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Class 1, Final

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  • 1. Welcome Class: Introduction to Sociology Course, 1000; Section, 380 Instructor: John R. Carlson, Ph.D.
  • 2. AGENDA  Personal Introductions  Course Overview - course content; - grading criterion Navigating CE6 portal DVD Presentation
  • 3. EDUCATION • 1979 Ph.D. Fields of Specialization: Organizational Behavior and Social Psychology; Kent State University; Kent, Ohio. • 1976 M.A. Sociology; Kent State University; Kent, Ohio. • 1974 B.A. Sociology; Southern Illinois University; Carbondale, IL
  • 4. Administrative Experience: 2002-September 13, 2008 Care-giver for my recently deceased father (i.e., Power of Attorney and Care-giver coordinator)
  • 5. CORE CARE-GIVER TEAM
  • 6. 1985-2003 PRESIDENT; STATE MANUFACTURING & ENGINEERING COMPANY; VILLA PARK, ILLINOIS  C.E.O.; Plastic Injection Mold and Commercial Sander Divisions.  Effective January 2003, Sold my interest of this profitable business enterprise
  • 7. Sanders
  • 8. Pucks
  • 9. Marathon Oil Company; Findlay, Ohio  Developed/conducted management development programs;  Developed and implemented Organizational Assessment (i.e., Attitude Surveys) and Change Programs  (i.e., Team-building)‫‏‬
  • 10. 1983-1985 Personnel Development Director; St. Anne’s Hospital; Chicago, Illinois.  Oversaw Management Development and Tuition Reimbursement Programs;  Consulted Management on Organization Design Issues resulting in numerous organization-wide interventions (i.e., pay per performance system, succession planning program, management development program, etc.)‫‏‬
  • 11. Personnel Development Director; St. Anne’s Hospital; Chicago, Illinois – cont.-  Directed Organizational Change Efforts (i.e., hospital-wide customer service program);  Co-directed Community and Employee Health Programs (i.e., Stress Management, Smoking Cessation and Weight Management Programs).
  • 12. 1979-1983 Organizational Development/Training Consulting Engagements Honeywell’s Defense Systems Division- Munitions Plant; Joliet, Illinois;  Facilitated Plant Start-up process;  Facilitated the development of self- regulating production team organizational design
  • 13. Ernst & Whinney; Chicago, Illinois  Supervised the development and implementation of a large-scale technical training program for the creation of a asset data base of a major utility company;  Developed, conducted and analyzed attitude survey of a representative sampling of tenants from a large metropolitan federally funded housing development
  • 14. Sears Roebuck & Company; Chicago, Illinois  Co-designed Employee Attitude Survey Instruments for financial (Allstate) and other-related Sears Roebuck & Company organizations (Homart) & manufacturing organizations (i.e., R.R. Donnelly, Publishers);  Co-developed marketing tools (i.e., brochures, newspaper advertisements) and made sales presentations to promote the Climate Diagnostic Systems program, an outside management change initiative program sponsored by Sears Roebuck & Company.
  • 15. TEACHING EXPERIENCE 2009-present Edison State College; Port Charlotte, FL  Instruct Introduction to Sociology Course
  • 16. 1988-1991 BUSINESS DEPARTMENT ADJUNCT FACULTY APPOINTMENTS Lewis University; Romeoville, Illinois & Aurora University, Aurora, Illinois.  Instructed Management Development Courses;  Instructed Organizational Design and Organizational Change Courses.
  • 17. 1990-2002 SOUTH SUBURBAN COMMUNITY COLLEGE; THORNTON, ILLINOIS  InstructedSociology Courses: Introduction & Marriage and the Family.  InstructedPsychology Courses: Introduction & Social Psychology
  • 18. 1991-1998 MORAINE VALLEY COMMUNITY COLLEGE; PALOS, ILLINOIS Instructed Sociology Courses: -Introduction; -Marriage and the Family.
  • 19. 1971-1980 NORTHWESTERN UNIVERSITY EVANSTON, IL  Instructed Management Development Courses;  Instructed Organizational Design and Organizational Change Courses
  • 20. 1977-1979 TEACHING FELLOWSHIP; KENT STATE UNIVERSITY; KENT, OHIO  Instructed Sociology Courses - Introduction to Sociology - Social Psychology Courses
  • 21.  Marriage/Family  Religion  Political Institution  Economy  Education
  • 22. Personal Interview  Provide brief background description of your partner - declared major, - occupational status, - etc;  Favorite spring past-time  What are your expectations regarding this course (i.e., what constitutes a blended course,
  • 23. This course is a systematic study of human society with primary emphasis on … social interaction, culture, socialization, social groups, social institutions, social causation, & social change.
