Syllabus for Online 2380 fall 2020

Interdisciplinary Sociology of Education

SOC 2380 OL01; Online Synchronous; Tues. 6 – 8:30 pm 
New York City College of Technology, CUNY

Prof. Judith Sedaitis

judithsdts@gmail.com  

sedaitis@citytech.cuny.edu 

Office hours: Tuesdays before lecture and 10 – 4pm on email.
Credits: 3

 COURSE DESCRIPTION:

This inter-disciplinary course examines the social influences on education and the effects of education and schooling on the social experiences and identities of individuals and groups in contemporary society. Focuses on the factors involved in the promise of education as a great equalizer that creates opportunity and helps narrow social inequality. Special emphasis is placed an understanding the history of reform, the role of poverty, segregation, sexism, and language as well as on brain function, memory, and learning. Students are expected to take an active role by participating during live online lectures and in small group online discussions

Interdisciplinary Course Learning Outcomes and Assessment Methods
LEARNING OUTCOMES   ASSESSMENT METHODS
1.  Purposefully connect and integrate across-discipline knowledge and skills to solve problems. Students submit weekly summaries of academic articles from a variety of disciplines that address issues of education from macro institutional perspective to topics of governance, funding, and micro topics of individual learning and retention.
2. Comprehend factors inherent in complex problems. Students present small research project that requires synthesis of materials from a variety of disciplines into a coherent ppt presentation.
3. Apply integrative thinking to problem-solving in ethically and socially responsible ways. Students submit weekly summaries of academic articles from a variety of disciplines that address issues of education from macro institutional perspective to topics of governance, funding, and micro topics of individual learning and retention.
4. Think critically, communicate effectively, and work collaboratively. Students share in jigsaw fashion their weekly summaries in small groups where they fashion answers to questions on readings given by instructor.
5.  Synthesize and transfer knowledge across disciplinary boundaries. Combination of exams, lectures, and discussions.
 General education learning outcomes/assessment methods 
Learning outcomes Assessment methods
1. Knowledge: Using different methodological concepts students develop an understanding of the key concepts and varied forms of analysis used in analyzing educational systems from both macro and micro levels. 1. Discussion of theories and concepts with a focus on developing the ability to apply theory as a foundation for understanding abstract macro level, institutional  research and micro level of individual; Students will be assessed as to how best they articulate these ideas and concepts through in-class discussions, in written assignments, group participation activities, and an individual presentation.
2. Skills: Proficiency in applying different theories to problems endemic to educational systems, from social structural to individual level of retention, reading, writing and discipline. 2. Students will demonstrate an understanding of the basic types of theories and will be assessed as to how best they articulate these ideas and concepts through class exams, class discussions, and research presentation.
3. Integration: Development of student’s ability to formulate research questions based upon a critical appraisal of existing research across social and behavioral disciplines. 3. Students will be able to formulate questions that are appropriate to different aspects of understanding the structures and processes involved in assessing educational system.  Assessments will be taken via the research presentation, on exams and in class discussions and participation activities focused on this learning outcome.
4. Values, Ethics and Relationships: Application of fundamental research concepts to understanding human behavior and social systems; awareness of the importance of creatively working with others to solve problems and appreciate diverse viewpoints when analyzing real-world problems. 4. By the end of the course, students will demonstrate on exams and through weekly assignments their understanding of the social justice issues involved in educational systems and the way in which mobility is and is not a social outcome.

ATTENDANCE POLICY:

Consistent attendance in online lecture and small group discussion is CRUCIAL for success.  If you miss class, you forego personal explanations of the homework that is essentially do doing well on the three tests.

COURSE TEXTS:

Our readings materials come from our CityTech library or from legally free, open source material.  They can be found by clicking on the links in the syllabus and most are also downloaded into Blackboard in the assignments section.   You will not pass this class without reading the assigned materials and uploading assignments on time!

