This document provides information about an online Introduction to Sociology course. It includes details about the instructor such as contact information and availability. It describes the course, including its focus on how sociology impacts students and vice versa. Course objectives are listed, such as identifying key sociological concepts and using theories to explain social phenomena. Methods of assessment are outlined, like papers, presentations, and exams. A signature assignment involves students creating a presentation applying sociological imagination to a social issue.

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Spring 2016
Social & Human Relations/Sociology Linda L. Vermette, Ph.D.
Introduction to Sociology Office: Tuesdays Noon–2 PM by appointment
SOCY 101-013 lindavermette@cwidaho.cc
1-208-376-7515
Students and Instructorsare accountable for all information on the Course Syllabus,
as well as the Institutional Syllabus Addendum, which is located on the students’
Blackboard Site for thiscourse. For further information regarding Library resources,
accommodations, and more, please refer to the addendum on Bb.
Instructor Availability
 Office hours: Tuesdays, Noon – 2 PM by appointment, please contact me by phone or email to
make an appointment and allow 48hours to make this arrangement.
 Home telephone: 1-208-376-7515, no calls after 9 PM.
 emails will be returned within 48hours
 Telephone calls and email are not returned on weekends or holidays.
Course Description
This course presents the basic concepts, principles, and processes in sociology along with an
introduction to material relating to culture, social interaction, institutions, and social change.
General Education Competency
This course fulfills the Idaho State General Education competency area of Social and Behavioral Ways
of Knowing.
Academic Affairs Objectives:
Learn to Learn. Students learn that as important as content knowledge is, shaping one’s future
requires the development of skill in discerning, applying, analyzing, synthesizing and
evaluating knowledge in diverse contexts. The educational experience at CWI prepares
students for a world in which they are likely to change occupations and face unpredictable life
events. We strive to develop courses and learning experiences that give students the tools to
confidently thrive in a complex, information-saturated, diverse, and dynamic world.
Make Connections. Students learn success in today’s interconnected world requires deliberate
engagement and comfort with multiple perspectives, cultures, and contexts. In navigating
difference and diversity in the natural and social worlds, students connect ideas, forms of
knowledge, and practices to create a richer understanding of themselves as personally and
socially responsible citizens.
Solve Problems. Students identify problems, analyze and implement solutions, and interpret and
reflect on outcomes to develop skills to individually and collaboratively face challenges and
create opportunities.

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Course Schedule
 This is a regular 15-week session course.
 This course is an online course. No face-to-face classes are scheduled.
Course Focus
This course focuses on how students impact sociology and how they are impacted by sociology.
Current issues are discussed. Students are encouraged to draw upon personal experiences and relate
them to the sociological concepts explored in the course.
Course Objectives and Outcomes
General Education Objectives:
 Demonstrate knowledge of the theoretical and conceptual frameworks of a particular Social
Science discipline.
 Develop an understanding of self and the world by examining the dynamic interaction of
individuals, groups, and societies as they shape and are shaped by history, culture, institutions,
and ideas.
 Utilize Social Sciences approaches, such as research methods, inquiry, or problem-solving, to
examine the variety of perspectives about human experience.
 Evaluate how reasoning, history, or culture informs and guides individual, civic, or global
decisions.
 Understand and interpret similarities and differences among and between individuals, cultures, or
societies across space and time.
Student Learning Objectives/Outcomes:
 Identify and discuss key sociological concepts.
o Define core concepts of sociology, such as society, social institutions, social norms, and
social roles.
o Define concepts related to culture and the function of cultural practices in American
society and globally.
o Define concepts related to the socialization process and the transmission of culture.
o Discuss how groups, such as family, peers, or colleagues, shape our identities and actions.
o Define and critically evaluate social structures, such as family, economy, education,
politics, or religion.
o Evaluate social beliefs, values, and norms, and how they are produced and reproduced over
time and space.
o Identify practices related to deviance in society that define and enforce social norms.
o Define and differentiate between concepts related to methodology such as validity,
measurement, correlation, causation, or data collection.
o Define various systems of inequality, such as race, gender, social class, age, sexual
orientation, or ethnicity which shape individual opportunities in society.
 Use sociological theories and perspectives to explain social phenomena.
o Define major sociological perspectives in functionalism, structuralism, critical theory,
constructionism, and feminism.
o Compare and contrast various specific major theories in the canons of sociology, such as
Weber, Marx, Durkheim, Simmel, or Comté.
o Connect theoretical understandings with empirical methodologies that represent the
historical development of sociology as a discipline.
o Define sociological phenomena and issues related to explaining them.
o Identify current explanations in the scientific literature related to a variety of topics, such
as inequality, work and family, race/ethnicity, globalization, or sexuality.
 Differentiate ways of thinking sociologically about everyday life.
o Define and illustrate critical thinking as applied to social science.
o Compare and contrast various ways of knowing reality, such as common sense, cultural
relativism, scientific reasoning, or sociological theory.

