Social Problems
SOCY 2031-005
Instructor:
Email Address:
Phone:
Office Hours:
Office Location:
Sociology Dept Phone
Class Syllabus
University of Colorado Boulder
Fall 2013
Aaron Samuel Johnson
aaron.johnson@colorado.edu
303-735-0591 or 720-446-9810
Tuesday and Thursday 7:15 – 8:00 pm
Ketchum 409
303-492-6410… please do not leave messages at this number, I do not check them!
Class meets Tuesdays and Thursdays from 6:00 pm to 7:15 pm in EVND 120.
Bookmarks:
I.
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Course Overview
Course Requirements & Policies
Assignments, Scores & Grades
Student Accommodations & Resources
Assignment Guidelines & Scoring Rubrics
1. Readings and Reading Schedule
2. Clicker Questions and In Class Writing Assignments
3. CLG Discussion Leader
4. CLG Discussion Participant
5. Blog Posts
6. Online Class Discussions and Responses to Classmates’ Blogs
7. The Final Assignment
Course Overview
SOCY 2031 “Social Problems” examines U.S. society from a normative perspective emphasizing theories of social change. The course
considers such problems as distribution of power, unemployment, poverty, racism and sexism, the changing role of the family, and drugs;
and is approved for arts and sciences core curriculum: ideals and values.
Many students are drawn to sociology because they are disturbed by the social problems we see around us and
believe that the science of sociology should help us understand why these problems exist and perhaps show us how
they can be solved. This inspiration is what sociologist Peter Berger describes as the “Boy Scout view” of sociology.
If this sounds like you, this is the class for you! This course will introduce you to the sociological concepts,
perspectives and theories necessary to use your “sociological imagination” and better understand the social forces
that shape our lives and pattern the way in which we interact with other members of society. The end goal of this
examination is creating an improved ability to think sociologically; to be a better-informed citizen, consumer, and
member of our society; and, to understand social context as it influences your behavior and connects it to existing
interpretations of social problems and their “solutions”.
Learning Objectives: Upon completion of this course the student should be able to...
1. Develop a heightened awareness of the existence of social problems in our community & country
2. Be able to define a social problem and describe the constructed nature of social problems
3. Identify, explain, and critically evaluate the major sociological perspectives on the specific social problems
discussed, as well as “social problems” in general.
4. Demonstrate sensitivity to the unique problems faced by individuals and groups in our society in terms of class,
age, race, ethnicity, nationality, and sexuality.
5. Demonstrate the “ability to think like a sociologist” including:

Thinking critically … actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief
and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity,
accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness...”

Thinking creatively … the ability to imagine or invent something new, the ability to generate new ideas by combining,
changing, or reapplying existing ideas … an attitude; the willingness to accept change and newness, a willingness to play with
ideas and possibilities, a flexibility of outlook, the habit of enjoying the good, while looking for ways to improve it. … a process
of continually improving ideas and solutions by making gradual alterations and refinements to works.

Thinking reflexively … an act of self-reference where examination or action “bends back on”, refers to, and affects the entity
instigating the action or examination … means that we sociologists must - at the very least - acquire the ingrained habit of
viewing our own beliefs as we now view those held by others. … apply the sociological perspective to “social reality” in order to
better understand the ways in which public issues (social problems) become (their own) private problems.

