Fall 2008
COURSE MATERIALS
McInttyre, Lisa J. 2007. The Practical Skeptic: Readings
in Sociology. 4th ed. Boston,
MA: McGraw Hill.
Schwalbe, Michael. 2007. The Sociologically Examined
Life: Pieces of the
Conversation. 4th ed. Boston,
MA: McGraw Hill.
COURSE COMPONENTS
Learning styles refer to the ways you prefer to approach and digest new information. Each of us learns in our own unique ways, though we share some learning patterns, preferences, and approaches. As a student, being aware of your learning style will help promote study habits and classroom habits that emphasize your learning strengths while accommodating for any weaknesses. As an educator, the challenge is to teach to every learning style in the classroom. In attempts to accommodate ALL learning styles a variety of techniques will be employed throughout the semester. Class time will utilize engaged lecture; content related activities; entire class and small group discussions; learning and progress assessments; and multi media presentations.
* A note on lectures: The course lectures are meant to clarify, expand on, and evaluate information from the texts but it no way serve as a substitute for learning from the course materials. Material covered in class will parallel, but not parrot the text. Students should be actively participating in course lecture through meticulous note taking and oral contribution in the form of carefully constructed questions and comments.
* A note on assessment: I feel it is important that students are able to give anonymous feedback at various points during the semester. This information help me discover any confusion you may be having with the material, illustrate gaps in knowledge, and allow for suggestions to improve the learning environment. Classroom assessments are meant to be a tool to improve classroom interaction and will not be evaluated and graded. Some classroom assessments will ask you to discuss a specific topic or idea, at other times I might hand you a black note card and tell you to anonymously write down any comment on any subject. Feedback should not be limited to these exercises; they are simply intended to draw out information that students may be reluctant to state explicitly.
*A note on extra credit: Students will be allowed to attend campus events that relate to the course for extra credit. Although I may mention numerous events throughout the semester that qualify as extra credit opportunities, students may not exceed ten points in this area.
Each student is responsible for setting up a strategic learning plan which includes the student’s selection of assignments to complete for evaluation. Certain assignments are mandatory: the introduction, course learning plan, four italicized articles, conclusion, and evaluation. These assignments are worth a total of eighty points. Students are required to select assignments for the strategic learning plan whose combined points allotted total a minimum of four hundred points (including the points from the mandatory assignments).
ASSIGNMENT SCHEDULE
Week One
Introduction (10 points)
Strategic Learning Plan (10 points)
Completed in class
Week Four
Paper – Key Sociologists (100 points)
Article Questions - Part One and Two (up to 50 points)
The Promise (10 points)
Summary - TSEL Chapters One to Three (60 points)
Due by Midnight Friday Central Standard Time
Week Eight
Exam (100 points)
Labs – Individual (worth ten points each - up to 60 points)
Article Questions - Part Three and Four (worth ten points
each - up to 50 points)
Body Ritual Among the Nacirema (10 points)
Summary - TSEL Chapters Four to Six (60 points)
Due by Midnight Friday Central Standard Time
Week Twelve
Paper – Topic (100 points)
Article Questions - Part Five and Six (worth ten points
each - up to 50 points)
The Saints and the Roughnecks (10 points)
Summary - TSEL Chapters Seven to Nine (60 points)
Due by Midnight Friday Central Standard Time
Week Fifteen
Exam (100 points)
Labs – Group (worth 20 points each - up to 120 points)
Article Questions - Part Seven (worth ten points each - up
to 40 points)
The Land of Opportunity (10 points)
Summary - TSEL Chapters Ten to Twelve (60 points)
Due by Midnight Friday Central Standard Time
Week Sixteen
Conclusion (10 points)
Course
Evaluation (10 points)
Completed in Class
GRADING SCALE
A 90-100%
B 80-89%
C 70-79%
D 60-69%
F 59% and below
COURSE ITINERARY
Week One: Course Introduction
Week Two: Introduction to Sociology
Week Three: Sociology in Historical Perspective
Week Four & Five: Culture
Week Six & Seven: Socialization
Week Eight: Social Interaction & Social Structure
Week Nine: Deviance
Week Ten & Eleven: Stratification
Week Twelve & Thirteen: Inequality
Week Fourteen: Sociological Research
Week Fifteen: Globalization
Week Sixteen: Course Wrap-up
LEARNING PROJECTS - LABS
Many students enjoy learning sociology course by “doing sociology”. You will have the option to do this individually or in groups. Groups are the foundation of sociological study, and a key aspect of this course. If you would like to be involved in a group project, but do not feel comfortable asking other students in the class, I would be more than happy to assist. The group activities are meant to allow you to tackle bigger projects by dividing the work and consolidating findings.
