SO 141 Introduction to Sociology
S2Z 2013 MLH
Koepke, Dr. Deanna
Senior Adjunct Professor
PhD & MA, Human & Organizational SystemsMS Information SystemsBA Honors/Interpersonal Communications
before/after class, by appointment
March 18 - May 12
12:00 - 1:00 PM
Witt, J. (2011) SOC 2012, New York: McGraw-Hill ISBN 978-0-07-740337-9
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
APA Manual, 6th edition will be helpful.
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/.
Blended Course Guidelines (Link to guidelines page) – A blended course must meet a minimum percentage of time in the classroom, as specified by University and department guidelines.
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:
-DISREGARD the points value and the information on SAGrader in the first two paragraphs above discussing the core assessment. The points and grading information are included elsewhere in this syllabus.
-The core assessment will be graded based on your answers to the questions posed in the section above and on the grading rubric that is found at the end of the syllabus. Please ask the instructor if you have questions about either of these items.
-For the core assessment, the instructor cannot stress enough the issue of source material. Please make sure that you understand what is an academically appropriate source. If you are not sure, ASK. If you think you are sure, ASK ANYWAY. The instructor HIGHLY recommends you clear your source choices with her PRIOR to writing your paper. If you choose not to do so and use sources that are not appropriate, your grade will reflect it.
-For the core assessment and all other graded work in this class, you must do the assignments as they are listed in the syllabus. You may not create your own assignments and expect to receive a passing grade. If you do not understand what you are supposed to do, ASK.
-Proper APA format and conventional English spelling, punctuation, and grammar are required for all written assignments. Part of your grade will be based on this, as writing skills are still important. While the instructor will point out errors in writing, it is YOUR responsibility to figure out why they are errors and correct them. The instructor will not be doing this for you. She can give you direction and suggestions for resources you can use for this task.
Late Submission of Course Materials:
-Written assignments can be submitted electronically even if you are absent. Grades for late assignments will be reduced by 5% for each day they are late. There is one notable exception to this policy. Your grade for the draft of the core assessment will be reduced by 50% if it is not received by midnight local time of the day it is due and/or if it is not in a reasonably complete format (an outline of your planned assessment will not be sufficient) and/or if it doesn't include your sources.
-Exams for this course will be paper-based. If you will not be present on exam day, you will need to make alternate arrangements with the instructor.
-All work must be submitted by May 10 (the last class meeting) except for make-up participation assignments, which are due as noted under the "attendance policy" section of the syllabus.
-If circumstances warrant the granting of an incomplete (and they must be significant--not simply that you have fallen behind), the paperwork must be completed by the last class period. Failure to do so will mean that the instructor will submit your grade as it stands at the end of the course. However, the instructor may agree to complete a Change of Grade if your work is submitted after the course ends. This will ONLY be done if the incomplete was discussed ahead of time.
Classroom Rules of Conduct:
-Your attention to the instructor and other students is expected. No texting, web surfing, side discussions, or other rude or disruptive activities are allowed during class. You are all adults. Please don't do anything that would make the instructor have to ask you to stop.
-This class is a professional environment and will be a safe place for all to explore the legitimate range of interpretations of subject matter. Your contributions will be respectful and meaningful. Any disagreements may only center on the ideas and not the individuals in class. Violations of common courtesy will not be tolerated and will result in appropriate disciplinary action being taken. To put this another way--you don't have to like everyone in class. You do have to treat everyone with respect. Everyone's input is valuable.
-Except as required by the Air Force, all communication devices must be turned off or set on silent. If you must answer a call, please leave the room quietly. The instructor highly recommends you put your phones away during class time.
-You are expected to arrive at class prior to the start time.
-You are expected to read all text chapters prior to the date they will be discussed in class or online. You should be prepared to participate (verbally--out loud or in postings for online class days) in discussions about the subject matter. This is required for full attendance and participation points.
-Instructions and expectations for participation in the online class days will be discussed during the first class meeting and will be posted in the online classroom.
-Any written assignments submitted electronically must be in Microsoft Word documents, either in .doc or .docx format. No other formats will be accepted.
-Make sure that any emails, texts, or phone messages contain your name and contact information.
-Computers crash. BACK UP YOUR WORK! You MUST plan ahead for possible technological problems.
March 18 - review syllabus and course design, introduction
March 20 - Chapter 1 lecture
March 21 - Chapter 2 lecture
March 22 - Chapter 1-2 discussion
March 25 - Chapter 3-4 videos
March 26 online - Chapter 3-4 lecture
March 27 - Chapter 3 discussion
March 28 online - Chapter 3-4 review
March 29 online - Chapter 4 discussion
April 1 - Chapter 5-6 videos
April 2 online - Chapter 5-6 lecture
April 3 - Chapter 5 discussion
April 4 online - Chapter 5-6 review
April 5 - Chapter 6 discussion
April 8 - Chapter 7-8 videos
April 9 online - Chapter 7-8 lecture
April 10 - Chapter 7 discussion
April 11 online - Chapter 7-8 review
April 12 online - Chapter 8 discussion
April 15 - Chapter 9-10 videos
April 16 online - Chapter 9-10 lecture
April 17 - Chapter 9 discussion, draft core assessment due
April 18 online - Chapter 9-10 review
April 19 - Chapter 10 discussion
April 22 - Chapter 11-12 videos
April 23 online - Chapter 11-12 lecture
April 24 - Chapter 11 discussion, drafts returned
April 25 online - Chapter 11-12 review
April 26 online - Chapter 12 discussion
April 29 - Chapter 13-14 videos
April 30 online - Chapter 13-14 lecture
May 1 - Chapter 13 discussion, writing issues assignment due
May 2 online - Chapter 13-14 review
May 3 - Chapter 14 discussion
May 6 - Chapter 15 videos
May 7 - Chapter 15 lecture and discussion
May 8 - presentations of core assessments, final core assessment due
May 9 - presentations of core assessments (cont.), review for final exam
May 10 - final exam
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 2012-2013 Undergraduate Catalog Page 97
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 2012-2013 Undergraduate Catalog Page 95
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2012-2013 Undergraduate Catalog Page 98-Absences due to work will be excused with proper documentation.
-You must notify the instructor PRIOR to the absence to be excused.
-If you miss a live class, you will be expected to type an outline of the text chapter or other material covered that day to receive attendance and participation credit. If there is no text section for a day, please check with the instructor for an alternate assignment. The outline must be submitted within one week of the missed class.
-If you are not able to complete the work for an online class session by the appropriate time, you may submit it late but it will be subject to a 5% point deduction for each day it is late.
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:2/9/2013 9:32:27 AM