This course syllabus outlines the key details of an introductory sociology course taught at Montgomery College during the spring 2015 semester. The course will be taught on Tuesdays and Thursdays from 8-9:15AM in room HU205. Students will learn fundamental sociological concepts through lecture and discussion. They will complete writing assignments applying these concepts to current issues and an analytic paper on social inequality. Evaluation will be based on class participation, five writing assignments, a midterm exam, and a final exam. Topics covered include culture, socialization, social structure, research methods, social networks, organizations, deviance, stratification, social class, gender, race, and the economy. Required readings accompany each
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Syllabus ViewPrintFilesInfoCV
Introduction to Ethics
Alamo Colleges District •
San Antonio College •
- •
PHIL-Philosophy
Introduction to Ethics
PHIL-2306
8 Weeks Flex I Spring 2018Section 050.203343-3-0 Credits01/16/2018 to 03/10/2018Modified 01/10/2018
Contact Information
Department of Language, Philosophy, and Culture:
Materials
Elements of Moral PhilosophyAuthor: RachelsPublisher: McGraw-Hill PublishersEdition: 8thISBN: 9780078038242
Description
Classical and contemporary theories concerning the good life, human conduct in society, and moral and ethical standards. This course fulfills the Language, Philosophy, and Culture foundational component area and the Component Area Option of the core, and addresses the following required objectives: Critical Thinking, Communication, Social Responsibility, and Personal Responsibility.
Prerequisite(s)
INRW 0420
Objectives
Objective 1: The student will be able to articulate key concepts in ethical and moral philosophy.
Objective 2: The student will construct defensible personal beliefs about assigned philosophical topics.
Objective 3: The student will be able to analyze primary philosophical works.
Objective 4: The student will be able to recognize and assess arguments and construct counter arguments.
Objective 5: The student will be able to identify the influence of major philosophers on contemporary ethical thought and experience.
Outcomes
1 Read, analyze, and critique philosophical texts.
2 Define and appropriately use important terms such as relativism, virtue, duty, rights, utilitarianism, natural law, egoism, altruism, autonomy, and care ethics.
3 Demonstrate knowledge of major arguments and problems in ethics.
4 Present and discuss well-reasoned ethical positions in writing.
5 Apply ethical concepts and principles to address moral concerns.
6 Apply course material to various aspects of life.
7 Discuss ways of living responsibly in a world where people have diverse ethical beliefs.
Evaluation
WEEKLY READINGS
The online course will be organized around weekly readings. While the amount of assigned readings will not be extensive, they will require careful reading and rereading. Notes on reading philosophical text are provided in detail below.
DISCUSSION
Discussions will play a central role in this course, so your active participation is required. I will post on CANVAS, and take part in, discussion questions related to the readings for each of the 8 weeks. Everyone must have at least one post and must respond to TWO other student’s post. Discussion posts should be AT LEAS.
Department of Computer and Information SystemsC.docxgertrudebellgrove
Department of Computer and Information Systems
COURSE SYLLABUS
Course and Instructor Information
Course Name:
ITS 831 – Information Technology Importance in Strategic Planning
Section – 07
Spring 2020 – First Bi-Term Online
Professor:
Dr. Mike Peterson
Contact Information
Email: [email protected]
Office Hours/Preferred Contact Times: By appointment
Nature of Course Content and Goals
Course Description
This course focuses on the information technology leader’s collaborative roles working with an organization’s senior leadership, including aligning business strategy with IT strategy, acting as an equal contributor to the formation of organizational strategy, and integrating ethical policies and practices into an organization. Learners evaluate multidisciplinary research and practices related to leadership, organizational structures, and culture. Through the lens of complexity/chaos and change theories, learners analyze information technology’s role in contributing to organizational resiliency.
Course Objectives
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
· be proactive with risk management practices.
· understand IT business management.
· Understand the basics of Blockchain technology
· understand the economics of cloud computing.
· understand the benefits of eco-efficient technology adoption
· understand how to balance customer and shareholder value.
understand how emerging technologies effect strategic planning.
Learner Outcomes/ Assessments
· Learn how to perform research identifying and analyzing technological challenges
· Build critical thinking skills to develop and apply solutions that achieve strategic and tactical IT-business alignment
· Develop professional skills and expertise to advance knowledge in your chosen field or discipline within information technology
· Conduct research with professional and ethical integrity
· Address complex technical questions and challenge established knowledge and practices in the area
· Identify, comprehend, analyze, evaluate and synthesize research
· Communicate effectively and employ constructive professional and interpersonal skills
· Critically evaluate current research and best practices
· Demonstrate IT leadership skills at the team and enterprise levels following tenets of professional, social, and ethical responsibility
Recommend IT strategies that support enterprise mission and objectives
Course Website
Access to the course website is required via the iLearn portal on the University of the Cumberlands website: http://www.ucumberlands.edu/ilearn/
Books and Resources
Required Text
Pearlson, K., Saunders, C., Galletta, D. (2020). Managing and Using Information Systems: A Strategic Approach, 7th Edition. Hoboken, NJ: John Wiley & Sons, Inc. ISBN: 978-1119560562Requirements and Policies
Academic Integrity/ Plagiarism
At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of academic dishonesty is especia.
SYLLABUS_2015SEX AND GENDERUNIVERSITY OF COLORADO DENVER.docxdeanmtaylor1545
SYLLABUS_2015
SEX AND GENDER
UNIVERSITY OF COLORADO DENVER
DENVER CAMPUS – Online class
SOCIOLOGY – SOCY 3080 - SECTION 001
FALL 2018
WORTH: 3.0 credit hours
Instructor: Allison-Scott Pruitt
Office Hours: Since this is an online course, there are no formal office hours. I am happy to set up phone or video chats if you need to talk.
My Email: [email protected] (I usually check my email at least once a day. However, please give me 24-48 hours to respond to your email).
Cell Phone: 303-961-1791 (Please only TEXT and only in extreme academic emergencies directly related to this class).
*You are responsible for the knowing the content of this syllabus. Therefore, you should read it carefully on your own and come talk to me immediately if you have any questions.*
COURSE DESCRIPTION
In this class we will look at the causes and consequences of sex role differentiation at the individual, group, and societal levels. Current issues related to changing norms and values concerning gender in modern society are examined. This course is cross-listed with WGST 3080.
COURSE OBJECTIVES
· Demonstrate a basic understanding of gender studies concepts.
· Identify and critically analyze current theoretical ideologies concerning sex and gender.
· Demonstrate an understanding of the systems of gender inequality in such institutions as: family, education, the workplace, the media and politics.
· Apply gender study knowledge to one’s critical thinking and problem-solving skills.
CONTENT ADVISORY
A certain level of discomfort is typical in many sociology classes. This course deals with themes and content that may make you uncomfortable or disturb you. This content includes (but is not limited to): discussion of sex and sexuality, racism, explicit language, and religion. If you have concerns about your ability to participate, please let me know. If at any point in the semester you have responses or reactions that are difficult to sort out, it can be useful to talk them over with someone you trust. We are all responsible for maintaining a safe, respectful learning environment.
