Course Syllabus
COURSE IDENTIFICATION
Course Prefix/Number: SOSC
100
Course Title: Introduction
to Sociology
Division: Liberal
Arts
Program: Social
Science
Credit Hours: Three
Initiation/Revised Date: Fall
2004
CLASSIFICATION OF INSTRUCTION
Academic
COURSE DESCRIPTION
Through this course students will begin to unravel the
social factors underlying social phenomena.
This course will introduce the student to sociological theories and
concepts for evaluating human interactions and institutions. The use of multi-media techniques for
gathering information, (e.g. the internet, films, and interactive software)
will allow the student to apply the sociological theories and concepts to contemporary
social issues.
PREREQUISITES AND/OR COREQUISITES
None
TEXTS
.
Schaefer, Richard T.
2005. Sociology, Ninth Edition.
Boston, MA:
McGraw-Hill, Inc.
COURSE OUTCOMES
- The
student will become acquainted with the broad patterns of social life that
influence individual attitudes and behavior.
- Explain history and development of
Sociology as a science and a discipline.
- Define
sociology and distinguish it from other disciplines and professions
- Identify
three major perspectives or paradigms that make up sociology and
distinguish among them.
- Apply
sociological paradigms, concepts, and theories to one's personal and
social life.
- Identify
major research methods used by sociologists
- The
student will become acquainted with the concept of culture, its impact on
society, and how it influences individual development.
- Identify
the elements that comprise the concept of culture
- Apply
the relationships between beliefs, values, norms, and behaviors.
- Distinguish
between culture, subculture, and counter culture, folk culture, mass
culture, and class culture.
- Appreciate
social diversity - both within our own culture and across cultures and
societies.
- Identify
and state some results of ethnocentrism and cultural relativity.
- The
student will become acquainted with the process of social interaction and
with the major elements of social structure.
- Analyze
the socialization process, gender roles, and how we become social beings
using sociological perspectives and sociological imagination.
- Discuss
the social self as process, subject and object.
- Discuss
the role of the family, school, peer groups, and other social
institutions in socialization
- Outline
the concept of the looking-glass self
- Explain
interaction, group dynamics, bureaucracy, and social structure.
- The
student will become acquainted with deviance and society’s efforts to
control deviant behavior.
- Define
deviance as a sociological concept.
- Discuss
positive and negative effects of deviance.
- Identify
several sociological theories of deviance.
- Discuss
different types of mechanisms of social control.
- Identify
the relationship between deviance and crime.
- Identify
various forms of crime.
- The
student will become acquainted with social inequalities (racial, ethnic,
age, and gender) as well as inequalities promoted by social class.
- Identify
major dimensions of social stratification.
- Identify
different theoretical explanations for social stratification
- Recognize
problems associated with inequality of life chances and social mobility
- Understand
the importance of social power in the stratification process
- Compare
inequality in the US
with other technologically advanced societies
- Describe
how different perspectives explain prejudice and discrimination.
- Define
concepts of race, ethnicity, and gender.
- Explain
inequalities associated with race, ethnicity and gender in the US
and other societies.
- Describe
results of changing patterns of aging.
- Explain
how changes in technology, economic patterns and family forms affect
social aspects of aging.
- The
student will become acquainted with the social functions of education,
religion, government, economy and family life.
- Analyze
major social institutions and their significance.
- Identify
trends in education in the US.
- Recognize
some of the social functions of formal education.
- Describe
paradigmic views of education as a social institution.
- Define
the sociology of religion as an area of study.
- Contrast
and compare contributions of Durkhiem, Weber, and Marx to the sociology
of religion.
- Discuss
current trends in American religious practice.
- Discuss
how modernity has affected religious behavior
- Compare
the American health care system with those of other industrial nations.
- Describe
paradigmic views of health care as a social institution.
- Describe
major changes in family form in modern societies
- Identify
sociological aspects of political and economic change in modern
societies.
- Identify
evidence for the pluralist and power elite views of US economic and
political systems.
- The
student will become acquainted with the dynamics of the human environment,
collective behavior and social change.
- Recognize
the role of sociology in relation to the study of human population.
- Explain
the dynamics of population, ecology, medical, health, and environmental
issues.
- Identify
the major demographic variables and define some measures of each.
- Recognize
trends in the US
population
- Describe
Malthus’s theory of population growth
- Discuss
relationships between economic development and the birth rate.
- Identify
stages of demographic transition theory.
- Define
popular culture and discuss the role it plays in shaping behavior in
contemporary society.
- Recognize how social movements change
the nature of our culture and society.
- Describe
the different sociological views of social change.
- Define
and explain deviant and collective behavior.
- Analyze
the importance and dimensions of social change.
