SocSyllabusMagazine

Community College of Philadelphia Course Syllabus Soc-101 Intro to Sociology

rLs/Soc101/Spring/12.

College of Liberal Studies, Social Sciences Spring 2012

Sociology-101

Class Trip to U. of P.’s Anthropological Museum



Instructor Information: Welcome!

Instructor: Ron L. Shamwell, MSW, BCIA, Social Sciences, Sociology

Office Location: W3-12 West Building

Telephone: Office – (215)751-8731 (C ): 2(215) 264-0833

E-mail: [email protected]

Office Hours: By appointment

Department Chair: Kathy Smith, Esq.

Course Identification

Course Number: CRN#:20462

Course Name: Introduction to Sociology

Course Location: C3-14 CBI Building

Class Times: MTWR 12:30pm – 1:50pm

Course Description/Overview

Welcome to Sociology 101 and the College, the course follows the “80-20 rule,” 80% of useful learning comes from informal learning. The course will emphasize how social and environmental influences affect human behavior of individuals and groups in society. Introductory sociology studies society from a social or group perspective, it examines issues such as culture, deviance, socialization, and homelessness. Additionally, the analysis of the social processes and major social forces will be covered. The course moves from preparing learners for the industrial age toward preparing them for the knowledge society (Gilbert, 2005). While facilitating the importance of sociological influences, the course is concerned with the best options to communicate the importance of the subject being studied. The instructional-design upon which the course is built “offers guidance on how to better help [students]

learn and develop” (Reigeluth, 1999). To improve cognitive learning the course will offer clear information, thoughtful practice, informative feedback, and strong intrinsic or extrinsic motivation. According to Ambrose, et al. (2010), “ we finally have the makings of a research-based theory of how people learn” (p. xiii). Therefore, multimedia (the use of computers) is an integral part of the learning process; however, using instruction via computer is done in situations where the computer is most likely to be beneficial (Trollip & Alessi, 1988). In facilitating course learning, the course is underpinned by merging various principles of behavioral, cognitive, and constructivist paradigms into one integrated approach (p. 17). The use of interactive media in the design of the sociology course follows cognitive theory relating to perception and attention, encoding of information [mind and brain], memory, comprehension, active learning, motivation, locus of control, mental models,



metacognition, transfer of learning, and individual differences (Yekovich, & Yekovich, 1993 et al).

Further, the course is designed for learning devices (Smart phones, iPods, PSPs, e-

Readers, CD-ROM, Video files, Audio files, and Flash drive use) to improve learning performance, as well as the use of learning style preferences.

Mr. Shamwell and other college faculty exploring new learning options

Course Learning Objectives

Identify sociological problems and investigate the environmental and social effects (appraise).

Critique various chapters and readings (compare).

Conduct web/Internet evaluation on selected sociological sites (contrast).

Recognize problems, issues and sociological critical thinking in generalizing findings to specific social forces (critiques).

Identify appropriate research methods and principles of ethical and moral scientific activities (evaluate), and

Draw your own informed conclusions with references to others’ ideas.

Recognize and Identify computer use and other learning devices to improve learning performance.

Course Resources

Course Website(s)

Wiki

Personal Website



Online Book Resources: http://www.mhhe.com/schaefer9

Required Course Text

Schaefer, R (2009). Sociology: A brief introduction, (8th Ed.), New York: McGraw-Hill

Mccionis, J. & Benokraitis, N. (2009) Seeing ourselves: A cross-cultural sociological reader, (7th Ed.), Prentice Hall, 2007 or latest Edition. (Three articles will be given out at appropriate time intervals during timeline).

Required Course Readings (Check assignment sheet for due dates):

Mills, C. W. (1959) The Sociological Imagination. p. 1 In Macionis and Benokraitis (2007). Seeing Ourselves: Classic contemporary, and Cross-Cultural Readings in Sociology. Bowles and Gintis, 1972). Education and Inequality. p. 394. In In Macionis and Benokraitis (2007). Seeing Ourselves: Classic contemporary, and Cross-Cultural Readings in Sociology.

