University of Texas at Arlington. Sociology of Poverty. SOCI 4365.001. Summer 2016. 11 Week. Syllabus.

! Look for this icon throughout the syllabus and course for tips on how to: do well on assignments, avoid falling off the course cliff, and staying on track!

Consider this syllabus is your first assigned reading for this course. Welcome!

TABLE OF CONTENTS

Page Topic Details

3 Who’s Your Instructor? Instructor Hanson-Evans, that’s who! A bit about me.3 Time and Place of Class

MeetingsWhere we do what we do in cyber space

3 Time Zone for this Course We’re on CDT and how to coordinate!

3 Technical Requirements, FAQ’s & Support

Where to go if you need help with Blackboard (our LMS)

3-4 What Will We Use to Communicate?

My email, virtual office hours, your student lounge (named after this SNL skit) “Coffee Talk”, & our course Twitter!

4 Course Description What the @#$%* is the sociology of poverty, anyway?

4 Why Sociology of Poverty? Our course goals in four words: Where Academia and Action Collide (okay, that was five words, but it’s catchy, isn’t it?)

4-5 What You’ll Take With You When You Complete This Course

Student Learning Outcomes: (or how your life will be profoundly changed by having taken my course!)

5 Take This Short Survey! The rumors aren’t true - online classes are NOT easier – so what should you expect? HINT: check it out if you’d like to earn bonus points!

5 How Will We Communicate?(A.K.A. Netiquette)

Rules of etiquette… but for the net. Get it?!

6 Required Textbook Is there a book? Yep, there’s a book! Do you have to have it? Only if you want to pass this course!

6 Supplemental (*Required*) Readings & Materials

You guessed it, there’s more to read than just the text!

6 UTA Writing Lab (OWL) Where to go if you need help with your writing!

6 Student Support Services

When you need ANY sort of help; personal, academic, or otherwise, i.e.; homelessness, food insecurity, financial issues, domestic or relationship issues, and more.

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6 Student Centered Learning In this course, it really IS all about you!7-9 Descriptions of Major

Assignments and ExamsThe options you have in this course to earn your grade (wait.. did she say ‘options’?!).

9 Weekly Topics in This Course What we’re learning about and when!9-10 Study Expectations The time this course will require (well, if you want to do well

in it, that is!) and a HUGE HINT to help you save time, tears, and stress!

10-11 Recommended Weekly Course Schedule

My recommended to-do list to stay on track (and keep your weekends free) in this course!

11 Weekly Course Schedule The absolute deadlines for course requirements11-12 Make-Up and Late Work

PolicyYes… BUT!

12 Grades & Stuff How to calculate your grade at any point in the course12 Office Number & Phone

NumberWell this is awkward…

12 Attendance Policy Yep & what counts for attendance 13 Drop Policy & Date HINT: even if you never participated, you still have to drop

the course. Otherwise, you get an F.13 ADA & Title IX Information on student accommodations & athletics13-14 Academic Integrity & Honor

Code What will happen if that happens…

14 Final Review Week You enrolled in a summer course… so, every week will feel like “Dead Week”! Yeeeaaahhhh…

14 Grade Grievances You don’t like the grade you earned (or I made a terrible mistake), what can you do about it?

14 Student Feedback Surveys This is how you grade me!14-15 Sociology Clubs, Honor

Societies & Professional Organizations

Yep… we’re kind of a big deal, just ask us! From campus to regional, national, and international organizations… sociology is all around you!

15 University Activities Uh, sociology is waaay cool Instructor Hanson-Evans (eye roll), but what else is there to do around here?

15-17 Unspoken Rules that You Should Know!

From textbooks to intellectual property - the secret stuff no one tells you about university & there’s a LOT!

18-21 And…we’re off! Course Readings & Schedule with Weekly Calendar

Instructor: Instructor M. Faye Hanson-Evans, M.A. & here’s the official blurb about me, if you’re curious: https://www.uta.edu/profiles/mary-hanson-evans

Where We Do What We Do (Time and Place of Class Meetings): This course is conducted entirely online and runs from Monday, June 6 2016 at 9:00 AM until Tuesday, August 16 2016 at 11:59 PM.

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Time Zones for Deadlines in this Course: The schedule for this summer 2016 course and its deadlines are coordinated with Central Daylight Time. If you live in another time zone, you’ll want to coordinate your schedule with ours here: http://www.timeanddate.com/worldclock/converter.html

Technical Requirements, FAQ’s, and Support: This course is conducted entirely on-line and utilizes Blackboard 9.1 as its LMS (Learning Management System) and can be found here: http://www.uta.edu/blackboard/ . This course also uses a course website and a course Twitter account (more on these below).

If you are not familiar to Blackboard, please check out this support site to run a systems check for your computer and answer your FAQ’s on getting started: http://www.uta.edu/blackboard/students/index.php

Blackboard 9.1 offers students and faculty 24/7 Support. You can access this support by logging in to our course and clicking on the link “24/7 Blackboard Support” (located at the top, toward the center of your screen, in grey bold font) or by calling 1-855-308-5542.

Should you encounter any technical difficulties with Blackboard, Blackboard support should be your first contact, as they are the technical experts.

NOTE: Service issues with your computer or your Internet Service Provider do not constitute a satisfactory explanation for failure to complete assignments on time, as these are basic course requirements and your responsibility to maintain.

Communication with Me in this Course:

Email Address: mfaye@uta.edu. This is the best (and official) means of communication with me. I answer emails Monday through Friday 8:00 AM – 2:00 PM, and you can usually expect a reply to your email within 48 hours during the business week. The only exception to this would be weekends, holidays, if I am traveling, ill, OR if you don’t do the following;

When you email me you MUST include the course abbreviation, number, section, and a few words about your query in the subject line (i.e. SOCI 4365.001. Week 2 Blog. Question). Be sure to include your first and last name in your signature. If you do not, you may not get a response from me. These steps will help me to quickly identify and help you!

Because I have a sense of humor, if you email me a question when the answer is already in the syllabus, in Blackboard, on our coursewebsite, or our course Twitter, you will receive one of these as a response. This keeps you in my good graces, saves my time, andmakes me happy!

Office Hours: I keep “Virtual Office Hours” every Tuesday and Thursday from 10:00 – 11:00 AM Central Daylight Time (CDT) using Blackboard Instant Messaging (IM). Blackboard IM is a ‘real time” chat application much like (what you may already be familiar with) Facebook or Twitter or Yahoo!. You can find and download Blackboard IM by opening Tools (on the left navigation pane within our

course in Blackboard), opening the Blackboard IM icon and following the instructions.

Communication with Each Other in This Course:

Course Website: http://blog.uta.edu/socipoverty/ In addition to important announcements and our course calendar, you should use our course website and the Student Lounge (named “Coffee Talk”) to ask each other questions about the course and materials,

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Blackboard, Twitter, expectations, etc. If you have a question about something, your fellow students should be your first point of contact.

