INTRODUCTION to SOCIOLOGY
for Healthcare Professions
SC 081.01
BOSTON COLLEGE
Sept. 3, 2013
Dr. Eva Garroutte (professor)
Email: eva.garroutte@bc.edu
Phone: (617) 552-2078
Office: McGuinn 420
Office Hours: Tuesdays, 11:15-1:15 pm and by appointment
Kimberlee Bachman (Teaching Assistant)
Email: Kimberlee.Bachman@bc.edu
Office: McGuinn 410-C
Office Hours: Wednesdays, 1:30-2:30 and Mondays, 4-5:00 pm
Class meeting times and location: T/Th 1:30-2:45 p.m. in Gasson 210
COURSE DESCRIPTION
This course will present the fundamentals of sociology, with attention both to micro-level
(interpersonal) and macro-level (organizational) behavior. While suitable for any student seeking basic
training in sociological ideas and methods, it will highlight issues relevant to students interested in the
healthcare professions. It will pay particular attention to sociological concepts likely to appear on the
MCAT exam.
As a core course, Introductory Sociology for the Healthcare Professions must accomplish certain
goals. These include:
1) to pursue perennial questions of human existence. We will read a variety of authors who
formulate a sociological perspective upon such topics as: do humans have free will or are they "controlled"
by society? why are there "haves" and "have-nots" in society and must there always be? what are the
sources of order and conflict? and so on.
2) to explore the diversity of human cultures. We will study the perspectives and experiences
of members of various cultural groups. In this way, students can broaden their ideas and discover
misperceptions and stereotypes. Some of the topics we discuss are very controversial. Students who
are uncomfortable with hearing ideas very different from their own, or with reflecting on their own
place in the systems of power and domination that affect the experiences of the world's diverse social
groups, may wish to choose another course.
3) to examine sociological methods. Our readings examine the various means that
sociologists use to explore the world around them, including various qualitative and quantitative
methods. Assignments require students to begin to practice some of these methods.
4) to refine skills in written expression and analysis as well as oral presentation. Students
will hand in two 5-page research papers, and an 8-page final research project.
5) to encourage the formation of a personal philosophy. This class attempts to impart a clear
understanding of the special way that sociologists view the world. This unusual perspective
frequently requires the student to question very fundamental and "common sense" assumptions-about self, others, relationships, health and medicine, government, spirituality, race, gender, family,
social class, and many other things. Accordingly, it can help students to formulate entirely different
ways of thinking about the meaning of every aspect of human life.
DEFINITION OF LETTER GRADES
A=95; A- = 90; B+ = 88; B = 85; B- 80; C+ = 78; C = 75; C- = 70; D+ = 68; D = 65;
D- = 60; F = 59 and below
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REQUIRED COURSE MATERIALS
William C. Levin, Sociological Ideas, 4th ed. [Amazon has used copies for 1 cent ! ]
J. Macionis and N. Benokraitis, Seeing Ourselves, 8th ed. [Amazon has used copies for $8 ! Just
be sure to order the correct edition]
Fadiman, Anne. The Spirit Catches You and You Fall Down: A Hmong Child, Her American
Doctors, and the Collision of Two Cultures.
A course pack of readings, available in the campus bookstore.
Readings on reserve at O'Neill Library.
A classroom "clicker" device on sale at bookstore. (Note: be sure to label your clicker with
your name in permanent ink. Also record and keep the number of your clicker.
COURSE REQUIREMENTS AND GRADING
Exams: There are 3 main exams, each of which is cumulative to the beginning of the year.
Students are responsible for all parts of all readings, even those we do not expressly discuss in class.
Each exam is worth 20% of the final grade (total 60%).
Papers: Two 5-page papers. All papers are to be submitted at the BEGINNING of the class
day on which they are due. Anything handed in after start of class is considered to be one day late.
Papers will be accepted late, but they drop one letter grade for each day that they are late. The 2
papers are each worth 10% of the final grade (total 20%).
Journals: The syllabus periodically asks students to respond to questions related to
readings in a course journal Entries must be typed, printed out, brought to class each period, and
saved together in a single folder. Journals will be submitted and evaluated twice during the year for
their completeness and quality of thought. A complete journal entry will probably be about 1-2 typed
pages (though can be longer). Journals are worth 5% of the final grade.
