Session 2014-2 Summer
Online, Asynchronous Delivery
June 30 – August 24, 2014
Amanda Eaton
Office Location: Resource Center
aeaton@ben.edu
Office hours will not be held, but individual meetings with the instructor can be arranged
by phone or in person. Please contact the instructor to set up an appointment. Your
instructor will respond to all email questions within 24 hours.
PRE-ASSIGNMENT:
Read Chapters 1 and 2, ‘What is Sociology’ and ‘Research Methods.’
Prepare responses to the following prompts:
1.) Answer the question, “What is Sociology?”
2.) What makes sociology a science? In studying human beings, what makes the social
sciences different from the natural sciences? In what ways are they the same?
3.) Many students are motivated to earn A’s in their course work. Develop a hypothesis that
could explain their motivation. Be sure to list at least one Independent Variable you would use in
your hypothesis.
4.) In regard to your hypothesis from question 3, would you use qualitative or quantitative
methods to research your hypothesis? Please explain your answer, and give an example.
Responses will need to be posted on the course website by Wednesday, July 2nd.
SOCL 100-71
PRINCIPLES OF SOCIOLOGY
I.
COURSE DESCRIPTION
Fundamental concepts in the scientific study of human society, culture and personality, with
special study of the social organization of groups and institutions.
II.
TEXTBOOK AND MATERIALS
Required Text:
Curry, T., Jiobu, R., Schwirian, K. (2008) Sociology for the 21st Century.
5th ed. Pearson Publishing. ISBN: 978-0-13-228821-7
ISBN: 0-13-228821-4
III.
MISSION STATEMENT
Benedictine University is dedicated to the education of undergraduate and graduate students
from diverse ethnic, racial and religious backgrounds. As an academic community committed to
liberal arts and professional education distinguished and guided by our Roman Catholic tradition
and Benedictine heritage, we prepare our students for a lifetime as active, informed and
responsible citizens and leaders in the world community.
IV.
GOALS, OBJECTIVES, AND STUDENT LEARNING OUTCOMES
A. Benedictine Core Goals
Benedictine University's core mission is to prepare students for active participation in an
increasingly interconnected world. Its Core Curriculum advances this mission by enabling
students to attain a broad range of learning goals, listed below:
1. Demonstrate an effective level of cognitive, communicative, and research skills;
2. Achieve a college level of computational skills and an ability to understand and interpret
numerical data;
3. Acquire knowledge of the history and heritage of western civilization, to include:
 the contributions of religious faith and philosophical thought to understanding the person
in community,
 the relationship of the individual to society: membership and participation in groups and
institutions,
 scientific literacy through a knowledge of the history, the methods, and the impact of
science on the individual, society, and the environment, artistic and literary heritage;
4. Develop an understanding of global society: cultural diversity, mutual relationships, interdependence of peoples and nations;
5. Apply liberal learning in problem-solving contexts as preparation for active participation in
society;
6. Make informed ethical decisions that promote personal integrity, the legitimate rights and
aspirations of individuals and groups, and the common good.
B. Course Goals/Objectives/Outcomes
As a distribution course within the Core Curriculum, SOCL 100 was designed with the above
Core Goals in mind. Thus, upon successful completion of SOCL 100 course, the student will be
able to demonstrate their mastery of the following goals, objectives and student learning
outcomes:
Goals
1. A broad understanding of the discipline of sociology and its relevance to contemporary social
issues and problems;
2. An understanding of the origin and evolution of the discipline of sociology, including familiarity
with the work of such European founders as Marx, Weber, Durkheim, and Spencer; the American
sociological tradition, beginning with the Chicago School; of sociological theories such as
functionalism, conflict theory, modernization theory, symbolic interaction theory, and world
systems theory; and of qualitative and quantitative methods of sociological research.
Course Objectives/Outcomes
1. The ability to apply sociological theory and research findings to an understanding of:
 The role of individuals and groups in society; processes of socialization, deviance and
conflict; and changes in population, ecology, and urbanization;
 The nature of social stratification and issues of social inequality in class, race, ethnicity,
and gender; the functions of social institutions such as marriage and the family,
education, religion, politics and economics, and medicine and health care;
 The sources of similarities and differences in the human experience from a cross-cultural
and global perspective.
V.
