Soc 200 - Introduction to Sociology: Syllabus
[pic]
[pic]
Course Purpose & Objectives:
This course is designed to facilitate transition to college and to enrich your personal, academic, social, and professional life. In a learning centered college environment, orientation is essential to your academic and personal success. This skill-building course will increase your knowledge of J. Sargeant Reynolds Community College’s student resources, policies, procedures, and curricular offerings. You will demonstrate a development of effective study strategies, critical thinking, and life skills; and, you will actively participate in career exploration. By the end of this course, you will prove that you:
• Are able to analyze and evaluate material by utilizing critical thinking strategies and ethical judgment.
• Appreciate diversity and cultural differences while understanding how these will affect both your current and future home, work, & social life.
• Have a clear understanding of your own personality and learning style and how to apply these qualities to your study techniques and career development.
• Demonstrate good development and utilization of the SDV 100 toolkit including time and finance management, goal setting, career and transfer research skills, and communication skills (written and oral).
• Can identify the “next step” in your college and career paths as well as possible obstacles, stressors, and unhealthy lifestyles that could hinder or prevent you from reaching your goals.
• Are familiar with the numerous resources and amenities available to you as a JSRCC student.
Online Expectations and Communication:
Throughout the semester, important links and information will be posted on Blackboard. You are required to check Blackboard and your school email account at least once a week for this material. Any information posted on Blackboard can be included in the test. If a class is cancelled for any reason, instructions for making up work or assignments will be posted on Blackboard for completion. In addition, I will periodically send emails to your JSRCC email account to communicate with you. All email communications MUST be done through your student email account. I cannot verify that it is truly you at the other end of the email unless it is from your school account, thus I will not respond to emails from any other email account. Finally, each test for the class will be posted for completion on Blackboard. As the school provides computers in the library and computer lab at each campus for student use, there is no reason that these expectations cannot be met.
Attendance & Class Participation:
Attendance will be taken during every class period. It is your responsibility to sign the roll each class period. Failure to do so will cause you to be counted as absent for that class period. Since half of your grade is based upon class participation and weekly Life File assignments which must be completed on time, failure to attend will affect your grade. It is the responsibility of the student to inform their instructors if they are unable to attend.
J. Sargeant has recently revised the policy on student attendance. The policy revision requires instructors to document and report student attendance for all courses. Attendance in this course will be taken each scheduled class period. At the end of 15% (the add/drop deadline) of the course and again at the end of 60% (the withdrawal deadline) of the course any student having been absent for the last three consecutive periods or weeks, will be involuntarily withdrawn from the class. This action could impact your financial aid (if applicable).
• Students are responsible for their enrollment and attendance in a course and must comply with all institutional obligations and institutional deadlines. Students wishing to drop from a course should complete an Add/Drop form, Form No. 11-0002 and submit it to an Access Center or complete the transaction using the Student Information System (PeopleSoft) by the published Add/Drop deadline. After that, students wishing to withdraw from the course should complete a Request to Withdraw from Class(es), Form No. 11-0004, and submit it to an Access Center by the published Withdraw from Class with a Grade of “W” deadline.
• Students who do not submit the appropriate forms, or attend classes within the guidelines outlined in this policy may have an adverse transaction occur on their record, which may include involuntary removal from the course or a grade “F” given for the course. An exception to these actions could occur if the student has contacted the instructor and provided a valid reason for his or her extended absence.
Assignments and Grading:
Your grade will be based on the following materials and assignments.
Class Participation & Weekly Life File Assignments: 30% of your final grade
Final Portfolio 70% of your grade
Including:
i. Reflection Letter
ii. Artifacts of Progress, Reading, and Learning within the Course and LC
iii. Major Assignments
• Career Assignment
• Academic Advising Exercise
• Activities Assignment
• Course Evaluation
Grades are based on the following scale:
90-100 = A 80-89 = B 70-79 = C 60-69 = D 59 or below = F
(Note: Scores that are.50000-.99999 or above will be rounded up. Scores of .49999 or below will not be rounded up.)
