sociology phd michigan

Public Policy and Sociology

Degree requirements for the public policy & sociology phd program.

** Note that some requirements may change after the time of publication. Similarly, it is likely that not all courses described below are offered each semester. It is the responsibility of the student to verify information about degree requirements with the directors of graduate studies in public policy and sociology.

Sociology Department Requirements

Introduction to Graduate Studies

Theories and Practices of Sociology I & II

SOC 505 and SOC 506

Logics and Strategies of Sociological Research Inquiry

Statistical Methods I & II

SOC 510 and SOC 610 (for more detailed information please refer to the Sociology Handbook )

Research Practicum

Students must complete one semester of a research practicum that provides the full range of practical experiences with a research strategy.  Students must complete at least one of the following courses:

Qualitative Research Methods:  SOC 522 (523 optional)

Comparative and Historical Methods:  SOC 532 (533 optional)

Quantitative Practicum:  SOC 542 (543 optional)

Survey Methodology: SURMETH 600 (672, 673 optional)

Responsible Conduct of Research and Scholarship

Elective Courses

Students must take two substantive, topical courses within Sociology.  Students taking the second, course-based preliminary examination must take an additional two Sociology electives, one of which may be from Public Policy.

GSI Training Course (if applicable during or prior to the first semester as GSI)

Preliminary Examination

Students will take the first 4 hour prelim and the 2 electives course-based prelim, as described in the Sociology handbook.  

Failure to complete the required two preliminary exams by the beginning of the third year (fifth semester) – either due to failure to pass or failure to take the exam and electives – will receive attention in the fifth semester review, as students will not be likely to advance to candidacy at the end of the fifth semester on schedule. Failure to successfully complete two preliminary examinations by the beginning of the fourth year puts the student at risk of being dismissed from the sociology program for failure to achieve candidacy in a timely manner.

Public Policy Specific Course Requirements

(Rackham requires all doctoral students to maintain a 3.0 GPA overall to be in good standing. In addition to this, joint doctoral students must obtain a B- or better in each required public policy course. Students should consult their disciplinary department for any similar requirements in the department required courses.)

• 1 course in policy institutions (3 credits) – typically students take a 600 level Political Science course, but students may petition the PhD Program Director to allow another course to count toward this requirement.
• 1 course in microeconomics (3 credits) – Students typically take PUBPOL 555: Microeconomics A or PUBPOL 559: Accelerated Microeconomics. Students may petition the PhD Program Director to allow another course to count toward this requirement.
• 1 course in program evaluation (3 credits) – typically Joint Sociology & Public Policy students take PUBPOL 639, ECON 675 or PUBPOL 821. Students may petition the PhD Program Director to allow another course to count toward this requirement.
• 2 courses in a substantive policy area (6 credits total) – at least one of these courses must be taken outside the student’s home social science department, and both courses must be approved by the PhD program director. 
• Policy seminar (4 semesters, 1 credit per semester) – PUBPOL 810 – This seminar meets bi-weekly and students are required to enroll in this course during their first two years in the PhD program.

Third-Year Sociology Paper & Third-Year Public Policy Paper

The joint program with Public Policy and Sociology requires students to write a third year original research paper on a policy-related topic under the supervision of one faculty member from Sociology and one Ford School faculty member. This paper may be related to papers written for doctoral courses and may (but does not need to) lead into the dissertation proposal. The goal is a paper that would eventually be suitable for publication. Students in the joint doctoral program need only fulfill the third-year paper requirements specific to the joint program. For example, joint students do not have to “defend” their third-year paper like students in the stand-alone Sociology doctoral program. And, unlike students in the Sociology department alone, joint students can submit a co-authored paper to fulfill this third year paper requirement as long as their advisors determine the student has been a substantial enough contributor to the paper.

Annual Student Evaluation

Reviews for students in the joint Public Policy and Sociology program will follow the general timeline and structure of reviews for doctoral students in Sociology, with an important difference being that reviews for joint students will incorporate feedback from advisors in both the Ford School and the Sociology department, and the feedback will be provided jointly by the director of the graduate studies in Sociology and the director of doctoral programs at the Ford School. 

In the Sociology Department, completion of the Annual Review is required of all students except first year students and students who are filing their dissertations in the winter or spring/summer semesters. First-year students’ transcripts are reviewed by the director of graduate studies in sociology at the end of the winter term. For joint students, the director of doctoral programs in the Ford School will also review the student’s transcript. 

