Phone:  902-420- 5531                      Office:  MS 416                   Office hours:  T 1:30-5:30

Website:  http://smu-facweb.smu.ca/~evanderveen/   

Note: I do not use Blackboard.  I will not respond to emails.  I am not available on Fridays. If you wish to contact me you must do so during my office hours, or before/after class.  If you cannot make these office hours, then we can schedule an appointment at a mutually convenient time & day. Additional important course materials are available on my website. 

COURSE DESCRIPTION (from course catalogue)

This course introduces the many dimensions of social inequality and power, and prepares students for the required 2000 and 3000-level theory and methods courses in Sociology & Criminology.

COURSE OBJECTIVES

This course will:

Ø  Explore in-depth the sociological conception of power and all its dimensions;

Ø  Explore concepts of obedience, consent, conformity in relation to power;

Ø  Analyze social stratification and social class ;

Ø  Describe major social institutions and associated power relations, evaluating their impact on individuals and groups in society; drawing upon historical and contemporary changes in these institutions;

Ø  Compare and contrast the major sociological theoretical paradigms as they are applied to an analysis of social institutions, social groups and societal issues;

Ø  Further develop the skills of the liberal arts: critical thinking, analysis, problem solving, oral and written communication, life-long learning, debating, application, leadership;

Ø  Further develop social responsibility and an ethic of service: attitudes and understandings needed to live in society as responsible citizens and to contribute to building a caring and just society;

HOW TO SUCCEED IN THIS COURSE

The course objectives will be taught using active learning and collaborative (aka cooperative) learning pedagogy, incorporating elements of the socratic method, constructivism, popular education, and transformational learning.  Through a program of readings, class discussions and activities, group and individual work, and various types of assignments, the objectives and course material will be explored and examined. Students are expected to participate in the learning strategies which have been designed to exemplify the topics under consideration. 

What is active learning?  This method of teaching and learning is where students take responsibility for their learning, instead of simply being passive receivers of information and regurgitating information.  As your professor, I am responsible for facilitating and encouraging learning and serving as a resource for you in this class.  I am not here to entertain you, I am not here to provide you with customer service with you being a consumer/client, and I am not here to parent you. 

Students who approach their education with a sense of enthusiasm and a willingness to learn are more productive students.  The content will relate to your daily activities at home, work, and school. 

Participation means coming to class on time and staying the entire period, participating in activities, getting to know your fellow students, professor and teaching assistants.  There is no room for negative criticism of others, there is no room for laughter at the expense of another in this class, there is no room for harassment or discrimination. 

What is collaborative/cooperative learning?  This type of learning utilizes the strategy of group work.  Creating groups is one way to minimize the sense of isolation and anonymity that students often feel in large classes.  As well, group work can facilitate the development of important skills, which include: 

The research clearly indicates that successful collaborative learning encompasses: 

Ø 

Why use cooperative learning?  Extensive research has compared cooperative learning with traditional classroom instruction. On the average

How do you learn? Our learning can be improved if we actually know how we learn best. Consider:  What are your earliest memories of learning to read and write?  How do you currently approach reading and writing tasks? How do you feel about yourself as a reader and writer? Consider the following types of intelligence and which applies to you in terms of your preferred type of learning: (See my website for a questionnaire you can complete)

Ø  Verbal-Linguistic Intelligence -- well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words

Ø  Mathematical-Logical Intelligence -- ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns

Ø  Musical Intelligence -- ability to produce and appreciate rhythm, pitch and timber

Ø  Visual-Spatial Intelligence -- capacity to think in images and pictures, to visualize accurately and abstractly

Ø  Bodily-Kinesthetic Intelligence -- ability to control one's body movements and to handle objects skillfully

Ø  Interpersonal Intelligence -- capacity to detect and respond appropriately to the moods, motivations and desires of others.

Ø  Intrapersonal Intelligence -- capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes

Ø  Naturalist Intelligence -- ability to recognize and categorize plants, animals and other objects in nature

Ø  Existential Intelligence -- sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.

Grading practices

Do not equate your self-worth with your grade in this class or on any assignment.  You may be an "A+ person" who happened to perform at a C+ level on a given assignment.  Remember that grades are an indication of your performance in mastering the material at one point in time.  They are not an indicator of my views of you as a person.  Reflect on your grade in an honest and realistic fashion.  My role is to offer constructive criticism of your efforts in this course.  Digest that criticism and then ask yourself questions like: Did I put in the preparation time that would've been necessary to receive a better grade?,  Did I understand the assignment as fully as I could have, if not did I seek help from the professor?, Did I turn in all the required paperwork?, Did I do an adequate job of proofreading?  If you find that you still have questions about how you can improve or about course content, come see me and we will talk about additional ways for you to work on your mastery of the subject matter.  On another note, simply because you have paid for this course does not mean you will automatically receive an “A” grade.  Also by simply completing the work does not mean you will receive an “A” grade.  The output (what you achieve), e.g. an assignment you complete, will be judged in the assessment, not simply the input (what you do), e.g. the effort one puts into the assignment; the latter will not guarantee you a high mark.  If you are having difficulty in the course, consider if this is an ability problem (I can’t do this) or a performance problem (it is hard to do but still doable). 