COURSE OUTLINE
1. Defining Sex and Gender
2. Theories Sex and Gender
3. Gender/Sex Socialization
4. Masculinities
5. Femininities
6. Gender/Sex Variation
7. Sexuality
8. Gender, Sex, and Work
9. Pathologizing, Policing, and Punishing Sex and Gender
10. Gender, Sex, and the Body
REQUIRED MATERIALS
1. Margolis, Jane and Allan Fisher. 2002. Unlocking the Clubhouse: Women in Computing. Cambridge, MA: MIT Press.
2. Green, Jamison. 2004. Becoming a Visible Man. Nashville, TN: Vanderbilt University Press
3. Access to a Netflix account for films
There are also a selection of REQUIRED readings and videos posted on Canvas (see Topics and Reading Schedule at end of syllabus).
COURSE REQUIREMENTS
DISCUSSION BOARDS: Since we do not have in-person meetings, your participation in the course will be through discussion boards. There are two discussion boards per week, due on Wedn.
For your initial post, review Applying the Master Narrative FramewShainaBoling829
For your initial post, review Applying the Master Narrative Framework to Gender Identity Development in Emerging Adulthood and answer the following questions:
· How does the article help us to understand gender identity development beyond the research in the textbook?
· How can a theorist that you have explored help us understand gender identity development? Describe three ways that you can support a friend, colleague, or family member who identifies as nonbinary.
· How does gender identity development apply to any of the following programmatic themes? You may want to review the Programmatic Themes document.
· Self-care
· Social justice
· Emotional intelligence
· Career connections
· Ethics
HA 705 - Continuous Quality Improvement in Health Care
Wendy Brizer-Maciol
Instructor’s Contact Information:
Office Hours: Will be posted weekly and by appointment
Email: [email protected]
Best way to communicate with the professor is via e-mail
Course Information:
On-lineCourse Description
This course provides the student with the tools they need to improve the quality of health care across the spectrum of institutions, by applying systematic measures to identify opportunities for improvement, implement change, and assess outcomes. This course provides the theoretical framework and the practical skills to understand the processes under the auspices of quality improvement and real-world examples.
Prerequisites
NONE
Learning Objectives
By the end of the course, students should be able to:
1. Design strategies to identify, evaluate, and resolve performance issues.
2. Assemble data in formats consistent with industry standards.
3. Summarize preparedness strategies for Joint Commission compliance.
4. Evaluate systematic methods of problem identification, resolution, and ongoing monitoring.
5. Apply performance improvement strategies to medical and administrative indicators and events.
6. Describe the relationship of leadership and quality improvement.
Course Materials
No Textbook – resources will be provided by professor
Monroe College Attendance Policy
The value of a college education depends upon full participation in academic classes. Students are expected not only to receive information and to pass examinations, but also to participate actively in class. For that reason, regular attendance is important.
The college experience also is meant to prepare students to undertake meaningful careers and to develop the kind of professional behavior appropriate to obtaining gainful employment. Because excellent classroom attendance and participation are the foundation for the attainment of these goals, Monroe College has instituted the following policy.
King Graduate School Attendance Policy
Students are expected to come to class on time and to attend all classes. More than two absences in this course will result in the reduction of the student’s final grade by a full letter (for example from A to B). Students who are absent more than four (4 ...
African American FamilyGrandfather and Grandmother follo.docxdaniahendric
African American Family
Grandfather and Grandmother follow Christian religion
Male Family members follow Muslim religion
Female family members follow Christian religion
Albert Bond
Grandfather
Annie Mcdonald Bond
Grandmother
James Bond
Uncle
Floria Bond Lipscomb
Mother deceased
Glenda Bond Bolden
Aunt
Clavin Bond
Uncle Decesed at Birth
Clinton Bond
Male Cousin
Stephanie Bond
Female Cousin
Rodeny Bond
Brother
Darnetta Bond Glover
me
Howard Jacobs
Brother Deceased
Hasan Jacobs
Brother
Muslia Bond
Male Cousin
Rebia Bond
Female Cousin
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name:
ITS 831 – Information Technology Importance in Strategic Planning
Section - 05
Fall 2019 - First Bi-Term – Asynchronous Online Course
August 26th- October 17th
Professor:
Dr. Paul B. Czarapata
Residency Information:
No residency in this course
Contact Information:
Office Hours: By appointment
E-mail: [email protected]
Online Support (IT) and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s computing, information or communication resources must act responsibly. http://www.ucumberlands.edu/it/downloads/terms.pdf
Course Website:
Access to the course website is required via the iLearn portal on the University of the Cumberlands website: http://www.ucumberlands.edu/ilearn/
Course Description:
This course focuses on the information technology (IT) leader’s collaborative roles working with an organization’s senior leadership, including aligning business strategy with IT strategy, acting as an equal contributor to the formation of organizational strategy, and integrating ethical policies and practices into an organization. Learners evaluate multidisciplinary research and practices related to leadership, organizational structures, and culture. Through the lens of complexity/chaos and change theories, learners analyze information technology’s role in contributing to organizational resiliency.
Course Objectives/Learner Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
· Explain what managers must know about both using and managing information.
· Explain the linkages between business and IT strategy, linkages between organizational and IT strategy, collaboration and individual work, and business processes.
· Explain the manager’s role and issues related to managing IT itself.
Prerequisites:
There are no prerequisites for this course.
Books and Resources:
Required Text: Pearlson, K., Saunders, C., Galletta, D. Managing and Using Information Systems: A Strategic Approach, 6th Edition. Burlington, MA: Wiley, 2016.Course Expectations
Course Activities and Experiences:
Students are expected to:
· Be fully prepared for each class session by studying the assigned reading material and preparation of the material assigned.
· Participate discussions as assigned
· Complete specific assignments when d ...
Communication 120 – Interpersonal CommunicationInterpersonal Rela.docxmccormicknadine86
Communication 120 – Interpersonal Communication/Interpersonal Relations
Accelerated course – 8 week semester
Spring 2020 – 1/13/20-3/6/20
Instructor
Name: Dr. Erin M. Kleinman
Skype ID: Erin Kleinman (eschumaker)
Email: [email protected]
Connect with me ~ I would love to connect with you if you have concerns or questions about this course. I am happy to arrange a skype meeting, at a mutually convenient time, or we can discuss questions or concerns via e-mail. Please feel free to reach out with anything you need to discuss.
