SOCIAL PROBLEMS SYLLABUS Catalog #20809202 & Class # 42205 Fall Semester 2010 (9/10 – 12/17) INSTRUCTOR INFORMATION Instructor: Sarah Bruch Office: SM105 at South MATC Email: sbruch@matcmadison.edu Office Hours: Fridays 8‐9 or by appointment CLASS INFORMATION Credits: 3 Class Schedule: Fridays 8:50am‐12:00pm Location: SM114 at South MATC Course Description Welcome to Sociology! Sociology is the systematic, scientific study of the patterns and processes of social life, touching on all of its major dimensions – economic, political, religious, familial, and criminal, to name a few. It studies both individual actors, and the informal groups and formal organizations that populate the social landscape. Social problems examines the perceptions, theories, arguments, and proposed solutions to some of the most expensive and vexing social issues. Many of these issues are controversial, as different groups in societies have different opinions about which issues are problems. Social Problems presents basic concepts and analysis of the major problems of contemporary society, including the social causes of these problems and the public policy consequences of solutions. Topics include homelessness, hunger, welfare reform, poverty, and crime just to list a few. In this course we will learn sociological principles, theories, and methods that are used to examine social problems, especially regarding data interpretation, analysis of ideologies, and evaluation of social policy. The Social Problems course’s primary 1|Page
purposes are to enhance critical thinking, deepen analytical skills, and promote social learning. We will critically examine selected social problems. Learning Objectives I have designed this course with the following goals in mind: 1. Students will gain an understanding of major sociological perspectives in the study of social problems. 2. Students will gain insight into a range of social problems and people’s views about them (general public, policymakers, sociologists). 3. Students will learn how to make connections between social structures, social forces, and individual circumstances. 4. Students will develop an understanding of our place in society and how society influences our perspectives on social problems. 5. Students will examine their own social experiences from a scientifically inquisitive perspective. 6. Students will improve their ability to articulate thoughts about course material during class discussions and in written assignments. 7. Students’ view of society will be broadened beyond their own immediate experience and they will develop an understanding of how and why their own experiences may be similar or different to the experiences of others. Textbooks Social Problems (2007) authored by Joel Best Social Problems READINGS (2007) authored by Ira Silver What’s the Problem? A Brief Guide to Thinking Critically (2010) by Paula S. Rothenberg Available at MATC either online from the MATC Bookstore at http://www.matcbookstore.com/ or at the MATC Downtown Education Center Bookstore located at 211 N. Carroll St, Rm D142. 2|Page
Classroom Dialogue The issues we deal with in this course are often controversial and you may be exposed to arguments you do not agree with in the readings, discussions, class activities, or lectures. You are encouraged to voice your opinion about these issues, but I also expect you to support your opinions with evidence. Together, we need to create a comfortable environment by sharing ideas, observations, and questions respectfully; such an environment is only possible when instructors and students treat each other with mutual respect and listen without interruption. Therefore, we will not tolerate words or actions that result in hostility in the classroom. The following ideas help us create a positive atmosphere:  We are all knowledgeable in different ways. We all have something to teach and something to learn.  No one is to be blamed for the circumstances of their existence that have been beyond their control. We cannot be blamed for repeating misinformation we have learned in our social locations, but we can hold each other accountable to not repeat misinformation after we have learned otherwise.  Learn to appreciate different personalities. Try to draw out those who are quieter than others, but respect people’s comfort levels and learn to recognize active listening. Those who are more assertive should try to recognize and refrain from dominating the conversation.  Everyone should be encouraged to rethink the assumptions and knowledge we bring into the classroom; approach learning with an open mind.  Respect each person’s experience, never demean or trivialize another’s life experience.  Each class is a learning community with a unique dynamic. We will welcome and thoughtfully consider critical feedback and constructive suggestions for change to enhance the classroom dynamic. Classroom Guidelines  There is no eating or drinking allowed in any of the classrooms at South Madison at any time. Feel free to bring food or drinks to enjoy during our class break in the common area downstairs.  During class time do not use cell phones, laptops, or any other type of electronics. Participation points will be deducted for these activities. 3|Page
