West Hills College Coalinga
Agenda Routing Form
Check the appropriate box, fill in name and date.
Originating FacultyName: Vera G. Kennedy
Course Packet has been reviewed and approved for Curriculum Agenda / Date: Oct 15, 2008
Comments:
Curriculum Committee Representative
Name:Kevin Wilds
Course Packet has been reviewed and approved for Curriculum Agenda / Date:10/22/08
Comments:
Technical Review Committee (TRC)
Name:
Course Packet has been reviewed and approved for Curriculum Agenda / Date:
Comments:
Chief Instructional Officer (CIO)
Name: Jill Stearns
Course Packet has been reviewed and approved for Curriculum Agenda / Date:11.12.08
Comments:
West Hills College Coalinga
Course Revision Packet
Course Prefix, Number & Title: Sociology 2: Critical Thinking and Social Problems
Faculty Originator: Vera G. Kennedy
Date: 10/15/08
Checklist:
Course Revision FormCourse Outline
Distance Education Statement
Learning Resources Statement
Adopted Textbook Form
Prerequisite Form A
Prerequisite Form B
Prerequisite Form C
Limitations on Enrollment Justification
Signatures:
______Date______Curriculum Instructional Area Representative (required) / ______Date______
Articulation Officer (required if transferable)
______Date______
Consulting Department Instructional Area Representative
(required when overlapping course content) / ______Date______
Associate Dean of Vocational Education (required if Voc Ed)
______Date______
Dean of Student Learning (required) / ______Date______
Dean of Learning Resources (required)
______Date______
College Curriculum Committee Chair (approved) / Date______
West Hills Community College District Board of Trustees (approved)
Revisions to this curriculum packet have
been discussed with faculty in the Instructional Area
Course Revision Form
West Hills College Coalinga
Course Prefix & Number: / Soc 2 / Course Title: / Critical Thinking and Social ProblemsInstructional Area: / Social Sciences/Public Service / Date: / 10/15/08
Faculty Originator: / Vera G. Kennedy
RULE OF FIVE – The District Curriculum Committee voted to approve common course characteristics of a revised course for approval by the Coalinga Curriculum committee. If the faculty originator changes any of the items below, the course requires approval from West Hills College Lemoore curriculum committee.
Number
Title
Prefix
Units
Transfer
------
Other Changes:
Grading Option Cultural Pluralism
Advisory/Prerequisite Student Learning Outcome
Catalog Description Textbook Instructional Objectives Distance Education
Course Content and Scope Other
Instructional Methodologies Explain:
Methods of Evaluation Five Year Review
Critical Thinking Assignments Content has been evaluated and updated. Yes
Do any of the above changes affect the course content to the degree a student could retake the course? Yes or No
Explain:
Change Previous Course Outline Information:
From:
Text: Reading Between the Lines by Konradi and Schmidt
To: (Write new information here for any changes checked above.)
Text: Reading Between the Lines by Konradi and Schmidt and Supplemental: Nickel and Dimed by Ehrenreich
Justification: (Reasons for the above changes.)
The Lower Division Transfer Project (LDTP) Articulation Decisions Report regarding the transferability of Sociology 2 courses for West Hills College recommends a supplementary book in addition to a course textbook.
COURSE OUTLINE
West Hills College Coalinga
Date: / 10/15/08Instructional Area: / Social Sciences/Public Service
Course Prefix & Number: / Sociology 2
Course Title: / Critical Thinking and Social Problems
Units: / 3
Grading option (select one): / Standard Grading Only / Credit/No Credit Only
Standard Grading/Credit/No Credit
Materials Fee: / $ / Justification:
Semester Lecture Hours: / 54 / Semester Lab Hours:
How many times may this course be taken for credit (repeatability)? 1
1. PREREQUISITES: English 51A
and/or
ADVISORIES:
2. CATALOG DESCRIPTION: Sociology 2 explores major social problems experienced by society, with an exploration of the most important perspectives used to explain the problems. The application of critical thinking skills, specifically taught in the course, to causes and solutions is designed to result in heightened critical thinking ability as well as strengthened social awareness.
3. INSTRUCTIONAL OBJECTIVES (Use measurable objectives only-courses that allow
repeatability must specify objectives for each time the course can be repeated):
Upon completion of the course the student will be able to:
A. identify, understand, and evaluate important social problems in the United States and their connections to globalization.
B. identify the influence of rationality, cognitive development, and emotionality on critical thought.
C. identify the elements of good critical thinking and evaluate personal and social perspectives and their implications on society.
