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SO 302 The Study of the Family
Bevars, Barry J.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

SO 302 The Study of the Family

Semester

UIT 2006 DLD

Faculty

Bevars, Barry J.

Title

Senior Instructor/Adjunct Faculty

Degrees/Certificates

MS - Human Relations/Counseling
BS - Psychology

Office Location

Malmstrom AFB, Education Center, Great Falls, Montana

Office Hours

I can be reached by phone ( 5-7 PM Monday through Thursday)

Daytime Phone

406-761-6406

Other Phone

Same as Daytime

E-Mail

Barry.Bevars@park.edu

bknbear@bresnan.net

Semester Dates

5 June - 30 July 2006

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
Family in Transition 13th edition, Arlene S. Skolnick, Jerome H. Skolnick ISBN: 0-205-41823-6

Textbooks can be purchased though the MBS bookstore

Textbooks can be purchased though the Parkville Bookstore

Additional Resources:
Internet, Park University library as well as local libraries.


Course Description:
A study of the family as a social institution and a social group in terms of cross-cultural, historical, and contemporary perspectives.  Current controversies concerning male-female roles, sexual morality, reproduction and other issues are considered.  3:0:3

Educational Philosophy:
As the instructor for this class my educational philosophy is based on using a variety of methods of learning with focus on application. Methods include class activities, discussions, writings, and numerous reference systems.

Learning Outcomes:
  Core Learning Outcomes

  1. Analyze the family as a social institution and a social group in terms of cross-cultural, historical and contemporary perspectives.
  2. Examine current controversies concerning male-female roles, sexual morality, reproduction and other issues.


Core Assessment:

 Core Assessment Assignment

 

Research Paper

 

Drawing upon information gained from your research, the text and course discussions, analyze the changing structure and functioning of the family with regard to the following issues: the importance of marriage; gender roles; the place of children in the family; sexuality and the bearing of children; single parent families; the employment of parents with children; differences between African American or Asian American families and white families; and the acceptance of gay and lesbian families.

 

Additional questions to address:

 

  • What was the idealized family structure of the 1950's?  How does the ideal of the 1950's compare to the family of today?  Are the value judgments made about the structure and functioning of today's family in comparison to the 1950's ideal fair or unfair?
  • What will the family look like in 2026?  What will the family mean to its members and to American society 20 years from today?

 

Research Paper Format

 

  • Paper must be eight to ten pages in length (2,000 to 2,500 words).
  • At least five sources must be used to write the paper, not including the text and class notes.
  • American Psychological Association (APA) format must be used in preparing the paper.
  • Sources are to be properly cited following APA Style and included in a list of references at the end of the paper.
  • Complete the paper as a Word document and place it in the proper folder in the Electronic Dropbox.
  • Number all pages, including the first page, at the bottom, center.
  • Be sure to proofread the paper and run spell check and grammar check.
  • Assignment is due at the end of Week 7.
  • 50 points possible.
  • Assignment counts for 25% of the total points for the course.

Link to Class Rubric

Class Assessment:
A variety of methods will be used to assess the learning that occurs in this class. Students will be assessed in their performance of class activities, discussion questions, responses to their fellow classmates in both these activities. Reading and writing assignments, research paper, mid-term as well as a final exam

Grading:
1. Weekly writing assignment, based on weekly reading assignments: 7 assignments at 4 points = 28 points
2. Class Activity Assignments: 4 assignments at 3 points = 12 points
3. Discussion Questions: 4 assignments at 3 points = 12 points
4. Peer Responses: 4 Class Activity Responses + Discussion Responses at 2 points = 16 points
5. Research Paper: (See Core Assessment Assignment) 50 points
6. Mid-term Exam: 32 points (Open Book - Not Proctored)
7. Final Exam: 50 points (Closed Book - Proctored)

GRADING RUBTICS

1. Weekly Writing Assignmemnt
* Due weeks 2,3,4,5,6,7, and 8
* Points assigned based on whether or not the assignemnt is completed and submitted on time
* 4 points possible for each assignment

2. Class Activity Assignment
* Due weeks 1,3,5, and 7
* Points assigned based on whether or not the assignment is completed and submitted on time
* 3 points possible for each assignment

3. Peer Responses for Class Activity Assignment
* Due weeks 1,3,5,, and 7
* Points assigned on whether or not the assignment is completed and submitted on time
* 2 points possible for each assignment

4. Discussion Question Assignments
* Due weeks 1,3,6, and 7
* Points assigned based on whether or not the assignment is completed and submitted on time
* 3 points possible for each assignment

5. Peer Response to Discussion Question Assignment
* Due weeks 1,3,6, and 7
* Points assigned based on whether or not the assignment is completed and submitted on time
* 2 points possible for each assignment

6. Mid-term Examination
* To be taken week 4
* Points assigned on the following criteria:
 - 20 multiple-choice questions - 1 point for each question
 - 3 short essay questions - 4 points possible for each essay question
* 32 points possible for the mid-term exam

7. Research Paper
* Due week 7
* Points are assigned as to whether or not the assignment is completed and submitted on time
* 50 points possible

8. Proctored Final Exam
* Points assigned based on the following criteria:
 - 20 multiple-choice questions - 1 point for each question
 - 3 essay questions - 10 points for each essay question
* 50 points possible for the final exam.