MATC POLICIES Student Rights and Responsibilities: Students are expected to be familiar with MATC policies and procedures. Many of the important policies and procedures are on the MATC website, located at http://matcmadison.edu/student‐rights‐responsibilities. Academic Integrity is an expectation in all MATC classes. Academic integrity is the pursuit of scholarly activity in an open, honest, and responsible manner. Dishonesty of any kind will not be tolerated in this course. Dishonesty includes, but is not limited to, cheating, plagiarizing, or fabricating information. Plagiarism, cheating and collusion are prohibited at MATC. Plagiarism is defined as passing of another person’s work as your own. Students who fail to observe these standards are subject to disciplinary action. MATC has a strong policy on Academic Misconduct which is published on the MATC website. Please refer to this page on the MATC Website to review all Academic Integrity and Misconduct policies located at http://matcmadison.edu/academic‐integrity. Withdrawal Policy: If a situation arises that prevents the successful completion of this course, please note that it is each studentʹs responsibility to formally withdraw from this course. Student e‐Mail: MATC offers a student e‐mail account for all students. You are responsible for monitoring your student e‐mail account. Student e‐mail can be accessed at: http://stu.matcmadison.edu/. I may send out email announcements regarding the course periodically, so please check this account frequently. Disability Act Statement: MATC complies with all provisions of the Americans with Disabilities Act and makes reasonable accommodations upon request. Please contact Disability Resources Services at 246‐6716 (Students who are deaf via Relay 711), room 159 at Truax or email drs@matcmadison.edu If you have an accommodation card from their office indicating that you have a disability which requires academic accommodations, please present it to me so we can discuss the accommodations that you might need in this class. It is best to request these accommodations at the beginning if not before class so there is ample time to make the accommodations. 4|Page
RESOURCES Technical Assistance: Student Computer Help Desk is located in the Truax Campus Library Room 230. Student lab assistants are available in person, and by phone, (608) 243‐4444; toll‐free at (866) 277‐4445; by email at http://matcmadison.edu/student‐
helpdesk to provide computer support to fellow students. These services are available Monday ‐ Thursday: 7:30 a.m. ‐ 9:00 p.m., Friday: 7:30 a.m. ‐ 4:30 p.m., and Saturday: 9:00 a.m. ‐ 1:00 p.m. In addition, students can call an after hours help desk until 10pm most days, by calling (608) 246‐6666. Peer Tutoring: Tutoring is available to any MATC student at any campus and is available in more than 200 subjects. Students can get help on a walk‐in basis or as a scheduled one‐on‐one session. Website listed below provides locations and hours for peer tutors. http://matcmadison.edu/get‐tutor Counseling Services at MATC: 608‐246‐6076 Advising and Career Resources at MATC: 608‐243‐427 advisingandcareerresources@matcmadison.edu Disability Resource Services: Confirms whether a student has a disability under the pertinent disability laws and approves reasonable accommodations to ensure equal access to all programs at MATC. drs@matcmadison.edu 608‐246‐6716. Writing Center: Students who need help with essays and research papers, creative writing assignments, personal essays for scholarships and college applications, and other types of written projects can visit the Writing Center at the Truax or Downtown campuses. Truax: Room 141G (608) 243‐4289 Downtown: Room 332B (608) 258‐2456 http://matcmadison.edu/plus/writing‐center South Madison Learning Center and Computer Lab Provides places at South Madison to work on coursework, has copies of textbooks to check out and use while in the Learning Center, and provides access to computers to work on and print assignments. See posted hours on door of learning center and computer lab room for availability. 608‐243‐4200 5|Page
CLASS DETAILS Class Format Class sessions will be a mix of lecture and discussion or other in‐class activities. This mixed‐method approach is designed to constantly engage with course material, focus on learning outcomes, and recognize the various ways in which people learn. Lectures will be concise and relevant, helping to outline new content or grasp difficult concepts. Other tools designed to facilitate learning include class discussion, active learning exercises, video and other multimedia, and written reactions. Such opportunities allow you to work with fellow students and grapple with the material presented in lectures and readings on a deeper level, often applying concepts to your own life experiences. The core of the course content is provided by the textbooks. I will cover some of the material in the text in lecture, but much of the lecture material will be supplemental to the textbook. In other words, lecture does not replace reading the textbook. Many of our activities and parts of your coursework will require careful reading of the textbook. The class will be more interactive than many classes you might have had in the past. During many of the class periods we will do in‐class activities that facilitate the learning of different aspects of the course material. We will watch selections from films that highlight important insights and provide a wide range of viewpoints. As an interactive class, the class relies on both the students and teacher to be active and engaged for us all to learn. This course structure reflects my philosophy of teaching and learning. I believe that the best approach to learning is not having students read a text, take notes on lectures, and then testing them on what information they have retained. Instead, I believe that learning takes place when a student is able to take a concept, consider it, and then express their thinking, position, and assessment either verbally or through their writing. As a result of this philosophy, this class is heavy on class participation and student discussion, and light on tests. EVERYDAY we discuss an issue or topic and students are expected and encouraged to participate. Through past experience, former students have indicated that this was their favorite part of this class and I push you to participate and use this forum to express yourself. If you have any questions or issues with the class’ format, please see me. I am open to feedback about what best helps you learn. Requirements: There are three requirements for this course: class participation, weekly reading journal entries, and a mid‐term writing assignment. 6|Page
