Governors State University
College of Arts and Sciences
Division of Humanities and Social Sciences
Course Syllabus
Course Title, Index Number, & Credits: Self and Society (Microsociology) (SOC 4100, 3 cr.)
Semester, Time, and Location:
Spring 2013, Thursdays 4:30pm – 7:00pm, Room E-2510
Professor’s Name & Email:
Prof. Daniel Cortese ([email protected])
Office Hours & Location
M 6:30pm – 7:30pm (“Virtual” through email and Bb)
T 7:30–9:30pm (Main Campus, Room E-2530)
Th 7:30 – 8:30pm (Main Campus, Room E-2530)
Also by appointment
Course Description:
Examines individual behavior as it occurs in social relationships by drawing upon sociology and psychology
theories and concepts. Explores topics such as social construction of reality, socialization, identity construction and
expression, group interactions, symbolic interaction, and impression management.
Prerequisites: At least two lower-division social science courses or permission of instructor.
Restrictions: None.
Rationale: SOC 4100 is an undergraduate course that is required for the Sociology concentration in the
Anthropology and Sociology bachelor’s degree, and the Sociology minor (Fall 2013). In this course, we learn the
interactional development of what we know of ourselves as human (e.g., symbols, language, the dynamic self,
emotions and differences). The goal of this course is for students to understand the processes of becoming social
creatures and how, through our everyday interactions with one another, we make and re-make our social worlds and
ourselves. By the conclusion of this course, you should expect to see “reality” from many (new) perspectives as if
you were a stranger in a strange land. The teaching approach uses applied sociology, where students are active in
their own learning process through doing. Students will not only study the theories of how individual behavior
occurs in social relationships, but analyze the social psychology processes through fieldwork. The skills that
students learn, practice, and develop in this course are increasingly necessary requisite skills in the careers that
require undergraduate degrees.
Intended Audience: This course is required for the sociology concentration students in the Anthropology and
Sociology program, and for the Minor in Sociology. It may be appropriate for anthropology students, as well as
undergraduate students in other programs such as communications and education as well.
Expected Student Outcomes:
At the completion of this course, students should be able to:
1.
2.
3.
4.
5.
Apply contemporary sociological and psychological perspectives to the study of individual behavior in
social relationships;
Demonstrate understanding of the social construction of reality, and how people are socialized into
normative group behaviors;
Analyze the presentation of social self, and how humans construct concepts of deviance and social stigma;
Develop critical thinking skills, to challenge our common-sense assumptions, and to expand our
sociological imaginations as we apply these skills to the subject matter;
Engage in public sociology by applying knowledge through ethnographic fieldwork to understand how
people create and enforce norms cross-culturally.
1 of 9 SOC 4100: Self and Society (Microsociology) Instructional Modality: This course operates as a hybrid online course.
Course Texts: Instructional materials will be drawn from, but not limited to, the following materials:
1. Preves, Sharon E. and Jeylan T. Mortimer. 2011. Classic and Contemporary Perspectives in Social
Psychology. New York: Oxford.
2. Sandstrom, Kent L., Daniel D. Martin, and Gary Alan Fine. 2010. Symbols, Selves, and Social Reality: A
Symbolic Interactionist Approach to Social Psychology and Sociology, 3rd Edition. New York: Oxford.
3. Additional readings as posted on Blackboard (Bb)
Topical Outline: This is a general guide of our learning journey, and may be amended to maximize the likelihood
of student success. Changes will be noted in class.
Topic
Week
Date
Readings, Films, & Assignments
1
1/24
Course Syllabus
“Sociological Imagination” Podcast (Bb)
Symbolic Interactionism I
Miner challenges us to look
critically at the “other” which is,
really, applying the sociological
imagination to ourselves. What
makes us similar? What makes us
different? How does Mead’s
“taking the role of the other” help us
grasp Miner’s main point?
2
1/31
Miner, “Body Ritual of the Nacirema” in
Preves/Mortimer, pp. 1 – 7.
