Careers in Criminal Justice, a major core requirement, is a seminar course designed to introduce students to a range of career fields across the criminal justice system.  Students will interact with faculty and guest speakers from the field.  Through these interactions, students will reflect on the information learned and identify which career fields align most closely with their personality and interests. 

This is a variable topics course meant to facilitate the delivery of course credit attached to training programs and other continuing education sessions deemed to be of sufficient academic rigor as to justify the offering of academic credit.

This course is designed to receive non-equivalent transfer credit in the Criminal Justice discipline. Courses articulated to a 199C section will meet the criminology course requirement.

This course is designed to receive non-equivalent transfer credit in the Criminal Justice discipline. Courses articulated to a 199P section will meet the policing course requirement.

A survey of the causes and effects of criminality and of the means taken to cope with criminal behavior. Emphasis on the social context of crime, with special attention given to economic and political factors.

This course serves as an introduction to the criminalistics major. It will review the investigative process and how forensic evidence is used within the case to answer questions about what happened, when, how, and who was involved.  

This course expands students' basic writing skills while developing the skills needed to write effective reports across the criminal justice system. Emphasis will be placed on technical report writing in all three major areas of criminal justice, including law enforcement, corrections and courts, as well as on scientific writing in the discipline.

This course engages students in a critical examination of ethical issues arising in the criminal justice system in areas such as policing, corrections and the courts.

This course is designed to enhance student understanding of issues related to crime and responses to crime occurring in the digital/online domain and law enforcement response to such crimes.

An analysis of administrative theory and practice as it relates to justice agencies. Emphasis will be placed on organization and function. Law enforcement, corrections, and the courts will be viewed both from a systems approach, as well as individual components of the larger justice system.

This course examines the operation of contemporary criminal justice systems under various cultural contexts. Of particular concern will be social, economic, political, and ideological forces which have impacted the various justice systems in place in the world today. Potential areas of conflict and cooperation between and among systems will be examined.

This course provides an enhanced understanding of a career in law enforcement at the local, state, and federal levels, including an examination of the art of police work and the difficulties and problems officers face as they go about their complex duties. Further evaluation includes the discussion of management, police-community relations, contemporary problems and an examination of the history and the future of law enforcement.

A survey of approaches, theoretical and applied, for understanding delinquency and processes of the juvenile justice stystem. Practical components include the examination of law enforcement, courts, and correctional approaches to managing juveniles.

Provides an examination of criminal law in the U.S. Specifically, students will evaluate differences between Constitutional law and substantive versus procedural law. Students will explore types of offenses, concepts of criminal responsiblility and criminal defense.

This course provides students an introduction to the treatment of criminal offenders in the U.S., including sentencing structures, jails, community corrections, probation/parole, prisions, and the duties of correctional personnel.

Social justice: action and policy examines public policy decisions from the perspective of social and economic justice. Historical and contemporary implications relative to justice will be analyzed.

This course explores the intersection of the criminal justice system and victim services. This course integrates research, theory, and application into working with and understanding the needs of survivors. 

This course explores the intersection of the criminal justice and mental health systems in the U.S. including the significance of mental health reform for shifting persons with mental illness from psychiatric to correctional facilities. 

This course is a study of the impact specific programs and policies have on the criminal justice system in the United States. It includes identifying effective ways to enact planned change through program creation, monitoring, assessment, examination of current issues and approaches to policy within the criminal justice system, analyzing current and empirical criminological evidence on these topics, and identifying and developing appropriate responses to specific concerns within the criminal justice system.

This course provides knowldege related to various aspects of criminal justice, related to a topic not normally covered in the regular major curriculum.

Students will learn problem-solving approaches for analyzing crime by criminal justice agencies to reduce crime rates and increase community safety.

This course is designed to receive non-equivalent elective transfer credit.

This course is designed to receive non-equivalent transfer credit in the Criminal Justice discipline. Courses articulated to a 399C section will meet the criminology course requirement.

This course is designed to receive non-equivalent transfer credit in the Criminal Justice discipline. Courses articulated to a 399P section will meet the policing course requirement.

