SO 141 Introduction to Sociology
SP 2013 HO
Assistant Professor of Sociology
PhD, SociologyM.A., SociologyB.A. Sociology
Janaury 14, 2013 --May 10, 2013
12:00 - 1:15 PM
Witt, J. 2011. SOC
2012 Edition (2/E). New York: McGraw Hill
Textbooks can be purchased through the Parkville Bookstore
optional: ConnectPlus for SOC 2012 2nd
Edition; Author Blog: Jon Witt Blog; Course-wide Content: Student
Edition Online Learning Center SOC 2012
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First, the focal point of your instructor’s teaching
philosophy is to encourage a proper student-teacher relationship by promoting
critical thinking. The main goal is to facilitate
the task of intellectual development with students. The ability to critically analyze issues in
contemporary society is an important and valuable skill for success. However, this priceless and vital way of
viewing issues in the 21st century must be learned in a suitable
environment where new knowledge can be created.
To accomplish this objective your instructor attempts to create a positive
learning environment both in and outside of the classroom. Promoting intellectual diversity in a
respectful and meaningful way in the classroom is highly valued. Lectures will more than likely incorporate
current events, local, state and national concerns, and an interactive
discussion attempting to tie them into the course concepts and lecture of the
day. This approach keeps students
engaged in the classroom, connected with current events, and develops social
capital, as well as allowing expression of one’s individuality.
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:
Class Assessment: Please DISREGARD references
to SAGrader in the above Core Assessment guidelines as your instructor prefers to give you personal
feedback on your draft for your research paper [see due dates for
draft and final paper in course schedule].
Unless otherwise stated, assignments are due at the start of the class
period [as indicated in the course schedule portion of this syllabus].
There will be 3 exams in this course. Exams 1 and 2 will cover chapters from your
text and are each worth 75 points.
Exam 3 is your final exam and is worth 200 points.
Core Assessment 200
Core Assessment [Research Paper]. This assignment will be divided into two
parts, a draft worth 100 points and a final copy worth up to 100 points. More details in class [see course schedule
for due dates]
Homework Assignments [HA] 250
There will be 2 homework assignments due in this course
and each will be worth up to 125 points. These writing assignments will be connected
to the development of your core assessment. You will be instructed in class about
ATTENDANCE POINTS 10 EX. CREDIT
There is potential to earn up to an additional 10
points by regular attendance [see Attendance Policy below]
Unannounced pop quizzes throughout semester
Your grade in the course is based on the
total number of points earned from the above assignments and exams. There will be no adjustments made to your
total points at the end of semester [i.e., no ‘rounding up’ or curving
grades]. Therefore, it is your
responsibility to keep track of your total points and to meet with the
instructor if you are concerned about your points and perhaps in need of a new
strategy to study for exams, etc. Final course grades will be determined as
Item / Assignment
Exams 1, 2, and 3 [final
Core Assessment Research
Core Assessment Research Paper Final
2 Homework Assignments [HA]
HA#1[Part I of CA] HA#2 [Part II of CA]
Total Points Possible
Additional Extra Credit Points
Up to 10 for attendance &
additional points from pop quizzes TBD in class
399 or below
Late Submission of Course Materials: For late assignments [if accepted] you will lose 5
points automatically off the grade for the specified assignment. In addition, you will lose 5 points per day for
each day that the assignment is past the due date. There are no exceptions. If your
assignment is late you need to contact your instructor as soon as possible with
an explanation. See page 1 of this
syllabus for email address and office hours.
Please use proper subject line in an email, [i.e., Jake Johnson, SO 141
Classroom Rules of Conduct:
· ALL cell phones are to be turned to vibrate or
to off when class begins.
If you choose to put your cell phone on vibrate,
please note that there is NO texting during class. First offense will
receive a warning. At the instructor’s discretion, students may be
subjected to losing points in the final course for each incident of
non-compliance after the first warning.
Any student who brings a laptop to class and is
operating it during class needs to sit in the front row. I trust that if you bring your laptop, you
are using it to take notes or view the online power point for the class and
that you are NOT on Facebook, email or other social networks.
As a student in this
class, you will more than likely encounter new ideas, topics, images and
discussions that may challenge your worldview.
