Program Specialty Areas

Application materials are submitted online through the Graduate Admissions Office. The Sociology Department at Rutgers University offers a Ph.D. degree (with an M.A. degree earned along the way). The deadline for receiving applications for our Ph.D. program is December 1. Applications will only be considered if they are complete by the December 1st deadline. Our Program We prepare graduate students for careers in sociological research.  Employment may be found in the academy, government, corporations, and the non-profit sector. We are a writing intensive-program geared to discovery, analysis, and understanding.  Our program is known for its supportive warmth and collaborative environment. We take a cooperative rather than a competitive approach to professional development. Your entering cohort members as well as advanced graduate students will become a critical part of your support team along with the faculty and staff.  The program faculty offer their expertise to support your sociological research interests, making our program extremely student-centered.  We are methodologically pluralistic in our approach to research. As part of our comprehensive training, we require a two-course sequence in statistics along with optional training in qualitative, quantitative, and mixed methods. We offer a statistical boot camp prior to the fall semester to introduce students to R, the statistical package used in our courses, and to provide a refresher to statistical approaches and quantitative reasoning before the semester begins. The boot camp is a bridge for those students with limited quantitative training or experiences.  If you have any questions about the program or your qualifications, please contact the Graduate Program Director. The Admissions Process We evaluate prospective students holistically. Language and writing ability are assessed through the personal statement and writing sample. Applicants can demonstrate quantitative reasoning ability through performance in a prior course (preferred) or a GRE score. Our application form will also ask for specific experiences that help to demonstrate your sociological capabilities and interests.  Although prior coursework or practical experience in sociology is not required for admission, candidates must demonstrate a clear understanding of the sociological approach to research in their personal statement and writing sample. GRE scores have never factored significantly in our decision-making, and as of 2021, we no longer require this information in the application. Applicants continue to have the option of submitting GRE scores, so as to allow flexibility in demonstrating skills. The omission of GRE scores will not affect chances of admission. Admissions decisions are quite competitive, as only 20-25% of the applicants are accepted from the applicant pool. Students who are admitted to our program have a strong record across all aspects of the application materials and show an excellent fit with the areas of specialization in our program. From those accepted into our program, only applicants offered full funding packages by either the University or externally sponsored sources approved by the department and Rutgers University will be allowed to join the program. Typically, about 100 students apply to our Ph.D. program with ultimately 5-7 students forming the fully-funded cohort.  We make every effort to fund all admitted students, usually in a package consisting of up to two years of fellowship followed by up to three years of teaching assistantship. However, other funding configurations are possible, determined by the resources available.  A complete application consists of: Application form GRE scores - Optional Quantitative Reasoning Sample - Submit one of the following: (1) Grade(s) received in a statistics and/or math course found on your official transcript, (2) Quantitative GRE score, or (3) Paper containing quantitative analysis. TOEFL scores for international students. The minimum IBT-internet based TOEFL is Writing 4.5, Speaking 4.5, Reading 4.5, Listening 4.5. An acceptable IELTS score is bandwidth 7. You must be proficient in the reading, writing, and speaking of English to communicate effectively with graduate faculty and university administrators. You are exempt from submitting TOEFL or IELTS scores if you are a Permanent Resident, US citizen, or an international applicant with a minimum of three years undergraduate studies or a masters degree with the mode of instruction being English. Please use institution code 2790 to send scores to Rutgers. Rutgers does not use ETS department codes. The University will forward your scores to our department and update your status. Official transcripts from each institution attended. Please request transcripts early so they are delivered by the application deadline. Instructions for the submission of official transcripts are available through Graduate and Professional Admissions. Personal statement (approximately 2 single-spaced pages) Application Fee - We unfortunately do not have the ability to waive application fees. However, Veterans and Scholars are eligible for a fee waiver. Please see the Admissions website for more details.    Please include the following: a. Why do you wish to pursue a graduate degree in sociology? b. What kind of scholarly work in sociology most interests you? c. Why do you wish to join the graduate program at Rutgers? d. How do you hope to use your PhD degree? Writing sample (approximately 10-20 double-spaced pages; paper should show sociological thinking) Resume 3 Letters of Recommendation In the application form, you will enter your personal information, self-report your optional GRE scores and TOEFL scores as appropriate. You will also enter your personal statement. 24 hours after you submit the application and pay the application fee, you will have access to upload the required supporting materials (Writing Sample, Resume). Additional information is available on the Graduate Admissions website. The Department of Sociology at Rutgers University has offered a Ph.D. degree in sociology for almost fifty years. We currently have about 45 faculty members (27 core) and 50 students in our program. We admit only students wishing to pursue the Ph.D. degree although we offer the M.A. degree as a stepping-stone toward the Ph.D. We do admit students who already have Master's degrees from other institutions and these students can apply some of the credits from that degree to their Ph.D. from Rutgers.  If you are ready to apply for admission, go to the University's online application page. If you would like to learn more about our faculty, students, areas of specialization, degree requirements, and accomplishments before deciding whether or not to apply, read the materials posted on the rest of our website. If you have additional questions, about the application process or the graduate program, please contact the graduate program coordinator, Nicole Martinez, at grad-admin@sociology.rutgers.edu, or the director of graduate studies, Norah MacKendrick, at gpd@sociology.rutgers.edu.If you are interested in job placements of our recent alumni, please review the Recent Placements and Alumni pages.  

