Daniel A. Powers
Ph.D., University of Wisconsin  Madison
Professor
Contact
 Email: dpowers@austin.utexas.edu
 Phone: 5122326335
 Office: CLA 2.622J
 Campus Mail Code: G1800
Interests
Demography, Infant Mortality, Fertility, Statistics and Methods
Biography
I have substantive interests in health disparities, with specific focus on the Hispanic infant mortality paradox and race/ethnic comparisons of change in infant mortality over time. Most of my substantive work is intertwined with my methodological interests in survival modeling, regression decomposition, and other methods. My current research revisits the Hispanic paradox in infant mortality and documents an erosion of the Mexicanorigin infant survival advantage with increasing maternal age. I am extending this work to examine racial/ethnic differences in birth outcomes by maternal age as well as a decomposition of race/ethnic/nativity differences in infant mortality for women age 30 and older. In addition to the focus on the Hispanic paradox, my current research investigates race (blackwhite) differences in the sources of change in infant mortality using an ageperiodcohort perspective. This work compares the infant mortality of nonHispanic blacks and whites over a 20year period. I consider maternal age, maternal birth cohort, and infant’s year of birth as three interrelated components of temporal change in infant mortality and find that period effects on mortality change outweigh cohort and age effects, but interesting patterns of narrowing racial mortality disparities emerge when examining more recent cohorts. On a methodological level, I elaborate on the nature and origins of the intrinsic estimator, which has gained popularity in recent years. I am also a statistical computing programmer (Stata and R) and have submitted a number of specialized algorithms for demographic analysis to the relevant journals, archives, and repositories. I am affilated with the Population Research Center and with the Division of Statistics and Scientific Computation and was graduate advisor in the MS in Statistics program from 20062012.
Courses
SOC 317L • Intro To Social Statistics
44565 • Fall 2015
Meets MWF 1000am1100am CLA 0.124
Description:
This is an introductory course in statistics for undergraduate majors in sociology. The basics of descriptive and inferential statistics and quantitative reasoning will be covered. Descriptive statistics involves organizing and summarizing important characteristics of the data. Statistical inference involves making informed guesses about the unknown characteristics of a population based on the known characteristics of a sample. Students are expected to know how to carryout elementary mathematical operations.
Required Text:
R. Johnson and P. Kuby (2012) STAT, 2e. Cengage Learning ISBN10: 0538733500 ISBN13: 9780538738415 (available from http://books.google.com)
Course Requirement:
Exams: There will be 3 inclass examinations graded on a 100 point scale. Roughly 75% to 90% of the points on the examinations are accounted for by problems requiring the student to work toward a solution, with the remainder accounted for by true and false or multiple choice questions. Examinations will be based entirely on topics covered in lectures. Inclass examinations are noncumulative; they cover only the material since the previous exam. Students must take all exams to pass the course. Make up exams will be given only in the case of documented emergencies or illness.
Problems: There will be 5 problem sets worth a total of 200 points. Problem sets include material from the book as well as handout problems. Problem sets must be received in class no later than the dates indicated. No credit will be given for assignments turned in late.
InClass Assessments: There will be approximately 20 inclass exercises carried out at various points during the course to assess understanding of current topics. These will count 100 points towards the total grade.
SOC 385K • Socl Stat: Dis Multivar Models
44725 • Fall 2015
Meets MW 330pm500pm CLA 2.606
Course Description
This course deals with regression models for discrete and categorical dependent variables. Regressionlike models for discrete and categorical outcomes are widely used in applied research. Students in this course should have some prior exposure to linear regression models. This class serves a wide range of students; the material presented here aims to be useful for students at all levels. In keeping with the applied nature of this course, we will provide examples drawn mainly from sociological and demographic research.
Course Requirements
Grades are based on scores from approximately 5 assignments or problem sets (50%) and a 1520 page (double spaced) methodologicallyfocused research paper (50%). Students who are enrolled in the MS in Mathematical Statistics program must complete the extra credit problems in the assignments. Paper proposals must be submitted for approval midway through the course. In lieu of a substantive paper, students may undertake an indepth exploration of any methodological issues pertaining to the analysis of categorical data (i.e., a methods or applied statistics paper).
Topics
Topics covered in this course will include:
 an overview of the classical linear regression model
 models for binary data
 models for count data and contingency tables
 models for ordered and unordered categorical data
Extensions to the models above will also be examined, such as hierarchical/multilevel models for categorical responses, as well as treatmenteffect and selection models.
Required Text
Powers, Daniel A., and Yu Xie (2008) Statistical Methods for Categorical Data Analysis, 2nd Edition, London: Emerald.
Recommended Text
Long, J. Scott, and Jeremy Freese (2001/2005) Regression Models for Categorical Dependent Variables Using Stata, College Station: Stata Press.
SOC F317L • Intro To Social Statistics
86755 • Summer 2015
Meets MTWTHF 100pm230pm CLA 0.118
Description:
This is an introductory course in statistics for undergraduate majors in sociology. The basics of descriptive and inferential statistics and quantitative reasoning will be covered. Descriptive statistics involves organizing and summarizing important characteristics of the data. Statistical inference involves making informed guesses about the unknown characteristics of a population based on the known characteristics of a sample. Students are expected to know how to carryout elementary mathematical operations.
Required Text:
R. Johnson and P. Kuby (2012) STAT, 2e. Cengage Learning ISBN10: 0538733500 ISBN13: 9780538738415 (available from http://books.google.com)
Course Requirement:
Exams: There will be 3 inclass examinations graded on a 100 point scale. Roughly 75% to 90% of the points on the examinations are accounted for by problems requiring the student to work toward a solution, with the remainder accounted for by true and false or multiple choice questions. Examinations will be based entirely on topics covered in lectures. Inclass examinations are noncumulative; they cover only the material since the previous exam. Students must take all exams to pass the course. Make up exams will be given only in the case of documented emergencies or illness.
Problems: There will be 5 problem sets worth a total of 200 points. Problem sets include material from the book as well as handout problems. Problem sets must be received in class no later than the dates indicated. No credit will be given for assignments turned in late.
InClass Assessments: There will be approximately 20 inclass exercises carried out at various points during the course to assess understanding of current topics. These will count 100 points towards the total grade.
