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.CourseSO 315 Minority Group RelationsSemesterF2M 2008 CHFacultyAndrews, Claude ("Tweetybird")TitleSenior Adjunct FacultyDegrees/CertificatesB. A.M. Ed.M. Div., Ph. D. work ("A. B. D."), for other certificatins, licenses, advanced traiing and such, see bio-sketch attached.Office LocationHome Office: 147 Hoop Pole Creek Drive, Atlantic Beach, N. C.Office HoursPlace and time may be arranged ahead of time as needed and requestedDaytime Phonepager number is 252-407-1485.E-MailClaude.Andrews@firstname.lastname@example.org e-mail BOTH addresses when making contactSemester DatesOctober 20-December 14Class Days-M-W---Class Time4:30 - 7:15 PMCredit Hours3Textbook: Schaefer, Richard T. (2008) Racial and Ethnic Groups. Upper Saddle River, NJ: Pearson/Prentice Hall. ISBN:0-13-243875-5Textbooks can be purchased through the MBS bookstoreTextbooks can be purchased through the Parkville BookstoreAdditional Resources: Additional handouts and exercises may be given in class.McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.Course Description: An examination of the patterns and causes of prejudice and discrimination. Surveys the history and current status of groups in American society which have been subjected to discrimination based on race, ethnicity, sex or religion. 3:0:3Educational Philosophy: The facilitator's educational philosophy is one of interactiveness based on stimulus lectures, readings, dialogues, classroom activities, media exploration, web sites and other materials also given as handouts. The facilitator will engage each student in what is referred to as disputatious learning by encouraging the lively exploration of ideas, issues, and contradictions. Additional handouts will be given in class as the class proceeds.Learning Outcomes: Core Learning OutcomesExplain how majority (dominant) and minority (subordinate) groups are defined and how those definitions are commonly justified, internalized by members of both, and manipulated for relative advantage.Know the historical development, current importance, and likely future developments in socially significant minorities, such as those based on “race” and ethnicity, history and geography, culture and religion, gender or sex, privilege, birth, and so forth; and critically assess how those definitions are created and applied.Know the social history of American migration patterns and how they were shaped by power, status, and access to other resources; and compare and contrast this history with those of other areas and times.Examine the patterns and causes of prejudice and discrimination, and interpret the consequences for individuals and societies.Explain how social institutions, such as economic, political, educational, and cultural systems, are created or adapted to perpetuate disadvantage among minority group members.Evaluate the history and current status of groups in American society that have been subjected to systematic discrimination, including African Americans, Native Americans, and other specific ethnic and religious groups.Explore, apply, and evaluate common responses by minority groups to discrimination, including assimilation, accommodation, separatism, and radicalism.Analyze and evaluate current issues in minority group relations; and apply your theoretical and social historical knowledge to specific minority group struggles in the present day, and to extrapolate their likely trajectories.Core Assessment:
SO315: MINORITY GROUP RELATIONS
SO 315 Minority Group Relations
F2M 2008 CH
Andrews, Claude ("Tweetybird")
Senior Adjunct Faculty
B. A.M. Ed.M. Div., Ph. D. work ("A. B. D."), for other certificatins, licenses, advanced traiing and such, see bio-sketch attached.
Home Office: 147 Hoop Pole Creek Drive, Atlantic Beach, N. C.
Place and time may be arranged ahead of time as needed and requested
pager number is 252-407-1485.
--please e-mail BOTH addresses when making contact
October 20-December 14
4:30 - 7:15 PM
Textbook: Schaefer, Richard T. (2008) Racial and Ethnic Groups. Upper Saddle River, NJ: Pearson/Prentice Hall. ISBN:0-13-243875-5
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Additional Resources: Additional handouts and exercises may be given in class.
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Educational Philosophy: The facilitator's educational philosophy is one of interactiveness based on stimulus lectures, readings, dialogues, classroom activities, media exploration, web sites and other materials also given as handouts. The facilitator will engage each student in what is referred to as disputatious learning by encouraging the lively exploration of ideas, issues, and contradictions. Additional handouts will be given in class as the class proceeds.
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:
Grading: Evaluation is based on the following with percentage breakdown:
1. Student participation in class as noted by Tweetybird, weekly journal completed in a timely fashion, and a creative summary presentation of the core assessment paper. Value: 25%
2. Student completing mid-term exam in a timely manner as scheduled. Value: 25%
3. Student completing final exam in a timely manner as scheduled. Value: 25%
4. Student presenting to Tweetybird his/her core paper as scheduled. Value: 25%
Total Grade Value: 100%
There may be unannounced quizzes, depending upon class participation.
Each of the four composite evaluation items will have equal value. They will be averaged to produce the following semester final grades and grade points based upon the course being a three-hour course:
A=93-100 (excellent--12 grade points)
B=85-92 (good--9 grade points)
C=77-84 (average--6 grade points)
D=70-76 (poor--3 grade points)
F=69 or less (failing--0 grade points)
Students are responsible for keeping up with their exam grades as the exams will be recollected and maintained by Tweetybird until all have taken that particular exam.
Remember: During the class each student is required to make a creative summary presentation of his/her core assessment. Presentations may be made during any class after conferring with Tweetybird. The last class of December 10 will be the final class in which students may make their presentations.
Note: For the student who wants to achieve extra credit, he/she may go to a major 4-year college or university (such as Barton in Wilson, Wesleyan in Rocky Mount, ECU in Greenville, Campbell in Buies Cree, UNC-Chapel Hill, UNC-Wilmington, NC State in Raleigh, St. Augustine in Raleigh, or any other major college or university) to do his/her research. This is worth an additional 5 points on the final course average. This MUST be documented by the signature of the library staff person on duty the day the student was at that library on the library's letterhead or other official library document (such as the library's floor-plan) and attached to the core assessment paper when given to Tweetybird. Additionally, one point can also be gained by going on-line to evaluate this course near the end of the semester--again this MUST be documented by printing the last page that thanks the student for participating.