Third Semester Review

In order to ensure that all students are well-integrated into graduate school, a comprehensive review will be done in the third semester, early in the fall of the second year of graduate school. At the time of this review, students will be expected to identify a primary advisor in both Sociology and the Ford School. These individuals might be the first year advisor or someone else. Students will fill out an online self-assessment, responding to prompts about key milestones, accomplishments, any problems they face, and will lay out a specific plan that will put them on track to advance to candidacy by the end of their fifth semester in the program, about a year later. This self-assessment form will be generated by both the Ford School and the department of Sociology to capture all relevant milestones in each program. Each advisor will read the student’s materials and meet with the student, discussing their progress, any issues, and their plan to advance to candidacy.

After meeting with the student, each faculty advisor will complete a companion online assessment form that addresses milestones, issues, and the agreed-upon plan for advancement to candidacy. There will also be space for the advisor to make confidential comments for use during the annual review process. This evaluation of the student’s progress and the student’s self-assessment will be sent to the DGS in Sociology and the DGS in the Ford School. The Committee on Academic and Graduate Affairs (CAGA) and DGS in Sociology will review the student and faculty reports, along with other relevant material provided by the Ford School and the Sociology Department, such as course grades, preliminary exam results and any other relevant information. 

After this meeting of CAGA and the DGS in Sociology, the directors of graduate studies in the Ford School and the Sociology Department will then meet to discuss the results of this review. They will then prepare a joint letter providing the student with a detailed assessment of his or her progress and any recommendations. The student’s self-assessment and faculty advisors’ responses (except for any confidential comments) will be attached to the letter sent to each student, and each advisor will also be sent a copy of the letter and these documents.

Fifth Semester Review

Students are reviewed again in the fifth semester of their program, early in the fall of the year three. Students in the joint program in Public Policy and Sociology are expected to advance to candidacy by the end of their third year in the doctoral program. The student’s progress toward this goal will be a primary focus of this review.

In its content and process, the fifth semester review closely resembles the third semester review. The student is required to complete a self-assessment, and identify a primary advisor in both the Ford School and the Sociology Department. Each advisor will read the student’s materials, meet with the student, and complete a companion online assessment form that will be sent to the DGS in Sociology and the DGS in the Ford School.

The Committee on Academic and Graduate Affairs (CAGA) and DGS in Sociology will review the student and faculty reports, along with other relevant material.  The directors of graduate studies in the Ford School and the Sociology Department will then meet to discuss the results of this review. They will then prepare a joint letter providing the student with a detailed assessment of his or her progress and any recommendations. The student’s self-assessment and faculty advisors’ responses (except for any confidential comments) will be attached to the letter sent to each student, and each advisor will also be sent a copy of the letter and these documents.

Annual Reviews after Candidacy

After a student achieves candidacy, he or she is typically evaluated once per year at the end of the winter semester. The process is identical to that described above, including student self-assessment, meeting with advisors, assessment by the advisors, and a review by the CAGA and the DGS in Sociology. The directors of graduate studies in the Ford School and the Sociology Department will then meet to discuss the results of this review. They will then prepare a joint letter providing the student with a detailed assessment of his or her progress and any recommendations. The student’s self-assessment and faculty advisors’ responses (except for any confidential comments) will be attached to the letter sent to each student, and each advisor will also be sent a copy of the letter and these documents.

Students who are meeting milestones and making good progress will receive a letter indicating that they are in good standing. This letter may also include substantive comments or recommendations to facilitate their progress toward the degree.

In cases of poor progress or for a student who is not in good standing, the directors will provide the student with additional feedback and guidance to help him or her get back on track. This plan will be outlined in writing, typically with a series of deadlines.

Prospectus Defense

A student’s prospectus defense typically occurs in the 4th or 5th year, although the timing of prospectus varies somewhat with the student’s discipline; joint students should follow the norms of their disciplinary department. During this time, a doctoral candidate lays out his/her intended dissertation research to their committee members. The prospectus defense is done in person with as many members present as possible. If necessary, some members are able to call-in. All committee members must approve the prospectus defense.