This course is designed to receive non-equivalent transfer credit in the Criminal Justice discipline. Courses articulated to a 399V section will meet the offenders & victims course requirement.

This course examines and evaluates research across the criminal justice system. Students evaluate various methods and approaches for conducting criminal justice research.

This course engages students in discussion and research related to the major curriculum and related course work. The course integrates and critically analyzes the student's previous learning experiences through research, evaluation, and presentation of critical justice related issues.

This experience involves a minimum of 150 contact hours in a position that affords the student the opportunity to learn practical applications in a law enforcement, correctional, or court services type of setting.

This experience involves a minimum of 150 contact hours in a position that affords the student the opportunity to learn practical applications in a law enforcement, correctional, or court services type of setting.

This course examines the intersection of criminal justice and mental health, evaluating issues that arise for law enforcement, courts, and correctional administrators to develop and incorporate policy to effectively manage offenders with mental illness.

This course examines the intersection of criminal justice and mental health, evaluating issues that arise for law enforcement, courts, and correctional administrators to develop and incorporate policy to effectively manage offenders with mental illness.

This course examines how issues of crime and justice are represented, distorted, and/or filtered by news, entertainment, and social media. The course also examines how criminal justice administrators can use media to their advantage for positively promoting their agency and for solving crime.

This course examines how issues of crime and justice are represented, distorted, and/or filtered by news, entertainment, and social media. The course also examines how criminal justice administrators can use media to their advantage for positively promoting their agency and for solving crime.

This course examines the evolution of the American correctional system, including explanations, theories, policies, and practices. Issues facing correctional managers will be explored, including administrative processes for managing these issues.

This course examines the evolution of the American correctional system, including explanations, theories, policies, and practices. Issues facing correctional managers will be explored, including administrative processes for managing these issues.

This course examines theories of policing underlying law enforcement response to community issues as well as the empirical literature assessing the effectiveness of each response for controlling crime and disorder and improving public perceptions of the police.

This course examines theories of policing underlying law enforcement response to community issues as well as the empirical literature assessing the effectiveness of each response for controlling crime and disorder and improving public perceptions of the police.

Reading and/or research programs to fit the individual needs of advanced undergraduate and graduate students in the social sciences. Topics are chosen in consultation with a faculty advisor.

Reading and/or research programs to fit the individual needs of advanced undergraduate and graduate students in the social sciences. Topics are chosen in consultation with a faculty advisor.

Study of quantitative research methodology in justice studies. Emphasizing experimental and quasi-experimental design, this course focuses on desiging the experiment, collecting the data and interpreting the results.

Effective leadership is important to everyone throughout society and is much more situational and complex than a “position”. Discovering Leadership is an introductory course for all students seeking to broaden their understanding of the leadership process in modern organizations and communities, even for those who may not seek or desire formal leadership positions. Students will explore the multidisciplinary nature of leadership as firmly rooted in social science. They will develop leadership dispositions- the mental habits one uses to see, think about and respond to the world - at the individual, team, and organizational level by using design principles to create a “leadership future”, and will explore leadership practices, perspectives and research across cultures in order to understand leadership at a societal level. 

This course will actively engage students in the acquisition of information about historical and contemporary theories, concepts, and issues associated with leadership. Students will be exposed to the nature of leadership through presentation of objective material, through group activities, and through laboratory exercises.

An interdisciplinary course designed to introduce the student to the tasks, strategies, and skills of effective leadership. Course activities will move the student from theory to the practical processes of leadership. Basic concepts essential to personal skills development and organizational leadership behavior are included.

The focus of this course is on understanding structural characteristics of team design, setting the stage for team effectiveness, and developing intrapersonal and interpersonal dynamics. The course provides students a hands-on application of the leadership process in a team environment.

This interdisciplinary course is designed to provide the student with an awareness and understanding of current issues relating to the nature and tasks of collaborative leadership behavior. The student is asked to identify an issue or problem and practice leadership by developing and implementing a

community project.

