Download syllabus - Great Falls College MSU

SYLLABUS
INSTITUTION:
Great Falls College Montana State University
COURSE TITLE:
INTRODUCTION TO SOCIOLOGY
COURSE NUMBER:
SOCI 101
NUMBER OF CREDITS: 3
SEMESTER/YEAR:
SPRING 2015
MEETING:
T/TH 1:00PM to 2:15PM (A124)
T/TH 5:30PM to 6:45PM (B135)
INSTRUCTOR:
Teresa Rivenes, PhD
Phone: 771.2290/590-9532
Email: [email protected]
When emailing or texting please precede your message by class and full name; your subject
should read: GFCMSU, SOCI 101, Full Name
Office Hours: Monday – Friday 9:00AM to 5:00PM (G102)
I.
COURSE DESCRIPTION:
This course offers exposure to the fundamentals, perspectives, and terminology of
sociology. It includes the study of society and human interaction as it is shaped by social
structure and culture. Students also survey the interdependence of social institutions
including family, religions, economics, politics, education, health and occupation, as well as
examine population changes, social differentiation, inequality, deviance, conformity,
modernization, social order and social changes.
II. COURSE MATERIALS:
Macionis, J. (2014). Sociology. 15th Ed., Pearson Education, Upper Saddle River, NJ.
III. COURSE OBJECTIVES:
Upon completion of this course, a student will be able to:
 Demonstrate development of a sociological imagination;
 Explain and apply sociological concepts and theories;
 Explain and apply disciplinary methods, including types of questions asked by sociologists and
methods used to explore those questions;
Examine culturally grounded assumptions that influence the perception and behaviors of
individuals and groups.
IV. COURSE OUTLINE:
See below.
V. COURSE CALENDAR
Revised JAN 2015
This schedule is subject to change at the discretion of the course instructor to
accommodate instructional and/or student needs.
WEEK
DATES
Week
1
Jan 15
Intro & Overview
Attendance
10 PTS
Week
2
Jan 20
Chapter 1- The Sociological Perspective
Attendance
10 PTS
Jan 22
Chapter 3- Culture
Jan 27
Chapter 4- Society
Jan 29
Chapter 5- Socialization
Feb 3
Chapter 6- Social Interaction in Everyday Life
Feb 5
Chapter 7- Groups & Organizations
Feb 10
Chapter 8- Sexuality & Society
Feb 12
Chapter 9- Deviance
Social Problems Paper
Due NLT FEBRUARY 12, 2015 at 11:59PM
Social Problem
Paper
Feb 17
Chapter 10- Social Stratification
Attendance
10 PTS
Feb 19
Chapter 11- Social Class in the U.S
NO CLASS: MIDTERM EXAM ONLINE!
Opens FEB 15th and Closes FEB 27th at 11:59PM
Midterm Exam
10 PTS
100 PTS
Attendance
10 PTS
Week
3
Week
4
Week
5
Week
6
Week
7
Feb 24
READINGS & LECTURE TOPIC
ASSIGNMENT(S)
DUE
POINTS
10 PTS
Attendance
10 PTS
10 PTS
Attendance
10 PTS
10 PTS
Attendance
10 PTS
10 PTS
100 PTS
Feb 26
NO CLASS: WORK ON SERVICE LEARNING!
Week
8
Week
9
Mar 3
Chapter 12- Global Stratification
Mar 5
Chapter 13- Gender Stratification Chapter
Spring break!!! NO CLASS!!!
Mar 10
10 PTS
Mar 12
Week
9
Week
10
Week
11
Week
12
Week
13
Week
14
Mar 17
Chapter 14- Race & Ethnicity
Attendance
Mar 19
Chapter 15- Aging & the Elderly
Service Learning Paper
Due NLT March 22nd, 2015 at 11:59PM
Service
Learning Paper
Mar 24
Chapter 18- Families
Attendance
Mar 26
Chapter 16- The Economy & Work
Mar 31
Chapter 17- Politics & the Government
Apr 2
10 PTS
10 PTS
100 PTS
10 PTS
10 PTS
Attendance
10 PTS
Chapter 19- Religion, start Presentations
Oral Presentation APR 2nd & APR 7th
Presentation
10 PTS
140 PTS
Apr 7
Religion Presentations Cont’d
Attendance
10 PTS
Apr 9
Chapter 20- Education
Apr 14
Chapter 21- Health & Medicine
Apr 16
Chapter 22- Population, Urbanization & Environment
Apr 21
Chapter 23- Collective Behavior & Social Movements
Revised JAN 2015
10 PTS
Attendance
10 PTS
10 PTS
Attendance
10 PTS
Week
15
Week
16
Apr 23
Chapter 24- Social Change; Traditional, Modern &
Postmodern Societies
Apr 28
The Answer!!!
