Instructor:  Bill Lockhart, MA - Sociology - UTEP; BA - Sociology and Anthropology - UTEP
Office Hours: Mon & Wed - 2:15-4:00; Tue & Thu - 12:15-2:30; 3:45-5:15 or by appointment
Office Number:  106, Faculty Office Building
Phone Number: 439-3732; Fax Number:  (505) 439-3802
E-mail: lockhart@nmsua.nmsu.edu
Class Time; Classroom: Mondays & Wednesdays 1:00-2:15; CB 703

Textbook

Neubeck, Kenneth J. Social Problems:  A Critical Approach.  4th ed.  McGraw-Hill, New York.

Class Description

 Introduction to the fundamentals of social analysis through the analysis of contemporary American social problems. Emphasis on methods of analysis and cross-national comparisons showing that the social problems studied are common to all societies. Covers racism, violence, poverty, crime, health care, and substance abuse (NMSU-A Catalog 2002-2003).

 This course explores a series of selected contemporary social problems.  Students will be exposed to the nature and background of and possible solutions to these problems along with developing abilities to critically read, write, discuss, and think about social problems and the parts they may play in both problems and solutions. 

 The primary function of the course is to introduce students to problems that express themselves within the social environment.  Throughout the semester, the class will discuss such topics as population, environmental abuse, economical inequality, poverty, racism, sexism, ageism, health care, alcoholism and drug abuse and their effects on society.

 Aside from the obvious purpose of introducing the student to social problems, the class will address one other main objective:  stimulating the student to think independently.

  You can lead a horse to water, but you can't make him (or her) drink.  The secret is to make the horse thirsty!

Course Objectives
After completing this course the student will:
1. demonstrate comprehension of the causes, developments, and solutions to social problems by completing an analysis paper of a problem of the student’s choice.  Comprehension will be shown by a qualitative analysis of the paper by the professor.
2. show ability to present important aspects of social problems as demonstrated by a passing grade on a group presentation about some aspect of a social problem.
3. demonstrate understanding of the difficulties involved in solving social problems and awareness of who opposes solutions to these problems and why by participation in class discussions.

How to Do Well:
1. Read the reading assignments before coming to class.  This is a discussion class; we will be discussing what you think about the material to be read for the day.  If you have not read the assignment, your participation will be limited at best.
2. Attend class and participate.  Since this is a discussion class, I expect you to participate; in order to participate you must be in class.  Your attendance will be monitored and will be considered in the final determination of your grade 
3. Do the assignments.  You cannot expect anything other than an "F" if you do not turn in the assignments. 
4.  For a 100 or 200 level course, it is expected that for every 1 hour you spend in class, you will spend 2 hours outside of class; that means each week you should spend 6 hours on this course outside of class .
5. Like any class, the more you put into it, the more you will get out of it.
6. We have and need few rules.  NMSU-A students are adults and almost always act like it.  Students behaving inappropriately will be asked to stop the offensive behavior.  If this is ineffective, the student will be asked to leave the classroom.

Smoking is not allowed in the classrooms.  I personally suggest that you never smoke at any time or at any place for the rest of your life.

Note:  ALL material turned in must be computer-generated.  Hand-written and type-written papers are obsolete and will be unacceptable.  All students have access to the computer lab, and assistance is available.  See 'Computer Instructions' below.

NMSU-A MISSION STATEMENT
 The mission of the Alamogordo Branch of New Mexico State University, a comprehensive community college, is to:

provide quality education that includes academic, technical, vocational, developmental, and career-oriented skills;

promote student competence, confidence, and success by providing personal enrichment programs through continued response to the cultural intellectual, and economic needs of the community; 

maintain active ties and continuity with the main campus; 

afford equal opportunity for individuals who meet admission criteria to receive educational services within the community without regard to age, ancestry, color, disability, gender, national origin, religion, sexual orientation, or veteran status.

