UW-Rock County
2909 Kellogg Avenue
Janesville, WI 53546
608-758-6545
E-Mail: pgroth@uwc.edu

PROFESSIONAL TRAINING/EDUCATION:

B.S., 1967, Sociology with emphasis in Correctional Administration, from the University of Wisconsin-Madison.

M.S., 1972, Rural Sociology, University of Wisconsin-Madison.

Ph.D, 1975, Rural Sociology, with emphasis on Rural Demography, from the University of Wisconsin-Madison.

I have taught various Sociology courses since my graduate training began in 1967. Between 1971 and 1975, I worked as a Research Associate in the North-Central Rural Demography Project headed by Dr. Glenn Fuguitt of the UW-Madison Rural Sociology Dept. I interned for two summers at the U.S. Dept. of Agriculture, Population group in 1971 and 1972 working in the office of Mr. Calvin Beale. I was Assistant Professor of Sociology at Louisiana State University from 1975 to 1981 before joining the faculty of the UW-Rock County in 1981.

At L.S.U., I worked on various projects concerning population issues, including research for the L.S.U. Center for Wetland Resources on fisheries resources and maritime issues. Hence, in significant ways, I consider myself an applied sociologist. My continuing research on the Louisiana shrimp fisheries recently culminated in an article entitled, "The Human Ecology of Louisiana Shrimping," published in the Journal of Applied Sociology (Vol. 18, no..1, 2001). I was the 2000-2001 recipient of the UW Colleges Barrington/Musolf Faculty Research Award in recognition of this social scientific scholarship. In 2002, I was promoted to full professor.

During the 2003-2004 academic year, I will be on a university sabbatical leave to pursue research on the topic of "Sociological Contexts and Correlates of Minority Political Representation in Local Government."

COURSES TAUGHT:

My background and teaching interests are broad and have included Population and Research Methods; Sociology of Science; Sociology of Force and Violence; Human Ecology; Crime and Criminal Justice; and The City. At the UW-Rock, I have taught the following courses:

• Introductory Sociology, Soc. 101
• Sociology of Human Sexuality, Soc. 160
• Social Problems, Soc. 130
• Sociology of Work, Soc. 291
• Marriage and the Family, Soc. 120 (now Soc. 220)
• Crime and Criminal Justice, Soc. 131 (now Soc. 231)
• World Population, Soc. 170 (now Soc. 270)
• Sociology of Health and Illness, Soc. 291
• Business and Society, Soc. 291
• The Sociology of Education, Soc. 291
• American Minority Groups, Soc. 134, n/k/a Sociology of Race and Ethnicity (Soc. 234)

SOCIOLOGY and THE ORGANIZATIONAL ADMINISTRATION MAJOR

The UW-Milwaukee recently developed an interdisciplinary collaborative degree program with UW-Washington County; UW-Sheboygan; UW-Waukesha; and the UW-Rock County. The Organizational Administration Major (BAOA) program will enable individuals to complete a fully accredited UWM bachelor's degree entirely onsite at the local campus. Students have the opportunity, if they wish, to obtain a minor in Business as well.

Each component of the program was selected to offer a balanced program of studies to provide students with the interdisciplinary background necessary to succeed in a broad range of professions or occupations. Sociology is one of several academic fields included as a primary component of the major. The student majoring in Organizational Administration take courses in the following areas:

• Economics
• Communication
• English
• Sociology
• Research Methodology

The Sociology component of the degree requires:

• Introduction to Sociology
• Industrial Sociology
• Small Groups

In Addition, the Research Methodology Component of the Degree requires a course in one of the following areas:

• Quantitative Research in Communication
• Research Methods in Sociology, or
• Research Methods in Psychology

51 Credits are required for the Organizational Administration Major; 27 credits are Upper Division level; a "Capstone" course consisting of 3 credits of advanced level coursework is taken during the last year of study.

Sociology, as the study of group behavior in organizations is an important building block for this new interdisciplinary major. Students with questions about how Sociology can enhance or complement their curriculum choices in the Organizational Administration Major are encouraged to contact me directly. Contact the UW-Rock Student Services Office for more information about how to enroll in the Major.