Prospectus committee members are assumed to be the same as a student’s final dissertation committee (please refer to Rackham’s guidelines for the composition rules). We request prospectus committees to consist of at least four faculty members, three of whom are members of the Graduate Faculty, and two of whom are from the doctoral candidate’s home program. Furthermore, each joint doctoral program committee must have one committee member from each department (Ford School and Sociology).

T y p i cal P lan f or P u b l i c Po l i cy & Sociology Studen t s

* These courses will vary by student concentration.  See Sociology Department Advisor.

Have any questions?

Kathryn Cardenas

Phd and fellowship coordinator, student & academic services, student & academic services.

Department of Sociology Western Michigan University Kalamazoo MI 49008-5257  USA (269) 387-5270

Doctor of Philosophy in Sociology

The doctoral program in sociology at Western Michigan University develops an advanced understanding of the significant features and processes of human society through a focus on both research and teaching .

Patrick Cundiff , the graduate adviser, is available to assist you with planning your academics, preparation for graduation and general questions or concerns about your program.

This program prepares informed scholars and competent professionals for careers in:

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The core program of study in the Department of Sociology stresses both theory and method . Elective credits, cognate courses in another department, area examinations and the dissertation project develop substantial knowledge in areas of specialization.

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Generous financial aid packages including assistantships and fellowships are offered. The department's endowment supports and facilitates outstanding graduate student scholarship through its dissertation research grants and conference travel grants. In addition, funding through several University programs is available to qualified students.

The department takes great pride in the strong mentoring relationships between faculty and graduate students. With small courses and a faculty of 19:

• We provide ample opportunity for one-on-one intellectual discussion .
• We strongly encourage active involvement in faculty-student research projects .

Opportunities for development of professional research skills are also available in our research center, the Kercher Center for Social Research .

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Social work phd programs.

The University of Michigan School of Social Work offers two distinct doctoral program options to meet the educational and training needs of emerging social work scholars.

The School of Social Work is thrilled to announce a new addition to our doctoral program. The PhD in Social Work and Social Welfare is designed for students who already have their Master of Social Work (MSW) degree and are looking for a career focused on social justice, equity, and rigorous research. The PhD in Social Work and Social Welfare provides a transdisciplinary approach to identifying and studying societal problems for the purpose of proposing and developing solutions.  The focus on societal interventions and solving problems is core to the new PhD in Social Work and Social Welfare at the University of Michigan.

The School of Social Work offers the only Joint PhD program in Social Work and Social Science in the United States. The Joint PhD program in Social Work and Social Science has a long and illustrious history of trailblazing and producing extraordinary scholars. The Joint PhD program pairs education and training in social work with disciplinary training in anthropology, psychology, or sociology.  Joint PhD students become deep disciplinary experts who use the knowledge and skills of both their fields to examine societal problems through transdisciplinary research. 

Students in both the PhD in Social Work and the Joint Program will take some core coursework together, further increasing the diversity of knowledge and perspectives of our PhD students.

What Program is Right for You?

Phd in social work and social welfare, joint phd program in social work and social science.

Faculty with rigorous, diverse research areas that span key domains of social work practice and policy including children and families, health and mental health, educational, economic, and racial, and health disparities, and power, privilege, and oppression.

Top-ranked faculty in social work, anthropology, psychology, and sociology who carry out research across a wide array of domains to create a robust transdisciplinary culture for understanding and addressing serious worldwide problems.

Curriculum includes social work theory, methods, and statistical analysis courses, as well as specialized electives focused on services, intervention, and social change.

Curriculum includes theory, methods, and statistical analysis courses in one of three social sciences (anthropology, psychology or sociology).

The PhD Program in Social Work and Social Welfare provides all incoming doctoral students with a multi-year funding package that includes tuition, stipends, and health care during the school year and summers.

The Joint Program in Social Work and Social Science provides all incoming doctoral students with a multi-year funding package that includes tuition, stipends, and health care during the school year and summers.

Two semesters of teaching in the school of social work.

Two semesters in social work and four semesters in the selected social science.

Approximately 4 to 5 years.

Approximately 6 to 7 years.

Develop social work scholars and educators who are prepared for careers in academic, research, and policy settings.

Develop scholars and educators who are prepared for careers in academic, research, and policy settings in either social work or in their social science of choice.

Ready to Move Forward?

Contact our PhD office to learn more about our PhD program and application process.