The purpose of this course is to educate and encourage the development of globally competent citizens and leaders. The course is designed to provide students with the knowledge, skills, and attitudes to be engaged, responsible, and effective members of a globally interdependent society. Most importantly, students will be asked to think deeply about their world (including its future, current issues, its impact on their local area, and our personal responsibility as global citizens).

Current issues and trends of women and leadership will be examined from historical to contemporary and from social to personal perspectives.

The behaviors and skill necessary to be effective at doing leadership will be explored through both the leader and follower perspectives. Advanced influence, motivation, decision-making, conflict/ negotiation strategies and meeting management will be examined primarily in the interpersonal context. Course materials and activities will challenge students to connect theory to practice.

The capstone course is required for all organizational leadership majors, and optional for minors. Designed for senior students, emphasis is placed on integrating the student's academic, personal, and professional experiences into a conceptual whole. Students in this course will complete a project which demonstrates their achievement of the program’s outcomes, serving as the student’s summative evaluation.

The capstone course is required for all organizational leadership majors, and optional for minors. Designed for senior students, emphasis is placed on integrating the student's academic, personal, and professional experiences into a conceptual whole. Students in this course will complete a project which demonstrates their achievement of the program’s outcomes, serving as the student’s summative evaluation.

This course is designed for students in their final stage of the leadership studies field of emphasis. Activities include practical experience in an organization that will allow a student to exercise, observe, and appreciate leadership behavior.

Students will conduct an in-depth examination of a particular topic in the study of organizational leadership. Course title and topic of the study will be displayed in the class schedule.

Students will conduct an in-depth examination of a particular topic in the study of organizational leadership. Course title and topic of the study will be displayed in the class schedule.

This course is designed to provide the student with a deeper understanding of the major components and principles of civic leadership. Classroom activities examine the leadership process in the context of community and society. This approach encourages ordinary citizens to take responsibility, organize, and build coalitions for the purpose of effecting social change.

This course is designed to provide the student with a deeper understanding of the major components and principles of civic leadership. Classroom activities examine the leadership process in the context of community and society. This approach

encourages ordinary citizens to take responsibility, organize, and build coalitions for the purpose of effecting social change.

This course examines the principles associated with the growing organizational leadership discipline. Course materials will emphasize human behavior in organizations, the role leadership plays in organizational life, and the process of organizational change and improvement. Students will apply principles of organizational behavior and leadership theory to develop innovative approaches to improve organizational effectiveness.

This course examines the principles associated with the growing organizational leadership discipline. Course materials will emphasize human behavior in organizations, the role leadership plays in organizational life, and the process of organizational change and improvement. Students will apply principles of organizational behavior and leadership theory to develop innovative approaches to improve organizational effectiveness.

The purpose of this course is to introduce students to the emerging field of global leadership. Students will gain an understanding of the history and origins of global leadership and the theoretical approaches to global leadership in complex, modern contexts. Students will be challenged to access primary sources of global leadership literature, and think deeply and critically about the current state of theoretical development in global leadership. Students will also explore various global leadership competencies and learn how to apply these competencies in various regions and cultures throughout the world.

The purpose of this course is to introduce students to the field of global leadership. Students will gain an understanding of the history and origins of global leadership and the theoretical approaches to global leadership in complex, modern contexts. Students will be challenged to access primary sources of global leadership literature, and think deeply and critically about the current state of theoretical development in global leadership. Students will also explore various global leadership competencies and learn how to apply these competencies in various regions and cultures throughout the world.

The focus of this course will be on you as the leader from an individual perspective. It will be an introduction to the principles and practices of positive interpersonal relationships for leadership development. The course will be based on each student's perception of their own life experiences that have helped them reach this level in their leadership development journey (Past), where they are now in that journey (Present), and their personal leadership goals (Future).

The focus of this course will be on you as the leader from an individual perspective. It will be an introduction to the principles and practices of positive interpersonal relationships for leadership development. The course will be based on each student's perception of their own life experiences that have helped them reach this level in their leadership development journey (Past), where they are now in that journey (Present), and their personal leadership goals (Future).

