1.WelcomeClass: Introduction to SociologyCourse, 1000; Section, 380 Instructor: John R. Carlson, Ph.D.

2. AGENDA Personal Introductions Course Overview - course content; - grading criterion Navigating CE6 portal DVD Presentation 3. EDUCATION 1979 Ph.D. Fields of Specialization: Organizational Behavior and Social Psychology; Kent State University; Kent, Ohio. 1976 M.A. Sociology; Kent State University; Kent, Ohio. 1974 B.A. Sociology; Southern Illinois University; Carbondale, IL 4. Administrative Experience: 2002-September 13, 2008 Care-giver for my recently deceased father (i.e., Power of Attorney and Care-giver coordinator) 5. CORE CARE-GIVER TEAM 6. 1985-2003 PRESIDENT; STATE MANUFACTURING & ENGINEERING COMPANY; VILLA PARK, ILLINOIS C.E.O.; Plastic Injection Mold and Commercial Sander Divisions. Effective January 2003, Sold my interest of this profitable business enterprise 7. Sanders 8. Pucks 9. Marathon Oil Company; Findlay, Ohio Developed/conducted managementdevelopment programs; Developed and implementedOrganizational Assessment (i.e., AttitudeSurveys) and Change Programs (i.e., Team-building) 10. 1983-1985 Personnel Development Director; St. Annes Hospital; Chicago, Illinois. Oversaw Management Development and Tuition Reimbursement Programs; Consulted Management on Organization Design Issues resulting in numerous organization-wide interventions (i.e., pay per performance system, succession planning program, management development program, etc.) 11. Personnel Development Director; St.Annes Hospital; Chicago, Illinois cont.- Directed Organizational Change Efforts (i.e., hospital-wide customer service program); Co-directed Community and Employee Health Programs (i.e., Stress Management, Smoking Cessation and Weight Management Programs). 12. 1979-1983 Organizational Development/Training Consulting EngagementsHoneywells Defense Systems Division- Munitions Plant; Joliet, Illinois; Facilitated Plant Start-up process; Facilitated the development of self-regulating production team organizationaldesign 13. Ernst & Whinney; Chicago, Illinois Supervised the development andimplementation of a large-scale technicaltraining program for the creation of aasset data base of a major utilitycompany; Developed, conducted and analyzedattitude survey of a representativesampling of tenants from a largemetropolitan federally funded housingdevelopment 14. Sears Roebuck & Company; Chicago, Illinois Co-designed Employee Attitude Survey Instrumentsfor financial (Allstate) and other-related SearsRoebuck & Company organizations (Homart) &manufacturing organizations (i.e., R.R. Donnelly,Publishers); Co-developed marketing tools (i.e., brochures,newspaper advertisements) and made salespresentations to promote the Climate DiagnosticSystems program, an outside management changeinitiative program sponsored by Sears Roebuck &Company. 15. TEACHING EXPERIENCE2009-present Edison StateCollege; Port Charlotte, FL Instruct Introduction to SociologyCourse 16. 1988-1991 BUSINESS DEPARTMENT ADJUNCT FACULTY APPOINTMENTS Lewis University; Romeoville, Illinois & Aurora University, Aurora, Illinois. Instructed Management Development Courses; Instructed Organizational Design and Organizational Change Courses. 17. 1990-2002 SOUTH SUBURBAN COMMUNITY COLLEGE; THORNTON, ILLINOIS InstructedSociology Courses:Introduction & Marriage and the Family. InstructedPsychology Courses:Introduction & Social Psychology 18. 1991-1998 MORAINE VALLEY COMMUNITY COLLEGE; PALOS, ILLINOIS Instructed Sociology Courses: -Introduction; -Marriage and the Family. 19. 1971-1980 NORTHWESTERN UNIVERSITY EVANSTON, IL Instructed Management DevelopmentCourses; InstructedOrganizational Design andOrganizational Change Courses 20. 1977-1979 TEACHING FELLOWSHIP; KENT STATE UNIVERSITY; KENT, OHIO Instructed Sociology Courses- Introduction to Sociology- Social Psychology Courses 21. Marriage/Family Religion Political Institution Economy Education 22. Personal Interview Provide brief background description of your partner- declared major,- occupational status,- etc; Favorite spring past-time What are your expectations regarding this course (i.e., what constitutes a blended course, 23. This course is a systematic study of human society with primary emphasis on social interaction,culture,socialization,social groups,social institutions,social causation,& social change. 