Should you encounter any technical difficulties with our course website, the OIT helpdesk should be your first contact, as they are the technical experts. They can be reached at 817-272-2208 or helpdesk@uta.edu

Course Twitter: @UTASociPoverty In addition to important announcements, random points of humor from me, as a resource to find your blog articles, and to connect with and ask questions of your classmates, you should follow our course Twitter account.

Twitter is free to sign up and use. Go to https://twitter.com to get started and check out https://support.twitter.com/articles/13920# if you have questions on how to use it!

Course Description (What We’re Going to Learn About): This course is an introduction to the literature and research within the sociology of poverty. It will examine; poverty as a social problem and sociological phenomenon; the consequences of poverty for those who live in it; modern individualistic theories of poverty; classic and modern sociological theories of poverty; the economic, political, cultural, and social systems of poverty; structural obstacles in the persistence of poverty; anti-poverty policies, social movements surrounding poverty, and the role of the discipline in the amelioration of poverty within the U.S.

Course Goals (Why We’re Going to Learn It): As sociology majors, you’re already aware that sociology as a discipline is misunderstood. This course will prepare you to utilize your academic sociological training out there in the “real” world after you graduate. By understanding how academic sociology of poverty and public sociology of poverty not only co-exist, but do in fact, inform one another, you’ll find yourself well prepared (and encouraged by what you’re exposed to in this course) to use your sociological training in any chosen career (whether it has to do specifically with poverty or not).

Student Learning Outcomes (How You’re Going to Affected by What You’ve Learned): By the end of this course you will be able to excel and perform in the following three areas: knowledge, skills, and values with regard to the sociology of poverty.

Knowledge:

Knowledge: identify and describe competing individualistic and sociological theories of poverty; major findings within the sociology of poverty, and the scholars who contributed them.

Comprehension: explain and distinguish between competing individualistic and structural explanations for poverty; four systems of poverty, economic, political, cultural, and social; empathize with those who are living in poverty.

Skills:

Application: demonstrate how sociological research methods are employed to describe, understand, and predict the phenomenon of poverty.

Analysis: discover and practice using your knowledge of the sociology of poverty to analyze and interpret current events, modern ideologies and arguments surrounding poverty; and anti-poverty proposals/programs.

Values:

Synthesis: integrate your knowledge of the sociology of poverty to identify a needed area of research (a gap in the literature), and design a propose research that addresses that gap.

Evaluation: assess and critique the contributions (and limitations) of the role of sociology in proposing and implementing effective anti-poverty policies/programs to address poverty in the U.S.

Before We Get Down to Business: Are you Prepared to Learn On-Line? Many students have heard the myth that on-line courses are somehow “easier” than on-campus courses. However, to do well in and get the most out of online courses, additional skills and discipline above and beyond those for “traditional” courses are needed. If you’d like to earn bonus points in this course, you can take a brief survey and write up your results and action plan. You can find this in the folder ‘Week 1: Welcome and Getting Started’ in Blackboard! Bonus points will only be awarded to those that complete it by the deadline.

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Next up, an official blurb (official blurb = required by the university) from UT Arlington about our on-line etiquette (a.k.a. Netiquette):

Netiquette (Online Course Etiquette): Whether you’ve taken an online course before or are enrolled in your first one, you’ll soon discover that an online course has a unique culture and etiquette. Unlike popular social media, such as Facebook or Twitter that you may already be using in your daily life, online course etiquette more closely resembles that of a traditional, on-campus course. Here are some guidelines you can follow to help you be successful in your online course.

Interacting with People, not a Computer: In an online course, you may find fewer opportunities for face-to-face interaction between you, your instructor, and your classmates. Since most of your interaction will be text-only, you won’t be able to pick up on “cues” such as body language, facial and vocal inflection, or the discussion’s changing pace. This has the potential for people to misunderstand one another’s writing.

Give your writing a respectful “tone,” whether you are agreeing or disagreeing with another person’s posting. When you read e-mail or online discussions, make sure you understand the other person’s message. A confrontational reply to a message you’ve misunderstood can drag a conversation down for everyone. If you don’t understand, ask the writer for clarification with language you’d use in the classroom. Think about how you’d react if someone wrote you the way you’re writing your message. If you think a posting is inappropriate, you should ask your instructor to look into it.

Read Before You Write: Spoken conversations are a continuous process of talking and listening. When you walk up to friends in a conversation, you listen awhile to pick up what’s being talked about before you join in. It’s good etiquette online, too. Even if it’s a conversation you contributed to previously, new posts by others may have introduced new questions and taken the discussion in new directions.

Read Before You Submit: In general, discussion posts and e-mail should be as concise as possible while still making your message clear. Write a draft and before you click the submit button, read your message aloud, to yourself or to someone else. This can help you find awkward phrasing, correct misspelling, or maybe see a clearer way to compose your message.

Avoid language that is angry, sarcastic, or offensive. Use emoticons to convey your intention and give your writing context. Remember that your readers won’t have those cues mentioned above and could misunderstand you. If you feel particularly strongly about a point, it may be best to write your message first as a draft and then review it before posting in order to remove any strong or ambiguous language.

Words are Forever: Once you submit your message, whether in e-mail or as a post to a blog or discussion group, it will be stored on servers “out there” for others to read. You won’t be able to easily take back your words. Even if you intended it to be private, your message may, in fact, be public. A search engine might find it. It can be forwarded to people you never wanted to read it, or copied and posted in a context you didn’t intend. You have no control over the way others might use it once it is public.

You do, however, have control over what you do – or don’t do – with other people’s messages. If someone writes you a private e-mail, respect that privacy.

Required Text and Ancillary Materials: Poverty and Power, 2nd Edition. Edward Royce. 2015. ISBN: 9781442238077. Here’s what it looks like;

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Other Supplemental (*Required*) Materials: Each week there will be supplemental materials (mostly readings, with a few videos/podcasts and/or exercises). These are assigned in addition to the text chapter assigned and required for you to complete your weekly requirements. Unless otherwise noted, supplemental materials are found in that week’s folder in Blackboard.

UTA’s Online Writing Lab: Need help with the written assignments in this class or others? UTA’s Writing Center offers on-line and face-to-face appointments for you! Their hours are 9 am to 8 pm Mondays-Thursdays, 9 am to 3 pm Fridays and Noon to 5 pm Saturdays and Sundays. Walk In Quick Hits sessions are available during open hours Mon-Thurs.

Register and make appointments online at http://uta.mywconline.com. Classroom Visits, Workshops, and advanced services for graduate students and faculty are also available. Please see http://www.uta.edu/owl/ for detailed information.