Sandstron/Martin/Fine, pp. 1 – 17
“Sociological Imagination” Podcast (Bb), if you weren’t
in class on the first day.
Symbolic Interactionism II
We live in a world where there are
multiple realities. A great example
of the complexities of who we are
and how we see things is the van
Maanen article on how workers
negotiate the workforce and manage
their emotions while working in
Disney. How can symbolic
interactionism explain what happens
in our lives?
3
2/7
Turner & Edgley, “Death as Theater” and Van Maanen,
“The Smile Factory,” in Preves/Mortimer, pp. 8 – 23.
Sandstron/Martin/Fine, pp. 20 – 32.
Symbolic Communication and
Interactions
If we have no word to describe an
object, does it exist? Languages are
symbolic representations of our
world, and help create our reality.
In what ways do the case studies
from Davis and O’Barr help us
understand how we create a social
self using language?
4
2/14
Davis, “Final Note on a Case of Extreme Isolation” and
O’Barr, “Language and Patriarchy” in Preves/Mortimer,
pp. 75 - 86.
Sandstron/Martin/Fine, pp. 48 – 76.
Part 1: The Person in Society
Course Introduction
Mills asks us to employ the
sociological imagination to
understand ourselves as shaped by
social forces. How does Mills and
Berger help us to look at our
individuality in a social context?
2 of 9 SOC 4100: Self and Society (Microsociology) Socialization
Socialization is the learning of
human culture, so it’s continuous
over a lifetime. Mead’s theory
teaches us the stages children go
through to “take the role of the
other,” but as Lareau and Mortimer
show us, parents and adults also are
socialized. How might children
socialize parents, too? Think about
issues other than in the text, but
what about other issues like samesex marriage, or bullying where
children often are more progressive
than their parents… or are they?
5
2/21
Lareau, “Invisible Inequality” and Mortimer, “Working
and Becoming Adult,” in Preves/Mortimer, pp. 47 – 74,
and Mead, “Play, the Game, and Generalized Other,” pp
225 – 227.
Sandstron/Martin/Fine, pp. 77 – 110.
Impression Management and the
Presentation of Self
Goffman uses the metaphor of the
stage to explain how people behave
based upon whether they’re onstage, or behind the stage—in other
words, each one of us is playing a
role in life. Kinney helps bring this
point to light in his article on
adolescents negotiating a sense of
self in transition, and prepares us for
the concept of roles and statuses in
next week’s readings.
6
2/28
Goffman, “Regions and Region Behavior,” and Kinney,
“From Nerds to Normals” in Preves/Mortimer, pp. 104 116.
Essay Due by Sunday, 3/3 on Bb by 11:59pm.
7
3/7
Snow, et al, “Cooling Out Men in Singles Bars and Night
Clubs,” and Holmberg, et al, “Changing our Yesterdays”
in Preves/Mortimer, pp. 125 – 140.
Sandstron/Martin/Fine, pp. 145 – 169.
8
3/14
Zimbardo, et al., “The Psychology of Imprisonment,”
Embser-Herbert, “When Women Abuse Power, Too,” and
Zimbardo, “The Lucifer Effect” in Preves/Mortimer, pp.
142 – 157.
3/21
SPRING BREAK
Part 2: Group and Social Selves
Interpersonal Relationships & Role
Taking
Taking the role of the other is an
integral part of the Sociological
Imagination because it really is what
makes us distinctly human, and adds
the analytical component to our
observations. But, how does it help
us construct reality? How do we
organize ourselves socially by roles?
This week’s readings delve into that
process, and how we create and
recreate our social histories based
upon our perceptions of who we are.
Conformity and Obedience I
What happens when we gain
authority? Do we abuse our power?
How do we conform to peer
pressure, and why do we do it, even
when we know better?
SPRING BREAK
3 of 9 SOC 4100: Self and Society (Microsociology) Conformity and Obedience II
What happens when we gain
authority? Do we abuse our power?