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o Evaluate competing sociological theories to understand competing ways of understanding
reality.
o Judge appropriateness of the application of various theoretical explanations and solutions
to everyday issues.
 Design expressions of sociological scholarship.
o Create a summary of sociological knowledge, through written, oral, or rich content media
that conforms to widely accepted sociological practices.
o Evaluate completing claims of knowledge about social reality in academic and cultural
sources.
o Formulate a sociological imagination within the global community.
o Construct a sociological perspective to inform a deeper understanding of social reality.
 Synthesize a perspective that connects individuals to larger group processes.
o Define levels of analysis micro, meso, and macro, that shape our understanding of reality
o Differentiate between personal, societal, historical, and cultural forces of social reality.
o Evaluate the impact of larger social processes in everyday life.
o Illustrate processes that shape our individual lives in society.
o Identify pathways of social change in individual and group actions, as well as structural
shifts.
Outcomes Assessment
Sociology is a multifaceted discipline that utilizes a variety of techniques, as such the SOC 101 course
should use multiple indicators of course mastery. The elements below are the potential assessments
that are used to ensure demonstration of competency.
A. Formal written papers in a widely accepted style in sociology (e.g.: APA Style) may be
used for formative or summative assessments.
B. Informal writing, such as reflective writing, may be used for formative assessment.
C. Both formal (e.g., in-class presentation) and informal (e.g., discussions or small group
work) oral presentations may be used for formative or summative assessment
D. Rich media presentation, such as videos, picture presentations, or poster, may be used for
formative and summative assessment.
E. Exams and quizzes, with objective measures (MC or T/F) or subjective measures (essay
questions or short answer) may be used for formative or summative assessments.
F. Short term or long term group projects may be used for formative or summative
assessments.
Signature Assignments
Guidelines for Students:
This signature assignment (final project) includes the creation of a Sociological Imagination
PowerPoint Presentation. The project is divided into four separate “Signpost Assignments”, which
will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions.
The final presentation is designed to encourage students to think critically about a social issue that is
important to their community. By using your sociological imagination, you will present a compelling
case for how your chosen topic is truly a social and cultural issue, and not simply the result of
individual choices. Students will incorporate sociological theory, current scholarly research, popular
culture and media, individual biography, and collaborative problem solving to uncover the social and
cultural forces that help explain how their social issue has emerged and persisted, as well as develop
sociological insights that help them to propose possible solutions to the issues being explored.

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Signpost One: Students will submit a written discussion board post on the social issue that they will
be focusing on for their Sociological Imagination PowerPoint Presentation. They will identify a
scenario or current issue of personal and social concern, and explain why they chose it. In response to
their peers, they will comment on others’ selection of social issue, focusing on these prompts: Do you
see similarities to the issue you selected? Do you think there could be similar social locations or
structural/cultural variables that might be seen as influencing these issues? This discussion offers
students the opportunity to express their own thoughts, ask questions for clarification, and gain insight
from their peers’ responses and instructor’s guidance. Signpost One is due during Module 4.
Signpost Two: Students will submit a written discussion board post in which they describe how
people tend to define the source(s) of their chosen issue and its solutions. They will outline possible
false information that serves to stereotype, confuse, or minimize the issue, possibly preventing it from
being viewed objectively. In response to their peers, they will use sociological insights to analyze
popular attitudes and beliefs related to the issues under discussion. Signpost Two is due during
Module 7.
Signpost Three: Students will write a 1 page summary outline, and a 2 page paper that explains the
variables or “roots” that contributed to the origin and persistence of the social issue they chose. This
submission should be at least 3 pages in length (excluding title and reference pages) and must follow
these formatting guidelines: double spacing, 12 point Times New Roman font, one inch margins, and
APA style citations/references. Students must include at least 3 scholarly sources, and cite them within
the text of the paper and on the reference page. Signpost Three is due during Module 10.
Signpost Four: Students will write a 1-2 page paper that identifies which sociological theory -
conflict, functionalism, or symbolic interactionism - will serve as a “lens” for thinking more deeply
about their social issue. They will present their understanding of the theoretical perspective, and use it
to analyze their chosen issue. They will also highlight the key thinking of 2-3 sociologists who have
contributed to this particular theory, and discuss possible advantages and disadvantages of using this
theory to analyze their chosen topic. Signpost Four is due during Module 13.
Final Project:SociologicalImaginationPowerPointPresentation
Based upon the previous Signpost assignments, students will synthesize the information and submit a
creative presentation. The presentation must include an audio narrative by the student of the material
being presented. Students are to upload this presentation to the YouTube account they opened at the
beginning of the semester and submit just the YouTube URL in Bb. Students are responsible for
having someone access the URL other than themselves to ensure that the presentation is correctly
submitted. It must be technologically correct and be able to be seen and heard properly. Although I
refer to PowerPoint in these instructions I strongly suggest that students consider programs like
screencast-o-matic and prezi as alternative programs that are easy to use and provide excellent audio
quality. For help with technical issues students must contact the CWI IT HelpDesk.
The Final Project is due 11:59 PM MT, Monday of Module 17.
Guidelines:
The final presentation should be a minimum of 10 minutes in length and should include either slide
notes using the notes feature in the presentation (essentially capturing the supporting script for each
slide) or uploaded script as audio in the presentation file. It should include a cover slide and a reference
slide, 6-8 scholarly references, and citations in APA format.