Thinking scientifically: think, discuss, and write about the topics of this course, using arguments based on social scientific
theories, concepts and empirical evidence.
A Word of Caution! In this class, we will be discussing issues that might make some people uncomfortable. You
will be presented with, and asked to discuss, topics such intolerance and inequality, prejudice and privilege, racism,
sexism, hate and violence. The course is taught primarily from a social constructionist perspective, thus we will
closely attend to the way social problems vary across time and cultures and mean different things to different people
based on their social location. In other words, there are no “universal problems”! Predictably, many of the ideas
presented in class are critical of deeply cherished and widely-valued beliefs and norms. You will be asked to think
critically, creatively, reflexively and scientifically about “our” society, its problems, and YOUR role in such. And
while I understand that at times you may feel uncomfortable, you are, at all times, expected to respectfully consider
the ideas presented (by me as well as classmates) and discuss them in a calm, kind and academic manner. If you are
not prepared to “think sociologically” about society, its problems, and yourself, this class may not be for you!
The role of the course instructor: Again, the course is taught primarily from a social constructionist perspective.
In other words, we will focus on how social problems vary across time and cultures, and mean different things to
different people based on their social location. Drawing upon the diversity of experience and perspective of the
class we ask (and answer!): What are the most pressing “social problems” of today? Who says they’re “problems”?
Why? … How? … and with what result? Why do some circumstance and situations become “problems” to be
solved, and others remain “under the radar”? Why does this matter? Call it the “three r’s” of a Socratic seminar:
reading, ‘riting, and responding. Rather than a “professor” of knowledge, I see my role in class as primarily a
facilitator, or “coach”. A coach can be described as someone that guides another person to develop and improve
upon new skills, competencies and expertise. Coaching is considered a partnership that needs both parties to
be willing to agree to work towards a common goal. As a coach, I provide sociological expertise, pedagogical
support, critique/feedback and suggestions for improvement (Spouse 2005). Rather than simply imparting “expert
knowledge” (Freire’s “banking model” of teaching), I intend to guide your discovery and “scaffold” (Vygotsky) a
collaborative construction of knowledge as well as foster an appreciation of the sociological perspective.
Class Meetings and CLGs: The course includes 31 Class Meetings scheduled for Tuesday and Thursday from 6:007:15pm in Environmental Design room 120 (EVND 120). Class meetings will typically start with announcements
and administrative tasks; followed by a “lecture” and/or instructor-led discussion; and wrap up with studentcentered group discussion and/or learning activities. Class meetings are designed to be interactive, with a heavy
emphasis placed on student-centered discussion and activities. You are encouraged (and expected) to attend every
class meeting! Class meetings are confidently modeled after a graduate-level seminar, and thus, intended to be an
occasion to think, write, and discuss – NOT to sit-back-and-take-notes-for-the-exam. Given the emphasis is on
placed on collaboration and student-centered discussion and activities. Toward such ends, you will be assigned to a
Collaborative Learning Group (“CLG”) of 5-7 classmates, and expected to remain a part of your assigned CLG for
the duration of the semester. Collaborative Learning Groups are used limit the number of classmates with which
you are expected to engage in dialogue. Through regular collaboration with a consistent sub-set of classmates (your
CLG) it is hoped that you'll “get to know” your fellow CLG-mates, allowing for a more insightful and sustained
discussion of “cross-lesson” themes, questions and topics, as well as, ease the anxiety many experience when talking
about sensitive topics and leading discussions.
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Course Requirements & Policies
1. Textbooks
Required
Social Problems: Readings with Four Questions 4th edition by Charon & Vigilant
Published in 2012 by Wadsworth Cengage.
ISBN: 9781133318248
Publisher’s Overview
* Sorry, but the 3 edition is quite different and NOT a suitable alternative!
Optional
Understanding Social Problems 8th edition by Moony, Knox & Schacht
Published in 2013 by Wadsworth Cengage.
ISBN: 9781111834487
Publisher’s Overview
 The 6th and 7the editions are fine alternatives!
2. Computers and educational technology: It is your responsibility to make sure that you can access and know
how to effectively use your university-established email account (@colorado.edu), D2L and CUClickers. If you
are unfamiliar with these computer applications, please take the time in the first week of class to learn to use
them. You are thus also required to have regular access to a computer that has the capability to access the
Internet. Additionally, you must have access to a word processing program such as Microsoft’s Word as well as
program capable of displaying Adobe Acrobat files (“.pdf’s”) such as Adobe’s Reader or Apple’s Preview in order
to view course materials.
Your are permitted to use a laptop / tablet computer in class so long as its use facilitates your learning and is
not a distraction to you or your classmates. You are expected to bring paper and pen to class, even if you
choose to take notes on a computer. Phones and other devices used for non-class related communication
should be silenced and put away during class.
3. Communication: I use a combination of in-class announcements and D2L to communicate important
information and distribute course materials to the class as a whole. I use email and office hours (both real and
“virtual”), to communicate with individual (or small groups of) students. I intend to check my email each
weekday, and to reply to every message received, to at least acknowledge its receipt, within 24 hours. Similarly, I
suggest that you check D2L and your email regularly throughout the semester (at least 2 to 3 times per week).
You are responsible for all information communicated through these means.
I am available to discuss the readings, your participation, writing assignments, the course content, college in
general, and/or any other issue(s) with which you think I can be of help. Some questions and conversations,
such as those involving confidential information (e.g. scores and grades), detailed explanations and nuanced
distinctions are best communicated in person. In such cases, I’ll ask you to see me in person during office hours
or just before/after class. I am willing, and even encourage, the use of a number of communication technologies
to facilitate “virtual” office hours. I suggest that you consider 1) scheduling a phone call, 2) “chatting” via
instant messaging, 3) video messaging (via Skype, Join.me, etc.). I ask for a minimum of 24 hours (but prefer 2
to 3 days) advance notice when scheduling such meetings.
4. Attendance and Participation: Regular attendance and participation in class is ESSENTIAL! In effort to
encourage and reward such, attendance is recorded and points available every class meeting. You are responsible for
ensuring that your presence is recorded. Although emails with simple explanations are appreciated, there is no need to
provide me with any sort of “official excuse” as the consequences for missing and the “make up” procedure is
the same. Your attendance record will also be considered in decisions regarding deadline extensions, alternative
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assignments and “bumping” final grades. Should you miss a class, be sure to remember that you are still
responsible for all announcements and material covered in the class missed. Also, you should keep in
mind that in class assignments cannot be made up.
In addition to class meetings, you should expect to spend at least 6 to 9 hours per week reading, writing,
preparing for in class discussions/activities and contributing to online class discussions. You are strongly
encouraged to do so in frequent, short work sessions, rather than occasional marathon cram sessions. To do
well, you must get involved and stay involved.
5. Due Dates and Deadlines: Though I do my best to minimize strict deadlines, the course does include a few.
In such cases, I reserve the right to refuse any late assignment! However, with that being said, there are
obviously some good reasons for missing a deadline and/or requesting an alternative assignment. Should you
miss an assignment deadline, contact me with an explanation ASAP, or even better, in advance. I believe “good
reasons” for granting alternate assignments and extensions include (for example) a serious illness (and I may ask