TEACHING METHODS/DELIVERY SYSTEM
This course is conducted mainly through independent study. It is the student’s responsibility to
make sure the materials are covered, and to show they have an understanding of the topics
covered. It is also the student’s responsibility to contact the instructor with any questions over
course material. The course is comprised of weekly readings, discussion board postings,
assignments, a midterm exam and a final exam. Tools will be posted on the course website to
help students succeed in all areas of course assessment. Students are encouraged to contact
the instructor with questions and concerns. Open communication is essential in the online
classroom.
VI.
COURSE REQUIREMENTS
Attendance Policy
The course is will be taught in an asynchronous fashion. Students are not required to be online
at the same time as the instructor or fellow students at any point, but rather complete the work on
their own schedule. Due to the nature of this course, an accelerated online course, it is
imperative that students log into the course regularly, and keep up with course work. It is the
student’s responsibility to make sure they are logging into the course on a regular basis to ensure
all course requirements are met.
This course is highly accelerated, and students will need to take a great deal of responsibility for
their own learning outcomes. Any absence of required online work must be due to extraordinary
circumstances and will require documentation for it to be considered excused. Documentation
must be provided immediately in order to determine what, if any, accommodations are reasonable
or possible. Completing or submitting online work late will directly impact your final grade, and
each undocumented absence will be considered unexcused and will result in a 20% reduction in
the overall final grade for the course.
Due to the accelerated nature of the course, should you experience a medical condition which
prevents you from completing assignments, appropriate medical documentation must be provided
immediately to the instructor so it may be determined what, if any, accommodations are
reasonable or possible.
Reading Assignments
Weekly reading assignments are essential to a student’s success in this course. It is expected
that the student will begin the week with the reading assignments completed, ready to contribute
to the online discussions posted throughout the week. Notes will be posted on the website to
help facilitate your reading. The notes posted are not intended to replace the readings, but rather
are a supplement, there to help you prioritize your time and point out the most important
components of the readings. Specific chapter assignments are listed under the Topical Course
Outline (Section VIII) below.
Discussion Board Postings
Developing a dialog between all students on the discussion board is an integral part of the
course, and will account for the majority of one’s grade. Each week, four discussion questions
will be posted by the instructor. These questions will relate to the readings for the week. Every
student must respond to all four questions. The response should be 1-2 paragraphs in length.
Each response is worth 10 points, for a total of 40 points per week. These responses will need
to be posted by Wednesday of every week.
Students are encouraged to read all classmates’ responses to the initial posts. Each student
must then respond to the posts of four other students. Responses to these posts are what will
facilitate our “classroom” discussions. Please share your thoughts on the readings in comparison
and contrast to your classmates’ posts. Responses need to be insightful, and at least one
paragraph in length. Simply stating “I agree,” or the like, will not count for credit. Each response
is worth 5 points, for a total of 20 points each week. Responses are due the Friday of every
week.
Students are encouraged to go beyond the required number of posts each week. As we will not
meet face to face, this is the forum to ask questions, answer the questions of others, express
your thoughts on the reading, and prove you know the material. The more you contribute to the
discussion, the more you will take away from the course.
Written Assignments and Projects
Written assignments will be due weekly. The assignments will seek to probe further thinking
about the course material covered that week. No assignments will be given the weeks of the
midterm and final exam. Each assignment is worth 20 points.
The Resource Center can be contacted by calling the University at extension 3320 to obtain help
with SMARTHINKING or SafeAssign. Please also contact the instructor with questions
surrounding the assignments.
Assessments
Both a midterm and final exam will be given in this course. Each exam will be worth 200 points.
The midterm will cover the material covered in weeks one – four, and the final exam will cover the
material from weeks five – eight.
Benedictine University at Springfield Student Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University at Springfield pursues these missions in an environment guided by our
Roman Catholic tradition and our Benedictine heritage. Integrity and honesty are therefore
expected of all University students. Actions such as cheating, plagiarism, collusion, fabrication,
forgery, falsification, destruction, multiple submission, solicitation, and misrepresentation are
violations of these expectations and constitute unacceptable behavior in the University
community.
Student’s Responsibility
Though there is no formal honor code at Benedictine University at Springfield, students are
expected to exhibit academic honesty at all times. Violations against academic honesty are
always serious and may result in sanctions that could have profound long-term effects. The final
responsibility for understanding the Academic Honesty Policy of the institution, as well as the
specific policies for individual courses normally found in syllabi, rests with students. If any doubt
exists about what constitutes academic dishonesty, students have the responsibility to talk to the
faculty member. Students should expect the members of their class to be academically honest.
