INTRODUCTION TO SOCIOLOGY
Spring 2007
Mark Rubinfeld
Foster 308
Office phone:
832-2430; Home phone: 364-1228
E-mail: mrubinfeld@westminstercollege.edu
Website: http://people.westminstercollege.edu/faculty/mrubinfeld
Office Hours: Mon., Tues., Wed., and Thurs.
Course
Description:
This course provides
an introduction to sociology by examining the cultural, institutional, and
social forces that influence people’s perceptions, actions, and opportunities.
Required Books (Available at College Bookstore):
Henslin, James M. Sociology: A
Down-to-Earth Approach. Seventh Edition. 2005.
Correspondents of The New York Times. Class
Matters. 2005.
Course Objectives:
Procedures and Course
Outline:
This course utilizes
a variety of learning tools including readings, lectures, videotapes,
discussions, group exercises, and oral presentations.
Assignments and Grading:
Final grades will be
based on a mid-term (25% of the final grade), a final examination (25% of the
final grade), eight chapter reaction assignments (20% of the final grade), one
formal paper (20% of the final grade), and a group presentation (10% of the
final grade). In calculating final grades, class participation will also be
taken into account. You must complete all of the course requirements in
order to pass this course. Final grades will be based on the percentage of
total points earned: A (93-100), A-
(90-92), B+ (87-89), B (83-86), B- (80-82), C+ (77-79), C (73-76), C- (70-72),
D+ (67-69), D (63-66), D- (60-62), and F (below 60).
Exams: The exams include multiple choice,
true-false, and short essay questions covering material from the readings,
lectures, class discussions, and group presentations.
Chapter reaction papers:
Choosing eight-out-of-the-eleven chapters in the text, you will be responsible
for writing a typed two-to-three page “reaction” paper (double spaced) after
reading each of the eight chapters that you choose, which will cover your critical reactions to the chapter as a
whole or to a particular section of the chapter that most interests you. Late
reaction papers will be accepted up to one class late with a one point (10
percent) penalty and up to two classes late with a two point (20 percent)
penalty. After two classes, no
late papers will be accepted without instructor’s approval.
Formal Paper: You will be
require to complete a typed five-to-seven page paper (double-spaced) in which
you will be asked to apply sociological ideas covered in different sections of
the readings to class content and life experiences. In evaluating your paper, I
will be looking for two basic things: first, a clear expression of which
sociological ideas or concepts you are using and, second, a good application of
those ideas. Late papers will be accepted up to one week late with a ten-point
penalty; after one week, no late papers
will be accepted. (Note: For both the chapter reaction papers and the
formal paper, if you are absent on the day a paper is due, you are responsible
to find someone to deliver the paper for you or to e-mail an attachment copy of
the paper on the due date).
Class Participation and
Attendance:
Class attendance,
discussion, and participation are significant components of the classroom experience.
As such, any student who misses eight or more classes will not be able to get a
grade higher than a “B” for this class; any student who misses twelve or more
classes will not be able to get a grade higher than a “C” for this class.
Although there is no formal attendance policy for students who miss seven or
less classes, do know that a significant number of questions on the
midterm and final will focus on class lectures and discussions. Furthermore,
since I will be weighing class participation in borderline grading situations,
students who regularly attend class and frequently participate in classroom
discussions will have an “edge” in achieving a higher, final grade. Finally, I
reserve the option of giving quizzes, assigning additional homework, or
emending this syllabus as the need arises.
Student-Student and
Student-Faculty Relationship:
All students must be
respectful of other students. This means no talking while other students are
talking or trying to listen. It also means showing up to class on time so as
not to disrupt the class with late arrivals. Once class begins, no chatting, no
reading outside materials, and no sleeping in class. If you must eat, make sure
it is a “quiet” food. Also, turn off your cell phones. In other words, act appropriately
for a college class—if your actions create a distraction, you will be asked to
leave. In accordance with college policies, any acts of cheating or plagiarism
will be penalized to the severest extent. My office hours are listed at the
beginning of this syllabus. At any time, feel free to meet with me to discuss
any matters relevant to this course. It is especially important to see me early
in the semester if you are having difficulties. Do not wait until the end of
the semester when there is little I can do to help. Finally, feel free to meet
with me if you would like to learn more about sociology, including pursuing it
as a major or minor, or incorporating its application into papers and
assignments from your other classes.