you for a doctor’s note), the illness of a dependent family member such as a child, a death in your family and
unexpected changes in your work schedule (and I may ask you for a note from your boss). Those situations that I
do not consider “good reasons” include (for example) computer problems, the inability to use D2L, traffic, and
conflicts with known commitments such as work and other classes. Regardless of the reason why, ALL
extensions to deadlines, arrangements for alternative assignments and/or other accommodations must
be requested in writing (i.e. email) and agreed upon by me to be considered “approved”.
6. Academic Integrity Please, let’s make this non-issue! All CU Boulder students are responsible for knowing and
adhering to the academic integrity policy and Honor Code. Violations of this policy includes but is not limited
to: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All
incidents of academic misconduct shall be reported to the proper authorities. Students who are found to be in
violation of the academic integrity policy will be subject to both academic sanctions from the faculty member
and non-academic sanctions (including but not limited to university probation, suspension, or expulsion).
Academic dishonesty is a serious offense at CU Boulder because it diminishes the quality of the scholarship and
learning experience for everyone on campus. For more information: http://honorcode.colorado.edu/formsresources
7. Classroom Behavior: Students and faculty each have responsibility for maintaining an appropriate learning
environment. Students who fail to adhere to behavioral standards may be subject to discipline. Faculty have the
professional responsibility to treat students with understanding, dignity and respect, to guide classroom
discussion and to set reasonable limits on the manner in which students express opinions. Disruptive students
in the academic setting hinder the educational process. “Disruption”, as applied to the academic setting, means
behavior that a reasonable faculty member would view as interfering with normal academic functions. Examples
include, but are not limited to: persistently speaking without being recognized or interrupting other speakers;
behavior that distracts the class from the subject matter or discussion; or in extreme cases, physical threats,
harassing behavior or personal insults, or refusal to comply with faculty direction. Civil expression of
disagreement with the course instructor, during times when the instructor permits discussion, is not in itself
disruptive behavior and is not prohibited. For more information: http://www.colorado.edu/policies/studentclassroom-and-course-related-behavior
To be clear, our classroom (both real and virtual) is a Hate Free Zone! Threatening and disrespectful
comments will not be tolerated. Toward such ends, you are expected to constructively criticize ideas – never people!
Additionally, ad hominem arguments should be avoided and additional sensitivity and respect given when dealing
with essential elements of “our selves” such as age, class, ethnicity, gender, nationality, race, religion and
sexuality. Persistent and/or particularly egregious violations will be cause for disciplinary action which
may include being asked to leave the class, receiving a failing grade for the course, or being reported to
university authorities if need be.
Assignments, Scores & Grades
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You should think of the course assignments, scoring and grading scheme as a “cafeteria-style” opportunity to earn
points. That is, you are asked to choose from a selection of assignments that facilitate the opportunity for you to
demonstrate your engagement in class and the ability to “think like a sociologist” about the course questions and
topics. In all, you’re expected to earn at total of 400 points over the course of the semester to receive a “perfect
score” (100% … A+). The “spirit” of this assessment scheme is to allow you to capitalize on strengths by
participating in those sorts of assignments at which you excel and are most likely to demonstrate your engagement
and ability to “think like a sociologist”. With the exception of the Final Assignment, you are not necessarily required
to complete to any specific assignment, although it may not be possible to earn the points sufficient enough to
obtain your desired grade without completing several types of assignments.
Below you'll find a brief overview of each type of assignment offered this semester. These are not complete
assignment guidelines or scoring rubrics! In addition to the overviews, detailed Assignment Guidelines and Scoring
Rubrics are found at the end of this Class Syllabus. Your continued enrollment in class is taken as indication of
your understanding of, and agreement with, these guidelines!
Assignment menu for “Social Problems” (SOCY 2031-005, Fall '13)
In Class Assignments: Every class meeting will include the opportunity to earn 5 to 15 "in class assignment"
points. All in-class assignments must be completed in class (duh!) on the day that they are assigned. In class
assignments cannot be made up. There are four different types of in class assignments from which to choose.
1. Clicker Questions: Most class meetings will include an instructor-led discussion and/or presentation during or
after which several questions will be posed. To earn points, respond using your CUClicker. You must register
and bring to class your own CUClicker to participate in this assignment.
2. In Class Writing Assignments: In addition to “clicker questions”, you will frequently be given the
opportunity in class to demonstrate your engagement in class and understanding of the material through
responding to open-ended, essay-style questions.
3. CLG Discussion Leader: Most class meetings will include time for Collaborative Learning Group (CLG)
discussions. In effort to ensure that the most is made of these discussion times, it always helps to have someone
well-prepared to lead the discussion. CLG discussion leaders are expected to prepare before class (see the “at
home” CLG Discussion Leader prep assignment for more details) and then lead their CLG in an approximately
15 minute discussion covering the day's assigned readings.
4. CLG Discussion Participant: As noted, most class meetings will include time for Collaborative Learning
Group (CLG) discussions. Those not serving as the Discussion Leader are expected to serve as participants and
evaluators of the Discussion Leader.
Online Assignments: Throughout the semester, two types of “online assignments” will be available as a way of
supplementing (or making up for the lack of) points earned in class. For the most part, D2L will be used to facilitate
the online assignments.
5. Contributions to your D2L Blog: Every CU Boulder student has a Blog on D2L, where you are able to post
your thoughts and feelings on topics of interest to you and others. Though Blog topics are practically unlimited,
for maximum points you should be sure to focus on the topics and question discussed in class (and readings). In
contrast to the instructor-led online Class Discussions, Blogs are student-centered and meant to serve as a
venue in which students can freely express a wide array of thoughts, feelings, ideas related to class.
6. Online Class Discussions: Throughout the semester, you will find a number of instructor-facilitated critical
thinking and discussion topics, questions and activities on D2L. To earn points, contribute to the discussions in
the manner suggested by the discussion topics/questions.
At Home Assignments: Lastly there are three types of “homework” assignments of which you should be aware.
7. CLG Discussion Leader preparation: In order to receive full credit for serving as a CLG Discussion Leader
you must prepare before class and bring written evidence of having done so to class on the day you lead the
discussion.
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8. Miscellaneous “homework” assignments: Throughout the semester potential “teachable moments” such as
speakers on campus, visits to local events, etc. may arise. Specific guidelines and potential point values will be
announced in class and posted on D2L.
9. The Final Assignment: Lastly, you are expected to complete a Final Assignment during the final week of class.
The Final Assignment is meant to facilitate your (re)consideration of the class as a whole in term of what you’ve
learned and its relevance for your personal, day-to-day life. Unlike the other assignments, the Final
Assignment is required! Failure to complete the Final Assignment will result in a grade of F regardless
of the amount of points otherwise earned during the semester.
These brief overviews are not complete assignment descriptions. Detailed Assignment Guidelines and Scoring Rubrics are
located at the end of this Class Syllabus. Your continued enrollment in class is taken as indication of your
understanding of, and agreement with, these guidelines!
Grade Ranges*
A … > 360 pts (90%)
B … 320 pts (80%) to 356 pts
(89%)
C … 280 pts (70%) to 316 pts
(79%)
D … 240 pts (60%) to 276 pts
(69%)


