page3 usp 2015 course approval form ...i usp 2015 - fys page3 usp 2015 course approval form...

I

USP 2015 - FYS

PAGE3

USP 2015 COURSE APPROVAL FORM (Electronically forward this form for approval per the instructions on )

PART 1: CONTACT INFORMATION Initiator of Proposal: Ruth Bjorkenwall

Title: Extended term lecturer

Department: Global and Area Studies (GAST)

Phone: 307.766.4245

Email: [email protected]

PART 2: COURSE INFORMATION Course Prefix & Number: INST 1101 Year Offered 2015

Course Title: Society and the Outsider: Rule Semester Offered Fall Makers, Rule Breakers, and the Construction of Deviance

Credit Hours: 3

No. Students Per Section: 15 (A request for a limit to 15 is included with this course approval form)

PART 3: REQUEST FOR USP 2015 DESIGNATION First-Year Seminar FYS ~ Communication 1 CO Ml D Note: Courses proposed far USP 2015 can on!J meet

D one USP designated category so check on!J one box.

Communication 2 COM2

Communication 3 COM3 D Quantitative Reasoning Q D Human Culture H D Physical & Natural World PN D U.S. & Wyoming Constitutions v D PART 4: DOCUMENTS REQUIRED FOR APPROVAL FOR UNIVERSITY STUDIES

In addition to completing the USP 2015 Learning Outcomes Form that begins on Page 5 of this document, please attach the Course Syllabus per the instructions on Page 2. By checking the "Yes" boxes b l fj . h h ' . £ . 'd d e ow, you are con u:mmg t at t 1s m ormat1on was prov1 e . Learning Outcomes Form completed Yes [8J No D

Syllabus attached Yes [8J No D

PART 5: ACKNOWLEDGEMENT OF ASSESSMENT PROCESS lease check box to a ree to rhe statement below

I acknowledge that all instructors teaching this course are required to provide examples of student work and participate in assessment activities when requested by the USP Committee or the University Assessment Coordinators.

i

USP 2015 - FYS

PAGE4

USP 2015 COURSE APPROVAL SIGNATURE PAGE

Please note: Entering your name below in the space provided and forwarding electronically constitutes your electronic signature.

Record of Approval for All USP Course Categories:

Department/ Program Head

N ame Date (Month/ Day/Year) D avid A. Messenger 10/ 1/ 2014

College Approval (Dean or Dean's Designee)

N ame Date (Month/ Day/Year) Audrey Shalinsky/Robert Schuhmann 10-02-14

Record of Additional Approval for FYS, COM1, COM2, and COM3 Courses:

USP Committee Chair

Name Date (Month/ Day/Year)

Introduction

PAGES

USP 2015 LEARNING OUTCOMES FORM First-Year Seminar (FYS) Courses

USP 2015 - FYS

Students will critically examine and evaluate evidence, claims, beliefs, or points of view about meaningful, relevant issues. Students will be introduced to active learning, inquiry of pressing issues, and individual and collaborative processing of ideas through the First-Year Seminar curriculum. These skills will be reinforced throughout the baccalaureate experience.

Required Student Learning Outcomes

Courses must meet all six Critical & Creative Thinking studen t learning outcomes:

1. Access diverse information through focused research, active discussion, and collaboration with peers.

2. Separate facts from inferences and relevant from irrelevant information, and explain the limitations of information.

3. Evaluate the credibility, accuracy, and reliability of conclusions drawn from information.

4. Recognize and synthesize multiple perspectives to develop innovative viewpoints.

5. Analyze one's own and others' assumptions and evaluate the relevance of contexts when presenting a position.

6. Communicate ideas in writing using appropriate documentation.

LEARNING OUTCOMES FORM (continued)

First-Year Seminar (FYS) Courses

USP 2015 - FYS

In the following table, please provide a brief description (50 words or less) and attach appropriate documents (if necessary) that demonstrate how each Student Learning Outcome will be achieved in this course and how each outcome will be assessed in this course.

How will this outcome be achieved 1 How will this outcome be aueued 2

FYS Student Learning Outcomes in this course? in this course?

Provide specific examples of assi.R,nments and activities Access diverse information through Active class discussion with peers on what it means to do Informal assessment through short, written focused research, active discussion, and scientific research: assignment at the end of the class: I will ask students collaboration with peers. to write one point that they learnt and one question

1) Watch TED talk "Are we in control of our own that remains; collect their writing, provide written decisions?" in class. comments, and return to them their work the

following time. T his quick assignment tells me some 2) Students will then do the 30-30-20-20 (a pair-share) of what students have understood in the course exercise: material and points that need further elaboration and During 30 seconds, one students tells the o ther student elaboration. his/ her TED observations; during the following 30 seconds, the second student tells the first student about his/ her observations; during the next 20 seconds, the first student responds to the second student; during the last 20 seconds, the second student responds to the first student.

3) The pairs report back to the larger class.

4) We record ideas on the white board. What are some similarities in the reported though ts? What are some differences? Any concepts on the board? What do the concepts mean? Do any of the concepts matter for scientific research? Why? Why not? Here, I'm interested in getting them to think about how one would approach scientific research. How can one be certain that one is really observing what one thinks one has observed?

USP 2015 - FYS Separate facts from inferences and 1) Students will read, prior to class, _New York Informal assessment through short, written relevant from irrelevant information, Times_ article on Dasani, her family , and their lives assignment at the end of the class: I will ask and explain the limitations of in a New York shelter (week 2, lecture 4 in the students to write one point that they learnt and information. course outline) one question that remains; collect their writing,

provide written comments, and return to them 2) In class, I will provide students with, for instance, their work the following time. This quick statistics on poverty in the United States and assignment tells me some of what students editorials in which authors propose solutions to have understood in the course material and reducing poverty in the United States.We will then points that need further elaboration and analyze the statistics and try to determine what in explanation. the statistics, articles, and editorials that we can "trust," cannot trust, and why.

