Undergraduate Program Chairman: Omar McRoberts, SS 316, 834-8970,

omcrober@uchicago.edu

Departmental Contact: Pat Princell, SS 307, 702-8677

Web: www.sociology.uchicago.edu

Program of Study

The discipline of sociology encompasses a diversity of substantive interests, theoretical orientations, and methodological approaches. The phenomena studied by sociologists range from face-to-face interaction in small groups to the structure of the modern world system. They include the historical emergence, stabilization and disintegration of institutions, practices and symbolic forms, stratification and mobility, demographic change, processes of gendering, urban/rural/suburban communities, race and ethnic relations, mass media, and the social dimensions of such areas as education, family life, law, the military, political behavior, science, and religion. The methodologies of the field range from experimentation, survey research, and ethnography to archival research and mathematical model building.

The knowledge sociology provides for the understanding of human relations and social organization has made it attractive for students considering careers in such professions as business, education, law, marketing, medicine, journalism, social work, politics, public administration, and urban planning. As a basis for more specialized graduate work, it affords entry to careers in social research in federal, state, and local agencies, as well as into business enterprises, private foundations, and research institutes. Sociology also provides an excellent foundation for students who are planning academic careers in any of the social sciences. The program is designed, therefore, to meet the needs of a very diverse group of students.

Program Requirements

Students may enter the sociology program at any time during their second year but no later than the end of Autumn Quarter of their third year. No special application is required for admission to the program, but students are required to inform the sociology department and their College adviser when they decide to enter the program.

Students may enter the program after completing any one of the general education social sciences sequences. Students are strongly encouraged to complete the required introductory sociology courses before entering their fourth year.

All students are assigned to two advisers: a preceptor and a faculty member. Students should contact the preceptor or the program chair about technical questions regarding the program (e.g., required courses, petitions). Students may wish to contact their faculty advisers with general questions regarding the discipline of sociology or for purposes of designing an individualized program of study.

Course Requirements. Students pursuing a B.A. degree in sociology are expected to complete the following requirements. However, students with adequate background in sociology from general education courses or other sociology courses may petition the program chair to substitute other 20000-level courses for one or more of the introductory sequence courses.

The Introductory Courses

a. Social Theory

SOCI 20002 and 20005. These courses acquaint students with some of the fundamental problems and analytic perspectives of the field of sociology.

SOCI 20002. Social Structure and Change. The central objective of this course is to introduce students to the sociological study of individuals in the society, or how individual actions are shaped by their relation to and position in the social structure while contributing to this structure and its change. A central preoccupation is to articulate the linkage between the individual/micro level and the social/macro level. We focus on sociological approaches to the American society, its position in the international structure and its principal dimensions: race and ethnicity; age and gender, and social class.

SOCI 20005. Sociological Theory. Drawing on classics and contemporary works in sociological theory, this course raises questions about the nature of "theory work" and its relation both to philosophic analysis and empirical research. Authors include Weber, Durkheim, Simmel, Dewey, Parsons, and Merton. The course is required for students majoring in sociology.

b. Methodology

Students are required to take at least one of the following methodology courses.

SOCI 20001. Sociological Methods. This course introduces the basic strategies and methods of social research. We also cover the ways that we think about questions regarding the social world and what evidence we use to answer them. We review approaches to gathering evidence (e.g., situational analysis, ethnography, intensive personal interviews, focus groups, survey data) using recent books as case studies of these approaches. We develop hypotheses about social processes and test them using data collected by students. Students conduct intensive interviews, focus group interviews, and survey interviews, and analyze data. Each student is part of a small working group that selects a research topic and is supervised by a T.A.

SOCI 20111. Survey Analysis. This course teaches students how to analyze and write up previously collected survey data: basic logic of multivariate casual reasoning and its application to OLS regression, percentage tables, and log odds. We emphasize practice in writing. This is not a course in sampling methods.

SOCI 20140. Qualitative Field Methods. This course introduces techniques of, and approaches to, ethnographic field research. An emphasis will be placed on quality of attention and awareness of perspective as foundational aspects of the craft. Students will conduct research at a site, compose and share field notes, and produce a final paper distilling sociological insight from the fieldwork.

c. Statistics

SOCI 20004. Statistical Methods of Research. This course provides a comprehensive introduction to widely used quantitative methods in sociology and related social sciences. Topics include analysis of variance and multiple regression, considered as they are used by practicing social scientists. Substitutes for this course are STAT 20000 or higher.

d. Seven additional courses in sociology or related fields, at least four of which must be in sociology. These courses may be drawn from any of the 20000-level courses in sociology and, after completing SOCI 20002, from any 30000-level courses in sociology that have not been cross listed with undergraduate numbers.

e. Senior Seminar (SOCI 29998).

f. B.A. Paper (SOCI 29999) (for honors students only).

