Quality Enhancement Review Department of Sociology Florida State University August 2014

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1 Quality Enhancement Review Department of Sociology Florida State University August 2014

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3 Quality Enhancement Review Department of Sociology Florida State University August 2014 Self Study Sections: Overview... 1 Undergraduate Students Graduate Students Faculty Curriculum Resources Assessment Supporting Materials: Appendix A. QER Vitae Appendix B. Budgeted & Actual Faculty FTE Appendix C. Teaching Evaluations Appendix D. Organizational Chart Appendix E. Enrollment & Completion Tables Appendix F. Student learning/ program outcomes Appendix G. Student Handbooks Appendix H. Surveys of Current Students Appendix I. Undergraduate & Graduate Placements Appendix J. Brochure and Advising Forms Detailed Contents: Self Study Questions Overview 1. Describe the academic program, including the program's history, academic offerings (degree and certificate programs), curricular focus, and organizational structure. In addition, comment briefly on the program's accomplishments, faculty, and research. 2. Analyze the strengths and weaknesses of the program. 3. What are the program's academic and organizational short and long term goals and what plans are in place for reaching them? Evaluate the program's progress towards the stated goals. Cite the program's strategic plan, if applicable. Undergraduate Students 4. Analyze the undergraduate headcount enrollment and identify any significant trends and issues which the program must address. What is the total number of students enrolled in and graduating from the degree(s) program(s)? 5. What efforts are made by the program to recruit, enroll, and retain high quality students? What is the average GPA for formally admitted students? What is the time to complete a degree? What does this say about the program s efforts to recruit, enroll and retain high quality students? To i

4 6. Describe the mechanisms and structure in place to provide academic advising to undergraduate students. How are students advised once they have been enrolled in the program? What is the process for advising prospective majors in limited access programs? Are improvements needed? 7. How do students fulfill the general education competencies (upper division writing, oral communication, computer competency, and scholarship in practice)? 8. Do the courses offered by the program benefit the university (general education)? If so, how does the program meet the demand and assure the quality of those courses and their relevance to the liberal studies curriculum? 9. Please share a summary of strengths of the undergraduate program(s), including data from the self study and other assessments. Graduate 10. Recruitment/ Enrollment/ Retention/ Graduation data for all graduate degrees 11. Placement data, and other quality indicators of the graduate programs. 12. Curriculum 13. Advising and professional preparation of graduate students 14. Resources for graduate training. 15. Faculty Research/Creative Activity 16. Summary of the program s strengths and weaknesses 17. Describe the teaching expectations and requirements for graduate students. How are teaching assistants supervised, evaluated, and provided training? Faculty 18. To what extent is the program concerned about having adequate faculty to teach its degrees, majors, and certificates? Why? What is the nature of the program s mentoring program for new faculty members? 19. Analyze faculty research and scholarship productivity. What steps are taken to ensure doctoral supervision loads are equitable and sustainable? 20. Have any adjuncts not been evaluated? 22. How is teaching effectiveness assessed by the program and what program efforts have been shown to improve the quality of instruction? Are there any instances where faculty members have had poor evaluations of teaching and what efforts were made to improve his/her teaching? 22. Identify the undergraduate academic degree program director and/or coordinator. How was the person selected and what are her/his academic qualifications in relation to her/his position? Curriculum 23. When was the last time the undergraduate curriculum was reviewed comprehensively? Review lower level prerequisite courses to ensure that the program is in compliance with state approved common prerequisites (reference the most recent annual review of the program guide found at guide.fsu.edu/ and conducted by the Division of Undergraduate Studies). If appropriate, review the limited access status of a departmental program(s) and determine if it is still warranted (reference the most current annual report compiled by the Office of the VP for Faculty Development and Advancement and submitted to the Florida Board of Governors). Are there difficulties in course scheduling and availability? Are course offerings reviewed for relevancy to the learning outcomes of the major/academic degree program/certificate as well as to the general field? Please describe the review process and who was involved. Also, how are undergraduate students engaged in research? ii

5 24. To what extent is distance learning used to deliver courses? Is there an online academic degree program and how does it function in relation to the main campus? 25. How does the program relate to other teaching and research units on campus? Consider units that the program currently interacts with as well as other units with which there may be potential for interaction. Are program offerings spread too broadly over different majors, certificates, or other activities? Overall, how does offering these courses impact the academic degree program(s)? 26. If applicable, how does the program monitor and assess the performance of the program's instructional efforts at any off campus instructional site(s) (e.g., Panama City, Florida; Republic of Panama)? How do these function in relation to the main campus? Resources 27. Analyze the adequacy of the physical facilities utilized by the program. 28. Identify any programmatic concerns with information technology. 29. How adequate are the library resources to support the program? Identify "gaps" in holdings and/or databases. 30. How does the program support (stipend, health insurance supplements, travel to meetings, etc.) provided to graduate teaching and research assistants compare to other comparable programs? To what extent are contract and grant and private dollars available to supplement state support? Analyze and identify any issues that the program must address. 31. To what extent is the program(s) involved with delivery of courses at study abroad centers, international exchange agreements, or the delivery of programs at the Republic of Panama branch campus? Assessment 32. How has the program compiled and used feedback from students, alumni, and employers? How are student perceptions/satisfaction assessed and are graduate survey results from the Career Center or Institutional Research used? To what extent does the program use this information to make curricular and programmatic changes? 33. Consider the findings and recommendations from the previous self study. How did the program address previous findings and recommendations? What are the significant changes in the program since the previous review? 34. Report the findings and recommendations from the previous discipline specific accreditation. Indicate whether the program is currently undergoing accreditation or when the next one is scheduled. 35. What process does the program use to formulate student learning outcomes and assess student learning? How are key concepts and other knowledge the faculty want the students to learn explicitly mapped into the curriculum? How well are students achieving the expected learning outcomes established by the program faculty members? 36. What specific changes or improvements has the program made in response to assessment of student performance on learning outcomes? 37. How do the program's curricula compare to the best efforts nationally? How often are the curricula reviewed and by whom? Describe any changes that were made based on the most recent comprehensive review of the degrees, majors, and certificates offered by the department or program and discuss their implementation. How is the program monitoring the effects of curricular changes? What new degree programs and at which levels does the unit plan to propose in the next five years? iii

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7 OVERVIEW 1. Describe the academic program, including the program s history, academic offerings (degree and certificate programs), curricular focus, and organizational structure. In addition, comment briefly on the program s accomplishments, faculty, and research. The mission of the Department of Sociology is excellence in undergraduate and graduate teaching, in research and scholarly publication, and in public service to the community and discipline. The Department is a highly ranked center for research and graduate education. The Department provides a high quality undergraduate program that includes innovative face to face and distance classes as well as significant contributions to the University s revamped Liberal Studies program. History: Sociology was organized in 1918 under the leadership of Raymond Bellamy, for whom the Social Sciences building is named. Key events in the Department s history include: The establishment of the Sociology Research Laboratory in 1953, which gave rise to the Center for Demography and Population Health and the Pepper Institute on Aging and Public Policy. The establishment of the Sociology PhD program in The first degree is awarded in Dr. Jill Quadagno joins the Department as Pepper Eminent Scholar (1987). The establishment of the Master of Science program in Demography (1984) and the Master of Applied Social Research program (2000). The Department develops its first online courses as part of the Interdisciplinary Social Science bachelor s program (2000). Five E series classes are approved as part of the new undergraduate Liberal Studies curriculum (2014). The Sociology PhD program is ranked #24 among publics and #39 overall in US News (2013). The overall ranking reflects steady improvement from 2005 (#42) and 1998 (#47) and places FSU well ahead of other Florida schools. The most recent National Research Council report (2010) places Sociology in the solid second quartile among publics, and in the top quartile for research activity. Since the last Departmental review ( academic year), Sociology has lost five full professors (three to retirement), one associate professor, and five assistant professors. During that time, the Department has hired six assistant professors, resulting in attrition at the senior ranks and a net loss of five tenure track faculty. Academic offerings: Degree programs are listed on page 1 of the data booklet provided by the Office of Institutional Research, (cited throughout the text as IR: 1). This booklet is accessible at: Sociology offers undergraduate, master s (applied and traditional), and doctoral degrees, and provides most of the support for the interdisciplinary master s degree in Demography coordinated by the Center for Demography and Population Health (CDPH). Two faculty members are formally affiliated with the College s master s program in Public Health, requiring that they teach one public health course each per semester. The Department has no certificate programs.

8 Curricular focus: The doctoral program is organized around a core of theory and research methods courses, plus coursework in one of our three major areas of Demography, Health & Aging, and Inequalities & Social Justice. The Department added Social Psychology as a specialty area in , but this was eliminated effective fall 2013 due to losses of faculty in the area. The curriculum for each major area is managed by a separate faculty committee. The curriculum for the master s in applied social research (MASR) emphasizes training in research methods and statistics. The program is flexible, so that students can fit substantive courses to their interests in the Department or outside. The MASR allows an optional concentration in Aging & Health, which includes an internship. The undergraduate program has a traditional academic curriculum organized around core courses in theory, methods, and statistics. The program is built around five major areas: Social Organization, Personality and Society, Population and Human Ecology, Social Issues and Change, and the Family. Substantive classes are developed by faculty based on their interests and student demand. The program is flexible and allows students to select courses to fit their interests. Students can also complete a general minor in sociology (15 credits of any sociology course offered) or a minor in health and aging, for which students choose from among a specific list of courses in this specialty area. Organizational structure: An organizational chart is presented in Appendix D. Sociology is one of six departments in the College of Social Sciences & Public Policy (COSSPP). The administrative structure of the Department is specified in our bylaws ( The authority of the Department resides in its voting membership of faculty and students. Routine administrative responsibility is vested in a Chair, selected by the Dean for a renewable four year term with the advice of the faculty. The Chair is advised by a Departmental Policy Committee (DPC) consisting of seven faculty members elected annually and two students elected by the Sociology Graduate Student Union. Faculty members elected to the DPC also serve as the Personnel Committee, with responsibility for faculty recruitment and annual review. The Chair appoints a Director of Graduate Studies and Director of Undergraduate Studies, subject to an affirmative vote of the faculty. The Chair also appoints separate graduate and undergraduate program committees made up of faculty and students to provide policy advice and review curriculum. Twelve TTF are affiliated with the Pepper Institute on Aging and Public Policy and/ or the Center for Demography and Population Health (CDPH), and two of these also have formal commitments to the COSSPP master s program in Public Health. Program accomplishments: Sociology has noteworthy accomplishments by faculty, the graduate program, and the undergraduate program. Accomplishments are highlighted here and discussed in greater detail throughout this report in response to specific questions. The Department is well regarded for its productive faculty, who have collectively published 131 articles and 6 books since 2009 and secured $2.5 million in funding, including $1.6 million in federal research support. The US News ranking for 2013 places the FSU doctoral program at #24 in the nation among public universities and #39 overall. This overall ranking reflects steady improvement from 1998 (#47) 2

9 through 2005 (#42), and it places FSU well ahead of other Florida schools. The most recent National Research Council report (2010) places Sociology in the solid second quartile among publics, with a top quartile ranking for research activity. In this report, as in earlier NRC assessments, our research productivity is demonstrably higher than our overall ranking. Beyond research productivity, the faculty is committed to high quality teaching and high quality performance of other aspects of the professional role. Over one third (seven out of 19 current faculty) have won University level teaching awards, including two (Jill Quadagno and Annette Schwabe) who have been recognized as the University Distinguished Teacher. Numerous faculty members have experience as officers of national and regional professional associations, members of NIH/ NSF grant review panels, journal editors and associate editors, and as committed members of the FSU community who actively take part in faculty self governance throughout campus. The Department has a strong, well functioning doctoral program. There were 54 graduate students in Sociology in fall 2013, with 50 of these in the doctoral track. The program has graduated 41 PhDs in the last 5 years, and over 80% of them have published articles or chapters around the time of graduation. This reflects the value the program places on collaborative research; more than half (52%) of faculty publications since 2012 include students as co authors. Recruitment activity is effective in keeping the applicant pool stable in numbers and quality. Based on prior program reviews, the faculty eliminated several roadblocks and instituted the required pro seminar and second year paper workshops. These changes have contributed to an increase in the proportion of students admitted to doctoral candidacy from approximately half prior to 2007 to three quarters in more recent years. We have also seen a reduction in time to completion of the PhD. While students entering the program a decade ago often took 7 or more years to complete their degrees, a timeframe of 4 to 6 years is now normative. All eligible students are fully funded at a rate of $20,500 per calendar year (plus tuition waiver and insurance supplement), with approximately 40% of the funding coming from mentoring of distance learning classes and another 10% from outside the Department, including grants. Placements are good, with almost all graduates taking a job in the field. Of the 41 graduates from the PhD program in the past five years, all but two have found employment, one of whom was our most recent graduate (summer 2014). Thirteen hold tenure track jobs, three hold post docs, eight hold teaching positions, and 15 hold research jobs (e.g., at government agencies and private corporations). The Department s undergraduate program is focused on providing high quality teaching, mentoring, and advising. We recently reorganized undergraduate advising, re chartered Alpha Kappa Delta (the national Sociology honor society), and engaged numerous students in undergraduate research (as indicated through honors in the major theses and participation in the University s undergraduate research symposium). There is heavy demand for our courses, with undergraduate enrollment over 3,000 per regular semester, but we are somewhat limited by the number of seats we are able to offer. There are approximately 350 undergraduate students with sociology as their primary major, in addition to a number with sociology as a second major. The Department offers a full complement of traditional classes, including lower level introductory courses, core courses for majors in theory, methods and statistics, upper division substantive classes that attract students from throughout campus, small honors oriented sections and a capstone course for high achieving majors. These courses utilize innovative approaches to instruction, including a hybrid model, which combines online and face to face delivery and includes extensive use of social media. Moreover, the Department is fully engaged with the University s new Liberal Studies program, and it also has developed five E Series courses for next year, four of which are honors sections with enrollment capped at 19. The Department also offers a wide range of distance courses as part of the online Interdisciplinary Social Science program. Approximately 3

10 one third of our undergraduate enrollment is in online classes. The Department has initiated a program of faculty release time and graduate student support to update online classes on a routine basis, both substantively and in terms of instructional technology. Faculty: As of fall 2014, the Department will have 20 full time faculty members, including 17 who are tenured or tenure track (TTF) and three who are specialized teaching faculty (SF) on continuing contracts. The faculty includes Professor Jill Quadagno, Mildred and Claude Pepper Eminent Scholar in Social Gerontology, who is a member of the Institute of Medicine of the National Academies of Science. There are other endowed or named professorships. Woody Carlson is the Charles B. Nam Professor in Sociology of Population. Irene Padavic is the Mildred and Claude Pepper Professor of Sociology. John Reynolds is Eagles Professor. Ike Eberstein is the Charles Meade Grigg Professor of Sociology. The number of TTF is down by eight from its high of 25 in the mid 1990s, and by five since We have lost 11 TTF since 2006, including five full professors (three due to retirement) and one associate professor, and we have hired six assistant professors. The current faculty includes six Professors (Barrett, Carlson, Eberstein, Padavic, Quadagno, and Reynolds), nine associate professors (Brewster, Burdette, Rohlinger, Schrock, J Taylor, M Taylor, Tillman, Tope, and Ueno), two assistant professors (McFarland [who joined the faculty in August 2014], and Ramirez), one teaching professor (Schwabe), and two teaching associate professors (Lessan and Weinberg). In terms of seniority, five faculty were hired in 1999 or earlier, seven from , four from , and four since Two retirements are scheduled, Quadagno in May 2015 and Eberstein in May Permission has been requested to recruit two assistant professors over the next year in support of the College s initiative on Successful Longevity. There is substantial salary compression and inversion across ranks, reflecting University wide patterns. Faculty are distributed evenly across the three major areas, with eight listed in Health & Aging and seven each in Demography and Inequalities & Social Justice (some are double counted because they contribute to more than one area). In addition, affiliation with the College s master s program in Public Health requires two faculty members to teach one graduate course each in Public Health every semester and to assist with master s papers and routine program support. Similarly, faculty members in Demography also support the MS Demography program, which includes supervising master s papers and other service. Faculty members in the Pepper Institute contribute service to the unit s operation. One priority is continued attention to diversity of the faculty by gender and race/ethnicity. The gender distribution by rank is shown in the data booklet (IR: 2). Inspection of the data shows an even distribution of three women and three men at the full professor level, five women and four men associate professors, no women and two men assistant professors, and three women and no men among specialized faculty. These data indicate that the gender distribution is effectively equal for the faculty as a whole, except for the specialized teaching ranks. The faculty is less diverse according to race/ethnicity, with two Hispanics, one Asian, and no African American faculty members. The department was awarded the SWS Seal of Excellence in 2012 by Sociologists for Women in Society, a national association of feminist sociologists, in recognition of our commitment to gender equity and/ or our support of scholarship on gender or intersectional inequality. 4

11 Research: Research activities in the Department originate in the interests and agendas of individual faculty members. Inspection of the faculty vitae in Appendix A indicates that all faculty members are active in research, with the range of topics extending widely across all three areas of the Department. Much of the research focuses on the study of physical or mental health, with specific topics ranging from depression, reproductive health, infant health, chronic disease, disability, and self reported health. Some of this work, and other projects, involve aging in its physical and subjective aspects. Demographic topics are well represented, with ongoing research on adolescent sexual activity, family structure and dynamics in the US and Europe, and adult mortality. Extensive and wide ranging research on various aspects of social inequalities includes gender work family, immigrant entrepreneurship, schooling and work trajectories, social movements and mass media, emotions, union decline, and sexual orientation and status attainment. During the past five years, new or continuing external funding for research has been received for projects on Inequality and Disability among Older Adults (Miles Taylor, NIA, $826,597), Social Inequality and the Status Attainment Process (Koji Ueno, NSF, $65,115), and Comprehensive Older Driver Program (John Reynolds, NHTSA & FL DOT, $975,000). One doctoral dissertation support grant was received on Determinants of Welfare (Jill Quadagno, NSF, $9,748). Internal grants have also been received from the Council on Research and Creativity and other FSU programs. Faculty are active in publishing their work, with an average of 1.9 published or forthcoming articles and chapters per year during , including 1.3 articles and 0.6 chapters (tenure track faculty only). In addition, the faculty published one refereed book and two edited books during , and another refereed book is in press. This is a higher publication rate than at the time of our last department review. 5

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13 2. Analyze the strengths and weaknesses of the program. Strengths: The most basic strength of the Department lies in the active and engaged faculty who are productive in research, award winning teachers, and who provide extensive and high profile service in support of the profession and the University. The graduate program is strong in its subject matter emphasis that rests on a core foundation of research methods, statistics, and theory. The doctoral program has been streamlined so there is low attrition and good time to degree. For the past several years all eligible students, including walk ons, have received funding at a competitive stipend. The program offers effective teacher training. Placements are good, reflecting a program of active mentoring in research through collaboration with faculty. The undergraduate program has strong and effective leadership, and since re organizing in 2012, it offers a more comprehensive approach to advising. We have also provided an increasing number of opportunities for high achieving students to grow intellectually and develop professional and leadership skills through courses (honors, capstone) and research (honors in the major theses, undergraduate research opportunities). Our recently re chartered local chapter of Alpha Kappa Delta provides a forum for recognizing student accomplishments and provides opportunities for leadership. Faculty members have been active in developing an array of courses for the university s new Liberal Studies program. The Department s undergraduate program includes numerous innovative classes, including a range of online courses. Weaknesses: The most fundamental challenge for the Department comes from the reduced number of tenure track faculty and particularly losses at the senior level. As noted in response to question 1, the current complement of 17 TTF is down from 22 in 2006 and 25 in the mid 1990s, even as our graduate enrollments are up substantially since the early 2000s. These changes have implications for all aspects of our programs as well as for our comparative national position overall and within specialties. As noted above (question 1), Social Psychology was eliminated as a specialty area in fall 2013 due to faculty losses. Faculty losses may have affected our reputation in two of our traditional strengths in Sex & Gender and Sociology of Population, since FSU is no longer listed as a top program in either area according to recent US News rankings. We have fewer TTF than the average of five peer departments, as identified in the last department review (17 versus 19), as well as the five aspirational programs identified in that review (17 versus 28), and we have fallen further behind over time. Stresses stemming from having a smaller faculty are compounded by our increasing interdisciplinary commitments. Another weakness is the relatively small number of external grant proposals and the low level of funded projects. Faculty submitted 27 proposals as PI between 2009 and 2013, which is a per capita rate of 0.34 proposals per year, or one proposal every three person years. There were three federally funded faculty research projects during this time (plus one NSF dissertation award), resulting in 18% of the tenure track faculty with funding as PI over the five year period. This figure is below the target of 40% that the Department set following an earlier unit review. 7

14 A third weakness is salary compression and inversion, coupled with small incremental raises even for outstanding performance, a problem that is University wide. The University has been working on these problems, instituting a program to compensate winners of major national awards, instituting a program to provide 3% raises for full professors after seven years in rank (a program likely to be extended to topranked SF this fall), and substantially increasing promotion raises to 12% for promotion to second tier ranks and 15% for promotion to third tier ranks. Counter offers have occasionally been helpful, as well, but this strategy necessitates pushing movable faculty into the market, where they may be recruited away. The Masters in Applied Social Research (MASR) has few applicants and low rates of enrollment, likely reflecting our inability to offer funding to prospective students, the program s limited track record for use in promotional materials, and low demand relative to other opportunities such as the master s program in Demography. 8

15 3. What are the program s academic and organizational short and long term goals and what plans are in place for reaching them? Evaluate the program s progress toward the stated goals. Cite the program s strategic plan, if applicable. The Department has not engaged in any explicit long term planning over the past few years, and our last comprehensive planning exercise was in At the time of the last departmental review ( ) there was limited discussion about departmental goals. A summary of the Department s short and longterm goals follows, as stated in our last departmental review, as these remain pertinent to the situation of today: Mission The mission of the Department is excellence in undergraduate and graduate teaching, in research and scholarly publication, and in public service to the community and discipline. Research Become a top quartile US sociology department Create innovative ways to retain & award productive faculty Recruit outstanding faculty in our three major areas Increase the number of external grant proposals Increase faculty publication and citation success rates Support faculty collaboration on research & publication (including with graduate students) Teaching Doctoral program Increase applicant pool & enrollment Improve graduate student quality (measured by GRE and undergraduate GPA) Increase diversity of students Offer more advanced research seminars Increase stipend levels Find ways to support students in the dissertation writing stage, including fellowships Teaching Masters in Applied Social Research program Increase applicant pool and enrollment Improve program by developing specialty courses and an internship Teaching Undergraduate Develop small seminars for a larger share of our most high achieving majors Sponsor outstanding undergraduates for awards and conference presentations Increase collaboration of undergraduates on research with graduate students and faculty Add undergraduate courses in faculty specialty areas Recruit excellent undergraduate majors into our graduate programs Identify opportunities for applied experience including internships Service Encourage and support faculty to hold offices in professional associations Encourage senior faculty to hold service positions at FSU Support faculty who serve on national grants panels and editorial boards 9

16 The Department s progress on these goals is discussed throughout this report. Sociology has made progress in research. Our national ranking has improved according to US News and we are still solidly second quartile in the NRC, despite suffering substantial faculty losses. However, it seems important to recognize that the data collection for the last NRC review was during , the period before the losses of senior faculty. We have recruited outstanding junior faculty, although there is a feeling that some areas and approaches are undervalued in College hiring priorities. Despite fewer external grant proposals and funded projects, the faculty has a higher rate of publication. There is extensive faculty collaboration with students. We have made mixed progress on doctoral program goals. We have made good progress on stipends, although there remains a need to cover the extra student fees that would make us more competitive, a problem that is University wide. We have not offered as many advanced research seminars or developed fellowships for students at the dissertation stage. The program is essentially unchanged in meeting the other goals (diversity, applicant pool, enrollment, and student quality). There has been limited progress on meeting goals for the MASR. Despite reinvigorated effort over the past two years to generate interest in the program, particularly among FSU undergraduates, the MASR continues to receive fewer applicants than we d like. Our strongest applicants often decide to attend programs at other universities, decisions likely related to our inability to provide them with funding. In the year, we were able to offer some of our MASR students support through mentorships in our online classes; however, these positions are enrollment driven, so we have not tied them to guarantees of funding. Given the recruitment issues, the goal of developing specialty courses for this program is moot. Internships, however, have been arranged for our students seeking them. The Department has made substantial progress in meeting all the undergraduate goals. There is an increased engagement of students in research and conferences. The new Liberal Studies program has supported developing new small honors classes and other courses in areas of interest to faculty and students. In addition, Sociology has consistently offered our own capstone course for high achieving majors. We are attracting some well qualified FSU undergraduates into our graduate programs, both in the applied master s (including Demography) and in the doctoral track. There has been little progress in terms of encouraging and supporting faculty to become more engaged in service within the University, professional associations, or grants panels/ editorial boards. Although service is one component of the faculty s assignment, it is underweighted relative to research and teaching. We are generally unable to provide unfunded course releases in support of service, and the availability of graduate student assistants is also constrained. Basically, the only support and encouragement for service is informal. Nonetheless, perusal of the vitae in Appendix A demonstrates that the faculty and especially the senior faculty are highly engaged in these activities. 10

17 UNDERGRADUATE STUDENTS 4. Analyze the undergraduate headcount enrollment and identify any significant trends and issues which the program must address. What is the total number of students enrolled in and graduating from the degree(s) program(s)? Sociology averaged 341 majors and 214 graduates per year from (Table 4.1). The number of graduates includes students with sociology as their primary major (75%) (IR: 11) and as a secondary major (25%) (IR: double majors supplement at %20Sociology%20 %20Dual%20Degrees.pdf). The number of majors was basically unchanged over the period, but the number of graduates with sociology as their primary major increased 18% from an average of 150 during to 177 in Table 4.1 Sociology Majors & Graduates Year Majors Bachelors Primary Dual TOTAL SUM Average Source: Data booklet, page 11; double majors supplement Is the ethnic and gender diversity of the program(s) consistent with the field? Comparing the race/ethnic distribution of our undergraduate majors in 2012 (IR: 4) to the proportion reported in the American Sociological Association s 2012 national study of undergraduates (Table 4.2) indicates that a greater proportion of our students are Black (29% versus 11% in the national sample) and Hispanic (13% compared to 2.4%). Accordingly, about 52% of our undergraduate majors were white in contrast to about 75% of respondents to the ASA survey. Comparing our majors with undergraduate degree recipients nationally, our students more closely match national patterns except for a lower percentage of Asian & Pacific Islanders and a higher percentage of Blacks. These race/ethnic differences probably reflect demographic characteristics of Florida and the South relative to the nation and, perhaps, differences in student composition across public and private institutions. We are fortunate to have such extensive race/ethnic diversity in our Department, as having a diverse student body provides multiple perspectives on social life within our classrooms and organizations. 11

18 Table 4.2 Sociology majors by ethnicity, 2012 Comparison Data %Asian %Black %Hispanic %2+ %White FSU ASA US 2010 (degrees) 7% 17% 13% 55 Source: Does the program meet BOG thresholds for undergraduate degree production (at least 30 graduates in the past five years)? Yes. Additionally, is the program(s) enrollment increasing or decreasing? Enrollment is increasing even though we are attempting only to maintain the size of the undergraduate program rather than grow. Table 4.3 shows that undergraduate enrollment averages almost 3,000 per semester (2,979) and seems to be limited only by the number of seats we offer. We have endeavored to meet student demand, even while experiencing a net loss of faculty since our last departmental review. The tenure track faculty taught 30% of undergraduates over the last five academic years, and three specialized teaching faculty taught 29%. The remainder was taught by graduate student instructors (33%) and adjuncts (8%). Our reliance on graduate student instructors has increased during the period and our use of adjuncts has declined as part of a strategy to shift funds to benefit the graduate program. Adjuncts are highly qualified and include former graduate students, retired faculty, and other experienced PhD sociologists who add to the breadth or depth of the curriculum in areas of student demand. Table 4.3 Undergraduate enrollment by type of instructor, Academic Year Total TT Faculty Sp Faculty Grad TA Adjuncts Total Percent Distribution TT Faculty 24.8% 31.6% 27.7% 31.2% 35.4% 30.2% Sp Faculty 33.8% 28.3% 32.6% 23.9% 25.8% 28.8% Grad TA 22.5% 32.2% 35.7% 41.7% 33.4% 33.1% Adjuncts 18.9% 7.9% 4.0% 3.2% 5.3% 7.8% Total 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% SOURCE: Course Schedule Master 12

19 How effective is the program in meeting enrollment demands (include information about faculty course loads, course scheduling and course availability)? An informal committee meets nearly weekly to monitor Departmental operations, and one important item on the agenda has been to adjust course offerings to meet changing demand. The committee includes the Department chair, the academic specialist who coordinates the curriculum, the office manager, and the directors of graduate and undergraduate studies. We attempt to balance faculty teaching expertise, interests, and availability with student demand and with changing mandates by the university (e.g., a shift to more diverse and specialized types of liberal studies courses, a greater emphasis on critical thinking and undergraduate research training). Tenure track faculty teach a 2/2 load. Specialized teaching faculty members teach 4/4, usually operationalized as between students depending on the specific classes (e.g., small enrollment honors courses versus large lectures) and subject to other factors in their assignment (e.g., Director of Undergraduate Studies or online course development). The number and types of courses we offer has shifted in response to student demands. Both the number of lecture sections and the number of seats offered has remained fairly stable. However, we have offered an increasing number of online courses that in the aggregate have larger enrollment caps than our traditional face to face classes. Anecdotally, this seems to have benefitted the growing share of non traditional, older, students as well as younger students who must begin working in other parts of Florida prior to graduation. At the same time, we have also increased the number of offerings and seats in smaller discussion based courses. This shift reflects our emphasis on providing students with more opportunities to engage in critical thinking and to get more experience in developing fundamental skills for conducting sociological research (e.g., readings that encourage conceptual and empirical thinking, writing, and analysis). 13

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21 5. What efforts are made by the program to recruit, enroll, and retain high quality students? A key collective asset in our Department is the quality of faculty teaching. Many students across the university enroll in large sections of the courses that we teach in order to fulfill their university liberal studies requirements. Thus, fairly large numbers of students experience the high quality of our teaching, which leads many to major in sociology or to add sociology as a second major or minor. In addition, we conduct outreach through our Department s chapter of Alpha Kappa Delta which was dormant for over 20 years and was re established as an active chapter in Also, the Director of Undergraduate Studies has given presentations to students in freshman dormitories about the benefits of majoring in sociology. In these sessions alumni discussed how they utilize their sociological training in the labor force. What is the average GPA for formally admitted students? The cumulative and term GPAs for sociology majors have increased slightly over the study period, from around 2.70 in 2009 to 2.79 (term) and 2.76 (cumulative) in 2013 (IR: 10). What is the time to complete a degree? What does this say about the program s efforts to recruit, enroll and retain high quality students? Among students who entered FSU as First Time in College freshmen and who graduated between 2009 and 2013, the median (and modal) time to degree was 4.6 years. This figure includes students whose major is sociology either as a sole major or as a primary major for double majors. The data indicate that students are moving fairly quickly through their major program and are motivated to complete the degree. This implies that the program s recruitment efforts are effective. To what extent do GPA data suggest any changes about the academic strengths or weaknesses of the students within the program(s)? As noted above, GPAs for our majors have increased over the past 5 years. Roughly 7% to 15% of our majors enter FSU as honors students. In order to increase the number of top notch students who declare Sociology as a major, we have added several new engaging freshman honors courses to our curriculum. In addition, with an increased number of discussion based courses, our top students have more opportunities to work on intensive projects that provide them with the tools for completing honors theses, getting internships, and entering top graduate programs. Between 2009 and 2013, 17 students majoring in sociology (as their primary major) joined Phi Beta Kappa. Eight students have joined already in 2014, which indicates greater undergraduate engagement and suggests improved recruitment into the major. 15

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23 6. Describe the mechanisms and structure in place to provide academic advising to undergraduate students. How are students advised once they have been enrolled in the program? Until fall of 2012, students who declared their major as sociology were advised in the COSSPP Academic Dean s office. Since then, students who declare the major have been advised primarily within the Department of Sociology, where the division of labor is roughly distributed across various aspects of the advising process. In particular, our undergraduate curriculum specialist provides the assistant advisor and the Director of Undergraduate Studies (DUS) with relevant policy guidelines and curriculum information to help us assist students in choosing various courses or minors. The curriculum specialist also directly advises students when the assistant advisor or DUS are not available for advising or if they need her expert help on particular issues. The assistant advisor is the primary front line advisor for students who seek advising on a drop in basis. The fact that her position is full time ensures that she is virtually always available to students. She assists them with mapping their academic coursework to assure that they stay on track to finish their degree in a timely manner. She also connects students with local and university level resources for coping with extracurricular problems that adversely affect their progress and overall well being. In short, she is essential in helping students navigate their undergraduate careers successfully. She also works with the DUS to update the undergraduate portion of our website. Keeping the website updated and organized is an essential part of the advising process, as it allows students to get in depth information about requirements and opportunities within the major outside of advising hours. In addition, the website has information about how our undergraduate alumni are utilizing their sociology degree in various work places ( Grads Making a Difference ) and showcases current undergraduate majors who excel academically and/or are visible leaders at FSU and in their communities ( Undergrads in Action ). We send out periodic e mail notes reminding student majors to view this information and to undergraduates who inquire about the prospect of majoring in sociology at FSU. The DUS does an array of advising but focuses primarily on helping students resolve problems that affect their academic or personal well being. The job includes working as a liaison between faculty and students and contacting university administrators to connect students with higher order assistance when needed. The DUS also signs off on course substitutions or waivers and helps other advisors interpret curriculum guidelines. The DUS mentors students to help them define goals for graduate school and careers and strategizes with them about the steps needed to achieve their goals. Incoming transfer students receive their orientation from Departmental advisors and have fairly intensive face to face contact and the opportunity to ask questions of advisors before registering for their first semester at FSU. They are also given detailed contact information and encouraged to participate in the Departmental honor society. During this session, they are also given information to help them consider developing an undergraduate thesis project. We provide personalized, comprehensive, and effective advising for our majors. The members of the advising team work closely together on all aspects of advising, from helping students figure out how to register to planning the curriculum. Informal feedback from students and faculty about the reorganization of departmental advising has been very positive. 17

24 What is the process for advising prospective majors in limited access programs? Are improvements needed? Our program is not limited access. Our requirements for declaring the major are that students must have an overall university GPA of 2.0, have completed their liberal studies requirements, and have completed any two courses in the sociology curriculum with a C or better. Prospective majors must officially declare their intention to advisors in the COSSPP Academic Dean s office, who confirm that students have met the requirements. 18

25 7. How do students fulfill the general education competencies (upper division writing, oral communication, computer competency, and scholarship in practice)? The department has no additional requirements for fulfilling general education competencies beyond those specified by the University. University requirements are specified in the Its All Academic publication as well as in the FSU Undergraduate Bulletin. These materials can be found on the following websites: pdf 19

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27 8. Do the courses offered by the program benefit the university (general education)? If so, how does the program meet the demand and assure the quality of those courses and their relevance to the liberal studies curriculum? Several of our courses meet the criteria for general liberal studies as well as for X (cross cultural) and Y (diversity in Western experience) courses. The University s general education requirements have recently changed (see Liberal Studies for the 21 st Century at: and the Sociology Department has responded in two ways: 1) by redesigning and obtaining approval for seven existing courses to meet the new liberal studies designations, including six that qualify for Y or X credit; and 2) by developing four new E honors courses and one new E series course to help meet new University requirements for general education. We actively monitor student demand during registration, with weekly updates early in the period and more frequent updates later on, and we add additional courses and/ or open new sections based on need and instructor availability. We have responded to requests from the University s Office of Undergraduate Studies for additional sections in our lower division classes and also have supported the establishment of Freshman Interest Group (FIG) sub sections to facilitate student success more generally. The quality of courses is evident in the course evaluation data in Appendix C and in the number of University teaching related awards going to our department (see question 9). In addition, the growing success of our undergraduates including a steady increase in students engaged in and funded for undergraduate research at FSU attests to the utility and quality of our courses. Job placements for a sample of bachelor s graduates are listed in Appendix I. The continued relevance of sociology courses to Liberal Studies and the Multicultural requirement is addressed through their integration into our ongoing program to assess student learning and program outcomes under the framework of the State Mandated Academic Learning Compact (SMALCs) (see Appendix F). The Liberal Studies and Multicultural statements are included in all syllabi, encouraging instructors to consider these aims in developing course objectives. Instructors are obligated to include a specific assignment, exercise, or exam question that is assessed with a standard departmental rubric to indicate students level of mastery relative to departmental standards for both Multicultural and SMALCs. Course level student outcomes on these assessments are collected by the Department at the end of the semester. The process of designing and grading the required assignments and generating the course level data relative to departmental standards, where each instructor can see whether their students attain the requisite mastery, insures that courses will continue to reflect the objectives of the Liberal Studies program. 21

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29 9. Please share a summary of strengths of the undergraduate program(s), including data from the self study and other assessments. The strengths of the undergraduate program include excellent teaching, mentoring, and advising as well as an innovative and comprehensive curriculum. These strengths allow us to attract talented students and help them develop their intellectual and academic potential. In response to a request from Florida Representative Bill Proctor in 2012 to identify the top undergraduate programs at the University, then President Eric Barron ranked the undergraduate program in sociology as one of 11 highly ranked programs. This ranking reflected a range of positive program characteristics, including high quality teaching, innovative use of instructional technology (webbased and web assisted classes, hybrid instruction), faculty recognition for effective use of group work in large classes, undergraduate research opportunities, undergraduate service through classes and outside, outstanding performance of our undergraduates in our graduate programs, strong course enrollments, positive assessments that indicate effective teaching and student attainment, and a strong core emphasis (including required research methods, statistics, and theory), combined with a wide range of substantive specialty courses. The successes of our undergraduates in academic distinctions, leadership positions, and post graduation job placement are evidence that the program is effectively meeting the needs of students. In addition, in 2012 we created a minor in health and aging, which allows students from across the disciplines to prepare for post graduate work or employment in the health care sector. Our online courses seem to benefit non traditional and other place bound students. At the same time, we have also increased the number of offerings and seats in smaller discussion based courses and are fully engaged in the development of the new Liberal Studies curriculum that will benefit students from across campus. University teaching awards have been received by seven current faculty (Ike Eberstein, Jill Quadagno, John Reynolds, Deana Rohlinger, Annette Schwabe, Kathi Tillman, and Lisa Weinberg), as well as by Professor Emeritus Jim Orcutt, who continues to teach as an adjunct. Two faculty members have received the University Distinguished Teacher award, Jill Quadagno in and Annette Schwabe in This highly competitive award has only one winner each year. Since 2010, two graduate students, Melissa Bamford and Pina Valle, have been recognized as Outstanding Teaching Assistants at the University level. Faculty intensively mentor students on an array of projects, and the culmination of that effort is visible in the success of our students. For three successive years, Sociology undergraduates have been selected to receive the COSSPP Academic Leadership award. Only one student is given this award each year, and there are over 3,200 undergraduate majors in the college. In addition, five undergraduate sociology majors have been selected as Social Science Scholars since 2012 when the program began. In this capacity, students provide leadership training and support for other outstanding majors in COSSPP to complete original research or service projects related to their academic interests. Two students were selected to serve on the College s Student Leadership Council. Thirteen sociology students participated in the university s Undergraduate Research Symposium in 2014, an annual interdisciplinary showcase for undergraduate student researchers from across campus. These student successes are profiled on the department website at action. The department has increased the visibility of high achieving students and provided more opportunities for interaction, socialization, and leadership. The FSU chapter of Alpha Kappa Delta Alpha of Florida 23

30 was re established in fall of 2012 after having been dormant for over 20 years. Since then, we have had two induction ceremonies and an active and engaged board of both graduate and undergraduate students. The departmental Sociology Honor Society was also re established to support and work in tandem with our chapter of AKD. The Sociology Honor Society is an FSU Recognized Student Organization and is more visible than AKD; it also provides resources (e.g., room space and funding for promotional brochures) that can be used for honors events. Alpha Kappa Delta should be instrumental in recruitment to the major, providing students with supportive academic networks and providing them with important leadership and organizational experience. 24

31 GRADUATE STUDENTS 10. Recruitment/Enrollment/Retention/Graduation data for all graduate degrees. a. Comment on size. Cohort size has ranged from 7 to 16 over the past five years (Table 10.1). The small size of the 2009 and 2010 incoming cohorts (7 each year) was a response to constraints imposed by COSSPP in funded assistantships. Cohort size over each of the past five years is smaller than the size recommended in our last review (i.e., incoming cohort of 18). As discussed in question 33, that goal was premised on an expectation of substantial growth in faculty positions. However, rather than increasing, faculty positions have decreased since our last review by a net of five tenure track faculty members. Given this reality, an incoming cohort of approximately seems ideal for the department. Faculty members are able to mentor this number of students, and the department is able to fill TA and online mentorship positions that are important to our undergraduate program. This cohort size also provides an ideal number of students in combination with M.S. in Demography students for our required statistics courses (i.e., approximately 20 25). Table 10.1 Cohort Size and Degree Progress and Completion: Incoming PhD Cohorts, Cohort Year # of entering doctoral students # leaving the program without a master s or doctoral degree # leaving with a master's degree # completing master's but not taking prelims (yet) # passing prelims but not defending prospectus (yet) # defending prospectus but not PhD (yet) # completing PhD NOTE: These data are from departmental records. Our record of the number of entering doctoral students differs from that produced by Office of Institutional Research due to different criteria for inclusion (e.g., the treatment of students enrolling in summer versus fall and those switching between FSU programs). Retention problems are minimal. Taking a long range view of this issue, we find higher retention rates in the past several years compared to 2009 and earlier (Table 10.1). We tend to lose a couple of PhD students from each cohort at the point when they realize an academic path does not suit them. However, they tend to remain long enough to obtain a master s degree. The 2012 cohort was an exception. Five students left the program, though three obtained a master s. Compared to earlier years, students have also been finishing the program more rapidly, on average. Prior to 2007, it was not unusual for students to take 7 10 years to complete their PhD. More recently, it has been more common for students to finish in 4 6 years (Table 10.2). 25

32 Table 10.2 Time to Terminal Degree Completion for Incoming Ph.D. Cohorts, Cohort 3 years # still enrolled 4 years 5 years 6 years 7 years 8 years 9 years 10 years or less after 10 years NOTE: These data are from departmental records. Our record of the number of entering doctoral students differs from that produced by Office of Institutional Research (IR: 31) due to different criteria for inclusion (e.g., the treatment of students enrolling in summer versus fall and those switching between FSU programs). Data on applicants, acceptances, and enrollments are reported by IR (IR: 32). Numbers of applicants, ranging from 57 to 78, are fairly stable over the period. Acceptance rates have been more variable, ranging from 24% to 49%. Enrollment rates also have varied from 29% to 45%. It is noteworthy that our highest acceptance and lowest enrollment rates were in the most recent year of the period. This observation may point to a shift in the applicant pool. In short, we appear to be competing with more prestigious universities more than in the past. For example, in the past two years, we have had two applicants win FSU Legacy Fellowships and another be designated an alternate, but none decided to join the program, despite the $10,000 annual supplement above our standard assistantship offered by the award (totaling over $30,000 per calendar year, plus waivers). These and other accepted students enrolled in more highly ranked programs, like the University of Michigan, the University of North Carolina Chapel Hill, and Indiana University. We also have had students cite Tallahassee s high crime rate as a factor influencing their decisions. The data booklet also provides the GRE scores of our students, though it combines scores of Ph.D. and MASR students (IR: 34). Scores increased over the first three years of the period. In the last two years the revised GRE scoring system is used, making over time comparisons somewhat difficult. However, we note a drop in scores over the past two years, which corresponded with increased applications to and enrollment in the MASR program. Over the period, we have graduated 41 students (Table 10.3). The majority of our graduates receive placements (Table 11.1 and described in question #11). 26

33 Table 10.3 Major Professor, Doctoral Graduates and Dissertation Title, AY to Major Professor Student Dissertation Title Jill Quadagno Carreno Lukasik, Gina The Rewards and Challenges of Hospice Work Jill Quadagno Lukasik, Gregory A Between the Global and the Local: The Rise and Decline of Solidarity in Poland, John Reynolds Weinberg, Lisa Parents' Educational Expectations for their Young Children: SES, Race/Ethnicity and School Feedback R Jay Turner Brown, Robyn Lewis Physical Disability and Quality of Life: The Stress Process and Experience of Stigma in a Chronically Strained Population Irene Padavic Butterfield, Jonniann The Impact of Legal Inequality on Power Dynamics and Parental Identity in Planned Lesbian Families Karin Brewster Tuttle, Annie M Diversity in the Work Lives of Gays and Lesbians: A Qualitative Exploration of Workplace Policies, Climate and Interpersonal Relationships Irene Padavic Hunter, Joanna M Navigating the Multicultural Imperative: The Case of a Multicultural Greek Council Jill Quadagno Kail, Benjamin L Considering the Impact of US Social Policy Retirement Benefits on Later Life Labor Force Participation R Jay Turner Andress, Joel An Epidemiology of Spousal Health Concordance Elwood Carlson Gore, Deanna Women's Status and Fertility in Turkey Isaac W Eberstein Bishop Royse, Jessica Racial Disparities in Infant Health: Individual and Community Level Factors Douglas Schrock Koontz, Amanda Constructing the Florida Highwaymen Irene Padavic Moore, Lori The Influence of Risk Assessment Instruments on Racial/Ethnic Disparities in the Sentencing of Juvenile Offenders Jill Quadagno Von Rohr, Carmen Unionization, Resistance, and Emotions: An Exploration Jill Quadagno Rill, Lisa Lipsman An Examination of Senior Center Efficacy: Variation in Participation and Benefits Jill Quadagno McKelvey, J Brandon War and Welfare: The Later Life Consequences of Military Service Douglas Schrock Vaccaro, Christian Two Analyses of Gender from Ethnographic Field Data on the Sport of Mixed Martial Arts Deana Rohlinger Brown, Jordan T Elite Actors and the Framing of Foreign Policy: Creating Emotional Resonance in Foreign Policy Frames Elwood Carlson Griffis, Heather Women's Empowerment and Infant and Child Mortality: Incorporating Social Institutions and Context Kathryn Tillman Miller, Byron Examining the Effects of Family, Friends, and School Contexts on the Psychological Wellbeing of Adolescents in Same Race and Interracial Romantic Relationships Jill Quadagno Rote, Sunshine Marital Status Duration, Marital Transitions, and Health Jill Quadagno Shekha, Kaiser Russell Universal Human Rights as New Political Power Resources: Explaining Social Spending Variation and National Income Inequality in 18 Latin AmericanNations, Douglas Schrock Sumerau, Jason Gendered, Sexual, and Religious Transformations in an LGBT Christian Organization Kathryn Tillman Weiss, Ursula Keller Body Mass Index Trajectories and Health Risk Behaviors: Transition to Adulthood John Reynolds McGrady, Patrick Sexuality and Larger Bodies: Gay Men's Experience of and Resistance Against Weight and Sexual Orientation Stigma Karin Brewster Colby, Sandra Income Based Differences in Employed Women's Use of Non Maternal Childcare 27

34 Miles Taylor Daily, Ashley A Life Course Perspective of the Relationship Between Social Participation and Health Among Older Adults Jill Quadagno Pederson, JoEllen Attitudes Toward Government Responsibility and Spending on Public Pensions and Unemployment in a Cross National Context Miles Taylor Reid, Keshia The Association Between Social Support, Stress Exposure, and Maternal Postpartum Depression: A Stress Process Approach Anne E Barrett Sessions, Miriam Emotional Experiences During Childbirth: Their Association with Birth Practices and Beliefs Jill Quadagno Fisher, Orit Activation Policies and Social Experiments: The Israeli Case Study Douglas Schrock Jackson, Brandon Brotherhood University: Collegiate Black Men, Brotherhood, and Social Mobility Anne E Barrett McWilliams, Summer Choosing Learning in Later Life: Constructions of Age and Identity Among Lifelong Learners Kathryn Tillman Valle, Giuseppina "Timing of Sexual Initiation: Correlates, Predictors and Outcomes Associated With Vaginal and Oral Sex Jill Quadagno Cobb, Ryon Worship Service Attendance, Physical Limitations, and the Successful Aging of Mexican American Elders Anne E Barrett Toothman, Erica Weighted down: a Mixed Methods Investigation of Reproduction of Fatness Inequality Jill Quadagno Nowakowski, Alexandra Beyond the Body Burden: Social Consequences and Causes of Chronic Inflammation Isaac W Eberstein Rubino, Heather Mother's Decision Making Power, Attitudes About Self, and Child Health: Egypt 2008 Jill Quadagno Jokinen Gordon, Hanna Still Penalized? Parity, Age at First Birth and Women's Income in Later Life Douglas Schrock Laguna, Jason Institutional Politics, Power Constellations, and Urban Social Sustainability: A Comparative Historical Analysis Anne E Barrett Hsu, Tzeli The Association Between Marital Status and Health: Variation Across Age Groups and Dimensions of Psychological Well Being b. Comment on diversity. In the five most recent cohorts, between 65 and 88 percent of incoming students are women, consistent with national trends in the field. We also have a fairly high level of race ethnic diversity. At present, 69% of graduate students are white, 10% are Black, 9% are Hispanic, 5% are other (Asian or multiracial), and 5% are nonresidents (IR: 4). These figures are basically unchanged from 2009 when the graduate student body was 73% white, 11% Black, 6% Hispanic, 13% other, and 6% nonresidents. One third of the incoming PhD cohort in fall 2014 is nonwhite. We also have a high percentage of minority students holding fellowships. In the past five years, we have had one student with a McKnight Fellowship, three with McNair Fellowships, and four with Wilson Auzenne Fellowships. Minority representation in the graduate program is similar to that of the university as a whole ( 14/Enrollments.pdf). c. Describe recruitment. Recruitment strategies vary with graduate directors, and recently more attention has been given to recruitment of students for the MASR program. Regarding MASR recruitment, we have tended to focus our efforts on FSU undergraduates for a couple of reasons. First, their ability to pay in state tuition makes the program especially attractive. Second, sociology departments elsewhere in Florida are vying 28

35 to maintain their own master s programs, making it difficult for us to recruit their students (for example, through direct mailings). We also face recruitment challenges related to financial support and the limited success, to date, of the program. Our strongest applicants often decide to attend programs at other universities, decisions likely related to our inability to provide them with funding. In the year, we were able to offer some of our MASR students support through mentorships in our online classes; however, these positions are enrollment driven, so we have not tied them to guarantees of funding. We also find it challenging to recruit students, given the program s limited track record, and low demand relative to other opportunities such as the master s program in Demography. We have been able to attract high quality applicants to our PhD program without much recruitment effort. However, we do face financial constraints that affect recruitment to this program. Approximately a third of the applicants to the doctoral program are international students (IR: 32). The cost of providing out of state tuition waivers for each year of the program is a substantial budget constraint that limits our ability to recruit them. Our recruitment strategies include the following: (1) the graduate director visiting required sociology courses to show a brief PowerPoint presentation and answer questions about our programs; (2) ing the PowerPoint slides to Departmental faculty and grad student instructors, requesting they make it available to their students; (3) participating in campus recruitment events (e.g., COSSPP events in fall and spring); (4) ing our majors and all students enrolled in sociology courses to describe the programs; (5) holding special office hours for prospective graduate students; and (6) updating our recruitment materials and working with COSSPP s Director of Communications (Rob Nixon) to produce recruitment materials. In addition to these efforts that are aimed at attracting applicants to our MASR and PhD programs, we hold an open house each spring, inviting all of our newly accepted students with the aim of convincing them to accept our offer. We have coordinated this event with visits from outside speakers as well as a picnic at the FSU Reservation attended by current graduate students and faculty. Details on the graduate programs are available on the department s website: program. Information includes descriptions of the MASR and PhD programs and a link to the latest Guide to Graduate Studies (see also Appendix G). A recruitment brochure highlighting our programs is attached as in Appendix J. 29

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37 11. Placement data and other quality indicators of the graduate programs. a. Report on placement of masters and doctoral graduates. The majority of our MASR and PhD students receive placements after graduation, as shown in Table 11.1 in Appendix I. All MASR graduates except the most recent two have found relevant employment. Of the 41 graduates from the PhD program in the past five years, all but two (one of whom just graduated in summer 2014) have found employment. Thirteen have tenure track jobs, three have post docs, eight have teaching positions, and fifteen have research jobs (e.g., at state agencies and private corporations). A couple of factors affect these statistics. First, the job market is highly competitive, particularly for tenure track positions in sociology. Indeed, during the Great Recession of , the number of junior or open rank faculty positions advertised in the American Sociological Association job banks declined by 35% ( More positively, since then the market has improved every year, and in 2013 the number of positions is 6% above the 2008 level. Second, many students who either have not found employment or have found non tenure track positions limited their searches geographically. b. Comment on the data on graduate student publications, presentations, awards The majority of our PhD graduates have published within a year of graduation (Table 11.1). Of the graduates, 80 percent have published a paper. Although the percentage was lower in the preceding year (56%), earlier years were more comparable with the latest figures 90% in , 100% in , and 63% in Having our students graduate with publications, which greatly increases their competitiveness for academic jobs, has been a goal since our last review, and we have had success in improving these statistics. We have accomplished it by better informing faculty about the goal, which is also a SMALC goal, and focusing the research practicum, required of all PhD students in their second year, on developing writing skills. All PhD students have presented papers at conferences within a year of graduation. In the past five years, our doctoral graduates have won six University level awards, six national or regional paper awards, and 13 other awards from national or international associations. c. Comment on any contact with or outreach effort to alumni. There are extensive contacts with alumni, but we do not have a formal system. The department maintains a Facebook page, and this reaches many of our graduates. Individual faculty members have their own active presence on social media including Facebook, LinkedIn, and Twitter, and these also serve to connect us to alumni. 31

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39 12. Curriculum. a. Comment on the currency and adequacy of the curriculum. Are there difficulties in course scheduling and availability, enrollment. Describe faculty teaching loads. Faculty size has decreased over the review period, creating challenges in meeting teaching demands. Despite these difficulties, we offer the required classes regularly (i.e., qualitative methods, quantitative methods, theory, practicum, pro seminar, and teaching sociology), and each semester we offer an array of substantive classes that allow students to meet their area requirements. The curriculum is described on the department s website: program. A list of graduate courses taught in past 5 years is available from IR at The regular teaching assignment for tenure track faculty is two courses per semester, and they meet this assignment by teaching in the undergraduate program as well as the graduate one. Teaching faculty members have higher loads and exclusively teach undergraduates, which enables tenure track faculty to offer the needed graduate courses. The graduate curriculum is up to date. Our several required methods courses train students in the major approaches used in the discipline. Additional, optional methods courses train students in cuttingedge methods. When funds allow, we also provide support for students to attend the summer program offered by University of Michigan s Inter university Consortium for Political and Social Research. As discussed in question 28, the Consortium has stopped providing stipends (these had been rotated between Sociology, Political Science, and Public Administration), so funding is more of an issue that it has been in the past. The Department s curriculum s currency also is maintained through faculty s annual updating of reading lists for preliminary exams. b. Will distance learning play a role in your enrollment planning at the undergrad or grad level? As noted in questions 24 and 30, the Department offers numerous undergraduate distance learning courses as part of the Interdisciplinary Social Science program, but we offer no graduate classes via distance learning. There is a linkage between these, however, as many of our graduate students are supported through positions as instructors or mentors for DL courses. They also are employed to assist faculty in DL development. Graduate student involvement in online course development and delivery helps the department meet the substantial undergraduate demand for sociology courses while providing graduate students with marketable teaching skills. The online format also offers graduate students the benefit of being able to combine teaching with dissertation data collection, often in locations outside of Tallahassee. 33

