Sociology
Southwest College
Course # and Course Title
CRN46495---Spring 2015
Stafford Campus, SW Learning Hub-STF3—Room Number-220| 9:00 am to 12:00 pm
Saturdays
3 hour lecture course | 48 hours per semester | 16 weeks
Instructor: Linda DiCindio, M.A.
Instructor Contact Information:
E-mail: linda.dicindio@hccs.edu
Office location and hours
I am available to meet with students either before or after class; you may contact me by
e-mail as well. Please identify yourself as a student when corresponding by e-mail
because I delete any mail unopened if I do not recognize the address.
Course Description:
Sociology 1301 is an “Introduction to the concepts and principles used in the study of
group life, social institutions, and social processes.” (ACGM)
Sociology 1301 is “A survey course which focuses on the nature of human groups in
American and world societies, their social and cultural adaptations, and the impact
which various social processes may have on their social organization and social
change.” Core Curriculum Course. (HCC Catalog)
Prerequisites:
a) Reading: Placement in co-requisite GUST 0342
b) Writing: Placement into ENGL 0310/0349
Course Goal:
By the end of this course you will be able to “Appreciate our socially and culturally
diverse society and world” (HCC Core Sociology Curriculum). This is a survey course
designed to help guide your understanding of Sociology as an academic and scientific
discipline and to see the world around you from a new, different, and previously
unthought-of of perspective.
Student Learning Outcomes:
1. Apply the three major perspectives in Sociology: Conflict, Functionalism, Symbolic
Interactionism.
2. Identify the principles of the social science research process.
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3. Evaluate the various aspects of stratification as they affect American society and the
world.
4. Evaluate the various aspects of the institutions of society as they affect American
society and the world.
Learning Objectives
1.1 Appreciate information about the background and history of Sociology.
1.2 Analyze the seminal theorists in Sociology, their theories, and how those theories
translate to the real world.
1.3 Discriminate among and between various critical thinking fallacies.
1.4 Evaluate theories of collective behavior and social movements and how they impact
real people's real lives in the real world.
2.1 Illustrate Sociological experiments as found in a textbook or a peer-reviewed journal
and discuss the study in terms of the scientific method.
2.2 Delineate scientific research methods.
3.1 Evaluate theories of stratification and how they impact real people's real lives in the
real world.
3.2 Evaluate theories of globalization and social change and how they impact real
people's real lives in the real world.
3.3 Evaluate theories of population, urbanization, and environment and how they impact
real people's real lives in the real world.
4.1 Evaluate the major theories of each of the institutions of society.
CORE CURRICULUM SKILLS AND ASSESSMENT
Given the rapid evolution of necessary knowledge and skills and the need to take into
account global, national, state, and local cultures, the core curriculum must ensure that
students will develop the essential knowledge and skills they need to be successful in college,
in a career, in their communities, and in life. Through the Texas Core Curriculum, students will
gain a foundation of knowledge of human cultures and the physical and natural world, develop
principles of personal and social responsibility for living in a diverse world, and advance
intellectual and practical skills that are essential for all learning.
Students enrolled in this core curriculum course will complete several assignments designed
to cultivate the following core objectives:
 Critical Thinking Skills -- to include creative thinking, innovation, inquiry, and analysis,
evaluation and synthesis of information
 Communication Skills -- to include effective development, interpretation and
expression of ideas through written, oral and visual communication
 Empirical and Quantitative Skills –to include the manipulation and analysis of
numerical data or observable facts resulting in informed conclusions
 Social Responsibility - to include intercultural competence, knowledge of civic
responsibility, and the ability to engage effectively in regional, national, and global
communities.
These objectives will be assessed as follows:
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Critical Thinking: Nearly all the work in this course will require critical thinking about
the societal topics that we address. Your critical thinking skills will be assessed through
the written work that you submit and questions on your exams.
Communication: Nearly all the work in this course will also require that you be able to
communicate well orally and in writing. Your communication skills will be assessed
primarily through the written work you submit, your International Conversation Partners
project, and class participation.
Empirical and Quantitative: You will be required to answer a series of multiple choice
questions on exams that assesses your empirical and quantitative skills. Furthermore,
you will be expected to critically assess various research projects and comprehend
various quantitative facts.
