Psychology 442
Seminar in Social Psychology
Social Psychological Networks and Analysis
Fall Quarter, 2010
Academic Instructional West 410
Monday and Wednesday – 2:30 to 4:20 PM
Instructor -- Joseph E. Trimble, PhD, Distinguished University Professor, Professor of Psychology.
Offices and Contact Information -- Joseph E. Trimble, Ph.D. - AIC 594 (Email – Joseph.Trimble@wwu.edu - Telephone - 360.650.3058). Office hours will be discussed in class and posted on my office door.
Readings -- Selected readings collected from journal articles and book chapters are listed below under each of the topic areas. Bound copies of the readings are available in the main office of the Department of Psychology in AIC 434. Also, I will email you copies of all of the articles.
Required Textbooks (available in the Western Associated Students Bookstore or through an Internet book seller such as Amazon.com)
- Knoke, D. & Yang, S. (2008). Social network analysis, second edition. Thousand Oaks, CA; Sage.
- Barabasi, A-L. (2003). Linked: How everything is connected to everything else and what it means for business, science, and everyday life. Cambridge, MA: Plume.
Prerequisites – C- or better in Psychology 210-250, 303, and one from 342 – 344 or equivalent courses in other departments.
Course Theme
“They say you are not you except in terms of (your) relation to other people. If there weren’t any other people there wouldn’t be any you because what you do, which is what you are, only has meaning in relation to other people.”
--Robert Penn Warren - All the King’s Men
“One touch of nature makes the whole world kin.”
--William Shakespeare - Troilus and Cressida (1602)
“Amid the seeming confusion of our mysterious world, individuals are so nicely adjusted to a system, and systems to one another, that, by stepping outside for a moment, a man exposes himself to a fearful risk of losing his place forever.”
--Nathaniel Hawthorne - Wakefield
“A group is a social unit consisting of a number of individuals who stand in role and status relationships with one another, stabilized in some degree at the time, and who possess a set of values and beliefs of their own regulating their behavior, at least in matters of consequence to the group.”
--Muzafer and Carolyn Sherif - Social Psychology (1969)
The seminar explores concepts and theories associated with social psychological networks and their analyses. According to the theory of social networks, behaviors of individuals are best understood in social contexts and relationships; that is, “Networks are present everywhere…because everything is connected to everything else” (Barabasi, 2003). Network researchers have developed a set of theoretical approaches that include: (1) focusing on relationships between actors rather than an actor’s attributes; (2) understanding mutual dependence by emphasizing individual responses or structures of behavior rather than relying on social phenomenon characterized by a structure made up of sharply distinct and independent individuals or units; and (3) understanding how the structure of relationships influences outcomes.
Network analysts study relationships in contexts and how the patterns of interactions influence behavior and social change. Analysts use qualitative and quantitative procedures to explore the formation and nature of relationships in networks. In our seminar, we will explore the use of some of these methods, especially relational graphs. Some of the course topics will include: the small world problem and degrees of separation including the World Wide Web; tipping points and the influences of small numbers on major outcomes; the 80/20 rule; the outbreak of riots, epidemics, and rumors; the power of context; and decisions, delusions, and the madness of crowds.
Student and Course Learning Objectives
Upon successfully completing the course students will be able to:
Knowledge and Understanding
1). Identify and describe the basic components of a “social network.”
2). Discuss alternative conceptions of social networks and the role played by networks in influencing an individual’s behavior, world view, attitudes, and values.
3). Recognize and explain how social network theories explain the influence of the Internet in everyday life and social networks.
4). Identify and explain at least three sociological and psychological theories that explain how individuals form relationships in social networks.
5). Describe and illustrate basic social psychological principles individuals and their unique socio-cultural groups use to form and maintain social networks.
6). Distinguish among a range of social network constructs and factors and explain the influence each have in the formation and maintenance of social networks.
Skills
7). Analyze and critique scientific research articles that describe various social network topics.
8). Design and construct graphs showing social network relationships for different types of groups such as dyads, triads, and cliques.
9). Conduct in collaboration with others a small scale research project exploring selected characteristics, qualities, traits, or peculiarities associated with social networks.
Synthesis
10). Reflect and write about social networks as they relate to your personal life's experiences.