Apr 30
Evals & Wrap-Up
NO CLASS, FINALS WEEK
May 5
May 7
10 PTS
Attendance
10 PTS
Final Exam
10 PTS
100 PTS
Final Paper
100 PTS
FINAL EXAM in ONLINE CLASSROOM
OPENS April 26th and CLOSES May 8th, 2015
Final Paper/Project
Due NLT May 8th, 2015 AT 11:59PM
910 PTS
VI. COURSE EVALUATION:
POINT RANGE
819-910
GRADE
A
728-818
B
637-727
C
546-636
D
0-545
F
EMOTICON
POINTS
A. Midterm & Final (100 Points each)
The exams will be taken in the online classroom environment no later than
FRIDAY of the week it is due. The midterm will cover chapters 1-10 and
consist of questions from both the weekly reading and lectures. The final will
cover chapters 11-24 and consist of questions from both the weekly reading
and lectures. All questions are true/false, multiple choice, and/or short essay.
The exams will be time limited, with the duration of four (4) hours from the
time you open the exam, until the time the exam is submitted. Once the exam
is opened, the clock begins to run and does not stop even if you shut down
your computer. Do not start the exam until you are ready to take it, as you will
only have one (1) attempt. You may take the exam at any time during the
days or nights of the given week, but may not spend more than the allotted 4
hours from the time you first open the exam. ALL questions must be
answered, do NOT skip any questions or you will receive a zero on that
exam. The exams are open notes and open book.
B. Attendance (270 Points)
These points are awarded for both attendance and participation. Being
prepared for class discussions by having read the assigned weekly chapters
will go a long ways towards earning the maximum participation points. If you
are unable to attend, or participate in class, you may make these points up
by outlining the entire chapter(s) missed and completing the online
quiz- BOTH are required for maximum points. Note that this is NOT
REQUIRED and is considered optional. Use your best judgment and speak to
the instructor if attendance/participation is an issue.
Revised JAN 2015
This course deals with topics that may be sensitive and perhaps even
controversial. This course may challenge the way you look at a variety
of issues. My expectation is that you will keep an open mind. We will all
work to establish a foundation of respect and trust. In order for us to
engage in discussion and debate with each other about issues in this
class, everyone is entitled to express her thoughts and reactions. This
means that we may disagree with one another or that we may attempt to
push our thinking further, but this should be done in ways that do not
involve personal attacks nor dismissing another person’s experience,
ideas, and/or feelings. Failure to demonstrate respect may result in
consequences up to, and including, being dismissed from class. An
atmosphere of trust and respect is critical to a positive learning
environment. You are not asked to agree with all of your peers. You are
asked to carefully reflect on their position, and if desired, respond with
a critically well thought out research based response. Foul language,
disparaging comments, discrimination, or breaches of trust will not be
tolerated under any circumstances. If necessary we will agree to
disagree. Additionally, topics are occasionally uncomfortable. If at
anytime you are in need of additional support, please see your
instructor or the Dea of Student Services. We have onsite, free,
counseling available. This can be scheduled by contacting Julie
Freshley at 406.731.4300.
Please note that it is expected that all cellular phones and pagers will remain
on silent/vibration mode during class. Please DO NOT take phone calls, text
or post to social media sites during class. I fully understand that
circumstances may arise that require your attention. Please step into the hall
if you need to attend to matters of a personal nature during class time.
C. Oral Presentation (140 Points)
Your oral presentation will take place week 11-12 and will be on the topic of
religion. Each student will be asked to choose a religion from the instructor’s
master list. WORKING IN GROUPS OR PAIRS IS PREFERABLE! A short
talk should be prepared on the chosen religion and should include primary
beliefs, how many practitioners exist, deity served (if applicable), origin
of religion and its current state today. How has this religion contributed
to the fabric of our world? If we wanted to convert to the chosen
religion, how would we do so? What would we need to know? One
hundred points will be given for the presentation and forty points will be given
for the visual aid used. You will be asked to report on group participation by
paying group members an imaginary $1,000. Be prepared to do so as this will
be factored into your grade through an extra credit process.