Social Responsibility: This entire course, reading and class material, is largely
focused on social responsibility as an element of Sociology is the understanding that we
are interconnected social beings. Specific options in this class include Service Learning
and International Conversation Partners.
Core Curriculum Statement
Sociology 1301 is a core curriculum course. It may be used to fulfill the requirements for
a core Social and Behavioral Sciences course OR a core Cross/Multi-Cultural Studies
course.
Course Calendar
I.
Using Your Sociological Imagination
Week One
1/24/15
Review of Syllabus; Ch. 1-Sociological Imagination: An
Introduction to Sociology in the Global Age.
Ch. 14-Politics and the Economy, pp. 484 to 485, the
Industrial Revolution.
Ch. 13 Religion, pp. 434-436, early sociologists and religion.
Week Two
1/31/15
2/2/15
Week Three
2/7/15
Week Four
2/14/15
Ch. 2-Thinking Sociologically
Reader, Ch. 2-Differences Between Actual and Perceived
Student Norms, pp. 14-17.
Ch. 3-Researching the Social World
Class exercise-deviance survey
Date of Record
Ch. 7-Deviance and Crime
Reader: Ch. 13-Mass Imprisonment and the Life Course:
Race and Inequality in U.S. Incarceration, pp. 99 to 106.
Review for Exam 1
Exam #1-Ch. 1, 2, 3, 7, 13 (pp. 434-436), 14 (pp. 484-485)
and reader articles
Ch. 4-Culture
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Week Five
2/21/15
Week Six
2/28/15
Week Seven
3/7/15
II.
Ch. 17-Social Change, Social Movements, and Collective
Action, pp.616-618-Social Change: Globalization,
Consumption, and the Internet
Class exercise on Culture (international conversations
partners)
Ch. 5-Socialization and Interaction.
Ch. 5-Socialization and Interaction.
Ch. 6-Organizations, Societies, and the Global Domain.
Ch. 6-Organizations, Societies, and the Global Domain.
Class exercise on privacy vs. technology
Review for Mid-Term
Social Divisions and Inequality
Week Eight
3/14/15
3/21/15
3/24/15
Week Nine
3/28/15
Week Ten
4/4/15
Ch. 8-Social Stratification
MID-TERM EXAM-Ch. 1-7, 13 (pp. 434-436), 14 (pp. 484-485),
17 (pp.616-618); reader articles
HOLIDAY-NO CLASS (SPRING BREAK)
LAST DAY TO WITHDRAW
Ch. 8- Social Stratification
Reader, Ch. 15: Doing Class in a Coffee Shop, pp. 117-124.
Ch. 14-Politics and the Economy, p. 494:
Barbara Ehrenreich and Being Nickel and Dimed at Work.
Ch. 14-pp. 490-503: Deindustrialization in the U.S. through
McDonaldization Today.
Class exercise on occupational prestige
SPRING HOLIDAY-NO CLASS
Week Eleven
4/11/15
PAPER DUE
Ch. 9-Race and Ethnicity.
Reader, Ch. 17: Race as Class, Herbert, J. Gans,
pp. 133-135.
Ch. 9-Race and Ethnicity.
Ch. 10-Gender and Sexuality.
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Week Twelve
4/18/15
Ch. 10-Gender and Sexuality.
Ch. 15 -The Body, Medicine, Health, and Health Care.
pp. 528-535: Inequalities in U.S. Health Care through
Consumerism and Health Care
Ch. 16-Population, Urbanization, and the Environment,
pp. 579-580: Decline in Fresh Water
Review for Exam 3
III.
Institutions of Society
Week Thirteen
4/25/15
EXAM #3-CH. 8, 9, 10, 14 (pp. 490-503), 15 (pp. 528-535),
16 (pp. 579-580).
Ch. 11-Family
Week Fourteen
5/2/15
Ch.11-The Family
Reader: Ch. 21-Divorce Culture, pp. 163-167.
Week Fifteen
5/9/15
Ch.12-Education, pp. 411-419, Inequality in Education
Review for Final
Make-up Exams
Week Sixteen
5/16/15
FINAL EXAM-10:00 am
CH. 8-11, 12 (pp. 411-419), 14 (pp. 490-503),
15 (pp. 528-535), 16 (pp. 579-580);
reader articles
Don’t forget to bring:
A scantron that is not crumbled or wrinkled
A #2 pencil
A good eraser
Do not be late.