SOC 317L • Intro To Social Statistics
44935 • Spring 2015
Meets MWF 1100am1200pm CLA 0.118
Description:
This is an introductory course in statistics for undergraduate majors in sociology. The basics of descriptive and inferential statistics and quantitative reasoning will be covered. Descriptive statistics involves organizing and summarizing important characteristics of the data. Statistical inference involves making informed guesses about the unknown characteristics of a population based on the known characteristics of a sample. Students are expected to know how to carryout elementary mathematical operations.
Required Text:
R. Johnson and P. Kuby (2012) STAT, 2e. Cengage Learning ISBN10: 0538733500 ISBN13: 9780538738415 (available from http://books.google.com)
Course Requirement:
Exams: There will be 3 inclass examinations graded on a 100 point scale. Roughly 75% to 90% of the points on the examinations are accounted for by problems requiring the student to work toward a solution, with the remainder accounted for by true and false or multiple choice questions. Examinations will be based entirely on topics covered in lectures. Inclass examinations are noncumulative; they cover only the material since the previous exam. Students must take all exams to pass the course. Make up exams will be given only in the case of documented emergencies or illness.
Problems: There will be 5 problem sets worth a total of 200 points. Problem sets include material from the book as well as handout problems. Problem sets must be received in class no later than the dates indicated. No credit will be given for assignments turned in late.
InClass Assessments: There will be approximately 20 inclass exercises carried out at various points during the course to assess understanding of current topics. These will count 100 points towards the total grade.
SOC 386L • Soc Stat: Dyn Mod/Long Data An
45130 • Spring 2015
Meets MW 430pm600pm CLA 2.606
Description:
This is a course in statistical methods for longitudinal data analysis. We will cover two main content areas: multiple regression models for data collected on the same subjects over time (repeated measures/panel data), and methods for modeling event occurrences over time.
Multilevel/Hierarchical Models for Change
The first half of the course introduces multilevel models for change (i.e., growth curve models), which are appropriate for the analysis of change in a continuous dependent variable over time. Given this general exposure to the topic, students should be able to apply multilevel modeling techniques to any substantive research problem. We will review latent linear growth curve models from the perspective of structural equation modeling (SEM). Growth curve models for categorical outcomes (counts), as well as nonlinear growth curve models, will also be discussed.
Event History Analysis
The second half of this course deals with event history analysis (i.e., survival analysis, hazard models, etc.), which is a technique for modeling the probability of a transition from one status (or state) to another. We will focus on discrete time and continuous time models that make few assumptions regarding time dependence of the hazard (i.e., semiparametric methods, such as the piecewise constant exponential and the Cox proportional hazard model). We will focus mainly on single transition models.
Students should have taken a previous course in linear regression.
We will use a combination of textbook and handouts posted to Bb.
Textbook
J. D. Singer, and J. B. Willett (2003) Applied Longitudinal Data Analysis: Modeling Change and Event Occurrence. New York: Oxford University Press.
Grading and Requirements:
This is an applied course. We will learn by applying the techniques learned in class to specific pedagogical examples in approximately 5 assignments. No previous programming experience is required. We will provide examples in several statistical packages depending on the problem: Stata, SAS, and R.
SOC 317L • Intro To Social Statistics
46130 • Fall 2014
Meets MWF 1000am1100am PAR 105
Description:
This is an introductory course in statistics for undergraduate majors in sociology. The basics of descriptive and inferential statistics and quantitative reasoning will be covered. Descriptive statistics involves organizing and summarizing important characteristics of the data. Statistical inference involves making informed guesses about the unknown characteristics of a population based on the known characteristics of a sample. Students are expected to know how to carryout elementary mathematical operations.
Required Text:
R. Johnson and P. Kuby (2012) STAT, 2e. Cengage Learning ISBN10: 0538733500 ISBN13: 9780538738415 (available from http://books.google.com)
Course Requirement:
Exams: There will be 3 inclass examinations graded on a 100 point scale. Roughly 75% to 90% of the points on the examinations are accounted for by problems requiring the student to work toward a solution, with the remainder accounted for by true and false or multiple choice questions. Examinations will be based entirely on topics covered in lectures. Inclass examinations are noncumulative; they cover only the material since the previous exam. Students must take all exams to pass the course. Make up exams will be given only in the case of documented emergencies or illness.
Problems: There will be 5 problem sets worth a total of 200 points. Problem sets include material from the book as well as handout problems. Problem sets must be received in class no later than the dates indicated. No credit will be given for assignments turned in late.
InClass Assessments: There will be approximately 20 inclass exercises carried out at various points during the course to assess understanding of current topics. These will count 100 points towards the total grade.
SOC 385K • Socl Stat: Dis Multivar Models
46355 • Fall 2014
Meets MW 330pm500pm RLM 5.118
Course Description
This course deals with regression models for discrete and categorical dependent variables. Regressionlike models for discrete and categorical outcomes are widely used in applied research. Students in this course should have some prior exposure to linear regression models. This class serves a wide range of students; the material presented here aims to be useful for students at all levels. In keeping with the applied nature of this course, we will provide examples drawn mainly from sociological and demographic research.
Course Requirements
Grades are based on scores from approximately 5 assignments or problem sets (50%) and a 1520 page (double spaced) methodologicallyfocused research paper (50%). Students who are enrolled in the MS in Mathematical Statistics program must complete the extra credit problems in the assignments. Paper proposals must be submitted for approval midway through the course. In lieu of a substantive paper, students may undertake an indepth exploration of any methodological issues pertaining to the analysis of categorical data (i.e., a methods or applied statistics paper).
Topics
Topics covered in this course will include:
 an overview of the classical linear regression model
 models for binary data
 models for count data and contingency tables
 models for ordered and unordered categorical data
Extensions to the models above will also be examined, such as hierarchical/multilevel models for categorical responses, as well as treatmenteffect and selection models.
Required Text
Powers, Daniel A., and Yu Xie (2008) Statistical Methods for Categorical Data Analysis, 2nd Edition, London: Emerald.
Recommended Text
Long, J. Scott, and Jeremy Freese (2001/2005) Regression Models for Categorical Dependent Variables Using Stata, College Station: Stata Press.
SOC F317L • Intro To Social Statistics
87825 • Summer 2014
Meets MTWTHF 100pm230pm CLA 0.118
Description:
This is an introductory course in statistics for undergraduate majors in sociology. The basics of descriptive and inferential statistics and quantitative reasoning will be covered. Descriptive statistics involves organizing and summarizing important characteristics of the data. Statistical inference involves making informed guesses about the unknown characteristics of a population based on the known characteristics of a sample. Students are expected to know how to carryout elementary mathematical operations.