GUIDELINES FOR APPROPRIATE STUDENT BEHAVIOUR

Adapted from Department of Communication, University of Alaska Anchorage, 2001

If you have any questions or concerns about the following, then it is your responsibility to bring these to my attention during the first two weeks of classes.  Otherwise it is understood that you agree to abide by these guidelines, rights and responsibilities. 

SMU has clear expectations of how students will conduct themselves on campus and in the classroom.  The rights and responsibilities accorded students in the University system are outlined in the Academic Integrity and Student Responsibility which includes the Student Code of Conduct published annually in Academic Calendar.  You are required to be aware of all of these policies.  With regard to this specific course, effective teaching and learning environments are best accomplished by positive teacher-student and student-student relationships characterized by common courtesy, respect for self and others, respect for differing points of view, and honest and responsible Behaviour.  When violations of these expectations occur, action must be taken to address the problem before it becomes harmful to the teaching and learning environment. 

General Disruptive Behaviour

Disruptive Behaviour may take many forms.  Disruptive Behaviour includes but is not limited to: talking when someone else has the floor, being rude to others, offering destructive (rather than constructive) criticism, arriving late, sleeping during class, forming cliques, checking their cell phones or other electronic devices, being passive or disinterested, belligerent or aggressive behaviour and so on.  Such behaviours have no place in a university classroom.  You have a right to maintain your own opinions and to disagree with others, but you must do so in a fashion that is conducive to learning and does not take the form of a personal attack on others.  Minimally, you are expected to treat your classmates and your professor in a respectful fashion and they will return the favour.  Any behaviour that obstructs or disrupts the classroom teaching and learning environment will be addressed.  Serious or repeated breaches in inappropriate behaviour may result in a reduction of your final grade in the course and may be referred to additional University authorities.

The following guidelines outline appropriate behaviour expected of all students both during classes and outside of classes when work is undertaken for this course (this list is not comprehensive): 

Appropriate Classroom Behaviour

Ø  Students are expected to attend all regularly scheduled class sessions, show up on time, and be prepared for class;

Ø  Students are expected to conduct themselves in an honest and respectful manner when interacting with others in the classroom environment;

Ø  When engaged in discussions, students should seek to ask questions that are clear, relevant to the content at hand, and contribute to the individual and/or the class's mastery of the subject matter;

Ø  Students need to monitor their own progress in the course and to consult with the professor early on if they are having difficulties and doing poorly, not leaving it towards the end of the semester;

Ø  Students are expected to wear attire appropriate for an educational institution, e.g. no midriffs, no buck cracks, no cleavage;

Ø  Students are expected to turn OFF ALL electronic devices, e.g. mp3/ipods, blackberries, cell phones, pagers, laptop computers, etc…, during class, if you must take notes using a laptop you will need to provide documentation indicating that this is indeed a necessity for your learning; and,

Ø  When the instructor is engaged in lecture, students should listen attentively and provide appropriate feedback when called upon by the instructor.

Inappropriate Classroom Behaviour

It is inappropriate to:

Ø  read non-course related materials during class;

Ø  talk to others while the instructor or another student has the floor;

Ø  ask questions that have already been answered in class or are discussed in the text or are answered in the syllabus;

Ø  take phone calls during class;

Ø  sleep;

Ø  make rude comments;

Ø  ridicule others for asking questions; and,

Ø  ask questions or engage in discussion that is irrelevant to the content at hand. 

Appropriate Behaviour in Groups

When working in groups, students are expected to

Inappropriate Behaviour in Groups

Engaging in inappropriate and rude behaviours are not conducive to effective group discussion.  This includes:

A Comment on Plagiarism and Academic Dishonesty

The concept of academic dishonesty covers a range of inappropriate and unethical behaviours including but not limited to cheating on exams, falsification of materials, plagiarism, and so on.  As in other courses at the University, students in sociology and criminology are expected to do their own work and conduct themselves in a fair, honest, and ethical manner.  Those who plagiarize or engage in academic dishonesty of any kind can expect to fail the assignment at hand and may fail the entire course.  In addition, instances of academic dishonesty and plagiarism will be referred to the proper University authorities for investigation and disciplinary action. Academic dishonesty is a very serious issue; it will be taken seriously.