Miscellaneous:
1. Keep ALL your papers until you receive your final course grade.  This is always a good idea for every class you take.  This way, if you have a disagreement with your final grade, you will have evidence to present. 
2. Syllabus.  This contains everything you need to know about the course; keep this in your notebook and refer to it often.  I will not remind you when papers are due; turning your papers in on time is your responsibility.  (I reserve the right to change this syllabus in writing or by announcement.) 
3. Cheating/Plagiarism.  The result of engaging in either of  these activities is grade of zero for that assignment.  You are expected to do all of your work by yourself.  For more information on what is and what is not plagiarism (examples included), see the "Guide to Academic Honesty" on reserve in the library.
 

EMERGENCIES
If someone in your family needs to contact you in an emergency, use the following telephone numbers:
  Daytime:  479-4318            Evening: No available phone number this semester!
To expedite finding you in the evening, the person calling should know the class (e.g., SOC 201) that you are attending.

COURSE SCHEDULE
 Jan 14
 Introductions, organization, and  learning about social problems, quantitative/qualitative analysis, and social perspectives.

 Jan 19-20 - Martin Luther King, Jr. Day - Enjoy!

 Jan 21 & 26
 Chapter 1, Population [Note: no questions due for this section] [Pass out Privacy Handout]

 Jan 28 & Feb 2
 Chapter 4, Environmental Abuse  [Note: no questions due for this section]

 Feb 4
 Privacy Problems (handout) [Reaction Paper #1]

 Feb 9 & 11
 Video - Bowling for Columbine [Paper Proposal, Feb 11]

 Feb 16 & 18
 Class choice

 Feb 23 & 25
 Class choice]

 Mar 1 & 3 [Reaction Paper #2, Mar 1]
 Class choice

 Mar 8 & 10 [Progress Report #1, Mar 10]
 Class choice

 Mar 15 & 17 [Class Paper Due, Mar 15]
 Class choice

 Mar 22-26 - Spring Break - Enjoy!!

 Mar 29 & 31
 Class choice [Progress Report #2, Mar 31]

 Apr 5 & 7
 Class choice [Reaction Paper #3, Apr 7]
 

 Apr 12 & 14
 Class choice [Progress Report #3, Apr 12]

 Apr 19 & 21
 Class choice

 Apr 26 & 28
 Class choice  [Reaction Paper #4, Apr 28]

 May 3
 Video - TBA

  May 5
 Wrap-up

 Monday, May 10, 2004, 1:00-3:00PM - Presentation of Projects

(NOTE: We will not be able to discuss everything in each of the chapters.  However, I do want you to be exposed to the information.  It is entirely up to you what aspects of the book we will discuss.  This schedule is tentative.  If we find that we want/need to spend more time on a topic than is allotted, we can do that; we do not have to cover a certain amount of material before the test because there are no tests.)

SOME OTHER IMPORTANT DATES
Last day to drop this course with a “W”:   March 11, 2004
Last day to withdraw from the university: April 22, 2004

ATTENDANCE (1 point for each class attended - including three points for final presentations)
These are attendance points.  Points will not be awarded for absence, regardless of the reason.

WRITTEN ASSIGNMENTS

QUESTIONS (1 point for each acceptable question turned in for a total of 23 points - Note: no questions for the population or environmental sections)
For each reading assignment, you will need to turn in 2 computer-generated, thought-provoking questions.  These questions are NOT to be simply about the information given.  Your questions are to show that you have not only read the material, but that you have also THOUGHT about what you have read.

These questions will be used as a springboard for discussion.  For this reason, these will not be accepted late.  (If you know you will be missing class, you may turn them in before the class meets.)  After all, what good is a question that is to be used in class discussion after class is over?

REACTION PAPERS (3 out of 4 @ 10 points each)
See the course schedule for due dates.

These papers are to be 2 to 3 pages in length (minimum of two full pages).  FOLLOW THE COMPUTER INSTRUCTIONS found later in this syllabus.  Yes, they must be computer-generated.

