My full CV is available as a PDF. Here is an overview of my academic profile:

Research

Political parties bring organization and structure to contemporary politics. In turn, social ties between political elites and their publics structure political parties. My research addresses broader themes of social change, stratification, and representation by tracing those relationships. Combining computational methods with interviews, archival research, and survey analysis, I study the social processes that shape policy outcomes.

Output

Book chapters

Martin, John Levi and Nick Judd. 2020. “Tasks of the Political Sociology of the Next Ten Years.” In The New Handbook of Political Sociology, edited by Thomas Janoski, Cedric de Leon, Joya Misra and Isaac Martin. New York: Cambridge University Press.

Reports

Messing, Solomon, Patrick VanKessel, Adam Hughes, Nick Judd, Rachel Blum and Brian Broderick. February 2017. “Partisan Conflict and Congressional Outreach.” Pew Research Center.

Manuscripts

Submitted:

In preparation:

Working papers:

Number of conference papers presented, by project

The social structure of political parties
Representation as a process

Teaching

Each of my courses is an investigation. The course begins with a motivating question. In the case of an introductory course like Social Science Inquiry, it might be: What does “good” social research look like? For a content course, like Political Culture: Power, People, and the Press, it is: Is democracy possible in the Internet age?

By framing each course as an investigation, I enlist students as investigators. The course is an effort to make sense of a complex and changing world, and, crucially, I do not have all of the answers. Each term unfolds in a narrative arc, a story that progresses as the students learn how other scholars approach these questions, begin to gather and analyze their own evidence, organize their thoughts, and report their findings. The students are the protagonists in this story. Each meeting is an opportunity for them to accomplish a task, solve a puzzle, or reach a difficult decision. As with any good story, exposition is kept to a minimum. Time is best spent focused on the protagonists, who overcome obstacles by combining their unique perspectives, varied backgrounds, and diverse lived experiences. By the conclusion of each term, students should see themselves as scholars with a new understanding of our subject and, in their classmates, a community of peers who share their academic interest. In keeping with this organization of the course, I connect students with on-campus resources throughout the course of each term.

Courses taught

Social Science Inquiry

This is a three-quarter introductory sequence in social science. It is part of the University of Chicago College Core. Over the course of a full year, students with no prior exposure to social science learn how to read social science research, analyze data in R, and conduct their own research projects. The sequence includes instruction in applied statistics up to a level of multiple regression.

Political Culture: Power, People, and the Press

Is democracy possible in the Internet age? This is a course about the experience of politics in contemporary life. It provides a first exposure to topics in political culture and political communication, including the effects of media and social influence on public opinion, the modern “news cycle,” and media coverage of political campaigns.

Mathematics for Social Science

This is a classic “math camp” for incoming Ph.D. and master's students in the social sciences. The course covers mathematical concepts and skills fundamental to quantitative methods across the social sciences. Topics include set theory, linear algebra, differential and integral calculus, and elementary probability theory. The classic "math camp" format is to offer the course pass/fail, delivering one lecture per day over ten days before the start of the academic year. However, it can also be taught as an introductory single-term course.