APPENDIX A: M.A.–Ph.D. Timeline The following timeline of coursework and other requirements for completing the M.A. and Ph.D. degrees is intended to provide more specific guidance for making reasonable progress toward successful completion of the program. If in doubt about deadlines, information above in section V takes precedence. Transferring credits may slightly disrupt the schedule indicated below. The faculty, particularly your advisor, committee members, and the graduate director, should be consulted to obtain the support needed to foster your work and meet the deadlines for reasonable progress. Year 1    Fall Spring 501 Research Methods (M) 515/516 Theory course (M) 541 Stat Method in Soc I (M) 542 Stat Methods in Soc II (M) Elective Course(s)+  Elective Course(s)*+  Proseminar (701) Proseminar (702) Attend colloquia, etc.  Attend colloquia, etc.      Year 2   Fall Spring 503 Second Year Paper (QP1) Seminar (M) 504 Second Year Paper (QP1) Seminar (M) Elective Course 515/516 Theory course (M) Elective Course++ Second Methods Course (P) Elective Course++ Elective Course++ Attend colloquia, etc.  Attend colloquia, etc.  By November 15: Proposal for Qualifying Paper 1 (Master’s Paper) approved/sign on By June 15: Qualifying Paper 1 defended/ signed off     Year 3   Fall Spring Elective Course Elective Course Elective Course Research Credits Research Credits   By November 15: Proposal for Second Qualifying Paper (QP2) approved/sign on       Year 4   By November 15: Second Qualifying Paper defended/sign off Work on the dissertation proposal Writing seminar (enrollment for research credits) Research credits       Year 5    By November 15: Dissertation proposal written and successfully defended Research credits, writing and defending the dissertation   Year 6  Research credits By August 15: Dissertation successfully defended   ++ Students who are TA’ing in Year 2 may decide to take only one elective instead of two.(M) - Specific course required for the M.A. (P) - Specific course required for the Ph.D.   Previous Section: XII. Miscellaneous  |  Next Section: Appendix B. Guidelines for Graduate Student Participation in Faculty Recruitment

Undergraduate Director: Jeffrey Dowd E-mail: ug-dir@sociology.rutgers.edu Phone: (848) 932- 6467 Undergraduate Administrative Assistant: Carissa Meador E:mail: undergrad-soc@sociology.rutgers.edu Phone: (848) 932- 6491

“Honors” at Rutgers can mean different things, and similarly “Honors” refers to different things within the Sociology department.  Primarily when we speak of Sociology Honors we are referring to our capstone senior thesis project. The details of that program are described below.  But we also periodically offer individual courses within the department with the ‘Honors’ designation (courses numbered 920:198, 298 or 398), and sometimes Sociology faculty members teach courses with considerable sociological content in the interdisciplinary School of Arts and Sciences Honors program (department code 090).  You do not have to be a sociology major to take one of these courses, but typically you must obtain special permission from the instructor to register. For honors courses listed within the department, we normally like students to have taken Introduction to Sociology first, but this prerequisite is sometimes waived.  All Honors courses are organized as seminars with an enrollment of 15-20 students. They provide an excellent opportunity to develop your scholarly potential among a group of especially strong peers, and to become well acquainted with a particular faculty member. Students are more likely to earn detailed letters of recommendation from their professors in these courses—good to keep in mind when contemplating future applications to graduate or professional school. Click on the options below to learn more:  The Sociology Honors Program