Student Support Services: UT Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. Resources include tutoring, major-based learning centers, developmental education, advising and mentoring, personal counseling, and federally funded programs. Whether you’re dealing with homelessness, food insecurity, financial issues, emotional or mental troubles, relationship or domestic violence, or anything else, UT Arlington can help. For individualized referrals, students may visit the reception desk at University College (Ransom Hall), call the Maverick Resource Hotline at 817-272-6107, send a message to resources@uta.edu, or view the information at: http://www.uta.edu/universitycollege/resources/index.php

Student Centered Learning & the Design of This Course: This course is a student centered learning course. You’re thinking ‘Uh huh… so what does that mean Instructor Hanson-Evans?!’ It means that in this course YOU are the center of your learning experience, rather than me or even the material. It means that in this course, YOU decide how and what (and how much) you will learn. In other words: you have options to choose from and decisions to make about how you will earn your grade. While I will provide the overall structure for the evaluation and assessment, you get to decide which ones you will complete, how to accomplish them, and even how well you did on some of them!

Think of it as a road trip! I brought the map and munchies, and you choose the route! “How will this work?” you ask. Well, let me show you! Here are the Descriptions of Major Assignments and Exams:

*HINT* *HINT* *HINT* If you take notes as you read (and include page numbers and sources) over the most salient theories/concepts/trends/statistics/findings you will discover that your blogs, mini-lits, and exam questions have practically written themselves. Doing it this way will save you time, tears, and wasted stress. There is no sense in re-reading something to design questions or refresh your memory for reviewing it. I CANNOT STRESS THIS ENOUGH.

Overall Evaluation Structure (Instructor) Decisions, Options & Contributions (Student)

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Weekly Blog on Public Sociology & Poverty:

Every week, you will blog and discuss with your fellow colleagues articles that discuss the advances/developments of the role of sociology in addressing poverty.

You choose the article, discuss how you think it contributes to the role of sociology in addressing poverty.

You will also decide how to incorporate these into your final Literature Review.

Miniature Literature Reviews (“Mini-Lits”):

Every other week, you will write and submit a “mini-lit review”.

These weeks, you will also peer assess two fellow colleagues’ “mini-lit’s” using the provided rubric.

These “mini-lits” can address any aspect of the role of sociology in addressing poverty that you are interested in using the assigned readings for those weeks and the blog articles you chose.

Student Designed “Faux” Exams:

Every other week, you will design, answer, cite, and submit your exam questions.

You will design 3 questions for each assigned reading: 1 multiple choice, 1 multiple answer, and one short answer question.

You earn points toward your exam score with each question that you design. You’ll know exactly how well you’ll do on the “faux” exam based on the number of questions you design in total!

All of the learning, none of the pressure!

You will design your own “faux” exam questions. You get to decide what were the most important concepts, theories, trends, and statistics within that particular reading.

If a reading is particularly dense and you think it needs more than 3 questions, you can make more questions for it (and earn points more quickly, too)!

In addition to designing your own “faux” exams, you will earn points based on the ‘level’ of the question(s) you contribute.

Why have I called these “faux” exams (implying that they aren’t really exams)? Because as long as you complete them as instructed, you don’t have to actually take an exam!

Weekly Blog on Public Sociology and Poverty. Students are expected to stay abreast of current events and developments relating to the role of sociology in addressing poverty. While the quickest way to find these articles will be to follow our course Twitter (and choose from the sociological associations/journals/newsfeeds), it is also acceptable to use reputable news outlets such as NPR, KERA, Reuters, the New York Times, the Associated Press, or periodicals such as Mother Jones, The Nation, The Economist, BBC News Hours, and KERA’s One Crisis Away.

You will use these articles in your final paper (which is a full literature review) and in bi-weekly your Mini-Lit Reviews. So, keep track, keep copies, and stay organized!

Blogs must be 1 to 2 substantial paragraphs in length (see rubric). Blogs should incorporate two concepts/theories/trends, etc. from that week’s course readings, and blogs must include in-text citations as well the full reference list (in ASA 4th),

Blog Responses incorporate a scored blog rubric in addition to comments (preformatted – see rubric). You must reply to two different colleagues’ blogs. Comments should always be constructive and never critical; always professional and never personal.

Most weeks, you will be finding an article, some week’s I will have an exercise for you to complete, then blog about.

Why Weekly Blogs? This component of the course is designed to help you make the connection between academic and public sociology of poverty. It will also help you achieve the learning outcomes of skills and value (see how our course Student Learning outcomes apply below);

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Skills: Analysis: discover and practice using your knowledge of the sociology of poverty to analyze and interpret current events, modern ideologies and arguments surrounding poverty; and anti-poverty proposals/programs.

Value: Evaluation: assess and critique the contributions (and limitations) of the role of sociology in proposing and implementing effective anti-poverty policies/programs to address poverty in the U.S.

Mini-Lit Reviews: Every other week, you will write and submit a “mini-lit review”. You will also peer assess two fellow students’ “mini-lit’s” using the provided rubric. You should use this rubric in composing your mini-lit’s as well.

As this course is open only to seniors and juniors, I am going to assume that you have all taken a research methods course and are familiar with writing literature reviews. If not, you must be willing to do some additional work on your own to familiarize yourself with how to do a literature review. See the folder in Blackboard “Mini-Lit Tips & ASA Format”.

Mini-Literature reviews should be 1 - 2 pages in length, in ASA 4th edition format.

Why Mini-Lit’s? This component of the course is designed to enhance your ability to write academically about the sociology of poverty. It will also help you achieve the learning outcomes of skills and value (see how our course Student Learning outcomes apply below);

Value: Synthesis: integrate your knowledge of the sociology of poverty to identify a needed area of research (a gap in the literature), and design a research proposal that addresses that gap.

Skills: Application: demonstrate how sociological research methods are employed to describe, understand, and predict the phenomenon of poverty.

Student-Designed “Faux” Exam Questions: Every other week, you will individually design and submit different types of exam questions that cover each reading assigned over the two previous weeks in the course. For example, on week 2, you will submit your first set of exam questions. These questions should cover both the previous week’s material AND the current week’s material.

For each reading that was assigned for the previous two weeks, you will individually design one of each type of the following exam questions (including the answers with citations); multiple choice, multiple answer, short answer (substantive paragraph). So, three questions per reading (text plus any and all supplemental readings) are required. So, if there were three readings assigned that week, you’ll design a minimum of nine faux exam questions, etc.

Why Student Designed “Faux” Exams? This component of the course is designed to help you achieve the learning outcomes of knowledge and comprehension (see how our course Student Learning outcomes apply below);

Knowledge:

Knowledge: identify and describe competing individualistic and sociological theories of poverty; major findings within the sociology of poverty, and the scholars who contributed them.

Comprehension: explain and distinguish between competing individualistic and structural explanations for poverty; four systems of poverty, economic, political, cultural, and social; empathize with those who are living in poverty.

NOTE: You will be unable to pass this course without full participation and good faith effort in each area (blogs/mini-lits/”faux” exams).