Class Participation: Class participation encompasses attendance and quality of
interaction with the class. High quality participation includes listening carefully and responding
thoughtfully and respectfully to others' ideas, as well as expressing ideas about course materials in
class and (on specified days). Students will further interact with the class by answering daily
reading quiz and opinion questions using their clicker devices. Reading quiz questions receive one
point for each correct answer; opinion questions receive one point for any answer. Journal entries
receive up to 5 points each, depending on their quality of thought. Class participation is worth 5% of
your final grade. This class has an attendance policy, described below.
Final research project: Instead of a final exam, this course requires a final research project
of at least 5 pages. You will submit the project to me on the date of the final exam. The final project is
worth 10% of the final grade.
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Important Notes on…
1) Clicker Devices: You must register your clicker to your name (instructions below on
this page). Then be sure that you bring your clickers to class each day. You will use them to give
answers to quiz and opinion questions. If you should forget your clicker, you cannot borrow someone
else's because points will not be recorded to you. Similarly, if you are not in the room when a
question is administered, you will miss your chance to earn participation points. You cannot submit
your answers to clicker questions on paper. Adjustments to students' grades cannot be made for those
who fail to bring their clickers to class or miss answering a question.
2) Make-up Exams: The university requires that make-up exams be given only in
exceptional circumstances. They may be negotiated ONLY in the event of an excused absence
constituted by: (1) an EMERGENCY, defined as a death in the family or a contagious/ incapacitating
illness, or (2) an out-of-town sports event for players. If you believe you may have influenza or other
contagious illness, you are especially encouraged to ask me for an excused absence, which you may do
by email; heroics are not required for successful completion of this course.
3) Attendance policy: Attendance is expected and figures into your class participation
grade. Students can miss up to 3 classes without grading penalty, in order to accommodate illness
and emergencies; indeed, they are strongly encouraged to stay at home if ill. However, students who,
for any reason, miss at least 1/3 of class meetings (8 or more absences) will receive an automatic
failure. If you believe that you will miss 8 or more meetings for any reason, you should choose a
different class.
4) Academic Misconduct: Boston College values the academic integrity of its students and
faculty. It is your responsibility to familiarize yourself with the university’s policy on academic
integrity: www.bc.edu/offices/stserv/academic/integrity.html. If you have any questions, always
consult your professor. Violations of academic integrity will be reported to your class dean and
judged by the Academic Integrity Committee in your school. If you are found responsible for violating
the policy, penalties may include a failing grade as well as possible probation, suspension, or
expulsion, depending on the seriousness and circumstances of the violation. Use of clicker technology
to enter responses or register attendance for another person is form of cheating, as is the use of other
student’s work in preparing papers and take-home assignments.
5) Disability Policies: Boston College strives to allow full participation from all students. Please
do not hesitate to notify me if you require special accommodations for a disability. Students can learn more
from the Disability Services Office at http://www.bc.edu/offices/dos/disabilityservices.html
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ASSIGNMENTS
We will discuss the following readings on the days they appear below. Please read them
before the class day for which they are listed. Bring readings AND your journals to class each day
because we will refer to them in our discussions. This includes all readings from library reserve
which you should printed out in hard copy and bring to class.
#
Date
Assignments
THE SOCIOLOGICAL PERSPECTIVE
1
Sep 3
review syllabus; Lecture: “Thinking Like a Sociologist”
2
Sep 5
3
Sep 10
Levin, Concept 1 ("The Sociological Perspective"); Macionis and Benokraitis (M and B), Readings 1,
33, (Mills, “The Sociological Imagination”; Michael et al., "Sex in America" (O’Neill Reserve)
central ideas: sociological perspective, "troubles" vs. "issues," social facts
A Guide to Writing Sociology Papers, 4th edition, "Acknowledging Sources" (Ch. 4) and
"Locating Specialized Sociological References" (Ch. 7 selection, pp. 98-107 only); Ruane and
Cerulo, “Introduction” (pp. 2-7) (all readings in course pack)
NOTE: Class will meet today in O'Neill Library, room 307. Please go directly to this room at
our regular class time; do not stop in at our usual classroom first. If you can’t find the room, ask
at the library’s Reference Desk. Librarian Kate Silfen will take attendance and then present a
special seminar on how to use the library resources (such as computerized data bases) that you
will need to complete the research papers assigned in this class.