Evaluate the credibility, accuracy, and Here, students will start off reading Lombroso's For the formal assessment of the presentations, reliability of conclusions drawn from "Criminal Man" (week 4, lecture 7), then work in also see the grading rubric for this assignment information. groups and do literature-review research, collect on page 3 and 4 of the course syllabus.

empirical data through videotaped interviews (we'll discuss later whether we can generalize or not from Grading rubric for the group presentation: that data ), and present their findings and conclusion (week 8, lecture 16) to the rest of the class. The group presentation is worth 25 points (8

points x3 plus a bonus point) and 25 percent of Here is the description of the group project and your final grade. I will assess each group presentation (page 3 of the course syllabus): according to the following:

Video project and group presentation: A) Clarity of ideas and organization of the presentation: I will assess "clarity" by the ease

For the video project and group presentations, you with which the audience can understand the will be asked to work together with two other key points that the presenters would like to students. The presentation should be no longer than make in their presentation. 12 minutes and video clip (included in the presentation) two minutes long. The starting point B) Effective use of course materials: By for your group project is Lombroso' s "Criminal "effective use," I mean that it should be Man" and his (")scientific(") research on tattoos. obvious to the audience that the presenters Your and group will 1) look for current research on have read, watched, understood, and critically the practice and meaning of tattoos; 2) provide a analyzed the relevant course materials. very short literature review of the prior tattoo research in your presentation; 3) collect empirical C) Integration of presenter contributions: By data, video-taping two or three people with tattoos "integration," I mean that it should be obvious

FYS Student Learning Outcomes

Recognize and synthesize multiple perspectives to develop innovative viewpoints.

(preferably other students in the course) who explain why they got tattoos and what their meanings are; and 4) draw conclusions from your research that you then include in your presentation.

How will this outcome be achieved 1

in this course? Provide specific examples of ass&,11ments and activities

l address this learning outcome with final-paper assignment for this course. Here's what the syllabus states on page 4, under the heading "A Final Paper":

You will be asked to write a four-page final paper (excluding the bibliography) that is an analysis of deviance in _American Gangster_. (We will watch and discuss the movie in class at the end of the course.) _American Gangster_ is based on real-life stories. Treat the content of the movie as if it were empirical data that you had gathered in your research on deviance. You will be asked to apply a theoretical perspective of your choice to analyze the deviance that you observed in _American Gangster_ (your research data). Your final paper will also be your opportunity to reshape and remake the "personal deficiencies" of those who deviate from rules in _American Gangster_ and treat, instead, these "personal deficiencies" as belonging to the study of"the social."

USP 2015 - FYS

to the audience that group members have made an effort to combine their material in the presentation in a well-structured manner.

How will this outcome be assessed 2

in this course?

For the formal assessment of the final papers, also see thi s grading rubric on page 4 and 5 of the course syllabus:

Grading rubric for the final paper:

The paper is worth 25 percent of your final grade. You will be assessed according to the following:

A) Clarity of the thesis and argument: 1 will assess "clarity" by the ease with which the reader can understand the key points that the author would like to make in his/her paper.

B) Effective use of combined course materials: By "effective use," I mean that it should be obvious to the reader that the paper author has read, watched, understood, and critically analyzed the course materials and uses, in the final paper, their combination in a well-structured manner.

C) Polish, style, and creativity: It should be evident to the reader that the paper author has spent time crafting his/her argument.

D) Syntax and mechanics: The piece should be written according to accepted standards of format, use, spelling, and capitalization. Full points in this category means that a paper may have some minor errors, but points will be deducted if the paper has quite a few errors or errors that make it difficult for

Analyze one's own and others' assumptions and evaluate the relevance of contexts when presenting a position.

Communicate ideas in writing using appropriate documentation.

All the theoretical persperspectives on deviance that we study in this course -- the classical school, the positive school, functionalism, social disorganization, anomie, differential association, control theory, labelling theory, and critiques of the field of deviance -- will include classroom discussions with the entire class participating, pair-share exercises (30-30-20-20 is one), and "closereading" assignments done prior to class.

This is the "close-reading" assignment:

For homework every day, I will ask students to pick a main point from one of the next lecture' s readings; find a quotation that exemplified that point; find three more supporting quotations; explain the significance of all four quotations; and turn in to me the written assignments, which I then return to students with my comments. Again, I address this learning outcome with the finalpaper assignment for this course. Here's what the syllabus states on page 4, under the heading "A Final Paper":

You will be asked to write a four-page final paper (excluding the bibliography) that is an analysis of deviance in _American Gangster_. (We will watch and discuss the movie in class at the end of the course.) _American Gangster_ is based on real-life stories. Treat the content of the movie as if it were empirical data that you had gathered in your research on deviance. You will be asked to apply a theoretical perspective of your choice

USP 2015 - FYS the reader to understand sentence meanings.

Informal assessment: I return to students every close-reading assignment with comments that may include questions such as "what's your underlying assumption in this context?" iftheir explanation of the significance of their chosen quotations appear to include assumptions that the students haven't explicitly addressed,

Here's (again) the final-grading rubric from page 4 and 5 of the course syllabus.

Grading rubric for the final paper:

The paper is worth 25 percent of your final grade. You will be assessed according to the following:

A) Clarity of the thesis and argument: I will assess "clarity" by the ease with which the reader can understand the key points that the author would like to make in his/her paper.

USP 2015 - FYS to analyze the deviance that you observed in _American Gangster_ (your research data). Your final paper will also B) Effective use of combined course materials: By be your opportunity to reshape and remake the "personal "effective use," I mean that it should be obvious to deficiencies" of those who deviate from rules in the reader that the paper author has read, watched, _American Gangster_ and treat, instead, these "persona understood, and critically analyzed the course deficiencies" as belonging to the study of "the social." materials and uses, in the final paper, their

combination in a well-structured manner.


D) Syntax and mechanics: The piece should be written according to accepted standards of format, use, spelling, and capitalization. Full points in this category means that a paper may have some minor errors, but points will be deducted if the paper has quite a few errors or errors that make it difficult for the reader to understand sentence meanings.

USP 2015 - FYS

1 Achievement of a Student Learning Outcome will involve various educational strategies that may vary by both course and outcome. Some of these strategies will be employed 'in class' (e.g. lectures, student presentations, discussions, laboratory exercises, writing assignments, sample problems, pair-shares), while others will be realized out-of-class (e.g. readings, homework problems, literature searches, writing assignments). In other words, educational strategies include any and all activities employed in a course that help students to achieve the outcome.

2 Assessment is one or more processes that identify, collect, and prepare data to evaluate the attainment of student learning outcomes. Effective assessment uses relevant direct, indirect, quantitative, and qualitative measures as appropriate to the outcome being measured. Different assessment methods may be used for different outcomes: appropriate sample methods may also be used. Assessment methods that might be employed include direct assessment of student work, standardized examinations/ exam questions, locally developed examinations/ exam questions, simulations, exit interviews, written surveys or questionnaires, focus groups, performance appraisals, external examiners, oral exams, behavioral observations, and portfolios.