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41 13. Advising and professional preparation of graduate students. a. Explain how student advising is done. Graduate students are assigned to faculty advisors based on their research interests, prior to their arrival on campus. Students are free to seek out other faculty to serve in this role, and they often do so before beginning their master s papers in the second year. Students receive advising from three main sources their faculty advisors, the Director of Graduate Studies, and the Graduate Program Coordinator. They also receive advising from the Department Chair, who teaches the year long proseminar for first year students. Advising forms are attached in Appendix J for the MASR and PhD programs (Exhibits ), along with a more general advising document, A Plan for Graduate School (Exhibit 13.3). b. Describe the milestone steps in the degree program. How are they administered and what are success rates. Students in the PhD program complete their master s papers in the spring or summer of their second year. They take preliminary exams in one of three of our areas of specialization (i.e., Demography, Health and Aging, and Inequalities and Social Justice) in fall or spring of their third year. Almost all students pass their preliminary exams (see question 35) and the majority pass on the first attempt (e.g., 91% during ). Recent pass rates are as follows: 100% in , 100% in , 83% in , 100% in , and 94% in Students work on the prospectus during the third year, with the goal of defending these in spring of the third or fall of the fourth year. They spend the fourth and fifth years completing their dissertations. The MASR program does not require a master s thesis or exam, so it has fewer milestones. Students are required to take a minimum of four methods or statistics classes, with the remainder of their 33 credit hours earned through sociology courses of their choice. See the suggested schedule for the doctoral program on page 15 of Guide to Graduate Studies (Appendix G). c. Provide statement on professional preparation of students for academic and non academic roles including teaching and research. Our graduate program provides students with research and teaching skills that are valued in a number of different settings. The year long pro seminar, taught by the Department Chair, provides students with information about a variety of career options. Either in person or via Skype, former graduates and other colleagues have described their jobs in teaching universities, research universities, non profit and for profit research organizations, postdoctoral appointments, and state agencies, and answered students questions. In the past several summers, the Department Chair has also run a job search workshop for advanced students. 35

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43 14. Resources for graduate training. a. Explain how students are supported. Comment on the fraction supported on personal funds, teaching assistantships and grants and fellowships. Give stipend levels and comment on how they compare with national averages and how student funding impacts the program s quality indicators. Most students are supported through College funded assistantships and online teaching and mentoring. Students also are supported through research assistantships funded by the Pepper Institute on Aging and Public Policy. Budget documents indicate that from fall 2013 through summer 2014, 49% of graduate student funding came from the Department s regular college allocation ($446,703), 41% came from distance learning ($372,802), mostly in the form of mentorships for distance classes ($348,432), and 10% came from other ($88,935), mostly from direct appointments in the Pepper Institute ($69,018). Similar patterns are shown in Table 14.1, reporting sources of funding by FTEs. Over the past five years, an average of 42% of students were funded by Other Personnel Services funds (OPS) provided by the College, 28% by distance learning, 7% by grants, 5% by fellowships, and 18% by personal funds. Table 14.1 Sources of Funding for Sociology Graduate Students (MASR and PhD) Figures are for Fall & Spring Source of Funds: OPS Funds Distance Learning Research Grants Fellowships/Scholarships Personal Funds Total student at.25fte = student at.50fte = 1.0 Our stipend level of $20,500 per calendar year appears competitive with other programs, although systematic comparison is not possible since the American Sociological Association stopped collecting stipend data. We use two approaches in the absence of official data, both of which affirm that our stipends are competitive. First is a 2012 informal survey of graduate directors of programs ranked similarly to ours (#21 to #40 in the US News rankings). Second is information from the websites of programs we deemed to be peers and aspirational during our last department review. Stipend levels are discussed in greater detail under question 30. Provision of support to the majority of our students, particularly PhD students, reduces (though it does not eliminate) students need to find additional employment, which could prolong their time to degree and limit their ability to accomplish important goals like presenting and publishing their research. 37

44 b. Provide statement on space facilities, equipment, library and other resources available to graduate students. Are there any needed or that are difficult to access? All graduate students are provided with office space, either in the Sociology Department, Center for Demography and Population Health, or Pepper Institute on Aging and Public Policy. When students are teaching their own classes, every effort is made to provide them with offices designed for two students, rather than group offices, an effort that is usually successful. Students have access to the computer lab on the 5 th floor in Bellamy (10 computers). The lab provides the major software packages needed for sociological research (e.g., Stata and Mplus for quantitative analyses and NVivo for qualitative analyses). Extensive renovations to the lab, completed in summer 2014, will offer students new, state of the art computers and stations for connecting laptops. 38

45 15. Faculty Research/Creative Activity. Comment on the strengths and weaknesses of the faculty s research/creative activities. Faculty research is addressed in question 19. Of particular relevance to the graduate program is the extensive collaboration of faculty and students. One or more current or former students are included as coauthors in over half (52%) of the articles and book chapters published by the faculty since Graduate students training is also enhanced by faculty s diverse theoretical perspectives and methodological approaches to a wide range of sociological questions. 39

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47 16. Summary of the program s strengths and weaknesses. Comment on data specific to graduate education. What particular strengths, weaknesses, concerns do the data indicate? Our program cultivates students ability to identify sociologically relevant, empirical research questions and to envision and conduct studies to address them. We offer training in the major methods employed by the discipline along with PhD specializations in three central areas of focus in the field. The curriculum is current and has been streamlined to facilitate student progress. Our students learn about research and publishing through collaborations with faculty, and they gain valuable teacher training and experience. Most of our students graduate with scholarly publications, and many have received awards from FSU or national or regional associations. We provide a level of financial support of our doctoral students that compares favorably with peer institutions, and we have been able to provide it to all students making good progress in the program. Our students also have access to facilities, equipment, and other resources through the Sociology Department, as well as through the Center for Demography and Population Health and the Institute on Aging and Public Policy. Our program provides students with skills that are attractive to employers in academic and non academic settings. We have had success with our student placement across these different settings. Two challenges for the graduate program include improving recruitment and enhancing financial support. The quality of applicants in to the PhD program, as indicated by GRE scores, has been relatively stable over the past five years; ideally, however, we would always like to increase the quality of applicants Recruitment is also an issue for the MASR program, which has low student interest despite somewhat extensive local recruitment efforts. Factors contributing to low student interest include our inability to guarantee financial support to students seeking this degree, the program s limited trackrecord for use in promotional materials, and low demand relative to other opportunities such as the master s program in Demography. Our PhD program faces financial constraints, particularly in regard to summer funding. Funds have been inadequate to pay students teaching in the summer at the same rate as during the academic year. Resources are also needed in summer to provide TA support for our required face to face courses that receive TAs during the academic year (e.g., statistics, methods). These financial constraints are compounded by university level policies that result in out of pocket student fees that are considerably higher than those of our peer and aspirational schools. 41

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49 17. Describe the teaching expectations and requirements for graduate students. How are teaching assistants supervised, evaluated, and provided training? Graduate students are required to take a 3 credit hour course on teaching sociology and to design and teach a course on their own. Most students take the teaching course in the summer following their first year and complete the teaching requirement in the summer or fall following their second year. But it is unusual for that to be a student s sole teaching experience. Most students teach more than the one required course, often graduating with two or more course preparations that they have taught several times. The department offers a great deal of oversight and help for students teaching their own courses. Prior to the start of the semester, the chair reviews each graduate instructor s syllabus to ensure it conforms to University standards and to offer suggestions on content and design. Another faculty member is the Supervisor of Graduate Teaching Assistants, serving as a contact to assist with any teaching issues that arise over the semester. An additional requirement, beginning in fall 2014, is that students in their first teaching semester (or prior to it) are required to take three credit hours of supervised teaching with a departmental faculty member, who will assist with course content, design, and feedback on classroom interactions. All students also are required to complete the FSU Graduate School s Program for Instructional Excellence TA training. Our graduate students have been very active in this program over the years, with students serving as Program Associates in almost every year since the program s inception. This involvement has contributed to a graduate student culture that values teaching, as evidenced by a vibrant calendar of teaching related events and award winning TAs and graduate instructors. Since 2010, for example, two of our students have won Outstanding Teaching Assistant awards at the University level. 43

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51 FACULTY 18. To what extent is the program concerned about having adequate faculty to teach its degrees, majors, and certificates? Why? What is the nature of the program s mentoring program for new faculty members? We are very concerned about having too few faculty members, particularly tenure track faculty. These faculty members are collectively responsible for the department s research mission and graduate program. The current complement of 17 tenure track faculty as of August 2014, when our most recent new colleague will join us, is down from 22 in 2006 and 25 in the mid 1990s, even as we have maintained high graduate enrollments. Faculty are distributed evenly across the three major areas, with eight listed in Health & Aging and seven each in Demography and Inequalities & Social Justice (some are double counted because they contribute to more than one area). Two also have additional formal commitments to the College s master s program in Public Health. This commitment requires them both to teach one graduate course in Public Health every semester as well as to assist with master s papers and routine program support. Similarly, faculty members in Demography also support the MS Demography program, which includes master s papers and other service. The reduced size of the faculty was a theme in our last department review in , and our losses since then have made this even more problematic. According to data from the ASA Guide to Graduate Departments (Table 18 1), at that time we were marginally larger in tenure track faculty than five peer programs University of Florida, University of Georgia, University of Iowa, Michigan State University, and Washington State University (20 versus 19). Now, we are below (17 versus 19). At that time it would have taken 9 hires to move us up to the average of five aspirational programs University of California Santa Barbara, University of Maryland, University of Minnesota, Ohio State University, and SUNY Albany (20 versus 29). Instead, we have gotten further behind in the intervening years (17 versus 28). These published figures are consistent with findings from an ASA survey of departments in We were poised for growth following our last review, with the Dean s action plan calling for adding four or five faculty lines over the next 5 7 years (VP Bradley memo to Provost Abele, College of Social Sciences Quality Enhancement Review, August 30, 2007, Exhibit J, page 21). Thus, it is disappointing to report a net loss of five. A smaller faculty affects all aspects of our programs related to research and graduate education, including grants, as well as our comparative national position overall and within particular specialties. The Department added Social Psychology as a doctoral specialty area before our last review, but we eliminated it in 2013 due to faculty losses. Faculty losses may have affected our reputation in two of our traditional strengths in Sex & Gender and Sociology of Population, since FSU is no longer listed as a top program in either area according to recent US News rankings as we were at the time of our last program review. We have maintained undergraduate enrollment largely through the extensive use of graduate student instructors and adjuncts (see question 4). As for graduate enrollment, we had a ratio of 3.2 doctoral students per tenure track faculty member in fall 2013, compared to 2.3 at the time of our last review. Our doctoral students would benefit from less teaching and more time for research, including the possibility of non duty assistantships or fellowships that would enable them to give more effort to their dissertation research. 45

52 Table 18.1 Number of faculty at peer & aspirational programs, Total FT Faculty Teaching Faculty Affiliated* Florida State University Peers University of Georgia Michigan State Washington State University of Iowa 16 3 University of Florida 25 Average Aspirations University of Maryland SUNY Albany University of Minnesota Ohio State University UC Santa Barbara Average SOURCE: ASA Guide to Graduate Departments, 2014 Peer and aspirational programs from Sociology QER. * includes joint, part time, and emeritus The department had a well established formal mentoring program for junior faculty for almost a decade, but the small number of assistant professors has led the department to instead rely more on informal mentoring relationships among colleagues. Both types have proven effective. The formal mentoring program consisted of a faculty committee that arranged meetings and workshops for junior faculty, as well as tenured faculty paired one on one with junior colleagues. The informal approach has been successful as measured through consistently positive actions on promotion and tenure. Two assistant professors have been promoted and tenured effective this fall. The one current assistant professor is being mentored by an associate professor, and we will set up this kind of arrangement for new hires. 46

53 19. Analyze faculty research and scholarship productivity. What steps are taken to ensure doctoral supervision loads are equitable and sustainable? Our faculty is productive in research. Table 19.1 indicates an average of 2.2 combined publications per faculty member per year, based on data for in the University s online faculty vita system. Adjusting so that publications with faculty co authors are counted only once, there are 1.3 published or forthcoming articles and 0.6 chapters per year. In addition, the faculty published one refereed book and two edited books during , and another refereed book is in press. The data for 2014 include manuscripts that have already been accepted for publication but excludes those that are submitted but have not been accepted, so it is likely this year s figures are incomplete. Table 19.1 Sociology Research and Original Creative Work Tenure Track Faculty (N = 16), Category Number Avg. Number Avg. Number Avg. Invited Journal Articles Refereed Journal Articles Nonrefereed Journal Articles Refereed Books Edited Books Invited Book Chapters Refereed Book Chapters Invited Encyclopedia Entries Refereed Proceedings Invited Reviews Published in Journal Refereed Summaries Published in Journal Invited Newsletter Articles Total Table generated 7/21/2014 Examining vitae from the last department review suggests that the department s productivity in publications has increased over time. Data for 2005 and 2006 indicate roughly comparable unduplicated numbers of refereed articles (23 in 2005 and 21 in 2006) from a larger faculty (N = 21), an annual total of 1.0 article per person. There were 2 refereed books in 2005 and one edited book in The data on book chapters in the earlier review does not seem comparable. While publications have increased since our last review, the faculty s involvement in contracts and grants has declined. There are a small number of proposals. According to data from the Office of Research (Table 19.2), during there were 27 proposals with a current sociology faculty member listed as PI. This comes to 0.34 proposals per person per year or one application every three years. There were also 12 proposals as co PI, but these can include duplicated listings if other FSU sociology faculty are in the team. The data on number of awards includes both external projects and research accounts set up to use funds from Foundation accounts (e.g., earnings from endowed professorships), so a more accurate indication of external grant activity is given by award dollars by 47

54 source. This information indicates that only four current faculty members obtained federal grants or contracts during this period Miles Taylor (NIA), Koji Ueno (NSF), Jill Quadagno (NSF dissertation award), and John Reynolds (NHTSA & FL DOT). Table 19.2 External proposals, total number of awards & award dollars by source, FY09 FY13 Proposals Awards Award Dollars by Source PI Co PI PI Co PI Federal State Other Total Barrett, Anne 2 $0 Brewster, Karin 2 $0 Burdette, Amy 1 $0 Carlson, Elwood 2 3 $21,500 $21,500 Eberstein, Isaac 2 $0 Lessan, Gloria T $0 Padavic, Irene 1 1 $10,000 $10,000 Quadagno, Jill $9,748 $6,000 $15,748 Ramirez, Hernan $0 Reynolds, John $775,000 $870,152 $1,645,152 Rohlinger, Deana 1 $0 Schrock, Douglas 3 $0 Schwabe, Annette $0 Taylor, John $0 Taylor, Miles $743,939 $743,939 Tillman, Kathryn 2 $0 Tope, Daniel B $0 Ueno, Koji 3 1 $62,704 $62,704 Weinberg, Lisa $0 Total $1,591,391 $0 $907,652 $2,499,043 SOURCE: Office of Research Blackboard site, Tables P1 P4 Current grant activity in the department is lower than in the past. Indeed, our last review highlighted our success in external grants, but faculty departures were consequential for the loss of individuals with active grants and for reducing the critical mass of faculty actively engaged in proposal development. An issue for the department is the role of contracts and grants in our individual and collective aspirations. Inspection of the abbreviated vitae in Appendix A shows that every faculty member is active in research, although of course productivity varies based on assigned duties and other factors. The variability in research productivity is recognized in the department s annual peer review. Last year three faculty members were rated substantially exceeds FSU s high expectations on research, six were rated exceeds, and seven were rated meets. (Specialized teaching faculty members do not have a research assignment and so are not rated on this activity.) 48

55 Faculty student collaboration is highly valued in the Department. Inspection of the individual vitae shows that more than half (52%) of the faculty s articles and chapters since 2012 have been co authored with current or former students. The Department has no formal mechanism to ensure equity in supervising doctoral students. There are certainly differences, but this has not been perceived to be problematic, and no one has approached the University limit of supervising ten active committees at any one time. Jill Quadagno has directed thirteen dissertations to completion since 2009, Doug Schrock has directed six, Anne Barrett has directed four, and both Irene Padavic and Kathi Tillman have directed three, with the remaining faculty directing two or fewer. There is no expectation of an even distribution across the faculty, since the number of students varies across areas and methodological approaches (e.g., ethnographic methods or quantitative analysis). Faculty members are invited by students to become their dissertation directors, and they are free to accept or decline based on their competing demands. For instance, some individual faculty members have a personal limit of three dissertation students at any one time. Others are more open. The operation of this informal system seems to reflect the balancing of faculty and student preferences. The Personnel Committee has recommended that some faculty cut back on their participation on committees for students in other University programs, but directing doctoral students in Sociology is highly valued. 49

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57 20. Have any adjuncts not been evaluated? All adjuncts have been evaluated. Adjuncts have always been evaluated at the end of each academic term, with continued employment premised on satisfactory performance. Annual written evaluations began as a routine matter in May

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59 21. How is teaching effectiveness assessed by the program and what program efforts have been shown to improve the quality of instruction? Are there any instances where faculty members have had poor evaluations of teaching and what efforts were made to improve his/ her teaching? Sociology s instructors are highly effective teachers, as indicated by the number of winners of University level teaching awards (faculty and graduate students). University teaching awards have been received by seven current faculty (Ike Eberstein, Jill Quadagno, John Reynolds, Deana Rohlinger, Annette Schwabe, Kathi Tillman, and Lisa Weinberg), as well as by Jim Orcutt, who is Professor Emeritus and continues to teach as an adjunct. In addition, two faculty members have received the University Distinguished Teacher award, Jill Quadagno in and Annette Schwabe in This is a singular award on campus and is very competitive, with only one winner each year. Since 2010, two graduate students, Melissa Bamford and Pina Valle, have been recognized as Outstanding Teaching Assistants at the University level. Sociology has presented competitive best teacher awards to both faculty and graduate students annually since spring 1980, and these recognitions are highly valued within the department. Teaching effectiveness is assessed through use of student ratings from the anonymous SPOT/ SPCI required in almost every class. In addition, syllabi for classes taught by faculty are reviewed by the Personnel Committee and those for classes taught by graduate student and adjunct instructors are reviewed by the Chair. For several years the department had a program of faculty peer review of teaching based on classroom visitations. This was expected every year of all untenured faculty members and encouraged for tenured faculty. With changes in promotion/ tenure binders so that written peer evaluations of teaching are not routinely submitted, we no longer require annual peer reviews and instead encourage this for all faculty whenever it might be helpful. We have not had a peer review program for graduate student instructors; the Chair and other faculty members have performed this observation on an ad hoc basis, usually upon request by individual instructors. All doctoral students are required to teach one course as independent instructor of record. They are required to complete SYA6660 Teaching at the College Level in Sociology before they teach independently, and this course requires that they teach one day in an undergraduate class and that they have the benefit of peer review from two other course members (among other exercises). We have always encouraged major professors to visit their students classrooms to provide advice and support (as well as to have information that can be included in letters of reference). Beginning this fall, doctoral students are required to register with a faculty member for three hours of Supervised Teaching either before or during the first semester of independent teaching. Although classroom visitation by their professors will not be required, it will be facilitated by this arrangement. Perhaps the most effective program effort that supports teaching is a departmental culture that prioritizes teaching effectiveness and that makes teaching a public activity. Just as we ask our colleagues for help and advice with our research, the departmental culture encourages the sharing of teaching experiences and approaches among the faculty and TAs. Such sharing includes posting all syllabi on our website, posting exercises to a departmental website, and informally sharing instructional strategies, activities, and substantive materials. We actively measure targeted student learning outcomes and program outcomes, and these data are shared among all instructors and possible improvements are discussed in workshops. Other program efforts include the high value we place on one of our graduate students serving in the role of Program for Instructional Excellence Teaching Associate a campus wide competitive program to enhance the quality of instruction provided by graduate students and faculty. PIE Associates have an annual plan of activities that usually includes 53

60 some combination of a TA survey of needs, brown bag colloquia on teaching related topics, developing teaching materials that can be shared among TAs and faculty, consulting with individual TAs on an asneeded basis, and ad hoc activities to deal with issues/ needs that arise. We require all graduate students to participate in the fall PIE conference and to attend four events during the year. We strongly encourage our students to participate in the Preparing Future Faculty program through the Graduate School, providing them additional professional socialization and training in all aspects of the faculty role. As noted above, there is a teaching in the discipline course required of all doctoral students and typically taken by all students during the summer of their first year. All faculty members are encouraged to mentor their graduate assistants in teaching instead of just using them as graders or for logistical support, with TAs being encouraged to request the opportunity to give two lectures per semester in every class where they serve as an assistant. This gives more experience and provides a forum for getting feedback on their teaching in different settings from a range of faculty, thereby increasing their effectiveness. We can cite two instances of faculty with poor teaching evaluations that illustrate the different ways the department has dealt with these issues. One new faculty member underwent peer review of teaching in response to poor student evaluations. This review identified a couple of areas for improvement, and subsequently the faculty member received a better annual evaluation on teaching. The faculty member again received poor student evaluations and underwent further peer review, and received help in developing a teaching improvement plan. The plan resulted in class redesign, more explicit assignments, and change in class format. Unfortunately, these changes did not entirely resolve the problem. She/he is no longer a member of the faculty. Another new faculty member initially received poor student evaluations and critical comment in annual review. Drawing on the help of experts at the FSU Center for Teaching and Learning had the effect of improving the teaching and the student evaluations, and ultimately this person was nominated for a teaching award, and the chair noted his/her outstanding performance in the next annual evaluation. The general experience is that the second of these two examples reflects a more typical outcome in those occasional situations when teaching is problematic poor teaching evaluations by faculty (or graduate student instructors) are used as a basis for consultation and, as a result of these efforts, teaching performance usually improves. 54

61 22. Identify the undergraduate degree program director and/or coordinator. How was the person selected and what are her/his academic qualifications in relation to her/his position? The department s Director of Undergraduate Studies (DUS) is Dr. Annette Schwabe, Teaching Professor (Teaching Faculty III). The DUS is recruited from the faculty and appointed by the department chair, with the appointment ratified by a faculty vote. Dr. Schwabe was selected based on her strong commitment to undergraduate education and her outstanding teaching performance. She was first appointed to the faculty as Adjunct Instructor in 2005, and has come up through the ranks to her current position based on the quality of her teaching accomplishments. She has received numerous teaching awards from the Department and University, including most recently being named the Florida State University 2014 Distinguished Teacher, which is the top teaching award at FSU. She was also named Atlantic Coast Conference Teaching Scholar by FSU (2009) and in this context developed expertise in team based learning. Dr. Schwabe s vita is in Appendix A. She received her PhD from Kent State University in Sociology (2002). In addition to her academic qualifications, Dr. Schwabe is wellorganized, energetic, and innovative, and she places high value on undergraduate research and scholarship. Among other things, she has led the local re chartering of Alpha Kappa Delta, the sociology honor society. 55

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63 CURRICULUM 23. When was the last time the undergraduate curriculum was reviewed comprehensively? Review lower level prerequisite courses to ensure that the program is in compliance with state approved common prerequisites (reference the most recent annual review of the program guide found at guide.fsu.edu/ and conducted by the Division of Undergraduate Studies). If appropriate, review the limited access status of a departmental program(s) and determine if it is still warranted (reference the most current annual report compiled by the Office of the VP for Faculty Development and Advancement and submitted to the Florida Board of Governors). The last systematic review of the undergraduate curriculum was completed in 1992 as part of the university s SACS reaffirmation. The undergraduate program is in compliance with state approved common prerequisites. It is not limited access. In order for students to declare the major in sociology, they must complete any two sociology courses in our curriculum and earn a final course grade of C or better. In the advising process, students are encouraged to enroll in lower division courses to meet this requirement. All of the courses from which students can select are listed in the common prerequisites guide for sociology departments in Florida. Are there difficulties in course scheduling and availability? The course schedule is developed as a balance of faculty preferences, the availability of large lecture halls and computer classrooms, historical data on class enrollments, and class scheduling overlaps/ conflicts. As noted in the response to question 4, the schedule is reviewed in weekly meetings with key members of the department who have specific knowledge about our undergraduate curriculum, as well as by faculty. Enrollment is high so that many if not most face to face classes fill, which means that either we encourage students to take other courses, take an online version of the course, or plan to take the course the next semester. Substantive electives offered online are capped at students and have high enrollment but typically do not fill (see question 24). Core courses offered online are typically capped at 60 and also may not fill. New online courses are capped at 60 for the first implementation, and these usually fill. We actively manage the number of student spaces in online classes so that we meet demand by adding additional mentors to keep the number of students per mentor in the range for a.25 FTE (10 hour) assignment. Are course offerings reviewed for relevancy to the learning outcomes of the major/academic degree program/certificate as well as to the general field? Please describe the review process and who was involved. We do not have a formal review process outside of measuring and tracking the State Mandated Academic Learning Outcomes (SMALC), which has been an effective tool for assuring that students achieve what we define as important learning outcomes (see question 35 and Appendix F). We use national surveys of bachelors, masters, and doctoral graduates to assess our program (see question 32) in the absence of a formal local review process. For instance, the American Sociological Association 2012 survey of graduates indicates that some 15% of bachelors programs do not require a course in statistics; we consider this course to be a very important program requirement because of the finding in that survey that technical skills in statistics and research methods are important in student success in finding professional jobs. 57

64 We have been successful in balancing the expertise and interest of faculty members with the changing demands of our student body as well as the growing effort by FSU to enhance the number and quality of course offerings in the liberal studies. We have been very responsive to University level requests to revise courses to meet the new Liberal Studies of the 21 st century requirements (also see question 8). Faculty in each substantive area met and pooled ideas and resources to develop cutting edge courses that promote critical thinking, analysis, and application of sociological ideas to real world problems. In addition, we have increased the number, seats, and quality of discussion based courses for all majors, particularly those in the upper division. These courses are focused on giving students the skills and intellectual capacity to develop research projects and to function as a professional in the labor market. This is particularly important because many of our students go on to work in research based jobs right after completing their undergraduate degrees. For example, upon graduating with her B.S., one of our majors was hired to a research position as a Policy Assistant at the Society for Research in Child Development Policy and then was promoted to an Associate position a few years later. She is now Director of Research and Programming at American Institute for Medical and Biomedical Engineering in Washington, D.C. (see Grads Making a Difference page on our website). Other undergraduate alumni who have gone on to work in research based jobs following graduation from our program are described in Appendix I. Also, how are undergraduate students engaged in research? Our students are all required to take three courses that fundamentally involve research: sociological theory, methods of social research, and social statistics. In addition, undergraduate sociology students are highly engaged and visible in research activities on campus. In 2010 a student in our major was named co editor of the OWL, the campus undergraduate research journal, in a selection process that is highly competitive. Sociology instructors actively mentor undergraduates in research. Over the past five years, 14 sociology students successfully completed honors in the major theses. Three of those students were also awarded FSU s Bess Ward Thesis Award, which comes with an honorarium of $500 to be used toward research expenses. Seventeen sociology undergraduates presented at FSU s Undergraduate Research Symposium between 2012 and It is worth noting that though no sociology students presented between 2009 and 2011, the number of accepted presentations rose from two in 2012, to 3 in 2013, to 12 in The Office of Undergraduate Research at FSU also selects students to receive grants to conduct summer undergraduate research via either the Undergraduate Research and Creative Activity Awards (URCAA) or Mentored Research and Creative Endeavors Awards (MRCE). Since 2011, five sociology undergraduates have received these grants. Since 2009, at least eight students in the major were awarded funds to work with faculty mentors in the Undergraduate Research Opportunity Program (UROP). Faculty and students both apply for this research student mentor matching program. 58

65 24. To what extent is distance learning used to deliver courses? Is there an online academic degree program and how does it function in relation to the main campus? The department makes extensive use of distance learning (DL) to deliver undergraduate classes as part of the Interdisciplinary Social Sciences program. We do not have an online academic degree program in Sociology, although many students in Sociology and throughout the university take these classes to fulfill particular requirements of their major or electives. Online courses are a very important way we meet undergraduate student demand. In addition, DL classes provide substantial funding for our graduate program in the form of stipends, tuition waivers, and health insurance supplements for graduate students who serve as mentors (TAs) for these classes. At present, DL provides roughly 40% of the funding for our graduate program. We do not offer online classes at the graduate level. Table 24.1 presents enrollment in our online classes during the academic year and summer for the past few years. We have averaged 1,953 students taking DL classes per academic year over the past five years, with 706 in summer, but there is a good bit of variability. Distance Learning classes have been increasing so that DL students now make up roughly one third of our undergraduate enrollment during the academic year and as much as 50% in the summer. Over the last five years, the average online enrollment during the academic year increased by 22%. This was a strategy to improve the range of course offerings and maximize graduate student support. Summer enrollment has decreased by 8% over this period in order to lessen the strain on the program from this level of summer offerings as well as to meet the goal of offering more face to face summer classes. We have been experimenting to find the best balance of DL and face to face across different semesters. Table 24.1 Online Course Enrollment, Academic Year and Summer Academic Year Course Num Course Title SYA 4010 Sociological Theory SYA 4300 Methods of Social Research SYA 4400 Social Statistics SYA 4930 Sports & Society SYD 3020 Population & Society SYG 2010 Social Problems SYG 2430 Marriage & the Family SYO 3200 Sociology of Religion SYO 3460 Sociology of Mass Media SYO 4300 Sociology of Politics SYP 3000 Social Psychology of Groups SYP 3454 Global Justice Movement SYP 3540 Sociology of Law SYP 3730 Aging & the Life Course SYP 4550 Alcohol & Drug Problems SYP 4570 Deviance & Social Control SYP 4764 Aging Policies & Services ,757 1,677 1,955 2,265 2,109 Summer Course Num Course Title Su 10 Su 11 Su 12 Su 13 Su 14 SYA 4010 Sociological Theory SYA 4300 Methods of Social Research

66 SYA 4400 Social Statistics SYA 4930 Sports & Society SYD 3020 Population & Society SYG 2010 Social Problems SYG 2430 Marriage & the Family SYO 3200 Sociology of Religion SYO 3460 Sociology of Mass Media SYO 4300 Sociology of Politics SYP 3000 Social Psychology of Groups SYP 3454 Global Justice Movement SYP 3540 Sociology of Law SYP 3730 Aging & the Life Course SYP 4550 Alcohol & Drug Problems SYP 4570 Deviance & Social Control SYP 4764 Aging Policies & Services Academic Year: 1,757 1,677 1,955 2,265 2,109 9,763 Summer: ,528 Total: 2,548 2,495 2,531 2,980 2,737 13,291 Source: Course Schedule Master System and Student Central - Schedule of Classes We make an effort to offer DL classes that are in high demand and also to rotate offerings as appropriate. The faculty has been developing two new DL classes per year for the past several years. These courses have attracted student interest. Distance classes are in load and count as a part of the standard 2/2 faculty teaching assignment. During semesters when faculty members do not want to teach online, their DL courses may be offered by graduate student instructors. Faculty members develop and offer DL classes according to their interests, with a University funded incentive of a release from two classes over a calendar year and a three semester graduate assistant (.25 FTE). Four new classes are in development at present, with two that have just been completed and are scheduled to rollout this fall (SYD3600 Cities and Society and SYO3100 Families and Social Change ) and two that are scheduled for development during this academic year for rollout in fall 2015 (SYD3800 Sex & Gender and SYDxxxx Death & Dying ). No additional courses are in the queue for development at this time. The department is committed to maintaining the quality of our online classes, but before the recent fee increase to $90 per credit hour for students taking DL classes, funds were insufficient to implement a program for this. Through the use of funds from the increased student fee, two mechanisms are being introduced this fall that will provide faculty the time and help they need. First, graduate students will be funded to assist faculty in continually improving their classes. Students will work 2.5 hours per week (40 hours over a semester) and be paid $1,000 above their assistantship to serve as a faculty member s Graduate Distance Learning Consultant. The student will assist the faculty member in such tasks as researching, locating, formatting, and uploading video or audio clips, readings, or other materials relevant to the course, suggesting new assignments or methods of content delivery, or assisting with creating test questions. Second, the department is beginning a program to redevelop/ update all DL courses on a rotating basis. Faculty will be given a course release and graduate assistant to provide 60

67 them the opportunity to update the substantive material and instructional technology in their DL classes. Four courses are scheduled for redevelopment this academic year, and we expect to be able to continue funding at this rate. This program will put all courses on a roughly five year cycle for updating/ redevelopment. 61

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69 25. How does the program relate to other teaching and research units on campus? Consider units that the program currently interacts with as well as other units with which there may be potential for interaction. Are program offerings spread too broadly over different majors, certificates, or other activities? Overall, how does offering these courses impact the academic degree program(s)? Sociology is a traditional academic department and faces high demand for undergraduate and graduate courses from students in other programs. Sociology courses satisfy many elective options and program requirements across campus. There is no count of these programs, as there is typically no formal relationship between units. Sociology faculty make up the core of two research centers, the Center for Demography and Population Health and the Pepper Institute on Aging and Public Policy. Faculty members situated in these centers teach, conduct research, and perform administrative duties, in addition to their roles in the department. Although located within the college, these units are explicitly interdisciplinary. Faculty relationships across units for research and graduate training seem to be increasing and expanding beyond our traditional ties with CDPH and Pepper. There would seem to be prospects for expanding relationships between Sociology faculty and each of the other departments in the College of Social Sciences & Public Policy, as well as with the College of Criminology and Criminal Justice, where there are several sociologists on the faculty. Outside the College, informal linkages exist between Sociology faculty and colleagues in the Department of Family and Child Sciences in the College of Human Sciences and in the Department of Behavioral Sciences & Social Medicine in the FSU College of Medicine. There is potential for these to expand. Some connections also exist with faculty in the Colleges of Business, Education, and Social Work, and there would seem to be potential for new collaboration involving the College of Nursing and maybe the Law School. One benefit of these informal ties is the development of project specific working relationships leading to co authored projects and articles. The department has close working relationships with some units at the University level (e.g., Liberal Studies, Honors Program). For example, we have offered classes to first year students as part of the Academic Exploration and Discovery Living Learning Community (LLC) in Bryan Hall and the Public Affairs LLC in DeGraff Hall since their inception. Starting this year, though, faculty members have chosen not to teach these classes in favor of offering E Honors courses. Like the LLCs, E honors courses are low enrollment and focused around topical interests. Unlike the LLCs, they offer instructors a $5,000 stipend and the possibility of $1,000 for a graduate research consultant to help with the class. We are also developing regular E series classes as part of the new Liberal Studies program that will have regular enrollment (approximately 65). Faculty developing these classes will also receive a $5,000 summer stipend and will have the support of a TA provided by sociology (10 hours weekly,.25 FTE). To offset the cost to departments of offering these classes, the University Liberal Studies program provides compensation of $180 per student. Our online classes are offered as part of the college s program in Interdisciplinary Social Science. At the graduate level, Sociology provides core courses and extensive student mentoring (including master s papers) for the master s program in Demography, and two faculty members split their assignment (including their teaching) between the department and the master s program in Public Health. 63

70 There are no immediate concerns about the department s relationships with other units, although our faculty losses over the past few years coupled with the increasing trend of departmental commitments to other programs may portend future concerns. To illustrate, one potential issue is that our enthusiastic participation in the new Liberal Studies Program, especially our having developed several limited enrollment E Honors classes, affects our ability to meet general undergraduate demand with faculty rather than with graduate student instructors or adjuncts. Another potential issue is that faculty affiliated with the COSPP master s program in Public Health offer one course in that program every semester, which constrains their availability to offer Sociology graduate and undergraduate courses. As a third example, sociology faculty members are often invited to serve on student committees, and occasionally this gets to be excessive. These trends may become problematic in the future. 64

71 26. If applicable, how does the program monitor and assess the performance of the program s instructional efforts at any off campus instructional site(s) (e.g., Panama City, Florida; Republic of Panama)? How do these function in relation to the main campus? The department has no active role in off campus instructional sites. Some faculty members have taught courses in Panama City, Florida in an overload capacity, but this is not coordinated through the department. Similarly, there is at least one regular faculty member at the Republic of Panama who occasionally teaches sociology courses. His vita was reviewed and approved by the department some years ago, but there has been no other contact. 65

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73 RESOURCES 27. Analyze the adequacy of the physical facilities utilized by the program. Facilities for the department are adequate for the current reduced size of the faculty. The faculty is spread out, reflecting our participation in CDPH and Pepper, and it is because our faculty and students benefit from the space assigned to these units that the situation is adequate. The department office, staff, and several graduate student offices are located on the fifth floor of Bellamy Building, along with our conference room, library, and computer lab. Faculty members are located on the fourth, fifth, and sixth floors in Bellamy and in the Claude Pepper Building. All faculty members have private offices. All graduate students have office space, with first and second year students being assigned to carrels in one of two large offices. More advanced students, many of whom are teaching, share vacant faculty offices. If we rebuild the faculty, space constraints may become a concern. 67

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75 28. Identify any programmatic concerns with information technology. The information technology available to sociology faculty and students is adequate for our needs. No concerns have been expressed in recent years. Since many faculty and students are linked with CDPH and Pepper, the technology resources in both units are available and support the department. The College has long had a program of routinely replacing faculty computers every 3 5 years. Consequently, all faculty members have high end desktops in their offices and there is a well provisioned computer lab for graduate students available 24/7. Some faculty members also have laptops purchased by the department, and some have checked out their old desktop computers to use in home offices. Most semi private graduate student offices also have high end desktops that have trickled down from other uses but which are still sufficiently powerful for their needs. The College and Department routinely purchase software for advanced statistical and qualitative analysis. The most common software packages are Stata, Stat Transfer, MPlus, SAS, SPSS, R, LaTex, Nvivo10, Microsoft Office Suite, and Adobe Pro. The graduate student computer lab is being remodeled this summer and outfitted with new equipment and furniture paid for with DL fees returned to the department. The lab will have 10 new high end desktop computers with 27 monitors, a separate CPU to support remote access to software, a scanner, projector, whiteboard, new ergonomically designed furniture, embedded power outlets for laptops, and a table for group work. Each computer will have the common software packages referred to above and will be configured to print to the central departmental copier, which is also available 24/7. This lab is very heavily used by students, especially in the first two years of the program. The remodeling will benefit the DL program and the graduate program more generally, including collaborative studentfaculty research. Instructional technology support is provided by COSSPP staff, and they cover maintenance of individual machines, problem reports/ setup, software installation, equipment recommendations, and the like. A new college domain allows us to use centralized services, such as a print server that effortlessly handles printer management, and installations to computers, causing less downtime. Users are able to store files on a network share which will be available from any domain computer. A backup of individual user files is not needed, as the server undergoes daily backups. Computers not on the domain require individual backups. Software is installed manually or remotely and is updated as required. Computers are monitored for quality and all issues are diagnosed and resolved. Security of all domain systems has been heightened. Distance learning funds are making it possible for the department to provide faculty with other instructional technology helpful to them in teaching distance classes. This includes tablets, laptops, webcams, or other equipment. These purchases are based on faculty requests and subject to budget constraints. We maintain other technology to support our instructional mission. The conference room (519) and library (517) are outfitted with desktops and projectors, and both have Skype capability for meetings, including dissertation defenses and outside guest speakers. The conference room has dual projectors, which is highly beneficial for presentations. A new projector is being installed in the library this summer. Although not information technology per se, it is appropriate to mention just how important the university s membership in ICPSR is for our department. Access to the data library is critical for our faculty and graduate student research. The department has typically sent a few advanced students to 69

76 ICPSR summer methods workshops when funds have allowed. The Consortium has stopped providing stipends (these had been rotated between Sociology, Political Science, and Public Administration), so funding is more of an issue that it has been in the past. 70

77 29. How adequate are the library resources to support the program? Identify gaps in holdings and/or databases. Library resources meet the demands of our faculty and students, representing a marked improvement from our last departmental review, when concerns were raised about cuts to books and journals and also about training needs. There is a heavy use of online databases, and at present these seem to include the journals we need. No concerns have been raised by faculty or students in this regard. Neither has anyone expressed concerns over books or other materials (e.g., videos for courses). The department is given an annual allocation of $1,000 for special acquisitions beyond what the library would routinely do, and faculty are invited to contact the library directly to place orders. The interlibrary loan system is effective and makes missing material available fairly quickly. The library staff is very supportive of the department, with a designated liaison who is often in touch about new resources and training opportunities for our faculty and students. For instance, the library recently acquired the SAGE Research Methods database and Sociology Full Text Collection. Although we do not have documentation of numbers, several sociology faculty and students have received personal assistance in their research, including training in databases and in the use of bibliographic software. 71

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79 30. How does the program support (stipend, health insurance supplements, travel to meetings, etc.) provided to graduate teaching and research assistants compare to other comparable programs? To what extent are contract and grant and private dollars available to supplement state support? Analyze and identify any issues that the program must address. Graduate students in sociology receive a stipend of $16,400 per academic year for a 20 hour (.5 FTE) appointment, plus a 12 hour tuition waiver and a $1,300 health insurance supplement. In addition, students are appointed for 10 hours (.25 FTE) in the summer and receive a stipend of $4,100, plus a sixhour tuition waiver. The current value of the stipend reflects increases from $12,750 during , to $14,000 in , and to $16,000 in , with an increase added this past year as a result of the Collective Bargaining Agreement between the Board of Trustees and the FSU Graduate Assistants Union. From fall 2013 through summer 2014, 49% of graduate student funding came from our regular College allocation ($446,703), 41% came from distance learning ($372,802), mostly in the form of mentorships for distance classes ($348,432), and 10% came from other ($88,935), mostly from direct appointments in the Pepper Institute ($69,018). Pepper Institute appointments include RAs paid from endowed accounts and grants/ contracts. There was one internal FSU grant that paid for two 10 hour RA slots for one semester (total $8,185), and one of our students was employed by an affiliated faculty member in another college as an RA on her NSF grant. Clearly, one important issue for the department is the low rate of contract and grant funding, and particularly the lack of external and especially federal grants (see question 19). Our stipend level appears to be competitive with other programs, although systematic comparison is not possible since the American Sociological Association stopped collecting stipend data from programs a number of years ago. We use two approaches in the absence of official data, both of which affirm that our stipends are competitive. First is an informal survey from 2012 of graduate directors of programs ranked from on the US News rankings. These data (Table 30 1) reveal an annual stipend range of $15,500 to $25,000, with most falling below $20,000. The school at the highest end of the range (CUNY The Graduate Center) only offers this amount to half of its students. Summer stipends at all the schools tend to be offered to only some students. In contrast, all students making good progress through our program have been supported in the summer. Table 30.1 Stipends for schools ranking on US News reputational rankings, 2012 Name of Institution What % Of PhD Rank students 2009 funded? Stipend Summer funding? Brown University 25 All $20,500 Yes (4 summers), $2500 Johns Hopkins 25 All $21,000 One time summer research award, $3,000. UC Irvine 27 All $16,309 Some summer RAships, TAships and courses to teach UC Santa Barbara 28 All Variable. Summer funding for Central Fellowship recipients, but not all students; some RAships, teaching jobs available City University of New York The Graduate Center 28 Some $25,000 for about half the entering cohort; less for others Some summer RAships 73

80 State University of New York Albany 28 All $15,500 Sometimes on grants, after 3rd year can teach summer courses UC Davis 31 All $17, Some UC San Diego 31 Some $12,000 18,000 Some employment opportunities University of Summer teaching positions 31 All $16,150 Massachusetts Amherst and some RAships Rutgers, The State University of New Jersey 31 All $21,000 (fellowship, usually first two years) or $25,000 (TAship, usually last 3 years) $21,000 for the academic or calendar year Some grants, usually in $1200 range, and some teaching opportunities Vanderbilt University 31 All None the stipend is for 12 months Emory University 36 All $18,000 Some RAships, summer teaching Some RAships and summer University of Iowa 36 All $17,330 teaching; and 2 or 3 summer fellowships per year (both are $3600) University of Virginia 36 All $19,000 None Florida State University 39 All $16,000 All. $4000 for 10 weeks of support as TA/RA University of Southern California 39 no information available no information available no information available Reference group: all institutions ranked between 21 and 40 in the 2009 US News reputational rankings. Second, Table 30 2 contains information gleaned from the websites of programs we deemed to be peers and aspirational during our last department review. Different schools frame their information in different ways, but the FSU stipend is among the highest, if not the highest. Our stipends are effectively the same as the University of Maryland, and we are higher than Michigan State and Minnesota. Washington State combines tuition and other fees (including health insurance) in valuing their assistantship at $30,000. Our comparable figure for this fall would exceed $39,500 for the academic year (new student, out of state tuition). Moreover, our department guarantees the first summer, which adds more than $10,000 to the first year award (stipend and tuition waiver). Indeed, since the expansion of the DL program, we can in effect guarantee an appointment every summer through the fifth year (.25 FTE). The University of Maryland lists a higher stipend for those on fellowships (approximately $22,000). This is similar if not lower than FSU fellowships our students have received. 74

81 Table 30.2 Stipends at FSU, peer, and aspirational programs, 2014 Stipend Tuition Waiver Insurance Fees Florida State $16,400 University subsidizes Student is Yes University 9 months a percentage responsible Peers: University of Georgia Michigan State Washington State N/A w/o M.S. $12,380 M.S $13,642 9 months Exceeds $30,000 Total worth Yes (12 credit hours) Yes (9 credit hours) N/A N/A "nominal" N/A Yes Yes N/A University of Iowa N/A Yes N/A N/A University of Florida N/A Yes N/A N/A Aspirational: University of Maryland $14,500 16,000 or $21,750 22,125 for those w/fellowship Yes SUNY Albany N/A Yes N/A N/A University of University subsidizes $14,000 9 months Yes Approx $835 Minnesota 95% (w/ dental) Ohio State University N/A Yes Yes University subsidizes 85% UC Santa Barbara N/A N/A N/A N/A SOURCE: Websites Peer and aspirational programs from Sociology QER. Must also pay for parking permits Apart from stipends, our assistantships may be less competitive in other ways illustrated in Table For instance, FSU provides an approximately 75% subsidy for health insurance (domestic students). Ohio State pays 85% of health insurance, Minnesota subsidizes 95%, and Washington State and Maryland provide full coverage. Similarly, student out of pocket fees may be higher at FSU. Student fees at Minnesota are approximately $835 per academic year, while FSU fees are approximately $1,300 per regular semester and $650 in the summer. Georgia describes their fees as nominal. Our competitive advantage would be improved by reducing net out of pocket fees and health insurance costs, perhaps by increasing stipend levels $500 $1,000 per semester or by having the University agree to cover these costs. No figures are available from other programs websites on graduate student travel support. Florida State students routinely receive $300 per year from the Department for convention travel and may apply for an additional $100 $600 from the FSU Congress of Graduate Students. Additional funds are made available on an ad hoc basis for extraordinary trips (e.g., special allocations for presenting a paper at an international conference or attending workshops). New this year, we are using distance learning funds to pay for faculty and student travel in support of the distance learning program, allowing the Department to increase the allocation for this year s ASA meetings in San Francisco to $600. It is expected that DL support will allow further increased funding for student travel in the future. 75

82 Most students are recruited with a funding commitment for four years ( funded ), subject to academic progress and legislative appropriations. A few self funded ( walk on ) students are also admitted every year, consistent with our philosophy of providing opportunities to qualified students. Once here, we make every effort to provide some financial support for all students, and in recent years we have been successful, primarily because our distance learning classes provide substantial opportunities for graduate students to be hired as mentors (teaching assistants) or to help with DL course development/ redevelopment. New for next year, we will also make available approximately appointments of $1,000 per semester contingent on demand and budget for students who will work an extra 2.5 hours per week above their regular assistantships as a Graduate Distance Learning Consultant (GDLC) who will assist faculty in the continual improvement of their distance learning classes. The GDLC will assist the faculty member in such tasks as researching, locating, formatting, and uploading video or audio clips, readings, by suggesting new assignments or methods of content delivery, or by assisting with creating test questions. Faculty will select a graduate student, and the department will provide the stipend. We are looking for additional ways to supplement stipends with funds from distance learning and other sources. All student assistants are paid the same rate without differentiation according to assigned duties, whether research assistant, distance learning mentor, or TA in a face to face class. Although our E&G allocation limits the summer stipends we can give to graduate student instructors and TAs (discussed below), our involvement in distance learning has generated mentorships and made it possible for us to routinely provide fifth year assistantships at full stipend levels. In addition, we can provide the option for students to work as an adjunct instructor or adjunct mentor during the sixth year and even later if needed and recommended by their major professor and the Director of Graduate Studies, although these slots pay roughly half the regular stipend and do not offer a tuition waiver or insurance supplement. The bottom line is that effectively all students in the program are fully funded for five years, with optional adjunct appointments available thereafter as needed and appropriate. This past year we received permission from the College to offer mentorships to applied master s students in sociology and demography, and we are doing so to the extent possible. Another issue involving graduate student support is a need for additional summer funds as part of the regular College allocation to the Department. There are two needs. First, funds are insufficient to pay graduate student instructors the same amount for teaching a course in summer as in the academic year. At present, graduate student instructors teaching their own class are given a 20 hour assignment during the academic year. In the summer, all students (including instructors) receive a 10 hour assignment; funding is not available for more. As a result, in summer these instructors earn half of what they earn for teaching the same class in the academic year. We also lack sufficient funds to assign a teaching assistant to face to face classes in statistics and research methods during the summer, as is standard during the academic year. This puts greater stress on the summer instructors and affects the extent of student feedback and assessments. 76

83 31. To what extent is the program involved with the delivery of courses at study abroad centers, international exchange agreements, or the delivery of programs at the Republic of Panama branch campus? Sociology faculty members regularly teach undergraduate courses during the summer in London, Florence, and Valencia, but there is no department program per se outside the main campus. Typically two or three faculty members teach internationally every summer, and three have already been approved by International Programs and scheduled for summer It is noteworthy that there was more interest than slots for summer 2015, and International Programs was forced to turn down a request from a Professor Emeritus and, through consultation with the department, to delay an active faculty member who will be the top priority for a slot for Queuing is not optimal, but it seems to be a necessary way to deal with increased faculty demand for these valuable international experiences. 77

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85 ASSESSMENT 32. How has the program compiled and used feedback from students, alumni, and employers? How are student perceptions/satisfaction assessed and are graduate survey results from the Career Center or Institutional Research used? To what extent does the program use this information to make curricular and programmatic changes? The department uses feedback from students, alumni, and employers. Students interact extensively with faculty/ staff while they are in residence, including during the process of academic advising. Undergraduate and graduate students are represented by voting membership on several departmental committees, including two undergraduates on the Undergraduate Program Committee and two graduate students on the Departmental Policy Committee, the Graduate Program Committee, the Graduate Admissions Committee, the Colloquium Committee, the Honors and Awards Committee, and the Information Resources Committee. Membership on these committees provides an opportunity for students to offer feedback to faculty about their perceptions about how various program are working and how they could be improved, and additionally provides them professional socialization on the operation of an academic department. We have increased the amount of personal contact following graduation and with employers through our extensive use of social media as a program (e.g., the department Facebook page) and individually (e.g., Facebook, LinkedIn). We do not have a formal data collection system for feedback other than student assessments of teaching effectiveness. We could create a web based survey of students/ graduates, but logistical issues are the primary barrier to doing so. There is no formal mechanism in the University requiring students to respond to any departmental survey (as opposed to University level data collection efforts), almost guaranteeing a low response rate and reducing the usefulness of the effort. We are not able to use the FSU Career Center s required Undergraduate Satisfaction Survey because the department is not identified. FSU data from the National Survey of Student Engagement (provided by FSU Institutional Research) do not disaggregate units below the College level, and thus do not help us follow up on students. We are mindful of national studies of our discipline, and they offer valuable insights into student placements and concerns nationwide that also affect our student body. Illustrative studies are: BA/BS American Sociological Association longitudinal survey of a national sample of sociology seniors, What can I do with a Bachelor s Degree in Sociology? Applied MS American Sociological Association longitudinal survey of a national sample of master s students, What can I do with a Master s degree in Sociology? A Study of Master s Candidates. PhD American Sociological Association, On the road to recovery: Findings from the ASA job bank survey. PhD National Research Council, A Data Based Assessment of Research Doctorate Programs in the United States. National Academies Press. Although we received tabulations of our students responses from the ASA 2005 BA & Beyond survey, and also from a parallel ASA study that began during , there were only 20 cases in 2005 and 27 in 2012, samples that are insufficient for nuanced assessment. One possibility is to set up an ongoing web based survey or conduct pre graduation exit interviews to collect local data. 79

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87 33. Consider the findings and recommendations from the previous self study. How did the program address previous findings and recommendations? What are the significant changes in the program since the previous review? Several recommendations were made as part of the last departmental review. These are listed below and departmental responses are summarized. The department has attempted to act on these recommendations to improve the program. Our ability to respond to particular recommendations was sometimes premised on actions outside the department, which often failed to occur as anticipated. Moreover, our actions during this period must be viewed in the context of the Great Recession of and its impact on the university. For instance, the Dean s action plan for the department called for, among other things, adding four or five faculty lines over the next 5 7 years (VP Bradley memo to Provost Abele, College of Social Sciences Quality Enhancement Review, August 30, 2007, Exhibit J, page 21). As noted above, the department has in fact experienced a net loss of five tenure track faculty during this period. Thus, although we tried to deal with the issues that arose in the last self study, our actions must also be seen as our attempt to maintain department programs and commitments in teaching, research, and service within this context of faculty losses, budget constraints, and poor faculty morale. The main challenges since the recession and continuing into the last few years have been to regain normalcy in departmental operations and make marginal improvements wherever possible, including targeted faculty recruitment, increased travel/ expense support for faculty, increased and more stable funding for the graduate program, and improvements in undergraduate advising and curriculum, including expansion of our distance learning offerings and support for developing new E series classes. The FSU Graduate Policy Committee made seven program recommendations during our last review (April 16, 2007). These are listed below and our actions summarized. 1. Given that the primary objective of the Department is to elevate its national reputation, and in line with the AAU goals of the University, it is recommended that the Masters in Applied Social Research be re evaluated. As noted in the two year follow up, the department opted to continue the MASR. In order to invigorate the program, admission standards were raised to match the PhD, and a new major track was added in Aging and Health. It should be noted that the Aging and Health track was added when the Master s in Aging Studies program offered through Pepper Institute on Aging and Public Policy was discontinued due to insufficient student interest. This addition to our program was a response to the last departmental review by the College. Although it was hoped that offering this specialization within sociology s MASR program would attract at least a few students, the low number of students interested in this major is not entirely surprising, given similar experiences at the Pepper Institute. As noted in Question 10, recruitment efforts during the past few years have tended to focus on the MASR, in light of the College s emphasis on applied master s in each of its departments and our low number of applicants. Although recent recruitment efforts have increased enrollment in the program to two or three per year in the past two years (compared to zero in the two preceding years), interest in the program remains low. Conversations with applicants have suggested that our inability to provide any guarantee of funding dampens interest. Recruitment is also hampered, for example, by the lack of long range data pointing to high starting salaries of our graduates. 2. Increase the number of new doctoral students to a steady state of 18 students per cohort per year. The number of doctoral students is contingent on the size/ quality of the applicant pool and the amount of funding for new students. The applicant pool depends on program visibility and recruitment efforts, as well as on push/ pull factors in the larger economy that affect the attractiveness of graduate school. 81