Central ideas: Sociological Abstracts; Social Science Index, sociological journals; literature
review; plagiarism; proper citation format
Journal assignment: In what ways did the readings or presentation change or inform your ideas
about plagiarism (or academic integrity more generally)? Describe one reference source that you
learned about and plan to use for your research papers this semester.
A SOCIOLOGICAL LENS on HEALTH
4
Sep 12
Readings: Williams and Sternthal, “Understanding Racial-Ethnic Disparities in Health: Sociological
Contributions,” pp. 34-45 in Conrad and Leiter (course pack). Go to the website
http://www.commonwealthfund.org/Publications/Chartbooks/2008/Mar/Racial-and-EthnicDisparities-in-U-S--Health-Care--A-Chartbook.aspx
On this page, look in the top right hand corner for a small button labeled Chartbook; this will allow
you to download a publication by Mead, et al. titled Racial and Ethnic Disparities in U.S. Health
Care: A Chartbook (2008). Browse this online publication, which comprises a large number of bar
charts summarizing differing health outcomes among American racial-ethnic groups. You need not
look at all of the charts in the book, but examine a few that interest you. Keep the publication
download for later use in your final project, which will ask you to research such disparities in depth.
Central ideas: social epidemiology, demographic subgroups, health disparities, social
determinants of health, life chances, “excess deaths”,“Whitehall Study,” “wealth-health gradient”
In class video:“Unnatural Causes,” (Episode 1, “In Sickness and In Wealth”) (56 min)
Journal: After examining Racial and Ethnic Disparities in U.S. Health Care: A Chartbook,
describe at least 3 racial-ethnic disparities documented there. How might these disparities be related
to social class? Which ones seem hard to explain only in terms of average economic differences
between groups? How do you hypothesize that these disparities might be related to the social,
economic and political environments that racial-ethnic populations experience?
Due in class: the signed "Academic Integrity Declaration," which appears at the end of your
syllabus. Detach one copy and submit it to me. Retain extra copy for yourself.
4
SOCIOLOGICAL RESEARCH METHODS:
SURVEYS and STATISTICAL ANALYSIS
5
Sep 17
6
Sep 19
7
Sep 24
Levin, Concept 21 (“Anomie and Alienation”), pp. 391-400 only; M and B, 69 (Durkheim, “Anomy
and Modern Life”); Gaines, “Teenage Wasteland”(course pack)
Central ideas: anomie; alienation; deviance; rate; moral order
Levin, Concept 3 ("The Scientific Perspective and Quantitative Research") and pages 400-404; M
and B 6, (Babbie, “The Importance of Social Research”). (The Levin readings will be the basis for
your first paper, which we will discuss in class.)
Central ideas: positivism, scientific perspective, variables, operationalization, hypotheses,
correlation and spurious correlations, surveys, quantitative research, reliability, validity
Journal assignment: How does Babbie challenge common ideas about“typical” welfare
recipients? How might the research findings he describes be important? For whom?
Levin, M and B, Reading 2 and 29 (Berger, "Invitation to Sociology"; Rosenhans, "On Being Sane in
Insane Places"); Crossman, “Labeling Theory” (course pack OR read online at
http://sociology.about.com/od/Sociological-Theory/a/Labeling-Theory.htm)
Journal assignment: Does Rosenhans believe the mental illness is real?
central ideas: world-taken -for granted, debunking, labeling theory, social construction of
reality, deviance, stigma
SOCIOLOGICAL RESEARCH METHODS: EXPERIMENTS
8
Sep 26
Levin, Concept 11 ("Power and Legitimacy"), pp. 193-203 only; Meyer, "If Hitler Asked You to
Electrocute a Stranger, Would You? Probably.” (course pack)
Central ideas: power, legitimacy, types of authority, experimental method, social construction of
reality, autonomy vs agency
Journal assignment: If Milgram’s experiments were repeated today, do you believe that most
people would behave similarly? What do you predict that you would do if you were a participant in
that experiment?
Study guide for Exam One will be distributed.
