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SO 318 Military Sociology
Sheffer, Debra


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 318 Military Sociology

Semester

U1T 2010 DL

Faculty

Sheffer, Debra

Title

Associate Professor of History

Degrees/Certificates

PhD History - University of Kansas
MA English - University of Central Missouri

Office Location

online

Office Hours

daily

Daytime Phone

816-559-5607

E-Mail

debra.sheffer@park.edu

Semester Dates

June 7 - July 30, 2010

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
 

Handbook of the Sociology of the Military.   Giuseppe Caforio, ed. New York: Springer, 2006.

ISBN: 0387324569

 

American Soldiers in Iraq: McSoldiers or Innovative Professionals?  Morten G. Ender. Routledge,

ISBN: 978-0-415-77789-6

Textbooks can be purchased through the MBS bookstore

Additional Resources:
Articles and lectures as assigned

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Course Description:
SO318 Military Sociology: The military as a social institution, focusing on both the internal structure and practices of the military and its relation to the other institutions (such as the government or the family), military leadership, policy issues and the role of the military in diplomacy and internal relations, and the social psychological effects on service members (including the differences between enlisted personnel and the officer corps), veterans, and their families and friends. And it analyses the dynamic role of the military in a digital age with changing operational mandates.

Learning Outcomes:
  Core Learning Outcomes

  1. Describe the structure and functions of the six military models.
  2. Analyze the military as a social institution, and explain its relationship with and impact on individuals and families, other social institutions, and the entire society of the US.
  3. Discuss socialization, cohesion, and diversity in the military.
  4. Analyze the relationships between military commitments and family life.
  5. Compare the American/US military to the military of other countries.
  6. Analyze the transition to non-active military status.
  7. Integrate community and civic responsibility with military sociology.


Core Assessment:

Essay: (max. 3000 words, plus tables and figures).  Historical change, both domestic and international, has necessitated that the military adapt.  Choose two of the historic military models and analyze them in relation to the following:

  1. Compare and contrast the similarities and differences in the two models and analyze why these similarities and differences exist.  What factors necessitated the change from one military model to the other.  Explain how these changes affect the overall structure and operation of the military, officers, enlisted personnel, and their family members.  Illustrate with specific examples.
  2. Analyze how the military determines the need for changes and then enacts changes.  Include analysis of civil-military relations.
  3. Explain how the military models provide for the transition of soldiers back to civilian life when determining changes.
  4. Based on the structure and functions of the military models, look at the larger context (i.e., global and historical forces and trends or relations with other players in the military-industrial complex) and project likely courses of action for the American military over the next decade.  Predict effects on the overall structure and operation of the military, officers, enlisted personnel, and their family members.
  5. Integrate community and civic responsibility with military sociology.

Closing. Use the appropriate academic literature to inform and support all points in your analysis. It should be carefully proofread and edited, conform to the applicable guidelines of APA format, and include all citations and references.  Each point should be carefully explained with sociological concepts, explicitly justified with reason and empirical scientific evidence, and illustrated through specific real-world examples.

Link to Class Rubric

Class Assessment:
 

Points                    Assignment

100                        Comprehensive Final Examination

200                        Core Assessment

160                        Weekly Discussion

100                         Mid-term Examination

 40                         Weeks 1, 3, 5, 7 Written Assignments

600 total points
 
 

Grading:

The grade of A is exceptional and an uncommon achievement. The grade of B is above average performance. The grade of C is average. The grade of D is below average and marginal. Extra credit is not offered in this course.