COURSE SYLLABUS INST 1101:

Society and the Outsider: Rule Makers, Rule Breakers, and the Construction of Deviance

Fall 2015 semester

Instructor: Ruth Bjorkenwall [Byoerkenvall]

Office: Ross Hall 232

Phone: (307) 766-4245

Course description and objectives

Class time: TBA Room: TBA E-mail: [email protected] E-mail responses will, as a rule, be sent within 48 hours. Office hours: TBA or by appointment

1

What is deviant behavior, and why study it? As one sociologist put it, someone studying deviance is going to be concerned with "rule making, "rule breaking," and "reactions to rulebreaking behavior." But this course on deviance is much more. Here, we' ll learn to see who are outsiders and understand why outsiders are treated as non-conformist or "deviant." Using, what C. Wright Mills calls our "sociological imagination," we will then investigate deviance and outsiders from different viewpoints, in a mixture of societies, and at various points in history. We' ll use theoretical perspective to examine and critique the making of a deviant and deviant behavior in areas like crime, prostitution, and suicide. We will also analyze power, conformity, and deviance in other context, too, like social class, race, and gender. All in all, this is a course in which we get to reshape and remake "personal deficiencies" of those who deviate from rules as belonging to the study of "the social" and the making of the outsider/ deviant.

First-year seminar This course is a first-year seminar (FYS). It fulfills the FYS requirement of the 2015 University Studies Program (USP). In this course, students will learn to examine and evaluate evidence, claims, beliefs, and points of view about meaningful, relevant issues. Students will also be introduced to active learning, inquiry of pressing issues, and individual and collaborative processing of ideas through the FYS course. These are skills that students then continue to build and reinforce throughout the rest of their college years.

USP learning outcomes 1. Access diverse information through focused research, active discussion, and collaboration with peers. 2. Separate facts from inferences and relevant from irrelevant information, and explain the limitations of information. 3. Evaluate the credibility, accuracy, and reliability of conclusions drawn from information.

2

4. Recognize and synthesize multiple perspectives to develop innovative viewpoints. 5. Analyze one's own and others' assumptions and evaluate the relevance of contexts when presenting a position. 6. Communicate ideas in writing using appropriate documentation.

Disability statement It is University of Wyoming policy to accommodate students, faculty, staff, and visitors with disabilities. If you have a physical, learning, sensory, or psychological disability and require accommodations, please talk to me as soon as possible. You will also need to register with and provide the University Disability Support Services (UDSS) with documentation of your disability. UDSS is located in the Student Educational Opportunity (SEO) offices, room 330 Knight Hall. The phone numbers are 307.766.6189 and TTY: 307.766.3073.

Required readings *Traub, Stuart, and Craig Little. Theories of Deviance. 5th ed. Itasca, Illinois: F. E Peacock, 1999. * *Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style for Students and Researchers. 81

h ed. Chicago: University of Chicago Press, 2013. ***Additional course readings (ACR). You will find the ACR or links to video clips on the web posted in WyoCourse.

Course requirements and grading standards 1) class participation, in-class writing & group work; 20 points total 2) two quizzes (the best one counted); 25 points total 3) video project & group presentation; 25 points total 4) final paper; 30 points total

Final grades will be assigned according to the following: A 90-100% B 80-89.4% c 70-79.4% D 60-69.4% F 0-59.4%

20% of the final grade 25% of the final grade 25% of the final grade 30% of the final grade

Please note that I reserve the right to change assignment details and readings to adjust to class needs, so with the exception of the four component requirements (class participation, two quizzes, the video project and group presentation, and the final paper) and their proportion of the final grade, this syllabus may be subject to changes. Any changes will be announced in class and - if they are extensive - communicated via e-mail, so do check your UW student e-mail account regularly for course announcements. All assignments must be completed for students to pass the class. Failure to complete an assignment will result in a failing course grade. Late work will be docked an entire grade for every day after the assignment due date. No extra credit work will be offered to bolster a student's grade.

3

Description of requirements and major assignments

1) Regular attendance and active class participation The class begins at . . . . I expect everyone to arrive on time and remain during the entire class session. You may miss three (3) class meetings without a penalty. If you do miss a class, it is your responsibility to read the required material for that day and get class notes from a class mate. After three (3) absences, your course grade will drop one full letter grade. (Universitysponsored absences must be cleared through the Office of Student Life, OSL. The OSL may also confirm absences such as deaths in the family or road closures that prevent students from getting to a class. For illnesses, I will accept a doctor's bill or something equivalent.)

I expect everyone to participate in the class discussions. This means that you come to class prepared. You have read in advance the material assigned for the day, and you are prepared to discuss the readings and are willing to respond to the contributions of other students. You should also bring the assigned course readings to every class meeting. Please listen to your classmates carefully and engage in discussions, showing equal respect for all class participants. Derogatory statements, hate speech, heckling or the belittling of another's ideas will not be tolerated, and anyone violating this rule will be asked to leave the classroom. Please turn off cell phones, and do not surf the Web during class sessions. Either of the latter activities will result in a deduction in the class-participation category each time that it occurs.

2) Two quizzes The two in-class quizzes will be based on the readings and the material that we cover in class. Only your best quiz will be counted toward the 25 percent of the final grade. Details for the quizzes will be covered in class later in the course.

3) A video project and group presentation For the video project and group presentations, you will be asked to work together with two other students. The presentation should be no longer than 12 minutes and video clip (included in the presentation) two minutes long. The starting point for your group project is Lombroso's "Criminal Man" and his (")scientific(") research on tattoos. Your and group will 1) look for current research on the practice and meaning of tattoos; 2) provide a very short literature review of the prior tattoo research in your presentation; 3) collect empirical data, video-taping two or three people with tattoos (preferably other students in the course) who explain why they got tattoos and what their meanings are; and 4) draw conclusions from your research that you then include in your presentation.

Grading rubric for the group presentation

The group presentation is worth 25 points (8 points x3 plus a bonus point) and 25 percent of your final grade. I will assess each group according to the following:

4

A) Clarity of ideas and organization of the presentation: I will assess "clarity" by the ease with which the audience can understand the key points that the presenters would like to make in their presentation.

B) Effective use of course materials: By "effective use," I mean that it should be obvious to the audience that the presenters have read, watched, understood, and critically analyzed the relevant course materials.

C) Integration of presenter contributions: By "integration," I mean that it should be obvious to the audience that group members have made an effort to combine their material in the presentation in a well-structured manner.

More details for this grading rubric will be covered in class later in the course.

4) A final paper You will be asked to write a four-page final paper (excluding the bibliography) that is an analysis of deviance in American Gangster. (We will watch and discuss the movie in class at the end of the course.) American Gangster is based on real-life stories. Treat the content of the movie as if it were empirical data that you had gathered in your research on deviance. You will be asked to apply a theoretical perspective of your choice to analyze the deviance that you observed in American Gangster (your research data). Your final paper will also be your opportunity to reshape and remake the "personal deficiencies" of those who deviate from rules in American Gangster and treat, instead, these "personal deficiencies" as belonging to the study of "the social."