Make-up Policy:
All assignments must be turned in by the due date. These due dates and times for each assignment and exam are listed in the schedule at the end. As this is a course on college “survival” skills, part of what you will need to learn during this course is how to read a syllabus, keep up with all assignment due dates, and how to ask questions if you don’t know what is going on. Given that, late work will only be accepted in the case of legitimately excused absences and with appropriate documentation. If you cannot provide both of these, you will receive a zero for that assignment. NO EXCEPTIONS!!! Please see me to make any necessary arrangements and to turn in your documentation. If you are concerned about missing a class where an assignment is due, you may turn the assignment in early. Rule: I take anything early, but nothing late! NO WORK WILL BE ACCEPTED AFTER THE FINAL PORTFOLIO IS DUE – WITH OR WITHOUT a legitimate, documented excuse. Any work turned in after this date will receive a zero.
Behavior and Class Preparation:
You are expected to actively participate during each class period. All participation should be done in such a manner that is respectful to your other classmates. Remember: Everyone has something to contribute to these discussions. In order to properly participate, however, you will also need to have read all assigned chapters and material each week. In addition, you are also required to log into Blackboard at least once per week as announcements for class cancellations, homework assignments, and other material may be posted there. Failure to come to class prepared demonstrates a lack of respect for your fellow classmates who have taken the time to prepare and do the assignments. Because of this, I reserve the right to ask any students who have not come prepared or who are disrespectful to other students to leave the classroom.
Additional Resources:
The textbook’s companion website contains free sample tests, quizzes, flashcards, crossword puzzles, and a wealth of other material to help you master the material in the textbook. The companion site can be found by following the direct link listed here:
Honesty Policy and Disabilities/Special Accommodations:
Please refer to the Catalog/Student Handbook regarding the College's Honesty Policy. Any violations of this policy can result in dismissal from the class with a grade of F or further disciplinary action from the Academic Honesty Committee.
The college is committed to compliance with both the letter and spirit of the Americans with Disabilities Act as well as the Rehabilitation Act of 1973 and other laws protecting the rights of individuals with disabilities. If you have a disability or need special accommodations, please see me during the first week of classes so that we may make any necessary arrangements. You can contact the Office of Student Accommodations at 523-5628 (Downtown Campus) or 523-5289 (Parham and Western Campuses).
[pic] The Learning Environment
J. Sargeant Reynolds Community College is committed to providing a positive learning environment in which all faculty, staff, and students can learn together in a setting that encourages the free exchange of ideas and information. To accomplish this goal, the members of the college have established the following expectations for learning.
Punctuality – Respect schedules, arrive/depart on time, and notify others when changes are necessary.
Courtesy - Assist others, acknowledge the presence of others, and be considerate of others while they work, study or speak.
Distractions– Turn off cell phones and other electronic devices in class, labs, libraries, and meetings.
Consideration – Keep your college areas clean, orderly, and ready for use by others.
Accountability – Take credit only for work that is yours. Make yourself accountable for the information you release.
Participation – Help everyone feel welcome to participate and freely exchange ideas without interruption.
Preparation – Come prepared and focus solely on the business at hand.
Privacy – Keep confidential discussions in private spaces.
Professionalism – Model and develop behavior that will foster success in the workplace.
Respect – Respect all backgrounds, cultures, and contributions.
Responsibility – Acknowledge errors and express willingness to correct them.
It is very important to refer to your syllabus throughout the semester. Very often the information that you need can be found here. It is also a good idea to exchange email/phone information with a “buddy” in class so that in the case of an absence, you can get the notes on any items that you may have missed. Finally, if you know are having difficulty with the material, schedule, or any information in the class, please contact me. I am always happy to assist you in any way that I can; but, I cannot help you with a problem that I am not aware of.