These different views, values and beliefs may at times be unsettling and
even personally offensive or uncomfortable.
You are reminded to be respectful to your instructor and to your
classmates. The instructor of this
course reserves the right to warn a student of improper behavior. If the student does not comply with the
warning, they will be asked to leave the classroom. If the student fails to leave the classroom,
Public Safety Officers (police) will be called and the student will be escorted
out. The instructor will also report the
disruptive behavior to the proper university governing unit according to
university policy. This action will
result in disciplinary action and may lead to removal of the student from the
Course Schedule [Tentative] for SO 141
No Classes, Martin L. King Day holiday
Sociological Theory/Dev. of
Chapter 1, cont.
our Sociological Imagination
Chp. 2 cont.
Socialization Throughout the Life Course
Social Structure & Interaction
No Classes, President's Day holiday
Social Structure in Global Perspective
Chapter 5, cont.
Review of Terms
for Exam #1
Chp. 6, cont.
No Classes, Spring Recess
Perspectives on Education
Sociological Perspectives on
Chapter 8, cont.
DRAFT of CA. DUE
People Like Us
Chp. 10 cont.
Gender & Sexuality
Race and Ethnicity
Final CA. DUE
Population,, Health and Environment
Chp. 13, cont.
Covers Chps. 11-14
Review Session for Final Exam
Final Exam: 1-3pm
HA=Homework Assignment TBD=To be determined CA=Core Assessment
The instructor reserves the
right to change any portion of the syllabus to accommodate special events,
guest lectures, etc. Students should
bring appropriate texts and readings to class every day. Last
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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 95-96
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. from Park University 2011-2012 Undergraduate Catalog Page 95Email Policy:
Unless of an emergency, the instructor will usually respond to emails within a 48 hour period when regular classes are in session. The only exception to this is when there are breaks in semester or recess from class, official Park holidays or during school closings.
When sending the instructor an email, please include your first and last name, the course name and the class time in the subject line [for example: Jane Doe, SO 141 MW]. Please provide sufficient information regarding your inquiry and your identity.
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2011-2012 Undergraduate Catalog Page 98Attendance Policy and Extra Credit Points:
Please attend class regularly and be on time. It is a huge distraction when students come late to class. If you are late, please take a seat in the back of class and see the instructor before leaving the classroom so that you are not marked absent. Again, as stated above, after 3 late arrivals you will need to meet with the instructor. If you come to class and leave before it ends without discussing the reason with the instructor, you will be marked as absent. Lastly, you will have an opportunity to earn attendance points in this course from attending class on a very regular basis. At the end of the course, the instructor will add the following:
• 10 points if you attend all but 2 classes
• 8 points for attending all but 3 classes
• 6 points for attending all but 4 classes
• No additional points for missing 5 or more classes
The full 10 points allows for two class periods missed during the semester due to an illness or other unexpected absence. This tally will include both excused and unexcused absences. So, regardless of the reason, I will count all absences when calculating these points. At the college level, you should take your responsibility to attend classes very seriously. You will certainly have this expectation from an employer or if you attend graduate school, therefore, there is not an outline of a detailed attendance policy, rather, you will be awarded a small number of additional points to your final grade to recognize your commitment to your educational goals.
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 .
Drop Policy:As stated above in
the Attendance Policy and in compliance with Park University’s
policy, students will be dropped from the course after two consecutive weeks of
Inclement weather/emergency closing: If a class is cancelled
because of a snow/ice day, the course schedule will remain the same as outlined
in this syllabus. The only exception is
when a snow day occurs on an exam day, in which case the exam will be given on
the very next scheduled day that we return to campus.
Office Hours: Office hours are
listed on page 1 of this syllabus. If
you cannot attend my scheduled office hours during these days/times, please
email or approach the instructor in class for an individual appointment. These specific hours are set aside so that
your questions and concerns can be addressed.
Extra Credit: There are two opportunities to earn extra credit in the course. The first is through regular attendance [see
Attendance Policy]. Next, I will have
unannounced pop quizzes throughout the semester and will determine the value in
class. Please do not ask me at the end
of the semester how you can earn extra credit points, these are the only ones I
will be offering.
Last Updated:12/27/2012 10:08:28 PM