Grading:

Grading summary and rubrics:

Weekly discussions:
 
Weekly discussions involve responding to a question based upon the readings and responding to classmates. These are to be thorough, thoughtful discussions and are to be mostly the student’s critical thinking and analysis and not largely borrowed materials from other sources, though source references should be used in support of student ideas and arguments. Only course readings can be referenced in the discussions, and only enough to support the argument. Appropriate documentation is required for references. Students choose two of three possible discussions each week. Two postings are required for each discussion each week, an initial post of 200 words to the discussion question by Wednesday and a response post of 50 words to another student’s initial post by Sunday. Ten points are possible each discussion, with two discussions per week for a total of sixteen discussions for the course worth 160 points possible for the term. Following is the rubric for discussions:
 
 
 

Discussion Rubric

Points

Initial Post

Response Post

5

Post contains exceptional critical thinking and analysis which answers the question, integrates the discussion into the broader scope of the course, and synthesizes course materials for support. Post has no errors in grammar and punctuation. Post is the required length.

Response contains exceptional critical thinking and analysis which addresses the initial post, integrates the discussion into the broader scope of the course, and synthesizes course materials for support. Response has no errors in grammar and punctuation. Response is the required length.

____

4

Analysis answers the question and makes some use of course materials for support. Post contains very few errors in grammar and punctuation. Post is as much as 50 words below required length.

Response analytically answers the initial post and makes some use of course materials for support. Response contains very few errors in grammar and punctuation. Response is as much as 10 words below required length.

____

3

Analysis answers the question but might not place the issue in a broader context or synthesize course materials for support. Post contains a few errors in grammar and punctuation. Post is as much as 100 words below required length.

Response analytically addresses the initial post but might not place the issue in a broader context or synthesize course materials for support.

Response contains a few errors in grammar and punctuation. Response is as much as 20 words below required length.

____

2

Post only partially answers the question and contains numerous errors in grammar and punctuation. Post is as much as 150 words short of required length.

Response only partially addresses the initial post and contains numerous errors in grammar and punctuation. Response is as much as 30 words short of required length.

____

1

Post does not answer the question. Response contains gross errors in grammar and punctuation. Post is under 50 words.

Response does not address the initial post. The response contains gross errors in grammar and punctuation. Response is under 20 words.

____

 Total Points

____

 
 
 

Four Brief Written Assignments in Weeks 1, 3, 5, 7:

These assignments are outlined in weeks 1, 3, 5, and 7 and are due in the dropbox on Sunday night of that week. Each of these assignments is worth 10 points for a total of 40 points for the term. The rubric for these assignments is below:

 

Criteria for Brief Essays

Points

1

2

Organization

Sequence of information is difficult to follow and illogical.

Organization is logical and sequential.

____

Personal Learning Goals

Insufficient information to answer the question.

Clear personal learning goals stated.

____

Grammar and Spelling

Work has three or more spelling errors and/or grammatical errors.

Work has two or fewer spelling errors and/or grammatical errors.

____

Format

Work is illegible, with improper paragraph structure, no pagination, or is not submitted in the proper Word format.

Work is in proper format.

____

Submitted on time

Submitted late.

Submitted on time.

____

 Total Points

____

Midterm exam:

The midterm exam will be due in week 4 and will be worth 100 points.

Core Assessment:

The Core Assessment paper will be due in week 6 and will be worth 200 points. 

Final Exam:

The final exam will be a comprehensive essay exam, will be proctored, will be administered in week 8, and will be worth 100 points.

The grading rubric for the midterm exam and final exam will be as follows:
 

Midterm and Final Exam Rubric:

 

SO 318 Midterm and Final Exam Rubric

Points

Organization

10 points

Sequence of information is difficult to follow and illogical.

2 points

Reader has difficulty following work because student jumps around.

5 points

Student presents information in logical sequence which reader can follow.

7 points

Information is logical, interesting sequence which reader can follow, argument is clear.

10 points

____

Content Knowledge

      40 points

Student does not have grasp of information; student cannot answer questions about subject.

10 points

Student is uncomfortable with content although is able to demonstrate basic concepts.

20 points

Student is at ease with content, but fails to elaborate and explain.

30 points

Student demonstrates full knowledge of material and can support argument

40 points.

____

Grammar and Spelling

20 points

Work has four or more spelling errors and/or grammatical errors

5 points

Presentation has three misspellings and/or improper noun, plural, possessive use, grammatical errors.

