PUBLIC SOCIOLOGY (SOCY 691) ONLINE

Dr. Meredith Katz ([email protected]) (Please put SOCY 691 in subject line)

Office Hours: Tuesdays 2:00-4:00 pm or by appointment| 231 Founders Hall (827 W. Franklin)

(I know many of you taking this course are on campus, so please feel free to stop by)

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Public Sociology Inspiration

"If we aren't doing public sociology, we're just talking to each other. To claim to study society and to say that you needn't bother to make your work relevant or accessible to social members--well, that seems to me just plain insane."--Sharon Hays, Streisand Professor of Contemporary Gender Studies, University of Southern California

“A public sociologist is a public intellectual who applies sociological ideas and findings to social issues about which sociology has something to say.”—Herbert Gans

"Once we acknowledge the sharp divisions in our society, we have to decide which publics we want to work with. I propose … that we strive to address the public and political problems of people at the lower end of the many hierarchies that define our society."—Frances Fox Piven, past president of the American Sociological Association

Course Description

In this course, you will have an opportunity to reflect on public sociology, as well as to produce public sociological work. Some of the major questions we will address in this class include: what/who is the sociological audience? What is the relationship between academia and public intellectual life? How does the internet influence the availability of publics? How does our style of writing determine our relationship to different publics?

As an online course, we will collaborate as a community of learners on course webpage to teach one another, and also to share our reflections and thoughts about what we’re learning. This course will involve five major components: weekly blogs and reflections on readings; creation of a digital meta- resource of public sociologists (nothing of this nature exists…yet!); the creation of a virtual timeline tracing the history of public sociology; the creation of individual ePortfolios, the creation of your “public face” and finally, an applied sociological theoretical paper of a practicing public sociologist.

Course Objectives

1. To develop an understanding of the value and historical contribution of public sociology 2. To investigate and problematize the distinction between sociology and public sociology 3. To create open-access online archives about public sociology/sociologists 4. To develop skills to be able to translate sociological knowledge outside academia Texts

Clawson, Dan, Robert Zussman, Joya Misra, Naomi Gerstel, Randall Stokes, and Douglas Anderton. 2007. Public Sociology: Fifteen Eminent Sociologists Debate Politics and the Profession in the Twenty-First Century. Berkeley: University of California Press.

Additional readings are linked off this syllabus.

Assignments

There are five main assignments for this class. Detailed instructions and guidelines will be posted for each of these assignments on the course webpage.

1. 8 total blogs (due weekly by Wednesday at noon, and responses by Friday at midnight) 2. Timeline of public sociology (due April 11) 3. Creation of meta-resource of public sociologists (due April 4) 4. Individual ePortfolios (due Friday April 29th) 5. Organizational assessment or public sociologist paper (due Friday May 1st)  Please note that detailed instructions for each assignment can be found on the course website: www.rampages.us/katz/

Note about Online Assignments:

In this course, there is a fair amount of creation of material online. I recognize that we all come to the table with differing degrees of knowledge and skills regarding online proficiencies. In the course RamPages site, there will be a section for trouble-shooting, in which I hope you all will pose questions (and help each other answer them) about the assignments. Additionally, if you are on campus, please note that The ALT Lab at VCU has open office hours every Wednesday and Thursday 12-2 pm for any questions you may have. They are located on the 4th floor of the Academic Learning Commons, and can also be contacted via email (Tom Woodward is the best contact at the ALT Lab for our course purposes).

Online Preparation to do ASAP:

Create a RamPages Site: Go to rampages.us and select create an account (you should login using your VCU eID but you can use a different password). If you are having difficulty, please consult the troubleshooting page. Please use your name as a name for the site—that will be an easy way for us all to see one another and for you to use this webpage as the foundation for your ePortfolio (NOTE: after you name your site, you cannot change it!). Also, please remember to keep the default privacy setting open so we can see each other’s sites (this means your site is accessible to anyone who has the url, so please keep your comments and visuals professional). If you already have a RamPages site from another graduate course, you can continue to use it for this course, though please note this course will require specific components, including an ePortfolio.

