SOC 100 Syllabus- Muhammad - Spring 18 PDF

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University of Illinois at Chicago Departments of Sociology

SOC 100: Introduction to Sociology(16134) Course Syllabus – Spring 2018 Mon. & Wed. 10:00 – 10:50am Behavioral Sciences Building – Room 250

BSB 4160 Professor: Ray Muhammad, Ph.D. Office:  Office Hours: Mon. & Wed. 1- 2pm Phone: 312-996-3005 Email: [email protected]

Course Catalog

Course Scope Analysis of human societies, organizations and groups, and the interrelations among individuals, groups, and societies. Many of you are early in your college career, and will be exposed to a world different from your origin. The basic assumptions about your own identity, ways of doing things, culture, race, class, gender, and sexuality, will be questioned, challenged, and made more complex. Indeed, this class may compel you to search for new meanings t o familiar things as you navigate. Sociology is the scientific study of society and social interaction, and t heir effects on individual and group behavior. This course will provide an introduction to theconcepts, theories, and methods used by sociologists to study social life. Special attention is given to how the sociological perspective can enhance our ability to understand society and to function within it. We will take account of how gender, race, ethnicity, and social class impact people’s lives, and devote a fair portion of this course looking at the role of inequalities across these categories, from several theoretical perspectives. We will consider how social forces and social structures impact the everyday experiences of people. After taking this course, you should understand the sociological perspective and the tools to comprehend the connection between the events of your own life and the social world around you.

Course Objectives

The primary objectives of this course are to have students review and demonstrate an understandingof:

1. How to use the sociological imagination to interpret a social problem, assess possible solutions, and illustrate how a social scientist may view an issue in a culturalcontext. 2. Compare and contrast major sociological theories, and determine if one theory seems more applicable to a social issue than another, and explainwhy. 4. Analyze the meaning of culture within society and demonstrate how the concepts of culture and society are inseparable. 5. Identify areas of social stratification, differentiate between social class, racial and ethnic groups, analyze how they interact based on the cultural characteristics of the groups, and illustrate stereotypes and how they operate in society. 6. Analyze a social issue in the context of a subgroup within a larger "normative" population and evaluate the extent to which the subgroup fits in with society's overall norms.

Learning Outcomes

Required Books

Communicating

Coursework Describe how sociology differs/similar to other social sciences (e.g., psychology and social work), and give examples of these differences; 1. Apply the concept of the “sociological imagination,” sociological principles and concepts to her/his own life. 2. Define theory and describe its role in building sociological knowledge; 3. Compare and contrast basic theoretical orientations (e.g., structural functionalism, social conflict theory and symbolic interactionism); 4. Describe and apply some basic theories or theoretical orientations in at least one area of social reality. 5. Describe the role of evidence and qualitative and quantitative methods in sociology, such that the student will be able to: 6. Identify basic methodological approaches and describe the general role of methods in building knowledge. 7. Define, give examples, and demonstrate the relevance of the following: culture, social change, socialization, stratification, social structure, institutions, and differentiations by race/ethnicity, gender and class. 8. Describe the significance of variables by social location (race, ethnicity, class, gender, sexual orientation). 9. Further develop analytical and critical thinking skills necessary to better understand complex social situations.

Henslin, J. 2016. Essentials of Sociology, P  earson Education. There is an additional recommended copy that includes an Ebook. (Additional course materials will be made available on Blackboard) Communicating With Your Instructor: This course uses a “three before me” policy in regards to student to faculty communications. When questions arise during the course of this class, please remember to check these three sources for an answer before asking me to reply to your individual questions: · ·

Course syllabus Announcements posted on Blackboard or mentioned in class

·

Your Teaching Assistant

This policy will help identify answers before I can get back to you, potentially. It also keeps your instructor from answering similar questions or concerns multiple times. If your teaching assistant cannot find an answer to your question, she/he will inform me and you will receive an answer from either of us shortly thereafter. If you have questions of a personal nature, relating a personal emergency, questioning an assignment grade, or anything that needs to be communicated privately, you are welcome to contact your teaching assistant directly, via email (preferably) or phone. My preference is that you email them first. If your teaching assistant deems it necessary, I can usually respond by either clarifying a policy in a class announcement, or replying to your email. Please allow 24 hours for me to respond or the next scheduled school day after a holiday or the weekend. The principal assignments for the course are: written discussion boards 30%, three exams 27%, and four essays 40%. Two of your essays will be projects related to STEM fields. One will be a group project that involves water sampling and a lab visit, time permitting. The other will involve surveying friends and family about the number of women math, science, technology engineering teachers they had in school. Your discussion board posts will be weekly or bi-weekly. The discussion questions will post Monday morning, and your comments and contributions to are due on Sundays by 11pm. The discussion board is only accessible once you post your contribution. Please ensure you have completed them on time in order to receive full credit. This includes detailed, well-reasoned responses to all discussion questions, and substantive, insightful comments on posts from fellow classmates. All assignments and online posts must demonstrate that you have read, critically analyzed, and engaged the text thoroughly, as well as appropriately applied concepts from the course. The essays should have 1” margins.

