator. National Science Foundation/Research Experiences for Undergraduates
Grant. Metropolitan Reform: From Government to Governance. With Wayne M. Usui and Ronald
K. Vogel. April 2004-March 2007. SES-0353878. $299,449
80
Principal Investigator. University of Kentucky Center for Poverty Research Regional Small Grant.
Explaining Southerners' High Divorce Rate. July 2006-June 2007. $12,792.
81
CURRICULUM VITAE
WAYNE M. USUI
EDUCATION
B.A. 1971
Ph.D. 1977
Sociology
Sociology
University of California (Los Angeles, California)
University of California (Riverside, California)
MAJOR PUBLICATIONS
Journal Articles
Usui, W. M., T. Lei, and E. W. Butler, Patterns of Social Participation of Rural and Urban
Migrants to an Urban Area. Sociology and Social Research, Vol. 61, 337-49, 1977.
Keil, T. J., W. M. Usui, and J. A. Busch, Social Resources and Objective Behavior as Predictors
of First Admissions to Alcohol Treatment Programs: Formulations of a Model. Journal of
Psychiatric Treatment and Evaluation, Vol. 3, 161- 168, 1981.
Usui, W. M., E. W. Butler, and T. Lei, Determinants of Parental Expectations for Children's
Education and Occupation. Sociology and Social Research Vol. 65, 415-423, 1981.
Keil, T. J., W. M. Usui, and J. A. Busch, Social Resources and Frequency of Drug Use as
Predictors of Male Admissions to Treatment Programs. International Journal of the Addictions,
Vol, 17, 187-197, 1982.
Keil, T. J., W. M. Usui, and J. A. Busch, Repeat Admissions for Alcohol 10 Use: A Social
Resources Perspective. Journal of Studies on Alcohol, Vol. 44, 95-108, 1983.
Usui, W. M., T. J. Keil, and D. C. Phillips, Determinants of Life Satisfaction: A Note on a RaceInteraction Hypothesis. Journal of Gerontology, Vol. 38, 107-110, January 1983.
Usui, W. M., Homogeneity of Friendship Networks of Elderly Blacks and Whites. Journal of
Gerontology, Vol. 39, May 350-356, 1984.
Usui, W. M., T. J. Keil, and K. R. Durig, Socioeconomic Comparisons and Life Satisfaction of the
Elderly. Journal of Gerontology, Vol. 40, 110-114, January 1985.
Usui, W. M. and T. J. Keil, Life Satisfaction and Age Concentration of the Local Area.
Psychology and Aging, Vol. 2, pp. 30-35, 1987.
Paradis, L. F., and W. M. Usui, Hospice Volunteers: The Impact of Personality Characteristics on
Retention and Job Performance. Hospice Journal, Vol. 3, pp. 3-30, 1987
Keil, T. J. and W. M. Usui, The Family Wage System in Pennsylvania's Anthracite Region: 18501900. Social Forces, Vol. 67, pp. 185-207, 1988.
82
Paradis, L. F. and W. M. Usui, Hospice Staff and Volunteers: An Issue for Management. Journal
of Psychosocial Oncology, Vol. 7, pp. 121-140, 1989.
Keil, T.J. and Usui, W.M. Split Labor Markets in the 19th Century Anthracite Coal Fields, Journal
of Polish American Studies Vol. 49, pp. 19-42, 1992.
Logsdon, M.C., W. Usui, J.C. Birkimer, & A.B. McBride. The Postpartum Support Questionnaire:
Reliability and Validity, Journal of Nursing Measurement, Vol. 4, pp. 129-142, 1996.
Logsdon, M.C., Usui, W.M., Cronin, S.N., & Miracle, V.A. Social Support and Adjustment in
Women Following Coronary Artery Bypass Surgery. Women’s Health: Research on Gender,
Behavior, and Policy, Vol. 19, pp. 61-70, 1998.
Craddock, R.B., Adams, P.F, Usui, W.M., & Mitchell, L. An Intervention to Increase Use and
Effectiveness of Self-Care Measures for Breast Cancer Chemotherapy Patients. Cancer Nursing,
Vol. 22, pp. 312-319, 1999.
Logsdon, M.C., Birkimer, J.C., & Usui, W.M.. (Oct 2000). The Link of Social Support and Postpartum Depressive Symptoms in African-American Women with Low Incomes, American Journal
of Maternal/Child Nursing, Vol.25, pp. 262-266.
