SO 315 Minority Group Relations
S1T 2007 DLC
Assistant Professor of Sociology/Adjunct Faculty
BA/Organizational CommunicationMSW/Social WorkEdD (ABD)/Education
Anytime~ Please email me.
1/15/07 - 3/11/2007
Parillo, V. N. (2006). Strangers to These Shores: Race and Ethnic Relations in the United States, 8th. ed. NY: Allyn & Bacon. (paper)ISBN: 0-205-45763-0
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Allyn & Bacon Book Specific Resources for Parrillo, Stranger to These Shores, 8th ed: http://wps.ablongman.com/ab_raceethnic_relations_1/0,8189,2214298-,00.html
Internet Detective: Wise up to the web: http://www.vts.intute.ac.uk/detective/
Turnitin.com Research Resources: What is citation?: http://www.plagiarism.org/research_site/e_citation.html
APA Style.org: http://www.apastyle.org/
OWL at Purdue APA Formatting & Style Guide: http://owl.english.purdue.edu/owl/resource/560/01/
Landmark's Citation Machine: http://citationmachine.net/
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My educational philosophy is one that reflects the facilitation of learning through learner interaction with course content, the facilitator, and other online learners. As a learner in my online classroom, you will be encouraged to explore new ideas and viewpoints, reason critically and objectively, apply, analyze, and synthesize what you have learned, and reflect on your learning throughout the course.
As a social scientist, I believe that we are heavily influenced by our past experiences and relationships with others. My philosophy of teaching is not based on any formal educational philosophy that I know of. The experiences I've had, and the things I've learned throughout my life and my educational career form the basis of my own philosophy of learning and my ideas about my role as an instructor. These have evolved over time as I have moved from face-to-face to online instruction.
First and foremost, my own experiences have taught me that nothing of value is easily acquired. It was not the easy courses I took that stuck in my mind. It was not the easy professors who made an impression on me or who were instrumental in altering the course of my life. I learned the most and received the most from those professors who challenged my way of thinking and pushed me to discover my potential. I learned that it is not the easy road that leads to self-confidence and continued success. It is overcoming the challenges and difficulties of life that create belief in oneself and confidence to go on and meet greater challenges ahead. I believe it is essential that today's adult learners be challenged sufficiently to build self-esteem and the confidence to meet whatever difficult circumstances they may face in the future. I want to encourage students to develop the potential they have to succeed in whatever area of life they choose.
Secondly, education for me has been a life-long process. I am still learning and will continue to learn for the rest of my life. I have not simply acquired knowledge, but I have acquired the requisite skills and attitude needed to continue to learn. I have learned how to learn, and it is this valuable commodity that I wish to pass on to my students. I see my role as assisting students to acquire the critical thinking and other methodological skills necessary for a lifetime of learning. I am not here to merely impart information. I'm here to promote the skills and the enthusiasm students will require to continue learning and applying what they've learned throughout their lives.
Thirdly, I see my role as an instructor evolving to meet the changing world we live in. Success today is increasingly dependent upon the ability to communicate effectively in writing and to think critically to solve problems. My course is designed to help students acquire and/or improve these skills. I see these skills as crucial for success in graduate school, the workforce, and for preparing learners for a lifetime of learning. Class participation and writing assignments are designed with these goals in mind.
Within this larger context, class assignments are structured to:
I try to involve students in the online classroom by presenting thought-provoking topics that I feel are of interest to most students taking this course. I encourage students to share their own experiences and points of view while making it clear that everyone's view is equally important and valuable.
I ask students to think beyond simple memorization of material to an application of what they have learned to their own experiences and to new or different contexts. Students are asked to apply theory and to compare/contrast similarities and differences in various groups and situations. The CA Essay is a measure of how well students are able to apply, analyze, sythesize, and evaluate the concepts and theories presented in this course with research information drawn from peer-reviewed academic sources.
I firmly believe that each course a student takes should contribute something of import to his/her personal and professional life. This course is designed to do both. Students consistently state that this course has been invaluable in preparing them for further academic challenges and for dealing more effectively with people from all walks of life in both a personal and professional context. Many students recommend this course to others, and I can't think of a greater compliment or affirmation.
The lessons and experiences from my own life form the basis of everything I do in the online classroom. I try to create a learning environment that is both challenging and encouraging. I believe my role is to guide or facilitate learning rather than to impart information. To that end, I also believe the corresponding role of the student is to actively participate in and to accept responsibility for his/her own learning. If students accept this challenge, they will find this course invaluable.