Course Overview
An examination of communication theory and research as it applies to the creation, maintenance, or deterioration of interpersonal relationships. Topics include the creation and negotiation of meaning, identity development, social diversity and cultural influences, verbal/nonverbal messages, perception, conflict, power, self-disclosure, deception, empathy, the role of mediated communication, and interaction patterns in friendships, families, and work relationships. The course combines theory application and experiential skill development. 3 credits –fulfills requirements in: Communication and Media major; Corporate Communication major; Communication Minor; Leadership and Social Change Minor; College of Leadership and Social Change Core; Social and Behavioral Sciences LAI Requirement, and C.O.M.P.A.S.S. Social Justice Quadrant.
Learning Outcomes for the Course
Your active participation in this course will produce the following learning outcomes:
1. Demonstrate comprehension of communication principles and theories that explain and/or predict effective personal and professional relationships.
2. Demonstrate various effective interpersonal communication skills and strategies that positively impact relationship development and/or maintenance.
3. Demonstrate comprehension of variety of problematic communication behaviors that contribute to the deterioration and/or dissolution of interpersonal relationships and propose viable alternatives.
4. Demonstrate ability to evaluate the impact of variables such as class, gender, race, status, power, etc. on communication competency
5. Demonstrate effective oral and written communication.
6. Conduct introductory level research on interpersonal relations topic(s) within the communication and social sciences literature.
Required Text
Floyd, K. (2016). Interpersonal communication: The whole story, (3rd Ed.). Boston: McGraw-Hill.
Course Policies
Participation and Attendance
Online class attendance is required as each module offers elements that are essential to your success in this course. Additionally, this class is highly interactive, so your active participation is necessary to create a cooperative learning experience for the entire class. You should expect that late responses to the discussion forums will have a negative impact on your learning, your success in this class, and your grade. The participation grade will be evaluated based on your ability to respond ...
Communication 120 – Interpersonal CommunicationInterpersonal Rela.docxdrandy1
Communication 120 – Interpersonal Communication/Interpersonal Relations
Accelerated course – 8 week semester
Spring 2020 – 1/13/20-3/6/20
Instructor
Name: Dr. Erin M. Kleinman
Skype ID: Erin Kleinman (eschumaker)
Email: [email protected]
Connect with me ~ I would love to connect with you if you have concerns or questions about this course. I am happy to arrange a skype meeting, at a mutually convenient time, or we can discuss questions or concerns via e-mail. Please feel free to reach out with anything you need to discuss.
Course Overview
An examination of communication theory and research as it applies to the creation, maintenance, or deterioration of interpersonal relationships. Topics include the creation and negotiation of meaning, identity development, social diversity and cultural influences, verbal/nonverbal messages, perception, conflict, power, self-disclosure, deception, empathy, the role of mediated communication, and interaction patterns in friendships, families, and work relationships. The course combines theory application and experiential skill development. 3 credits –fulfills requirements in: Communication and Media major; Corporate Communication major; Communication Minor; Leadership and Social Change Minor; College of Leadership and Social Change Core; Social and Behavioral Sciences LAI Requirement, and C.O.M.P.A.S.S. Social Justice Quadrant.
Learning Outcomes for the Course
Your active participation in this course will produce the following learning outcomes:
1. Demonstrate comprehension of communication principles and theories that explain and/or predict effective personal and professional relationships.
2. Demonstrate various effective interpersonal communication skills and strategies that positively impact relationship development and/or maintenance.
3. Demonstrate comprehension of variety of problematic communication behaviors that contribute to the deterioration and/or dissolution of interpersonal relationships and propose viable alternatives.
4. Demonstrate ability to evaluate the impact of variables such as class, gender, race, status, power, etc. on communication competency
5. Demonstrate effective oral and written communication.
6. Conduct introductory level research on interpersonal relations topic(s) within the communication and social sciences literature.
Required Text
Floyd, K. (2016). Interpersonal communication: The whole story, (3rd Ed.). Boston: McGraw-Hill.
Course Policies
Participation and Attendance
Online class attendance is required as each module offers elements that are essential to your success in this course. Additionally, this class is highly interactive, so your active participation is necessary to create a cooperative learning experience for the entire class. You should expect that late responses to the discussion forums will have a negative impact on your learning, your success in this class, and your grade. The participation grade will be evaluated based on your ability to respond.
Communication 120 – Interpersonal CommunicationInterpersonal Rela.docxcargillfilberto
Communication 120 – Interpersonal Communication/Interpersonal Relations
Accelerated course – 8 week semester
Spring 2020 – 1/13/20-3/6/20
Instructor
Name: Dr. Erin M. Kleinman
Skype ID: Erin Kleinman (eschumaker)
Email: [email protected]
Connect with me ~ I would love to connect with you if you have concerns or questions about this course. I am happy to arrange a skype meeting, at a mutually convenient time, or we can discuss questions or concerns via e-mail. Please feel free to reach out with anything you need to discuss.
Course Overview
An examination of communication theory and research as it applies to the creation, maintenance, or deterioration of interpersonal relationships. Topics include the creation and negotiation of meaning, identity development, social diversity and cultural influences, verbal/nonverbal messages, perception, conflict, power, self-disclosure, deception, empathy, the role of mediated communication, and interaction patterns in friendships, families, and work relationships. The course combines theory application and experiential skill development. 3 credits –fulfills requirements in: Communication and Media major; Corporate Communication major; Communication Minor; Leadership and Social Change Minor; College of Leadership and Social Change Core; Social and Behavioral Sciences LAI Requirement, and C.O.M.P.A.S.S. Social Justice Quadrant.
Learning Outcomes for the Course
Your active participation in this course will produce the following learning outcomes:
1. Demonstrate comprehension of communication principles and theories that explain and/or predict effective personal and professional relationships.
2. Demonstrate various effective interpersonal communication skills and strategies that positively impact relationship development and/or maintenance.
3. Demonstrate comprehension of variety of problematic communication behaviors that contribute to the deterioration and/or dissolution of interpersonal relationships and propose viable alternatives.
4. Demonstrate ability to evaluate the impact of variables such as class, gender, race, status, power, etc. on communication competency
5. Demonstrate effective oral and written communication.
6. Conduct introductory level research on interpersonal relations topic(s) within the communication and social sciences literature.
Required Text
Floyd, K. (2016). Interpersonal communication: The whole story, (3rd Ed.). Boston: McGraw-Hill.
Course Policies
Participation and Attendance
Online class attendance is required as each module offers elements that are essential to your success in this course. Additionally, this class is highly interactive, so your active participation is necessary to create a cooperative learning experience for the entire class. You should expect that late responses to the discussion forums will have a negative impact on your learning, your success in this class, and your grade. The participation grade will be evaluated based on your ability to respond.
Scholar Practitioner Project (11–15 pages)
TOPIC:
An education and awareness campaign to help homeless Veterans
1. Explain the social change issue.
2. Describe the community you have selected.
3. Differentiate between need and demand as they relate to the issue and community.
4. Outline/describe steps you would take to conduct a needs assessment.
5. Describe the current state of social policies that either do or do not address the social change issue
you identified.