4. Completed the Final Assignment and earned a score of 95 pts

Sum of all points earned = 379.5, which is 94.8% of the 400 points expected
… Grade A!
Grade ranges are tentative! Final Grades are determined by the course instructor based upon the distribution
of final scores. Typically, I assign “whole letter grades” based upon the conventional 60/70/80/90 scale, and
then use z-scores (a “curve”) to determine +/–.
The grade of “I” (incomplete) will be considered only if requested in writing before 11:59pm on Tuesday,
December 17, 2013
F … < 240 pts (60%)
*
An example of a hypothetical student’s scores and grade
1. Attended 29 classes and earned an average of 8 pt per class though “clicker
questions” (8 x 29 = 232 pts)
2. Served as a CLG Discussion Leader twice, earning 15 pts and 13 pts on the
assignments (15+13 = 28 pts)
3. Contributed to 7 Class Discussions earning 3.5 pts for each (7 x 3.5 = 24.5
pts)
Please be sure to keep a record of all your scored assignments in the event of a discrepancy. Little, if anything,
can be done to resolve such without referring to the assignment in question. In the case that a disputed score
cannot be confirmed by referring to the original, the score on record will stand.
Student Accommodations & Resources
1. Discrimination and Harassment: CU Boulder’s policies regarding discrimination and harassment apply to all
students, faculty and staff. Any student, staff, or faculty member who believes that they has been the subject of
discrimination or harassment based upon race, color, national origin, sex, age, disability, religion, sexual
orientation, or veteran status should contact the Office of Discrimination and Harassment (ODH) at (303)4922127 or the Office of Judicial Affairs at (303)492-5550. For more information: http://www.colorado.edu/odh.
2. Disabilities: If you qualify an accommodation due to a disability, please submit a letter from Disability Services
detailing the nature of the accommodation as soon as possible so that your needs may be addressed. For more
information, call 303-492-8671 or visit Disability Services in the Center for Community N200 and online @
http://www.colorado.edu/disabilityservices.
3. Religious Observances: It is CU Boulder’s and my own personal policy to make every effort to reasonably
and fairly deal with all students who, because of religious obligations, have conflicts with scheduled assignments
and attendance. In order that I may do so, please submit to me a letter detailing any foreseen conflicts in a
timely
manner
so
that
your
needs
may
be
addressed.
For
more
information:
http://www.colorado.edu/policies/observance-religious-holidays-and-absences-classes-andor-exams.
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4. University-sponsored athletics and activities: It is my personal policy to make every effort to reasonably and
fairly deal with all students who, due to participation in athletics and other University-sponsored activities (and
in some cases work schedules), have conflicts with scheduled exams, assignments or attendance. In order that I
may do so, please submit to me a letter detailing any foreseen conflicts as soon as possible so that your needs
may be addressed.
5. Names and Class Rosters: CU Boulder provides me with a class roster comprised of full, legal names only. I
will gladly honor your request to address you by an alternate name and/or gender pronoun. Please advise me of
this preference early in the semester so that I may make appropriate changes to my records.
6. The Writing Center and ASAP: All students are encouraged to explore the resources offered by CU Boulder’s
Academic Support Assistance Program (ASAP) and The Writing Center. The Writing Center, located in Norlin
Commons, Room E111, can help you with any aspect of your writing, from generating ideas to supporting your
arguments to organizing to editing for style. Meet one-to-one with a writing consultant for sound advice at
ANY stage of your writing process. They teach you strategies to formulate and organize strong thesis
statements, use and cite evidence appropriately, master style and grammar, and overcome writing anxiety. Services
are free to all CU students! For more information, email wrtghelp@colorado.edu, or call 303-735-6906.
7. The Official CU Boulder Fall 2013 Academic Calendar and List of Key Dates
Monday, Aug 26
First Day of Classes
Monday, Sept 2
Labor Day (campus closed)
Wednesday, Sept 4 Tuition Due
Monday, Nov 25
Friday, Nov 29
Fall Break and
Thanksgiving (campus closed)
Friday, Dec 13
Last Day of Classes
Saturday, Dec 14
Thur, Dec 19
Finals Week
Friday, Dec 20
Commencement