Summary of Requirements

                                  2      SOCI 20002 through 20005 or approved substitute

                               1      sociological methods, either SOCI 20111 or 20140

                               1      SOCI 20004/30004 (statistics course)

                                  4      sociology courses

                               3      courses in sociology or related fields*
(one may be a reading and research course)

                                  1      SOCI 29998 (Senior Seminar)

                                12**

  *       Courses offered in the Division of the Social Sciences are, with few exceptions, typically accepted as a matter of course. Humanities courses with significant social science content are also eligible. Please submit a general petition form to the program chair.

**       Students applying for honors must also register for SOCI 29999 (B.A. Paper) for a total of 13 courses.

Senior Project. During the their fourth year, all students majoring in sociology are expected to work on an original project of sociological inquiry on a topic of their choice, culminating in a final paper from twenty to forty pages in length. The project may take the form of: either (1) a critical review of a body of literature on a problem developed in conjunction with the work of one or more courses, or (2) an independent research project in which questions are formulated and data are collected and analyzed by the student. Recent projects have included studies of comparative order and disorder in urban neighborhoods in Chicago, immigration and national identity in Germany and Guatemala, processes of gendering in various workplaces, the role of emotions in social theory, boys' and girls' decisions in taking math courses in high school, homosexuality and AIDS in South Africa, hegemonic discourses of whiteness in women's magazines, emerging forms of sociality on the internet, church leadership transition among Korean immigrants, the power of public rhetoric in public housing, role models among Mexican-American youth, gender roles in families of graduate students, peer pressure and teenage pregnancy, and attitudes toward immigration.

The senior project is researched, discussed, and written in the context of the senior seminar (SOCI 29998), which is a yearlong course in which all students must participate. The senior seminar begins in the Spring Quarter of a student's third year and ends with the submission of a completed thesis at the end of Winter Quarter of their fourth year.

In general the senior project is written under the guidance of the preceptors of the department. Students aiming to graduate with honors need to indicate their desire to do so to the program chair at the beginning of Spring Quarter of their third year. They will then choose an individual faculty member under whose supervision they will write their thesis. Honor students may register for additional reading courses (SOCI 29997); however, only two sociology reading/research courses can be counted toward the courses required for the sociology major. Registration for more than one reading and research course to complete the B.A. paper requires the consent of the program chair.

Grading. All courses required for completion of the sociology program must be taken for quality grades.

Honors. If their general GPA is at or above 3.25 and their GPA in the major is at or above 3.5, students may be nominated for graduation with honors on the basis of the excellence of their thesis. The thesis must be based on substantial individual research conducted under the guidance of a faculty member and it must be evaluated by both the student's adviser and program chair at A- or A.

Declaring a Sociology Major. In addition to discussing their plans with their College adviser, students must complete an enrollment form, including the short entry survey, that is available in the Office of the Department of Sociology (SS 307). Before graduation, students are also required to submit the brief exit survey.

B.A. Paper Waiver. Students who have had to withdraw from the University prematurely and, as a result, have been out of residence for an extended period, could, at the designation of the dean of students in the College (see College guidelines), complete their studies by completing course work at another university or college, and they may petition their program chair for a B.A. paper waiver. If granted, adequate course work will substitute for the B.A. paper requirements.

Handbook. Students interested in pursuing the B.A. degree in sociology are encouraged to read the brochure Undergraduate Program in Sociology, which is available in the Office of the Department of Sociology (SS 307).

Faculty

A. Abbott, G. Becker, C. Bidwell, A. Bryk, T. Clark, E. Clemens, J. L. Comaroff,
J. Davis, J. Evans, A. Glaeser, L. Hedges, P. Heuveline, K. Knorr Cetina, E. Laumann,
D. Levine, O. McRoberts, W. Parish, M. Riesebrodt, S. Sassen, B. Schneider,
R. Stolzenberg, R. Taub, L. Waite, K. Yamaguchi, D. Zhao

Courses: Sociology (soci)

20001. Sociological Methods. This course introduces the basic strategies and methods of social research. We also cover the ways that we think about questions regarding the social world and what evidence we use to answer them. We review approaches to gathering evidence (e.g., situational analysis, ethnography, intensive personal interviews, focus groups, survey data) using recent books as case studies of these approaches. We develop hypotheses about social processes and test them using data collected by students. Students conduct intensive interviews, focus group interviews, and survey interviews, and analyze data. Each student is part of a small working group that selects a research topic and is supervised by a T.A. Autumn.