Logsdon, M.C. & Usui, W.M. Psychosocial Predictors of Postpartum Depression in Diverse
Groups of Women. Western Journal of Nursing Research, vol. 23 (October), pp. 563-574, 2001.
Lang CA., Mills BJ., Lang HL., Liu MC., Usui WM., Richie J Jr., Mastropaolo W., Murrell SA.
High blood glutathione levels accompany excellent physical and mental health in women ages 60
to 103 years. Journal of Laboratory & Clinical Medicine, Vol. 140(6):413-7, (Dec) 2002.
Furr, L.A., Usui, W.M., & Hines-Martin, V. Authoritarianism and attitudes toward mental health
services. American Journal of Orthopsychiatry, Vol. 73 (Oct), pp. 411-418, 2003.
Hutti, M. & Usui, W.M. Nursing telephonic case management and pregnancy outcomes of
mothers and infants. Lippincott’s Case Management. The Journal for Professional Practice, Vol. 9,
pp. 287-299, Nov/Dec 2004.
Hines-Martin, V., Usui, W.M., Kim, S., & Furr, A. A comparison of influences on attitudes
towards mental health service use in an African-American and White community. Journal of
National Black Nurses Association, Vol. 15, (Dec) 2004.
Ballash, N.G., Pemble, M.K., Usui, W.M., Buckley, A.F., & Woodruff-Borden, J. Family
functioning, perceived control, and anxiety: a meditational model. Journal of Anxiety Disorders,
Vol. 20, pp. 486-497, 2006.
Longsdon, M.C. & Usui, W.M. The Postpartum Support Questionnaire: Use in Adolescents.
Journal of Child and Adolescent Psychiatric Nursing, Vol. 19, pp. 145-156, Aug 2006.
83
GRANTS
Usui, W.M. (PI) & Busch, J.A. Environments and Social Interaction, National Institute on Aging,
April 1980 - March 1981, $42,690 direct and indirect costs funded for year 1; April 81 - March 81,
$23,945.
C. A. Lang, Project Director, Department of Biochemistry, U.of L. S. A. Murrell, B. J. Mills, &
W. M. Usui, (Not listed in proposal), Data Analyst. Louisville Longitudinal Longevity Program,
Retirement Research Foundation, Park Ridge, Illinois, November 1982 - June 1983. $29,271.
Research Director, Benchmark 2000. Funded by Women4Women. July, 1999 - present. $69,542.
Co-investigator with Marianne Hutti (PI), Validation of the Humana Beginnings Risk Assessment
Tool and Case Management Protocol. Funded by Eli Lilly Foundation, July, 1999 - June, 2000.
$70,000.
Co-investigator on research grant, Comprehensive School Reform, Educational Dynamics, and
Achievement in Kentucky Middle Schools, Melissa Evans-Andris, P.I. U.S. Department of
Education, $496,110, Sep 2001-Aug 2005.
Co-investigator (with H. Taniguchi & R. Vogel) and project director, Metropolitan reform: from
government to governance. National Science Foundation, $299,449, Mar 15, 2004-Feb 28, 2007.
Arts and Sciences Research grant: Black-White Differences in Social Participation, $350, 1979.
Graduate School Research grant: Supplement to 'Environments and Social Interaction', $1,500,
September 1980 - April 1981.
Graduate School Research grant: VA Hospital Formulary, $675, 1984. Dr. Hugh Peterson,
Principal Investigator. Usui is codirector.
President's Research Initiative Undergraduate Research Grant: Feasibility of Measuring Death
Attitudes by Telephone and Mail Surveys: A Pilot Study, $1418, 1988-89. Undergraduate
assistant, Roberta N. Moore.
A&S Research Grant: Keil, T.J. and Usui, W.M. 1993. Approx. $1500.
Intramural Research Incentive Grant: Why Don’t Fido and Fluffy Live at Home Anymore? How
Acquisition Influences the Relinquishing and Abandoning of Household Pets. Student: Stacy A.
Scherr. $1998.
84
APPENDIX 3: SOCIOLOGY GRADUATE COURSE INVENTORY (all are 3 hours credit unless
specified)
Required Courses for MA/PhD
SOC 600 Thesis or Internship Report (1.0-6.0)
SOC 604 Proseminar in Sociology (1.0) Designed to provide new graduate students with an
introduction to sociology as a profession and to the Department of Sociology.