In the fields of leadership and organizational development, it is common for leaders to conduct needs assessments related to leadership development and to diagnose organizational challenges. This course examines applied research methods used in the field of leadership and organizational development. This course will introduce students to the theory and practice of survey design and analysis including development of survey items, factors that affect the reliability and validity of survey data, analysis of survey data using descriptive statistics and basic inferential statistics, and methods for presenting data in graphical and written form to assist practitioners in their pursuit to identify and address organizational needs and challenges.

This course will give students an understanding of the scientific method and its application to qualitative research. Students will develop a research question, collect and analyze data and develop conclusions for qualitative methods. Students will explore appropriate means to present and disseminate the research in order to help organizations and communities to make accurate and informed decisions.

Students will learn processes and techniques for building leadership capacity in individuals and organizations. Students will diagnose leader and leadership development needs and will develop practical applications for creating, implementing, and assessing a comprehensive leader and leadership development program for an organization. 

This course focuses on the “grand challenges'' specific to each student’s organizational context. The goal of the course is to explore the broad issues surrounding complex social, economic, environmental, and scientific problems that can only be solved through cross-sector partnerships and transdisciplinary collaboration through the lens of the integrative leadership model focusing on the individual, group, organization, sector, and societal levels.

Students will intensively review selected readings and critical research to provide a foundation for answering various research questions, and provide implications addressing the material reviewed. The area of research and plan of study will be negotiated between the student and instructor.

This course is designed for students in the final stages of their graduate program. Activities include practical experience in an organization which will allow the student to participate in a meaningful leadership experience.

THIS COURSE IS OPEN TO ALL UNDERGRADUATE STUDENTS: This course introduces students to the fundamentals of the U.S. Army and the Army National Guard.  Students learn basic skills of soldiering including critical thinking, time management, goal setting, communication and introduction to effective leadership practices. This course also provides a basic understanding of tactics, Troop Leading Procedures, and Operations Orders.

OPEN TO ALL STUDENTS:  This course is a deep-dive into the history and core competencies of the U.S Army. Topics will include: Military Justice, Awards, Promotions and Evaluations, U.S Army History, Rank Structure, Military Occupational Specialties, Pay and Allowances, and the Organization of the U.S Army.

OPEN TO ALL STUDENTS: This course will introduce all functions of military supervisory positions from Junior and Senior Non-Commissioned Officers, Company and  Field Grade Commissioned Officers, and translate those into their civilian counterparts. Topics covered will include: Mentorship, and advanced analysis of Troop Leading Procedures, Evaluations, Counselings, After Action Reviews (AAR), and Risk Management, and Leadership Theory.

OPEN TO ALL STUDENTS: This course will focus on the foundations of U.S Army Field Training. Topics will include: Buddy First Aid, Medical Evacuation Procedures, Military Radio Communications, Weapon Systems, Basic Field Craft, Terrain Analysis, Introduction to Plans and Orders, Orienteering.

The topics course is designed to offer subjects which are not dealt with in the conventional curriculum. See class schedule for specific topics.

OPEN TO ALL STUDENTS: This course introduces instructor roles, delivery methods, teaching and learning models, and professional and ethical requirements. The course also introduces students to classroom management techniques, the basics of building learning objectives and lesson plans, and techniques for effective communication. Students will be evaluated on their ability to deliver planned briefs and instruction while maximizing engagement and learning. Modules will include: Introduction to Public Speaking, Slideology, Military Briefings, Direct Instruction, and Group Instruction.

OPEN TO ALL STUDENTS This course introduces students to the Army’s Holistic Health and Fitness doctrine. Modules will include: Behavioral Health, Personnel Readiness, the Performance Triad, Holistic Health, Army Physical Readiness Training, Injury Control, the Occupational Physical Assessment Test, and the Army Combat Fitness Test.

This course is designed to receive non-equivalent elective transfer credit.