11). Identify and organize a range of social network constructs and theoretical elements and formulate a plan for use in assisting yourself and others in forming relationships with others.
Student Evaluation
In addition to attending seminar sessions regularly and doing the reading, the course requires you to work through selected exploratory exercises and present the findings to the class, be responsible for leading discussions during selected class periods (may involve doing additional readings), prepare and submit definitions of social network terms due at the end of the quarter, and submit a small group research project report at the end of the quarter.
One of the exploratory exercises may require you to make use of computer software to perform basic analyses on sets of social network data such as a sociogram. You can use AGNA for your analysis if you choose to do so. AGNA (Applied Graph & Network Analysis) is a platform-independent application designed for scientists and researchers who employ specific mathematical methods, such as social network analysis, sociometry, and sequential analysis. Specifically, AGNA can assist in the study of communication relations in groups, organizational analysis and team building, kinship relations or behavioral laws of organization (see article by Benta, M. I. Studying communication networks with AGNA 2.1).
Other software is available on-line for you to consider although most of it is PC driven at: http://en.wikipedia.org/wiki/Social_network_analysis_software OR http://www.insna.org/software/software_old.html. Also, for those of you who want to learn more about the rapidly emerging field you may want to go to Facebook and read what people are requesting and posting: http://www.facebook.com/SocialNetworkAnalysis?filter=3.
Also, if you’re interested in constructing social networks from internet related texts you might want to look at Internet Community Text Analyzer (ICTA). ICTA is a web-based system for automated text analysis and discovery of social networks from electronic communication such as emails, forums, blogs and chats. Go to: http://textanalytics.net
For the final written assignment, I ask that you write and submit definitions of social network concepts, terms, and topics; the terms will be provided to you early in the quarter The definitions must be written in your own words; don’t repeat those found in encyclopedias, dictionaries, etc. The definitions are due on or before December 3, 2010. For the final class activity, I ask that you submit a research report on some topic (or replicate a study) within the field of social network analyses organized and conducted with three or four colleagues in the class. The research project must be discussed with me in advance. The final project is due on the last day of finals week. And sometime after the 7th week of the quarter I will schedule 30-minute interviews with individual students to evaluate their knowledge and understanding of social network terms, concepts, theories, principles, and analytic approaches.
During the quarter I ask that you read several important article and sections of the assigned two books; the readings and assignments are listed for you in sections of the syllabus. During and after reading each article or assigned reading I ask that you write a summary of what you read including any of your thoughts and observations about the information. Your thoughts and observations are to be recorded in the small spiral notebooks that I will provide for you at the beginning of the seminar (free of charge). Periodically I will ask you to submit your notebooks to me. I will carefully review them and return them to you at the next seminar meeting. I may make comments in the margins to assist you in clarifying your observations and thoughts. At the end of the seminar they are yours to keep hopefully for further reference.
Grading. Grades will be based mainly on the conduct and quality of exercises, the mid-term written assignment, the final group research paper, and the group project report and presentation submitted at the end of the term, with greater emphasis on the latter. I will also factor in what I learn about your knowledge of network concepts and methods from discussions in class and observations about your work on the exploratory exercises.
Submission of work. Please submit electronic copies of all of your written work to my email address. However I will accept written assignments in hard copy form. I tend to use Turnitin to evaluate all submitted papers and assignments (see: http://en.wikipedia.org/wiki/Turnitin).
Extensions and Incompletes. No extensions are permitted on the definitions, final project papers, and exploratory exercises. Extensions for the final group research paper must be requested in advance and will be granted with reluctance. I strongly discourage you from taking incomplete grades in this course; as a rule, taking incompletes will unduly delay your progress through your undergraduate studies. While I realize that one often can produce a better research report by taking more time to produce it, it is usually preferable to produce a draft within a given time-frame, get commentary, and improve the work later through revision.
In summary, student performance in the seminar and achievement of the student learning outcomes will be evaluated using the following criteria:
- Consistent regular attendance (More than 3 uninformed or unexcused absences will result in no credit for the course);
- Active informed participation in seminar discussions that include respect for, support of, and cooperation with others in the class; and
- A willingness to examine personal experiences as they relate to seminar topics; and proficient and demonstrated knowledge of the assigned readings.