By remaining in my course, you have acknowledged and understand that you cannot pass this course without completing all of the required components.

Weekly Topics: Here’s the weekly topics we’ll be covering

Week 1: Begins Mon June 6th Early Sociological Theorists on Poverty as a Sociological Phenomenon: Week 2: Begins Mon June 13th: Poverty as a Social ProblemWeek 3: Begins Mon June 20th: The Role of Sociology in Solutions to PovertyWeek 4: Begins Mon June 27th Individualistic Theories of Poverty: How These Ideas Got Started Week 5: Begins Tues July 5th The Economic System of PovertyWeek 6: Begins Mon July 11th The Political System of Poverty

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Week 7: Begins Mon July 18th The Cultural System of PovertyWeek 8: Begins Mon July 25th The Social System of PovertyWeek 9: Begins Mon Aug 1st Structural Obstacles in the Persistence of PovertyWeek 10: Begins Mon Aug 8th Conclusion, Solutions, & the State of the DisciplineWeek 11: Begins Mon Aug 15th Full Literature Review Due

Expectations for Out-of-Class Study: A general rule of thumb is this: for every credit hour earned, a student should spend 3 hours per week working outside of class. A 3-credit course might have a minimum expectation of 9 hours of reading, study, etc. Students enrolled in this 11 week summer course should expect to spend at least the minimum expectation of 9 hours per week in course-related activities, including reading required materials, completing assignments, preparing for exams, etc.

Course Requirements: This is a 4000 level course. As such, it should be one of the most difficult courses of your undergraduate career (in a regular semester much less as a summer session). Here is an overview of the workload that you should expect in this course;Every week, you can expect to read approximately 30-40 pages per week. These readings include the text and assigned supplemental readings as well as articles you will find on your own.

Every week: you can expect to participate in a blog discussion with your colleagues over an article on a current event covering the sociology of poverty (or a class exercise). Every other week: you can expect to write 2-3 pages (mini-lit reviews), in ASA 4th edition format, and peer-assess two fellow students’ “mini-lits”. Every other week: you can expect to individually design exam questions for each reading covered over the previous two weeks in the course.

At the end of the course, you will turn in your final literature review (comprised of you mini-lits, with an intro and a proposal/conclusion), which will be 10-12 pages in length, properly formatted in ASA 4th edition format, with full references and an area of research proposed.

*HINT* *HINT* *HINT* If you take notes as you read (and include page numbers and sources) over the most salient theories/concepts/trends/statistics/findings you will discover that your blogs, mini-lits, and exam questions have practically written themselves. Doing it this way will save you time, tears, and wasted stress. There is no sense in re-reading something to design questions or refresh your memory for reviewing it. I CANNOT STRESS THIS ENOUGH.

Recommended Schedule: There’s a couple ways you can rock this course, folks! Follow my recommended schedule here to stay ahead of deadlines and keep most of your weekends free (well, free from this course anyway). Use this schedule to help you stay on track with weekly requirements.

Mondays & Tuesdays: Read the assigned chapter/s in the text & supplemental readings (take notes while you read). Find and read your blog article (taking notes while you read).

Tuesdays & Wednesday: If it’s mini-lit week, draft and post your mini-lit (from the notes you have taken while reading). If it’s “faux exam” week, draft your exam questions (from the notes you have taken while reading). Draft your blog (using the notes you have taken while reading).

Wednesdays & Thursdays: Revise & post your blog. If it’s mini-lit week, peer assess 2 colleague’s mini lit reviews. If it’s “faux exam” week, revise and post your “faux-exam” questions.

Thursdays & Fridays: Be sure you’ve replied to 2 colleague’s blogs. If it is mini-lit week, be sure you’ve peer assessed 2 colleagues. If it’s faux exam week, be sure you’ve posted your questions.

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Saturday & Sunday: If you’ve done it this way, maybe you’ll get a nap!

NOTE: While you cannot “work ahead” in the course beyond the current week, it is entirely possible for you to complete your requirements well ahead of schedule within each week. Supplemental materials are always available and the next week’s folders open Mondays at 9:00 AM CDT.

*HINT* *HINT* *HINT* If you take notes as you read (and include page numbers and sources) over the most salient theories/concepts/trends/statistics/findings you will discover that your blogs, mini-lits, and exam questions have practically written themselves. Doing it this way will save you time, tears, and wasted stress. There is no sense in re-reading something to design questions or refresh your memory for reviewing it. I CANNOT STRESS THIS ENOUGH.

Weekly Course Schedule: These are the absolute deadlines for your weekly requirements in this course. You’ll also find a more detailed course calendar at the end of this syllabus, in Blackboard, and on our course website http://blog.uta.edu/socipoverty/ to help you stay on track!

Monday’s 9:00 AM: Weekly chapter/topic/materials/assignments open in Blackboard.

Wednesdays by 11:59 PM: If it’s mini-lit week, mini-lit’s are due by 11:59 PM CDT within that week’s folder in Blackboard.

Thursdays by 11:59 PM: Blog Submissions are due by 11:59 PM CDT within that week’s folder in Blackboard.

Fridays by 11:59 PM: Peer Assess 2 (mini lit’s) or exam questions are due by 11:59 CDT within that week’s folder in Blackboard.

Mondays by 9:00 AM: 2 blog responses to colleagues are due

*HINT* *HINT* *HINT* If you take notes as you read (and include page numbers and sources) over the most salient theories/concepts/trends/statistics/findings you will discover that your blogs, mini-lits, and exam questions have practically written themselves. Doing it this way will save you time, tears, and wasted stress. There is no sense in re-reading something to design questions or refresh your memory for reviewing it. I CANNOT STRESS THIS ENOUGH.

Make-Up/Late Work Policy:

ONE of each course requirement: ONE weekly blog, ONE bi-weekly mini-lit with peer assessment, and ONE bi-weekly faux exam questions can be made up without penalty. However, the requirement must be made up by the following week. Let me give you some examples of how each make-up item would work;

Let’s say you need a make-up for one set of the bi-weekly faux exam questions that were due on Friday, June 17th. Cool, you will have until Friday, June 24th to submit them.

Let’s say you need to make up a mini-lit and 2 peer assessments that were due on Wednesday June 22nd and Friday June 24th respectively. Okay, you have until Wednesday July 29th to make up the mini-lit, and until Friday July 1st to make up the peer assessments.

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Let’s say you need a make-up for one of the blogs and 2 responses that were due by Thursday July 14th and Monday the 18th respectively. Alrighty, you have until Thursday July 21st to make up the blog and Monday July 25th to make up the responses.

NOTE: If a late item isn’t completed by the make-up deadline, the grade for the assignment automatically becomes a zero and can no longer be made up. Items due the last week of the course (the last blog and responses and faux exam questions) do not have a full week to be made up, and must be submitted by Monday the 15th at 9:00 AM.