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Specifically the following critical elements must be addressed:
I. Choose a particular social issue of personal and social concern.
a) Identify the issue that will be studied and discuss its personal importance.
b) Describe the importance of the issue from a local, national, and global level.
II. Explain false information around the social issue and use research to identify variables that
contribute to its origins and persistence.
a) Outline possible false/misleading information that might prevent the issue from being
viewed objectively.
b) Conduct a review of scholarly literature/research to identify 2-3 structural/cultural
variables that contribute to the existence of the issue.
III. Personalize this social issue by identifying a relevant individual story or biography.
This story can be from social media, a movie, a personal experience, an experience of a family
member or friend, a news cycle, or any other medium that encourages the student to locate an
individual acting as a result of or contributor to the social issue. *This element of the
presentation will help the student to take “the role of the other.”
a) First, share why this is an important issue to you personally. Your experiences can give
rise to significant items for investigation. Think critically about your own frustrations
and/or opinions with a problem facing your country, your community, or your
neighborhood. What is it about this topic that is compelling?
b) b) Introduce the biography of an individual who was or is impacted by this situation.
This narrative can be derived from a student’s own experience, media, or a fictional
character.
c) Why is it important to grasp the personal impact of his social issue on individuals?
d) What is missing from a sociologist’s analysis if he or she understands only the societal
narrative about this issue and not an individual’s experience?
IV. Apply one of the three theoretical perspectives.
A sociological theory is a tool for helping to understand human behavior. One of the three core
sociological theories will help you to better explain and understand why your selected social
issue exists and persists.
a) Identify which sociological theory—conflict, functionalism, or symbolic
interactionism—will serve as a “lens” for thinking more deeply about the social
problem. Present your understanding of the theoretical perspective you chose. Then use
this theory to analyze your chosen social problem.
b) Highlight the key thinking of two to three sociologists who have contributed to this
particular theory.
c) Explain the advantage(s) of using your selected theory to analyze the issue. Why are the
other two theories not ideal for understanding the issue?
V. Conclusion: Solving the social problem
a) Highlight any solutions you have discovered in your research.
b) What are the potential limitations for addressing your chosen issue?
c) Using your imagination and considering the context of the social issue, explain what
social solutions could be designed to improve the issue.
.

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Grading Policy
 Grading scale: A=90-100% of available points; B=80-89% of available points; C=70-79%
of available points; D=60-69% of available points; and F=59% or less of available points.
 Methods used to evaluate student performance include assignments, quizzes, group work,
participation, presentations, exams, essays, discussion questions, etc.

Textbooksand Required Materials
Giddens, A., Duneier, M., Appelbaum, R.P., Carr, D. (2013) Introduction to sociology.Seagull 9th
Edition. W.W. Norton.
Other supplemental readings, videos and rich content material are included in Bb.
Course Calendar
The course schedule is posted as a separate document in Bb.
Course Expectations
Grading Policies:
 Assessments and assignments will be graded and returned to students within 7 days from
the due date.
 The average student can expect to spend approximately 9 to 12 hours per week preparing
for class and doing assignments.
 Late work is accepted if prior approval is made with the professor.
 All late work has 10% of the grade deducted if handed in within 3 days of the assignment’s
due date.
 No late work is accepted after 3 days of the assignment’s due date.
 Complete end of course evaluations
Computer Proficiency Expectations:
Students in this course are expected to be proficient in use of Bb, Word and programs needed to
complete and submit assignments. How to use Bb, Microsoft products and other software programs
will not be taught in this course.
Online students are expected to be proficient in using a computer. Thisonlineclasswill notteachyou
howto use the computer,use Blackboard,navigate the web,ormanage yourelectronicfiles.If youare having
difficulties,youmaycontactyour instructor,IThelpdesk(208-562-3444), and/or tutoringservices(seestudent
resourcesof Blackboardforinformationregardingtutoringservices). Forthose participantswhofeartheymay
not be able to navigate the technical skillsof thiscourse,please use CWIservicesand/orsee the instructor
before droppingthe course.We wantyouto succeed.
You will needtopossessthe ability(orbe able toquicklyacquire) the following minimumtechnologyskills:
 Navigate,browse,anduse the InternetandBlackboard.
 Download/upload/create/save/edit/openWordorPDF documents,video,andaudio
This signature assignment will assess students’ mastery of the following learning outcomes,
course goals, and General Education objectives:
I. Student Learning Outcomes (Course Completion Expectations for Students)
A. Identify and discuss key sociological concepts
B. Use sociological theories and perspectives to explain social phenomena
C. Differentiate ways of thinking sociologically about everyday life.
D. Design expressions of sociological scholarship.
E. Synthesis a perspective that connects individuals to group and global processes.
II. Course Goals (Educational Objectives for the course)
A. Understand key sociological concepts
B. Apply sociological theories to everyday life
C. Analyze social structures using a sociological lens
D. Create new connections between self and society
III. General Education Objectives Met
A. Learn to Learn
B. Make Connections
C. Solve Problems