Posting and Participation In everything we do this term, your participation is essential. There are online discussions which require your participation. Discussion boards will only be open for one week and will not be accessible after the stated deadline. In order to view the posts of your classmates, you must first post your own comments. You must meaningfully connect the material learned from the course text, handouts, and readings, with your own research and views. A successful student is one who takes an active role in the learning process. You are, therefore, encouraged to participate in the discussion areas to enhance your learning experience throughout the course. The discussions will be graded for frequency and quality. Frequency—the number and regularity of your contributions. Students are expected to log into the course and post (respond) to the discussion topic, a minimum of two different days within a week. The quality of your contributions is primary. Examples of quality posts include those: · · · · · ·

Providing relevant additional information to the discussion Elaborating on previous comments from classmates Presenting explanations of concepts or methods to help fellow students Presenting reasons for or against a topic in a persuasive manner Sharing personal experiences that relate to atopic Providing a URL and explanation of a relevant area youresearched

Full credit is awarded when both high quality and required frequency are met. Please let your teaching assistant know as soon as possible, if there are extenuating circumstances that keep you from participating in the discussions. Your discussion questions will be posted on BLACKBOARD, in your learning module. Complete them online. These discussions will require that you’ve read the text. Your posts must include answers to all questions. You must also make SUBSTANTIVE comments, or critique of posts from at least two different classmates, to receive full credit. Comments like, “great point”, “good job”, “I agree” are not substantive. Your comments are substantive if you include: 1) reasons as to why you agree, or disagree; 2) concepts from the assigned reading or those reviewed in class, applied to the post; 3) challenges to concepts covered in the reading; or 4) evaluations of posts using one of the theories covered in the textbook. Completed discussions must be posted within 7 days of postmark. All 10 discussions are worth 30% of your course grade, cumulatively (3pts/each). Class participation is assessed in your discussion sections. It is worth 3% of your course grade.

Writing Assigned

Group STEM Project: In this group project, you will be taking samples of water to be analyzed for secondary contaminants like aluminum. You will be grouped according to zip code, community

area or neighborhood, in student teams of 10. You will be responsible for obtaining two water samples per group. The samples will be taken from your home, or neighborhood depending on feasibility. Each group will be given water testing kits with simple instructions to collect their samples. Groups are responsible for getting their samples to the lab on campus for analysis. Using city reports provided by your instructor, the group project essay will include findings from past water quality reports of the area. The essay will also include findings from your research on the construction and manufacturing history, as well as social history and makeup of the area (e.g. measures of social class, proportions of racial and ethnic groups, measures of gentrification). Lastly, the essay will include reasoned predictions of water quality based on social and civil facts found in your research. This assignment is worth 13% of your grade. STEM Project #2: How many women instructors did you have in grammar, primary, or elementary school, who taught math or science? How many did you have in middle school, junior high or high school? Have you had any in college? In this project, you will survey three people from three different age cohorts about their experience with women instructors in the STEM fields. You will survey someone close to your age, someone roughly 20 years older, and someone roughly 40 years older. You will record the number of women math, science, engineering or technology instructors that had in elementary school, middle school, high school and college. Record their numbers in a table alongside yours, and plot the numbers in a graph. What differences do you see? What might explain these differences?

Review Chapter 10: ‘Gender and Age,’ in your textbook and discuss how changes in college enrollment, changes in professional degree attainment, the pay gap, or the geography of labor force participation might help explain the patterns you found. Were there differences across age cohorts? Using a life course perspective, what historical events might help explain these difference? (e.g. women entering industrial labor jobs, learning welding, riveting, and other building trades, and joining labor unions during 1940’s, the founding of The Society of Women Engineers in 1950’s, or their appearances on the popular television show, ‘Mister Rogers’, in the 70’s etc.). This assignment is worth 13% of your grade. Internet Essay: Your task in this assignment is to use the Internet to find, describe and analyze the causes of a social problem such as domestic violence, homelessness, teen pregnancy, suicide rates, high divorce rates, etc. This assignment is worth 6% of your course grade. The objective of this assignment is to explore the independent variables (causes) for a social problem in association with the corresponding theory or sociological perspective that seems most applicable to that particular social problem. You are being asked to find a website, which discusses a social problem and possible causes. You must identify the independent and dependent variables discussed. You must also determine the sociological perspective the author appears to be supporting. Include a brief explanation as to why you think that perspective is most consistent with the author’s explanation of the social problem. The paper is 2 pages. Sociological Imagination Essay: The purpose of this assignment is to give you the opportunity to apply the sociological imagination to your everyday life: tomake connections between your everyday life and the broad sociocultural structures within which you live. This is a reflective paper that allows you the opportunity to explore the interconnections between biography (a slice of your life), the social structure, and culture. Use the insights from sociology to better understand your own story and explore your personal riddle. It is not a diary or a point-by-point account of your life since infancy. It is rather a reflective exercise in which you step outside of yourself and employ sociological concepts to interpret your experiences. This assignment allows you to use the concepts of the discipline to interpret your life inits social context. It should be 3 pages in length (not including title page) and must be in standard APA style. Be sure to double-space your paper, and correctly use a minimum of 4 sociological concepts covered in your textbook. Your 4 concepts should be in boldface and underlined. Cite the textbook when needed. Be sure to use New Roman font, and 1-inch margins. It is worth 8% of your course grade.