88 Within the department, innovations that have increased visibility and recruitment efforts have included a capstone course for outstanding majors in which the instructor encourages students to consider graduate school, an overhaul of the website (twice during this period), increased attention to undergraduate advising, and recruitment activities directed towards feeder schools and towards particular populations, such as McNair Scholars. Despite these efforts, our pool has remained stable at about 70 applicants. Approximately a third of applicants to our doctoral program are international students, but the cost of providing out of state tuition waivers for each year of the program is a substantial budget constraint that limits our ability to recruit them. The quality of the pool has been fairly stable in terms of GRE (although changes in the GRE make interpretation a bit less straightforward). Although there is variation year by year, the percentage of accepted applicants has increased during this period to a high of 44% in the fall 2013 cohort, while scores have not dropped. Even with total acceptances over the past few years (almost all domestic), our show rate has remained at roughly 50% or even less for the 2013 cohort when 10 enrolled out of 29 accepted (34%). The availability of funding has not kept pace with expectations. The value of stipends has been increased (see question 30), but the number of assistantships provided by the college has been stable at about 8 9 per year. We try to expand our entering cohort size by admitting a small number of qualified students as walk ons and fund them as DL mentors on a semester by semester basis (and this strategy has been very successful over at least the past four years). Nevertheless, students not guaranteed funding are less likely to enroll. An issue for the department is to decide whether to commit to guaranteed funding for new students based on income from DL fees. The danger is that this income varies based on undergraduate enrollment in DL courses, while graduate student funding is a recurring cost. Assuming no reduction in College allocations and hopefully with some increases, DL based funding commitments might entice students who are admitted now as walk ons, which would increase cohort size. In retrospect, the target of 18 per year from our last departmental review seems high, given the loss in tenure track faculty who would teach and mentor them. Assuming some attrition, entry cohorts of 18 would imply roughly 75 students or more in the doctoral program at any one time. That would be a 50% increase and a ratio of 4.4 students per tenure track faculty member. There were 3.2 students per tenure track faculty last fall. To add roughly 25 more students would be difficult without more tenure track faculty members on staff. Besides mentoring constraints, 18 students per year would make it difficult to teach core classes that do not exceed 20 students (the current cap). Students in Demography and the MASR program also take these classes. Additional faculty would solve the problem by allowing us to offer multiple course sections, but barring that option, cohorts of 18 would be difficult to manage. 3. Explore additional ways to increase student diversity. The department added a diversity statement to the website that highlights the successes of minority students in the program, and the website also provides links to resources geared to minority applicants. We use the McNair Senior Scholars Directory in recruitment as a means to contact potential minority applicants, and we take advantage of all internal fellowship opportunities. Important in this process is the diversity of the faculty. Since the last departmental review we hired but then lost to another university an African American full professor, and we have since added a junior faculty member of Hispanic origin to add to the continuing Hispanic faculty member. Another continuing faculty member is of Asian origin. At present, 69% of graduate students are white, 10% are Black, 9% are Hispanic, 5% are other (Asian or multiracial), and 5% are nonresidents (IR: 4). These figures are basically unchanged from 2009 when the graduate student body was 73% white, 11% Black, 6% Hispanic, 13% other, and 6% nonresidents. Minority representation in the graduate program is very similar to the university as a whole 82

89 (a) ( 14/Enrollments.pdf). Currently 67% of graduate students are women, consistent with national patterns. 4. Increase the number of senior faculty mentors through future hiring. University and College constraints have precluded our meeting this goal. All hiring since the last review has been at the junior level, and during that time we have lost five full professors and one associate professor to retirement or other schools. At the same time, the continuing faculty has advanced in place, with commensurate expansion at the associate and full professor ranks. Currently, there are 15 associate or full professors, four more than in the last review. 5. Increase and extend the financial support of doctoral students to five years to enhance their competitive advantage in placements at Research Universities and more timely completion of the degree. Stipend levels have been increased to the current value of $16,400 per academic year and $4,100 in summer, plus tuition waivers and the health insurance supplement, which we believe is competitive (see question 30). Although we cannot make a formal five year commitment, due to college policy, we in fact routinely cover students for five years by using distance learning funds. We also use these funds to hire sixth and even later year students as adjuncts, contingent on the positive assessment of the major professor and Director of Graduate Studies, although the pay is at basically half the regular rate and lacks a tuition waiver. Our practice of funding for the full five years has helped with attrition and time to degree. Most of our students complete their degrees in 4 6 years. However, one issue for the department is whether doctoral students are teaching too much and, if so, how funds can be freed up to provide for paid research assistantships or for fellowship semesters in which students have no assigned duties except their own academic work. 6. Ways to enhance the professional preparation for doctoral students. The department has always placed great emphasis on preparing students to succeed professionally, and we fully considered each of the GPC recommendations along these lines. We made numerous program changes and improvements to enhance our students success. Clarify for students the differences in responsibilities between faculty employed at Research Universities and other types of institutions. The department has addressed this in three ways. First, students are required to take a two semester seminar on the profession (SYA5625r) during their first year. The pro seminar explores different career paths through face to face and Skype presentations from recent graduates in different kinds of jobs, including Research Universities, liberal arts colleges, bachelor s only programs, the full range of alt ac positions, and non academic governmental, research, and business careers. Second, the department encourages students to attend professional presentations and workshops put on by the Graduate School dealing with a wide range of topics and, in particular, we encourage students to pursue certification in the Preparing Future Faculty program that emphasizes institutional diversity ( ARCHIVED/Professional Development/Preparing Future Faculty PFF). Third, a multi session summer job market workshop has been offered informally by the Chair to fourth and fifth year students for the past four years. These sessions are designed for students to learn about the structure of the market and different kinds of positions, create vitae and cover letters, compile their application materials (e.g., articles, teaching portfolios, and research statements), arrange for letters of reference, and prepare to begin looking for a job at the ASA meetings in August. These strategies ensure that doctoral students understand the range of career possibilities. 83

90 (b) More frequent offerings of Advanced Research Seminars. These were offered occasionally for a few years, but more recently interest and availability have waned. Graduate course offerings begin with an expression of faculty interest and are coordinated by major area committees, subject to Departmental and University constraints (e.g., a minimum of six students enrolled, competing commitments to undergraduate and core programs). As described in our spring 2010 follow up on progress since the last review, area committees had been requested to offer at least one ARS every two years. However, this was never institutionalized as part of area curriculum plans. The ultimate goal of ARSs was to provide students with experience in research and help securing a publication, and we have met this target in other ways, namely with the formalization of our second year intensive writing two course sequence that is tightly coupled with students masters paper projects. According to our assessment data (the most recent year s report is in Appendix F), most students graduate with at least one publication. (c) Review the content and sequencing of the Pro seminar (e.g., offering the second semester of the course in the second year). The content of the pro seminar (SYA5625r) has been modified to reflect the twin goals of socialization to graduate school and the profession, and the second year research practicum (SYA5516) includes additional material along these lines. It is designed to help students learn about writing for publication, as they make progress on their master s papers. We believe these courses provide students a very good foundation in the nature of the field and career options with a PhD. (d) Add additional supervision of newly assigned teaching assistants during their initial assignments. Supervision of TAs depends on their specific duties, with those assisting in classes (e.g., grading or counseling students) being supervised by the instructor. Graduate students teaching their own classes are supervised by the Chair. In addition, a senior faculty member is available to meet with graduate student instructors to help with any particular challenges. A teaching seminar (SYA6660) is required as part of the doctoral program. Students are required to have taken this class before they are assigned to teach. All new syllabi for graduate student instructors are reviewed by the Chair for administrative issues. All new graduate students are required to attend the August conference put on by the Graduate School Program on Instructional Excellence for basic information on duties, challenges, and TA regulations ( In addition, graduate assistants in Sociology are expected to attend four PIE workshops per year. The Department has benefitted from the Graduate School s competitive program that identifies PIE Teaching Associates, who receive a small salary supplement to create programs to provide teaching support to TAs and graduate student instructors. The PIE Associate has typically hosted several teaching related brown bags and workshops each year. Beginning with this fall s cohort, doctoral students are required to take three hours of Supervised Teaching with a faculty member. (e) Offer more encouragement by faculty mentors for students to publish their master s papers solely or as co authors with their mentors. Publication of research is emphasized in the pro seminar and writing course, and co authorship with faculty is highly valued. Over half (52%) of recent faculty publications are coauthored with students. The second year research practicum is designed to help students make progress on their master s papers, with the goal of completing it in the spring of their second year. The course also provides training on writing academic papers for publication. 7. Encourage students to take a few courses outside the department and to count these credits toward their degree. Our rules have been changed to allow external courses to count for departmental requirements upon approval of the student s major area committee and the Director of Graduate Studies. Some students now take one or more courses in other departments. 84

91 Our last departmental review included a report from an outside reviewer, Dr. Bernice A. Pescosolido, Distinguished Professor of Sociology at Indiana University. She made a number of recommendations for the undergraduate and graduate programs and also on aspects of departmental administration. The department agreed with and acted on some of these, but others were outside the department s control or were met with disagreement over whether/ how we should respond. Some of Dr. Pescosolido s recommendations were adopted by the GPC and have already been discussed. The remaining ones are listed below and our actions are summarized. Numbering of the recommendations is continued from above. 8. Undergraduate program: (a) Reconfigure advising and increase special attention given to promising undergraduate majors. This was accomplished with the appointment of Dr. Annette Schwabe as Director of Undergraduate Studies in 2012 (see question 22) and a change in the job description for Ms. Kim McClellan to provide frontline responsibility for undergraduate advising (see question 6). Dr. Schwabe has also given increased attention to high achieving majors by offering a capstone senior seminar, re chartering our local chapter of AKD, and encouraging honors in the major theses and engagement in undergraduate research (see question 9). (b) Develop a set of clear policies, guidelines, and resources for non tenure track faculty. We have made changes to our bylaws and promotion criteria to clarify the conditions for specialized teaching faculty, consistent with University policy and the Collective Bargaining Agreement. Specialized teaching faculty have no research assignment and no responsibility for the graduate program, although there is substantial graduate student mentoring by the specialized faculty on teaching as well as some joint research/ program development. A major improvement since the last review is a set of new University policies that provide teaching faculty with clear promotion paths and criteria and with continuing contracts of increasing length at successively higher ranks. Specialized faculty and General faculty are treated similarly in terms of resources (e.g., travel/ expense allocations, equipment), opportunities for course development (E series, honors, distance learning), and teaching assistant support. Salaries are lower for SF than for General faculty, and for SF in Sociology than for SF in other COSSPP departments, but this is a matter to be redressed by the College. Department bylaws allow teaching faculty to participate in faculty governance at the university level, although Faculty Senate rules prohibit this. One issue for the department is whether to continue excluding specialized teaching faculty from the Departmental Policy Committee and Faculty Personnel Committee, within the framework of university policy. 9. Improve the support of graduate students: (a) Reinstitute the fifth year of funding. College policy prohibits a funding commitment for five years, but as noted in question 30, we have provided this funding for our students from distance learning funds. However, we have not included it as part of our recruitment package for new students as a way to bring in more funded students (who receive committed funding for four years, with the fifth also covered). More funding offers have not been made because DL funds are based on undergraduate enrollment in DL classes as well as policy decisions over the amount they are charged, and so the amount of funds coming back to the department is not guaranteed. As our DL classes mature, enrollment may stabilize, or the opposite might happen: with new classes from other departments within ISS or perhaps with significant price competition from new University of Florida online programs, our DL enrollments may decline. An issue for the department is whether to make funding commitments for the fifth year by taking advantage of distance learning classes while recognizing that these funds will vary depending on enrollment. 85

92 (b) Raise graduate student stipends over the next few years to make them competitive with other comparable institutions. We have done this, as discussed in question 30. (c) Institute competitive departmental fellowships. We have not done this. Departmental OPS funds require a duty assignment; non duty fellowships require private financial support. Fundraising at the College level has not benefitted the Sociology graduate program in this way. An issue for the department is whether/ how to create fellowship semesters for advanced doctoral students. 10. Revisit teacher training, research preparation efforts, and general resources in light of current developments. (a) Consider innovations brought by Preparing Future Faculty programs nationally and how they may be incorporated into the department. The department takes full advantage of the PFF program coordinated through the Graduate School and encourages our students to seek program certification. Numerous faculty members are engaged in new course development for the university Liberal Studies program and in revising existing classes to meet new expectations for student learning outcomes and the like. Funding is available for developing new E series classes and for redeveloping older distance learning classes. (b) Provide a yearly fund of $2,000 to $3,000 per year to the department s graduate student organization to run professional development workshops on job tracks, grant opportunities, picking a thesis, etc. This function is accomplished through the pro seminar, the writing class, and internal department workshops, and the topics are also covered in workshops put on by the Graduate School under PIE and PFF. Available funds are used to bring in two scholars per year from outside as part of a Departmental speaker series. (c) Provide clear guidelines and accounting procedures for graduate student access to department resources. The department provides graduate student personal copying and printing at a rate of 300 copies per semester (not including job related copies), and this amount can be increased for special needs. Travel funds are discussed in question Create a topical subcommittee to evaluate departmental needs and priorities pertaining to faculty and research. (a) Institute a junior faculty sabbatical in the fourth year. A program of this sort requires the support of the College and the University; the department lacks degrees of freedom for providing unfunded course releases. A junior faculty sabbatical program was introduced into the department for a few years, but at the Dean s direction it was shifted to the period following a successful tenure decision and then dropped due to budget constraints. (b) Consider a standard model for the number of course releases available to the Chair. The Department does not provide unfunded course releases. Faculty members are released from teaching when they take on other administrative duties (e.g., Chair, DGS, DUS, or Center Director). Faculty members are able to stack their teaching across terms to get a semester without classes, and overloads are allowable to bank for future releases. The faculty is also encouraged to pursue grants and contracts as well as other opportunities that provide a course release (e.g., development of new distance learning courses). (c) Reconsider a consolidated model for research resources available to social science faculty. This need has been addressed in part by the College reconfiguration of the IT staff and by the new Office of 86

93 Proposal Development in the FSU Office of Research, both of which support all faculty researchers. Other resources are available through the Pepper Institute on Aging and Policy and the Center for Demography and Population Health. Following the last departmental review, College policy changed to make grant support from centers available to all faculty members without regard to subject matter specialization and at no overhead cost to departments. 12. The Sociology department should engage in a discussion and lay out its vision for the next 7 to 10 years. Although perhaps the most fundamental of Dr. Pescosolido s recommendations, the perceived need for long term planning was not shared by faculty at that time. Although there was some disagreement, it was generally felt that the then four major areas of the department (Demography, Health & Aging, Inequalities & Social Justice, and Social Psychology) fit us well. Over the intervening years we have experienced the Great Recession, faculty losses leading to elimination of Social Psychology as a specialty, and few hiring opportunities, with most new hires targeted to College priorities. These priorities have been shared to some extent and build on some longstanding department specialties, but the constraints have nonetheless created palpable strains and some discontent that particular areas are devalued. Moreover, given the no growth and even cutback nature of budget conditions at the University and College levels, department level strategic planning was in effect only an academic exercise. Now that the economy has improved, strategic planning may be more meaningful and worthwhile as a focus of faculty activity. There will be a new Chair next year, and an important issue for the department will be to include discussions of visions, goals, and strategies as part of the selection process. 87

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95 34. Report the findings and recommendations from the previous discipline specific accreditation. Indicate whether the program is currently undergoing accreditation or when the next one is scheduled. Not applicable. There is no accreditation for sociology programs. 89

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97 35. What process does the program use to formulate student learning outcomes and assess student learning? How are key concepts and other knowledge the faculty want the students to learn explicitly mapped into the curriculum? How well are students achieving the expected learning outcomes established by program faculty members? Student learning outcomes for the undergraduate, applied masters and doctoral programs are presented in Appendix F in the form of our IEP report, and trends in how well the students have met these goals are summarized in Table These outcomes were originally developed through faculty committees some time ago at the urging of the University and have remained basically unchanged since our last review. Each targeted outcome is mapped to a specific class, group of classes, or refers to the program a whole. The classes associated with each outcome are shown in the appendix. The undergraduate outcomes are concentrated in our required core courses in theory, methods, and statistics. One, knowledge of inequality, is assessed through review of student papers in all 4000 level classes except the core. Outcomes in the applied master s program are gauged using student work in SYA5305, Introduction to Quantitative Analysis. The success of students in finding appropriate professional employment is a generalized program outcome. All three doctoral level targets are general program outcomes Percent success on Sociology student outcomes for each degree program by academic year* (FTF classes only) Target outcome Class Academic year Undergraduate Program TL01 statistical analysis SYA TL02 conduct & report research SYA TL03 knowledge of 4000 level noninequality core classes TL04 sociological concepts SYA TL05 interpret evidence SYA TL06 evaluate research designs SYA TL07 compare theories SYA TL08 teach principles of 4000 level core sociology classes MASR Program PO 1 data analysis skills SYA PO 2 empirical research SYA PO 3 professional employment program Doctoral Program PO 1 professional publication program PO 2 comprehensive exams program PO 3 professional employment program * "Success" is the student scores 80%+ on indicator of interest. Except MASR #2 is 85%+ and PhD #2 is "pass." Goals in undergraduate program are 66% will succeed on each item. Goals for MASR program are 75% for PO1, 80% for PO2, and 100% for employment. Goals for PhD program are 65% for publishing, 80% for exams, and 100% for employment. 91

98 Student outcomes are generally good, with the percent success above our thresholds in most cases. Some variability appears across outcomes and over time. Of note, the quality of teaching (TL08) and knowledge of inequality (TL03) are consistently strong, while the other targets involving more technical materials are sometimes below our threshold. Master s program outcomes are acceptable, except for professional employment in There is very low enrollment in the MASR, and indeed there were no students during the two most recent years. Doctoral outcomes are also acceptable, except that the percentage with professional publications in is below par (56%). However, this figure appears to be an aberration, as 80% of the graduates have published a paper (Table 11.1). 92

99 36. What specific changes or improvements has the program made in response to assessment of student performance on learning outcomes? The department s IEP report on student outcomes is presented in Appendix F. This report contains detailed discussion of the data and specific improvements on each outcome. These data are distributed to the Department during the fall semester and are discussed with groups of instructors as appropriate. This year the Director of Graduate Studies was engaged in the effort to address the low rate of publication among doctoral graduates. Substantial effort has also been directed towards standardizing and promoting the methods of assessment within the Department. Workshops are held each semester to disseminate specific Departmental expectations for collecting assessment data, which are described in the appendix. The most recent student learning data indicate the best department level performance in the past five years, although room remains for improvement, of course, and especially in regard to statistics. With this baseline of reliable information, faculty teaching the same course will be engaged to consider further improvements. The workshops will continue to be offered every semester, especially for new instructors (including graduate students). 93

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101 37. How do the program s curricula compare to the best efforts nationally? How often are the curricula reviewed and by whom? Describe any changes that were made based on the most recent comprehensive review of the degrees, majors, and certificates offered by the department or program and discuss their implementation. How is the program monitoring the effects of curricular changes? What new degree programs and at which levels does the unit plan to propose in the next five years? New courses are developed and existing courses are modified quite often, but the structure of program requirements and the curriculum are relatively stable. It has been over twenty years since we last undertook a systematic comparison of our undergraduate and graduate curricula with top programs nationally as part of the university s SACS reaffirmation (Sociology self study, November 1992). An American Sociological Association task force on undergraduate sociology has recently presented findings on learning objectives and curricular strategies. The graduate curriculum was modified in numerous ways before our last department review (e.g., adding a required qualitative methods course and reconfiguring the existing quantitative methods/ statistics training, restructuring the pro seminar and research practicum, streamlining the program and removing roadblocks), but since then the program has been stable except for dropping Social Psychology as a major area due to inadequate numbers of faculty. New courses have been added incrementally as we have hired new faculty, but the structure of the curriculum has not changed. We have no plans to propose new degree programs in the next five years. 95

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103 Quality Enhancement Review: Faculty Vita Format Short Form for the State-Mandated Program Reviews Date Vita Prepared: July 02, 2014 Department: Sociology Name: Anne E. Barrett Professional Preparation (Highest Degree Only) 1999 Doctor of Philosophy, Duke University. Major: Sociology. Medical Sociology; Aging and the Life Course. Teaching Assignment for the Last Five Years Courses excluding dissertation, thesis, supervised teaching and research, and directed individual studies: Semester Course Number Course Name Number Enrolled % of Course Summer 2014 SYA8967 Preparation for Major Area Preliminary Exam Summer 2014 SYG2010 Social Problems Spring 2014 ISS2937 E-series: Gendered Bodies Spring 2014 SYA5516 Reporting Sociological Research Fall 2013 SYA5515 Sociological Research Practicum Fall 2013 SYA6933 Gendered Bodies Ovr Life Cours Summer 2013 SYA5907 Directed Individual Study Summer 2013 SYA5907 Directed Individual Study Summer 2013 SYA5909 Directed Individual Study Summer 2013 SYA8967 Preparation for Major Area Preliminary Exam Summer 2013 SYA8967 Preparation for Major Area Preliminary Exam Summer 2013 SYG2010 Social Problems Spring 2013 SYA5516 Reporting Sociological Research Fall 2012 SYA4932 Tutorial in Sociology Fall 2012 SYA5305 Introduction to Research Methods Fall 2012 SYA5515 Sociological Research Practicum Fall 2012 SYA8967 Preparation for Major Area Preliminary Exam Fall 2012 SYG2430 Sociology of Marriage and the Family Fall 2012 SYG2430 Sociology of Marriage and the Family Fall 2012 SYG2430 Sociology of Marriage and the Family

104 Semester Course Number Course Name Number Enrolled % of Course Fall 2012 SYG2430 Sociology of Marriage and the Family Summer 2012 SYA8967 Preparation for Major Area Preliminary Exam Spring 2012 ISS2937 Social Science Honors Seminar Spring 2012 SYG2430 Sociology of Marriage and the Family Spring 2012 SYG2430 Sociology of Marriage and the Family Spring 2012 SYG2430 Sociology of Marriage and the Family Spring 2012 SYG2430 Sociology of Marriage and the Family Spring 2012 SYG2430 Sociology of Marriage and the Family Fall 2011 SYA5305 Introduction to Research Methods Fall 2011 SYG2430 Sociology of Marriage and the Family Fall 2011 SYG2430 Sociology of Marriage and the Family Fall 2011 SYG2430 Sociology of Marriage and the Family Fall 2011 SYG2430 Sociology of Marriage and the Family Fall 2011 SYG2430 Sociology of Marriage and the Family Summer 2011 SYA6933 Selected Topics in Sociology Spring 2011 SYA4905 Directed Individual Study Spring 2011 SYA6933 Selected Topics in Sociology Spring 2011 SYG2430 Sociology of Marriage and the Family Spring 2011 SYG2430 Sociology of Marriage and the Family Spring 2011 SYG2430 Sociology of Marriage and the Family Spring 2011 SYG2430 Sociology of Marriage and the Family Spring 2011 SYG2430 Sociology of Marriage and the Family Fall 2010 SYA4905 Directed Individual Study Fall 2010 SYA8967 Preparation for Major Area Preliminary Exam Fall 2010 SYG2430 Sociology of Marriage and the Family Fall 2010 SYG2430 Sociology of Marriage and the Family Fall 2010 SYG2430 Sociology of Marriage and the Family Fall 2010 SYG2430 Sociology of Marriage and the Family Fall 2010 SYG2430 Sociology of Marriage and the Family Fall 2010 SYP5733 Social Psychology of Aging Summer 2010 SYD3800 Sociology of Sex and Gender Summer 2010 SYG2010 Social Problems Spring 2010 SYP3730 Aging and the Life Course Spring 2010 SYP3730 Aging and the Life Course Spring 2010 SYP3730 Aging and the Life Course Spring 2010 SYP3730 Aging and the Life Course Spring 2010 SYP3730 Aging and the Life Course Fall 2009 SYA8967 Preparation for Major Area Preliminary Exam

105 Current Doctoral Student Supervisory Committees Chair Hsu, Tzeli Redmond, Rebecca Raphael, Alexandra Gunderson, Justine Glasgow, Katherine University Representative Cho, Sung Anna Thorpe Thongnopnua, Sitthiporn Member Bamford, Melissa Doctoral students who have graduated in the last five years for whom you were supervisory committee chair: McWilliams, Summer C. Sessions, Miriam R. Toothman, Erica L. Current Master's Student Supervisory Committees Member Richard, Keith Master's students who have graduated in the last five years for whom you were supervisory committee chair: McWilliams, Summer C. Toothman, Erica L. Gunderson, Justine Levine, Kari Raphael, Alex Redmond, Rebecca Research and Original Creative Work for the Last Five Years Invited Journal Articles Publications Barrett, A. E., & Montepare, J. (contract). "It's About Time": Applying Life Span and Life Course Perspectives to the Study of Subjective Age. Annual Review of Gerontology and Geriatrics. 99

106 Refereed Journal Articles Barrett, A. E., & Toothman, E. (submitted). Baby Boomers' Conceptions of the Life Course and their Health Effects: How Distinctive is the "Forever Young" Cohort? International Journal of Aging and Human Development. Manuscript submitted for publication, 27 pages. Gunderson, J., & Barrett, A. E. (submitted). Emotional Cost of Emotional Support? The Association between Intensive Mothering and Psychological Well-being. Journal of Family Issues. Manuscript submitted for publication, 30 pages. Redmond, R. A., & Barrett, A. E. (submitted). Health and the Self: The Influence of Functional Impairment on Self-Conceptions and Mental Health. Journal of Health and Social Behavior. Manuscript submitted for publication, 36 pages. Barrett, A. E., & Naiman-Sessions, M. (submitted). "It's Our Turn to Play": Performance of Girlhood as a Collective Response to Gendered Ageism. Ageing & Society. Manuscript submitted for publication, 31 pages. Barrett, A. E., & Toothman, E. (in press). Explaining Age Differences in Women's Emotional Well-being: The Role of Subjective Experiences of Aging. Journal of Women and Aging, 30 pages. Diehl, M., Wahl, Hans-Werner, Barrett, A., Montepare, J., Westerhof, G., Wurm, S., & Miche, M. (in press). Awareness of Aging: Review of Conceptual and Empirical Approaches and a Unifying Framework. Developmental Review. Westerhof, G. J., Miche, M., Brothers, A., Barrett, A. E., Diehl, M., Montepare, J. M., Wahl, Hans-Werner, & Wurm, S. (in press). The Influence of Subjective Aging on Health and Longevity: A Meta-analysis of Longitudinal Data. Psychology and Aging, 23 pages. McWilliams, S., & Barrett, A. E. (2014). Online Dating in Middle and Later Life: Gendered Expectations and Experiences. Journal of Family Issues, 35, Barrett, A. E., Pai, M., & Redmond, R. (2012). "It's Your Badge of Inclusion": A Qualitative Examination of Women's Involvement in the Red Hat Society. Journal of Aging Studies, 26, Barrett, A. E., Redmond, R., & von Rohr, C. (2012). Avoiding Aging? Social Psychological Journals' Treatment of Aging Issues. American Sociologist, 43, Lewis, R. K., & Barrett, A. E. (2011). Visual Impairment and Quality of Life among Older Adults: An Examination of Explanations for the Relationship. Journal of Gerontology: Social Science, 66B,

107 Toothman, E., & Barrett, A. E. (2011). Mapping Midlife: An Examination of Social Factors Shaping Conceptions of the Timing of Middle Age. Advances in Life Course Research, 16, Simon, R., & Barrett, A. E. (2010). Romantic Relationships and Mental Health in Emerging Adulthood: Is There a Closer Link for Women than for Men? Journal of Health and Social Behavior, 51, Invited Book Chapters Barrett, A. E., Raphael, A., & Gunderson, J. (in press). Reflections of Old Age, Constructions of Aging Selves: Drawing Links between Media Images and Perceptions of Aging. In C. Lee Harrington, Denise Bielby, & Anthony Bardo (Eds.), Aging, Media, and Culture (25 pages). Lexington Books. Refereed Summaries McWilliams, S., & Barrett, A. E. (2013). Summary of Greeting Card Analysis: Gendered Constructions of Love and Parenthood. TRAILS, Invited Newsletter Articles Barrett, A. E. (2012). Feeling Young A Prescription for Growing Older? Aging Today, 33, 3-4. Invited Papers at Conferences Presentations Barrett, A. E. (presented 2009). Life Course Patterns and Perceptions: A Theoretical Development of the Subjective Life Course. Paper presented at Creative Approaches to Healthy Aging, Gerontological Society of America Conference, Atlanta, GA. (National) Invited Papers at Symposia Barrett, A., & Montepare, J. M. (presented 2013, June). Moving Beyond Subjective Aging Measures: Exploring New Contexts and Connections. In Subjective Aging. Symposium conducted at the meeting of TransCoop Programme of the Alexander von Humboldt Foundation, Heidelberg, Germany. (International) Barrett, A. E., Raphael, A., & Gunderson, J. (presented 2013, March). Shifting Images of Aging: An Analysis of Modern Maturity/AARP Magazine from 1958 to In Fourth Annual 101

108 Backstage Pass to the Very Best of Florida State. Symposium conducted at the meeting of Women for FSU, Tallahassee, FL. (State) Montepare, J. M., & Barrett, A. E. (presented 2012, November). The Construct of Subjective Aging: What Do We Need to Know to Make a Real Leap Forward? In Creating a New Research Agenda in Subjective Aging Research. Symposium conducted at the meeting of TransCoop Programme of the Alexander von Humboldt Foundation, San Diego, CA. (International) Montepare, J. M., & Barrett, A. E. (presented 2012, May). Limitations, Challenges, and Potential of Questionnaire-based Assessment of Subjective Aging in Survey and Quasi-Experimental Research. Workshop on Subjective Aging and Awareness of Age-related Change: Methodological Issues. In Subjective Aging and Awareness of Age-related Change: Methodological Issues. Symposium conducted at the meeting of TransCoop Programme of the Alexander von Humboldt Foundation, Colorado Springs, CO. (International) Barrett, A. E. (presented 2011, July). Awareness of Age-related Change and Subjective Aging: Theory and Assessment. In 2011 Planning Consortium. Symposium conducted at the meeting of TransCoop Programme of the Alexander von Humboldt Foundation, Heidelberg, Germany. (International) Refereed Papers at Conferences Barrett, A. E., & Toothman, E. (accepted). What Factors Reduce Women's Aging Anxiety? Paper to be presented at the meeting of American Sociological Association, New York, NY. (National) Raphael, A., Gunderson, J., & Barrett, A. E. (accepted). Gendered Images of Aging: A Comparison of Older Men and Women in Modern Maturity/AARP Magazine from 1958 to Paper to be presented at the meeting of Southern Sociological Society, Atlanta, GA. (Regional) Barrett, A. E. (presented 2012). Shifting Images of Aging: An Analysis of Modern Maturity/AARP Magazine from Paper presented at Charting New Frontiers in Aging, Gerontological Society of America, San Diego, CA. (National) Barrett, A. E., & Toothman, E. (presented 2012). Age Differences in Women's Emotional Well-being: The Role of Subjective Experiences of Aging. Paper presented at Real Utopias: Emancipatory Projects, Institutional Designs, Possible Futures, American Sociological Association, Denver, CO. (National) 102

109 Barrett, A. E., Redmond, R., & Roberts, J. (presented 2011). Images of Aging: An Analysis of Modern Maturity/AARP Magazine from 1980 to Paper presented at The New Aging Enterprise, Southern Gerontological Society, Raleigh, NC. (Regional) Toothman, E., & Barrett, A. E. (presented 2011). Conceptions of the Life Course and Health: Do Elongated Views of the Life Course Improve Well-being? Paper presented at Social Conflict: Multiple Dimensions and Arenas, American Sociological Association Conference, Las Vegas, NV. (National) Barrett, A. E. (presented 2010). Aging at Arm's Length: A Qualitative Examination of Middle-Aged and Older Women's Distancing from Old Age. Paper presented at Transitions of Care across the Aging Continuum, Gerontological Society of America, New Orleans, LA. (National) Barrett, A. E. (presented 2010). Aging at Arm's Length: A Qualitative Examination of Middle-Aged and Older Women's Distancing from Old Age. Paper presented at Applied Gerontology as Community Engagement, Southern Gerontological Society, Richmond, VA. (Regional) McWilliams, S., & Barrett, A. E. (presented 2010). Online Dating in Middle and Later Life: Gendered Expectations and Experiences. Paper presented at Worlds at Risk, Southern Sociological Society, Atlanta, GA. (Regional) McWilliams, S., & Barrett, A. E. (presented 2010). Online Dating in Middle and Later Life: Gendered Expectations and Experiences. Paper presented at Applied Gerontology as Community Engagement, Southern Gerontological Society, Richmond, VA. (Regional) Toothman, E., & Barrett, A. E. (presented 2010). When is Middle Age? How Social Location and Family Relationships Affect Perceptions of Middle Age. Paper presented at Toward a Sociology of Citizenship: Inclusion, Participation, and Rights, American Sociological Association, Atlanta, GA. (National) Barrett, A. E., & Pai, M. (presented 2009). It's Your Badge of Inclusion: An Examination of Women's Self-enhancement through Involvement in the Red Hat Society. Paper presented at Creative Approaches to Healthy Aging, Gerontological Society of America, Atlanta, GA. (National) Barrett, A. E., & Sessions, M. (presented 2009). Feeling Like a Kid Again: Older Women's Self-enhancement through a Performance of Youth. Paper presented at The New Politics of Community, American Sociological Association, San Francisco, CA. (National) Barrett, A. E., Ostrander, J., & Redmond, R. (presented 2009). Sisters Sharing a Path: Women's Friendships in Middle and Later Life. Paper presented at Inequalities Across the Life Course, Southern Sociological Society, New Orleans, LA. (Regional) 103

110 Toothman, E., & Barrett, A. E. (presented 2009). Images of the Life Course: Perceptions of the Timing of Middle Age. Paper presented at Inequalities Across the Life Course, Southern Sociological Society, New Orleans, LA. (Regional) Invited Lectures and Readings of Original Work Barrett, A. E., & Raphael, A. (2013, October). How Do Views of Aging Affect Retirement Planning? Delivered at Department of Risk Management and Insurance Brown Bag Series, FSU College of Business. (Local) Contracts and Grants Funded Contracts and Grants Barrett, A. E. ( ). Images of Aging: An Analysis of Modern Maturity/AARP Magazine from 1958 to Funded by Claude Pepper Center, Florida State University. Total award $35,428. Service for the Last Five Years Florida State University FSU University Service Committee Member, Graduate Policy Committee ( ). Committee Member, University Committee on Faculty Sabbaticals ( ). Faculty Member, Academic Honor Hearing (2010). Member of subcommittee reviewing School of Dance, Graduate Policy Committee (2010). FSU College Service member, Promotion and Tenure Committee ( ). FSU Department Service Chair, Graduate Admissions and Financial Aid Committee (2012 present). 104

111 Member, Graduate Program Committee (2012 present). Director, Graduate Studies (2012 present). Local Chapter Co-Organizer, Sociologists for Women in Society (2012 present). Member, Departmental Policy and Personnel Committee (2008 present). Chair, Assistant Professor Mentoring Committee ( ). Member, Examining Committee for Health and Aging ( ). Member, Examining Committee for Social Psychology ( ). Chair, Examining Committee for Social Psychology ( ). Member, Graduate Program Committee ( ). The Profession Editorial Board Membership(s) Journal of Gerontology: Social Sciences (2012 present). Journal of Health and Social Behavior ( ). Reviewer or Panelist for Grant Applications National Science Foundation (2011). Service to Professional Associations Chair, Gerontological Society of America Behavioral and Social Science Section Membership Committee ( ). Member, Gerontological Society of America Theoretical Developments in Gerontology Paper Award Committee ( ). Chair of Nominations, American Sociological Association, Section on Medical Sociology ( ). 105

112 Secretary-Treasurer, American Sociological Association, Section on Aging and Life Course ( ). Session Organizer, American Sociological Association, Section on Mental Health (2009). Member, Southern Sociological Society Program Committee (2009). The Community Interviewee, Discussed my research on middle age, FSU Headline News (2012). 106

113 Quality Enhancement Review: Faculty Vita Format Short Form for the State-Mandated Program Reviews Date Vita Prepared: July 29, 2014 Department: Name: Department of Sociology Karin L Brewster Professional Preparation (Highest Degree Only) 1991 Doctor of Philosophy, University Of Washington. Major: Sociology. Teaching Assignment for the Last Five Years Courses excluding dissertation, thesis, supervised teaching and research, and directed individual studies: Semester Course Number Course Name Number Enrolled % of Course Spring 2014 SYA5406 Multivariate Analysis Fall 2013 SYA5625 Prof. Develop for Demographers Fall 2013 SYA8967 Preparation for Major Area Preliminary Exam Fall 2013 SYD3020 Population and Society Fall 2013 SYD3020 Population and Society Summer 2013 SYA8967 Preparation for Major Area Preliminary Exam Spring 2013 SYD3020 Population and Society Spring 2013 SYD3020 Population and Society Fall 2012 SYA5625 Proseminar in Sociology Fall 2012 SYD5225 Fertility Spring 2012 SYA5406 Multivariate Analysis Fall 2011 SYA5625 Proseminar in Sociology Fall 2011 SYD3020 Population and Society Fall 2011 SYD3020 Population and Society Summer 2011 SYA4905 Directed Individual Study Spring 2011 SYA5625 Proseminar in Sociology Spring 2011 SYD3020 Population and Society Spring 2011 SYD5225 Fertility Fall 2010 SYD3020 Population and Society Spring 2010 SYA4400 Social Statistics Spring 2010 SYA5406 Multivariate Analysis Fall 2009 SYA4400 Social Statistics Fall 2009 SYD5225 Fertility

114 Current Doctoral Student Supervisory Committees Chair Knop, Brian University Representative Petren, Raymond Edward Allen, Kimberly A. Member Jokinen-Gordon, Hanna M. Doctoral students who have graduated in the last five years for whom you were supervisory committee chair: Colby, Sandra Leigh Tuttle, Annie M. Current Master's Student Supervisory Committees Barragan, Kevin Master's students who have graduated in the last five years for whom you were supervisory committee chair: Wester, Daphne Dupuis, Genevieve Glasgow, Katie Reese, Teri Jo Wicker, Kimberly Knop, Brian Shinaberry, Daniel Lachowsky, Lauren Research and Original Creative Work for the Last Five Years Refereed Journal Articles Publications Knop, B., & Brewster, K. (submitted). Family Flexibility in Response to Recession: Fathers' Involvement in Child Care Tasks. Journal of Marriage and Family. Manuscript submitted for publication, 36 pages. Brewster, K. L., Tillman, K. H., & Joniken-Gordon, H. (2014). Demographic Characteristics of Lesbian Mothers in the United States. Population Research and Policy Review, 33, 108

115 Retrieved from doi: /s Radey, M., & Brewster, K. L. (2013). Predictors of Stability and Change in the Private Safety Nets of Unmarried Mothers. Journal of Social Services Research, 39(3), Brewster, K. L., & Tillman, K. H. (2012). Sexual Orientation and Substance Use among Adolescents and Young Adults. American Journal of Public Health, 102(6), McCabe, J., Brewster, K. L., & Tillman, K. H. (2011). Sexual Orientation, Sexual Attraction, and Patterns of Same-Sex Behavior during Young Adulthood. Perspectives on Sexual and Reproductive Health, 43(3), Spence, N. J., & Brewster, K. L. (2010). Adolescents' Sexual Initiation: The Interaction of Race/Ethnicity and Immigrant Status. Population Research and Policy Review, 29(3), Refereed Papers at Conferences Presentations Knop, B., & Brewster, K. L. (accepted). Are Fathers Flexible in their Parenting During a Recession? Recent Trends in Paternal Involvement in Children's Physical Care. Paper to be presented at Annual Meetings, Population Association of America, Boston, MA. (National) Valle, G., Tillman, K. H., & Brewster, K. L. (accepted). Associations between Timing of Vaginal Sex Initiation, Number of Sexual Partners, and Adult Well-Being. Paper to be presented at Annual Meetings, Population Association of America, Boston, MA. (National) Brewster, K. L., Valle, G., & Tillman, K. H. (presented 2013). Associations between Timing of Vaginal Sex Initiation, Number of Sexual Partners, and Adult Well-Being. Paper presented at Annual Meetings, Southern Demographic Association, Birmingham, AL. (Regional) Brewster, K. L., Valle, G., & Tillman, K. H. (presented 2013). The Relative Timing of Sexual Behaviors among Youth in the United States. Paper presented at Annual Meetings, Population Association of America, New Orleans, LA. (National) Brewster, K. L., Tillman, K. H., & Jokiinen-Gordon, H. (presented 2012). Pathways to Motherhood: Characteristics of Lesbian Mothers in the United States. Paper presented at Research Conference of the National Survey of Family Growth, National Center for Health Statistics, Hyattsville, MD. (National) 109

116 Brewster, K. L., Tillman, K., & Joniken-Gordon, H. (presented 2011). Demographic Characteristics of Lesbian Mothers. Paper presented at Annual Meeting, Southern Demographic Association, Tallahassee, Fl. (Regional) Radey, M., & Brewster, K. L. (presented 2011). Safety Nets of Unmarried Mothers: How Do They Evolve Over Time? Paper presented at Annual Meeting, Society for Social Work Research, Tampa, Fl. (National) Valle, G., & Brewster, K. L. (presented 2010). First Intercourse Risk Among Hispanic Adolescents: Evidence from the National Longitudinal Study of Adolescent Health. Paper presented at Annual Meeting, Southern Demographic Association, Knoxville, TN. (Regional) Brewster, K. L., & Tillman, K. (presented 2009). Sexual Orientation and Substance Abuse among Adolescents and Young Adults. Paper presented at Annual Meeting, American Sociological Association, San Francisco, CA. (National) Reports to Funding Agencies Brewster, K. L. (2010). Brewster, Karin L. Federal Policies and Child Care Arrangements of Low-Income Mothers. Report to the National Institute of Child Health and Human Development. R03 HD Service for the Last Five Years Florida State University FSU University Service Faculty member, Academic Honor Court (2010 present). Member, Truman Fellowship Committee (2009 present). Faculty Member, Safety and Security Advisory Committee ( ). FSU College Service Director, Center for Demography and Population Health (2010 present). Member, College Executive Committee (2010 present). Member, Policy and Academic Affairs Committee ( ). 110

117 FSU Department Service Chair, Graduate Program Committee (2010 present). Member, Demography Major Area Exam Committee (1994 present). Member, Awards Committee ( ). Chair, Awards Committee ( ). Member, Departmental Policy Committee ( ). Member, Personnel Committee ( ). The Profession Editorial Board Membership(s) AIM Public Health (2013 present). Population Research & Policy Review ( ). Guest Reviewer for Refereed Journals American Journal of Public Health (2011 present). Journal of Health and Social Behavior (2010 present). Journal of Adolescent Health (2009 present). Journal of Family Issues (1999 present). American Journal of Sociology (1995 present). Population Policy and Research Review (1995 present). Demography (1993 present). American Sociological Review (1992 present). Social Forces (1992 present). 111

118 Journal of Marriage and Family (1990 present). Perspectives on Sexual and Reproductive Health (1990 present). Reviewer or Panelist for Grant Applications NICHD Social Sciences and Population Studies Section (2011). NICHD Special Emphasis Panel (2009). Service to Professional Associations Session Organizer, Annual Meetings, Population Association of America (2014). Session Chair, Annual Meetings, Population Association of America (2014). Poster Judge, Annual Meetings, Population Association of American (2014). Chair, Otis Dudley Duncan Book Award Committee, American Sociological Association: Otis Dudley Duncan Book Award Committtee ( ). Member, American Sociological Association: Otis Dudley Duncan Book Award Committee ( ). Member, American Sociological Association: Nominations Committee (Population Section) ( ). Member, American Sociological Association: Council (Population Section) ( ). Member, American Sociological Association: Distinguished Career Award Committee (Family Section) (2009). Session Organizer, Annual Meetings, Population Association of America (2009). 112

119 Quality Enhancement Review: Faculty Vita Format Short Form for the State-Mandated Program Reviews Date Vita Prepared: June 20, 2014 Department: Name: Sociology Amy M Burdette Professional Preparation (Highest Degree Only) 2007 Doctor of Philosophy, University Of Texas At Austin. Major: Sociology. Teaching Assignment for the Last Five Years Courses excluding dissertation, thesis, supervised teaching and research, and directed individual studies: Semester Course Number Course Name Number Enrolled % of Course Spring 2014 ISS2937 E-series: Sexual Health Spring 2014 SYA6933 MEDICAL SOCIOLOGY Fall 2013 SYA5907 Health and Aging Fall 2013 SYA6933 DATA ANALY & SOCIAL STATS MPH Fall 2013 SYA8967 Preparation for Major Area Preliminary Exam Fall 2013 SYO3200 ONLINE COURSE Fall 2013 SYO3200 ONLINE COURSE Fall 2013 SYO3200 ONLINE COURSE Summer 2013 SYA6933 Selected Topics in Sociology Summer 2013 SYA8967 Preparation for Major Area Preliminary Exam Summer 2013 SYA8967 Preparation for Major Area Preliminary Exam Spring 2013 SYA4930 Selected Topics in Sociology Spring 2013 SYA4931 Honors Work Spring 2013 SYA6933 Selected Topics in Sociology Fall 2012 SYA4931 Honors Work Fall 2012 SYA6933 Selected Topics in Sociology Fall 2012 SYG2010 Social Problems Fall 2012 SYO3200 Sociology of Religion Fall 2012 SYO3200 Sociology of Religion Fall 2012 SYO3200 Sociology of Religion Fall 2012 SYO3200 Sociology of Religion Fall 2012 SYO3200 Sociology of Religion

120 Semester Course Number Course Name Number Enrolled % of Course Fall 2011 SYA4930 Selected Topics in Sociology Fall 2011 SYA6933 Selected Topics in Sociology Spring 2011 SYA6933 Selected Topics in Sociology Spring 2011 SYO3200 Sociology of Religion Current Doctoral Student Supervisory Committees Member Godbolt, Dawn Dionysia Rawlinson, Brittany Danielle University Representative Gromer, Jill Marie No doctoral students who have graduated in the last five years for whom you were supervisory committee chair. Current Master's Student Supervisory Committees Member Perez, Catherine Master's students who have graduated in the last five years for whom you were supervisory committee chair: Brailsford, Jennifer Marie Research and Original Creative Work for the Last Five Years Refereed Journal Articles Publications Burdette, A. M., Jokinen-Gordon, H., & Hill, T. D. (submitted). Social Determinates of HPV Vaccination Delay Rationales: Results from the National Immunization Survey of Teens Manuscript submitted for publication. Jacobs, A., Hill, T. D., & Burdette, A. M. (submitted). Does Health Insurance Promote the Mental Health of Low-Income Urban Women? Manuscript submitted for publication. Hill, T. D., Burdette, A. M., Rote, S., & Ellison, C. G. (in press). Religious Attendance and Biological Functioning: A Multiple Specification Approach. Research on Aging, 22 pages. 114

121 Burdette, A. M., Haynes, S. H., Hill, T. D., & Bartkowski, J. (2014). Religious Variations in Perceived Infertility and Inconsistent Contraceptive Use among Unmarried Young Adults in the U.S. Journal of Adolescent Health, 54, Burdette, A. M. (2013). Neighborhood Context and Breastfeeding Behaviors among Urban Mothers. Journal of Human Lacation, 29, Hill, T., Burdette, A. M., Jokinen-Gordon, H., & Brailsford, J. (2013). Neighborhood Disorder, Social Support, and Self-Esteem. City & Community, 12, Burdette, A. M., Haynes, S. H., & Ellison, C. G. (2012). Religion, Race/Ethnicity, and Perceived Barriers to Marriage among Working-Age Adults. Sociology of Religion, 73, Burdette, A. M., & Needham, B. L. (2012). Neighborhood Environment and BMI Trajectories from Adolescence to Adulthood. Journal of Adolescent Health, 50, Burdette, A. M., & Pilkauskas, N. (2012). Maternal Religious Involvement and Breastfeeding Initiation and Duration. American Journal of Public Health, 102, Burdette, A. M., Weeks, J., Hill, T. D., & Eberstein, I. W. (2012). Maternal Religious Involvement and Low Birth Weight. Social Science and Medicine, 74, Ellison, C. G., & Burdette, A. M. (2012). Religion and the Sense of Control among U.S. Adults. Sociology of Religion, 73, Hill, T., Maccio, E., Cain, D., & Burdette, A. M. (2012). Client Perceptions of Welfare Caseworker Support and Client Mental Health: Longitudinal Evidence from the Welfare, Children, and Families Project. Social Service Review, 86, Burdette, A. M., Hill, T. D., & Hale, L. (2011). Household Disrepair and the Mental Health of Low-income Urban Women. Journal of Urban Health: Bulletin of the New York Academy of Medicine, 88, Ellison, C. G., Burdette, A. M., & Glenn, N. D. (2011). Praying for Mr. Right? Religion, Family Background, and Marital Expectations among College Women. Journal of Family Issues, 32, Burdette, A. M., & McLoughlin, K. (2010). Using Census Data in the Classroom to Increase Quantitative Literacy and Promote Critical Thinking. Teaching Sociology, 38, Ellison, C. G., Burdette, A. M., & Wilcox, W. B. (2010). The Couple that Prays Together: Race/Ethnicity, Religion and Relationship Quality. Journal of Marriage and Family, 72,

122 Hale, L., Hill, T. D., & Burdette, A. (2010). Sleep Quality as a Mediator of Neighborhood Effects on Health. Preventive Medicine, 51, Burdette, A. M., & Hill, T. D. (2009). Religious Involvement and Transitions into Adolescent Sexual Activity. Sociology of Religion, 70, Burdette, A. M., Wang, V., Elder, G. H., Hill, T. D., & Benson, J. (2009). Serving God and Country? Religious Involvement and Military Service among Young Adult Males. Journal for the Scientific Study of Religion, 48, Burdette, A. M., Ellison, C. G., Hill, T. D., & Glenn, N. (2009). Hooking up at College: Does Religion Make a Difference? Journal for the Scientific Study of Religion, 48, Ellison, C. G., Burdette, A. M., & Hill, T. D. (2009). Blessed Assurance? Religion, Anxiety and Tranquility among US Adults. Social Science Research, 38, Hill, T. D., Burdette, A. M., & Hale, L. (2009). Neighborhood Disorder, Sleep Quality, and Psychological Distress: A Model of Structural Amplification. Health and Place, 15, Invited Book Chapters Burdette, A. M., Hill, T. D., & Myers, K. (contract). Understanding the Connection between Religion, Sexuality, & Sexual Health. Manuscript under contract for publication, New York: Springer. Refereed Book Chapters Hill, T. D., Burdette, A. M., & Idler, E. L. (2011). Religious Involvement, Health Status, and and Mortality Risk. In R. Settersten, & J. Angel (Eds.), Handbook of Sociology of Aging (pp ). New York: Springer. Burdette, A. M., & Sullivan, T. (2010). From Generation to Generation: Religious Involvement and Attitudes toward Family and Pro-family Outcomes among U.S. Catholics. In C. Ellison, & R. Hummer (Eds.), Religion, Families and Health: New Directions in Population-Based Research (pp ). New Brunswick, NJ: Rutgers University Press. Ellison, C. G., Hummer, R. A., Burdette, A. M., & Benjamins, M. R. (2010). Religious Involvement, Health, and Mortality: Exploring Racial/Ethnic Variations. In C. Ellison, & R. Hummer (Eds.), Religion,Families and Health: New Directions in Population-Based Research (pp ). New Brunswick, NJ: Rutgers University Press. 116

123 Hill, T. D., Burdette, A. M., Weiss, M., & Chitwood, D. (2009). Religious Involvement and Adolescent Substance Use. In C. Leukefeld, T. Gullotta, & M. Staton-Tindall (Eds.), Adolescent Substance Abuse: Evidence-based Approaches to Prevention and Treatment (pp ). New York: Springer. Invited Reviews Burdette, A. M. (2010). Aging in the Church: How Social Relationships Affect Health by Neal Krause. Journal for the Scientific Study of Religion. Nonrefereed Journal Articles McLoughlin, K., & Burdette, A. (2014). Gender Themes and 'The Hunger Games. Contexts, 13, 5. Refereed Papers at Conferences Presentations Hill, T. D., Burdette, A. M., Jokinen-Gordon, H., & Brailsford, J. (presented 2013, August). Neighborhood Disorder, Social Support, and Self-Esteem. Paper presented at the meeting of American Sociological Association, New York, NY. (National) Hill, T. D., Burdette, A. M., Angel, J. L., & Brailsford, J. (presented 2013). Religious Attendance and Functional Decline among Mexican-Origin Elders. Paper presented at the meeting of American Public Health Association, Boston, MA. (National) Burdette, A. M., & Haynes, S. (presented 2012). Community Context and Reproductive and Contraceptive Knowledge among Young Adults. Paper presented at the meeting of Association for the Sociology of Religion, Denver, CO. (National) Burdette, A. M., & Needham, B. L. (presented 2011). Neighborhood Environment and BMI Trajectories. Paper presented at Social Conflict: Multiple Dimensions and Arenas, American Sociological Association, Las Vegas, NV. (National) Hill, T. D., Riote, S., Burdette, A. M., & Ellison, C. G. (presented 2011). Religious Involvement and Biological Risk. Paper presented at Social Conflict: Multiple Dimensions and Arenas, American Sociological Association, Las Vegas, NV. (National) Burdette, A. M., Haynes, S. H., & Ellison, C. G. (presented 2010). Religion, Race and Attitudes toward Marriage. Paper presented at Religion Identity & Place, Association for the Sociology of Religion, Atlanta, GA. (National) 117

124 Hill, T. D., Burdette, A. M., & Ider, E. (presented 2010). Religious Involvement, Health Status, and Mortality Risk. Paper presented at Toward a Sociology of Citizenship: Inclusion, Participation, and Rights, American Sociological Association, Atlanta, GA. (National) Burdette, A. M., Wang, V., Elder, G. H., Hill, T. D., & Benson, J. (presented 2009). Serving God and Country? Religious Involvement and Military Service among Young Adult Men. Paper presented at The New Politics of Community, American Sociological Association, San Francisco, CA. (National) Ellison, C. G., Burdette, A. M., & Wilcox, W. B. (presented 2009). The Couple that Prays Together: Race/Ethnicity, Religion and Relationship Quality among Working-age Adults. Paper presented at The New Politics of Community, American Sociological Association, San Francisco, CA. (National) Hill, T. D., Burdette, A. M., & Hale, L. (presented 2009). Neighborhood Disorder, Sleep Quality, and Psychological Distress: Testing a Model of Structural Amplification. Paper presented at Annual Meeting, Population Association of America, Detroit, MI. (National) Hill, T. D., Burdette, A. M., & Hale, L. (presented 2009). Religious Involvement and Adolescent Substance Use. Paper presented at The New Politics of Community, American Sociological Association, San Francisco, CA. (National) Contracts and Grants Funded Contracts and Grants Burdette, A. M. (Sep 2009 Aug 2010). Marital Attitudes, Commitment, and Expectations: Religion and Marriage among Working-Age Adults. Funded by U.S. Department of Health and Human Services and the National Center for Marriage Research. Total award $19,456. Service for the Last Five Years Florida State University FSU University Service member, University Curriculum Committee (2013 present). 118

125 The Profession Editorial Board Membership(s) Journal for the Scientific Study of Religion ( ). Sociological Spectrum ( ). Sociology of Religion ( ). Service to Professional Associations Distinguished Article Award Committee for the Society for the Scientific Study of Religion, Society for the Scientific Study of Religion ( ). Distinguished Article Award Committee Member for the ASA Section on Sociology of Religion, American Sociological Association (2011). 119

126 Quality Enhancement Review: Faculty Vita Format Short Form for the State-Mandated Program Reviews Date Vita Prepared: July 10, 2014 Department: Name: Sociology Elwood D Carlson Professional Preparation (Highest Degree Only) 1978 Doctor of Philosophy, University Of California-Berkeley. Major: Sociology. Demography. Teaching Assignment for the Last Five Years Courses excluding dissertation, thesis, supervised teaching and research, and directed individual studies: Semester Course Number Course Name Number Enrolled % of Course Summer 2014 SYA5907 SOC ANALYSIS OF LIVE ARRANGEME Summer 2014 SYD3020 Population and Society Spring 2014 SYD5135 Techniques of Population Analysis Fall 2013 SYD3600 Cities in Society Summer 2013 SYA5907 Directed Individual Study Summer 2013 SYA8967 Preparation for Major Area Preliminary Exam Summer 2013 SYD3020 Population and Society Spring 2013 SYD3600 Cities in Society Spring 2013 SYD5046 International Population Dynamics Fall 2012 SYA6933 Selected Topics in Sociology Fall 2012 SYD3020 Population and Society Summer 2012 SYA8967 Preparation for Major Area Preliminary Exam Summer 2012 SYD3020 Population and Society Spring 2012 SYD3020 Population and Society Spring 2012 SYD5135 Techniques of Population Analysis Fall 2011 SYA6933 Selected Topics in Sociology Fall 2011 SYA8967 Preparation for Major Area Preliminary Exam Fall 2011 SYD3600 Cities in Society Summer 2011 SYD3600 Cities in Society Spring 2011 SYD3020 Population and Society