5/22/15
Grades available to students @hccs.edu
Instructional Methods
Methods of Instruction may include lecture; various assigned readings from textbooks,
peer-reviewed articles, books, original source seminal texts and other original source
material, films, field trips, etc.
Lecture, discussion, in-class small group activities, in-class writing, use of SAGE edge
student on-line website.
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Assignments
Assignments/Activities: various assigned readings from textbooks, peer-reviewed
articles, books, original source seminal texts and other original source material;
mandatory discussions based on various topics related to the major areas of study;
debates; writing papers including essays, analyses, reviews, research, comparing and
contrasting theories and perspectives; service learning projects; presentations; group
and/or individual projects; portfolios
Written Assignment
Choose ONE of the following assignments:
1.
The Hurricane Katrina disaster is an unfortunate example of the interaction of
environmental and social factors. Go to the following website:
http://understandingKatrina.ssrc.org/ which contains a wealth of social science research
on the storm. Be sure to include information in Ch. 8-Social Stratification, Ch. 9-Race
and information discussed in class in your paper.
a.
Discuss the social factors that made this storm so devastating.
b.
What policies need to be changed or established to keep this from happening
again?
c.
Why were some evacuees encouraged to return while others were prevented
from returning?
2.
Health is often determined by race, class and where one lives rather than life style
choices such as refraining from smoking, exercising and eating right. Houston has been
designated as the nation’s “Fattest City” several times in recent years. This was
determined by the number of “health indicators” such as the number of gyms, sidewalks,
hike and bike trails, sporting goods stores, grocery stores to get fresh produce and the
like. “Health detractors” were the lack of sidewalks or safe playgrounds for children, the
number of fast food outlets, liquor stores and lack of access to fresh produce. Examine
the Everyday Sociology Blog entry of 7/18/11 by Janis Prince Inniss titled Food: What’s
Class Got To Do With It, which addresses this subject.
a.
Examine your own zip code or use the school zip code which is 77477. Use the U.S.
Census bureau website to get demographic values such as the race, gender, age,
annual income and occupation categories for the zip code. You can use the internet to
access information about the median value of homes or crime rates for your zip code
as well. Be sure to identify which zip code you are using.
b.
Take a walk or drive around your neighborhood to identify the number of health
indicators vs. health detractors in the area.
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c.
Using the information you gathered, do you think the number of health indicators or
health detractors is based on demographic values such as race or social class?
Whether you answer yes or no, be such to qualify your answer with information from the
text, reader and the class. The Everyday Sociology Blog entry of 7/18/11 by Janis P.
Inniss titled Food: What’s Class Got To Do With It, provides useful information. Other
useful websites include the PBS website, New York Times website or the California
Newsreel website http://www.newsreel.org.
3. Global gender inequalities need to be addressed before the problem of poverty can be
solved. Examine the following websites: www.unicef.org/sowc07/profiles/equality.php/
http://www.nytimes.com2009/08/23/magazine/23Women-t.html# and
http://www.halftheskymovement.org/.
These websites provide a wealth of information on global gender inequalities. Be sure to
include information from the text, the reader and class when making your analysis.
a.
What countries have the highest rates of poverty?
b.
What are the differences between high income countries and low income
countries in terms of gender inequalities? Examples can include information
on average number of children a women has, average life expectancy, infant
mortality rates, income, years of education, etc.
c.
Is there a relationship between gender inequality and poverty? Whether you
answer yes or no, please support your answer with information from the
websites above or information from class, the text or the reader.
d.
What policies have been used to combat both gender inequality and poverty
successfully?
Develop a 2 to 3 page-typed essay. Hand-written papers will not be accepted. Be sure to
answer all of the questions. Identify all outside sources used, including Internet sources, in a
works cited page at the end of the paper. You must use websites listed in the assignment. You
may use others but must include the sites listed. Points will be taken off if the websites listed
are not used. Papers should be double spaced with a one-inch margin all around. Font size
should be 12 points. The papers should be stapled with one staple in the upper left hand
corner. Please do not use any plastic covers or other bindings. Points will be taken off for
spelling errors, grammatical errors, not answering all questions, not using the websites listed in
the assignment, papers shorter than two pages or longer than three pages. Be sure to have an
introduction and a conclusion to your paper. Papers must be IN YOUR OWN WORDS. If
papers are not in your own words, you will receive an F in the paper. You will not receive an
opportunity to redo the paper. Papers must be written in American Standard English, no slang
or text expressions such as U for you. This paper is due 4/11/15. Late papers will not be
accepted. Being absent the day the paper is due is not an excuse for lateness. You may email the paper to me if you will not be in class on the due date. It is worth 20% of your grade. If
you e-mail the paper, be sure to bring a hard copy to class. This grade will not be dropped.