Anderson, E. (1994). Code of the Streets. p. 170 In In Macionis and Benokraitis (2007).

Seeing Ourselves: Classic contemporary, and Cross-Cultural Readings in Sociology.

Additional References

Ferris, K. & Stein, J. (2010). The real world: An introduction to sociology. (2nd Ed.). New York: W. W. Norton & Company. Henslin, J. M. (2003). Sociology: A down-to-earth approach. (6th Ed.). New York: Allyn and Bacon. Parrillo, V. N. (2009). Strangers to these shores. (9th Ed.). New York: Person and Allyn and Bacon.

http://www.mhhe.com/schaefer9



Course Policies

There are few course policies regarding behavioral standard (cordiality), attendance (follows CCP guidelines), group work/collaboration, and safety regulations, late assignments, grading, exit audit, and extra credit etc., which will follow College regulations, but may be course specific such as lateness to class after a 5-10 minute grace period, the door will be closed, but if the individual student is reputably late after three consecutive times he/she will not be permitted access to the class until he/she meets with the facilitator on the matter of his/her repeated lateness.

Late Assignments

Late assignment must be turned in during the following week from when the assignment is originally due for grading. No assignments will be accepted beyond this point, as well as those turned in late will receive substantial point deductions. There is no allowance beyond the following week. A grade of F (0) will be recorded for the assignment in question if compliance is not adhered to.

Drop Policy Each student will be held responsible to self-dropping the course based on their individual needs and demands; however. If your name is on the class roster at the end of the semesters with work completed, you will receive a grade of F for the course. Therefore, check the College’s drop policy for the required drop dates without penalty (Student Handbook). Additionally, based on the 3rd-week attendance requirements, if you receive an unsatisfactory attendance mark (electronically), you may be officially dropped and lose financial-aid support for lack or poor class attendance. THIS IS VERY IMPORTANT!!

Grading Scheme

Letter Grade Percentage

Grade points/credit Rating

A 90% & above 4.00 Excellent

B 80% – 89% 3.00 Good

C 70% – 79% 2.00 Average

D 60% - 69% 1.00 Inferior

F 59% and below 0.00 Failure



I Incomplete; given only when a student is unable to complete a segment of the course because of circumstances beyond the student’s control. A grade of incomplete may be given only when approved in writing by the instructor, department chair or school dean (either). .

C Conditional, if the student is given an “I” and the judgment of the instructor does not need to repeat the course. The student must make up the work within the next semester in residence or the grade becomes a failure (F). A (X) grade is computed into the grade point average as a (F) grade. (Please review Student Handbook)

C Conditional, if the student does not self-drop, but his/her name remains on official class roll at the end of the course; they will receive a grade of F.

Exit Audit

The course exit audit is scheduled so that each student will meet with the instructor to understand h/her grading for the course and be involved in an evaluation process. Also, it gives the student an opportunity to have a say in the final course grading process, as well as a review of student course portfolios to avoid any unforeseen mistakes. However, since the class final examination is given the last day of class students will reconvene on the day the college has scheduled your class for the final examination (See final examination schedule) to take part in the exit audit. This is mandatory, so if you fail to meet this requirement, your final grade will be reduced one level (B to C to D etc.), as well as the instructors grading comments are final and not open for debate unless there is some medical emergency (validated by a doctor’s note to that affect, as well as, the said doctor will be called for verification).

Grading

Class Attendance 5

Course Portfolio 5

Class Participation 5



Grades will be based on the following:

Points will be spread across course totals, not added to grade, so you may receive 1.5 points added to overall final grade. For example, 88.5 (91.0) will be a final grade.

