Sociology 1010-004
Introduction to Sociology
Tennessee Tech University
Fall semester, 2008
TR 1:30 – 2:50 am
Classroom: Matthews/Daniel 204
Dr. Lachelle Norris, Associate professor of Sociology
Office: Matthews/Daniel 258
Phone: 372-6220
Email: Lnorris@tntech.edu
Office Hours: Monday/Wednesday 9:00am – 12:00pm
Monday 1:30pm – 5:00pm
Other times by appointment. There may be times during these office hours when I’ll have an
occasional meeting. I’ll make every effort to let these times be known beforehand, if possible, or
at least try to leave a note on the door. Please feel free to contact me to schedule an
appointment if these times do not work for you.
Course Description
Welcome to sociology!
I don’t have to tell you that we are living in interesting times. In our fast paced, increasingly global world
it is easy for us to feel overwhelmed by all that is happening in our communities, our nation and our
world. The field of sociology is one means by which we might make sense of our social world.
Sociology is the systematic, scientific study of human social behavior. This field can be quite broad: a
sociologist might study how we are influenced by our relationships with other people, how our life
chances are shaped by the structure of society, or how we impact our society and environment. A
sociologist might focus on one-on-one interactions, or on large political and economic systems. In any
event, sociology gives us a unique and critical way of examining and asking questions about what it
means to be social. To be sociological, we will be focusing on the social issues and concepts rather than
on the personal, physical or emotional troubles of individuals. This will require that we challenge our
accepted ways of seeing the world and take on a new, more sociological and international perspective.
Because this course is designed to be an introduction to the world of sociology, we’ll briefly examine
many of the areas of interest to sociologists. And we’ll be incorporating a substantial service learning
component to do so.
Objectives1
This course is designed as an introductory overview of the field of sociology, particularly for you if you
are declaring sociology as a major. Our goals for this course will therefore be:
 Gain knowledge of the basic concepts of sociology while recognizing, describing and explaining
social institutions, structures and processes of our global culture and diverse society
 Think critically about how we influence our political, geographic, economic, cultural world AND
how such institutions impact our personal behavior, social development and opportunities and
overall quality of life
 Become more current and critical in our thinking and knowledge, applying our knowledge and
critical thinking to debunking many societal myths
1
These objectives meet general education core requirements 1, 2, 3, 4, 5 for Social/Behavioral Science course
 Have a clearer understanding of how this particular discipline tests reality, seeks answers and
more systematically explains the social world via scientific research and social theory
 Enhance our communication skills (both orally and written)
 To apply our new found sociological knowledge to solve or address social issues in the real world
through our service learning project
 See ourselves and our place in the world a bit differently than when we began this course
Required text
Anderson, Margaret L. and Howard F. Taylor. 2009. Sociology: The Essentials. Thomson/Wadsworth
Publishing. ISBN: 978-0-495-39093-0 (check to see if your edition comes with the handy “Study Card”)
Course Requirements
You will be required to do the following in a satisfactory manner:
 1. Take two exams over the lectures, readings, any additional handouts, guest speakers, videos,
etc. These exams may be a combination of short answer, multiple choice and essay.
 2. Participate in a semester long service learning project. You will be working in teams
throughout the semester on a service learning project (see attachment to this syllabus). Most of
this work will be completed outside of class, but time will be allowed in class as well for this
purpose.
Class Attendance according to the TTU handbook
“A student is expected to attend each meeting of every class for which he/she is registered. Each
instructor is responsible for explaining, in writing, the practice in the treatment of absences at the
beginning of each course. Regular class attendance is a definite part of the total performance required
for the satisfactory completion of any course, and an unsatisfactory attendance record may adversely
affect the final grade recorded for the course. When, in the opinion of the instructor, the attendance
record of a student becomes unsatisfactory, the Office of Student Affairs will be notified.
Unsatisfactory class attendance may result in the student's being dropped from a course with a grade
of "F." A student who is unable to return to classes due to an emergency or serious accident should
notify the Office of Student Affairs. A student who cannot avoid an absence from a class for any
other reason is expected to assume the responsibility of explaining his absence to the instructor and
for making arrangements to complete the work missed. Tardiness is recorded as an absence.”
I will take roll (before class, after class or in some other fashion). I expect you to be in class, I want
you to be in class, you will miss out on a lot if you don’t come to class—I do occasionally present
material not found in your textbook and you cannot make up the points/work completed in class
pertaining to the service learning project. All this will adversely affect your grade. , and this can . ..