If you do not hand in a paper on or before the due date, the grade will be averaged in as a
0, which may cause a failing grade in the class. You may turn your paper in early to insure
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that it will not be late and to insure that you will not receive an F in the course for lack of a
paper. Please feel free to consult with me to discuss to your paper and answer any questions
you may have. You may turn in a rough draft to be sure that you are on the right track, but this
draft must be turned in at least one month prior to the due date.
Small Group Activities and In-Class Writing Assignments
There will be a total of ten small group activities and in-class writing assignments, worth
10 points each, for a total of 100 points, worth 20% of your grade. Some of these
activities and writing assignments will be random, unscheduled throughout the
semester. You must be present to complete the group activity or assignment and they
CANNOT be made-up.
Ritzer provides a student website http://www.edge.sagepub.com/ritzerintro2e with
chapter summaries, flash cards and practice quizzes. If you complete FIVE of the
practice tests for the chapters covered during the semester, get at least 80% and they
are submitted (if you provide my e-mail when working on the quizzes, they will be emailed to me when completed) before the last day of class on 5/9/15, you will receive 10
points which may be substituted for ONE missed class participation exercise or in-class
paper assignment. Please note you may make up only ONE missed exercise and all
five of the practice tests must be completed before the deadline, no exceptions. It is
best if you do this as the chapters are assigned, not all at once on 5/9/15 at the last
minute.
For those of you who have good attendance and have participated in all the class
participation exercises, you may complete five of the practice tests as above for extra
credit of 10 points for class participation. This is optional. This is the only extra credit
option that is available other than the extra credit question that is on the exams.
Half Page Paper
Students will have five minutes (and only five minutes) to answer a question posed that
will reflect the current topic discussed in class that day. You will have five minutes to
write one or two paragraphs answering the question. You may use your notes, but must
use your own words.
Assessments
Methods of Assessment/Evaluation: Essays, internet searches with concomitant
essays; in-class debates; in-class discussions; oral and written peer-reviewed article
reviews and discussions; oral and written book reviews and discussions; reading and
then writing about seminal texts and theories and original source material; research
papers; quizzes which may include: definitions, matching, multiple choice, true/false,
short answer, brief essay; lists; service learning projects; presentations; group and/or
individual projects; portfolios; other methods as may be determined by individual
instructors.
Four exams will be given, each worth 20% of the final grade. They will be multiplechoice, short-answer and essay exams. The mid-term will cover Ch. 1-6, 13, 15, 17, 18
and readings. The final is NOT cumulative, but will cover Ch. 7-16 and readings. The
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final will be multiple-choice only. There will be a 5 point extra credit question at the end
of each exam with the exception of the final. A paper is also required, worth 20% of the
final grade. Details about the paper are included in the syllabus. Class participation
which includes attendance, participation in class discussions and activities, and in-class
writing assignments is encouraged and is considered as part of your grade. Class
participation exercises count as 20% of your grade. Ritzer provides a student website
http://www.edge.sagepub.com/ritzerintro2e with chapter summaries and practice tests
which will be e-mailed to the instructor. This will count as class participation as well.
Students who complete the practice tests tend to get better grades on the exams. If you
complete five of the practice tests (the 20 question tests) for the chapters covered during
the semester, get at least 80% and they are submitted before the last day of class on
5/9/15, you will receive 10 points which may be substituted for one missed class
participation exercise or in-class paper assignment. Please note you may make up only
ONE missed exercise and all five of the practice tests must be completed before the
deadline, no exceptions. It is best if you do this as the chapters are assigned, not all at
once on 5/9/15 at the last minute. In-Class writing assignments and group activities are
worth 20% of your grade. Students are expected to be prepared for class; that is having
read the assigned material, having pencils, scantrons and paper for tests, etc. Routinely
coming late to class or leaving early is disruptive and will adversely affect your grade. If
you have a job, family or other commitments during the scheduled class time do
not take this class. Students are expected to take exams when scheduled. Make-up
exams are discouraged. There will be a 10 point penalty for make-up exams; the
highest score you can receive on a make-up exam is 90%. If you take more than one
make-up exam you cannot receive an “A” in this class.