The draft is due on the day for the final - [day & time] -- during finals week. A late paper will be awarded fewer points. Print out a legible copy of your work. Do not e-mail me your work. Your paper should be properly formatted ("Chicago Style") and according to the instructions given in class. The pages must be stapled or paper-clipped together. There should be no, or very few, mechanical errors (typos, misspellings, incorrect margins). The paper should have no or only occasional grammar errors. The language that you use should be clear, concise, and appropriate to the topic. Failure to meet these guidelines will result in a lowered grade for the assignment. Further details for the draft and the final paper will be covered in class later in the course.

Grading rubric for the final paper The paper is worth 25 percent of your final grade. You will be assessed according to the following:


5





Academic dishonesty The University of Wyoming has very strict regulations concerning academic dishonesty. Each student is expected to be aware of and to abide by the academic dishonesty policy as specified in UW regulation 6-802. Ignorance of what constitutes plagiarism, how to properly cite sources, or what is appropriate behavior on an examination or class assignment is not an acceptable defense against a charge of academic dishonesty.

The University's academic dishonesty policy (UNIREG 802, Revision 4, section 4) authorizes several actions against a student found to violate the policy:

a. A grade of "F" is assigned for the course in which the act of academic dishonesty was committed.

b. The student is suspended from the University for one year if he or she commits two acts of academic dishonesty at different times or for different courses.

c. Further sanctions, including loss of scholarships, may also be imposed.

In this course, students will, as a minimum, receive an "F" as a final grade in the course in response to an act of academic dishonesty.

http://www.uwyo.edu/pols/courses/academic-dishonesty. pdf UW REGULATION 6-802 Procedures and Authorized University Actions in Cases of Student Academic Dishonesty

4. DEFINITIONS

A. ACADEMIC DISHONESTY. An action attempted or performed that misrepresents one 's involvement in an academic endeavor in any way, or assists another student in misrepresenting

Date

WEEK I LEC I

LEC2

6

his or her involvement in an academic endeavor. Examples of academic dishonesty include, but are not limited to:

i. Plagiarism: presenting the work (i.e., ideas, data, creations) of another, wholly or in part, as one's own work without customary and proper acknowledgement of sources and extent of use, unless authorized by the instructor.

ii. Cheating: using information, study aids, notes, materials, devices, or collaboration not explicitly approved by the instructor. For example: doing a class assignment for someone else or allowing someone to copy one's assignment; copying from, or assisting, another student during an examination; or stealing, or otherwise improperly obtaining, copies of an examination before or after its administration.

iii. Fraud: altering or inventing data, research, or citations for an academic endeavor; fabricating, forging or otherwise misrepresenting to an instructor or an institution one' s past or current academic or professional activities; impersonating someone or allowing oneself to be impersonated for an examination or other academic endeavor; using a ghost writer, commercial or otherwise, for any type of assignment.

iv. Violation of Standards: violations against ethical and professional standards required by individual University programs, academic courses, and clinical programs that may result in qualification for entry into a profession that maintains standards of conduct.

v. Multiple Submissions: submitting, wholly or in part, the same academic endeavor to earn credit in two or more courses without explicit approval by all concerned instructors.

vi. Interference or Obstruction: interfering with academic efforts of other students to gain unfair advantage for personal academic advancement. Interference may include but is not limited to, sabotage, harassment, tampering, bribery, or intimidation of another student.

vii. Complicity: assisting another person in any act of academic dishonesty as defined above.

Course outline

Topic Readings Focus questions and/ or Course activities USP learning assignments outcomes

-Introduction to the -No readings Q: Who are we? 7 Build a learning course: the sy llabus community: Outside & course exercise to get to know requirements each other -Introduction to higher-order thinking (Bloom's taxonomy) -On the study of ***ACR: Selection from Qs: How do we know? 7 Watch & discuss parts 1,2 deviance: the Garth Massey's five- What's so difficult about of Kitchen Stories (knowledge & scientific research finger take on social- doing research on human comprehension)

7

method science research subjects?

-WATCH Dan Ariely's TED 7 Discuss & evaluate 1, 2, 3 talk - prior to class -- "Are Ariely's TED talk (knowledge, we in control of our own comprehension, decisions?" &. evaluation)

WEEK2 -Thinking like a ***Selection from C. Q: How does one think using Disscuss "the t LEC3 sociologist Wright Mills' The one's "sociological sociological (knowledge &

Sociological Imagination imagination?" imagination" comprehension)

-Seeing outsiders, ***ACR: Selection from Qs: Who is a deviant? What's 7 Watch & discuss parts 1, 2, 5 deviants, and deviant Erich Goode's Deviant deviant behavior? of Ma Vie en Rose; (knowledge, behavior Behavior "dancing on crutches;" comprehension,

flash mob in Antwerp & application, & discuss; analysis) Apply C. Wright Mills' sociological imagination to scenes in Ma Vie en Rose & the video clips & analyze

LEC4 -Seeing outsiders, ***ACR: The New York Qs: Who is a deviant? What's Discuss the Dasani 2,3, 5 deviants, and deviant Times articles on Dasani, deviant behavior? Why? articles & use editorials (knowledge, behavior her family, and their statistics on poverty in comprehension,

lives in a New York the United States to analysis, & homeless shelter analyze Dasani & her evaluation)

family's situation and to evaluate the article, editorial, and statistics information

WEEK3 -Theoretical ***ACR: Garth Q: What's a theoretical -Theory as a Way of 2,5 LEC5 approaches to the Massey's definition of perspective? Understanding: "The (knowledge,

study of deviance theory Bunny Samurai" comprehension, application, & analysis)

LEC6 -Classical school: on ***ACR: Beccaria's An Q: What has (")human Discuss, analyze, & 1, 2, 3, 5 social control; Essay on Crimes and nature(") got to do with crime evaluate the Beccaria (knowledge, pleasure and pain; Punishment and punishment? piece comprehension, crime and discussion, punishment; and analysis, & human nature evaluation)

WEEK4 -The positive school: ***ACR: Lombroso's Q: What do tattoos mean? Discuss, analyze, & 1, 2, 3, 5 LEC7 On the use of "Criminal Man" evaluate the Lombroso (knowledge,

(")science(") and piece comprehension, physiology to explain discussion, criminal man as a analysis, & particular type of evaluation) primitive individual

LEC 8 -Library research and Q: What kind of information 1 video project and can we find on tattoos in UW (knowledge) group presentations libraries?