Collaboration/Plagiarism Rules

The course does allow collaboration on specific assignments and in-class activities. However, plagiarism may happen unintentionally or intentionally during the course, so course maintains an Academic Integrity Policy, which is in accordance with the APA Manual of Publication. For instance, “authors do not present the work of another as if it were their own work” (p. 16). Whether paraphrasing, quoting an author directly, or describing an idea that influenced your work, you must credit the source. To avoid charges of plagiarism, take careful notes as you research to keep track of your sources and cite those sources according to the guidelines (p. 170) presented in the APA Manual of Publication (6th Edition). A few free sites to check your writing are: http://ed.grammarly.com/editor/view and http://turnitin.com/static/index.html, you may locate others if you wish but share with facilitator for approval. The facilitator will periodically check assignments for plagiarism, if found, a failing grade will be assigned or the student will be required to resubmit work in question. However, if several such incidents is repeated by the same student, or if over 10 percent of plagiarism is found the student will fail the assignment in question. Please review the course Academic Integrality Policy.

Course penalties are:

1. Warning

2. Reduced Grade

3. Failure and Notice to Department

Electronic Instruments

Since the course is a computer-mediated communication (use of computers), cell phones, Blackberries, iPods, PSPs, or any other electronic devices can use upon instruction approval from the course facilitator. Way of using devices will be introduced to improve learning performance.

Otherwise, the devices are not to be used in the classroom. However, students with second language issues may bring electronic devices (dictionaries) to help with word meaning upon prior approval by the facilitator. Please check your student handbook to be clear on other college policies that may have a bearing on any given situation or infraction.

Disability:

Class Trips (if taken) 5

Total Points 15/20



The course is disability friendly and will attempt to find alternate teaching and learning practices to help students. If you have a disability that could affect your performance in this class or that requires an accommodation under the Americans with Disabilities Act, please see me as soon as possible so that we can make appropriate arrangements. The Affirmative Action Office has asked that you be made aware of the following:

“Community College of Philadelphia (CCP) complies with all federal and state laws and regulations regarding discrimination, including the Americans with Disabilities Act of 1990. If you have a disability and need a reasonable accommodation for equal access to education or services at CCP, please call the Dean of Students Office, at (215) 751-8000.”

For other concerns about discrimination, you may contact the department head (215) 751-8781 or the Affirmative Action Office, at (215)751-8000).

Academic Affairs: (215)-751-8350/ M2-34 Academic Advising: (215)-751-8527/ W1-1

Learning Lab (215)-751-8929/ B2-36C Center on Disability: 9215)-751-8307/ M1-22 (The course is disability friendly and will attempt to find alternate learning practices to help students). Occupational Handbook: http://www.bls.gov/oco/

Class Presentations

Students will present a class presentation. The presentation can be a script, video, or a PowerPoint, or a combination thereof. The presentation will be video tape, as well as with student permission uploaded to Youtube.com (facilitator’s site with student approval). The presentation will take place the last two weeks of class prior to final examination. The presentations will be semi-professional in nature and will be graded.

Theft

Under no circumstances will theft of any kind from classmates, items in the classroom thereof shall be removed without authorization from the instructor, as well as if any items not yours are found; they should be turned into the instructor to save for whoever may have lost said item. You will be reward with 5 extra credit points toward a course grade; however, if found out a classmate did steal an item during class time; they will be written up and sent to the department, as well as possibly failing the course as a consequence because your integrity is a valuable commodity.

Application Activities

Students will use the class text book for description of theories, concepts, and perspectives to enhance retention and transfer of knowledge. Use the Internet’s Web 2.0/Web 3.0 tools as other rich sources of information per each chapter, readings, and writing assignments.

http://www.bls.gov/oco/



Online tests, audio and video, chapter objectives, and PowerPoint presentations will be used “for graphic knowledge of subject matter information, and personal and professional interest facilitating and guiding learner engagement in the wider knowledge space” (Burns, 2008: 349). Finally, since the course is a computer-mediated communication sociology course; there will be faculty-student interactions, student-student interactions, student-content interactions, and student-interface interactions, which is critical to generating variation in behavior and in providing corrective and supportive feedback so that the natural selection process of weeding out the less effective idea can take place (Irlbeck et al, 2002: 178).