Exam #1 = 20%
Mid-term = 20%
Exam #3 = 20%
Class writing = 20%
Final = 20%
Paper = 20%
A = 90 to 100%
B = 80 to 89%
C = 70 to 79%
D = 60 to 69%
F = 59 and below
The lowest grade will be dropped, with the exception of the final exam and paper, which
will NOT be dropped. If you do not turn in a paper on or before the due date, you will
receive a 0 for the assignment which may result in a failing grade for the course.
Instructional Materials
Textbook title, author, publisher, publication date, ISBN.
Text: Ritzer, George, Introduction to Sociology, Second Edition, Sage Publications, Inc,
California, 2015. ISBN 978-1-4833-0294-2.
Reader: Contemporary Readings in Sociology, Edited by Kathleen Odell Korgen, Sage
Publications. ISBN 978-1-4129-4473-1.
Please note that there are two different texts used for SOCI 1301; be sure to buy
the correct text and reader for this class as listed above.
Be sure to buy a package of scantrons for the exams. The HCC bookstore is only open
on Saturdays and in the evening the first week of class. It is not open during the late
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evening hours and Saturdays after the first week and you will not be able to buy
scantrons the day of the exams. Scantrons are not sold at the front desk.
Student resources
http://www.edge.sagepub.com/ritzerintro2e
http://everydaysociologyblog.com
HCC Policy Statement: ADA
“Any student with a documented disability (e.g. physical, learning, psychiatric, vision,
hearing, etc) who needs to arrange reasonable accommodations must contact the
appropriate HCC Disability Support Service (DSS) Counselor at the beginning of each
semester. Faculty is authorized to provide only the accommodations requested by the
Disability Support Services Office.
“Students who are requesting special testing accommodations must first contact the
appropriate (most convenient) DSS office for assistance:
“Disability Support Services Offices:
System: 713.718.5165
Central: 713.718.6164 – also for Deaf and Hard of Hearing Services and
Students Outside of the HCC District service areas.
Northwest: 713.718.5422
Northeast: 713.718.8420
Southeast: 713.718.7218
Southwest: 713.718.7909
“After student accommodation letters have been approved by the DSS office and
submitted to DE Counseling for processing, students will receive an email confirmation
informing them of the Instructional Support Specialist assigned to their professor.”
HCC Policy Statement: Academic Honesty
“Scholastic dishonesty includes, but is not limited to, cheating on a test, plagiarism, and
collusion.
Cheating on a test includes:
Copying from another student’s test paper.
Using, during a test, materials not authorized by the person giving the test.
Collaborating with another student during a test without authorization.
Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or in
part the contents of an unadministered test.
Substituting for another student, or permitting another student to substitute for
one’s self, to take a test.
Bribing another person to obtain a test that is to be administered.
‘Plagiarism’ means the appropriation of another’s work and the unacknowledged
incorporation of that work in one’s written work for credit.
‘Collusion’ means the unauthorized collaboration with another person in preparing work
offered for credit.” (HCC Core Sociology Curriculum.)
HCC Policy Statement: Class Attendance
The following statements appear in the College catalog regarding class attendance:
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“Students are expected to attend classes regularly. Students are responsible for
material covered during their absences, and it is the student’s responsibility to consult
with instructors for makeup assignments. Class attendance is checked daily by
instructors. Although it is the responsibility of the student to drop a course for nonattendance, the instructor has the authority to drop a student for excessive absences. A
student may be dropped from a course for absenteeism after the student has
accumulated absences in excess of 12.5 percent of the hours of instruction (including
lecture and laboratory time). For example: For a three credit-hour lecture class meeting
three hours per week (48 hours of instruction), a student may be dropped after six hours
of absences. For a four credit-hour lecture/lab course meeting six hours per week (96
hours of instruction), a student may be dropped after 12 hours of absences. Certain
departments or programs may be governed by accrediting or certification standards that
require more stringent attendance policies. NOTE: IT IS THE RESPONSIBILITY OF
THE STUDENT TO WITHDRAW OFFICIALLY FROM A COURSE. Administrative drops
are at the discretion of the instructor. Failure of a student to withdraw officially could
result in the student receiving a grade of "F" in the course. For the deadline for course
withdrawal, check the current course Schedule of Courses.”
