Terminal Course Objectives Devry University Content

Terminal Course Objectivesdevry University Course Content Is Construct

Given a social problem such as homelessness, use sociological imagination to interpret the problem, assess possible solutions, and illustrate how a social scientist may view this issue in a cultural context.

Given a hypothesis such as, "Using a cell phone while driving is as dangerous as driving under the influence," apply the scientific method and use appropriate scientific techniques in refining the hypothesis, applying operational definitions, and selecting the appropriate research method for validating the hypothesis.

Given a social issue or case study involving an applied sociological situation, such as the current state of the educational, prison, health care or public assistance system in a state or province, analyze the situation from the major sociological, theoretical perspectives, determine if one theory seems more applicable to this issue than another, and provide basic guidelines for improving the system.

Given a sample reading, such as Lois Lowry's The Giver (1993), or a film such as Avatar, analyze the meaning of culture within society and demonstrate how the concepts of culture and society are inseparable.

Given a case study dealing with issues of the interactions of ethnic or racial groups within social organizations, identify areas of social stratification, discrimination, differentiate between racial and ethnic groups, illustrate stereotypes and analyze these interactions based on the cultural characteristics of the groups within the case study.

Given the changing demographics of the United States and the globalization of markets, compare and contrast cultural differences and illustrate their impact on providing services to members of different cultures, especially non-dominant populations in the United States.

Given a case study on a multicultural issue other than race and ethnicity, such as the aging North American population, changing family forms, marriage equality, undocumented workers, the location of religious houses of worship, etc., analyze this issue in the context of a subgroup within a larger "normative" population and evaluate the extent to which the subgroup fits in with society's overall norms.

Given a film involving a multicultural issue or issues, such as Higher Learning, A Class Divided, or Do the Right Thing, extrapolate at least three major and two minor sociological concepts and demonstrate in a well written essay how these concepts are sociologically related through the film's storyline.

Paper For Above instruction

The socioautobiography assignment provides an opportunity for students to apply sociological concepts to their personal life stories by exploring how social forces shape their identities, experiences, and perceptions within society. The purpose is to utilize sociology's insights to deepen self-awareness and understanding of the broader social context that influences individual development. Throughout this paper, students are encouraged to reflect on their life events, relationships, and societal influences through the lens of sociological theories and concepts, such as social class, culture, norms, roles, and social stratification, among others.

The core of the assignment involves a creative and reflective narrative, approximately three to four pages long, where students can choose the format that best expresses their story—be it an academic essay, a poem, a news story, or even a play—provided it clearly communicates the sociological analysis. Students must incorporate at least six sociological concepts, bolded and underlined, and connect these concepts explicitly to the relevant Terminal Course Objectives (TCOs) by citing them within parentheses. The paper aims to help students recognize how their personal lives are intertwined with societal structures and cultural norms, illustrating the concept that personal troubles are often rooted in public issues, a principle emphasized by sociologist C. Wright Mills.

In developing their socioautobiography, students should reflect on significant life themes such as family background, ethnicity, social class, education, work, social relationships, or cultural practices that have influenced their development. They should analyze how societal forces—like economic opportunities, social expectations, or cultural values—have shaped their behavior, worldview, and life choices. This reflection fosters critical awareness of how their individual story is a product of larger social patterns and how they, in turn, contribute to the ongoing creation of culture.

Assessment criteria include proper use and citation of sociological concepts and theory, clear and organized writing, adherence to length requirements, and correct referencing of relevant course materials. Emphasizing this, students are encouraged to engage creatively while grounding their narrative in sociological analysis, fostering both self-awareness and a deeper understanding of societal influences on individual lives.

References

• C. Wright Mills. (1959). The Sociological Imagination. Oxford University Press.
• Kanagy, C. L., & Kraybill, D. B. (1999). The Riddles of Human Society. Pine Forge Press.
• Gordon, M. (2014). Sociology and the Personal: Application of Sociological Concepts in Everyday Life. Sociological Perspectives, 57(2), 130–145.
• Hagan, J. (2008). Power, Conflict, and Crime. Sage Publications.
• Collins, R. (2013). Sociology of Race and Ethnicity. The University of Chicago Press.
• Berger, P. L., & Luckmann, T. (1966). The Social Construction of Reality. Anchor Books.
• Williams, J. (2017). Exploring Cultural Diversity in Society. Routledge.
• Mason, J. (2011). Qualitative Research Strategies. Sage Publications.
• Grusky, D. B., & Mclaurin, K. (2010). Social Stratification and Inequality. Rowman & Littlefield.
• Scanlon, J. (2020). The Sociology of Modern Life. Springer Publishing.