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Course Criteria
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3.00 Credits
3 hours lecture per week Prerequisite(s): Qualification for ENG 100; qualification for MATH 24. Recommended Preparation: SOC 100. SOC 218 focuses on theoretical and substantive survey of the nature and causes of social problems; selected problems will vary from semester to semester. Upon successful completion of SOC 218, the student should be able to: Apply critical thinking skills to evaluate social problems. Evaluate proposed solutions to social problems. Define sets of circumstances which become problematic for large segments of the population. 3 Identify attitudinal changes toward social problems. Give examples of an objective approach to the observation and analysis of social problems in society. Demonstrate a global perspective when examining social problems, issues and concerns. Describe the theoretical perspectives that relate to the study of social problems. Evaluate and explain thoughts, feelings and ideas relevant to selected social issues.
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3.00 Credits
3 hours lecture per week Prerequisite(s): Qualification for ENG 100; qualification for MATH 24. Recommended Preparation: SOC 100. SOC 231 covers the sociological analysis of the social realities of juvenile delinquency in contemporary societies, its nature, prevalence, etiology, treatment and future. Upon successful completion of SOC 231, the student should be able to: Define juvenile delinquency, in particular, socio-legal and statistical characterizations of that form of youthful deviance. Explain the underlying, finite and multiple causes of juvenile delinquency which refer in particular to the sociogenic, psychogenic, and biogenic etiologies popularly offered in the sociological study of juvenile delinquency. Give examples of official and unofficial reactions to youthful offenders, especially in light of victim and offender characteristics, Juvenile Justice System policies and operations, and community sensitivity to and reporting of the problem (victimization surveys) of delinquency. Explain the Juvenile Justice System: its background, functions, interrelations, structure, and its evaluation in the prevention of juvenile delinquency. Give examples of the family as a malfunctioning institution and as a preventive institution. Give examples of the school as a dysfunctional institution and as another preventive institution. Identify the career stages in the development of a juvenile delinquent. Identify the types of delinquents in terms of their being official and quasidelinquents. Give examples of the nature of delinquent gangs; their structure, functions, dynamics, and etiology. Describe the hidden delinquency patterns of American youths. Explain the class and sex variations of juvenile delinquents, especially in light of racism and sexism in the Juvenile Justice System. Evaluate the varied sociological research methodologies and panel presentations.
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3.00 Credits
3 hours lecture per week Prerequisite(s): Qualification for ENG 100; qualification for MATH 24. Recommended Preparation: SOC 100. SOC 251 examines family patterns, mate selection, parent-child interaction, socialization of roles, legal sanctions, and trends in organization and functions. The theoretical and empirical bases are related to the students' experiences and observations. Upon successful completion of SOC 251, the student should be able to: Employ the sociological perspective and research methods in studying marriage and family. Recognize the basic sociological theories and concepts that have been employed in the study of marriage and family. Examine the origins of such basic institutions including their life cycles. Identify diverse and universal forms of marriage and family and their impact on American societies. 4 Identify the major societal changes affecting marriage and family and their resultant institutional consequences. Demonstrate awareness of family dysfunction and its impact on society. Recognize the family's role in modern society, and speculate about the future of marriage and family as global institutions.
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3.00 Credits
3 lecture hours per week Prerequisite(s): Qualification for ENG 100; qualification for MATH 24. Recommended Preparation: SOC 100. SOC 257 is an overview of the significant sociological perspectives, social issues and empirical social science research pertaining to the phenomenon of aging in society. Upon successful completion of SOC 257, the student should be able to: Give examples that aging is a biological, psychological and social process. Develop an objective approach to the observation and analysis of aging in a modern society. Analyze the demographics of an aging society. Evaluate and interpret social attitudes, values, and practices with respect to aging and appreciate how those may influence their life. Identify the changes in American society and related changes in aging patterns. Identify attitudinal changes that accompany aging. Give examples of the global perspectives, problems, and concerns in aging societies.
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3.00 Credits
3 hours lecture per week Prerequisite(s): Qualification for ENG 100; qualification for MATH 100 or higher level mathematics; PSY 100 with a grade of "C" or higher, SOC 100 with a grade of "C" or higher, ANTH 150 with a grade of "C" or higher, ECON 130 with a grade of "C" or higher, POLS 110 with a grade of "C" or higher, GEOG 102 with a grade of "C" or higher, GEOG 151 with a grade of "C" or higher, JOUR 150 with a grade of "C" or higher, or other introductory 100-level social science courses with a grade of "C" or higher, or consent of SOCS 225 uses statistical reasoning in the analysis of social science data. Topics covered include descriptive statistics, probability, parameter estimation, hypothesis testing, tests for independent and dependent measures, analysis of variance, correlation and regression, and nonparametric statistical tests. Computer-aided instruction. Upon successful completion of SOCS 225, the student should be able to: Articulate and interpret various descriptive statistics. Draw and interpret various graphs, such as frequency histograms, bar graphs, and cumulative relative frequency histograms. Solve probability problems involving the concepts of independent events, mutually exclusive events and conditional probability. Calculate probabilities involving normal random variables. Determine and interpret (for large samples) confidence interval estimates of population means and proportions. For a variety of research designs, state the null and alternative hypotheses and select alpha. For a variety of research designs, select the appropriate test statistic and analyze the data accordingly. Estimate the statistical power for a variety of research designs and evaluate its acceptability. Carry out computer-based data analyses using the following techniques: t test for two independent groups, t test for correlated samples, one-way between-groups analysis of variance (ANOVA), multiple comparisons, factorial between groups ANOVA, one-way within-groups ANOVA and mixed designs, correlation, linear regression, and nonparametric tests. Interpret advanced statistical procedures described in research articles.
