Viewing: SOC 762 : Sociology of Food Systems

Last approved: Sat, 08 Sep 2018 08:00:13 GMT

Last edit: Fri, 31 Aug 2018 18:52:51 GMT

Changes proposed by: sjmcdona
Change Type
Major
SOC (Sociology)
762
019819
Dual-Level Course
Cross-listed Course
No
Sociology of Food Systems
Sociology of Food Systems
College of Humanities and Social Sciences
Sociology (16SOC)
45.1101
Sociology.
Term Offering
Fall Only
Offered Alternate Even Years
Fall 2018
Previously taught as Special Topics?
Yes
1
 
Course Prefix/NumberSemester/Term OfferedEnrollment
SOC 791PSpring 1710
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded/Audit
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Michaela DeSoucey
Assistant Professor
Graduate Faculty

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture1010NoNA
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Prerequisite: Graduate standing
Is the course required or an elective for a Curriculum?
No
This course examines the social relations surrounding the production, distribution, and consumption of food. Sociologists of food display considerable diversity in their theoretical approaches, research methods, and empirical foci. This course will traverse social science research and theorizing to offer an analytic taste on what we eat, how we produce and procure it, who benefits, what we think about it, and how it fits with contemporary social life and institutions.

Students in our program who are specializing in our Food and Environment concentration need this course to help them better understand how food is produced, distributed and consumed, as well as how these processes shape and are shaped by culture and political economy. 


No

Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

College(s)Contact NameStatement Summary
College of Agriculture and Life SciencesJohn DoleFrom John Dole: CALS is supportive of the course. The following comments comes Suzie Goodell in the FBNS department: "While we have a Food and Culture class and a Community Food Security class at the 200-level, we do not offer any graduate level courses in Nutrition that touch on these items. As with the previous course, this 700-level course could benefit our students who are seeking additional graduate-level courses in a related field. My only concern would be one that I would have for any faculty member teaching a course like this: how do we provide a balanced and unbiased approach to this subject matter. If Dr. DeSoucey ever wants to have a guest speaker talk about the food industry and that side of the politics and sociology of food systems, I know that our department could provide faculty and industry partners to share their perspectives."
Faculty will teach this course as part of their normal course load.

Student Learning Outcomes

By the end of this class, students will be able to:


1. Argue the relevance of food systems research to sociological topics concerning social institutions, political economy, governance, culture, and social movements (to name a few).

2. Evaluate food studies and food systems research in terms of its theoretical approaches, research designs, and internal logics.

3. Analyze (by formulating theoretical and predictive explanations of observed phenomena) synthetic connections among related topical areas in the sociology of food.

4. Communicate all of the above to academic audiences in oral and written form.


Evaluation MethodWeighting/Points for EachDetails
Discussion15Each week, two or three students will be responsible for presenting an overview of the week’s readings and directing discussion.
Written Assignment20Two times during the semester, during weeks when students are NOT leading discussion, they write and submit a seminar-style memo (3-4 double spaced pages, worth 10% each). The memos offer an opportunity to probe and reflect on the course readings, namely to explore one or more issues or tensions within the readings in more detail.
Participation15Course engagement, professionalism and participation
Major Paper50Either an essay on the course topics or a theoretically-grounded research paper (15-18 pages).
TopicTime Devoted to Each TopicActivity
Introduction & Food politics3 weeksSee syllabus
Environment, embodiment and regimes3 weeksSee syllabus
US/Global food politics and security4 weeksSee syllabus
Modified food and consumers2 weeksSee syllabus
Embeddednes, markets and justice3 weeksSee syllabus
mlnosbis 3/27/2018:
1) Suggest consultation from CALS. Contact John Dole (jmdole@ncsu.edu) for consultation. Add the consultation notes/summary to the consultation summary field of the CIM form.
2) Enter prerequisite in the CIM field if applies.

cohen (3/29/2018):
1. On page 4 of the syllabus, there is a typo in the 4th line under Grades. Please change "C" to "D".
2. I would be interested in knowing more about how the instructor plans on assigning a point value to the "Participation, professionalism & engagement" component in the evaluation section (on page 3).

ABGS Reviewer Comments 4/24/2018:
-I don't see much of an overlap with YFCS academic program, but touch touch closely the research and extension work with do in Ag and Human Sciences. Not a concern, but something I noted.
mlnosbis (Thu, 29 Mar 2018 13:17:26 GMT): Rollback: shouldn't have approved yet
sjmcdona (Sun, 15 Apr 2018 20:48:55 GMT): John Dole was consulted and CALS is supported. Full comments were entered into the consultation field. Grad standing was added as a prerequisite. I fixed the typo in the syllabus. A statement was added to the "Participation, Professionalism & Engagement" section to clarify how this will translate to a numerical grade.
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