Civic Responsibility and Social Capitol

The course is further underpin with “civic responsibility” (social participation and action) and “social capitol” (networks and the associated norms of reciprocity have value). One small but important way of facilitating such an effort with students is having them bring in 1-2 can goods (for extra credit) during the semester for distribution (last week of class before finals) at the Salvation Army, it would support their food drive and help families in neighborhoods surrounding the college campus.

If you agree with the aforementioned course policies, please sign and date this syllabus-thank you!

Student: ___________________________________________________ J#:___________________ Date: _______

Welcome!

Course Schedule

Module A: Front End Course Assessment Week 1: Front End Unit Assessment Course introduction Assessments (online)

1. Learning Style



2. Technology Literacy 3. Why is education important to me? 4. Self Image (from online)

Week 2: Unit 1 Understanding Sociology Understanding Sociology (Author’s Audio/Video Overview) What is Sociology? (5) Sociological Imagination (5) What is Sociological Theory? (9) Development of Sociology (10) Major Theoretical Perspectives (14) Development of Sociological Imagination (Mills, 1959 p. 20) PowerPoint Display on Web site (www.mhhe.com/schaefer6).

Interactive Activity 1: Theoretical Perspectives (www.mhhe.com/schaefer9)

Week 3: Unit 2 Sociological Research (Author’s Audio/Video Overview)

What is the Scientific Method? (31) Major Research Designs (35) Ethics of Research (43) Feminist Methodology (45) Technology and Sociological Research (46)

PowerPoint Display on Web site. (www.mhhe.com/schaefer6) Article: The Importance of Social Research by Earl Babbie, 1998.

Week 4: Unit 3 Culture (Audio/Video Overview)

Development of Culture (57)

Elements of Culture (61)

Culture and The Dominant Ideology (68)

Culture Variation (69)

PowerPoint Display on Web site. (www.mhhe.com/schaefer6)

Article: Manifest & Latent Functions by Robert K. Merton, 1967, 68

Games about culture on the Internet IQ: (http://web.tickle.com/tests/uiq/index-pop.jsp?sid=&supp=&z

Week 5: Socialization (Quiz on Chapters 1-3)

MODULE 2: BEHAVIOR IMPLICATIONS

Week 5: Unit 4 Socialization (Author’s Audio/Video Overview) The Role of Socialization (81) The Self and Socialization (83) The Life Course (92) Socialization Agents (87)

PowerPoint Display on Web site. (www.mhhe.com/schaefer6)





http://web.tickle.com/tests/uiq/index-pop.jsp?sid=&supp=&z

http://web.tickle.com/tests/uiq/index-pop.jsp?sid=&supp=&z




Find Internet game about socialization. Interactive Activity 4: Anticipatory Socialization/(www.mhhe.com/schaefer6)

WeeK 6: Unit 5 Social Interaction (Audio Overview) Interaction & Reality (105) Elements of Social Structure (106) Global Perspective (118)

PowerPoint Display on Web site. (www.mhhe.com/schaefer6) Article: “The Self” by George Herbert Mead, 1934.

Week 7 Unit 8 Stratification (Audio Overview)

Understanding Stratification (186) Sociological Perspectives (188) Universal (191) Stratification by Social Class (194) Social Mobility (200) PowerPoint Display on Web site. (www.mhhe.com/schaefer6)

Preparing student presentations for video/audio Report Due/Practice Presentation on Code of the Streets (Video-taped)

WeeK 8: Unit 6 Race and Ethnic Inequality (Author’s Audio/Video Overview) (Quiz on Chapters 4-6) Minority, Racial & Ethnic Groups (234)

Prejudice & Discrimination (240) Patterns of Intergroup Relations (246) Race & Ethnicity in USA (248) WeeK9: Unit 9 Mass Media (Author’s Audio/Video Overview) Sociological Perspectives (131) The audience (143) Media’s Global Reach (145) MODULE 4: IMPLICATIONS OF SOCIAL INSTITUTIONS

WeeK 11: Unit 12 Intimate Relationships (Quiz on Chapters 7-9) Global View of Family (289) Sociological Perspectives (292)

Marriage and Family (293) Divorce (300)