COURSE SCHEDULE:

The course readings are organized by weeks of the semester. You are responsible for reading everything posted here and/or that is from your texts. By Wednesday at noon of each week, you should post a blog response to the weekly course readings. In total, you must post 8 blogs and respond to two classmates blogs four times. Those comments must be completed by Friday at midnight of the same week. Think of this as an online conversation you’re having with one another. Your blogs should be approximately 750 words (3 typed pages) and should not merely be a summary of the course readings. I want you to critically reflect on the readings—do you agree? Have you seen research to the contrary of the reading? How would you use this reading to implement or advance public sociology? These by no means are an exhaustive list of questions, but should get you started. I’ve provided specific blog prompts per week, as well.

Note: This course schedule is subject to change based on course progress/student interest. Additionally, there may be videos posted that you should watch in addition to the readings.

WEEK OF JANUARY 18: Introduction to Public Sociology

What is Public Sociology? Why and How it Should be Made Stronger, Ragnvald Kallenberg

For Public Sociology, 2004 American Sociological Association Presidential Address, Michael Burawoy

ASSIGNMENT: Post on Blackboard discussion board anything you know about Public Sociology, your expectations for the course, and/or any questions you may have. Additionally, I want everyone to identify an area of public sociology you are interested in pursuing (this could be your line of research, etc. We will gear this course towards the application of that topic in a public realm). Due by Friday, January 22.

WEEK OF JANUARY 25: Introduction Continued

Public Sociology; Introduction by Robert Zussman and Joya Misra (pp. 3-22)

Breaking Down the Otherness of Applied Sociology, Zuleyka Zevallos

The Promise and Perils of Public Sociology, Karen Sternheimer

ASSIGNMENT: Blog post regarding the first two weeks’ readings. You may opt (although this is not required) to concentrate on how public sociology is being defined, as well as the need for it within the discipline. Do you agree? Make sure to reference specific readings in your argument.

WEEK OF FEBRUARY 1 : Professionalization of Sociology

Discipline and Punish—Public Sociology in an Age of Professionalization, Arlene Stein

Truth Telling and Intellectual Activism, Patricia Hill Collins How Academics Can Become Relevant, Nathan Jurgenson

ASSIGNMENT: Blog post regarding this weeks’ readings. You may opt (although this is not required) to discuss this controversy of academic relevance—are academics relevant? Are sociologists relevant? In addition, you should search the internet for who you consider to be 3 prominent public sociologists (could be current and/or in the past). You should note what you think distinguishes them as “public” sociologists, and post this in a separate post on your blog as well. Your descriptions should each be at least a paragraph long and accessible to other students. Once someone is taken, you can’t reuse them, so get the posts done early!

WEEK OF FEBRUARY 8: Institutionalizing Public Sociology

Public Sociology; Public Sociology and the End of Society by Alain Touraine (pp. 67-78) ; Stalled at the Altar? by Sharon Hays (pp. 79-90); If I were the Goddess of Sociological Things by Judith Stacey (pp. 91- 100); and Going Public by Patricia Hill Collins (pp. 101-113)

ASSIGNMENT: For this weeks’ blog post, I’d like for you to take a position either agreeing or disagreeing with the authors of this weeks’ readings regarding the critique of Burawoy’s notion of public sociology (reading from the first week). So this week’s posting is not topically optional. Use the readings to support your argument.

WEEK OF FEBRUARY 15: Digital Revolution in the Academy

So You Want to Blog: Academic Edition, Liana Silva

The (Coming) Social Media Revolution in the Academy, Joe Feagin and Jesse Daniels

Should Every Sociologist Blog?, Philip Cohen

So You Want to Start an Academic Blog? 4 Tips Before You Start

ASSIGNMENT: For this weeks’ blog post, implement some of the how-to’s mentioned in the above articles. This will also be useful as you develop your ePortfolio and your public online presence. What are your thoughts on this—should all sociologists blog? Do we all need to have an online presence? If so, do we leave anyone out of the conversation? Again, use the readings (and/or any of the prior readings) to support your argument.