24. GENERAL COURSE INFORMATION:Topic Outline: Sociological approach Sociological view of culture Social structure and organization Social interaction Socialization Deviance and social control Social inequality, differentiation, and stratification Social institutions Social change 25. Additional Course Competencies Learning Outcomes: Assessment: Students will Students will bedemonstrate anassessed throughunderstanding ofclass discussion,sociological constructs in class exercises,such as culture,and courseinstitutions, inequality,examinations.socialization,interaction, socialgroups, socialdynamics 26. LEARNING OUTCOMES ANDASSESSMENT: Communication (COM): To communicate (read, write, speak, listen) effectively using standard English: Students will demonstrate verbal proficiency in this area during class discussion, utilizing the sociological terminology and references. Students will demonstrate written proficiency through written assessments, such as term papers, short essays, or research summaries. Students will demonstrate overall communication skills by collaborating on projects either outside or during class. To apply effective techniques to create working relationships with others to achieve common goals: Students will demonstrate proficiency in this area through class discussions and/or collaboration on any class projects. 27. Breakdown of the gradepoint assignment Attendance/participation.14 pts.; Class group presentation 16 pts.; 4 Examinations: 20 pts/each...80 pts.100 possible points 28. REQUIRED COURSE MATERIALSdisplay of name placard at each classsession; Textbook: Kendall, Diana. 2008.Sociology In Our Times. SeventhEdition. Wadsworth Publishing. ISBN:9780495504276. 29. Supplemental Resourcehttp://www.wadsworth.com/cg iwadsworth/course_products_ wp.pl?fid=M20b&flag=student &product_isbn_issn=9780495 504276&disciplinenumber=14 30. Drop Down Menu: Chapter 1 Crossword Puzzle Flashcards Glossary Learning Objectives Spanish Flashcards Spanish Glossary Tutorial Quiz Web Links Final Exam Census 2000 GSS Data 2004 Hot Topics InfoTrac NEW - GSS Data 2006 Online Modules Research Online Sociology Spanish Glossary Sociology in Action Terrorism Update Virtual ExplorationsBook Supplements 31. REQUIREMENTS FOR THE STUDENTS The assigned textbook (see section XII, below) readings and lecture material will be supplemented by DVD presented documentaries and experiential activities conducted during the class sessions.Students should read the assigned chapter(s) (see section, XII, below) and be fully prepared to discuss the chapter material, since at times students will be called on to answer and/or furnish a constructive comment on a particular issue at hand.Moreover, lack of preparedness (i.e., not constructively responding to a discussion question),and/or students not displaying a name placard will result in no participation points being granted for the particular class session at hand. 32. EXAMINATIONS: ESSAY & MULTIPLE CHOICE SEGMENTS All exam grades will take into account an item analysis of multiple choice questions, whereby, those questions proving to be problematic (i.e., poorly worded, redundant choice(s)), will be adjusted accordingly. 33. Exam FormatOpen Book or Closed Book? 34. Exam Point Breakdown Exam I essays, 4 pts.; multiple choice, 16 pts. Exam II essays, 6 pts.; multiple choice, 14 pts. Exam III essays, 8 pts.; multiple choice, 12 pts. Exam IV essays, 10 pts. multiple choice, 10 pts. 35. GRADING POLICY The following grade scale will be for the most part,applied:90 100 = A 80 89= B 79 70= C 60 69= D Below 60 = FStudents demonstrating improvement over time, typically receive the benefit of doubt in terms of their overall grade assignment, given that some students take time to become acclimated to test taking and the like. 36. NORMAL DISTRIBUTION AKABELL CURVE 37. Normal Curve Explanation A graph representing the density function of the Normal probability distribution is also known as a Normal Curve or a Bell Curve. To draw such a curve, one needs to specify two parameters, the mean and the standard deviation. The graph below has a mean of zero and a standard deviation of 1, i.e., (m=0, s=1). A Normal distribution with a mean of zero and a standard deviation of1 is also known as the Standard Normal Distribution. 38. BELL CURVE AND GRADE DISTRIBUTIONF D C B A 39. ATTENDANCE POLICY Regular attendance and participation indiscussions (i.e., posted in discussion link,and addressing questions posed during in-class sessions) is expected and graded. Fullpositive participation facilitates andunderstanding of the subject matter as wellas serving as an important method forassessing the level of comprehension of thecourse material. 40. ATTENDANCE POLICY continued- It is the students responsibility to sign the attendance sheet found at the entrance of the class; tardy students will not be permitted to sign this attendance sheet; whereby, no attendance points/session will be granted for those attendance class after the attendance sheet has been collected (attendance points/session =.1 pts.; maximum participation score/session = 7 pts..). Excessive absences (i.e., 3 incidents of entire class absences), will result in a request by the instructor to formally withdraw from the class. 