The Sociology Honors Program involves an independent project developed over two semesters. Seniors in the Sociology Honors Program enroll in the Honors Seminar (920:497 in the fall, 498 in the spring), and, in consultation with the Honors Seminar instructor, they select an individual advisor from among all Sociology faculty. The Seminar, which meets weekly, covers topics that everyone faces when doing an independent sociological project, such as narrowing a topic, identifying researchable questions, carrying out a review of existing literature on the topic, getting approval for conducting research on human subjects, and organizing a long research paper. Students also present problems that they are trying to solve, and the class helps them find a solution. Eligibility Admission to the Sociology Honors Program requires completion of 18 or more credits in Sociology with a GPA of 3.5 or more. It also requires an overall GPA of 3.0 at the end of the junior year. To be considered, declare a Sociology major by February of your junior year. The Seminar (920:497, 498) has 2 prerequisites selected from 215, 311, 312, and 316. We highly recommend that students have completed Introduction to Social Research (920:311) in particular, and at least one of our other core courses (312, 316) by Fall of the junior year if possible. Invitations The Department identifies eligible students in March of the junior year. Eligible students are sent a letter of invitation that describes the program. Included in the letter is an application form and an invitation to submit a one-page project proposal. The Seminar coordinator typically is available to meet with prospective participants in April and early May to discuss their proposals. Those accepted receive a special permission number for 920:497, typically by late May or June. Be sure your official University records indicate a Sociology major by February of your junior year and that they show the correct graduation year. (If these are wrong on your official record, you will not appear on our list of majors with a 3.0 or higher average.) Getting the invitation does not guarantee acceptance. We work to ensure in advance that students have workable projects, and that the Seminar is not overly full, so that students get the attention and guidance they deserve. We want students to succeed, not have to drop their projects part way along because they are infeasible. Furthermore, please note that all acceptances to the Sociology Honors Seminar are subject to the student’s continued level of outstanding work. The Project Each Honors student selects a topic for their project and an individual advisor who helps them develop the topic. The Honors Seminar instructor must approve the topic. Most students collect original data. Students have carried out informal interviews, developed questionnaires, observed behavior, and analyzed both texts and images such as advertisements. Some students use data already collected by someone else. Still others develop theoretical or conceptual analyses of a sociological issue. The final papers range in length; most are between 40 and 60 pages (including graphs, charts, and works cited). The project is due by late March. Each student turns in a final written copy, and they also present their project at a Department's Colloquia in early April. Faculty members attend, and students invite parents and friends. Projects that involve "human subjects" must be reviewed by the IRB (Institutional Review Board for the Protection of Human Subjects). This means writing a brief protocol that describes the project and identifies any risk to subjects. If you want to collect information from minors or information on a topic that involves risk "out of the everyday," your proposal requires a full review. This takes time. If the protocol is not ready by October 12, you are likely to have trouble collecting data in time. [It is difficult to collect data during exams and during the holidays.] Grades and Level of Honors At the end of the fall semester, each student doing good work gets a temporary grade of H. [It is possible, at this time, to convert from Honors to Independent Study. This requires permission from the Undergraduate Chair.] In April, the Honors Seminar instructor and the student's advisor together assign letter grades for both Fall and Spring. Honors students can graduate with Honors, High Honors, or Highest Honors in Sociology. High or Highest Honors means the instructor, the advisor, and a small committee of other faculty members find the project exceptionally well done. Recent Senior Honors Projects Click here to see examples of topics for recent senior honors projects Questions Anyone with questions regarding the Sociology Honors Program should contact:The Undergraduate Coordinator: undergrad-soc@sociology.rutgers.eduorThe Undergraduate Director: ug-dir@sociology.rutgers.edu Students who meet additional eligibility requirements and are willing to do extra work may participate in both the Sociology Honors Program and the School of Arts and Sciences Honors Program. It is possible for the same research project to partially satisfy the requirements for both programs, although the project must then be more ambitious and of greater scope than is typically the case.  Note that there are two separate application processes, both of which must be undertaken.