Covered Materials/ Tentative Course Calendar:
The course schedule and reading assignments are as detailed below. Please be aware that this schedule is tentative and may change. All changes will be posted in Blackboard. In addition to the material posted here, you will be given weekly Life File Assignments to complete via Blackboard.
|8/27 Topics: Syllabus & Purpose of LC; Differences Between High School & College |
|Readings Due: Chapter 1 – Getting the Right Start; Chapter 9 – Reading & Studying |
|Major Assignments Due: Purchase textbook and course packet; Review syllabus |
|9/3 Topics: Time Saving and Planning Your Week; Goal Setting – Checking off your Bucket List |
|Readings Due: Chapter 2 - Building Dreams, Setting Goals; Chapter 4 – Managing Your Time & Energy |
|Major Assignments Due: None |
|Notes: 8/31 is the last day to drop with a refund; Monday, 9/7 – Labor Day Holiday, College closed |
|9/10 Topics: Learning Styles & Personality Types - How can they help you in College and Life? |
|Readings Due: Chapter 3 - Learning About Learning; Chapter 11 – Building Relationships |
|Major Assignments Due: Career Assignment |
|Notes: 9/14-9/25 First Year Advising (Student Success Center) must be done this week!!!– It is the 1st part |
|of the Advising Assignment for students attending their 1st year of college. (If it is not your 1st year in |
|college, you can complete the Self-Advising Assignment instead.) The entire assignment is due in class |
|on 10/5. |
|9/17 No Class This Week |
|Portfolios (including major assignments due to date) due in my office by Noon for Midterm |
|Assessment and Grading |
|9/24 Topics: Managing Your Money - Budgeting and Understanding Financial Aid & Credit Cards |
|Readings Due: Chapter 5 – Thinking Critically & Creatively; Chapter 8 – Developing Your Memory |
|Major Assignments Due: None |
|Notes: 9/25 is the last day to withdraw with a grade of W. Midterm grades will be in Blackboard and will |
|be based on the midterm portfolio and major assignments due to date |
| |
|10/1 Topics: Planning Your College and Career Path – Graduating, Transferring, and Beyond |
|Readings Due: Chapter 12 – Choosing a College Major & Career |
|Major Assignments Due: Advising Assignment |
|10/8 Topics: Building Your Skills and Planning Your Next Steps – JSRCC Resources that Can Help |
|Readings Due: Chapter 13 - Creating Your Future |
|Major Assignments Due: Activities Assignment & Course Evaluation |
|Notes: Check Blackboard to make sure that all of your grades are listed in the gradebook! |
|10/15 No Class This Week |
|Final Exam Portfolio due in my office by Noon |
|Notes: No Make-up or Late work will be accepted after the due date for the final portfolio! Final Grades will |
|be posted in Blackboard approximately 1-1 ½ weeks after the final portfolio is due. |
H1N1 Outbreak
The Virginia Department of Health has advised all state agencies of the potential spread of the H1N1 virus this upcoming flu season. If you contract the virus, please contact me immediately via phone or email to inform me of your condition. I advise that you do not attend classes unless you are provided with authorization from a medical professional. You will need to provide me with documentation of the diagnosis from your health care provider in accordance with the make-up policy listed in the syllabus; and, I will be happy to work with you to ensure that you continue your progress in the course. In the event that either I or the College is impacted by the spread of the virus, please refer to Blackboard, as well as the College website, for guidance on how to proceed in this course.
Portfolio Assignment
English 111/SDV 100
The portfolio project consists of a reflective letter, including supporting materials, in which you analyze your growth as a person and as a student during the semester. The principle here is to both explore and demonstrate in what specific ways you have further developed your communication and critical thinking skills as you "wrote your way" through the course.