  • 24. GENERAL COURSE INFORMATION: Topic Outline: Sociological approach Sociological view of culture Social structure and organization Social interaction Socialization Deviance and social control Social inequality, differentiation, and stratification Social institutions Social change
  • 25. Additional Course Competencies Learning Outcomes: Assessment:  Students will  Students will be demonstrate an assessed through understanding of class discussion, sociological constructs in class exercises, such as culture, and course institutions, inequality, examinations. socialization, interaction, social groups, social dynamics
  • 26. LEARNING OUTCOMES AND ASSESSMENT: Communication (COM): To communicate (read, write, speak, listen) effectively using standard English: Students will demonstrate verbal proficiency in this area during class discussion, utilizing the sociological terminology and references. Students will demonstrate written proficiency through written assessments, such as term papers, short essays, or research summaries. Students will demonstrate overall communication skills by collaborating on projects either outside or during class. To apply effective techniques to create working relationships with others to achieve common goals: Students will demonstrate proficiency in this area through class discussions and/or collaboration on any class projects.
  • 27. Breakdown of the grade point assignment  Attendance/participation……….14 pts.;  Class group presentation……… 16 pts.;  4 Examinations: 20 pts/each...80 pts. 100 possible points
  • 28. REQUIRED COURSE MATERIALS display of name placard at each class session; Textbook: Kendall, Diana. 2008. Sociology In Our Times. Seventh Edition. Wadsworth Publishing. ISBN: 9780495504276.
  • 29. Supplemental Resource http://www.wadsworth.com/cg iwadsworth/course_products_ wp.pl?fid=M20b&flag=student &product_isbn_issn=9780495 504276&disciplinenumber=14
  • 30. Drop Down Menu: Chapter 1 Crossword Puzzle Flashcards Glossary Learning Objectives Spanish Flashcards Spanish Glossary Tutorial Quiz Web Links Final Exam Census 2000 GSS Data 2004 Hot Topics InfoTrac NEW - GSS Data 2006 Online Modules Research Online Sociology Spanish Glossary Sociology in Action Terrorism Update Virtual Explorations Book Supplements
  • 31. REQUIREMENTS FOR THE STUDENTS The assigned textbook (see section XII, below) readings and lecture material will be supplemented by DVD presented documentaries and experiential activities conducted during the class sessions. Students should read the assigned chapter(s) (see section, XII, below) and be fully prepared to discuss the chapter material, since at times students will be called on to answer and/or furnish a constructive comment on a particular issue at hand. Moreover, lack of preparedness (i.e., not constructively responding to a discussion question),and/or students not displaying a name placard will result in no participation points being granted for the particular class session at hand.
  • 32. EXAMINATIONS: ESSAY & MULTIPLE CHOICE SEGMENTS  All exam grades will take into account an item analysis of multiple choice questions, whereby, those questions proving to be problematic (i.e., poorly worded, redundant choice(s)), will be adjusted accordingly.
  • 33. Exam Format Open Book or Closed Book?
  • 34. Exam Point Breakdown Exam I  essays, 4 pts.;  multiple choice, 16 pts. Exam II  essays, 6 pts.;  multiple choice, 14 pts. Exam III  essays, 8 pts.;  multiple choice, 12 pts. Exam IV  essays, 10 pts.  multiple choice, 10 pts.
  • 35. GRADING POLICY The following grade scale will be for the most part, applied: 90 – 100 = A 80 – 89 = B 79 – 70 = C 60 – 69 = D Below 60 = F Students demonstrating improvement over time, typically receive the benefit of doubt in terms of their overall grade assignment, given that some students take time to become acclimated to test taking and the like.
  • 36. NORMAL DISTRIBUTION AKA BELL CURVE
  • 37. Normal Curve Explanation  A graph representing the density function of the Normal probability distribution is also known as a  Normal Curve or a Bell Curve. To draw such a curve, one needs to specify two parameters, the mean and the standard deviation.  The graph below has a mean of zero and a standard deviation of 1, i.e., (m=0, s=1). A Normal distribution with a mean of zero and a standard deviation of 1 is also known as the Standard Normal Distribution.
  • 38. BELL CURVE AND GRADE DISTRIBUTION F D C B A
  • 39. ATTENDANCE POLICY • Regular attendance and participation in discussions (i.e., posted in discussion link, and addressing questions posed during in- class sessions) is expected and graded. Full positive participation facilitates and understanding of the subject matter as well as serving as an important method for assessing the level of comprehension of the course material.