-UW library field trip WEEKS -The library visit, the Q: What do tattoos mean? Prepare for the video and LEC9 video project as group project on the

group work, & group meaning of tattoos presentation

LEC 10 -Functionalism: *Durkheim 's "The Qs: Deviance - like crime -- Discuss, analyze, and 1, 2,3. 5 Deviance as the Normal and is normal and cannot be evaluate the Davis piece (knowledge, social maintenance of Pathological" avoided? Why not? comprehension,

8

the whole society discussion & -WATCH report on a New analysis)

*Davis' "The Sociology Orleans brothel & scandal" of Prostitution ls Davis correct? Prostitution

is functional for everyone? WEEK6 -Quiz preparation Preparation for the quiz LEC 11 LEC12 QUIZ l: three

theoretical perspectives

WEEK7 -Social *Thomas and Q: Whose fault is it that a city Discuss, analyze, & 1,2,3,5 LEC13 disorganization: On Znaniecki ' s "The and its people are evaluate the readings (knowledge,

rapid structural Concept of Social disorganized and deviant? comprehension, changes; social Disorganization" discussion, pathology; and *Faris and Durham: analysis, & habitat studies of "Natural Areas of the evaluation) lower-class C ity" populations

LEC 14 -Anomie and strain: *Durkheim's "Anomic Qs: Why do people commit Discuss, analyze, & 1, 2, 3, 5 On the study of social Suicide" suicide? evaluate the readings (knowledge, facts; normlessness, *Merton 's "Social Why are people deviant and comprehension, and strain Structure and Anomie" commit crimes? discussion &

analysis) WEEKS -Differential *Sutherland and Q: Learning to be a deviant is Discuss, analyze, & 1, 2, 3, 5 LEC 15 association: Leaming Cressey' s "The Theory the same as other kinds of evaluate Sutherland & (knowledge,

deviance in social of Differential learning? Really? Cressey's piece comprehension, process Association" discussion,

analysis, & eva luation)

LEC 16 -GROUP Group presentation of PRESENTATIONS: the tattoo project What do tattoos mean?

WEEK9 -Control theory: *Reckless' "A Non- Q: Criminals are criminals Discuss, analyze, & 1, 2, 3, 5 LEC 17 On the maintenance Causal Explanation: because there' s nothing that evaluate the readings (knowledge,

of conformity; Containment Theory" restrains? comprehension, interna l & external *Hirsch i's "A Control discussion, controls; and the idea Theory of Delinquency" analysis, & of deviant cultures *Gottfredson and evaluation)

Hirschi 's "The Nature of Criminality: Low Self-Control"

LEC 18 -Control theory: *Gottfredson and Q: Criminals are criminals Discuss, analyze, & 1, 2, 3, 5 On the maintenance Hirsch i's "The Nature of because they can' t control evaluate Gottfredson (knowledge, of conformity; Criminality: Low Self- themselves? and Hirschi 's reading comprehension, internal & external Control" discussion, controls; and the idea analysis, & of deviant cultures evaluation)

WEEK 10 -Label ling theory: *Tannenbaum's "The Q: How can other people's Discuss, analyze, & 1, 2, 3, 5 LEC 19 Social interactions Dramatization of Evil" labels you of you make you a evaluate the readings (knowledge,

that mark what's to *Lemert' s "Primary and deviant? comprehension, become deviant Secondary Deviance" discussion,

*Becker's "Career analysis, & Deviance" evaluation)

LEC 20 -Critique of the social *Liazos' "The Poverty of Q: Who and what should we Discuss, analyze, & l, 2, 3, 5 deviance field the Sociology of really be studying in evaluate the readings (knowledge,

Deviance: N uts, Sluts, deviance? comprehension, and ' Preverts'" discussion,

9

*Spitzer's "Toward a analysis, & Marxian Theory of evaluation) Deviance"

WEEK II -Watching American Q: How would I analyze and Apply to, analyze, 3, 4, 5 LEC21 Gangster explain the deviance in evaluate theoretical (analyze,

American Gangster? perspective in American evaluate, & Gangster, & revise revise "individual deficiencies" perspectives on of the movie characters deviance)

LEC 22 -Watching American Q: How would I analyze and Apply to, analyze, 3, 4, 5 Gangster in class explain the deviance in evaluate theoretical (analyze,

American Gangster? perspective in American evaluate, & Gangster, & revise revise "individual deficiencies" perspectives on of the movie characters deviance)

WEEK 12 -Quiz preparation -Preparation for the quiz LEC 23 LEC 24 QUIZ 2: Seven

perspectives WEEK 13 -TBA LEC 25

-Thanksgiving week WEEK 14 -Theoretical -Preparation for the final 3,4, 5 LEC26 perspectives for the paper (analyze,

analysis of American evaluate, & Gangster revise the

" individual-deficiency perspective on deviance)

LEC27 -Theoretical -Preparation for the fina l 3,4, 5 perspectives for the paper (analyze, analysis of American evaluate, & Gangster revise the

" individual -deficiency" perspectives on deviance)

WEEK 15 -Individual meetings -Preparation for the final 6 LEC 28 with students on final paper (written

papers communication of ideas through appropriate documentation)

LEC 29 -Individual meetings -Preparation for the final 6 with students on final paper (written papers communication

of ideas through appropriate documentation)

WEEK 16 FINALS WEEK FINAL PAPER IS DUE 6 on ... (written

communication of ideas through appropriate documentation)

Ruth Bjorkenwall's request to limit the number to 15 the number of FYS students in the fall 2015 semester INST 1101 course "Society and the Outsider: Rule Makers, Rule Breakers, and the Construction of Deviance"

This is my rationale for asking for a limit of 15 students in my fall 2015 FYS course. I am a teacher, but it is the learning process and the learning itself that I want to emphasize when I teach. I have, in short, a (teaching)learning philosophy that is focused on learning-centered teaching and "audible" thinking that takes much of the available classroom time. The following is a short explanation of what I mean.

I actively try to avoid "top-down" teaching and learning (the vertical axis below) in the classroom.

TOP-DOWN (VERTICAL) TEACHING & LEARNING

TT = TEACHERTEACHES

T~-- ----Sr

SL = STUDENTSLEARN

Here, the teacher (TT) centers his/her lecture plans and their implementation on teaching what students should know. This top-down teaching tends to discourage active learning as students (SL) receive knowledge instead of actively engaging with the new material, integrating that material with their a-priori knowledge, and, in best-case scenarios, challenging their own prior assumptions.