Rationale for the portfolio letter: Following this assignment prompt, you will find the learning outcomes statement that we have constructed for the Learning Community (LC). The purpose of this document is to specify the kinds of knowledge, skills, and habits of mind that students should acquire by the end of ENG 111 and SDV 100. Because only some of that knowledge and some of those skills will be evident in any given project that you complete for the course, you need to provide a sampling of all your work in this course to demonstrate what you have accomplished as a reader, writer, thinker, and learner. In general, this letter provides you an opportunity to illustrate what you have learned. The outcomes statement also is something you can “lay against” the SDV 100 textbook and other course materials we will be using in ENG 111—that is, how well does what we’re doing in class help you understand and enact the goals and objectives of the LC?
General Considerations: One purpose of this letter and critique is to demonstrate that you have further developed the habits of mind necessary for success in your college career and beyond. Second, you should also demonstrate that you have further developed your writing and thinking skills. Third, you should demonstrate that you know how to use composing processes. Finally, as the outcomes statement suggests, you should demonstrate how you have developed as a student and a person.
The Project: Because of the importance of calling on a complete archive of your work, it’s imperative that you save everything you do in this course, even materials that you post to the class discussion forum, the comments you leave on the posts made by others in the class, the emails you exchange with us and each other, and the weekly reflections that explicitly trace how your thinking and personal growth have progressed. To successfully complete this reflective letter, you will need to save your written work throughout the semester—blog entries, drafts and “final versions” of your posts, peer comments, research notes, and the like. However, you need only make reference to whatever you consider necessary to demonstrate that you have developed the habits specified in the outcomes statement below.
The goal of the project is to illustrate your growth as a reader, interpreter, writer, and person—what you've learned from slowing down, reading aloud, researching what you read, and discussing your interpretations with others—and what you learn from reading, peer comments, and other activities. Your letter should also include a section in which you look to the future, commenting on how you plan to use your new knowledge and skills in your academic, professional, personal, and/or civic lives.
Medium/Format
Your portfolio should be a Word or HTML document or a Webpage with hyperlinks to the supporting documents.
LC Goals and Objectives
We are basing the LC goals and objectives on 16 “habits of mind” as conceived by Arthur Costa and Bela Kallick (defined in detail at ). To make your job easier at the end of the semester, you should keep track of these goals and objectives from Day One, and come up with a way to document and archive your progress in each of these areas. Our advice is to review these habits and what you are covering weekly and to write a paragraph or two each week as a pre-writing exercise. It will make putting your portfolio together in the final weeks much, much easier.
The 16 Habits of Mind identified by Costa and Kallick are:
▪ Persisting
▪ Thinking and communicating with clarity and precision
▪ Managing impulsivity
▪ Gathering data through all senses
▪ Listening with understanding and empathy
▪ Creating, imagining, innovating
▪ Thinking flexibly
▪ Responding with wonderment and awe
▪ Thinking about thinking (metacognition)
▪ Taking responsible risks
▪ Striving for accuracy
▪ Finding humor
▪ Questioning and posing problems
▪ Thinking interdependently
▪ Applying past knowledge to new situations
▪ Remaining open to continuous learning
Grading -- Look at the final page and the copy of the Rubric I will use to figure out your grade on the final portfolio.