EXPLAINING SOCIETAL PATTERNS:
FUNCTIONALISM AND CONFLICT THEORIES
9
Oct 1
Levin, Concept 5 ("Function and Dysfunction"); M and B readings 9, 10 (Merton, "Manifest and
Latent Functions"; Harris, "India's Sacred Cow”). View the online video at
http://www.pbs.org/wgbh/pages/frontline/doctor-hotspot/?autoplay%27 (13 min)
central ideas: functionalist perspective, function and dysfunction, manifest and latent functions;
Parsonian vs Mertonian functionalism
PAPER ONE DUE!! (at beginning of class)
10
Oct 3
Levin, Concept 6, pp. 101-107 only ("Conflict"); M and B, readings 11, 26, and 46 (Marx and
Engels, "Manifesto of the Communist Party," Ritzer, "McJobs: McDonaldization and the
Workplace," Marx, “Alienated Labor”. Also view the online video entitled “Karl Marx’s Theories:
Class Differentiation and Revolution, Socialism, and Capitalism” at http://educationportal.com/academy/lesson/karl-marxs-theories-class-differentiation-and-revolution-socialismcapitalism.html
Central ideas: conflict perspective, class conflict, bourgeoisie, proletariat, communism, capitalism,
ideology, historical materialism, rationalization, "McDonaldization"
5
11
Oct 8
EXAM ONE !! This exam covers everything since the beginning of the year. We will review
answers in class after the exam. Professor will NOT have office hours today.
12
Oct 10
13
Oct 15
Levin, Concept 17, “Stratification and Social Class,”pp. 301-09 only; M and B readings 35 and 36
(Davis & Moore, “Some Principles of Stratification”and Ehrenreich, “Nickel and Dimed”)
Central ideas: stratification, social differentiation, strata, social reproduction, relative vs absolute
poverty, deindustrialization, dual labor market, globalization
Journal: Find a news article revealing something about stratification or social class in America or
the world. Paste it into your journal.
In class video: “Unnatural Causes” (Episode 7: “Not Just a Paycheck”)
Paper 1 will be returned.
M and B, readings 58, 59, and 5 (Bowles and Gintes, "Education and Inequality," Kozol, "Savage
Inequalities" and Weber, “The Case for Value-Free Sociology); view the video“Class Divided”(60
min), available electronically from the BC library.*
central ideas: educational stratification; hidden curriculum; social reproduction value
freedom
Journal: Would you want your child to participate in the experiment shown in the video?
Explain.
Exam One will be returned.
*You may access the video via your computer this way:
1) go to the BC libraries home page at http://www.bc.edu/libraries/
2) type “Class Divided” into the search bar and choose “Exact Title” in the associated drop-down
menu
3) click on the second item listed with this title
4) click on the tab (top left) that says “Available Online”
5) click on the link to “View Full Text”
6) hit play to watch
14
Oct 17
Farmer, Nizeye, Stulac, and Keshavjee, “Structural Violence and Clinical Medicine,” pp. 69-77 in
Conrad and Leitner (course pack); Zimmerman, “Treating Homeless Women In Boston: Six
Questions For Dr. Roseanna Means” (online at http://commonhealth.wbur.org/2010/09/homelesswomen-roseanna-means )
central ideas: biosocial causes of disease, structural violence, proximal vs distal interventions
Journal: Summarize the main argument in the article by Farmer et al. Is it accurate to describe
American political and economic arrangements as “structural violence”? Do you agree or disagree
with the call to physicians to respond to such violence?
Special speaker: Dr Roseanna Means
SOCIOLOGICAL RESEARCH METHODS:
CONTENT ANALYSIS
15
Oct 22
Levin, Concept 9 "Socialization," pp. 157-68 only; Levin, Concept 13 “Social Status and Social
Role,” pp. 227-31 only; M and B, readings 15 and 61 (Mead, “The Self” and Parsons, “The Social
Structure of Medicine”
central ideas: social structure, socialization, social role, social status (achieved versus ascribed),
internalization, play, game, looking-glass self, sick role, physician’s role
Study Guide for Exam Two will be distributed.
6
16
Oct 24
M and B, reading 17 (Kilbourne, "Socialization and the Power of Advertising"; Davis, “Sex
stereotypes in commercials targeted toward children” (course pack) and Messner, “Boyhood,
Organized Sports, and the Construction of Masculinities”) (course pack). The video and readings,
along with the video and readings from the next period, are the basis for Paper Two.
Journal assignment: Are you affected by advertising? If so, how? If not, how do you resist?
In-class video: Consuming Kids (40 min)
central ideas: gender, anticipatory and remedial socialization, cognitive shortcuts
Due in class: Print out and submit all your journal entries to date for evaluation. Entries
should be collected together in a single folder.
17
Oct 29
Readings: Levin, pp. 112-119 ("Application" on content analysis); M and B, reading 7
(Thompson, “Cultural Obsessions with Thinness”)
In-class video: Killing Us Softly 4
central ideas: content analysis
We will discuss Paper Two in class today.