The rubric for this assignment is as follows;
Oral
Presentation
Criteria
Length
Speaking
Skills
Poor
100
Fair
Average
Good
0-5 minutes
5-6 minutes
7-9 minutes
10-15 minutes
/25
Presenter mumbles,
talks very fast or too
The delivery detracts
from the message; eye
The delivery is generally
effective, however,
The delivery is natural, confident, and
enhances the message. The talk is
/25
Revised JAN 2015
Oral
Presentation
Criteria
Poor
100
Fair
Average
Good
quietly for the majority
of students to hear and
understand. Shows no
interest in topic
presented.
contact may be limited,
the presenter may look
at the floor, mumble,
speak inaudibly, or read
the speech.
Nonfluencies (“ums”)
are used excessively.
effective use of volume,
eye contact, vocal control,
and nonfluencies are
inconsistent. Generally, the
audience members hear
and appreciate the
presentation.
respectful and the speaker is
interested in the topic. The vocal tone,
delivery style, and message are
consistent. Nonfluenices are not
observed. All audience members hear,
understand and appreciate the
presentation.
Audience cannot
understand the
presentation because
there is no sequence of
Organization information.
Ideas may not be
focused or developed;
the main purpose is not
clear. The introduction
and conclusion are
under-developed. The
main points are not
clear and difficult to
identify.
Main idea is evident, but
the organizational structure
may need to be
strengthened. Ideas may
not always flow smoothly
and transitions may be
awkward, the conclusion
needs additional
development.
Ideas are clearly organized, developed
and supported to achieve a purpose;
the purpose is clear. The introduction
gets the attention of the audience, the
main points are clear and the
conclusion relates back to the
introduction. The presentation is
smooth and flows well.
/25
Student does not have
a clear grasp of the
information, inaccurate,
generalized or
inappropriate
supporting material
may be used. Over
dependence on notes is
observed.
Student has partial grasp of
information. Supporting
material may lack
originality, but is of good
quality. Student is at ease
with any questions, but fails
to elaborate. Depends
heavily on notes.
Student has a clear grasp of the
information. Supporting material is
original, logical, respectful and of high
quality. Student demonstrates full
knowledge of the topic and can
answer any questions asked.
Speaking outline or notes are used for
reference only.
/40
Purpose is unclear,
information included
does not support topic
and may be incorrect.
Knowledge
Explains;







No visual aid was used.
VISUAL AID
GROUP or
PARTNER
Visual aid was used,
but it was poor quality
or the audience could
not read and
appreciate. Visual aid
contained errors.
Visual aid was clear and
correct. Audience could
read visual aid, but it did
not keep and hold the
audience’s attention.
Beliefs
Deity
History
Current State
Contributions
How to convert
What you need to know prior
to conversion
Visual aid was clear and relevant. It
went with the talk and was interesting
to look at. A professional program was
used (PowerPoint, etc). The audience
could clearly see and appreciate the
visual aid.
/20
Bonus points for working in a group or
with a partner.
/5
D. Written Assignments (300 Points)
All written assignment are linked and will build on the previous one… read
on!
Social Problem Report (100 Points)
The purpose of this assignment is to help you define and understand what
constitutes a social problem. You will research a social problem that you
consider important so that you can develop a sociological perspective of the
issues facing the world that we live in. You will need to choose a problem in
the local community where you might be able to develop a practical solution.
In this first step you will need to research the problem so that you understand
it. As you perform your research for this assignment, please make sure that
you allow enough time and sources to fully understand what you are writing
about (research the problem) before you start the actual writing. Using more
than one research resource will enhance your sociological perspective, paper
Revised JAN 2015
and grade. Resources such as daily newspapers, weekly news magazines,
and scientific journals available through Google Scholar or the school library
will help you research your social problem. Be sure that you DO NOT simply
summarize articles. This paper requires you to critically evaluate a social
issue from multiple points of view and then synthesize the information. In your
paper you will want to address the following questions:
1.
2.
3.
4.
5.
6.
7.
8.
What is your social problem?
Why is it a problem?
What other social problems are related to this problem?
