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Seminars, Courses, and Workshops

Look to this year’s Annual Meeting for development and training across research, teaching, publishing, and a host of other important professional issues.


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

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

  • Computer Assisted Qualitative Data Analysis
    Saturday, August 14, 10:30 am – 12:10 pm

    Raymond C. Maietta, ResearchTalk, Inc.; and Sharlene Hesse-Biber, Boston College

  • Conversation Analysis
    Sunday, August 15, 1:00 – 4:00 pm

    John Heritage and Steven Clayman, University of California, Los Angeles

  • Event History Analysis
    Monday, August 16, 2:30 – 4:10 pm

    Lawrence L. Wu and Jui-Chung Li, New York University

  • HIPAA Guidelines and Research in Medical Sociology
    Sunday, August 15, 10:30 am–12:10 pm

    Richard Wagner, University of California, San Francisco; and Emily Kolker, Brandeis University

  • Integrating Quantitative and Qualitative Approaches
    Monday, August 16, 8:30 – 10:10 am
    Lisa Pearce, University of North Carolina

  • Methodologies in Consumer Behavior Research
    Monday, August 16, 2:30 – 4:10 pm

    Leora Lawton, Population Research Systems

  • Multi-level Models
    Sunday, August 15, 2:30 – 4:10 pm

    William M. Mason, University of California, Los Angeles

  • Qualitative Reasoning with Computers: Problems, Progress, and Promise
    Saturday, August 14, 2:30 – 5:30 pm

    Ed Brent, University of Missouri and Idea Works, Inc.; and Pawel Slusarz, Idea Works, Inc.

  • Simulations
    Sunday, August 15, 8:30 – 10:10 am

    Michael Macy, Cornell University

  • Social Network Analysis
    Tuesday, August 17, 8:30 – 10:10 am

    James Moody, Ohio State University

  • Structural Equation Models
    Monday, August 16, 10:30 a.m. – 12:10 pm

    Kenneth Bollen, University of North Carolina, Chapel Hill


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

    Course are held prior to the first full day of program sessions. Attendance limits and fees are noted below, and prepaid registration is required. Reservations are accepted in order of receipt in the ASA Executive Office. Fees are non-refundable after July 15.

  • Human Research Protections in Sociology and the Social Sciences (co-sponsored by the Social and Behavioral Sciences Working Group on Human Research Protections)
    Friday, August 13, 8:30 am – 5:30 pm
    Fee: $95 (includes lunch); Attendance Limit: 40
    Co-Organizers: Felice J. Levine, Chair, Social and Behavioral Sciences Working Group on Human Research Protections, and American Educational Research Association; and Richard T. Campbell, University of Illinois, Chicago
    Virginia Cain, Office of Behavioral and Social Sciences Research, National Institutes of Health
    Richard T. Campbell, University of Illinois-Chicago
    Karen A. Hegtvedt, Emory University
    Felice J. Levine, American Educational Research Association
    Elaine Wethington, Cornell University

    This course addresses human research protection issues in the design, implementation, and review of research. It provides investigators with a richer understanding of key ethical concepts and the tools for assessing best ethical practices in the context of social science research. It also offers guidance on the preparation of protocols and effective communication with Institutional Review Boards (IRBs). The course is compromised of three major units: understanding key concepts and ethical guidance in human subjects research, putting human research protections into practice in social science research, and comprehending the IRB process and the role of review. Participants will examine federal regulations and their underlying principles; ethical standards provided by social and behavioral science societies (e.g., ASA’s code of ethics); and core concepts in human subjects protection with particular attention to research in the social sciences. Participants will receive hands-on training in a mock IRB session as they review and discuss case studies that raise relevant issues in human subjects protection. Emphasis will be placed on addressing issues and topics of concern to participants.