Group Presentations
Due to time
constraints, there are a number of chapters from the text that will not be
covered in lectures nor assigned to everyone for reading. In order to give you
a “glimpse” into the content of these chapters, we will use group presentations
that will: 1) allow us to cover more material than we could normally cover
through lectures and readings, 2) provide you with a greater variety of
viewpoints, and 3) afford you the opportunity to experience working on a group
project that includes public speaking.
Midway through the semester, we will
form groups with each group being responsible for reporting on one of the
unassigned chapters in the textbook. Each group will have 30 minutes to report
to the class on the chapter, and 10 minutes for a question and answer period.
The group should not try to cover all of the material in the chapter but focus,
instead, on the most pertinent point (or points).
Each member of the group must
participate in the oral presentation. All students in the group will receive
the same grade. On the day of the group presentation, each group must submit an
outline of its presentation and what each individual member will be covering.
The final exam may include several questions stemming from the presentations so
it is important that students not presenting on a given day listen attentively.
It has been my experience that the best presentations are those that involve
the following:
Solid preparation: All group members should be equally
prepared for the presentation. This usually necessitates a clear delineation of
member roles in preparing for the presentation. In addition, many of the best
presentations involve outside research or activity. For example, one group
designed and conducted a survey that examined fads and fashions on campus, videotaped
interviews with students on what they like to wear and why, brought in examples
of changes in styles from different social eras, and tied their findings to the
chapter in the text on collective behavior. Another group spent an afternoon
conducting a field observation at a local hospital, observed a heart bypass
operation, talked with doctors and nurses about the current state of medical
care, and linked what they learned to the chapter in the text on medicine.
Still another group presented a slide show of downtown city life, illustrating
different examples of urban decay and urban renewal. The bottom line is that the format is up to
each group. There are only three limitations: that the presentation takes no
more than 30 minutes (plus an extra 10 minutes allotted for questions and
answers), that the presentation incorporates sociological analysis, and that
the presentation is tied to the relevant chapter in the text.
Class activity and/or handouts: Having the class take an active role in at least part of the
presentation (through handouts, posters, transparencies, power-point, videos,
or any other audio or visual aids that the group deems useful) often results in
better class attention and discussions. In presenting your material, strive to
be informative, engaging, and creative. Try to think of different ways of
involving the class into your presentation so that your audience stays
interested.
Introduction of the panel members:
You can make the group presentation a bit more personal by introducing
yourselves at the beginning of your presentation. This helps to lessen the
“intimidation factor,” and to create an atmosphere more conducive to audience
participation. Furthermore, try not to forget to establish occasional eye
contact with members of the audience, and to smile from time to time. Also try to be sure that you talk to your audience rather than
read the entire time from notes or cue cards.
Careful time budgeting: Use your
time wisely. Thirty minutes is not very long for a presentation. While you
should be prepared to use the entire 30 minutes for your presentation, this
does not mean that you should try to cram as much information or activities as
possible into your presentation. It is better to cover a few well-developed
points about a topic than to zip through ten confused and disjointed points.
Expectations about audience
participation: Of course you will do the best you can to encourage
participation and discussion from the class. However, the burden of
responsibility is not entirely yours. The rest of the class is also responsible
for ensuring that the group presentations are an engaging and rewarding
experience for everyone involved. This entails: 1) listening attentively
(showing respect for speakers), 2) taking part in the discussion and/or
activity, and 3) preparing at least one question or comment to share with the
class during the question and answer period.
Grading: As previously
mentioned, each member in the group receives the same grade. The grades for the
group presentations will be based on the following criteria: 1) substance or
content, 2) creativity and resourcefulness (use of materials, exercises,
activities, etc.), and 3) form and style (articulation, length, organization,
preparedness, etc.). If the group is having a problem with one or more of its
members (e.g., not coming to preparatory meetings, showing no interest in the
project, not doing his or her share of the work), first, try to work it out with
the member or members. If the problem persists, however, let me know about it
as early as possible. If the group consensus is that one or more members of the
group are not participating to the satisfaction of the group, the
non-participating member or members will not get credit for the assignment, and
receive a zero for their group presentation grade. This ensures that the group
is not penalized for the lack of preparation of any of its members and that no
group member or members receive credit for the work that others are doing.