How do we conform to peer
pressure, and why do we do it, even
when we know better?
9
3/28
Asch, “Effects of Group Pressure,” Milgram, “Behavioral
Study of Obedience,” and Kelman & Hamilton, “The My
Lai Massacre” in Preves/Mortimer, pp. 158 – 182.
Will be an online class day due to my research
presentation at the Midwestern Sociological Society
Essay Due by Sunday, 4/3 on Bb by 11:59pm.
The Social Self
Cooley brings to light how learn
about ourselves—it’s not like
Popeye: “I am what I am” but, more
reflexive—like a mirror: “I am what
I think you think what I am.”
Hellenga builds upon Mead and
Cooley to the new era, trying to
understand how adolescents use a
“virtual” world to create a “real”
self. Odd, isn’t it? How is it done?
10
4/4
Cooley, “The Social Self” and Hellenga, “Social Space,
the Final Frontier,” in Preves/Mortimer, pp. 219 – 224,
and 228 – 236.
Sandstron/Martin/Fine, pp. 111 – 144.
Deviance and Labeling
How come two people can do the
same naughty behavior and one be a
“criminal” and the other
“misguided?” Labeling deviants as
such have real life ramifications,
and it’s usually based upon more
than someone’s actions, but the
interpretations of the observer.
What examples in our society can
you draw similar parallels and
explain with this week’s readings?
11
4/11
Rosenhan, “On Being Sane in Insane Places,” Conrad,
“The Discovery of Hyperkinesis,” and “Gagné et al,
“Coming Out and Crossing Over,” in Preves/Mortimer,
pp. 237 – 253.
Sandstron/Martin/Fine, pp. 170 – 202.
Further Exploration
12
4/18
Readings TBD based upon discussions and student
interests.
Race
There’s a lot more to racial identity
than just sharing a common genetic
heritage. How do Black people gain
a sense of “African-American” self?
And, how do people negotiate the
aesthetic to alter their selfperception of their race?
13
4/25
Du Bois, “The Souls of Black Folk,” Hughes, “That
Powerful Drop,” Kaw, “Medicalization of Racial
Features,” and “Thompson & Keith, “The Blacker the
Berry,” in Preves/Mortimer, pp. 291 – 312.
Social Class
Again, socialization comes back to
show its beautiful head, showing
how our sense of self is shaped by
social class through institutions like
the family, education, and the
broader community. What other
examples can you find that match
the authors’ research findings?
14
5/2
Kohn, “Social Class and Parental Values,” Aries and
Seider, “The Interactive Relationship Between Class
Identity and the College Experience,” and MacLeod,
“Teenagers in Clarendon Heights,” in Preves/Mortimer,
pp. 313 – 342.
Part 3: Social Psych and Structure
4 of 9 SOC 4100: Self and Society (Microsociology) Gender & Sexuality
We may have heard of the glass
ceiling, but what about the “glass
escalator?” That’s a phenomenon
that Williams finds to compare with
Kanter’s groundbreaking research
on the types of women she found in
a large multinational corporation.
Gender isn’t a monolithic
category—in fact, all the authors
here show that we can’t think of
men and women as only two
genders, but, rather, as a multifaceted set of categories shaped by
gender and sexuality.
15
5/9
Kanter, “Men and Women of the Corporation,” Williams,
“Still a Man’s World,” and Shapiro, “Drag Kinging and
the Transformation of Gender Identities, in
Preves/Mortimer, pp. 343 – 372.
Paper Due by Sunday, 5/12 on Bb by 11:59pm.
Evaluation: Your course grade will be determined by your performance on the following: Essays, Blog Posts,
Discussion Leadership, and In-Class Assignments.