  • Community Based Research
    Friday, August 13, 10:00 am – 12:00 noon; 1:00 – 3:00 pm
    Fee: $50; Attendance Limit: 30
    Leaders: Kerry Strand, Hood College; and Sam Marullo, Georgetown University

    Community-based research (CBR) is an innovative and increasingly popular means to unite the three traditional academic missions of teaching, research, and service. This course provides participants with clear-cut guidelines for how to carry out this work—as sociological research and as pedagogy—along with rich descriptions of engaged scholarship in action. Using both didactic and interactive strategies, we will:

    • Provide an overview of community-based research, including its origins, iterations, and basic features that distinguish it in important ways from conventional sociological research and from more conventional forms of community-based pedagogies; and
    • Share a wide-range of concrete guidelines and “best practices” for integrating CBR into our teaching and research in ways that will enrich student learning, deepen community partnerships, support faculty roles and rewards, and enhance the capacity of our institutions to address social problems, and meet the learning goals of basic sociology courses.

  • Teaching an AP-level Course (sponsored by the ASA Task Force on the Development of an AP Course in Sociology)
    Friday, August 13, 9:00 am – 12:00 noon; 1:00 – 4:00 pm
    Fee: $40; Attendance Limit: 30
    Leader: Caroline Persell, New York University

    This course is designed for current or future teachers of regular, honors, advanced, or AP-type sociology courses in high schools and for teachers of Introduction to Sociology courses in colleges and universities. It will focus on some of the key understandings students should gain as a result of studying sociology and explore ways of teaching those insights, including how a sociological perspective differs from that of other social sciences and humanities, the evidence needed to infer causality, the probabilistic and contingent nature of sociological knowledge, the power of demography, what sociologists do, how sociologists think about culture, socialization, social organization, deviance and conformity, social inequalities by class, race and gender, social institutions, and social change. The emphasis will be on active forms of learning-simulations, exercises, and research activities- although films and websites will be mentioned where relevant.

    Participants in the course will leave with examples of exercises they can use in teaching sociology in high school or college courses, with information about web-based resources, and with some experience accessing social science data that are publicly available.

  • The Scholarship of Teaching and Learning
    Friday, August 13, 9:00 am– 12:00 noon, 1:00 – 4:00 pm
    Fee: $50; Attendance Limit: 30
    Leaders: kathleen McKinney, Illinois State University

    This six-hour, hands-on course will introduce participants to the scholarship of teaching and learning (SoTL) in higher education generally and sociology, more specifically. Participants will be provided with materials and information related to conceptualizing a teaching-learning problem to be studied, choosing appropriate methodologies, considering ethical issues, finding presentation and publication outlets, documenting SoTL work, and applying what is learned to improve teaching and learning. Opportunities will be provided for questions, and to work on and discuss participant ideas for SoTL projects.


    From teaching challenges to using major data sets to career advice and beyond, the 2004 Program features a robust variety of workshops. All workshops are open to all meeting registrants. An overview of workshop topics is listed below. Workshop schedules, leaders, and descriptions are posted on the ASA website.

    Careers in Sociological Practice

    • Career Opportunities for Sociologists in State Government
    • Career Paths Outside the Academy
    • Careers in Qualitative Market Research
    • Exploring Careers in Public Health
    • Research Careers Inside and Outside Academia
    • Sociologists in Advocacy Organizations
    • The Non-Academic Job Search

    Departmental Issues

    • Building Strong Professional Master’s Degree Programs
    • Creating an Inclusive Climate for Gay, Lesbian, Bisexual, and Transgendered Students, Staff, and Faculty
    • Creating an Inclusive Climate for Persons with Disabilities
    • Creating Institutional Change for Women Faculty in the Academy
    • Developing an Internship Program in Applied Sociology
    • How to Include Students in Community Activism or Research
    • Implementing Public Sociology as a Department Framework
    • Improving Department “Culture”
    • Learning How to Set Up an Effective Cross-Institution Mentoring Program
    • Models for Connecting Sociology with Other Disciplines
    • Program Assessment: The Current View
    • Public Sociologies in Undergraduate Classrooms: Service Learning and Social Activism
    • Surviving and Thriving in a Very Small Department
    • The ASA Centennial: Bringing in [Potentially] Excluded Voices
    • Using Undergraduate Teaching Assistants