Pick something out of the chapter(s) or class we have covered and discuss it.  (If you cannot find anything here, feel free to check out one of the chapters we are not covering.)  The following are a few suggestions on what to write:  What do you think about a particular topic?  Is there something in the news or something a friend has experienced that directly relates to something in class?  How does it relate?  Is there something that was discussed in class that you had a thought about but, for whatever reason, did not mention?  Basically, and MOST IMPORTANTLY, show me that you have THOUGHT about it.  (Do not summarize; I have read the book, and I have been in class.  This is your reaction.  Tell me what you are thinking.)  These papers must have something to do with what we have covered in this class.  If the connection to the course seems unclear, make it clear in your paper.

Points are taken off these papers for spelling and grammatical errors (see computer instructions), for being too short, for having nothing to do with the content of the course, and for excessive summary.

There are 4 opportunities to write papers.  I will drop the lowest score, therefore 30 points are possible.  (So, you can miss one; that score of zero will be dropped.)

CLASS PAPER  (100 points) and PROPOSAL (10 points)
See the course schedule for due dates.

A. Paper format
 1. Paper will be 8-10 pages in length.
 2. A minimum of eight scholastic sources (only 2 may be by the same author, and only 4 may be from the internet) are required.  If this requirement is not met, 5 points will be subtracted from your paper's grade.  Your textbook may be cited as a ninth source but will not count as one of the eight required sources.  No other text books may be used as sources.  If you use non-scholarly sources (e.g. magazines, newspapers, etc.), you must use a total of 10 sources in your paper (this option must be approved by the professor in advance).  Encyclopedias and dictionaries may not be used as sources.
 3. Use APA style in the second section of the paper.   This means that all sources must be cited within the body of your paper.  All interviews must be cited in your paper as well as the works cited section.  Every source that appears in your Works Cited or Bibliography, must be cited in the body of your paper.  If you are not used to writing formal papers, talk to me after class.
 See Computer Instructions for further information
 4. Do not use a cover page.  Type your name and the date (only) in the upper right corner.  Pages must be numbered.  Numbers may appear anywhere on the top or bottom of the page but must be consistent.  Do not use headers or footers.
 5. Do not use covers, folders, or other means of binding your paper.  Use a single staple in the upper left corner.

B. Topic
 1. Any topic relating to an issue within a social problem is acceptable.  Broader issues, such as Substance Abuse, Population, or Sexism, are not appropriate.  Acceptable examples: 
  China's One-Child Policy: Will it Solve the Problem? (population)
  The Effects of Alcoholism on the Family in New Mexico (substance abuse)
  Treatment of the Poor and Homeless in Alamogordo (economic inequality)

 2. All topics must be approved by the instructor.
 

C.    Paper Proposal
 1. the proposal will include: a) topic; b) how your topic relates to a larger social problem c) possible title for paper; d) why you chose the topic; and e) at least four sources you plan to use.  Cite specific sources, just as you would in your paper.  For example:

  Wolf, Naomi
   1991 The Beauty Myth.  Doubleday, New York.

 2. Your proposal is NOT written in stone.  If you plan to change your proposal, turn in a revised proposal at least 3 days prior to the due date.  Five points will be taken off your class paper for not doing what you said you were going to do as stated in your proposal (original or revised), not turning in a proposal, or turning in a late (less than 3 days prior to the due date) revised proposal.

D. Subject Format
 Each paper will include:

Introduction (may be part of section I)

I. The greater problem

 Discuss the larger problem - must be the heading of one of the chapters from the textbook (e.g. Environmental Abuse; Family-Related Problems; Criminal Behavior).  You may want to also discuss where your topic fits into the larger problem.

 Your thesis statement should appear as part of either section I or section II

II. Your topic

 Discuss the part of the problem that your topic addresses.

III. Solutions

 a. What solutions are currently being tried to address your topic?

 b. Who opposes these solutions?

 c. Why do they oppose?

IV. Your new and unique solution

 a. Discuss your solution.

 b. Who will oppose your solution?

 c. Why?