What groups are affected by the problem?
Who is hurt by it?
Who benefits (or stands to gain) from the problem?
How does it affect you personally?
What, if anything, has been done to rectify the problem? If something
has been tried why has it not worked? (Base this in research)
Your report should be clear, brief, and concise, with a minimum of 2 pages and a
maximum of 5 pages (NOT including the cover page or reference page). Use 12
point font (Times New Roman or Arial) and double space this assignment. You
can list the questions and answer them individually (recommended) or you may
write a report in narrative form. You are required to find and use a minimum of 2
scholarly references for this assignment. Wikipedia is NOT a reputable academic
resource. Your cover page and references should be written in APA style. A
grading rubric for this assignment is below and should be used to check your
paper for completeness and accuracy.
YOU NEED TO TURN IN THIS RUBRIC (GRADED BY YOU) WITH YOUR PAPER.
Social
Problems
Criteria
Paper
Length
APA
(references)
Writing
Resources
Topic
Poor
0-4 Points
Fair
5-8 Points
Average
9-12Points
Good
13-17 Points
100
1 page or less
1 pages in length
2 pages in length
+2 pages in length
/10
Fails to demonstrate the
ability to use APA in the
scholarly writing of
papers; unable to write
in a scholarly fashion
Written
communication is
well-developed but
has some APA
errors and
inconsistencies
Written
communication is
well-developed;
successfully
implements APA
style
Written communication is well-developed;
successfully implements APA style and
conveys, as well as enhances, the written
message in a scholarly and scientific
manner. Includes a properly formatted cover
page and reference page
/10
Multiple spelling and
grammatical errors that
detract from the paper
and make it difficult to
read
A number of
spelling and
grammatical errors.
The paper is
readable, but not
college level work
A few spelling and
grammatical errors.
The paper is
readable and
acceptable at the
college level
Virtually error free, easy to read and ready to
publish as an example of excellence
/10
Resources are not
scientific (Wikipedia,
non-educational web
sites)
1 or less scientific
resources
2 scientific
resources, one may
be the textbook
3+ or more scientific resources, one may be
the textbook
/10
Fails to demonstrate
knowledge and
understanding of the
assignment. Does not
select a social problem
and clearly answer the
Selects a social
problem and clearly
answers some of
the questions
completely and
accurately in an
Selects a social
problem and clearly
answers most of the
questions completely
and accurately in an
organized, factual
Selects a social problem and clearly answers
the 8 questions below completely and
accurately in an organized, factual and
interesting manner
Questions:
/40
Revised JAN 2015
Social
Problems
Criteria
Poor
0-4 Points
Fair
5-8 Points
questions completely
and accurately in an
organized, factual and
interesting manner
Average
9-12Points
organized, factual
and interesting
manner
and interesting
manner
100
Good
13-17 Points
What is your social problem?
Why is it a problem?
What other social problems are related to this problem?
What groups are affected by the problem?
Who is hurt by it?
Who benefits (or stands to gain) from the problem?
How does it affect you personally?
What, if anything, has been done to rectify the problem? If
something has been tried why has it not worked? (Base this
in research)
Content
Does not utilize
sociological language,
vocabulary and ideas
Utilizes sociological
language,
vocabulary and
ideas
Utilizes sociological
language, vocabulary
and ideas. The paper
is clearly written for
this class
Utilizes sociological language, vocabulary
and ideas. The paper is clearly written for
this class with attention to what has been
learned thus far
/20
Service Learning Paper (100 Points)
YOUR SERVICE LEARNING MUST BE DESIGNED TO ADDRESS YOUR
SOCIAL PROBLEM (PAPER 1)!!!
This assignment is designed to get you engaged outside of the classroom in a
manner that helps make the world (and society) a better place. This paper should
be 1-2 pages, double spaced, and typed in Times New Roman or Arial 12 pt font.
A cover page, and reference page, are NOT required. Choose a volunteer
opportunity that will address your social problem. Answer the following questions;







Why did you choose this opportunity?
Who did it benefit?
How did you feel before engaging in your volunteer activity?
How did you feel after?
How did it address your social problem? Did you solve it?
Why or why not?
What are some next steps that could be taken to address and
permanently solve your social problem?
 What did you learn through this activity?