Click here to view these dates and more online
Assignment Guidelines & Scoring Rubrics
1. Readings: The course includes approximately 60 “required” and a yet-to-be-determined number of
“additional” Readings. Though there is no score directly associated with completing the Readings, they are an
important prerequisite for the completion of other assignments – which are scored. In addition to your
textbook (Social Problems: Readings with Four Questions by Charon & Vigilant), readings (and I’m stretching the
meaning of the term here) may also be electronic documents (typically .PDFs), freely accessible Web pages and
interactive websites, streaming video and/or audio files – all of which you are expected to be able to access. For
each Lesson, an annotated bibliography of Readings will be provided by the course instructor and posted to
D2L. There, Readings will be designated as either “required” or “additional”. You are expected to carefully
complete all required Readings in advance of the first class meeting of the Lesson with which they are
associated. Additional Readings are meant to supplement, illustrate, criticize and/or extend the required
Readings, inform lectures, and serve as the basis of many online assignments. You are encouraged to read as
many of the additional Readings as you have the time, energy and desire for.
Required Reading Schedule
 Readings should be completed before coming to class on the first day of the Lesson
SOCY 2031-005
 Unless otherwise noted, required Readings will come from Social Problems: Readings with Four
Fall ‘13
Questions, 4th edition by Charon & Vigilant.
Social Problems
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Lesson 1
Tues Aug 27
Thur Aug 29
Thinking Like A Sociologist (readings posted on D2L)
A. Class Syllabus
B. What is Sociology?
C. What does it mean to "Thinking Like a Sociologist"?
Lesson 2
Tues Sept 3
Thur Sept 5
An Introduction To Social Problems
1. An Introduction to the Study of Social Problems by Charon & Vigilant
2. What’s Wrong with Declaring War on Social Problems? by Joel Best
Lesson 3
Tues Sept 10
Thur Sept 12
Social Problems: Economic Inequality And Poverty
3. What’s Wrong with the American Dream? by Jennifer Hochschild
6. The Global Economy and the Privileged Class by Perrucci & Wysong
7. Inheritance and Privilege by Thomas Shapiro
8. Why Are People Poor in America? by Harrell Rodgers, Jr.
9. The Silver Spoon: Inheritance and the Staggered Start by McNamee & Miller
Lesson 4
Tues Sept 17
Thur Sept 19
Social Problems: Work And Unemployment
10. Reshaping the Contours of the New Economy by Sweet & Meiksins
11. The Economic Plight of Inner City Black Males by William Julius Wilson
12. The Vanishing Middle Class by Griff Witte
13. The Demeaning of Work by Barry Schwartz
Lesson 5
Tues Sept 24
Thur Sept 26
Social Problems: Racial And Ethnic Inequality
14. Laissez-Faire Racism by Bobo & Smith.
15. Latino Lives in a Changing America by Roberto Suro
16. Fences and Neighbors: Segregation in 21st-Century America by Farley & Squires
17. Group Justice in the 21st Century by Amy Wax.
Lesson 6
Tues Oct 1
Thur Oct 3
Social Problems: Immigration
18. Immigration and Race in the United States by John Iceland
19. The New Case Against Immigration by Mark Krikorion
20. Understanding the World of New Slavery by Kevin Bales
21. Hmong American Youth by Stacy J. Lee
22. Immigrants’ Preconceptions of Race by Beth Frankel Merenstein
Lesson 7
Tues Oct 8
Thur Oct 10
Social Problems: Gender Inequality And Issues In Sexual Orientation
23. Flat Broke with Children by Sharon Hays
24. Selling Women Short: Inequality and Wall Street by Louise Marie Roth
25. The Betrayal of the American Man by Susan Faludi
26. African American Girls, Inequality, and Violence by Jody Miller
27. Homosexuality and American Citizenship by Michael Bronski
Lesson 8
Tues Oct 15
Thur Oct 17
Social Problems: Crime And Drugs
28. Violence and the Inner-City Code by Elijah Anderson
29. White Collar Crime by Rosoff & Tillman
30. Drugs: America’s Holy War by Arthur Benavie
31. Death by a Thousand Little Cuts: Studies of the Impact of Incarceration by Todd Clear
32. Mass Incarceration and the Problems of Prisoner Reentry by Devah Pager
Lesson 9
Tues Oct 22
Thur Oct 24
Social Problems Related To The Family
33. Divorce in Perspective by Stephanie Coontz.
34. What’s Wrong with Child Care in America by Bergmann & Helburn
35. The Fragmentation of the Poor Black Family: Culture vs. Structure by William Julius Wilson
36. Homelessness in America by National Alliance to End Homelessness
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Lesson 10
Tues Oct 29
Thur Oct 31
Tues Nov 5
Social Problems Related To Education
5. The Debasing of Education by Barry Schwartz
37. Social Class and Education by Lareau & Weininger
38. What No School Can Do by James Traub
39. The Shame of the Nation by Jonathan Kozol
40. Why There Are No Bad Schools in Raleigh by Gerald Grant
41. The College Dropout Boom by David Leonhardt
Lesson 11
Thur Nov 7
Social Problems Related To Health Care
42. New Realities, New Risks: Uninsured in America by Katherine Swartz
43. Protection of the Least Well-off by Charles Dougherty
44. Social Policy in Health Care: Europe and the United States by James Russell.
Lesson 12
Tues Nov 12
Thur Nov 14
Social Problems Related To Political Institutions
45. The Corporation as Invisible Government by Charles Reich
46. The U. S. Global Military Empire by Michael Parenti
47. War Without Exits by Andrew Bacevich
Lesson 13
Tues Nov 19
Thur Nov 21
Social Problems Related To Violence, And Terrorism
48. The Global Rise of Religious Violence by Mark Juergensmeyer.
49. White Male Militia Abby Ferber and Michael Kimmel
50. Terrorism and the Politics of Fear by David Atheide
51. Genocide: Memory, Forgetting, and Denial by Adam Jones
Tues Nov 26
Thur Nov 28
Lesson 14
Tues Dec 3
Thur Dec 5
Tues Dec 10
Thur Dec 12
No Classes - Fall Break and Thanksgiving
Social Problems Related To Population And Environment
4. Consumerism and Americans by Amitai Etzioni
52. Climate Change: Running Out, Running Down by Anthony Giddens
53. A Very Special Moment by Bill McKibben
54. The Crisis and Opportunity of Katrina by Powell, Kwame, Hatman & Squires
55. Haiti: A Survivor’s Story by Laura Wagner
56. The Elderly: A Demographic Tidal Wave by Kotlokoff & Burns
Lesson 15
Final Assignment due in class
Finals Week
Tues Dec 17
(7:30-10:00 pm)
2. Clicker Questions and In Class Writing Assignments: Each class will include the opportunity to earn 5 to
15 points by responding in class to questions posed by the instructor. Clicker questions will be timed and
consist of discrete answer questions. Unless otherwise indicated, responses to “clicker questions” are worth 1
point each. You must register and bring to class your own CUClicker in order to participate in this assignment.
In addition to Clicker Questions, you will frequently be given the opportunity in class to demonstrate your
engagement in class and understanding of the material through responding to open-ended, essay-style questions.
The point value of In Class Writing Assignments will vary and be announced in class at the time the question(s)
is posed. In Class Writing Assignments will be awarded points based upon the completeness and “quality”.
“High-quality” In Class Writing Assignments…
A.
B.
C.
D.
9|Page
Are complete according to the guidelines provided in class
Demonstrate your engagement in the related readings and class discussion
Demonstrate your ability to “think like a sociologist”
Are well-organized according to the provided guidelines
E. Adhere to the following formatting and submission guidelines: In Class Writing Assignments should …
− be submitted as a hardcopy (typed or neatly written). Files received by email or removal storage devices
(CDs, flash drives, etc.) will NOT be accepted without a prior agreement!
− include your name, date and class information. Student IDs and (especially) Social Security Numbers are
not necessary, and even discouraged!
− submitted in class, on the day assigned.
The number of In Class Writing Assignment and Clicker Question points possible per class will vary and the
total for the class still to be determined. However, I intend to average 10 points per class for a total of just over
300 points for the semester. Your In Class Writing Assignment and Clicker Question scores will be reported to
you via D2L while qualitative comments and scoring details will be provided in writing via returned assignment.
3. CLG Discussion Leader: Beginning in the 3rd week of class, each class meeting will include time for
Collaborative Learning Group (CLG) discussions. In collaboration with your CLG, you are expected to
assign/take responsibility for serving as a Discussion Leader so that at least one group-mate is prepared to serve
as the Discussion Leader for each class meeting. As a Discussion Leader you should come to class prepared to
lead your CLG in an approximately 30 minute discussion covering one or more, perhaps all, of the required
Readings associates with the current Lesson. As the CLG Discussion Leader you should strive to facilitate a
discussion to which everyone contributes. Discussion Leaders should not plan to simply “lecture” or read from
their notes/outline. Additional guidelines on the content of your discussion are found below.
CLG Discussion Leader preparation: To demonstrate your preparation for serving as a CLG Discussion
Leader, you should bring to class a neatly written or typed notes/outline of discussion topics, questions, key
facts, illustrative quotes, etc. In preparing to lead your CLG in discussion, you should assume that your groupmates have completed the Reading(s) you plan to discuss. Your written notes/outline (and the group discussion)
should go beyond simple summaries, and focus on the illustration, application, criticism, synthesis and/or
evaluation of the ideas presented readings. Your written notes/outline should clearly identify and distinguish