V. Conclusion
 
 
 
 

E. Grading

Everyone starts out with 100 points.  Here is how you may lose points:

No Introduction  -5
No Section I   -10
No Section II   -30
No Section III   -20
No Section IV   -20
No Conclusion  -5
Poor Quality of Presentation various points
Proof (spelling & grammar) up to -10
Format   up to -10 (includes failure to use Section Headings)

A perfect paper includes all four sections, introduction, and conclusions; high quality presentation; good proofreading; and proper format.

A special note on interviewing:  It is important to do research on a topic BEFORE interviewing someone.  There are few things worse than being interviewed by someone who obviously has no idea what she or he is talking about.  Be very clear about what you hope to gain by doing the interview.  What questions do you want answered?  Are these answers available elsewhere?  If so, why do the interview?  In other words, if you are planning on interviewing someone, I expect you to do research in advance; it will keep you from looking like you are getting someone else to do the research for you. 

Interlibrary loan:  You can request up to 5 books on any one subject through our library's interlibrary loan service.  I would suggest that you check the catalogs of other libraries via the internet and request those books that look like they would be helpful.  It takes 10 to 14 days to receive a book through interlibrary loan. 
PROJECT (100 points), PROGRESS REPORTS (2 at 10 points each), and LOG SHEETS (2 at 10 points)
As you can see by the number of points, this is one of your major projects.  Use at least eight (8) quality sources for your presentation (see paper format--same conditions apply).  A list of sources must be turned in to the instructor at the beginning of your presentation. [Note: quality sources mean scholarly sources: in most cases, newspaper articles and articles from popular magazines are not quality sources.  If you think you have exceptions (and there are exceptions where such sources are excellent), talk to me.]

You will need to work in teams.  One grade for all team members will be earned for the entire project.  At the completion of your project, you will be asked to estimate how much effort each member contributed to the project.  If everyone seems to have contributed the same amount (based on estimates), everyone will receive the same project grade.  If some team members contributed more or less, their grade will be adjusted to reflect this.  Upon the completion of the presentation of all projects, each group will be asked, as a group, to estimate the participation of each group member.  Each group member will need to sign a piece of paper agreeing to the participation estimates.

Your team can decide what type of project you would like to do. 
The following are possibilities:
a)  Interview projects - Interviewing people (using videotape or other means of presentation) who deal with social problems as part of their jobs (e.g., counselors, government officials, activists, educators, or any others involved in social problems or their solutions).
b)  Media analysis - Looking at television, music, movies or magazines in terms of their representations of or discussions about a social problem.
c)  Game - Create a game that reflects what it is you have learned during the semester.
d) Theater - Write and produce a play that reflects the issues we have discussed during the semester.
e)  Other appropriate ideas suggested by students and approved ahead of time by the instructor as appropriate.
In all cases, projects should take the information gathered by students and relate it to concepts and materials covered in the course.  Projects will be presented during our final exam time slot.  Presentations should take twenty-five to thirty-five minutes.  (Your group may request to have this time limit extended.  Such a request must be made at least 2 weeks in advance; a number of factors will influence whether your request will be granted.)

Grading criteria: 
a) For every 5 minutes over or under the specified time limit, 2 points will be subtracted from the project's total grade.
b) Introduction 
     Creative  (5 points):  Does it draw people in?  Does it develop interest in seeing the rest?
c) Body of presentation
     Connects to and expands on the course material  (20 points)
     Interesting content  (10 points)
     Creative presentation  (20 points)
d) Conclusion should be a good summary of your project.   (5 points)
e) Overall quality  (20 points)
f)  Solid research; turn in a printed bibliography (APA style).  At least 8 resources are expected (20 points).

Progress reports (turn in only one copy from the group): 
See the course schedule for due dates.

