Perspectives on the Liberal Arts and Sciences
Course Proposal
General Education Advisory Committee
Queens College, City University of New York
I. Course Information
General Introduction to Sociology
Course Title:
Credits:
3
Prerequisites:
None
101
X Existing course, course number:
New course
Sociology
Department:
Department Contact:
Dr. Joyce Tang, jtang@qc.edu
Area of Knowledge and Inquiry
Context of Experience
Extended Requirements
(select one)
(select only if the course
emphasizes one of the
following)
(select only if the course meets
one of the following)
Reading Literature (RL)
Appreciating and Participating
in the Arts (AP)
Pre-Industrial Society (PI)
United States (US)
European Traditions (ET)
Culture and Values (CV)
X Analyzing Social Structures (SS)
Abstract or Quantitative
Reasoning (QR)
World Cultures (WC)
Natural Science (NS)
The following information is useful to the subcommittee to estimate the college's progress toward the goal of
offering enough sections and seats in each Perspectives category. How often does the department anticipate the
course will be offered? Please also estimate the anticipated number of sections and number of seats per section.
X Every semester
Every Fall or
X Other:
Summer
Sociology 101
number of sections:
20
Every Spring number of sections:
number of sections:
number of seats per section:
45
number of seats per section:
3
Page 1 of 10
number of seats per section:
45
13 February 2009
Course Description
Please include a course description. If the course will include variable topics or be taught in various forms, please
provide as many descriptions of specific sections as possible.
General Introduction to Sociology (Sociology 101) offers an introduction to the basic concepts,
theories, methods, and findings of sociology that help describe and explain the sociopolitical,
socioeconomic, cultural, and organizational structures of society. This course will teach students
“sociological imagination.” We will apply theories and explanations to a wide range of topics
including social inequality, gender and family, race and ethnicity, the educational and health care
systems, and aging. It is designed to expose students to a framework for understanding individual
actions in the social context.
Sociology 101
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13 February 2009
II. Criteria for Perspectives Courses
Justification
Please describe how the course will address criteria for Perspectives on the Liberal Arts and Sciences courses.
Be sure to include an explanation of the course’s specific learning goals for students to make a connection
between these and the general criteria for Perspectives courses.
The objectives and subject matter of this course meet the following criteria for a Perspective course in
the Area of Knowledge and Inquiry:
[1] Be designed to introduce students to how a particular discipline creates knowledge and
understanding: Sociology 101 is designed to expose students to a framework for understanding
individual actions in the social context. Students learn the basic concepts, theories, themes, and
methodology used in the discipline of sociology (e.g., anomie, alienation, symbolic interactionism,
structural functionalism, conflict theory, social stratification and mobility, diversity, surveys,
experiments, field research).
[2] Position the discipline(s) within the liberal arts and larger society: This course is designed for
students to gain a general understanding of a major field in the liberal arts as well as an individual’s
relationship with the larger society. Social science is the scientific investigation of the social aspects of
humans and the ways in which people interact and change. The social sciences include sociology,
economics, anthropology, history, and political science. While all of these social science disciplines
have a common focus on the social interaction of individuals, each discipline has a unique orientation.
Sociologists study human interactions and how individual attitudes and behavior shape one another.
Economists are interested in the way in which individuals produce and exchange goods and services
with monetary or other resources. Anthropologists are concerned with the origin of humans, cultures and
(pre)industrial societies. Historians study how past events and figures impact on people’s lives and
contemporary societies. Political scientists examine global relations, government operations, and the
distribution of power and authority in society.
[3] Address the goals defined for the particular Area(s) of Knowledge the course is designed to fulfill:
This course fits into the area of Analyzing Social Structures (SS). It will teach students “sociological
imagination.” Students will apply theories and explanations to a wide range of topics including social
inequality, gender and family, race and ethnicity, the educational and health care systems, and aging.