WeeK 10: Unit 13 Education (refer to Bowles and Gintis, 1974/(Author’s audio and video clips)

Sociological Perspectives (313) Schools as Formal Organizations (319)

Feminist View (317) Approach to Religion (323)

WeeK 12: Unit 14 Presentation Week (Project Reviews)






PowerPoint (use to develop presentation if necessary-up to group) Group Presentations (on anyone of three reports) Posters (displays for audience review—voting) Efolio files (collection of work assignments) Final Examination

MODULE 5: COURSE & SELF ASSESSMENT

WeeK 13: Unit 13 Final Examination (All Chapters Covered), Grade updates

Review of Professional portfolio Self Assessment

MODULE B: BACK-END COURSE ASSESSMENT:

1. Personal Statement (two paragraphs) 2. Self Awareness 3. Index of Learning Styles 4. Technology literacy 5. Why is education still important to me? 6. Image of Yourself (online)

WeeK 14: Unit 14 Student Audit:

Final Grade Review (Required)

Glad You Stayed to the End of Semester.:) Reading Assignments (short papers) and Group Assignments

5 Short Assignment Papers

Due: Short Paper#1: List and explain the sociological perspectives (functionalist, conflict, feminist, and interactionist) including positive (strengths) and negative (weaknesses) aspects including sociologist associated with each perspective (2 pages). Due: Short Paper#2: Describe and list both advantages and disadvantages of research questionnaires, interviews, experiments, observations and ethnographic and autoethonographic (What would be a good research project and why? (2 pages). Due: Short Paper#3: What is the dominant American ideology and please describe your life in terms of statuses, roles and master-status (illustrate) and your future expectations (1 page).



Due: Short Paper#4: What is socialization and resocialization (1 page) Due: Short Paper#5: What would your life be like as the opposite gender and what is different about how you think about the opposite gender? (use critical thinking analysis format 1 ¼ pages).

3 Readings in the Cross-Cultural Reader

Mills, C. W. (1959) The Sociological Imagination. p. 1 In Macionis and Benokraitis (2007). Seeing Ourselves: Classic contemporary, and Cross-Cultural Readings in Sociology. Bowles and Gintis, 1972). Education and Inequality. p. 394. In In Macionis and Benokraitis (2007). Seeing Ourselves: Classic contemporary, and Cross-Cultural Readings in Sociology.

Anderson, E. (1994). Code of the Streets. In In Macionis and Benokraitis (2007). Seeing Ourselves: Classic contemporary, and Cross-Cultural Readings in Sociology.



3 Possible Class Trips (Others may be mentioned)

Fairmount Prison Art Museum

Germantown Ave Other cultural venues to be name or selected by class

College’s Fall Academic Schedule Dates (2012)

January 2012

2 Monday — New Year’s Day Holiday — College closed

6 Friday — Final deadline to submit application for academic reinstatement for Spring 2012 semester

16 Monday — Martin Luther King, Jr. Holiday — College closed

17 Tuesday — Spring 2012 (15-week) term begins



February 2012

March 2012

5-10

Monday-Saturday — Spring Break — College Closed

April 2012

6 Friday — Deadline to submit all required financial aid documents and resolve all financial issues to hold Summer 2012 classes

16 Monday — Priority deadline for Fall 2012 for financial aid

30 Monday — Final day of classes for Spring 2012

May 2012

1-4 Tuesday-Friday — Final examinations, Spring 2012 semester

1 Tuesday — 2012-2013 PHEAA grant filing deadline for all renewal applicants

4 Friday — Final day to resolve all outstanding financial aid issues for the Spring 2012 semester

5 Saturday — Commencement

7 Summer four-day work week begins — College closed on Fridays

8 Tuesday — Deadline (by 5 pm) for faculty submission of grades for Spring 2012 (15-week and 10-week) terms

14 Monday — Summer 2012 7-week and 14-week terms begin

28 Monday — Memorial Day Holiday — College Closed

29 Tuesday — Summer 2012 7-week (term code 7B) term begins

Enjoy Your Summer!



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