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SOC 231

I. TITLE: Social Problems

II. CATALOG DESCRIPTION:
This course is intended to provide the student with a conceptual framework within which to examine social problems. The class will examine the links between technological development, population growth, environmental degradation, social change and disorganization, social inequality, deviance, and crime.

III. PURPOSE:
The goal of this course is to expose the student to a systematic-critical view of American industrial society. It is hoped that this exposure will stimulate the student in developing her own unique (but empirically based) world view.

In this proposal, the materials from the syllabus as distributed to students appears in normal typeface; italics are used for the sections that address the "Criteria" of special concern to the University Studies Committee.
As will be demonstrated, SOC 231 Social Problems contributes to the "Characteristics of the Murray State University

Graduate" in the following ways (by the numbers):
1. The course consistently encourages the student to develop a systematic-critical view of American industrial society. This is accomplished through modeling critical thinking skills in class presentations as well as instructor essays available through the Web Site. Students are encouraged to systematize their own world view and demonstrate their synthesis on the essay portions of exams and in extra-credit essay opportunities.
2. The use of social-scientific empirical methodology and its interaction with historical and theoretical reasoning are highlighted throughout the texts and presentations. Again, students are required to demonstrate their mastery of these methodologies on the essay portions of the course.
3. Students are required to apply the sound standards of social analysis and evaluation in the formation of their own perspectives, beliefs and values. One of the primary goals of the course is to encourage the student to form a systematic world view based on analysis and evaluation of empirical data.
4. A good part of the social problems course is based on the role of technology and science in both creating social change (and thus social problems) and in their potential solutions of problems (as Well as the limits of science and technology in solving these problems).
5. The course materials make frequent reference to historical forces (often with direct reference to the World Civilizations program) as well as the role of human values (political philosophies and religion) in understanding and attempting to address social problems in the modern world.
7. The main point of a social problems course is to encourage students to apply their social scientific knowledge and analytical skills to their role as a citizen in a democratic society.
8. As a general education course that addresses the characteristics above, the course is contributing to a successful, productive life.

IV. COURSE OBJECTIVES:
1. Understanding of theoretical and methodological approaches for examining  social problems and issues.
2. Acquisition of informed knowledge about selected problems and issues.
3. Generalization of reasoning abilities from specific problems to general  perspectives.
4. Application of reasoning and knowledge to controversial issues.

A. Fundamental concepts and ways of knowing are introduced to the students through a glossary available on-line through the Web Site. The glossaries are an interactive compilation of terms from all of the  social sciences that are used in the text, the on-line essays, and in the class presentations made by the instructor. The use of the glossaries in the class are discussed under "Instructional Activities" on the Syllabus.

B. The promotion of interdisciplinary understanding is achieved through the use of terminology and perspectives from all the social science disciplines (especially history, political science, anthropology and economics) in the examination of social problems. This is traditional sociology- the interaction of the various parts of the social system and how these parts affect the whole. That the course relies heavily on disciplines other than sociology is also readily apparent from the course outline below. The course uses materials and concepts from Anthropology (Sociocultural Materialism, the theory used throughout the course); Political Science (government growth, voter apathy, elitism vs. pluralism, campaign finance); Economics (oligopoly, government regulation, market vs. command economies); and history (historical materials are used to illustrate the relationship of social change to social problems throughout this course as well as to provide perspective). These interdisciplinary materials are readily apparent in the text, the essays, the reference pages on the web, as well as the in-class presentations.

C. International perspectives are integrated throughout the course. The first quarter of the course (up to Test #1) focuses on population and industrial growth and the impact that this growth has on the environment and on the world system of societies. The rest of the course is focused on problems of modern industrial societies within this world context. While many examples are drawn from American society, cross-cultural comparisons are frequently discussed in both lecture and texts.

Class Topics:
Introduction
World Problems
Population
Industrialism
Ecology
Theory
Test #1
Corporations
Govemment
Authority
Work
Education
Urban
Test #2
Community
Essay: Erosion of Commitment Family
Chapter 4 Health Care
Chapter 5 Poverty and Welfare
Chapter 9 Crime
Test #3
Chapter 7 Gender
Chapter 6 Race
Chapter 11 Sexuality
Chapter 10 Drug Abuse
Essay The Widening Gyre Conclusions
Test #4
Comprehensive Final

VI. INSTRUCTIONAL ACTIVITIES:
This course is based on a lecture/presentation format to provide an overview and perspective on social problems. The presentations are not based on the textbook or the written essays. Therefore, students are encouraged to ask questions on their readings either in class or through e-mail. Further, it is not expected that students will always agree with the perspectives of the instructor or the authors of the text. As have all human beings, the text authors and the instructor have been influenced by the values of society as well as their roles in various social structures. However, it is the task of the sociologist to acknowledge these influences and attempt to minimize their effects upon the analysis. Should the resulting analyses be counter to the students' perceptions, students should challenge them on the basis of empirical fact, logic, and reason-not ideology, prejudice, wishful thinking, pessimism, optimism, or "politically correct" assertions. The goal is for students to develop their own critical thought processes and world view, not to blindly accept any one perspective.

Computer and communications technology have been integrated throughout this course in order to aid students in the mastery of the material. Toward that end, students should be ready and willing to use the following programs in the MSU laboratories or from remote computers at home: e-mail; and a web browsing program (with Java capabilities).