Evaluation Weights
Percent
Essays (20% each) ....................................................... 60%
Blog posts .................................................................... 20%
Discussion Leadership ................................................. 10%
In-Class Assignments................................................... 10%
Total
100%
Grading Scale (For course grade and coursework):
100% – 90% = A
89% – 80% = B
79% – 70% = C
69% – 60% = D
59% or less = F
Essays: On the dates noted in the topical outline, students will submit through Bb an essay of about 750 words on a
topical question or questions that I will provide in advance (posted on Bb). Students are encouraged to reflect on
them throughout the weeks of the modules. Many of the classroom discussions will focus on using the theories to
explain what we’re observing and provide the tools so that students can apply, analyze, contrast, evaluate, and
construct relationships between theory and observations in a meaningful way. Late papers receive a 10% deduction
of the grade up to the first three calendar days after the due date after which no paper will be accepted for credit.
My goal is to return all papers within seven calendar days, but due to holidays or other extenuating circumstances, it
may take up to 10 calendar days to post grades on Bb. I evaluate essays with a rubric to assess the following: focus
of the argument (15%), demonstrated knowledge of course material (40%), appropriate use of concepts in analysis
(35%), and writing structure and style (10%).
Blog Posts: Students are expected each week to read with a purpose and come to class prepared to analyze the
concepts posed in the readings. To encourage students to achieve this goal, I have created an Individual blog in Bb
that allow students to create their own blog pages where their entries will appear. Blog posts are due no later than
Tuesday at 11:59pm. Blogs are great for students to be creative and really say what you think about topics and
themes that relate to the course material. But, please note, I carefully guide blog posts (See FAQ). I encourage
creativity to challenge yourself, and think of innovative ways that you can include relevant YouTube videos,
pictures, or web links in your blog post while being mindful that you’re following closely the blog post guidelines.
There are no maximum word counts because you’re working to be as completely and clearly as possible to answer
what is being asked of you. There is a 250-word minimum each post; a paragraph won’t cut it, and an essay is too
long. Sorry, but this word count minimum excludes your quote in the count!
Blog Post FAQ
What are the blog post guidelines? A post must address at least one of the two guidelines below:
5 of 9 SOC 4100: Self and Society (Microsociology) •
•
Choose a quote from the texts (citing page number so we can all find it). Explain why you chose the
quote, and how it fits into the themes of the course.
Choose a quote from the texts (citing page number so we can all find it). Explain what you think the
quote means, and why it is (or is not) relevant to today’s lived experience and/or your observations of
society.
How many blog posts must I make? Over the course of the semester, students will submit six blog posts.
When are blog posts due? Blog posts are due Tuesday at 11:59pm. Late submissions receive no credit.
How will I receive feedback? I will use your quotes in my discussion for that week, so you will likely hear
reference to your blog. Because I want to draw out themes in comparative ways, that is why I do not provide
direct feedback on Bb. For these reasons, that is why it’s imperative for you to submit it by its deadline.
How are blogs evaluated? Blogs are graded on a two-point system (like a ‘check’ and ‘check-minus’ system)
using a rubric below. Note that students can earn a bonus point of extra credit each week (like a ‘check-plus’) if
their submission exceeds expectations by doing a completely outstanding job, as described in the rubric. I grade
posts outstanding every semester, but as you can see, it’s not a give-away for just-skimming-by! Please note
that in certain circumstances, such as posts of exceptionally poor quality, intentionally hateful, threatening or
egregious posting, plagiarism, or another circumstance that the professor deems to be a serious violation of the
course and University expectations, a student may receive no credit. In circumstances of plagiarism, you will
receive a zero in the assignment and failure in the course (see Ethical Behavior section).