COURSE GRADING SCALE

180 - 200 points = A
160 - 179 points = B
140 - 159 points = C
120 - 139 points = D
BELOW 120 points = F

Late Submission of Course Materials:
Late submission of course material will result in up to 50% reduction of score. In addition to this late deduction would be any deductions related to the inaccuracy of the assignnment.

Classroom Rules of Conduct:
- Respect the opinions of others
- Keep a sense of humor
- Be willing to learn

Course Topic/Dates/Assignments:
Week I - The Changing Family
- Compose a definition of the family that reflects his or her understanding of the family today
- Readings from text: 1,2,3,4, and 5

Week II - Sexes and Sexualty
- Assess how the sexual and gender revolution experienced by American society have challanged traditional gender roles and conceptions
- Readings from text: 7,8,9,10,11, and 12

Week III - Courtship and Marriage/Divorce and Re-marriage
- Propose a meaningful answer to the questions are we losing confidence in marriage
- Readings from text: 14,15,16,17,18,19, and 20

Week IV - Parents - Children and Childhood
- Identify the major approach to children that he or she employs with his or her own children
- Readings from text: 21,22,23,26, and 27
- Mid-term examination (Non proctored-Open Book)

Week V - Work and Family
- Evaluate the accuracy of the statement "when the economy falters families tremble"
- Readings from text: 28,29,30, and 31

Week VI - Dimensions and Diversity
- Summarize the significant characteristics of African American families that distinguish them from white families or other minority families
- Readings from text: 32,33, and 34

Week VII -Beyond the Nuclear Family
- Comparing children of immigrants experience of family relationships to that of a normal U.S. family
- Reading from text: 35
- Research paper due

Week VIII - Trouble in the Family
- Appraise the myths that sociologists state sre associated with the battering of women
- Readings from text: 36,37, and 38
- Proctored final examination (Closed Book)

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 2005-2006 Undergraduate Catalog Page 85-87

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 2005-2006 Undergraduate Catalog Page 85-87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2005-2006 Undergraduate Catalog Page 89

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                              
Outcomes
                                                  
Uses 6 or more sources Uses 5 sources Uses fewer than 5 sources Uses no sources 
Analysis                                                                                                                                               
Outcomes
1, 2                                               
Analyzes the changing structure and functioning of the family in terms of 10 or more of the issues identified in the assignment. Analyzes the changing structure and functioning of the family in terms of 9 of the 10 issues identified in the assignment. Analyzes the changing structure and function of the family in terms of less than 9 of the issues identified in the assignment. Does not analyze the changing structure and function of the family in terms of the issues identified in the assignment. 
Evaluation                                                                                                                                             
Outcomes
1, 2                                               
Displays unique insights and presents superlative ideas in assessing the influence of the idealized family structure of the 1950's on the concept of the family today and critiquing the value judgments placed upon the family's structure and functioning. Displays some insights and presents sound ideas in assessing the influence of the idealized family structure of the 1950's on the concept of the family today and critiquing the value judgments placed upon the family's structure and functioning. Displays limited insights and presents few ideas in assessing the influence of the idealized family structure of the 1950's on the concept of the family today and critiquing the value judgments placed upon the family's structure and functioning. Does not assess the influence of the idealized family structure of the 1950's on the concept of the family today or critique the value judgments placed upon the family's structure and functioning. 
Terminology                                                                                                                                            
Outcomes
1, 2                                               
Demonstrates superior knowledge of terminology.  No factual errors. Accurately uses most terminology.  1 factual error. Accurately uses some terminology.  2 or 3 factual errors. Does not accurately use terminology.  More than 3 factual errors. 
Concepts                                                                                                                                               
Outcomes
1, 2                                               
Demonstrates mastery in analyzing 10 or more of the issues identified in the assignment. Demonstrates mastery in analyzing 9 of the 10 issues identified in the assignment. Demonstrates limited mastery in analyzing 8 or less of the issues identified in the assignment. Demonstrates no mastery by analyzing none of the issues identified in the assignment. 
Application                                                                                                                                            
Outcomes
1, 2                                               
Effectively incorporates (rather than merely mentions or borrows too heavily from) 6 or more sources to support the analysis of the issues. Effectively incorporates (rather than merely mentions or borrows too heavily from) 5 sources to support the analysis of the issues. Incorporates in a limited fashion (rather than merely mentions or borrows too heavily from) 4 or less sources to support the analysis of the issues. Incorporates no sources to support the analysis of the issues. 
Whole Artifact                                                                                                                                         
Outcomes
                                                  
No errors in writing conventions (grammar/punctuation/sentence structure/paragraph construction/ typing and spelling).  Ideas are clearly expressed and the writing is easy to read. Minimal errors (1 to 3) in writing conventions (grammar/punctuation/sentence structure/paragraph construction/typing and spelling).  Ideas are clearly expressed with a few exceptions and the writing, for the most part, is easy to read (1 to 3 instances of poor syntax). Several errors (4 to 6) in writing conventions (grammar/punctuation/sentence structure/paragraph construction/ typing and spelling).  Ideas are not clearly expressed and the writing is not easy to read (4 to 6 instances of poor syntax) Many errors (7 or more) in writing conventions (grammar/punctuation/sentence structure/paragraph construction/ typing and spelling).  Ideas are not presented in an intelligible manner and the writing is unreadable (7 or more instances of poor syntax). 

Copyright:

This material is copyright and can not be reused without author permission.

Last Updated:5/10/2006 11:09:25 AM