Required Text:
R. Johnson and P. Kuby (2012) STAT, 2e. Cengage Learning ISBN10: 0538733500 ISBN13: 9780538738415 (available from http://books.google.com)
Course Requirement:
Exams: There will be 3 inclass examinations graded on a 100 point scale. Roughly 75% to 90% of the points on the examinations are accounted for by problems requiring the student to work toward a solution, with the remainder accounted for by true and false or multiple choice questions. Examinations will be based entirely on topics covered in lectures. Inclass examinations are noncumulative; they cover only the material since the previous exam. Students must take all exams to pass the course. Make up exams will be given only in the case of documented emergencies or illness.
Problems: There will be 5 problem sets worth a total of 200 points. Problem sets include material from the book as well as handout problems. Problem sets must be received in class no later than the dates indicated. No credit will be given for assignments turned in late.
InClass Assessments: There will be approximately 20 inclass exercises carried out at various points during the course to assess understanding of current topics. These will count 100 points towards the total grade.
SOC 317L • Intro To Social Statistics
46340 • Spring 2014
Meets MWF 1100am1200pm CLA 1.102
Desription:
This is an introductory course in statistics for undergraduate majors in sociology. The basics of descriptive and inferential statistics and quantitative reasoning will be covered. Descriptive statistics involves organizing and summarizing important characteristics of the data. Statistical inference involves making informed guesses about the unknown characteristics of a population based on the known characteristics of a sample. Students are expected to know how to carryout elementary mathematical operations.
Required Text:
R. Johnson and P. Kuby (2012) STAT, 2e. Cengage Learning ISBN10: 0538733500 ISBN13: 9780538738415 (available from http://books.google.com)
Course Requirement:
Exams: There will be 4 inclass examinations graded on a 100 point scale. The lowest exam grade will be dropped. Roughly 75% to 90% of the points on the examinations are accounted for by problems requiring the student to work toward a solution, with the remainder accounted for by true and false or multiple choice questions. Examinations will be based entirely on topics covered in lectures. Inclass examinations are noncumulative; they cover only the material since the previous exam. Students must take all exams to pass the course. Make up exams will be given only in the case of documented emergencies or illness.
Problems: There will be 5 problem sets worth a total of 200 points. Problem sets include material from the book as well as handout problems. Problem sets must be received in class no later than the dates indicated. No credit will be given for assignments turned in late.
InClass Assessments: There will be approximately 20 inclass exercises carried out at various points during the course to assess understanding of current topics. These will count 100 points towards the total grade.
SOC 386L • Soc Stat: Dyn Mod/Long Data An
46560 • Spring 2014
Meets MW 1230pm200pm PAR 203
Description:
This is a course in statistical methods for longitudinal data analysis. We will cover two main content areas: multiple regression models for data collected on the same subjects over time (repeated measures/panel data), and methods for modeling event occurrences over time.
Multilevel/Hierarchical Models for Change
The first half of the course introduces multilevel models for change (i.e., growth curve models), which are appropriate for the analysis of change in a continuous dependent variable over time. Given this general exposure to the topic, students should be able to apply multilevel modeling techniques to any substantive research problem. We will review latent linear growth curve models from the perspective of structural equation modeling (SEM). Growth curve models for categorical outcomes (counts), as well as nonlinear growth curve models, will also be discussed.
Event History Analysis
The second half of this course deals with event history analysis (i.e., survival analysis, hazard models, etc.), which is a technique for modeling the probability of a transition from one status (or state) to another. We will focus on discrete time and continuous time models that make few assumptions regarding time dependence of the hazard (i.e., semiparametric methods, such as the piecewise constant exponential and the Cox proportional hazard model). We will focus mainly on single transition models.
Students should have taken a previous course in linear regression.
We will use a combination of textbook and handouts posted to Bb.
Textbook
J. D. Singer, and J. B. Willett (2003) Applied Longitudinal Data Analysis: Modeling Change and Event Occurrence. New York: Oxford University Press.
Grading and Requirements:
This is an applied course. We will learn by applying the techniques learned in class to specific pedagogical examples in approximately 5 assignments. No previous programming experience is required. We will provide examples in several statistical packages depending on the problem: Stata, SAS, and R.
SOC 317L • Intro To Social Statistics
46110 • Fall 2013
Meets MWF 1000am1100am CLA 1.106
Desription:
This is an introductory course in statistics for undergraduate majors in sociology. The basics of descriptive and inferential statistics and quantitative reasoning will be covered. Descriptive statistics involves organizing and summarizing important characteristics of the data. Statistical inference involves making informed guesses about the unknown characteristics of a population based on the known characteristics of a sample. Students are expected to know how to carryout elementary mathematical operations.
Required Text:
R. Johnson and P. Kuby (2012) STAT, 2e. Cengage Learning ISBN10: 0538733500 ISBN13: 9780538738415 (available from http://books.google.com)
Course Requirement:
Exams: There will be 4 inclass examinations graded on a 100 point scale. The lowest exam grade will be dropped. Roughly 75% to 90% of the points on the examinations are accounted for by problems requiring the student to work toward a solution, with the remainder accounted for by true and false or multiple choice questions. Examinations will be based entirely on topics covered in lectures. Inclass examinations are noncumulative; they cover only the material since the previous exam. Students must take all exams to pass the course. Make up exams will be given only in the case of documented emergencies or illness.
Problems: There will be 5 problem sets worth a total of 200 points. Problem sets include material from the book as well as handout problems. Problem sets must be received in class no later than the dates indicated. No credit will be given for assignments turned in late.
InClass Assessments: There will be approximately 20 inclass exercises carried out at various points during the course to assess understanding of current topics. These will count 100 points towards the total grade.
SOC 385K • Socl Stat: Dis Multivar Models
46320 • Fall 2013
Meets MW 330pm500pm CLA 0.124
Course Description
This course deals with regression models for discrete and categorical dependent variables. Regressionlike models for discrete and categorical outcomes are widely used in applied research. Students in this course should have some prior exposure to linear regression models. This class serves a wide range of students; the material presented here aims to be useful for students at all levels. In keeping with the applied nature of this course, we will provide examples drawn mainly from sociological and demographic research.