10 points

Presentation has no more than two misspellings and/or plural, possessive, grammatical errors.

15 points

Presentation has no misspellings, plural, possessive, noun or grammatical errors.

20 points

____

Length

10 points

Work is illegible, improper paragraph structure, no pagination.

2 points

Work has three or four areas that are incoherent and not relevant to topic.

5 points

Work has one or two areas that are incoherent and not relevant to topic

7 points

Work is neatly presented and properly formatted.

10 points

____

Thesis

20 points

Work displays no references.

5 points

Work does not have the appropriate number of required references.

10 points

Reference section was completed incorrectly in places.

15 points

Work displays the correct number of references, written correctly.

20 points

____

Total---->

____

 
 
 

 

FINAL GRADING SCALE:

A = 90-100% (540-600 points)

B = 80-89% (480-539 points)

C = 70-79% (420-479 points)

D = 60-69% (360-419 points)

F = 0-59% (0-359 points)

This scale will be strictly followed; in other words, 539 points is a B, and so on.


Late Submission of Course Materials:
 

All work is due on the due date. If you will miss work and need to submit late (for TDY or emergency), make arrangements ahead of time if possible to submit the work late. Proper documentation must accompany the request. 

Classroom Rules of Conduct:
 

Spirited discussion is encouraged, tempered with civility and decorum. Think before you write, read before you send, and remember that we are all reasonable adults. If someone crosses the line between disputatious learning into personal attacks or inappropriate discussion either in tone or content, the instructor will step in and take care of it.

Course Topic/Dates/Assignments:
 

TOPICS:

  • Structure and Operation of the American Military; the Military as a Social Institution
  • Civil-Military Relations                                                                                 
  • Socialization, Cohesion, and Diversity in the Military                      
  • Military Commitments and Family Life
  • Cross-Cultural Comparisons of Military Structures
  • After the Military: Re-entry and Becoming a Veteran
  • Community and Civic Responsibilities                                              

ASSIGNMENTS:

  • Weekly reading assignments
  • Weekly discussions
  • Brief essay in weeks 1, 3, 5, 7
  • Midterm exam in week 4
  • Core Assessment in week 6
  • Final exam in week 8

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 2009-2010 Undergraduate Catalog Page 92

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 2009-2010 Undergraduate Catalog Page 92

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 "F".
  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 2009-2010 Undergraduate Catalog Page 95

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)
Evaluation: evaluate information from sources outcome(s) =                                                                                                                                                                                                 
Outcomes
1, 2, 4, 5, 6, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
Superior selection of source information to answer the question

 
Adequate selection of source information to answer the question



 
Inadequate selection of source information to answer the question


 
Inferior selection of source information to answer the question


 
Synthesis: synthesize information from sources outcome(s) =                                                                                                                                                                                                
Outcomes
1, 2, 4, 5, 6, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
Superior synthesis and integration of source information to answer the question Adequate synthesis and integration of source information to answer the question Inadequate synthesis and integration of source information to answer the question Inferior synthesis and integration of source information to answer the question 
Application: organize information from sources outcome(s) =                                                                                                                                                                                                
Outcomes
1, 2, 4, 5, 6, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
Superior use of source information in support of argument Adequate use of source information in support of argument Inadequate use of source information in support of argument Inferior use of source information in support of argument 
Content of Communication: grammar/punctuation/spelling/typing/sentence structures/readability/paragraphing outcome(s) =                                                                                                                                    
Outcomes
Park Mission Statement: communicate effectively                                                                                                                                                                                                                                                                                                                                                                                                                                                                      
0 errors 1 to 3 errors 4 to 6 errors 7 or more errors 
Community and Civic Responsibility outcome(s) =                                                                                                                                                                                                            
Outcomes
7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Superior analysis of community and civic responsibility as applied to two military models Adequate analysis of community and civic responsibility as applied to two military models Inadequate analysis of community and civic responsibility as applied to two military models Inferior analysis of community and civic responsibility as applied to two military models 

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Last Updated:5/17/2010 11:36:33 AM