The Department of Sociology at the University of Michigan is one of the premier sociology departments in the world. The goals of the undergraduate program are to instruct students about the value of recognizing and understanding social difference, to help them acquire different ways of thinking about the world and to provide theoretical and empirical frameworks for understanding social institutions and processes of social change. A major hallmark of the department's curriculum is the opportunities we provide our students to connect their classroom work to practical experience.
The Department has developed a program for first-generation college students majoring in Sociology-- Sociology Opportunities for Undergraduate Leaders (SOUL). All program participants will be required to participate in a 2-credit core course each semester of their first year in the program (taught by this Lecturer). The core course is also based on research that finds that when first-generation students are provided with an educational experience designed to help them understand how their differences shape their experience in college (and in life), they are better able to overcome background-specific obstacles to success. In Sociology, we are uniquely positioned to provide this kind of educational experience, as one of the central orienting themes of the discipline is the study of the causes and consequences of inequality. The core class has been designed to situate students' individual experiences in a broader social context, emphasizing research and theory on social stratification and the unique challenges of class mobility. In the second semester of the program, students will also devote credit hours to working on a project for the BLI Capstone Experience. For more information, please take a look at the SOUL website - https://lsa.umich.edu/soc/undergraduates/SOUL.html.
The lecturer will teach one SOUL course (33.33%) and an additional Sociology course (33.33%) each semester based on departmental needs. This is not a tenure-track position. Criteria for renewal are classroom teaching, participation in curriculum development, program activities, and pedagogical research, with classroom teaching receiving the greatest weight.