Laboratory work is common in most sciences. What distinguished a sociology laboratory from say, a chemistry laboratory, is that for a sociologist a classroom, mall, church, school, restaurant, almost anywhere that people gather, can serve as a laboratory. Learning projects can aid in the developing critical thinking, teamwork, communication skills, independence, and long-term information retention. These exercises and activities are designed to bring sociology to life, allow students to make connections between sociological concepts and theories and life experience, and encourage students to wrestle with complex ethical issues.
STUDENT RESPONSIBILITY
Academic Integrity: Taking the ideas or expressions of another person and presenting them as you own without appropriate acknowledgment of the author constitutes plagiarism. Plagiarism deliberate, or not, is a form of theft and will result in failure. The majority of plagiarism I have seen has been unintentional. If you use someone else’s words or ideas, which I encourage you to do, be certain to use proper citation. The best advice I can offer is when in doubt, ask.
Be Here! Attendance is essential to increase your knowledge and lend depth to your understanding of the reading. Secondhand information is never as precise and coherent as firsthand information. Common courtesy dictates that you notify me in advance when possible if you will not be in class.
Let’s Chat: While I encourage classroom discussion, please do not converse during the lecture or when another student is addressing the class. When we debate controversial issues, please respect other student’s thoughts, ideas, and opinions. I have strong beliefs in the value of attempting to understand all opinions, and in the freedom to express one’s opinions.
Electronic Etiquette: Electronic devices should be put away and turned off for the duration of the class.
Assignment Submission: All course work will be submitted into Blackboard Learning System. When assignments are submitted an exclamation point will appear in the gradebook, which will be replaced with the grade at a later time. It is the students responsibility to go to the gradebook, every time s/he submits an assignment to ensure that the assignment was received.
Course Withdrawal: Students wishing to withdraw from the course must come see me in person prior to the conclusion of my office hours on the last day for student withdrawal.
DB Rule: Assignments will not be accepted late.
HOW TO EXCEL
Attend Class: Students who produce “A” work usually have a strong commitment to class and nearly perfect attendance.
Be Prepared: Students who produce “A” work are usually prepared for each class period. They are the students who pay such close attention to detail that they occasionally catch a mistake in course materials.
Go Beyond: Students who produce “A” work often go beyond what is required for the course, taking the initiative to look things up things they do not know, or seek out more information in areas of interest. I assume that all of you have come here ready to work hard and be challenged.
Participation: Students who produce “A” work usually contribute in class. They also tend to realize that participation requires a balance between listening and talking. These students ask interesting questions and make thoughtful comments, but do not monopolize the conversation. Remember, each student bring unique experiences and perspectives to the class.
Integrate: Students who produce “A” work are able to connect past learning with present learning, and apply material from one area to another. This includes the integration of material within a subject and the integration of material from various academic divisions and disciplines.
Work Ethic: Students who produce “A” work usually have an excellent work ethic. These students have a positive attitude toward course work, they are self-directed, and they take responsibility for their education. The students claim – as opposed to receive – knowledge. They are both acquirers of and producers of knowledge.
Critical Thinking: Students who produce “A” work are critical thinkers. Make no mistake critical thinking is an art that is cultivated through practice. This course is specifically designed to cultivate this ability.
Read it Again: Students who produce “A” work realize that quality work includes both what you say and how you say it. Poor writing style, incorrect grammar, and misspelled words often obscure good ideas and correct answers.
HELP!
I can only assist you where you bring your concerns to my attention. Please do not wait until you are overwhelmed to ask for my help. There are also many resources at the college for students who are struggling, which I would be more than happy to direct you to. This institution does not discriminate against students with disabilities. If you need special accommodations due to a disability please contact Tina Hardy (224-0284) or Jim Prendergast (224-0350).
* A final note: All course requirements are subject to change. Changes will be announced in class, and it is a student's responsibility to obtain any information regarding changes if s/he misses class.
The fascination of sociology lies in the fact that its perspectives make us see in a new light the very world in which we have lived all our lives.
-Peter Berger
ReaCH FaR
Responsibility, Caring, Honesty, Fairness, Respect