Journal: Discuss a commercial or advertisement that you have seen that promotes gender
stereotypes. How might these become relevant to children’s health?
18
Oct 31
EXAM TWO !! This exam is cumulative to the beginning of the year.
EXPLAINING SOCIETAL ORDER:
SYMBOLIC INTERACTIONIST THEORIES
19
Nov 5
Levin, Concept 4 ("Symbolic Interaction and Qualitative Research"); M and B, reading 8 (White,
“Symbol: The Basic Element of Culture”); Fadiman, The Spirit Catches You and You Fall Down,
Preface, Ch. 1
central ideas: symbol, symbolic interactionism, verstehen, W. I. Thomas’s dictum
Journal: Identity some symbols related to health and health care in Fadiman’s book. How, and to
what extent, were these important to the Hmong family described? In what ways was the healthcare
system in the US unprepared to respond to these symbols?
20
Nov 7
Readings: Levin, Concept 8 ("Norms: Folkways and Mores" and pp. 378-82; M and B, readings 20
and 19 (Goffman, “The Presentation of Self”; M and B (Beagan, “’Even If I Don’t Know What I’m
Doing, I Can Make It Look Like I Do’: Becoming a Doctor in Canada”); Fadiman, The Spirit
Catches You, Ch. 2-3. View the YouTube vide, “The Presentation of Self in Everyday Life,” at
http://www.ovguide.com/erving-goffman-9202a8c04000641f800000000014bb1a ) (~5 minutes);
central ideas: folkways, mores, presentation of self, impression management, frontstage vs
backstage, social reproduction
Journal: What norms about health and healthcare are important to Lia’s family? What norms are
important to her doctors? What happens when these norms differ?
21
Nov
12
Levin, Concept 7 ("Culture"); Anspach, “The Language of Case Presentation” (you may read only
the following sections: p. 425, 1st paragraph; p. 427, 1st paragraph; and 428-441) (course pack);
Fadiman, The Spirit Catches You, Ch. 4-6
central ideas: culture, subcultures, culturally competent health care
Journal assignment: Can the practice of medicine be considered a “subculture"? Why?
Describe an incident in which the culture of medicine and of Lia’s family collide.
PAPER TWO DUE (at beginning of class)!!
7
SPECIAL TOPICS
in the SOCIAL DETERMINANTS OF HEALTH
22
Nov
14
Levin, Concept 18 ("Discrimination and Prejudice"); Mark Snyder, "Self-Fulfilling Stereotypes”
(course pack). View the online video “What Would You Do? (Bike Thief)” at
http://www.youtube.com/watch?v=S0kV_b3IK9M.
central ideas: discrimination, prejudice, stereotyping, self-fulfilling stereotypes
In-class video: “True Colors” (19 min)
Journal assignment: How might the assumptions about race and gender that appear to motivate
people in the “Bike Thief” video become relevant to health care?
Professor will email worksheets today for next class.
23
Nov
19
Weiss & Lonnquist, pp. 89-97 (“Social Stress”) (course pack); Feagin, “The Continuing
Significance of Race: Antiblack Discrimination in Public Places”(pp. 56-68 from Aguirre and
Baker, Sources) (O’Neill Reserve); Weiss & Lonnquist, pp. 102-105 (“The Role of Social Class,
Race, and Gender in Social Stress”from The Sociology of Health, Healing, and Illness) (O’Neill
Reserve).
Journal: Complete the “Racial Privilege” worksheets that were emailed to you; be sure to add
comments in the spaces provided. Add worksheets to your journal; bring these worksheets with you
to class.
Central ideas: stress; life events versus chronic strains; exposure vs vulnerability hypotheses;
racial privilege; economic, social, and cultural capital, meritocracy
In-class video:“Unnatural Causes”(episode 2, “When the Bough Breaks”) (29 min)
24
Nov
21
Beck and Walters, “The Changeable Earth: The Colonizers and Genocide” (Ch. 6 in The Sacred:
Ways of Knowledge, Souces of Life, pp. 141-63) (O’Neill Reserve); Yellow Horse Brave Heart et al.,
“Historical Trauma Among Indigenous Peoples of the Americas: Concepts, Research, and Clinical
Considerations,” in Journal of Psychoactive Drugs, pp. 282-90. (Download and print from
http://dx.doi.org/10.1080/02791072.2011.628913 )
In-class video: “Unnatural Causes” (Episode 4: “Bad Sugar”)
Central ideas: historical trauma, colonization, genocide
Study guide for Exam Three will be distributed.