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 Download/uploadandlistentoorview audioandvideofiles
You may notbe able toviewall course contentthroughmobile devicesandtherefore maymissimportant
information.Therefore,youmusthave dailyaccesstoa computerthat has:
 Mac OS X,Microsoft WindowsXP,orequivalent
 InternetbrowserequivalenttoExplorer7.0or higher(forexample,Firefox,Opera,Chrome,orSafari).
 DependableHigh-SpeedInternetaccesswithatleast1.5 Mbps downloadand.5 Mbps upload.You can
use speedtest.net tocheckyour speed.
 MicrosoftWord or equivalentWordProcessingSoftware(e.g.,OpenOffice suite).A linkfor
downloadingOpenOffice software forfree isavailable underthe “CWIStudentResources”button.
 Adobe Reader,Adobe FlashPlayer,iTunes,QuickTimePlayerorequivalentsoftware.Youwill find
these linksunderthe “CWIStudentResources”button.
 A backupoptionmustbe available forall of the above items,shouldyourprimaryaccessfail forany
reason.
 Accessto hardwiredinternetaccess(asopposedtowifi orcell phones) tosubmit documents, quizzes,
and test.
Text-basedcommunicationis especiallyprone tomisinterpretation.Itisimportantthatyouconsiderthisin
course communication.Use academiclanguage:please use complete sentences,appropriate punctuation,
standardspelling,andcapitalization.Communicationshouldconformtoacademicstandardsof courtesy.
For example,flaming,profanity,andadhominem(personal) attacksare unacceptable.Failure toadhere to
these standardswill resultinazero forthe assignmentandmayresultinanimmediate failure inthe
course.Studentsshouldbe aware thatthe use of sarcasmis particularlyprone tomisinterpretation.With
that inmind,do notuse sarcasm. The use of emotionicons(emoticons - ,,etc.) mayhelpconvey
some of the importantnonverbal elementsof communication.
Behavioral Expectations:
Every student has the right to a respectful learning environment. In order to provide this right to
all students, students must take individual responsibility to conduct themselves in a mature and
appropriate manner and will be held accountable for their behavior. Students who disrupt the
class or behave inappropriately or disrespectfully, as determined by the instructor, may be asked
to withdraw. If conduct continues to be an issue, students may be referred to Student Conduct for
judicial action.
It is the student’s responsibility to check their email and Bb announcement to receive notification of
any scheduled appointments, assignment changes or other urgent communications.
Any student who has witnessed or experienced a violation of the student code may contact Student
Conduct at extension 22305, or email: conduct@cwidaho.cc
Academic Honesty:
All work submitted by a student must represent his or her own ideas, concepts, and current
understanding.
All materialfound during research must be correctly documented to avoid plagiarism. Cheating or
plagiarism in any form is unacceptable and violations may result in disciplinary action ranging from
failure of the assignment to failure of the course. Repeated acts of academic dishonesty may have
more severe institutional ramifications. The consequences for cheating in this class are listed below:
 The student will receive a failing grade for the assignment.
 If plagiarism continues the student will receive a failing grade for the course.

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Suggestions for Success
Students are encouraged to:
 have a specific place to study where there will be no interruptions;
 set a specific schedule to do assignments for the online course;
 submit your best work the first time;
 use spell/grammar check before submitting every assignment;
 submit work on time;
 practice good time management; and
 contact the instructor about any questions or confusion about course content or assignments.
Affidavit of Syllabusas Contract
Students are required to receive a 100% grade on the syllabus quiz before proceeding with course
content.