TEACHING PHILOSOPHY/GOALS:

Whatever may be limitations which trammel inquiry elsewhere, we believe that the Great State University of Wisconsin should ever encourage that continual and fearless sifting and winnowing by which along the truth can be found (Report of the Board of Regents, 1894).

What is Sociology?

Sociology is the critical observation and interpretation of group relations and arrangements, with an eye to understanding their origins and consequences (adapted from Passing on Sociology: The Teaching of a Discipline 1980 by Everett K. Wilson and Charles Goldsmid).

My approach to the teaching of Sociology incorporates a modified Socratic method of posing questions and assigning students responsibility for finding answers. Using assignments and quizzes and examinations, I encourage and teach students how to apply Sociological and Critical Thinking processes to the social issue at hand.

Critical thinking seeks to apply universal intellectual standards and criteria, including, but not limited to: clarity; accuracy; precision; relevance; depth; breadth; and logicalness. According to Robert Ennis, this form of education invokes holding ourselves, as Professors, and students responsible to the following intellectual standards and values:

• Seek a clear statement of the thesis or question;
• Seek reasons;
• Try to be well informed;
• Use credible sources and mention them;
• Take into account the total situation;
• Try to maintain concentration on the main point;
• Look for alternatives;
• Reason from premises with which one disagrees, without letting disagreements interfere with assessment;
• With hold judgment when the reasons and evidence are insufficient;
• Take a position fitting to the limitations of the reasons and the evidence;
• Seek as much precision as the subjects permit;
• Deal in an orderly manner with the parts of a complex whole.

Critical thinkers agree that all disciplines have their respective credos, questions, assumptions, methods of observing and interpreting phenomenon, concepts, principles, etc. I seek to help students to rediscover a sample of these while covering the usual topics of introductory sociology courses.

My primary goal as a professor of Sociology is to help students learn to apply social scientific standards to the examination of social conditions (i.e., how to think sociologically about social conditions). To think sociologically about social conditions requires the student to become aware of the limits of personal opinion. Sociologists contrast opinions, beliefs, and knowledge. We show how they are different, and aim to help students formulate opinions that reflect relevant knowledge. My teaching practices honors the university mission of "investigation, criticism, and presentation of ideas... [In my sociology classes, we will] analyze, test, criticize, and reassess existing institutions and beliefs" (The UW Colleges Faculty Handbook, 1993, Ch. I, page 5). UW College professors are reminded by the administration that among other goals, "the university student should be exposed to competing opinions and beliefs in every field so that the student may learn to weigh diverse ideas and gain maturity of judgment" (UW Colleges Faculty Handbook, 1993, Ch. I, page 5).

Sociology students at the UW-Rock County will examine many diverse, competing opinions and beliefs of the field--not all of which they, or I, will subscribe to or endorse---and, they will see whether these theories square with the principles of critical thinking (or effective sociological thinking) skills, and also with the results of inquiries into relevant facts.

My Sociology classes often focus upon current events, social policies and issues. We see what theories both everyday and specially trained thinkers and scholars have proposed. We weigh the evidence and assess the facts from multiple, sometimes interdisciplinary, angles. As an educator, I believe Effective Sociological Thinking, and Critical Thinking Skills can be taught to students, and students can apply their knowledge and insights to every other field of interest or endeavor, or career, they may pursue.

For more information about the use of critical thinking in the college curriculum, see the Critical Thinking Consortium Homepage.You may also wish to review the Mission: Critical site at San Jose State University. It does a good, on-line job of introducing the elements of logic and reasoning in the evaluation of statements and positions; it introduces the elements of sound arguments, and the elements of false arguments. These logical thinking skills are a necessary ingredient to a sound university education, and will stand all students in good stead no matter what your field of study or ultimate career choice.