If students believe one or more members of the class have been deceitful to gain academic
advantage in the class, students should feel comfortable to approach the faculty member of the
course without prejudice.
Violations of the Academic Honesty Policy will be reported to the Office of the Dean of Academic
Affairs. Along with a verbal warning, the following are consequences a student may face for
academic dishonesty:
 a failing grade or “zero” for the assignment;
 dismissal from and a failing grade for the course; or
 dismissal from the Institution.
VII.
MEANS OF EVALUATION
This course will be graded out of a total of 1,000 points as follows:
Class Points: Percentage of Grade:
Discussion Question Posts (40 points per week):
320
32%
Discussion Question Responses (20 points per week):
160
16%
Weekly Assignments (20 points per assignment):
120
12%
Midterm Exam:
200
20%
Final Exam:
200
20%
Total Points:
1,000
100%
Grading Scale:
A
900-1,000 Points
B
800-900 Points
C
700-800 Points
D
600-700 Points
F
599 Points and Below
It is assumed all assignments will be turned in on time. If a student is unable to make their
required posts and/or turn in their weekly assignments on time, these late assignments will be
accepted up to two weeks late. A student will lose 10% of the points available for the first
week an assignment is late, and 50% of the points in the second week an assignment is
late. The midterm and final exams will be unable to be made up. If a student knows in
advance they will be unable to complete an exam in the allotted time it will be open on D2L, they
may contact the instructor to make arrangements to take the assessment prior to the due date.
Exam will not be able to be made up once the due late passes.
If a student believes that an error has been made in reporting a grade, an appeal must be made
in writing to the instructor and must be initiated within 60 calendar days after the end of the term
for which the grade in question was reported. The appeal should contain specific information
about why it is believed the grade reported is inaccurate. See the Student Handbook for
additional details.
Add/Drop Dates
Please refer to the current Academic Calendar for add/drop dates.
Incomplete Request
To qualify for an “I” grade, a minimum of 75% of the course work must be completed with a “C”
or better, and a student must submit a completed “Request for an Incomplete” form to the
Registrar’s Office. The form must be completed by both student and instructor, but it is the
student’s responsibility (not the instructor’s) to initiate this process and obtain the necessary
signatures.
Student Withdrawal Procedure
It is the student’s responsibility to officially withdraw from a course by completing the appropriate
form, with appropriate signatures, and returning the completed form to the Advising Office. Please
refer to the Student Handbook for important financial information related to withdrawals.
VIII.
TOPICAL COURSE OUTLINE
Learning Objects per Chapter:
Chapter 1: What Is Sociology?
 Define the sociological viewpoint.
 Identify the contributions of early sociologists Marx, Durkheim, and Weber.
 Compare and contrast the sociological perspectives of functionalism, conflict, and
symbolic interaction.
 Understand the relationship between sociology and social concerns.
 Identify sociology’s four realms: basic science, critical sociology, applied research, and
public activism.
 Define and explain the sociological imagination.
Chapter 2: Research Methods
 Understand the concepts of theory and hypothesis.
 Distinguish between independent and dependent variables.
 Understand nominal and operational definitions.
 Distinguish between reliability and validity.
 Understand quantitative and qualitative research methodologies.
 Understand the importance of research ethics.
Chapter 3: Culture, Society, and Social Change
 Distinguish between values and norms.
 Recognize the significance of language in the development of culture.
 Contrast the differences between ethnocentrism and cultural relativity.
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



Differentiate between the different types of human societies.
Distinguish between the character of communal and associational relationships.
Describe the key elements involved in the Great Social Transformation.
Differentiate between the major theories of social change and development.
Identify the significant catalysts for change.
Chapter 4: Socialization
 Understand the processes of the Great Social Transformation and Socialization.
 Identify changes in socialization over the life course.
 Interpret the ways socialization affects the formation and changes of the self.
 Define the concept of moral socialization as discussed by Piaget, Kohlberg, and Gilligan.
 Understand the concept of resocialization and the nature of total institutions.
 Identify the relationship between the Great Social Transformation and socialization.
Chapter 5: Deviance and Crime
 Understand the different types of crime and the meaning of crime rates.