4. COURSE CONTENT AND SCOPE (instructional topics or units):
A. Fundamentals
1. Objective and subjective forms of analysis
2. Theoretical perspectives and sociological approaches
3. Ladder of inference
B. Sociological imagination
1. Personal troubles and social issues
2. Cultural comparisons and global perspectives
3. Historical and biographical implications
C. Components of critical thought
1. Rationality
2. Cognitive development
3. Emotionality
D. Characteristics of a critical thinker
1. Factual
2. Insightful
3. Rational
4. Evaluative
E. Critical analysis process
1. Organization or structure of the problem
2. Ways decisions about the problem are made
3. How problems become accepted
F. Evaluating arguments
1. Defining the problem
2. Analyzing the problem using the critical analysis process
3. Evaluating statements of evidence
4. Searching for inadequacies and bias
5. Recognizing facts, opinions, beliefs, claims, and assumptions
G. Evaluating cause and effect
1. Difference between correlation and cause
2. Testing hypotheses
3. Cause-effect relationships
H. Evaluating position statements
1. Identifying proclaimed and implied values
2. Recognizing intended and unintended implications and consequences of actions
I. Social problems
1. Core readings and topics in power, economy, and class
2. Poverty
3. Race and ethnicity
4. Gender
5. Optional readings and topics in work, family, education, criminal justice, illness and health care, the environment, technology, and population
5. INSTRUCTIONAL METHODOLOGIES (instructor initiated learning strategies):
A. Lectures and class discussions, which explain and expand upon the concepts
B. Films and other audio-visual aids to illustrate sociological concepts, encourage analysis, and provide topics for writing
C. Small group discussions and exercises to thought-provokers, such as group activities and simulation games
D. Guest speakers to facilitate and link critical thinking application in “real world” situations (optional)
6. MULTIPLE METHODS OF EVALUATION (measurements of student achievement):
A. Discussion board questions, chapter quizzes or essays, and/or in-class exercises covering material from text and class discussion topics.
B. Written assignments or papers requiring application and analysis of social problems in American Psychological Association (APA) format including:
1. Critical thinking inventory; and
2. Action plan and position paper or project
C. Examinations including a final covering text chapters and class discussion topics
D. Class participation incorporated in assessment and grading
7. WRITING ASSIGNMENTS/PROFICIENCY DEMONSTRATION:
A. Class Exercises (Written or Oral Reports)
1. Students will complete individual and learning team exercises every class meeting. Exercises will cover course material from required text readings.
2. Credit will be given based on in-class participation.
3. Exercises will be the basis for in-class discussion and study materials for exams and written assignments.
B. Course Assignments (Performance Tasks)
1. Students will complete written assignments and research papers 1,500-2,100 words in length. For example, students will develop a position paper and action plan including a summary of the problem, clear argument - claim(s) and premise(s), and steps for social change.
2. Assignments must be in American Psychological Association (APA) format.
3. College level writing is expected. Assignments are designed to aid students in reflecting and reviewing course material.
C. Exams
1. Students will take a midterm and final exam during the semester.
2. Exams will include multiple choice, true and false, and/or essay questions.
8. ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING
(use detail when describing student assignments and state in cognitive terms):
A. In-class and course assignments will focus on five areas of critical thinking. Students will be evaluated on understanding, comprehension, application, and integration of critical thinking methods related to course material as demonstrated on exams and writing assignments.
1) Raising vital questions and problems and formulating them clearly and precisely;
2) Gathering and assessing relevant information, using abstract ideas to interpret information effectively;
3) Drawing well-reasoned conclusions and solutions, testing them against relevant criteria and standards;
4) Thinking open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and
5) Communicating effectively with others in figuring out solutions to complex problems.
B. For example, each week students will develop a summary (totaling 200-250 words) of the week’s topics and concepts explored in class. Reflection summaries will include critical analysis steps and thought processes explored, social problems examined, and higher order questions for further exploration. Student outlines can also include questions for the instructor regarding material or concepts that may still be unclear. This summary will be formatted with four headings, Social Problems Examined, Critical Analysis Explored, Higher Order Questions, and Student Concerns or Questions. Reflection summaries will be reviewed by the instructor on a weekly basis and returned to students with feedback.
9. ASSIGNMENTS, METHODOLOGIES, OR OTHER EXAMPLES OF HOW CULTURAL
PLURALISM IS ADDRESSED:
A. The instructor will act as the facilitator of discussion on cultural pluralism. In-class and course assignments will address the “ladder of inference” in relation to egocentric and ethnocentric behavior. The “ladder of inference” implies that people begin with Real Data & Experience, the kind that would be captured by a movie camera that did not lie. People then choose a set of Selected Data & Experience that they pay attention to. To this Selected Data & Experience people Affix Meaning, develop Assumptions, come to Conclusions, and finally develop Values and Beliefs. Values and Beliefs then form the basis of people’s Actions, which create additional Real Data & Experience (Argyris, 2004). As an example, the examination of personal “ladders” will be explored relative to the development of assumptions and actions leading to prejudice and discrimination.
