U N I V E R S I T Y   C O U R S E S   T A U G H T

COURSE SYLLABUS AND OUTLINE

Course Title:  Sociology of Culture – Senior Seminar             Dr. Martorella
                                                                                                       

Course Description:  This course analyzes the relationship between sociology and culture.  It includes how culture and its components establishes meaning and impacts on behavior, attitudes, values, roles, and subcultures.  As a Senior Seminar, students will write a comprehensive research paper involving individual and creative research.

Course Prerequisites: Sociology Concentration and Core Requirements including
   Research Methods I and II.

Course Objectives will:

1.   Acquaint the students with the sociological concepts and research in   
      the area of the sociology of culture.
2.   Acquaint the students with several theoretical perspectives in sociology 
      used to study culture: meanings, symbols, shared and inherited conceptions, and
      expressions in which men/women communicate their attitudes about life. 

1. Provide the student an occasion to analyze a particular component of

Culture.  Some topic/research ideas are suggested: i.e. subcultures; non-verbal communication, products of mass, popular or high culture; tourism/leisure; collective identity; diversity of cultures; symbolic boundaries of work and home; life styles; inter-cultural communication and awareness; political movements, etc.

1. To describe artistic subcultures, galleries and markets for artworks
2. Describe the differences between mass, popular and elite cultures
3. Gain an understanding and appreciation of cultural sociology
4. Conduct and complete a senior thesis.

Student Learning Outcomes:  After completion of this course, students will be able to understand the sociological approach to studying art and will possess:

1. Exposure to social factors that culture
2. Critical examination of sociological theories of cultural sociology
3. Enhance student skills in assessing the cultural sociology
4. Observe by doing research, the social influences on artists lives
5. Enhance learning experience by exposing students to implementation of individual research and completing a research thesis.

             6.  Enhance the student’s ability in using technology and a research paradigm.

Course Requirements:

    Students are required to read materials distributed by the professor on Cultural Sociology as a basis or theoretical perspective to their research

     A large component of this course is based on research developed and implemented by the student.  Papers should be no less than 30 pages and include extensive sociological journal material to supplement their research ideas, and findings.

   All materials must be handed in on time.

Grading:  Research Topic:  Due  
                Complete Bibliography: Due
                Description of Topic and Introduction, Due:
               Surveys/Questionnaires, Due:
               Final Paper:  Due: 
                Presentations: Due:  

                Attendance & Class Discussion/Participation is mandatory

         Readings:    Provided by the Professor:

           “Understanding Culture” pp. 1-10, by Lyn Spillman.  Chapter 1 of Approaches
            to Intercultural Communication” in Cultural Sociology. Edited by Lyn Spillman.
            Blackwell Publishers, .

            “Introduction; Culture and Cultural Sociology” in Matters of Culture: Cultural
                 Sociology in Practice. Edited by R. Friedland, and John Mohr.
                Cambridge U. Press, 2004.

           “Products and Production of Culture” pp. 55-57. Matters of Culture: Cultural
                 Sociology in Practice. Edited by R. Friedland, and John Mohr.
                Cambridge U. Press, 2004.


******

Guidelines/Suggestions for Teaching Methods and Student Learning Activities:

1. Lecture and Discussions (Power Point Slide presentations)
2. Films and Videos
3. Assigned Readings
4. Blackboard (including Discussion Group and Virtual Classroom)

Guidelines/Suggestions for Methods of Student Assessment:  Students will be evaluated based on their class participation in group discussions, verbal and written reports/research project, and a final exam.

Suggested Readings, texts, objects of Study: 
Albrecht, Milton C.  The Sociology of Art and Literature.  New York: Praeger Publishers, 1970.

Alexander, Jeffrey C. The Meanings of Social Life. New York: Oxford U. Press, 2003.

Bourdieu, Pierre.  Distinction: A Social Critique of the Judgement of Taste.  Cambridge, Massachusetts: Harvard University Press, 1984.

Friedland, Roger, Editor. Matters of Culture: Cultural Sociology in Practice.
Edited by Roger Friedland and John Mohr. England: Cambridge Press, 2004.

            Martorella, Rosanne.  “Cultural Policy in the U.S.” and “Comparative Cultural                      
            Policies” papers prepared for research Consortium funded by the Ministry of
           Education of Japan (1997-2000)
Corporate Art.  New Jersey: Rutgers University Press, 1990.