127 Semester Course Number Course Name Number Enrolled % of Course Spring 2011 SYD3600 Cities in Society Fall 2010 SYD5046 International Population Dynamics Fall 2010 SYO3200 Sociology of Religion Summer 2010 SYD3600 The Community in Urban Society Spring 2010 SYD5046 International Population Dynamics Spring 2010 SYD5135 Techniques of Population Analysis Current Doctoral Student Supervisory Committees Chair University Representative Kline, Michael Fraser, Raphael A. Milstead, Terence Member Heyman, Kathleen Mary Rakola, Tebogo Boitumelo Doctoral students who have graduated in the last five years for whom you were supervisory committee chair: Gore, Deanna L Griffis, Heather M Current Master's Student Supervisory Committees Chair Griffis, Heather Murphy, Audrey Member Moon, Paula Bishop, Jessica Keller, Ursula Rakola, Tebogo Rubino, Heather Master's students who have graduated in the last five years for whom you were supervisory committee chair: Shepard, Lanny Cockburn, John Masterton, Mark Danielyan, Vahan Barclay, Jonathan Borsella, Cory Cyriaque, Kervin 121

128 Research and Original Creative Work for the Last Five Years Refereed Journal Articles Publications Carlson, E., & Hoffmann, R. (2011). The state socialist mortality syndrome. Population Research and Policy Review, 30, Gore, D. L., & Carlson, E. D. (2010). Ethnicity, education, and the non-proportional hazard of first marriage in Turkey. Population Studies, 64(2), Andreev, E., Hoffmann, R., Carlson, E. D., Shkolnikov, V., & Kharkova, T. (2009). Concentration of working-age male mortality among manual workers in urban Latvia and Russia, European Societies, 11(1), Carlson, E. D., & Andress, J. (2009). Military Service by the 20th century generations of American men. Armed Forces and Society, 35(2), Refereed Book Chapters Carlson, E. (2013). Generations as demographic category. In Berhoff H et al (Ed.), History by Generations: Generational Dynamics in Modern History (pp ). Wallstein Verlag. Refereed Papers at Conferences Presentations Carlson, E., Gore, D., & Ozcan, B. (presented 2014). Living arrangements in old age for men and women in Turkey. Paper presented at Biannual conference, European Association for Population Studies, Budapest, Hungary. (International) Carlson, E. (presented 2013). Living apart together in Bulgaria during the transition out of socialism. Paper presented at Annual conference, Southern Demographic Association, Montgomery AL. (Regional) Carlson, E. (presented 2013). Young Italians at home. Paper presented at Annual conference, European Association of Population Studies, Warsaw, Poland. (International) Carlson, E. (presented 2012). Household headship as a dimension of the transition to adulthood. Paper presented at Biannual conference, European Association for Population Studies, Stockholm, Sweden. (International) 122

129 Carlson, E. (presented 2012). Living arrangements of the new householders. Paper presented at Annual conference, Southern Demographic Association, Williamsburg VA. (Regional) Carlson, E., & Poling, A. (presented 2011). Cohort trends in parental support for college. Paper presented at Annual conference, Southern Demographic Association, Tallahassee FL. (Regional) Carlson, E. D., & Hoffmann, R. (presented 2010). The state socialist mortality syndrome. Paper presented at Annual Meeting, Chaire Quetelet, Lovian-la-Nueve, Belgium. (International) Carlson, E. D., & Poling, A. (presented 2010). Inheritance of parental higher education. Paper presented at Seminar, International Union for the Scientific Study of Population. (International) Carlson, E., & Griffis, H. (presented 2010). Marriage timing in post-transition Kaahkstan: who is the minority group now? Paper presented at Annual conference, Population Association of America, Dallas TX. (National) Carlson, E., & Poling, A. (presented 2009). Gender contrasts in the transition to college. Paper presented at Annual conference, Southern Demographic Association, Galveston TX. (Regional) Invited Keynote and Plenary Presentations at Conferences Carlson, E. (presented 2011). Generation size and transitions to adulthood. Keynote presentation at Special conference, Max Planck Institute for Demographic Research, Rostock, Germany. (International) Carlson, E. D. (presented 2010). Generations as demographic category: 20th century US generations. Keynote presentation at Annual Meeting, German Historical Institute, Washington D.C. (National) Contracts and Grants Funded Contracts and Grants Carlson, Elwood D (PI). (Apr 2008 Jun 2015). Salary Account for the Charles B Nam Professorship. Funded by FSU Foundation. (F04783). Total award $20,

130 Service for the Last Five Years Florida State University FSU University Service Member, Substitute Chair, Graduate Policy Committee (FSU) (2012 present). Senator, Faculty Senate (2010 present). Executive Committee, Center for Demography and Population Health (2009 present). FSU College Service Member, Policy and Academic Affairs Committee (2007 present). FSU Department Service Member, Graduate Admissions & Financial Aid Committee (2007 present). Member, Undergraduate Program Committee (2007 present). Member, Demography Area Committee (2005 present). Editorial Board Membership(s) The Profession Population Research and Policy Review (2007 present). Service to Professional Associations Organizer for a session, Session on Household Living Arrangements, European Association for Population Studies (2014). Local Arrangements Chair, Annual Conference, Southern Demographic Association (2012). 124

131 Quality Enhancement Review: Faculty Vita Format Short Form for the State-Mandated Program Reviews Date Vita Prepared: July 01, 2014 Department: Name: Department of Sociology Isaac W Eberstein Professional Preparation (Highest Degree Only) 1979 Doctor of Philosophy, University Of Texas at Austin. Major: Sociology. Teaching Assignment for the Last Five Years Courses excluding dissertation, thesis, supervised teaching and research, and directed individual studies: Semester Course Number Course Name Number Enrolled % of Course Summer 2014 SYA6660 Teaching at the College Level in Sociology Spring 2014 SYA5625 Proseminar in Sociology Spring 2014 SYD5215 Health and Survival Fall 2013 SYA5625 Proseminar in Sociology Summer 2013 SYA6660 Teaching at the College Level in Sociology Summer 2013 SYA8967 Preparation for Major Area Preliminary Exam Summer 2013 SYA8967 Preparation for Major Area Preliminary Exam Spring 2013 SYA5625 Proseminar in Sociology Fall 2012 SYA5625 Proseminar in Sociology Summer 2012 SYA6660 Teaching at the College Level in Sociology Summer 2012 SYA8967 Preparation for Major Area Preliminary Exam Spring 2012 SYA4931 Honors Work Spring 2012 SYA4932 Tutorial in Sociology Spring 2012 SYA5625 Proseminar in Sociology Spring 2012 SYA5907 Directed Individual Study Spring 2012 SYD5215 Health and Survival Fall 2011 SYA4931 Honors Work Fall 2011 SYA5625 Proseminar in Sociology Summer 2011 SYA6660 Teaching at the College Level in Sociology Summer 2011 SYA8967 Preparation for Major Area Preliminary Exam Spring 2011 SYD5215 Health and Survival

132 Semester Course Number Course Name Number Enrolled % of Course Fall 2010 DEM5930 Special Topics in Demography Fall 2010 SYG1000 Introductory Sociology Fall 2010 SYG1000 Introductory Sociology Summer 2010 ISS5945 Internship Summer 2010 SYA6660 Teaching at the College Level in Sociology Spring 2010 SYA8967 Preparation for Major Area Preliminary Exam Spring 2010 SYD5215 Health and Survival Fall 2009 DEM5906 Directed Individual Study Fall 2009 SYA8967 Preparation for Major Area Preliminary Exam Fall 2009 SYG1000 Introductory Sociology Fall 2009 SYG1000 Introductory Sociology Fall 2009 SYG1000 Introductory Sociology Current Doctoral Student Supervisory Committees Chair Rakola, Tebogo Boitumelo Member Hsu, Tzeli Weeks, Janet A Doctoral students who have graduated in the last five years for whom you were supervisory committee chair: Bishop-Royse, Jessica Courtney Rubino, Heather Anne Current Master's Student Supervisory Committees Chair Bueno, Katie A Richardson, Jaylan K Nave, Jarrett A. 126

133 Master's students who have graduated in the last five years for whom you were supervisory committee chair: Valle, Giuseppina Weeks, Janet Arminda Marrara, S. Thrasher, J. Mercer, E. Tunis, T. Caven, A. Robertson, M. Keith, W. Nairn, M. Howell, J. D. Glasgow, Katherine Lynn Graves, Katie Russo, Katie Bowers, Lauren Bowman, Joe Reubel, Aylee Uwakwe, David Research and Original Creative Work for the Last Five Years Refereed Journal Articles Publications Weeks, J., & Eberstein, I. W. (submitted). Women's Marital Status, Parental Status, and Allostatic Load. Manuscript submitted for publication. Eberstein, I. W., Weeks, J. A., & Nam, C. B. (submitted). Analyzing Mortality Differentials by Multiple Causes of Death. Manuscript submitted for publication. Valle, G., Weeks, J. A., Taylor, M., & Eberstein, I. W. (2013). Mental and Physical Health Consequences of Spousal Health Shocks among Older Adults. Journal of Aging and Health, 25 (7), Burdette, A., Weeks, J., Hill, T., & Eberstein, I. W. (2012). Maternal Religious Attendance and Low Birth Weight. Social Science & Medicine, 74, Spence, N., & Eberstein, I. W. (2009). Age at first birth, parity, and post-reproductive mortality among White and Black women in the US, Social Science & Medicine, 68,

134 Invited Book Chapters Eberstein, I. W., & Heyman, K. (2010). Jewish identity and self reported health. In Christopher G. Ellison, & Robert A Hummer (Eds.), Religion, Families and Health: New Directions in Population Based Research (pp ). New Jersey: Rutgers University Press. Refereed Book Chapters Bishop-Royse, J., & Eberstein, I. W. (2013). Individual and county-level factors associated with racial disparities in cause-specific infant mortality, Florida In Nazrul Hoque, Mary A. McGehee, & Benjamin Bradshaw (Eds.), Applied Demography and Public Health (pp ). New York:Springer. Invited Papers at Conferences Presentations Weeks, J., & Eberstein, I. W. (presented 2014). Assessing the Contribution of Multiple Cause of Death data to Late Life Health Trajectories using Biomarkers and Disability Indexes. Paper presented at Second International Workshop on Multiple Cause-of-Death Data, Institut D'etudes Demographiques (INED), Rome, Italy. (International) Eberstein, I. W., Weeks, J. A., & Nam, C. B. (presented 2012). Analyzing Mortality Differentials by Multiple Causes of Death. Paper presented at International Workshop on Multiple Cause-of-Death Data, Institut National D'etudes Demographiques (INED), Paris, France. (International) Refereed Papers at Conferences Glasgow, K., & Eberstein, I. W. (presented 2013). Stress, Prepregnancy BMI, and Gestational Weight Gain. Paper presented at Annual Meeting, Southern Demographic Association, Montgomery, AL. (Regional) Weeks, J. A., & Eberstein, I. W. (presented 2013). Marital Status, Parental Status and Allostatic Load. Paper presented at the annual meeting, Population Association of America, New Orleans, LA. (National) Valle, G., Weeks, J., Taylor, M., & Eberstein, I. W. (presented 2012). Health Shocks among Older Adults: Consequences of Well-Being for Partners. Paper presented at Annual Conference, Population Association of America, San Francisco, CA. (National) 128

135 Weeks, J. A., & Eberstein, I. W. (presented 2012). Marital Status, Parental Status, and Allostatic Load. Paper presented at the meeting of Southern Demographic Association, Williamsburg, VA. (Regional) Bishop-Royse, J., & Eberstein, I. W. (presented 2011). Individual and County Level Factors Associated With Compromised Birth Outcomes, Paper presented at Annual Conference, Population Association of America, Washington, DC. (National) Burdette, A., Weeks, J., Hill, T., & Eberstein, I. W. (presented 2011). Religious Attendance and Low Birth Weight. Paper presented at Annual Conference, Southern Demographic Association, Tallahassee, FL. (Regional) Valle, G., & Eberstein, I. W. (presented 2011). Health Concordance Among Older Couples. Paper presented at Annual Conference, Southern Sociological Society, Jacksonville, FL. (Regional) Bishop-Royse, J., & Eberstein, I. W. (presented 2010). The Persisting Racial Disparity in Infant Mortality: The Role of Changing Causes of Death. Paper presented at Annual Conference, Southern Demographic Association, Knoxville, TN. (Regional) Eberstein, I. W. (presented 2009). Effective and Efficient: Hybridizing a Large Lecture. Paper presented at Annual Conference, Southern Sociological Society, New Orleans, LA. (Regional) Service for the Last Five Years FSU University Service Florida State University Member, Chairs & Deans Education Committee (2012 present). Reviewer, FSU Graduate School, Graduate Student Leadership Award (2008 present). Member, COSSPP Executive Committee (2007 present). Reviewer, FSU Graduate School, Annual Research & Creativity Graduate Student Award (2005 present). Member, FSU Insurance & Benefits Committee (2004 present). Member, CRC Steering Committee (2003 present). Member, FSU Council on Research and Creativity (1990 present). 129

136 Member (elected), Faculty Senate Steering Committee ( ). Member, FSU Quality Enhancement Program Implementation Committee ( ). Member, FSU SACS Reaccreditation Committee ( ). Senator, Faculty Senate ( ). Member, Dean of Nursing Search Committee (2013). Member, GPC ad hoc committee to review the PhD Program in Philosophy ( ). Member, VP-Research Search Committee ( ). Member, FSU Budget Crisis Committee ( ). Member, FSU Graduate Policy Council ( ). Member, Academic Honor Policy Hearing Panel (2010). Panel Member, Fall Meeting of Deans and Chairs, Panel Discussion of The Great American University by J. Cole (2010). Member, GPC ad hoc committee to review the PhD Program in Educational Psychology (2010). Member, GPC ad hoc committee to review the PhD Program in Communications (2009). Presenter, FSU Graduate Studies, "CV's, Resumes & Recommendations" Graduate Student Workshop ( ). FSU College Service Member, Executive Committee (2007 present). FSU Department Service Organizer, Navigating the Job Market: Working Group (2011 present). Chair, Department of Sociology (2010 present). Member, Departmental Policy Committee ( ). Member, Graduate Program Committee ( ). 130

137 Supervisor, TA Supervisor ( ). Member, Demography Area Committee ( ). Member, Demography Area Committee ( ). FSU Institute or Center Service Director, Center for Demography & Population Health ( ). Advisor, MS Program in Demography ( ). The Profession Editorial Board Membership(s) Demography (2013 present). Social Science Quarterly (1993 present). Reviewer or Panelist for Grant Applications National Institutes of Health (2010 present). National Institutes of Health (NICHD) ( ). Service to Professional Associations Member, Board of Directors, Society for the Study of Social Biology (2006 present). Chair, "Terrie Best Paper Award Committee", Southern Demographic Association (2006 present). Participant, Capitol Hill Days, Population Association of America/ Association of Population Centers (2013). Chair, Health, Disability, Poverty, Southern Demographic Association (2013). Chair, Mortality, Southern Demographic Association (2012). 131

138 Discussant, Infant Health and Mortality in the United States, Population Association of America (2012). Chair, Population Estimates, Southern Demographic Association (2011). Organizer & Chair, Infant and Child Mortality, Population Association of America (2011). Secretary, Association of Population Centers ( ). Chair, Race/Ethnicity and Health, Southern Demographic Association (2010). Organizer, Health Disparities, American Sociological Association (2010). Discussant, Racial/ Ethnic Differences in Health and Mortality, Population Association of America (2010). Chair, Measurement of Race/ Ethnicity, Southern Demographic Association (2009). Member, Population Sciences Committee, National Institutes of Health ( ). 132

139 Quality Enhancement Review: Faculty Vita Format Short Form for the State-Mandated Program Reviews DRAFT Date Vita Prepared: February 28, 2014 Department: Name: Sociology Gloria T Lessan Professional Preparation (Highest Degree Only) 1987 Doctor of Philosophy, Tulane University of Louisiana. Major: Sociology. Teaching Assignment for the Last Five Years Courses excluding dissertation, thesis, supervised teaching and research, and directed individual studies: Semester Course Number Course Name Number Enrolled % of Course Spring 2014 SYA4931 Honors Work Spring 2014 SYG1000 Introductory Sociology Spring 2014 SYO3100 Family Problems and Social Change Spring 2014 SYP3540 ONLINE COURSE Spring 2014 SYP3540 ONLINE COURSE Fall 2013 SYA4905 FDLE Internship Fall 2013 SYA4905 OFFICE OF GEN COUNSEL INTERNSH Fall 2013 SYA4931 Honors Work Fall 2013 SYG1000 Introductory Sociology Fall 2013 SYG1000 Introductory Sociology Fall 2013 SYP3540 ONLINE COURSE Fall 2013 SYP3540 ONLINE COURSE Summer 2013 SYP3540 Sociology of Law Summer 2013 SYP3540 Sociology of Law Summer 2013 SYP3540 Sociology of Law Summer 2013 SYP3540 Sociology of Law Spring 2013 SYG1000 Introductory Sociology Spring 2013 SYO3100 Family Problems and Social Change Spring 2013 SYP3540 Sociology of Law Spring 2013 SYP3540 Sociology of Law Spring 2013 SYP3540 Sociology of Law Spring 2013 SYP3540 Sociology of Law Summer 2012 SYP3540 Sociology of Law Summer 2012 SYP3540 Sociology of Law

140 Semester Course Number Course Name Number Enrolled % of Course Summer 2012 SYP3540 Sociology of Law Summer 2012 SYP3540 Sociology of Law Summer 2012 SYP3540 Sociology of Law Summer 2012 SYP3540 Sociology of Law Spring 2012 SYA4905 Directed Individual Study Spring 2012 SYG1000 Introductory Sociology Spring 2012 SYG2010 Social Problems Spring 2012 SYP3540 Sociology of Law Spring 2012 SYP3540 Sociology of Law Spring 2012 SYP3540 Sociology of Law Spring 2012 SYP3540 Sociology of Law Spring 2012 SYP3540 Sociology of Law Fall 2011 SYO3100 Family Problems and Social Change Fall 2011 SYO3100 Family Problems and Social Change Fall 2011 SYP3540 Sociology of Law Fall 2011 SYP3540 Sociology of Law Fall 2011 SYP3540 Sociology of Law Fall 2011 SYP3540 Sociology of Law Fall 2011 SYP3540 Sociology of Law Summer 2011 SYP3540 Sociology of Law Summer 2011 SYP3540 Sociology of Law Summer 2011 SYP3540 Sociology of Law Summer 2011 SYP3540 Sociology of Law Spring 2011 SYG1000 Introductory Sociology Spring 2011 SYO3100 Family Problems and Social Change Spring 2011 SYP3540 Sociology of Law Spring 2011 SYP3540 Sociology of Law Spring 2011 SYP3540 Sociology of Law Spring 2011 SYP3540 Sociology of Law Spring 2011 SYP3540 Sociology of Law Fall 2010 SYG1000 Introductory Sociology Fall 2010 SYG1000 Introductory Sociology Fall 2010 SYO3100 Family Problems and Social Change Fall 2010 SYO3100 Family Problems and Social Change Fall 2010 SYP3540 Sociology of Law Fall 2010 SYP3540 Sociology of Law Fall 2010 SYP3540 Sociology of Law Summer 2010 SYP3540 Sociology of Law Summer 2010 SYP3540 Sociology of Law Summer 2010 SYP3540 Sociology of Law Summer 2010 SYP3540 Sociology of Law Summer 2010 SYP3540 Sociology of Law

141 Semester Course Number Course Name Number Enrolled % of Course Summer 2010 SYP3540 Sociology of Law Spring 2010 SYG1000 Introductory Sociology Spring 2010 SYG1000 Introductory Sociology Spring 2010 SYO3100 Family Problems and Social Change Spring 2010 SYP3540 Sociology of Law Spring 2010 SYP3540 Sociology of Law Spring 2010 SYP3540 Sociology of Law Spring 2010 SYP3540 Sociology of Law Fall 2009 SYG1000 Introductory Sociology Fall 2009 SYO3100 Family Problems and Social Change Fall 2009 SYO3100 Family Problems and Social Change Fall 2009 SYP3540 Sociology of Law Fall 2009 SYP3540 Sociology of Law Fall 2009 SYP3540 Sociology of Law Fall 2009 SYP3540 Sociology of Law Summer 2009 SYG2010 Social Problems Summer 2009 SYP3540 Sociology of Law Summer 2009 SYP3540 Sociology of Law Summer 2009 SYP3540 Sociology of Law Summer 2009 SYP3540 Sociology of Law Current Doctoral Student Supervisory Committees No current doctoral student committees. No doctoral students who have graduated in the last five years for whom you were supervisory committee chair. Current Master's Student Supervisory Committees No current master's student committees. No master's students who have graduated in the last five years for whom you were supervisory committee chair. Research and Original Creative Work for the Last Five Years Refereed Books Publications Lessan, G. T. (contract). Law and Society. Manuscript under contract for publication, Dubuque: Great River Technologies. 135

142 Service for the Last Five Years Florida State University FSU University Service Faculty Advisor, Action For Haiti (2010 present). FSU Department Service Committee Member, Undergraduate Program (2005 present). Service to Professional Associations The Profession Participant, Symposium for Introductory Sociology, McGraw-Hill (2012). The Community Member and Adorer, Blessed Sacrament Parish (1992 present). 136

143 Quality Enhancement Review: Faculty Vita Format Short Form for the State-Mandated Program Reviews Date Vita Prepared: August 12, 2014 Department: Name: Sociology Michael J McFarland Professional Preparation (Highest Degree Only) 2012 PhD, University of Texas at Austin. Major: Sociology. Teaching Assignment for the Last Five Years Courses excluding dissertation, thesis, supervised teaching and research, and directed individual studies: Semester Course Number Course Name Number Enrolled % of Course Fall 2014 SYA4400 Social Statistics Fall 2014 SYA5458 Social Statistics and Data Analysis for Public Health Current Doctoral Student Supervisory Committees No current doctoral student committees. No doctoral students who have graduated in the last five years for whom you were supervisory committee chair. Current Master's Student Supervisory Committees No current master's student committees. No master's students who have graduated in the last five years for whom you were supervisory committee chair. Research and Original Creative Work for the Last Five Years Refereed Journal Articles Publications McFarland, M., & Hayward, M. (2014). Poverty and awakening cortisol in adolescence: The importance of timing in early life. Society and Mental Health, 4,

144 McFarland, M., Hayward, M., & Brown, D. (2013). I've got you under my skin: Marital biography and biological risk. Journal of Marriage and Family, 75, Pudrovska, T., Carr, D., McFarland, M., & Collins, C. (2013). Higher-Status Occupations and Breast Cancer: A Life Course Stress Approach. Social Science and Medicine, 42, McFarland, M., Pudrovksa, T., Schieman, S., Ellison, C., & Bierman, A. (2012). Does a cancer diagnosis influence religiosity? Integrating a life course perspective. Social Science Research, 42, McFarland, M., Smith, C., Toussaint, L., & Thomas, P. (2012). The relationship between forgiveness and health: Do race and neighborhood matter? Journal of Gerontology: Social Sciences, 67, Ellison, C., & McFarland, M. (2011). Religion and gambling: Exploring the role of traditions, beliefs, and networks. Journal for the Scientific Study of Religion, 50, McFarland, M., Ellison, C., & Krause, N. (2011). Measuring religiousness among African Americans: Exploring the race-of-interviewer effects. Review of Religious Research, 53, McFarland, M., Uecker, J., & Regenerus, M. (2011). The role of religion and shaping sexual frequency and satisfaction: Evidence from married and unmarried older adults. Journal of Sex Research, 48, McFarland, M., Wright, B., & Weakliem, D. (2011). Educational attainment and religiosity: Exploring variations by religious traditions. Sociology of religion, 72, McFarland, M. (2010). Religious involvement and mental health among older adults: Do the effects of religious involvement vary by gender? Journal of Gerontology: Social Sciences, 65, Webb, A., Ellison, C., McFarland, M., Lee, J., Walters, J., & Morton, K. (2010). Divorce and depressive symptoms in a nationwide sample of Seventh-day Adventists: Exploring the roles of religious coping and spiritual resources. Family Relations, 59, Invited Book Chapters Smith, C., & McFarland, M. (in press). Race and ethnicity, forgiveness, and health. In Loren Toussaint, Everett Worthington, and David R. Williams (Ed.), Forgiveness and health: Scientific evidence and theories relating forgiveness to better health. Springer. 138

145 Ellison, C., & McFarland, M. (2014). The social context of religion and spirituality in the United States. In Kenneth I. Pargament (Ed.), Handbook of Psychology, Religion, and Spirituality. American Pyschological Association. Invited Encyclopedia Entries Smith, C., & McFarland, M. (2014). Segregation and infant well being. In Alex C. Michalos (Ed.), Encyclopedia of Quality of Life Research. Springer. Refereed Papers at Conferences Presentations McFarland, M. (presented 2013). Poverty, financial strain, and early-life mental health: Exploring sensitive periods and chains of risk. Paper presented at ASA New York, American Socoilogical Association. (National) McFarland, M., Reicham, N., McLanahan, S., & Goosby, B. (presented 2013). Education and the Intergenerational Origins of Infant Health. Paper presented at Population Association of American Conference, Population Association of America, New Orleans. (National) McFarland, M., Hayward, M., & Brown, D. (presented 2012). Marital biography and biological risk. Paper presented at Population Association of America Conference, Population Association of America. (National) Service for the Last Five Years No service identified. 139

146 Quality Enhancement Review: Faculty Vita Format Short Form for the State-Mandated Program Reviews Date Vita Prepared: August 01, 2014 Department: Name: Sociology Irene Padavic Professional Preparation (Highest Degree Only) 1987 Doctor of Philosophy, University Of Michigan. Major: Sociology. Teaching Assignment for the Last Five Years Courses excluding dissertation, thesis, supervised teaching and research, and directed individual studies: Semester Course Number Course Name Number Enrolled % of Course Summer 2014 SYA8967 Preparation for Major Area Preliminary Exam Spring 2014 SYO5535 Inequalities: Race, Class, Gender Fall 2013 SYA4905 US Foster Care System Fall 2013 SYO3100 Family Problems and Social Change Fall 2013 SYO3100 Family Problems and Social Change Spring 2013 SYA8967 Preparation for Major Area Preliminary Exam Fall 2012 SYO3100 Family Problems and Social Change Fall 2012 SYO3100 Family Problems and Social Change Summer 2012 SYA5907 Directed Individual Study Spring 2012 SYA4905 Directed Individual Study Spring 2012 SYO3100 Family Problems and Social Change Fall 2011 SYO5535 Inequalities: Race, Class, Gender Spring 2010 SYA4931 Honors Work Spring 2010 SYA6933 Selected Topics in Sociology Fall 2009 SYA5625 Proseminar in Sociology Fall 2009 SYA8967 Preparation for Major Area Preliminary Exam

147 Current Doctoral Student Supervisory Committees Chair Taylor, Cynthia N. University Representative McPherson, Jane Karen Samuels Columb, Corey Doctoral students who have graduated in the last five years for whom you were supervisory committee chair: Butterfield, Jonniann Hunter, Joanna M. Moore, Lori D. Current Master's Student Supervisory Committees Member McPherson, Jane Master's students who have graduated in the last five years for whom you were supervisory committee chair: Jacobs, Anna Godbolt, Dawn Research and Original Creative Work for the Last Five Years Refereed Journal Articles Publications Butterfield, J., & Padavic, I. (in press). The Impact Of Legal Inequality On Relational Power In Planned Lesbian Families. Gender & Society. Fiorito, J., Padavic, I., & Russell, Z. (in press). Union Beliefs and Activism: A Research Note. Journal of Labor Research. Sumerau, J., Padavic, I., & Schrock, D. (in press). "Little girls unwilling to do what's best for them": Resurrecting Patriarchy in an LGBT Christian Church. Journal of Contemporary Ethnography, 40 pages. Fiorito, J., Padavic, I., & DiOrentiis, P. (2014). Reconsidering Union Activism and its Meaning. British Journal of Industrial Relations, doi: /bjir

148 Ely, R., Padavic, I., & Thomas, D. (2012). Racial Diversity, Racial Asymmetries, and Team Learning Environment: Effects on Performance. Organization Studies, 33(3), Fiorito, J., Tope, D., Steinberg, P., Padavic, I., & Murphy, C. E. (2011). Lay Activism and Activism Intentions in a Faculty Union: An Exploratory Study. Labor Studies Journal, 36(4), Moore, L. D., & Padavic, I. (2011). Risk Assessment Tools and Racial/Ethnic Disparities in the Juvenile Justice System. Sociology Compass, 5(10), Padavic, I., & Butterfield, J. (2011). Mothers, Fathers, and 'Mathers': Negotiating a Lesbian Co-Parental Identity. Gender & Society, 25(2), Moore, L. D., & Padavic, I. (2010). Racial and Ethnic Disparities in Girls' Sentencing in the Juvenile Justice System. Feminist Criminology, 5(3), Prokos, A., Padavic, I., & Schmidt, A. S. (2009). Nonstandard Work Arrangements among Women and Men Scientists and Engineers. Sex Roles, 61(9), Refereed Proceedings Padavic, I., & Ely, R. (2013). The Work-Family Narrative as a Social Defense. In Ely, R., & Cuddy,A. (Eds.), Gender & Work: Challenging Conventional Wisdom Research Symposium (pp ). Boston: Harvard Business School. Invited Papers at Symposia Presentations Ely, R., & Padavic, I. (presented 2013, November). Old Habits Die Hard: Challenging Institutions to Achieve Gender Equity. In Shelley Correll (Chair), Redesigning and Redefining Work. Symposium conducted at the meeting of Clayman Institute for the Study of Gender, Stanford, Palo Alto. (National) Padavic, I., & Ely, R. (presented 2013). The Work-Family Narrative as Social Defense. In Ely, R. and Cuddy, A (Chair), Gender & Work: Challenging Conventional Wisdom Research Symposium. Symposium conducted at the meeting of Harvard Business School, Boston. (National) 142

149 Refereed Papers at Conferences Fiorito, J., Russell, Z., & Padavic, I. (presented 2014). Why U.S. Workers Really Join Unions: For Justice, or Just Us? Paper presented at the meeting of Labor and Employment Relations Association, Portland OR. (National) FIorito, J., Padavic, I., & DiOrentiis, P. (presented 2013). Reconsidering Union Activism and Its Meaning. Paper presented at Labor and Employee Relations Association, Labor and Employee Relations Association. (National) Fiorito, J., Padavic, I., & Russell, Z. (presented 2013). Union Beliefs and Activism: A Research Note. Paper presented at British Universities Industrial Relations Association Annual Conference, British Universities Industrial Relations Association Annual Conference. (International) Padavic, I., & Ely, R. (presented 2013). A Work-Family or a Work Problem?: Women Partners' Underrepresentation in a Professional Service Firm. Paper presented at New Directions in Leadership Research Conference, INSEAD, Fountanbleu, France. (International) Fiorito, J., DeOrtnentiius, P., & Padavic, I. (presented 2012). Reconsidering Activism: And Just What Do You Mean by That? Paper presented at the meeting of Interuniversity Research Centre on Globalization & Work, Montreal. (International) Padavic, I., Ely, R., Reid, E., & Trefault, S. (presented 2012). A Work-Family or a Work Problem? Women Partners' Underrepresentation in a Professional Service Firm. Paper presented at the meeting of American Sociological Association, Denver. (National) Padavic, I., Ely, R., Reid, E., & Trefault, S. (presented 2012). A Work-Family or a Work Problem? Women Partners' Underrepresentation in a Professional Service Firm. Paper presented at the meeting of Academy of Management, Boston. (National) Padavic, I., Ely, R., Reid, E., & Trefault, S. (presented 2012). A Gender Problem?: Understanding Women's Underrepresentation in the Partnership of a Professional Services Firm. Paper presented at Annual Conference, Gender, Work and Organization, Stoke-on-Trent, England. (International) Butterfield, J., & Padavic, I. (presented 2011). The Impact of Legal Inequality on Relational Power in Planned Lesbian Families. Paper presented at Annual Conference, American Sociological Society, Las Vegas, NV. (National) Padavic, I., & Butterfield, J. (presented 2011). Challenges and Resolutions in Forging a Lesbian Co-Parental Identity. Paper presented at Annual Conference, Southern Sociological Society, Jacksonville, FL. (Regional) 143

150 Padavic, I., Ely, R., Reid, E., & Trefault, S. (presented 2011). Gender and the Long-Hours Work Culture: Observations from a Professional-Services Firm. Paper presented at Annual Conference, Gender Renewals, Amsterdam, Netherlands. (International) Padavic, I., Ely, R., Reid, E., & Trefault, S. (presented 2011). Gender and the Long-Hours Work Culture: Observations from a Professional-Services Firm. Paper presented at Work, Power and Inequality Mini-Conference, Southern Sociological Society, Jacksonville, FL. (Regional) Padavic, I., & Ely, R. (presented 2010). The Double Bind Dilemmas of Women in Authority in a Professional Services Firm. Paper presented at Annual Conference, Eastern Sociological Society, Boston, MA. (Regional) Padavic, I., & Ely, R. (presented 2010). The Nurturing Stereotype, the Nurturing Ideal, and Women's Career Advancement: Preliminary Observations. Paper presented at Annual Conference, Gender, Work and Organization, Stoke-on-Trent, England. (International) Moore, L. D., & Padavic, I. (presented 2009). Gender and Race/Ethnic Sentencing Disparities Among Juvenile Offenders in Florida. Paper presented at Annual Conference, Southern Sociological Society, New Orleans, LA. (Regional) Moore, L. D., & Padavic, I. (presented 2009). Racial and Ethnic Disparities in Boys' Sentencing in the Juvenile Justice System. Paper presented at Annual Conference, American Society of Criminology, Philadelphia, PA. (National) Invited Keynote and Plenary Presentations at Conferences Padavic, I., & Ely, R. (presented 2013, October). The Work-Family Narrative as a Social Defense. Keynote presentation at New York Regional Annual Meeting of the International Society for the Psychoanalytic Study of Organizations, International Society for the Psychoanalytic Study of Organizations, New York. (International) Padavic, I. (presented 2013, August). Gender Politics in Intimate Relationships. Plenary presentation at American Sociological Association, American Sociological Association, New York. (National) Padavic, I. (presented 2013, April). The Work-Family Narrative as Social Defense. Plenary presentation at Southern Sociological Society, Southern Sociological Society, Atlanta. (Regional) Invited Presentations at Conferences Padavic, I. (presented 2013). Author meets Critics: Kevin Stainback and Donald Tomaskovic-Devey's Documenting Desegregation: Racial and Gender Segregation in 144

151 Private-Sector Employment Since the Civil Rights Act. Presentation at Southern Sociological Society, Southern Sociological Society, Atlanta. (Regional) Padavic, I. (presented 2012). Author meets Critics: Arne Kalleberg's Good Jobs, Bad Jobs. Presentation at the meeting of Southern Sociological Society, New Orleans. (Regional) Padavic, I. (presented 2012). Author meets Critics: Kristin Schilt's Just One of the Guys. Presentation at the meeting of Southern Sociological Society, New Orleans. (Regional) Padavic, I. (presented 2011). Top 10 Tips for College Success and a Word or Two on Sociology. Presentation at Colloquium, Honors Student Colloquium, FSU. (Local) Padavic, I. (presented 2009). Top 10 Tips for College Success and a Word or Two on Sociology. Presentation at Colloquium, Honors Student Colloquium, FSU. (Local) Invited Presentations at Symposia Padavic, I., & Ely, R. (presented 2013, April). The Work-Family Narrative as Social Defense. In Ely, R. and Cuddy, A (Chair), Gender & Work: Challenging Conventional Wisdom. Presentation at the meeting of Harvard Business School, Boston. (National) Invited Workshops Padavic, I., Ely, R. J., & Reid, E. M. (2014, March). OSG Workshop. Workshop delivered at MIT Organizational Studies Group, MIT. (Local) Service for the Last Five Years Florida State University FSU University Service Member, Diversity and Inclusion Council (2011 present). Co-Chief Negotiator, United Faculty of Florida (2011 present). Senator, United Faculty of Florida (2003 present). Member, University Admissions Committee (1999 present). Member, Program Committee, Women's Studies (1993 present). 145

152 Judge, Three Minute Thesis Competition (2014). Presenter, Honors Student Colloquium (2011). Member, Planning Committee for Chairs and Deans meetings ( ). Presenter, Honors Student Colloquium (2009). Vice-President, United Faculty of Florida ( ). FSU College Service Member, College Promotion and Tenure Committee ( ). FSU Department Service Member, Policy Committee ( ). Member, Policy Committee ( ). Chair, Department of Sociology ( ). Member, Newsletter Editor and Publicity Coordinator ( ). Editor for Refereed Journals Advisory Editor, Social Problems ( ). The Profession Editorial Board Membership(s) Social Currents (2013 present). Social Forces ( ). Juror for a Performance Documenting Desegregation: Racial and Gender Segregation in Private-Sector Employment Since the Civil Rights Act. Atlanta: Southern Sociological Society (2013). 146

153 Good Jobs, Bad Jobs: The Rise of Polarized and Precarious Employment Systems in the United States,1970s to 2000s. New Orleans, LA: Southern Sociological Society (2012). Just One of the Guys? Transgender Men and the Persistence of Gender Inequality. New Orleans, LA: Southern Sociological Society (2012). Service to Professional Associations Organizer, Organised the Regular session "Gendered Dimensions of Family and Work", American Sociological Association (2014). Nominations Committee, Organizations, Occupations and Work Section, American Sociological Association ( ). Beth Hess Memorial Scholarship Award Committee, Sociologists for Women in Society ( ). Nominations Committee, Southern Sociological Society ( ). Council, Organizations, Occupations and Work Section, American Sociological Association ( ). Committee on Committees, American Sociological Association ( ). 147

154 Quality Enhancement Review: Faculty Vita Format Short Form for the State-Mandated Program Reviews Date Vita Prepared: June 20, 2014 Department: Name: Sociology Jill B. Quadagno Professional Preparation (Highest Degree Only) 1976 Doctor of Philosphy, University of Kansas. Major: Sociology. Teaching Assignment for the Last Five Years Courses excluding dissertation, thesis, supervised teaching and research, and directed individual studies: Semester Course Number Course Name Number Enrolled % of Course Summer 2014 SYA8967 Preparation for Major Area Preliminary Exam Spring 2014 SYA5907 ROMA STUDIES Spring 2014 SYA5909 ROMA STUDIES II Spring 2014 SYA8967 Preparation for Major Area Preliminary Exam Spring 2014 SYP3730 ONLINE COURSE Spring 2014 SYP3730 ONLINE COURSE Fall 2013 SYA5907 Aging and the Life Course Fall 2013 SYA8967 Preparation for Major Area Preliminary Exam Fall 2013 SYP3730 ONLINE COURSE Fall 2013 SYP3730 ONLINE COURSE Summer 2013 SYA5909 Directed Individual Study Spring 2013 SYO6538 Advanced Research Seminar In Stratification and Inequality Fall 2012 SYP3730 Aging and the Life Course Fall 2012 SYP3730 Aging and the Life Course Fall 2012 SYP3730 Aging and the Life Course Fall 2012 SYP3730 Aging and the Life Course Spring 2012 SYA6933 Selected Topics in Sociology Fall 2011 SYA8967 Preparation for Major Area Preliminary Exam Fall 2011 SYP5735 Sociology of Aging Summer 2011 SYA5907 Directed Individual Study

155 Semester Course Number Course Name Number Enrolled % of Course Summer 2011 SYA8967 Preparation for Major Area Preliminary Exam Spring 2011 SYA5907 Directed Individual Study Spring 2011 SYA6933 Selected Topics in Sociology Spring 2011 SYA8967 Preparation for Major Area Preliminary Exam Fall 2010 SYA8967 Preparation for Major Area Preliminary Exam Spring 2010 SYO6538 Advanced Research Seminar In Stratification and Inequality Fall 2009 SYA5515 Sociological Research Practicum Fall 2009 SYA5907 Directed Individual Study Fall 2009 SYP5735 Sociology of Aging Current Doctoral Student Supervisory Committees Chair University Representative Kline, Michael Hunter, Lora R. Martin, James R. Member Laguna, Jason M. Stamm, Tara M. Bradley, Stephanie Lynne Klein, Jesse Lanford, Daniel Doctoral students who have graduated in the last five years for whom you were supervisory committee chair: Carreno-Lukasik, Gina Jokinen-Gordon, Hanna Kail, Benjamin L. Lukasik, Gregory A. McKelvey, Joel B. Rill, Lisa A. Rote, Sunshine M. Shekha, Kaiser R. Von Rohr, Carmen L. Cobb, Ryon J. Nowakowski, Alexandra Pederson, Joellen Fisher Orit S 149

156 Current Master's Student Supervisory Committees Chair Cobb, Ryon J. Kline, Michael Member Lanford, Daniel Bradley, Stephanie Thomas, Kirby Master's students who have graduated in the last five years for whom you were supervisory committee chair: Rote, Sunshine M. Nowakowski, Xan Research and Original Creative Work for the Last Five Years Refereed Journal Articles Publications Quadagno, J. B. (2014). Right Wing Conspiracy? Socialist Plot?: The Origins of the Affordable Care Act. Journal of Health Politics, Policy and Law, 39, Jokinen-Gordon, H., & Quadagno, J. B. (2013). Variations in Parent's Perceptions of their Children's Medical Treatment: The Effect of Dissatisfaction on Preventive Care and Unmet Need. Research in the Sociology of Health Care, 39, Quadagno, J. B., & Pederson, J. (2012). Has Support for Social Security Declined? Attitudes toward the Public Pension in the United States, 2000 and 2010? International Journal of Social Welfare, 21, Quadagno, J. B. (2011). Interest Group Influence on the Patient Protection and Affordability Act of 2010: Winners and Losers in the Health Care Reform Debate. Journal of Health Politics, Policy and Law, 36(3), Rote, S., & Quadagno, J. B. (2011). "Depression and Alcohol Dependence among Welfare Recipients: Before and After the Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) of Social Service Review, June, Quadagno, J. B. (2010). Institutions, Interests and Ideology: An Agenda for the Sociology of Health Care Reform. Journal of Health and Social Behavior, 51, Quadagno, J. B. (2010). The Rise of the Phoenix! Health Care Reform States, Political Power and Societies, 15(2),

157 Kail, B., Quadagno, J. B., & Dixon, M. (2009). Can States Lead the Way to Universal Coverage? The Effect of Health Care Reform on the Uninsured. Social Science Quarterly, 90(5), Rohlinger, D., & Quadagno, J. B. (2009). Framing Faith: Explaining Cooperation and Contention in the Conservative Christian Movement. Social Movement Studies, 8(4), Street, D., Burge, S., & Quadagno, J. B. (2009). The Effects of Licensure Type on Policy and Practices in Florida Assisted Living Facilities. The Gerontologist, 49(2), Refereed Books Quadagno, J. B. (2014). Aging and the Life Course 6th edition. McGraw Hill. Quadagno, J. B. (2011). Aging and the Life Course: 5th Edition. McGraw Hill: New York, NY. Refereed Book Chapters Quadagno, J. B., Fisher, O. S., & Pederson, J. (in press). The Welfare State in Comparative Perspective. In Robert A. Scott and Stephen M. Kosslyn (Ed.), Emerging Trends in the Social and Behavioral Sciences (32 pages). Wiley. Pederson, J., & Quadagno, J. B. (2012). The Three Pillar Approach to Pension Reform: Pathways to Welfare State Restructuring. In Sheying Chen and Jason Powell (Ed.), Global Dynamics of Aging (pp ). Nova Science Publishers. Quadagno, J. B., Lenox Kail, B., & Sheka, R. (2011). Welfare States: Protecting or Risking Old Age. In Rick Settersten, & Jacqueline Angel (Eds.), Handbook of the Sociology of Aging (pp ). New York:Springer. Quadagno, J. B., & Rote, S. (2011). Social Gerontology. In Jeff Manza (Ed.), Oxford Bibliographies Online. New York: Oxford University Press. Quadagno, J. B., & McKelvey, B. (2010). The Consumer-Directed Health Care Movement. In Mayer Zald, Sandra R. Levitsky, & Jane Banaszak-Holl (Eds.), Social Movements and the Transformation of American Health (pp ). New York: Oxford University Press. Kail, B., Quadagno, J. B., & Reid Keene, J. (2009). The Political Economy Perspective in Aging. In Vern Bengtson, Merril Silverstein, & Norella Putney (Eds.), Handbook of Theories of Aging (pp ). New York: Springer. 151

158 Quadagno, J. B., & Rohlinger, D. (2009). Religious Conservatives in U.S. Welfare State Politics. In Kees van Kersbergen, & Philip Manow (Eds.), The Western Welfare State and Its Religious Roots (pp ). Boston: Cambridge University Press. Refereed Papers at Conferences Presentations Quadagno, J. B. (presented 2013, August). Right Wing Conspiracy? Socialist Plot?: The Origins of the Affordable Care Act. Paper presented at Annual Meeting, American Sociological Association, New York. (National) Jokenin-Gordon, H., & Quadagno, J. B. (presented 2012, August). Nativity, Preferred Language and Race/Ethnicity: Parent's Perceptions of their Children's Medical Treatment. Paper presented at Annual Meeting, American Sociological Association, Denver. (National) Kail, B., & Quadagno, J. B. (presented 2011, August). Cohort Differences in Transitions between Work and Retirement: Structural Change and Flexibility in the Life Course. Paper presented at Annual Meeting, Society for the Study of Social Problems, Las Vegas. (National) Quadagno, J. B. (presented 2010). Social Security, the Middle Class and Gender Equality. Paper presented at Conference, National Academy of Social Insurance, Washington, DC. (National) Quadagno, J. B. (presented 2009). Institutions, Interests and Ideology: An Agenda for the Sociology of Health Care Reform. Paper presented at Annual Meeting, American Sociological Association, San Francisco, CA. (National) Quadagno, J. B. (presented 2009). The Politics of Health Care Reform. Paper presented at Annual Meeting, Robert Wood Johnson Foundation, San Diego, CA. (National) Contracts and Grants Funded Contracts and Grants Quadagno, Jill B (PI), & Shekha, K. R. (May 2010 Apr 2012). Doctoral Dissertation Research: Determinants of Welfare. Funded by National Science Foundation. Total award $9,748. Quadagno, J. B., Reynolds, J., & Livingston, C. (Jan 2010 Dec 2010). Osher Lifelong Learning Institute. Funded by Bernard Osher Foundation. Total award $100,

159 Quadagno, J. B. (Nov 2008 Dec 2009). Osher Lifelong Learning Institute. Funded by Bernard Osher Foundation. Total award $100,000. Quadagno, Jill B (PI). (Aug 2008 May 2011). Tuition Fee for Funded by Ford Foundation. Total award $6,000. Reynolds, John R (PI), Quadagno, J. B., & Livingston, C. C. (Aug 2008 Jun 2013). Osher Lifelong Learning Institute At Florida State Univ. Funded by Bernard Osher Foundation, The. (NONE). Total award $375,000. Service for the Last Five Years The Profession Editor for Nonrefereed Journals Associate Editor, Journal of Health and Social Behavior (2007 present). Editorial Board Membership(s) Journal of Health Politics, Policy and Law ( ). The Gerontologist ( ). Journal of Health and Social Behavior ( ). Social Problems ( ). Journal of Gerontology ( ). Reviewer for Textbooks Social Problems ( ). Service to Professional Associations Audit Committee Member, National Academy of Social Insurance (2009 present). National Advisory Council, Investigator Awards in Health Policy Research, Robert Wood Johnson Foundation (2008 present). 153

160 Member, Board of Directors, National Academy of Social Insurance (2007 present). Editorial Board, CSA Journal ( ). Elected to Board of Directors, National Academy of Social Insurance ( ). Advisory Board, American College of Financial Planners ( ). Chair, Robert Ball Distinguished Award Selection Committee, National Academy of Social Insurance (2010). Member, Robert Ball Distinguished Award Event Planning Committee, National Academy of Social Insurance (2010). Panel Participant, Forum on Health Care Reform, The Village Square (2009). Membership Committee, Chair, National Academy of Social Insurance ( ). Membership Committee, Member, National Academy of Social Insurance ( ). The Community Board member, LeMoyne Center for the Visual Arts ( ). 154

161 Quality Enhancement Review: Faculty Vita Format Short Form for the State-Mandated Program Reviews DRAFT Date Vita Prepared: April 11, 2014 Department: Name: Sociology Hernan Ramirez Professional Preparation (Highest Degree Only) 2011 Doctor of Philosophy, University Of Southern California. Major: Sociology. Teaching Assignment for the Last Five Years Courses excluding dissertation, thesis, supervised teaching and research, and directed individual studies: Semester Course Number Course Name Number Enrolled % of Course Spring 2014 SYA4931 WORKING-CLASS MENS' HEALTH Spring 2014 SYD4700 Race and Minority Group Relations Spring 2014 SYG1000 Introductory Sociology Fall 2013 SYD4700 Race and Minority Group Relations Fall 2013 SYD4700 Race and Minority Group Relations Spring 2013 SYD4700 Race and Minority Group Relations Spring 2013 SYD5705 Sociology of Race and Ethnicity Fall 2012 SYD4700 Race and Minority Group Relations Fall 2012 SYG1000 Introductory Sociology Spring 2012 SYG1000 Introductory Sociology Fall 2011 SYG1000 Introductory Sociology Fall 2011 SYG1000 Introductory Sociology Current Doctoral Student Supervisory Committees Member Lennon, Lindsey L Mannheimer, Andrew Herman Mauney, Heather T No doctoral students who have graduated in the last five years for whom you were supervisory committee chair. 155

162 Current Master's Student Supervisory Committees Member Vaghela, Preeti Mansukh Rawlinson, Brittany Godbolt, Dawn No master's students who have graduated in the last five years for whom you were supervisory committee chair. Research and Original Creative Work for the Last Five Years Refereed Journal Articles Publications Ramirez, H. (submitted). From Japanese-American to Mexican Immigrant Labor: Change, Continuity, and Ethnic Succession in Southern California's Maintenance Gardening Sector. Social Science History. Manuscript submitted for publication. Hondagneu-Sotelo, P., Estrada, E., & Ramirez, H. (2011). Más allá de la domesticidad: Un análisis de género de los trabajos de los inmigrantes en el sector informal. Papers: Revista de Sociología, 96(3), Ramirez, H. (2011). Masculinity in the Workplace: The Case of Mexican Immigrant Gardeners. Men and Masculinities, 14(1), Ramirez, H., & Hondagneu-Sotelo, P. (2009). Mexican Immigrant Gardeners: Entrepreneurs or Exploited Workers? Social Problems, 56(1), Refereed Books Ramirez, H. (submitted). Los Jardineros de Los Angeles: Suburban Maintenance Gardening as a Pathway to First and Second Generation Mexican Immigrant Mobility. Manuscript submitted for publication. 156

163 Refereed Book Chapters Plomien, A., & Ramirez, H. (2013). Researching Men in the Relationship between Gender, Migration and Domestic Work. In Gender, Migration and Domestic Work: Masculinities, Male Labour and Fathering in the UK and USA (pp ). New York: Palgrave Macmillan. Ramirez, H., & Hondagneu-Sotelo, P. (2013). Mexican Gardeners in the USA. In Gender, Migration and Domestic Work: Masculinities, Male Labour and Fathering in the UK and USA (pp ). New York: Palgrave Macmillan. Ramirez, H., & Hondagneu-Sotelo, P. (2013). Mexican Immigrant Gardeners: Entrepreneurs or Exploited Workers? In Patricia A. Adler, & Peter Adler (Eds.), Sociological Odyssey: Contemporary Readings in Introductory Sociology. Wadsworth Cengage. Ramirez, H., & Flores, E. (2012). Latino Masculinities in the Post-9/11 Era. In Michael Kimmel, & Michael A. Messner (Eds.), Men's Lives. New York: Pearson. Ramirez, H., & Flores, E. (2010). Latino Masculinities in the Post-9/11 Era. In Maxine Baca Zinn, Pierrette Hondagneu-Sotelo, & Michael A. Messner (Eds.), Gender Through the Prism of Difference (pp ). New York: Oxford University Press. Refereed Reviews Ramirez, H. (2009). Class, Ethnicity, Gender and Latino Entrepreneurship. Camino Real, 2(1), Refereed Papers at Conferences Presentations Ramirez, H. (accepted). Suburban Maintenance Gardening as a Route to Upward Mobility among Mexican Immigrant Men. Paper to be presented at Annual Meeting, American Sociological Association, San Francisco, CA. (National) Ramirez, H. (presented 2014). From Japanese American to Mexican Immigrant Labor: Change, Continuity, and Ethnic Succession in Southern California's Maintenance Gardening Sector. Paper presented at Annual Meeting, Pacific Sociological Association, Portland, OR. (Regional) Ramirez, H. (presented 2010). Latino Masculinities in the Post-9/11 Era. Paper presented at Joint Annual Meeting, Midwest Sociological Society-North Central Sociological Society, Chicago, IL. (Regional) 157

164 Ramirez, H. (presented 2009). Mexican Immigrant Gardeners and their Children: Immigrant Entrepreneurship and its Relationship to Socioeconomic Mobility. Paper presented at Meeting, Conference of Ford Fellows, Irvine, CA. (National) Invited Workshops Ramirez, H. (2013). Surviving the Job Market: Recent Ph.D. and Tenured Faculty Perspectives. Workshop delivered at Norma Williams Mentoring Workshop, sponsored by the Latina/o Sociology Section of the American Sociological Association, New York, NY. (National) Ramirez, H. (2009). IRB/Human Subjects for Migration Research. Workshop delivered at International Migration Section of the American Sociological Association, Mini-Conference, Berkeley, CA. (National) Invited Lectures and Readings of Original Work Ramirez, H. (2011, February). Culture Matters: Get to Know Your Crew's Culture. Delivered at ProGreen EXPO, Denver, CO. (Local) Ramirez, H. (2010, March). Studying Mexican Immigrant Gardeners' Labor Market Experiences in Los Angeles. Delivered at California Lutheran University, Thousand Oaks, CA. (Local) Service for the Last Five Years Florida State University FSU University Service Member, Latina/o Advocacy & Resource Group (2012 present). Participant, Presidential Scholars Program Faculty Roundtable (2014). FSU College Service Member, Policy and Academic Affairs Committee (PAAC) (2013 present). FSU Department Service Member, Undergraduate Program Committee (2013 present). 158

165 Member, Stratification & Social Justice Area Committee (2011 present). Member, Theory Committee (2011 present). Member, Colloquium Committee ( ). The Profession Guest Reviewer for Refereed Journals Men and Masculinities (2014). Gender and Society (2013). Journal of Family Issues (2013). British Journal of Sociology (2011). Men and Masculinities (2011). Social Problems (2010). Reviewer for Textbooks Race and Ethnicity: Social Construction, Intersectionality, and Difference (2012). Service to Professional Associations Member, Southern Sociological Society, Honors Committee ( ). Member, Christina Maria Riegos Student Paper Award Committee, Latina/o Sociology Section of the ASA ( ). Interviews Wiatrowski, K. (2011, August). Number of Hispanic Kids Growing Rapidly in Tampa Bay. The Tampa Tribune [Newspaper]. 159