In addition, by the end of the quarter, seminar participants must complete a portfolio containing:
1). Definitions of social network terms, concepts, and theories (due the 10th week of the quarter) – 30 points.
2). One 15 minute oral presentation based on the content and theme of one or more of the selected readings for the course. Presentations begin the third week of the quarter – 20 points.
3). Conduct short exercises and activities listed in the syllabus and submit a 1 to 2 page summary of your findings and analysis including figures if applicable – 60 points.
4). One 8 to 10 page or more research paper dealing with an acceptable topic in the field. The activity includes a small group presentation on the research project including a group report following conventional APA research report writing protocols (the final report on the project is due during the final examination period). Group size is limited to 4 or less – 50 Points.
5). Notebook activity – 30 points.
6). Classroom participation in discussion of the readings and topics. – 10 points.
Point distributions vary according to the criteria described in detail in the various assessment rubrics prepared for this course; they will be distributed in class.
Final letter grades will be based on one’s total point accumulation at the end of the quarter. The point distribution is as follows:
A = 180-200
B = 160-179
C = 140-159
D = 120-139
F = 119 or less
Each paper and activity will be evaluated on several dimensions including the substantive and the mechanical (see Rubrics). The substantive dimension includes such features as writing style, evidence of considerable work expended, clarity, and ease of reading. The mechanical dimension includes such things as spelling, grammar, and proper sentence structure. Guidelines and criteria for both dimensions are available for student review and use. Students are required to follow the style guidelines of the American Psychological Association (APA) for every writing assignment. A guide for the APA style is available at - http://www.psywww.com/resource/apacrib.htm. Late papers will not be accepted.
Schedule of Seminar Activities
The following outline contains the general topics and approximate time allotted for discussion and review of assigned readings. At times, it’s possible that guest lecturers will be invited to the seminar to present and discuss relevant and appropriate material intended to supplement seminar activities. Additionally, PowerPoint presentations will be used to complement discussions. The seminar is organized around six basic units and corresponding parts or sub-units. Assigned and recommended readings are listed for each section. Students should familiarize themselves with the outline and the weekly activities, read the material in advance, and be fully prepared to discuss the readings during the seminar as well as record summaries and observations in the notebook.
Course Organization
| WEEK | TOPICS AND THEMES |
| 1 and 2 - Historical and theoretical foundations of social network analysis | What is the “connected age?” What are network data and what are the networks that generate them? An emphasis on principles, concepts, and fundamentals in the field. Required readings: -- Knoke & Yang. Chapter 1. -- Barabasi. Chapters – The First Link, The Second Link. -- Freeman, L. C. (2000). See you in the funny papers: Cartoons and social networks. Connections, 23(1), 32-42. -- Hoffman, C. (2001). Introduction to sociometry. Retrieved December 9, 2005, from http://www.hoopandtree.org/sociometry.htm. -- Moreno, J. L., Jennings, H., & Richard Stockton, R. (1943). Sociometry in the classroom. Sociometry 6(4), 425-428. Recommended readings: -- Stevenson, W., Davidson, B., Manev, I., & Walsh, K. (1997). The small world of the university: A classroom exercise in the study of networks. Connections, 20(2), 23-33. -- Kirke, D. M. (2007). Social network analysis and psychological research. The Irish Journal of Psychology, 28(1-2), 53-61 Activities: Graph Drawing. Think of some small group of which you are a member (maybe a club, or a set of friends, or people living in the same apartment complex, etc.). What kinds of relations among them might tell us something about the social structures in this population? Try drawing a graph to represent one of the kinds of relations you chose. Can you extend this graph to also describe a second kind of relation? (e. g., one might start with "who likes whom?" and add "who spends a lot of time with whom?"). Prepare a brief one-two page write-up describing your findings and citing evidence. Due October 4th. Resources: -- Social Network Analysis. Go to: http://www.ire.org/sna/ -- Social Network References (Academic Bibliography). A reasonably complete bibliography if you’re interested in reading the range of topics covered in the field. Go to: http://www.socialnetworks.org/ -- Fluffschack (Google it, download it, and then “connect the nodes.”) |
