Title: Syllabus
Course: SOC 210 RTZ

General Course Information

Course Title: Sociology of Gender

Semester: [SEMESTER TERM or DATE RANGE/YEAR HERE]

Course Number: SOC 210
Course Meets: Asynchronous, Online via [Your] Learning Management System

Credit Hours: 4 Credit Hour Course - Graded Course, Intensive Writing Capstone Class
Text: Gendered Worlds-ISBN: 978-0-19-933561-9
Sex and Sensibility - provided in course shell- free access
Recommended - any book that is a guide to citations, APA format, and writing tools

Professor: [Instructor name here]

Office Phone: | [Instructor phone number here]
Fax: | [Instructor fax number, if applicable, here]
Office hours: | [Instructor Office Hours, include dates and times, if applicable]
Email: | [Instructor e-mail contact(s) address and where housed, I.e. LMS]

Course Prerequisites:

[Your prerequisite requirement(s), if any]

[Your college/institution's] Syllabus Statements:

This site will offer you many links to various [your college/institution's] support services! Please go here first for assistance and if you need further assistance please contact me directly. You can also click on the Syllabus Statements tab on the left side of this page.

The Sociology of Gender is a course offers students the opportunity to acquire a general knowledge and understanding of contemporary concepts and issues involved in the study of gender, and develop a sense of how the experience of gender affects us, both as individuals and society. Students should develop several essential skills through their work for this course, such as critical thinking, critical reading, and effective writing.

What to expect:

The Introduction to Sociology, SOC101, is the prerequisite for this course. This course expects students to apply critical thinking skills to various sociological concepts and to engage in discourse that promotes the development of understanding about how the experience of gender affects us, both as individuals and society.

Keep in mind:

There are readings throughout the course that range from very easy reads to increasingly challenging theoretical readings. Please do not let the range of work intimidate you - just expect a challenge! Please also keep in close communication with me. If you are having trouble understanding anything, I am here to help, it is why I am here and I absolutely love working with students. Do not worry about asking me questions throughout the course, as I am sure I had your same question at some point!

Course Outline -

Course Description:

This capstone course will identify and critically examine contemporary social issues related to the  theories of gender development; examination of social, cultural, political and economic conditions affecting the experience of gender; and exploration of issues involved in the different roles and expectations placed on women and men in various cultures at different periods in history, with particular emphasis on the contemporary U.S. culture. Various sociological perspectives namely functionalism, conflict theory, interactionism perspective, feminism, and social constructionism are to be utilized in approaching gender in the United States.

Course Goals:

To provide an opportunity to acquire a general knowledge and understanding of contemporary concepts and social  issues involved in the study of gender to develop a sense of how, individuals and as a society we experience gender.

Course Content:

We will explore the following concepts, theories and research methods used in sociology:

1. Theories and definitions of gender development and social issues.
2. Research methods used to evaluate social problems
3. Contrasting perspectives on social issues.
4. Concepts of inequality such as:

  - a.masculinity and femininity
  - Social class and poverty
  - Race and ethnics
  - Social class and poverty
  - Sexuality and violence
  - Gender-roles and sex-role stereotypes
  - Agism

5. Institutional issues such as:
  - Economy
  - Politics
  - Education
  - Family

Course Outcomes:

  - Students will be able to describe the different theoretical perspectives related to the analysis of gender in the U.S.
    - e.g., functionalism, conflict theory, interactionism perspective, feminism, and social constructionism
  - Students will be able to discuss the methods of research in the field of gender as a social problem
  - Students will be able to distinguish between social issues and personal troubles in the U.S.
  - Students will be able to explain the social construction of gender in relation to gender roles and expectations within and outside the family
  - Students will be able to describe dimensions of social inequality and related issues as it relates to gender in the U.S.
  - Students will be able to compare and contrast the role of culture and various social structures (e.g., economic, educational, and civil institutions) in the formation, identification, and solution of social problems in relation to gender issues.
  - Students will be able to examine the intersection between gender, race, class and sexuality in the U.S.
  - Students will be able to demonstrate writing and oral presentation skills in describing, analyzing, and evaluating social issues.

CRITERIA FOR GENERAL EDUCATION COMPOSITION COURSES

Composition courses at [LMS] are designed to develop reading and writing skills at the college-level.

Composition  courses:

1. Use writing and reading for inquiry, learning, thinking, and communicating.
2. Develop critical thinking  skills through  examination, analysis, and evaluation  of texts.
3. Enhance students' ability to respond appropriately to different kinds of rhetorical situations.Emphasize writing as a process that requires flexible strategies for generating, revising, editing, and proofreading.
4. Develop knowledge, control, and confidence in using writing conventions, including structure,paragraphing, tone, mechanics, and documentation.
5. Promote reading and writing as life-long learning processes.

AGEC SPECIAL REQUIREMENTS

Criteria for Intensive Writing and Critical Thinking

A course that has been designated as addressing intensive writing and critical inquiry will:

1. Require ENG 101 as a prerequisite and ENG 102 as a prerequisite or co-requisite.
2. Emphasize the gathering, interpretation, and evaluation  of evidence.
3. Develop skills in analyzing and synthesizing information to support a thesis.
4. Provide an environment which values factual and rational interchange.
5. Develop critical thinking skills.
6. Foster flexible and creative thinking.
7. Enroll no more than 25 students  per section.
8. Require successful completion of the major writing project in order to pass the class (see 9.1 and 9.2 below)
9. Pursue the above objectives by engaging students in the following:
  1. Frequent discussions to develop skills in critical listening, thinking, and interacting
  2. Require the writing of a major project  of at least 1500 words submitted for instructor approval incorporating the steps in the writing process (prewriting, drafting, organizing, reviewing, and revising) prior  to receiving the final grade for the assignment
  3. Require the writing of at least 2 other papers totaling an additional 1500 words

YOU MUST RECEIVE A MINIMUM OF 70% grade [Your grading system here]  on the entire Research Paper (R.P), all R.P. grades combined. If you do not reach a 70% on the cumulative R.P. grades (see grading scale below) you will not pass this class. In other words YOU MUST pass the paper to pass the class, regardless of any other efforts.