20002. Social Structure and Change. The central objective of this course is to introduce students to the sociological study of individuals in the society, or how individual actions are shaped by their relation to and position in the social structure while contributing to this structure and its change. A central preoccupation is to articulate the linkage between the individual/micro level and the social/macro level. We also concentrate on the latter and the properties of a stratified social fabric. We focus on sociological approaches to the American society, its position in the international structure and its principal dimensions: race and ethnicity, age and gender, and social class. Winter.

20004/30004. Statistical Methods of Research. This course provides a comprehensive introduction to widely used quantitative methods in sociology and related social sciences. Topics include analysis of variance and multiple regression, considered as they are used by practicing social scientists. D. Zhao. Winter.

20005. Sociological Theory. Required of sociology majors. Drawing on classics and contemporary works in sociological theory, this course raises questions about the nature of "theory work" and its relation both to philosophic analysis and empirical research. Authors include Weber, Durkheim, Simmel, Dewey, Parsons, and Merton. D. Levine, Autumn, 2004; A. Glaeser, Spring, 2006.

20101/30101. Organizational Analysis. (=PBPL 23000) This course is a systematic introduction to theoretical and empirical work on organizations broadly conceived, such as public and private economic organizations, governmental organizations, prisons, professional and voluntary associa-tions, health-care organizations. Some topics we cover include intraorg-anizational questions about organizational goals and effectiveness, commu-nication, authority, and decision-making. Using recent developments in market, political economy, and neoinstitutional theories, we explore organi-zational change and interorganizational relationships for their impli-cations in understanding social change in modern societies. E. Laumann. Autumn.

20102/30102. Social Change. This course focuses on economic development, political development, social movements, and opinion change. Case materials are drawn from developing countries, European historical patterns, and the contemporary United States. W. Parish. Autumn.

20104/30104. Urban Structure and Process. (=GEOG 22700/32700, SOSC 25100) This course reviews competing theories of urban development, especially their ability to explain the changing nature of cities under the impact of advanced industrialism. Analysis includes a consideration of emerging metropolitan regions, the microstructure of local neighborhoods, and the limitations of the past American experience as a way of developing urban policy both in this country and elsewhere. S. Sassen, Spring, 2005; O. McRoberts, Spring, 2006.

20105/30105. Educational Organization and Social Inequality. This course reviews the major theoretical approaches to the organizational analysis of school districts, schools, and classrooms and to the relationship between education and social stratification. It gives particular attention to ways in which the organization of education affects students' life chances. C. Bidwell. Winter, 2005.

20106/30106. Political Sociology. (=ENST 23500, PBPL 23600) PQ: Completion of the general education requirement in social sciences. This course provides analytical perspectives on citizen preference theory, public choice, group theory, bureaucrats and state-centered theory, coalition theory, elite theories, and political culture. These competing analytical perspectives are assessed in considering middle-range theories and empirical studies on central themes of political sociology. Local, national, and cross-national analyses are explored. T. Clark. Spring.

20107/30107. Sociology of Human Sexuality. (=GNDR 27100) PQ: Prior introductory course in the social sciences. After briefly reviewing several biological and psychological approaches to human sexuality as points of comparison, we explore the sociological perspective on sexual conduct and its associated beliefs and consequences for individuals and society. Substantive topics include gender relations; life-course perspectives on sexual conduct in youth, adolescence, and adulthood; social epidemiology of sexually transmitted infections (including AIDS); sexual partner choice and turnover; and the incidence/prevalence of selected sexual practices. E. Laumann. Spring.

20108/30108. The Institution of Education. This course is a general survey of the properties of education considered as an institution of historical and contemporary societies. Particular attention is given to institutional formation and change in education and to education's role in processes of social control and social stratification. C. Bidwell. Winter, 2006.

20111/30111. Survey Analysis. This course covers how to analyze and write up previously collected survey data: the basic logic of multivariate causal reasoning and its application to OLS regression, percentage tables, and log odds. We emphasize practice in writing. This is not a course in sampling methods. J. Davis. Spring.