HCC Policy Statement: Course Withdrawal
To help students avoid having to drop/withdraw from any class, HCC has instituted an
Early Alert process by which your professor may “alert” you and HCCS counselors that
you might fail a class because of excessive absences and/or poor academic
performance. Contact your professor regarding your academic performance or a
counselor to learn about what, if any, HCC interventions might be available to assist
you—online tutoring, child care, financial aid, job placement, etc.—to stay in class and
improve your academic performance.
In order to withdraw from a class, you MUST contact your professor and
this must be done PRIOR to the withdrawal deadline to receive a “W” on your
transcript. If you do not withdraw before the deadline, you will receive the grade that
you have earned by the end of the semester. Zeros averaged in for required
assignments/tests not submitted will lower your semester average significantly, most
likely resulting in a failing grade (“F”). If you do not feel comfortable contacting your
professor to withdraw, you may contact a counselor. However, please do not contact
both a counselor and your professor to request a withdrawal; either one is sufficient.
Error! Reference source not found. Classes of other duration (mini-term, flexentry, 8-weeks, etc.) may have different final withdrawal deadlines. Please visit the
online registration calendars or contact the HCC Registrar’s Office to determine class
withdrawal deadlines.
“Remember to allow a 24-hour response time when communicating via
email and/or telephone with a professor and/or counselor. Do not submit a
request to discuss withdrawal options less than a day before the deadline. If you
do not withdraw before the deadline, you will receive the grade that you are making in
the class as your final grade.
The following statements appear in the HCCS Student Handbook regarding
withdrawal from a course:
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Be certain you understand HCC policies about dropping a course. It is your
responsibility to withdraw officially from a class and prevent an “F” from
appearing on your transcript. When considering withdrawal from a course,
remember that:
No grade is given and your transcript reflects no record of the course if you
withdraw before the Official Date of Record. [Please see the HCCS Official
Academic Calendar which can be found by clicking on this link].
A “W” (indicating withdrawal) appears on your transcript if you drop a course after
the Official Date of Record and before the final deadline. [Please see the HCCS
Official Academic Calendar which can be found by clicking on this link].
The final deadline to drop a course is four weeks before fall or spring semester
finals and one week before summer semester exams. [Please see the HCCS
Official Academic Calendar which can be found by clicking on this link.]
There are three ways to withdraw from a course:
Complete an official withdrawal form available at any campus.
Write a letter stating your request to withdrawal. The effective date of your
withdrawal is the post marked date of your letter:
Office of Student Records
Houston Community College System
P. O. Box 667517
Houston, TX 77266-7517
Fax a letter of withdrawal to Registrar’s office: 713-718-2111.
http://www.hccs.edu/hcc/System%20Home/Departments/Student_Handbook/academic
_info.pdf
HCC Policy Statement: Course Repeat Fee
“NOTICE: Students who repeat a course for a third or more times may soon face
significant tuition/fee increases at HCC and other Texas public colleges and
universities. Please ask your instructor / counselor about opportunities for tutoring/other
assistance prior to considering course withdrawal or if you are not receiving passing
grades.”
Course Withdrawals-First Time Freshman Students-Fall 2007 and Later Under Section
51.907 of the Texas Education Code
“an institution of higher education may not permit a student to drop more than six
courses, including any course a transfer student has dropped at another institution of
higher education.” This statute was enacted by the State of Texas in the Spring 2007
and applies to students who enroll in a public institution of higher education as a firsttime freshman in fall 2007 or later. Any course that a student drops is counted toward
the six-course limit if “(1) the student was able to drop the course without receiving a
grade or incurring an academic penalty; (2) the student’s transcript indicates or will
indicate that the student was enrolled in the course; and (3) the student is not dropping
the course in order to withdraw form [sic] the institution.” High school students enrolled
in HCC Dual Credit and Early College are waived from this requirement until they
graduate from high school.
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All college-level courses dropped after the official day of record are included in the sixcourse limit unless the student demonstrates to an appropriate college official that one
of the following events occurred to the student during the semester or summer session:
A severe illness or other debilitating condition that affects the student's
ability to satisfactorily complete [sic] the course.