An on-line study guide has been developed off of the Course Page to help students master course material. Consistent with the SapirWhorf Hypothesis, the importance of terminology in learning any new area of study has been emphasized. To get the most out of the study guide, students should read the indicated chapter or on line essay and review their notes from the in-class presentation. Then, review the study guide for glossary terms, important names, and relationships. When students feel they have mastered the concepts, they should take the practice quiz and check their progress. The practice quizzes are in the same format as the in-class quizzes (in fact, some items on the in-class quizzes will be identical). Students will also find several possible essay questions listed on each study guide. They will see some of these questions again on in-class examinations--so it will be worth their while to actually write the essays out before examination time. In addition, included students will find traditional published sources of sociologically relevant internet sites that can provide some useful insight and illustrative materials (however, students should beware; not everything on the net is useful or true).

Finally, there are four multiple choice practice exams that can be accessed off of the "Course Outline" page at the site. Students should take these practice tests in the week before each in-class exam to check their progress (the program will automatically give a percentage score). Should students score below their expectations, further study is warranted.

Extra Credit: Any good student who wishes to submit a three to four page essay based on one of the questions in the study guides should submit that essay in electronic form (through e-mail or disk). Should students choose an essay in Guides I through 4, it is due by Test #1; an essay from Guides 5 through 7 is due by Test #2; Guides 8 through 11 is due by Test #3; and Guides 12 through 15, by Test #4. These essays will be posted (without the student's name) so that they can be accessed through the "Exemplary Student Essays" link off the course web site.

The second source of extra credit can be gained by setting up a forum on a social problems topic to be accessed from the "Forum" link off of the web site. Students will be responsible for enlisting several "expert" guests from the local community who can address social problems and proposed solutions in this forum, as well as answer student questions and challenges regarding their assertions. The dates and topics of these forums will be announced through e-mail and off of the web site.

An essay or organizing a successful forum will earn students up to 5 points on their final class grade. Other, more limited extra credit work, such as attendance at University or College forums will be announced during the course of the semester.

Student questions over the readings or lecture material are, of course, welcome. However, since many students are too shy (or intimidated by instructors or classmates), they can e-mail questions on course materials or assignments directly (Instructors e-mail address), or drop by the office (instructors office #).
Questions that students pose that may be of general interest to the class as a whole will be posted so that they can be accessed off of the "Student Questions and Comments" link at the web site (again, without the student's name). It is also possible that announcements or items of course interest will be sent to the class as a whole through email. It is important that all students check their e-mail at least every Monday and Wednesday and periodically check for new material on the course pages. It should also be pointed out that Murray State email accounts can be used to keep in touch with anyone with e-mail access in the world.

A. Student engagement in active learning has been incorporated in the course through the use of computer technology. Specifically, as noted above, interactive practice tests, a glossary, and practice quizzes are being used at the web site.

B. The text book and the on-line essays require a significant amount of reading on the part of students. The constraints of class size have limited the amount of student writing that can be evaluated. The four unit tests consist of about 40 multiple choice, 10-20 fill-in-the-blank, and two essay questions. The two essay questions are commented upon and comprise 10 to 20 percent of the test grade. Coherent, and logically consistent essays are required. The required term paper has been downsized to an extra-credit essay.

Critical thinking skills (which are here defined as the ability to analyze problems and seek solutions within a holistic system that encompasses material conditions, social structures, and cultural values) are modeled for the students in presentations and the on-line essays. The students are encouraged to develop their own world-view and test essays and extra-credit essays are graded accordingly. Class size has also limited the amount of student speaking that can be done in this course. However, the department has great hope for the forum, e-mail questions, and the posting of student essays off the web page as a way of encouraging substantive discussion in a class that has been averaging 70 students per semester. These activities are evaluated through the extra-credit mechanism built into the course- the possibility of five points on the final course grade has potential to be a significant part of the student's grade.

C. The constraint of class size has pushed the department into computer assisted instruction in a big way. In addition to the web activities detailed above, extensive computer presentations, demonstrations, and interactive computer simulations have been developed for this course.

VII. FIELD AND CLINICAL EXPERIENCES: None

VIII: RESOURCES:
Library and computer resources are more than adequate to support
SOC 231 at Murray State University.

IX. GRADING PROCEDURES:
Students will be evaluated according to the following:
1. Four examinations of equal weight. Each exam will be worth 100 points and  consist of multiple choice, fill-ins, and essay
    questions.
2. Ten in-class vocabulary quizzes, fill in the blank, worth 100 points.
3. One comprehensive final exam, objective, worth 100 points.

Final Grades: Based on the point average of the examinations and quizzes (plus any extra credit points earned):
92-100% =     A
82- 91% =      B
70-81% =       C
60-69% =       D
below 60% =  E

The standards for the course are high. Past student evaluations of the course, as well as the overall GPA (2.24 in Fall '96; 2.36 in Spring '97) indicates a rigorous course.

X. ATTENDANCE POLICY:
Both physical and mental attendance must be regular. Excessive absences will be reflected in the student's final grade (roughly 3 absences will lower student's grade by I letter). Inappropriate class room behavior (sleeping, reading newspapers, talking, and other disruptive behavior) will be cause for dismissal from the classroom.

XI. ACADEMIC HONESTY POLICY:
The College of Humanistic Studies Academic Integrity Policy is available through the course web site, CIV courses, academic offices, and through the Dean of the College of Humanistic Studies. Students are responsible for obtaining a copy and reading the policy. By signing their name to a paper, test, quiz, or other assignment, students are indicating that the work is theirs and theirs alone.

XII. TEXT AND REFERENCES:
Sullivan and Thompson, Introduction to Social Problems, third edition.
1994

The following essays available at the course web site:
Essay #1: The System
Essay #2 Sociocultural Materialism
Essay #3 Structures of Authority
Essay #4 Recent Rationalization
Essay #5 The Erosion of Commitment
Essay #6 The Widening Gyre

The course web site which can be accessed off of a link at the following address:
http://cammurraystate.edu/

XIII. PREREQUISITES: None.

Last updated February 8, 2000. Designed and maintained by Kyosung Koo