SYLLABUSSYLLABUSSYLLABUSSYLLABUS————SOCIAL THEORY 3140SOCIAL THEORY 3140SOCIAL THEORY 3140SOCIAL THEORY 3140 Tell me and I forget; teach me and I remember; involve me and I learn—Benjamin Franklin DR. MARCIE GOODMAN SOC 3140-020 OFFICE--310 BehS Fall 2009 581-3712 Office 6:00 to 8:30 pm Office Hours: Before/after class or by appointment Mon—Bountiful 102 Email: [email protected] (Please use judiciously, and NO assignments by email) COURSE CONTENTCOURSE CONTENTCOURSE CONTENTCOURSE CONTENT Sociological theories seek to explain how humans behave, interact and organize themselves in certain ways. Sociologists do not agree on the basic issues concerning such explanations. Arguments are centered on: 1) what kind of knowledge about human interaction and organization can be developed; 2) what procedures can and should be used in creating theory; 3) what ends or goals are served by sociological knowledge; and 4) what phenomena should be the topic of study. Because this discord seems to be increasing rather than decreasing, several schools of thought will need to be examined and learned. An undergraduate course in theory contains an overview of the most prominent and accepted ideas currently within the discipline; it additionally gives students an opportunity to begin to read writings of various theorists for themselves. NOTE: Sociology 1010 is a required prerequisite for this course, and the instructor assumes students have at least a minimal understanding of sociology. Those who do not possess such knowledge should re-evaluate their decision to enroll, since such information is usually necessary to successfully apprehend material presented in SOC 3140. COURSE GOALCOURSE GOALCOURSE GOALCOURSE GOAL Each student, upon completion of this core course, should be able to understand the most prominent sociological theories, identify those creators of these ideas, conceptualize the most critical aspects of the discipline, and be able to identify the elements requisite for a sound theory. COURSE REQUIREMENTSCOURSE REQUIREMENTSCOURSE REQUIREMENTSCOURSE REQUIREMENTS Most upper-level, undergraduate courses in the social sciences require students to demonstrate mastery of material through successful completion of written assignments, attendance and participation. For SOC 3140, five Conceptual Abstracts (a discussion of the criteria for this assignment is included on page 2 of this syllabus) will contribute 17% each to the course grade. Attendance and participation will contribute an additional 15% of the final grade. The purpose of this type of system is to assure maximum results through an ongoing effort by students to stay abreast of course materials, particularly the assigned readings. Success will be greatly impacted by familiarity with information before each class period, with students coming prepared to participate in class discussions. REQUIRED TEXTREQUIRED TEXTREQUIRED TEXTREQUIRED TEXT Seidman, Steven. 2009. Contested Knowledge. New York: Wiley-Blackwell. AMERICANS WITH DISABILITIES ACT (ADA)AMERICANS WITH DISABILITIES ACT (ADA)AMERICANS WITH DISABILITIES ACT (ADA)AMERICANS WITH DISABILITIES ACT (ADA) The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If a student will need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Building, 581-5020 (V/TDD). CDS will work with students and the instructor to make arrangements for accommodations. PARTICIPATIONPARTICIPATIONPARTICIPATIONPARTICIPATION The class will be conducted in a Socratic format with emphasis on professor and student interaction and understanding through questions and comments. No lectures, per se, will be presented, but the professor will use this forum to present key concepts not detailed in the major texts under consideration. The model is employed to encourage analysis, critical thinking, preparation, and long term learning on the part of the student. Each should come prepared to discuss the subject scheduled on the calendar. Note cards will be maintained for every student, and response marks will be given based on the quality of comments offered: + (plus), √ (check), √— (check minus), — (minus), or 0 (zero). Marks represent roughly the grades of A, B, C, D, and E. ACADEMIC DISHONESTYACADEMIC DISHONESTYACADEMIC DISHONESTYACADEMIC DISHONESTY Instructors at the University of Utah assume that all work submitted from students is their own work. When you have used ideas of others, you must properly indicate that you have done so. Plagiarism and cheating are serious offenses and may be punished by failure on an individual assignment, failure in the course, and/or expulsion from the university. All students should be familiar with the University of Utah Student Code: www.admin.utah.edu/ppmanual/8/8-10.html.GRADING CRITERIONGRADING CRITERIONGRADING CRITERIONGRADING CRITERION A An excellent work in all or nearly all aspects of the assignment. The student exemplifies originality of ideas, superior depth of thought, and extensive grasp of topics as well as technical superiority. B A competent work with a lapse here or there. Ideas are clear and properly expressed; the writing is technically solid. The assignment is effective in meeting all criteria but does not rise to distinction. C An adequate work, but not good. Student ideas tend to be oversimplified, reductionistic, and lack sufficient explanation or exploration. Problems may also exist with grammar, logic, or ability to express thoughts in a manner reflective of a junior level class. D A minimal effort by the student—the work is marred by problems with almost all aspects of the assignment. This is not considered a competent performance. E A failing mark, generally reserved for assignments which are not submitted or miss the target on virtually every criteria of the project. +/- Plus or minus may be given in addition to each of the grade levels when deemed appropriate. CONCECONCECONCECONCEPTUAL ABSTRACTSPTUAL ABSTRACTSPTUAL ABSTRACTSPTUAL ABSTRACTS A critical element in understanding sociological theory is the ability to gather a multitude of important ideas and synthesize these into cognitively manageable concepts. This assignment should facilitate such a process. An abstract is a