[4] Be global or comparative approach: Students will examine social issues from comparative and global
perspectives. To understand issues such as racial and gender inequality, students will first be introduced
to a range of theoretical explanations for racial and gender discrimination. Then, they will examine
patterns of social inequalities across cultures based on recent findings from sociological research.
[5] Consider diversity and the nature and construction of forms of difference: The theme of diversity is
central to this course.
[8] Use primary documents and materials: In addition to using a textbook, readings will include original
writings of key thinkers and scholars in the discipline as well as the findings of recent studies.
Sociology 101
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13 February 2009
Criteria Checklist
Please be sure that your justification addresses all three criteria 1-3, below. For criteria 4-8, please check all that
apply and discuss these in your justification.
A Perspectives course must:
1. Be designed to introduce students to how a
particular discipline creates knowledge and
understanding.
2. Position the discipline(s) within the liberal
arts and the larger society.
3. Address the goals defined for the particular
Area(s) of Knowledge the course is designed to
fulfill.
In addition, a Perspectives course will, where
appropriate to its discipline(s) and subject matter:
X 4. Be global or comparative in approach.
X 5. Consider diversity and the nature and
construction of forms of difference.
6. Engage students in active inquiry.
7. Reveal the existence and importance of change
over time.
X 8. Use primary documents and materials.
Sociology 101
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13 February 2009
III. Course Materials, Assignments, and Activities
Please provide an annotated list of course readings and descriptions of major assignments or exams for the course,
as well as distinctive student activities that will engage students in working toward the course goals discussed in
the course description and/or justification.
Please include the author and title for each reading or text, along with a short description providing information
about how the reading will contribute to course goals.
See sample syllabus (pp. 10-13)
The first book, Sociology Matters (Schaefer 2008), provides comprehensive coverage of the major
sociological perspectives and other topics including culture and socialization, social interaction,
groups, social structure, deviance and social control, stratification in the United States and global
inequality, gender and racial inequality, social institutions (family, religion, education,
government, and the economy), population, community, health, environment, social movements,
social change, and technology. The second book, The Context Reader (Goodwin and Jasper
2008), brings together more than 60 best articles appeared in one of the official publications of the
American Sociological Association, Contexts. Each article in the reader illuminates the concepts,
themes, or theories introduced in class and/or Sociology Matters.
Students will be expected to take several exams, actively participate in class discussions, get
involved regularly in-class exercises, and complete take-home assignments.
IV. Assessment
Perspectives courses must be recertified every five years, and we are seeking ideas for how to best carry out this
assessment. What forms of evidence that the course is meeting its goals as a Perspectives course would be
appropriate to collect for this course during the next five years? How would you prefer assessment to be
conducted? How might evidence of effective teaching and student learning be collected and evaluated?
The Curriculum Committee of the Department of Sociology will manage its implementation. The
Committee will provide all instructors teaching this course with the PLAS criteria and instruction
on how to incorporate PLAS standards into the course. Teaching observations will incorporate
PLAS criteria into the standards used in evaluating teaching proficiency.
Sociology 101
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13 February 2009
V. Administration
What process will your department develop to oversee this course, suggest and approve changes, and conduct
assessment? Who will be in charge of this process? Also indicate whether the course will be primarily taught by
full-time or adjunct faculty, or by a combination of the two types of instructor.
This course is taught by myself, several full-time faculty members, and part-time instructors. The
process of overseeing the courses and suggesting and approving changes will be developed by a
committee of the Sociology faculty.
VI. Syllabus
Please attach a sample syllabus (or set of syllabi, for courses on variable topics or courses that will be taught in
variable formats).
Some resources to guide syllabus construction:

The Provost's page outlining guidelines for syllabi:
http://qcpages.qc.cuny.edu/provost/Cur_stud/Syllabus expectations.htm

Sample syllabi for W courses, from Writing Across the Curriculum:
http://qcpages.qc.cuny.edu/writing/wsyllabi.htm

Goals for Student Writing at Queens College:
http://qcpages.qc.cuny.edu/writing/Goals.htm

Harvard’s Bok Center for Teaching and Learning, suggestions for syllabus planning:
http://isites.harvard.edu/icb/icb.do?keyword=k1985&pageid=icb.page29695

Lehman College’s Gen Ed Syllabi Project:
http://www.lehman.edu/lehman/programs/generaledu/gened_syllabi_project.html
Submit this completed form and a sample syllabus (or set of syllabi) by email to Eva Fernández
(eva.fernandez@qc.cuny.edu), Director, Center for Teaching and Learning.
Sociology 101
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13 February 2009
PLAS Course Development Template
I.
Course Information
Course Title:
General Introduction to Sociology
Department:
Sociology
Department contact:
Dr. Joyce Tang, jtang@qc.edu
PLAS Area Requirement:
Area Knowledge and Inquiry
Course Number:
Sociology 101
Number of Credits:
3
Prerequisites:
None
Revision of Existing or New Course:
Revision of existing course
Course Description: Sociology 101 offers an introduction to the basic concepts,
theories, methods, and findings of sociology that help describe and explain the
sociopolitical, socioeconomic, cultural, and organizational structures of society. It will
teach students “sociological imagination.” We will apply theories and explanations to a
wide range of topics including social inequality, gender and family, race and ethnicity,
the educational and health care systems, and aging. It exposes students to a
framework for understanding individual actions in the social context.
II.
Criteria for PLAS Courses
Justification:
The objectives and subject matter of Sociology 101 meet the following criteria for a
Perspective course:
[1]
Be designed to introduce students to how a particular discipline creates
knowledge and understanding: Sociology 101 is designed to expose students to
a framework for understanding individual actions in the social context. Students
learn the basic concepts, theories, themes, and methodology used in the
discipline of sociology (e.g., anomie, alienation, symbolic interactionism,
structural functionalism, conflict theory, social stratification and mobility, diversity,
surveys, experiments, field research).
[2]
Position the discipline(s) within the liberal arts and larger society: This course is
designed for students to gain a general understanding of a major field in the
liberal arts as well as an individual’s relationship with the larger society. Social
science is the scientific investigation of the social aspects of humans and the
Sociology 101
Page 7 of 10
13 February 2009
ways in which people interact and change. The social sciences include sociology,
economics, anthropology, history, and political science. While all of these social
science disciplines have a common focus on the social interaction of individuals,
each discipline has a unique orientation. Sociologists study human interactions
and how individual attitudes and behavior shape one another. Economists are
interested in the way in which individuals produce and exchange goods and
services with monetary or other resources. Anthropologists are concerned with
the origin of humans, cultures and (pre)industrial societies. Historians study how
past events and figures impact on people’s lives and contemporary societies.
Political scientists examine global relations, government operations, and the
distribution of power and authority in the society.
III.
[3]
Address the goals defined for the particular Area(s) of Knowledge the course is
designed to fulfill: This course fits into the area of Analyzing Social Structures
(SS). It will teach students “sociological imagination.” Students will apply theories
and explanations to a wide range of topics including social inequality, gender and
family, race and ethnicity, the educational and health care systems, and aging.
[4]
Be global or comparative approach: Students will examine social issues from
comparative and global perspectives. To understand issues such as racial and
gender inequality here and abroad, students will first be introduced to a range of
theoretical explanations for racial and gender discrimination. Then, they will
examine patterns of social inequalities across cultures based on recent findings
from sociological research.
[5]
Consider diversity and the nature and construction of forms of difference: The
theme of diversity is central to this course (e.g., racial and ethnic groups,
immigration, cultures, values).
[8]
Use primary documents and materials: In addition to using a textbook, readings
will include original writings of key thinkers and scholars in the discipline as well
as the findings of recent studies.
Course Materials, Assignments and Activities
The first book, Sociology Matters (Schaefer 2008), provides comprehensive coverage of
the major sociological perspectives and other topics including culture and socialization,
social interaction, groups, social structure, deviance and social control, stratification in
the United States and global inequality, gender and racial inequality, social institutions
(family, religion, education, government, and the economy), population, community,
health, environment, social movements, social change, and technology.
The second book, The Context Reader (Goodwin and Jasper 2008), brings together
more than 60 best articles appeared in one of the official publications of the American
Sociological Association, Contexts. Each article in the reader illuminates the concepts,
themes, or theories introduced in class and/or Sociology Matters.
Sociology 101
Page 8 of 10
13 February 2009
Students will be expected to take several exams, actively participate in class
discussions, get involved regularly in-class exercises, and complete take-home
assignments.
IV.
Assessment
The Curriculum Committee of the Department of Sociology will manage its
implementation. The Committee will provide all instructors teaching this course with the
PLAS criteria and instruction on how to incorporate PLAS standards into the course.
Teaching observations will incorporate PLAS criteria into the standards used in
evaluating teaching proficiency.
Sociology 101
Page 9 of 10
13 February 2009
Sociology 101
Page 10 of 10
13 February 2009