President Emeritus, Union College (NY) Stephen Ainlay served as the 18th President of Union College in Schenectady, NY from 2006 to 2018. He also served as the Chancellor of Union University, whose member institutions include the Albany College of Law, Albany School of Medicine, Albany College of Pharmacy, Union Graduate College, and the Dudley Observatory. He was also Professor of Sociology at Union. Before joining Union, Ainlay spent 23 years at the College of the Holy Cross in Worcester, Massachusetts. At Holy Cross, he was a Professor of Sociology and held a number of administrative positions, including the Director of the Center for Interdisciplinary Studies and the Vice President for Academic Affairs and Dean of the College. Ainlay held a Rutgers/Princeton post-doctoral fellowship after completing his Ph.D work. He was also a visiting scholar at St. Edmund's College in Cambridge University and summer fellow at the Center for Advanced Study in the Behavioral Sciences in Palo Alto, California. Ainlay's research projects have included investigations of blindness, aging, spirituality and various aspects of Mennonite life, all aimed at better understanding the ways in which people find meaning in their lives. His books include Day Brought Back My Night: Aging and Vision Loss; Mennonite Entrepreneurs (co-authored with Calvin Redekop and Robert Siemans); The Dilemma of Difference: A Multidisciplinary View of Stigma (co-edited with Gaylene Becker and Lerita Coleman); and Making Sense of Modern Times: Peter L. Berger and the Vision of Interpretive Sociology (co-edited with James Davison Hunter). Ainlay provided national leadership in education through his service on the Board of the American Conference of Academic Deans (ACAD) and by leading reaccreditation teams. Ainlay was active in New York higher education, serving on the Boards of the member institutions of Union University as well as the Board of the Commission of Independent Colleges and Universities (CICU). In 2007, he was appointed by the Governor of New York to the Commission on Higher Education. He served and continues to serve on the boards of numerous academic and community organizations. Ainlay is currently conducting research on and writing about higher education.

Professor and Executive Director, School of Global Studies and LanguagesUniversity of Oregon Aneesh Aneesh is the Executive Director of the School of Global Studies and Languages at the University of Oregon. Previously, he taught at Stanford University and the University of Wisconsin, Milwaukee. He is a sociologist who studies the ways work is organized and managed in a global world with a particular focus on the managerial and cultural implications of advanced economies offshoring work in India.  He is the author of two well-received books on the topic, Virtual Migration: The Programming of Globalization and Neutral Accent: How Language, Labor, and Life Become Global, as well as two edited books, articles, and book chapters.  Aneesh also developed and coined the term “algocracy,” which is the concept that global work is governed through the design of the work process itself, focusing on the role of programming schemes embedded in global software platforms that structure possible forms of work performance. Aneesh’s research has been supported by the McArthur Foundation, Social Science Research Council, Population Council, School for Advanced Research in Santa Fe, Jawaharlal Nehru University in New Delhi, and Berggruen Institute in Los Angeles. He has served on the editorial boards of sociology journals, and has written for newspapers such as the San Francisco Chronicle, Milwaukee Journal Sentinel, and the Times of India. Currently, he is working on an alternative framework for citizenship in the global age.

CV After my graduation from Rutgers, I completed the NIMH Rutgers-Princeton Program on mental health services research and The Pennsylvania State University Program in Demography of Aging, "Population Biology, Generations, and Cohort Succession." I continued to pursue my research that focuses on issues at the intersection of family, health, and aging. I am particularly interested in how sociology of aging is affected by the life course and social policy. Most of my work encompasses the evaluation of the impact of policies on the health and well-being of Latinos, immigrants, and other vulnerable groups, and how cultural heterogeneity among the elderly affects the design of programs for the cost-effective delivery of health services. One of my major research projects along these lines is funded by the National Institute on Aging, which is a benchmark study of the longitudinal health of older Mexican Americans in the Southwestern United States. Since the inception of the project in 1992, I have assessed the impact of nativity and migration processes on health outcomes, and examined their implications for family living arrangements and long term care policy. Currently, I am developing a bi-national research project that focuses on the role of the state, civil society and non-governmental organizations on the care of low-income elderly in the United States and Mexico. As part of this agenda, I am Principal Investigator of the NIA funded international Conference Series on Aging in the Americas and https://sites.utexas.edu/caa/. My most recent co-authored work includes: New Frontiers in Population Aging and Mental Health: Mexico and the United States (Springer Nature, 2021); The Politics of a Majority-Minority Nation: Aging, Diversity and Immigration (Springer Publishing, 2019); and Family, Intergenerational Solidarity and Post-Traditional Society (Routledge, 2018). I also sit on the City of Austin’s Commission on Seniors and serve as an advisor to professional committees, editorial boards, non-governmental organizations, and other agencies that provide basic services to vulnerable groups including the old, the young, and the poor. At the LBJ School, I teach undergraduate and graduate courses and topical seminars on policy development with respect to health care, population diversity with a special emphasis on Hispanic families, and inequality in an aging society.