Course Requirements
Grades are based on scores from approximately 5 assignments or problem sets (50%) and a 1520 page (double spaced) methodologicallyfocused research paper (50%). Students who are enrolled in the MS in Mathematical Statistics program must complete the extra credit problems in the assignments. Paper proposals must be submitted for approval midway through the course. In lieu of a substantive paper, students may undertake an indepth exploration of any methodological issues pertaining to the analysis of categorical data (i.e., a methods or applied statistics paper).
Topics
Topics covered in this course will include:
 an overview of the classical linear regression model
 models for binary data
 models for count data and contingency tables
 models for ordered and unordered categorical data
Extensions to the models above will also be examined, such as hierarchical/multilevel models for categorical responses, as well as treatmenteffect and selection models.
Required Text
Powers, Daniel A., and Yu Xie (2008) Statistical Methods for Categorical Data Analysis, 2nd Edition, London: Emerald.
Recommended Text
Long, J. Scott, and Jeremy Freese (2001/2005) Regression Models for Categorical Dependent Variables Using Stata, College Station: Stata Press.
SOC F317L • Intro To Social Statistics
88140 • Summer 2013
Meets MTWTHF 100pm230pm BUR 228
Description:
This is an introductory course in statistics for undergraduate majors in sociology. The basics of descriptive and inferential statistics and quantitative reasoning will be covered. Descriptive statistics involves organizing and summarizing important characteristics of the data. Statistical inference involves making informed guesses about the unknown characteristics of a population based on the known characteristics of a sample. Students are expected to know how to carryout elementary mathematical operations.
Required Text:
R. Johnson and P. Kuby (2012) STAT, 2e. Cengage Learning ISBN10: 0538733500 ISBN13: 9780538738415 (available from http://books.google.com)
Course Rrequirements:
Exams: There will be 4 inclass examinations graded on a 100 point scale. The lowest exam grade will be dropped. Roughly 75% to 90% of the points on the examinations are accounted for by problems requiring the student to work toward a solution, with the remainder accounted for by true and false or multiple choice questions. Examinations will be based entirely on topics covered in lectures. Inclass examinations are noncumulative; they cover only the material since the previous exam. Students must take all exams to pass the course. Make up exams will be given only in the case of documented emergencies or illness.
Problems: There will be 5 problem sets worth a total of 200 points. Problem sets include material from the book as well as handout problems. Problem sets must be received in class no later than the dates indicated. No credit will be given for assignments turned in late.
InClass Assessments: There will be approximately 20 inclass exercises carried out at various points during the course to assess understanding of current topics. These will count 100 points towards the total grade.
SOC 317L • Intro To Social Statistics
45685 • Spring 2013
Meets MWF 1100am1200pm CLA 0.104
DESCRIPTION
This is an introductory course in statistics for undergraduate majors in sociology. The basics of descriptive and inferential statistics and quantitative reasoning will be covered. Descriptive statistics involves organizing and summarizing important characteristics of the data. Statistical inference involves making informed guesses about the unknown characteristics of a population based on the known characteristics of a sample. Students are expected to know how to carryout elementary mathematical operations.
REQUIRED TEXT
R. Johnson and P. Kuby (2012) STAT, 2e. Cengage Learning ISBN10: 0538733500 ISBN13: 9780538738415 (available from http://books.google.com)
COURSE REQUIREMENTS
There will be 3 inclass examinations graded on a 100 point scale, and a comprehensive final exam worth 100 points. Roughly 75% to 90% of the points on the examinations are accounted for by problems requiring the student to work toward a solution, with the remainder accounted for by true and false or multiple choice questions. Examinations will be based entirely on topics covered in lectures. Inclass examinations are noncumulative; they cover only the material since the previous exam. Students must take all exams to pass the course. Make up exams will be given only in the case of documented emergencies or illness.
Problems: There will be 5 problem sets worth a total of 200 points. Problem sets include material from the book as well as handout problems. Problem sets must be received in class no later than the dates indicated. No credit will be given for assignments turned in late.
SOC 386L • Soc Stat: Dyn Mod/Long Data An
45915 • Spring 2013
Meets MW 1230pm200pm CLA 1.302D
This is a course in statistical methods for longitudinal data analysis. We will cover two main content areas: multiple regression models for data collected on the same subjects over time (repeated measures/panel data), and methods for modeling event occurrences over time.
Multilevel/Hierarchical Models for Change
The first half of the course introduces multilevel models for change (i.e., growth curve models), which are appropriate for the analysis of change in a continuous dependent variable over time. Given this general exposure to the topic, students should be able to apply multilevel modeling techniques to any substantive research problem. We will review latent linear growth curve models from the perspective of structural equation modeling (SEM). Growth curve models for categorical outcomes (counts), as well as nonlinear growth curve models, will also be discussed.
Event History Analysis
The second half of this course deals with event history analysis (i.e., survival analysis, hazard models, etc.), which is a technique for modeling the probability of a transition from one status (or state) to another. We will focus on discrete time and continuous time models that make few assumptions regarding time dependence of the hazard (i.e., semiparametric methods, such as the piecewise constant exponential and the Cox proportional hazard model). We will focus mainly on single transition models.
Students should have taken a previous course in linear regression.
We will use a combination of textbook and handouts posted to Bb.
Textbook
J. D. Singer, and J. B. Willett (2003) Applied Longitudinal Data Analysis: Modeling Change and Event Occurrence. New York: Oxford University Press.
Evaluation
This is an applied course. We will learn by applying the techniques learned in class to specific pedagogical examples in approximately 5 assignments. No previous programming experience is required. We will use several statistical packages in this course depending on the problem: Stata, SAS, and R. Examples will be provided in each package.
SOC 317L • Intro To Social Statistics
45480 • Fall 2012
Meets MWF 1000am1100am BUR 220
DESCRIPTION
This is an introductory course in statistics for undergraduate majors in sociology. The basics of descriptive and inferential statistics and quantitative reasoning will be covered. Descriptive statistics involves organizing and summarizing important characteristics of the data. Statistical inference involves making informed guesses about the unknown characteristics of a population based on the known characteristics of a sample. Students are expected to know how to carryout elementary mathematical operations.
REQUIRED TEXT
R. Johnson and P. Kuby (2012) STAT, 2e. Cengage Learning ISBN10: 0538733500 ISBN13: 9780538738415 (available from http://books.google.com)
COURSE REQUIREMENTS
There will be 3 inclass examinations graded on a 100 point scale, and a comprehensive final exam worth 100 points. Roughly 75% to 90% of the points on the examinations are accounted for by problems requiring the student to work toward a solution, with the remainder accounted for by true and false or multiple choice questions. Examinations will be based entirely on topics covered in lectures. Inclass examinations are noncumulative; they cover only the material since the previous exam. Students must take all exams to pass the course. Make up exams will be given only in the case of documented emergencies or illness.