The rubric for this assignment is as follows;
YOU NEED TO TURN IN THIS RUBRIC (GRADED BY YOU) WITH YOUR PAPER.
Service
Learning
Criteria
Content
Poor
Does not answer
required
questions and
responses are not
Revised JAN 2015
Fair
Answers fewer
than half of the
required
questions or
answers are not
Average
In a clear, concise
and thoughtful
manner answers
the majority of the
Good
In a clear, concise and thoughtful manner answers all
of the following questions;

Why did you choose this
opportunity?

Who did it benefit?
100
/100
Service
Learning
Criteria
Poor
clear, concise or
thoughtful.
Fair
clear, concise
and thoughtful.
Average
required questions
(minimum of 4).
Good






100
How did you feel before engaging
in your volunteer activity?
How did you feel after?
How did it address your social
problem? Did you solve it?
Why or why not?
What are some next steps that
could be taken to address and
permanently solve your social
problem?
What did you learn through this
activity?
Final Paper (100 Points)
This assignment is designed to effectively assess what you have learned in this
course. Students will demonstrate comprehension of course material by applying
sociological concepts, terminologies, and perspectives to a contemporary topic.
The topic for this sociological perspective will stem from your social problem and
the service learning you conducted. The paper should explain the topic and
analyze it utilizing the sociological concepts, terminologies and perspectives
learned throughout this course. Grading will be based upon your ability to
formulate and exhibit a societal perspective that utilizes the sociological
imagination and uses sociological vocabulary effectively.
Your report should be clear, brief, and concise, with a minimum of 5 pages and a
maximum of 10 pages (NOT including the cover page or reference page). Use 12
point font (Times New Roman or Arial) and double space this assignment. You
are required to find and use a minimum of 2 scholarly references for this
assignment. If using websites, the URL should end in .gov, .edu, or be from
another reputable agency. Wikipedia is NOT a reputable academic resource.
Your references should be written in APA style. A grading rubric for this
assignment is below and should be used to check your paper for completeness
and accuracy.
YOU NEED TO TURN IN THIS RUBRIC (GRADED BY YOU) WITH YOUR PAPER.
Final Paper
Criteria
Paper
Length
Writing
&
APA
(references)
Poor
0-5 Points
Fair
6-11 Points
Average
12-15 Points
Good
16-20 Points
100
1 page or less
2-3 pages in length
3-4 pages in length
+5 pages in length
/10
Multiple spelling and
grammatical errors that
detract from the paper
and make it difficult to
read
A number of
spelling and
grammatical errors.
The paper is
readable, but not
college level work
A few spelling and
grammatical errors.
The paper is
readable and
acceptable at the
college level
Virtually error free, easy to read and ready to
publish as an example of excellence
/30
Written
communication is
well-developed but
has some APA
errors and
inconsistencies
Written
communication is
well-developed;
successfully
implements APA
style
Fails to demonstrate the
ability to use APA in the
scholarly writing of
papers; unable to write
in a scholarly fashion
Revised JAN 2015
Written communication is well-developed;
successfully implements APA style and
conveys, as well as enhances, the written
message in a scholarly and scientific
manner. Includes a properly formatted cover
page and reference page
Final Paper
Criteria
Resources
Poor
0-5 Points
Fair
6-11 Points
Average
12-15 Points
Good
16-20 Points
100
Resources are not
scientific (Wikipedia)
1 or less scientific
resources
2 scientific
resources, one may
be the textbook
3+ or more scientific resources, one may be
the textbook
/10
Fails to demonstrate
knowledge and
understanding of the
assignment. Does not
utilize sociological
language, vocabulary
and ideas.
Selects a topic and
discusses it from a
sociological
perspective, utilizes
sociological
language and
definitions. The
paper is clearly
written for this
class.
Selects a topic and
discusses it from a
sociological
perspective, utilizes
sociological language
and definitions, uses
vocabulary words
and sociological
ideas. The paper is
clearly written for this
class with attention to
what has been
learned throughout.
Selects a topic and discusses it from a
sociological perspective, utilizes sociological
language and definitions, The paper is
clearly written for this class with attention to
what has been learned throughout.
/50
Content
CONTENT:

Summarize your social problemhow did you determine it was a
problem?

Summarize your service learninghow did you address the problem
and did it work?

Next develop a PLAN to
permanently address your social
problem. Explain why your plan
would work.

