SO 210 Social Institutions
S1EE 2009 MO
Patterson, Howard A.
Sr. Adjunct Instructor
MSW-Master of Social Work/GA. Licensed Clinical Social WorkerMS-PsychologyMS-Sociology
Prior to and immediately after class
Jan 5---Mar 1, 2009
7:50 - 10:30 PM
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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1) Course activities and assigned coursework should focus on students learning to use their minds well.
2) Course goals and curricular decisions should be directed toward student mastery of the tenets of the area of study where the emphasis is on student mastery of a few core ideas as opposed to the presentation of numerous disconnected facts.
3) Course goals and objectives apply to all students and classroom practice is geared toward meeting the needs of all students.
4) Teaching and learning should be personalized to the maximum feasible extent.
5) The governing metaphor of the course should be ‘student as producer of knowledge’ as opposed to the more prevalent metaphor of ‘professor as deliverer of instructional services.’ The aim is to provoke students to learn how to learn.
6) The tone of any course should stress unanxious expectation, trust until abused, decency, fairness, generosity, and tolerance.
Within this set of principles there are two inextricably linked conceptions, the first is that of learning, and the second is that of teaching. Learning does not occur in isolation, it is not passive, nor is it the same for each student. What can be said is that learning is an active social process involving both interaction and interpretation. Just as students learn from their course professor, they also learn from each other and from interaction with materials which exist outside the limited set of “required” readings. Additionally, students navigate this learning process by becoming sophisticated problem solvers, using multiple intelligences, and by drawing upon their experiences and existing stocks of knowledge. The courses I develop use a wide range of instructional techniques such as class discussion, small group and oral presentations and written assignments in the attempt to draw more students into participation and active engagement with the material, ideas, concepts, and people associated with the course. Doing so, I believe, also helps the students manage and take ownership of the learning process.
Final Exam 200 points (20%)
Exam involving 40 multiple-choice/true-false questions (4 points each) and 2 short-answer essays (20 points each).
Late Submission of Course Materials: Late assignments will be accepted by the course instructor. However, ALL work that is submitted and/or received past the established deadline will be assessed a penalty of 50% of the value of the assignment. This policy does not extend to weekly discussion topics. Students who do not participate in the weekly discussions in a timely manner are encouraged to participate in past discussions as possible, but no points will be awarded for said late participation.
Classroom Rules of Conduct:
Nee, “Sources of the New Institutionalism” (.pdf file in Course Documents)
Henning, “Institution” (.pdf file in Course Documents)
Ingram, “Institutionalism” (.pdf file in Course Documents)
Carter & Clegg, “New Institutional Theory” (.pdf file in Course Documents)
Social Theory and Institution(s)
Institution in My Life
Ask the Instructor/Poll the Class
Due Date (if applicable)
6 – Generation Broke: Growth of Debt among Young Americans
7 – Retirement’s Unraveling Safety Net
10 – Doing Poorly
27 – Importing the Third World
Social Change and Institutional Change
Institutional Change and Lived Experience
21 – Families on the Fault Line
22 – More than Welcome: Families Come First in Sweden
37 – Reading, Writing, and…Buying?
Photiadis & Schnabel, “Religion: A Persistent Institution in Changing Appalachia” (.pdf file in Course Documents) Appalachia” (.pdf file in Course Documents)
The Family in International Perspective
Family, Education, and Religion and 'Functional Imperatives'
Institution in My Community
“Institution in My Community” Essay
2 – Tax Cheats and their Enablers
3 – The Cost of Money
5 – Nickel and Dimed
Silverblatt, “Media as Social Institution” (.pdf file in Course Documents) Appalachia” (.pdf file in Course Documents)
Work and Economy
Politics, Policy, and Institutional Forms
40 – Wild Pitch: “Three Strikes, You’re Out” and Other Bad Calls on Crime
42 – Unjust Rewards
Perry, “Organizations as Coercive Institutions” (.pdf file in Course Documents)
Soeters, “Organizations as Total Institutions” (.pdf file in Course Documents)
Dornbusch, “The Military Academy as Assimilating Institution” (.pdf file in Course Documents)
Laws and the Justice System
The Miltary and the Total Institution
Institution in the News
“Institution in the News” Essay
Merton, “Social and Cultural Contexts of Science” (.pdf file in Course Documents)
Rees, “Science Across Cultures” (.pdf file in Course Documents)
Zola, “Medicine as an Institution of Social Control” (.pdf file in Course Documents)
32 – Universal Health Care…
33 – The Shame of Our Nursing Homes
Science as Institution?
Medicine and Health Care
Institutional Arrangements and Social Control
43 – Five Wars We’re Losing
44 – Oil, Geography, and War
45 – Blowback
46 – A Global Strategy Against Terrorism
Culture and the Structure and Function of Institutions
Cross-Cultural Perspective on Social Institutions
Core Assessment: Data Analysis Assignment
9 – Top Heavy
14 – Schools and Prisons: Fifty Years after Brown v. Board of Education
17 – The Conundrum of the Glass Ceiling
18 – Selling Women Short
Social Inequality as Social Institution
Race, Class and Gender Inequality in the U.S.
Proctored Final Exam
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2008-2009 Undergraduate Catalog Page 87
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2008-2009 Undergraduate Catalog Page 89-90
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:12/4/2008 5:07:50 PM