B. Education is a process that is structured to apply cooperative and collaborative approaches to learning (Shapiro and Levine, 1999). Students are grouped together during the first week of class. Each of these groups is referred to as a Learning Team. The Learning Team is a cooperative team of 3 to 5 students who work together to accomplish course team projects. Learning Teams are avital part of the learning environment. Just as groups change in professional work environments, Learning Teams will change at various times.
C. Students who have been identified as needing a note taker, extra test taking time, change of venue, or other considerations are accommodated.
10. REQUIRED EXTRA CLASS ASSIGNMENTS:
Not applicable.
DISTANCE EDUCATION STATEMENT
West Hills College Coalinga
Course Prefix, Number & Title: / Soc 2: Critical Thinking and Social ProblemsInstructional Area: / Social Sciences/Public Service
Faculty Originator: / Vera G. Kennedy
Date: / 10/15/08
The instructional area recommends that this course be taught via distance education.
The following must be completed for the delivery of this course via distance education technology in addition to the original course outline. (A textbook form is required if text differs from the original course).
The following distance education modality is being proposed:
Video Conference Hybrid (Mix of Traditional/Online) Online (100% Online)
(complete #1 & #2) (complete #2 only)
#1 / Hybrid – The course has online components and regularly scheduled face-to-face meetings.Please describe how this hybrid class will meet face-to-face in the box below:
Face-to-face meetings will be held either on the college campus, satellite site, live chat on Blackboard, and/or conference call using CCC Confer.
#2 / Online
The two methods that significantly change when teaching a course online are Instructional Methodologies and Multiple Methods of Evaluation. Please describe how these methods will be adapted for online instruction.
Instructional Methodologies: Copy your Instructional Methodologies (see #5 in Course Outline) into the table below. In the right side of the table, specify any adaptations in instructional methodology resulting from offering this course in the distance education mode you have selected (online or hybrid), as opposed to the face-to-face mode assumed in the course outline. Please use one box per Method/Adaptation.
Instructional Methodologies / Online Adaptation
Lectures and class discussions which explain and expand upon the concepts. / Lectures will be developed using PowerPoint and posted in the online classroom. Discussion questions will be developed and responses including additional participation will be required.
Films and other audio-visual aids to illustrate sociological concepts, encourage analysis, and provide topics for writing. / The use of media sources including documentary films, podcasts, live streams, and websites will be used. Sources will include closed caption capability or transcripts.
Small group discussions and exercises to thought-provokers, such as group activities and simulation games. / Discussion topics and other activities will be posted by the instructor to stimulate group discussions and creativity by sharing and developing video diaries and blogs related to coursework.
Multiple Methods of Evaluation: Copy your Multiple Methods of Evaluation (see #6 in Course Outline) into the table below and describe how the evaluation methods in the course outline will be adapted for use in the online environment. Please use one box per Method/Adaptation.
Multiple Methods of Evaluation / Online Adaptation
Discussion board questions, chapter quizzes or essays, and/or in-class exercises covering material from text and class discussion topics. / Assignments and exercises will be posted in the appropriate threads in Blackboard. Requirements and submission deadlines will be posted in the online classroom and delineated in the syllabus and course schedule.
Written assignments or papers requiring application and analysis of sociological concepts in American Psychological Association (APA) format including:
§ Critical thinking inventory; and
§ Action plan and position paper or project / A thread for posting and sharing critical thinking summaries and analyses will be available. Students will submit an action plan and position to the plagiarism checker, Turnitin and post their final projects on Blackboard.
Examinations including a final covering text chapters and class discussion topics / Examinations will be posted in the online classroom. Students will have one week to complete and submit exams.
Class participation incorporated in assessment and grading / Students will be required to develop and post substantive responses to other classmates in addition to course assignments and exams.
Title 5 Regulations require that course quality standards are met (same as traditional courses) and that “regular, effective contact” (54 contact hours) between student and instructor are included in the design of the Instructional Objectives in an online environment.
Instructional Objectives: Copy the Instructional Objectives (see #3 in Course Outline) into the table below and describe the content or activity of the course that relates to each objective. Please use one box per Objective/Activity.
Instructional Objectives / Activity
1. Identify, understand, and evaluate important social problems in the United States and their connections to globalization.
2. Identify the influence of rationality, cognitive development, and emotionality on critical thought.
3. Identify the elements of good critical thinking and evaluate personal and social perspectives and their implications on society. / 1. Instructor initiated lectures using PowerPoint with lecture notes, live chats, and discussion questions. A, B, and C (15-25 Hours)
2. Chapter readings from text and supplemental A and C (15-25 Hours)
3. Instructor initiated discussion topics integrating media sources and reflective summaries. A-C (10-15 Hours)
4. Facilitated instruction on the guidelines for developing an action plan and position using PowerPoint and discussion threads A-C (10-15 Hours)
5. Midterm and final A-C (5-8 Hours)
Required Verification of Process