If you find yourself in an extreme situation in which you miss or will need to make up more than this policy allows, you will need to contact me immediately. Because this course is designed as a student centered course, you will be unable to meet the requirements of the course if you were to fall any further behind than what I’ve allowed for here (which would be extremely difficult to recover from as it is). Chances are, I will recommend that you request a grade of “I” for the course at that point.

By remaining in my course, you have acknowledged and agreed to the Make-Up/Late Work Policy.

Grading: Students are expected to keep track of their performance throughout the semester and seek guidance from available sources (including the instructor) if their performance drops below satisfactory levels; see “Student Support Services,” below.

Let me be clear that I consider grading a necessary, though painful evil. Personally, I’d like to believe that you are all here because you can’t wait to learn sociology. Then, after our semester of good faith and solid effort on everyone’s part, we’d shake hands and go our separate ways. Years down the road, you might take some gut-wrenching exam to see if you know enough sociology to get your Ph.D. Perhaps you’d smile in between writing your ten page essay answers while rubbing your cramped hands, and think of me fondly “Good ol’ Instructor Hanson-Evans. I wonder if she’s still alive…” However, that’s not the world we’ve made (you’ll learn all about why that is in this course) and consequently I have to have a grading policy for this class. Here it is;

Determination of Final Grade: A= 90 to 100%; B= 80 to 89%; C= 70 to 79%; D= 60 to 69%; F= 0 to 59%

Calculation of Final Grades: As you can see below for each course component, scores will be averaged and then weighted by the appropriate percentage. Then, all weighted component averages will be added together to calculate your course grade. I do not calculate grades for you, but have provided the formula here for you to do so!

Formula to Calculate Your Grade:

10 Blogs & 20 Responses ____* .334 (weighted) = ___.

5 Mini-Lits & 10 Peer Assessments ____ * .334 (weighted) = ___.

5 Sets of “Faux” Exam Questions/Answers/Citations ____ * .334 (weighted) = ____.

Blogs & Responses (weighted)

+ Mini-Lits & Peer Assessments (weighted)

+ Faux Exam Questions (weighted)

Your Grade in the Course

+ Online Survey Bonus Points

+ SFS EC Points______________

Your Final Grade in the Course

Office Number: This is an online course and so I have virtual office hours. I am not available to meet with you in person. So, that the university requires me to include this section is silly. If you have a deep seated and legitimate need to meet me with face-to-face, we will use Skype or Blackboard Collaborate.

Office Telephone Number: I do not have a phone number that you can reach me at because this is an online course and I hold virtual office hours. However, in the event that you suspect something nefarious has happened to me, please call the Department of Sociology and Anthropology at UT Arlington at 817-272-2661. Another silly but required section, here folks.

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Attendance: So, have I mentioned and did you know this is an on-line course? This course does not have any live synchronous sessions or lectures either, soooo… your attendance is your participation in the course and your completion of the required components. If you were to mysteriously stop completing assignments, the last date you turned something in would be the last date of record that you attended the course.

Drop Policy: Students may drop or swap (adding and dropping a class concurrently) classes through self-service in MyMav from the beginning of the registration period through the late registration period. After the late registration period, students must see their academic advisor to drop a class or withdraw. Undeclared students must see an advisor in the University Advising Center. Drops can continue through a point two-thirds of the way through the term or session. It is the student's responsibility to officially withdraw if they do not plan to attend after registering. The last date to drop this course is July 21, 2016 by 3:00 PM.

Students will not be Automatically Dropped for Non-Attendance. So, if you remain enrolled, but don’t do any work thinking the system will automatically drop you, not so much! You must drop the course if you no longer intend to remain enrolled in it. Repayment of certain types of financial aid administered through the University may be required as the result of dropping classes or withdrawing. For more information, contact the Office of Financial Aid and Scholarships (http://wweb.uta.edu/aao/fao/). The last date to drop this course is July 21, 2016 by 3:00 PM.

Disability Accommodations: UT Arlington is on record as being committed to both the spirit and letter of all federal equal opportunity legislation, including The Americans with Disabilities Act (ADA), The Americans with Disabilities Amendments Act (ADAAA), and Section 504 of the Rehabilitation Act. All instructors at UT Arlington are required by law to provide “reasonable accommodations” to students with disabilities, so as not to discriminate on the basis of disability. Students are responsible for providing the instructor with official notification in the form of a letter certified by the Office for Students with Disabilities (OSD). Students experiencing a range of conditions (Physical, Learning, Chronic Health, Mental Health, and Sensory) that may cause diminished academic performance or other barriers to learning may seek services and/or accommodations by contacting:

The Office for Students with Disabilities, (OSD) www.uta.edu/disability or calling 817-272-3364.

Counseling and Psychological Services, (CAPS) www.uta.edu/caps/ or calling 817-272-3671.

Only those students who have officially documented a need for an accommodation will have their request honored. Information regarding diagnostic criteria and policies for obtaining disability-based academic accommodations can be found at www.uta.edu/disability or by calling the Office for Students with Disabilities at (817) 272-3364.

Title IX: The University of Texas at Arlington does not discriminate on the basis of race, color, national origin, religion, age, gender, sexual orientation, disabilities, genetic information, and/or veteran status in its educational programs or activities it operates. For more information, visit uta.edu/eos. For information regarding Title IX, visit www.uta.edu/titleIX.

Academic Integrity: Students enrolled all UT Arlington courses are expected to adhere to the UT Arlington Honor Code:

I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence. I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code.

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UT Arlington faculty members may employ the Honor Code as they see fit in their courses, including (but not limited to) having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per UT System Regents’ Rule 50101, §2.2, suspected violations of university’s standards for academic integrity (including the Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may result in the student’s suspension or expulsion from the University.

By remaining enrolled in my course, you have acknowledged and agreed to the Honor Code.

Electronic Communication: UT Arlington has adopted MavMail as its official means to communicate with students about important deadlines and events, as well as to transact university-related business regarding financial aid, tuition, grades, graduation, etc. All students are assigned a MavMail account and are responsible for checking the inbox regularly. There is no additional charge to students for using this account, which remains active even after graduation. Information about activating and using MavMail is available at http://www.uta.edu/oit/cs/email/mavmail.php.

Final Review Week: This doesn’t apply to us as we are an 11 week summer course, but for your information: A period of five class days prior to the first day of final examinations in the long sessions shall be designated as Final Review Week. The purpose of this week is to allow students sufficient time to prepare for final examinations. During this week, there shall be no scheduled activities such as required field trips or performances; and no instructor shall assign any themes, research problems or exercises of similar scope that have a completion date during or following this week unless specified in the class syllabus. During Final Review Week, an instructor shall not give any examinations constituting 10% or more of the final grade, except makeup tests and laboratory examinations. In addition, no instructor shall give any portion of the final examination during Final Review Week. During this week, classes are held as scheduled. In addition, instructors are not required to limit content to topics that have been previously covered; they may introduce new concepts as appropriate.