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Sociology Courses

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The University of Michigan's commitment to diversity is a central part of our mission to ensure the excellence of graduate education.

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Program Information

You must send all application materials, including letters of recommendation, by the deadline:

September 15 - to be considered for the following Spring semester . January 15 - to be considered for the next Fall semester .

The Department of Social Sciences is home to three unique interdisciplinary graduate programs: MS in Sustainable Communities,  MS and PhD in Environmental and Energy Policy, and MS and PhD in Industrial Heritage and Archaeology. All three programs involve interdisciplinary engagement across the social sciences, drawing on anthropology, geography, history, political science, and sociology, and using tools from geospatial sciences, archaeological sciences, statistical analyses, and ethnographic research to examine real-world problems impacting communities and their environments. We prepare students for professional opportunities that require interdisciplinary solutions in government affairs, industry, and academia.

These programs are unique because they:

• are interdisciplinary and prepare graduates to understand and solve the world’s most-pressing problems.
• offer funded opportunities for students. Many students in our programs are funded, with up to three years available for PhD students. MS students also have the opportunity to gain funding though tuition waivers and/or research assistantships funded by individual faculty grants. Funding is not guaranteed. 
• are student oriented, allowing for direct and meaningful engagement with faculty.
• provide opportunities for students to be involved in research, publishing, and professional development throughout their course of study.

Another program, the Graduate Certificate in Public Policy offers similar advantages, but in a condensed format that allows for certificate completion in as soon as a single term.

• Prepare Your Application
• Apply 

Download our brochures below

Environmental and Energy Policy

MS | PhD  |  Accelerated MS

Students conduct research helping frame and support our society's environmental and energy policy goals, strategies, decisions, and programs. They use tools from multiple disciplines for integrated, interdisciplinary assessment in sociology, geography, anthropology, political science, economics, history, sustainability science, and ecology.

Master's program  students are prepared for private and public sector positions that require understanding policy in the context of citizen dynamics and wider societal issues.

PhD program students are prepared for research in government, non-governmental organizations (NGOs), and corporate settings, and to specialize in specific policy areas and environmental issues.

Prerequisites MS:  Applicants must have taken at least one undergraduate-level course in all of the following areas  before entering the program: environmental sciences, statistics, and microeconomics. If an applicant has not completed these courses when they apply for admissions, they should specify their plan for completing the courses before they start the program, if accepted. PhD: Applicants must have a masters degree in a closely related field, three prerequisite courses (statistics, microeconomics, and environmental sciences), and a commitment from an advisor who has agreed to mentor the applicant. 

Solar From the Ground Up

Industrial heritage and archaeology.

Students work on heritage issues in industrial communities and post-industrial sites. Our unique program, based in the Upper Peninsula of Michigan's Copper Country , draws from interdisciplinary concepts and tools in history, archaeology, and anthropology. Our students work with communities to interpret, document, educate citizens, and answer significant social, historical, environmental, and economic questions about the impacts and legacies of industrialization on communities.

Master's program  students are prepared for cultural resource management positions in government for the private sector.

PhD program  students are prepared for research careers in heritage management in public and private sectors.

More Than Bones in a Drawer

Sustainable communities.

Students learn from and work alongside professionals and scholars engaged in research that drives solutions to address pressing societal, environmental, and resource sustainability challenges. Build skills in policy analyses, law, community engagement, and social data analysis. Gain training in cultural and industrial heritage, built environments, social justice, and comparative perspectives on sustainability.

Students train for careers in the public, private and non-profit sectors.

Public Policy

Certificate

Students learn relevant skills and gain policy analysis expertise from professionals with significant real-world experience in public policy. The certificate program can be completed quickly in as little as a single term.

When combined with existing knowledge, the certificate can help to advance a career as a policy analyst and leader in public service; as a legislator, legislative analyst or campaign director in politics; or in government affairs/relations, communications, community relations, and regulatory affairs in the private sector.

Graduate Student Handbook [PDF]

Accelerated master's program.

The department also offers the option for both its EEP and IHA programs by which students in a current BS/BA program can then take one additional year of graduate classes and receive an MS degree in EEP or IHA. See the links below for each program and also see the graduate school's page on the AMP  for general information on the program. To create flexibility for our students during COVID-19, Spring 2020 graduates are now eligible to apply for the Accelerate Master's Program through August 2020.