COURSE ACTIVITIES AND REQUIREMENTS:

The content, activities, and outside work for this course are all designed to contribute to student ability to achieve the previously described objectives. The delivery system for the attainment of these objectives consists of a varied group of activities, including:

  • 1 ) Online instructor lectures, class discussions, and frequent in-class group work

These components complement and reinforce one another. They have been chosen to help students understand the content of course ideas and apply them to topics in the real world and class assessments. Professor lectures are live on Tuesdays at 2:30 using a link that will be sent to your BB email. Small group work will take place online during live lecture.

  • 2) Assignments: both reading and video

Reading assignments are due uploaded Friday by end of day pm. Full credit goes to work done well and on time.  Late homework is accepted but ONLY UNTIL the next test. It becomes a zero score after that.
Reading groups:

You may have a different reading assignment some weeks, depending on which group you are in — Group 1 or Group 2.
Group 1 is every student whose last name begins with A – L.
Group 2 is every student whose last name begins with  L -Z.

Each class session will address a set of concepts drawn from your homework which involves either answering questions or writing a thoughtful summary of the reading for that week. The Summary has three parts. Please number them.  Full credit goes only to summaries that include all three parts:

1) Main points
Summarize what you think are the main points (arguments). Give at least three.

2) Evidence/ examples
For each argument list at least two pieces of facts or examples (evidence) that are used by the author to support their point. If you don’t find any, say so.

3) Critique
What words, concepts or sentences were hard to understand?  Which of the points do you not fully agree with or understand?  Critique the points– if they don’t seem correct to you, say why. List some words or concepts you would like clarified.

Video assignments: Each week you will watch a video and summarize the main points. The videos are related to the theme of the upcoming lecture and are due uploaded to BB by every Tuesday 2:00pm. You will need this homework for group work during lectures at 2:30 so get it done before class meets every week.

  • 3) Three exams

These examinations are all online on BB and available all week.  They are timed and can only be taken once.  Please study your notes before you start the test. They are designed to evaluate your acquired competencies in all stated course objective areas.

METHOD OF EVALUATION:

Student final evaluation will be based upon the documented attainment of each of the course activities and requirements previously identified.  These areas and their designated percentage values are as follows:

Activity                                                                                             % of final grade

Article Summaries……. .  .  .  .  .  . .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  40%

Video homework   . …… .  .  .  .   .   .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  15%

Test (3 in total) .        .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  40%

Participation              .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  05%                                                                                                                                                                    100% Total

City Tech Grading Scale

93 – 100 = A
90 – 92.9 = A-
87 – 89.9 = B+
83 – 86.9 = B80 – 82.9 = B-
77 – 79.9 = C+
70 – 76.9 = C
60 – 69.9 = D
0 – 59.9 = F

 

COURSE ASSIGNMENT SCHEDULE:

Week 1: Classic sociology theories

LIVE class lecture Tuesday 9/1 at 6 pm. Check BB email for the link to our lecture that will remain the same all semester.

Date DUE
READING:

Group #1

Read this open source essay by Durkheim:

/Durkheim on education-and-society/

Upload your answers to these questions by Tuesday class:

1. What is Durkheim’s definition of education?

2.What would Durkheim say about the movement to provide vouchers to parents to send their children to the schools of their choice? What if the effect were to diminish public education in favor of a multitude of private schools (some teaching the theory of evolution while others teach against the theory of evolution, for example)?

3.Where does Durkheim come down on the nature/nurture debate? What role does education play here?

4.Do you agree that “liberty is the daughter of authority”? Explain and defend Durkheim’s argument, and then counter it.

 Group #2

Read this open source essay by Marx:  Open_Source_Reading_on_Karl_Marx from “Preface to Readings” to “Frankfurt School.” Then upload your answers to these questions by class time Tues.:

·         1.What is your view as it relates to Marx’s notion of species being? Is capitalism harmful to its development? Why does he believe that socialism and communism will free species being?

·         2. What is your opinion of Marx’s development of the base and the superstructure? Is there any merit to his theory? Any limitations?