 Understand the various explanations for deviance and crime.
 Define and explain the various components of the criminal justice system.
 Examine contemporary crime patterns.
 Identify the relationship between the great social transformation and crime and deviance.
Chapter 6: Interaction, Groups, and Organizations
 Understand the impact of the Great Social Transformation on social interaction, groups,
and organizations.
 Identify the components and types of social interaction.
 Understand group dynamics.
 Distinguish the differences among types of organizations.
Chapter 7: Inequalities of Social Class
 Apply the Great Social Transformation to social class inequalities.
 Indicate the determinants of social status and class in the United States.
 Identify the characteristics of the different social classes in the United States.
 Compare myths and realities of social mobility in the United States.
 Understand and apply the concepts of relative poverty, absolute poverty, the truly
disadvantaged, and the culture of poverty.
 Apply the sociological perspectives of functionalism, conflict, distributive coalitions, and
symbolic interactionism to stratification and class.
Chapter 8: Inequalities of Race and Ethnicity
 Apply the Great Social Transformation to racial and ethnic inequality.
 Differentiate between race and ethnicity.
 Understand the effects of prejudice and discrimination.
 Compare the patterns of racial and ethnic interaction including assimilation, pluralism,
expulsion, and annihilation.
 Compare and contrast experiences of different racial and ethnic groups in the United
States.
 Identify the functionalist, conflict, and symbolic interactionist perspectives of racial and
ethnic inequality.
Chapter 9: Inequalities of Gender
 Understand the connection between the Great Social Transformation and gender
inequality.
 Identify the agents of socialization.
 Recognize the processes involved in gender socialization.




Define patriarchy and understand its effects on everyday life.
Learn the causes and consequences of gender inequality in the workplace.
Define the feminist concepts of comparable worth, abortion on demand, compulsory
heterosexism, and inclusive feminism.
Understand the functionalist, conflict, and symbolic interactionist perspectives of gender
inequality.
Chapter 10: The Economy
 Recognize changes in the economic system as the result of the Great Social
Transformation.
 Define capitalism, socialism, and mixed economy.
 Compare and contrast capitalism, socialism, and mixed economy.
 Understand the connection between the corporation and society.
 Identify problems of unemployment and job loss anxiety.
 Analyze sociologically the economic order using the functionalist, conflict, and symbolic
interactionist perspectives.
Chapter 11: The Political Order
 Identify changes in the political order due to the Great Social Transformation.
 Define traditional, legal-rational, and charismatic authority and understand the differences
among them.
 Understand the ways in which the state exercises power.
 Interpret sociologically the political process in the United States.
 Answer the question, "How is power obtained?" using the power elite and pluralist
models.
 Compare and contrast the functionalist, conflict, and symbolic interactionist perspectives
of the political order.
Chapter 12: Marriage and Family
 Understand the effect of the Great Social Transformation on marriage and the family.
 Define the different types of families.
 Explain marriage, kinship, romantic love, and courtship.
 Learn alternative family forms in the United States.
 Identify the commonalities and differences of white, African American and Mexican
American families.
 Recognize contemporary issues affecting marriage and the family.
 Apply the sociological perspectives of functionalism, conflict, and symbolic interaction to
marriage and the family.
Chapter 13: Education
 Recognize the changes in education as the result of the Great Social Transformation.
 Compare and contrast the education systems of the United States and Japan.
 Understand current issues of inequality in the education system.
 Interpret the functionalist, conflict, and symbolic interactionist perspectives of education.
 Identify the financial difficulties involved in providing students with free choice of schools
to attend.
Chapter 14: Religion
 Identify the influence of the Great Social Transformation on changes in the institution of
religion.
 Recognize the characteristics and types of religion.
 Interpret the institution of religion using functionalist, conflict, and symbolic interactionist
perspectives.
 Understand recent social changes in religion.
Chapter 15: Medicine and Health Care
 Identify changes in medicine and health care as the result of the Great Social
Transformation.
 Learn the historical development of medicine in the United States.
 Recognize the link between health and social organizations.
 Define sociological issues in medicine and health care including inequality, health
insurance, and the medicalization of society.
 Interpret medicine and health care through the sociological perspectives of functionalism,
conflict, and symbolic interaction.
Chapter 16: Population, Ecology, and Urbanization
 Interpret the effect of the Great Social Transformation on population, ecology, and
urbanization.
