SO 141 Introduction to Sociology
F2T 2008 DLB
Phillips, Julieanne M.
Adjunct Online Instructor
A.B.D., Education, Capella UniversityM.S., Psychology, Capella UniversityB.S., Social Psychology, Park University
952.855.4550 (Central Standard Time)
October 20, 2008 through December 14, 2008
SO141: Introduction to Sociology
Henslin, J. M. (2007). Essentials of Sociology: A Down-to-Earth
Approach, 7th. ed. NY: Allyn & Bacon. (paper)
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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/.Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.Online Classroom Technical Support - For technical assistance with the Online classroom, email firstname.lastname@example.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.FAQ's for Online Students - You might find the answer to your questions here.
I wanted to take the opportunity to provide you with some insight into my teaching style. I do log into the courseroom everyday and review the work that has been posted. I will not respond to every single posting considering there are multiple assignments and many students; however, I do read through each of your postings in their entirety. I will respond to postings throughout the week to encourage and supplement discussions and to let you know that I am "present" in the course- just as you are required to be. I hold myself to the same standards that I hold for each one of you.
1. I strive to be student-centered and want to help you succeed in the course.
2. I consider myself to be a fair and flexible instructor, but I don't want students to take advantage of this understanding.
3. I feel that I can learn from you just as you can learn from me. I strive to improve my teaching practices based on the feedback I receive from my students, so your suggestions and comments are appreciated.
4. My style in the courseroom is supportive and encouraging in helping you to apply the concepts and information we learn in class to real-life situations and experiences.
5. You can expect to receive feedback on your work as I believe it is essential for online instructors to be present and active in the courseroom on a regular basis just as you are required to be.
6. You can expect to receive a response from me regarding your questions and concerns no later than 48 hours from the time you send the information; however, I strive to respond in 24 hours or less.
7. I expect you to come prepared to class by completing your assignments on time and interacting with your fellow students in a supportive manner. I expect everyone to put forth their best effort throughout the duration of class.
8. Lastly, it is my hope that the learning process will be enjoyable and beneficial to you and I will do my best to make sure this happens!
Learning Outcomes: Core Learning Outcomes
Core Assessment (New for July, 2006)
Part I: Inequality How has inequality affected your own life? What is your own social class, gender, race and ethnicity?
Social Class. Several kinds of stratification are discussed in the chapter on stratification. Among those are Marx’s theory of class conflict based on two social classes, Wright’s typology of social classes including four classes, and the discussion of the American class structure based on six different classes. Briefly summarize each of these perspectives and distinguish the classes they contain. Which do you think best reflects important elements of today’s society? Where do you expect to be located in each of those classifications after you finish college and begin your career? There are many different kinds of social mobility. What kinds of social mobility do you expect to experience in your own lifetime? Give examples of your own social statuses and those of your parents to illustrate those kinds of social mobility. Be sure to mention at least four kinds of social mobility and to indicate which you believe you will experience.
Gender. What is your gender? What is the difference between gender, sex, and sexuality? How has gender helped or hurt you in your life so far? How do you expect it to help or hurt you in the future? What are some of the issues and concepts related to gender you expect will be important in your life? How are issues such as glass ceilings, second shift, pink-collar jobs, and patriarchy likely to affect you? Be sure to define each concept.
Race & Ethnicity. What is your own race and ethnicity? What is the difference between race and ethnicity? What are some of the differences between your own racial or ethnic group and at least two other common racial and ethnic groups in the United States today?
Part II: Work and Economy In this part of the paper you are to discuss some of the ways the economy and work are changing in today’s world, and how those changes have affected your parents and are likely to affect you in your own lifetime.
First, what kind of work do your parents do (you can substitute a single parent or guardian or someone in that generation if you prefer)? What sector of the economy would their job be in? How does that sector differ from the other sectors in modern economies? Would you say they are in the primary or the secondary labor market? What is the difference between the two, and which has the better jobs? How has their work been affected by rationalization? globalization? industrialization? Be sure to clearly define each of those as well as saying how it relates to their work. Include the important processes associated with the rationalization, including bureaucratization, mechanization, and scientific management.