41. CLASS SCHEDULE, SEGMENT I: January 13th Course Overview January 20th Chapter 1 The Sociological Perspective; Chapter 2 SociologicalResearch Methods January 27th In-class, on-line Research for Group Presentation; Chapter 3 CultureFebruary 3rd Chapter 5 Society, Social Structure February 10th E X A M I; Debrief Examination 42. Additional Course Competencies Learning Outcomes Assessment Students will Students will bedemonstrate an assessed throughunderstanding of the group exercises infour major class, classsociological discussions andtheoreticalcourseperspectives and examinations.understand the use oftheory in sociologicalresearch 43. Additional Course Competencies Learning Outcomes: Assessment:Students willStudents will be assessedthrough means such as in demonstrate andclass discussions, class understanding of exercises, courseexaminations, and the the strengths, completion of a written weaknesses and paper assignment(essays) and class group relevance of presentation requiring quantitative and interpretation anddiscussion of both qualitative research quantitative and methods in qualitative sociologicalresearch. sociology 44. LEARNING OUTCOMES ANDASSESSMENT Scientific and Quantitative Reasoning (QR): To identify and apply mathematical and scientific principles and methods. Students will demonstrate competency in this area by discussing the strengths and weaknesses of quantitative research methods in sociology. Students will analyze numeric data through class discussion and/or written assignments in the course. 45. LEARNING OUTCOMES ANDASSESSMENT Technology/Information Management (TIM): To demonstrate the skills and use the technology necessary to collect, verify, document, and organize information from a variety of sources: Students will demonstrate proficiency in this area by making use of electronic databases during projects, using the class online message board to acquire information relevant to class discussions and/or by formatting all written assignments on a word processing program 46. CLASS SCHEDULE, Segment I:Discussion wk. 1 Jan. 19tth Chapter 1 The Sociological Perspective Discussion wk. 2 **Jan 26th Chapter 2 Sociological Research Methods selecting empirical article for group Presentation; Discussion wk. 3 Feb. 2ndChapter 3 Culture Chapter 5 Society, Social Structure, and Interaction; focus on pgs. 138-139; 148-157; 169 (Macro Sociological Perspective) Discussion wk. 4 Feb. 9thE X A M I; Debrief Examination _________ **in-class session 47. CLASS SCHEDULE, Segment II:SOCIAL PSYCHOLOGY Discussion wk. 5 **Feb 16th Chapter 4 Socialization Chapter 6 Groups and Organizations Chapter 20 Collective Behavior, Social Movements & Social ChangeDiscussion wk. 6 Feb 23rd Chapter 10 Race and Ethnicity; Chapter 11 Sex and Gender Discussion wk. 7 March 2nd E X A M I I; Debrief Exam 48. CLASS SCHEDULE, Segment III: URBAN SOCIOLOGY &SOCIAL PROBLEMS Discussion wk. 8 March 16th Chapter 8 Class and Stratification in the United States Chapter 9 Global Stratification; Chapter 19 Population and UrbanizationDiscussion wk. 9 March 23rd Chapter 7 Deviance and Crime; Chapter 12 Aging and Inequality Based on Age; Chapter 18 Health, Health Care, and Disability Discussion wk. 10 March 30th E X A M I I I; Debrief Exam 49. LEARNING OUTCOMES ANDASSESSMENT Global Socio-cultural Responsibility (GSR): To identify, describe, and apply responsibilities, core civic beliefs, and values present in a diverse society: Students will demonstrate proficiency in this area by discussing how sociologists analyze ethics and values and by applying the sociological imagination to the social construction of ethics and values. Students will elaborate, either in written and/or verbal format, through course work such as projects, class discussions and/or written assessments, how the four major sociological perspectives address issues of ethics and values. 50. CLASS SCHEDULE, Segment IV: SOCIAL INSTITUTIONS & G R O U P P R E S E N T A T I O N S (due, April 15th) Discussion wk. 11April 6th ** Chapter 14 Politics and Government in Global Perspective Discussion wk. 12 April 13thChapter 13 The Economy and Work in Global Perspective; Chapter 16 Education Discussion wk. 13 April 20th Chapter 17 Religion; Chapter 15 Families Discussion wk. 14 April 27th F I N A L E X A M (based on chapters 13, 14, 15, 16 & 17); Debrief Final Exam 51. Additional Course Competencies Learning Outcomes:Assessment:Students will Students will be demonstrate anassessed through class discussion understanding of and examinations, the as well as a group sociological presentation imagination. 52. Sociological Imagination,Defined:The ability to see the relationshipbetween individual experiencesand the larger society (C.WrightMills). 53. Sociological Imagination, Defined: Distinguishes between personaltroubles and social issues. 54. PERSONAL TROUBLES Personal troubles are private problemsthat affect individuals and the people withwhich they associate regularly. Example: One person being unemployed orrunning up a high credit card debt could beidentified as a personal trouble. 