Problems: There will be 5 problem sets worth a total of 200 points. Problem sets include material from the book as well as handout problems. Problem sets must be received in class no later than the dates indicated. No credit will be given for assignments turned in late.
SOC 385K • Socl Stat: Dis Multivar Models
45710 • Fall 2012
Meets MW 430pm600pm PAR 105
Cross listed with SSC 385
Course Description
This course deals with regression models for discrete and categorical dependent variables. Regressionlike models for discrete and categorical outcomes are widely used in applied research. Students in this course should have some prior exposure to linear regression models. This class serves a wide range of students; the material presented here aims to be useful for students at all levels. In keeping with the applied nature of this course, we will provide examples drawn mainly from sociological and demographic research.
Course Requirements
Grades are based on scores from approximately 5 assignments or problem sets (50%) and a 1520 page (double spaced) methodologicallyfocused research paper (50%). Students who are enrolled in the MS in Mathematical Statistics program must complete the extra credit problems in the assignments. Paper proposals must be submitted for approval no later than Nov. 15. In lieu of a substantive paper, students may undertake an indepth exploration of any methodological issues pertaining to the analysis of categorical data (i.e., a methods or applied statistics paper).
Topics
Topics covered in this course will include:
 an overview of the classical linear regression model
 models for binary data
 models for count data and contingency tables
 models for ordered and unordered categorical data
Extensions to the models above will also be examined, such as hierarchical/multilevel models for categorical responses, as well as treatmenteffect and selection models.
Recommended Texts
Powers, Daniel A., and Yu Xie (2008) Statistical Methods for Categorical Data Analysis, 2nd Edition, London: Emerald.
Long, J. Scott, and Jeremy Freese (2001/2005) Regression Models for Categorical Dependent Variables Using Stata, College Station: Stata Press.
SOC F317L • Intro To Social Statistics
88470 • Summer 2012
Meets MTWTHF 100pm230pm BUR 228
DESCRIPTION
This is an introductory course in statistics for undergraduate majors in sociology. The basics of descriptive and inferential statistics and quantitative reasoning will be covered. Descriptive statistics involves organizing and summarizing important characteristics of the data. Statistical inference involves making informed guesses about the unknown characteristics of a population based on the known characteristics of a sample. Students are expected to know how to carryout elementary mathematical operations.
REQUIRED TEXT
R. Johnson and P. Kuby (2012) STAT, 2e. Cengage Learning ISBN10: 0538733500 ISBN13: 9780538738415 (available from http://books.google.com)
COURSE REQUIREMENTS
There will be 3 inclass examinations graded on a 100 point scale, and a comprehensive final exam worth 100 points. Roughly 75% to 90% of the points on the examinations are accounted for by problems requiring the student to work toward a solution, with the remainder accounted for by true and false or multiple choice questions. Examinations will be based entirely on topics covered in lectures. Inclass examinations are noncumulative; they cover only the material since the previous exam. Students must take all exams to pass the course. Make up exams will be given only in the case of documented emergencies or illness.
Problems: There will be 5 problem sets worth a total of 200 points. Problem sets include material from the book as well as handout problems. Problem sets must be received in class no later than the dates indicated. No credit will be given for assignments turned in late.
SOC 386L • Soc Stat: Dyn Mod/Long Data An
45700 • Spring 2012
Meets MW 1230pm200pm PAR 203
This is a course in statistical methods for longitudinal data analysis. We will cover two main content areas: multiple regression models for data collected on the same subjects over time (repeated measures/panel data), and methods for modeling event occurrences over time.
Multilevel/Hierarchical Models for Change
The first half of the course introduces multilevel models for change (i.e., growth curve models), which are appropriate for the analysis of change in a continuous dependent variable over time. Given this general exposure to the topic, students should be able to apply multilevel modeling techniques to any substantive research problem. We will review latent linear growth curve models from the perspective of structural equation modeling (SEM). Growth curve models for categorical outcomes (counts), as well as nonlinear growth curve models, will also be discussed.
Event History Analysis
The second half of this course deals with event history analysis (i.e., survival analysis, hazard models, etc.), which is a technique for modeling the probability of a transition from one status (or state) to another. We will focus on discrete time and continuous time models that make few assumptions regarding time dependence of the hazard (i.e., semiparametric methods, such as the piecewise constant exponential and the Cox proportional hazard model). We will focus mainly on single transition models.
Students should have taken a previous course in linear regression.
We will use a combination of textbook and handouts posted to Bb.
Textbook
J. D. Singer, and J. B. Willett (2003) Applied Longitudinal Data Analysis: Modeling Change and Event Occurrence. New York: Oxford University Press.
Evaluation
This is an applied course. We will learn by applying the techniques learned in class to specific pedagogical examples in approximately 5 assignments. No previous programming experience is required. We will use several statistical packages in this course depending on the problem: Stata, SAS, and R. Examples will be provided in each package.
SOC 384L • Socl Stat: Basic Conc And Meth
45515 • Fall 2011
Meets MW 400pm530pm PAR 1
Professor: Dr. Dan Powers
This course covers basic statistical methods and concepts in the social sciences. It is intended to give graduate students a foundation in quantitative sociological methods in preparation for more advanced quantitative methods courses in sociology and other fields. Topics include: frequency and probability distributions, probability theory, random variables, sampling distributions, estimation, and inference. The first half of the course deals primarily with methods for descriptive statistics and the theoretical foundations of inference. The second half of the course focuses on statistical techniques and various applications including the use of ttests for comparing means and proportions, Analysis of Variance (ANOVA) for understanding the relationship between categorical factors and a continuous dependent variable, contingency tables and measures of association for categorical and ordinal data, and simple and multiple regression techniques for the analysis of the relationship between continuous independent variables on a continuous dependent variable.
Prerequisite
A previous statistics course is required.
Required Texts
Agresti, Alan and Barbara Finlay (2009) Statistical Methods for the Social Sciences, 4th Edition, Pearson ISBN10: 0130272957 ISBN13: 9780130272959.
Lawrence C. Hamilton (2009) Statistics with STATA, Cengage ISBN10: 0495557862 ISBN13: 9780495557869
Reserve Readings
William Hays (19631994), William Hays (1st5th Editions) (on reserve at PCL).