6. State which stakeholders you would contact and why you would contact each.
7. Develop a survey related to your social change issue.
8. The survey must be at least 10 questions.
9. Provide a short justification for each question on the survey.
10. Provide a rationale for the type/format of questions on the survey.
11. State how you would vary items on the survey based on the role of the stakeholders who would complete it (administration, leadership, staff, recipient of surveys)
12. Identifying the population which can be the target for change or can be stakeholders who are involved in the process.
13. Outline your proposed policy or policy change.
14. Describe and justify at least two advocacy intervention strategies appropriate to your policy. Support your strategies with reference to the Learning Resources, your annotated bibliography, and current literature.
15.Develop a detailed plan for implementation of your policy or policy change. Include descriptions of your timeline, necessary resources, and desired outcomes, as well as an explanation of how you will measure achievement of those outcomes.
CRM 365SAINT LEO UNIVERSITYCOLLEGE OF EDUCATION AND SOCIAL SERVICES
DEPARTMENT OF CRIMINAL JUSTICE
CRM 365 Local Response to Terrorism3 CREDITS
Spring I 2020
Instructor:
Dr. Delmar P. Wright
Office:
Fort Lee Center
Phone:
(O) 804-861-9634
Fax:
804-861-1816
email:
D2L Classlist email Browser
Class Meets: Mondays – 5 PM to 7:30 PM Eastern
Office Hours: Mondays 11:00 AM to 5 PM Eastern
Course Prerequisite: none
Catalog Description
This course provides a comprehensive overview of the need to plan for the possibility of a terrorist event on the local level. A terrorist event could take place that restricts or retards the state and federal government’s response to a local community. The course will give the student the tools needed to prepare a local agency for immediate response to an event in his or her community. The course will give an introduction to the National Incident Management System and will provide the student with the information necessary to ensure local government compliance with federal law.
Text(s)
Walsh, D. W., et al. (2012). National Incident Management System: Principles and Practice. (2nd ed.). Sudbury, MA: Jones and Bartlett. ISBN-13: 978-0-7637-8187-3. ISBN-10: 0-7637-8187-8
American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.). Washington, DC
Commercial software program templates are ava.
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Syllabus ViewPrintFilesInfoCV
Introduction to Ethics
Alamo Colleges District •
San Antonio College •
- •
PHIL-Philosophy
Introduction to Ethics
PHIL-2306
8 Weeks Flex I Spring 2018Section 050.203343-3-0 Credits01/16/2018 to 03/10/2018Modified 01/10/2018
Contact Information
Department of Language, Philosophy, and Culture:
Materials
Elements of Moral PhilosophyAuthor: RachelsPublisher: McGraw-Hill PublishersEdition: 8thISBN: 9780078038242
Description
Classical and contemporary theories concerning the good life, human conduct in society, and moral and ethical standards. This course fulfills the Language, Philosophy, and Culture foundational component area and the Component Area Option of the core, and addresses the following required objectives: Critical Thinking, Communication, Social Responsibility, and Personal Responsibility.
Prerequisite(s)
INRW 0420
Objectives
Objective 1: The student will be able to articulate key concepts in ethical and moral philosophy.
Objective 2: The student will construct defensible personal beliefs about assigned philosophical topics.
Objective 3: The student will be able to analyze primary philosophical works.
Objective 4: The student will be able to recognize and assess arguments and construct counter arguments.
Objective 5: The student will be able to identify the influence of major philosophers on contemporary ethical thought and experience.
Outcomes
1 Read, analyze, and critique philosophical texts.
2 Define and appropriately use important terms such as relativism, virtue, duty, rights, utilitarianism, natural law, egoism, altruism, autonomy, and care ethics.
3 Demonstrate knowledge of major arguments and problems in ethics.
4 Present and discuss well-reasoned ethical positions in writing.
5 Apply ethical concepts and principles to address moral concerns.
6 Apply course material to various aspects of life.
7 Discuss ways of living responsibly in a world where people have diverse ethical beliefs.
Evaluation
WEEKLY READINGS
The online course will be organized around weekly readings. While the amount of assigned readings will not be extensive, they will require careful reading and rereading. Notes on reading philosophical text are provided in detail below.
DISCUSSION
Discussions will play a central role in this course, so your active participation is required. I will post on CANVAS, and take part in, discussion questions related to the readings for each of the 8 weeks. Everyone must have at least one post and must respond to TWO other student’s post. Discussion posts should be AT LEAS.
Department of Computer and Information SystemsC.docxgertrudebellgrove
Department of Computer and Information Systems
COURSE SYLLABUS
Course and Instructor Information
Course Name:
ITS 831 – Information Technology Importance in Strategic Planning
Section – 07
Spring 2020 – First Bi-Term Online
Professor:
Dr. Mike Peterson
Contact Information
Email: [email protected]
Office Hours/Preferred Contact Times: By appointment
Nature of Course Content and Goals
Course Description
This course focuses on the information technology leader’s collaborative roles working with an organization’s senior leadership, including aligning business strategy with IT strategy, acting as an equal contributor to the formation of organizational strategy, and integrating ethical policies and practices into an organization. Learners evaluate multidisciplinary research and practices related to leadership, organizational structures, and culture. Through the lens of complexity/chaos and change theories, learners analyze information technology’s role in contributing to organizational resiliency.
Course Objectives
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
· be proactive with risk management practices.
· understand IT business management.
· Understand the basics of Blockchain technology
· understand the economics of cloud computing.
· understand the benefits of eco-efficient technology adoption
· understand how to balance customer and shareholder value.
understand how emerging technologies effect strategic planning.
Learner Outcomes/ Assessments
· Learn how to perform research identifying and analyzing technological challenges
· Build critical thinking skills to develop and apply solutions that achieve strategic and tactical IT-business alignment
· Develop professional skills and expertise to advance knowledge in your chosen field or discipline within information technology
· Conduct research with professional and ethical integrity
· Address complex technical questions and challenge established knowledge and practices in the area
· Identify, comprehend, analyze, evaluate and synthesize research
· Communicate effectively and employ constructive professional and interpersonal skills
· Critically evaluate current research and best practices
· Demonstrate IT leadership skills at the team and enterprise levels following tenets of professional, social, and ethical responsibility
Recommend IT strategies that support enterprise mission and objectives
Course Website
Access to the course website is required via the iLearn portal on the University of the Cumberlands website: http://www.ucumberlands.edu/ilearn/
Books and Resources
Required Text
Pearlson, K., Saunders, C., Galletta, D. (2020). Managing and Using Information Systems: A Strategic Approach, 7th Edition. Hoboken, NJ: John Wiley & Sons, Inc. ISBN: 978-1119560562Requirements and Policies
Academic Integrity/ Plagiarism
At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of academic dishonesty is especia.