The student's responsibility for the care of a sick, injured, or needy person
if the provision of that care affects the student's ability to satisfactorily
complete [sic] the course.
The death of a person who is considered to be a member of the student's
family or who is otherwise considered to have a sufficiently close
relationship to the student that the person's death is considered to be a
showing of good cause.
The active duty service as a member of the Texas National Guard or the
armed forces of the United States of either the student or a person who is
considered to be a member of the student's family and such active duty
interferes with the student's ability to satisfactorily complete [sic] the
course.
General Course Information 1-47 Front section 09-11.inddrev.indd 41 11/30/09 8.
http://www.hccs.edu/hccs/future-students/catalog.
Classroom Behavior
It is our shared responsibility to develop and maintain a positive learning environment
for everyone. You are expected to act as adults in class. Please refrain from offensive
or abusive language during class. The college classroom is a safe place to express
ideas, some of which may differ from your own personal belief system. Please be
respectful of other’s ideas and refrain from personal attacks. It is your responsibility to
read and understand the syllabus, complete the reading assignments and be prepared
for class. Do not e-mail me when you missed a class, asking what we covered. The
topics are listed in the course calendar and class notes are provided on my webpage. I
cannot review an entire class in an e-mail. Do not come to class under the influence of
alcohol or other drugs. Do not sleep in class. Please listen as classmates speak, do
not engage in side conversations as others are speaking. The content of class room
discussions may be incorporated in the exams. No use of cell phones, including texting,
during class, cell phones must be kept on vibrate or silent. I recognize that some of you
are parents and most of you work which may necessitate that you answer the phone, on
occasion. If you must answer, please get up quietly and leave the room, do not answer
the phone in the class. Do not text while in class. Absolutely no use of cell phones or
any electronic devices during exams. You may not leave the room during the exam.
Please use the restroom, get water, tissues, arrange for rides, etc prior to the start of
the exam. NO use of text messaging, social networking, web-surfing, etc during class
and no use of camera phones during class. Lap tops are to be used for note-taking
only, no web-surfing, social networking, etc during class time.
Use of Camera and/or Recording Devices
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Use of recording devices, including camera phones and tape recorders, is prohibited in
classrooms, laboratories, faculty offices, and other locations where instruction, tutoring,
or testing occurs. Students with disabilities who need to use a recording device as a
reasonable accommodation should contact the Office for Students with Disabilities for
information regarding reasonable accommodations.
Instructor Requirements
It is my responsibility to provide a clear grading policy, class learning objectives and
atmosphere conducive to learning. I believe that education is the path to success and
growth as an individual and student. You are the future of our society, even those of
you who are embarking on second careers! We have a multicultural, diverse student
body at HCC which is a wonderful opportunity to learn about ourselves and the world.
Class participation is a vital part of the learning experience. The more students are
engaged in class, the more they enjoy the learning experience and the better their
understanding of the material. This translates into better grades.
Program/Discipline Requirements
The following is to be taught at every Sociology 1301 course at HCC.
The Foundations: Background and History, Overview, Perspectives and Paradigms.
The Research Process.
The Building Blocks: Culture, Socialization, Social Interaction and Social Structure,
Social Groups and Bureaucracies, Deviance.
Stratification: General Stratification-an Overview (Instructors must pick 3 out of the 5
topics listed below; instructors may incorporate material from one module into another).
World/Global Stratification; Race and Ethnicity; Sex or Gender; Age; disability
The Institutions of Society (Instructors must pick 3 out of the 6 topics listed below.
instructors may incorporate material from one module into another): The Family (may
include marriage and human sexuality), Education, Religion, Law/Politics/Government,
Medicine (may include issues of health and disease), Media.
Social Change/Social Movements. (Instructors may choose to include some but not all
of the sections in this module or may chose to incorporate material from one module
into another): Collective Behavior and Social Movements, Ecological processes,
Environment, Globalization and Development, Modernity, Populations, Revolutions,
Technology, Terrorism, Urbanization.
Grading
Your instructor will conduct quizzes, exams, and assessments that you can use to
determine how successful you are at achieving the course learning outcomes (mastery
of course content and skills) outlined in the syllabus. If you find you are not mastering
the material and skills, you are encouraged to reflect on how you study and prepare for
each class. Your instructor welcomes a dialogue on what you discover and may be able
to assist you in finding resources on campus that will improve your performance.