| 3 and 4 - visualizing social networks and their structural characteristics | The language of graph theory including such terms as paths, trails, walks, connectivity, dyads. triads, actors, egocentric and sociocentric. Additional topics to include: clusters, components, cores, group centralization, directional relations, power and exchange, sociograms, and examples for the “real world” for visualizing network patterns. Required readings: -- Knoke & Yang. Chapters 3 and 4. -- Barabasi. Chapter - The Fifth Link. -- Moreno, J. L., Jennings, H., & Richard Stockton, R. (1943). Sociometry in the classroom. Sociometry 6(4), 425-428. -- Freeman, L. C. (2000). Visualizing social networks. Journal of Social Structure, 1(1). 1-22, (Retrieved November 22, 2005 from http://www.cmu.edu/joss/content/articles/volume1/Freeman.html) Recommended readings: -- Bidert, C., & Lavenu, D. Evolutions of personal networks and life events. -- Fowler, J. H., & Nicholas A Christakis, N. A. (2008). Dynamic spread of happiness in a large social network: Longitudinal analysis over 20 years in the Framingham Heart Study. BMJ, 337, 2338. Activities: Structural Holes. In a book titled, Structural Holes: The Social Structure of Competition, Ronald S. Burt argues about "structural holes" and suggests that social agents (people and organizations) may try to find "empty spaces" in the social landscape and create positions of power for themselves by acting as "brokers" between sets of actors who were not previously connected. Let's see if we can find some real-world examples of social agents who play this kind of "broker" role. Use an Internet search engine to identify some kinds of "brokers." Who do these brokers "stand between?” What kinds of exchanges do they mediate? How do the brokers benefit from their position? Is there competition for the role of broker? Helpful hint: you might want to use a word processor's Thesaurus function to find some synonyms of "broker" to aid in your net search. Another hint: you will probably want to use more than one search engine. Prepare a brief one-two page write-up describing your findings and citing evidence. Due October 13th.
Now think about the substantive relations embedded within this kinship network (don’t actually list answers for all of these, just think about them). Who here know each other well? How often do these people see each other? Talk to each other? Help each other. Working through the (living) people two-steps out:
To provide you with some guidelines and assistance you may want to read about Eco-Maps by searching the term and accessing: http://www.ehow.com/how_4897189_make-ecomap.html. Also, you may want to review information and the graphing tools for Genograms at: http://www.genopro.com/genogram/how-to-create/ Prepare a brief one-three page write-up describing your findings and citing evidence. Due October 18th. Resources: -- Read about Graphs and Graph Theory (elementary). Go to: http://www.c3.lanl.gov/mega-math/gloss/graph/gr.html -- Social networks analysis software and related resources. Go to: http://www.orgnet.com/index.html |
| 5 and 6 - Social relationships and small worlds | We consider how stars, zones, hubs, connectors influence personal networks and their display. What influences thresholds, cascades, and their predictability? Also, we will discuss the factors that influence research and theory on small world phenomena (six degrees of separation). Required readings: -- Barabasi. Chapters. The Third Link, The Fourth Link, The Fifth Link, The Fourteenth Link. -- Kleinfeld, J. S. (2002). The small world problem, Society, 39, 61-66. -- Korte, C. & Milgram, S. (1970). Acquaintance networks between racial groups – application of the small world method. Journal of Personality and Social Psychology, 15(2), 101. -- Travers, J. & Milgram, S. An experimental study of the small world problem. Sociometry, 32, 425-443. Recommended readings: -- Bernard, H. R., Killworth, M. J., McCarty, C., & Shelly, G. A. (1988). Studying relations cross-culturally. Ethnology, 27(2), 155-179. -- Cacioppo, J. T., Fowler, J. H., Christakis, N. A. (2009). Alone in the crowd: The structure and spread of loneliness in a large social network. Journal of Personality and Social Psychology, 97(6), 977–991. Resources -- Albert- Laszlo Barabasi’s Web site on Self-Organized Networks. Go to: http://www.nd.edu/%7Enetworks/ -- Linked by Albert- Laszlo Barabasi. A Visual Companion. Go to: http://www.nd.edu/~networks/Linked/photo.html -- Small World Research Project developed by Duncan J. Watts at Columbia University. Go to: http://smallworld.columbia.edu/ On the lighter side check out the following Internet sites to learn more about networks: -- Six Degrees of Kevin Bacon: http://oracleofbacon.org/ -- The Erdos Number: http://www.oakland.edu/enp/ (Check with one of the mathematics professors here and see if they know their Erdos Number and if they do how did they derive it). -- Where’s George?: http://www.wheresgeorge.com/ -- Friendster: http://www.friendster.com/ (Friendster helps you stay connected with everything that matters to your friends and family). Activity: Convert Graph to Data Matrix Exercise (see the end of the syllabus). Due October 25th.