Course Requirements and Grading
Exams: There will be two inclass exams and a takehome final exam. Each inclass exam covers only the material since the previous exam. The final exam is a comprehensive exam, covering material drawn mainly from the second half of the course and focusing on statistical applications.
Assignments: Students will be required to learn how to manipulate statistical formulas and to work with Stata. Homework will be assigned on a biweekly basis. Assignments, exams, and the final are weighted as follows: Homework assignments 15%, First Exam 25%, Midterm Exam 25% and Final Exam 35%.
SOC 385K • Socl Stat: Dis Multivar Models
45520 • Fall 2011
Meets MW 200pm330pm PAR 208
Course Description
This course deals with regression models for discrete and categorical dependent variables. Regressionlike models for discrete and categorical outcomes are widely used in applied research. Students in this course should have some prior exposure to linear regression models. This class serves a wide range of students; the material presented here aims to be useful for students at all levels. In keeping with the applied nature of this course, we will provide examples drawn mainly from sociological and demographic research.
Course Requirements
Grades are based on scores from approximately 5 assignments or problem sets (50%) and a 1520 page (double spaced) methodologicallyfocused research paper (50%). Students who are enrolled in the MS in Mathematical Statistics program must complete the extra credit problems in the assignments. Paper proposals must be submitted for approval no later than Nov. 15. In lieu of a substantive paper, students may undertake an indepth exploration of any methodological issues pertaining to the analysis of categorical data (i.e., a methods or applied statistics paper).
Topics
Topics covered in this course will include:
 an overview of the classical linear regression model
 models for binary data
 models for count data and contingency tables
 models for ordered and unordered categorical data
Extensions to the models above will also be examined, such as hierarchical/multilevel models for categorical responses, as well as treatmenteffect and selection models.
Recommended Texts
Powers, Daniel A., and Yu Xie (2008) Statistical Methods for Categorical Data Analysis, 2nd Edition, London: Emerald.
Long, J. Scott, and Jeremy Freese (2001/2005) Regression Models for Categorical Dependent Variables Using Stata, College Station: Stata Press.
SOC S317L • Intro To Social Statistics
88685 • Summer 2011
Meets MTWTHF 100pm230pm GEA 127
Description:
This is an introductory course in statistics for undergraduate majors in sociology. The basics of descriptive and inferential statistics and general quantitative reasoning will be covered. Descriptive statistics involves organizing and summarizing important characteristics of the data. Statistical inference involves making informed guesses about the unknown characteristics of some population based on the known characteristics of a sample. Students are expected to have the ability to carry out elementary mathematical operations.
Required Text:
R. Johnson and P. Kuby, Just the Essentials: of Elementary Statistics, 10th Edition (2007)
Grading Policy:
Exams: There will be 3 inclass examinations graded on a 100 point scale, and a comprehensive final exam worth 100 points. Roughly 75% to 90% of the points on the examinations are accounted for by problems requiring the student to work toward a solution, with the remainder accounted for by true and false or multiple choice questions. Examinations will be based entirely on topics covered in lectures. Inclass examinations are noncumulative; they cover only the material since the previous exam. Students must take all exams to pass the course. Make up exams will be given only in the case of documented emergencies or illness.
Problems: There will be 5 problem sets worth a total of 200 points. Problem sets include material from the book as well as handout problems. Problem sets must be received in class no later than the dates indicated. No credit will be given for assignments turned in late.
SOC 385L • Socl Stat: Lin Mod/Strc Eq Sys
46250 • Spring 2011
Meets MW 300pm430pm BUR 136
Cross listed with SSC 385
PREREQUISITES: SOC384L or the equivalent (i.e., a prior graduate statistics course.)
OBJECTIVES: This course is oriented towards second semester graduate students in sociology. It provides an introduction to the use of multiple regression and related models. We will seek a balance between theory and practice. We will consider the basic statistical concepts necessary to apply these models, but we will not emphasize mathematical derivations and statistical theory per se. After completing this course, students should have enough knowledge to understand the main ideas and issues involved in most quantitative research articles in the major sociological journals. They should also be much better prepared to complete a major quantitative research project of their own or enroll in more advanced statistics courses.
COMPUTER: Several homework assignments will require the use of a computer and statistical software. Students may use any computer and statistical software to solve the homework problems but instruction will be provided in Stata.
TEXTBOOK: Applied Regression Analysis and Generalized Linear Models by John Fox
REQUIREMENTS AND GRADING: Homework will be due approximately every 2 weeks. There will be 7 homework assignments during the semester, but the lowest score will be automatically dropped (only the best 6 scores will be counted). There will also be a midterm exam and a final exam. In determining course grades, homework will count 120 points; the midterm exam will count 100 points; and the final exam will count 180 points. Course grades will be assigned as follows (out of a total of 400 points for the course): A 400380; A 379360; B+ 359340; B 339320; B 319300; C+ 299280; C 279260; C 259240; D 239220; F 2190. I will give up to 5 bonus (i.e., additional or extra) points at the end of the semester for students with consistent and positive class participation. The final exam will be held during the regularly scheduled final examination time as determined for this class by the University. The exams are openbook but closedcomputer.
TOPICS: introduction, simple regression, least squares estimation, mathematical assumptions of regression model, statistical inference, properties of estimators, MLE, multiple regression, dummy variables, interactions, analysis of covariance, analysis of variance, regression diagnostics, multicollinearity, heteroscedasticity, autocorrelation, generalized least squares, transformations, nonlinearities, generalized linear models.
SOC 386L • Soc Stat: Dyn Mod/Long Data An
46255 • Spring 2011
Meets MW 1230pm200pm PAR 203
Cross listed with SSC 385
This is a course in statistical methods for longitudinal data analysis. We will cover two main content areas: multiple regression models for data collected on the same subjects over time (repeated measures/panel data), and methods for modeling event occurrences over time.
Multilevel/Hierarchical Models for Change
The first half of the course introduces multilevel models for change (i.e., growth curve models), which are appropriate for the analysis of change in a continuous dependent variable over time. Given this general exposure to the topic, students should be able to apply multilevel modeling techniques to any substantive research problem. We will review latent linear growth curve models from the perspective of structural equation modeling (SEM). Growth curve models for categorical outcomes (counts), as well as nonlinear growth curve models, will also be discussed.