·         3. How would you respond to the notion that schooling in a capitalistic society simply reproduces the status quo (life as it is now)? Can you think of any examples that would counter Marx’s conclusion?

 

Friday, 9/4

 

Week 2: History of Education in early US

LIVE class lecture Tuesday 9/8 at 6 pm

Date DUE

 

 

VIDEO:  Watch this video below:

On Horace Mann:  Horace_Mann_Video.  Upload answer to these questions:

1.       What specifically were the values Mann thought were important?

2.       What specifically is the kind of knowledge worth knowing?

3.       How does human nature relate to Mann’s vision of human nature?

4.       Who should have access to education and why?

5.       What’s the biggest weakness with Mann’s vision?

 

 

Tues., 9/8

 

 

 

 

 

 

 

READING:

·         Everyone reads: American Revolution Era on Education From the section starting at “Beginning Anew” to “Robert Coram.” Upload your one-page summary of the main ideas.

 

 

Friday, 9/11

 

Week 3: Weber vs Marx. Does expertise create equality?

LIVE class lecture Tuesday 9/15 at 6 pm

Date DUE

 

VIDEO:  Watch this video on modern bureaucracy.    Weber_and_Bureaucracy

 

Upload answers to these questions by Tuesday:

1.      What are the three main types of authority, according to Weber?

2.      What makes modern legal authority better than traditional?

3.      List the 4 main characteristics of bureaucracy?

4.      Do you agree with Weber that our modern system is more fair and better than the old traditional one? Why or why not?

Tues., 9/15

 

 

 

READING:

Everyone reads Randall Collins closely! Click on this link to read the library article

Myth_of_Technology  pp. 4 – 11. (Or go to the downloaded paper on BB under Assignments). Write a one-page summary by paying attention to each cited author and by writing down the main idea of each paragraph.

 

Monday 9/21
Week 4: Review and Test I online

LIVE lecture review Tuesday 9/22 at 6 pm

Date DUE

 

 

Go to Assignments on Blackboard to take Test I by end of day Friday. It is a timed test you can only take once so study the review sheet, lectures, and your homework before you start the test.

 

 

Friday, 9/25

 

NO CLASS 9/29: Monday Schedule  
Week 5: Social class or culture shapes your chances more?

LIVE class lecture Tuesday 10/6 at 6 pm

Date DUE

 

 

VIDEO:  Watch the video on parenting below

https://www.youtube.com/watch?v=7sq1ia-81r4 then upload answers to these questions:

1.      Describe middle class parenting.

2.      Describe working class parenting.

3.      What do kids learn from the parenting style of their middle-class parents?

4.      What do kids learn from the parenting style of their working-class parents?

5.      Which type of theory does Lareau’s book best fit: functional or conflict theory?

 

Tues.,10/6

 

READING:

Group #1

Click to read this article by A. Lareau from our library or go to BB under assignments. Lareau on parenting, race and class  Read closely and upload a one-page summary of all the main points plus your critique.

Group #2

Click to read this article from our library or go to BB under assignments. Chin_and_ Summer_on students, and class. Read closely and upload a one-page summary of all the main points plus your critique.

Friday, 10/9
Week 6: History & data on the Black “achievement gap”

LIVE class lecture Tuesday 10/13 at 6 pm

Date DUE

 

 

VIDEO:  Watch this video and upload your summary.

A tale of two schools and possibilities

 

Tues. 10/13

 READING:

Group #1

Click to read this article from our library or go to BB under assignments. Racial & Ethnic Inequality in Educational Outcomes

Education, RACE_&_Inequality_Report_2018   Read closely and upload a one-page summary of all the main points plus your critique under Assignments.

Group #2

Click to read this article on the history of civil rights movement. Read closely and upload a one-page summary of all the main points plus your critique.

Friday 10/16
Week 7: Theory of racial difference

LIVE class lecture Tuesday 10/20 at 6 pm

Due Date

 

VIDEO:  Watch the video on integrating NYC  Integrate_NYC  and upload your summary. Tues, 10/20
READING:

Group #1

Click to read this article from our library or go to BB under assignments. Loud Girls by I. Fordham.  Read closely and upload a one-page summary of all the main points plus your critique under Assignments.