Progress Report 1:  Your team will need to turn in your ideas for the project.  You will not have to stick with these ideas, but I do want to make sure that you are thinking about it.  List your ideas along with a brief statement explaining why you may or may not go with that idea (list benefits and potential problems).  What is the goal of your project; what are you trying to accomplish by doing it?  Include a list of all members of your team on every progress report. (10 points) 

Progress Report 2:  Your team will need to turn in a list of responsibilities for each member (What has each done so far?  What is each expected to do?).  What resources (e.g., book titles, magazine article titles, academic journal article titles, movie titles, television program titles) are you using for background research on your project?  If your goal has changed, write down the new goal. (10 points) 

Progress Report 3:  Your team will need to turn in a tentative schedule for your presentation: who is doing what and when.  If available, provide a list of equipment you are expecting to need (e.g., overhead projector, slide projector, VCR and TV).  If you have handouts you would like to give to the class during your presentation, give them to me at least 3 days prior to your presentation, and I will have them copied for you.  Would you like to have transparencies made?  See me.  If your goal has changed, write down the new goal. (10 points) 

Log sheets (turn in only one copy for the group--total of 2) (Note: Progress reports and log sheets are two  separate items–you need to turn in both.)

These are to be handed in with your progress reports.  Use the log sheets at the end of this syllabus.  If you need more, make copies, copy from my web page on the internet, or get copies from me.  I expect to receive at least one log sheet each time a progress report is turned in.  If you have more than one meeting, turn in more than one log sheet.  Keeping accurate, specific, and up-to-date log sheets is important at the end of the semester when your group is deciding how much effort each person contributed to the project. 

The more complete your project progress reports and log sheets are, the greater the likelihood of receiving the maximum points.  All of your team members will receive the same points on your progress reports and log sheets, unless the team members decide that one or more persons have contributed very little or nothing to the progress of the project at that point.  If this is the case, I will need a sheet of paper explaining why someone should receive fewer points signed by all members of the group.
If you would like suggestions/advice regarding your project, talk with me.

COMPUTER INSTRUCTIONS 
1. For every 5 errors (spelling errors, grammatical errors, any of the “handy things to remember”, margins, font size, etc.) you will lose 1 point. 
2. Pages must be numbered.  Students may select where the numbers appear on the page, but location must be consistent.
3. Handy things to remember:
 a. In general, “effect” is a noun; “affect” is a verb.  Consult your dictionary.
 b. It is “would have” not “would of.”
 c. “A lot” is correct, “alot” is not.
 d. “Good” describes nouns; “well” describes verbs.
 e. Use complete sentences.  I also expect correct use of commas, semicolons, colons, and apostrophes.
 f. Do not use the “universal masculine.”  Use “he or she” or “s/he,” “herself/himself,” etc.  Better yet, phrase your sentences so that it is not necessary to use “she or he.”
 g. Indent paragraphs 5 spaces.  Do not skip lines between paragraphs. 
 h. Do not use contractions (e.g. can’t, won’t, you’ll, etc.) in formal papers.
 i. Spellcheck your work.  Do NOT use spellcheck as a substitute for point “j.” 
 j. PROOFREAD!
4. A good general rule to follow is:  write, proofread, re-write, have SOMEONE ELSE proofread, re-write.
5. If you have ANY questions about writing or would like help with writing your papers (or would like someone to proofread your paper), I strongly encourage you to use the Writing Center (439-3713).  If you do, give yourself more than 1 hour before class.  They need time to read your paper; you need time to make the corrections.  (Ultimately, your paper is your responsibility; if the writing center aides miss things, it is your responsibility.  Have your paper proofread by more than one individual.)
6. In the upper left corner of the first page put your name, class title and number, the date the paper is due, and, if different, the date the paper was turned in.
7. Do not use a title page or abstract.

You are correct.  This is not an English class.  One reason English classes exist is so that you will be able to write in classes like this.  You are a college student; I expect you to write like one.

LATE ASSIGNMENT POLICY  (This policy applies to all your assignments.) 
If you turn an assignment in one class period late, 10% of the total worth will be subtracted from your grade. 
Assignments that are more than one class period late will NOT be accepted.   There are NO exceptions to this policy.  If you leave town, come back a week later, and ask me when you can turn in your late assignments, I will say you cannot.  Period.  If you know you will not be in class to turn in your assignment, you can turn it in before the class meets to my mailbox in the Faculty Office Building.  Your assignment must be turned in by 8:30 PM to be credited for that day.