Policy & Miscellaneous Statements *All students will be held to the policies set forth by the University. This is not intended to be exhaustive.

Attendance Attendance will be taken and it is your responsibility to be in class when it is taken. You are allowed up to 3 absences with no reduction to your grade. Most work will not be available for ‘make---up’ due to the group nature of many activities via discussion board. It is your responsibility to procure notes and assignments in the event of your absence. Any student having 5 absences

will receive a grade reduction. No student will be able to pass the course with 7 or more absences. Documented, University---approved absences are not affected by this policy.

Academic Integrity As an academic community, the University of Illinois at Chicago is committed to providing an environment in which research, learning, and scholarship can flourish and in which all endeavors are guided by academic and professional integrity. All members of thecampuscommunity------ students, staff, faculty, administrators------ share the responsibility of insuring that these standards are upheld so that such an environment exists. Instances of academic misconduct by students, and as defined herein, shall be handled pursuant to the Student  Disciplinary Policy.

Counsel Services Counseling Services are available for all UIC students. You may seek free and confidential services from the Counseling Center w  ww.counseling.uic.edu. The Counseling Center is located in the Student Services Building. You may contact them at (312) 996---3490. In addition to offering counseling services, the Counseling Center also operates the InTouch Crisis Hotline from 6:00 p.m.---10:30 p.m. They offer support and referrals to callers, as well as telephone crisis interventions by calling (312) 996---5535.

Sexual Misconduct Title IX makes it clear that violence and harassment based on sex and gender are Civil Rights offenses subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, etc. If you or someone you know has been harassed or assaulted, you can find the appropriate resources by contacting Caryn A. Bills, Director, Office for Access and Equity, (312) 996---8670, [email protected].

Writing Center

The Writing Center, located in Grant Hall 105, offers one---on---one consultation with student writers who need help developing ideas, or need advice, guidance or additional instruction on any aspects of writing in any class. Bring the paper on which you're working, as well as any related drafts or notes, and information about the assignment. Call the Writing Center at (312) 413---2206, or stop by room 105 of Grant Hall. Visit the Writing Center website at www.uic.edu/depts/engl/writing f or more information.

Disability Services Concerning disabled students, the University of Illinois at Chicago is committed to maintaining a barrier---free environment so that individuals with disabilities can fully access programs, courses, services, and activities at UIC. Students with disabilities who require accommodations for full access and participation in UIC Programs must be registered with the Disability Resource Center (DRC). Please contact DRC at (312) 413---2183 (voice) or (312) 413--- 0123 (TDD).

Course Schedule Date

Subject

Reading

Assignment

Week 1 Mon., Jan. 15 School Holiday Wed., Jan. 17 Introduction and Overview: Discuss STEM projects, writing assignments, discussion posts, exams, and communication. Introduce teaching assistants, Q&A Week 2 Chapter 1: The Complete Blackboard Sociological survey of zipcodes, Perspective community area and neighborhood for student grouping and water sampling

Mon., Jan. 22 Origins of Sociology

Wed., Jan. 24 Theoretical Perspectives and Research

Chapter 1: Foundational Guest Speaker: Engineering- Chris Fry: Theories Consent Forms and Surveys

Begin internet research on racial/ethnic group make up, and social class distribution of neighborhood, community area and zipcode where water sample will be drawn. Also review social history of the area.

Discussion Board: "C'mon, Let's Do......Nothing?" : Analyzing Everyday Life (Due Sunday, Jan. 28 by 11 AM) Week 3

Mon., Jan. 29 Components of Culture, Subcultures & Chapter 2: Counter cultures Culture

Wed., Jan. 31 Values & Sociobiology and Human Behavior

Organize with fellow group members to assign tasks and collect water samples. Begin internet research on the history of manufacturing and construction in the neighborhoods and community area where water sample will be drawn. Also review previous water quality reports of the area using references provided on Blackboard.

Chapter 2: Culture

Begin collecting samples and coordinate to have samples taken to the lab Discussion Board Week 4 Mon., Feb. 5

Society Makes us Human, Theories of Socialization

Chapter 3: Socialization

Begin preparing a written report of group’s findings on the areas’ social variables, manufacturing and construction history, and water quality. Also include your test predictions and rationale. Wed., Feb. 7

Agents of Socialization, and the Life Course

Chapter 3: Socialization

Internet Essay Due

Discussion Board Week 5 Mon., Feb. 12 Macrosociological Perspective

Chapter 4: Social Structure & Social Interaction

Wed., Feb. 14 Microsociological Perspectives & Social Construction of Reality

Group STEM Project Chapter 4: Social Structure Essay Due & Social Interaction

Discussion Board Week 6 Mon., Feb. 19 Exam 1: Chapter 1-4

Wed., Feb. 21 Deviant Examples & Sociobiological Approach...