    Enhanced Teaching of Sociology

    • An Interdisciplinary Approach to Teaching a Terrorism Course
    • Teaching about HIV and AIDS
    • Teaching about Holocaust, Genocide, and Human Rights
    • Teaching about Inequality
    • Teaching about Marxist Sociology
    • Teaching about Peace, War, Military Institutions, and Social Conflict
    • Teaching Graduate Seminars on Teaching
    • Teaching Introductory Sociology for the First Time
    • Teaching Organizational Theory
    • Teaching Rural Sociology Courses and Modules
    • Teaching Social Psychology
    • Teaching Social Theory to Undergraduates
    • Teaching the Sociology of Emotions
    • Teaching the Sociology of the Life Course
    • Teaching the Undergraduate Honors Seminar
    • Teaching Undergraduate Demography
    • The Capstone Course in Sociology

    Expanding Career Opportunities

    • Advice on Making the Transition from Associate to Full Professor
    • Careers or Interludes in Academic Administration
    • Life on the Smaller Side: Balancing Responsibilities and Preparing for Tenure and Promotion in Smaller Liberal Arts Colleges
    • Portfolio Preparation
    • Retirement Planning and Opportunities

    For Graduate Students and New Professionals

    • Making the Most of Post-Doctoral Positions
    • Navigating the Graduate Admissions Process
    • Preparing Effective Professional Presentations
    • Preparing for Graduate School
    • Preparing Your Credentials for Teaching-Oriented Faculty Positions (designed for advance graduate students)
    • Searching for and Obtaining Academic Positions
    • Surviving Graduate School
    • Ta-Da! Thesis and Dissertation Accomplished, Practical Steps to Getting It Done
    • Transition from Graduate School to Faculty Job

    Grants and Research

    • Applying for Foundation Funding
    • Applying for NSF Funding for Educational Projects
    • Research Funding (part of the Annual Research Support Forum)
    • Scientific Foundations of Qualitative Research: Submitting Competitive Qualitative Projects to the National Science Foundation
    • The Status of Institutional Review Boards (IRBs) (Co-sponsored by the ASA Committee on Professional Ethics)
    • Winning Small Grants for “Cutting Edge” Sociological Research and Related Activities: The ASA Fund for the Advancement of the Discipline
    • Writing a Successful Grant Proposal (oriented to beginners)

    Professional Issues and Skills

    • Bridges to Policy-Makers
    • Communicating Research to the Media (co-sponsored by the ASA Spivack Program)
    • Doing Queer Work in Sociology: Challenges and Changes
    • How to Do Activist Applied Sociology
    • How to Talk in Public about Gender and Race Politics without Getting Burned
    • Public Policy: Methods and Applications

    Publishing Opportunities

    • How to Get Your Journal Article Published
    • How to Market Your Book
    • How to Write Op-Ed Pieces
    • Writing for Larger Audiences

    Research Skills in the Classroom

    • Data Resources for Undergraduate Teaching
    • Successfully Teaching Statistics without Watering Down
    • Teaching Qualitative Data Analysis
    • Undergraduate Student Research: Lessons from IDA

    Teaching Techniques, Innovations, and Challenges

    • Awakening Minds: The Power of Creativity in Teaching
    • Effective Use of Discussion in the Undergraduate Classroom
    • Making Sociology “Real”: Incorporating Popular Culture into Sociology Courses
    • Teaching Critical Thinking in Sociology
    • Teaching Diversity Courses
    • Teaching Research Ethics to Students
    • Teaching Sociology in Community Colleges
    • Teaching Sociology to Nontraditional Students
    • Teaching Uncomfortable and Controversial Topics: Social Inequality, Race Relations, and More
    • The ASA Centennial as a Teaching Resource
    • Using Distance-Learning Education and Other Virtual Resources in Sociology Courses
    • Using the University of California Atlas of Global Inequality as a Teaching Tool

    Using Major National Data Sets

    • Adolescent Health
    • Exploration of Data from the National Center on Education Statistics
    • ICPSR and Maximizing the Use of Archives
    • State Sociological Societies’ Programs Database: How to Access This Information for Research and Planning Purposes
    • Using Census Data
    • Using the Integrated Public Use Microdata Series (IUPUMS) in Research
    • Wisconsin Longitudinal Study