My Expectations of Students

• Attend all scheduled classes; be on time and stay until the end;
• If you are late to class, please enter at the back door and take a seat quietly at the back of the room with a minimum of disruption to your instructor and classmates.
• Come to class prepared and ready to participate in discussions: read your assignments in advance of class.
• Apply intellectual standards to your readings and class assignments, and strive to implement the principles of "critical thinking" and "effective sociological thinking" in all class work and projects, and discussions.
• Strive to integrate and synthesize your evolving knowledge of sociological principles to other aspects of your university and life experiences.
• Explore the university and area libraries, as well as the internet, if you wish, for sources of credible and scholarly work which can supplement and enhance your learning experience, not only in this class, but in others as well.
• Turn in your assignments promptly on the date they are due.
• If you have any difficulty understanding the readings, understanding or performing class assignments, or if questions arise about class room discussions, examinations or quizzes, do not hesitate to contact me immediately. Early intervention is always the best plan! I am always willing to give guidance and direction to students who request it, and to students who need direction in the use of library resources.

EFFECTIVE SOCIOLOGICAL THINKING:

It is the fault of all of us, till we have duly practised our minds, to be unreal in our sentiments and crude in our judgments, and to be carried off by fancies, instead of being at the trouble of acquiring sound knowledge (John Cardinal Newman, "Discipline of Mind: An Address to the Evening Classes" (November, 1858) from The Idea of a University, edited by Martin J. Svaglic, 1964, p. 375).

Although it is not a required book in my classes, I highly recommend to my students the book, A Guide to Sociological Thinking by Vincent Ryan Ruggiero, Thousand Oaks, CA: Sage Publications, Inc., 1996. Consider ordering your own copy from Sage Publications. I have this book on permanent reserve in the campus library for the reference of my students. Mr. Ruggiero shares my interests in teaching and nurturing critical/sociological analysis. He describes the process of thinking both critically (i.e., effectively) and reflectively about sociological issues.

Mr. Ruggiero lists the eight characteristics of the "Effective Thinker" in Chapter 2, pp. 19-34 which I refer to here and strive to implement and instill in my myself, as well as in my students:

• A Scientific Attitude;
• Awareness of the Limits of Opinion;
• Curiosity;
• The Desire and Effort to Improve;
• Willingness to Acknowledge Mistakes;
• A Positive Regard for Convictions;
• Fair-mindedness;
• Openness to disagreement and Criticism

• Accept the Burden of Proof;
• Control Your Defense Mechanisms;
• Avoid Explaining away Evidence and Attacking Others Personally.

These intellectual principles are (or should be) at the heart of higher education. John Cardinal Newman observed in 1852 it was assumed "...that the true and adequate end of intellectual training and of a University is not Learning or Acquirement, but rather, is Thought or Reason excercised upon Knowledge...." (John Cardinal Newman, "Knowledge Viewed in Relation to Learning," (November 21, 1852) in The Idea of a University, edited by Martin J. Svaglic, 1964, p. 105.) John Cardinal Newman's vision of a university education is one still shared in its broadest respects by myself and others. You can explore Cardinal Newman's exploration of The Idea of a University online through the Newman Reader.

LOGIC, CRITICAL THINKING, & SKEPTICISM

William James used to preach the "will to believe." For my part, I should wish to preach the "will to doubt"....What is wanted is not the will to believe, but the wish to find out, which is the exact opposite (Bertrand Russell, Skeptical Essays, 1928).

For students who "wish to find out," here are a collection of internet sites which introduce logic; fallacies and arguments of reason; critical inquiry; and skepticism, all of which are the underpinnings of objective scientific and social scientific inquiry.

The Fallacy Zoo--by Brian Yoder. Introduction to Logic, reasoning, fallacies.

William J. Kilgore's An Introduction to Logic---as summarized by Luke Setzer. A good introduction to logic and the fallacies of argument.

Stephen's Guide to the Logical Fallacies--by Stephen Downes, formerly of Assiniboine Community College of Brandon, Manitoba, Canada. Mr. Downes joined the faculty at the Univ. of Alberta, and his internet site is in the process of transition to its new home. The current URL is to a mirror site. This is an excellent guide to logic and fallacies of argument. Highly Recommended!