Having fun: Education does
not always have to be a chore. In addition to learning new material, this is an
opportunity to develop public speaking skills, gain self-confidence, make new
friends, and have some fun. This is your time to teach and to reach. Go for it!
Week
|
Topic
|
Assignments
|
|
1 |
Introduction to Sociology/Class Expectations and Responsibilities (and) The Sociological Perspective |
Wednesday January 10 Sociology: A Down-to-Earth Approach, Chapter 1, pp. 2-33 Due: Wednesday January 10 Chapter 1 Reaction Paper |
|
2 |
The
Sociological Perspective
(and)
Culture
|
Wednesday January 17 Sociology: A Down-to-Earth Approach, Chapter 2, pp. 35-61 Due: Wednesday January 17 Chapter 2 Reaction Paper |
|
3 |
Culture (and) Socialization |
Wednesday January 24
Sociology: A Down-to-Earth Approach, Chapter 3, pp. 63-91 Due: Wednesday January 24 Chapter 3 Reaction Paper |
|
4 |
Socialization (and) Social Structure and Social Interaction |
Wednesday January 31
Sociology: A Down-to-Earth Approach, Chapter 4, pp. 93-121 Due: Wednesday January 31 Chapter 4 Reaction Paper
|
|
5 |
Social Structure and Social Interaction (and) How Sociologists Do Research |
Wednesday February 7
Sociology: A Down-to-Earth Approach, Chapter 5, pp. 122-144 Due: Wednesday February 7 Chapter 5 Reaction Paper |
|
6 |
How Sociologists Do Research (and) Global Stratification |
Wednesday February 14 Sociology: A Down-to Earth Approach, Chapter 9, pp.229-257 Due: Wednesday February 14 Chapter 9 Reaction Paper |
|
7 |
Global Stratification (and) Midterm Exam Review |
Wednesday February 21 Midterm Exam Review |
|
8 |
Midterm Exam (and) Social Class in the |
Monday March 5
***MIDTERM EXAM*** Wednesday March 7
Sociology: A Down-to-Earth Approach, Chapter 10, pp. 259-287 Due: Wednesday March 7 Chapter 10 Reaction Paper |
|
9 |
Social Class in the |
Monday March 12
First Half of Class Matters
(Introduction—Chapter 8; pp. ix -133) Wednesday March 14 Second Half of Class Matters
(Chapters 9-Conclusion; pp. 134-243) |
|
10 |
Sex and Gender |
Monday
March 19 Sociology: A Down-to-Earth Approach, Chapter 11, pp. 289-321 Due: March 19 Chapter 11 Reaction Paper (and) ***Top Three Choices—Group Presentations*** (choose from chapters
6,7,8,13,14,15,18,19,20,21,22) |
|
11 |
Race and Ethnicity |
Monday March 26
Sociology: A Down-to-Earth Approach, Chapter 12, pp. 323-358 Due: Monday March 26 Chapter 12 Reaction Paper |
|
13 |
The Family |
Monday April 2 Sociology: A Down-to-Earth Approach, Chapter 16, pp. 447-481 Due: Monday April 2
Chapter 16 Reaction Paper (and) ***FORMAL PAPER DUE*** |
|
14 |
Education (and) Group Presentation Preparations |
Monday April 9 Sociology: A Down-to-Earth Approach, Chapter 17, pp. 483-509 Due: Monday April 9 Chapter 17 reaction paper
Wednesday April 11 Group Presentation Preparations |
|
15 |
Group Presentations |
Monday April 16 Group Presentations Wednesday April 18 Group Presentations |
|
16 |
Group Presentations (and) Last Class (and) Final Exam Review |
Monday April 23
Group Presentations (and) Group Presentation Grades and Feedback (and) Final Exam Review ***FINAL EXAM*** (covering chapters 10, 11, 12, 16, and 17, and all
of Class Matters) is scheduled for
Monday April 30th, at 6:00 p.m. |