Class participation:  This is not your average class participation grade!  Each class period includes discussion and activities in class. Participation is assessed each class period and you will receive up to a total of 10 points per class toward your overall grade.  If you are absent, you do not get any participation points. Points will also be deducted if you are not paying attention in class (e.g. texting, have a laptop open, etc.).  If you participate only when required (e.g. I call on you), you will not receive the full 10 points for the class. You must actively participate for the class period to receive the 10 points – this is like getting an A on an assignment.  It is essential that you come to class having done the readings. By engaging in activities and discussions, you will be able to learn from one another, develop your ability to clearly articulate your ideas, and build your confidence in speaking your opinions. Effort matters! Weekly Journal Entries:  For every reading that you do for this class, you will do a journal entry. For example, if you read Chapter 1 of one book and Chapter 2 of another book as your homework, you will have two journal entries – one for Chapter 1 and one for Chapter 2.  I have provided a spiral notebook for you to use as a journal for the course readings.  These weekly journal entries will have two parts – notes and question answers.  PART 1 ‐ NOTES: Every week as you read each assigned reading, you are expected to take notes about the content of the reading. How detailed your notes need to be is up to you. However, you should have at least the main points and arguments made in each reading. 7|Page
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PART 2 – QUESTION ANSWERS: The second part of the journal entry is answering the questions that appear at the end of the reading selection. Almost every chapter or reading selection has a number of questions at the end of the reading, some of which are questions that are asking about knowledge of the material you just read and some are questions that make you think and react to what you just read. The journal entry for each reading should be at least one page and probably will need to be much more than that. Label each journal entry with the title of the reading so that I can find the notes for each reading. Each week I will collect the journal notebooks at the break and check that you have completed an entry for each assigned reading, and that each entry has the two parts‐ notes and question answers. You will receive up to a total of 5 points per journal entry. Final Writing Assignment:  For this assignment, you will investigate and compare coverage of one issue from both mainstream and alternative sources. Since you’ll be comparing reporting across sources, you should pick a current issue that is being covered now or in the recent past.  You will read several articles from print media – newspaper or magazine, and write an essay in which you answer questions such as: o What are the key themes in the coverage? o What are the different arguments that you have heard? o What is omitted from their message(s)? o In your view, do the messages accurately represent the totality of the subject? Why or why not?  I will pass out an assignment sheet with more details about this assignment at a later date.  This assignment will be worth 40 points. 8|Page
Requirement Percent of Point Per # of Total Points Total Grade Activity Activities Possible Class Participation 25% 10 Weekly Journal Entries 50% 5 Mid‐term Writing Assignment
25% 40 Total 100% Grading Scale: Grade % Attained Points Attained
A 93‐100 AB 89‐92 B 84‐88 BC 80‐83 C 76‐79 D 70‐75 F 69‐below Late Work Policy I do accept late papers because I understand that life is complicated and all of us have many obligations and challenges, and I would rather you do the work late than not at all. HOWEVER late work receives only ½ credit. In other words, failure to submit work on time will result in an automatic 50% grade before I begin grading the work. For example, if the assignment is worth 20 points, a late assignment will be worth a maximum of 10 points. This is a substantial reduction in points, so I would strongly recommend you not use this option very often. 9|Page
Class Cancellation: Besides local radio stations and the MATC website, students can call the hotline to inquire about weather related school closings. (608) 246‐6606. Course Calendar: DATE Sept. 10 Sept. 17 Sept. 24 Oct. 1 Oct. 8 TOPIC ASSIGNMENTS Week 1 Introduction to course Review syllabus Student info sheet Week 2 What are social problems? Sociological perspectives on social problems Week 3 Objective and constructive perspectives of social problems The social problems process Week 4 Claims Week 5 Activists as claimsmakers Rothenberg: Introduction & Chapter 1 readings (3) Best: Introduction & Chapter 1 Additional Reading (I will give you) Best: Chapter 2 Silver: Reading 5, 26, 3, 10, 20, 22 Rothenberg: Chapter 2 (3) Best: Chapter 3 10 | P a g e
Oct. 15 Oct. 22 Oct. 29 Week 6 Experts as claimsmakers Week 7 NO CLASS ‐ CONVOCATION The media and claims Best: Chapter 4 Silver: Reading 9, 12, 19, 6, 13 Rothenberg: Chapter 5 Best: Chapter 5 Silver: Reading 1, 7, 11, 18, 31 Week 8 Nov. 5 Public reaction Best: Chapter 6 Silver: Reading 4, 8, 14, 16, 23, 21, 32 Week 9 Nov. 12 Policymaking Nov. 19 Week 10 Social problem work Nov. 26 Week 11 NO CLASS – THANKSGIVING Dec. 3 Policy outcomes Best: Chapter 7 Silver: Reading 2, 24, 27 Rothenberg: Chapter 3 (3) Best: Chapter 8 Silver: Reading 15, 25, 28 Rothenberg: Chapter 4 (3) Best: Chapter 9 Silver: Reading 29, 30, 33 Rothenberg: Chapter 8 (3) 11 | P a g e
Dec. 10 Week 12 Claims across space and time Best: Chapter 10 Silver: Reading 17 Week 13 Dec. 17 Wrap‐up LAST DAY OF CLASS Best: Chapter 11 FINAL WRITING ASSIGNMENT DUE 12 | P a g e