COURSE OUTLINE
Unit I: Developing a Sociological Consciousness, and
Culture and Social Structure
- The
Sociological Perspective
- Development
of Sociology
- Conducting
Research
- Components
of Culture
- Cultural
Unity and Diversity
- Social
Structure
- Perspectives
in Sociology
Unit II:
Socialization, Social Groups and Formal Organizations, and Deviance and
Crime
- Foundations
for Socialization
- Socialization
and the Life Course
- Group
Relationships
- Formal
Organizations
- The
Nature of Deviance
- Sociological
Perspectives on Deviance
- Crime
and the Criminal Justice System
Unit III: Stratification, Inequalities of Race, Ethnicity,
and Gender
- Patterns
of Social Stratification
- American
Class System
- Social
Mobility
- Explanations
of Social Stratification
- Racial
and Ethnic Stratification
- Prejudice
and Discrimination
- Assimilation
and Pluralism
- Paradigmic
Views of Racial and Ethnic Stratification
- Racial
and Ethnic Groups in the US
- Future
of Ethnic and Minority Group Relations
- Gender
Stratification
- Sources
of Gender Roles
- Paradigmic
Views of Gender Stratification
Unit IV: Social Institutions: Government, Economy, Family,
Religion, Education, and Medicine
- Power,
Authority, and the State
- Political
Power
- Economic
Power
- Corporate
Power
- Sociology
of Work
- Structure
of the Family
- Challenges
for American Families
- Paradigmic
Views of Families
- Religion
- Education
- Medicine
Unit V: The Human Environment and Social Change
- Population
- The
Urban Environment
- The
Ecological Environment
- Social
Change
- Collective
Behavior
- Social
Movements
- Future
of Social Change
INSTRUCTIONAL METHODS
The textbook serves
as a general guide to the subject matter covered in this course. Students are encouraged to read chapters
assigned in each unit, however the initial readings should be for general
exposure, not for content
All materials subject to examination are covered in
class. Textbook information specifically
identified become class notes and are subject to testing. Chapters do not contribute equal amounts of information;
therefore, students should read for content only for examination purposes.
Instruction is basically lectures, combined with extensive
use of the blackboard and overheads.
Lecture notes are on reserve in the library. On occasion, handouts will be provided to
students to clarify concepts, not otherwise outlined in the lecture notes.
Various opportunities will be provided to students to earn
bonus points that will be applied to the final grade score. It will be possible for a student to receive
more than 100% of the total possible points for the course.
Exam review sessions will be provided prior to each unit
exam.
STUDENT REQUIREMENTS AND METHOD OF EVALUATION
Grades will be determined as a percentage of all possible
points a student may earn. Points are
earned in the following ways.
4 LECTURE EXAMS 425
POINTS
4 QUIZZES 80 POINTS
6 ACTIVITIES
60 POINTS
POST TEST 75 POINTS
TOTAL 640
POINTS
Tests and quizzes are assigned on a unit basis. Tests are composed of multiple choice, short
answer/fill in the blank, and short essay questions. Quizzes consist exclusively of
multiple-choice questions. Arrangements
for taking tests at alternate times must be initiated by the student and
permission will be granted at the discretion of the instructor. Classroom activities consist of guided small
group or individual activities conducted during class.
GRADING SCALE
A = 640 - 550 points C
= 453 - 390 points F
= under 320 points
B = 649 - 454 points D = 389 - 320 points
ASSESSMENT OF STUDENT GAIN
Pre-tests and post-tests will be administered for each
course unit. The pre-test will be
comprised of 35 objective questions regarding major elements for each course
outcome. Primarily, questions will be
definitional in nature. Pre-test
questions or derivatives of pre-test questions will be included in unit
exams. Assessment of answers between
pre-test and post-test responses will be used to measure student gain.
ATTENDANCE POLICY
Absences
that occur due to students participating in official college activities are
excused except in those cases where outside bodies, such as the State Board of
Nursing, have requirements for minimum class minutes for each student. Students
who are excused will be given reasonable opportunity to make up any missed work
or receive substitute assignments from the instructor and should not be
penalized for the absence. Proper
procedure should be followed in notifying faculty in advance of the student’s
planned participation in the event.
Ultimately it is the student’s responsibility to notify the instructor
in advance of the planned absence.
Unless
students are participating in a school activity or are excused by the instructor, they are expected to attend
class. If a student’s absences exceed
one-hundred (100) minutes per credit
hour for the course or, in the case
of on-line or other non-traditional courses, the student is inactive for
one-eighth of the total course duration, the instructor has the right, but is
not required, to withdraw a student from the course. Once the student has been dropped for
excessive absences, the registrar’s office will send a letter to the student,
stating that he or she has been dropped.
A student may petition the chief academic officer for reinstatement by
submitting a letter stating valid reasons for the absences within one week of
the registrar’s notification. If the
student is reinstated into the class, the instructor and the registrar will be
notified.
Academic Integrity
Academic Integrity
NCCC expects
every student to demonstrate ethical behavior with regard to academic
pursuits. Academic integrity in
coursework is a specific requirement.
Definitions, examples, and possible consequences for violations of
Academic Integrity, as well as the appeals process, can be found in the College
Catalog, Student Handbook, and/or Code of Student Conduct and Discipline.
Cell Phone Policy
Student cell phones and pagers must be turned off during
class times. Faculty may approve an exception for special circumstances.
Note:
Information and statements in this document are subject to
change at the discretion of NCCC.
Changes will be published in writing and made available to students.
NOTE: If you are a student with a disability who may need
accommodation(s) under the Americans with Disabilities Act (ADA), please notify
the Director of Advising and Counseling,
Chanute Campus, Student Union, 620-431-2820 ext 280 or the Dean, Ottawa Campus, 785-242-2607
ext 312, as soon as possible. You
will need to bring your documentation for review in order to determine
reasonable accommodations, and then we can assist you in arranging any
necessary accommodations.