SYLLABUS_2015SEX AND GENDERUNIVERSITY OF COLORADO DENVER.docxdeanmtaylor1545
SYLLABUS_2015
SEX AND GENDER
UNIVERSITY OF COLORADO DENVER
DENVER CAMPUS – Online class
SOCIOLOGY – SOCY 3080 - SECTION 001
FALL 2018
WORTH: 3.0 credit hours
Instructor: Allison-Scott Pruitt
Office Hours: Since this is an online course, there are no formal office hours. I am happy to set up phone or video chats if you need to talk.
My Email: [email protected] (I usually check my email at least once a day. However, please give me 24-48 hours to respond to your email).
Cell Phone: 303-961-1791 (Please only TEXT and only in extreme academic emergencies directly related to this class).
*You are responsible for the knowing the content of this syllabus. Therefore, you should read it carefully on your own and come talk to me immediately if you have any questions.*
COURSE DESCRIPTION
In this class we will look at the causes and consequences of sex role differentiation at the individual, group, and societal levels. Current issues related to changing norms and values concerning gender in modern society are examined. This course is cross-listed with WGST 3080.
COURSE OBJECTIVES
· Demonstrate a basic understanding of gender studies concepts.
· Identify and critically analyze current theoretical ideologies concerning sex and gender.
· Demonstrate an understanding of the systems of gender inequality in such institutions as: family, education, the workplace, the media and politics.
· Apply gender study knowledge to one’s critical thinking and problem-solving skills.
CONTENT ADVISORY
A certain level of discomfort is typical in many sociology classes. This course deals with themes and content that may make you uncomfortable or disturb you. This content includes (but is not limited to): discussion of sex and sexuality, racism, explicit language, and religion. If you have concerns about your ability to participate, please let me know. If at any point in the semester you have responses or reactions that are difficult to sort out, it can be useful to talk them over with someone you trust. We are all responsible for maintaining a safe, respectful learning environment.
COURSE OUTLINE
1. Defining Sex and Gender
2. Theories Sex and Gender
3. Gender/Sex Socialization
4. Masculinities
5. Femininities
6. Gender/Sex Variation
7. Sexuality
8. Gender, Sex, and Work
9. Pathologizing, Policing, and Punishing Sex and Gender
10. Gender, Sex, and the Body
REQUIRED MATERIALS
1. Margolis, Jane and Allan Fisher. 2002. Unlocking the Clubhouse: Women in Computing. Cambridge, MA: MIT Press.
2. Green, Jamison. 2004. Becoming a Visible Man. Nashville, TN: Vanderbilt University Press
3. Access to a Netflix account for films
There are also a selection of REQUIRED readings and videos posted on Canvas (see Topics and Reading Schedule at end of syllabus).
COURSE REQUIREMENTS
DISCUSSION BOARDS: Since we do not have in-person meetings, your participation in the course will be through discussion boards. There are two discussion boards per week, due on Wedn.
For your initial post, review Applying the Master Narrative FramewShainaBoling829
For your initial post, review Applying the Master Narrative Framework to Gender Identity Development in Emerging Adulthood and answer the following questions:
· How does the article help us to understand gender identity development beyond the research in the textbook?
· How can a theorist that you have explored help us understand gender identity development? Describe three ways that you can support a friend, colleague, or family member who identifies as nonbinary.
· How does gender identity development apply to any of the following programmatic themes? You may want to review the Programmatic Themes document.
· Self-care
· Social justice
· Emotional intelligence
· Career connections
· Ethics
HA 705 - Continuous Quality Improvement in Health Care
Wendy Brizer-Maciol
Instructor’s Contact Information:
Office Hours: Will be posted weekly and by appointment
Email: [email protected]
Best way to communicate with the professor is via e-mail
Course Information:
On-lineCourse Description
This course provides the student with the tools they need to improve the quality of health care across the spectrum of institutions, by applying systematic measures to identify opportunities for improvement, implement change, and assess outcomes. This course provides the theoretical framework and the practical skills to understand the processes under the auspices of quality improvement and real-world examples.
Prerequisites
NONE
Learning Objectives
By the end of the course, students should be able to:
1. Design strategies to identify, evaluate, and resolve performance issues.
2. Assemble data in formats consistent with industry standards.
3. Summarize preparedness strategies for Joint Commission compliance.
4. Evaluate systematic methods of problem identification, resolution, and ongoing monitoring.
5. Apply performance improvement strategies to medical and administrative indicators and events.
6. Describe the relationship of leadership and quality improvement.
Course Materials
No Textbook – resources will be provided by professor
Monroe College Attendance Policy
The value of a college education depends upon full participation in academic classes. Students are expected not only to receive information and to pass examinations, but also to participate actively in class. For that reason, regular attendance is important.
The college experience also is meant to prepare students to undertake meaningful careers and to develop the kind of professional behavior appropriate to obtaining gainful employment. Because excellent classroom attendance and participation are the foundation for the attainment of these goals, Monroe College has instituted the following policy.
King Graduate School Attendance Policy
Students are expected to come to class on time and to attend all classes. More than two absences in this course will result in the reduction of the student’s final grade by a full letter (for example from A to B). Students who are absent more than four (4 ...
African American FamilyGrandfather and Grandmother follo.docxdaniahendric
African American Family
Grandfather and Grandmother follow Christian religion
Male Family members follow Muslim religion
Female family members follow Christian religion
Albert Bond
Grandfather
Annie Mcdonald Bond
Grandmother
James Bond
Uncle
Floria Bond Lipscomb
Mother deceased
Glenda Bond Bolden
Aunt
Clavin Bond
Uncle Decesed at Birth
Clinton Bond
Male Cousin
Stephanie Bond
Female Cousin
Rodeny Bond
Brother
Darnetta Bond Glover
me
Howard Jacobs
Brother Deceased
Hasan Jacobs
Brother
Muslia Bond
Male Cousin
Rebia Bond
Female Cousin
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name:
ITS 831 – Information Technology Importance in Strategic Planning
Section - 05
Fall 2019 - First Bi-Term – Asynchronous Online Course
August 26th- October 17th
Professor:
Dr. Paul B. Czarapata
Residency Information:
No residency in this course
Contact Information:
Office Hours: By appointment
E-mail: [email protected]
Online Support (IT) and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s computing, information or communication resources must act responsibly. http://www.ucumberlands.edu/it/downloads/terms.pdf
Course Website:
Access to the course website is required via the iLearn portal on the University of the Cumberlands website: http://www.ucumberlands.edu/ilearn/
Course Description:
This course focuses on the information technology (IT) leader’s collaborative roles working with an organization’s senior leadership, including aligning business strategy with IT strategy, acting as an equal contributor to the formation of organizational strategy, and integrating ethical policies and practices into an organization. Learners evaluate multidisciplinary research and practices related to leadership, organizational structures, and culture. Through the lens of complexity/chaos and change theories, learners analyze information technology’s role in contributing to organizational resiliency.
Course Objectives/Learner Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
· Explain what managers must know about both using and managing information.