25
Nov
26
Readings: Weiss and Lonnquist, pp. 226-32 and 244-46 from The Sociology of Health, Healing, and
Illness (O’Neill Reserve)
Central ideas: “Latino paradox,”stress mediators, social support, cultural brokers,
complementary and alternative medicine (CAM)
In-class video: “Unnatural Causes”(Episode 3: “Becoming American”)
Paper Two will be returned.
A bit of advice: now would be a good time to begin work on your final project! It is not due until the
end of the semester, but you may not want to be working on it at the same time as you are studying
for finals.
Nov
27 to
Dec 1
THANKSGIVING BREAK
8
26
Dec 3
Readings: M and B, 47 and 48 (Wilson, “When Work Disappears”and Newman, “Getting a Job
in Harlem”). Then view the YouTube video at
http://www.youtube.com/watch?v=mW764dXEI_8 Additional reading TBA.
Central ideas: spatial inequality, environmental justice, social exclusion (segregation and
isolation)
In-class video: “Unnatural Causes” (Episode 5, “Place Matters”) (29 min)
Journal assignment: Go to the website at http://projects.nytimes.com/census/2010/explorer
This site provides interactive maps based on US Census data for every part of the country.
On the site, choose a topic on the left hand menu (e.g., race and ethnicity, income), then
type “Boston, MA” into the search bar. Use the magnifying glass function on the top right of the
page to examine smaller areas of the metropolitan area, including Chestnut Hill. Examine maps
related to several topics of your choice and describe patterns of housing income, etc., in the Boston
area. Where are particular racial groups concentrated or absent the Boston area. What can you
conclude about the distribution of income and education in census tracts where (1) Whites, and (2)
minorities are clustered?
27
Dec 5
EXAM THREE !! This exam is cumulative the beginning of the year. We will review answers in
class after the exam.
28
Dec 10
Light, “Historical and Comparative Reflections on the US National Health Insurance Reforms”
(pp. 373-79 in Conrad and Leiter, The Sociology of Health and Illness);
Callahan, “Rationing: Theory, Politics, and Passion” (pp. 367-72 in Conrad and Leiter, The
Sociology of Health and Illness) (both on O’Neill Reserve). Weiss and Lonnquist, “Sociology’s
Contribution to Understanding Health, Healing, and Illness,” pp. 6-10 in Weiss and Lonnquist, The
Sociology of Health, Healing, and Illness
Journal: Did today’s assignments change your opinions about the Affordable Care Act? What are
your concerns about or hopes for it? Do you agree with Callahan that health care rationing must be
embraced as part of future public health policy?
Due in class: Print out your journal entries. (Add those entries not yet reviewed to your bound
journal and hand in all of them.)
Exam Three will be returned.
29
Dec 17
Final Project Due!! Please put a hard copy in my mailbox in McGuinn 426 by 2:45 pm today
(or any time earlier). You may also slide your paper under my door in McGuinn 420, if you prefer.
It must be received no later than the time specified to maintain compliance with university rules for
final exams/projects.
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Disability Policy
SC081.01
“Introduction to Sociology for Healthcare Professions”
Fall 2013
Boston College strives to allow full participation from all students. If you are
a student with a documented disability seeking reasonable accommodations in this
course, please contact:
Kathy Duggan, (617) 552-8093, dugganka@bc.edu, at the Connors Family
Learning Center regarding learning disabilities and ADHD,
or
Paulette Durrett, (617) 552-3470, paulette.durrett@bc.edu, in the Disability
Services Office regarding all other types of disabilities, including temporary
disabilities.
Advance notice and appropriate documentation are required for accommodations.
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Intro Soc for Healthcare Professions (SC081.01)
How to register your clicker devices
In order to ensure that your reading quiz and participation
points are attributed to your name, please register your clickers. To
do this, you must go online and follow these steps:
1.
2.
3.
4.
5.
▪
▪
Log onto the Agora Portal
Click on the My Services Tab
Under "Academics and Courses," click on "iClicker@bc"
Click on "Register Your iClicker"
Fill out the fields.
For your student ID, please put your BC username.
Your Remote ID is located on the back of your i>clicker
underneath the bar code.
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