Event History Analysis
The second half of this course deals with event history analysis (i.e., survival analysis, hazard models, etc.), which is a technique for modeling the probability of a transition from one status (or state) to another. We will focus on discrete time and continuous time models that make few assumptions regarding time dependence of the hazard (i.e., semiparametric methods, such as the piecewise constant exponential and the Cox proportional hazard model). We will focus mainly on single transition models.
Students should have taken a previous course in linear regression.
We will use a combination of textbook and handouts posted to Bb.
Textbook
J. D. Singer, and J. B. Willett (2003) Applied Longitudinal Data Analysis: Modeling Change and Event Occurrence. New York: Oxford University Press.
Evaluation
This is an applied course. We will learn by applying the techniques learned in class to specific pedagogical examples in approximately 5 assignments. No previous programming experience is required. We will use several statistical packages in this course depending on the problem: Stata, SAS, and R. Examples will be provided in each package.
SOC 329 • Social Stratification
45560 • Fall 2010
Meets MWF 1200pm100pm BUR 216
Course Description
This course provides an overview of the major sociological approaches to the study of social stratification and inequality. We begin with an examination of the concepts of social stratification social inequality, with an emphasis on the major dimensions of stratification in the U.S. Next we examine the major theoretical traditions that form the basis for contemporary class analysis. We then focus on the distribution of income and wealth in the U.S. over the past 60 years and look at recent changes in this distribution and various explanations for change. We discuss the major class divisions in the U.S. and examine effects of transformation of the U.S. economy on particular classes. Next we examine forms and processes of stratification, with a focus on patterns of social mobility and differences in these processes and outcomes by race/ethnicity and gender, and over time. The ability to process a significant amount of quantitative information is desirable. A previous course in statistics is highly recommended but not required.
Course Objectives
Social inequality has increased over the past half century to levels unseen since the gilded age of the 1920s when inequality in the U.S. reached a peak. This class aims to inform students about the nature of social inequality and the social class hierarchies that exist in the contemporary U.S., with an emphasis on the contributions of sociologists to the theoretical understanding and major explanations of social inequality. Students will gain a theoretically and empirically grounded sense of the major dimensions of social inequality and stratification in the U.S. and the processes that have shaped trends in social inequality over the past 60 years. Lectures will provide opportunities for discussions centered on specific questions, scenarios, and current newsworthy items relating to social inequality and social stratification in the U.S. Students should gain a perspective about the relevance of social stratification in a period of increasingly unequal rewards and high levels of socioeconomic uncertainty.
Required Texts
Marger, Martin N. (2010) Social Stratification: Patterns and Processes (5th Edition). Boston, MA.: McGraw Hill.
Gilbert, Dennis (2010) The American Class Structure: In an Age of Growing Inequality (8th Edition). Los Angeles, CA: Pine Forge Press.
Supplemental Readings
Additional reading materials and links to currentevent topics in inequality will be posted to Blackboard.
SOC 385K • Socl Stat: Dis Multivar Models
45690 • Fall 2010
Meets MW 200pm330pm BUR 220
Meets with SSC 385
Course Description
This course deals with regression models for discrete and categorical dependent variables. Regressionlike models for discrete and categorical outcomes are widely used in applied research. Students in this course should have some prior exposure to linear regression models. This class serves a wide range of students; the material presented here aims to be useful for students at all levels. Most of the material in the exercises and handouts is based on applied, as opposed to theoretical (i.e., mathematical statistical) problems. In keeping with the applied nature of this course, we will provide examples drawn mainly from sociological and demographic research.
Course Requirements
Grades are based on scores from approximately 5 assignments or problem sets (50%) and a 1520 page (double spaced) methodologicallyfocused research paper (50%). Students who are enrolled in the MS in Mathematical Statistics program must complete the extra credit problems in the assignments. Paper proposals must be submitted for approval no later than Nov. 15. In lieu of a substantive paper, students may undertake an indepth exploration of any methodological issues pertaining to the analysis of categorical data (i.e., a methods or applied statistics paper).
Topics
Topics covered in this course will include:
• an overview of the classical linear regression model
• models for binary data
• models for count data and contingency tables
• models for ordered and unordered categorical data
Extensions to the models above will also be examined, such as hierarchical/multilevel models for categorical responses, as well as treatmenteffect and selection models.
Recommended Texts
Powers, Daniel A., and Yu Xie (2008) Statistical Methods for Categorical Data Analysis, 2nd Edition, London: Emerald.
Long, J. Scott, and Jeremy Freese (2001/2005) Regression Models for Categorical
SOC 386L • Soc Stat: Dyn Mod/Long Data An
46530 • Spring 2010
Meets MW 330pm500pm ETC 2.132
(also listed as SSC 385)
Please see attached file
SOC 329 • Social Stratification
46560 • Fall 2009
Meets MWF 10001100 BUR 216
Instructor: Dan Powers (email: dpowers@mail.la.utexas.edu)
Oce Hours: BUR 502 MWF 2:30{3:30PM, and by appointment (2326335)
Course Description
This course overviews the major sociological approaches to the study of social stratication and
inequality. We begin with an examination of the concepts of social stratication social inequality,
with an emphasis on the major dimensions of stratication in the U.S. Next we examine the major
theoretical traditions that form the basis for contemporary class analysis. We then focus on the
distribution of income and wealth in the U.S. over the past 60 years and look at recent changes in
this distribution along with various explanations for change. We discuss the major class divisions
in the U.S. and examine some of the major eects of the transformation of the U.S. economy on
particular classes. We will examine forms and processes of stratication, with a focus on patterns
of social mobility and dierences in processes and outcomes by race and gender and over time.
Students should be prepared to process a considerable amount of quantitative information in the
form of tables and graphs. A previous course in statistics is highly recommended but not required.
Required Texts
Marger, Martin N. (2008) Social Stratication: Patterns and Processes (4th Edition). Boston,
MA: McGraw Hill.
Gilbert, Dennis (2008) The American Class Structure: In an Age of Growing Inequality (7th
Edition). Los Angeles, CA: Pine Forge Press.
Grusky, David B., and Szonja Szelenyi (2006) Inequality. Boulder: Westview Press.
Course Requirements and Policies
Lectures: Class meets three time per week. Students are expected to attend lectures and
participate in class. Between 75% and 85% of the exam material will be drawn directly from the
lectures. The instructor will post slides of the lecture material to Bb on a weekly basis after the
material has been presented in class.
Readings: Social stratication is a core area of sociology with a long tradition of scholarship
resulting in a considerable amount of published work. Readings for this course will average 50
pages or more per week. Students are expected to keep up to date on the readings and should be
prepared to participate in class discussions on current topics covered in the readings.
