This document provides an overview of an introductory sociology course. It includes: 1) An introduction and agenda for the course by the instructor, Dr. John Carlson. 2) Details about the instructor's education and teaching experience. 3) An outline of the course topics, assignments including exams, group presentation and participation grades. 4) A schedule of class meetings covering the introductory sociology content over multiple segments.

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

7. 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

8. Sanders

9. Pucks

10. 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)‫‏‬

11. 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.)‫‏‬

12. 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).

13. 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

14. 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

15. 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.

16. TEACHING EXPERIENCE
2009-present Edison State
College; Port Charlotte, FL
 Instruct Introduction to Sociology
Course

17. 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.

18. 1990-2002 SOUTH SUBURBAN
COMMUNITY COLLEGE;
THORNTON, ILLINOIS
 InstructedSociology Courses:
Introduction & Marriage and the Family.
 InstructedPsychology Courses:
Introduction & Social Psychology

19. 1991-1998 MORAINE VALLEY
COMMUNITY COLLEGE;
PALOS, ILLINOIS
Instructed Sociology Courses:
-Introduction;
-Marriage and the Family.

20. 1971-1980
NORTHWESTERN UNIVERSITY
EVANSTON, IL
 Instructed Management Development
Courses;
 Instructed
Organizational Design and
Organizational Change Courses

21. 1977-1979 TEACHING FELLOWSHIP;
KENT STATE UNIVERSITY; KENT, OHIO
 Instructed Sociology Courses
- Introduction to Sociology
- Social Psychology Courses

22.  Marriage/Family
 Religion
 Political Institution
 Economy
 Education

23. 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,

24. 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.

25. 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

26. 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

27. 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.

28. 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

29. 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.

30. Supplemental Resource
http://www.wadsworth.com/cg
iwadsworth/course_products_
wp.pl?fid=M20b&flag=student
&product_isbn_issn=9780495
504276&disciplinenumber=14

31. 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

32. 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.

33. 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.

34. Exam Format
Open Book or Closed Book?

35. 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.

36. 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.

37. NORMAL DISTRIBUTION AKA
BELL CURVE

38. 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.

39. BELL CURVE AND GRADE
DISTRIBUTION
F D C B A

40. 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.

41. 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.

42. 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

43. 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

44. 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

45. 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.

46. 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

47. 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

48. 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

49. 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

50. 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.

51. 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

52. 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.”

53. Sociological Imagination,
Defined:
―The ability to see the relationship
between individual experiences
and the larger society‖ (C.Wright
Mills).

55. Sociological Imagination, Defined:
 Distinguishes
between personal
troubles and social issues.

56. 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.

57. 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.

58. 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.

59. 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.

60. FALSE
 About 76% of undergraduate college students
have at least one credit card, and 56% of
college seniors have four or more cards.

61. 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.

62. First Essay Question
Discuss whether or not Sociology is a
scientific discipline. Provide 3 primary
reasons to support your position.

63. 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

64. 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).

66. http://owl.english.purdue.edu/owl

67. 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

68. 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.

69. 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

70. 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

71. 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

72. 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

73. 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).

74. 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.

75. 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).

76. Body Diagram –owl-

77. 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.

78. 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)...

79. 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.

80. 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).

81. 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.

82. 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

83. Next Week
Chapter 1 The Sociological
Perspective