This course explores military leadership at the unit level. It is a required course to complete the Kansas Army National Guard Officer Candidate Program and is a prerequisite for MIL 402 Platoon and Staff Leadership II. Focus will be on introducing principles of military leadership as well as reinforcement of basic soldier skills.  

This course is a continuation of MIL 401 Platoon and Staff Leadership I. It is a required course to complete the Kansas Army National Guard Officer Candidate Program. Focus will be on intensive study of military leadership functions and processes as well as reinforcement of basic soldier skills. 

The topics course is designed to offer subjects which are not dealt with in the conventional curriculum. See class schedule for specific topics.

Engaging multiple sociological perspectives, students will demonstrate critical thinking to evaluate arguments and evidence about social issues, while developing critical writing skills in sociology through a persuasive argument assignment about a sociological topic of relevance. In SOC 105, students will build an understanding of critical thinking, logic, and reasoning through examination of contemporary social issues.

Provides an understanding of basic concepts and theoretical paradigms and recognizes the contribution of major figures in the discipline. This includes the study of social processes, institutions, and the relationship of the individual to social structures.

An investigation of basic principles associated with all human cultures including historical evolution of culture; using macro-sociological and cultural anthropological perspectives specific preliterate and modern cultures are compared and analyzed.

Course is for receiving transfer that meets the systemwide linguistic anthropology outcomes

This course introduces students to key issues in the study of women and gender-such as class, race, sexuality, family life, work, and political power-and to the various methods of inquiry that different academic disciplines use to examine these issues. The course analyzes what it means to be female in contemporary societies, seeks to discover the historical factors that have shaped the current status of women from all parts of the world, and explores the various means by which women have attempted to achieve equality and empowerment.

This course 1) analyzes periods of human cultural development with a special emphasis on recent culture change and global integration (sometimes called globalization) and 2) analyzes and compares the main characteristics of representative modern world cultures (developing, industrial and postindustrial) in the context of the rapid change that is sweeping across the globe. No prerequisite

This course provides a framework and perspective for analyzing the family as a communication system. Among topics covered are multigenerational communication, the impact of ethnicity on communication patterns, the role of everyday rituals, the development of intimacy among family members, and family models and family conflict resolution strategies.

The process of knowledge production and research design. Selected aspects of the philosophy of science and the logic of inquiry are related to the basic techniques of qualitative and quantitative research.

This course will provide a theoretical framework for viewing human behavior as it relates to individuals who problematically use substances and the resulting consequences that can accompany that behavior. The theoretical framework will include the issues of identification of most abused substances, the physiological, psychological, and sociological impact of drug abuse, governmental, and social policies that affect approaches to drug use and treatment. We will also examine current treatment methods, including mutual-help groups and needs within special populations and underserved groups. The course will apply the Bio/Psycho/Social Model of Addiction as its foundation toward assessment of both pathology and client centered strengths, using theory, research, and techniques from the substance abuse and mental health fields.

Individual Counseling will cover the competencies put forth in SAMHSA's Technical Assistance Publication Series #21 (TAP 21). The course will specifically focus on competencies 75-87. The competencies will be covered in the context of the counseling process, from Chemical Dependency Evaluation through relapse prevention and termination. 

The content of this course provides an understanding of how to develop the competencies necessary for effective screening, assessment, treatment planning, and record management. The course focuses on learning cognitive behavioral therapy; motivational enhancement; medication assisted treatment, skills training; and 12-step facilitation. Students learn how to develop a therapeutic alliance, and how to complete a biopsychosocial assessment. Additional course information will include learning about current drugs of abuse, screening questionnaires, dual-diagnosis, recovery plans, and adolescent treatment. Lastly, students will learn what it takes to be a good counselor including effective listening and setting healthy boundaries.

