COURSE SCHEDULE
NORTH CENTRAL TEXAS COLLEGE
COURSE SYLLABUS
Education Coordinating Board (THECB): (1) a brief description of the course including each major course requirement, assignment and examination; (2) the learning objectives for the course; (3) a general description of the subject matter of each lecture or discussion; and (4) any required or recommended readings. Contact information for the instructor is also provided. The Course Syllabus also provides institutional information to indicate how this course supports NCTC’s purpose and mission. Information specific to a particular section of the course will be included in the Class Syllabus and distributed to enrolled students.
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Course Title: Introduction to Sociology
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Course Prefix & Number: Soci 1301
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Section Number:
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Term Code:
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Semester Credit Hours: 3
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Lecture Hours: 3
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Lab Hours:
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Course Description: A study of the nature of human society, cultural heritage, collective behavior, community and social organizations, social change and methods and processes of social control.
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Course Prerequisite(s): None
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Course Type:
o - Academic General Education Course (from Academic Course Guide Manual but not in NCTC Core)
x - Academic NCTC Core Curriculum Course
o - WECM Course
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Name of Instructor:
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Dr. Rhett Davy
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Campus/Office Location:
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Gainesville, room 826
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Telephone Number:
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Extension 4407
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E-mail Address:
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rdavy@nctc.edu
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Name of Chair/Coordinator:
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Crystal Wright, Chair
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Office Location:
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Gainesville
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Telephone Number:
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940-498-6282
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E-mail Address:
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cwright@nctc.edu
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Dean: Dr. Bruce King
REQUIRED COURSE MATERIALS
Macionis, John. Society. The Basics 14th edition.
COURSE REQUIREMENTS, EVALUATION METHODS AND GRADING CRITERIA
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# of Graded Course Elements
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Graded Course Elements
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Percentage or Points Values
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10
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Multiple choice and True/False exams
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150 points
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10
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assignments and essays
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45 points
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I drop the lowest assignment and exam grade
Research Essay: Due 4/30 30 points
There will be a three-page research paper required for this class. You will describe the division of the world into high, middle, and low income countries. You will utilize dependency theory to explain how these divisions evolved. You will also discuss how infrastructure investment and levels of corruption affect the development of the rich, middle income, and poor nations.
You will also use specific data and graphs from chapter nine of your textbook to summarize the above criteria. You will also use two recent outside sources from scientific journal articles to reference your data.
You will finally explain the complex links between the rich, middle, and poor global economies. How are individual experiences different for people in these economies? What are the individual and institutional responsibilities of rich and middle income countries to the poor countries?
The two outside references (which you will copy) are:
The Rich, the Poor and the Earth. New Internationalist. July/August 2017.
Rich Country or Poor Country, Invest in Infrastructure. Gonzalo Huertas. Harvard Kennedy School Review.com Volume xvii, 2017
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INSTITUTIONAL LEARNING GOALS
x A quality general education curriculum in all associate degree programs.
o Quality freshman and sophomore level courses in arts and sciences which parallel the lower division offerings of four-year colleges and universities.
o Quality technical programs leading directly to careers in semi-skilled and skilled occupations, and quality technical education programs up to two years in length leading to certificates and associate degrees.
Develop basic skills development as a means of workforce enhancement and expanding access to higher education.
PROGRAM PURPOSE STATEMENT
NCTC seeks to implement its goal of offering quality general education curriculum in all associate degrees by offering a core of general education courses designed to help students achieve academic, career and lifelong goals. Acquiring knowledge, thinking critically, and utilizing the methodologies of various disciplines exposed students to experiences that serve to advance their personal growth. The chief focus of the General Education Core Curriculum at NCTC is to emphasize Exemplary Educational Objectives and Basic Intellectual Competencies.
DEPARTMENTAL PURPOSE STATEMENT
The NCTC Social Science Department provides students at NCTC a strong foundation in the liberal arts that is essential for career success, leadership, global citizenship, and a lifetime of learning. The department provides students with a broad knowledge and understanding of the world; significant intellectual, critical thinking and practical skills; and a strong sense of civic responsibility for enriching their lives and making a difference in society.
STATEMENT OF SKILLS AND KNOWLEDGE EXPECTED OF NCTC GRADUATES
NCTC seeks to implement its goal of offering a core of general education courses designed to help students achieve academic, career and lifelong goals. The chief focus of the General Education Core Courses at NCTC is to emphasize basic intellectual competencies and broad intellectual perspectives.