Course Design:

The course is set up in 16 weeks. It is critical that you read all materials listed in each week's module prior to completing the quiz, exam, discussion boards or Papers. There are essential concepts and theories that will be associated to the weeks materials. Please note that late work is not accepted without prior approval. I reserve the right to alter the assignment requirements or assess a penalty in the grade, dependent on the situation and course assignment, if you are approved a time extension for homework/tests. It is the expectation that you will plan accordingly to complete assignments on time, ensuring we are all actively engaged within the concepts for each class period.

It is key that you look at the calendar (rely on modules dates as calendar below can be confusing, at least to me) and understand all components of readings, homework, quizzes, exams, Papers, presentations, videos, research papers, and group exercises. Ask questions in advance as NO LATE work is accepted. Some of the coursework can only be completed in the classroom so your attendance is necessary to consume critical information to excel in this course. Your participation each class period is required and expected.

Standards of Conduct:

Our class is a place for students to freely explore the material while sharing ideas and experiences.

[Your college/institution student standards of Conduct, if applicable, policy here]

Evaluation Methods:

Students will demonstrate their progress toward course objectives through various types of assessments such as class participation, homework, quizzes, exams, Papers, and a presentation. I review your work more holistically throughout the course to see if the calculation seems to match the level that you worked.

Course Design:

The course is set up in 16 weeks. It is critical that you read all materials listed in the [LMS] tabs labeled as Home, Assignments, Syllabus, Module, and Quizzes prior to completing any course work. There are essential concepts and theories that will be associated to the weeks materials. Please note that late work is not accepted without prior approval. I reserve the right to alter the assignment requirements or assess a penalty in the grade, dependent on the situation and course assignment, if you are approved a time extension for homework/tests. It is the expectation that you will plan accordingly to complete assignments on time, ensuring we are all actively engaged within the concepts for each class period.

It is key that you look at the calendar and understand all components of readings, homework, quizzes, exams, papers, presentations, videos, research papers, and group exercises. Ask questions in advance as NO LATE [Or your assignment submission/late work policy, here]  work is accepted. Some of the coursework can only be completed in the classroom so your attendance is necessary to consume critical information to excel in this course. Your participation each class period is required and expected.

Weekly Class Activities:

Standards of Conduct Our class is a place for students to freely explore the material while sharing ideas and experiences.

The class is an environment to openly explore your ideas and concerns about the materials we are evaluating. I expect each of you to engage in a respectful discourse that pushes what you know and ask questions about those ideas that you do not agree with or fully grasp.

Civility, respect, and scholarship are the three focus points to draw on as you discuss some topics that may be highly controversial. I, like you, will have definitive ideas on topical issues. However, I expect that each participant in the class will offer their own perspectives and challenge one another in a fruitful and respectful discourse as you draw on theories and concepts offered throughout the course. I expect to learn from you and my goal is that you will gain a greater understanding of your own ideas as well as the social construction of the world around you.

Assignments:

PLEASE SEE the supplemental papers titled Research Paper Grading Matrix, Doing a Sociological Analysis These memos raise key questions that you should ask yourself while writing your assignment responses and essays. These questions will help you push and develop a critical sociological analysis. Using this document is exceptionally helpful to increase your ability to analyze and not summarize or re-define.

[Using your assignment submission/late work policy, here]

Evaluation Methods:

Students will demonstrate their progress toward course objectives through various types of assessments such as class participation, homework, quizzes, exams, papers, and a presentation. I review your work more holistically throughout the course to see if the calculation seems to match the level that you worked.

College attendance policy:

[Your college/institution attendance policy here]

Attendance:

[Your specific instructor attendance policy here]

Plagiarism Policy:

[Your college/institution plagiarism policy]

Note about Final Grades:

[Instructor grading (evaluating) discussion, if applicable, here]

The following charts summarize how you can earn points and how grades are calculated.

Total Breakdown of Points:

[Your grading percentage/points structure here]

Textbook and Sex & Sensibility Assignments | 200
Discussion Boards | 200
R.P Abstract/Outline | 50
R.P. First Rough Draft | 100
R. P. Peer Review (25/25) | 50
R. P. Final Paper | 500
NOTE: YOU MUST SCORE A MINIMUM OF 70% on Research components (as a total) |
Total Points | 1100

Grading Structure
Total Points | % Grade | Letter Grade
1100 - 990 | xxx | A
989 - 880 | xxx | B
879- 770 | xxx | C
769- 660 | xxx | D
659 - 0 | xxx | F

Key Ideas to a Successful Course Experience:

(I expect students to read and understand these concepts - I do hold you to these ideas!)

- [Instructor general course "Success" statement here]

[Instructor statement on potential changes to course calendar/syllabus]

The calendar above is subject to change as the course progresses at my discretion. I will notify you of any changes to the syllabus. However, you must log into the course often weekly to ensure you are aware of any changes that occur. Please see me for any questions regarding this calendar! I am here to assist you through this process – WE are a team and I expect that you will communicate your concerns with me so that we can complete the semester accordingly.