Funding Opportunities

Graduate teaching assistantships, which include stipends and tuition waivers, fund up to three years for PhDs. Research assistantships are also available through individual faculty research programs. The admissions committee makes funding decisions only once per year. Applications must be submitted by January 15th to be considered for funding.  

Office of Surface Mining VISTA Master's Programs

OSM/VISTA Master of Science  degree programs blend practical field research and experience with community service in historic mining communities. We help students transform these pivotal experiences into professional careers. Offered through Michigan Tech's partnership with the program operated by the United States Office of Surface Mining Reclamation and Enforcement (OSM) and the AmeriCorps Volunteer in Service to America (VISTA) program, the program includes volunteer preparation, one year of service, and a return to campus, where students can earn a master's degree in industrial archaeology or environmental and energy policy.

Admissions Timetable For All Grad Programs

Applications are accepted twice a year; All application materials, including letters of recommendation, must be submitted by the deadline. Only applications that are complete and submitted by the deadline will be reviewed. 

Application Cycle Timelines

Program Director 

Don Lafreniere

Professor of geography and gis graduate director director, geospatial research facility.

906-487-2189 [email protected] Each of our graduate programs is oriented toward collaborative, interdisciplinary research experiences. As a masters student, you will complete an independent thesis research project in collaboration with a faculty advisor, which strengthens your ability to work with a variety of stakeholders in your professional field. The PhD programs prepare you to conduct critical research that informs policy and management decisions regarding heritage, energy, and/or the environment. The Department of Social Sciences is unique in its ability to provide opportunities for intensely collaborative work across a wide range of disciplines on a variety of projects grounded in community well-being, social justice, and improved management of natural and cultural resources. We aim to provide funding support to graduate students in both MS and PhD programs through teaching and research assistantships or other arrangement. If you are interested in integrating your MS work with applied, community-based work, the OSM-VISTA program provides a way to enhance your experience and support your studies while obtaining a degree. I welcome your questions about the opportunities available here at Michigan Tech, and thank you for your interest in our programs.

About the Area

Houghton and Michigan’s famous Copper County and Keweenaw Peninsula are ideal locations to study industrial heritage. Faculty and students rely upon the superb holdings of the Michigan Tech Archives and Copper Country Historical Collections in the University’s J. R. Van Pelt and John and Ruanne Opie Library. The industrial archaeology graduate programs also maintain close ties with the Michigan Historical Center , Keweenaw National Historical Park , and Isle Royale National Park , as well as Hiawatha , Ottawa National Forests , and several state parks, wilderness areas, and heritage sites. Faculty and students work within several academic organizations. Of particular note, Michigan Tech provides leadership and programmatic support for the Society for Industrial Archeology (SIA) and The International Committee for the Conservation of the Industrial Heritage (TICCIH).

Course Spotlight

Meg: mentoring experiences for graduate students (ss6005).

Empowering Graduate Students through Cross-Generational Research and Mentoring Experiences   Are you a Social Sciences graduate student looking to gain valuable research and mentoring experience? Consider leading a  MEG: Mentoring Experiences for Graduates (SS 6005 ). Sign up for credits to serve as a research mentor to an undergraduate student on a project that aligns with your interests. Gain practical skills in mentoring, research design, and collaboration while making a meaningful contribution to your field. With a structured mentorship model and the support of a dedicated faculty advisor, you'll have everything you need to succeed. Don't miss this opportunity to take your career to the next level - apply to lead a MEG today!

MEG: Mentoring Experiences for Graduates  (SS 6005)MEG: Mentoring Experiences for Graduates (SS 6005) is a dynamic research and mentoring program designed to empower graduate students with the skills they need to succeed in both academic and non-academic careers. By providing cross-generational mentoring and research opportunities, MEG fosters an inclusive environment for collaborative research design, experiences, and training. Through a structured mentorship model and a semester-long research experience, students develop practical skills in research and mentoring, preparing them for future success. With a formal mentorship structure and dedicated faculty advisors, MEG offers a unique opportunity for graduate students to make a meaningful contribution to their field while gaining valuable skills and experiences.

The Course is 'On Demand' (1-3 credits) and requires prerequisites (SS 6002 Research Design) and RCR Training. Contact Don Lafreniere, Graduate Director ( [email protected] ) for more information!