Do note, that if you stop coming to class I am required to report this to student affairs and your
financial aid may be affected.
Evaluation
Your grade will be determined by the number of points you receive on exams and homework/in class
projects divided by the total number of points you can earn.
1. Two Exams (100 points each
200
2.
Service Learning Project
For overall work on project (200 points)
For Class Presentation (Final) (100 points)
90 – 100 %=A
80 – 89%=B
70 – 79%= C
200
100
500
60 – 69%=D
59% or below = F
Other Course Policies and Sources for Resources
Do not miss exams. If you know ahead of time that you will be absent on exam day, you can contact me
to arrange for an alternative time for the exam. If you are absent for an exam, you must have a verifiable
written statement of illness or emergency (yours, your children's, or a close family member’s) from a
qualified medical professional in order to take a make-up exam (sorry, but this means I'll ask for proof of
funeral attendance also). You must provide this verifiable excuse in order to take a make-up exam. There
will be no make-up for the final exam, for obvious reasons, and you are required to attend the final. If
you arrive after I have distributed an exam I may not allow you to take the exam (no one will be allowed
to start an exam after the first person has finished and left). So please show up on time!
Be prepared when you come to class. Have assignments read and any assignment ready at the beginning
of class.
I also ask that you please act in a professional manner while in class:




Arrive to class on time...it is disrespectful to me and to your classmates when you arrive late.
Your attendance will NOT be noted if you arrive after I have taken roll, or if you leave after I
have taken roll. If you have to leave early, please tell me before class.
We’ll be discussing all sorts of topics. “Students have the right to free inquiry, free thought, free
choice, and free expression insofar as these do not encroach upon the rights of others.” Please,
allow everyone to have a voice, and respect their right to free speech -- even if you don’t
necessarily agree with the point of view being expressed. And when someone is talking pay
attention to what they’re saying. You might want to respond or at least consider their words.
It is just plain rude to sleep in class or talk (with your classmates or on the phone) while the
rest of us are trying to concentrate. Prepare to be asked to leave.
Remember to turn off all cell phones and pagers when coming to class; same goes for iPods and
other such devices. PLEASE, do not check or send text messages or play games on your phone
during class. Do not use your cell phone in any way while taking an exam. You will receive a
grade of 0 for the exam if this happens. Laptops are allowed if used for note taking and servicelearning project related work only.
Academic Integrity: Academic honesty is expected of all students in their participation of this course.
Any form of academic dishonesty (cheating on exams, copying the work of someone else, plagiarism,
etc.) will result in your receiving a zero (0) for the work. You will receive a zero for the assignment/exam
for the first offense; additional actions may be taken on the second offense. I also expect that each of you
will fulfill your duties related to your service learning project honestly and with integrity.
Disability Services: Students who need assistance with class should notify me immediately and should
contact the Office of Disability Services (ODS). An Accommodation Request (AR) should be completed
as soon as possible, preferably by the end of the first week of the course. I will do anything necessary to
assist in making the course comfortable for you. The ODS is located in the Roaden University Center,
Room 112; phone 372-6119.
Counseling Services: Everybody needs somebody to talk with from time to time. The TTU Counseling
Center operates within the Division of Student Services. They offer a variety of services to you, the
student, free of charge. Check out their web page for more information at http://www.tntech.edu/counsel/
or call 372-3331.
Kids in Class: I realize that there are times when it is necessary to bring children to class. This usually
doesn’t present a problem as long as they are not disruptive. I must warn, however, that some topics or
discussions in this course may not be suitable for young ones.
Inclement Weather: Tech rarely closes for snow but use good judgment; do not risk your life. I will
make every attempt to email you if I cannot make it to class, so check your email before starting out if
there’s any doubt. I will not be in class in the event of a tornado warning. Find a safety zone.
The Service Learning Project
We will be working through the newly established TTU Service Learning Center for this portion
of our coursework. They will assist you in contacting community organizations/agencies/groups
as well as helping guide you throughout the semester. First, however, it is helpful to fully
understand just what service-learning involves.
“Even though there are many different interpretations of service-learning as well as different objectives and contexts,
we can say that there is a core concept upon which all seem to agree:
Service-learning combines service objectives with learning objectives with the intent that the activity change
both the recipient and the provider of the service. This is accomplished by combining service tasks with
structured opportunities that link the task to self-reflection, self-discovery, and the acquisition and
comprehension of values, skills, and knowledge content.