This course involves an examination of the major categories of drugs and primarily the specific drugs of abuse.  Many drugs used in clinical and medical areas will also be considered.  Some specific areas that will be covered in the course include the history of psychopharmacology, the nervous system and neural processes in drug action with drugs of abuse, mechanisms of tolerance and dependence, classifications and characteristics of types of drugs, and uses and abuses of the various drugs. The intent is to provide instruction for students seeking to be professional addiction counselors. This course is designed to assist the student in preparing to meet minimum standards for AAPS licensed treatment facilities in the State of Kansas and the requirements for Registered Alcohol and other Drug Abuse Counselor through the Behavioral Sciences Regulatory Board.

The content of this course provides an understanding of the effects of substance use on family dynamics. This course examines the emotional system, including symbiosis, triangulation, self-differentiation, developmental factors, detachment and disengagement and the multigenerational transmission process. The course examines functional and dysfunctional family organization structure and development. Critical issues in families struggling with substance use are addressed. Students will also learn to assess the issues unique to each family. They include the stages of addiction and dependency, emotional abuse, domestic violence, sexual abuse, abandonment and physical or mental illness. The course will examine the class will examine the course of family treatment, counselor roles in treatment and difficulties in working with addicted families. Lastly, students will learn of the recovery process of the family, including the developmental model of recovery and the intervention process. 

The purpose of this course is to provide students with a background of knowledge in ethics and ethical issues in addiction counseling. Students will learn the importance of ethical codes, the difference between moral and legal obligations, and how to apply ethical codes in decision-making. Students will evaluate case studies of ethical situations and learn to apply ethical decision-making to situations that may occur in their professional endeavors.

Covers the competencies put forth in SAMHSA's Technical Assistance Publication Series #21 (TAP 21). The course will specifically focus on competencies 24-36. The competencies will be covered in the context of familiarizing oneself specifically with the DSM 5 and psychopathology in general. Additional information found in SAMHSA's Technical Improvement Protocol #42 (TIP 42) may also be utilized.

Course introduces the student to the basic dynamics and theories of group counseling. The course will also assist the student in developing appropriate skills necessary to facilitate addiction counseling groups. In addition, the overall purpose of the course is to assist the student to integrate theory and skills into a working foundation. Through the content of the course, the student will have an opportunity to explore and understand the evolution of the dynamics and processes of addiction counseling groups.

A study of the United States of America and its role in the world as a multicultural democracy, with specific emphasis given to cultural diversity as embodied in the ideal notion of pluralistic identity. Through the social sciences, humanities and arts, history, and international perspectives, the course will explore the principles and dynamics of diversity in the United States while promoting social responsibility and demonstrating civic competency.

This is the first of two practicum classes. The student is required to complete 200 hours of intensive field experience in an addictions treatment or psychological service provider addressing the needs of clients with alcohol and drug problems. Involvement will include observation and participation in aspects of treatment delivery appropriate to begin development of the necessary skills and intervention techniques. Involvement will also include didactic learning related to substance use disorders in a

face-to-face manner, direct counseling experience including intakes, treatment planning, discharge planning, documentation, and case management activities as well as additional learning objectives agreed upon by the Student, Practicum Coordinator, Practicum Instructor, and the Field Agency Supervisor. Supervision will include at least one hour of supervision for every 10 hours of practice.  Supervision shall be provided by the program’s faculty and agency supervisors, at least one of whom shall be licensed at the clinical level.

This class is the second of two practicum experiences. The students will participate in an intensive field experience consisting of 300 hours of practicum experience at an addictions treatment or psychological service provider addressing the needs of clients with alcohol and drug problems. Involvement will include didactic learning related to substance use disorders in a face-to-face manner, direct counseling experience including intakes, treatment planning, discharge planning, documentation, and case management activities as well as additional learning objectives agreed upon by the Student, Practicum Coordinator, Practicum Instructor, and the Field Agency Supervisor. Upon completion of this practicum class, the student will have completed 500 total clock hours of practicum experience in Addictions Practicum I and II. Supervision will include at least one hour of supervision for every 10 hours of practice.  Supervision shall be provided by the program’s faculty and agency supervisors, at least one of whom shall be licensed at the clinical level.