MacCannell, Dean. The Tourist: A New Theory of The Leisure Class. Berkeley:
California U. Press, 1999.

Ritzer, George. “The Mc Donalidization of Society.” California: Pine Forge Press. 1993.

Samovar, Larry A., Richard E. Porter, and Edwin R. McDaniel, Editors. Intercultural Communication: A Reader. New York: Thomson Wadsworth. 2006.

Lyn Spillman, Editor. Cultural Sociology. Malden, Massachusetts: Blackwell
 Publishers, 2002.

Preparer’s Name and Date:  Rosanne Martorella   May, 2005

Original Department Approval Date:  Senior Seminar

Some Suggested Topics Include:
  Corporate Culture and Changing Definitions of Work
  The Tourist and The Leisure Class
  World of Gestures: Nonverbal Communication
   He Says/She Says…
   Idealization Love, Marriage and Realities
   Culture, Communication and Conflict
   Mass, Popular and High Culture Themes (Music, Art, etc.)
   American Culture: Reality Shows (Soaps, etc.)
   Ethnic Subcultures (students can choose…)  
   Black Style (Evolution and Development)

COURSE OUTLINE

1.  Course Title:  Graduate Internship in Sociology             

2. Course Description:  This course is designed primarily for graduate students in Sociology who are interested in gaining practical work experience.  Students will normally work a minimum of 8 hours a week (3 credits) under the supervision and guidance of an on-site supervisor in community and social service agencies, as well as within the corporate setting.   Periodic conferences and a monthly seminar are an integral part of the internship program, and will provide students with integrating the conceptual and practical experiences.  Career and research skills are also addressed. (1-12 credits)

1. Course prerequisites: : graduate status, 9 credits completed in Graduate work in 

              Sociology and permission of the instructor

4.    Course Objectives

1. To provide opportunities in a work setting for students to observe, to

      participate and to analyze ongoing operations and their relationship to
      sociological theories.

1.       2.  To develop a familiarity with the environment of applied sociology by first

     hand contacts with the community agencies and private corporations
     employing sociologists in various capacities.

3.  To suggest and develop realistic future career possibilities for participants

1.            and guiding them to advanced work in applied sociology.
2.  
3. To integrate the student’s academic and personal background with

      practical work experiences for future careers in field of social work, and/or
      human resource management and other related fields.

1. To develop a cordial and interdependent relationship between the

      community (both private and public) and the university.

1. To develop techniques and skills in observation, data collection,

      tabulation, interviewing, reporting, evaluation and analysis in various
      work settings.

1. To enhance writing and research skills, and use of computer in analyzing

data utilizing SPSS skills.

1. Student Learning Outcomes: After completion of this course, students will be able to:
2. Demonstrate an understanding of the relationship between fieldwork experiences and the theories learned in sociology classes.  In particular, they will be capable of participating in class discussion and writing a paper that illustrates their ability to use sociological content and theories as they reflect their daily experiences in the work setting and organizational setting.
3.  Exposure to fieldwork experience
4. Enhance learning experience and on the job training
5. Critical examination of theories of behavior and assistance by social services
6. Day by day observations
7. Enhance student skills in understanding role of social workers and

social service clinicians in assisting those in need

6. Topical Outline and Course Content:   Specific course content will be determined by the interns’ assignments (see  Student Information Sheet attached).  These assignments will be made on the basis of each student’s academic and personal background and qualifications  and on the requirements of the sponsoring agency/company.

      1. Screening and Selection

                 Interns are selected on the basis of their backgrounds, interests, and
ability to meet the needs of the sponsoring organization.  The Internship

Coordinator will screen junior and senior applicants with a minimum of a 2.5

GPA, and a minimum of 9 credits completed in Sociology.  A personal
 interview with the coordinator is required.