20112/30112. Applications of Hierarchical Linear Models. A number of diverse methodological problems such as correlates of change, analysis of multi-level data, and certain aspects of meta-analysis share a common feature: a hierarchical structure. The hierarchical linear model offers a promising approach to analyzing data in these situations. We survey the methodological literature in this area and demonstrates how the hierarchical linear model can be applied to many problems. A. Bryk. Winter.

20114/30114. Globalization: Empirical/Theoretical Elements. (=ANTH 25700/35700, GEOG 21700/31700) This course examines how different processes of globalization transform key aspects of, and are in turn shaped by, major institutions (e.g., sovereignty, citizenship), and major processes (e.g., urbanization, immigration, digitalization). Particular attention goes to analyzing the challenges for theorization and empirical specification. S. Sassen. Autumn.

20116/30116. Global-Local Politics. (=PBPL 27900) Globalizing and local forces are generating a new politics in the United States and around the world. This course explores this new politics by mapping its emerging elements: the rise of social issues, ethno-religious and regional attachments, environmentalism, gender and life-style identity issues, new social movements, transformed political parties and organized groups, and new efforts to mobilize individual citizens. T. Clark. Winter.

20118/30118. Survey Research Overview. (=SOSC 20200/30900) This single-quarter course is offered each Autumn and Winter Quarter. The goal for each student is to find a research question to guide his or her overall research design. The course walks students through the steps involved in survey research: finding a funder, writing a grant proposal, sampling, questionnaire design, coding, cleaning, and data analysis. This is a useful introduction for students who are interested in survey research because it provides the big picture of what should be considered when designing survey research and how to approach the different tasks involved in a survey project. M. Van Haitsma. Autumn, Winter.

20120/30120. Urban Policy Analysis. (=PBPL 24800) This course addresses the explanations available for varying patterns of policies that cities provide in terms of expenditures and service delivery. Topics include theoretical approaches and policy options, migration as a policy option, group theory, citizen preference theory, incrementalism, economic base influences, and an integrated model. Also examined are the New York fiscal crisis and taxpayer revolts, measuring citizen preferences, service delivery, and productivity. T. Clark. Autumn, 2005.

20122/30122. Introduction to Population. (=ENST 20500) This course provides an introduction to the field of demography, which examines the growth and characteristics of human populations. We give an overview of our knowledge of three fundamental population processes: fertility, mortality, and migration. We cover marriage, cohabitation, marital disruption, aging, and population and environment. In each case we examine historical trends. We also discuss causes and consequences of recent trends in population growth, and the current demographic situation in developing and developed countries. L. Waite. Winter, 2006.

20123/30123. Sociology of the Family. PQ: Prior course(s) in sociology or a related social science, or consent of instructor. This lecture/discussion course addresses current perspectives on the family, including social theories, research evidence, feminist perspectives, and the "culture wars." It also covers historical evidence on the family, functions of the family and changes in those functions, the family in various cultures, marriage, cohabitation, children, divorce, and alternative family forms. L. Waite. Autumn, 2004.

 

20124/30124. Population and Development. (=ENST 20600) This course is a broad overview of demographic issues in the "less developed regions of the world." Demographic patterns and change are discussed with a particular interest in the relationship between socioeconomic development and demographic factors. How do social and economic changes affect population dynamics? Is there a social or an economic optimum rate of population change? We discuss how demographic thought and policies have evolved on these issues in light of the empirical evidence. P. Heuveline. Winter, 2005.

20125/30125. Rational Foundations of Social Theory. This course introduces conceptual and analytical tools for the micro foundations of macro and intermediate-level social theories, taking as a basis the assumption of rational action. Those tools are then used to construct theories of power, social exchange, collective behavior, socialization, trust, norm, social decision making and justice, business organization, and family organization. K. Yamaguchi. Winter, 2006.

20126/30126. Japanese Society: Functional and Cultural Explanations. The objective of this course is to provide an overview of social structural characteristics, and the functioning, of contemporary Japanese society by a juxtaposition of universalistic functional (or rational) explanations and particularistic cultural (and historical) explanations. In covering a broad range of English-language literature on Japanese Society, the course not only presents reviews and discussions of various alternatives theoretical explanations of the characteristics of Japanese society, but also a profound opportunity to critically review and study selected sociological theories. K. Yamaguchi. Spring, 2005.

20128/30128. Sociology of Education. Traditionally the sociology of education has focused on the social organization of schooling and social mobility. This course explores the ways in which the study of schooling is changing in light of the global expansion of education and emerging concerns over issues related to social justice. Materials are drawn from recent empirical and theoretical literature on education and socialization in developing and industrialized countries. B. Schneider. Autumn.