Consider how the following will be
impacted by your plan and
WHY/HOW you would use the
information learned in this class to
solve the problem effectively;
The population
Group Behavior
Stratification (religion,
ethnicity, minority groups)
How you would start your
plan in motion?
How you would motivate
people to be a part of it?
Has this been tried
historically? If so, why has
it not solved the problem?
What would make your
idea effective?
What theory did you use
to solve your social
problem? Why was it the
correct one?
VII. MIDTERM GRADES:
A midterm grade will be posted using the letter grade scale or “S,U or NA”. Some instructors will use
the traditional letter grades as well “A, A‐, B+, B, B‐,C+, C, C‐, D+, D, D‐ and F or P (Pass)”.
S - Satisfactory Progress
U - Unsatisfactory Progress
NA - Not Applicable
Please talk to the instructor if you have any questions regarding your midterm grade. The midterm
grade isn’t posted to your official transcript.
VIII.
STUDENT SUCCESS ALERT:
This course is participating in the Student Success Alert program designed to support students in
their Great Falls College MSU experience. You are encouraged to approach your faculty member
directly if you are experiencing any challenges related to the class or any other aspect of your college
life. As a student, you may receive an Alert notice via email (D2L, college or personal) or phone call
at any point during the semester from the Advising & Career Center if the faculty member teaching
the course has concerns about your class attendance, academic performance, or any other issue
related to your success as a student.
Revised JAN 2015
IX. ATTENDANCE AND TARDINESS:
210.1 ATTENDANCE & NO SHOW
Attendance Policy
Great Falls College recognizes the correlation between attendance and both student retention and
achievement. Any class session or activity missed, regardless of cause, reduces the opportunity for
learning and may adversely affect a student’s achievement in the course.
Class attendance and/or participation is required in all courses, regardless of the method of delivery
(face‐to‐face, hybrid, or online) and students are expected to attend all class sessions for which they
are registered. Instructors may establish absence policies at their own discretion within their courses
to conform to the educational goals and requirements of their courses; however, policies will be
clearly detailed in the course syllabus, which must be provided to each student enrolled in the course.
It is the responsibility of the student to arrange make up work missed because of legitimate class
absences and to notify the instructor when an absence will occur. The instructor determines the
effect of the absences on grades.
For Financial Aid purposes, faculty are required to take attendance in order to report a last known
date of attendance for any student receiving a failing final grade.
No Show Policy
In order to receive any letter grade, a student must have attended a minimum of one class meeting
or the equivalent in the case of a distance learning course. In a distance learning course, initial
student attendance is determined by course participation as measured by accessing and using course
materials, completion of a class assignment, participation in a course discussion, or other evidence
of participation.
Students, who enroll in a course but do not attend a minimum of one class meeting or the distance
learning equivalent by the end of the 15th day of fall and spring semesters, (this deadline is pro‐rated
for the summer term(s)) will be administratively deleted from the course by Great Falls College
administrative personnel. This process will only be carried out after proof of multiple attempts to
contact the student is documented by faculty.
Students, who do not attend a class prior to the end of the 15th day of fall and spring semesters,
(this deadline is prorated for the summer term(s)) and do not drop themselves from the course will
not receive a refund of tuition in the course and will not be allowed to attend/participate in the class
or submit assignments. Failure to attend or participate in a course will adversely impact a student’s
financial aid award and bill with the college.
Please see the link below for more information and the entire
policy. http://www.gfcmsu.edu/about/PoliciesProcedures/200/210_1_Attendance_and_No_Show_
April_2013_001.pdf
X. ACCOMMODATIONS
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides
comprehensive civil rights protection for persons with disabilities. Among other things, this
legislation requires that all students with disabilities be guaranteed a learning environment that
provides for reasonable accommodation of their disabilities. If you believe you have a disability
requiring an accommodation, please contact Kathy Meier., M. Ed., Director of Disability Services, in R
261, or call 406-771-4311 to schedule an appointment.
XI. ACADEMIC SUCCESS CENTER
Revised JAN 2015
The Academic Success Center helps students successfully complete their courses by providing free
tutoring to GFC MSU students in a variety of areas, including writing, math, science, accounting, and
computers. The Academic Success Center also helps students improve their study skills. No
appointment is necessary. Tutoring is available on campus in R263 and online. For more information,
including a current tutoring schedule, go to www.gfcmsu.edu/students/LearningCenter or call 406771-5121.