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3.00 Credits
3 hours lecture per week Recommended Preparation: Qualification for ENG 100, ENG 160 or ESL 100. SP 151 focuses on development of oral communication skills vital in career and personal life. Focus is on principles and skills of effective communication in personal interviews, small group discussions, and public speeches. Upon successful completion of SP 151, the student should be able to: Apply principles of effective verbal and nonverbal communication in interpersonal, small group, and public speaking situations. Use skills of effective listening. Prepare and conduct informational interviews. Participate effectively in small group discussions. Analyze audiences and adapt messages to listeners. Research, organize, outline, and present informative and persuasive speeches. Critically evaluate claims and supporting evidence used in arguments. Recognize differences between written and spoken messages. Speak with greater self-confidence in personal and public situations. Write clear and well-organized outlines for interviews, small group presentations, and public speeches. Write clear, specific, and well-organized self-evaluation papers.
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3.00 Credits
3 hours lecture per week Recommended Preparation: Qualification for ENG 100, ENG 160, or ESL 100. SP 181 explores the theory and practice of communication in informal, person-to-person situations. Topics include perception, verbal and nonverbal communication, listening, assertiveness, and conflict-resolution. Students work individually, in pairs, and in small groups to learn communication concepts. The course emphasis is on building communication skills in personal, social, and professional contexts. Upon successful completion of SP 181, the student should be able to: Describe the complexity of the communication process. List important elements of the process of interpersonal perception. Communicate with increased confidence in interpersonal situations. Describe empathetic listening. Avoid manipulative communication strategies. Analyze kinds of nonverbal messages. Describe effective communication strategies in conflict situations. Describe how to handle intimidating situations assertively through communication. Discuss gender and cultural differences in interpersonal communication. Write clearly about topics related to interpersonal communication. Work individually and in small groups to present information to others.
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3.00 Credits
3 hours lecture per week Recommended Preparation: ENG 100, ENG 160 or ESL 100. SP 200 provides theory and activities to develop competence in speaking skills used in the classroom, interview, discussion, and lecture. Students present several speeches on educational topics and issues. 9 Upon successful completion of SP 200, the student should be able to: Describe the nature and importance of the communication process in the classroom. Identify basic principles of interpersonal communication Explain the importance of good interpersonal relationships in the classroom. Prepare, conduct, and evaluate an informational interview that includes an appropriate opening, body, and closing. Describe the process of small group communication including factors that influence group interaction and development. Recognize task, maintenance, and negative roles; practice appropriate roles in group discussion. Use the learning group and/or problem-solving format to discuss an educational issue. Analyze the class and the occasion; select and research a subject, amplify and support ideas, and outline a lecture presentation. Complete a critical self-assessment of the students'videotaped lecture and lecture/discussion performances. Conduct a class discussion by preparing a variety of questions, responding to class comments, and encouraging class participation. Use Blooms Taxonomy of Cognitive Objectives to formulate discussion questions. Demonstrate effective oral delivery skills. Recognize the importance of giving feedback to students and obtaining feedback from students. Develop a positive attitude of speaking in a teaching situation
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3.00 Credits
3 hours lecture per week Recommended Preparation: ENG 100, ENG 160 or ESL 100. SP 231 is an introduction to the study of literature through performance. The course helps students to see the performance of literature as a method of increasing literary understanding and enjoyment, both for the performer and the audience. Students write literary analyses and present performances to learn how to use performance as a means to study literature. Upon successful completion of SP 231, the student should be able to: Define "performance." Define specific terminology concerning interpretation and literary study. Identify performance conventions practiced by the solo performer of literary texts. Evaluate the literary merits of a text. Evaluate artistic merits of a performance. Demonstrate the essentials of character analysis. Render in performance the intellectual, emotional and literary merits of a text. Perform a literary text with appropriate use of vocal characteristics and body language. Function as a critic of performed literature as well as the literary text itself.
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3.00 Credits
3 hours lecture per week Recommended Preparation: ENG 100, ESL 100, SP 151, SP 200 or SP 231. SP 233 is an introduction to the oral traditions of storytelling with emphasis on the historical, cultural, and performance perspectives. Students present stories and learn how to analyze their forms. Upon successful completion of SP 233, the student should be able to: Tell a story before an audience with increased self-confidence. Select and share stories from cultures that follow oral traditions. Select and perform myths, legends, regional folktales, and fables. 0 Analyze stories in terms of character and plot development. Describe the setting and cultural context of a story. Define the theme of a story. Complete an oral history study. Complete a critical self-assessment of a storytelling performance. Present stories with appropriate use of voice and body. Incorporate memory techniques in presentations. Recognize the importance of giving and obtaining student feedback. Evaluate the performance of others.
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