20129/30129. Inner City Economic Development. (=PBPL 24600) PQ: At least one prior course in economics, political science, public policy, or sociology. For courses description, see Public Policy Studies. R. Taub. Autumn, 2004.

20131/30131. Social and Political Movements. This course provides a general overview and a synthesis on theories of social and political movements. The emphasis is on the importance of state and state-society relations to the rise and outcomes of a social or political movement. D. Zhao. Spring.

20140. Qualitative Field Methods. This course introduces techniques of, and approaches to, ethnographic field research. An emphasis is placed on quality of attention and awareness of perspective as foundational aspects of the craft. Students conduct research at a site, compose and share field notes, and produce a final paper distilling sociological insight from the fieldwork. O. McRoberts. Winter.

20142/30142. The Chicago School of Sociology. Enrollment limited. This course introduces students to the classical work of the Chicago School and to the research stance that has characterized Chicago sociology from its beginnings. Texts may include The Polish Peasant in Europe and America, The Hobo, The Gold Coast and the Slum, The Gang, The Taxi-dance Hall, and Black Metropolis, as well as such general works as Introduction to the Science of Sociology and The City. From later periods we might consider works from such authors as Goffman, Becker, Strauss, Turner, Freidson, Janowitz, and Suttles. A. Abbott. Winter, 2005.

20144/30144. War and State Formation in Early China. This course is designed to help the students understand how the warfare during China's Spring to Autumn (722 to 481 B.C.E.) and Warring States (480 to 221 B.C.E.) period facilitated the crystallization of seven major patterns of Chinese history. We discuss the imperial system, the meritocratically-selected bureaucracy, the strong state tradition, the lack of impact on politics by transcendental religions and commercial classes, the role of nomadic conquerors in expanding territories and influence, and the subordination of the army to civilian control. D. Zhao. Spring.

20146/30146. Culture and Politics. This course explores how cultural activities such as rap, rock, and martial arts can mobilize and legitimate political constituencies (e.g., Black Power, gays). Political leaders frame and spin images through music and talk shows. Culture and politics blend in post-industrial society, which is increasingly driven by knowledge and consumption. Personal acts defining identity (eating vegan) can grow into social movements (eco-protest). New cultural groups conflict with each other and transform the dynamics of class, party, interest groups, and clientelism. We examine U.S. and global examples with a focus on subcultural and regional transformations. T. Clark. Autumn, 2004.

20147. Work, Organization, and Society. In a sociological examination of work and work experience in its social, cultural, and technological context. this course examines the quality and variety of work; work's social and technical organization into projects, firms, unions, and professions; its regulation by the state, its staffing by the market, and its systemic role in segmenting society. Work is placed in its dynamic historical context, with an eye to work's future and its technological transformation. Throughout, the course explores the personal, economic, and cultural significance of work, with a special focus on the ways in which work is socially constructed and experienced by the workers themselves. J. Evans. Winter, 2005.

20148/30148. Social Studies of Science. This course examines the institutions of science, drawing primarily on research from sociology, but also on economics, anthropology, philosophy, and history. We examine the culture and practice of science; the many-layered organization of scientific activity; ways in which the scientific "system" draws inputs from society (e.g., money, students) and produces outputs for it (e.g., technologies, scientists and engineers, a "corpus"); the role of science in governments, economies, and popular culture; and the influence of these institutions on the evolution of scientific knowledge. J. Evans. Winter, 2005.

20150/30150. Consumption. May be taken in sequence with or independently from SOCI 20151. The modern period was associated with industrial production, class society, rationalization, disenchantment, the welfare state, and the belief in salvation by society. Current societies are characterized by a culture of consumption; consumption is central to lifestyles and identity, it is instantiated in our technological reality and the complex of advertising media, structures of wanting and shopping. Starting from the question "why do we want things" we will discuss theories and empirical studies that focus on consumption and identity formation; on shopping and the consumption of symbolic signs; on consumption as linked to the re-enchantment of modernity; as a way to create differences between groups; as a process of the globalization of frames; and as related to time and information. The course is built around approaches that complement the "productionist" focus of the social sciences. K. Knorr. Autumn, 2004.