  • 40. ATTENDANCE POLICY –continued- • It is the student’s responsibility to sign the attendance sheet found at the entrance of the class; tardy students will not be permitted to sign this attendance sheet; whereby, no attendance points/session will be granted for those attendance class after the attendance sheet has been collected (attendance points/session =.1 pts.; maximum participation score/session = 7 pts..). • Excessive absences (i.e., 3 incidents of entire class absences), will result in a request by the instructor to formally withdraw from the class.
  • 41. CLASS SCHEDULE, SEGMENT I:  January 13th Course Overview  January 20th Chapter 1 The Sociological Perspective; Chapter 2 Sociological Research Methods  January 27th In-class, on-line Research for Group Presentation; Chapter 3 Culture February 3rd Chapter 5 Society, Social Structure February 10th E X A M I; Debrief Examination
  • 42. Additional Course Competencies Learning Outcomes Assessment  Students will  Students will be demonstrate an assessed through understanding of the group exercises in four major class, class sociological discussions and theoretical course perspectives and examinations. understand the use of theory in sociological research
  • 43. Additional Course Competencies Learning Outcomes: Assessment: Students will Students will be assessed through means such as in demonstrate and class discussions, class understanding of exercises, course examinations, and the the strengths, completion of a written weaknesses and paper assignment (essays) and class group relevance of presentation requiring quantitative and interpretation and discussion of both qualitative research quantitative and methods in qualitative sociological research. sociology
  • 44. LEARNING OUTCOMES AND ASSESSMENT Scientific and Quantitative Reasoning (QR): To identify and apply mathematical and scientific principles and methods. Students will demonstrate competency in this area by discussing the strengths and weaknesses of quantitative research methods in sociology. Students will analyze numeric data through class discussion and/or written assignments in the course.
  • 45. LEARNING OUTCOMES AND ASSESSMENT  Technology/Information Management (TIM): To demonstrate the skills and use the technology necessary to collect, verify, document, and organize information from a variety of sources: Students will demonstrate proficiency in this area by making use of electronic databases during projects, using the class online message board to acquire information relevant to class discussions and/or by formatting all written assignments on a word processing program
  • 46. CLASS SCHEDULE, Segment I: Discussion wk. 1 Jan. 19tth Chapter 1 The Sociological Perspective Discussion wk. 2 **Jan 26th Chapter 2 Sociological Research Methods selecting empirical article for group Presentation; Discussion wk. 3 Feb. 2nd Chapter 3 Culture Chapter 5 Society, Social Structure, and Interaction; focus on pgs. 138-139; 148-157; 169 (Macro Sociological Perspective) Discussion wk. 4 Feb. 9th E X A M I; Debrief Examination _________ **in-class session
  • 47. CLASS SCHEDULE, Segment II: SOCIAL PSYCHOLOGY Discussion wk. 5 **Feb 16th Chapter 4 Socialization Chapter 6 Groups and Organizations Chapter 20 Collective Behavior, Social Movements & Social Change Discussion wk. 6 Feb 23rd Chapter 10 Race and Ethnicity; Chapter 11 Sex and Gender Discussion wk. 7 March 2nd E X A M I I; Debrief Exam
  • 48. CLASS SCHEDULE, Segment III: URBAN SOCIOLOGY & SOCIAL PROBLEMS Discussion wk. 8 March 16th Chapter 8 Class and Stratification in the United States Chapter 9 Global Stratification; Chapter 19 Population and Urbanization Discussion wk. 9 March 23rd Chapter 7 Deviance and Crime; Chapter 12 Aging and Inequality Based on Age; Chapter 18 Health, Health Care, and Disability Discussion wk. 10 March 30th E X A M I I I; Debrief Exam
  • 49. LEARNING OUTCOMES AND ASSESSMENT  Global Socio-cultural Responsibility (GSR): To identify, describe, and apply responsibilities, core civic beliefs, and values present in a diverse society: Students will demonstrate proficiency in this area by discussing how sociologists analyze ethics and values and by applying the “sociological imagination” to the social construction of ethics and values. Students will elaborate, either in written and/or verbal format, through course work such as projects, class discussions and/or written assessments, how the four major sociological perspectives address issues of ethics and values.
