Modality: Online, Day, Blended Course Description ✓ Solved

Modality: Online, Day, Blended

Course Description: This cour

Modality: Online, Day, Blended

Course Description: This course is an introduction to the basic concepts in Sociology and an analysis of culture, socialization, stratification, social organization, class, social interaction, social change, and conflict.

Course Learning Outcomes: Upon successful completion of this course, you will be able to: Identify culture, society, socialization, stratification and the basic concepts on social group development; Describe social interactions, social structures, institutions, organizations and how these are maintained through changing societal norms and boundaries; Demonstrate the basic concepts of sociological theory and research methods necessary to examine social topics including suicide, drug abuse, depression, and homelessness; Evaluate the sociological perspectives involving family/intimate relationships, education, religion, health, and urbanization as they relate to social change and social movements within our communities; Analyze the ever-changing cultural and societal views on gender, sex, race, sexuality and ultimately developing a fair and balanced approach to handling these situations in the home, workplace and public arena.

Course Materials: Kendall, D. (2017). Sociology in our times (11th ed.). New York, NY: Cengage Learning. This book is available through the VitalSource link provided in the course. Additional electronic reading, listening, viewing materials are available in each unit of this Blackboard course. See the Library Resources item below for information on how to access links to library resources in this course.

Grading Breakdown: Assignment Weight Towards Final Grade Discussion Boards 35%; Written Assignment 1 15%; Written Assignment 2 15%; Quizzes 35%.

Note: Completion of the end-of-course Student Survey is a required component of this course.

Course Outline: Units begin at Sunday, 12:01 am (EST) and end Sunday 11:59 pm (EST) of the following week unless otherwise noted.

Late Work Policy: Late work will be accepted on a case-by-case basis. Please contact your instructor to discuss.

Discussions: Each unit will have one discussion where you will explore unit topics with one another and the instructor. You are expected to actively participate in the weekly discussions where active participation is defined as 3 or more posts (your initial post plus at least two responses to classmates). These 3 posts must be on 3 separate days. Your first post should be submitted by 11:59 pm (EST) Wednesday evening. Professional communication is expected in all posts, which includes proper spelling and grammar, and providing source information when using outside resources. The discussion questions are written to encourage critical thinking and use of extended information in your responses. Share personal experience and research so your classmates are motivated to continue the conversation and fully explore the discussion topics. Please review the discussion participation criteria and grading rubric on the Course Information page in your course.

Academic Affairs Policies: Post University’s policies that all students must adhere to can be found in the University Catalog, on the Post.edu website, and through the University Policies link in the navigation menu of your course.

Paper For Above Instructions

References

  • Anderson, T. (2008). The Theory and Practice of Online Learning. Athabasca University Press.
  • Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and the design of online learning communities. The Journal of Asynchronous Learning Networks, 5(1).
  • Palloff, R. M., & Pratt, K. (2007). Building Online Learning Communities: Strategies for Creating Successful Virtual Classrooms. Jossey-Bass.
  • Graham, C. R. (2009). Current research on blended learning. In C. R. Graham (Ed.), The Handbook of Blended Learning. Pfeiffer.
  • Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of Evidence-Based Practices in Online Learning. US Department of Education.
  • Bernard, R. M., Borokhovski, E., Borokhovski, A., et al. (2009). The effectiveness of online learning: A meta-analysis of the research. Computers & Education, 59(2), 532-543.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, M. (2020). The difference between emergency remote teaching and online learning. Educause Review.
  • Kendall, D. (2017). Sociology in Our Times (11th ed.). New York, NY: Cengage Learning.
  • Bates, A. W. (2015). Teaching in a Digital Age: How to Transform Learning. Tony Bates Associates.

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