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 RelationsSemesterS2F 2010 QUFacultyFelton, Nicole' L.TitleSenior Instructor/ Adjunct FucultyDegrees/CertificatesPh.D. CandidateM.S. Human RelationsB.S. PsychologyOffice LocationQuantico VirginiaOffice HoursAfter classOther Phone540-538-6875E-Mailnicole.firstname.lastname@example.org@comcast.netSemester Dates22 March - 23 May 2010Class Days------SClass Time8:00 - 1:00 PMPrerequisitesNoneCredit Hours3Textbook: Parillo, V. N. (2006). Strangers to These Shores: Race and Ethnic Relations in the United States, 8th. ed. NY: Allyn & Bacon. (paper)
ISBN: 0-205-45763-0Textbooks can be purchased through the MBS bookstoreTextbooks can be purchased through the Parkville BookstoreAdditional Resources: Supplemental Resource Materials List: The below list is optional.
Christler, Golden & Rozzee, (1996). Lectures on the psychology of women. McGraw-Hill Publishers.
Brehm, S. (1992). Intimate relationships. 2 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 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: 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: It is imperative that students come prepared to be interactive based on information being presented in class via lectures, reading, and any other assignments. As your instructor I will engage each learner in order to encourage them to explore ideas, issues and contradictions that may arise.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
S2F 2010 QU
Felton, Nicole' L.
Senior Instructor/ Adjunct Fuculty
Ph.D. CandidateM.S. Human RelationsB.S. Psychology
22 March - 23 May 2010
8:00 - 1:00 PM
Textbook: Parillo, V. N. (2006). Strangers to These Shores: Race and Ethnic Relations in the United States, 8th. ed. NY: Allyn & Bacon. (paper)
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Supplemental Resource Materials List: The below list is optional.
Christler, Golden & Rozzee, (1996). Lectures on the psychology of women. McGraw-Hill Publishers.
Brehm, S. (1992). Intimate relationships. 2 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/.
Educational Philosophy: It is imperative that students come prepared to be interactive based on information being presented in class via lectures, reading, and any other assignments. As your instructor I will engage each learner in order to encourage them to explore ideas, issues and contradictions that may arise.
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 PLAN: Course grades will be based on participation and completion of assignments listed below. For a passing grade students must obtain 70% or higher.
Participation: Each student must bring in a minimum of 2 and maximum of 5 articles from the newspaper, stories from news, television, or documentary for expansion on the week's subject matter or another subject that may be of interest to the course. 5 points
Weekly Journal Entries: 20 points (No journals due for weeks 4, 8 & 9)
Midterm Exam: 15 points
Group Presentation: 15 points
Final Exam: 20 points
Total points possible: 100 points
Your grade for this course will be determined in the following manner:
A grade of "A" (superior 93-100 points) will be reserved for work, which is of an exceptional nature compared to other under-graduate students. A superior rating indicates the student has completed and exceeded all requirements, met all requirements for participation, and submitted exceptional assignments as well as the final research project. A superior grade also assumes the student's work possesses exceptional critical thinking and analysis of the material assigned.
A grade of "B" (above average 85-92 points) will be assigned to students who have produced above average work and adhered to all requirements as noted above.
A grade of "C" (average marginal 77-84 points) will be assigned to students who meet the majority of requirements, but do not adhere to all requirements. The grade of "C" indicates the lack of overall quality of work. This grade will be designated to students who appear to have a below average critical thinking and comparative analysis of the material.
A grade of ?D? ( marginal 69-76 points) will be assigned to students whose work display below minimal requirement for the course.
A grade of "F" (unsatisfactory 0-68) will be assigned to students who produce unsatisfactory work, critical thinking, and analysis. Two or more unexcused absences will result in the grade of F.
Making up missed final examination:
It is the student's responsibility to contact the instructor before the scheduled exam or by the end of the first working day of the missed exam to request permission to take a make up exam. In the process of determining whether a make-up exam should be allowed, the burden of proof is on the student. The instructor has the right to request verification of any excuse offered by the student.
The student who is denied permission to make-up an exam may appeal immediately to the Academic Director or Resident Center Administrator. The appeal must be made by the end of the first working day after the day of the denial. The appeal will be forwarded immediately to the Assistance Vice President for Extended Learning whose decision will be final.
Syllabi may be subject to minor periodic changes.
Late Submission of Course Materials:
Classroom Rules of Conduct:
Computers make writing and revising much easier and more productive. Students must recognize though that technology can also cause problems. Printers run out of ink and hard drive crash. Students must be responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.
Because of the nature of the course the information discussed can be
sensitive to some. Please ensure you are being respectful at all times in your comments and provide constructive criticism and honest feedback.
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.
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 .
Last Updated:2/11/2010 4:22:55 PM