For example, if school students collect trash out of an urban streambed, they are providing a service to the
community as volunteers; a service that is highly valued and important. When school students collect trash from an
urban streambed, then analyze what they found and possible sources so they can share the results with residents of
the neighborhood along with suggestions for reducing pollution, they are engaging in service-learning. In the servicelearning example, the students are providing an important service to the community AND, at the same time, learning
about water quality and laboratory analysis, developing an understanding of pollution issues, learning to interpret
science issues to the public, and practicing communications skills by speaking to residents. They may also reflect on
their personal and career interests in science, the environment, public policy or other related areas. Thus, we see that
service-learning combines SERVICE with LEARNING in intentional ways.
In 1990, the Corporation for National and Community Service conception of service-learning said that it:





Promotes learning through active participation in service experiences
Provides structured time for students to reflect by thinking, discussing and/or writing about their
experience
Provides an opportunity for students to use skills and knowledge in real-life situations
Extends learning beyond the classroom and into the community
Fosters a sense of caring for others”
service
(as adapted from the National and Community Service Act of 1990)2
This is more than just spending a few hours volunteering for a local agency. As for our service learning
portion of this class, you will be asked to do the following:
1. Organize into a group of four/five students and decide on an organization/agency/community group
with whom you’d like to work. You will be working closely with this agency/organization during the
entire semester.
2. Find out from that agency what their needs are. Do they need a supply drive? A fundraiser? Do they
need individuals to work on site? Perhaps you can work with the agency or organization in developing a
program or activity. You will need to come to an agreement as to what your semester long work will be,
and have me approve this plan.
3. Arrange for a class visit to the agency/community with whom you are working.
2
Taken from The National Service-Learning Clearinghouse (http://www.servicelearning.org/)
4. Decide how this work fits into the topics discussed in this course. For example, you might decide to
work with the Area Agency on Aging. After reviewing this topic in your sociology text (and from other
sources), why is the work you are doing necessary? How can the need/service be explained
sociologically? You will use your textbook for some of this information, PLUS two other reputable
sources.
4. For your final, you will make a presentation which will include information about your agency, your
experience, the work that you did, and, most importantly, the sociological importance of your work. I
am asking that you critically evaluate the work: what was effective, what was not? What else could you
have done to achieve the goals of the agency/organization and make a difference? What else could the
agency/organization do differently? Does our culture/society prevent solutions or alternatives, present
barriers or solutions? This presentation can be as creative as you wish, but you must use Powerpoint in
some fashion (I would suggest you take photos periodically throughout the semester) and will be at least
twenty minutes long.
5. I know you are wondering about the number of service hours required. This is impossible to answer
without knowing what you have worked out with your agency or organization. You will, however, be
evaluated by your agency. We will be approaching this as a contract of sorts, an agreement which will
need to be reached by you and your team, and the agency with whom you agree to work, and to which I
will approve or disapprove. You will also evaluate yourself and your fellow team mates at the end of the
semester by the amount of effort, time and teamwork you put into the project.
Schedule of Topics and Assignments (subject to revision as necessary)
Tuesday
Thursday
Introducing the Sociological Imagination
Aug 26
Intro/welcome
Aug 28
have Ch 1 (Soc Perspectives/Research) read
for today
Sept 2
Sept 4
Society, Individuals and Social Structure
Sept 9
have Ch 2 (Culture) read for today
Sept 16
have Ch 3 (Socialization/Life Course)
read for today
Sept 11
Sept 23
have Ch 4 (Social Interaction/Social
Structure) read for today
Sept 30
have Ch 5 (Groups/Organizations) read
for today
Sept 25
Oct 7
have Ch 6 (Deviance/Crime) read for
today
Oct 9
Oct 14 No Class, Fall Break
Oct 16 Exam 1
Sept 18
Oct 2
Social Inequalities
Oct 21
have Ch 7 (Social Class/Stratification)
read by today
Oct 28
have Ch 8 (Global Stratification) read by
today
Oct 28
have Ch 9 (Race/Ethnicity) read by today
Oct 23 MSSA meetings
Nov 4
have Ch 10, 11 (Gender and Sex) read by
today
Nov 6
Oct 30
Nov 11
Exam 2
Nov 13
Social Institutions
Nov 18
To Be Decided
Nov 20
Nov 25
To Be Decided
Nov 27
Dec 2
To Be Decided
Dec 4