1. Internship Field Education Procedures and Requirements
2. The field instructor is responsible for planning and coordinating an orientation program which will help the student become a part of the agency.  There should be some assignments ready for the student to begin work immediately.
3. Selections of assignments should grow out of careful and thoughtful study of the student’s developing educational
4. Conferences

1. The Student’s Role in the Agency
2. When the student
3. Although the field 

7.  Guidelines/Suggestions for Teaching Methods and Students Learning Activities:
Work assignments will be planned jointly by the sponsoring organization and the Internship Coordinator.  Students will be required to attend a monthly seminar with the other interns.
     Work assignments with sponsoring organization/agency
     (3 credits/8 hrs. per week)
      In Class Lectures and Discussion
      Listserv and TopClass to further communicate with students

8. Guidelines/Suggestions for Methods of Student Assessment:  Students will be evaluated based on their 1) written assignments (learning contract, resume, weekly journal, and self-skill assessment) ; 2) a research paper; 3) class participation; 4) fieldwork evaluation by fieldwork supervisor.  The written assignments cover assigned readings, lecture and class discussions.

1. Suggested Readings, Texts, Objects of Study:

Baird, Brian N.  The Internship, Practicum an d Field Placement Handbook.  Upper Saddle River, New Jersey: Prentice Hall. 2003.

Boylan, John C., A. Reilly. Practicum and Internship: Textbook for Counseling
and Psychotherapy. (Book plus CD Rom). Philadelphia, Pennsylvania: Taylor & Francis Group, 2003.

1. Bibliography of Supportive Texts:

Barbeau, J.E. and W.A. Stull.  Learning from Working: A Guide for Cooperative Education/ Internship Students.  Cincinnati, Ohio: Southwestern Publishing Company.  1990.

Caper, Marlene, Joan Granucci Lesser. Clinical Social Work Practicum. Boston: Allyn & Bacon, 2001.

Cobb, N.H.  “Court-Recommended Guidelines for Managing Unethical Students and Working with University Lawyers”.  Journal of Social Work Education, 30, 18-31.  1994.

deAnda, Diane. Social Work with Multicultural Youth.   New York: Haworth Press, 2003.

Demartini, J.R.  “Constraints to the Development of Curricula in Applied Sociology.”  American Sociologist 15 (August): 138-145.  1980.

Ephross, Paul H. Ethics and Social Work Practice. New York: Oxford University Press, 1997.

Ferrante, Joan.  Sociology on the Internet.  New York: Wadsworth Press, 1997.

Gilman. S.R. “The Crafting of Fieldwork Training Agreements”.  Journal
      of Social Work Education; 26, 65-75.  1990.

InKster, Robert P and Roseanna G. Ross.  The Internship as Partnership: a Handbook.  Raleigh, North Carolina: National Society for Experiential Education. 1995.

Green, C.S. III, H.G. Klug, L.A. Neider and R.G. Salem.  “Careers and the Undergraduate Cirriculum: An Integrated Program.”  American Sociologist 15 (February): 30-39. 1980.

Kagle, J.D..  “Record Keeping: Directions for the 1990’s”.  Social Work 38, 90-196.  1993.

Karlstrom, F.  “Applied Sociology and Social Work: Connections and Conflicts.”  ASA Teaching Newsletter 8 (April): 7-8.  1983.

Kendarl, J.C.  Combining Service and Learning: A Resource Book, Volumes I and II.  1990.

Kiser, P. Myers, Getting The Most From Your Human Service Internship, Belmont, California: Brooks Publishing, 1999.

Koiser, T.L. “The Supervisory Relationship: An Identification of the Primary Relationship”. Journal of Marital Family Therapy; 18, 283-296.  1992.

Martin, G.E. School Leader I: Developing, Monitoring, and Evaluating Your Leadership Internship.  Larchmont, New York: Eye On Education, 2003.

National Association of Social Workers Code of Ethics.  Silver Spring, Md: 1990

Princeton Review of Books, The Internship Bible, New York: Random House, 2004.

Rubenstein, Ellen, Scoring A Great Internship. New York: Natavi Guides, 2002.

Shaffir, Wiliam B. and Robert A. Stebbins, and Allan Turowetz.  Fieldwork Experience. (Qualitative Approaches to Social Research).  New York: St. Martin’s Press.  1980.

Sweitzer, H. Fred. The Successful Internship: Transformation and Empowerment. Belmont, California: Brooks Publishing, 2003.

Taylor, Dorothy L. Jumpstart Your Career.  New Jersey: Princeton, 1998.
 