55. HOW MUCH DO YOU KNOW ABOUT CONSUMPTION AND CREDIT CARDS? True or False? The average U.S. citizen debt owes more than $8,000 in credit card debt. 56. TRUE The credit card debt owed by the average U.S. citizen in the most recent year for which statistics are available was $8,562. 57. HOW MUCH DO YOU KNOW ABOUT CONSUMPTION AND CREDIT CARDS? True or False? Less than half of all undergraduate students at four-year colleges have at least one credit card. 58. FALSE About 76% of undergraduate college students have at least one credit card, and 56% of college seniors have four or more cards. 59. Credit Cards Professor Charlene Sullivan advises consumers to limit the number of cards they carry and to think about the interest rates, services, and flexibility of each card. 60. First Essay QuestionDiscuss whether or not Sociology is a scientific discipline. Provide 3 primaryreasons to support your position. 61. Essay Grading Guidelines Expository Style: Opening paragraph Body; closing Proper Grammar Punctuation Tense, spelling, etc. Rhetoric- terms; concepts Logic- examples; statistical support Efficient- brief, concise Effective- clear 62. Essay Guidelines continued- Proper Citations- adhere to APA referencing systemExample:The sociological imagination concept refers to. the ability to see the relationship between individual experiences and the larger society (Kendall, 2008: pg. 5).- appearing at the end of your essays, is a bibliography section). 63. http://owl.english.purdue.edu/owl 64. Webmaster's Blog Browse OWL Resources The Writing ProcessCreating a Thesis Statement Developing an Outline Introductions, Body Paragraphs, and Conclusions for Argument Papers Introductions, Body Paragraphs, and Conclusions for Exploratory Papers Invention Presentation Prewriting (Invention) Proofreading Your Writing Reverse Outlining: An Exercise for Taking Notes and Revising Your Work Starting the Writing Process Understanding Writing Assignments Writer's Block/ Writer's Anxiety Writing Process Presentation 65. Thesis Statement-owl-Tips and Examples for Writing Thesis Statements Tips for Writing Your Thesis Statement 1.Determine what kind of paper you are writing: An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience.An expository (explanatory) paper explains something to theaudience.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-effectstatement, or an interpretation. The goal of the argumentativepaper is to convince the audience that the claim is true basedon the evidence provided. 66. Thesis Statement, from Owl-continuedIf you are writing a text which does not fall under these three categories (ex. a narrative), a thesisstatement somewhere in the first paragraph couldstill be helpful to your reader. 2. Your thesis statement should be specificit should cover only what you will discuss in your paper and should be supported with specific evidence.3. The thesis statement usually appears at the end of the first paragraph of a paper. 4. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper 67. Thesis Statement Examples from owl- Example of an analytical thesis statement: An analysis of the college admission process reveals one challenge facing counselors: accepting students with high test scores or students with strong extracurricular backgrounds. The paper that follows should: explain the analysis of the college admission process explain the challenge facing admissions counselors 68. Thesis Statement Example typesfrom owl-continued- Example of an expository (explanatory) thesis statement: The life of the typical college student is characterized by time spent studying, attending class, and socializing with peers. The paper that follows should: explain how students spend their time studying, attending class, and socializing with peers 69. Thesis Statement Example types from owl-continued- Example of an argumentative thesis statement: High school graduates should be required to take a year off to pursue community service projects before entering college in order to increase their maturity and global awareness. The paper that follows should: present an argument and give evidence to support the claim that students should pursue community projects before entering college 70. Thesis Statement, from owl- You should answer these questions by doing the following: Set the context provide general information about the main idea, explaining the situation so the reader can make sense of the topic and the claims you make and support State why the main idea is important tell the reader why s/he should care and keep reading. Your goal is to create a compelling, clear, and convincing essay people will want to read and act upon State your thesis/claim compose a sentence or two stating the position you will support with logos (sound reasoning: induction, deduction), pathos (balanced emotional appeal), and ethos (author credibility). 