The Skeptical Gourmet

The Skeptic's Dictionary and Guide for the New Millennium (See Logic, Science and Philosophy)---by Robert T. Carroll, Sacramento City Community College. Recommended!

Critical Thinking in the College Curriculum---The Critical Thinking Consortium at Sonoma State Univ.

Prof. Alan Sokal's Web site--collection of his articles and the public and professional fallout from the Social Text hoax. Recommended.

After the Sokal Affair: Impostures Intellectuelles (A Physicist v. Postmodern Intellectuals)--by Gen Kuroki of Japan--This is a very up todate collection of articles relating to the Sokal hoax. It features a timeline of the history of the discussion, and it is a searchable site. Recommended.

HUMOR

It might be more appropriate to call this section "Grim Humor." This is a collection of internet sites which spoof sound, logical writing and thinking skills through computerized programs that randomly generate text---on first blush, they even sound plausible! But, hopefully, your exposure to "critical thinking" in the social sciences provide you the intellectual tools to detect the charade, and enjoy the ride.

The Post Modernism Essay Generator [THIS IS A JOKE]---created by Andrew Buhak of Monash Univ. in Australia. Alan Sokal could easily have created his "spoof" of postmodernism using such a computer program. It hits pretty close to home, too. The program creates a random essay of (meaningless) postmodernism lingo using the Dada Engine. No two versions of the essay are the same. Put on your thinking cap when you read these nonsensical articles, and practice applying your emerging "critical thinking" skills. The actual text generator is no longer hosted by Monash University, so click here for your randomly generated post modernist essay.

The Chomskybot---a computational linguistic program by Kevin McGowan of the Univ. of Michigan. The program creates an essay which hovers at the edge of understandability, or "creates a fog in the mind's eye," as Mr. McGowan explains it. Read it and see how absurd.

The Socrates Argument Clinic---Closely based upon the Monty Python Arugument Clinic, it spoofs the Socratic style of the art of debate and discussion. Your task is to complete the argument without making Socrates drink the hemlock. If you are interested in the original Socratic dialogue upon which the spoof is based, see the Internet Classics Archive.

The Samual Johnson Sound Bite Page---A terrific collection of pithy quotes from Samual Johnson, the 18th century English writer, critic, and lexicographer. It is searchable by topic.

The application of intellectual standards to a modern university education in sociology is not always easy. Sometimes, the "fearless sifting and winnowing by which alone the truth may be found" is a painful and frightening, or even intimidating, prospect to students and faculty alike. This is one reason, but not the only one, I was a charter member of the campus American Association of University Professors (AAUP). I am also a member of The Association of University of Wisconsin Professionals (T.A.U.W.P.), which has done substantial work affirming academic freedom and shared governance in the University of Wisconsin system. I support academic freedom and freedom of expression both in and out of the classroom, and I have done so through letter writing, through the faculty shared governance process, and in my own research and writing.

I encourage all current and prospective students of Sociology at UW-Rock, to meet with me personally to discuss any questions or concerns about the Sociology curriculum, how it can complement you personally, and your chosen field of study or profession. I welcome questions about classwork or assignments, and will be happy to give individual attention and/or library assistance to all students.

You will find copies of my course outlines at Dr. Groth's Cyber-Syllabi. Please refer to my Sociology WEB HAWG for a jumpstart of internet resources for students of Sociology, Economics, Political Science, Crime and Criminal Justice or Law Enforcement. I welcome comments or suggestions about how to improve or expand the Sociology WEB HAWG.

Students of Anthropology will find a jumpstation of internet resources on the Anthropology WEB HAWG which features Social/Cultural Anthropology; archeology; and physical anthropology topics. If you have suggestions about how to improve or expand the Anthropology WEB HAWG, I look forward to hearing from you.

Created October 10, 1997 by Philip Groth and Janice Pierce. If you have questions or comments about this page, please contact Prof. Philip Groth, UW-Rock County, 2909 Kellogg Avenue, Janesville, WI 53546. Telephone: 608-758-6545. Or, you may E-mail him at pgroth@uwc.edu . Last updated on 05/09/03.