            Wadsworth Publishing. Bundle SmartPark, “Getting The Most From Your Human
            Service Internship.” 2001. 
             http://www.wadsworth.com/social_work_d/special_features/savingpack.html

Webb, N.B. Social Work with Children.  New York: Guilford Press, 2003.

Zakutansky, T.J. and E.A. Sirles.  “Ethical and Legal Issues in Field Education: Shared Responsibility and Risk.”  Journal of Social Work Education, 29, 338-347.  1993.

11. Preparer’s Name and Date:  Rosanne Martorella  

1.  Original Departmental Approval

1. Reviser’s Name and Date:  Rosanne Martorella

1.   Departmental Revision Approval  

Rosanne Martorella PhD

PRINCIPLES OF SOCIOLOGY

M/W 

  SYLLABUS AND OUTLINE

                                                        POWER POINT LECTURES

Dr. R. Martorella,

COURSE OBJECTIVES:
* Acquaint the student with the sociologic perspective based on systematic study      
   rather than on common sense;
* Explore our own attitudes about other groups in society, and develop a sense of cultural
   relativism and an appreciation of other cultures;
* Develop a sense of global awareness;
* Make students aware of the crucial importance of the social structure of society in
     terms of  social class, gender, age, education, income, race and ethnicity;
* Identify the persistent sources of strain and conflict among groups;
* Reveal how self image and social identity emerge;
* Trace the ways in which social problems are identified, perceived and resolved;
* Demonstrate the differences between social problems and personal dilemmas;
* Show students how to interpret and use social scientific data, and methods;
* Teach students now to over generalize from personal experiences;
* Analyze society in terms of post September 11th terrorist attack on America.

REQUIRED READING:
Sociology: Understanding a Diverse Society, WPU Special Package, Fourth Edition,
    Andersen, Margaret & Howard F. Taylor,
   Belmont, California: Wadsworth/Thomson Learning. 2005.
 
TEACHING METHODS:  Use and knowledge of Blackboard is essential.
 Lecture presentations using PowerPoint Visuals
 Class Participation (Q&A)            Group Assignments
 Guest Speaker; Films; Extra Credit Assignments
 Computer-Mediated Instruction and Assignments

WEBSITES:
 Census Data Look up http://www.census.gov/population
 Women/Gender issues http://www.ypn.com/mm-bin/genobject/living/women
 Poverty http://www.sar.usf.edu/~sevenet/
 Race/Ethnic Relations http://www.georgetown.edu/crosroads/asw/race.html
Chapter websites:  http://sociology.wadsworth.com

PRINCIPLES OF SOCIOLOGY         READINGS     Dr. Martorella

WEEK 1 – INTRODUCTION  
 General Introduction to course requirements; Email;
 Introduction to the sociological perspective    Blackboard Professor
 
Assignment #1 – 5 Points – Blackboard Personal Information 
   All students will have to do this to receive credit
Participation in Blackboard is a requirement of the class.  Take the time now to learn it!
Use Help Form if you do not understand or have difficulty.   Please do not email me with technical problems!

A Personal Page should describe yourself.  Tell me whatever you wish me to know.
You may or may not include a picture. (Due 2 week of class )

WEEK 2 - THE STUDY OF SELF AND SOCIETY  
Define the sociological perspective as the study of:
   Interpersonal behavior;  group behavior; structure of society;
   Social problems and social change Read Chapter 1, pp. 1-20

    Guest: Beatrix Mellauner, College Rep,  Wadsworth Publishing

WEEK 3 - METHODS OF SOCIAL RESEARCH
   Describe the scientific method
   Distinguish between common sense knowledge and systematic research
   Analyze the major steps of doing research
   Distinguish between the various quantitative and qualitative methods
   Read: Chapter 2, pp. 27-49
Quiz (5 points) on chapters 1 and 2.