XII. PLAGIARISM AND ACADEMIC INTEGRITY
300.14 ACADEMIC HONESTY
The integrity of the academic process requires credit be given where credit is due. Accordingly, it is
academic misconduct to present the ideas or works of another as one's own work, or to permit
another to present one's work without customary and proper acknowledgment of authorship.
Students may collaborate with other students only as expressly permitted by the instructor. Students
are responsible for the honest completion and representation of their work, the appropriate citation
of sources and the respect and recognition of others' academic endeavors.
300.42 DESCRIPTIONS AND EXAMPLES
D. Plagiarism
This is presenting the work of another as one's own without proper acknowledgment.
Examples of plagiarism include submitting as one's own work the work of another student, ghost
writer or commercial writing service; directly quoting from a source without acknowledgment;
paraphrasing or summarizing another's work without acknowledging the source; or using facts,
figures, graphs, charts or information without acknowledging the source. Plagiarism may occur
orally or in writing and may involve computer programs and files, research designs, distinctive
figures of speech, ideas and images or any other information that belongs to another person and is
not acknowledged as such. Inadvertent or unintentional misuse or appropriation of another's work
(such as relying heavily on source material that is not expressly acknowledged) is still considered
plagiarism.
Please see the link below for more information and the entire
policy. http://www.gfcmsu.edu/about/PoliciesProcedures/300/300_STUDENT_CONDUCT_AND_GRI
EVANCE_002.pdf
XIII. OUTCOMES ASSESSMENT ALIGNMENT
Course Objectives
Examine culturally grounded
assumptions that influence
the perception and
behaviors of
individuals and groups.
Examine culturally grounded
assumptions that influence
the perception and
behaviors of
individuals and groups.
Explain and apply
disciplinary methods,
Revised JAN 2015
Aligns with the Following
Program/
Degree/Division
Outcomes
Type of
Course
Objective:
Introductory,
Reinforce, or
Emphasize
Analyze how institutions and
traditions develop, evolve, and
shape the lives of individuals,
social and cultural groups,
societies, and nations;
Introductory
Analyze human behavior, ideas,
and social institutions for
historical and cultural meaning
and significance;
Introductory
Gather information, analyze
data, and draw conclusions
Reinforce
Assessment Tool
Used to Determine
if Course Objective
Has Been Achieved
Course Attendance
Religion Speech
Great Falls
College
MSU
Abilities
A4, A5
Midterm
Final
A1, A4, A5
Service Learning Paper
A2, A3, A8
including types of questions
asked by sociologists and
methods used to explore
those questions.
Demonstrate development
of a sociological imagination.
Explain and apply
disciplinary methods,
including types of questions
asked by sociologists and
methods used to explore
those questions.
from multiple hypotheses to
understand human behavior;
Synthesize ideas and
information with regard to
historical causes, the course of
events, and their
consequences, separated by
time and place.
Emphasize
Social Problems Paper
A7, A8
Use factual and interpretive
data to support hypotheses
based upon appropriate inquiry
methodology.
Reinforce
Final Paper
A2, A3
Explain and apply
sociological concepts and
theories.
GFC MSU – Eight Abilities:
The faculty and staff of Great Falls College MSU have deemed the following abilities to be
central to the personal and professional success of all graduates:
A1 – Communication: The ability to utilize oral, written, and listening skills to effectively
interact with others.
A2 – Quantitative Reasoning: The ability to understand and apply mathematical concepts and
models.
A3 – Inquiry and Analysis: The ability to process and apply theoretical and ethical bases of the
arts, humanities, natural and social science disciplines.
A4 – Aesthetic Engagement: The ability to develop insight into the long and rich record of
human creativity through the arts to help individuals place themselves within the world in
terms of culture, religion, and society.
A5 – Diversity: The ability to understand and articulate the importance and influence of
diversity within and among cultures and societies.
A6 – Technical Literacy: The ability to use technology and understand its value and purpose in
the workplace.
A7 – Critical Thinking: The ability to understand thinking that is responsive to and guided by
intellectual standards such as relevance, accuracy, precision, clarity, depth, and breadth.
A8 – Effective Citizenship: The ability to commit to standards of personal and professional
integrity, honesty, and fairness.
Revised JAN 2015