COURSE TEXT

Ø  Naiman, Joanne, (2012), How Society Works: Class, Power, and Change in a Canadian Context, 5th edition, Black point, Nova Scotia: Fernwood Books, available in the bookstore

Ø  Online readings, available on my website.

ASSESSMENT

Jigsaw activity (participation & written assignment)                                      30 points    approx. 10% of grade

Discussion questions (6 point * 9 submissions)                                             54               17%

Chapter quizzes (10 points * 6)                                                                   60               19%

In-class exercise (participation & written assignment)                                   30               10%

Final exam                                                                                                 100              32%

Participation                                                                                                36               12%

                                                                                                                  -----

TOTAL                                                                                                     310 points, final grade pro-rated to 100%

WRITTEN WORK

The written work for this class is composed of various submissions.  The following applies to all written submissions unless specified otherwise: 

·         Written work submissions:  Only hardcopy & typed submissions will be accepted, no electronic submissions.

·         Due dates:  Late work will not be accepted. 

·         Returned written work:  In a class where you have received returned graded written work, you are NOT to consult with me immediately after class with queries pertaining to this assessment.  You must take the time to review your work and then if still necessary discuss the matter with me after one week has passed. 

JIGSAW ACTIVITY

This activity will be explained in the 1^st week of classes and conducted in the 2^nd week of classes. 

DISCUSSION QUESTIONS (DQs)

Usually, each student is required to submit each week one (1) discussion question (DQ) which would help to further yours and the class’ exploration and comprehension of the ideas of the readings/documentary.  The DQs must be handed in at the beginning of the class in hardcopy and typed; no electronic submissions will be accepted.  You are to have a second copy of your DQ on hand for use during class.  If you do not provide the DQs, you are not permitted to remain in that day’s class.  The DQ is to be drawn from the Naiman text unless specified otherwise. You are not to submit questions which are asked or answered in the readings.  Your questions should not simply be closed-ended questions, e.g. the answer is simply yes/no, nor should they be one which simply seek someone`s opinion about an issue.  DQs should allow for probing discussion which arrives at a comprehensive answer (there could be more than one correct answer to a question; but again answers are not asking for an opinion). A good, substantive question involves critical thinking, and focuses on the substance or content of the material.  DQs should demonstrate your increasing knowledge of the subject matter and application of your learning as the course progresses.  Each question should include a rationale for the question which includes:  i) why are you asking the question, why it is relevant, useful, important to ask the question, considering not just yourself but looking at society, and ii) a context - from where in the reading is your question drawn providing a corresponding citation (if you are unfamiliar with doing citations then you need to visit the SMU Writing Centre.  Make sure to bring an extra copy of your question to class as you will need it to be able to share the question with fellow students and to discuss it during class.  See my website for more detailed information about DQs, including sample questions and the rubric. 

CHAPTER QUIZZES

There will be six (6) multiple choice quizzes conducted in class.  The quizzes will be short and will not take the full class.  If you miss a quiz, there is no makeup quiz. You will receive a quiz to complete when you submit your DQ.  In effect, the quizzes are practice for the final exam. 

IN-CLASS EXERCISE (IC EX)

There will be one in-class exercise conducted which is intended to explore the subject matter being discussed.  All members of the class will be participants, and there will be a corresponding written component that will be assigned immediately after the exercise to be completed individually.  If time allows, these may be completed using class time. 

FINAL EXAM

A final exam will take place during the semester’s examination period. The exam will be comprised of fifty (50) multiple choice questions.  The exam will cover specific chapters of the readings, details provided in class.  However, because each chapter in the text builds upon the previous chapters, you cannot simply read the chapters from which the questions will be drawn.  If you keep up with the readings, attend class regularly, ask questions in class, then you should not find the exam onerous.  Note: you will be allowed to use your textbook during the exam but no other documents are allowed. 

PARTICIPATION

Informed and constructive participation in class discussion is expected, and this can only occur if you attend class and come prepared.  The course outline lists readings or documentaries for each week.  You are expected to read and/or prepare all materials prior to the class period for which they are assigned.  Your attendance and participation is very important to your learning and that of other students in this class.  It will become easily apparent if you have not conducted the readings and thus are unable to contribute constructive discussion in the class.  If you are unable to attend at least 90% of the classes, then it is advisable that you withdraw from the course or else risk the application of penalties in the assessment.  Two missed class periods are allowed, with each subsequent class missed amounting to a 5 point deduction in the final assessment point total.  If you are late, YOU are responsible for checking with me after class on the day you were late to correct the record.  It is simply not feasible to alter attendance records days or even weeks after the fact.  Excessive tardiness may result in a further loss of points from the final grade.  If you are late for a general class session, simply slip in as quietly as possible.