"TT" teaching may have another down side: limiting the learning that teachers could do in a classroom. If, instead, students get to think aloud - to do "audible" thinking together with their teachers - then teachers and students alike may grow intellectually, furthering their knowledge and understanding about theirs and others' social worlds (also the subject matter of my FYS course). This is a learning-centered teaching in which students also teach and teachers, too, learn from students:

LEARNING-CENTERED (VERTICAL & HORIZONTAL) TEACHING

HORIZONTAL AXIS:

TL (TEACHERLEARNS) <-------------------ST (STUDENTSTEACH)

TT

SL

HORIZONTAL AXIS:

TL (TEACHERLEARNS) <------------------- ST (STUDENTSTEACH)

How much (or how little) knowledge acquisition and intellectual growth - area A, B, and C in the drawing above - that then occur in the actual classroom depends on a number of variables. One significant one is, I think, the number of students in the classroom and the amount of time that each student has to do "audible" thinking together with everyone else in the classroom. Fewer students mean more time to for everyone to state, explain, apply, analyze, and evaluate what is being "thought aloud." For this important reason, I hope that you will consider and grant my request of a limit of 15 students in my fall 2015 FYS course.

2

COURSE SYLLABUS INST 1101:

Society and the Outsider: Rule Makers, Rule Breakers, and the Construction of Deviance

Fall 2015 semester

Instructor: Ruth Bjorkenwall [Byoerkenvall]

Office: Ross Hall 232

Phone: (307) 766-4245

Course description and objectives

Class time: TBA Room: TBA E-mail: [email protected] E-mail responses will, as a rule, be sent within 48 hours. Office hours: TBA or by appointment

1

What is deviant behavior, and why study it? As one sociologist put it, someone studying deviance is going to be concerned with "rule making, "rule breaking," and "reactions to rulebreaking behavior." But this course on deviance is much more. Here, we'll learn to see who are outsiders and understand why outsiders are treated as non-conformist or "deviant." Using, what C. Wright Mills calls our "sociological imagination," we will then investigate deviance and outsiders from different viewpoints, in a mixture of societies, and at various points in history. We' ll use theoretical perspective to examine and critique the making of a deviant and deviant behavior in areas like crime, prostitution, and suicide. We will also analyze power, conformity, and deviance in other context, too, like social class, race, and gender. All in all, this is a course in which we get to reshape and remake "personal deficiencies" of those who deviate from rules as belonging to the study of "the social" and the making of the outsider/ deviant.

First-year seminar This course is a first-year seminar (FYS). It fulfills the FYS requirement of the 2015 University Studies Program (USP). In this course, students will learn to examine and evaluate evidence, claims, beliefs, and points of view about meaningful, relevant issues. Students will also be introduced to active learning, inquiry of pressing issues, and individual and collaborative processing of ideas through the FYS course. These are skills that students then continue to build and reinforce throughout the rest of their college years.

USP learning outcomes 1. Access diverse information through focused research, active discussion, and collaboration with peers. 2. Separate facts from inferences and relevant from irrelevant information, and explain the limitations of information. 3. Evaluate the credibility, accuracy, and reliability of conclusions drawn from information.

2

4. Recognize and synthesize multiple perspectives to develop innovative viewpoints. 5. Analyze one's own and others' assumptions and evaluate the relevance of contexts when presenting a position. 6. Communicate ideas in writing using appropriate documentation.

Disability statement It is University of Wyoming policy to accommodate students, faculty, staff, and visitors with disabilities. If you have a physical, learning, sensory, or psychological disability and require accommodations, please talk to me as soon as possible. You will also need to register with and provide the University Disability Support Services (UDSS) with documentation of your disability. UDSS is located in the Student Educational Opportunity (SEO) offices, room 330 Knight Hall. The phone numbers are 307.766.6189 and TTY: 307.766.3073.

Required readings *Traub, Stuart, and Craig Little. Theories of Deviance. 5th ed. Itasca, Illinois: F. E Peacock, 1999. **Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style for Students and Researchers. gth ed. Chicago: University of Chicago Press, 2013. ***Additional course readings (ACR). You will find the ACR or links to video clips on the web posted in WyoCourse.

Course requirements and grading standards 1) class participation, in-class writing & group work; 20 points total 2) two quizzes (the best one counted); 25 points total 3) video project & group presentation; 25 points total 4) final paper; 30 points total

Final grades will be assigned according to the following: A 90-100% B 80-89.4% c 70-79.4% D 60-69.4% F 0-59.4%

20% of the final grade 25% of the final grade 25% of the final grade 30% of the final grade

Please note that I reserve the right to change assignment details and readings to adjust to class needs, so with the exception of the four component requirements (class participation, two quizzes, the video project and group presentation, and the final paper) and their proportion of the final grade, this syllabus may be subject to changes. Any changes will be announced in class and - if they are extensive - communicated via e-mail, so do check your UW student e-mail account regularly for course announcements. All assignments must be completed for students to pass the class. Failure to complete an assignment will result in a failing course grade. Late work will be docked an entire grade for every day after the assignment due date. No extra credit work will be offered to bolster a student's grade.

3

Description of requirements and major assignments

1) Regular attendance and active class participation The class begins at .... I expect everyone to arrive on time and remain during the entire class session. You may miss three (3) class meetings without a penalty. If you do miss a class, it is your responsibility to read the required material for that day and get class notes from a class mate. After three (3) absences, your course grade will drop one full letter grade. (Universitysponsored absences must be cleared through the Office of Student Life, OSL. The OSL may also confirm absences such as deaths in the family or road closures that prevent students from getting to a class. For illnesses, I will accept a doctor's bill or something equivalent.)

I expect everyone to participate in the class discussions. This means that you come to class prepared. You have read in advance the material assigned for the day, and you are prepared to discuss the readings and are willing to respond to the contributions of other students. You should also bring the assigned course readings to every class meeting. Please listen to your classmates carefully and engage in discussions, showing equal respect for all class participants. Derogatory statements, hate speech, heckling or the belittling of another's ideas will not be tolerated, and anyone violating this rule will be asked to leave the classroom. Please turn off cell phones, and do not surf the Web during class sessions. Either of the latter activities will result in a deduction in the class-participation category each time that it occurs.

2) Two quizzes The two in-class quizzes will be based on the readings and the material that we cover in class. Only your best quiz will be counted toward the 25 percent of the final grade. Details for the quizzes will be covered in class later in the course.

3) A video project and group presentation For the video project and group presentations, you will be asked to work together with two other students. The presentation should be no longer than 12 minutes and video clip (included in the presentation) two minutes long. The starting point for your group project is Lombroso' s "Criminal Man" and his (")scientific(") research on tattoos. Your and group will 1) look for current research on the practice and meaning of tattoos; 2) provide a very short literature review of the prior tattoo research in your presentation; 3) collect empirical data, video-taping two or three people with tattoos (preferably other students in the course) who explain why they got tattoos and what their meanings are; and 4) draw conclusions from your research that you then include in your presentation.