20151. Markets and Money. May be taken in sequence with or independently from SOCI 20150/30150. If you are so smart, why aren't you rich? Economists have been asked this question in the past. Why isn't it easy to make money in financial areas even if one knows what economists know about money, markets, and the economy? Perhaps the answer is that real markets and economies are complex social and cultural institutions to which many factors contribute, including social and economic variables and patterns. The course provides an introduction to the social and cultural dimensions of markets, money, and economic behavior. We address the structural and cultural embeddedness of economic behavior, the different constructions and interpretations of market aspects, the rituals participants pursue, the many meanings of money, and the global microstructures of financial markets. K. Knorr. Winter, 2005.

20152. Migration and Immigration: Causes and Consequences. This course reviews basic concepts, research methodology, and theories (i.e., economic, demographic, sociological, social-psychological) for all forms of spatial mobility (i.e., local moving, internal migration, immigration). Equal emphasis is given to the U.S. and other world regions. The goal is to prepare students for independent research and/or policy investigation on a wide range of topics and issues pertaining to the voluntary and involuntary spatial movement of people in the modern world. D. Bogue. Autumn, 2004.

 

20154/30154. Culture and Emotions. After having been neglected for decades as a purely psychological phenomenon, emotions have more recently received renewed attention in the social sciences. In particular new brain imaging techniques have cleared the way for an understanding of emotions which allows their theoretization as phenomena sui generis which are neither reducible to thought and discourse, nor to fixed physiological response patterns. This opens new exciting possibilities to think about emotion as a way to make meaning at the interface between the individual and the social. This course is experimental in the sense that it draws on readings not only from the social sciences but also from neurobiology and physiology, which open more questions than they answer but introduce a subfield still in the making. A. Glaeser. Winter, 2005.

28014. Gender and Sexuality in the Developing World. This class explores how local and historical contexts shape ideas about gender and sexuality, and how studies of third world countries deepen contemporary understandings of gender and sex. Southeast Asia and sub-Saharan Africa are the primary areas of focus. R. Rinaldo, R. Wyrod. Spring, 2005.

28016. Race, Politics, and Neighborhood Revitalization. This course is designed to help students better assess dynamics associated with inner city revitalization. It focuses on the current redevelopment of two historic African-American inner city neighborhoods: Harlem in New York City and Bronzeville in Chicago. We discuss the histories of these neighborhoods and then explore how issues such as race, class, and politics are affecting their "second renaissance." D. Hyra. Spring, 2005.

28017. Systemic School Reform and Organizational Change. This course explores current debates around American education and school reform using policy analysis, policy implementation, and organization change perspective. Current educational policies, known as standards based reform, are analyzed, taking into consideration theories of organizational change, the context of schools and educational policy, and diverging views around the effects of money, class size, segregation, teachers unions, charter school, and school choice on school improvement efforts. S. Hallman. Autumn, 2004.

28019. Medical Sociology. This course surveys the current state of the field of medical sociology. It investigates how social factors fundamentally influence different aspects of health and illness in contemporary societies, including the diagnosis and treatment of illness, the social distribution of health and illness, and the organization of expertise and knowledge in delivering health care. L. Jin. Spring, 2005.

29997. Readings in Sociology. PQ: Consent of instructor and program chair. Students are required to submit the College Reading and Research Course Form. May be taken P/N with consent of instructor. Summer, Autumn, Winter, Spring.

29998. Senior Seminar. PQ: Open only to sociology majors with fourth-year standing. Must be taken for a letter grade. This course is a forum for students to present their B.A. papers. It is offered as a three-quarter sequence in the autumn, winter, and spring of the senior year. Each quarter counts as one-third course credit; however, students formally register for only one quarter, usually spring. Students graduating at a time other than June should participate in three quarters of the senior seminar in the twelve months before graduation. See the more general statement about the B.A. paper in the brochure Undergraduate Program in Sociology, which is available in the office of the Department of Sociology. O. McRoberts. Autumn, Winter, Spring.

29999. B.A. Paper. PQ: Consent of instructor and program chair. Students are required to submit the College Reading and Research Course Form. May be taken P/N with consent of instructor. Summer, Autumn, Winter, Spring.

The following 30000-level courses are open to College students.

30302. Problems of Public Policy Implementation. (=PBPL 22300) PQ: One 20000-level social sciences course. PBPL 22100-22200-22300 may be taken in sequence or individually. For course description, see Public Policy Studies. R. Taub. Spring.

30303. Urban Landscapes as Social Text. (=GEOG 42400) PQ: Consent of instructor. For course description, see Geography. M. Conzen. Autumn.