Grade Grievances: Any appeal of a grade in this course must follow the procedures and deadlines for grade-related grievances as published in the current University Catalog. No faculty members, department, school or college may create his/her/its own grade grievance policy. For undergraduate courses, see http://catalog.uta.edu/academicregulations/grades/#undergraduatetext.

Student Feedback Survey: At the end of each term, students enrolled in classes categorized as “lecture,” “seminar,” or “laboratory” shall be directed to complete an online Student Feedback Survey (SFS). Instructions on how to access the SFS for this course will be sent directly to each student through Mav Mail approximately 10 days before the end of the term. Each student’s feedback enters the SFS database anonymously and is aggregated with that of other students enrolled in the course. UT Arlington’s effort to solicit, gather, tabulate, and publish student feedback is required by state law; students are strongly urged to participate. For more information, visit http://www.uta.edu/sfs. I offer extra credit for thoughtful and honest feedback on the SFS. This is a student centered learning course, so I take your input and advice seriously when I design my future courses. NOTE: You must have completed 90% of all requirements for this course to earn the extra credit, which is 2 points on your final grade! Simply email me a screen shot or attachment of the completed survey notification. Awesome sauce!

Sociology Student Association at UT Arlington: Yep, we’re cool enough to have a club. If you’re a sociology major, minor, or graduate student – you should check it out! The Faculty Advisor for the Sociology Student Association is Drs. Kelly Bergstrand and she can be reached at kelly.bergstrand@uta.edu. The first meeting for the academic year is usually in September, and the organization offers everything from community and campus involvement activities, career and degree forums, and hanging out with fellow sociologists! Employers often look at community/campus involvement and leadership positions, so this is a great way to start building that resume or CV. For more information on SSA, check this out http://www.uta.edu/socio-anthro/socio/ssa.html.

Alpha Kappa Delta at UT Arlington: Not only are we cool enough to have a club, there is also a national academic honor society for sociologists, both undergraduate and graduate. Our chapter at UT Arlington is the Omega Chapter, and our faculty advisor is Dr. Drs. Krystal Beamon and Jason Shelton. You can reach them at kbeamon@uta.edu and jeshelton@uta.edu . Academic honor societies offer many benefits for very little cost. These benefits range from student-friendly travel grants to present at academic conferences; academic paper competitions and a great way to make your resume or CV look awesome to future employers. You can find more information about AKD here http://alphakappadelta.org/.

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Professional Sociological Associations: Yeeeaaahhh, we’re kind of big deal, just ask us! Not only do we have clubs on campus, but there are many professional associations that sociologists can become a part of as they progress in their careers (many of which you can join as a student member at a discounted rate). Here a just a few:

Sociologists Without Borders: http://www.sociologistswithoutborders.org/ International Sociological Association: http://www.isa-sociology.org/ American Sociological Association: www.asanet.orgSouthern Sociological Society: http://www.southernsociologicalsociety.org/ Pacific Sociological Society: http://www.pacificsoc.org/ Eastern Sociological Society: http://www.essnet.org/ Association of Black Sociologists: http://associationofblacksociologists.org/ Sociologists for Women in Society: http://www.socwomen.org/ The Society for the Study of Social Problems: http://www.sssp1.org/

Other Academic and Non-Academic Organizations at UT Arlington: So, you’re already sick of hearing about sociology, or you’re taking this course to meet an elective or degree plan requirement, or ‘cause it was on-line and you thought that it would be easy (oops!) – but not to eat and breathe sociology? That’s cool – guess what? Nearly every single discipline has a student organization here at UT Arlington, so check them out: Student Governance http://www.uta.edu/studentgovernance/student-congress/Student Activities http://www.uta.edu/studentactivities/organizations/Student Organizations https://mavorgs.collegiatelink.net/

University Events: Okay so maybe you’re not the social type, but you would still like to find something to do since you’re stuck here for the foreseeable future. UT Arlington always has something going on and something to do - everything from free movies, concerts, guest speakers, a state of the art activities center, and much more!

Student Life http://www.uta.edu/uta/student-life/University Events http://www.uta.edu/universityevents/Special University Events http://www.uta.edu/universityevents/special-events/index.phpExcel Campus Activities http://www.uta.edu/excel/Maverick Speakers Series http://www.uta.edu/maverickspeakers/Maverick Activities Center (MAC) http://www.uta.edu/campusrec/facilities/mac.php

UNSPOKEN STUFF ABOUT UNIVERSITY THAT NO ONE TELLS YOU:

Tips about Textbooks: Now, here’s another juicy tidbit you will love me for; all university bookstores are terribly expensive. If you order well enough in advance, you can save yourself a lot of money. Websites like Amazon.com or Abebooks.com work like search engines for textbooks, and will find you the best deals. Most books will be less expensive even after the cost of shipping is included.

You owe it to yourself and your pocketbook to check this out. It means that you may have to log into the UTA bookstore’s website or physically go to the campus bookstore and write down the ISBN numbers for yourself (snapping a photo of the cover never hurts, either). Heads up! Don’t email your professor ahead of time and ask for the information – they put their book orders in weeks ahead of time and expect that you are able to do this for yourself.

By planning ahead and factoring in shipping time, you can really save a lot of money. By doing this; I saved myself $200 - $500 every semester. With the money I saved, I was able to afford the mass quantities of wine and chocolate my body requires to successfully make it through each semester with my sanity intact (even if my ego wasn’t). Plan ahead! Be prepared! You know, like the Boy Scouts.

The Secret Scoop about University: There are many unspoken rules in a university setting that students are not always aware of (sociologists call these norms, folkways, and mores, depending on the severity of the social sanction that accompanies them). Because I am a sociologist, I’m offering you the inside secret scoop! Use this knowledge to impress your future instructors and professors. Then, when you see some poor soul who violates them, remember me fondly. Just don’t point and laugh.

For Whatever Reason, You Don’t Have Your Book Yet: There is absolutely nothing professors/instructors can do to help you if you

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don’t have your textbook on the first day of class. We can’t make an exception for you regarding assigned readings/homework/quizzes etc., because that’s an unfair advantage to you over your classmates – no matter what the reason; shipping delays, financial aid delay, or you blew your book money on chocolate and wine (no judgment from me on that one). And we don’t generally have an extra copy of the book beyond our own (which is most likely an instructor’s edition anyway). So, do yourself a favor – speak to a classmate and ask to make/scan copies at the Central Library. Ask the Central Library if they have it, or an earlier edition that you scan or check out until yours arrives. In rare circumstances, instructors may be able to post the first chapter of a text online or email it to the class, but you shouldn’t count on this, or expect it.

Expectations for Learning Approaches: As instructors and professors we understand that many students come to university after graduating from a high school that “taught to the test”. In K – 12 (particularly in public schools within Texas) the emphasis was most likely on standardized testing and benchmarks. However, the university environment is very different. Here, we practice a concept called autonomous learning. This is the single most important thing you should know about University. Autonomous learning means finding the answers yourself.