166 Service to Other Universities Roundtable Discussant, University of California, Los Angeles (UCLA) McNair Research Scholars summer program (2012). Panelist,1st Annual Graduate Studies Forum, University of Southern California (USC) Graduate and Professional Student Senate (GPSS) and USC Graduate Students of Color Network (GSCN) (2010). 160

167 Quality Enhancement Review: Faculty Vita Format Short Form for the State-Mandated Program Reviews Date Vita Prepared: July 02, 2014 Department: Name: Sociology John R Reynolds Professional Preparation (Highest Degree Only) 1997 Doctor of Philosophy, Ohio State University-Main Cam. Major: Sociology. Teaching Assignment for the Last Five Years Courses excluding dissertation, thesis, supervised teaching and research, and directed individual studies: Semester Course Number Course Name Number Enrolled % of Course Summer 2014 SYA8967 Preparation for Major Area Preliminary Exam Spring 2014 SYA4400 Social Statistics Spring 2014 SYA4931 ENVIRONMENTAL CURRICULUM DEV Fall 2013 SYA4930 SOCIOLOGY OF EDUCATION Fall 2013 SYA4931 Rural Educattion and Poverty Fall 2013 SYG2010 Bryan Hall LLC Summer 2013 SYG2010 Social Problems Spring 2013 SYA4400 Social Statistics Fall 2012 ISS2937 Social Science Honors Seminar Fall 2012 SYA6938 Selected Topics in Social Institutions, Social Organization, and Social Po licy Summer 2012 SYA8967 Preparation for Major Area Preliminary Exam Summer 2012 SYG2010 Social Problems Spring 2012 SYA4400 Social Statistics Spring 2012 SYA8967 Preparation for Major Area Preliminary Exam Spring 2012 SYO3530 Social Classes and Inequality Fall 2011 SYA8967 Preparation for Major Area Preliminary Exam Fall 2011 SYG2010 Social Problems Summer 2011 SYA6938 Selected Topics in Social Institutions, Social Organization, and Social Po licy

168 Semester Course Number Course Name Number Enrolled % of Course Summer 2011 SYA8967 Preparation for Major Area Preliminary Exam Spring 2011 SYA5625 Proseminar in Sociology Spring 2011 SYA5907 Directed Individual Study Spring 2011 SYA8967 Preparation for Major Area Preliminary Exam Fall 2010 SYA5625 Proseminar in Sociology Fall 2010 SYA8967 Preparation for Major Area Preliminary Exam Fall 2010 SYG2010 Social Problems Fall 2010 SYO6538 Advanced Research Seminar In Stratification and Inequality Summer 2010 SYA6938 Selected Topics in Social Institutions, Social Organization, and Social Po licy Summer 2010 SYA8967 Preparation for Major Area Preliminary Exam Spring 2010 SYA5516 Reporting Sociological Research Spring 2010 SYA8967 Preparation for Major Area Preliminary Exam Fall 2009 SYA5407 Advanced Quantitative Methods Fall 2009 SYA8945 Doctoral Review Paper Fall 2009 SYA8967 Preparation for Major Area Preliminary Exam Fall 2009 SYA8967 Preparation for Major Area Preliminary Exam Current Doctoral Student Supervisory Committees Chair University Representative Bamford, Melissa J Roberts, Ronnie (Educ Leadership & Policy Studies) Twitty, Courtney Dionne Bukanc, Rachel V. Mannheimer, Andrew Herman Roberts, Ronnie Linley Richard, Keith G. Member Poling, Amanda Elizabeth Taylor, Cynthia Nicole Pena-T, Abraham Elias Pena-Talamantes, Abraham Elias Doctoral students who have graduated in the last five years for whom you were supervisory 162

169 committee chair: McGrady, Patrick Blaine Weinberg, Lisa M Current Master's Student Supervisory Committees Chair Boggs, Kaley Dyan Nix, Amanda Master's students who have graduated in the last five years for whom you were supervisory committee chair: Bamford, Melissa J Stamm, Tara Mantovani Poling, Amanda Elizabeth Research and Original Creative Work for the Last Five Years Refereed Journal Articles Publications Jackson, B. A., & Reynolds, J. R. (2013). The Price of Opportunity: Race, Student Loan Debt, and College Achievement. Sociological Inquiry, 83, Johnson, M. K., & Reynolds, J. R. (2013). Educational Expectation Trajectories and Attainment in the Transition to Adulthood. Social Science Research, 42, McGrady, P., & Reynolds, J. R. (2013). Racial Mismatch in the Classroom: Beyond Black-White Differences. Sociology of Education, 86, Drentea, P., & Reynolds, J. R. (2012). Neither a Borrower nor a Lender Be: The Relative Importance of Debt and SES for Mental Health among Older Adults. Journal of Health and Aging, 24, Boyd, E., Reynolds, J. R., Tillman, K. H., & Martin, P. Y. (2011). Girls' Race/Ethnic Status, Identities, and Drive for Thinness. Social Science Research, 40, Reynolds, J. R., & Johnson, M. K. (2011). Change in the Stratification of Educational Expectations and Their Realization. Social Forces, 90,

170 Reynolds, J. R., & Baird, C. (2010). Is There a Downside to Shooting for the Stars? Unrealized Educational Expectations and Symptoms of Depression. American Sociological Review, 75(1), Refereed Book Chapters Drentea, P., & Reynolds, J. R. (submitted). Economic Hardship and Mental Health: Does Debt Alleviate or Exacerbate the Stress? Manuscript submitted for publication, 18 pages. Refereed Presentations at Conferences Presentations Bamford, M., Twitty, C., & Reynolds, J. R. (presented 2011). Failing Schools in Florida: Accountability and the Consolidation of Educational Disadvantage. Presentation at the meeting of Southern Sociological Society, Jacksonville, FL. (Regional) Mannheimer, A., McGrady, P., & Reynolds, J. R. (presented 2011). Contested Terrain Surrounding Teacher Employment Conditions. Presentation at the meeting of Southern Sociological Society, Jacksonville, FL. (Regional) Stamm, T., Poling, A., & Reynolds, J. R. (presented 2011). Charter School Growth in Florida: Founders, Frames, and Implications for Educational Inequality. Presentation at the meeting of American Sociological Association, Las Vegas, NV. (National) Weinberg, L., & Reynolds, J. R. (presented 2010). Parents Educational Expectations for Their Young Children: SES, Race/Ethnicity and School Feedback. Presentation at the meeting of Southern Sociological Society, Atlanta, GA. (Regional) Johnson, M. K., & Reynolds, J. R. (presented 2009). Historical Change in the Persistence of Educational Expectations in an Era of Rising Ambition. Presentation at the meeting of American Sociological Association, San Francisco, CA. (National) Reynolds, J. R., & Johnson, M. K. (presented 2009). Change in the Stratification of Educational Expectations and Their Realization, Presentation at the meeting of Southern Sociological Society, New Orleans, LA. (Regional) 164

171 Contracts and Grants Contracts and Grants Funded Reynolds, John R (PI). (Oct 2013 Sep 2014). Comprehensive Older Driver Program. Funded by Florida Department of Transportation. (AR674). Total award $200,000. Reynolds, John R (PI). (Oct 2012 Sep 2013). Comprehensive Older Driver Program. Funded by Florida Department of Transportation. (xzcvaqs40). Total award $300,000. Reynolds, John R (PI). (Oct 2011 Sep 2012). Comprehensive Older Driver Program. Funded by Florida Department of Transportation. (AQG91). Total award $300,000. Reynolds, John R (PI). (Oct 2010 Sep 2011). Comprehensive Older Driver Program. Funded by Florida Department of Transportation. (AQ425). Total award $175,000. Reynolds, John R (PI), Quadagno, J. B., & Livingston, C. C. (Aug 2008 Jun 2013). Osher Lifelong Learning Institute At Florida State Univ. Funded by Bernard Osher Foundation, The. (NONE). Total award $375,000. Service for the Last Five Years Florida State University FSU University Service Member, Search Committee for Director of Institute for Successful Longevity (2012 present). Member, Promotion and Tenure Committee ( ). Chair, GPC Subcommittee to Review the Department of Interior Design ( ). Member, Bryan Hall Living Learning Community Steering Committee ( ). FSU College Service Member, Executive Planning Committee (2009 present). Member, Promotion and Tenure Committee ( ). 165

172 FSU Department Service Member ( present), Chair ( ), Area Exam Committees: Social Stratification, Race/Class/Gender (2010 present). Chair, Ad-hoc Committee on Faculty Governance ( ). Member, Departmental Policy and Personnel Committee ( ). Member, Graduate Admissions and Financial Aid Committee ( ). Member, Graduate Policy Committee ( ). Director, Graduate Program ( ). Chair, Webmaster recruitment, webpage redesign, maintenance ( ). FSU Institute or Center Service Director, Pepper Institute (2009 present). Member, Claude Pepper Center Advisory Committee (2009 present). Editor for Refereed Journals The Profession Deputy Editor, American Sociological Review ( ). Editorial Board Membership(s) Journal of Health and Social Behavior ( ). Sociology Compass ( ). Service to Professional Associations Publications Committee, Southern Sociological Society (2012 present). Council, Section on Aging and the Life Course, American Sociological Association ( ). 166

173 Executive Committee, Southern Sociological Society ( ). Program Committee, Southern Sociological Society ( ). Co-Chair of Program Committee, Southern Sociological Society (2009). The Community Administrative Team, Florida Safe Mobility for Life Coalition (2010 present). 167

174 Quality Enhancement Review: Faculty Vita Format Short Form for the State-Mandated Program Reviews Date Vita Prepared: July 05, 2014 Department: Name: Sociology Deana A Rohlinger Professional Preparation (Highest Degree Only) 2004 Doctor of Philosophy, University Of California, Irvine. Major: Sociology. Teaching Assignment for the Last Five Years Courses excluding dissertation, thesis, supervised teaching and research, and directed individual studies: Semester Course Number Course Name Number Enrolled % of Course Summer 2014 SYO3460 ONLINE COURSE Summer 2014 SYO3460 ONLINE COURSE Summer 2014 SYO3460 ONLINE COURSE Spring 2014 SYA4905 SOCIAL MOVEMENT RESEARCH Spring 2014 SYA5315 Qualitative Research Methods in Sociology Spring 2014 SYO3460 ONLINE COURSE Spring 2014 SYO3460 ONLINE COURSE Fall 2013 ISS2937 HONORS-SOCIAL MOVEMENTS Fall 2013 SYA4931 Honors Work Fall 2013 SYP6356 Sociology of the Contemporary Women's Movement Summer 2013 SYA5907 Directed Individual Study Summer 2013 SYO3460 Sociology of Mass Media Summer 2013 SYO3460 Sociology of Mass Media Summer 2013 SYO3460 Sociology of Mass Media Summer 2013 SYO3460 Sociology of Mass Media Spring 2013 SYA4931 Honors Work Spring 2013 SYO3460 Sociology of Mass Media Spring 2013 SYO3460 Sociology of Mass Media Spring 2013 SYO3460 Sociology of Mass Media Spring 2013 SYO3460 Sociology of Mass Media Spring 2013 SYO3460 Sociology of Mass Media Summer 2012 SYA5907 Directed Individual Study Summer 2012 SYA8967 Preparation for Major Area Preliminary Exam

175 Semester Course Number Course Name Number Enrolled % of Course Summer 2012 SYA8967 Preparation for Major Area Preliminary Exam Summer 2012 SYO3460 Sociology of Mass Media Summer 2012 SYO3460 Sociology of Mass Media Summer 2012 SYO3460 Sociology of Mass Media Summer 2012 SYO3460 Sociology of Mass Media Summer 2012 SYO3460 Sociology of Mass Media Spring 2012 SYA4905 Directed Individual Study Spring 2012 SYA5907 Directed Individual Study Spring 2012 SYA8967 Preparation for Major Area Preliminary Exam Spring 2012 SYP3350 Collective Action and Social Movements Spring 2012 SYP3350 Collective Action and Social Movements Fall 2011 SYA8967 Preparation for Major Area Preliminary Exam Fall 2011 SYO3460 Sociology of Mass Media Fall 2011 SYO3460 Sociology of Mass Media Fall 2011 SYO3460 Sociology of Mass Media Fall 2011 SYO3460 Sociology of Mass Media Fall 2011 SYO3460 Sociology of Mass Media Fall 2011 SYO6538 Advanced Research Seminar In Stratification and Inequality Summer 2011 SYA8967 Preparation for Major Area Preliminary Exam Summer 2011 SYO3460 Sociology of Mass Media Summer 2011 SYO3460 Sociology of Mass Media Summer 2011 SYO3460 Sociology of Mass Media Summer 2011 SYO3460 Sociology of Mass Media Spring 2011 ISS2937 Social Science Honors Seminar Spring 2011 SYA5907 Directed Individual Study Spring 2011 SYA8967 Preparation for Major Area Preliminary Exam Spring 2011 SYO3460 Sociology of Mass Media Spring 2011 SYO3460 Sociology of Mass Media Spring 2011 SYO3460 Sociology of Mass Media Spring 2011 SYO3460 Sociology of Mass Media Fall 2010 SYA5907 Directed Individual Study Fall 2010 SYA6936 Selected Topics in Research Methods Fall 2010 SYP5305 Collective Behavior and Social Movements Summer 2010 SYA5907 Directed Individual Study Summer 2010 SYA5909 Directed Individual Study

176 Semester Course Number Course Name Number Enrolled % of Course Summer 2010 SYA8967 Preparation for Major Area Preliminary Exam Spring 2010 SYO3460 Sociology of Mass Media Spring 2010 SYO3460 Sociology of Mass Media Spring 2010 SYO3460 Sociology of Mass Media Spring 2010 SYO3460 Sociology of Mass Media Spring 2010 SYO3460 Sociology of Mass Media Spring 2010 SYO6538 Advanced Research Seminar In Stratification and Inequality Current Doctoral Student Supervisory Committees Chair Conn, Sarrah G Mauney, Heather T. Stamm, Tara Mantovani University Representative Ensiminger, Swantel Lee, Ji Sue Wright, Carla Williams, Olivia Hernandez, Esteebaliz Member Villafane, Perla M Roach, Teresa Ann Doctoral students who have graduated in the last five years for whom you were supervisory committee chair: Brown, Jordan Current Master's Student Supervisory Committees Chair Gentile, Haley Turner, Michael Claxton, Elyse Glauden, Shawn Member Nix, Amanda Jones, Megan Master's students who have graduated in the last five years for whom you were supervisory committee chair: Erdemli, Rifat Klein, Jesse 170

177 Research and Original Creative Work for the Last Five Years Refereed Journal Articles Publications Rohlinger, D. A., ~Vaccaro, C., ~Session, M., & ~Mauney, H. (submitted). Identity in Action: Personal Identity and Argumentation in the Terri Schiavo Case. Social Currents. Manuscript submitted for publication. Rohlinger, D. A., & Bunnage, L. (submitted). Connecting People to Politics Over Time? Internet Communication Technology and Activist Persistence in MoveOn and the Tea Party Movement. American Sociological Review. Manuscript submitted for publication, 42 pages. ~Brown, R. L., & Rohlinger, D. A. (in press). Cohort Consequences: Political Generation and Change. Journal of Women and Aging, 30 pages. Rohlinger, D. A., ~Pederson, J., & ~Valle, G. (in press). Inclusive Discourse? Local Media Coverage of the Terri Schiavo Case. Sociological Spectrum, 42 pages. Rohlinger, D. A., & ~Brown, J. (2013). Mass Media and Institutional Change: Organizational Reputation, Strategy, and Outcomes in the Academic Freedom Movement. Mobilization: An International Quarterly, 18(1), Rohlinger, D. A., & ~Stamm, T. (2013). Acting Contentiously: Social Movement Simulations in the Classroom. Academic Exchange Quarterly, 17(2), 20. Meyer, D. S., & Rohlinger, D. A. (2012). Big Books and Social Movements: A Myth of Ideas and Social Change. Social Problems, 59(1), Rohlinger, D. A., ~Kail, B., Taylor, M., & ~Conn, S. (2012). Outside the Mainstream: Media Coverage of the U.S. Abortion Debate, Research on Social Movements, Conflict & Change, 33, Rohlinger, D. A., & ~Klein, J. (2011). Visual Landscapes and the Abortion Issue. American Behavioral Scientist, 56(2), Rohlinger, D. A., & ~Brown, J. (2009). "Democracy, Action and the Internet after 9/11.". American Behavioral Scientist, 53(1), Rohlinger, D. A., & Quadagno, J. (2009). "Framing Faith: Explaining Cooperation and Conflict in the U.S. Conservative Christian Political Movement". Social Movement Studies, 8(4),

178 Refereed Books Rohlinger, D. A. (in press). Abortion Politics, Mass Media and Social Movements in America. Cambridge: Cambridge University Press. Edited Books Earl, J., & Rohlinger, D. (Eds.). (2012). Research in Social Movements, Conflicts and Change. Special Issue on Media, Movements, and Political Change. Emerald. Maney, G., Kutz-Flamenbaum, R., Rohlinger, D., & Goodwin, J. (Eds.). (2012). Strategy in Action: Movement and Social Change. University of Minnesota Press. Invited Book Chapters Rohlinger, D. A. (contract). "Do You Like Big Macs, Coca Cola, and Levis? Understanding National Identity Through TV and Sociology. Manuscript under contract for publication, Need to Ask. Rohlinger, D. A., & ~Claxton, E. (contract). The Other Women's Movement: Conservative Women's Activism in America. Manuscript under contract for publication, Oxford University Press. Rohlinger, D. A., & ~Gentile, H. (in press). "Letting Go" and "Having Fun": Redefining Aging in America. In Donna King, & Kay Valentine (Eds.), Letting Go: Feminist and Social Justice Insights and Activism (21 pages). Vanderbilt University Press. Rohlinger, D. A., ~Klein, J., ~Stamm, T., & ~Rogers, K. (2015). Constricting Boundaries: Collective Identity in the Tea Party Movement. In Nancy Naples, & Jennifer Bickham-Mendez (Eds.), Border Politics, Social Movements and Globalization (pp ). New York University Press. Rohlinger, D. A., & ~Klein, J. (2014). From Fervor to Fear: ICT and Emotions in the Tea Party Movement. In David Meyer, & Nella Van Dyke (Eds.), Understanding the Tea Party Movement (pp ). Ashgate. Rohlinger, D. A., Bunnage, L., & ~Klein, J. (2014). Virtual Power Plays: Social Movements, ICT, and Party Politics". In Bernard Groffman, Alex Trechsel, & Mark Franklin (Eds.), The Internet and Democracy in Global Perspective (Studies in Public Choice) (pp ). Springer. 172

179 Quadagno, J., & Rohlinger, D. A. (2009). The Religious Factor in U.S. Welfare State Policies. In K. Van Kersbergen, & P. Manow (Eds.), Religion and the Western Welfare State (pp ). Cambridge University Press. Refereed Book Chapters Earl, J., & Rohlinger, D. A. (2012). Introduction: Media, Movements, and Political Change. In Earl, Jennifer, & Rohlinger, Deana (Eds.), Research in Social Movements, Conflicts and Change, Issue on Media, Movements, and Political Change (pp. 1-13). Emerald. Maney, G., Kutz-Flamenbaum, R., Rohlinger, D., & Goodwin, J. (2012). Introduction: Strategy in Action. In Gregory Maney, Rachel Kutz-Flamenbaum, Deana Rohlinger, & Jeff Goodwin (Eds.), Strategies for Social Change (pp. xi-xxxviii). University of Minnesota Press. Rohlinger, D. A. (2009). Introduction: Political Shocks and Activism. In Rohlinger, Deana (Ed.), American Behavioral Scientist, issue on Activism after 9/11 (pp. 3-9). Sage. Invited Encyclopedia Entries Rohlinger, D. A., & ~Latinsky, A. (in press). Gender Socialization. In G. Ritzer (Ed.), Encyclopedia of Sociology (2 nd ed.). Oxford: Blackwell Publishers. Rohlinger, D. A., & ~Latinsky, A. (in press). Privilege. In G. Ritzer (Ed.), Encyclopedia of Sociology (2 nd ed.). Oxford: Blackwell Publishers. Rohlinger, D. A., & ~Sessions, M. (2013). "Pro-Life and Pro-Choice Movements". In D. Snow, D. della Porta, B. Klandermans, & D. McAdam (Eds.), The Blackwell Encyclopedia of Social and Political Movements (p ). Blackwell Publishers. Rohlinger, D. A., & ~Vaccaro, C. (2013). "Media and Social Movements". In D. Snow, D. della Porta, B. Klandermans, & D. McAdam (Eds.), The Blackwell Encyclopedia of Social and Political Movements (p ). Blackwell Publishers. Snow, D., & Rohlinger, D. A. (2013). Convergence Theory. In D. Snow, D. della Porta, B. Klandermans, & D. McAdam (Eds.), The Blackwell Encyclopedia of Social and Political Movements (274 th ed.). Blackwell Publishers. Invited Reviews Rohlinger, D. A. (2012). Soundbitten: The Perils of Media- Centered Political Activism. Contemporary Sociology, 41(4),

180 Rohlinger, D. A. (2009). Review of Nicolas Winter, "Dangerous Frames: How Ideas About Race & Gender Shape Public Opinion.". American Journal of Sociology, 115(1), Refereed Papers at Conferences Presentations Rohlinger, D. A., & Bunnage, L. (presented 2014). Connecting People to Politics? Activist Persistence in MoveOn and Tea Party Movement. Paper presented at the meeting of American Sociological Association, San Francisco, CA. (National) Rohlinger, D. A., Vaccaro, C., Sessions, M., & Mauney, H. (presented 2014). Identity Deployment, Social Movements, and the Battle over Terri Schiavo. Paper presented at the meeting of American Sociological Association, San Francisco, CA. (National) Rohlinger, D. A., & Brown, R. (presented 2013). Cohort Consequences: Political Generation and Change. Paper presented at the meeting of American Sociological Association. (National) Rohlinger, D. A., & Bunnage, L. (presented 2013). Connecting People to Politics? Technology, Organization, and Participation in the Tea Party Movement and MoveOn.org over Time. Paper presented at the meeting of Southern Sociological Society. (Regional) Rohlinger, D. A., Pederson, J., & Valle, G. (presented 2013). Diversifying Discourse? Local Media Coverage of the Terri Schiavo CAse. Paper presented at Media Sociology Pre-Conference, American Sociological Association. (International) Rohlinger, D. A., Vacarro, C., Sessions, M., & Mauney, H. (presented 2013). Identity in Action: Personal Identity in the Terri Schiavo Case. Paper presented at the meeting of American Sociological Association. (National) Rohlinger, D. A., Bunnage, L., & Klein, J. (presented 2012). Virtual Power Plays: Social Movements, ICT, and Party Politics. Paper presented at Annual Meeting, Society for the Study of Social Problems. (National) Rohlinger, D. A., Bunnage, L., & Klein, J. (presented 2012). Virtual Power Plays: Social Movements, ICT, and Party Politics. Paper presented at Annual Meeting, American Sociological ASsociation. (National) Rohlinger, D. A., & Klein, J. (presented 2012). From Fervor to Fear: ICT and Emotions in the Tea Party Movement. Paper presented at Annual Meeting, Union for Democratic Communication. (National) 174

181 Rohlinger, D. A., & Klein, J. (presented 2012). From Fervor to Fear: ICT and Emotions in the Tea Party Movement. Paper presented at Annual Meeting, American Sociological Association. (National) Rohlinger, D. A., & Brown, J. (presented 2011). Connecting People to Politics? The Role of the Internet in Participation in MoveOn and the Tea Party Movement. Paper presented at Annual Meeting, Pacific Sociological Association. (Regional) Rohlinger, D. A., & Brown, J. (presented 2011). Unpacking Media Strategy: The Case of the Academic Freedom Movement. Paper presented at Annual Meeting, American Sociological Association. (National) Rohlinger, D. A., & Klein, J. (presented 2011). Visual Landscapes and the Abortion Issue. Paper presented at Annual Meeting, American Sociological Association. (National) Vaccaro, C., Rohlinger, D. A., Erdemli, S., & Rogers, K. (presented 2011). An Appeal to Emotion: Framing in the Public and Private Sphere. Paper presented at Annual Meeting, Eastern Sociological Society. (Regional) Pederson, J., Schindler, K., Valle, G., & Rohlinger, D. A. (presented 2010). Terri's Fate: Regional and Political Differences in the Discussion of the End of Life Outcomes. Paper presented at Annual Meeting, Southern Sociological Association. (Regional) Pederson, J., Schindler, K., Valle, G., & Rohlinger, D. A. (presented 2010). Terri's Fate: Regional and Political Differences in the Discussion of the End of Life Outcomes. Paper presented at Annual Meeting, American Sociological Association. (National) Rohlinger, D. A. (presented 2010). Introducing the Terri Schiavo Project. Paper presented at Annual Meeting, Southern Sociological Society. (Regional) Rohlinger, D. A., & Brown, J. (presented 2010). Unpacking Media Strategy: The Case of the Academic Freedom Movement. Paper presented at Annual Meeting, American Sociological Association. (National) Session, M., Mauney, H., Rote, S., & Rohlinger, D. A. (presented 2010). Dear Governor Bush': Framing and Role-Identities in about Terri Schiavo. Paper presented at Annual Meeting, Southern Sociological Society. (National) Session, M., Mauney, H., Rote, S., & Rohlinger, D. A. (presented 2010). Dear Governor Bush': Framing and Role-Identities in about Terri Schiavo. Paper presented at Annual Meeting, Amercan Sociological Association. (National) Vaccaro, C., Erdemli, S., Rogers, K., & Rohlinger, D. A. (presented 2010). Emotional Resonance and Political Activism: A Social Psychological Analysis of the Terri Schiavo Case. Paper presented at Annual Meeting, American Sociological Association. (National) 175

182 Rohlinger, D. A., Brown, J., & Weinberg, L. (presented 2009). Moving Media Strategy Online: The Academic Freedom Movement in the Virtual World. Paper presented at Annual Meeting, Southern Sociological Society. (Regional) Rohlinger, D. A., Bunnage, L., & Brown, J. (presented 2009). Mobilizing On and Offline: E-Organizations and Activism. Paper presented at Annual Meeting, American Sociological Association. (National) Rohlinger, D. A., Russell, K., & Koontz, A. (presented 2009). Baby Boomers and Cultural Change in the U.S. Paper presented at Annual Meeting, American Sociological Association. (National) Refereed Papers at Symposia Rohlinger, D. A. (accepted). Organizational Reputation, Mass Media, and Institutional Change. In Brayden King, Aseem Prakash, and Michael Barnett (Chair), NGOs and Reputation. Symposium to be conducted at the meeting of Oxford Centre on Corporate Responsibility, Oxford University. (International) Rohlinger, D. A., Bunnage, L., & Klein, J. (presented 2012). Virtual Power Plays: Social Movements, ICT, and Party Politics. In Annual Meeting. Symposium conducted at the meeting of The Internet, Democracy and Voting Conference, Laguna Beach, CA. (International) Invited Keynote and Plenary Presentations at Conferences Rohlinger, D. A., & Bunnage, L. (presented 2011). Connecting People to Politics? The Role of the Internet in Participation in MoveOn and the Tea Party Movement. Plenary presentation at Collective Behavior and Social Movements Conference, American Sociological Association, Las Vegas, NV. (International) Refereed Workshops Rohlinger, D. A. (2010). Media and Collective Civic Engagement (Professional Workshop). Workshop delivered at American Sociological Association, Atlanta, GA. (National) Invited Lectures and Readings of Original Work Rohlinger, D. A. (2012). Abortion Politics in the 21st Century. Delivered at Sociologists for Women in Society. (Local) 176

183 Rohlinger, D. A. (2012). Connecting People to Politics? Internet Communication Technology and Participation in MoveOn and the Tea Party Movement. Delivered at Department of Sociology, Vanderbilt University. (Local) Rohlinger, D. A. (2012). Media and Movements. Delivered at Department of Sociology, Tufts University. (Local) Rohlinger, D. A. (2012). What Next? Future Research on Social Movements and Mass Media. Delivered at Department of Sociology, University of Arizona. (Local) Rohlinger, D. A. (2011). Studying Social Movement. Delivered at FIG program (Service Learning Center), Florida State University. (Local) Rohlinger, D. A. (2011). Talking Values: Strategies that Produce Informed Research. Delivered at Department of Urban and Regional Planning, Florida State University. (Local) Rohlinger, D. A. (2011). Understanding Protest and Social Movements. Delivered at Center for Leadership and Civic Engagement, Florida State University. (Local) Rohlinger, D. A. (2011). Writing Qualitative Papers. Delivered at Department of Sociology. Florida State University. (Local) Rohlinger, D. A. (2010). Crafting Qualitative Dissertation. Delivered at Department of Urban and Regional Planning, Florida State University. (Local) Rohlinger, D. A. (2010). Teaching Non-Traditional Classes Effectively: From Directed Independent Studies to Advanced Research Seminars. Delivered at Department of Sociolog, Florida State University. (Local) Rohlinger, D. A. (2010). The Internet, Organizing, and the Progressive Movement. Delivered at Center for the Study of Democracy at University of California, Irvine. (Local) Rohlinger, D. A. (2009). Social Movements Meets Mathematics. Delivered at Department of Mathematics, Florida State University. (Local) Invited Digital Projects Digital Projects Rohlinger, D. A. (2014, June). Collective Action in Fiction: Dive into Dystopian World of Wool [Mobilizing Ideas]. Center for the Study of Social Movements at University of Notre Dame. 177

184 Rohlinger, D. A. (Contributor). (2013, March). Moving Forward or Standing Still? The Battle over Abortion in the 21st Century [Commentary and Analysis]. Center for the Study of Social Movements (Notre Dame). Rohlinger, D. A. (Contributor). (2011, December). Point and Click Change? Understanding Social Movements in the Digital Era [Analysis and Commentary]. Center for the Study of Social Movements (Notre Dame). Contracts and Grants Funded Contracts and Grants Rohlinger, D. A. ( ). Constructing Political Discourse: Framing Life and Death in the Debate over Terri Schiavo. Funded by Committee on Faculty Research Support. Total award $14,000. Rost, K., & Rohlinger, D. A. ( ). Influencing Employer Benefit Purchasing Behavior. Funded by National Institute of Mental Health. Total award $2,008,084. Service for the Last Five Years Florida State University FSU University Service Advisor, FSU Habitat for Humanity (2012 present). Committee Member, Social Media Recruitment Committee (2012 present). Committee Member, Jean Kilbourne Organizing Committee (2005 present). Committee Member, Leadership Award Selection Committee (2014). Interviewer, Social Science Scholars Program (2013). Organizer, Inequality Working Group ( ). Alternate, Faculty Senate ( ). FSU Department Service Member, Promotion and Tenure Committee (2010 present). 178

185 Member, Special Area Exam Committee (2009 present). Member, Methods Committee (2008 present). Member, Special Area Committee for Graduate Methods (2008 present). Member, Stratification and Social Justice Area Exam Committee (2007 present). Founder and faciliator, Inequality Working Group (2005 present). Member, Special Area Committee for Stratification and Social Justice (2004 present). Member, Stratification and Social Justice Area Committee (2004 present). Member, Graduate Admissions and Financial Aid Committee ( ). Chair, Colloquium Committee ( ). Chair, Stratification and Social Justice Area Exam Committee ( ). Member, Graduate Admissions and Financial Aid Committee ( ). Member, Department Personnel Committee ( ). The Profession Editor for Refereed Journals Editor, Sociology Compass, Section on Social Movements (2012 present). Book Review Editor, Mobilization: An International Journal of Research (2012 present). Guest Editing for Refereed Journals Rohlinger, D. A. (Ed.). (2009). Activism after 9/11 [Special Issue]. American Behavioral Scientist, 53(1). Editorial Board Membership(s) Social Problems (2013 present). American Behavioral Scientist (2012 present). 179

186 American Sociological Review ( ). Mobilization: The International Quarterly Review ( ). Sociology Compass: Social Movements ( ). Social Problems ( ). Guest Reviewer for Refereed Journals Sociological Perspectives ( ). Journal of Elections, Public Opinion, & Parties ( ). Journal of Communication ( ). Gender & Society ( ). New Media & Society ( ). American Journal of Sociology ( ). Administrative Science Quarterly ( ). Social Movement Studies ( ). Sociological Forum ( ). Sociological Inquiry ( ). Sex Roles ( ). Social Forces ( ). Reviewer or Panelist for Grant Applications CAREER ( ). National Science Foundation ( ). 180

187 Service to Professional Associations Discussant for session on Media and Movements, American Sociological Association (2013 present). Critic in Author Meets Critic Session on Holly McCammon's Book, Southern Sociological Society (2013 present). Discussion for panel on Social Movements and Mass Media, American Sociological Association (2011 present). Mentor to a junior scholar, Society for the Study of Social Problems (2010 present). Mentor to a junior scholar, The Collective Behavior Social Movements Section of the American Sociological Association (2010 present). Membership and Recruitment Committee, Society for the Study of Social Problems ( ). Council Member, The Collective Behavior Social Movements Section of the American Sociological Association ( ). Organizer, Social Movements, Corporations, and Consumption, American Sociological Association (2013). Discussant for a Working Paper Session on "Activism in the Women's Movement", Collective Behavior Social Movement workshop, American Sociological Association (2011). Discussant, Social Movements and Framing, American Sociological Association (2011). Organizer, Emotions, Politics, and Action: The Debate over Terri Schiavo, Southern Sociological Society (2010). Interviews Benk, R. (2014, January). What the Water 'Declaration' Actually Does. Capital Report [Television]. Sarkissian, A., & Rossman, S. (2013, December). Same Game, new Tech for BCS Game: Viewing and Interacting During Title Game Share Little with 1999 Matchup. Tallahassee Democrat [Newspaper]. Skjeseth, H. T. (2013, November). Abortion Opponents Gain Ground. Dagsavisen [Newspaper]. 181

188 Lewis, T. (2013, August). What Will Spur the Next March on Washington? LiveScience.com [Web]. McGrory, K. (2013, August). Waiting it Out: Who Will Last Longer, Gov. Scott or Protestors? Miami Herald and St. Petersburg Tribune [Newspaper]. Reyes, E. (2013, June). Protests in Brazil and Turkey. Biz Asia America [Television]. C.S. Soong. (2013, April). Strategies for Social Change. Against the Grain [Radio Program]. Hatter, L. (2012, September). Recent violence in the Middle East in response to the anti-muslim Video. It's About Florida. Retrieved from Siders, D., & Van Oot, T. (2012, September). Large Protests Anticipated at Political Conventions Fail to Materialize. Sacramento Bee. Retrieved from Hatter, L. (2012, September). Violence in the Middle East. It's About Florida [WFSU]. Morelli, K. (2012, August). Omnipresent Lens May Temper Conflict. Tampa Tribune. Retrieved from -temper-conflict-ar / Nielsen, J. (2012, July). Helping Others is a Mission. Manatee Herald Tribune. Retrieved from Title=Helping-others-is-mission Ossowski, Y. (2012, July). FL: Tea Party Groups Steer Clear of GOP Branded Candidates. Watchdog.org. Retrieved from Phan, R. (2012, July). Culture Club: Magic Mike and the Mystical Nude Male Body. National Post. Retrieved from Gabovitch, M., & Sausser, L. (2012, July). "Youth Vote 2012: Where Things Stand". Y-Press. Morelli, K. (2012, February). Occupiers to Invade Tampa for RNC, Organizers Predict. Tampa Tribune. Retrieved from izers-predi-ar / Rovner, J. (2012, February). Planned Vs. Komen: Women's Health Giants Face Off Over Abortion. National Public Radio (All Things Considered). Retrieved from 182

189 Neumann, S. (2012, February). Occupying the Nation's Attention, If Not Its Cities. National Public Radio. Retrieved from es Rohlinger, D. A., & Leitsinger, M. (2012, January). Occupy Congress: Could It Be Politics as Usual. MSNBC. Retrieved from -politics-as-unusual Martin, T., & McKay, B. (2012, January). Man Faces Federal Charges in Abortion Clinic Fire. Wall Street Journal [ Nelson, M. (2012, January). Fla. Abortion Clinic that Burned New Year's Day has been Center of Anti-Abortion Movement. Associated Press. Retrieved from Pilar Marrero. (2011, November). Crece Indignación por uso de Fuerza Señalan Que Incidentes con Policías Pueden Haber Fortalecido a los Ocupantes. La Opinion. Retrieved from Cardin, J. (2011, November). An hour long political talk show on the Tea Party Movement and the Occupy Wall Street Movement (only guest). Ideas Network on Wisconsin Public Radio. Retrieved from 06%3A00%3A00%2E0 Shabazz, S. (2011, November). Dissatisfaction Feeds Occupy Wall Street Movement. The Final Call News. Krylova, E. (2011, November). In Focus (segment on Occupy Wall Street). Voice of Russia. Retrieved from Rohlinger, D. A., & Gomez, A. (2011, November). Tea Party, Occupy Share Similar Beginnings. USA Today. Retrieved from /1 Kurtzleben, D. (2011, November). The Occupy Vs. Tea Party Scorecard: While Tea Partiers have Political Power, Occupy has International Support. US News and World Report. 183

190 Retrieved from Colon, D. (2011, November). What's Behind Our Obsession With Awareness Bracelets. Florida Public Radio. Retrieved from Goldberg, A. (2011, November). End or Evolution? Occupy Movement at a Crossroads. Nachrichten [Newspaper]. Howson, S. (2011, October). Occupy Wall Street Makes Room for Women's Voices. Athena Magazine. Retrieved from Leitsinger, M. (2011, October). Old Guard Back in the Trenches at 'Occupy' Protests: Activists from other eras Vietnam, Civil Rights and Anti-Nuclear Join the 'Kids. MSNBC. Retrieved from upy-protests/#.tw8snavwp2a Merritt, J. (2011, October). Occupy Wall Street to Big to Fail? Parade Magazine. Colon, D. (2011, October). What's Behind Our Obsession with Awareness Bracelets. Healthy State [Florida Public Radio]. Colarossi, A. (2011, July). Why did Casey Anthony case rivet us? Orlando Sentinel. Retrieved from Ng, C. (2011, July). MTV Might Make High School Dropouts Its Next Reality Show Stars. ABC News. Retrieved from d= #.tujysrik67s Rovner, J. (2011, April). Planned Parenthood: A Thorn in Abortion Foes' Sides. National Public Radio (Morning Edition). Retrieved from -red Burcharth, M. (2010, November). Will the Tea Party Become a Third Party? Information. Burcharth, M. (2010, October). The Conservative Democrats are in their Death Throes. Information. 184

191 Service to Other Universities Reviewer for Promotion and Tenure, Tulane University (2013). Reviewer for a colleague's promotion to full professor, Hofstra University (2011). 185

192 Quality Enhancement Review: Faculty Vita Format Short Form for the State-Mandated Program Reviews Date Vita Prepared: August 13, 2014 Department: Name: Sociology Douglas P Schrock Professional Preparation (Highest Degree Only) 2001 Doctor of Philosophy, North Carolina State University. Major: Sociology. Teaching Assignment for the Last Five Years Courses excluding dissertation, thesis, supervised teaching and research, and directed individual studies: Semester Course Number Course Name Number Enrolled % of Course Fall 2014 SYA4930 VETERANS COLLEGIATE RESEARCH Fall 2014 SYA4931 Honors Work Fall 2014 SYA8967 Preparation for Major Area Preliminary Exam Fall 2014 SYP3000 ONLINE COURSE Fall 2014 SYP3000 Social Psychology of Groups Fall 2014 SYP3000 ONLINE COURSE Fall 2014 SYP3000 ONLINE COURSE Summer 2014 SYA8967 Preparation for Major Area Preliminary Exam Summer 2014 SYP3000 ONLINE COURSE Summer 2014 SYP3000 ONLINE COURSE Summer 2014 SYP3000 Social Psychology of Groups Spring 2014 SYP3000 ONLINE COURSE Spring 2014 SYP3000 ONLINE COURSE Spring 2014 SYP3000 ONLINE COURSE Spring 2014 SYP3000 Social Psychology of Groups Spring 2014 SYP5005 Social Interaction and Inequalities Fall 2013 SYP3000 ONLINE COURSE Fall 2013 SYP3000 ONLINE COURSE Fall 2013 SYP3000 ONLINE COURSE Summer 2013 SYP3000 Social Psychology of Groups Summer 2013 SYP3000 Social Psychology of Groups Summer 2013 SYP3000 Social Psychology of Groups Summer 2013 SYP3000 Social Psychology of Groups

193 Semester Course Number Course Name Number Enrolled % of Course Spring 2013 SYA5315 Qualitative Research Methods in Sociology Spring 2013 SYA5909 Directed Individual Study Spring 2013 SYP3000 Social Psychology of Groups Fall 2012 SYA5907 Directed Individual Study Fall 2012 SYA8967 Preparation for Major Area Preliminary Exam Fall 2012 SYP3000 Social Psychology of Groups Fall 2012 SYP3000 Social Psychology of Groups Summer 2012 SYA4905 Directed Individual Study Summer 2012 SYA4931 Honors Work Spring 2012 SYA4905 Directed Individual Study Spring 2012 SYA4930 Selected Topics in Sociology Spring 2012 SYA4931 Honors Work Spring 2012 SYA5907 Directed Individual Study Spring 2012 SYA6933 Selected Topics in Sociology Fall 2011 SYA4905 Directed Individual Study Fall 2011 SYA4905 Directed Individual Study Fall 2011 SYA4905 Directed Individual Study Fall 2011 SYA4931 Honors Work Fall 2011 SYA6936 Selected Topics in Research Methods Fall 2011 SYP3000 Social Psychology of Groups Summer 2011 SYA4905 Directed Individual Study Summer 2011 SYA6936 Advanced Qualitative Methods Spring 2011 SYP3000 Social Psychology of Groups Spring 2011 SYP5005 Social Interaction Spring 2010 SYA5625 Proseminar in Sociology Spring 2010 SYP3000 Social Psychology of Groups Current Doctoral Student Supervisory Committees Chair Lennon, Lindsey University Representative Caroll, Briana McMackin, Meredith Member Conn, Sarrah G. Roach, Teresa Ann Stamm, Tara Mantovani Pena-Talamantes, Abraham Elias 187

194 Doctoral students who have graduated in the last five years for whom you were supervisory committee chair: Jackson, Brandon A. Koontz, Amanda J. Laguna, Jason M. Rastagh, Sammy Sumerau, Jason E. Vaccaro, Christian A. Current Master's Student Supervisory Committees Chair Buyukozturk, Bertan Master's students who have graduated in the last five years for whom you were supervisory committee chair: Vaccaro, Christian Sumerau, Jason Lennon, Lindsey Research and Original Creative Work for the Last Five Years Invited Journal Articles Publications McCabe, J., & Schrock, D. (2009). Further Reflections on the Term 'Bitch'. Sociological Analysis, 3, Refereed Journal Articles Schrock, D., McCabe, J., & Vaccaro, C. (submitted). Narrative Manhood Acts: Batterer Intervention Program Graduates' Tragic Relationships. Social Currents. Manuscript submitted for publication, 1-41 pages. Sumerau, J. E., Padavic, I., & Schrock, D. (in press). "They're just a bunch of little girls unwilling to do what's best for them": Resurrecting Patriarchy in an LGBT Christian Church. Journal of Contemporary Ethnography, 1-28 pages. Anthony, A. K., & Schrock, D. (2014). Maintaining Art-World Membership: Self-taught Identity Work of the Florida Highwaymen. Social Currents, 1,

195 Eastman, J., Danaher, B., & Schrock, D. (2013). Gendering Truck Driving Songs: The Cultural Masculinization of an Occupation. Sociological Spectrum, 33, Schrock, D., & Anthony, A. K. (2013). Diversifying Feminist Ethnographers' Dilemmas and Solutions. The Journal of Contemporary Ethnography, 42, Vaccaro, C., Schrock, D., & McCabe, J. (2011). Managing Emotional Manhood: Fighting and Fostering Fear in Mixed Martial Arts. Social Psychology Quarterly, 74, Schrock, D., Boyd, E., & Leaf, M. (2009). Emotion Work in the Public Performances of Male-to-Female Transsexuals. Archives of Sexual Behavior, 38, Schrock, D., & Schwalbe, M. (2009). Men, Masculinity, and Manhood Acts. Annual Review of Sociology, 35, Refereed Book Chapters Schrock, D., Sumerau, J., & Ueno, K. (in press). Sexualities. In Jane D. McLeod, Edward J. Lawler, & Michael L. Schwalbe (Eds.), The Handbook of the Social Psychology of Inequality (28 pages). New York: Springer. Schrock, D., & Knop, B. (in press). Emotions and Gender. In Jan E. Stets, & Jonathan H. Turner (Eds.), Handbook for the Sociology of Emotions (18 pages). New York: Springer. Sumerau, J., Schrock, D., & Reese, T. J. (2014). Transsexuals' Gendered Self-Presentations. In Charles Edgley (Ed.), The Drama of Social Life: A Dramaturgical Handbook (pp. 21). Surrey, England: Ashgate. Leaf, M., & Schrock, D. (2011). What I Had to do to Survive': Self-Injurers' Bodily Emotion Work. In Chris Bobel, & Samantha Kwan (Eds.), Embodied Resistance: Challenging the Norms, Breaking the Rules. Nashville: Vanderbilt University Press. Sumerau, J., & Schrock, D. (2011). "It's Important to Show Your Colors": Counter-Heteronormative Embodiment in a Metropolitan Community Church. In Chris Bobel, & Samantha Kwan (Eds.), Embodied Resistance: Challenging the Norms, Breaking the Rules. Nashville: Vanderbilt University Press. Holden, D., & Schrock, D. (2009). Performing Authentic Selfhood in an Intentional Community. In Phillip Vannini, & Patrick Williams (Eds.), Authenticity in Culture, Self, and Society. Aldershot, UK: Ashgate. 189

196 Presentations Invited Presentations at Conferences Schrock, D. (accepted). Social Psychology and Sexualities. Presentation to be given at American Sociological Association, ASA Social Psychology Section, Chicago. (National) Schrock, D. (presented 2014). Problematizing Rural Masculinities. Presentation at Southern Sociological Society, Sociologists for Women in Society - South, Charlotte, NC. (Regional) Schrock, D. (presented 2011). Measuring Emotions. Presentation at American Sociological Association, ASA Emotions Section, Las Vegas, NV. (National) Refereed Presentations at Conferences Schrock, D., & Knop, B. (presented 2014). "I'm a student here but not like them": Collegiate Veterans' Emotional Dilemmas. Presentation at Annual Meeting, Society for the Study of Symbolic Interaction, San Francisco, CA. (National) Eastman, J., & Schrock, D. (presented 2013). Truck Driving Men: The Cultural Masculinization of an Occupation. Presentation at Annual Meeting, International Association for the Study of Popular Music, Austin, TX. (National) Schrock, D. (presented 2012). Intersectional Emotion Work in a Batterers' Intervention Program. Presentation at Annual Meeting, Society for the Study of Symbolic Interaction and American Sociological Association, Denver, CO. (National) Schrock, D. (presented 2011). Belittling Batterers: The Serial Undermining of Manhood. Presentation at Society for the study of Symbolic Interaction, Society for the study of Symbolic Interaction, Las Vegas, NV. (National) Eastman, J., Schrock, D., & Danaher, B. (presented 2010). Truck Driving Men. Presentation at Annual Meeting, Southern Sociological Society, Atlanta, GA. (Regional) Schrock, D., McCabe, J., & Vaccaro, C. (presented 2010). Batterers' Tragic Relationships: Othering Women and Reproducing Male Violence. Presentation at Annual Meeting, Sociological Association, Atlanta, GA. (National) Schrock, D. (presented 2009). Racialized and Gendered Joking in a Batterer Intervention Program. Presentation at Annual Meeting, Southern Sociological Society, New Orleans, LA. (Regional) 190

197 Schrock, D., McCabe, J., & Vaccaro, C. (presented 2009). The 'Other' in Self- Narratives: Batterer Intervention Program Graduates' Construction of Blameworthy Victims. Presentation at Annual Meeting, Society for the Study of Symbolic Interaction, San Francisco, CA. (National) Invited Lectures and Readings of Original Work Schrock, D. (2013). Diversifying Feminist Ethnographers' Dilemmas and Solutions. Delivered at Sociology Department, University of Texas-Austin, Austin, TX. (Local) Contracts and Grants Funded Contracts and Grants Schrock, D. ( ). From Soldier to Student: Supplemental Support for Veterans Undergraduate Research Class. Funded by FSU Veterans Center. Total award $1,000. Schrock, D. ( ). From Soldier to Student: Investigating Campus Veterans'Difficulties, Participation in University Organizations, and Academic Trajectories. Funded by FSU College of Social Science and Social Policy Supplemental Research Grant. Total award $8,000. Schrock, D. ( ). From Soldier to Student: Investigating Campus Veterans' Difficulties, Participation in University Organizations, and Academic Trajectories. Funded by FSU Center for Veteran Outreach. Total award $1,000. Schrock, D. ( ). Technology to Support Qualitative Methods Courses. Funded by FSU Instructional Technology Grant. Total award $15,000. Contracts and Grants Denied Schrock, D. (2012). Student Veterans Identity-Based Emotional Dilemmas. Submitted to FSU Committee on Faculty Research Support (COFRS). Schrock, D. (2012). From Soldier to Student: Analyzing Veterans' Transitions. Submitted to FSU Council on Research and Creativity Planning Grant. Schrock, D. (2011). From Soldier to Student: Analyzing Student Veteran's Transitions into College. Submitted to FSU Committee on Faculty Research Support (COFRS). Schrock, D. (2009). Remaking Manhood in a Batterer Intervention Program. Submitted to FSU Committee on Faculty Research Support (COFRS). 191

198 Service for the Last Five Years Florida State University FSU University Service Faculty Advisor, Qualitative Research Group (2008 present). Member, FSU University Promotion and Tenure Committee ( ). FSU College Service Student Veterans Liaison, College of Social Science and Social Policy (2012 present). Member, College of Social Sciences Promotion and Tenure Committee ( ). FSU Department Service Chair, Graduate Program Research Methods Committee (2013 present). Member, Graduate Program Theory Committee (2010 present). Member, Inequality and Social Justice Curriculum Committee (2001 present). Chair, Social Psychology Curriculum Committee ( ). Member, Departmental Program Committee ( ). Member, Personnel Committee ( ). Member, Social Psychology Curriculum Committee ( ). Member, Graduate Program Committee ( ). Chair, Theory Curriculum Committee ( ). Member, Graduate Program Research Methods Committee ( ). 192

199 The Profession Editor for Refereed Journals Deputy Editor, Social Psychology Quarterly (2013 present). Editorial Board Membership(s) Social Psychology Quarterly ( ). Social Problems ( ). Guest Reviewer for Refereed Journals American Sociological Review (2007 present). Journal of Contemporary Ethnography (2006 present). Men and Masculinities (2005 present). Race, Gender, & Class (2005 present). Qualitative Sociology (2004 present). Social Problems (2003 present). Social Psychology Quarterly (1999 present). Symbolic Interaction (1998 present). Gender & Society (1997 present). Gender & Language (2009). Reviewer for Textbooks Symbols, Selves, and Social Reality (2012 present). 193

200 Service to Professional Associations Nominations Committee, ASA Emotions Section ( ). Session Organizer, Sociology of Emotions, American Sociological Association (2012). Session Organizer, Sociology of Masculinity, American Sociological Association (2012). Session Organizer, Author Meets Critics Session, Southern Sociological Society (2011). Lifetime Achievement Award Committee, ASA Emotions Section ( ). Program Committee, Southern Sociological Society ( ). Nominations Committee Chair, ASA Social Psychology Section ( ). 194

201 Quality Enhancement Review: Faculty Vita Format Short Form for the State-Mandated Program Reviews Date Vita Prepared: July 10, 2014 Department: Name: Sociology Annette M Schwabe Professional Preparation (Highest Degree Only) 2002 Doctor of Philosophy, Kent State University. Major: Sociology. Teaching Assignment for the Last Five Years Courses excluding dissertation, thesis, supervised teaching and research, and directed individual studies: Semester Course Number Course Name Number Enrolled % of Course Summer 2014 SYA4905 FDLE Internship Summer 2014 SYA4931 ESL and Capital Summer 2014 SYG2010 ONLINE COURSE Summer 2014 SYG2010 ONLINE COURSE Summer 2014 SYG2010 ONLINE COURSE Spring 2014 SYA4932 Tutorial in Sociology Spring 2014 SYA4932 Parent Child Interaction Spring 2014 SYA4935 CAPSTONE: LIFESTYLES Spring 2014 SYG2010 ONLINE COURSE Spring 2014 SYG2010 ONLINE COURSE Spring 2014 SYG2010 ONLINE COURSE Spring 2014 SYO4402 Medical Sociology Fall 2013 SYA4905 Politics of State Government Fall 2013 SYA4905 WORKPLACE TEAMS Fall 2013 SYA4905 FWC Bear Management Fall 2013 SYA4931 Honors Work Fall 2013 SYA4931 ESL and Capital Fall 2013 SYG2010 ONLINE COURSE Fall 2013 SYG2010 ONLINE COURSE Fall 2013 SYG2010 ONLINE COURSE Fall 2013 SYG2010 Social Problems Fall 2013 SYO4402 Medical Sociology Summer 2013 SYA4905 Directed Individual Study Summer 2013 SYG2010 Social Problems Summer 2013 SYO4402 Medical Sociology

202 Semester Course Number Course Name Number Enrolled % of Course Spring 2013 SYA4931 Honors Work Spring 2013 SYA4931 Honors Work Spring 2013 SYA4932 Tutorial in Sociology Spring 2013 SYA4935 Capstone for Outstanding Majors Spring 2013 SYG2010 Social Problems Fall 2012 SYA4931 Honors Work Fall 2012 SYG2010 Social Problems Fall 2012 SYG2010 Social Problems Fall 2012 SYO4402 Medical Sociology Summer 2012 SYG2010 Social Problems Summer 2012 SYO4402 Medical Sociology Spring 2012 SYA4300 Methods of Social Research Spring 2012 SYA4931 Honors Work Spring 2012 SYA4935 Capstone for Outstanding Majors Spring 2012 SYO4402 Medical Sociology Fall 2011 SYA4300 Methods of Social Research Fall 2011 SYA4931 Honors Work Fall 2011 SYG2010 Social Problems Fall 2011 SYO4402 Medical Sociology Summer 2011 SYA4930 Selected Topics in Sociology Summer 2011 SYG2010 Social Problems Spring 2011 SYA4300 Methods of Social Research Spring 2011 SYA4905 Directed Individual Study Spring 2011 SYA4935 Capstone for Outstanding Majors Spring 2011 SYO4402 Medical Sociology Summer 2010 SYA4932 Tutorial in Sociology Summer 2010 SYG2010 Social Problems Summer 2010 SYO4402 Medical Sociology Spring 2010 SYA4300 Methods of Social Research Spring 2010 SYA4930 Selected Topics in Sociology Spring 2010 SYA4931 Honors Work Spring 2010 SYG2010 Social Problems Spring 2010 SYG2010 Social Problems Fall 2009 SYA4300 Methods of Social Research Fall 2009 SYA4905 Directed Individual Study Fall 2009 SYA4931 Honors Work Fall 2009 SYG2010 Social Problems Fall 2009 SYO4402 Medical Sociology