Examinations and Comments: There will be 4 inclass examinations worth 100 points each.
All exams will consist of roughly 35 multiple choice questions and 10 true false questions. Make
up exams will be given only in the case of documented emergencies. In addition to the exams,
students will be asked to participate by writing several short essays (250{500 words). These
essays are designed to assess understanding of the current topics covered in the readings and will
be graded on a 0{5 point scale. A good essay (i.e., in the 3{5 point range) would consist of
carefully crafted responses to specic questions or topics. Essays will be weighted to account for
SOC329{Social Stratication and Inequality 2
approximately one fth (20%) of the course grade, or 100 out of the 500 points possible. Cases of
scholastic dishonesty will be dealt with according to standard UT protocol.
Grading: Grades will be determined as follows:
Approximate Percentage Total Points Letter Grade
90% 450 A
80{89% 400{449 B
65{79% 325{399 C
50{64% 250{324 D
<50% < 250 F
Syllabus
A tentative schedule of the topics is provided below. The numbers in parentheses indicate
chapters. Corresponding page numbers are also provided.
Overview of Major Concepts
Week 1 Introduction to Social Stratication and Inequality
Reading Marger (1) Grusky & Szelenyi (1{2)
Pages 1{25 1{20
Weeks 2{3 Major Theories of Inequality
Reading Marger (2) Gilbert (1{2, 11) Grusky & Szelenyi (3{6)
Pages 26{52 1{37, 228{240 21{70
Weeks 4{5 Wealth, Income, and Forms and Patterns of Inequality in Contemporary U.S.
Reading Marger (3) Gilbert (3{4)
Pages 53{78 39{92
Exam 1 Sept. 25th
Social Classes in the U.S.
Week 6 The Upper Classes
Readings Marger (4, 13) Gilbert (8) Grusky & Szelenyi (7)
Pages 79{105, 355{388 148{178 71{86
Week 7 The Middle and Working Classes
Readings Marger (5) Gilbert (5, 9)
Pages 106{140 93{121, 179{202
Week 8 Poverty, the Poor and Public Policy
Reading Marger (6, 9) Gilbert (10) Grusky & Szelenyi (8{9)
Pages 141{174, 240{267 203{227 87{118
Exam 2 Oct. 16th
SOC329{Social Stratication and Inequality 3
Forms and Processes of Stratication
Weeks 9{10 Social Mobility and Processes of Stratication
Readings Marger (7) Gilbert (6{7) Grusky & Szelenyi (15{17)
Pages 175{209 122{147 207{256
Week 11 Ideology, Legitimation, and Socialization
Reading Marger (8) Gilbert (5, 9) Grusky & Szelenyi (18)
Pages 210{239 93{121, 179{202 257{272
Exam 3 Nov. 6th
Race/Ethnic and Gender Stratication
Week 12{13 Race
Reading Marger (10{11) Grusky & Szelenyi (10{12)
Pages 268{322 119{178
Week 14{15 Gender
Reading Marger (12) Grusky & Szelenyi (13{14)
Pages 323{354 179{206
Exam 4 Dec. 4th
Publications
Powers, Daniel A. (2012). “Paradox Revisited: A Further Investigation of Racial/Ethnic Differences in Infant Mortality by Maternal Age.” Demography, doi:10.1007/s1352401201526.
Powers, Daniel A. (2012) “Multilevel Models for Binary Data.” New Directions for Institutional Research, Pp. 5775. Special Issue, Joe Lott and Jim Antony (Eds.), Multilevel Models: Techniques and Applications in Institutional Research.
Masters, Ryan K. Robert A. Hummer and Daniel A. Powers (2012). “Educational Differences in U.S. Adult Mortality: A Cohort Perspective.” American Sociological Review, 77: 548  572.
Masters, Ryan K, Daniel A. Powers and Bruce Link (2012). “Obesity and Mortality Risk over the Life Course.” American Journal of Epidemiology (forthcoming).
Liu, Hui and Daniel A. Powers. (2012). “Bayesian Inference for ZeroInflated Poisson Regression Models,” Journal of Statistics: Advances in Theory and Applications (forthcoming).
Powers, Daniel A., Hirotoshi Yoshioka, and MyeongSu Yun. (2011). “mvdcmp: Multivariate Decomposition for Nonlinear Response Models.” The Stata Journal,11: 556576.
Powers, Daniel A. (2010). “Assessing Group Differences in Estimated Baseline Survivor Functions from Cox Proportional Hazards Models,” Sociological Methods and Research, 39: 157187.
Powers, Daniel A. and MyeongSu Yun (2009). “Multivariate Decomposition for Hazard Rate Models.” Sociological Methodology, 39: 233263.
Powers, Daniel A. and Seungeun Song (2009). “Absolute Change in Cause Specific Infant Mortality in the U.S.: 19832002,” Population Research and Policy Review, 28: 817851.
Powers, Daniel A. and Yu Xie (2008) Statistical Methods for Categorical Data Analysis, 2nd Edition. London: Emerald URL: https://webspace.utexas.edu/dpowers/www/
Curriculum Vitae
Profile Pages
External Links
 Faculty & Research
 Work Groups
 Graduate Program
 Undergraduate Program
 Courses in Sociology
 News
 Events & Seminars
 Alumni & Giving
 About & Resources
 Population Research Center
 College of Liberal Arts Centralized Business Services (CBS)
 Campus Climate Response Team
Department of Sociology
The University of Texas at Austin
305 E 23rd St, A1700
CLA 3.306
Austin, TX 787121086
5122326300

Students
 Prospective
 Undergraduate
 Graduate
The College of Liberal Arts
The University of Texas at Austin
116 Inner Campus Dr Stop G6000
Austin, TX 78712
General Inquiries:
5124714141
Student Inquiries:
5124714271

Departments

Centers

Institutes

Programs

Initiatives

Administration
 Office of the Dean
 Academic Affairs
 Research & Graduate Studies
 Student Affairs
 Business Affairs
 Human Resources
 Alumni & Giving
 Public Affairs
 LAITS: IT & Facilities
 The University of Texas at Austin
116 Inner Campus Dr Stop G6000
Austin, TX 78712  General Inquiries:
5124714141
Student Inquiries:
5124714271
Web Privacy Policy
Web Accessibility Policy
© Copyright TEXT