from one another the primary topics/questions you plan to address, as well as, a rough schedule of time allotted
to each. Your notes/outline should be structured as coherent lists and/or paragraphs and include quotes and/or
paraphrased portions of the readings, etc. Page references alone, unorganized lists of single words, phrases, etc.
will not suffice.
“High-quality” Discussion Leader Assignments…
A.
B.
C.
D.
E.
Are complete according to above guidelines.
Demonstrate your understanding of the related readings and class discussion.
Demonstrate your ability to “think like a sociologist”
Are well-organized according to above guidelines
Adhere to the following formatting and submission guidelines: CLG Discussion Leader Assignments should
…
− be submitted as a hardcopy (typed or neatly written). Files received by email or removal storage devices
(CDs, flash drives, etc.) will NOT be accepted without a prior agreement!
− include a completed coversheet that displays your name, date, class information, as well as, your
reading(s)’ author and title. Student IDs and (especially) Social Security Numbers are not necessary, and
even discouraged!
− submitted in class, on the day you lead your CLG discussion.
CLG Discussion Leader Assignments will be awarded 0-15 points based upon the completeness and “quality”
of the written portion (10 pts. assessed by the course instructor) and in-class discussion (5 pts. assessed by your
peers). Discussion Leader scores will be reported to you via D2L while qualitative comments and scoring
details will be provided in writing via returned assignment.
A few ideas for CLG Discussion Leader topics and questions
A. Share your responses to the following questions, and ask your CLG-mates to do the same.
10 | P a g e
− With which ideas were you previously unfamiliar? That is, what did you learn from the readings? Share an
idea or two that especially “caught your attention”. Why?
− With which, if any, of the main ideas in readings are already familiar? From where are you familiar with the
idea?
− Which, if any, of the ideas conflict with a value of yours and/or contradict a preconceived belief? Which, if
any, of the ideas reinforce a value of yours and/or confirm a preconceived belief?
B. Share your reaction to / position on, any controversial ideas presented in the readings, and ask your CLGmates to do the same.
C. Prepare responses to the reading-specific “discussion questions” found at the end of each reading (in the
Charon & Viligant reader) and use them to guide the discussion.
D. Identify and discuss a local and/or contemporary example or illustration of an issue or “problem” discussed
in your reading(s). For maximum score be sure to...
- Briefly (3 to 5 sentences) summarize the issue or “problem”
- Tell us of what we should learn from the issue or “problem”. Situate it in the broader class discussion. How
is it relevant to the guiding topics and questions?
- Include (at least) the 1st page and a citation for the source of your issue or “problem”.
4. CLG Discussion Participant: CLG discussion participants should engage in the discussion as requested by the
Discussion Leader, and serve as a peer evaluator. As a peer evaluator, you will be expected to provide a numeric
score, as well as, qualitative comments that substantiate your scores including the Discussion Leader’s strengths
and suggestions for improvement, based upon the Discussion Leader Assignment guidelines. Please keep all
comments and criticism constructive! CLG discussion participants will be awarded 0-5 points based upon the
completeness and “quality” of the evaluation (according to the above guidelines). Your CLG discussion
participation scores will be reported to you via D2L while qualitative comments and scoring details will be
provided upon request.
“High-quality” participation in CGL Discussions means that you …
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
Are well prepared in advance
Take a large part in setting group goals and agendas
Your contributions are relevant and promote deeper analysis of the topic
Actively participate in discussion and asks questions
Listen actively and shows understanding by paraphrasing or by acknowledging and building on others’
ideas
Draw out ideas or concerns of others, especially those who have said little
Volunteer willingly and carries own share of the group’s responsibilities
Re-visit issues or ideas that need more attention
Help the group stay on track
Summarize group decisions and action assignments
5. Blog Posts: Every CU Boulder student has a Blog on D2L, where you are able to post your thoughts and
feelings on topics of interest to you and others. In contrast to the instructor-led online Class Discussions, Blog
posts are more student-centered and meant to serve as a venue in which students can freely express a wide array
of thoughts, feelings, ideas related to class. Though Blog topics are practically unlimited, for maximum points
you should be sure to focus on the topics and question discussed in class (and readings) and be explicit about
what your classmates should learn from reading your Blog… that is, it’s value to their education. Individual Blog
posts are worth up to 10 points depending upon “quality”
6. Online Class Discussions and Responses to Classmates’ Blogs: Class Discussions (as well as student
Blogs) consist of a wide variety of instructor-facilitated critical thinking and discussion topics/questions and
learning activities. As to offer variety and options, you will find far more Class Discussions available than you
are expected to contribute to. Rather, you are expected to contribute to a selection of the Class Discussions
11 | P a g e
sufficient to supplement (or making up for the lack of) points earned in class so that your desired grade is
realized.
Contributions to the Class Discussions and responses to classmates’ Blogs can take the form of either a
“response” to the topic/question posed by the author, or a “reply” to another classmate’s “response”. You are asked
to first respond to the topic/questions posed by the author, and then reply to responses made by classmates.
The “spirit” of the Online Class Discussions assignment is to facilitate dialogue about the course topics. Thus,
you are asked to contribute to the Class Discussions early in the Lesson (during the 1 st week) and frequently (2x
per week). Early and frequent contributions to the Class Discussions will provide you and your Classmates the
greatest opportunity to reply and generate sustained dialogue. Although you will each receive an individual score
for your efforts, sustained and frequent participation by the entire group makes everyone look good! I will
participate in the Class Discussions primarily for the purposes of instruction and try to keep my opinions to a
minimum. Though I get the proverbial ball rolling, Class Discussions are primarily intended to be sustained by you, the
students.
Scores for any one contribution to the Class Discussion will range between 0 and 5 points and are arrived at
additively. That is, rather than starting at 5 and reducing your score for “errors”, I start at 0 and add points as
you “demonstrate” your engagement in class, understanding of the material and how “think like a sociologist”
more generally. Thus, (for example) to earn 10 points you could contribute 2 perfect “responses” to questions
I’ve posed (5+5=10); or, one perfect “response” and three brief “replies” to classmates (5+2+2+2=11). Really
the combinations of quality and quantity are endless. Your Online Class Discussion scores will be reported to
you via D2L while qualitative comments and scoring details will be provided upon request.
“High-quality” contributions to the online Class Discussions and classmates’ Blogs…
A. Directly and completely respond to the question(s) posed and/or complete all activities and exercises
according to stated guidelines. We should know to which topic/question you are responding, or
activity/exercise you’ve completed by simply reading your response. Replies should clearly be in
consideration of an initial response and offer an illustration or answer - if a question is posed; affirm or
constructively criticize a comment; synthesize two or more group mate’s comments or observations, etc.
B. Demonstrate your engagement in the present discussion and class overall. Specific ways to demonstrate
engagement include:
− Writing “in dialogue” with other discussion participants
− Incorporating interesting and relevant information from multiple sources including the required and
optional readings, previous class discussions and other contributions to the present discussion
− Accurately using relevant terms, concepts, theories, facts and findings to support, illustrate and
otherwise elucidate your ideas.
− Incorporate quotes and paraphrased passages from the required and additional readings.
C. Demonstrate your ability to “think like a sociologist”. Specific aspects of “thinking like a sociologist”
include:
− Thinking critically … actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to
belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions:
clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness...”
− Thinking creatively … the ability to imagine or invent something new, the ability to generate new ideas by combining,
changing, or reapplying existing ideas … an attitude; the willingness to accept change and newness, a willingness to play
with ideas and possibilities, a flexibility of outlook, the habit of enjoying the good, while looking for ways to improve it. …
a process of continually improving ideas and solutions by making gradual alterations and refinements to works.
− Thinking reflexively … an act of self-reference where examination or action “bends back on”, refers to, and affects the
entity instigating the action or examination … means that we sociologists must - at the very least - acquire the ingrained
habit of viewing our own beliefs as we now view those held by others.
− Thinking scientifically