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| 7 - Cohesive subgroups, affiliations, and network positions and roles | Consideration of these topics serves as a way to further explore structural equivalence including discussions on crisscrossing, role network position, cohesion, and homogeneity in network analysis. Required readings: -- Knoke & Yang. Chapter 4. -- Barabasi. Chapters – The Sixth Link, The Seventh Link. Afterlink. -- Feld, S. J. (1991). Why your friends have more friends than you do. American Journal of Sociology, 96, 1464-1477. -- Cohen, J. M. (1983). Peer influence on college aspirations. American Sociological Review, 48, 728-34. -- Portnova, A., Lock, P. F., Ladd, B. C., & Zimmerman, C. (2006). Another hundred days: Social contacts in a senior class. Connections 27(2), 49-57. -- McPherson, M., Smith-Lovin, L., & M Cook, J. M. (2001). Birds of a feather: Homophily in social networks. Annual Rev. Sociol., 27, 415–44. -- Zuckerman, E. W. & Jost, J. T. (2001). What makes you think you’re so popular? Self-evaluation maintenance and the subjective side of the “friendship paradox.” Social Psychology Quarterly, 64(3(, 207-223. Recommended Readings: -- Lonkila, M. (2004). Phone notebooks as data on personal networks. Connections, 26(1), 53-61. -- Ryan, A. (2001). The peer group as a context for the development of young adolescent motivation and achievement. Child Development, 72(4), 1135-1150. -- Valente, T. W. (2003). Social network influences on adolescent substance use: An introduction. Connections, 25(2), 11-16. -- Werner, C. & Parmelee, P. (1979). Similarity of activity preferences among friends: Those who play together stay together. Social Psychology Quarterly, 42(1), 62-66. Group Research Project: Working with three or four other classmates, replicate a social network research study; you are free to make adjustments in the design and conduct of the study to suit your sampling needs and the conduct of the research. One possibility is the Small World of the University study by Stevenson, Davidson, Manev, & Walsh (see Readings) where they tested several hypotheses about networks. I will provide more detailed instructions concerning your target administrator in class. Graph your findings using one of social network analysis software programs such as AGNA. Present your findings in class accompanied with at a four to five page write-up of your procedures, findings, and the graphs. You may choose to replicate one of the following studies: -- Simpson, B., & Borch, C. (2005). Does power affect perception in social networks? Two arguments and an experimental test. Social Psychology Quarterly, 68(3), 278-287. -- Stevenson, W., Davidson, B., Manev, I., & Walsh, K. (1997). The small world of the university: A classroom exercise in the study of networks. Connections, 20(2), 23-33. -- Lonkila, M. (2004). Phone notebooks as data on personal networks. Connections, 26(1), 53-61. -- Rosnow, R. L. & Foster, E. K. (2005). Rumor and gossip research. APA Online, 19(4), 1-4. -- Portnova, A., Lock, P. F., Ladd, B. C., & Zimmerman, C. (2006). Another hundred days: Social contacts in a senior class. Connections 27(2), 49-57. -- Werner, C. & Parmelee, P. (1979). Similarity of activity preferences among friends: Those who play together stay together. Social Psychology Quarterly, 42(1), 62-66. -- Feld, S. J. (1991). Why your friends have more friends than you do. American Journal of Sociology, 96, 1464-77. Activity: Data Entry Exercise (see end of syllabus). Due November 1st.