Learning Outcomes: Core Learning Outcomes
Core Assessment (New for July, 2006)
The Core Assessment assignment for this class will be a major essay that integrates, analyzes, applies, and critiques several sociological concepts and research findings from this course individually, together, and with additional sources from your own literature review and archival study.
You must incorporate the findings from at least five outside sources of original academic research in this essay. You may also include additional sources for examples or background information, but only reputable, peer-reviewed academic sources will count toward the reference requirements of your essays. This means that magazines, newspapers, professional periodicals, or internet sources are only appropriate for examples and illustrations in this project — if you have any questions as to whether a specific source is acceptable for your essay, you should ask your instructor rather than guess. Also, focus on articles or books presenting original research or theories, not on those reviewing others' works or editorializing about opposing approaches. Reference works, textbooks, and literature reviews are all excellent places to begin your search, but you must find and read the original in order to develop your own reaction. Ask your instructor for source approval if in doubt.
You should also consider incorporating relevant and reputable statistical and other social scientific data collected by researchers, governments, and other agencies and organizations. A wealth of such archived data is publicly accessible through the Internet, and their use can help you better understand your issue and develop a stronger analysis and critique. Again, if in doubt, ask your instructor for approval of your data source.
If you do not properly cite those external sources that contributed to your work, then you are guilty of plagiarism. This will not be tolerated and may result in immediate and serious academic penalties. If you have any questions as to when and how to use citations and references in you essays, please contact your instructor. Your final essay will also be formatted according to the relevant portions of the American Psychological Association Style Guide. The main text of your essay will consist of no more than 3,500 words (or about fifteen pages). While it possible to construct a successful essay in fewer words, this assignment is comprehensive and detailed enough that most students will find it a challenge to successfully address all of its points in the allotted space. Begin work on your essay early and leave plenty of time for revision to assure the best possible grade.
SO315 CORE ASSESSMENT
Select one identity group that is now or has historically been a minority or subordinated group in the United States. Your group may be a “minority” based on race, ethnicity, national origin, religion, culture, socioeconomic status, gender, sexual identity or preference, or some other characteristic or combination of characteristics (but you must receive your instructor's permission before beginning your project).
Briefly summarize the history of that group in this country, and the dominant group's response to their presence. Compare and contrast that group's characteristics and sense of identity with those ascribed to them by the mainstream. Describe the group's primary strategy or strategies for carving their niche in American society (i.e., assimilation, accommodation, separatism, or radicalism), and the dominant group's responses to those strategies. Discuss the degree to which the minority group has (and had) a cohesive identity. Analyze how and why the subordinated and dominant groups adopted these particular strategies. What inaccurate stereotypes does the dominant group tend to have about the minority, and vice versa? Use the conceptual and theoretical tools of the course and your outside sources to clarify and enrich your analysis.
Discuss and evaluate the personal and group consequences of this minority status for both the subordinated and dominant groups. Discuss specific types of prejudice and discrimination directed toward the minority group. Examine and evaluate the minority group's strategy for advancing within the larger society's opportunity structure. Evaluate the relative success of these strategies, compare and contrast them with other appropriate groups, and argue whether another approach might be more successful, especially given the possible differences in culture, ethics, and goals between the minority and majority groups. Justify and support your conclusions. Explain how specific social scientific theories and research helps you to draw these conclusions. Why?
Now that you have a clearer and more defensible understanding of the evidence and the mechanisms at work, discuss the prospects for this group over the next two decades. Defend and justify your conclusions. What shared strategies and individual decisions would help guide this group in the most generally useful and beneficial direction? Defend and justify your conclusions.
Link to Class RubricClass Assessment:
Students will be expected to read the assigned chapters in the textbook, any lectures and articles displayed for each week, and other assigned material on the Internet. The Online Discussions and Activities, Writing Assignments, and Final Exam assume you have read the assigned readings. NOTE: There is a great deal of reading material in this course, especially within the first three weeks. Supplementary online material is used in addition to the text, and the text chapters tend to be very long. If you will consider your text as a reference and one of many sources of information for the course, you will find yourself less stressed by the amount of reading.
Your class participation includes Weekly Discussion/Peer Response and completion of Online Activities/Group Projects W/Journal Entries. These things make up 40% of your grade.
