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These course descriptions are not being updated as of August 1, 2016. Current course descriptions are maintained in LionPATH.

Sociology (SOC)

SOC 537 (HD FS 537) Biosocial Perspectives on the Family (3) The implications of knowledge from behavioral endocrinology, behavior genetics, and evolutionary psychology for understanding family relationships and child development.

SOC (HD FS) 537 Biosocial Perspectives on the Family (3)

Breakthroughs in the way biological variables are measured and modeled have generated new findings that greatly increase
our understanding of the reciprocal influences between family relationships, child development, and biological factors.
Specifically, advances in the study of hormones, genetics, evolution, pharmacology, and immunology have led to important
advances in our knowledge of gender, becoming a parent, early child development, middle child, and adolescent
development, parent-child relations, courtship and mate selection, quality of intimate relations, separation and divorce, incest,
and dominance and family violence.

Students are required to keep a journal of researchable ideas during the first five weeks of class. The purpose is to give
students practice in identifying research needs and opportunities. The journal should include 4-6 research problems, each
developed in 2-3 typed pages. The majority of each entry should be a clear statement of what knowledge gains would be
realized by conducting the study and why they are important. The remainder of the statement should include consideration of
the data you would use, measures of major variables, and analytic strategies. Think of it as a brief portfolio of thesis,
dissertation, or research publication ideas.

Entries on research projects in which you are already involved are not eligible for inclusion in the journal. On the last page of
the journal, indicate which problem you would like to develop into a more detailed proposal during the remainder of the
semester and why. Turn in the journal during week 5. I will evaluate your entries and comment on your selection idea. The
rest of the semester will be spent on developing one of the ideas to a full-blown proposal (about 20 pages). You should turn
in as many drafts as needed to receive a good grade for this segment of the course. I expect you to turn in three or more
before the end of the semester. We will meet about each draft and go over my comments. Proposal drafts should be spaced
out over the semester.

The last week of the semester will be devoted to presentations of research proposals after which class members will offer
comments and suggestions. Your grade will be based on the proposal draft you turn in the last week of the class. Twenty-one
percent of the course grade is based on the research proposal.

General Education: None
Diversity: None
Bachelor of Arts: None
Effective: Summer 2002

Note : Class size, frequency of offering, and evaluation methods will vary by location and instructor. For these details check the specific course syllabus.


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Course descriptions are stored in LionPATH, the University-wide student information system. Please visit the LionPATH Course Catalog to access current course descriptions. At that point, you will be leaving the University Bulletin website.

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