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Welcome to our new graduate students for 2024W

August 27, 2024

UBC Sociology is excited to welcome our incoming cohort of doctoral and master’s students to the department!

We look forward to seeing what new perspectives and research they will bring to our community, with focuses ranging from surveillance capitalism to Indigenous research methods to urban sociology.

Gabrielle Isabel Abando

Gabrielle is an MA student at the University of British Columbia. Her research interests lie in urban and community sociology, particularly relating to the role of social infrastructure and placemaking/place attachments in the settlement process of newcomers, the longevity of immigrant communities, and local articulations of immigrant community identity.

Supervisor:

Previous Institution:

University of British Columbia

Shermeen Bano

PhD Student

Shermeen Bano, originally from Pakistan, is a PhD student in the Department of Sociology at the University of British Columbia. Her research focuses on the intersections of marginality, risk, and harm within structurally vulnerable groups. Her previous work has investigated sexual risk and its consequences for khwaja sira (transgender) sex workers in Pakistan.

At UBC, Shermeen is continuing her exploration of these themes through mixed-method research. She aims to uncover the specific mechanisms and pathways that contribute to unequal occupational outcomes and health-related harms experienced by people who use drugs (PWUDs).

Lindsey Richardson

The New School

Nicole Dawydiuk

Nicole Dawydiuk is a PhD student in the Department of Sociology at the University of British Columbia. Her interests include Indigenous research methods and the social determinants of health. She is passionate about addressing health access inequities through community-based research that centres Indigenous ways of knowing and methodologies.

Kimberly Huyser

Daniel Hwang

Daniel Sion Hwang

Daniel Sion Hwang joins us from Manitoba, where he completed their honours undergraduate degree in Sociology at the University of Manitoba. His research interests include health, race, ethnicity, and migration.

Aryan Karimi

University of Manitoba

Shaoyang Jin

Shaoyang’s research interests mainly focus on the sociology of culture, especially the power relationship between the state ideology and the dominated in the context of socialist China and its post-socialism counterpart. He is also interested in political economy and sociocultural anthropology.

Liaoning University

Karissa Ketter

Karissa Ketter’s research interests are focused on how knowledge, culture, and power are implicated in the social effects of “surveillance capitalism” and global capitalist culture. She is particularly interested in how automated forms of surveillance and the state manipulation of systems of governance impact marginalized communities such as religious minorities, women, racialized populations, the houseless, and the 2SLGBTQIA+ community. Throughout Karissa’s undergraduate degree in International Studies, she explored the ongoing effects of colonialism and the impacts of 20th-century global capitalism through an intersectional lens.

Nathan Lauster

Simon Fraser University

Weiqi Li completed his BA degree in Sociology at the University of Calgary. In the past three years, he assisted his professors in University of Calgary studying North American Chinatowns and legal consiousness of Chinese immigrants in Canada.

In his graduate studies, he is interested in continue studying deeper on urban sociology topics like North American Chinatowns, while doing more researches focusing on East Asian societies and immigrants in Canada.

University of Calgary

Nathan Shen

Nathan’s research focuses on understanding the healthcare needs of childhood, adolescent, and young adult cancer survivors in British Columbia. In collaboration with survivors and cancer care allies, he aims to develop more effective and patient-centered approaches to cancer care for young people in the province.

Nathan is also interested in exploring methods to strengthen the analytical robustness of qualitative research, particularly when incorporating insider researcher identity and perspectives.

Ethan Raker

Isaac Tetreault

Isaac is joining us from Montreal, where he completed his undergraduate degree in sociology and anthropology. He intends to use this multidisciplinary approach to inform his research on the social and gendered dimensions of environmentalism.

His previous research projects included examining equity in relation to light rail transit with the Transit Research at McGill lab. Additionally, he researched representations of violence against men in popular music videos for the Masculinity, Emotion, and Popular Music conference at Concordia University, which he helped organize and facilitate as well.

Emily Huddart

Concordia University

Yifei is from Shanghai and they completed their undergraduate studies in Sociology at McGill University. Their research interests focus on women’s work-family conflicts, and specifically, how women make decisions regarding fertility within broader cultural contexts and the ways in which gender identities are being constructed. Yifei also aims to broaden their understanding in public sociology.

McGill University

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