WEEK OF FEBRUARY 22 : Academy and/or Activism

How Sociologists Made Themselves Irrelevant, Orlando Patterson

Why Activism and Academia Don’t Mix, Fabio Rojas

Academic Freedom and Tenure

Additional reading: I want you to find three readings linked from the course blogs and read three readings and address them in your blog post this week.

ASSIGNMENT: Blog regarding this weeks’ readings (including blog posts). Something to possibly blog on could be this distinction between the academy and activism. Is it a false dichotomy? Should all academics be activists? What about sociologists? Again, just a suggestion—you can feel free to highlight what stood out to you from the readings, as well as connect it to previous readings.

WEEK OF FEBRUARY 29: Public(s) Sociology

Public Sociology; Speaking to Publics by William Julius Wilson (pp. 117-123); Do We Need a Public Sociology? By Lynn Smith-Lovin (pp. 124-134); Speaking Truth to the Public, and Indirectly to Power by Arthur Stinchcombe (pp. 135-144); The Strength of Weak Politics by Douglas Massey (p. 145-157)

ASSIGNMENT: For this weeks’ blog, you may choose to consider how public sociology has been defined through the course readings so far. What does it mean to engage multiple publics? Who is the “public” being spoken about with public sociology? Additionally, you should begin developing your Timeline for public sociology (detailed instructions posted on course webpage).

WEEK OF MARCH 7: SPRING BREAK

ASSIGNMENT: Take a break!

WEEK OF MARCH 14: Public or Politicized Sociology?

Public Sociology; From Public Sociology to Politicized Sociologist by Frances Fox Piven (pp. 158-166)

Can Power from Below Change the World? Frances Fox Piven

Passion Through the Profession: Being both Activist and Academic, Cathleen Burnett (linked off webpage)

Additional reading: I want you to find three readings linked from the course blogs and read three readings and address them in your blog post this week.

ASSIGNMENT: Blog regarding this week’s readings is fairly open. Have you started to re-conceptualize what it means to be a sociologist, an academic, an activist by this point in the semester? Is sociology inherently political and should sociologists take political stands? Just an option for blogging. Remember to rely upon the readings for specific citations.

WEEK OF MARCH 21: Public Sociologists and Contemporary Social Problems

The Outside Game, Adam Gopnick

Trying to Make It in a Neighborhood with a 70 percent Poverty Rate

Sociologists Issue Statement on Ferguson ASSIGNMENT: Blog about the weeks’ readings. You are free to choose any direction, as always, but may want to consider how sociological knowledge and/or insight was beneficial in these examples, or could have been.

WEEK OF MARCH 28 : Unresolved Distinctions

Public Sociology; The Sociologist and the Public Sphere by Immanuel Wallerstein (pp. 169-175); About Public Sociology by Orlando Patterson (pp. 176-194); For Humanist Sociology by Andrew Abbott (pp. 195-209)

ASSIGNMENT: Blog about this weeks’ readings. How do you see these readings connecting with what you’ve already read? WEEK OF APRIL 4: Whose Public Sociology?

Public Sociology; Whose Public Sociology? By Evelyn Nakano Glenn (pp. 213-230); A Journalist’s Plea by Barbara Ehrenreich (pp. 231-238)

Academic Blogging: Minority Scholars Cannot Afford to be Silent

Additional reading: I want you to find three readings linked from the course blogs and read three readings and address them in your blog post this week. Blogs include: Everyday Sociology

The Society Pages Sociology at Work Other Sociologist Conditionally Accepted

ASSIGNMENT: Make sure this weeks’ blog post addresses the blogs you read, in addition to the required reading. Timeline Assignment due by Friday, April 3, at midnight

WEEK OF APRIL 11 : To be determined based on responses of student interest submitted by end of first week (syllabus will be updated)

Listen to University of Michigan Podcast on “The Strong Case for Sociology in Public Sociology”

ASSIGNMENT: TBD based on above

WEEK OF APRIL 18: To be determined based on responses of student interest submitted by end of first week (syllabus will be updated)

ASSIGNMENT: TBD based on above

WEEK OF APRIL 25 : Conclusions?