Grading rubric for the group presentation

The group presentation is worth 25 points (8 points x3 plus a bonus point) and 25 percent of your final grade. I will assess each group according to the following :

4

A) Clarity of ideas and organization of the presentation: I will assess "clarity" by the ease with which the audience can understand the key points that the presenters would like to make in their presentation.

B) Effective use of course materials: By "effective use," I mean that it should be obvious to the audience that the presenters have read, watched, understood, and critically analyzed the relevant course materials.

C) Integration of presenter contributions: By "integration," I mean that it should be obvious to the audience that group members have made an effort to combine their material in the presentation in a well-structured manner.


4) A final paper You will be asked to write a four-page final paper (excluding the bibliography) that is an analysis of deviance in American Gangster. (We will watch and discuss the movie in class at the end of the course.) American Gangster is based on real-life stories. Treat the content of the movie as if it were empirical data that you had gathered in your research on deviance. You will be asked to apply a theoretical perspective of your choice to analyze the deviance that you observed in American Gangster (your research data). Your final paper will also be your opportunity to reshape and remake the "personal deficiencies" of those who deviate from rules in American Gangster and treat, instead, these "personal deficiencies" as belonging to the study of "the social."

The draft is due on the day for the final - [day & time] -- during finals week. A late paper will be awarded fewer points. Print out a legible copy of your work. Do not e-mail me your work. Your paper should be properly formatted ("Chicago Style") and according to the instructions given in class. The pages must be stapled or paper-clipped together. There should be no, or very few, mechanical errors (typos, misspellings, incorrect margins). The paper should have no or only occasional grammar errors. The language that you use should be clear, concise, and appropriate to the topic. Failure to meet these guidelines will result in a lowered grade for the assignment. Further details for the draft and the final paper will be covered in class later in the course.

Grading rubric for the final paper The paper is worth 25 percent of your final grade. You will be assessed according to the following:


5





Academic dishonesty The University of Wyoming has very strict regulations concerning academic dishonesty. Each student is expected to be aware of and to abide by the academic dishonesty policy as specified in UW regulation 6-802. Ignorance of what constitutes plagiarism, how to properly cite sources, or what is appropriate behavior on an examination or class assignment is not an acceptable defense against a charge of academic dishonesty.

The University's academic dishonesty policy (UNIREG 802, Revision 4, section 4) authorizes several actions against a student found to violate the policy:

a. A grade of "F" is assigned for the course in which the act of academic dishonesty was committed.

b. The student is suspended from the University for one year if he or she commits two acts of academic dishonesty at different times or for different courses.

c. Further sanctions, including loss of scholarships, may also be imposed.

In this course, students will, as a minimum, receive an "F " as a final grade in the course in response to an act of academic dishonesty.

http://www.uwyo.edu/pols/courses/academic-dishonesty.pdf UW REGULATION 6-802 Procedures and Authorized University Actions in Cases of Student Academic Dishonesty

4. DEFINITIONS

A. ACADEMIC DISHONESTY. An action attempted or performed that misrepresents one's involvement in an academic endeavor in any way, or assists another student in misrepresenting

Date

WEEKI LEC I

LEC2

6

his or her involvement in an academic endeavor. Examples of academic dishonesty include, but are not limited to:

i. Plagiarism: presenting the work (i.e. , ideas, data, creations) of another, wholly or in part, as one's own work without customary and proper acknowledgement of sources and extent of use, unless authorized by the instructor.

ii. Cheating: using information, study aids, notes, materials, devices, or collaboration not explicitly approved by the instructor. For example: doing a class assignment for someone else or allowing someone to copy one's assignment; copying from, or assisting, another student during an examination; or stealing, or otherwise improperly obtaining, copies of an examination before or after its administration.

iii. Fraud: altering or inventing data, research, or citations for an academic endeavor; fabricating, forging or otherwise misrepresenting to an instructor or an institution one's past or current academic or professional activities; impersonating someone or allowing oneself to be impersonated for an examination or other academic endeavor; using a ghost writer, commercial or otherwise, for any type of assignment.

iv. Violation of Standards: violations against ethical and professional standards required by individual University programs, academic courses, and clinical programs that may result m qualification for entry into a profession that maintains standards of conduct.

v. Multiple Submissions: submitting, wholly or in part, the same academic endeavor to earn credit in two or more courses without explicit approval by all concerned instructors.

vi. Interference or Obstruction: interfering with academic efforts of other students to gain unfair advantage for personal academic advancement. Interference may include but is not limited to, sabotage, harassment, tampering, bribery, or intimidation of another student.

vii. Complicity: assisting another person in any act of academic dishonesty as defined above.

Course outline

Topic Readings Focus questions and/ or Course activities USP learning assignments outcomes

-Introduction to the -No readings Q: Who are we? -7 Build a learning course: the syllabus community: Outside & course exercise to get to know requirements each other -Introduction to higher-order thinking (Bloom ' s taxonomy) -On the study o f ***ACR: Selection from Qs: How do we know? -7 Watch & discuss parts 1,2 deviance: the Garth Massey's five- What's so difficult about o f Kitchen Stories (knowledge & scientific research finger take on social- doing research on human comprehension)

7

method science research subjects?

-WATCH Dan Ariely's TED -7 Discuss & evaluate J, 2, 3 talk - prior to class -- "Are Ariely's TED talk (knowledge, we in control of our own comprehension, decisions?" &. evaluation)

WEEK2 -Thinking like a ***Selection from C. Q: How does one think using Disscuss "the 1 LEC 3 sociologist Wright Mills' The one's "sociological sociological (knowledge &

Sociological Imagination imagination?" imagination" comprehension)

-Seeing outsiders, ***ACR: Selection from Qs: Who is a deviant? What's -7 Watch & discuss parts J, 2, 5 deviants, and deviant Erich Goode's Deviant deviant behavior? of Ma Vie en Rose; (knowledge, behavior Behavior "dancing on crutches;" comprehension,

flash mob in Antwerp & application, & discuss; analysis) Apply C. Wright Mills' sociological imagination to scenes in Ma Vie en Rose & the video clips & analyze

LEC4 -Seeing outsiders, ***ACR: The New York Qs: Who is a deviant? What's Discuss the Dasani 2,3, 5 deviants, and deviant Times articles on Dasani, deviant behavior? Why? articles & use editorials (knowledge, behavior her fami ly, and their statistics on poverty in comprehension,

lives in a New York the United States to analysis, & homeless shelter analyze Dasani & her evaluation)

family's situation and to evaluate the article, edi torial, and statistics information

