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 RelationsSemesterS1T 2009 DLAFacultyReams, Christopher DarcyTitleAdjunct InstructorDegrees/CertificatesMS Human Resource ManagementBS ManagementOffice LocationAvondale ArizonaOffice HoursOnline ClassDaytime PhoneEmail Preferred - (623)935-6270E-Mailchristopher.email@example.comSemester DatesJanuary 12, 2009 - March 8, 2009Class DaysOnine ClassClass TimeOnline ClassPrerequisitesSO141 RecommendedCredit Hours3Textbook: Parrillo, V.N. (2009). Strangers to these shores: Race and ethnic relations in the United States. (9th ed.). Boston, MA: Allyn and Bacon. ISBN: 0-205-58557-4 and ISBN 13: 978-0-205-58557-1.Textbooks can be purchased through the MBS bookstoreTextbooks can be purchased through the Parkville BookstoreAdditional Resources: Publication Manual of the American Psychological Association (5th ed.)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/.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 email@example.com 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.Course Description: SO315 (HS315) Minority Group Relations (LL): 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 based on interactiveness and participation in lectures, readings, quizzes, dialoge, and internet and online work. The facilitator and this course is desinged to work best with active participation by each student. 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
S1T 2009 DLA
Reams, Christopher Darcy
MS Human Resource ManagementBS Management
Email Preferred - (623)935-6270
January 12, 2009 - March 8, 2009
Textbook: Parrillo, V.N. (2009). Strangers to these shores: Race and ethnic relations in the United States. (9th ed.). Boston, MA: Allyn and Bacon. ISBN: 0-205-58557-4 and ISBN 13: 978-0-205-58557-1.
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Additional Resources: Publication Manual of the American Psychological Association (5th ed.)
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/.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 email@example.com 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.
Educational Philosophy: The facilitator's educational philosophy is based on interactiveness and participation in lectures, readings, quizzes, dialoge, and internet and online work. The facilitator and this course is desinged to work best with active participation by each student.
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 are expected to read the assigned chapters in the textbook, the weekly lectures and any online articles displayed that week. The online discussions and activities, weekly quizzes, journal Assignments, group project,core assessment essay, and Final Exam assume you have read the assigned readings.
Weekly Activities (Weeks 1- 3)
Week 1 Activity is a non-graded combination introduction/icebreaker in which you introduce yourself to your instructor and fellow classmates. Week 2 Activity is a graded research/peer activity in which you locate and summarize a peer-reviewed journal article from the McAfee Library Online and peer review one done by one of your classmates (25 points) Week 3 Activity is an online scavenger hunt/virtual tour of online data sites that are useful (25 points).
Group Project (Weeks 4-5)
A two part group project will be completed during weeks 4-5. You will be divided into small groups of 5 for this project. Each group will simulate an admissions committee at a hypothetical prestigious university and will choose which candidates from an applicant pool you will admit to your university. The project is worth 50 points.
Weekly Journal Assignments (Weeks 1-8)
The purpose of the weekly journal assignment is personal reflection and application of the weekly material. These weekly entries give you the opportunity to integrate your ideas with some of the content needed for your Core Assessment Essay. In your essay, you will be asked to write about how your group identity has affected your individual identity and life chances (probabilities of benefiting from the opportunities our society offers). You will want to consider and write about ways in which weekly concepts and issues are relevant to you personally and also think about how you might integrate this information into your paper. Journal entries for weeks 1-6 will focus on these objectives. Your entry for week 7 will reflect on your experiences in writing your essay, and your entry for week 8 will reflect your overall experience in the course. The successful completion of each Weekly Journal Assignment is worth 20 points or 20 x 8 Weeks = 160 total points possible for the term.
Weekly Quizzes (Weeks 1-7)
Each week includes a quiz over the material presented that week. Quizzes consist of 20 objective questions worth 1 point each. There are 7 quizzes worth 20 points or 20 x 7 weeks = 140 total points possible for the term. Quizzes are timed at 60 minutes. There is no quiz in week 8 due to the final exam.
Core Assessment Essay (Due Week 6)
This is the major paper you will write in this course. A core assessment means that the paper is designed to measure your mastery of at least 3/4 of the core learning outcomes. It is so important, that it has its own content menu item in Course Home. Please review the instructions for writing this paper carefully. Your weekly journal assignments have been structured around what you will be writing in this essay. If you do a good job on those and keep up with your journal entries, you should have a solid basis for your core assessment essay. The essay is worth 200 points and is due at the end of Week 6.
Final Proctored Exam (Week 8)
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. This course provides an online final exam option, which means you may take your exam online in the classroom from the proctoring site if your proctor has Internet access.
It is your responsibility to arrange for a proctor who is accepted and approved by the course instructor. You must submit the request and have your proctor approved by Friday of Week 6. Approval of proctors is at the discretion of the online instructor. If you live within 2 hours of a Park University site, you will be expected to arrange for a proctor there and should make every effort to take your exam there. If you are not close enough to a Park University site, you will need to arrange for an approved proctor outside of Park University. A proctor request form will be made available to you during the first or second week of class so that you can send your requested proctor to your instructor for approval. Failure to take a final proctored exam (or submit your final project for some online graduate courses) will result in an automatic "F" grade.
Grading Criteria for Course Requirements:
% of Grade
Weekly Discussion, Online Activities, Journal Assignment, and Weekly Quizzes
Weekly Sunday Midnight MST
Sunday Midnight MST End of Week 5
Core Assessment Essay
Sunday Midnight MST End of Week 6
Course Grading Scale:
Grade of A Assigned
90- 100 %
900-1000 Total Points
Grade of B Assigned
80 - 89%
800 - 899 Total Points
Grade of C Assigned
70 - 79%
700 - 799 Total Points
Grade of D Assigned
60 - 69%
600 - 699 Total Points
Grade of F Assigned
Below 600 Total Points
Late Submission of Course Materials: Late assignments will not be accepted without prior approval form the instructor. In addition, all late assignments will be subject to a 10 point deduction for each week submitted after the due date.
Classroom Rules of Conduct:
Word Processor Documents
Students are asked to complete their assignments in some version of MS Word. 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 files. If you are using MS Word 2007, please save your document in an earlier version of Word. 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 (CDL 300) 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 after you login at http://www.parkonline.org. This tutorial should appear under the heading "Special Courses" at the top of that page. If you have difficulty accessing certain features of the classroom, this may be due to the existence of a firewall or other security features on your computer. If you need help using the course tools (Gradebook, Drop Box, Discussion Threads) in the eCollege classroom, you can access that help by clicking on HELP icon at the upper right corner of the Course Home 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. Example: SO315 Smith 493221.
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.
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:12/20/2008 1:33:28 PM