SOC 609 Statistics I
Prerequisite: SOC 209, SOC 301, and SOC 303, or consent of instructor.
Course emphasizes computerized data analysis, multivariate statistical analyses focusing on
multiple regression using standard computer packages (e.g.,SPSS, SAS) operating in Windows.
SOC 610 Statistics II Seminar in Statistics
Prerequisite: SOC 510.
Review of multivariate analytic techniques and a brief introduction to modeling procedures in the
social sciences. Students will be instructed in the use of SPSS procedures and are expected to
employ these in their seminar work. A laboratory period will be required.
SOC 615 Seminar in Research Methodology
Intensive review of research design, instrumentation, survey procedures, data collection and
processing techniques, analysis, and report writing.
SOC 616 Advanced Multivariate Modeling
Prerequisite: SOC 610 and 615. Note: Cross-listed with PSYC 614
Multivariate statistical techniques in both theoretical and applied sociological research settings.
(Note: To be renamed Statistics III)
SOC 617 Program Evaluation and Impact Analysis
Prerequisite: SOC 610 and 615. Note: Cross-listed with UPA 621.
Evaluation of social programs through experimental and quasi-experimental design, multi-variate
models, instrumentation, and impact analysis.
(Note: To be redesigned as Applied Research Methods; course content will include conducting
needs assessments and other applied research designs.)
SOC 618 Qualitative Field Research Methods
Prerequisite: SOC 615 or Ed.D. student, or consent of instructor.
Note: Cross-listed with EDFD 704. Provides opportunities to design and critique field studies in
educational and social settings and to practice techniques used to collect and analyze qualitative.
Additional time required outside class for observations and interviews.
SOC 620 Seminar in Sociological Theory
Analysis and integration of the important writings of the major theorists in contemporary
sociology.
(Note: This course will be revamped to become classical theory)
85
SOC 621 Contemporary Theory
The course explores contemporary sociological theory and emphasizes the manner in which theory
provides insights into the character and dynamics of social reality. (Note: New course)
SOC 625 Social Policy
Analyzes the development and influence of social policies in the areas of education, poverty, urban
systems, social welfare, child care and development, and aging. (Note: New course)
SOC 699 Dissertation
Elective Courses
SOC 500 Special Topics
Prerequisite: Nine hours of core
courses or consent of instructor. Exploration of well-defined topics in sociology not treated in
regular courses. Topic will be announced in Schedule of Courses.
SOC 503 Political Sociology
Focuses on the theoretical and empirical issues pertaining to the relationship between political
processes, political structures, the state, and society.
SOC 508 Social Networks: Concepts, Techniques, and Applications
Prerequisites: Consent of instructor.
Network concepts, measurement, and analysis. Wide usefulness illustrated by examination of
acquaintance networks, patterns of communication, business transactions, kinship ties,
influence and authority relationships, etc.
SOC 511 Marxist Social Theory
Prerequisite: Consent of instructor.
Introduction to Marxist social theory. Attention will be paid to both “classical” and recent
approaches within this tradition.
SOC 512 Gender, Race, Work, and Welfare
Note: Cross-listed with WMST 512, PAS 512.
Introduction to theory and research on labor market and welfare state with focus on gender
race/ethnicity as they influence women’s experiences of and ideas about work and welfare.
Note: Credit may not be earned for both SOC 512 / WMST 512 / PAS 512
and SOC 612 / WMST 612 / PAS 612.
SOC 530 Visual Sociology (3.0)
Prerequisite: Permission of instructor required.
3 lecture, 3 lab.
Note: Spring only.
A field-oriented, laboratory-based course using the camera as a tool in studying and documenting
selected elements of the rich and complex social environment. Students must have a 35mm SLR
camera.
86
SOC 550 Voluntarism
Prerequisite: SOC 209, SOC 320, and SOC 323; or consent of instructor.
Investigation of issues and topics related to voluntary activity. May also include contact with
voluntary organizations in the local community.
SOC 601 Topical Seminar in Sociology
An exploration of a specific topic or problem area of importance in contemporary sociology.
SOC 602 Independent Study
(Readings) (1.0-5.0)
SOC 603 Independent Study (Small-Scale Research Problem) (1.0-5.0)
SOC 612 Gender, Race, Work, and Welfare
Prerequisites: Graduate status.
Note Crosslisted with WMST 612, PAS 612.