Group #2

Click to read this article from our library or go to BB under assignments. Student_Effort_Optimisim_Difference_Between_Black_and_White_Students.  Read closely and upload a one-page summary of all the main points plus your critique.

Friday 10/23

 

Week 8: Minority Language Communities

LIVE class lecture Tuesday 10/27 at 6 pm

Due Date

 

VIDEO:  Watch the video on undocumented people and upload your summary by Tuesday.

Actions are Illegal Never people

Tues, 10/27

 

READING:

Group #1

Click to read this article from our library or go to BB under assignments

Keep_those_kids_out

Group #2

Read & summarize homework essay Group #50 in textbook by Portes.

Friday 10/30

 

Week 9: Midterm Test

LIVE lecture review Tuesday 11/3 at 6 pm

Due Date

 

Go to Assignments on Blackboard to take Midterm Test by end of day Friday. It is a timed test you can only take once so study the review sheet, lectures, and your homework before you start the test. Friday 11/6
 Week 10: Women, Gender issues

LIVE guest lecture Tuesday 11/10 at 6 pm

Prof. Juanita Buts, City Tech English Dept

 

Due Date

 

VIDEO:  Watch the video on gender bias and upload your summary by Tuesday.

Implicit Gender Bias

Tues. 11/10
Reading:

Group 1

 

Friday 11/13
Week 11: Discipline, language, and social justice

LIVE class lecture Tuesday 11/17 at 6 pm

Due Date

 

Video: Watch this video and upload answers to questions below by Tuesday:   School Discipline or Counseling?

1) what is the” Diversion Program”?

2) what policy did this program replace?

3) Who started the diversion program and WHY?

4) how many less arrests were there after diversion program started?

Tues. 11/17
Reading:

Everyone read & summarizes pp.1-22 of  Handbook on restorative justice 

Sunday 11/20
Week 12: Global Education

LIVE guest lecture Tuesday 11/24 at 6 pm.

Prof. S. Macdonald, City Tech Economist

Due Date

 

Video: Watch this video and upload the answer to questions below by Tuesday.

Global Comparison of Educational System

1. what helps students improve the most?

2. How is it a myth that the US spends too much on education?

3. How is it a myth that US teachers work too little and get too much money?

4. What are the top 3 solution to fix US low performance compared to other countries?

 

Tues., 11/24
Reading:

Everyone reads and summarizes this short article. Pisa_Report_On_Education. Which country has the best education system and why?

Monday 11/30
Week 13: Learning and Retention: How the brain remembers

LIVE guest lecture Tuesday 12/1 at 6 pm.

Prof. M. Parnes, City Tech Psychologist

Date Due
Video: Watch this video and upload your summary by Tuesday.

HOW_We_Remember

Tues 12/1
Reading:

Read chapter 12 in the book on “Learning Styles” Chapter 12 Memory and upload one-page summary.

Friday 12/4
Week 14: Semester Review and Personal Discourse

LIVE review lecture Tuesday 12/8 at 6 pm.

Date Due

 

Everyone reads How we connect to and to learn from others through language choices we make. Upload your summary of this open-source article: teacher-discourses-and-identities/ Tues 12/8
Week 15:  Final Test Date Due
Go to Assignments on Blackboard to take Midterm Test by end of day Friday. It is a timed test you can only take once so study the review sheet, lectures, and your homework before you start the test.

Important School Policies

Academic Integrity at City Tech

Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion.  The complete text of the College policy on Academic Integrity may be found in the catalog.

For students with disabilities:

Reasonable accommodations will be made for students with documented disabilities. If you have specific physical, psychiatric or learning disabilities and require accommodations, please let me know as soon as possible, but definitely before the date of the first assignment, so that your learning needs may be appropriately met. If you have not already done so, you will need to provide documentation of your disability to the Center for Student Accessibility.