Public Sociology; The Field of Sociology by Michael Burawoy (pp. 241-258)

Rethinking Public Sociology by Randy Stoecker

ASSIGNMENT: This is your last blogging assignment, so you can use this as an opportunity to synthesize your thoughts on public sociology, questions that still remained unanswered for you, possible future directions for public sociology. Also, your ePortfolio due by Friday, April 24. WEEK OF MAY 2 : Wrap Up

ASSIGNMENT: Final theoretical paper of applied sociologist due by Friday, May 1 at midnight

COURSE WITHDRAWL:

The last day to withdrawl from this course with a “W” marked on your transcript is Friday, March 25, 2016.

ELECTRONIC DEVICE POLICY

Please silence your cell phones and other electronic devices. If I see them out, I will be happy to hold them up front until class is over for the day. I know the class is an hour and fifteen minutes, but I promise you, you will be able to make it through without texting. I promise. You are allowed to have computers in this course for note-taking only. I do not want to see you on the internet, Facebook, checking email, playing games, or anything else unrelated to class. While we think we are great multi-taskers, in fact, we are not. We can only concentrate on one thing at a time. Please sit in the front of the class if you plan to use your laptop so I can ensure that we are all on the same page. It is just as distracting for your classmates as it is for you if you are not paying attention.

MISSED WORK:

You are expected to be in class on the days for given quizzes, exams, and handing in required material. Exceptions will only be honored with proper documentation. If you know ahead of time that you are going to be unable to make an exam for a valid reason, please let me know as soon as possible.

VCU REGULATIONS:

Email Policy

Electronic mail or "email" is considered an official method for communication at VCU because it delivers information in a convenient, timely, cost effective and environmentally aware manner. Students are expected to check their official VCU email on a frequent and consistent basis in order to remain informed of university-related communications. The university recommends checking email daily. Students are responsible for the consequences of not reading, in a timely fashion, university-related communications sent to their official VCU student email account. This policy ensures that all students have access to this important form of communication. It ensures students can be reached through a standardized channel by faculty and other staff of the university as needed. Mail sent to the VCU email address may include notification of university-related actions, including disciplinary action. Please read the policy in its entirety: http://www.ts.vcu.edu/kb/3407.html

VCU Honor System: Upholding Academic Integrity

The VCU Honor System policy describes the responsibilities of students, faculty and administration in upholding academic integrity, while at the same time respecting the rights of individuals to the due process offered by administrative hearings and appeals. According to this policy, "Members of the academic community are required to conduct themselves in accordance with the highest standards of academic honesty and integrity." In addition, "All members of the VCU community are presumed to have an understanding of the VCU Honor System and are required to:

 Agree to be bound by the Honor System policy and its procedures;  Report suspicion or knowledge of possible violations of the Honor System;  Support an environment that reflects a commitment to academic integrity;  Answer truthfully when called upon to do so regarding Honor System cases, and,  Maintain confidentiality regarding specific information in Honor System cases.” The Honor System in its entirety can be reviewed on the Web at http://www.assurance.vcu.edu/Policy%20Library/VCU%20Honor%20System.pdf. More information can also be found on the Division of Student Affairs website at http://www.students.vcu.edu/studentconduct/students/student_honor_system.html.