CORE CURRICULUM COMPONENT AREA
The overall objective of the Social & Behavioral Science component area is to increase students’ knowledge of how social and behavioral scientists discover, describe, and explain the behaviors and interactions among individuals, groups, institutions, events and ideas. Such knowledge will better equip students to understand themselves and the roles they play in addressing the issues facing humanity.
SOCIAL & BEHAVIORAL SCIENCE: EXEMPLARY EDUCATIONAL OBJECTIVES (EEOs)
x (SBS1) To employ the appropriate methods, technologies and data that social and
behavioral scientists use to investigate the human condition.
x (SBS2) To examine social institutions and processes across a range of historical periods,
social structures, and cultures.
x (SBS3) To use and critique alternative explanatory systems or theories.
x (SBS4) To develop and communicate alternative explanations or solutions for
contemporary social issues.
x (SBS5) To analyze the effects of historical, social, political, economic, cultural, and global
forces on the area under study.
(SBS6) To comprehend the origins and evolution of U.S. and Texas political systems, with
focus on the growth of political institutions, the constitution of the U.S. and Texas,
federalism, civil liberties, and civil and human rights.
x (SBS7) To understand the evolution and current role of the U.S. in the world.
x (SBS8) To differentiate and analyze historical evidence (documentary and statistical) and
differing points of view.
x (SBS9) To recognize and apply reasonable criteria for the acceptability of historical
evidence and social research.
x (SBS10) To analyze, critically assess, and develop creative solutions to public policy problems.
x (SBS11) To recognize and assume one’s responsibility as a citizen in a democratic society by
learning to think for oneself, by engaging in public discourse, and by obtaining information
through the news media and other appropriate information sources about politics and public
policy.
x (SBS12) To identify and understand differences and commonalities within diverse cultures.
STUDENT LEARNING OUTCOMES
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EEO
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Student Learning Outcome
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1,2,3,4,5
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Define and demonstrate an understanding of key sociological concepts (e.g. society, culture, sociological imagination, socialization, norms)
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1,2,3,4,5
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Identify early theorists in sociology. Compare and contrast their associated theoretical paradigms.
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1,2,3,4,5
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Describe the scientific analysis of social life and identify seminal scientific experiments and studies.
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1,2,3,4,5
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Identify major subfields of sociology and associated concepts and trends (e.g. stratification, inequality, deviance, gender, globalization, race, ethnicity, health issues, drug and alcohol abuse, urban and environmental problems)
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1,2,3,4,5
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Demonstrate an understanding of major social institutions and associated trends (e.g. family, marriage, religion, education, the economy, politics, religion)
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GENERAL DESCRIPTION OF SUBJECT MATTER FOR EACH LECTURE/DISCUSSION
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Topic
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General Description of Subject Matter
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Theory
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Identify major sociological paradigms
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Scientific methods
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Describe seminal scientific experiments and studies
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Sociological history
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Identify and describe significant historical events
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Culture
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Identify and describe various global cultures
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Economics
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Describe economic stratification
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Infrastructure
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How does society work on a daily basis
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Marriage and family
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Describe courtship, marriage, childrearing and divorce
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Religion
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Describe the major religions and denominations
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Education
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Functions of learning in the US and around the world
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Health
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Issues of personal and public health
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BASIC INTELLECTUAL COMPETENCIES FOR THIS COURSE
x READING – Reading at the college level means the ability to analyze and interpret a variety of printed materials – books, articles and documents. A core curriculum should offer student the opportunity to master both general methods of analyzing printed materials and specific methods for analyzing the subject matter of individual disciplines.
x WRITING – Competency in writing is the ability to produce clear, correct, and coherent prose adapted to purpose, occasion, and audience. Although correct grammar, spelling, and punctuation are each a sine qua non in any composition, they do not automatically ensure that the composition itself makes sense or that the writer has much of anything to say. Students need to be familiar with the writing process including how to discover a topic and how to develop and organize it, how to phrase it effectively for their audience. These abilities can be acquired only through practice and reflection.
o SPEAKING – Competence in speaking is the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience. Developing this competency includes acquiring poise and developing control of the language through experience in making presentations to small groups, to large groups, and through the media.
x LISTENING – Listening at the college level means the ability to analyze and interpret various forms of spoken communication.
x CRITICAL THINKING – Critical thinking embraces methods for applying both qualitative and quantitative skills analytically and creatively to subject matter in order to evaluate arguments and to construct alternative strategies. Problem solving is one of the applications of critical thinking, used to address an identified task.
x COMPUTER LITERACY – Computer literacy at the college level means the ability to use computer-based technology in communicating, solving problems, and acquiring information. Core-educated students should have an understanding of the limits, problems, and possibilities associated with the use of technology, and should have the tools necessary to evaluate and learn new technologies as they become available.