Second, how do you think these same concepts and issues will affect the work you do in your own life? What kind of job do you hope to have for your career? In what sector of the economy? In what labor market? What are future changes you can expect to occur in work during the next decade or so? Cite arguments and examples from books or articles and Internet sources to justify your expectations.
Part III: Marriage and Family.
Marriage. The chapter discusses several factors that influence who you are likely to marry. If you are not already married, how do you think these factors will influence your own choice of marriage partner? If you are already married, then how did they influence your decision? If all of these factors influenced you, then what kind of person would you be most likely to marry? Be sure to mention some of the issues like the marriage squeeze, the marriage gradient endogamy, and exogamy. How do these various factors, and their relationship to marriage partner choices support or challenge our notion of romantic love? Feel free to reframe this question in terms of civil unions or gay marriage if you so desire.
Family. What are some of the ways families have changed during the last 100 years? Discuss some of the most important changes and indicate how well they are reflected in your own family. For example, you might compare your family of orientation to that of your parents or grandparents. How do they differ in size, in whether they are nuclear or extended family households, in the occurrence of divorce, in cohabitation rates, in whether the wife works outside the home (labor market participation), how childcare is handled, how household tasks are shared among husband and wife, common functions of the family, and so on? Be sure to use and define appropriate concepts and perspectives such as the concept of the “second shift.”
Remember that this paper will also be graded for how well it is written. You are expected to have a title that conveys the key features of your paper, an introductory paragraph, and a concluding paragraph. Your paper will be graded on how well it is organized. For example, an essay that devotes a paragraph to each major topic for families will get a better grade than one that jumps around from topic to topic in each paragraph and spreads coverage of a topic across paragraphs. Part III should also have a conclusion in which you give you an overview of how sociology helps you understand your own life. (Alternatively, you can argue that it does not help, but you’d better make a good case for it. After all, this IS a sociology course!) The final draft should include at least 5 library references to books or academic articles, and at least 5 web pages from the Internet.
Link to Class RubricClass Assessment: Discussions
There will be a Discussions link under each of the Week Menus. When you go to the Documents area of this course, after reading AND printing this Course Overview document, you MUST make sure you read AND print the Discussions: All You Need to Know document. That document will tell you everything you need to know about the Discussions work to be done in this class. Discussions are integral to your learning of the material and overall your Discussion points are worth 200 points (20%) of all points in this class. Total Points = 200
Writing Assignments - An Overview
There are several "flavors" of writing assignments in this course. A brief description of those assignments is provided here, and then when you get into the class on a weekly basis, a more detailed description will be available:
This information is included in the Course Syllabus, but is included here as a separate document so you will have easy access to understand how points are awarded and how a final letter grade is achieved.
For an individual breakdown of how points are awarded for a specific item/assignment you need to read AND print the Grade Rubric document.
Item / Assignment Points
Discussions (8 x 25) 200
Essay Assignments (8 X 40) 320
Quizzes (8x10) 80
Core Assessment Assignment 200
Proctored Final Exam 200
Total Points Possible 1000
1000 - 900 A
900 - 800 B
800 - 700 C
700 - 600 D
Less than 600 F
Late Submission of Course Materials:
Classroom Rules of Conduct:
A class week is defined as the period of time between Monday and Sunday. The first week begins the first day of the term and ends midnight the last Sunday of the term. Assignments scheduled for completion during a class week should be completed by Sunday of the week assigned. It is important to understand that this is not a course where assignments can be posted at any time during the 8-week term and there is a deadline each week for that week's assignments. Assignments posted after the weekly deadline will not receive credit.
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 .
I'm currently working on my dissertation for my Ph.D. in Education through Capella University so I completely understand what it's like to balance working full-time, family and friends, along with school work. It's my goal to finish the project by the the end of 2009 and finally be done! I also completed my M.S. in Psychology through Capella University and my B.S. in Social Psychology through Park University so I have great experience and knowledge of what it's line to be both a student and instructor in online courses.
Last Updated:10/12/2008 9:01:49 PM