203 Current Doctoral Student Supervisory Committees No current doctoral student committees. No doctoral students who have graduated in the last five years for whom you were supervisory committee chair. Current Master's Student Supervisory Committees No current master's student committees. No master's students who have graduated in the last five years for whom you were supervisory committee chair. Research and Original Creative Work for the Last Five Years Refereed Journal Articles Publications Orcutt, J., & Schwabe, A. M. (2012). Gender, Race/Ethnicity, and Deviant Drinking: A Longitudinal Application of Social Structure and Social Learning Theory. Sociological Spectrum, 32, Refereed Papers at Conferences Presentations Orcutt, J., & Schwabe, A. (accepted). The Mixed Messages of Medicalization: Changing Images of Alcoholism and Heroin Addiction Over Four Decades. Paper to be presented at Annual Meeting, Society for the Study of Social Problems, San Francisco, CA. (National) Orcutt, J. D., & Schwabe, A. M. (presented 2012, March). Change in Public Conceptions of Addiction and Alcoholism: Evidence Spanning Four Decades. Paper presented at Annual Meeting, Midwest Sociological Society, Minneapolis, MN. (Regional) Invited Workshops Schwabe, A. M. (2012, August). Teaching Controversial Topics with Team-Based Learning. Workshop delivered at American Sociological Association Pre-Conference, Denver, Colorado. (National) Schwabe, A. M., & Eudy, C. (2009, November). Team-Based Learning. Workshop delivered at Duke University, Raleigh-Durham, NC. (Regional) 197

204 Refereed Workshops Schwabe, A. M. (2012, August). Teaching Controversial Topics with Team-Based Learning. Workshop delivered at American Sociological Association, Denver, CO. (National) Service for the Last Five Years FSU University Service Florida State University Committee Member, Academic Engagement and Innovation Grant Committee (2014 present). Committee member, Faculty Senate Honors Policy Committee (2013 present). Member, Liberal Studies for the 21st Century (2013 present). Committee member, Office of Undergraduate Research Faculty Advisory Committee (2012 present). Committee Member, University Teaching and Advising Awards Committee ( ). Invited Speaker, Omicron Delta Kappa Honor Society (2012). Invited Speaker, Pi Gamma Mu, Social Sciences Honor Society (2012). Faculty Advisor, FSU Student Red Cross Chapter ( ). Faculty Advisor, FSU Intramural Rugby Team ( ). Faculty Advisor, FSU Campus Girl Scouts ( ). Presenter, Atlantic Coast Conference Teaching Scholar (2009). FSU Department Service Faculty Advisor, Alpha Kappa Delta (2012 present). Director, Undergraduate Studies (2012 present). Chair, Undergraduate Program Committee (2010 present). Member, Honors and Awards Committee (2007 present). 198

205 Member, Methods Committee (2006 present). Member, Undergraduate Program Committee (2006 present). Faculty Advisor, Student Red Cross Chapter, Public Health Division ( ). Chair, Honors and Awards Committee ( ). Faculty Advisor, Intramural Rugby Team ( ). Advisor to Chair of Sociology and Data Analyst, State Accreditation Committee and State Mandated Academic Learning Contract ( ). Assistant to Chair, Master's Degree in Health and Aging ( ). The Profession Guest Reviewer for Refereed Journals Population Research and Policy Review (2012 present). The Sociological Quarterly (2009 present). Sociological Spectrum (2008 present). Reviewer for Textbooks Social Problems: Making Connections, Finding Solutions (2011). An Introduction to the Sociology of Social Problems, Chapter 13 (2010). Think Social Problems ( ). The Community Scout, Direct Action Research and Training (DART) (2008 present). Founding Member and Co-Chair of Junior Competitive Tennis Committee, Tallahassee Tennis Association ( ). Member, Host Committee, Loranne Ausley Campaign for Florida Senate (2009). 199

206 Quality Enhancement Review: Faculty Vita Format Short Form for the State-Mandated Program Reviews Date Vita Prepared: May 09, 2014 Department: Name: Department of Sociology John Taylor Professional Preparation (Highest Degree Only) 2000 Doctor of Philosophy, University Of Miami. Major: Sociology. Teaching Assignment for the Last Five Years Courses excluding dissertation, thesis, supervised teaching and research, and directed individual studies: Semester Course Number Course Name Number Enrolled % of Course Summer 2014 SYA6933 ETHNICITY & IMMIGRATION Summer 2014 SYA8967 Preparation for Major Area Preliminary Exam Spring 2014 SYA5907 Directed Individual Study Spring 2014 SYO5416 Stress and Mental Health Spring 2014 SYP4650 Sports and Society Fall 2013 SYA5907 Directed Individual Study Fall 2013 SYA8967 Preparation for Major Area Preliminary Exam Fall 2013 SYO6407 Race, Ethnicity, and Health Fall 2013 SYP4650 ONLINE COURSE Fall 2013 SYP4650 ONLINE COURSE Fall 2013 SYP4650 ONLINE COURSE Summer 2013 SYA5907 Directed Individual Study Fall 2012 SYA5515 Sociological Research Practicum Summer 2012 SYA5907 Directed Individual Study Summer 2012 SYA5909 Directed Individual Study Summer 2012 SYO6407 Race, Ethnicity, and Health Spring 2012 SYA4930 Selected Topics in Sociology Spring 2012 SYA5516 Reporting Sociological Research Spring 2012 SYA5907 Directed Individual Study Spring 2012 SYA5907 Directed Individual Study Spring 2012 SYA5909 Directed Individual Study Spring 2012 SYA8967 Preparation for Major Area Preliminary Exam

207 Semester Course Number Course Name Number Enrolled % of Course Fall 2011 SYA5515 Sociological Research Practicum Fall 2011 SYA5907 Directed Individual Study Summer 2011 DEM5906 Directed Individual Study Summer 2011 SYA4905 Directed Individual Study Summer 2011 SYA5907 Directed Individual Study Summer 2011 SYA5907 Directed Individual Study Summer 2011 SYA5907 Directed Individual Study Summer 2011 SYA5909 Directed Individual Study Summer 2011 SYA8967 Preparation for Major Area Preliminary Exam Spring 2011 SYA4930 Selected Topics in Sociology Spring 2011 SYA5516 Reporting Sociological Research Fall 2010 SYA4905 Directed Individual Study Fall 2010 SYA5515 Sociological Research Practicum Current Doctoral Student Supervisory Committees Chair University Representative Bowers, Donavan Charles Corsentino, Elizabeth A. Fish, Jessica Nicholle McNeil, Sharde' Member Sabo, Shannon Leigh Nowakowski, Alexandra McCutcheon, Aaron Craig No doctoral students who have graduated in the last five years for whom you were supervisory committee chair. Current Master's Student Supervisory Committees Chair Perez, Catherine Hintz, Adam Kilpatrick, Quentin Member Graves, Katelyn Sabo, Shannon Master's students who have graduated in the last five years for whom you were supervisory committee chair: Miller, Byron 201

208 Research and Original Creative Work for the Last Five Years Refereed Journal Articles Publications Taylor, J. R. (submitted). Gender Orientation and the Cost of Caring for Others. Society and Mental Health. Manuscript submitted for publication. Taylor, J. R., & Eitle, D. (submitted). The Moderating Role of BIS/BAS Personality Tendencies in the Relationship between General Strain and Crime. Deviant Behavior. Manuscript submitted for publication. Taylor, J., Hale, W. B., & Turner, R. J. (submitted). Antecedents and Consequences of Personal Resources: Evidence on the Causation-Selection Debate. Society and Mental Health. Manuscript submitted for publication. Babson, K., Davidson, C., Sachs-Ericsson, N., Vannoy, S., & Taylor, J. R. (submitted). Sleep Disturbance and Chronic Physical Disability: The Interactive Effects on Suicide Risk. Crisis. Manuscript submitted for publication. Sachs-Ericsson, N., Medley, A. N., Kendal-Tackett, K., & Taylor, J. R. (submitted). Childhood Abuse and Current Health Problems among Older Adults: The Mediating Role of Self-Efficacy. Journal of the Psychology of Violence. Manuscript submitted for publication. Taylor, J. R., Corsintino, E., & Sachs-Ericsson, N. (submitted). Age, Cumulative Adversity, and Psychological Distress: A Comparison of African Americans and non-hispanic Whites. Journal of Aging and Health. Manuscript submitted for publication. Smith, S., & Taylor, J. (in press). The Relationship Between Social Stress and Substance Use Among African American Youth. Journal of Child and Adolescent Substance Abuse, 1-21 pages. Rote, S., & Taylor, J. R. (in press). Black/White Differences in Adolescent Drug Use: A Test of Six Hypotheses. Journal of Child and Adolescent Substance Abuse. Miller, B., & Taylor, J. R. (2012). Racial and SES Differences in Depressive Symptoms Among Black and White Youth: An Examination of the Mediating Effects of Family Structure, Stress, and Social Support. Journal of Youth and Adolescence, 41, Eitle, D., & Taylor, J. R. (2011). General Strain Theory, BIS/BAS Levels, and Gambling Behavior. Deviant Behavior, 32,

209 Eitle, D., Taylor, J. R., & Eitle, T. (2010). Heavy Alcohol Use in Emerging Adulthood: the Role of Early Risk Factors and Young Adult Transitions. Journal of Drug Issues, 40, Eitle, D., Taylor, J. R., & Pih, K. (2010). Extending the Life Course Interdependence Model: Life Transitions and the Enduring Consequences of Early Self-Derogation for Young Adult Crime. Youth and Society, 41, Lewis, R., & Taylor, J. R. (2009). The Social Significance of Religious and Network Resources in the Prediction of Mattering to Others: African American and White Adult Contrasts. Sociological Spectrum, 29, MacDonald, R. D., Taylor, J. R., & Clarke, D. (2009). The Relationship between early Suicide Behaviors and Mental Health: Results from a Nine-Year Panel Study. Journal of Adolescence, 32, Russell, D., & Taylor, J. R. (2009). Living Alone and the Psychological Well-Being of Older Adults: Findings from a Study of Disabled and non-disabled Adults 60 Years of Age and Older. The Journals of Gerontology, 64B, Taylor, J. R., Eitle, D., & Russell, D. (2009). Racial/Ethnic Variation in the Relationship between Physical Limitation and Fear of Crime: An Examination of Mediating and Moderating Factors. Deviant Behavior, 30, Refereed Book Chapters Schieman, S., Van Gundy, K., & Taylor, J. R. (2010). Reexamining Age Patterns in Depression in Two Representative U.S. Surveys. In Jane D. McLeod, & Eric C. Wright (Eds.), The Sociology of Mental Illness, A Comprehensive Reader. New York: Oxford University Press. Invited Encyclopedia Entries Taylor, J. (2014). Race and Mental Health. In William C. Cockerham, Robert Dingwall, and Stella Quah (Ed.), The Wiley-Blackwell Encyclopedia of Health, Illness, Behavior, and Society (1 st ed., Vol. 1, p ). Wiley-Blackwell. Refereed Papers at Conferences Presentations Bowers, D., & Taylor, J. (presented 2013). The Effects of Discrimination, Stigma, and Physical Limitation on the Mental Health of Hispanics and Cubans. Paper presented at

210 Annual Meeting of the Southern Demographic Association, Southern Demographic Association, Mobile, Alabama. (Regional) Taylor, J. R., & Miller, B. (presented 2011). Race and Psychological Distress: An Examination of the Significance of Health Behaviors and Social Disadvantage. Paper presented at Annual Meeting, Southern Demographic Association, Tallahassee, FL. (Regional) Weiss, U., Taylor, J. R., & Brown, R. (presented 2011). Racial/Ethnic and Gender Contrasts in Weight Anxiety in the Transition to Adulthood. Paper presented at Annual Meeting, Southern Sociological Society, Jacksonville, FL. (Regional) Rote, S., & Taylor, J. R. (presented 2010). Black/White Differences in Adolescent Drug Use: A Test of Six Hypotheses. Paper presented at Annual Meeting, American Sociological Association, Atlanta, GA. (National) Miller, B., & Taylor, J. R. (presented 2009). The Mediating Role of Social Support in the Relationship between SES and Psychological Distress: Black/White Contrasts. Paper presented at Annual Meeting, Southern Sociological Society, New Orleans, LA. (Regional) Contracts and Grants Funded Contracts and Grants Taylor, J. R. ( ). Social Stress, Mental Health, and Mortality. Funded by NIH. (1R01AG ). Total award $0. Turner, Robert J (PI), Bass, H. W., Taylor, J. R., Lloyd, D. A., Brummel-Smith, K. V., & Keith, V. M. (Sep 2009 Dec 2009). Health Disparities and Stress Hypothesis. Funded by National Institute on Aging. (R01AG034067). Total award $771,393. Service for the Last Five Years Florida State University FSU College Service Member, College Liberal Studies Committee ( ). Member, Policy and Academic Affairs Committee ( ). Member, College of Social Sciences Promotion and Tenure Committee ( ). 204

211 FSU Department Service Member, Departmental Social Psychology Committee (2003 present). Member, Departmental Health and Aging Committee (2002 present). Member, Department of Sociology Policy Committee ( ). Director of Graduate Studies, Department of Sociology ( ). Chair, Graduate Policy Committee ( ). The Profession Editorial Board Membership(s) Journal of Religions (2010 present). American Sociological Review ( ). Society and Mental Health ( ). Journal of Health and Social Behavior ( ). Guest Reviewer for Refereed Journals Journal of Adolescents (2014). The Canadian Review of Sociology (2014). Journal of Religion and Health (2013). Sociological Perspectives (2013). Aging and Mental Health ( ). Demographic Research (2012). Journal for the Scientific Study of Religion (2012). Journal of Health and Social Behavior ( ). Ethnic and Racial Studies (2011). 205

212 Journal of Aging and Health (2011). Journal of Community Psychology (2011). Social Science Research ( ). Society and Mental Health ( ). American Journal of Public Health (2010). Journal of Rural Health ( ). Social Problems ( ). Journal of Urban Affairs (2009). Reviewer or Panelist for Grant Applications National Science Foundation (2010). The Netherlands Organization for Scientific Research (NWO), Department of Social Sciences (2010). National Institutes of Health (2009). Service to Professional Associations Judge, poster session, International Conference on Aging in the Americas, International Conference on Aging in the Americas (2013). Presider and Discussant, Society and Mental Health, Society for the Study of Social Problems Mental Health (2013). Presider, International Conference on Social Stress Research (2012). Nominated, Secretary-Treasurer, Mental Health Section of the American Sociological Association (2012). Nominated, President, Mental Health Section of the Society for the Study of Social Problems (2012). Nominated, Chair, Mental Health Section of the American Sociological Association (2011). 206

213 Nominated, President (Nomination Declined), Mental Health Section of the Society for the Study of Social Problems (2011). Ad-Hoc Reviewer, National Science Foundation (2010). Ad-Hoc Reviewer, The Netherlands Organization for Scientific Research (NWO) (2010). Ad-Hoc Reviewer, National Institutes of Health (2009). Member, Nominations Committee, American Sociological Section on Alcohol, Drugs, and Tobacco ( ). 207

214 Quality Enhancement Review: Faculty Vita Format Short Form for the State-Mandated Program Reviews Date Vita Prepared: September 18, 2013 Department: Name: Sociology Miles Taylor Professional Preparation (Highest Degree Only) 2005 Doctor of Philosophy, Duke University. Major: Sociology. Teaching Assignment for the Last Five Years Courses excluding dissertation, thesis, supervised teaching and research, and directed individual studies: Semester Course Number Course Name Number Enrolled % of Course Fall 2013 SYA5407 Advanced Quantitative Methods Fall 2012 SYA5407 Advanced Quantitative Methods Spring 2012 SYD5225 Fertility Fall 2011 SYA5407 Advanced Quantitative Methods Summer 2011 SYA8967 Preparation for Major Area Preliminary Exam Spring 2011 SYG2430 Sociology of Marriage and the Family Fall 2010 SYA5407 Advanced Quantitative Methods Spring 2009 SYA5907 Directed Individual Study Current Doctoral Student Supervisory Committees Chair Weeks, Janet Arminda Thomas, Kirby Member Nowakowski, Xan Armstrong, Natalie Brailsford, Jennifer Redmond, Rebecca Doctoral students who have graduated in the last five years for whom you were supervisory committee chair: Reid, Keshia M. Daily, Ashley 208

215 Current Master's Student Supervisory Committees No current master's student committees. Master's students who have graduated in the last five years for whom you were supervisory committee chair: Reid, Keshia Feliz, Sarah Research and Original Creative Work for the Last Five Years Refereed Journal Articles Publications Gayman, M. D., Pai, M., Kail, B. L., & Taylor, M. G. (2013). The Disability/Depression Relationship in the Transition to Retirement: Racial Contrasts. Journal of Aging and Health, 25, Kamp Dush, C. M., Schmeer, K. K., & Taylor, M. G. (2013). Chaos as a Social Determinant of Child Health: Reciprocal Associations? Social Science and Medicine, 95, Valle, G., Weeks, J., Taylor, M. G., & Eberstein, I. (2013). Mental and Physical Health Consequences of Spousal Health Shocks Among Older Adults. Journal of Aging and Health, 25, Kamp Dush, C. M., & Taylor, M. G. (2012). Trajectories of Marital Conflict across the Life Course: Predictors and Interactions with Marital Happiness Trajectories. Journal of Family Issues, 33, Quesnel-Vallée, A., & Taylor, M. (2012). Socioeconomic Pathways to Depressive Symptoms in Adulthood: Evidence from the National Longitudinal Survey of Youth Social Science and Medicine, 74, Rohlinger, D., Kail, B. L., Taylor, M. G., & Conn, S. (2012). Outside the Mainstream: Social Movement Organization Media Coverage in Mainstream and Partisan News Outlets. Research on Social Movements, Conflict & Change, 33, Taylor, M. G. (2011). The Causal Pathway From Socioeconomic Status to Disability Trajectories in Later Life: The Importance of Mediating Mechanisms for Onset and Accumulation. Research on Aging, 33,

216 Taylor, M. G., & Lynch, S. M. (2011). Cohort Differences and Chronic Disease Profiles of Differential Disability Trajectories. Journal of Gerontology: Social Sciences, 66B(6), Taylor, M. G. (2010). Capturing Transitions and Trajectories: The Role of Socioeconomic Status in Later Life Disability. Journal of Gerontology: Social Sciences, 65B, Kamp Dush, C. M., Taylor, M. G., & Kroeger, R. A. (2008). Marital Happiness and Psychological Well-Being over the Life Course. Family Relations, Special Issue, 57, Taylor, M. G. (2008). Timing, Accumulation, and the Black/White Disability Gap in Later Life: A Test of Weathering. Research on Aging: Special Issue on Race, SES, and Health, 30, Invited Book Chapters Lynch, S. M., & Taylor, M. G. (contract). Trajectory Models in Aging Research. Manuscript under contract for publication, Academic Press. Refereed Book Chapters Taylor, M. G., Elder, G. H., Jr., Uhlenberg, P., & McDonald, S. (2013). Revisiting the Grandparenting Role: Grandparents as Mentors in Adolescence and Young Adulthood. In Kinship and Cohort in an Aging Society: From Generation to Generation (pp ). Baltimore: The Johns Hopkins University Press. Elder, G. H., & Taylor, M. G. (2009). Life Course Methods: Recasting Biographical and Historical Data to Study Lives in Time and Place. In The Craft of Life Course Research (pp ). New York: Guilford. Lynch, S. M., Brown, J. S., & Taylor, M. G. (2009). The Demography of Disability. In International Handbook of the Demography of Aging (pp ). New York: Springer-Verlag. Refereed Papers at Conferences Presentations Reid, K., & Taylor, M. G. (presented 2012). Exploring Post-Partum Depression from a Stress Process Perspective. Paper presented at Annual Meeting, Population Association of America, San Francisco, CA. (National) 210

217 Valle, G., Weeks, J., Eberstein, I., & Taylor, M. G. (presented 2012). Health Shocks among Older Adults: Consequences of Well Being for Partners. Paper presented at Annual Meeting, Southern Sociological Society, New Orleans, LA. (Regional) Reid, K., & Taylor, M. G. (presented 2011). Exploring Post-Partum Depression from a Stress Process Perspective. Paper presented at Annual Meeting, Southern Demographic Association, Tallahassee, FL. (National) Taylor, M. G., Lynch, S. M., & Griffis, H. (presented 2011). Race Disparities in Disability Trajectories among Older Americans: Cohort Effects and Disease Profiles. Paper presented at Annual Meeting, Population Association of America, Washington, DC. (National) Taylor, M. G., Lynch, S. M., & Griffis, H. (presented 2011). Race Disparities in Disability Trajectories among Older Americans: Cohort Effects and Disease Profiles. Paper presented at Annual Meeting, Southern Demographic Association, Tallahassee, FL. (Regional) Quesnel-Vallée, A., Taylor, M. G., & Park, A. (presented 2010). Pathways from Parental Education to Adult Trajectories of Depressive Symptoms. Paper presented at Annual Meeting, Population Association of America, Dallas, TX. (National) Taylor, M. G., & Lynch, S. M. (presented 2009). Cohort Differences and Chronic Disease Profiles of Differential Disability Trajectories among Older Americans. Paper presented at Annual Meeting, American Sociological Association, San Francisco, CA. (National) Invited Presentations at Conferences Taylor, M. G. (presented 2012). What's in a Name? Perspectives on the Sociology of 'Age,' 'Aging,' and 'the Life Course'. Presentation at Annual Meeting, American Sociological Association, Denver, CO. (National) Invited Lectures and Readings of Original Work Taylor, M. G. (2013). The Good, The Bad, and the Mean (μ): Limitations and Extensions of Latent Growth Curves in Health Disparities Research. Delivered at Social Statistics Speaker Series, McGill University, Montreal, Canada. (International) Taylor, M., Lynch, S. M., & Griffis, H. (2013). Race Disparities in Disability Trajectories among Older Americans: Cohort Effects and Disease Profiles. Delivered at Depression and Resilience Across the Life Course Working Group, McGill University, Montreal, Canada. (International) 211

218 Taylor, M. G. (2008). Advanced Longitudinal Models with Latent Variables. Delivered at Quebec Inter-University Centre for Social Statistics (QICSS), Montreal, Canada. (International) Contracts and Grants Funded Contracts and Grants Quesnel-Vallée, A., Abrahamowicz, M., Clark, S., Fuhrer, R., Kaufman, J., Le Bourdais, C., Shor, E., Wrosch, C., & Taylor, M. G. ( ). "Social Support and Resilience to Depression across the Life Course in Canada". Funded by Canada Institutes of Health Research (CIHR). Total award $24,000. Taylor, M. G., & Reid, K. M. ( ). Appraising the 'Gold Standard': The Utility of Medicare and Self-Reports of Disease Diagnosis. Funded by Claude Pepper Foundation. Total award $29,175. Carretta, H., Taylor, M. G., Tsilimingras, D., Mitchell, G., & McGee, D. ( ). Medicare Limited Data Set: Claims Data for Health Services and Health Policy Research. Funded by Equipment and Infrastructure Enhancement Grant. Florida State University. Total award $36,610. Taylor, M. G. ( ). FSU First Year Assistant Professor Summer Research Fellowship. Funded by Florida State University. Total award $17,000. Taylor, M. G. ( ). Inequality and Disability among Older Adults: Paths to Differential Trajectories. Funded by National Institute on Aging-National Institutes of Health (NIH). (R00 AG030471). Total award $746,424. Taylor, M. ( ). Inequality and Disability among Older Adults: Paths to Differential Trajectories. Funded by National Institute on Aging-National Institutes of Health (NIH). (K99 AG030471). Total award $80,173. Taylor, M. G. ( ). Exploring Paths to Differential Disability Trajectories. Funded by Demography of Economics and Aging Research (DEAR) Pilot 2008 Project Grant. UNC Chapel Hill - National Institute on Aging. Total award $15,

219 Service for the Last Five Years Florida State University FSU College Service Member, Social Science Scholars Committee: College of Social Sciences and Public Policy ( ). FSU Department Service Chair, Health and Aging Committee ( ). Member, Methods Committee ( ). Member/Examiner, Demography Area Committee ( ). Member/Examiner, Health and Aging Committee ( ). Member, Departmental Policy Committee ( ). Chair, Colloquium Committee ( ). Member, Graduate Admissions and Financial Aid Committee ( ). Member, Methods Committee ( ). Member, Mentoring Committee ( ). The Profession Editorial Board Membership(s) Research on Aging ( ). Journal of Gerontology, Social Sciences ( ). Demography ( ). Guest Reviewer for Refereed Journals Annals of Epidemiology (2013 present). 213

220 Society and Mental Health (2012 present). Social Science and Medicine (2010 present). Journal of Aging and Health (2009 present). Journal of Marriage and the Family (2008 present). American Sociological Review (2006 present). Social Forces (2006 present). Demography (2005 present). Journal of Health and Social Behavior (2005 present). Journal of Gerontology: Social Sciences (2004 present). Research on Aging (2004 present). Reviewer or Panelist for Grant Applications P01 Center Grant Review, National Institute on Aging-National Institutes of Health (NIH) ( ). Service to Professional Associations Conference Session Presider, "Regular Session, Life Course". Annual Meeting. New York, NY, American Sociological Assocation (2013). Conference Session Organizer, "Regular Session, Life Course". Annual Meeting. New York, NY, American Sociological Association (2013). Conference Session Discussant, "Regular Session on Health and Wellness", Annual Meeting. Denver, CO, American Sociological Association (2012). Conference Session Presider, "Adult Mortality, Behaviors and Diseases". Annual Meeting. San Francisco, CA, Population Association of America (2012). Conference Session Presider, "Session on Aging and the Life Course". Annual Meeting. Las Vegas, NV, American Sociological Association (2011). 214

221 Co-Chair, American Sociological Association Section on Aging and the Life Course, Adhoc Committee on Mentoring and Professional Development ( ). 215

222 Quality Enhancement Review: Faculty Vita Format Short Form for the State-Mandated Program Reviews Date Vita Prepared: June 20, 2014 Department: Name: Sociology Kathryn H. Tillman Professional Preparation (Highest Degree Only) 2003 Ph.D., University of North Carolina at Chapel Hill. Major: Sociology. Teaching Assignment for the Last Five Years Courses excluding dissertation, thesis, supervised teaching and research, and directed individual studies: Semester Course Number Course Name Number Enrolled % of Course Summer 2014 SYO3100 Family Problems and Social Change Summer 2014 SYO3100 Family Problems and Social Change Spring 2014 ISS2937 E-series:Exploring Racial Ineq Spring 2014 SYA4905 TRANS RESEARCH Spring 2014 SYD4700 Race and Minority Group Relations Fall 2013 SYA5305 Introduction to Research Methods Fall 2013 SYO5177 Family Demography Summer 2013 SYA4905 Directed Individual Study Summer 2013 SYA5909 Directed Individual Study Summer 2013 SYO3100 Family Problems and Social Change Summer 2013 SYO3100 Family Problems and Social Change Spring 2013 SYD4700 Race and Minority Group Relations Spring 2013 SYD4700 Race and Minority Group Relations Summer 2012 SYO3100 Family Problems and Social Change Spring 2012 SYA4905 Directed Individual Study Fall 2011 ISS2937 Social Science Honors Seminar Fall 2011 SYO5177 Family Demography Summer 2011 SYO3100 Family Problems and Social Change Spring 2011 SYA8967 Preparation for Major Area Preliminary Exam Spring 2011 SYO3100 Family Problems and Social Change Spring 2011 SYO3100 Family Problems and Social Change Fall 2010 SYA5305 Introduction to Research Methods Fall 2010 SYA5907 Directed Individual Study Fall 2010 SYO5177 Family Demography

223 Semester Course Number Course Name Number Enrolled % of Course Spring 2010 SYD4700 Race and Minority Group Relations Spring 2010 SYD4700 Race and Minority Group Relations Current Doctoral Student Supervisory Committees Member University Representative Rakola, Tebogo Boitumelo Humphreys, Jackie Boggs, Kaley Dyan Roberts, Kelly K. Thomas, Kirby Ann Macias, Louis Redmond, Rebecca Ane Yelick, Anna Lee, Eunyoung Doctoral students who have graduated in the last five years for whom you were supervisory committee chair: Miller, Byron A. Valle, Giuseppina Weiss, Ursula K. Current Master's Student Supervisory Committees Chair Mobley, Kacey Otte, Stephanie Bloch, Taylor Member Salerno, Stacy Torres, Orlando Jones, Megan Master's students who have graduated in the last five years for whom you were supervisory committee chair: Valle, Giuseppina Waltz, Shawn Webb, Sabrina Stoffel, Matthew Donohue, John Acosta, Yesenia 217

224 Research and Original Creative Work for the Last Five Years Refereed Journal Articles Publications Brewster, K. L., Tillman, K. H., & Jokinen-Gordon, H. (in press). Demographic Characteristics of Lesbian Parents in the United States. Population Research and Policy Review. Valle, G., & Tillman, K. H. (2014). Childhood Family Structure and Romantic Relationships during the Transition to Adulthood. Journal of Family Issues, 35(1), Brewster, K. L., & Tillman, K. H. (2012). Sexual Orientation and Substance Use among American Youth: Evidence from a National Sample. American Journal of Public Health, 102(6), Boyd, E. M., Reynolds, J. R., Tillman, K. H., & Martin, P. Y. (2011). Adolescent Girls' Race/Ethnic Status, Identities, and Drive for Thinness. Social Science Research, 40(2), McCabe, J., Brewster, K. L., & Tillman, K. H. (2011). Sexual Orientation, Sexual Attraction, and Patterns and of Same-Sex Sex Behavior during Young Adulthood. Perspectives on Sexual and Reproductive Health, 43(3), Randolph, K., Russell, D., Tillman, K. H., & Fincham, F. (2010). Protective Influences on the Negative Consequences of Drinking among Youth. Youth & Society, 41(4), Guo, G., & Tillman, K. H. (2009). Trajectories of Depressive Symptoms, Dopamine D2 and D4 Receptors, Family Socioeconomic Status and Social Support in Adolescence and Young Adulthood. Psychiatric Genetics, 19(1), Tillman, K. H., & Weiss, U. K. (2009). Nativity Status and Depressive Symptoms among Hispanic Young Adults: The Role of Stress Exposure. Social Science Quarterly, 90(5), Weiss, U. K., & Tillman, K. H. (2009). Risky Sexual Behaviors Among Hispanic Young Adults in South Florida: Nativity, Age at Immigration and Gender Differences. Perspectives on Sexual and Reproductive Health, 41(4),

225 Presentations Refereed Papers at Conferences Tillman, K. H., & Richard, K. (submitted). Family Boundary Ambiguity, Family Processes, and the Moderating Impact of Immigrant Status. Paper submitted for presentation. Valle, G., Tillman, K. H., & Brewster, K. L. (submitted). Binge Drinking in Young Adulthood: Binge Drinking in Young Adulthood: The Influence of Age at First Intercourse and Rate of Sex Partner Accumulation. Paper submitted for presentation. Valle, G., Tillman, K. H., & Brewster, K. L. (presented 2014). Associations between Timing of Vaginal Sex Initiation, Number of Sexual Partners, and Binge Drinking during Young Adulthood. Paper presented at Annual Meeting, Population Association of America, Boston, MA. (National) Brewster, K. L., Valle, G., & Tillman, K. H. (presented 2013). The Relative Timing of Sexual Behaviors among Youth in the United States. Paper presented at Annual Meeting, Population Association of America, New Orleans, LA. (National) Tillman, K. H., Richard, K., & Valle, G. (presented 2013). Re-examining Family Boundary Ambiguity: The Importance of Immigrant Status. Paper presented at Annual Meeting, Southern Demographic Association, Montgomery, AL. (Regional) Valle, G., & Tillman, K. H. (presented 2013). Timing of Sexual Initiation and Relationship Outcomes in Adulthood. Paper presented at Annual Meeting, Population Association of America, New Orleans, LA. (National) Valle, G., Tillman, K. H., & Brewster, K. L. (presented 2013). Associations between Timing of Vaginal Sex Initiation, Number of Sexual Partners and Adult Well-Being. Paper presented at Annual Meeting, Southern Demographic Association, Montgomery, AL. (Regional) Brewster, K. L., Tillman, K. H., & Jokinen-Gordon, H. (presented 2012). Pathways to Motherhood: Characteristics of Lesbian Mothers. Paper presented at Research Conference of the National Survey of Family Growth, National Center for Health Statistics, Bethesda, MD. (National) Brewster, K. L., Valle, G., & Tillman, K. H. (presented 2012). The Relative Timing of Sexual Behaviors among Youth in the United States. Paper presented at Annual Meeting, Southern Demographic Association, Williamsburg, VA. (Regional) Valle, G., & Tillman, K. H. (presented 2012). Childhood Family Structure and Romantic Relationships during the Transition to Adulthood. Paper presented at Annual Meeting, Population Association of America, San Francisco, CA. (National) 219

226 Brewster, K. L., Tillman, K. H., & Jokinen-Gordon, H. (presented 2011). Demographic Characteristics of Lesbian Mothers in the United States. Paper presented at Annual Meeting, Southern Demographic Association, Tallahassee, FL. (Regional) Weiss, U. K., & Tillman, K. H. (presented 2011). An Examination of Weight Status and High Risk Sexual Behaviors among Adolescents and Young Adults. Paper presented at Annual Meeting, Population Association of America, Washington, DC. (National) Tillman, K. H., & Miller, B. (presented 2010). College Attendance among Immigrant and Native-born Youth: The Importance of Community Context. Paper presented at Annual Meeting, Southern Demographic Association, Knoxville, TN. (Regional) Valle, G., & Tillman, K. H. (presented 2010). Childhood Family Structure: The Influence on Adolescent Romance and Union Formation in Early Adulthood. Paper presented at Annual Meeting, Population Association of America, Dallas, TX. (National) Brewster, K. L., & Tillman, K. H. (presented 2009). Sexual Orientation and Substance Use among American Youth: Evidence from a National Sample. Paper presented at Annual Meeting, American Sociological Association, San Francisco, CA. (National) Valle, G., & Tillman, K. H. (presented 2009). Romantic Pathways: How Family Structure Influences Intimate Relationships During the Transition to Young Adulthood. Paper presented at Annual Meeting, Southern Demographic Association, Galveston, TX. (Regional) Invited Presentations at Conferences Tillman, K. H. (presented 2010). Immigration, Ethnicity and Child Development, Session Discussant. Presentation at Annual Meetings, Population Association of America, Dallas, TX. (National) Contracts and Grants Denied Contracts and Grants Carlson, E., Reynolds, J., Taylor, M., Tillman, K. H., McCabe, J., & Brewster, K. L. (Feb 2011). Reversal of the College Gender Gap. Submitted to NICHD. 220

227 Service for the Last Five Years Florida State University FSU University Service Member, Liberal Studies Board Committee (2013 present). Member, Preparing Future Faculty (PFF) and TA Faculty Advisory Committee (2013 present). Undergraduate Campus Organization Faculty Advisor, Students for a Democratic Society (2013 present). Member, Interdisciplinary Social Sciences Advisory Committee (2012 present). Member, Faculty Senate's University Library Committee (2011 present). Organizer, FSU Add Health Working Group (2007 present). Faculty Affiliate, Sociocultural and International Development Education Studies program in the Educational Leadership and Policy Studies Deparment of the College of Education (2007 present). Core Faculty Member, African American Studies Degree in the College of Social Sciences and Public Policy (2005 present). FSU Department Service Member, Graduate Admissions and Financial Aid Committee (2012 present). Member, Departmental Policy Committee (2010 present). Member, Personnel Committee (2010 present). Member, Promotion and Tenure Committee (2009 present). Member, Mentoring Committee (2008 present). Member, Special Area Committee for Demography (2003 present). Chair, Special Area Committee for Demography ( ). Member, Special Area Committee for Graduate Methods ( ). 221

228 Member, Honors/Awards Committee ( ). Member, Colloquium Committee ( ). Chair/Member, Honors/Awards Committee ( ). FSU Institute or Center Service Member, Executive Committee, Center for Demography and Population Health (2013 present). Member, Executive Committee, Center for Demography and Population Health ( ). Editorial Board Membership(s) The Profession Population Research and Policy Review (2013 present). Guest Reviewer for Refereed Journals American Journal of Sociology (2012 present). Social Science Research (2010 present). Demographic Research (2008 present). Sociological Focus (2008 present). Sociological Quarterly (2008 present). Social Science Quarterly (2007 present). American Sociological Review (2004 present). International Migration Review (2004 present). Journal of Family Issues (2004 present). Sociology of Education (2004 present). Fathering (2003 present). 222

229 Population Research and Policy Review (2003 present). Demography (2002 present). Journal of Marriage and Family (2002 present). Journal of Health and Social Behavior (2001 present). Sociological Perspectives (2001 present). Social Forces (2000 present). Reviewer for Textbooks Taking Sides: Family and Personal Relationships (McGraw-Hill) (2012 present). Race and Society (Oxford Univ. Press) (2014). (Un)Making Race and Ethnicity: A Reader (Oxford Univ. Press) (2013). Black Picket Fences, 2nd edition (Chicago Univ. Press) (2013). Race and Racisms: A Critical Approach (Oxford Univ. Press) (2013). Families Now: Diversity, Demography and Development (Worth Press) (2011). Bridges to Cross (Oxford Univ. Press) (2010). Chair of a Symposium Tillman, K. H. (Chair). (2012). Southern Demographic Association Annual Meeting. Symposium conducted at the meeting of Southern Demographic Association, Williamsburg, VA. Tillman, K. H. (Chair). (2009). Migration and Child Wellbeing. Symposium conducted at the meeting of Annual Meetings of the Population Association of America, Detroit, MI. Tillman, K. H. (Chair). (2009). Immigrant Children and Educational Outcomes. Symposium conducted at the meeting of Annual Meetings of the Population Association of America, Detroit, MI. 223

230 Reviewer or Panelist for Grant Applications NIH/NICHD (2014 present). Social Sciences and Humanities Research Council of Canada ( ). Service to Professional Associations Past President, Southern Demographic Association (2014 present). President, Southern Demographic Association (2013). Annual Conference Session Presider, "Migration, Foreign-Born, Hispanic and Latin America" Session, Southern Demographic Association (2013). President-Elect, Southern Demographic Association (2012). Annual Conference Program Organizer, Southern Demographic Association (2012). Annual Conference Session Presider, "Birth Outcomes" session, Southern Demographic Association (2011). Committee Member, "Best Article Award" Committee, ASA Family Section (2010). Annual Conference Session Discussant, "Immigration, Ethnicity, and Child Development" session, Population Association of America (2010). Vice President, Southern Demographic Association (2010). Annual Conference Session Presider, "Psychological Wellbeing and Suicide" session, Southern Demographic Association (2010). Board of Directors, Southern Demographic Association ( ). Annual Conference Session Organizer and Presider, "Migration and Child Wellbeing" session, Population Association of America (2009). Annual Conference Session Organizer and Presider, "Immigrant Children and Educational Outcomes" session, Population Association of America (2009). 224

231 The Community Scout, Recruitment of Potential Interns, Direct Action Research and Training (DART) (2010 present). Invited Panelist, Open Town-hall Discussion, "Youth, Race and Violence.", Killearn United Methodist Church (2013). Invited Panelist, Dinner Program "American Dream Lost? More Inequality, Less Marriage.", The Village Square (2013). 225

232 Quality Enhancement Review: Faculty Vita Format Short Form for the State-Mandated Program Reviews Date Vita Prepared: June 25, 2014 Department: Name: Sociology Daniel B Tope Professional Preparation (Highest Degree Only) 2007 Doctor of Philosophy, Ohio State University-main Cam. Major: Sociology. Teaching Assignment for the Last Five Years Courses excluding dissertation, thesis, supervised teaching and research, and directed individual studies: Semester Course Number Course Name Number Enrolled % of Course Summer 2014 SYA4010 ONLINE COURSE Summer 2014 SYA4010 ONLINE COURSE Summer 2014 SYA4010 ONLINE COURSE Spring 2014 SYO4300 ONLINE COURSE Spring 2014 SYO4300 ONLINE COURSE Spring 2014 SYO4300 ONLINE COURSE Fall 2013 SYA4010 Sociological Theory Fall 2013 SYA4010 Sociological Theory Fall 2013 SYA5018 Classical Social Theory Fall 2013 SYA5907 Directed Individual Study Fall 2013 SYA8967 Preparation for Major Area Preliminary Exam Summer 2013 SYA4010 Sociological Theory Summer 2013 SYA4010 Sociological Theory Summer 2013 SYA4010 Sociological Theory Summer 2013 SYA8967 Preparation for Major Area Preliminary Exam Spring 2013 ISS2937 Social Science Honors Seminar Spring 2013 SYA4010 Sociological Theory Fall 2012 SYA5909 Directed Individual Study Fall 2012 SYA8967 Preparation for Major Area Preliminary Exam Fall 2012 SYO4300 Sociology of Politics Fall 2012 SYO4300 Sociology of Politics Fall 2012 SYO4300 Sociology of Politics

233 Semester Course Number Course Name Number Enrolled % of Course Fall 2012 SYO4300 Sociology of Politics Fall 2012 SYO4300 Sociology of Politics Fall 2012 SYO5335 Sociology of Political Economy Summer 2012 SYA4905 Directed Individual Study Summer 2012 SYA8967 Preparation for Major Area Preliminary Exam Spring 2012 SYA4010 Sociological Theory Fall 2011 SYA4010 Sociological Theory Spring 2011 SYA8967 Preparation for Major Area Preliminary Exam Fall 2010 ISS2937 Social Science Honors Seminar Fall 2010 SYA5909 Directed Individual Study Fall 2010 SYA8967 Preparation for Major Area Preliminary Exam Fall 2010 SYO5335 Sociology of Political Economy Spring 2010 SYA4010 Sociological Theory Spring 2010 SYA4010 Sociological Theory Spring 2010 SYA5907 Directed Individual Study Fall 2009 ISS2937 Social Science Honors Seminar Fall 2009 SYD4700 Race and Minority Group Relations Current Doctoral Student Supervisory Committees Chair Member McCutcheon, Aaron Craig Twitty, Courtney Dionne Klein, Jesse Rose Richard, Keith G. Bradley, Stephanie L. Lanford, Daniel Rawlinson, Brittany No doctoral students who have graduated in the last five years for whom you were supervisory committee chair. Current Master's Student Supervisory Committees No current master's student committees. 227

234 Master's students who have graduated in the last five years for whom you were supervisory committee chair: Thomas, Kirby Ann McCutcheon, Aaron Roger, Kyle Lanford, Daniel Bradley, Stephanie L. Rawlinson, Brittany Danielle Research and Original Creative Work for the Last Five Years Invited Journal Articles Publications Tope, D. (2009). Historical Analysis and Labor Regulation in the Progressive Era. Labor History, 50, Refereed Journal Articles Jacobs, D., Malone, C., & Tope, D. (in press). Economic Inequality and Ideological Roll-Call Votes: Economic Stratification, Minority Threat and Support for Conservative Policies. Research in Social Stratification. Tope, D., Pickett, J., Cobb, R., & Dirlam, J. (in press). Othering Obama: Racial Attitudes and Dubious Beliefs about the United States' First Black President. Sociological Perspectives. Tope, D., Pickett, J., & Chiricos, T. (in press). Anti-Minority Attitudes and the Rise of the Tea Party Movement. Social Problems. Pickett, J., Tope, D., & Bellandi, R. (2014). Taking Back our Country: Tea Party Membership and the Desire to Punish. Sociological Inquiry, 84, Adams, J., & Tope, D. (2013). When you Can't Add it Up: Measuring Democracy with QCA. Ask: Research & Methods, 21, Condron, D. J., Tope, D., Steidl, C., & Freeman, K. J. (2013). Racial Segregation and the Black/White Achievement Gap, The Sociological Quarterly, 54, Tope, D., & Hickman, L. (2012). The Politics of Children's Health Insurance Policy. Sociological Perspecitves, 55,

235 Fiorito, J., Tope, D., Steinberg, P., Murphy, C., & Padavic, I. (2011). Lay Activism and Activism Intentions in a Faculty Union: An Exploratory Study. Labor Studies Journal, 36, Hodson, R., Chamberlain, L., Crowley, M., & Tope, D. (2011). Coding Ethnographies for Research and Training: Merging Qualitative and Quantitative Sociology. Sociological Perspectives, 54, McCabe, J., Fairchild, E., Grauerholz, L., Pescosolido, B., & Tope, D. (2011). Gender in 20th Century Children's Books: Patterns of Disparity in Titles and Central Characters. Gender & Society, 25, Crowley, M., Tope, D., Chamberlain, L., & Hodson, R. (2010). Neo-Taylorism at Work: Occupational Change in the Post-Fordist Era. Social Problems, 57, Tope, D., & Jacobs, D. (2009). The Politics of Union Decline: The Historically Contingent Political Determinants of Union Recognition Elections. American Sociological Review, 74, Invited Reviews Tope, D. (in press). Review of Labor, Economy, and Society. By Jeffrey J. Sallaz (Polity Press). Work and Occupations, 2 pages. Tope, D. (2013). Review of Economy in Society: Essays in Honor of Michael J. Piore. Edited by Paul Osterman. (MIT Press). The Social Science Journal, 50, Refereed Papers at Conferences Presentations Bradley, S., & Tope, D. (accepted). The Political Determinants of State Differences in the Earned Income Tax Credit. Paper to be presented at National Meeting, American Sociological Association, San Francisco, CA. (National) Jacobs, A., Hill, T., & Tope, D. (accepted). Gain or Pain? Employment, Childcare Conflict, and the Mental Health of Low-Income Urban Women. Paper to be presented at National meeting, American Sociological Association, San Francisco, CA. (National) Lanford, D., & Tope, D. (accepted). Racial Resentment and Health Insurance Policy Attitudes: Assessing the Mediating Role of Anger and Anti-Statism. Paper to be presented at Annual Meeting, American Sociological Association, San Francisco, CA. (National) 229

236 Tope, D. B., Pickett, J., Cobb, R., & Dirlam, J. (presented 2013). Othering Obama: Racial Attitudes and Dubious Beliefs about the President. Paper presented at Annual Meeting, American Sociological Association, New York, NY. (National) Condron, D. J., Tope, D. B., Steidl, C., & Freeman, K. J. (presented 2012). Racial Segregation and the Black/White Achievement Gap, Paper presented at Annual Meeting, American Sociological Association, Denver, CO. (National) Jacobs, D., Malone, C., & Tope, D. B. (presented 2012). Economic Inequality and Ideological Roll-Call Votes: Economic Stratification, Minority Threat and Support for Conservative Policies. Paper presented at Annual Meeting, American Sociological Association, Denver, CO. (National) Tope, D. B., Pickett, J., & Chiricos, T. (presented 2012). The Rise of the Tea Party Movement: Anti-Minority Attitudes, Conservatism, and Context. Paper presented at Annual Meeting, The Southern Sociological Society, New Orleans, LA. (Regional) Condron, D. J., Tope, D. B., Steidl, C., & Freeman, K. J. (presented 2011). Racial Segregation and the Black/White Achievement Gap, Paper presented at Annual Meeting, Southern Sociological Society, Jacksonville, FL. (Regional) Tope, D. B. (presented 2011). Political Partisanship and Labor Regulation Regimes. Paper presented at Annual Meeting, American Sociological Association, Las Vegas, NV. (National) Fiorito, J., & Tope, D. B. (presented 2010). Lay Activism and Activism Intentions in a Faculty Union: An Exploratory Study. Paper presented at Annual Meeting, The British Universities Industrial Relations Association, Manchester, England. (International) Tope, D. B., & Jacobs, D. (presented 2010). Racial Threat, Street Crime, and Republican Strength in the Post-Civil Rights Era. Paper presented at Annual Meeting, American Sociological Association, Atlanta, GA. (National) Tope, D. B., & Hickman, L. (presented 2009). The Politics of Children's Health Insurance Policy. Paper presented at Annual Meeting, American Sociological Association, San Francisco, CA. (National) Service for the Last Five Years Florida State University FSU College Service Member, Policy and Academic Affairs Committee ( ). 230

237 FSU Department Service Member, Graduate Admissions Committee ( ). Chair, Politics & the State Exam Committee ( ). Member, Departmental Policy Committee ( ). Chair, Theory Committee ( ). Member, Ad-hoc Committee on Departmental Bylaws ( ). Committee Member, Awards Committee ( ). Chair, Colloquium Committee ( ). Member, Politics & the State Exam Committee ( ). Chair, Theory Committee ( ). Member, Politics & the State Exam Committee ( ). Member, Stratification & Social Justice Exam Committee ( ). Chair, Awards Committee ( ). Member, Departmental Policy Committee ( ). Member, Mentoring Committee ( ). Member, Undergraduate Program Committee ( ). Member, Theory Committee ( ). Member, Awards Committee ( ). Reviewer or Panelist for Grant Applications National Science Foundation ( ). The Profession 231

238 Service to Professional Associations Alternate Senator, United Faculty of Florida (2009 present). Member, Student Paper Award Committee, Student Paper Award Committee, Society for the Study of Social Problems (2013). Program Committee Member, Southern Sociological Association ( ). Session Organizer, "Immigrant Workers and the State.", Society for the Study of Social Problems, Labor Studies Division, Denver, CO (2012). Member, Student Paper Award Committee, Society for the Study of Social Problems, Labor Studies Division (2012). Member, Book Award Committee. Section on Poverty, Inequality and Mobility. American Sociological Association (2011). Member, SSSP Labor Section, Best Student Paper Award Committee (2011). Session Organizer, "Social Justice Work through Organizing." Society for the Study of Social Problems, Labor Studies Division, Atlanta, GA (2010). Member, SSSP Labor Section, Best Student Paper Award Committee (2010). 232

239 Quality Enhancement Review: Faculty Vita Format Short Form for the State-Mandated Program Reviews Date Vita Prepared: July 02, 2014 Department: Name: Sociology Koji Ueno Professional Preparation (Highest Degree Only) 2004 Doctor of Philosophy, Vanderbilt University. Major: Sociology. Teaching Assignment for the Last Five Years Courses excluding dissertation, thesis, supervised teaching and research, and directed individual studies: Semester Course Number Course Name Number Enrolled % of Course Summer 2014 SYA5907 NETWORK ANALYSIS Summer 2014 SYA8967 Preparation for Major Area Preliminary Exam Spring 2014 SYA5907 INTERVIEW DATA CODING Spring 2014 SYA6933 BECOMING ADULT/STRATISFIED SOC Fall 2013 SYA4400 Social Statistics Fall 2013 SYA4400 Social Statistics Fall 2013 SYA8967 Preparation for Major Area Preliminary Exam Summer 2013 SYA5907 Directed Individual Study Summer 2013 SYA5909 Directed Individual Study Spring 2013 SYA5406 Multivariate Analysis Spring 2013 SYA6933 Selected Topics in Sociology Fall 2012 SYA4400 Social Statistics Fall 2012 SYA4400 Social Statistics Summer 2012 SYA4905 Directed Individual Study Spring 2012 SYA5907 Directed Individual Study Spring 2012 SYA5909 Directed Individual Study Fall 2011 SYA5907 Directed Individual Study Fall 2011 SYA8967 Preparation for Major Area Preliminary Exam Summer 2011 SYA8967 Preparation for Major Area Preliminary Exam Spring 2011 SYA4400 Social Statistics

240 Semester Course Number Course Name Number Enrolled % of Course Spring 2011 SYA4905 Directed Individual Study Spring 2011 SYA5406 Multivariate Analysis Spring 2011 SYA5907 Directed Individual Study Fall 2010 SYA4400 Social Statistics Fall 2010 SYA4400 Social Statistics Spring 2010 ISS2937 Social Science Honors Seminar Spring 2010 SYA6933 Selected Topics in Sociology Fall 2009 SYP4570 Deviance and Social Control Fall 2009 SYP4570 Deviance and Social Control Current Doctoral Student Supervisory Committees Chair University Representative Peña-Talamantes, Abraham Elias Brown, Kristin Marie Vaghela, Preeti Mansukh Feiock, Ruth S. Roach, Teresa Ann Lee, Se Jin Member Hsu, Tzeli Conn, Sarrah No doctoral students who have graduated in the last five years for whom you were supervisory committee chair. Current Master's Student Supervisory Committees No current master's student committees. Master's students who have graduated in the last five years for whom you were supervisory committee chair: Vaghela, Preeti Peña-Talamantes, Abraham Elias Ritter, Lacey J. 234

241 Research and Original Creative Work for the Last Five Years Refereed Journal Articles Publications Mathers, A. M., Sumerau, J. E., & Ueno, K. (submitted). "This Isn't Just Another Gay Group": Privileging Heterosexuality in a Mixed-Sexuality LGBTQ Advocacy Group. Journal of Contemporary Ethnography. Manuscript submitted for publication. Ueno, K., & Gentile, H. (submitted). Construction of Status Equality in Friendships between GLB and Straight College Students. Sociological Perspectives. Manuscript submitted for publication. Ueno, K., Vaghela, P., & Ritter, L. J. (submitted). Sexual Orientation, Internal Migration, and Mental Health during the Transition to Adulthood. Journal of Health and Social Behavior. Manuscript submitted for publication. Ueno, K., Vaghela, P., & Nix, A. N. (submitted). Sexual Orientation, Gender Composition of the Occupation, and Mental Health in Young Adulthood. Work and Occupations. Manuscript submitted for publication. Vaghela, P., & Ueno, K. (submitted). Racial-Ethnic Identity Pairings and the Mental Health of Second Generation Asian Adolescents in the U.S. Sociological Quarterly. Manuscript submitted for publication. Ueno, K., & Gentile, H. (in press). Construction of Moral Identity in Friendships between Gay, Lesbian, Bisexual Students and Straight Students in College. Symbolic Interaction. Gayman, M. D., Cislo, A. M., Goidel, A., & Ueno, K. (2014). SES and Race-Ethnic Differences in the Stress-Buffering Effects of Coping Resources for Mental Health Among Young Adults. Ethnicity & Health, 19, Cui, M., Ueno, K., Gordon, M., & Finchman, F. D. (2013). The Continuation of Intimate Partner Violence from Adolescence to Young Adulthood. Journal of Marriage and Family, 75, Finchman, F. D., Cui, M., Gordon, M., & Ueno, K. (2013). What Comes Before Why: Specifying the Phenomenon of Intimate Partner Violence. Journal of Marriage and Family, 75, Martin, B., Cui, M., Ueno, K., & Fincham, F. D. (2013). Intimate Partner Violence in Interracial and Monoracial Couples. Family Relations, 62,

242 Ueno, K., Peña-Talamantes, A. E., & Roach, T. (2013). Sexual Orientation and Occupational Attainment. Work and Occupations, 40, Ueno, K., Roach, T. A., & Peña-Talamantes, A. E. (2013). Sexual Orientation and Gender Typicality of the Occupation in Young Adulthood. Social Forces, 92, Ueno, K., Roach, T., & Peña-Talamantes, A. E. (2013). The Dynamic Association between Sexual Orientation and Educational Attainment. Advances in Life Course Research, 18, Cui, M., Ueno, K., Fincham, F. D., Donnellan, M. B., & Wickrama, K. A. S. (2012). The Association between Romantic Relationships and Delinquency in Adolescence and Young Adulthood. Personal Relationships, 19, Ueno, K., Wright, E. R., Gayman, M. D., & McCabe, J. (2012). Segregation in Gay, Lesbian, and Bisexual Youth's Personal Networks: Testing Structural Constraint, Choice Homophily, and Compartmentalization Hypotheses. Social Forces, 90, Gayman, M. D., Lloyd, D. A., & Ueno, K. (2011). The History and Timing of Depression Onset as Predictors of Young-Adult Self-Esteem. Journal of Research on Adolescence, 21, Ueno, K. (2010). Mental Health Differences Between Young Adults With and Without Same-Sex Contact: A Simultaneous Examination of Underlying Mechanisms. Journal of Health and Social Behavior, 51, Ueno, K. (2010). Patterns of Cross-Orientation Friendships in High Schools. Social Science Research, 39, Ueno, K. (2010). Same-Sex Experience and Mental Health During the Transition Between Adolescence and Young Adulthood. Sociological Quarterly, 51, Ueno, K., & McWilliam, S. (2010). Gender-Typed Behaviors and School Adjustment. Sex Roles, 63, Ueno, K. (2009). Same-Race Friendships and School Attachment: Demonstrating the Interaction Between Personal Network and School Composition. Sociological Forum, 24, Ueno, K., Gayman, M. D., Wright, E. R., & Quantz, S. D. (2009). Friends' Sexual Orientation, Relational Quality, and Mental Health Among Gay, Lesbian, and Bisexual Youth. Personal Relationships, 16,