Late Submission of Course Materials: In some situations it may be unavoidable to have to miss a class or have to complete a make-up exam or turn in material late. Make-up exams are to be arranged ahead of the scheduled time, unless due to death or illness in the family or by student. They will be conducted at a time to be arranged within two weeks from the original exam date. A total of one make-up exam is permitted during this mini-semester for any circumstance. Failure to make up an exam or any other class material results in a grade of "0" for that work. "Out of paper, printer not working, the dog ate my notes" or other such similar statements do not qualify as exemptions. The student is to plan ahead. Also students are responsible for obtaining any missed material and/or notes from a classmate. If, for some reason, all work has not been completed by the end of the mini-semester, the student will receive the grade "I" and an incomplete contract form will need to be completed (available in the Park office). For each class a paper is late, the grade drops one letter from what the grade might have been if completed on time. If the student knows, due to work or some other unavoidable situation that he/she will be absent,, inform Tweetybird--missing a single class in the mini-semester framework is like missing a whole week of regular college classes.
Classroom Rules of Conduct: In this section we are not talking only about "classroom rules of conduct," but also of "courtesy."
1. What goes on in the classroom remains in the classroom. Sometimes in our enthusiasm some people make comments that they really did not mean to say and would not wish them to be revealed beyond the doors of the classroom. Thus the first rule is that we observe other people's classroom confidentiality. If a student says something about himself/herself and wishes to repeat it outside of the classroom, that is his/her prerogative.
2. Personal perspectives will be valued. No personal or character attacks are allowed. Any degrading or discriminatory remarks or behaviors to or about the person are not acceptable nor are they conducive to learning. If the issue at hand may be appropriately challenged based upon educational constructs and critical thinking, then that is allowed.
3. All discussions will reflect an exchange of informational experiences, ideas, and opinions focused on the subject(s) at hand.
4. Because of some potentially sensitive subject matter, courtesy needs to be maintained in the classroom at all times. From time to time there may be words or expressions used that may appear "offensive" to some, but yet often used by others without intending to "offend." Generally, while in class, we will use more "neutral" and academically correct terms.
5. Active cell phones, PDA's, recorders (analog or digital), pagers, IPOD's, and/or laptop computers are not permitted during any scheduled class period unless directly used in a presentation. This means no use of any forms of electronic communications or devices during class--whether they are verbal, pictorial, or text messaging. Such devices are disruptive of the class. Remember, you signed up for this class, knew the hours of attendance, thus you are to have planned to focus your time on this class. Uee break times to conduct personal communications.
6. Communication with Tweetybird between sessions of class: From time to time, it may be necessary to communicate with Tweetybird between classes. The BEST way is by e-mail and those two addresses are already posted herein. It may be necessary for Tweetybird to communicate with the class as a whole or individually upon occasion. He will be using the student's Park University e-mail address which can be reached from any computer with internet access throughout the world. If you have not activated your e-mail account, you can very easily do so by using yhour student id number and password. If you do not know that information, you can contact the local Park University administrative office at 252-447-0461 and someone in the office will be pleased to help you. In the past there have been some technological glitches in using such services as Yahoo or Hotmail and e-mails have been known to be lost. Since Tweetybird is on-call throughout the state and nation, he does not use a traditional land-line phone, but rather the pager and cell phone as primary contacts. His pager is used for all incoming messages, phone numbers, and incoming calls. It is a "blind" pager in that it does not identify whose pager it is, but the caller is asked to leave a very brief message or dial in a number. When you page, please make sure you leave an area code along with your number. If you leave a verbal message, it will need to be quick or you can call back and continue talking. Since Tweetybird is subject to being up "all hours, " you may want to suggest a time he can call back if he is not able to call you right back at the time he gets your page.
7. Remember what we learned in kindergarten: talking one at a time, no hitting, no wandering around from our seats, and no private conversations while the class is in session.
Course Topic/Dates/Assignments: We will adhere to the following suggested schedule in terms of material to be covered, although we will be flexible as needs dictate. Remember: Each Monday there is to be turned in a journal of the previous week (or e-mailed before Monday). Also, when you are ready to make a summary presentation of your core assessment, please let Tweetybird know--presentations may be done throughout the class schedule--even before the final hard-copy of assessment is completed.
Oct. 20 FII2008 begins
Oct. 20 Orientation to Syllabus, ground rules, Chapter 1
Oct. 22 Continue rest of Chapter 2-4
(Oct. 27 End of Add-Drop)
Oct. 27 Complete Chapter 5
Oct. 27-November 23 Dates of Withdrawal
Oct. 29 1 Complete Chapter 6
Nov. 3 Chapters 7-8
Nov. 5 Chapters 9-10
Nov. 17 MID TERM EXAMINATION
Nov. 19 Chapters 13-14
Nov. 24 Chapter 15, Alternate lifestyles
Nov. 26 Chapters 16-17
Dec. Catchup as needed, start presentations
Dec. 3 Chapter 14, CORE ASSESSMENT HARD-COPY DUE, presentations
Dec. 8 Final Exam, presentations
Dec. 10 finish presentations, wrap-up, evaluations
Dec. 14 End of FII2008--Have a great Holiday Season!
Thanks for being in this class and what you have offered to the class. I wish you continued success in your personal, family, professional, and educational development. 'Take care and 'stay safe.
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:10/15/2008 12:21:17 PM