- Quiz on Chapters 1 and 2 (15 questions)

WEEK 4 - THE CULTURAL CONTEXT OF SOCIAL BEHAVIOR
   Discuss how groups maintain and/or change their culture
   Define and analyze the cultural universals, cultural variability, relativism,
      Ethno-centrism, folkways, mores, laws, norms and values
   Discuss value conflict
   Distinguish between norms and values (how are they measured?)
   Distinguish between culture, subcultures and counter-cultures
          (Case Study of Music as a Subculture)
   Analyze globalization and world religions (western and non-western)
   Read: Chapter 3, 58-75 and  pp. 454-462 (global religions)   Video
         VC/CNN video clips and handouts

Assignment # 2:  10 Points - Culture/Sub-Cultures  

WEEK 5 - SOCIAL STRUCTURE AND GROUP BEHAVIOR
   Describe the nature of social structure
   Distinguish between ascribed and achieved social status
   Describe techniques of resolving conflict
   Analyze private vs. public space
   Analyze the formal organization of the Bureaucracy
   Read: Chapter 6, pp. 139-160

 Discuss and Explain Assignment #4 – Cyber Group Project – 10 points.  Due:     

WEEK 6 and 7 - SOCIALIZATION, IDENTITY AND RESOCIALIZATION
   Define and analyze the process of Socialization       
   Analyze concepts as “the looking glass self,” “taking the role of the other,”
   and “the formation of self”
   Diversity in Socialization      Re-socialization (case study of the Madras)
   Read: Chapter 4, pp. 81-98; pp. 121-124 (non verbal communication and interpersonal attraction)      pp. 363-368 (Life Course)     

WEEK 8 - DEVIANCE, CRIME AND SOCIAL CONTROL   
   Explain concept of deviance and why there are deviations from the norms of society
   Explain how the belief that deviants are mentally ill obscures a full understanding
          of deviant behavior
   Describe how social political structure influences societal definitions of
       “normal” and deviant
   Discuss factors involved in terrorist careers
   Read: Chapter 8 and 9, pp. 191-205; 630  Text Package on Terrorism
   
Internet Assignment #3 (Discuss               -  Due Date:            
                                          
WEEK 9 – INSTITUTIONAL SPHERES; MARRIAGE AND THE FAMILY
   Contrast family structures in traditional and modern societies        
   Describe process of mate selection in U.S. today, and gender role change
   Discuss causes for the relatively high divorce in United States
   Distinguish between Dual Career Couples and Traditional Couples
   Discuss the nature of dysfunctional families
   Discuss techniques for resolving interpersonal conflicts

Read: Chapter 15, pp.  391-415

Midterm Review Class  -                  Midterm Date :                                  

___________    Last Day for academic withdrawal from Spring Semester

__________ Group Meeting/Independent Research Time (Group Leaders)

WEEK 10 - SOCIAL STRATIFICATION AND INEQUALITY  
   Compare functional and conflict theories of stratification
   Define hierarchies of power, prestige, and property
   Discuss difficulties in measuring social class
   Identify causes and conditions of poverty in the U.S.
   Discuss the trend of downward mobility and impact of 90s economy
  
Read: Chapter 9, pp. 211-238; 260-264 (world poverty) Film: “Dividing the Dream” (25 min.)

WEEK 11 - RACIAL, ETHNIC AND RELIGIOUS MINORITIES    
   Identify four components of minority group status: gender, religion, ethnicity, and race
   Explain “institutional racism,” relative success of Asian-Americans
  
   Read: Chapter 11, pp 269-296

Assignment #4 – –Cyber Lounge Group Project (10%) -   Due Date:           

 
WEEK 13 - RURAL, URBAN AND SUBURBAN LIFE   
   Distinguish between rural, urban and suburban forms of life
   Analyze the nature of the “new suburbia”
   Discuss the changes in demography and shifts of population in the United States
   Pollution and Toxic Wastes
   Bioterrorism       video  

Read: Chapter 21, pp. 561-584

WEEK 14 - CONTEMPORARY ISSUES: POPULAR CULTURE, MASS MEDIA AND                                SPORTS 
   Define high and popular culture                                                    
   Debate the positive and negative effects of mass culture
   Assess the influence of media on behavior
   Discuss the Sociology of the Arts as a field of study of Patronage and
          The Privatization of Culture and Public Policy
   Globalization and the Film Industry; Importance of Cultural Economy
   New York and Cultural Tourism and decline of economy

WEEK 15 - SOCIAL CHANGE: COLLECTIVE BEHAVIOR AND SOCIAL MOVEMENTS
   Describe the various models used in the study of collective behavior        
  Analyze the conditions under which a riot is likely
   Identify four major phases in the life course of social movements
   Analyze nature of terrorist movements    Chapter 22:  pp 589-611;
         Social Change: pp 617-630
  