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Last day to Withdraw
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For the summer semester, the last day to withdraw from a course with a “W” is 4/4/19
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Student Rights & Responsibilities
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NCTC Board policy FLB (Local) Student Rights and Responsibilities states that each student shall be charged with notice and knowledge of the contents and provisions of the rules and regulations concerning student conduct. These rules and regulations are published in the Student Handbook published in conjunction with the College Catalog. All students shall obey the law, show respect for properly constituted authority, and observe correct standards of conduct.
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Scholastic Integrity
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Scholastic dishonesty shall constitute a violation of college rules and regulations and is punishable as prescribed by Board policies.
Scholastic dishonesty shall include, but not be limited to cheating on a test, plagiarism, and collusion.
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STUDENT SUPPORT SERVICES ACCESS
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(Disability Support)
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North Central Texas College is committed to both the spirit and letter of federal equal opportunity legislation, including the Americans with Disabilities Act (ADA) and section 504 of the Rehabilitation Act of 1973.
NCTC is required by law to provide "reasonable accommodations" to students with disabilities, so as not to discriminate on the basis of that disability. It is the student’s responsibility to provide disability documentation to the ACCESS Office which authorizes accommodations for students with disabilities. The ACCESS Office (Links to an external site.)Links to an external site. (Links to an external site.)Links to an external site. is located in room 170 on the Corinth Campus and room 110 of the Administration (100) Building on the Gainesville Campus. Students can also call 940-668-7731 ext. 4321 or 940-498-6207.
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Student Success Center
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The Student Success Center is designed to help all students at NCTC develop tools to achieve their academic goals. The center links students to FREE tutoring, including a Writing Center, a Math Lab, and free online tutoring in the evening. The program helps students acclimate to college by providing students free interactive workshops about Time Management, Study Skills, Test Anxiety, and much more. For more information, please visit your nearest Student Success Center (Links to an external site.)Links to an external site. (Links to an external site.)Links to an external site..
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Course Title: Introduction to Sociology
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Course Prefix & Number
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Soci 1301
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Name of Instructor
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Dr. Rhett Davy
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Office Hours and
Contact Information
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Monday – Friday 8am – 11am
rdavy@nctc.edu
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Grading Policy:
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10 exams x 15 points each = 150 points
10 assignments = 45 points
1 research essay = 30 points
A = 225 - 203
B = 202 - 180
C = 179 - 158
D = 157- 135
F = 134 - 000
Exam Assignment and Essay Schedule
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Module 1:
Sociology: Perspective, Theory, and Method
Assignment: Phillip Zimbardo's prison experiment paper. : 5 points
Assignment: Research methods paper. : 5 points
Exam 1: : 15 points
Module 2: Culture
Assignment: Woodstock movie paper. 5 points
Exam 2: 15 points
Module 3: Socialization: From Infancy to Old Age
Assignment: : List and describe various agents of socialization. 7 points
Two socialization questions paper. 5 points.
View Genie documentary
Exam 3: 15 points
Module 4: Social Interaction in Everyday Life
Assignment: Tell a joke. 3 points
Exam 4: = 15 points
Module 5: Sexuality and Society
Assignment: : Sexuality question: 3 points
Exam 5: : = 15 points.
Module 6: Social Stratification
Exam 6: : = 15 points
Module 7: Global Stratification
Assignment:: List the per capita income for the three wealthiest countries. List the per capita income for the three poorest countries. 6 points
Exam 7: : = 15 points.
Module 8: Gender Stratification
Exam 8: = 15 points.
Module 9: Family and Religion
Assignment:: Marriage and family question. 3 points
Exam 9: = 15 points.
Module 10: Education, Health, and Medicine
Assignment: Short essay: Summarize three of the most important global and historical health initiatives in the last 150 years: 3 points
Exam 10: : = 15 points.
Exams: 150 points
Assignments: 45 points
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Dec 1 – 10:
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Last day to withdraw with “W”:
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4/4/19
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