Sample book talk: http://www.youtube.com/watch?v=h_FLzWoQMNE Dr. Roksana Badruddoja is a feminine/masculine WOC; an interfaith and cross-cultural womanist; a critical race theorist and intersectional transnational gender scholar; an urban shamanic and akashic practitioner; a tenured professor of sociology, women and gender studies, and critical race and ethnicity studies at a PWI; and a queer mother to four fierce energy beings. Hir teaches courses on feminist research methods, WOC in the U.S., race and resistance, codes of gender, sex and violence, social inequalities, and feminist activism. Dr. Badruddoja focuses on contemporary social inequalities and the voices of marginalized “Others” as hir sites of thinking to address social problems in the modern world; explores the meanings of spaces and places in the context of power, privilege and abuse and solidarity, resistance, and mobilization; and thinks deeply, every day, about how vulnerability is imagined, the practices of solidarity and what it means to be of service to the marginalized. Dr. Badruddoja is the author of National (un)belonging: Bengali American women on imagining and contesting culture and identity (Brill/Haymarket), the editor of “New maternalisms”: Tales of motherwork (dislodging the unthinkable) (Demeter), and a contributor of Good girls marry doctors: South Asian daughters in obedience and rebellion (Aunt Lute).

Attorney The stimulation of dealing with novel issues and the need to think on one’s feet drew Larry Baron to the practice of litigation. His strong writing skills allow him to create clear, detailed briefs to defend cases aggressively and save clients’ money by not having to go to trial. He focuses on education, prevention and innovative problem-solving to avoid litigation and keep a company healthy and profitable.

Associate Professor and Department Chair, The College of New Jersey Since 2003, Diane Bates has been at The College of New Jersey, a highly selective public liberal arts college. Apart from her continuing research on environmental and social change in the Ecuadorian Amazon, she has engaged in collaborative student research on the New Jersey bear hunt, environmental justice in Trenton, and the Delaware River floods. She was co-director for the National Conference on Undergraduate Research (NCUR)'s summer research program, Community and Environmental Change in Trenton, NJ. She is co-PI on the NSF-funded TCNJ Advancement Program, which seeks to improve gender equity in NSF-funded disciplines at TCNJ.

Professor and Chair, Department of Sociology, University of Missouri at ColumbiaWebsiteCurriculum Vita Wayne H. Brekhus is Professor and Chair of the Department of Sociology at the University of Missouri. His research focuses on how socio-culturally influenced processes of marking and unmarking, attention and inattention, meaning-making, and identity construction shape perceptions of social reality and contribute to social difference and social inequalities. He has authored, co-authored, or co-edited several books including The Sociology of Identity: Authenticity, Multidimensionality, and Mobility (Polity, 2020), The Oxford Handbook of Cognitive Sociology [with Gabe Ignatow] (Oxford, 2019), Sociologia dell’inavvertito (Sociology of the Inadvertent) translated into Italian by Lorenzo Sabetta with a foreward by Lorenzo Sabetta (Castelvecchi, 2018), Culture and Cognition: Patterns in the Social Construction of Reality (Polity, 2015), Laud Humphreys: Prophet of Sociology and Homosexuality [with John F. Galliher and David P. Keys] (University of Wisconsin, 2004), and Peacocks, Chameleons, Centaurs: Gay Suburbia and the Grammar of Social Identity (University of Chicago, 2003). He teaches courses in Self and Society, Queer Theories/Identities, Culture Identity and Interaction, Society and Social Control, Sociological Theory and especially enjoys teaching large 200 to 450 person Intro to Sociology courses. He has won several teaching and advising awards including the William T. Kemper Fellowship for Teaching Excellence. In the spring of 2019 he received a Visiting Professor-Research award from Sapienza University in Rome, Italy, where he taught and presented on the sociology of markedness and unmarkedness.