WEEK 16 – PRESENTATIONS OF GROUP PROJECTS Dates: _____________________

Review Class: ____________   FINAL Date:        (Exam Week: ____________)

GRADING SYSTEM AND EVALUATION
(Short answer tests; Assignments; Extra credit; Group Projects/Discussion Groups)

Midterm (100 questions)                       30%
Final (100 questions)                            30%
Assignment #1 Blackboard Personal Page 5 %
Quiz on Chapter 1 and 2   -  5%
Assignment #2 Culture/Subculture     10%
Assignment # 3 Internet Computer Assignment 10%
Assignment #4 Cyber Lounge: Group Discussion Project      10%

Extra Credits totaling 6 credits (2 points each) are available
Extra Credit Assignments are based on Discussion Group Participation,
   And/or announced throughout the semester.  Attendance is taken at all sessions    
Tardiness is frowned upon     Three absences indicates disinterest  
Please select and retain same seat area if possible.
No excuses for lateness, missed assignments, or tests.  You are responsible.

No hats please!!      
PUNCTUALITY IS ENCOURAGED  Thank You. Dr. Martorella

DATES TO REMEMBER:

   _____________  Personal Page Due (5%)

 ____________   Quiz (5%)

 _____________ Assignment #2 Subcultures (10%)

_____________   Midterm  (30%)

 _____________  Assignment # 3 (10%)

 _____________  Assignment #4 (10%)

 _____________  Final (30%)

COURSE OUTLINE

1. Course Title and Course Number:  Sociology of Death & Grief

2. Course Description: Death as an institution will be studied by focusing on social values, cultural components of grief, and the social functions of bereavement.  Particular attention will be given to the social organization of death and dying in bureaucratic settings (i.e. the hospital, old age homes, funeral homes, etc.)  Dying will be analyzed as a social process using an inter- actionist concept of “careers.”  Social, legal, and ethical issues involving death and dying will be examined to include: abortion, right to die, child abuse, homicide, doctor-assisted suicide, old age, occupational hazards, mass death and terrorism, living wills, etc.

1. Course Prerequisites: Principles of Sociology

 4. Course Objectives:

1. Acquaint students with the sociological concepts and research in the area

        of death, grief, and bereavement.

1. Explain several theoretical perspectives in sociology to study death.  For example, functionalism, symbolic interaction, and constructionist approaches.
2. Provide students and the instructor an occasion for the open examination of death in order to prepare them to cope with the inevitable deaths they will encounter in their lives.

     4.   Examine the ethical, legal, and social issues surrounding death and dying in
           contemporary American society.
     5.   Present research skills and computer generated research for term paper projects.

5. Student Learning Outcomes:  After completion of this course, students will be able to demonstrate:

1. an understanding of the social causes of disease and illness
2. role changes in the grief and bereavement in themselves
3. attitudinal change with regard to the dying and grief
4. develop coping skills with regard to grief and loss
5. recognize changes in the funeral business and role of funeral director
6. understand the demography of dying and mortality statistics
7. understand how hospice has changed since its intiation
8. knowledge of computer-generated research
9. improved writing skills

1. Topical Outline and Course Content:

1. Introduction

A.  Factors in the growth of interest in the field

1. The Sociological Framework: Death as an Institution
2. Cultural Perspective:
3. Death and Social Values
4. Attitudes and Concepts Toward Death
5. Cross-Cultural Perspectives on Death
6. Funerals and Last Rites
7. Historical Comparisons on Death

                  2.  Structure of Society and Death

1. Demography of Death (Longevity and Secularization of death)
2. Inequality and Death

           3. Institutionalization of Death: The Role of Hospitals

1. Bureaucratization of Dying
2. Medical Professions and the Treatment of the Dying:  The Social Organization of Death Work
3. Death as a Process: The Social Construction of Death (Interactional and Social Psychological Approaches)
4. Stages of Dying

                 4.  Grief

                       A.  Cultural Provision for the Expression of Grief
                       B.  Grief in the Quasi-Death Situations, e.g., Divorce