Evaluation Rubric of Blog Posts
Exceeds Expectations = 3*
Meets Expectations = 2
Needs Improvement = 1
(Extra Credit)
(Full-Credit)
(Half-Credit)
Blog meets all criteria for fullPosts meets all requirements,
Student submitted a post by
credit, and exceeded
including guidelines and
the due date, but did one
expectations, with strongly
deadlines:*
or more of the following:
engaged, high quality of
Student demonstrates clear
Did not demonstrate close or
exploration.
understanding of course material;
intentional reading of
External resources are cited,
Appropriately cites pages for our
course texts;
creative, and appropriately
reference;
AND/OR did not
introduced, explained and/or
Engaged in advancing the discussion
demonstrate an
contextualized;
of the novels and/or theorists;
understanding of the
Reflections potentially move the
Post demonstrates an understanding
concepts;
discussion to deeper levels;
of concepts;
AND/OR did not support
Introduce new concepts and
Clarity in response to the post
points with effective
considerations for discussion
guidelines;
reasoning;
in class;
Any references to personal viewpoint
AND/OR there were
Posts show mastery of the
and/or anecdotal responses
inappropriate or no
concepts and supports points
appropriately incorporate the
references to assigned
with effective reasoning,
concepts and content of the
readings
direct, and clear references to
assigned readings.
AND/OR primarily personal
assigned readings from more
or anecdotal response.
than one week.
* A “3” score represents one extra bonus point for exemplary work demonstrated in the blog post.
No Credit = 0
Student did not submit a
post by the due date;
AND/OR garbled story;
AND/OR serious violation
of guideline rules.
How does the Bonus Point work? Grades are calculated with 2 points as being full-credit, and 3 points being
more than what was expected. So, if six blogs are due, the maximum one is expected to earn is 12 points. If
you earned 2 points for each of the six posts, then you’ve scored 100% for the blog post grade. Let’s say that
for three of the six posts you earned 2 points for three additional bonus points, one post you earned one point,
and two posts you earned an outstanding grade. That means you have 2+2+2+1+3+3 = 13. Divide that number
by 12 (the points for full-credit), and you have earned 108% for the blog grade—an extra credit bonus! That
score is then weighted to the appropriate percentage calculation listed in the Evaluation Weights.
Do I need to respond to blog entries of others? Although it is not required in your course grade, I highly
encourage responses. I will use opportunities from time to time to respond online to a post, even though my
main use will be in the classroom discussions.
6 of 9 SOC 4100: Self and Society (Microsociology) Discussion Leadership: By Week 2, students individually or in small groups (three max) choose a week to lead the
class discussion, focusing on one of the sub-topics from the class. All students must consult with me on the topic
they will focus on at least two weeks prior to their leadership day. If you use a PowerPoint slide, you are limited to
one slide only, and not packed with a long quote or many bullet points. As Judge Judy says, follow the K.I.S.S.
Principle (Keep It Simple, Silly)! If you choose to lead discussion individually, your entire grade is what you earn
based upon the evaluation rubric below. There will be a small portion of the grade (10%) where you will assign a
score between 0 and 5 (with 5 being the highest) for each person in the group (including yourself—even if you are
working alone, I want you to be self-reflective). No two people can receive the same score. Include a sentence or
two justifying the score you gave. You will have 10 minutes at the end of that day’s class to complete this
evaluation. These points are converted into a score and averaged into your grade. To encourage candid peer
scoring, the final grade you receive is combined (not itemized). I may overrule a particular or set of reflective
scores if I believe that the evaluation is unwarranted or inappropriate (e.g., evaluating yourself as perfect and others
were not, intentionally trying to hurt/help another person’s grade, assigning high points to avoid conflict, assigning
the same score to everyone, and other examples like these). Please note that discussion leadership cannot be made
up—if you don’t show up on your scheduled date, it’s a zero for your grade. Due to the dimensionality of each
criterion, a grade of EE is different than blog posts. An EE is in the A-range, an ME is in the B-range, an NI is in
the C range, and a P in the D/F range.
Evaluation Rubric of Discussion Leadership
Scale: EE = Exceeds Expectations, ME = Meets Expectations, NI=Needs Improvement, P = Poor, and
NC = No Credit
Preparation 20%
Presentation shows satisfactory preparation and input of all involved.
Discussion appropriate in content, scope, and topic.
Presentation 50%
Innovative and appropriate presentation style.
Engagement with audience appropriately and elicit appropriate peer responses.
Accurately links questions/comments with appropriate course materials.
Demonstrates clear and accurate understanding of topic.