Student Conduct in the Classroom

According to the Faculty Guide to Student Conduct in Instructional Settings (http://www.assurance.vcu.edu/Policy%20Library/Faculty%20Guide%20to%20Student%20Cond uct%20in%20Instructional%20Settings.pdf), "The university is a community of learners. Students, as well as faculty, have a responsibility for creating and maintaining an environment that supports effective instruction. In order for faculty members (including graduate teaching assistants) to provide and students to receive effective instruction in classrooms, laboratories, studios, online courses, and other learning areas, the university expects students to conduct themselves in an orderly and cooperative manner." Among other things, cell phones and beepers should be turned off while in the classroom. Also, the university Rules and Procedures prohibit anyone from having "in his possession any firearm, other weapon, or explosive, regardless of whether a license to possess the same has been issued, without the written authorization of the President of the university..." For more information, visit the VCU Insider online at https://docs.google.com/a/vcu.edu/file/d/0B7z3ZniSHWXVU1ZmcFpIQ1J2UXM/edit?pli=1.

Students with Disabilities

SECTION 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 as amended require that VCU provides “academic adjustments” or “reasonable accommodations” to any student who has a physical or mental impairment that substantially limits a major life activity. To receive accommodations, students must request them by contacting the Disability Support Services Office on the Monroe Park Campus (828-2253) or the Division for Academic Success on the MCV campus (828-9782). More information is available at the Disability Support Services webpage: http://www.students.vcu.edu/dss/ or the Division for Academic Success webpage at www.specialservices.vcu.edu/disabilityss.

Any student who has a disability that requires an academic accommodation should schedule a meeting with the instructor at the student’s earliest convenience. Additionally, if coursework requires the student to work in a lab environment, the student should advise the instructor or a department chairperson of any concerns that the student may have regarding safety issues related to a disability. Students should follow this procedure for all courses in the academic semester.

Statement on Military Short-Term Training or Deployment

If military students receive orders for short-term training or deployment, they should inform and present their orders to Military Student Services and to their professor(s). For further information on policies and procedures contact Military Services at 828-5993 or access the corresponding policies at http://www.pubapps.vcu.edu/bulletins/about/?Default.aspx?uid=10096&iid=30704.

Excused Absences for Students Representing the University

Students who represent the university (athletes and others) do not choose their schedules. Student athletes are required to attend games and/or meets. All student athletes should provide their schedules to their instructors at the beginning of the semester. The Intercollegiate Athletic Council strongly encourages faculty to treat missed classes or exams (because of a scheduling conflict) as excused absences and urges faculty to work with the students to make up the work or exam.

Campus Emergency information

What to Know and Do to Be Prepared for Emergencies at VCU:

 Sign up to receive VCU text messaging alerts (http://www.vcu.edu/alert/notify). Keep your information up-to-date. Within the classroom, the professor will keep his or her phone on to receive any emergency transmissions.  Know the safe evacuation route from each of your classrooms. Emergency evacuation routes are posted in on-campus classrooms.  Listen for and follow instructions from VCU or other designated authorities. Within the classroom, follow your professor's instructions.  Know where to go for additional emergency information (http://www.vcu.edu/alert).  Know the emergency phone number for the VCU Police (828-1234). Report suspicious activities and objects.  Keep your permanent address and emergency contact information current in eServices. Important Dates

Important dates for the Fall 2014 semester are available at: http://academiccalendars.vcu.edu/ac_fullViewAll.asp?term=Fall+2014

VCU Mobile

The VCU Mobile application is a valuable tool to get the latest VCU information on the go. The application contains helpful information including the VCU directory, events, course schedules, campus maps, athletics and general VCU news, emergency information, library resources, Blackboard and more. To download the application on your smartphone or for more information, please visit http://m.vcu.edu.

Class Registration Required for Attendance

Students may attend only those classes for which they have registered. Faculty may not add students to class rosters. Therefore, if students are attending a class for which they have not registered, they must stop attending.

Withdrawal from Classes

Before withdrawing from classes, students should consult their instructor as well as other appropriate university offices. Withdrawing from classes may negatively impact a student’s financial aid award and his or her semester charges. To discuss financial aid and the student bill, visit the Student Services Center at 1015 Harris Hall or contact a financial aid counselor at http://www.enrollment.vcu.edu/finaid/contact.html

Student Financial Responsibility

Students assume the responsibility of full payment of tuition and fees generated from their registration and all charges for housing and dining services, and other applicable miscellaneous charges.