· Explain the linkages between business and IT strategy, linkages between organizational and IT strategy, collaboration and individual work, and business processes.
· Explain the manager’s role and issues related to managing IT itself.
Prerequisites:
There are no prerequisites for this course.
Books and Resources:
Required Text: Pearlson, K., Saunders, C., Galletta, D. Managing and Using Information Systems: A Strategic Approach, 6th Edition. Burlington, MA: Wiley, 2016.Course Expectations
Course Activities and Experiences:
Students are expected to:
· Be fully prepared for each class session by studying the assigned reading material and preparation of the material assigned.
· Participate discussions as assigned
· Complete specific assignments when d ...
Communication 120 – Interpersonal CommunicationInterpersonal Rela.docxmccormicknadine86
Communication 120 – Interpersonal Communication/Interpersonal Relations
Accelerated course – 8 week semester
Spring 2020 – 1/13/20-3/6/20
Instructor
Name: Dr. Erin M. Kleinman
Skype ID: Erin Kleinman (eschumaker)
Email: [email protected]
Connect with me ~ I would love to connect with you if you have concerns or questions about this course. I am happy to arrange a skype meeting, at a mutually convenient time, or we can discuss questions or concerns via e-mail. Please feel free to reach out with anything you need to discuss.
Course Overview
An examination of communication theory and research as it applies to the creation, maintenance, or deterioration of interpersonal relationships. Topics include the creation and negotiation of meaning, identity development, social diversity and cultural influences, verbal/nonverbal messages, perception, conflict, power, self-disclosure, deception, empathy, the role of mediated communication, and interaction patterns in friendships, families, and work relationships. The course combines theory application and experiential skill development. 3 credits –fulfills requirements in: Communication and Media major; Corporate Communication major; Communication Minor; Leadership and Social Change Minor; College of Leadership and Social Change Core; Social and Behavioral Sciences LAI Requirement, and C.O.M.P.A.S.S. Social Justice Quadrant.
Learning Outcomes for the Course
Your active participation in this course will produce the following learning outcomes:
1. Demonstrate comprehension of communication principles and theories that explain and/or predict effective personal and professional relationships.
2. Demonstrate various effective interpersonal communication skills and strategies that positively impact relationship development and/or maintenance.
3. Demonstrate comprehension of variety of problematic communication behaviors that contribute to the deterioration and/or dissolution of interpersonal relationships and propose viable alternatives.
4. Demonstrate ability to evaluate the impact of variables such as class, gender, race, status, power, etc. on communication competency
5. Demonstrate effective oral and written communication.
6. Conduct introductory level research on interpersonal relations topic(s) within the communication and social sciences literature.
Required Text
Floyd, K. (2016). Interpersonal communication: The whole story, (3rd Ed.). Boston: McGraw-Hill.
Course Policies
Participation and Attendance
Online class attendance is required as each module offers elements that are essential to your success in this course. Additionally, this class is highly interactive, so your active participation is necessary to create a cooperative learning experience for the entire class. You should expect that late responses to the discussion forums will have a negative impact on your learning, your success in this class, and your grade. The participation grade will be evaluated based on your ability to respond ...
Communication 120 – Interpersonal CommunicationInterpersonal Rela.docxdrandy1
Communication 120 – Interpersonal Communication/Interpersonal Relations
Accelerated course – 8 week semester
Spring 2020 – 1/13/20-3/6/20
Instructor
Name: Dr. Erin M. Kleinman
Skype ID: Erin Kleinman (eschumaker)
Email: [email protected]
Connect with me ~ I would love to connect with you if you have concerns or questions about this course. I am happy to arrange a skype meeting, at a mutually convenient time, or we can discuss questions or concerns via e-mail. Please feel free to reach out with anything you need to discuss.
Course Overview
An examination of communication theory and research as it applies to the creation, maintenance, or deterioration of interpersonal relationships. Topics include the creation and negotiation of meaning, identity development, social diversity and cultural influences, verbal/nonverbal messages, perception, conflict, power, self-disclosure, deception, empathy, the role of mediated communication, and interaction patterns in friendships, families, and work relationships. The course combines theory application and experiential skill development. 3 credits –fulfills requirements in: Communication and Media major; Corporate Communication major; Communication Minor; Leadership and Social Change Minor; College of Leadership and Social Change Core; Social and Behavioral Sciences LAI Requirement, and C.O.M.P.A.S.S. Social Justice Quadrant.
Learning Outcomes for the Course
Your active participation in this course will produce the following learning outcomes:
1. Demonstrate comprehension of communication principles and theories that explain and/or predict effective personal and professional relationships.
2. Demonstrate various effective interpersonal communication skills and strategies that positively impact relationship development and/or maintenance.
3. Demonstrate comprehension of variety of problematic communication behaviors that contribute to the deterioration and/or dissolution of interpersonal relationships and propose viable alternatives.
4. Demonstrate ability to evaluate the impact of variables such as class, gender, race, status, power, etc. on communication competency
5. Demonstrate effective oral and written communication.
6. Conduct introductory level research on interpersonal relations topic(s) within the communication and social sciences literature.
Required Text
Floyd, K. (2016). Interpersonal communication: The whole story, (3rd Ed.). Boston: McGraw-Hill.
Course Policies
Participation and Attendance
Online class attendance is required as each module offers elements that are essential to your success in this course. Additionally, this class is highly interactive, so your active participation is necessary to create a cooperative learning experience for the entire class. You should expect that late responses to the discussion forums will have a negative impact on your learning, your success in this class, and your grade. The participation grade will be evaluated based on your ability to respond.
Communication 120 – Interpersonal CommunicationInterpersonal Rela.docxcargillfilberto
Communication 120 – Interpersonal Communication/Interpersonal Relations
Accelerated course – 8 week semester
Spring 2020 – 1/13/20-3/6/20
Instructor
Name: Dr. Erin M. Kleinman
Skype ID: Erin Kleinman (eschumaker)
Email: [email protected]
Connect with me ~ I would love to connect with you if you have concerns or questions about this course. I am happy to arrange a skype meeting, at a mutually convenient time, or we can discuss questions or concerns via e-mail. Please feel free to reach out with anything you need to discuss.
Course Overview
An examination of communication theory and research as it applies to the creation, maintenance, or deterioration of interpersonal relationships. Topics include the creation and negotiation of meaning, identity development, social diversity and cultural influences, verbal/nonverbal messages, perception, conflict, power, self-disclosure, deception, empathy, the role of mediated communication, and interaction patterns in friendships, families, and work relationships. The course combines theory application and experiential skill development. 3 credits –fulfills requirements in: Communication and Media major; Corporate Communication major; Communication Minor; Leadership and Social Change Minor; College of Leadership and Social Change Core; Social and Behavioral Sciences LAI Requirement, and C.O.M.P.A.S.S. Social Justice Quadrant.