Demeanor 20%
Other presenters’/Audience time respected.
Command of audience attention.
Self-Reflection 10%
Self-reflection thoughtful and fair.
In-Class Assignments: Students should expect various assignment types to demonstrate that they have read
thoughtfully and with a purpose, and have come to class prepared to be active participants in the discussion. Some
of the classwork may include short-answer quizzes, discussion assignments and similar types of coursework. As in
all assignments that link together knowledge demonstration with course participation and attendance, you cannot
make-up this work for full-credit. I will, with prior permission or with extenuating circumstances to justify your
absence, consider your petition for making up one of the individual assignments for partial credit. Sorry, but any
assignment discussion-related cannot be made up.
Students with Disabilities: GSU is committed to providing all students equal access to all university programs and
facilities. Students who have a documented physical, psychological, or learning disability and require academic
accommodations, must register with Access Services for Students with Disabilities (ASSD). Please contact ASSD
by e-mail, [email protected], or by calling 708.235.3968. If you are already registered, please contact your instructor
privately regarding your academic accommodations.
Ethical Behavior: Each student is expected to follow the University’s requirements as published in the University
Catalog, 2010-11 for Academic Honesty (page 38) and the University Policy on Academic Honesty that appears in
the Student Handbook. Students are expected to fulfill academic requirements in an ethical and honest manner. This
7 of 9 SOC 4100: Self and Society (Microsociology) expectation pertains to the following elements: use and acknowledgement of the ideas and work of others,
submission of work to fulfill course requirements, sharing of work with other students, and appropriate behavior
during examinations.
Other Helpful Information:
GSU Email: In order to be notified of any changes in meeting times, including last-minute class meetings held on
Bb, you must check your Governors State student email account. It is critical and a university requirement that
you regularly check your GSU mail! To access email, go to https://mygovst.govst.edu/ and log in with your GSU
username and password. If you experience any problems with the MyGSU system, contact the Help Desk at 708534-HELP (4357).
Writing Center: I encourage students to utilize the individual assistance at the writing center to brush up on their
skills, or for a “second set of eyes.” For one-on-one help, please call 708.534.4508 to make an appointment. On-site
tutoring is available by appointment only. Tutors will be available to answer your questions about APA Monday
through Thursday 3:30 – 7:30 pm and Saturday 11:30 am – 3:30 pm. You may submit a copy of your paper for
revision suggestions and find sources for help with APA, grammar, and other general questions about writing online
at www.govst.edu/owl.
Software/Hardware Requirements: Students are required to use Microsoft Word (versions 97 and older), and keep
electronic backup copies of all their work; it is recommended that the backup be a USB flash drive (memory stick),
which is under $20. If you do not own Microsoft Word, please schedule ample time to use the computer labs at
GSU. All submitted work is required to be in Microsoft Word format so that you can read comments and
suggestions using Track Changes. Please note that Microsoft Works is incompatible with Track Changes, and also
cannot be converted to Word easily, and therefore Microsoft Works is not a permissible format for electronic
submission in this course. Students are assessed on their abilities to use Word, and through online submissions, will
also learn how to submit their work as attachments and sent electronically for evaluation.
Required software/hardware:
• Memory stick (USB Flash drive or similar)
• Microsoft Word (97 or older)
Assignment Submissions: Submit all assignments as Microsoft Word document (.doc or .docx) attachments only,
except when instructed otherwise. I consider all cut-and-paste submissions into the text boxes on Bb or blogs as
incomplete, and I evaluate these incomplete as such. Resubmissions as attachments are at the discretion of the
professor.
The faculty in the Humanities and Social Sciences Division generally expect that all students are already familiar
with basic technological skills, such as attaching documents, sending email, posting messages, and navigating
webpages, and other similar day-to-day computer tasks. If you are not comfortable or unfamiliar with these skills, it
is your responsibility to immediately utilize the GSU resources, such as the Academic Computing Services
(708.534.5000, ext. 5370), Bb Support ([email protected]), and Academic Resource Center (708.534.4508) to
schedule a time in the first two weeks of class to quickly get up to speed and learn these necessary skills. I expect
all students to be familiar with these skills, and I will assist students with learning the more intermediate and
advanced technology skills, as introduced in the course.