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| 8 - "The awakening internet" and its influence in everyday life | We compare differences and similarities in the organized and fragmented Webs and networks through a discussion of search engine technologies, computer and social networks, experts and authorities, and the “strength of weak ties” and structural holes. Required readings: -- Barabasi. Chapters. The Eighth Link, The Ninth Link,The Tenth Link. The Eleventh Link, The Twelfth Link, The Thirteenth Link, The Fourteenth Link. -- Granovetter, M. (1973). The strength of weak ties. American Journal of Sociology, 78(6), 1360-1380. Recommended readings: -- Kleinberg, J. & Lawrence, S. (2001). The structure of the web. Science, 294, 1849. -- Liben-Nowell, D. & Kleinberg, J. (2008). Tracing information flow on a global scale using Internet chain-letter data. PNAS,105(12), 4633–4638. Resources: -- A Little History of the World Wide Web. Go to: http://www.w3.org/History.html. --Jonas, J. & Harper, J. Effective counterterrorism and the limited role of predictive data mining. December 11, 2006. See: http://www.cato.org/pub_display.php?pub_id=6784 -- Studying On-Line Networks by Laura Garton and Caroline Haythornthwaite. Go to: http://www.ascusc.org/jcmc/vol3/issue1/garton.html -- Uncloaking Terrorists Networks by Valdis E. Krebs. This paper looks at mapping covert networks using data available from news sources on the World Wide Web. Go to: http://firstmonday.org/issues/issue7_4/krebs/ -- Network Visualization: The "Bush Team" in Reuters News Ticker 9/11-11/15/01 by Jeffrey Johnson, Go to: http://www.cmu.edu/joss/content/articles/volume5/JohnsonKrempel/ Activity: Six Degrees of Separation. Showtime and classroom exercise on the Small World Problem (see description at the end of the syllabus). Prepare a brief two-three-page write-up describing your findings and citing evidence. Due November 17th. |
| 9 - "Three types of epidemics" and the influence of tipping points |
How do innovations affect use patterns through networks? We examine examples of viruses and fads and how just a few people given the right context can influence a population through small networks. Required readings: -- Barabasi. Chapters. The Fourteenth Link. The Last Link. -- Rogers, E. M. (1976). New product adoption and diffusion. Journal of Consumer Research, 2, 290-301. -- Christakis, N., & Fowler, J. H. (2007). The spread of obesity in a large social network over 32 years. The New England Journal of Medicine, 357, 370-379. -- Bearman, P.S., Moody, J.M., and Stovel, K. (2004). Chains of affection: The structure of adolescent romantic and sexual networks. American Journal of Sociology, 110(1), 44-91. -- Peter Dizikes, MIT News Office. (September 3, 2010). Better health through social networking: Research shows how the nature of your social network influences your health behavior. Recommended readings: -- Ryan, B. & Gross, N. C. (1943). The diffusion of hybrid seed corn in two Iowa communities. Rural Sociology, 8(1), 15-24. -- Coleman, J. S., Katz, E., & Menzel, H. (1957). The diffusion of an innovation among physicians. Sociometry, 20(4), 253-270. -- Rosnow, R. L. & Foster, E. K. (2005). Rumor and gossip research. APA Online, 19(4), 1-4. -- Christakis NA, Fowler JH, 2010 Social network sensors for early detection of contagious outbreaks. PLoS ONE 5(9): e12948. doi:10.1371/journal.pone.0012948. |
| 10 - Students Presentations of small group research reports | Presentations should be interesting and enjoyable. Do not read your report. Prepare handouts or structure a PowerPoint presentation. If necessary, ask me to make photocopies for your handouts for class members |
Note: Student interest may necessitate spending more or less time on certain topics, thus requiring a rearrangement of the topics or time schedules presented above.
Acknowledgements: I wish to extend my gratitude to Professor Robert A. Hanneman, Department of Sociology at the University of California, Riverside for extending me permission to use some of the exercises he uses in his course, Social Network Analysis. Other instructors, too numerous to mention here, have provided me with advice and suggestions for exercises and readings; I wish to extend my appreciation to them for their assistance and thoughtfulness.
References:
-- Barabasi, A-L, (2003). Linked. New York: Plume.
-- Knoke, D. & Kuklinski, J. H. (1982). Network analysis. Beverly Hills, CA: Sage.
-- Sherif, M. & Sherif, C. (1969). Social psychology. New York: Harper & Row.