Professor, Department of Sociology, Anthropology, & Social Work, Seton Hall University Running through C. Lynn Carr's scholarship are themes of the social construction of aspects of identity often dismissed as natural, learning from those at the margins of social groups or categories, and considerations of the socio-cognitive realm. Dr. Carr’s early scholarship focused on issues of gender and sexual identification, particularly on the intersection of gender and sexuality, tomboyism, and bisexuality. She published this work in Gender & Society, Symbolic Interaction, Sex Roles: A Journal of Research, and Journal of Bisexuality. Her more recent scholarship investigates issues of religious identification. A Year in White: Cultural Newcomers to Lukumi and Santería in the United States (Rutgers University Press, 2016) is a mixed-methodological project on Afro-Cuban Lukumi (Santería). The book explores issues of contemporary religious identification in the U.S., including insider/outsider status, belonging, deviance, ethnic diversification, and faith. Based on the same work, she has also published in Sociology of Religion: A Quarterly Review. She is currently exploring Jewish Reconstructionist identification and practice. Dr. Carr teaches a variety of introductory and advanced undergraduate courses on gender, sexuality, race and ethnicity, religion, deviance and conformity, American society, social inequalities, and qualitative methods.

Distinguished Teaching Professor of Communication and Information, School of Communication and Information, Rutgers UniversityCurriculum Vitae Mary Chayko (M.Ed, Counseling Psychology; M.A., Ph.D., Sociology; Rutgers University) is a Distinguished Teaching Professor of Communication and Information and Director at Rutgers' School of Communication and Information (SC&I). She was formerly the Chairperson and Professor of Sociology at Saint Elizabeth University. Her research explores the impact of the internet and digital technology on society, self and identity in the digital age, tech access and inequality, and the use of digital technologies in education. It has contributed to current understandings of the reality of the online experience, the intersection of the online and the offline, and opportunities for and consequences of digital social connectedness. Her book Superconnected: The Internet, Digital Media and Techno-Social Life (Sage Publications; third edition), is a broad-based interdisciplinary primer on technologically mediated communication and society rooted primarily in the fields of sociology, psychology, and communication. She is also the author of Connecting: How We Form Social Bonds and Communities in the Internet Age and the award-winning social science bestseller Portable Communities: The Social Dynamics of Online and Mobile Connectedness, both with SUNY Press, and many published articles. Dr. Chayko is a participant in the "public sociology" movement and has co-edited (with Corey Dolgon) the anthology Pioneers of Public Sociology: Thirty Years of Humanity and Society. Honored with the Rutgers University Presidential Award for Excellence in Teaching (2019) and the Faculty of Arts and Sciences Award for Distinguished Contributors to Undergraduate Education (1993), Dr. Chayko directs and teaches in the SC&I Digital Communication, Information & Media program and Gender & Media programs and is known for using social media in her classes in innovative ways.

Principal for Applied Social Science Consulting Over 30 years of experience in undergraduate, graduate and professional education as a faculty member, consultant, and administrator. Serving currently as the President (and formerly as the Provost) of World Education University and has served as the Vice President/Chief Student Affairs Officer for St. Cloud State University ($34 million budget-2016 $s), Touro University-CA, and Southern California University of Health Sciences. Served as Regional VP for a higher ed management services firm as well as the Director of Counseling, Disability and Health Services for Western Washington University, Pepperdine University and College of the Desert. Served as faculty member for University of North Texas, Seattle Pacific University, Pepperdine University, and Western Washington University. Published scholarly articles, a book chapter, and book on cognitive learning styles "Why Can't You Accept Me the Way I Am?" published by World Education University and numerous scholarly papers at professional meetings and the Cognitive Learning Style Assessment, also published by WEU Press. Consults with organizations and individuals on applications of cognitive style, the Myers-Briggs Type Indicator, and the Strengths Deployment Inventory. Served as a Consultant for the National Center for Higher Education Management Systems. Acquired $4 million in grants, gifts and contracts, including a $500,000 NIH award to create and measure the effectiveness of a video based intervention program to reduce HIV infection among adolescents and young adults.