Core Assessment Essay
For this course, you are required to write a formal paper that will be due at the end of Week 6 and will make up 20% of your grade. General guidelines and a general grading rubric are located elsewhere in this syllabus. For more detailed instructions on the CA Essay, see the Content Menu Item "Course Guidelines" located to the left of your screen when you enter the online classroom. If you have any questions or need clarification regarding the requirements for the assignment, please ask prior to turning in your paper. Do not begin asking questions after you have received your grade. All students are responsible for reviewing the CA Essay Rubric, which provides a detailed explanation of how your essay will be evaluated. No late paper will be accepted after the due date.
Topic Submission: Your topic should be submitted to the Dropbox labeled "CA Essay Topic" no later than the second week of the course. Please check the Dropbox the following day to make sure I have approved your topic. You may be asked to select another topic. Paper Submission: You paper should be submitted to the Dropbox labeled "CA Essay" no later than Sunday midnight MST at the end of Week 6.
Proctored Final Exam
A proctored examination will be taken in a proctored testing environment during the 8th (or 16th) week at one of the Park University sites around the country or at an alternative location. For proctored examinations, photo identification is required at the time of the test. Guidelines for selecting an acceptable proctor can be found on the Park University Web Site. Approved proctors may include pastors, librarians, guidance counselors, chaplains, US Embassy officials, military education officers, any college or university faculty member or administrator. Excluded from the list of approved proctors shall be family members, neighbors, friends, co-workers and/or supervisors. Your instructor makes the final determination as to whether or not your choice of proctor is acceptable. The final exam for this course will be a closed book, comprehensive exam worth 100 points or 20% of your grade. No one will be allowed to pass this course without taking the final exam. The final exam is to be scheduled during the 8th week of the course. Make certain that you schedule your exam during the designated dates.
Other Information on proctored exams:
You will take an online open book midterm exam during the fourth week of class. The exam will be set up so that you can work on it any time during that week. If the time period for the exam presents a problem for you, please contact me to make other arrangements. You should do that as soon as you know there is a problem. The exam will cover chapters 1-6 in your text and any material/readings we have had for weeks 1-3 in our class discussions/activities. It will consist of 50 objective questions that will be automatically scored in the gradebook. The exam is worth 100 points or 20% of your total grade.
Grading Criteria for Course Requirements:
% of Grade
Weekly Discussion, Online Activities/Journal Entries, and Group Projects
Weekly Sunday Midnight MST
Sunday Midnight MST End of Week 4
Core Assessment Essay
Sunday Midnight MST End of Week 6
Course Grading Scale:
Grade of A Assigned
90- 100 %
450 -500 Total Points
Grade of B Assigned
80 - 89%
400 - 449 Total Points
Grade of C Assigned
70 - 79%
350 - 399 Total Points
Grade of D Assigned
60 - 69%
300 - 349 Total Points
Grade of F Assigned
Below 300 Total Points
Late Submission of Course Materials:
Discussion Responses are due at Midnight MST every Thursday, and you need to have your Peer Response completed by Sunday Midnight MST. You may find that you can't get your Discussion Response completed by Thursday. If so, you will receive a 1-point deduction in your overall class participation score for that week. You must have both your Discussion and Peer Response completed by Sunday Midnight MST in any week. I do not accept late weekly participation in the class discussion threads in this course for any reason. If you do not complete the required discussion assignments by the midnight deadline in the week they are due, you miss your chance for class participation in that week. No Discussion Response or Peer Response will be accepted for credit after Sunday midnight MST of the week in which the assignment is due. There are no exceptions, regardless of the reason you could not complete the assignment. You cannot make these up. They must be completed and submitted within the week they are due. This also applies to work on group projects. You must complete your portion of the group project within the week the project is due.
Late online activities/journal entries may be considered for late credit for the following reasons: death in the family, medical emergency in immediate family or unexpected deployment. You must notify me prior to the due date of a problem with completing the assignment and provide documentation as to the reason. I will not accept the late assignment if you have not notified me prior to the due date. Upon notification, I reserve the right to decide whether or not I feel your reason falls within these stated guidelines. Any late journal entry will receive an automatic 25% deduction (3 points), regardless of the reason. My goal in establishing this rule is to create an online environment that is fair to me and to those who have made the effort to submit assignments on time. If you think that your present work schedule, family responsibilities, or health will prevent you from regular participation in the classroom and/or from timely completion of the assignments, you may want to consider whether or not this is the best time to take this course. Balancing work, family, school, and other responsibilities sometimes requires us to set priorities and make sacrifices.