Introduction to theory and research on labor market and welfare state with focus on gender and
race/ ethnicity as they influence women’s experiences of and ideas about work and welfare.
Note: Credit may not be earned for both SOC 612/ WMST 612/ PAS 612/
and SOC 512/ WMST 512/ PAS 512.
SOC 619 Fundamental Assumptions of Sociology
Implicit and explicit assumptions including the character of science, paradigms, evolution,
humans, and groups that are common to all areas of sociology.
SOC 630 Seminar in the Sociology of Education
Prerequisite: Consent of instructor.
Nature and function of mass education in modern society. Issues of politics of skill, dissemination
of knowledge and values, and socialization. Focus on the school in urban society and as an
instrument of social control, policy, and change.
SOC 631 Sociology of Work and Occupations
The use of sociological theory in the study of industrial society. The social organization of work,
alienation, labor relations, personnel policy, the impact of industrialization on social life and
culture.
SOC 635 Seminar in Social Movements
Advanced study of the major theoretical perspectives and debates in the examination of groups
working to effect social change.
SOC 636 Seminar in the Sociology of Human Sexuality
Advanced study of the historical, cultural, structural, and social-psychological
factors affecting human sexual expression.
SOC 640 Seminar in Urban Sociology
87
Systematic critical examination of the history and application of social theory to the urban place.
Specific attention is given to the utility of classical and contemporary theory in predicting and
explaining human behavior in the urban environment.
SOC 642 Seminar in the Sociology of Disabilities
Note Cross-listed with: WMST 615.
Intensive examination of sociological perspectives on medicine, culture, and science to examine
the meanings, experiences, demographics, and impacts of disability in historical and contemporary
social contexts.
Credit may not be earned for this course and SOC 442 or WMST 415.
SOC 650 Seminar in Sociology of the Family
Study of the institution of the family, including intensive analysis of selected aspects of family
group processes. Students are expected to carry out a small scale research study of family
behavior.
SOC 660 Seminar in Crime and Correction
An intensive theoretical analysis and/or field investigation of selected aspects of criminal
behavior, juvenile delinquency, penal philosophy, correctional institutions, and/or probation and
parole.
SOC 661 Comparative Criminology
A cross-cultural study of criminal behavior with special emphasis on crime causation.
SOC 670 Seminar in Advanced Demography
Prerequisite: Population Studies (SOC462) or SOC 502.
Advanced study in topics related to population structure, composition, distribution, size, change,
and growth.
SOC 680 Seminar in Social Stratification
Critical analysis of sociological theories of and research in social inequality and social
stratification.
Discussion of classical and modern works. Focus on the concept and reality of social class.
SOC 685 Seminar in Race and Ethnicity
Current and historical issues in race, racism, and ethnicity. Focus on U.S. with reference to other
Societies.
88
APPENDIX 4: BUDGET SPREADSHEET
89
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Adamek, Raymond J. and Alexander Boros. 1983. “Work Experiences and Educational
Evaluations of Applied Sociologists.” Teaching Sociology, 11(1):8-16.
American Sociological Association. 2007. “Statistical Fact Sheets, 2007: The Health of
Sociology.” http://www.asanet.org/galleries/Research/Soc_healthsheet_report_JUN2007.pdf
American Sociological Association. Undated (#1). “Data Brief: After the Fall: The Growth Rate of
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Calhoun, Craig and Troy Duster. 2005. “The Visions and Divisions of Sociology.” Chronicle of
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http://www.carnegiefoundation.org/classifications/index.asp?key=782
Commission on Applied and Clinical Sociology. 2007. Home Page.
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Kentucky Cabinet for Economic Development. 2007. “Profile of Education in Kentucky.”
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Paul, Richard and Linda Elder. 2008. “The Miniature Guide to Critical Thinking: Concepts and
Tools”, 5th Ed. The Foundation for Critical Thinking Press. www.criticalthinking.org.
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Perlstadt, Harry. 2006. “Applied Sociology.” In Clifton D. Bryand and Dennis L. Peck (Eds), 21st
Century Sociology: A Reference Handbook, pp. 342-352. Thousand Oaks, CA: Sage.
University of Louisville. 2005. Challenge for Excellence: Full Speed Ahead 1999-2008 Strategic
Goals and Areas of Emphasis. October 22.
University of Louisville. Undated. 11 for 11: Meeting the Challenge.
Http://louisville.edu/challenge/thegoals/doctoral
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