243 Refereed Book Chapters Schrock, D., Summerau, E. J., & Ueno, K. (in press). Sexualities. In J. McLeod, E. J. Lawler, & M. L. Schwalbe (Eds.), The Handbook of the Social Psychology of Inequality. New York: Springer. Refereed Presentations at Conferences Presentations Ueno, K., & Gentile, H. (accepted). Moral Identity in Friendships between GLB and Straight College Students. Presentation to be given at International Sociological Association, World Congress of Sociology, Yokohama, Japan. (International) Ueno, K., & Vaghela, P. (accepted). Sexual Orientation, Gender Composition of the Occupation, and Mental Health in Young Adulthood. Presentation to be given at the meeting of American Sociological Association, San Francisco, CA. (National) Ueno, K., & Gentile, H. (presented 2014). Construction of Status Equality in Friendships between GLB and Straight College Students. Presentation at the meeting of Southern Sociological Society, Charlotte, NC. (Regional) Ueno, K., Peña-Talamantes, A. E., & Roach, T. A. (presented 2013). Sexual Orientation and Young Adulthood Earnings Among Men. Presentation at the meeting of Southern Sociological Society, Atlanta, GA. (Regional) Ueno, K., Roach, T. A., & Peña-Talamantes, A. E. (presented 2013). Sexual Orientation and Gender Typicality of the Occupation in Young Adulthood. Presentation at the meeting of American Sociological Association, New York. (National) Ueno, K., Roach, T. A., & Peña-Talamantes, A. E. (presented 2012). The Dynamic Association between Sexual Orientation and Educational Attainment. Presentation at the meeting of American Sociological Association, Denver, CO. (National) Ueno, K., & Gentile, H. (presented 2011). Interpretations of Sexual Orientation Difference in Friendships Between Sexual Minority and Straight College Students. Presentation at Annual Meeting, Sothern Sociological Society, Jacksonville, FL. (Regional) Ueno, K., Wright, E. R., Gayman, M. D., & McCabe, J. M. (presented 2011). Segregation in Gay, Lesbian, and Bisexual Youth's Personal Networks: Testing Structural Constraint, Choice Homophily, and Compartmentalization Hypotheses. Presentation at Annual Meeting, American Sociological Association, Las Vegas, NV. (National) Ueno, K. (presented 2010). Mental Health Differences Between Young Adults With and Without Same-Sex Contact: A Simultaneous Examination of Underlying Mechanisms. 237

244 Presentation at Annual Meeting, the American Sociological Association, Atlanta, GA. (National) Ueno, K., & McWilliams, S. (presented 2010). Gender Displays and School Experience. Presentation at Annual Meeting, Sothern Sociological Society, Atlanta, GA. (Regional) Ueno, K. (presented 2009). Sociodemographic Backgrounds, Adolescent Environments, and Patterns of Same-Sex Experience Between Adolescence and Young Adulthood. Presentation at Annual Meeting, American Sociological Association, San Francisco, CA. (National) Ueno, K., Gayman, M. D., Wright, E. R., & Quantz, S. D. (presented 2009). Friendship Network Quality and Mental Health Among Gay, Lesbian, and Bisexual Youths: Is It Better to Have GLB Friends Than Straight Friends? Presentation at Annual Meeting, Sothern Sociological Society, New Orleans, LA. (Regional) Contracts and Grants Funded Contracts and Grants Ueno, Koji (PI). ( ). Sexual Orientation and Career Development. Funded by Committee on Faculty Research Support Award (COFRS), Florida State University. Total award $14,000. Ueno, Koji (PI). ( ). Social Inequality and the Status Attainment Process. Funded by National Science Foundation, Sociology Program. Total award $65,115. Contracts and Grants Denied Ueno, K. (2013). Sexual Orientation, Internal Migration, and Mental Health During the Transition to Adulthood. Submitted to National Institute of Child Health and Human Development. Service for the Last Five Years Florida State University FSU University Service Member, University Committee on Faculty Sabbaticals ( ). Member, Program Review Subcommittee, University Graduate Policy Committee ( ). 238

245 Reviewer, Committee on Faculty Research Support Award (COFRS) (2011). FSU College Service Member, Policy and Academic Affairs Committee, College of Social Sciences and Public Policy, FSU ( ). FSU Department Service Chair, Graduate Program Committee ( ). Examiner, Health and Aging Area Committee ( ). Member, Health and Aging Area Committee ( ). Member, Statistics and Methods Committee ( ). Member, Ad Hoc Committee on Governance ( ). Chair, Statistics and Methods Committee ( ). Member, Departmental Policy Committee ( ). Member, Personnel Committee ( ). Member, Social Psychology Area Committee ( ). Chair, Social Psychology Area Committee ( ). Examiner, Social Psychology Area Committee ( ). Chair, Statistics and Methods Committee ( ). Member, Colloquium Committee ( ). Chair, Colloquium Committee ( ). Member, Undergraduate Program Committee ( ). 239

246 The Profession Editorial Board Membership(s) Journal of Health and Social Behavior ( ). Service to Professional Associations Elected member, Publication Committee, Southern Sociological Society ( ). Session organizer, "Sociology of Sexuality", American Sociological Association (2013). Chair, Membership Committee, Social Psychology Section, American Sociological Association ( ). Session discussant, "Sexualities Across the Life Course", Annual Meetings of the American Sociological Association, Atlanta (2010). 240

247 Quality Enhancement Review: Faculty Vita Format Short Form for the State-Mandated Program Reviews DRAFT Date Vita Prepared: June 25, 2014 Department: Name: Sociology Lisa M Weinberg Professional Preparation (Highest Degree Only) 2009 Doctor of Philosophy, Florida State University. Major: Sociology. Teaching Assignment for the Last Five Years Courses excluding dissertation, thesis, supervised teaching and research, and directed individual studies: Semester Course Number Course Name Number Enrolled % of Course Summer 2014 SYA4905 Non-Violent Com in Res Justice Summer 2014 SYA4905 DEVIANCE IN SOCIETY RESEARCH Summer 2014 SYA4930 SOCIOLOGY OF HIP-HOP Summer 2014 SYP4570 ONLINE COURSE Summer 2014 SYP4570 ONLINE COURSE Summer 2014 SYP4570 ONLINE COURSE Spring 2014 INR4937 Hoonrs Thesis Spring 2014 SYA4905 INTERNSHIP: MUSIC MAGAZINE Spring 2014 SYA4930 SOCIOLOGY OF HIP-HOP Spring 2014 SYA4932 Tutorial in Sociology Spring 2014 SYO3100 Family Problems and Social Change Fall 2013 INR4937 DIS-Sophee Payne Fall 2013 INR4937 Honors in the Major Fall 2013 SYA4930 SOCIOLOGY OF HIP-HOP Fall 2013 SYA4932 THEORIES OF DEVIANCE/SOC CNTRL Fall 2013 SYA4932 Tutorial in Sociology Fall 2013 SYO3100 Family Problems and Social Change Fall 2013 SYP4570 ONLINE COURSE Fall 2013 SYP4570 ONLINE COURSE Fall 2013 SYP4570 ONLINE COURSE Summer 2013 SYA4905 Directed Individual Study Summer 2013 SYA4905 Directed Individual Study Summer 2013 SYA4930 Selected Topics in Sociology Summer 2013 SYP4570 Deviance and Social Control

248 Semester Course Number Course Name Number Enrolled % of Course Summer 2013 SYP4570 Deviance and Social Control Summer 2013 SYP4570 Deviance and Social Control Summer 2013 SYP4570 Deviance and Social Control Spring 2013 SYA4905 Directed Individual Study Spring 2013 SYA4930 Selected Topics in Sociology Spring 2013 SYA4930 Selected Topics in Sociology Spring 2013 SYA4932 Tutorial in Sociology Spring 2013 SYP4570 Deviance and Social Control Spring 2013 SYP4570 Deviance and Social Control Spring 2013 SYP4570 Deviance and Social Control Spring 2013 SYP4570 Deviance and Social Control Fall 2012 SYG1000 Introductory Sociology Fall 2012 SYG1000 Introductory Sociology Fall 2012 SYP4570 Deviance and Social Control Fall 2012 SYP4570 Deviance and Social Control Fall 2012 SYP4570 Deviance and Social Control Fall 2012 SYP4570 Deviance and Social Control Fall 2012 SYP4570 Deviance and Social Control Summer 2012 SYA4905 Directed Individual Study Summer 2012 SYA4930 Selected Topics in Sociology Summer 2012 SYP4570 Deviance and Social Control Summer 2012 SYP4570 Deviance and Social Control Summer 2012 SYP4570 Deviance and Social Control Summer 2012 SYP4570 Deviance and Social Control Spring 2012 SYA4930 Selected Topics in Sociology Spring 2012 SYA4931 Honors Work Spring 2012 SYO3100 Family Problems and Social Change Spring 2012 SYP4570 Deviance and Social Control Spring 2012 SYP4570 Deviance and Social Control Spring 2012 SYP4570 Deviance and Social Control Spring 2012 SYP4570 Deviance and Social Control Spring 2012 SYP4570 Deviance and Social Control Fall 2011 SYA4931 Honors Work Fall 2011 SYG1000 Introductory Sociology Fall 2011 SYG1000 Introductory Sociology Fall 2011 SYG1000 Introductory Sociology Fall 2011 SYP4570 Deviance and Social Control Fall 2011 SYP4570 Deviance and Social Control Fall 2011 SYP4570 Deviance and Social Control Fall 2011 SYP4570 Deviance and Social Control Summer 2011 SYP4570 Deviance and Social Control Summer 2011 SYP4570 Deviance and Social Control

249 Semester Course Number Course Name Number Enrolled % of Course Summer 2011 SYP4570 Deviance and Social Control Summer 2011 SYP4570 Deviance and Social Control Spring 2011 SYA4930 Selected Topics in Sociology Spring 2011 SYG2010 Social Problems Spring 2011 SYP4570 Deviance and Social Control Spring 2011 SYP4570 Deviance and Social Control Spring 2011 SYP4570 Deviance and Social Control Fall 2010 SYA4930 Selected Topics in Sociology Fall 2010 SYO3100 Family Problems and Social Change Fall 2010 SYO3100 Family Problems and Social Change Fall 2010 SYP4570 Deviance and Social Control Fall 2010 SYP4570 Deviance and Social Control Fall 2010 SYP4570 Deviance and Social Control Fall 2010 SYP4570 Deviance and Social Control Summer 2010 SYA4932 Tutorial in Sociology Summer 2010 SYP4570 Deviance and Social Control Summer 2010 SYP4570 Deviance and Social Control Summer 2010 SYP4570 Deviance and Social Control Summer 2010 SYP4570 Deviance and Social Control Spring 2010 SYA4930 Selected Topics in Sociology Spring 2010 SYO3100 Family Problems and Social Change Fall 2009 SYG2010 Social Problems Fall 2009 SYG2010 Social Problems Fall 2009 SYG2010 Social Problems Current Doctoral Student Supervisory Committees No current doctoral student committees. No doctoral students who have graduated in the last five years for whom you were supervisory committee chair. Current Master's Student Supervisory Committees No current master's student committees. No master's students who have graduated in the last five years for whom you were supervisory committee chair. 243

250 Research and Original Creative Work for the Last Five Years Refereed Papers at Conferences Presentations Weinberg, L. M., & Mannheimer, A. H. (presented 2013, August). Sociological Swagger: An Innovative Approach to Teaching Sociological Perspectives and Research Methods Using Hip Hop Culture. Paper presented at Annual Meeting, American Sociological Association, New York, New York. (National) Weinberg, L. M., & Mannheimer, A. H. (presented 2013, April). Keeping it Fresh: Teaching Social Inequality through Hip Hop Culture. Paper presented at Annual Meeting, Southern Sociological Society, Atlanta, Ga. (Regional) Refereed Presentations at Conferences Weinberg, L. M. (presented 2010, April). "Parents' Educational Expectations for their Young Children: SES, Race/Ethnicity and School Feedback". Presentation at Annual Meeting, Souther Sociological Society, New Orleans, Louisiana. (Regional) Invited Workshops Weinberg, L. M., & Mannheimer, A. H. (2013, October). Hip Hop and Social Change. Workshop delivered at Tallahassee Mayor's Summit on Race, Culture and Human Relations, Tallahassee, Fl. (Local) Weinberg, L. M. (2013, February). Women in Leadership Workshop. Workshop delivered at Department of Children and Families, Department of Children and Families. (State) Invited Lectures and Readings of Original Work Weinberg, L. M., & Mannheimer, A. H. (2013, February). Florida State Service Scholars Program, February 2013, "Taking a Stance: Social Change through Music.". Delivered at Florida State University, Service Scholars Program, FSU. (Local) 244

251 Service for the Last Five Years Florida State University FSU University Service Organizer, FSU Department of Sociology, Symposium on Hip Hop and Education (2014 present). Committee Member, Faculty Senate Undergraduate Policy Committee (2013 present). Chair, Undergraduate Honors Thesis, Monika Amar ( ). Chair, Undergraduate Honors Thesis, Shanelle DelPino ( ). Committee Member, Undergraduate Honors Thesis, Danielle Smith ( ). Chair, Undergraduate Honors Thesis, Alyssa Palenzuela, Department of Sociology ( ). Chair, Undergraduate Honors Thesis, Janessa Brito, Department of Sociology ( ). Committee Member, Undergraduate Honors Thesis, Nathan Hicks, Department of Sociology ( ). FSU Department Service Director, Undergraduate Directed Individual Study, Alexandra Olsen (2013 present). Director, Undergraduate Directed Individual Study, Joshua Polatkoff (2013). Director, Undergraduate Directed Individual Study, Rebecca O-Shea (2013). Director, Undergraduate Directed Individual Study, Thomas Kennedy (2013). member, Department of Sociology Awards Committee ( ). Director, Undergraduate Directed Individual Study, Emily Swire ( ). Chair, Awards Committee ( ). Member, Undergraduate Program Committee ( ). Member, Graduate Admissions & Financial Aid Committee ( ). 245

252 Directed Undergraduate Directed Individual Study, Zachary Fioramanti, Department of Criminology ( ). The Profession Reviewer for Textbooks Experience Sociology (2012). Discovering Sociology (2012). Deviance and Social Control: Essentials (2012). Introduction to Sociology (2011). The Relativity of Deviance (2011). The Community Board Member, Charity service, Miles of Giving, Inc (2012 present). Partner Organizer, Partnership with Curators of Hip Hop to hold a community book drive and cultural event. Tallahassee, Fl Jack McLean Community Center. Feb 2014, Our Community Our Culture (2014). Troop Co-leader, Girl Scouts of America ( ). 246

253 Appendix B Operating Budget E & G Position FTE and Rate Totals by Pay Plan and Filled/Vacant College of Social Sciences and Public Policy Sociology Filled 9 and 12 Month Faculty Sum of FTE Sum of PersonYr Sum of Rate $ 1,444,331 $ 1,489,264 $ 1,384,822 $ 1,320,783 $ 1,362,909 Filled Staff Support Sum of FTE Sum of PersonYr Sum of Rate $ 123,060 $ 123,061 $ 127,486 $ 128,668 $ 134,268 Summer Faculty Sum of FTE Sum of PersonYr Sum of Rate $ 24,622 $ 37,278 $ 34,182 $ 38,125 $ 46,167 Vacant & Reserve Faculty Sum of FTE Sum of PersonYr Sum of Rate $ 206,337 $ 31,126 $ 64,806 $ 102,786 Total Sum of FTE Total Sum of PersonYr Total Sum of Rate $ 1,798,350 $ 1,680,728 $ 1,546,490 $ 1,552,382 $ 1,646,130 Source: Institutional Research 247

254

255 Department of Sociology Teaching Evaluation Summaries Fall 2009 Spring 2014 Response Scale Beginning Spring 2013 (Q13) Response Scale Prior to Spring 2013 (Q8) Excellent 5 Excellent 1 4 Very Good 2 Satisfactory 3 Good 3 2 Fair 4 Poor 1 Poor 5 Year 5 Year 4 Year 3 Year 2 Year 1 Sum of MEDIAN Column Labels Row Labels Bamford, Melissa SYA SYA SYG Barrett, Anne ISS ISS SYA SYA SYA SYA SYA SYA SYA SYG SYG SYG SYG SYP SYP Boggs, Kaley SYG Bowers, Donavan SYP Bradley, Stephanie SYG Brailsford, Jennifer SYD Brewster, Karin SYA SYA SYA SYA SYD SYD SYD SYD SYD SYD SYD Brown, Jordan SYA SYA SYA Brown, Robyn SYA

256 Department of Sociology Teaching Evaluation Summaries Fall 2009 Spring 2014 Response Scale Beginning Spring 2013 (Q13) Response Scale Prior to Spring 2013 (Q8) Excellent 5 Excellent 1 4 Very Good 2 Satisfactory 3 Good 3 2 Fair 4 Poor 1 Poor 5 Year 5 Year 4 Year 3 Year 2 Year 1 Sum of MEDIAN Column Labels Row Labels Burdette, Amy ISS SYA SYA SYA SYA SYA SYA SYG SYO SYO Butterfield, Jonniann SYA SYD Carlson, Elwood SYA SYA SYD SYD SYD SYD SYD SYD SYD SYO Cobb, Ryon SYD Conn, Sarrah SYA SYA SYA Cowart, Marie SYP SYP Daily, Ashley SYA SYD Eberstein, Isaac SYA SYA SYD SYD SYG SYG SYG

257 Department of Sociology Teaching Evaluation Summaries Fall 2009 Spring 2014 Response Scale Beginning Spring 2013 (Q13) Response Scale Prior to Spring 2013 (Q8) Excellent 5 Excellent 1 4 Very Good 2 Satisfactory 3 Good 3 2 Fair 4 Poor 1 Poor 5 Erdemli, Rifat Year 5 Year 4 Year 3 Year 2 Year 1 Sum of MEDIAN Column Labels Row Labels SYG SYP Fisher, Orit SYA SYP Giannareas, Jorge SYG SYG Glasgow, Katherine SYA SYD Graves, Katelyn SYD Griffis, Heather SYD SYD Hill, Terrence SYA SYA SYA SYA SYA SYA SYA SYA SYG SYG SYO Hsu, Tzeli SYA SYG SYG SYG SYG Jokinen Gordon, Hanna SYA SYD SYG Keith, Verna SYD Kilpatrick, Quentin SYG Kinloch, Graham SYA SYA SYA

258 Department of Sociology Teaching Evaluation Summaries Fall 2009 Spring 2014 Response Scale Beginning Spring 2013 (Q13) Response Scale Prior to Spring 2013 (Q8) Excellent 5 Excellent 1 4 Very Good 2 Satisfactory 3 Good 3 2 Fair 4 Poor 1 Poor 5 Year 5 Year 4 Year 3 Year 2 Year 1 Sum of MEDIAN Column Labels Row Labels SYD SYD SYG SYG SYG SYG SYG Klein, Jesse SYA SYA SYG Kline, Michael SYG SYG SYP Koontz, Amanda SYA SYA SYG Laguna, Jason SYG SYP Lanford, Daniel SYA Lennon, Lindsey SYA SYG SYO SYP Lessan, Gloria SYG SYG SYG SYG SYG SYG SYG SYG SYG SYG SYO SYO SYO SYO SYP SYP SYP

259 Department of Sociology Teaching Evaluation Summaries Fall 2009 Spring 2014 Response Scale Beginning Spring 2013 (Q13) Response Scale Prior to Spring 2013 (Q8) Excellent 5 Excellent 1 4 Very Good 2 Satisfactory 3 Good 3 2 Fair 4 Poor 1 Poor 5 Levine, Kari Year 5 Year 4 Year 3 Year 2 Year 1 Sum of MEDIAN Column Labels Row Labels SYG Lloyd, Donald SYA SYD Mallen, Ana SYG SYG SYG SYG Mannheimer, Andrew SYG SYG SYO Mauney, Heather SYA Mccabe, Janice SYA SYA SYA SYA SYD SYD SYP SYP McClellan, William SYG SYG McCutcheon, Aaron SYA SYA SYA SYP Mcgrady, Patrick SYA SYG SYO McKelvey, Joel SYA McWilliams, Summer SYG SYG SYG SYP Miller, Byron SYA SYO

260 Department of Sociology Teaching Evaluation Summaries Fall 2009 Spring 2014 Response Scale Beginning Spring 2013 (Q13) Response Scale Prior to Spring 2013 (Q8) Excellent 5 Excellent 1 4 Very Good 2 Satisfactory 3 Good 3 2 Fair 4 Poor 1 Poor 5 Year 5 Year 4 Year 3 Year 2 Year 1 Sum of MEDIAN Column Labels Row Labels Moore, Lori SYA SYP Nowakowski, Alexandra SYO SYO Orcutt, James SYP SYP SYP SYP SYP SYP Padavic, Irene SYO SYO SYO SYO SYO SYO Pederson, JoEllen SYG SYP SYP Pena, Abraham SYG SYG Pena Talamantes, Abraham SYA SYA SYA SYP Poling, Amanda SYA SYD SYD SYG SYG SYG SYG SYO Polivka West, Lu Marie SYA Quadagno, Jill SYA SYA SYA

261 Department of Sociology Teaching Evaluation Summaries Fall 2009 Spring 2014 Response Scale Beginning Spring 2013 (Q13) Response Scale Prior to Spring 2013 (Q8) Excellent 5 Excellent 1 4 Very Good 2 Satisfactory 3 Good 3 2 Fair 4 Poor 1 Poor 5 Year 5 Year 4 Year 3 Year 2 Year 1 Sum of MEDIAN Column Labels Row Labels SYO SYP SYP SYP Ramirez, Hernan SYD SYD SYD SYD SYD SYD SYG SYG SYG SYG Redmond, Rebecca SYG SYG Reid, Keshia SYP Reynolds, John ISS SYA SYA SYA SYA SYA SYA SYA SYG SYG SYO SYO Rill, Lisa SYG Ritter, Lacey SYA SYG Roach, Teresa SYA SYA SYA Rogers, Kyle SYG SYG

262 Department of Sociology Teaching Evaluation Summaries Fall 2009 Spring 2014 Response Scale Beginning Spring 2013 (Q13) Response Scale Prior to Spring 2013 (Q8) Excellent 5 Excellent 1 4 Very Good 2 Satisfactory 3 Good 3 2 Fair 4 Poor 1 Poor 5 Year 5 Year 4 Year 3 Year 2 Year 1 Sum of MEDIAN Column Labels Row Labels Rohlinger, Deana ISS ISS SYA SYA SYO SYO SYO SYO SYO SYP SYP SYP SYP Rolley, Kathryn SYG Rote, Sunshine SYA SYA SYG Rubino, Heather SYD SYG SYO Schrock, Douglas SYA SYA SYA SYA SYA SYA SYP SYP SYP SYP SYP SYP Schwabe, Annette SYA SYA SYA SYA SYA SYA SYG SYG SYG

263 Department of Sociology Teaching Evaluation Summaries Fall 2009 Spring 2014 Response Scale Beginning Spring 2013 (Q13) Response Scale Prior to Spring 2013 (Q8) Excellent 5 Excellent 1 4 Very Good 2 Satisfactory 3 Good 3 2 Fair 4 Poor 1 Poor 5 Year 5 Year 4 Year 3 Year 2 Year 1 Sum of MEDIAN Column Labels Row Labels SYG SYG SYO SYO SYO SYO Sessions, Miriam SYA SYA SYG SYG SYP SYP SYP Shekha, Kaiser SYA SYP Stamm, Tara SYA SYA SYG SYG SYO Starks, Brian SYA SYG SYG SYG SYG SYG SYO Sumerau, Jason SYA SYA SYO SYP Taylor, Cynthia SYA Taylor, John SYA SYA SYA SYA SYO SYO SYP

264 Department of Sociology Teaching Evaluation Summaries Fall 2009 Spring 2014 Response Scale Beginning Spring 2013 (Q13) Response Scale Prior to Spring 2013 (Q8) Excellent 5 Excellent 1 4 Very Good 2 Satisfactory 3 Good 3 2 Fair 4 Poor 1 Poor 5 Year 5 Year 4 Year 3 Year 2 Year 1 Sum of MEDIAN Column Labels Row Labels Taylor, Miles SYA SYA SYA SYA SYG Tillman, Kathryn ISS ISS SYA SYA SYD SYD SYD SYO SYO SYO SYO Toothman, Erica SYA SYA SYG SYP Tope, Daniel ISS ISS ISS SYA SYA SYA SYA SYD SYO SYO SYO SYO Turner, Robert SYA Twitty, Courtney SYD SYG SYG SYG Ueno, Koji ISS SYA SYA

265 Department of Sociology Teaching Evaluation Summaries Fall 2009 Spring 2014 Response Scale Beginning Spring 2013 (Q13) Response Scale Prior to Spring 2013 (Q8) Excellent 5 Excellent 1 4 Very Good 2 Satisfactory 3 Good 3 2 Fair 4 Poor 1 Poor 5 Year 5 Year 4 Year 3 Year 2 Year 1 Sum of MEDIAN Column Labels Row Labels SYA SYA SYA SYA SYA SYA SYP SYP Vaccaro, Christian SYO SYO SYP Vaghela, Preeti SYG Valle, Giuseppina SYA SYA SYO SYO Varela, Olmedo SYG SYG Von Rohr, Carmen SYP Weeks, Janet SYA SYG Weinberg, Lisa SYA SYA SYA SYA SYA SYG SYG SYG SYG SYG SYG SYG SYO SYO SYO SYO SYP SYP SYP

266 Department of Sociology Teaching Evaluation Summaries Fall 2009 Spring 2014 Response Scale Beginning Spring 2013 (Q13) Response Scale Prior to Spring 2013 (Q8) Excellent 5 Excellent 1 4 Very Good 2 Satisfactory 3 Good 3 2 Fair 4 Poor 1 Poor 5 Weiss, Ursula Year 5 Year 4 Year 3 Year 2 Year 1 Sum of MEDIAN Column Labels Row Labels SYD SYD

267 Appendix D THE FLORIDA STATE UNIVERSITY Academic Affairs College of Social Sciences & Public Policy Office of the Dean Asoc Dean & Professor Teaching Fac I Faculty Admin Acad Prog Spec FACULTY Eminent Scholar Acad Prog Spec Acad Supp Asst Acad Prog Spec Acad Supp Asst Faculty Admin Abolished Position SURVEY RESEARCH LAB Director & Scholar/ Scientist ABOLISHED Asoc Director A 06 Vacant Program Coord Vacant Office Admin Vacant Museum Spec Vacant Program Asoc Vacant Data Analyst Vacant Cust Svc Rep Vacant Provost/ Professor Academic Affairs Dean & Professor Admin Spec Acad Prgm Spec Acctg Asoc ADMINISTRATION Executive Asst Admin Asst Admin Assoc TECHNOLOGY /MEDIA IT Supp Spec Media Specialist App Dev/Design IT Oprns Support Techn CENTERS SURVEY RESEARCH LAB DEVOE MOORE CENTER* PEPPER INSTITUTE* PEPPER CENTER* DEMOGRAPHY AND POPULATION CENTER* PUBLIC MANAGEMENT CENTER* DISASTER RISK POLICY CENTER LEROY COLLINS INSTITUTE AcAd Aff-- Coll of Social Science.sdr - Thu Aug 07 16:37: Page 1 DEPARTMENTS PROGRAMS GEOGRAPHY* Chair & Professor POLITICAL SCIENCE* Chair & Professor RUEBEN D. ASKEW SCHOOL OF PUBLIC ADMINISTRATION & POLICY* Director & Professor SOCIOLOGY* Chair & Professor URBAN & REGIONAL PLANNING* Chair & Asoc Professor ECONOMICS* Chair/Eminent Scholar PUBLIC HEALTH POLICY AFRICAN AMERICAN STUDIES PUBLIC AFFAIRS LIVING LEARNING PROGRAM INTERDISCIPLINARY SOCIAL SCIENCE ASIAN STUDIES RUSSIAN AND EUROPEAN STUDIES LATIN AMERICAN & CARIBBEAN STUDIES INTERCULTURAL EDUCATION & DIALOG INITIATIVE Faculty Admin STAVROS CENTER Director/ Scholar/Scientist INTERNATIONAL AFFAIRS Teaching Fac II Admin Asst Teaching Fac I * See separate chart Funded by Undergraduate Studies 261

268 Appendix D THE FLORIDA STATE UNIVERSITY Academic Affairs College of Social Sciences Departments ECONOMICS Professor Eminent Scholar Asst Professor Teaching Fac II Asoc Professor Teaching Fac I Eminent Schol Asst In Acad Prog Spec Professor Professor Asst Prof Asoc In Office Admin Admin Asst Asst In- FL Pub Aff Ctr Abolished Position Adm Asst Vacant Provost/Professor Academic Affairs Dean & Professor REUBEN D. ASKEW SCHOOL OF PUBLIC ADMINISTRATION & POLICY Director & Professor Professor Professor Asst In Asoc Professor Asst Professor Eminent Schol Asst In Research Asoc Acad Prog Spec Office Admin Admin Asst POLITICAL SCIENCE Chair/ Professor Professor Asoc Professor Asst Professor Eminent Schol Assoc In Teach Fac II Teach Fac I Acad Prgm Spec GEOGRAPHY Chair/ Professor Professor Asoc Professor Asst Professor Lecturer Office Admin Acad Prgm Spec URBAN & REGIONAL PLANNING Chair/ Professor Professor Asoc Prof Asoc Prof Teaching Fac I Asst Prof Lecturer Resrch Fac II *Asst In Grants Compl Analyst Acad Prgm Spec Admin Asst Office Admin Admin Asst AcAd Aff-- Coll of Social Science.sdr - Thu Aug 07 16:37: Page 2 SOCIOLOGY Asst Professor Chair & Professor Asoc Professor Professor Professor Teaching Fac III Teaching Fac II Professor Asst Professor Asst In Office Admin Asst In Acad Prog Spec Program Assoc Admin Asst

269 Appendix D THE FLORIDA STATE UNIVERSITY Academic Affairs College of Social Sciences Centers & Labs Provost/Professor Academic Affairs Dean & Professor SURVEY RESEARCH LAB Research Fac I Program Assoc Director /Eminent Scholar Lecturer Data Analyst DEVOE L. MOORE CENTER Teaching Fac I Managing Dir Office Admin Program Assoc Data Analyst REUBEN D. ASKEW SCHOOL OF PUBLIC ADMINISTRATION & POLICY Director & Professor PUBLIC MGMT CENTER Director/Asst In Asst In Admin Assoc SOCIOLOGY Chair & Professor CENTER FOR DEMOGRAPHY & POPULATION HEALTH Director/Asoc Professor Grant Comp Anly PEPPER INSTITUTE ON AGING & PUBL PLCY Director/ Professor Prog Coord Prog Coord FLORIDA PUBLIC AFFAIRS CENTER & DISASTER RISK POLICY CENTER Director/Teaching Faculty II Teaching Fac III *Asst In Faculty Admin Asst Director, Admin Svcs A 05 Program Coord EM Prgm Coord Program Coord Office Admin Media Specialist AcAd Aff-- Coll of Social Science.sdr - Thu Aug 07 16:37: Page 3 PEPPER CENTER Program Director Faculty Admin Faculty Admin Research Fac III Office Admin Research Fac I Spec, Comp Research Data Analyst Business Anly

270 Appendix D 264

271 Appendix E. Enrollment and Completion Tables Table 10.1 Cohort Size and Degree Progress and Completion: Incoming PhD Cohorts, Cohort Year # of entering doctoral students # leaving the program without a master s or doctoral degree # leaving with a master's degree # completing master's but not taking prelims (yet) # passing prelims but not defending prospectus (yet) # defending prospectus but not PhD (yet) # completing PhD NOTE: These data are from departmental records. Our record of the number of entering doctoral students differs from that produced by Office of Institutional Research due to different criteria for inclusion (e.g., the treatment of students enrolling in summer versus fall and those switching between FSU programs). Table 10.2 Time to Terminal Degree Completion for Incoming Ph.D. Cohorts, Cohort 3 years # still enrolled 4 years 5 years 6 years 7 years 8 years 9 years 10 years or less after 10 years NOTE: These data are from departmental records. Our record of the number of entering doctoral students differs from that produced by Office of Institutional Research due to different criteria for inclusion (e.g., the treatment of students enrolling in summer versus fall and those switching between FSU programs). 265

272 266

273 Sociology Department [Mission Statement-62136] Mission Statement: The mission of the department of Sociology is excellence in undergraduate and graduate teaching, in research and scholarly publication, and in public service to the community and discipline. We seek to have our achievements recognized by the University, the State University System, the people of Florida, and the discipline nationally and internationally. Bachelors in Sociology [Mission Statement-62141] Mission Statement: The undergraduate program in sociology is committed to providing students with wide-ranging knowledge about contemporary social issues, involving students in the production of social knowledge rather than exclusively as knowledge consumers, offering demanding yet engaging course content that encourages students'' writing and data analysis abilities, and inspiring critical thinking about the world that is grounded in sociological theory. Perform statistical analyses [Student Learning Outcome-62142] Start Date: End Date: Outcome Type: Content/Discipline Knowledge & Skills Define Outcome: Upon completion of the course of instruction, the student will be able to calculate and interpret basic statistics such as percentages, chi-square, cross-tabulations, and bivariate regression. Assessment and Evaluation Process: This will result in 66% of the students for the academic year in all sections of SYA 4400: Social Statistics, scoring 80% or better on problem-solving exercises. Method(s): Problem-Solving Exercise. Results: Results were analyzed by the SYA4400 instructors, indicating 80% of the students met the criterion in , which is up from 65% in This is above our target and tied as highest in the past six years (65% success in , 80% in , 67% in , 62% in , and 70% in ). Improvements Made or Action Plan Based on Analysis of Results: Over the past few years the Department Chair worked with instructors to raise the level of awareness of student learning outcomes and to create a standard set of departmental expectations of methods of assessment. Through workshops, systematic conversations with instructors, and routine departmental communications, these expectations were developed and disseminated: Instructors should explicitly design specific assignments (papers, exam questions or other exercises) to measure the outcome(s) being assessed in their class. The assignments should be designed to be both valid and reliable in the judgment of the instructor. The assessment should be required of all students and count in their grade (like an essay on the final exam), and it should be given late in the semester to evaluate learning, not diagnose limitations. If a paper is used, the grade should reflect the outcome of interest rather than issues like grammar. It will be helpful to distinguish between missing values (e.g., student is absent) from a true zero as an indication of student knowledge or skill. The current year ( ) is the second following this attention to improving the process of data collection, and the findings continue to support the idea that much of the variation in student learning we saw in previous years was due to differences in methodology across instructors/ class sections. If any of our student outcomes fail to meet our targets overall, or if there is systematic evidence suggesting issues with particular courses, class formats, or instructor characteristics (e.g., TA versus faculty by rank), we will evaluate these differences in more depth. In addition, the Department Chair will continue to conduct workshops and disseminate our standard methods widely. 267

274 Conduct research and report results [Student Learning Outcome-62143] Start Date: End Date: Outcome Type: Content/Discipline Knowledge & Skills Define Outcome: Upon completion of the course of instruction, the student will construct a research question, analyze and interpret data appropriate to answering the question, and write results in jargon-free English. Assessment and Evaluation Process: This will result in 66% of students for the academic year in all sections of SYA 4300: Methods of Social Research producing a written report for a research project on which they score 80% or better. Method(s): Project Evaluation and Written Report or Essay. Results: Results were analyzed by the SYA4300 instructors, indicating 88% of the students met the criterion in This is above our targeted outcome and the highest level since before , although since a faculty member resigned and did not provide data on his spring 2013 class there is the possibility the finding is artificially high. This year's figure is an improvement over the past few years (69% success in , 62% in , 82% in , 75% in , and 81% in ). Improvements Made or Action Plan Based on Analysis of Results: As noted above under Perform Statistical Analysis, the Department Chair conducted an evaluation of our assessment methods and worked to improve the process. These data suggest the effort was successful, although there is still meaningful variability in the findings for this particular outcome. Data for specific sections of the same course point to the importance of variability across classes and instructors for the overall department-level outcome, and this suggests the need to continue the workshops begun in previous years for all instructors where we solicit suggestions from the faculty on appropriate strategies to enhance student learning, disseminate the standard departmental methods for collecting assessment data, insure that targeted concepts receive the appropriate emphasis in all classes, and share best practices. Demonstrate knowledge of inequality [Student Learning Outcome-62144] Start Date: End Date: Outcome Type: Content/Discipline Knowledge & Skills Define Outcome: Upon completion of the course of instruction, the student will be able to demonstrate knowledge of the primary axes of social inequality, and their dynamics, and effects, in contemporary society. Assessment and Evaluation Process: This will result in 66% of the students for the academic year enrolled in all sections of level sociology courses (other than theory, methods and statistics) producing a written report on social inequality on which they score 80% or better. Method(s): Written Report or Essay. Results: Results were analyzed by the 4000-level instructors, indicating 85% of the students met the criterion in , compared with 81% in This is above our targeted outcome and toward the high end of findings for prior years: 75% in , 77% in , 78% in , and 86% in All 4000-level courses in Sociology deal with the concept of social inequality. 268

275 Improvements Made or Action Plan Based on Analysis of Results: As noted above under Perform Statistical Analysis, the Department Chair conducted an evaluation of our assessment methods and worked to improve the process. The findings over time for this particular item have consistently indicated that our students meet this learning target. There is still some variability across sections of the various courses contributing to this outcome, suggesting the need for and potential of continuing the workshops begun in previous years for all instructors where we solicit suggestions from the faculty on appropriate strategies to enhance student learning, disseminate the standard departmental methods for collecting assessment data, insure that targeted concepts receive the appropriate emphasis in all classes, and share best practices. Define and apply sociological concepts [Student Learning Outcome-62145] Start Date: End Date: Outcome Type: Critical Thinking Skills, Content/Discipline Knowledge & Skills Define Outcome: Upon completion of the course of instruction, the student will be able to define and apply core sociological concepts to an understanding of social life. Assessment and Evaluation Process: This will result in 66% of the students enrolled in SYA 4010: Sociological Theory during academic year earning a score of 80% or higher on course embedded assignments or a written report or essay. Method(s): Written Report or Essay and Course Embedded Assignment (Often in tandem with exam question bank). Results: Results were analyzed by the SYA4010 instructors, indicating 80% of the students met the criterion in , which is the same percent as in This is above our target for this outcome, continues the recent pattern of improvement on this item, and is tied for the highest in recent years: 80% success in , 67% in , 61% in , 64% in , 60% in There is still important variability between instructors and sections on this outcome. Improvements Made or Action Plan Based on Analysis of Results: As noted above under Perform Statistical Analysis, the Department Chair conducted an evaluation of our assessment methods and worked to improve the process. These data suggest the effort was successful, and the findings over time for this specific item suggest particular improvement. Data for specific sections of the same course point to the importance of variability across instructors for the overall department-level outcome, suggesting the need for and potential of continuing the workshops begun in recent years for all instructors where we solicit suggestions from the faculty on appropriate strategies to enhance student learning, disseminate the standard departmental methods for collecting assessment data, insure that targeted concepts receive the appropriate emphasis in all classes, and share best practices. Interpret sociological evidence [Student Learning Outcome-62146] Start Date: End Date: Outcome Type: Critical Thinking Skills, Content/Discipline Knowledge & Skills Define Outcome: Upon completion of the course of instruction, the student will be able to interpret and weigh evidence as to whether asserted conclusions about social conditions or processes are warranted. 269

276 Assessment and Evaluation Process: This will result in 66% of the students in the academic year in all sections of SYA 4400: Social Statistics scoring 80% or better on course embedded assignments that test for these sociological skills. Method(s): Course Embedded Assignment (Often in tandem with exam question bank). Results: Results were analyzed by the SYA4400 instructors, indicating that 69% of the students met the criterion in , which is similar to our usual scores on this outcome (75% in , 73% in , 75% in , and 70% in ). Our students did not meet the target for this item during (55% success), which was an exception to our typical pattern. Improvements Made or Action Plan Based on Analysis of Results: As noted above under Perform Statistical Analysis, the Department Chair conducted an evaluation of our assessment methods and worked to improve the process. These data suggest the effort was successful, although the findings over time for this specific item suggest a general level of consistency of performance except for one year. However, in combination with last year's findings for TL01 (Perform Statistical Analysis), the data on this outcome suggest a need to consider the effectiveness of SYA4400 Social Statistics and our assessment methods more broadly. As noted above, the Department Chair will arrange for our Undergraduate Program Committee and Methods/ Statistics Committee to examine the curriculum and pedagogy in the various sections of SYA4400 and methods of assessment to consider what improvements can be implemented to improve the effectiveness of this class overall. Evaluate research designs [Student Learning Outcome-62147] Start Date: End Date: Outcome Type: Content/Discipline Knowledge & Skills Define Outcome: Upon completion of the course of instruction, the student will be able to identify the advantages and disadvantages of alternative research designs for conducting sociological research. Assessment and Evaluation Process: This will result in 66% of the students for the academic year enrolled in all sections of SYA 4300: Methods of Social Research scoring 80% or higher on course embedded assignments aimed at testing this knowledge. Method(S): Course Embedded Assignment (Often in tandem with exam question bank). Results: Results were analyzed by SYA4300 instructors, indicating that 78% of students met the criterion in This is above our target and among our strongest findings (83% in , 78% in , 67% in , and 85% in ). The students did not meet our performance criterion for one year (54% in ), which was an exception to our typical pattern. Improvements Made or Action Plan Based on Analysis of Results: As noted above under Perform Statistical Analysis, the Department Chair conducted an evaluation of our assessment methods and worked to improve the process. These data suggest the effort was successful, although the findings over time for this specific item suggest there is some fluctuation in student performance. In addition to variability in student cohorts over time, there is some variability across specific sections of the same course, suggesting the need for and potential of continuing the workshops begun in recent years for all instructors where we solicit suggestions from the faculty on appropriate strategies to enhance student learning, disseminate the standard departmental methods for collecting assessment 270

277 data, insure that targeted concepts receive the appropriate emphasis in all classes, and share best practices. Compare sociological theories [Student Learning Outcome-62148] Start Date: End Date: Outcome Type: Content/Discipline Knowledge & Skills Define Outcome: Upon completion of the course of instruction, the student will be able to accurately compare and contrast two sociological theories (including their proponents) and their implications for explaining social phenomena, situations, or events. Assessment and Evaluation Process: This will result in 66% of students for the academic year in all sections of SYA 4010: Sociological Theory producing a written report on which they score 80% or higher. Method(s): Written Report or Essay. Results: Results were analyzed by SYA4010 instructors, indicating that 79% of students met the criterion in , which is above our target. This year is well within our typical range: 87% in , 67% in , 83% in , 66% in , and 64% in Improvements Made or Action Plan Based on Analysis of Results: As noted above under Perform Statistical Analysis, the Department Chair conducted an evaluation of our assessment methods and worked to improve the process. These data suggest the effort was successful, and the findings over time for this specific item suggest particular improvement. Data for specific sections of the same course point to the importance of variability across instructors for the overall department-level outcome, suggesting the need for and potential of continuing the workshops begun in recent years for all instructors where we solicit suggestions from the faculty on appropriate strategies to enhance student learning, disseminate the standard departmental methods for collecting assessment data, insure that targeted concepts receive the appropriate emphasis in all classes, and share best practices. Teach principles of sociology [Program Outcome-62149] Start Date: End Date: Define Outcome: By the end of the year, the program will assess the extent to which students in our required for majors sociology courses view them as high in quality. Assessment and Evaluation Process: This will result in 66% of the students for in all sections of SYA 4010: Sociological Theory, SYA 4300: Methods of Social Research, and SYA 4400: Social Statistics indicating "strongly agree" or "agree" to having learned a great deal from the course(s) as evidenced by survey results. Results: Data were collected by the Department Chair for these classes on item #5 in SPCI, the new system of course evaluations, indicating 88% of students strongly agree or agree. This is above our targeted outcome. Students have consistently reported effective teaching (SPOT item #8) in the required core classes: 80% in , 87% in , 87% in , 85% in , and 82% in

278 Improvements Made or Action Plan Based on Analysis of Results: As noted above under Perform Statistical Analysis, the Department Chair conducted an evaluation of our assessment methods and worked to improve the process. The findings over time for this particular item have consistently indicated that our classes are rated as effective, although there is some variability across years and across sections of the courses. In order to enhance consistency and maintain reliability of results, we will continue the workshops for all instructors and solicit suggestions from the faculty on appropriate strategies to enhance student learning. We will then disseminate the standard departmental methods for collecting assessment data, share best practices, and insure that targeted concepts receive the appropriate emphasis in all classes. Applied Masters Degree in Sociology [Mission Statement-62137] Mission Statement: The Applied Masters program in Sociology is committed to teaching students the skills that will allow them to conduct social science research in jobs in corporations, government, and non-profit organizations. Data analysis skills [Student Learning Outcome-62138] Start Date: End Date: Outcome Type: Content/Discipline Knowledge & Skills Define Outcome: Upon completion of the course of instruction, the student will be able to demonstrate proficiency in data analysis using multiple regression and other techniques. Assessment and Evaluation Process: This will result in 75% of the students scoring 80% or better as determined by an instructor constructed exam in the master's statistics course, SYA5305, a milestone course. Method(s): Instructor Constructed Exam. Results: Not applicable. No students enrolled in the Applied Masters degree program in Sociology during or Improvements Made or Action Plan Based on Analysis of Results: Only minimal effort was made to recruit students to this program before this year. We have accepted three students into the program for fall The Director of Graduate Studies is continuing to make this recruitment a priority and is currently considering various mechanisms to contact prospective students. Included here is working with the Director of Undergraduate Studies to promote the program among our undergraduate majors and through Alpha Kappa Delta, the Sociology honor society. In addition, we have prepared new promotional material for the applied master's program, and we will provide this information to faculty to post on their websites and offices and also distribute in their classes. As part of this process of promoting the program, we intend to come up with specific targets for recruiting qualified students as a way to gauge student demand. Professional preparation [Student Learning Outcome-62139] Start Date: End Date: Outcome Type: Critical Thinking Skills Define Outcome: Upon completion of the course of instruction, the student will be able to demonstrate competence in 272

279 conducting empirical research of the type that will be required in professional employment settings. Assessment and Evaluation Process: This will result in 80% of the students scoring 85% or better as determined by a course project required in SYA 5305 (Research Methods), a milestone course. Method(s): Project Evaluation. Results: Not applicable. No students enrolled in the Applied Masters degree program in Sociology during or Improvements Made or Action Plan Based on Analysis of Results: As mentioned above, we are continuing to develop new promotional materials and have initiated an active recruitment program. Train applied sociologists [Program Outcome-62140] Start Date: End Date: Define Outcome: By the end of the year, the program will assess whether students enrolled in the Applied Masters Degree Program can employ the techniques of sociological research needed for employment. Assessment and Evaluation Process: The Academic Coordinator will follow up with recent graduates to determine if they have found employment in applied social research or related areas and if they consider their skills training to be commensurate with the demands of their jobs, or if they are pursuing additional appropriate graduate/ professional education as evidenced by department assessment and survey results. Results: Not applicable. No students enrolled in the Applied Masters degree program in Sociology during or Improvements Made or Action Plan Based on Analysis of Results: As mentioned above, we are continuing to develop new promotional materials and have initiated an active recruitment program. Doctorate in Sociology [Mission Statement-62150] Mission Statement: The Ph.D. program in Sociology is committed to providing an instructional program grounded in a strong core and subject-area curriculum that encourages an extensive basic-skills preparation and development of strong substantive knowledge of the field. It is also committed to cultivating an environment of research and scholarship that will facilitate the development and execution of innovative projects at the frontiers of knowledge. Research skills [Student Learning Outcome-62153] Start Date: End Date: Outcome Type: Communication Skills, Critical Thinking Skills, Content/Discipline Knowledge & Skills Define Outcome: Upon completion of the course of instruction, the student will be able to construct a sociological article, chapter or other manuscript that can be published in a professional sociological medium before completing the Ph. D. or in the year immediately following completion. 273

280 Assessment and Evaluation Process: This will result in 65% of the students publishing before or immediately after graduation as determined by the Director of Graduate Studies and Graduate Program Assistant who will collect a copy and maintain a record of the publication. Method(s): Department Assessment. Results: Five of nine graduates (56%) during report publications to date. This is below our goal of 65% and also below our outcomes of the prior three years -- 90% of ten graduates in , 100% of five graduates in , and 63% of eight graduates in reported publications. Variability across cohorts reflects differences not only in publishing efforts but also in career ambitions. Improvements Made or Action Plan Based on Analysis of Results: Student publication is one of our highest program goals, so it is something we continue to emphasize. The drop from the success of the past two years is worrisome but may be mainly a function of differences across cohorts in career ambitions. Three of four unpublished students from this years cohort are not pursuing academic careers, so publications are less central to their professional ambitions. The fourth unpublished student is an international student who is seeking an academic career in her home country and who currently has a manuscript from her dissertation under journal review. Nonetheless, we will reemphasize to faculty advisors the importance of student publications. We will continue and attempt to strengthen practices that have contributed to our students: 1/ recruiting the most-qualified applicants into our doctoral program; 2/ using experienced members of the graduate faculty to mentor them on all aspects of professional development; 3/ requiring students to attend a seminar on the profession during their first year that is intended to orient them to the graduate program and professional norms, including expectations for publishing; 4/ optional participation by advanced students in an informal job market workshop that clarifies market expectations for publishing as a requirement for academic positions and many jobs in business and government; 5/ structuring the required MS paper as an article-length empirical study suitable for journal submission; 6/ providing research assistantships and offering Applied Research Seminars to give additional experience in research and publication; 7/ providing partial travel support to regional and national professional meetings so students can present their research and develop it further with an eye toward publication; and 8/ creating a cooperative environment where collaborative work among students and between students and faculty is valued and co-authorship is encouraged. Knowledge of the field [Student Learning Outcome-62151] Start Date: End Date: Outcome Type: Content/Discipline Knowledge & Skills Define Outcome: Upon completion of the course of instruction, the student will be able to compare and contrast theories and assess evidence relative to key research issues in their major area of concentration. Assessment and Evaluation Process: This will result in 80% of the students scoring 80% or better as determined by an 8-hour comprehensive exam. This exam will be read and evaluated by three faculty members who are experts in the student's major area of concentration. Method(s): Departmental Exam/Comprehensive Exam/Preliminary Exam. 274

281 Results: All eleven students passed comprehensive exams during (100%). One was a second attempt by a student who did not pass during Two more students passed with conditions, which were met satisfactorily within the year. Typically better than nine out of ten students pass their exams each year: 83% in , 100% in , 94% in , 90% in , 90% in Our lowest success was in , when 33% passed. Improvements Made or Action Plan Based on Analysis of Results: We will continue and attempt to strengthen practices we have found to be successful in meeting this goal. Comprehensive exams are given within specialty areas by standing faculty committees, with defined reading lists that are updated regularly and a consistent structure/ format, thereby facilitating a culture where expectations are clear. All students are required to attend a seminar on the profession during their first year in the program that is intended to orient them to the graduate program and professional norms, including comprehensive exams. The graduate program is organized to build cohesion within entry cohorts and then to have the students make progress through the program in sync with their cohort members, thereby facilitating a cooperative environment where studying for exams is conducted in a group context and each student has the benefits of social support. In addition, we will attempt to strengthen the rigor of our annual review of student progress, which involves objective measures of student accomplishments as well as the judgment of the students major professor and faculty who serve on the Graduate Admissions and Aid Committee. In so doing, we will aim to increase the reliability of our advising so that students unlikely to pass the comprehensive exams without extra assistance are identified and counseled appropriately. Employment [Program Outcome-62152] Start Date: End Date: Define Outcome: By the end of the year, the program will assess whether our Ph.D. graduates have found employment commensurate with their qualifications in academia, government, or private industry (or have begun a post-doctoral placement). Assessment and Evaluation Process: We expect 100% of our graduates to obtain appropriate employment or placement in a post-doctoral program as evidenced by a survey. We will contact and interview students a year after they complete their Ph.D. to discover the results as evidenced by department assessment and survey results. Results: All nine graduates are employed (100%), including graduates during August Two are in tenure-track faculty positions, one is in a post-doc, three are in non-tenure track teaching positions, and three are in statistician/ data analyst positions (including one in business consulting in private industry). Of some concern is that three of the nine graduates (33%) are employed in term-limited non-tenure track teaching positions. This outcome is more favorable than this time last year. Eight of ten graduates during (80%) had found professional jobs, including three in tenure-track faculty positions, one in a post-doc, two in non-tenure track teaching positions, and two in statistician/ data analyst positions. Follow-up indicates that one of the two unemployed graduates has now found employment as a statistician/ data analyst and one continues to be unemployed, making the final figure for equal to 90% after one year. Improvements Made or Action Plan Based on Analysis of Results: We will continue and attempt to strengthen practices we have found to be successful in meeting this goal, including communicating with our graduates for their suggestions, distributing job announcements widely to students on the market, and actively promoting our students to colleagues at schools/ agencies who 275

282 are recruiting. We will continue our optional job market workshop for advanced students to provide additional opportunities for them to prepare job market materials (e.g., cover letters, vitae, research/ teaching statements) and practice their interviewing skills and job talks. Our department continues to value both academic and nonacademic careers, and we continue to emphasize our commitment to help our students find the kinds of careers they seek in the geographic areas they prefer. 276

283 Appendix G Appendix G Student Handbooks Teaching in the Department of Sociology at FSU Guide to Graduate Studies (2013) Department of Sociology, FSU 277

284 Appendix G Teaching in the Department of Sociology at FSU The Department of Sociology assigns teaching duties to graduate students who hold a Master s Degree in Sociology (either from Florida State or elsewhere). Graduate student teaching benefits the undergraduate program by providing more and a greater variety of class options that would otherwise be possible. In addition, teaching provides an excellent opportunity for graduate students to gain experience in this important professional role. Classes available to graduate student instructors generally include Introduction to Sociology, Social Problems, and Family Problems, along with other core or upper-level courses as needed, including regular faceto-face and online classes. This manual is intended to help prepare you for your classroom responsibilities. It is not intended to cover every issue that may arise while teaching; rather it provides information on the basic policies and procedures of the University and resources for teaching. Your major professor, Department Chair, TA Supervisor, Director of Graduate Studies, and the Teaching Sociology course provide other valuable information and resources. Additionally, syllabi from recent semesters are available on the Department website at and FSU offers a handbook of effective teaching strategies at Department Teaching Contacts: Dr. Isaac Eberstein ieberstn@fsu.edu Department Chair Instructor of Teaching Sociology course Dr. Irene Padavic ipadavic@fsu.edu TA Supervisor Dr. Anne Barrett abarrett@fsu.edu Director of Graduate Studies Jamie Yeargan jdyeargan@admin.fsu.edu Graduate Program Coordinator Stephanie Bradley slb11k@my.fsu.edu PIE Associate 278