8 of 9 SOC 4100: Self and Society (Microsociology) RULES OF THE ROAD
We all share the responsibility to ensuring that the classroom, whether it is in a building or held online, is a safe and
respectful place that is conducive to learning. We share these responsibilities, and I expect that we all will do what
we can to encourage our learning by adhering to some normative “rules of the road”:
Classroom Decorum: Please set all phones to vibrate while in class, and refrain from holding private conversations
(including texting and email), sleeping, or reading during the lectures. This abbreviated list of disturbing
behavior is not exhaustive. I kindly ask that you honor our class’s ritual of creating a learning space, and not
disturb the learning process with any disruptive behavior.
Freedom to Learn: As a group, we must establish a foundation of mutual respect and trust. When discussing issues
in this class, all opinions will be respected as long as they are presented courteously and with respect to accurate
scientific knowledge. I also ask that you present ideas tactfully and not offensive. This course may feature
language, images, and topics that may be uncomfortable. My philosophy is that through positive dialogue, we
achieve understanding. If you are uncomfortable, respectfully bring your concerns to the discussion table.
Discussion Etiquette: Course participation is a significant part of the course grade. In the interest of giving everyone
an opportunity to succeed and maximize her/his course participation, priority is given to those who do not
always answer. Be mindful that in all communication, including online discussion boards and email, there is
another person at the other end who deserves to be treated with respect.
Preparation: Significant reading is a requirement in all courses. You should take thorough notes on your readings
every week, and be prepared to bring questions into the class for us to discuss. Don’t fall into the trap and
believe that you can remember everything that you hear because that how you did well in other courses. Most
education scholars agree that only a miniscule segment the population are auditory learners (learn primarily by
listening); by relying only on this one method of learning, you really put yourself at a tremendous disadvantage.
Avid note takers are most likely to perform well in demonstrating mastery of the material, as well as are active
participants in discussion.
Communication: If your question to me is urgent, please email me directly at [email protected]. I often like to
answer student questions within 24-hours, but I cannot if you leave me a telephone message or send a message
through Blackboard.
Grade Haggling: I really discourage “grade haggling” when a student tries to make deals or bargain for grades or
extra credit. I designed the course to maximize success so that even a stumble early on in the semester can be
remedied at the end with your hard work.
Cooling-Off Period: I understand the temptation students have to quickly email a professor in response to a grade
they didn’t quite like. That is why I have created a 24-hour “reflection” policy on discussing any graded work.
Take the day to think over feedback differently when you’re not as upset.
Mutual Trust: We all make mistakes, and it is important to share mutual trust so that we can learn from mistakes. A
grading error is often computational, and can be corrected on the spot. If you see something that doesn’t look
quite right, don’t be afraid to talk with me after class or during office hours.
Review instead of Re-Grade: If you receive less than the equivalent of a “C” on any work, I encourage you to speak
with me during office hours within the first week after the work was evaluated.
Punctual Submissions: As a general rule, extensions are not typically granted. Extensions are subject to a grade
penalty of 10%. Submissions are no longer accepted after the agreed-upon extension date and assigned as a zero
grade if not submitted by the agreed-upon time. For exams, only in extenuating circumstances will extensions
be considered for a maximum of three calendar days or parts thereof, after which exams are not accepted and
assigned as a zero grade. I will grant extensions only through email and with just cause, and never verbally.
Blackboard: Students are required to be familiar with Blackboard, and comfortable with using it as a learning tool.
If you feel you could use some assistance on how to access Blackboard, you may access help at 708-534-4115
or weblink at http://www.govst.edu/cotls/default.aspx?id=44414.
9 of 9 SOC 4100: Self and Society (Microsociology)