Learning Outcomes for the Course
Your active participation in this course will produce the following learning outcomes:
1. Demonstrate comprehension of communication principles and theories that explain and/or predict effective personal and professional relationships.
2. Demonstrate various effective interpersonal communication skills and strategies that positively impact relationship development and/or maintenance.
3. Demonstrate comprehension of variety of problematic communication behaviors that contribute to the deterioration and/or dissolution of interpersonal relationships and propose viable alternatives.
4. Demonstrate ability to evaluate the impact of variables such as class, gender, race, status, power, etc. on communication competency
5. Demonstrate effective oral and written communication.
6. Conduct introductory level research on interpersonal relations topic(s) within the communication and social sciences literature.
Required Text
Floyd, K. (2016). Interpersonal communication: The whole story, (3rd Ed.). Boston: McGraw-Hill.
Course Policies
Participation and Attendance
Online class attendance is required as each module offers elements that are essential to your success in this course. Additionally, this class is highly interactive, so your active participation is necessary to create a cooperative learning experience for the entire class. You should expect that late responses to the discussion forums will have a negative impact on your learning, your success in this class, and your grade. The participation grade will be evaluated based on your ability to respond.
Scholar Practitioner Project (11–15 pages)
TOPIC:
An education and awareness campaign to help homeless Veterans
1. Explain the social change issue.
2. Describe the community you have selected.
3. Differentiate between need and demand as they relate to the issue and community.
4. Outline/describe steps you would take to conduct a needs assessment.
5. Describe the current state of social policies that either do or do not address the social change issue
you identified.
6. State which stakeholders you would contact and why you would contact each.
7. Develop a survey related to your social change issue.
8. The survey must be at least 10 questions.
9. Provide a short justification for each question on the survey.
10. Provide a rationale for the type/format of questions on the survey.
11. State how you would vary items on the survey based on the role of the stakeholders who would complete it (administration, leadership, staff, recipient of surveys)
12. Identifying the population which can be the target for change or can be stakeholders who are involved in the process.
13. Outline your proposed policy or policy change.
14. Describe and justify at least two advocacy intervention strategies appropriate to your policy. Support your strategies with reference to the Learning Resources, your annotated bibliography, and current literature.
15.Develop a detailed plan for implementation of your policy or policy change. Include descriptions of your timeline, necessary resources, and desired outcomes, as well as an explanation of how you will measure achievement of those outcomes.
CRM 365SAINT LEO UNIVERSITYCOLLEGE OF EDUCATION AND SOCIAL SERVICES
DEPARTMENT OF CRIMINAL JUSTICE
CRM 365 Local Response to Terrorism3 CREDITS
Spring I 2020
Instructor:
Dr. Delmar P. Wright
Office:
Fort Lee Center
Phone:
(O) 804-861-9634
Fax:
804-861-1816
email:
D2L Classlist email Browser
Class Meets: Mondays – 5 PM to 7:30 PM Eastern
Office Hours: Mondays 11:00 AM to 5 PM Eastern
Course Prerequisite: none
Catalog Description
This course provides a comprehensive overview of the need to plan for the possibility of a terrorist event on the local level. A terrorist event could take place that restricts or retards the state and federal government’s response to a local community. The course will give the student the tools needed to prepare a local agency for immediate response to an event in his or her community. The course will give an introduction to the National Incident Management System and will provide the student with the information necessary to ensure local government compliance with federal law.
Text(s)
Walsh, D. W., et al. (2012). National Incident Management System: Principles and Practice. (2nd ed.). Sudbury, MA: Jones and Bartlett. ISBN-13: 978-0-7637-8187-3. ISBN-10: 0-7637-8187-8
American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.). Washington, DC
Commercial software program templates are ava.
1. MONTGOMERY COLLEGE
Course Syllabus
Department of Sociology, Anthropology, and Criminal Justice
SOCY 100- Intro to Sociology
Spring 2015
TTH 8AM-9:15AM
Room: HU205
Instructor Information
Professor: Ismail Nooraddini, MA
Office: HU008
Phone: 240.567.5242
Email: Mohammad.nooradini@montgomerycollege.edu
Office Hours: Available Upon Request
General Course Information
Course Title: Intro to Sociology (3 credits)
CRN: 34325
Assessment levels: EN 101/101A, RD 120
Prerequisites: None
Class Format: Lecture
Course Description: An explanation of fundamental sociological concepts, methods, and theories used to
interpret the patterns of human society. Emphasis is placed on the connection between theory and practice in
examining social interaction, cultural diversity, social structure, and global issues.
Common Course Student Learning Outcomes
apply scientific principles and methods in investigating human social behavior.
identify and comprehend the social forces that affect their lives in a culturally diverse society and in a
global environment.
use core sociological theories and concepts to explain past and present social phenomena.
demonstrate an understanding of cultural patterns, social institutions, and social processes at societal
and global levels.
Required Text
Henslin, James. Sociology: A Down-to-Earth Approach, 12thd edition. Pearson, 2014.
Additional readings on Blackboard
2. Course Requirements
Course Grade- Students will be evaluated on the basis of four outputs: class participation and attendance (5%);
a successful production of the final analysis paper (10%); their production of five out of eight writing
assignments (40%), and their performance on two in-class exams; one midterm (20%) and a final (25%).
Assignments: 40%
You are expected to complete 5 (8% each) out of 8 writing assignments. Attending lecture, and
participating in class discussions, is only half of the battle. The other half, is knowing how to
apply concepts. Your task will be to apply what was discussed in class, to a contemporary issue
in the news. Though there will be 8 opportunities, I only require 5 writing assignments.
Additional details will be released later in the semester.
Analysis Paper: 10%
You will also be expected to write an analytic paper on the topic of social inequality. In addition
to your several writing assignments, you will also be expected to apply sociological concepts to a
contemporary issue that focuses on groups of people in conflict with one another as a result of
inequality in the U.S. class system. Additional details will be released later in the semester.
Exams: 45%
There will be two exams: one midterm (20%) and a final exam (25%)
Class Attendance/ Participation: 5%
This class is meant to be an interactive experience, thus your attendance and active participation
is required as part of your grade. To earn full credit, you must come to class prepared (i.e. having
read the weekly readings with the necessary materials), ready to participate in discussion. If you
miss more than four classes, or are consistently tardy, your final grade will be negatively
affected.
Grading Scale
A = 90 - 100 B = 80 - 89 C = 70 - 79 D = 60 - 69 F = < 59
Policy on late assignments, missed exams, and scheduling conflicts
If you are unable to attend a class due to a scheduling conflict, please notify me in advance. Three
missed classes without proper notification will result in a reduction of your final grade.
Assignments are to be turned in on the due date. Late assignments (without notifying instructor in
advance) will be penalized by one point for each day late. By definition, late assignments are anything
not turned in by beginning of class.
Missed exams will only be rescheduled for students with legitimate excuses (as defined by instructor),
and who contact instructor before exam date.