A Professor’s Manifesto
Here is what I expect from students: You will treat everyone in the class, including the professor, with the respect due to all human beings. You will attend every class, give your full attention to the material, and conduct yourself in an appropriate manner. You will agree to do the work outlined in the syllabus on time. You will acknowledge that previous academic preparation (e.g., writing skills) will affect your performance in this course. You will acknowledge that your perception of effort, by itself, is not enough to justify a distinguished grade. You will not plagiarize or otherwise steal the work of others. You will not make excuses for your failure to do what you ought. You will accept the consequences of your actions.
Here is what students can expect from me: I will treat you with the respect due to all human beings. I will know your name and treat you as an individual. I will not discriminate against you because of your identity or your well-informed viewpoints. I will manage the class in a professional manner; that may include educating you in appropriate behavior. I will prepare carefully for every class. I will begin and end class on time. I will teach only in areas of my professional expertise. If I do not know something, I will say so. I will conduct scholarly research and publication with the aim of making myself a more informed teacher. I will return your assignments quickly with detailed feedback. I will pursue the maximum punishment for plagiarism, cheating, and other violations of academic integrity. I will keep careful records of your attendance, performance, and progress. If I am absent from class for personal or professional reasons, I will make every effort to find a qualified colleague who will be willing to teach and supervise the topic for discussion and review. I will investigate every excuse for nonattendance of classes and noncompletion of assignments. I will make myself available to you for advising. I will maintain confidentiality concerning your performance. I will provide you with professional support and write recommendations for you if appropriate. I will be honest with you. Your grade will reflect the quality of your work and nothing else. I am interested in your feedback about the class, but I am most interested in what you learned.
(I express my gratitude to a Thomas H. Benton - a pseudonym - for providing the essential information described in the “Manifesto.” The original article can be found in the Chronicle of Higher Education, June 9, 2006).
Appendices
Convert Social Graph to Data Matrix Exercise
Instructions -- Create a simple data matrix for each of the social graphs. Once completed write up an interpretation of the results; pay attention to the differences between Time and 2.
Data Entry Exercise
Description -- To enter some network data using a matrix adjacency format and calculate its various properties.
Instructions -- The network you will enter is shown in the figure.
1). Create a basic data matrix showing directional choices (disregard the numbers after the name as they’re there for listing purposes). List names in alphabetical order in the rows and columns.
2). Now create a matrix permutation and then partition/block the matrix. Create the permutation by listing according to gender. To block the matrix create different shading or some variation to highlight different blocks.
3). Calculate density of the matrix. What does it mean in this context?
4). Calculate a degree of centrality for the matrix. Interpret the results. For 10 extra points you may want to tackle the calculations of “closeness centrality,” “betweenness centrality,” and “structural equivalence.” (see Knoke and Yang, pp. 62-78 for more information and the equations).
Showtime and Classroom Exercise on the Small World Problem
Watch the 1993 movie, “Six Degrees of Separation," directed by Fred Schepisi and adapted from the play by John Guare. In short the movie focuses on the Flan and Ouisa Kittredge, rich NYC art dealers, who are called on one night by a young man, Paul, who professes to be a friend of their kids' from Harvard. They offer him a bed for the night; he enchants them with a home-cooked meal and magnificent conversation. The next morning, they learn that he is not all he seems to be. Their investigations are intriguing and lead them to re-evaluate their lives. When they investigate the life of Paul, they find the hidden truth.
Draw a sociogram of the ties in the social network connecting the central characters in the movie. Start at the point where Paul has gained entrée to the households of the Kitteridges, their friends Kitty and Marvin, and Dr. Fine. Assume you have the knowledge of all of the characters and their relationships even though these may not be visible at this point in the film. For each dyad (set of persons connected by a tie) list the type of relation, its direction (symmetry) and its strength (I.e., weak or strong using Granovetter’s definition. For example,
Dyad Type of Tie Direction Strength
(Flan, Ouisa) is married to symmetric strong
For asymmetric relations, first, list in the “dyad” the node which “sends” the relation followed by the node which “receives” the relation. In your graph of the network, indicate strong ties by solid lines, weak ties by dashed lines. Use arrows to indicate directionality of ties.
Discuss how (1) the types of ties, (2) the structural properties of the network and (3) the attributes of the persons in the network play a role in Paul’s initial successes with the Kitteridges, their friends Kitty and Marvin, and Dr. Fine.
(thanks to David Gartrell for the exercise).