Can ask, find, or determine answers to questions derived from curiosity about everyday experiences
12 | P a g e





Has the ability to describe, explain, and predict social and behavioral phenomena
Is able to read with understanding articles about science in the popular press and to engage in social conversation about
the validity of the conclusions
Can identify scientific issues underlying national and local decisions and express positions that are scientifically and
technologically informed
Should be able to evaluate the quality of scientific information on the basis of its source and the methods used to
generate it
Has capacity to pose and evaluate arguments based on evidence and to apply conclusions from such arguments
appropriately
D. Are organized in a logical and “intuitively” easy-to-follow sequence of key-points, paragraphs and
sentences. More specifically, your writing should…
− Reveal a coherent structure with an effective introduction/body/conclusion (when longer than one
paragraph in length) as well as include a clear introduction that identifies the purpose of your writing
and conclude in a way to as to restate your position and draw together the main points of your
argument.
− Make use of straightforward and concise organizational writing techniques, such as transition sentences
to make clear the conceptual ordering of your ideas and the move from one point to another For
example: “First I would like to look at…”; “next I will explore…”; “in conclusion” , “to review”, etc…
− Additional ways to enhance the coherence and organization of your contributions:

Use of intuitively meaningful and systematic titles and subheadings.

Use of formatting tools and techniques (e.g. font size and style, numbering and “bullets”, line and
section alignment, line spacing, etc.) to highlight key ideas.

Include meaningful tables, charts, graphs, pictures, etc.
E. Adhere to the conventions of written Standard English and will be assessed based upon the severity and
frequency of errors in convention. While several aspects of standard writing convention have been
explicitly noted above, you are also responsible for those not mentioned. In particular, you should be
careful to attend to…
− Use clear, direct, complete and varied sentence structure, free of fragments or run-ons.
− Apply grammar and usage according to acceptable standards for writing. Correct grammatical form (e.g.
verb tense agreement, consistency of pronouns, tenses and numbers [plural vs. singular] within
sentences and paragraphs)
− Thoughtfully and sparingly use slang, colloquialisms, clichés and jargon.
− Applying correct mechanical skills (spelling, capitalization, punctuation, etc.) and avoid “txt sp” (spelling
words as if you’re “texting” a message)
F. Adhere to the following formatting and submission requirements.
− Posted to the associated D2L Blog or Forum
− Be displayed in 12 pt font (common fonts such as Ariel, Times New Roman and Verdana are
appreciated) and include a space between paragraphs.
− Be posted no later than the date provided in the discussion guidelines.
7. The Final Assignment: Lastly, you are expected to complete a Final Assignment during the last week of class
(“Finals Week”). The Final Assignment is meant to facilitate your (re)consideration of the class as a whole in
terms of what you’ve learned and its relevance for your personal, day-to-day life. Though you will be given
several options for completing the assignment, you permitted (even encouraged!) to propose an assignment of
your own. The Final is a required assignment! Failure to complete the Final Assignment will
automatically result in a grade of F regardless of your final score.
Below are three broad “reflection questions” given to help focus your thinking and structure your project.
However, you are expected to go beyond these questions in developing your project by framing topics, posing questions
and offering responses. In other words, you should not just answer the question(s), as much as develop a project
that clearly demonstrates your engagement in the class and ability to “think like a sociologist”.
13 | P a g e
1) What? What are the three ideas* that have most impressed you this semester? Which three ideas really caught your imagination
and made you “sit up and pay attention”?
Thoroughly discuss each idea: Who are the thinkers (theorists and/or classmates) associated with the idea? Not
just the originator, but also those whom have extended, explained, criticized and/or applied the idea. Be sure to
cite specific sources (e.g. readings, videos, lectures, class discussions, etc.) Paraphrase and quote generously (at
least two to three times per idea) to thoroughly elucidate your understanding of the ideas.
2) So What? Why are these ideas important to you?
What is it about each idea that has caught your imagination? Why have they made you pay attention? What you’re
your original (preconceived) beliefs about the idea? Be specific. Describe the connection between the idea and
your lived experiences, your “social reality”. For example, some ideas may catch your attention because they
annoy and irritate you, contradict preconceived beliefs and cherished values. Other ideas may stick with you
because they affirm and provide theoretical and/or empirical support what you already knew to be “true”.
3) Now What? What will you do with these ideas?
What (if any) changes to your attitude and/or behaviors might these ideas prompt you make? For example, in
what ways might the idea change a) the ways you view “social reality”; b) the ways in which interact with others;
and/ or, c) your educational and career goals?
* I use the term “idea” here broadly to describe any topic, question, perspective, opinion, concept, theory, “fact” or finding written
about or discussed this semester in association with the course material.
Beyond thoroughly and thoughtfully addressing the aforementioned “reflection questions”, it’s up to you. Not
only are the ideas that you discuss your choice, the format of the assignment is up to you. In the past, students
have successfully addressed the above questions lyrically in songs and poems; visually by way of videos,
drawings and photo essays; and even through programming Google Earth to virtually “tour” the area where ideas
were presented at each site. In other words, be creative! draw upon your strengths, and have some fun with this
one!
If written, anywhere from 1200-2500 words (approximately 5-10 pages) are expected. However, conciseness is
expected and papers over the maximum limit of 2500 words will be carefully scrutinized to ensure that all
inclusions are sufficiently concise and relevant. This guideline will need to be adapted to non-written (videos,
photo essays, computer programs, etc.) and lyrical (songs, poems, etc.) projects. Be sure to work closely with the
course instructor to ensure your project is of an acceptable scope.
Final Assignment scores range between 0 and 100 points based upon the completeness and “quality” of the
assignment. Your Final Assignment score will be reported to you via the Blackboard “My Grades” tool.
Qualitative comments and additional scoring details are also available per student request.
A “high-quality” Final Assignment is one which achieves the following objectives.
A. “High-quality” Final Assignments are complete. A complete Final Assignment will explicitly include all
of the five following elements. Scores will be reduced for missing elements in the amount of the stated
%.
− Introduction / overview of the project … 10%
− Identifies three ideas … 10% per idea (30%)
− Responds to the What? So what? Now what? questions… 10% per question (30%)
− Conclusion … 10%
− Written bibliography … 20% ~ even non-written projects should include a written bibliography of sources
* These guidelines will need to be adapted to visual projects. Be sure to work closely with the course
instructor to ensure your project’s adherence to these guidelines.
B. “High-quality” Final Assignments demonstrate your sustained engagement in the class as a whole.
50% of your score will be based upon how well your Final Assignment demonstrates engagement.
Specific ways to demonstrate engagement include:
14 | P a g e
Developing a project that creatively incorporates relevant ideas from across the course curriculum.
Accurately using relevant sociological terms, phrases, concepts, theories, facts and findings presented in
class to support, illustrate and otherwise elucidate your ideas.
− Incorporating quotes and paraphrased passages from a wide variety of sources, including:

Textbook Readings

Additional Readings

Self-selected sources

Classmates’ comments
−
−
C. “High-quality” Final Assignments demonstrate your ability to “think like a sociologist”. 25% of
your score will be based upon how well your Final Assignment demonstrates “thinking like a
sociologist” Specific aspects of “thinking like a sociologist” include:
−
Thinking critically … actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to
belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions:
clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness...”
−
Thinking creatively … the ability to imagine or invent something new, the ability to generate new ideas by combining,
changing, or reapplying existing ideas … an attitude; the willingness to accept change and newness, a willingness to play
with ideas and possibilities, a flexibility of outlook, the habit of enjoying the good, while looking for ways to improve it. …
a process of continually improving ideas and solutions by making gradual alterations and refinements to works.
−
Thinking reflexively … an act of self-reference where examination or action “bends back on”, refers to, and affects the
entity instigating the action or examination … means that we sociologists must - at the very least - acquire the ingrained
habit of viewing our own beliefs as we now view those held by others.
−
Thinking scientifically

Can ask, find, or determine answers to questions derived from curiosity about everyday experiences.

Has the ability to describe, explain, and predict social and behavioral phenomena.

Is able to read with understanding articles about science in the popular press and to engage in social
conversation about the validity of the conclusions.

Can identify scientific issues underlying national and local decisions and express positions that are
scientifically and technologically informed.

Should be able to evaluate the quality of scientific information on the basis of its source and the
methods used to generate it.

Has capacity to pose and evaluate arguments based on evidence and to apply conclusions from such
arguments appropriately.
D. “High-quality” Final Assignments are well organized in a logical and “intuitively” easy-to-follow
sequence of key-points, paragraphs and sentences. 15% of your score will be based upon how well your
Final Assignment is organized. More specifically, your writing should…
− Reveal a coherent structure with an effective introduction/body/conclusion; including a clear
introduction that identifies the topic/thesis.; and concludes by restating your position and draw together
the main points of your argument.
− Make use of straightforward and concise organizational writing techniques, such as transition
sentences/comments to make clear the conceptual ordering of your ideas and the move from one point
to another For example: “First I would like to look at…”; “The next paragraph will explore…”; “in
conclusion”, “to review”, etc…
− Additional ways to enhance the coherence and organization of your response:

Use of intuitively meaningful and systematic titles and subheadings.

Use of formatting tools and techniques (e.g. font size and style, numbering and “bullets”, line and
section alignment, line spacing, etc.) to highlight key ideas.

Include meaningful tables, charts, graphs, pictures, etc.
E. “High-quality” Final Assignments adhere to the conventions of written Standard English. 5% of
your score will be based upon how well your Final Assignment adheres (in terms of frequency and
15 | P a g e
−
−
−
−
*
severity) to the conventions of Standard English. While several aspects of standard writing convention
have been explicitly noted above, you are also responsible for those not mentioned. In particular,
students should be careful to attend to…
Use clear, direct, complete and varied sentence structure, free of fragments or run-ons.
Apply grammar and usage according to acceptable standards for writing. Correct grammatical form (e.g.
verb tense agreement, consistency of pronouns, tenses and numbers [plural vs. singular] within
sentences and paragraphs)
The thoughtful and sparing use slang, colloquialisms, clichés and jargon.
Applying correct mechanical skills (spelling, capitalization, punctuation, etc.) and avoid “txt sp” (spelling
words as if you’re “texting” a message)
These guidelines do not necessarily apply to visual, lyrical or other projects where a degree “artistic
license” is expected. Be sure to work closely with the course instructor to ensure your project’s
adherence to these guidelines.
F. “High-quality” Final Assignments adhere to the following formatting and submission
requirements. 5% of your score will be based upon how well your Final Assignment adheres to the
requirements.
− Regardless of your project’s format, you are expected to submit a printed (hardcopy) project title
page/coversheet that displays your name and class information as well as your project’s title and a brief
2 to 3 sentence description. Student IDs and (especially) Social Security Numbers are not necessary, and
even discouraged!
− If your project is written, please type in double-spaced and in 12-pt font. Common fonts such as Times
New Roman, Garamond and Ariel are appreciated.
− Unless previously agreed upon, electronic and digitally formatted projects must be submitted as a URL.
For example, videos should be uploaded to YouTube or similar site and a hyperlink to your project
submitted along with a title page and bibliography. Files received by email or removable storage devices
(CDs, flash drives, etc.) will NOT be accepted without a prior agreement!
− All Final Projects must be submitted no later than 7:30pm on Tuesday, December 17, 2013.
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