In higher education (you are here) we engage in autonomous learning and don’t teach to the test. Instead, we engage you in higher order and critical thinking. We anticipate that you can think critically and for yourselves. In other words: we don’t generally tell you what’s on the test. So, impress your future professors and instructors by not asking them that question.

What else does that mean for you? Well, if you don’t know the answer to something - it means that you should make every effort to use the information already at your disposal to help yourself. This applies to everything from where your classroom is located, to financial aid, to a question about your course material. Through every announcement, office hour, rubric, and set of instructions, I will do my very best to answer as many questions as you have. But outside of class, it means that you should a.) Read the text; b.) Re-read the text; c.) Read any ancillary or supporting materials the text offers about your question – that’s why these helpful bits are included in texts; d.) Look it up using the companion website; e.) Tweet to your classmates using our hashtag or; f.) Ask a classmate who you think knows the answer. If, after all that, you still don’t understand something – it’s time to come see me during office hours!

It’s not that we don’t like you, we really, really do (well, most of you). But we recognize that we teach hundreds of students in any given semester. We know that we must research and utilize the most effective materials for mass consumption. It’s why we instructors and professors take such time in selecting our texts, designing our courses, creating online and social media forums for you

to use. We realize there is no way that we can individually tutor each of our students. If we did – tutors wouldn’t have jobs! Please recognize that as well, and use the materials we’ve carefully chosen for you and lean on each other!

How to Address Your Instructors and Professors: Unlike high school where teachers are referred to as “Ms.”, “Mrs.”, or “Mr.”; here at college, instructors and professors should be addressed according to the advanced degree they’ve earned. Professors have earned their Ph.D., and should be addressed as “Dr.” or “Professor” (Last Name). Instructors have earned their Master’s Degree and should be addressed as “Instructor” (Last Name). If you cannot determine someone’s credentials by their syllabus, it is okay to ask them.

Intellectual Property: You do not have permission to; sell or share pictures of my power point slides; sell or share my lecture notes, sell or share my exam reviews, sell or share videotaped lectures, or any other item that I have created and distributed in my class or on line. Further, you may not sell or share the notes you take in my class, or any other materials related to my course with anyone or any entity outside this course. Of course, I do expect you to share these with your classmates in this course with you right now. However, selling or sharing these materials with anyone or any entity beyond this Summer 2016 course is an infringement of something called intellectual property rights. In fact, it is illegal for you to share of any of these, in any class, unless you have the express written consent of the professor. Sharing or selling any of these materials violates this law. Trust me; you don’t want any part of that! So let me help you to impress your professors going forward, and know that if you did so, legal action against you could (and most likely would) be pursued.

Wait to Be Dismissed (on campus courses): Until the instructor/professor says “You are dismissed” (or some equivalent), students are expected to stay in their seats, listening, taking notes, and engaged in the class. It is considered very unprofessional, and extremely rude if students to begin to pack up their things before they are dismissed. We professors and instructors will be highly offended if you do this. We notice when it happens, and we notice who does this. It’s like that one family member (we all have) that doesn’t seem to notice when they’ve offended everyone by farting at the dinner table, and then doesn’t understand why no one will sit next to them at the next gathering. So, a word of advice, don’t be the family farter.

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Arriving Late or Leaving Early (on campus courses): Many instructors/professors will not let you in to their classroom if you arrive late. Many will state that you should not to come to class at all if you have to leave early. Always be clear what their policy is. If they don’t clearly state so in their syllabus, it is okay to ask them. If one or both of these is your professor/instructor’s policy, do NOT think that you are the exception (even if you’re the over-achiever/star-student in the classroom). Abide by it. Do not be the student that bangs on the door until someone lets you in. It disrupts everyone else just to make an exception for you!

Have Everything You Might Need at All Times (all courses, all the time): Instructors/Professors do not have extra scantrons, pens, pencils, or pieces of paper for you. We barely make enough to afford to get here and pay for parking (particularly instructors) ourselves! You are expected to get everything you need for each day of class, all by yourself. If you find yourself without one of these items, you should look to your classmates, and never to the instructor/professor. However, don’t be the student who never has what they need to get through the class, and is regularly mooching supplies. You’ll find yourself avoided like the family member mentioned above.

Figuring Out Your Grade (all courses, all the time): If you are new to university or never knew – professors and instructors don’t like to figure your grades for you. We don’t like to do that because we presume that you are here because you want to know things – and that includes knowing how you’re doing in your courses. Make yourself look great to future professors by doing this yourself! We feel so strongly about this that we even have an official blurb: “Students are expected to keep track of their grades and performance throughout the semester and seek guidance from available sources (including the instructor) if their performance drops below satisfactory levels”. See?

Visiting the Administrative Office: For a variety of reasons and from time to time, you may find it necessary to visit the administrative office in your major/minor department. Sometimes, professors/instructors send you there to pick up something (say a course paper) or to make up an exam or quiz. For some reason, students do not realize that administrators do not know exactly who they are and what they want. So, here are the things you should know when visiting the admin office:

Your Name as it Appears in UTA’s system (nope, I’m not making it up)Your Student ID number (starts with 1000 or 1001)The Instructor’s Name (seriously)The Name of Your Course (nope, it’s happened)The Section of that Course (a lesser violation, but still, as there can be several sections of the same course being taught in

any given semester)The Assignment, Exam or Quiz # (as in, know specifically why you’re there)Whether or Not you Need a scantron or a pen (as in, the administrator is not expected to know what your professor requires of

you in the class)

Why I Use a Multiple Component Grading System: Why not just take quizzes and exams? First of all, learning can and should be fun for those who choose to do so – that’s you! You can think of my course as a video game. I give you multiple ways (lives) to master the material (to get to the top level) and not be penalized (a chance to win at the game)! A very wise someone once said “traditional grading systems seem to be a measure of what you haven’t learned, rather than all you have learned”. Indeed. So in my class, you have the chance to truly learn, and to apply what you learn, and not just panic about how many concepts and definitions you can memorize.

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Course Schedule of Readings: Here’s the assigned readings for every week. P&P refers to our text Power & Poverty. All other readings are found in Blackboard within that week’s folder, in Supplemental Readings.