  • 50. CLASS SCHEDULE, Segment IV: SOCIAL INSTITUTIONS & G R O U P P R E S E N T A T I O N S (due, April 15th)  Discussion wk. 11April 6th ** Chapter 14 Politics and Government in Global Perspective  Discussion wk. 12 April 13th Chapter 13 The Economy and Work in Global Perspective; Chapter 16 Education  Discussion wk. 13 April 20th Chapter 17 Religion; Chapter 15 Families…  Discussion wk. 14 April 27th F I N A L E X A M (based on chapters 13, 14, 15, 16 & 17); Debrief Final Exam
  • 51. Additional Course Competencies Learning Outcomes: Assessment: Students will Students will be demonstrate an assessed through class discussion understanding of and examinations, the as well as a group “sociological presentation imagination.”
  • 52. Sociological Imagination, Defined: ―The ability to see the relationship between individual experiences and the larger society‖ (C.Wright Mills).
  • 53. Sociological Imagination, Defined:  Distinguishes between personal troubles and social issues.
  • 54. PERSONAL TROUBLES Personal troubles are private problems that affect individuals and the people with which they associate regularly. Example: One person being unemployed or running up a high credit card debt could be identified as a personal trouble.
  • 55. HOW MUCH DO YOU KNOW ABOUT CONSUMPTION AND CREDIT CARDS? True or False?  The average U.S. citizen debt owes more than $8,000 in credit card debt.
  • 56. TRUE  The credit card debt owed by the average U.S. citizen in the most recent year for which statistics are available was $8,562.
  • 57. HOW MUCH DO YOU KNOW ABOUT CONSUMPTION AND CREDIT CARDS? True or False?  Less than half of all undergraduate students at four-year colleges have at least one credit card.
  • 58. FALSE  About 76% of undergraduate college students have at least one credit card, and 56% of college seniors have four or more cards.
  • 59. Credit Cards Professor Charlene Sullivan advises consumers to limit the number of cards they carry and to think about the interest rates, services, and flexibility of each card.
  • 60. First Essay Question Discuss whether or not Sociology is a scientific discipline. Provide 3 primary reasons to support your position.
  • 61. Essay Grading Guidelines Expository Style:  Opening paragraph  Body; closing Proper Grammar  Punctuation  Tense, spelling, etc. Rhetoric- terms; concepts Logic- examples; statistical support Efficient- brief, concise Effective- clear
  • 62. Essay Guidelines –continued- Proper Citations - adhere to APA referencing system Example: The sociological imagination concept refers to….” the ability to see the relationship between individual experiences and the larger society” (Kendall, 2008: pg. 5). - appearing at the end of your essays, is a bibliography section).
  • 63. http://owl.english.purdue.edu/owl
  • 64. Webmaster's Blog Browse OWL Resources The Writing Process Creating a Thesis Statement Developing an Outline Introductions, Body Paragraphs, and Conclusions for Argument Papers Introductions, Body Paragraphs, and Conclusions for Exploratory Papers Invention Presentation Prewriting (Invention) Proofreading Your Writing Reverse Outlining: An Exercise for Taking Notes and Revising Your Work Starting the Writing Process Understanding Writing Assignments Writer's Block/ Writer's Anxiety Writing Process Presentation
  • 65. Thesis Statement-owl- Tips and Examples for Writing Thesis Statements Tips for Writing Your Thesis Statement 1.Determine what kind of paper you are writing: An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience. An expository (explanatory) paper explains something to the audience. An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided.
  • 66. Thesis Statement, from Owl-continued If you are writing a text which does not fall under these three categories (ex. a narrative), a thesis statement somewhere in the first paragraph could still be helpful to your reader. 2. Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence. 3. The thesis statement usually appears at the end of the first paragraph of a paper. 4. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper
  • 67. Thesis Statement Examples from –owl- • Example of an analytical thesis statement: • An analysis of the college admission process reveals one challenge facing counselors: accepting students with high test scores or students with strong extracurricular backgrounds. • The paper that follows should: • explain the analysis of the college admission process • explain the challenge facing admissions counselors
  • 68. Thesis Statement Example types from owl-continued- • Example of an expository (explanatory) thesis statement: The life of the typical college student is characterized by time spent studying, attending class, and socializing with peers. • The paper that follows should: explain how students spend their time studying, attending class, and socializing with peers
  • 69. Thesis Statement Example types from owl-continued- Example of an argumentative thesis statement: High school graduates should be required to take a year off to pursue community service projects before entering college in order to increase their maturity and global awareness. • The paper that follows should: present an argument and give evidence to support the claim that students should pursue community projects before entering college
  • 70. Thesis Statement, from owl- You should answer these questions by doing the following: • Set the context – provide general information about the main idea, explaining the situation so the reader can make sense of the topic and the claims you make and support • State why the main idea is important – tell the reader why s/he should care and keep reading. Your goal is to create a compelling, clear, and convincing essay people will want to read and act upon • State your thesis/claim – compose a sentence or two stating the position you will support with logos (sound reasoning: induction, deduction), pathos (balanced emotional appeal), and ethos (author credibility).