285 Appendix G Teaching Policies at FSU Academic Calendar The academic year consists of two semesters, each lasting approximately 15 weeks. Some instructors teach during the summer, which is divided into several semester scheduling options. The Registrar s website contains an extended calendar at as well as Registration Guides for each semester, including the Academic Calendar, Registration Windows, and the Exam Schedule at Academic Honor Policy Active involvement of all instructors is essential to effectively preventing academic dishonesty. The policy and forms for resolving any allegations are located at Collective Bargaining Graduate students employed by the University are covered by the UFF-FSU Graduate Employees United Chapter s Collective Bargaining Agreement, which can be found at Copyright/Fair Use Instructors need to be aware of the protections provided by copyright law and closely follow the guidelines that are provided with regard to the "fair use" doctrine. These protections cover published and unpublished, print and electronic media. Guidelines for copyright compliance may be found at Disabilities The Americans with Disabilities Act requires that reasonable accommodations be provided for individuals with documented physical and/or learning disabilities. Students who are registered with the Student Disability Resource Center (SDRC) are accommodated through the combined efforts of individual faculty members and the SDRC. Instructor resources, including a Guide to Reasonable Accommodations, are available at Equal Opportunity, Non-discrimination, Non-retaliation Florida State is an affirmative action and equal opportunity employer supporting a culturally diverse educational and work environment. The University is committed to a policy of equal opportunity, non-discrimination, and non-retaliation for any member of the University community on the basis of race, creed, color, sex, religion, national origin, age, disability, veterans or marital status, sexual orientation, gender identity, gender expression, or any other protected group status, and this policy applies to faculty, staff, students, visitors, applicants, and contractors. Full policy statement and complaint procedures may be found at Evaluation of Teaching Instructors are required to administer course evaluations during the last two weeks of classes. This applies to regular face-to-face and online classes. The University uses the SPCI (Student Perception of Courses and Instructors) form for student evaluations (or espci for electronic administration), and instructors in face-to-face classes have the option of administering these 279

286 Appendix G face-to-face or online. Results of student evaluations as well as information on how to improve teaching through feedback are available at The Department Chair and/or TA Supervisor routinely review course evaluations for all graduate student instructors. FERPA The Family Educational Rights and Privacy Act (FERPA) is a federal law that protects the privacy of students' educational records. Information on FERPA, including guidelines on how to properly communicate with students and how to maintain students rights when sharing information with others may be found at Final Exams Final examinations in all undergraduate courses are discretionary within any given department, and all students enrolled in a course are required to take the exam at the time scheduled by the University. No exams whatsoever (even those that are non-cumulative) may be given during the last week of class, but must be given in the specified time block during exam week. Details on undergraduate course examinations and requirements for exceptions are available at The Final Exam Memo from the Office of Faculty Development and Enhancement may be found at Grades The University employs a plus/minus grading system, and instructors must explain, in writing, an evaluation (grading) statement that will be used to determine grades in each course. Final grades should be reported to the Registrar s Office by the deadline set each semester and in accordance with procedures that will be communicated by each academic department. The General Bulletin contains more detailed information on grading practices and grade appeals, located at Liberal Studies Program Undergraduate students are required to complete a specified number of hours in courses designated as meeting requirements for liberal studies. Sociology offers several courses that meet this requirement. All such courses must include the Liberal Studies Statement on the syllabus. Details about the Liberal Studies Program, including a listing of approved liberal studies courses, may be found at Multicultural Requirement Undergraduate students who enter the University with fewer than sixty semester hours are required to complete at least one course designated as cross-cultural studies and one course designated as diversity in Western experience. The sociology department offers several such courses. Instructors of such courses must include materials assessing students proficiency according to the multicultural understanding grading rubric found here A listing of approved multicultural courses may be found at 280

287 Appendix G Sexual Harassment Sexual harassment can occur between faculty, faculty and staff, faculty and students, and between students. Each employee of the university is required to attend a sexual harassment training session and should review the Sexual Harassment Policy located at State Mandated Academic Learning Compacts (SMALCs) The State Board of Governors has directed each university to develop Academic Learning Compacts for every baccalaureate degree program. A State University System Academic Learning Compact (SMALC) identifies for each academic bachelor's program what students will learn by the end of a program and how knowledge is measured above and beyond course grades. A SMALC must pinpoint the core learning expectations in the areas of communication, critical thinking skills, and content/discipline knowledge and skills. Additionally, it must identify the corresponding assessments used to determine how well the student has assimilated the articulated expectations. The Learning Compact for sociology is available at A listing of SMALC courses and instructions for assessing student outcomes are available at Syllabus University policy requires that a course syllabus be distributed at the beginning of the semester that includes written course objectives and an evaluation (grading) statement. All syllabi also must contain the University Attendance Policy, Academic Honor Policy, and Americans with Disabilities Act. The Faculty Senate further advises including the Free Tutoring from FSU statement and Syllabus Change Policy statement. Recommended language for these statements is available at Once the course has begun, no changes should be made to the syllabus that will substantially affect the implementation of the instructor s evaluation (grading) statement. Student Attendance The instructor decides what effect unexcused absences will have on grades and will explain class attendance and grading policies in writing at the beginning of each semester. Instructors must accommodate absences due to documented illness, deaths in the family and other documented crises, call to active military duty or jury duty, religious holy days, and official University activities and must do so in a way that does not arbitrarily penalize students who have a valid excuse. Consideration should also be given to students whose dependent children experience serious illness. University-wide policy requires all students to attend the first class meeting of all classes for which they are registered. Instructors must take attendance at the first class meeting and follow proper procedures for dropping any students who are not in attendance. For further information, consult the FSU General Bulletin at Textbook Adoption Instructors must place orders for required textbooks with the FSU Bookstore in accordance with policy outlined by the Office of the Provost. The Course Textbook Adoption Policy and Timeline, Textbook Adoption Application Guide, and other resources are available at 281

288 Appendix G Blackboard User Support FSU Teaching Resources Blackboard Virtual Training Videos and Other Resources Blackboard Video Tutorials and Instructor Resources Center for Assessment and Testing General Bulletin Graduate Bulletin Graduate Student Handbook Instruction at FSU: A Guide to Teaching & Learning Practices Office of Distance Learning Office of Faculty Development and Advancement Office of the University Registrar Preparing for Your First Semester Preparing Future Faculty Program for Instructional Excellence (PIE) PIE Basics of FSU/Advanced PIE Certificate 282

289 Appendix G PIE TA Handbook PIE Workshops The Florida State University Libraries The Graduate School 283

290 Appendix G Guide to Graduate Studies Department of Sociology, FSU Effective November 1, 2013 Contents INTRODUCTION... 1 Facilities and Location... 2 PART I: GENERAL INFORMATION... 2 Admission Requirements... 2 Date of Entry Rule... 2 Fees and Course Loads... 3 Conference Travel... 3 PART II: MASTER S DEGREE PROGRAMS... 3 A. Master of Science in Sociology Degree... 4 B. Master of Science in Applied Social Research... 5 C. Master of Science in Applied Social Research with a Major in Aging & Health... 5 PART III: DOCTORAL PROGRAM... 6 Program Areas... 6 Major Area Preliminary Examination... 7 Doctoral Candidacy... 8 Doctoral Dissertation and Prospectus... 8 PART IV: RESPONSIBILITIES, EVALUATION, AND PROCEDURES... 9 Graduate Assistantships... 9 Reappointment Procedures Procedures for Dismissal from the Graduate Program Grievance Procedures Policy & Procedures on Exemption PART V: FINAL-TERM ACTIVITIES FOR DOCTORAL AND MASTER S STUDENTS APPENDIX A: Doctoral Program of Study and Suggested Schedule (credit hours in parentheses) INTRODUCTION Welcome to the Sociology Graduate Program at Florida State University. This document describes our requirements, procedures, and programs. For updates, see our web-site at Continuing a tradition of distinguished scholarship and teaching, our faculty is recognized by the National Academy of Sciences as among the best in the nation. Several department members hold leadership positions in national and international organizations, and all of us regularly publish books, articles in academic journals, and chapters in books. Several faculty members hold university-wide awards for teaching excellence, and we all enjoy working and publishing with graduate students. Sociology offers graduate degree programs leading to the Master of Science in Sociology, Master of Science in Applied Social Research, Master of Science in Applied Social Research with a major in Aging and Health, and the Doctor of Philosophy degrees. Our primary objective is to enable our students to become scholars capable of producing high-quality and innovative research, whether that research is independent or collaborative. Our emphasis on research helps students gain the skills needed to work at top-level research institutes and organizations. Students also obtain the experience and proficiency to teach at institutions of higher learning, including liberal arts colleges, regional universities, and research universities. Numerous graduates also have filled positions in business corporations, nonprofit organizations, and government agencies. 284

291 Appendix G Facilities and Location The Department of Sociology is located on the fourth, fifth, and sixth floors of the Bellamy Building, in the center of the FSU campus. The fifth floor houses the departmental office, the Meyer Nimkoff Conference Room (Rm. 519), the Sociology Library (Rm. 517), the departmental computer laboratory for graduate students (Rm. 522), and student workspaces (Rms. 504, 506, and 509). Faculty associated with the Center for Demography and Population Health are on the sixth floor, as are a library with extensive demographic materials and computer facilities available to students. Graduate students also have access to computers and other facilities at the Pepper Institute on Aging and Public Policy, where several faculty members have offices. The library and reading rooms are maintained by the Sociology Graduate Student Union (see Part VI. All graduate students are encouraged to use the facilities of the library and study rooms and to aid in their maintenance. The Graduate Office also maintains bulletin boards for the posting of announcements, including departmental memoranda, SGSU meetings, colloquia, job opportunities, and funding opportunities (grants, post-doctoral fellowships, etc.). Students should check the bulletin boards and their mailboxes located in 520 Bellamy, along with the Department s web site, for current information. PART I: GENERAL INFORMATION The Academic Coordinator is responsible for graduate student matters and is located in 523 Bellamy. Admission Requirements Minimum admission requirements are established by the State of Florida and enforced by the Office of Graduate Studies. The departmental minimum requirement for entry into all Sociology graduate programs is a 3.0 grade-point-average for the last two years of undergraduate study and an adequate G.R.E score. Students admitted to our program have had GRE verbal scores averaging 73 rd percentile (a score of 612 in the previous scoring system and 156 in the revised system) and quantitative scores averaging 49th percentile (a score of 554 in the previous scoring system and 150 in the revised system). Please note that the GRE score is one element of your application and the program views the entire file holistically in making a determination of admission. Applicants must also have passed a course in statistics. All applicants must submit three letters of recommendation, an official copy of all transcripts, a writing sample, and a statement of purpose (applicants to the Health and Aging major in the Applied MS program do not need the statement). Admission to the program is decided by the Graduate Director who considers the recommendations of the Graduate Admissions and Financial Aid Committee. Date of Entry Rule Graduate students are governed by the requirements in effect for the semester in which s/he enters that degree program, as indicated by the University Graduate Bulletin and the Department s statement of Graduate Program requirements (Part II, below). Since a student who enters the Master s program in Sociology is not automatically admitted into the doctoral program, this rule means that the rules in effect at the time of admission to the doctoral program apply. Students enrolled in either degree program may elect to be governed by requirements as subsequently amended and approved for that degree program. This substitution may be made only with respect to the 285

292 Appendix G program requirements as a whole (i.e., no student may elect to substitute only a part or parts of the newer program requirements), and the substitution is nonreversible. Fees and Course Loads For a detailed official description of student costs, fees, out-of-state tuition, and regulations, consult the FSU Graduate Bulletin or the Graduate School webpage. A full-time course load for graduate students is 12 credit hours per semester. Fellowship-holders with no work responsibilities must register for 12 credit hours. Graduate students appointed as departmental assistants on a regular quarter-time or half-time basis (10 or 20 hours of work commitment per week) are eligible for matriculation waivers for their tuition fees provided they are full-time students (12 semester hours). Exceptions to the 12-hour rule may be requested of the Director of Graduate Studies and the Department Chair, but waivers will not be given to students registered for under 9 credit hours. Out-of-state graduate students with a half-time assistantship (or a fellowship equivalent to a half-time assistantship) may apply through the Director of Graduate Studies for a waiver of a portion or all out-ofstate tuition fees. Out-of-state waivers are limited in number and are awarded on the basis of academic progress only during a student s first year of course work. After that, students must apply for Florida residency status (and obtain residency in time for fall registration in their second year of study). Students will not be awarded an out-of-state tuition waiver after being in Florida for a full year. The Academic Coordinator can provide information about requirements for establishing Florida residency. Conference Travel Participation in the annual meetings of regional and national scholarly associations (e.g., Southern Sociological Society, the American Sociological Association) is an important part of an academic career and we encourage Ph.D. students to present their research at such meetings. To help offset travel costs, the department or affiliated Centers or Institutes will provide a stipend, when possible, to Ph.D. students who present research papers at regular or special sessions, poster sessions, or roundtables. Our goal is to partially fund student requests for up to two meetings per year, departmental budgets permitting. (Students receiving money from Centers or Institutes for a given meeting may not also receive funds from the department.) Stipends normally are awarded only to Ph.D. students who are currently enrolled full-time and are resident in Tallahassee. The department Chair can award travel assistance to Ph.D. students who do not meet these criteria. All students planning on conference travel must file a Travel Authorization Request (TAR) with the department s Office Manager no less than two weeks in advance of the departure date. Students are encouraged to apply for travel support from the FSU Congress of Graduate Students (COGS) office, which has separate funds for presenting and participating. After the conference, students who have been approved for stipends must provide receipts and a reimbursement request to the department s Office Assistant within two weeks of the meeting. PART II: MASTER S DEGREE PROGRAMS Sociology has two master s degrees: the Master of Science in Sociology and the Master of Applied Social Research. (A Master of Arts degree is also possible for students who fulfill certain language requirements. See the Graduate Bulletin for details.) The Master of Science in Sociology degree is 286

293 Appendix G designed to prepare students who plan to continue on for a doctoral degree. The Applied Social Research degree is designed to prepare students for employment in the public or private sector. A. Master of Science in Sociology Degree A minimum of 34 semester hours is required for this degree, with a minimum of 21 hours on a lettergrade basis in graduate level courses in the Department of Sociology. Students must satisfactorily complete a number of core courses and write a Master s research paper that is approved by their supervisory committee. It is possible to take courses that will simultaneously fulfill the Master s requirements and constitute normal progress toward the Ph.D. The Master of Science in Sociology degree is usually a way-station on the journey to a Ph.D., although some students stop with the M.S. degree. Students must take one theory course (SYA Classical Theory or SYA6933--Sociological Theory) for a letter grade and four methodology/statistics courses for a letter grade (SYA Introduction to Quantitative Research Methods, SYA6933--Introduction to Qualitative Methods, SYA Multivariate Analysis, and SYA5407--Advanced Quantitative Methods), along with several substantive courses. Students must pass all theory and methodology/statistics courses with a minimum grade of B-. Students may not advance to the next course in the methods sequence until they have passed each preceding methods course. Students may not formally enter the Ph.D. program until they pass the required methods courses and theory course. Entry into the Ph.D. program is not automatic and requires a separate request for admission and letter or acceptance from the Graduate Admissions and Financial Aid Committee (see Section III). Master s Paper Students in their second year must complete a research practicum and writing course. The fall-semester practicum is organized and coordinated through class meetings with a central instructor along with work with the student s faculty supervisor on a topic and data of substantive interest. The spring-semester writing course will result in a professional-style paper, in journal format, reporting the results of the research practicum or an analogous research project. In short, the Master s paper is a research project leading to an article-length manuscript (about 25 pages). All final drafts of Master s papers will be evaluated for originality by the committee chairperson using an Internet-based plagiarism-prevention service. This review should be coupled with appropriate advisement in accordance with the University s Academic Honor Policy. Students must form a faculty committee to supervise their Master s Paper. The committee will consist of three sociology faculty members with Graduate Faculty Status or sociology faculty members with Graduate Teaching Status who also hold Co-Master s Directive Status or Co-Doctoral Directive Status. Students should first select a major professor and consult with that person about the other two sociology faculty members. The student will have satisfactorily completed the Master s paper when all members of the supervisory committee sign to indicate approval. Students must turn in to the Sociology Graduate Program Office an approved (signed and dated) copy of the Master s paper for their official file. 287

294 Appendix G Requirements: Master of Science in Sociology SYA 5125 Classical Social Theory (3 hours) or SYA6933 Sociological Theory (3 hours) SYA 5305 Introduction to Quantitative Research Methods (3 hours) SYA6933 Introduction to Qualitative Research Methods (3 hours) SYA5406 Multivariate Analysis (3 hours) SYA 5515 Sociological Research Practicum (3 hours) SYA 5516 Reporting Sociological Research (3 hours) SYA 5625r Proseminar (0-6) Elective courses: A minimum of 9 hours B. Master of Science in Applied Social Research This degree requires 33 semester hours of graduate coursework, a minimum of 21 of which must be in the Sociology Department. Additional hours can be in Sociology or other departments (with approval from the Director of Graduate Studies). 12 hours of research methods and statistics are required, choosing from among: SYA 5305 Introduction to Quantitative Research Methods SYA 6933 Introduction to Qualitative Research Methods SYA 5406 Multivariate Analysis SYA 5407 Advanced Quantitative Analysis SYA 5315 Qualitative Methods SYA 5355 Comparative Historical Methods SYD 5133 Population Data SYD 5135 Techniques of Population Analysis SYD 5137 Fundamentals of Epidemiology or an approved comparable course from Sociology or another department. Remaining hours should be taken in a substantive area that fits the student s academic interests and needs. Substitutions for any of these requirements may be made with approval of the Director of Graduate Studies. C. Master of Science in Applied Social Research with a Major in Aging & Health This is a 33-hour degree, with 21 hours in the Sociology Department and up to 12 hours in other College of Social Sciences (with approval of the Director of Graduate Studies). Nine hours are required: -One Research Methods/Stats course selected from the above list of MASR methods/stats course options. -One course centered on Aging, such as SYP5735 (Sociology of Aging), SYP5737 (Dynamics of Aging and Social Change), SYP 5733 (Social Psychology of Aging), or SYA6933 (Aging and Life Course), or approved substitute. -One course centered on Health, such as SYD5215 (Health and Survival), SYO5416 (Stress and Mental Health), SYO6407 (Race, Ethnicity and Health), SYD5136 (Life Course Epidemiology), SYO5405 (Health Institutions and Social Policy), or approved substitute. 288

295 Appendix G Twelve hours in electives approved by the Director of Graduate Studies. Twelve hours of internship (SYA 6933). Substitutions for any requirements may be made with approval of the Director of Graduate Studies. PART III: DOCTORAL PROGRAM Formal admission to the doctoral program requires the approval of the Sociology Graduate Admissions and Financial Aid Committee and of the Director of Graduate Studies, with action normally taken in the spring of the student s second year, depending on their preferences and their progress to that point. Students typically enter the doctoral program after they have completed the departmental core requirements. Students officially become candidates for the Ph.D. degree upon successfully passing the major area preliminary exam. Program Areas The Department offers three major substantive areas. Students will pick a major area from among the following: Demography. This program area addresses issues related to birth (fertility, fecundity), marriage, health (morbidity), death (mortality), and migration (internal to the U. S. and globally), including study of the vital processes, as well as a focus on how social institutions and processes affect and are affected by demographic events. Health and Aging. The program addresses issues raised by several phenomena- changing life course patterns, aging population, and social patterning of mental and physical health. Topics examined in courses include the transition to adulthood, work and retirement in later life, intergenerational relationships, gender and race-ethnic differences in health, and agingrelated social policies. Stratification and Social Justice. This area involves the study of race, gender and class inequality, the social movements mobilized to effect social change, and the political processes that affect inequality. Students may specialize for their preliminary exam in either general inequality (race, gender, sexuality, class) or in social movements/political economy. Students in the doctoral program must complete the following: 1) 5 courses in their major area (which can include all such courses completed for the Master s Degree) and 3 non-dis Sociology courses (excluding required statistics, methods, and theory courses) 2) Passing a written examination in their major area 3) Successful teaching of a face-to-face undergraduate course 4) Doctoral dissertation 5) Required courses (in addition to those required for the MS degree) are as follows: SYA 5407 (Advanced Quantitative Methods), which must be passed with a grade of B- or higher SYA 6660 (Teaching at the College Level in Sociology) Other hours, such as preliminary examination preparation and 24 hours of dissertation research 289

296 Appendix G NOTES: See the Doctoral Program of Study Schedule in Appendix A for an example of the expected progression through the program. Courses counted for the major area cannot also be counted for methods course requirements. Students whose interests (e.g., in social theory) fall outside one of the above areas can petition the Director of Graduate Studies to be examined in that area. The petition will be granted premised on faculty expertise in the area. A list of courses appears in Sociology Graduate Course Descriptions Students entering with a Master s degree in Sociology from another institution may be eligible to exempt the first methods course and a statistics course. See Policy and Procedures on Exemption, below. Major Area Preliminary Examination When students have completed or nearly completed their coursework, they take a Major Area Preliminary Examination in their major area of study (i.e. Demography, Health & Aging, or Stratification & Social Justice). Reading materials, including prior exam questions and reading banks will be available in a central electronic location. Exams are offered only twice a year on the second Friday of the fall and spring semesters. The Examination will be prepared and evaluated by at least 3 faculty members in the student s major area. Each member of the examining committee is responsible for submitting a pair of questions and the committee chair will decide on the final organization of the questions. Questions are designed to allow students to demonstrate an integrative, critical, and comprehensive understanding of empirical and theoretical work in the student s area. All students sitting for an examination in an area will receive identical examinations. A student will be considered to have taken an examination once s/he has received the examination questions. For any examination the student shall be allowed a maximum of 8 hours, from 8:00 a.m. to 4:00 p.m. (or 4:30, if a lunch break is taken), in which to write answers to the examination questions. Examinations will be in locations provided by the department. No consultation with another person or with on-line or hard-copy material is permissible during the 8-hour period, although the Academic Coordinator will provide students with the reading list for the exam. Failure to observe the no-consultation rule or failure to return the examination to the department office at the end of the 8-hour period will result in a not qualified decision. To assure comparability across the four areas, the following principles will be respected: (a) At least three sets of questions (a minimum of two questions per set) will be administered to assure that students have structurally comparable exams and a degree of choice; and (b) after conducting an independent and blind evaluation of each exam based on uniformly applied criteria, the examination committee will determine by majority vote the level of performance on each examination and render one of three decisions: qualified, not qualified, or conditionally qualified. The Area Committee chair will report its decision via an official memorandum to the Director of Graduate Studies no later than 14 days from the date of the exam and the Director of Graduate Studies will inform the student of the results. In no case should the Area Committee Chair inform the student directly. Exceptionally strong exams may be acknowledged by a designation of with honors. A decision of conditionally qualified is granted in cases where the performance is at a qualifying level for all but 290

297 Appendix G one question. In such cases, the committee decides on a course of action to remove the conditional grade. The student will turn in the work product stipulated by the condition within one month of the date the student learned of her/his exam results, and the committee will decide by majority vote if the condition is met and notify the graduate director of the result within two weeks. Students who do not turn in the work constituting their condition within the one-month period will be considered not qualified. To be judged not qualified, the student must fail at least two questions. The committee will report reasons for their decision for each question. Students may request re-examination and such re-examination must be accomplished no later than the end of the 12 th calendar month following the initial examination. No student may take an examination more than twice. The re-examination, like the original, is written, not oral. Students who fail a preliminary examination twice are dismissed from the program. Doctoral Candidacy Students who have completed all or nearly all (i.e., having no more than six hours remaining) of the program s required coursework and have passed their major area exam may be admitted to doctoral candidacy. According to FSU rules, a student may not register for dissertation hours until s/he is a doctoral candidate. The presumption is that a doctoral candidate is someone who can now work on the dissertation and whose main outstanding task in gaining the Ph.D. degree is the dissertation project. Student may enter candidacy still needing to complete one or two courses, but those should be completed quickly so that progress can be made on the dissertation. Doctoral Dissertation and Prospectus The doctoral dissertation is a project entailing original research that the student completes under the supervision of her/his major professor and supervisory committee. Graduate students must register for and receive a grade of S in at least 24 hours of dissertation credit. After having finished thirty semester hours of graduate work or being awarded the master s degree, the student must be continuously enrolled on Florida State University Tallahassee campus for a minimum of twenty-four graduate semester hours of credit in any period of twelve consecutive months. Students must form a faculty committee to supervise their prospectus and dissertation research. The committee consists of a minimum of three faculty members in the sociology graduate program and one member from another academic unit, all of whom must hold Graduate Faculty Status. The outside member must also be tenured. The outside member represents the FSU Graduate School and assures that proper standards are met and procedures followed. Additional committee members, with or without Graduate Faculty Status, can be added if the student so desires and the faculty members are willing. Prior to writing a dissertation, students must complete a dissertation prospectus. The prospectus must be approved by the student s supervisory committee at a Prospectus Hearing. The prospectus is a plan for the dissertation research that contains supporting materials such as a review of relevant theories and empirical studies, a statement of the research question, details of proposal data collection and analysis, and a timetable for completion of the dissertation. Prior to defending a prospectus, the student must submit an application to the FSU Human Subject Review System. Students should provide a copy of the prospectus, signed and dated by each committee member, to the Academic Coordinator for the student s official file. 291

298 Appendix G Upon completion of the dissertation project, the student defends the dissertation before the same committee. All dissertations are submitted electronically to Office of Graduate Studies of Florida State University. The title and signature pages of the dissertation require exact formatting; see the Academic Coordinator for examples. A grade of PASS for the defense of the dissertation requires unanimous approval from committee members. All committee members and the student must attend the entire defense in real time, either by being physically present or participating via distance technology. Prior to the defense, all final drafts of dissertations will be evaluated for originality by the committee chairperson using the Turnitin portal available in Blackboard. This review should be coupled with appropriate advisement in accordance with the University s Academic Honor Policy. PART IV: RESPONSIBILITIES, EVALUATION, AND PROCEDURES Graduate employees at FSU are represented by the United Faculty of Florida-Florida State University- Graduate Assistants United (UFF-FSU-GAU). Graduate Assistantships Graduate assistants are normally appointed for 20 hours a week and are assigned to work as Teaching Assistants (TA), Research Assistants (RA), or a combination. Research assistants help a faculty member with research projects. Teaching assistants assist faculty members with large classes or with statistics or research methods courses, although students holding Master s degrees may be assigned an undergraduate course to teach on their own. Space and equipment sufficient to carry out assignments are made available to graduate assistants. Students normally have a desk and chair, shelf space, a mailbox, and office supplies, and they have access to computers, duplicating equipment, and a telephone. Teaching assistants are normally assigned space that allows them to meet with their students during office hours. Notice of appointments for graduate assistantships is given by the Director of Graduate Studies at the start of each academic term. Teaching Assistants. To assist in developing their teaching skills students are required to complete at least 3 hours of supervised teaching, ideally before or during their first experience of teaching their own class. Students are encouraged to consult the Academic Coordinator or Director of Graduate Studies for assistance in identifying an appropriate supervisor. Teaching assistants also have access to a faculty member who serves as the Supervisor of Graduate Teaching Assistants. The Teaching Supervisor or Supervisor of Graduate Teaching Assistants may make classroom visitations as part of the Department s program of peer review of teaching process; if so, s/he will give the TA advance notice of the visitation. Teaching assistants teaching their own classes are required to administer FSU teaching evaluations, as instructed by the University. Teaching assistants in their first year must attend the 2-day teaching conference offered by the FSU Program in Instructional Excellence (PIE) early in the fall term and obtain the PIE certificate. In each of their second and third years, students must attend 4 teaching-related workshops sponsored by PIE, the Sociology Department, or other campus organization. They submit proof of attendance to the Department s PIE coordinator, who compiles the information annually for the Graduate Admissions and Aid Committee to consider. 292

299 Appendix G TAs have access to the services available to faculty in support of instructional duties, and they are encouraged to use materials in the Teaching Resources program of the American Sociological Association (housed in the Graduate Student Teaching Resource Office) and, where appropriate, use other teaching resources and evaluation services of FSU s Program for Instructional Excellence. Research Assistants. Research Assistants work under the direction of the faculty member to whom they are assigned on a research project of the faculty member s choosing. Faculty members with external grants may employ a student as a research assistant for a particular project. When this occurs, students are obliged to fulfill the obligations of the grant in accordance with the faculty supervisor s instructions. Agreement with faculty on duties and evaluation. In the first week of the assignment period, graduate assistants and their faculty supervisors must agree on the duties, obligations, time commitments, and products (if any) of the student for the term. A signed and dated copy of the agreement must be turned in to the Director of Graduate Studies for the student s official file. Students will be evaluated against the tasks and standards specified in the agreement, and so they should take an active role in defining the job. For example, they should express their goals early in the term and work with the supervisor to achieve them. The assistant is responsible for making the most of the assistantship experience and, in consultation with a faculty supervisor, should assess the work experience on a continuing basis. Evaluation. Evaluation, a crucial part of the assistantship experience, is an ongoing process of communication between graduate assistants and faculty members; it should be supportive and help the assistant identify strengths and weaknesses and improve skills. Students should be aware that the faculty member will report her/his assessment of the assistant s performance to the Director of Graduate Studies during the annual evaluation process. Graduate assistants are obligated to respect the standards of academic honesty and integrity and to report any violations to the faculty supervisor, Director of Graduate Studies, or Department Chair. (If problems arise in the work assignment, the graduate assistant should seek help from the Supervisor of Graduate Teaching Assistants). If those efforts fail, the student should consult the Director of Graduate Studies. Records. The graduate assistant should keep records of his/her work assignments so that progress and problems can be documented. Recognizing that the assistantship is temporary, the graduate assistant should leave records sufficiently detailed so that decisions can be traced, results verified and incomplete work finished after the assistant has left the position. Reappointment Procedures Annual Evaluation Procedure. The first step in the evaluation process is for the student to meet with her/his major professor to go over the Annual Progress Form that the student will receive from the Academic Program Coordinator. This meeting should be used to review the student s current progress, discuss plans for the coming year, and address any issues that may be slowing the student s progress. The expectation is that this meeting is more than perfunctory. Each spring, the Director of Graduate Studies sends a request to all faculty members to evaluate every student with whom they have had contact since the last evaluation period. (They could have taught a student, supervised a teaching assistant, supervised a research assistant, served on a Master s Paper committee, seen the student present a paper at a professional meeting, have worked on a research project 293

300 Appendix G with the student, or served on a departmental committee with a student, etc.) The Director of Graduate Studies compiles the results and takes them to the faculty members of the Graduate Admissions and Financial Aid Committee. The Committee reviews the material in a meeting to which all faculty members are invited and rates each student s overall performance during the preceding year and recommends funding (High, Medium, Low, or No priority for funding). Ratings are compiled and acted upon by the Director of Graduate Studies in awarding funding for the following year. Standards for Reappointment. Priority for reappointment is given to graduate students who make expected progress toward completion of the degree, receive positive evaluations for their assistantship duties, and show evidence of developing sociological knowledge and skills appropriate to their stage in the program. Assessments are made by faculty on the Graduate Admissions and Financial Aid Committee using the following criteria: (1) cumulative G.P.A. and G.P.A. for the current academic year (2) evaluation by faculty members who supervised the work of the assistant (3) evaluations by other faculty of progress and performance (4) length of time in assistantship (5) length of time in degree program (6) satisfying requirements for the Master s degree/core by the end of Spring term of the second year (7) passing preliminary exam and required courses on schedule (8) earning grades of B- or higher in theory and methods/statistics (9) existence of incomplete grades received and length of time incompletes are outstanding Reappointment is not automatic. Rather, final decisions are based on departmental needs, financial resources, and an effort to provide as many students with assistantship opportunities as possible. Students who were not funded in one year are nonetheless eligible for funding in a succeeding year. Students who are in good standing and are making timely progress are eligible to be considered for departmental funding for up to four years during full-time residency. Support from non-departmental sources within the first four years of study does not mean that the department is obligated for funding for later years (that is, non-departmental funding is considered to have substituted for departmental funding). Students beyond their fourth year may be supported by a grant, at the discretion of the Principal Investigator or other external source of funding. They also may teach as adjunct instructors at FSU, or other universities, receive funding through grants, work as graduate assistants on faculty research grants, or find employment with the State of Florida. Procedures for Dismissal from the Graduate Program During the annual performance review, faculty on the Graduate Admissions and Financial Aid Committee advise the Director of Graduate Studies of any student who should be dismissed because of inadequate progress or unsatisfactory performance in meeting program requirements. The basis for a recommendation of dismissal may include one or more of the following: (1) failure to maintain a GPA above 3.0, (2) inability to pass the Major Preliminary Examination after two attempts, (3) a pattern of incomplete (I) or inadequate (B- or lower) grades, (4) falling one year or more behind the normal time for completion of program requirements, (5) two or more negative annual performance evaluations (low 294

301 Appendix G or no priority for funding), or (6) violation of the Academic Honor Code of FSU or the Code of Ethics of the American Sociological Association. A recommendation of dismissal requires a majority vote of the faculty on the GAFAC. The Director of Graduate Studies will immediately inform the student, the student s major professor, and the Department Chair of the recommendation. The student will have two weeks to respond in writing and/or at a meeting with the Director of Graduate Studies. After considering the committee recommendation, the student s response, and any other relevant information, the Director of Graduate Studies will (1) dismiss the student from the graduate program or (2) retain the student in the program on a one-year probationary status. In the latter instance, the Director of Graduate Studies, the student, and the student s major professor must prepare a plan to overcome the deficiencies in the student s performance within one year of the decision. If, in a subsequent annual performance review, the faculty on the GAFAC determines that the student is not meeting the expectations of this plan, the student will be dismissed from the program by the Director of Graduate Studies. Students who have been dismissed will have the opportunity to appeal this decision at the departmental or university levels. Grievance Procedures Graduate students have a right to initiate a grievance or appeal a decision through the following channels. First, the student should attempt, where appropriate, to rectify the matter by negotiation with the other party or parties involved. If this does not resolve the matter, the student should report the grievance or register the appeal with the Director of Graduate Studies, who will attempt resolution. If this attempt fails, the student should report the grievances or register the appeal with the Department Chair. Appeal beyond this point must follow University procedures as described in the FSU Bulletin. At every step in the appeal process the assistant has the right to a fair and impartial hearing. Every attempt will be made by the administrator hearing the appeal to resolve the grievance in accordance with sound academic policy and the welfare of all involved. The student should be notified of any complaints received by a faculty supervisor, or, in the case of a teaching assistant, any students in his/her classes, concerning the performance of duties. The graduate student has the right to respond to such complaints and present evidence in defense, if appropriate. The burden of proof rests with the person making the complaint. University policies regarding issues such as sexual harassment are strictly followed. Policy & Procedures on Exemption Students who enter the Sociology graduate program with a Master s degree in sociology from an accredited graduate program may request exemption from some courses or requirements. Waiving courses. A student may petition the Theory or Methods committees for exemption from one or more core courses. Ordinarily such requests are made by students who enter with a Master s degree in sociology and who have had substantial graduate course work in theory and/or research methodology; however, any student may present a petition. The petition must show substantial evidence of preparation and competency in the content of the courses for which exemption is requested. This evidence should include syllabi, texts, exams, and any written work for the course thought to be equivalent to the course being replaced. Such materials should be presented to the committee in the summer term before fall entry, if possible, but submission at a later date is acceptable. 295

302 Appendix G The committee will review the materials and make a recommendation to the Director of Graduate Studies, who rules on the formal petition and notifies the student. If the petition is weak, the committee may require an exam to demonstrate competence in the area prior to making a recommendation. If the petition is approved, notation that the course has been waived will be entered in the student s official record. Waived courses do not carry any credit hours and will not appear on transcripts. Course waivers may apply to major area requirements as well as the core. Students should consult with their major professor and Director of Graduate Studies before deciding to petition. The department generally discourages the waiving of courses. We like students to move through the program in cohorts and have found that Master s students who take our core theory and methods courses are strengthened by the experience rather than delayed. Transferring courses. Transfer of courses not counted toward a previous degree is limited to 6 semester hours. Courses counted toward a previous degree cannot be transferred. PART V: FINAL-TERM ACTIVITIES FOR DOCTORAL AND MASTER S STUDENTS The outline below is from a document entitled FSU Manuscript Clearance Process, prepared by the Office of Graduate Studies. Before you begin writing your dissertation, you should read this document and the most recent version of Guidelines & Requirements for Electronic Theses, Treatises and Dissertations carefully. Responsibility for meeting the final clearance requirements rests solely with you. Early in the writing stage, each student should obtain from GradSpace on Blackboard: 1. Manuscript and clearance information, including deadlines for applying for the degree and submitting required materials can be found in the Manuscript Clearance submenu of GradSpace. 2. Go to a Manuscript Clearance Workshop. We encourage students to attend the workshop at least one semester in advance of when they will be writing their dissertation. Workshop-Series for details on the ETD workshops 3. Manuscript should be submitted four weeks prior to defense date, or at the same time the manuscript is submitted to the committee members for review if earlier than that. 4. Initial manuscript formatting by the FSU Manuscript Clearance Advisor 5. Survey of Earned Doctorates online questionnaire, RCRC online Survey, and Exit online Survey (doctoral students only). 6. Placement information and final manuscript to Academic Coordinator for Department file (doctoral students only). Before the defense: 1. Consult the Academic Coordinator about how to register for the defense and fill the Graduate School Defense Announcement (online on GradSpace) no later than two weeks before defense date. 296

303 Appendix G 2. Apply for your degree online login at my.fsu.edu- from the Secure Apps tab select Apply for Graduation DURING THE FIRST TWO WEEKS OF THE SEMESTER. If the graduation is postponed, the student must reapply during the appropriate period of the following semester (or the semester of graduation). After the defense: Please refer to the Final Term Clearance Checklist created by the Office of Graduate Studies. PART VI: SOCIOLOGY GRADUATE STUDENT UNION (SGSU) The graduate students in sociology at Florida State University have an organization, the Sociology Graduate Student Union (SGSU), which promotes students welfare and helps them work with faculty on departmental governance issues. In addition to its representational function, SGSU facilitates the introduction and integration of graduate students into the daily life of the Department. New students are encouraged to take advantage of SGSU assistance in becoming established residentially and as a new member of the University, College, and department. More information is available on the SGSU web page. All full-time sociology graduate students are eligible for nomination to appropriate departmental committees and meetings as stipulated in the By-laws of the department. 297

304 Appendix G APPENDIX A: Doctoral Program of Study Schedule (credit hours in parentheses) Year 1 Fall Spring Summer Intro to Quantitative Methods (3) SYA 5406 Multivariate (3) SYA 6660 Teaching Soc (3) (or in year 2) Intro to Qualitative Analysis (3) SYA 5625 Proseminar (3) 1 Elective (3) SYA 5625 Proseminar (3) SYO 5018 Classical Theory (3) OR 1 Elective (3) SYA 6933 Sociological Theory (3) 1 Elective (3) Year 2 Year 3 Choose an adviser for Master s paper SYA 5407 Advanced Quant (3) SYA 5516 Report. Soc. Research (3) SYA 6660 Teaching Soc (if not taken) SYA 5515 Soc Research Pract. (3) 2 or 3 Electives SYA 8957 Prelim Prep 1 Elective (3) 2 Electives Study for Prelim Exam Remaining electives working toward 5 in major area and 3 electives Take additional electives as needed Defend Prospectus Take Area Exam (if not yet taken) Choose major professor for dissertat. Teach an undergraduate class (poss) Year 4 Recommended: Take Area Exam Work on Prospectus Recommended: Submit Master s Teach an undergraduate class paper for publication (possibly) SYA 6980 Dissertation Work on dissertation Defend Dissertation Defend Prospectus (if not done so) 298

305 Appendix H Appendix H Survey of Current Students Information will be added by the Undergraduate Policy Committee. 299

306 Appendix H 300

307 Appendix I Appendix I. Undergraduates* Placement Data, ** Student Year Graduated Position Location Holman, Shanae 2009 Community Organizer, F.A.I.T.H. (Fighting Against Injustice Towards Harmony) Volusia County, FL Kincey, Kimberly 2009 Program Associate, Victim Advocate Program/Office of Withdrawal Services, FSU Tallahassee, FL Hyder, Shaina Zeb 2010 Covington & Burling law firm (patent law). Completed law degree, UC Berkeley in Silicon Valley, CA Martinez, Mandi 2010 Graduate Assistant, Ph.D. program in sociology, University of Maryland. College Park, MD Ramirez, Natali 2010 Contract Manager/Government Operations Consultant; Florida Dept. of Elder Affairs, Tallahassee, FL Older Americans Act (Federal) Title III Brown, Laurie 2010 Math teacher. Teach For America, Founded Higher Achievement Summer Livingston, AL School, intensive summer boarding school for students of Alabama s Black Belt. Clark, Brandon 2010 Behavioral Specialist, Behavior Management Consulting Company Tallahassee, FL Teachout, Emily 2010 Relay for Life Specialist, American Cancer Society, Ft. Myers, FL; Prior: Rural Health and Sanitation Coordinator, Peace Corps, Paraguay Ft. Myers, FL Flynn, Daniel (D.J.) 2010 (fall) Graduate Assistant, Northwestern University Political Science Ph.D. Program Evanston, IL Kuwick, Jaclyn 2011 Master of Education (M.Ed.), College Student Affairs Administration, University of GA. Athens, GA Spring Employed as admissions counselor at a university. Hildebrand, Holly 2011 Pueblo Community College, Financial Aid Officer. Prior: Interviewer and data collection at NORC for the NYLS. Lupton, Heather 2011 Transportation Planner with the URS Corporation. Completed a Master of Arts in Urban Planning at Florida State University, spring Foanio, Constance 2011 Completed Masters of Science, Development Studies, School of Oriental and African Studies, University of London. Pueblo, CO Tallahassee, FL Phoenix, AZ Emanuel, Briana 2011 FAMU College of Law. Orlando, FL Gildea, Mark 2011 Optical Tracking Statistician for SportVU data at STATS LLC, a private sports firm. Northbrook, IL Tyrrell, Lindsay 2011 Enrollment advisor at Bisk Education. Client is New England College in New Hampshire. Tampa, FL Stoeffel, Matt 2011 (fall) Survey Statistician, Census Bureau. Washington, D.C. Mathers, Aleyna 2012 Graduate Assistant, Ph.D. program in sociology, University of Illinois, Chicago. Chicago, IL Sewart, Amy 2012 Research Coordinator, Anxiety Disorders Research Center, UCLA. Professional position, Los Angeles, CA not as part of a graduate assistantship. Gentile, Haley 2012 Graduate Assistant, Ph.D. program in sociology, Florida State University. Tallahassee, FL Lamb, Jordan 2013 Data Management Specialist, Children's Home Society of Florida. Tallahassee, FL Chinn, Sean 2013 Teach for America, Language Arts, 6 12 grade. Miami, FL Hilmer, Ashley 2013 Graduate Assistant, Master's of Public Administration, University of Georgia. Focus in nonprofit management. Athens, GA 301

308 Appendix I Appendix I. Undergraduates* Placement Data, ** Student Year Graduated Position Location Echols, Teshia 2013 Enrolled in MSW program at Florida State University. Employed at Refuge House while MSW student. Tallahassee, FL Norman, Johnathan 2014 Data Systems Assistant, Admissions Department, Birmingham Southern College Birmingham, AL Burris, Cameron 2014 Reading Interventionist at the Florida Center for Reading Research; Early Literacy Tampa, FL Intervention Study Hilmer, Ashley 2014 Master's in Public Administration, University of Georgia 2014 current Athens, GA Dowd Arrow, Benjamin 2014 Accepted into Ph.D. program in sociology, Florida State University. Tallahassee, FL Peacock, Wilburn 2014 Accepted into Ph.D. program in sociology, Florida State University. Tallahassee, FL *Based on a convenience sample obtained by Director of Undergraduate Studies. **Students who were enrolled at FSU and majoring in sociology between are included, even if they graduated in

309 Appendix I Table 11.1 Masters Graduates Placement Data, Year Grad Student Major Professor 2009 Schreiber, Robin John Reynolds 2009 Hernandez Quan, Nadia John Reynolds 2010 Jones, Jennifer John Reynolds Position Senior Operations Registrar at Insperity Pubs within 1 yr. of graduation (Y/N) Presentations within 1 year (Y/N) N N Credit Manager at Insight Global N N Research Asst. North Carolina State Univ. N N 2010 Litsey, Steven John Lieberman Research, Research N N Reynolds Associate 2011 Prisk, Kendra John Taylor FDLE Crime Intelligence Analyst N Y 2011 Tetu, Crystal John Taylor Research Asst. India Apne Aap. Internship 2013 Poppell, Caitlin Anne LPN Skin and Cancer Assoc. Barrett Tallahassee 2013 Mobley Kacey Kathryn Tillman Probation Officer Dept. Community Rehabilitation Cayman Islands Gov. & Adjunct Lecturer UCCI N Y N N N Y 2013 Jackson, Shayla Anne Barrett no employment N N Awards/ Fellowships 303

310 Appendix I Table 11.1 Doctoral Graduates Placement Data, Year Grad Student 2009 Carreno Lukasik, Gina Major Professor Jill Quadagno 2009 Lukasik, Gregory A. Jill Quadagno 2009 Weinberg, Lisa M. John Reynolds 2010 Brown, Robyn L. R. Jay Turner 2010 Butterfield, Jonniann Irene Padavic 2010 Tuttle, Annie M. Karin Brewster Position Pubs within 1 yr. of graduation (Y/N) Presentations within 1 year (Y/N) Awards/ Fellowships Instructor, Florida Atlantic Univ. Y Y Program for Instructional Excellence (PIE) Teaching Award 2002; Excellence in Undergraduate Teaching Award from FAU Instructor, Florida Atlantic Univ. Y Y FSU Lecturer 2010; FSU Teaching Faculty II Asst. Prof. DePaul Univ. 2010; Asst. Prof. & Director of Graduate Studies, DePaul Univ Assoc. Prof., Austin Peay State Univ Y Y Asst. Prof. Univ. of Tampa 2010; Asst. Prof. Onodago Community College 2013 N Y FSU Outstanding Teaching Award from Instructional Excellence Program Y Y Society for the Study of Social Problems, Mental Health Division, Best Graduate Student Paper Award Honorable Mention Y Y Third place in Midwest Sociologists for Women in Society Paper Competition Hunter, Joanna M. Irene Padavic Asst. Prof. St. Joseph's College 2010; Asst. Prof., Radford Univ Y Y 2010 Kail, Benjamin L. Jill Quadagno Duke Univ. postdoc 2010; Asst. Prof. Georgia State University 2012 Y Y FSU Pepper Fellowship Andress, Joel S. R. Jay Turner Insurance Specialist, Center for Medicare Services, US HHS Y Y 304

311 Appendix I Year Grad Student Major Professor 2010 Gore, Deanna L. Elwood Carlson 2010 Bishop Royse, Jessica Isaac W. Eberstein 2011 Koontz, Amanda Doug Schrock 2011 Moore, Lori Irene Padavic 2011 Von Rohr, Carmen Jill Quadagno 2011 Rill, Lisa (Lipsman) Jill Quadagno 2011 McKelvey, Joel Brandon Jill Quadagno 2011 Vacarro, Christian Doug Schrock Position Asst. Prof., Univ. of South Carolina, Aiken Pubs within 1 yr. of graduation (Y/N) Presentations within 1 year (Y/N) Awards/ Fellowships Y Y International Max Planck Research School for Demography Scholarship Program Analyst FL DOH 2010; Postdoc FSU College of Medicine 2012; Senior Research Methodologist in the Social Science Research Center at DePaul Univ Asst. Prof., Univ. of Central Florida Y Y Y Y Summer Fellowship at National Institutes of Aging, Bethesda, Maryland 2009; FSU Outstanding Teaching Assistant Award 2008 Systems Project Consultant FL DOE 2011; Research Faculty III FSU Claude Pepper Center 2014 Senior Learning Design Author at Cengage Learning Research Assoc., FSU Claude Pepper Center Performance Analyst Seminole County Schools FL 2011; Senior Director of Accountability, Research, and Assessment Orange County Schools FL 2014 Y Y Y Y FSU College of Social Sciences Teaching Fellowship Y Y FSU Pepper Inst. on Aging and Public Policy Claude & Mildred Pepper Dissertation Fellowship Y Y FSU Presidential Fellowship Asst. Prof., Indiana Univ. PA Y Y ASA Emotion Section Graduate Student Paper Award

312 Appendix I Year Grad Student Major Professor 2012 Brown, Jordan Deana Rohlinger 2012 Rastagh, Sammy Doug Schrock 2012 Griffis, Heather Elwood Carlson 2012 Miller, Byron Kathi Tillman 2012 Rote, Sunshine Jill Quadagno 2012 Shekha, Kaiser Russell Jill Quadagno 2012 Sumerau, Jason Doug Schrock Position Pubs within 1 yr. of graduation (Y/N) Presentations within 1 year (Y/N) Instructor, Loyola Univ., Chicago Y Y Awards/ Fellowships not employed N Y Carrie Chapman Catt Prize for Research on Women and Politics Statistician at Impact Research, Columbia, MD Y Y Asst. Prof. Miami Univ. Ohio Y Y UTMB Sealy Center on Aging postdoc Y Y Asst. Prof. Denison Univ. Y Y NSF Dissertation Grant 2010 Visiting Asst. Prof. University of Tampa 2012; Asst. Prof. University of Tampa Y Y The Herbert Blumer Graduate Student Paper Award, Society for the Study of Symbolic Interaction 2012Sally Hacker Graduate Student Paper Award, American Sociological Association, 2011 Phi Kappa Phi National Graduate Fellowship Award

313 Appendix I Year Grad Student Major Professor 2012 Weiss, Ursula Keller Kathi Tillman Position Clinical Data Manager, Mt. Sinai Hospital, Miami Pubs within 1 yr. of graduation (Y/N) Presentations within 1 year (Y/N) Awards/ Fellowships Y Y Program Research Analyst Summer Fellow, NIA, NIH 2008; ICPSR Summer scholarship Univ. of Massachusetts Amherst 2008; Summer Biodemography Fellowship Univ. of Colorado 2007; Fellowship in Biodemography at Max Planck, Germany McGrady, Patrick John Reynolds 2012 Colby, Sandra Karin Brewster Lecturer at Univ. of New Haven Y Y Statistician/ Demographer Census Bureau N Y 2013 Daily, Ashley Miles Taylor Consultant, Deloitte Touche N Y 2013 Pederson, JoEllen Jill Quadagno Asst. Prof, Longwood Univ. Y Y FSU Claude and Mildred Pepper Dissertation Fellowship 2012; Inter University Consortium for Political and Social Research Award for Program in Quantitative Methods of Social Research Reid, Keshia Miles Taylor FL Dept of Health Community Health Svc Sessions, Miriam Anne E. Barrett 2013 Fisher, Orit Jill Quadagno Epidemiologist Montana Dept. of Health N Y Y Y Lecturer at Israel Inst. Of Technology Y Y Florida Israel Inst. Linkage Scholarship

314 Appendix I Year Grad Student Major Professor 2013 Jackson, Brandon Doug Schrock 2013 McWilliams, Summer Anne E. Barrett 2013 Valle, Pina Kathi Tillman 2013 Cobb, Ryon Jill Quadagno 2013 Toothman, Erica Anne E. Barrett 2013 Nowakowski, Alexandra Jill Quadagno Position Pubs within 1 yr. of graduation (Y/N) Presentations within 1 year (Y/N) Awards/ Fellowships Asst. Prof. Univ. of Arkansas Y Y FEF McKnight Fellowship ; 2010 Graduate Student Paper Award Society for the Study of Social Problems, Racial and Ethnic Minorities Section Assoc. of Black Sociologists', Graduate Student Paper Competition. Instructor, Armstrong Atlantic State Univ. Y Y Univ. of Texas at Austin post doc Y Y ICPSR program in Quantitative Methods of Social Research 2012; FSU Outstanding Teaching Award 2011; Ronald McNair Fellow Post doc Univ. of Southern California Y Y Summer 2012 National Inst. Of Aging Fellowship, Summer 2012 John Templeton Foundation summer research scholarship, Ford Foundation Dissertation Fellowship/ National Academy of Sciences Instructor Univ. of South Florida Y Y Research Faculty FSU College of Medicine Y Y 308

315 Appendix I Year Grad Student Major Professor 2014 Rubino, Heather Isaac W. Eberstein 2014 Jokinen Gordon, Hanna Jill Quadagno 2014 Laguna, Jason Doug Schrock 2014 Hsu, Tzeli Anne E. Barrett Position Respiratory Disease Epidemiologist Florida Dept. of Health Pubs within 1 yr. of graduation (Y/N) Presentations within 1 year (Y/N) Y Y Awards/ Fellowships Senior Research Analyst at the Arkansas Center for Health Improvement, University of Arkansas for Medical Sciences Adjunct Instructor Univ. of South FL St. Petersburg Y Y N Y not employed Y Y Sociological Spectrum Outstanding Paper Award

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317 Appendix J The Applied Social Research program provided me with analytical skills that allow me to protect vulnerable children in the State of Florida on a daily basis. With the ability to use statistical packages, I am able to determine trends and patterns of abuse to help strengthen the skills of Child Protective Investigators and front-line staff. My background in qualitative and quantitative research propelled me to one of the top 60 investigative specialists in the state. The Department of Children and Families is transforming their investigative practices for the first time in 20 years, and I have participated on several boards and provided insight to improve the current procedures. Without the help of Dr. Eberstein and all of the staff in the Applied Social Research Program, my career, and possibly my life, would not be as comfortable and rewarding as it is today. - Roger Robinson, Family Safety Specialist Department of Children and Families, Orlando REQUIREMENTS FOR ADMISSION Undergraduate degree in any major Why Applied Social Research? Are you someone with a curiosity about how society works and the drive to find answers? Would you find it rewarding to work in a field with a direct impact on the well-being of the individuals and communities around you? Then you should consider earning your Master s in Applied Social Research. Social research is the scientific study of society. It uses data, theory, and analysis to examine social phenomena operating at a range of levels, from individuals to entire countries. It includes both basic research, advancing fundamental knowledge about the social world, and applied research, offering practical solutions to social problems. Social research examines a society s attitudes, beliefs, norms, trends, and rules. Social researchers examine a wide range of intriguing issues, such as how neighborhoods affect health, how family structure and immigration patterns change, and how systems of inequality based on race, ethnicity, and social class get reproduced and challenged. Social research is not confined to the academic world. Practical applications of research are valued by business and industry, government agencies, and organizations working for social change. AGING AND HEALTH TRACK Students also have the option of an aging and health track within the master s program to train for careers with public and private organizations that meet the needs of a rapidly aging American population. The program includes courses examining such issues as aging and health policy and gender, race/ ethnic differences in mental and physical health behavior. Job Placements for Applied Social Research Graduates U.S. Census Bureau 311 Minimum of a 3.0 grade point average for the last 60 hours of undergraduate work Grade of C or better in a college-level course in social statistics Total of approximately 300 on the GRE Personal statement of goals and anticipated plans Three letters of recommendation, two from college faculty THE PROGRAM The Master s Degree in Applied Social Research targets students who want to acquire the skills associated with a master s degree for career purposes but do not want to pursue a doctoral degree. The program can be completed in one year of full-time study beyond the undergraduate level. This major differs from our traditional MS program where students write a master s paper and typically continue on to a doctoral program. Centers for Disease Control Florida Department of Health Florida Department of Corrections Florida Department of Education Florida Department of Law Enforcement Agency for Health Care Administration AARP Lieberman Research Worldwide

318 Appendix J 312 Professional In today s highly competitive job market, wouldn t you like to have the advantage of a professional degree that has real meaning in the world beyond the university? And what if you could achieve that advantage with only one additional year of study beyond the undergraduate level? A terminal master s degree gives you the tools you need for personal and professional fulfillment. Applied It s how thought becomes action, when theory becomes practice, where problems meet solutions. You start with a solid basis of study, then go beyond the classroom, applying what you ve learned in real-world circumstances. You gain the experience, connections, and skills you need to succeed as far as your dreams and ambitions will take you. Connected Success in life and work depends to a great extent on the connections you make, whether to individuals, ideas, or institutions. As a student in the Master s Programs at the College of Social Sciences and Public Policy, you make valuable connections with faculty, alumni, business leaders, government officials, and key people in your field that prepare you for a meaningful career, advanced professional training, and an active role in public life. You become part of a vital, integrated network for success whose reach extends well beyond the classroom throughout your professional life. Master's Program in Applied Social Research One-year full-time program Quantitative and qualitative research skills that are marketable in business, nonprofit, and government settings Option to major in Aging and Health Internship opportunities More information: coss.fsu.edu/sociology Dr. Anne Barrett, Graduate Director , abarrett@fsu.edu