3. Student Code of Conduct
Standards of College Behavior
Montgomery College strives to provide a platform for discussion and free expression, and sees them as
vital elements to the educational process. There will be class periods where sensitive matters such as race,
ethnicity, gender, sexual orientation, religion, and political orientation are discussed. It is important we listen to
other’s perspectives and strive to reach a point of mutual understanding. Disruptive behavior will not be
tolerated. If a student engages in disruptive behavior (disruptive behavior is defined as behavior which
interferes with the instructors ability to teach and the students ability to learn), the professor has permission to
ask the student to leave the class for the remainder of the period. For additional information on expected
behavior and procedures for student violation of Student Code of Conduct, go to
http://cms.montgomerycollege.edu/pnp/#Chapter_4.
Academic Honesty
Students are expected to abide by the code of academic honesty throughout this course. Academic
dishonesty and misconduct, including copying, fabrication, cheating, plagiarism, and forgery will not be
tolerated and will be reported to the Dean of Student Development and result in a failing grade. Academic
dishonesty is explained in Section VIII of the Student Code of Conduct, available online at
http://cms.montgomerycollege.edu/pnp/#Chapter_4.
Collegewide Policies and Procedures
Attendance and Participation
It is your responsibility to attend every class, on time. If you miss more than four classes, points will be
deducted from your final grade. Tardiness will not be tolerated either, and will affect your final grade. Not only
is your attendance recommended, but so is your active participation. If you are unable to meet these
expectations, then please notify me immediately.
Withdrawal and Refund Dates
It is the student’s responsibility to drop a course. Non-attendance of classes or failure to pay does not
constitute official withdrawal. Drop dates for this course are:
February 2, 2015 Last Day for Refund/ No Grade
February 16, 2015 Last Day to Change Audit/ Credit
April 20, 2015 Last Day for W Grade
4. Audit Policy
All students registered for audit are required to consult with the instructor before or during the first class
session in which they are in audit status, and students are required to participate in all course activities unless
otherwise agreed upon by the student and instructor at the time of consultation. Failure to consult with the
instructor or to so participate may result in the grade of “W” being awarded. This action may be taken by the in-
structor by changing the “AU” to “W” before the drop with “W” date.
Students with Disabilities
Any student who needs an accommodation due to a disability should make an appointment to see me. In
order to receive accommodations, a letter from Disability Support Services (G-SA 189; R-CB 122; or TP/SS-ST
122) will be needed. Any student who may need assistance in the event of an emergency evacuation must
identify to the Disability Support Services Office; guidelines for emergency evacuations for individuals with
disabilities are found at: www.montgomerycollege.edu/dss
Veteran’s Services
If you are a veteran or on active or reserve status and you are interested in information regarding
opportunities, programs and/or services, please visit the Combat2College website at
www.montgomerycollege.edu/combat2college.
Communication
It is recommended that you check his or her account routinely for official communication or as directed
by your instructor(s). Some items you may find there are: course announcements, invoices, important admis-
sion/registration information, waitlist status. To check your e-mail, log into your MyMC online account and
locate the e-mail icon in the upper right hand corner of the page.
5. Course Schedule of Topics, Readings and Assignments
Week 1: What is Sociology?
Tuesday January 27
Review syllabus, course expectations, and introductions
Thursday January 29
Henslin, Chapter 1: The Sociological Perspective
C. Wright Mills, “The Promise”
Week 2: Culture and Society
Tuesday February 3
Henslin, Chapter 2: Culture
Joseph Gusfield, “Keyword: Culture”
Thursday February 5
ASSIGNMENT #1
Week 3: Socialization and the Self
Tuesday February 10
Henslin, Chapter 3: Socialization
Sharon Link “George Mead’s “I” & “Me””
Thursday February 12
ASSIGNMENT #2
Week 4: Social Structure and Social Interaction
Tuesday February 17
Henslin, Chapter 4: Social Structure and Social Interaction
Robert Bellah, “We Live Through Institutions”
Thursday February 19
ASSIGNMENT #3
Week 5: Methods of Social Research
Tuesday February 24
Henslin, Chapter 5: How Sociologists Do Research
Thursday February 26
ASSIGNMENT #4
Week 6: Social Networks
Tuesday March 3
Henslin, Chapter 6: Societies to Social Networks
Thursday March 5
6. Week 7: Bureaucracy and Formal Organizations
Tuesday March 10
Henslin, Chapter 7: Bureaucracy and Formal Organizations
Thursday March 12
EXAM #1
Week 8:_(SPRING BREAK- NO CLASSES)
Tuesday March 17
NO CLASSES
Thursday March 19
NO CLASSES
Week 9: Deviance
Tuesday March 24
Henslin, Chapter 8: Deviance and Social Control
James Forman “The Society of Fugitives”
Thursday March 26
ASSIGNMENT #5
Week 10: Global Stratification
Tuesday April 7
Henslin, Chapter 9: Global Stratification
Davis and Moore “Some Principles of Stratification”
Thursday April 9
ASSIGNMENT #6
Week 11: Understanding Social Class
Tuesday April 14
Henslin, Chapter 10: Social Class in the United States
William Dumhoff “Who Rulers America? The Corporate Community and the Upper Class”
Thursday April 16
ASSIGNMENT #7
Week 12: The Fluidity of Sex and Gender
Tuesday April 21
Henslin, Chapter 11: Sex & Gender
Judith Lorber, “Night of His Day: The Social Construction of Gender”
Thursday April 23
Week 13: Exploring Race and Ethnicity
Tuesday April 28
Henslin, Chapter 12: Race and Ethnicity
Peggy McIntosh, “White Privilege: Unpacking the Invisible Knapsack”
Thursday April 30
ASSIGNMENT #8
7. Week 14: The Economy
Tuesday May 5
Henslin, Chapter 14: The Economy
Hanna Rosin “The End of Men”
Thursday May 7
ANALYTIC PAPER DUE
Week 15: (FINALS WEEK)
Tuesday May 12
Study for final
Thursday May 14
FINAL EXAM
*Course syllabus is subject to change*
8. Readings/ AssignmentsDue:
Week Henslin Assignment
1 Ch. 1
“The Promise”
-
2 Ch. 2
“Keyword: Culture”
#1
3 Ch. 3
“George Mead’s “I” & “Me””
#2
4 Ch. 4
“We Live Through Institutions”
#3
5 Ch. 5 -
6 Ch. 6 #4
7 Exam/ Ch. 7 -
8 NO CLASS -
9 Ch. 8
“The Society of Fugitives”
#5
10 Ch. 9 #6
11 Ch. 10
“Who Rulers America? The Corporate
Community and the Upper Class”
#7
12 Ch. 11 -
13 Ch. 12
“White Privilege: Unpacking the Invisible
Knapsack”
#8
14 Ch. 14
“The End of Men”
Analytic Paper
15 EXAM #2 -