  • 71. Thesis Statement –from owl- • If your argument paper is long, you may want to forecast how you will support your thesis by outlining the structure of your paper, the sources you will consider, and the opposition to your position. Your forecast could read something like this: • First, I will define key terms for my argument, and then I will provide some background of the situation. Next I will outline the important positions of the argument and explain why I support one of these positions. Lastly, I will consider opposing positions and discuss why these positions are outdated. I will conclude with some ideas for taking action and possible directions for future research. • This is a very general example, but by adding some details on your specific topic, this forecast will effectively outline the structure of your paper so your readers can more easily follow your ideas.
  • 72. Body Section –from owl- Body Paragraphs: Moving from General to Specific Information • Your paper should be organized in a manner that moves from general to specific information. Every time you begin a new subject, think of an inverted pyramid - the broadest range of information sits at the top, and as the paragraph or paper progresses, the author becomes more and more focused on the argument ending with specific, detailed evidence supporting a claim. Lastly, the author explains how and why the information she has just provided connects to and supports her thesis (a brief wrap up or warrant).
  • 73. Body Diagram –owl-
  • 74. Owl, paragraph guidelines The four elements of a good paragraph (TTEB) • A good paragraph should contain at least the following four elements: Transition, Topic sentence, specific Evidence and analysis, and a Brief wrap-up sentence (also known as a warrant) – TTEB! • A Transition sentence leading in from a previous paragraph to assure smooth reading. This acts as a hand off from one idea to the next. • A Topic sentence that tells the reader what you will be discussing in the paragraph. • Specific Evidence and analysis that supports one of your claims and that provides a deeper level of detail than your topic sentence. • A Brief wrap-up sentence that tells the reader how and why this information supports the paper’s thesis. The brief wrap-up is also known as the warrant. The warrant is important to your argument because it connects your reasoning and support to your thesis, and it shows that the information in the paragraph is related to your thesis and helps defend it.
  • 75. ASA Format, from Owl In-Text References, ASA Style, In-text References If the author's name is in the text, put the date in parentheses: When Duncan (1959) studied... If the author's name is not in the text, enclose last name and year in parentheses: When these relationships were studied (Gouldner 1963)... Pagination follows the year of publication after a colon: As tabulated by Kuhn (1970:71) the results show... For joint authors, give both last names: (Martin and Bailey 1988)...
  • 76. ASA format, from Owl In-text Reference Formatting Include page references when you directly cite the authors words and when you think it will help the reader. Later references to the same source are cited in the same way as the first. Cite the last name of the author and year of publication. Quotations in the text should give page references. Block quotations (direct quotations of more than 40 words) should be offset from the main text. Do not include quotation marks with block quotes.
  • 77. ASA Format from Owl For three authors, give all last names in the first citation in the text; afterwards use the first name and et al.; for four or more names, use the first author's last name plus et al.: (Carr, Smith, and Jones 1962)...(Nilson et al. 1962)... For institutional authorship, supply minimum identification from the beginning of the complete citation: (U.S. Bureau of the Census 1963:117)... Separate a series of references with a semicolon and alphabetize: (Burgess 1968; Marwell et al. 1971)... For unpublished papers, cite the date. If no date is given, use n.d.: Jones (n.d.)... For machine-readable data files, cite authorship and date: ...(Institute for Survey Research 1976).
  • 78. http://owl.english.purdue.edu/owl ASA Citation Basics When using APA format, follow the author-date method of in-text citation . This means that the author's last name and the year of publication for the source should appear in the text, E.g., (Jones, 1998), and a complete reference should appear in the reference list at the end of the paper. If you are referring to an idea from another work but NOT directly quoting the material, or making reference to an entire book, article or other work, you only have to make reference to the author and year of publication in your in-text reference.
  • 79. Pertinent Owl Windows Conducting Primary Research Documenting Electronic Sources Evaluating Sources of Information Formatting in Sociology (ASA Style) Guidelines for Fair Use Paraphrase: Write it in Your Own Words Quoting, Paraphrasing, and Summarizing Research: Overview Resources for Documenting Sources in the Disciplines Searching the World Wide Web Writing a Research Paper
  • 80. Next Week Chapter 1 The Sociological Perspective