Classroom Rules of Conduct:
Learners are to treat each other and the instructor with consideration and respect. No offensive or inflammatory remarks will be tolerated. If you have a complaint/difference of opinion with the instructor on course requirements or course content, you are encouraged to contact the instructor via email. Please do not use the discussion threads for posting messages other than that related to the content of the course. If you have other comments to make to classmates or want to discuss personal issues, please do this in the Multicultural Cafe provided for this purpose.
A class week is defined as the period of time between Monday and Sunday. The first week begins the first day of the semester and ends at midnight the following Sunday. The eCollege classroom is set to MST. Weekly discussion threads are timed to end at midnight MST each week. Assignments scheduled for completion during a class week should be completed by Sunday Midnight MST of the week assigned. They should be posted in the classroom or placed in the appropriate Dropbox basket as directed. Please note that this means if you are in a different time zone you must figure out by what time you need to post in your own time zone in order to make the midnight MST deadline. Your Discussion Response should be posted by Thursday midnight MST in any given week in order to give classmates an opportunity to respond to your thoughts and ideas. Class assignments should not be emailed to the instructor. The eCollege platform eliminates the necessity of sending papers, exams, and other assignments via email. You simply place your assignment in the appropriate area of the classroom or in the designated dropbox basket for that assignment. The time you submit your assignment is noted in the classroom. It is graded there, and the grade is posted to the gradebook. You will be able to track your progress throughout the course by going to the Gradebook.
Word Processor Documents
Students are asked to complete their assignments in MS Word if possible. Even though the eCollege classroom can accept MS Works, Word Perfect, or other types of files, be advised that your instructor may not be able to accept them. You should also keep this in mind in terms of being able to share documents with other students in the classroom. If you do not have MS Word and your documents are not compatible, you will have to save and submit your documents as RTF or "Text Only" files. These still need to be submitted as attachments that can be placed in the Dropbox basket or uploaded to the document sharing or discussion areas of the classroom. Students should keep electronic file copies of all assignments submitted until after the end of the term and grades have been received. Note: There is a time out feature for the eCollege classroom. If you are composing a response and are not moving around in the classroom, your session may time out after a period of time has gone by. When you go to submit your assignment, it may not submit and will "disappear" into cyberspace. For this reason, you should always compose and save your postings in a word processing program and then copy/paste them into the editor when you want to post them.
Students are expected to have frequent access to a PC with a modem and web browser and reliable Internet access. Computer literacy (ability to set up files, familiarity with search engines and browsing the Internet, and experience with downloading files) is expected. You are also expected to familiarize yourself with the features of the eCollege classroom by reviewing the Student Orientation Tutorial made available to you on the Academics PSH Page (this is the page that lists the links to courses in which you are currently enrolled). This tutorial should appear under the heading "Special Courses" at the top of that page.
All students are given a Pirate Mail email account when they register for online courses. Your Pirate Mail address is the one your instructor is given and is the email address the instructor uses to contact you. You should make a habit of checking your Pirate Mail account frequently for messages from your instructor. You must have and utilize a Pirate Mail address for this course. You may have your email forwarded from Pirate Mail to another email account if you choose, but all official Park University correspondence will come to you via your Pirate Mail account. If you have your mail forwarded from Pirate Mail to another account, it is a good idea to check the option to have a copy of each email saved in Pirate Mail. This ensures that you have a copy of all email sent to you. Forwarding mail is not always reliable. When emailing the instructor, please email from your Pirate Mail account and make sure that you put SO315, your last name, and your student ID number in the subject line of your email.
Weekly reminders and other important announcements will be made in the Announcements section on the Home Page of the course (very top). Weekly announcments are posted at the beginning of each week. Other announcements may be added as necessary. Students are expected to look for new announcements each time they enter the online classroom. It is your responsibility to know the information contained in these announcements. Copies may be sent to your Pirate Mail address, but the main point of communication for these messages will be the Announcements section of the Home Page.
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 2006-2007 Undergraduate Catalog Page 87-89
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 2006-2007 Undergraduate Catalog Page 87You can avoid problems of plagiarism by writing your papers in your own words and using quotations sparingly, if at all. In this course, you are required to write the majority of your assignments in your own words. No written assignment or paper will be composed of more than 15% directly quoted material. Information from your references should be summarized in your own words and properly cited with an in-text citation in APA style. Those who choose to copy and paste material from their references as a substitute for writing out their assignments in their own words will be given one warning and a zero on that assignment. If it happens a second time, the student will be referred to the proper Park administrator for disciplinary action.
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2006-2007 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:1/5/2007 9:49:23 AM