 Understand the demographic concepts of fertility, mortality, and migration.
 Recognize the components and the impact of the demographic transition.
 Understand the connection between population growth and the environment.
 Learn the similarities and differences among theories of population growth.
 Identify historical and contemporary processes affecting cities.
Chapter 17: Collective Social Action
 Understand the Great Social Transformation's effect on changes in collective social
action.
 Define crowd, riot, panic, and rumor.
 Learn sociological theories of crowd behavior.
 Recognize the different types of social movements.
 Identify sociological theories of social movements.
 Learn the characteristics and history of major American social movements.
 Understand the process of social change including individual, organizational, and
institutional change.
Course Schedule:
Dates:
Week 1: June 30th – July 6th
Wednesday, July 2nd
Friday, July 4th
Sunday, July 6th
Week 2: July 7th – 13th
Wednesday, July 9th
Friday, July 11th
Sunday, July 13th
Week 3: July 14th – 20th
Wednesday, July 16th
Friday, July 18th
Sunday, July 20th
Assignments:
Chapters to be read for the Week:
Chapter 1: What Is Sociology?
Chapter 2: Research Methods
Post your response to the four prompts given by 11:59pm
Post your response to four other prompts by 11:59pm
Complete assignment by 11:59pm
Chapters to be read for the Week:
Chapter 3: Culture, Society, and Social Change
Chapter 4: Socialization
Post your response to the four prompts given by 11:59pm
Post your response to four other prompts by 11:59pm
Complete assignment by 11:59pm
Chapters to be read for the Week:
Chapter 5: Deviance and Crime
Chapter 6: Interaction, Groups, and Organizations
Post your response to the four prompts given by 11:59pm
Post your response to four other prompts by 11:59pm
Complete assignment by 11:59pm
Week 4: July 21st – 27th
Wednesday, July 23rd
Friday, July 25th
Sunday, July 27th
Week 5: July 28th – August 3rd
Wednesday, July 30th
Friday, August 1st
Sunday, August 3rd
Week 6: August 4th –10th
Wednesday, August 6th
Friday, August 8th
Sunday, August 10th
Week 7: August 11th –17th
Wednesday, August 13th
Friday, August 15th
Sunday, August 17th
Week 8: August 18th – 24th
Wednesday, August 20th
Friday, August 22nd
Sunday, August 24th
Chapters to be read for the Week:
Chapter 7: Inequalities of Social Class
Chapter 8: Inequalities of Race and Ethnicity
Chapter 9: Inequalities of Gender
Post your response to the four prompts given by 11:59pm
Post your response to four other prompts by 11:59pm
Midterm Exam due by 11:59pm
Chapters to be read for the Week:
Chapter 10: The Economy
Chapter 11: The Political Order
Post your response to the four prompts given by 11:59pm
Post your response to four other prompts by 11:59pm
Complete assignment by 11:59pm
Chapters to be read for the Week:
Chapter 12: Marriage and Family
Chapter 13: Education
Post your response to the four prompts given by 11:59pm
Post your response to four other prompts by 11:59pm
Complete assignment by 11:59pm
Chapters to be read for the Week:
Chapter 14: Religion
Chapter 15: Medicine and Health Care
Post your response to the four prompts given by 11:59pm
Post your response to four other prompts by 11:59pm
Complete assignment by 11:59pm
Chapters to be read for the Week:
Chapter 16: Population, Ecology, and Urbanization
Chapter 17: Collective Social Action
Post your response to the four prompts given by 11:59pm
Post your response to four other prompts by 11:59pm
Final Exam due by 11:59pm
IX. AMERICANS WITH DISABILITIES ACT (ADA)
Benedictine University at Springfield provides individuals with disabilities reasonable
accommodations to participate in educational programs, activities, and services. Students with
disabilities requiring accommodations to participate in campus-sponsored programs, activities,
and services, or to meet course requirements, should contact the Resource Center as early as
possible: springaccess@ben.edu or (217) 525-1420, ext. 3306.
X.
ASSESSMENT
Goals, objectives, and learning outcomes that will be assessed in the class are stated in this
syllabus. Instructor will use background knowledge probes, one-minute papers, reflective essays
and/or other Classroom Assessment Techniques as deemed necessary in order to provide
continuous improvement of instruction.