71. Thesis Statement from owl- If your argument paper is long, you may want to forecast how you will support your thesis by outlining the structure of your paper, the sources you will consider, and the opposition to your position. Your forecast could read something like this: First, I will define key terms for my argument, and then I will provide some background of the situation. Next I will outline the important positions of the argument and explain why I support one of these positions. Lastly, I will consider opposing positions and discuss why these positions are outdated. I will conclude with some ideas for taking action and possible directions for future research. This is a very general example, but by adding some details on your specific topic, this forecast will effectively outline the structure of your paper so your readers can more easily follow your ideas. 72. Body Section from owl-Body Paragraphs: Moving from General to Specific Information Your paper should be organized in a manner that moves from general to specific information. Every time you begin a new subject, think of an inverted pyramid - the broadest range of information sits at the top, and as the paragraph or paper progresses, the author becomes more and more focused on the argument ending with specific, detailed evidence supporting a claim. Lastly, the author explains how and why the information she has just provided connects to and supports her thesis (a brief wrap up or warrant). 73. Body Diagram owl- 74. Owl, paragraph guidelines The four elements of a good paragraph (TTEB) A good paragraph should contain at least the following four elements: Transition, Topic sentence, specific Evidence and analysis, and a Brief wrap-up sentence (also known as a warrant) TTEB! A Transition sentence leading in from a previous paragraph to assure smooth reading. This acts as a hand off from one idea to the next. A Topic sentence that tells the reader what you will be discussing in the paragraph. Specific Evidence and analysis that supports one of your claims and that provides a deeper level of detail than your topic sentence. A Brief wrap-up sentence that tells the reader how and why this information supports the papers thesis. The brief wrap-up is also known as the warrant. The warrant is important to your argument because it connects your reasoning and support to your thesis, and it shows that the information in the paragraph is related to your thesis and helps defend it. 75. ASA Format, from Owl In-Text References, ASA Style,In-text ReferencesIf the author's name is in the text, put the date in parentheses: When Duncan (1959) studied... If the author's name is not in the text, enclose last name and year in parentheses: When these relationships were studied (Gouldner 1963)... Pagination follows the year of publication after a colon: As tabulated by Kuhn (1970:71) the results show...For joint authors, give both last names:(Martin and Bailey 1988)... 76. ASA format, from Owl In-text Reference Formatting Include page references when you directly cite the authors words and when you think it will help the reader. Later references to the same source are cited in the same way as the first.Cite the last name of the author and year of publication. Quotations in the text should give page references. Block quotations (direct quotations of more than 40 words) should be offset from the main text. Do not include quotation marks with block quotes. 77. ASA Format from Owl For three authors, give all last names in the first citation in the text; afterwards use the first name and et al.; for four or more names, use the first author's last name plus et al.: (Carr, Smith, and Jones 1962)...(Nilson et al. 1962)... For institutional authorship, supply minimum identification from the beginning of the complete citation: (U.S. Bureau of the Census 1963:117)... Separate a series of references with a semicolon and alphabetize: (Burgess 1968; Marwell et al. 1971)... For unpublished papers, cite the date. If no date is given, use n.d.: Jones (n.d.)... For machine-readable data files, cite authorship and date: ...(Institute for Survey Research 1976). 78. http://owl.english.purdue.edu/owlASA 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 referenceshould appear in the reference list at the end of the paper. If you are referring to an idea from another work but NOT directly quotingthe material, or making reference to an entire book, article or other work, you only have to make reference to the author and year of publication in your in-text reference. 79. Pertinent Owl Windows Conducting Primary Research Documenting Electronic Sources Evaluating Sources of InformationFormatting in Sociology (ASA Style) Guidelines for Fair UseParaphrase: Write it in Your Own Words Quoting, Paraphrasing, and SummarizingResearch: Overview Resources for Documenting Sources in the Disciplines Searching the World Wide Web Writing a Research Paper 80. Next Week Chapter 1 The Sociological Perspective