Rubric for the Course Portfolio
| Skill |Exceptional |Effective |Acceptable |Unsatisfactory |
| |Artifacts impress the reader by providing compelling|Artifacts effectively and accurately provide |Artifacts adequately provide evidence of how you |Selections seem random or do not adequately |
|Content Choice |and accurate evidence of how you have met or |evidence of how you have met the course outcomes.|have met most of the course outcomes. |reveal how you have met the course outcomes. |
| |exceeded the course outcomes. | | | |
| |You display impressive insight into your learning, |You display effective insight into your learning |You display adequate insight into your learning, |You make perfunctory reflections displaying |
|Reflection |with interesting generalizations well supported by |and an accurate assessment of it. These insights|with some generalizations supported by details. |lackluster interest, insight, and assessment |
| |details. Your ability to effectively access your |and assessments are supported with |You give somewhat superficial consideration of |of your own work. You show little to no |
| |knowledge and how to apply it in situations outside |generalizations mostly well supported by details.|personal strengths and weaknesses. You have |ability to see how your learning transfers |
| |of class is impressive. You offer profound |You display some insight into how to apply your |difficulty transferring your learning beyond the |into situations beyond the classroom. |
| |evaluation of personal strengths and weaknesses. |learning in situations beyond the classroom. You |classroom situation. | |
| |Your reflection shows an ability to work and learn |give accurate consideration of personal strengths| | |
| |from others. |and weaknesses. | | |
| |You have achieved a seamless integration of |You have achieved an effective integration of |You have achieved an adequate integration of |You have not achieved an adequate integration |
|Integration |outcomes, artifacts, and reflections. Your message |outcomes, artifacts, and reflections. Your |outcomes, artifacts, and reflections. Your message|of outcomes, artifacts, and reflections. Your|
| |is clear and precise. The reader is impressed at |message is clear and precise. You use the |is somewhat clear and precise. There is little or |message lacks clarity and precision. There are|
| |how well your reflections reveal the connection |reflections effectively to reveal the connection |no question as to how the reflections reveal the |significant questions as to how the |
| |between the artifacts and the outcomes. |between the artifacts and the outcomes. |connection between the artifacts and the outcomes.|reflections reveal the connection between the |
| | | | |artifacts and the outcomes. |
| |You impress your audiences with the craft and |You display an effective command of the craft and|You display an adequate command of the craft and |You display a weak command of the craft and |
|Presentation |appearance of your presentation. You think and |appearance of your presentation. Your message |appearance of your presentation. The clarity, |appearance of your presentation. Your message |
| |communicate with clarity, accuracy and precision. |reveals few problems with clear, precise, |precision, and accuracy of your message is |is unclear and lack focus and precision. Your |
| |The focus remains sharp, the organization clear. The|accurate thinking and communication, focus, |adequate but somewhat diffuse and contains some |message reveals an unacceptable level of |
| |tone is consistent and suitable. The diction is apt |organization, tone, diction, word choice, |inaccuracies. Your message reveals an acceptable |number of problems with focus, organization, |
| |and precise. Your message is free from problems with|sentence construction, punctuation, spelling, or |number of problems with focus, organization, tone,|tone, diction, word choice, sentence |
| |word choice, sentence construction, and errors in |mechanics. |diction, word choice, sentence construction, |construction, punctuation, spelling, or |
| |punctuation spelling, and mechanics. | |punctuation, spelling, or mechanics. |mechanics. |
-----------------------
Required Textbooks:
1) Focus on Community College Success, 1st edition by Constance Staley
2) Course Packet for SDV 100(Resource Book)
Class Meeting Times & Sections:
R 9:30-11am (01CP) – PRC, Massey LTC 218
R 9:30-11am (02CP) – PRC, Massey LTC 218
Office Hours:
Mondays & Wednesdays: 9-11am, Massey LTC Rm 231
Thursdays (thru 10/19): 11am-1pm, Massey LTC Rm 215
(Other office hours available by appointment)
College Success Skills – Getting a Clue LC
J. Sargeant Reynolds Community College – SDV 100 Fall 2009 (1st 8 weeks)
Instructor: Jena D. Morrison
Email: jmorrison@reynolds.edu Snailmail Box: PRC, BH Rm 201R
Phone: (804) 523-5496 Office: PRC, Massey LTC Rm 231
(The office and phone number are shared with Dr. Steve Brandon)
***Directions and information on each of the major assignments can be found in the separate course packet (resource book) for SDV 100 available at the college bookstore.***
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- introduction to sociology final exam
- openstax introduction to sociology 2e
- openstax introduction to sociology pdf
- introduction to sociology 2e apa citation
- introduction to sociology pdf 2e
- introduction to sociology pdf
- introduction to sociology 2e citation mla
- introduction to sociology 2e pdf
- openstax introduction to sociology citation
- how to cite introduction to sociology 2e
- introduction to sociology openstax citation
- introduction to sociology 2e author