Houston Community College’s standard grading system, which will be used in this
class, is: 100-90=A, 89-80=B, 79-70=C, 69-60=D, 59-0=F.
Assignment and Test Percentages
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Types of Assignment
Number of each type of assignment
Percentage of total grade per assignment
Number of tests/exams/quizzes
Percentage of total grade per test/exam/quiz
Exam #1 = 20%
Mid-term = 20%
Exam #3 = 20%
Final = 20%
Paper = 20%
Small group activities & in-class essays, 10 @ 10 points each for a total of 100 points =
20%
The lowest grade will be dropped, with the exception of the final exam and paper,
which will NOT be dropped.
If you do not turn in a paper before or on the due date, you will get a grade of 0
for the paper, which may result in a failing grade. If you take more than one
make-up exam, you cannot get an A in the class.
Linda DiCindio’s Attendance Policy
There is a positive correlation between student attendance and scholastic achievement.
Students are expected to attend class regularly. Attendance will be taken at each class.
Students are responsible for material covered during their absence. Attendance and
participation are considered as part of your grade. Routinely coming late to class or
leaving early is disruptive to the class and will adversely affect your grade. If you have
a job, family or other commitments during the scheduled class time, do not take
this class. If you will be absent for an extended period of time (more than one week)
due to illness, work or family commitments, please keep me informed. You do not need
to contact me if you will only miss one class. This class meets only one time per week, if
you miss one class it is the same as if you missed one week of class. If you never
attend class prior to the date of record, 2/2/15, the school may administratively drop you.
Do not ask me to reinstate you into class if you have never attended prior to the
official date of record.
Linda DiCindio’s Withdrawal Policy
There has been a change in the HCC withdrawal policy. Instructors are no longer
allowed to assign a W at the end of the semester. You are adults and as such it is your
responsibility to withdraw from class if you are making a failing grade. If you do plan to
drop the course, please be sure to officially drop by the due date. If you attend class
after the official drop date of 3/24/15, you cannot receive a "W"; I must give you a grade.
Do not ask me to drop you; you must do this yourself. If you have missed exams or are
making failing grades in the class or have not completed a paper, it is your responsibility
to drop the class. If your grades are running below 50% on the first two exams, you
cannot pass this class. If you do not complete a paper and turn it in on the due date,
you will not pass this class. I will not drop students. It is your responsibility to withdraw
from class prior to the due date. If you are an international student, withdrawing from a
class may affect the status of your student visa. If you abandon the class, do not expect
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me to drop you, you need to do this yourself. If you abandon the class, you may receive
a grade of FX. This is the same academically as an F, but may affect your financial aid
status.
Remember, it is YOUR responsibility to withdraw from class prior to the due date.
Inclement Weather Class Cancellations
In case of inclement weather such as hurricanes, snow or flooding, check the school
website at http://www.hccs.edu or local news stations for information about school
closings. In the event of school closing, read the assigned chapter and readings. If an
exam was scheduled on that date, it will be given on the next class day, unless there
was a major city wide disaster such as a hurricane.
EGLS3 -- Evaluation for Greater Learning Student Survey System
At Houston Community College, professors believe that thoughtful student feedback is
necessary to improve teaching and learning. During a designated time, you will be asked to
answer a short online survey of research-based questions related to instruction. The
anonymous results of the survey will be made available to your professors and division chairs
for continual improvement of instruction. Look for the survey as part of the Houston
Community College Student System online near the end of the term.
Take the EGLS3 survey by going to the Student System:
[-] STEP 1
Go to www.hccs.edu
[-]
STEP 2
Select Student System Sign In.
[-]
STEP 3
Select EGLS3
- Begin Evaluation under the EGLS3 Eval. of
Instruction to complete the survey.
Pop-ups must be enabled as the Smarter Services site opens in a new
window.
Questions? ... Call the HCC Helpdesk at 713.718.8800 or email customer.support@hccs.edu
On smart phones and other mobile devices, take the EGLS3 survey by going to the Student
System:
[-] STEP 1
Go to psmobile.hccs.edu
[-] STEP 2
Select Student System Sign In.
[-] STEP 3
Select EGLS3 - Begin Evaluation to complete the survey.
Pop-ups must be enabled as the Smarter Services site opens in a
new window.
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Questions? ... Call the HCC Helpdesk at 713.718.8800 or email
customer.support@hccs.edu