A sociological analysis of the family as a basic social institution. Attention focused on the creation, transmission, and reformulation of the rules of sexual behavior, marriage, childbearing, residence, descent, and authority with emphasis on enhancing the ability of individuals to make informed choices.

This course will examine social structures, social processes, and social life of people coming from different parts of the world. In addition to providing an overview of cultures of different societies, the course will focus on a number of institutions, for instance, family, education, economics, politics, religion, and healthcare. Particular focus will be given to specific countries in different world regions.

An applied and technique-oriented course in which students learn to perform basic and advanced statistical analysis of quantitative data using the Statistical Package for the Social Sciences (SPSS) and complete a research project involving the development of a theory-driven hypothesis(es), as well as testing of the hypothesis(es) through data collection or acquisition, analysis of the data and the reporting of conclusions. Graduate students will be required to collect data and learn additional statistical techniques.

The study of traditional indigenous cultures and how they contrast with industrial/post-industrial societies regarding family, politics, economics, and religion.

The study of traditional indigenous cultures and how they contrast with industrial/post-industrial societies regarding family, politics, economics, and religion.

Every direction we turn in our community and world there are opportunities to do good by helping others in need through grassroots social action. Social entrepreneurship is defined as the use of  innovation to find new ways to help categories of people in need. This course helps students 1) identify categories of people in need about whom they most care, 2)understand the challenges and successes of existing grassroots social action organizations, 3) learn the principles for designing a grassroots community project to help others in need, and 4)build a grassroots social action project on paper (that can later be initiated if desired by the student). Many students who take this course want to build grassroots social action organizing skills now for use later in life. Some students want to build a career in the area of social entrepreneurship.                        

Every direction we turn in our community and world there are opportunities to do good by helping others in need through grassroots social action. Social entrepreneurship is defined as the use of  innovation to find new ways to help categories of people in need. This course helps students 1) identify categories of people in need about whom they most care, 2)understand the challenges and successes of existing grassroots social action organizations, 3) learn the principles for designing a grassroots community project to help others in need, and 4)build a grassroots social action project on paper (that can later be initiated if desired by the student). Many students who take this course want to build grassroots social action organizing skills now for use later in life. Some students want to build a career in the area of social entrepreneurship.            

This course provides the opportunity to more intensively investigate several issues introduced in SOC 470, Grant Writing. Students learn how to  1)conduct needs assessments to obtain strong local data to be used when building a program for a grant proposal, 2)build a social program on paper following a 15-step process, and 3)formally evaluate a social program.   

This course provides the opportunity to more intensively investigate several issues introduced in SOC 470, Grant Writing. Students learn how to 1)conduct needs assessments to obtain strong local data to be used when building a program for a grant proposal, 2)build a social program on paper following a 15-step process, and 3)formally evaluate a social program.  

Selected topics are subjected to intensive examination. Emphasis is upon student participation in discussions and extra class projects. Of special interest to students in the areas of business, teaching, social work, and school administration.

Selected topics are subjected to intensive examination. Emphasis is upon student participation in discussions and extra class projects. Of special interest to students in the areas of business, teaching, social work, and school administration.

Reading and/or research programs to fit the individual needs of advanced students in the social sciences. Topics are chosen in consultation with a faculty advisor.

Reading and/or research programs to fit the individual needs of advanced students in the social sciences. Topics are chosen in consultation with a faculty advisor.

Advanced work in selected areas such as medical sociology, the profession of sociology, sociology of knowledge, occupations and professions. Emphasis on student participation.

Advanced work in selected areas such as medical sociology, the profession of sociology, sociology of knowledge, occupations and professions. Emphasis on student participation.

Course is designed to provide practical experience in teaching and administration in sociology or for participating in a facultysponsored research project.

Course is designed to provide practical experience in teaching and administration in sociology or for participating in a faculty sponsored research project.

For students with good academic standing. Provides practical experience in community organizations and social agencies. Systematic recording and reporting of the work experience and supplementary reading are required.

For sociology majors with good academic standing. Provides practical experience in community organizations and social agencies. Systematic recording and reporting of the work experience and supplementary reading are required.