                 5. Bereavement

A.  Institutionalization of Death:  Role of Funerals
     
           6.Social Issues of Death

1. Death and Dignity
2. Prolonging Life:  Some Legal Considerations
3. Voluntary Euthanasia:  The Ethical Aspect
4. The Dying Person’s Bill of Rights
5. Organ Transplants
6. Abortion
7. Child Abuse
8. Homicides, Suicides and Death Acts
9. Old Age
10. Occupations and Death (Sports, Hazards, etc.) 
11. Mass Death (Environmental and Technological)
12. Forensic Medicine (Clinical vs. Brain Death)
13. Death and the Arts (Poetry, films, music, dance, opera)
14. Bureaucratization of Death and Dying (e.g., State Executions, the Nursing Home, etc.)
15. Living Wills and Death Certificates
16. Guidelines/Suggestions for Teaching Methods and Student Learning Activities:  Students will learn in the classroom and while reading and conducting independent research.    Teaching methods are lectures, class/small group discussions, assigned readings, and independent research projects.  In addition, students will utilize computer technology in the classroom (i.e. listserv), as well as computer generated assignments in social epidemiology.

1. Guidelines/Suggestions for Methods of Student Assessment:

Students will be evaluated based on 1) written examinations and assignments, 2) research paper, 3) computer assignments, 4) class participation.

1. Suggested Readings, Texts, Objects of Study:

         Kamerman, Jack, Death in the Midst  of Life.  New Jersey: Prentice Hall, 1988.

         DeSplender  Lynne and Albert Lee DeSplender. The Last Dance: Encountering
        Death & Dying.  Fourth Edition, Mountain Valley, California: Mayfield
        Publishing Company, 1996.

1.  Bibliography of Supportive Texts:

Berman, Alan L.  Suicide Prevention: Case Consultations. 1990.

Callahan, Maggie and Patricia Kelley.  Final Gifts: Understanding the Special Awareness, Needs, and Communications of the Dying.  1997.

Christ, Grace, Hyslop. Healing Children’s Grief. New York: Oxford University Press, 2000.

Corr, Charles A. and Donna M. Corr.  “Hospice Care: Principles and Practice”. in American Journal of Nursing Book Award. 1983.

De Vries, Brian, ed.  End of Life Issues: Interdisciplinary and Multidimensional Perspectives. 1999.

Emanuel, Linda L., MD, PHD. Regulating How We Die (The Ethical, Medical, and Legal Issues Surrounding Physician-Assisted Suicide). Boston: Harvard University Press, 1998.

James, John W. and Russell Friedman. The Grief Recovery Handbook: The Action Program for Moving Beyond Death, Divorce and Other Losses.

Kammerman, Jack B. Death in the Midst of Life: Social and Cultural Influences on Death, Grief and Mourning. New Jersey: Prentice Hall, 1988.

Klass, Dennis.  Parental Grief: Solace and Resolution. 1998.

Kubler-Ross, Elisabeth.  On Death and Dying. New York: Collier Books, 1969.

Lattanzi-Licht, Marcia. The Hospice Choice: In Pursuit of a Peaceful Death. New York: The National Hospice Organization, 1998.

Lewis, C.S. Grief Observed.
Noel, Brook.  I Wasn’t Ready to Say Goodbye: Surviving, Coping, and Healing After The Sudden Death of a Loved One.   2000.

McWilliams, Peter. How To Survive The Loss of a Loved One.

Peck, Michael, Robert Litman, Norman L. Farberow.  “Youth Suicide” in Psychotherapy and Social Science Review Selection.  1987.

Richman, Joseph.  Preventing Elderly Suicide: Overcoming Personal Despair, Professional Indifference and Social Bias. 1993.

Robinson, David, with a text by Dean Kioontz. Beautiful Death: Art of the Cemetery. New York: Penguin Books, 1998.

Saunders, Dame Cicely and Robert Kastenbaum.  Hospice Care on the International Scene.  1997.

Wagner, Teresa L. Legacies of  Love: A Gentle Guide to Healing From The Loss of Your Animal Loved One.

Worden, William J.  Grief Counseling and Grief Therapy: Second edition, A Handbook for the Mental Health Practitioner. 1991.

1. Preparer’s Name and Date: Rosanne Martorella 

1.  Original Departmental Approval

1. Reviser’s Name and Date: Rosanne Martorella 

•  Departmental Revision Approval
•