Instructor, Department of Human Ecology, Rutgers University School of Environmental and Biological Sciences I began with the Department of Human Ecology while a graduate student in January of 1976. I have remained here since in a variety of capacities; for a long time I have been an Instructor. I teach our "Intro to Human Ecology" and "Population, Resources and Environment" courses and also alternate teaching "Research Methods in Human Ecology" and "Communities and Environmental Change". I've been quite active on university committees (e.g., the University Hearing Board and Instutional Review Board for the Care of Animals), school committees (e.g., the SEBS Financial Aid Committee and General Honors Committee) and with undergraduates (e.g., I am the Faculty Advisor to Alpha Zeta Honors/Service Fraternity).

Associate Professor, University of Washington at Bothell Dr. Collins' interests encompass technology and innovation management, new product development processes, globally distributed project work and organization theory. His research has focused on topics such as connectivity and distributed project team performance, concurrent product development practices and innovation performance, innovation adoption timing and firm performance, investments in knowledge and firm survival, and social and technical drivers of rates of innovation. He has published in leading management and technology journals, is the recipient of several research awards, and has consulted with companies such as Ingersoll Rand, Rolls-Royce, and Varian Semiconductor Equipment Associates.

Adjunct Professor of Linguistics at St. Mary's University in Halifax, Nova Scotia Dr. Cosper graduated from Rutgers with a Ph.D. in sociology and also worked at the Center of Alcohol Studies. He had previously gotten a B.A. from Purdue in sociology and mathematics, and an M.A. from Cornell in sociology and linguistics. Ronald has been employed by Saint Mary's University in Halifax, Nova Scotia, since 1970 and is now semi-retired. He did research in alcohol use, leisure studies and language. His major research projects were on occupational differences in alcohol use and leisure, on reading in Canada (which involved a national survey), and languages in Nigeria, which involved field work over several years. Ronald has written on a variety of topics, including ethnicity and language in Nova Scotia, where Gaelic and Micmac continue to be spoken. Most recently Ronald has worked on lexical retention in Indo-European, specifically by comparing modern Italian and English, and on the evolution of linguistic communication among primates. Ronald is now an adjunct professor of linguistics at St. Mary's, teaching part-time. He did enjoy his years at Rutgers, and has kept in touch with several of those colleagues and students.

The Education Trust – Assistant Director for K-12 School and District Assistance Candace works with schools and districts to train teachers in Ed Trust’s Standards-in-Practice protocol, a tool that helps teachers improve the rigor and quality of their assignments. Previously, she served as senior associate for teacher quality. During that time, she coordinated the “Instructional Practices of Effective Teachers Study,” a two-year study of middle school math teachers in the Kansas City, Mo., metropolitan area. Candace earned a master's in education policy at the University of Pennsylvania and has taught sixth-grade math and middle and high school history. She serves as president of the board of trustees of the Capital City Public Charter School, a nationally recognized expeditionary learning school in Washington, D.C.

Professor, Departments of Pharmacy Practice and Psychiatry, University of Arkansas for Medical Sciences (UAMS); Director, UAMS Center for Implementation Research; Research Health Scientist, Central Arkansas Veterans Healthcare SystemCV After a NIDA funded postdoctoral fellowship at Michigan, Dr. Curran joined the faculty at UAMS in the Division of Health Services Research, Department of Psychiatry. He now directs the UAMS Center for Implementation Research with joint appointments in the Departments of Pharmacy Practice, Psychiatry, and Health Policy and Management. He has been continually funded by NIH and other research funders for over 20 years. He spends his time doing federally funded health services research on how best to support implementation of evidence-based practices in healthcare systems, mentoring fellows and junior faculty in their research, and teaching graduate courses in implementation science. In 2002 he was invested as the inaugural holder of the Endowed Chair in Pharmacy Practice Innovation and was awarded a Fulbright Specialist Award to teach and mentor in Ireland.