WEEK3 -Theoretical ***ACR: Garth Q: What's a theoretical -Theory as a Way of 2,5 LECS approaches to the Massey's definition of perspective? Understanding: "The (knowledge,

study of deviance theory Bunny Samurai" comprehension, appl ication, & analysis)

LEC6 -Classical school: on *** ACR: Beccaria's An Q: What has (")human Discuss, analyze, & 1, 2, 3, 5 social control; Essay on Crimes and nature(") got to do with crime evaluate the Beccaria (knowledge, pleasure and pain; Punishment and punishment? piece comprehension, crime and discussion, punishment; and analysis, & human nature evaluation)

WEEK4 -The positive school: ***ACR: Lombroso's Q: What do tattoos mean? Discuss, analyze, & 1, 2, 3, 5 LEC 7 On the use of "Criminal Man" evaluate the Lombroso (knowledge,

(")science(") and piece comprehension, physiology to explain discussion, criminal man as a analysis, & particular type of evaluation) primitive individual

LEC 8 -Library research and Q: What kind of information )

video project and can we find on tattoos in UW (knowledge) group presentations libraries?

-UW library field trip WEEKS -The library visit, the Q: What do tattoos mean? Prepare for the video and LEC9 video project as group project on the

group work, & group meaning of tattoos presentation

LEC IO -Functionalism: *Durkheim's "The Qs: Deviance - like crime -- Discuss, analyze, and 1, 2, 3. 5 Deviance as the Normal and is normal and cannot be evaluate the Davis piece (knowledge, social maintenance of Pathological" avoided? Why not? comprehension,

8

the whole society discussion & -WATCH report on a New analysis)

*Davis ' "The Sociology Orleans brothel & scandal" of Prostitution Ts Davis correct? Prostitution

is functional for everyone? WEEK6 -Quiz preparation Preparation for the quiz LEC 11 LEC 12 QUIZ 1: three

theoretical perspectives

WEEK7 -Social *Thomas and Q: Whose fault is it that a city Discuss, analyze, & 1, 2, 3, 5 LEC 13 disorganization: On Znaniecki 's "The and its people are evaluate the readings (knowledge,

rapid structural Concept of Social disorganized and deviant? comprehension, changes; social Disorganization" discussion, pathology; and *Faris and Durham: analysis, & habitat studies of "Natural Areas of the evaluation) lower-class City" populations

LEC l4 -Anomie and strain: *Durkheim's "Anomic Qs: Why do people commit Discuss, analyze, & 1, 2, 3, 5 On the study of social Suicide" suicide? evaluate the readings (knowledge, facts; normlessness, *Merton's "Social Why are people deviant and comprehension, and strain Structure and Anomie" commit crimes? discussion &

analysis) WEEKS -Differential *Sutherland and Q: Learning to be a deviant is Discuss, analyze, & I, 2, 3, 5 LEC 15 association: Learning Cressey ' s "The Theory the same as other kinds of evaluate Sutherland & (knowledge,

deviance in social of Differential learning? Really? Cressey's piece comprehension, process Association" discussion,

analysis, & evaluation)

LEC 16 -GROUP Group presentation of PRESENT A TIO NS: the tattoo project What do tattoos mean?

WEEK9 -Control theory: *Reckless ' "A Non- Q: Criminals are criminals Discuss, analyze, & 1, 2, 3, 5 LEC 17 On the maintenance Causal Explanation: because there's nothing that evaluate the readings (knowledge,

of conform ity; Containment Theory" restrains? comprehension, internal & external *Hirschi's "A Control discussion, controls; and the idea Theory of Delinquency" analysis, & of deviant cultures *Gottfredson and evaluation)

Hirschi 's "The Nature of Criminality: Low Self-Control"

LEC 18 -Control theory: *Gottfredson and Q: Criminals are criminals Discuss, analyze, & 1, 2, 3, 5 On the maintenance Hirschi 's "The Nature of because they can' t control evaluate Gottfredson (knowledge, of conformity; Criminality: Low Self- themselves? and Hirschi 's reading comprehension, internal & external Control" d iscussion, controls; and the idea analysis, & of deviant cultures evaluation)

WEEK IO -Labelling theory: *Tannenbaum' s "The Q: How can other people' s Discuss, analyze, & 1, 2, 3, 5 LEC 19 Social interactions Dramatization of Evil" labels you of you make you a evaluate the readings (knowledge,

that mark what's to *Lemert' s "Primary and deviant? comprehension, become deviant Secondary Deviance" discussion,

*Becker' s "Career analysis, & Deviance" evaluation)

LEC20 -Critique of the socia l *Liazos' "The Poverty of Q: Who and what should we Discuss, analyze, & 1, 2, 3, 5 deviance field the Sociology of really be studying in evaluate the readings (knowledge,

Deviance: Nuts, Sluts, deviance? comprehension, and 'Preverts"' discussion,

9

*Spitzer's "Toward a analysis, & Marxian Theory of eva luation) Deviance"

WEEKll -Watching American Q: How would I analyze and Apply to, analyze, 3, 4, 5 LEC 21 Gangster explain the deviance in evaluate theoretical (analyze,

American Gangster? perspective in American evaluate, & Gangster, & revise revise " individual deficiencies" perspectives on of the movie characters deviance)

LEC 22 -Watching American Q: How would I analyze and Apply to, analyze, 3,4,5 Gangster in class explain the deviance in evaluate theoretical (analyze,

American Gangster? perspective in American evaluate, & Gangster, & revise revise " individual deficiencies" perspectives on of the movie characters deviance)

WEEK12 -Quiz preparation -Preparation for the quiz LEC 23 LEC24 QUIZ 2: Seven

perspectives WEEK 13 -TBA LEC25

-Thanksgiving week WEEK 14 -Theoretical -Preparation for the final 3,4,5 LEC26 perspectives for the paper (analyze,

analysis of American evaluate, & Gangster revise the

" individual-deficiency perspective on deviance)

LEC 27 -Theoretical -Preparation for the final 3, 4, 5 perspectives for the paper (analyze, analysis of American evaluate, & Gangster revise the

" individual -deficiency" perspectives on deviance)

WEEK 15 -Individual meetings -Preparation for the final 6 LEC 28 with students on final paper (written

papers communication of ideas through appropriate documentation)

LEC29 -Individual meetings -Preparation for the final 6 with students on final paper (written papers communication

of ideas through appropriate documentation)

WEEK16 FINALS WEEK FINAL PAPER IS DUE 6 on ... (written

communication of ideas through appropriate documentation)

page3 usp 2015 course approval form ...i usp 2015 - fys page3 usp 2015 course approval form...

Documents