Begins Mon June 6th Week 1: Early Sociological Theorists on Poverty as a Sociological Phenomenon: Simmel, Georg. 1965. The Poor. Social Problems 13.2. pp 118-140Coser. 1965. The Sociology of Poverty. Social Problems 13.2. pp 140-148Gans. 1971. The Uses of Poverty. 9 pp

Begins Mon June 13th: Week 2: Poverty as a Social Problem P&P CH 1 (pp 1-25)Desmond. 2015. Severe Deprivation in America: An Introduction. Russell Sage Foundation Journal of the Social Sciences. pp 1-11

Begins Mon June 20th: Week 3: Sociology & Poverty: When it Comes to Poverty, is Sociology a Science, a Social Justice Discipline, or both?Squires. 2009. ASA Forum for Public Discussion & Debate. Public Sociology is Not Community Organizing. Pp 1-4 Bach. 2015. Sociology Professors part of White House, DOJ events on Criminal Justice Reform. 2 ppPearce. 2013. WH Official Discusses Shift in Approach to Tackling Poverty. 4ppParker 2015. Stanford Scholars Issue Plan to Reduce Poverty. Stanford Center on Poverty 2 ppDesmond. Evicted. Excerpt

Begins Mon June 27th Week 4: Individualistic Theories of Poverty Biogenetic P&P CH 2 pp 29-31 & 42-43 Moynihan Report Revisited (skim) 22 ppCultural P&P CH 3 pp 45-51 Lewis. 1963. Culture of Poverty. 5 ppHuman Capital P&P CH 4 pp 67-72 Ivan. 2016. I Know Why Poor Whites Chant Trump 5 pp

Begins Tues July 5th Weeks 5 – Begins Mon July 25th 8; Systems of PovertyWeek 5: P&P CH 5 Economic Holland. 2015. 20 People Now Own as Much Wealth as Half of All Americans. The Nation 3 ppWeek 6: P&P CH 6 Political Grusky. 2014. 4 Myths about Poverty. Chronicle of Higher Education 8 ppWeek 7: P&P CH 7 Cultural Cohen. 2010. NY Times. The Culture of Poverty Makes a Comeback. 4pp

Lamont & Small. 2006. How Culture Matters for Poverty: Thickening our Understanding 2-22Week 8: P&P CH 8 Social Ehrenreich. 2015. LA Times. White Working Class Longevity Drops along with White Privilege 4pp

Begins Mon Aug 1st Week 9 Structural Obstacles in the Persistence of PovertyP&P CH 9 & 10

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Begins Mon Aug 8th Week 10: Conclusion, Solutions, & the State of the DisciplineP&P CH 11Gans. 2014. DuBois Review: State of the Discipline 11:2 pp 195-204Podcast: NPR: William Julius Wilson. 2012. Ending Poverty is Possible (11:50) http://www.npr.org/2012/09/13/161082306/william-julius-wilson-ending-poverty-is-possibleFlowers. 2016. What Would Happen if We Just gave People Money? FiveThirtyEight 10 ppCohen. 2015. No, Poverty is NOT a Mysterious, Unknowable, Negative-Spiral Loop. Sociological Images. 6 pp

Course Calendar (also available in Blackboard and on our Course Website):

Week 1: Mini-Lit Week

Due Wednesday 6/8 by 11:59 PM:

Bonus Points Online survey results & write up

Mini-Lit Individual Submission (covers all assigned readings for week 1 and your blog article)

Due Thursday 6/9 by 11:59 PM:

Blog Individual Submission

Due Friday 6/10 by 11:59 PM

Two (2) Mini-Lit Peer Assessments

Week 2: Faux Exam Week

Due Monday 6/13 by 9:00 AM:

Two (2) Blog Responses to two colleagues’ blogs from last week

Due Thursday 6/16 by 11:59 PM:

Blog Individual Submission

Due Friday 6/17 by 11:59 PM

Exam Questions (3 of each type per reading) for all readings for week 1 and week 2

Week 3: Mini-Lit Week

Due Monday 6/20 by 9:00 AM

Two (2) Blog Responses to two colleagues’ blogs from last week

Due Wednesday 6/22 by 11:59 PM

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Mini-Lit Individual Submission (covers all assigned readings for weeks 2 & 3 and your blog articles for those weeks)

Due Thursday 6/23 by 11:59 PM

Blog Individual Submission

Due Friday 6/24 by 11:59 PM

Two (2) Mini-Lit Peer Assessments

Week 4: Faux Exam Week

Due Monday 6/27 by 9:00 AM:

Two (2) Blog Responses to two colleagues’ blogs from last week

Due Thursday 6/30by 11:59 PM:

Blog Individual Submission

Due Friday 7/1 by 11:59 PM

Exam Questions (3 of each type per reading) for all readings for week 3 and week 4

Week 5: Mini-Lit Week

Due Tuesday 7/5 by 9:00 AM

Two (2) Blog Responses to two colleagues’ blogs from last week

Due Wednesday 7/6 by 11:59 PM

Mini-Lit Individual Submission (covers all assigned readings for weeks 4 & 5 and your blog articles for those weeks)

Due Thursday 7/7by 11:59 PM

Blog Individual Submission

Due Friday 7/8 by 11:59 PM

Two (2) Mini-Lit Peer Assessments

Week 6: Faux Exam Week

Due Monday 7/11 by 9:00 AM:

Two (2) Blog Responses to two colleagues’ blogs from last week

Due Thursday 7/14 by 11:59 PM:

Blog Individual Submission

Due Friday 7/15 by 11:59 PM

Exam Questions (3 of each type per reading) for all readings for week 5 and week 6

Week 7: Mini-Lit Week

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Due Monday 7/18 by 9:00 AM

Two (2) Blog Responses to two colleagues’ blogs from last week

Due Wednesday 7/20 by 11:59 PM

Mini-Lit Individual Submission (covers all assigned readings for weeks 6 & 7 and your blog articles for those weeks)

Due Thursday 7/21 by 11:59 PM

Blog Individual Submission

Due Friday 7/22 by 11:59 PM

Week 8: Faux Exam Week

Due Monday 7/25 by 9:00 AM:

Two (2) Blog Responses to two colleagues’ blogs from last week

Due Thursday 7/28 by 11:59 PM:

Blog Individual Submission

Due Friday 7/29 by 11:59 PM

Exam Questions (3 of each type per reading) for all readings for week 7 and week 8

Week 9: Mini-Lit Week

Due Monday 8/1 by 9:00 AM

Two (2) Blog Responses to two colleagues’ blogs from last week

Due Wednesday 8/3 by 11:59 PM

Mini-Lit Individual Submission (covers all assigned readings for weeks 8 & 9 and your blog articles for those weeks)

Due Thursday 8/4 by 11:59 PM

Blog Individual Submission

Due Friday 8/5 by 11:59 PM

Week 10: Faux Exam Week

Due Monday 8/8 by 9:00 AM:

Two (2) Blog Responses to two colleagues’ blogs from last week

Due Thursday 8/11 by 11:59 PM:

Blog Individual Submission

Due Friday 8/12 by 11:59 PM

Exam Questions (3 of each type per reading) for all readings for week 8 and week 10

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Week 11: Last Week of Course

Due Monday 8/15 by 9:00 AM

Two (2) Blog Responses to two colleagues’ blogs from last week

Due Tuesday 8/16 by 11:59 PM

Final (Full) Literature Review

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