If you are going to be out of town when an assignment is due, you may fax it or e-mail it if you are unable to turn it in early.  As long as I have it when it is due, I am happy.  See instructor information at the beginning of the syllabus for the fax number and e-mail address. 

Since you know at the beginning of the semester when assignments are due, there should be NO late papers.  BUT, I understand that things come up (you run out of ribbon; your computer eats your paper; your pet dragon, Puff, dies).  For these reasons, I have this late paper policy (and why I drop the lowest reaction paper score).  This means that if you let the paper go, figuring you will just turn it in late, and THEN Puff dies, I cannot help you.

There are few things more confusing than having 15 students from different sections turning in papers at different times over a 3-week period.  How fair is it for me to extend the deadline for some?  If someone tells me that their car died and they could not get an assignment in, is that a legitimate excuse?  How do I know that they are telling the truth?  Should I make them prove it?  How?  What about the person who says they just forgot?  Is that a legitimate excuse?  If not, then how much would you like to bet they will lie next time and tell me their car died?  Rather than play judge and jury, I give you one class period leeway, regardless of the reason. 

GRADES
Project: 100 points
Progress reports: 10 points each for a total of 30 points
Log sheets: 10 points for each progress report period - total of 30 points
Class paper: 100 points 
Class paper proposal: 10 points 
Reaction papers: 10 points each for a total of 30 points
Questions: 1 point each for a total of 23 points
Class attendance:  1 point for each day (2 points for final presentation day) - total of 32 points

Total possible points - 355

Grade breakdown:
   A = 310-355
   B = 284-309
   C = 249-283
   D = 213-248
   F = <213
 

These cutoffs are written in stone.  You know all the ways there are to get points.  There are no surprises.  If someone earned 297 points, that is an A.  If someone earned 296 points, that is a B.  If I "gave" the B person another point, they would have an A.  But then how could I justify not giving someone with 295 points 2 more points?  Where does it end?  Well, right there with cutoffs listed above.  Period.

GRADE POSTING POLICY
I do not post grades.  I encourage you to keep track of the points you earned on your own (in this and every other class).  NEVER throw any of your classwork away until you have received your final grade (if then), and it is correct; most instructors have no problem changing a grade provided you have proof that the grade you received was incorrect.  At the end of the semester, you will know your final grade before you leave the last class, if you want to know then.

HOW TO ACCESS YOUR GRADES

NMSU is no longer sending grades through the mail.  You can access them through the internet.  Go to the NMSU-A homepage <http://alamo.nmsu.edu> and follow the instructions. 

ADA Statement

                  If you have (or believe you have) a disability and would benefit from classroom
                  accommodation(s), please contact the Office of Special Student Services located
                  in the George Fettinger Student Services Building (phone: 439-3720).

                  If you have a condition that may affect your ability to exit safely from the
                  premises in an emergency or that may cause an emergency during class, you are
                  encouraged to discuss any concerns with the instructor.

                  Student Responsibilities:

                    1.Register with Special Student Services and obtain accommodation
                       documents early in the semester;
                    2.Deliver the completed accommodation and testing form(s) to the
                       instructor(s) within the first two weeks of beginning of classes (or within
                       one week of the date services are to commence);
                    3.Retrieve the signed form(s) from faculty and return to SSD within five (5)
                       days of receipt from faculty and at least one week before any scheduled
                       exam; and,
                    4.Contact the Special Student Services Office if the
                       services/accommodations requested are not being provided, not meeting
                       your needs, or if additional accommodations are needed. Do not wait until
                       you receive a failing grade. Retroactive accommodations cannot be
                       considered. 

                  Faculty Responsibilities:

                    1.Sign the ACCOMMODATION REQUEST FORM and TESTING
                       ACCOMMODATION FORM (when presented), retain a copy, and
                       return the original to the student within five (5) working days of receipt;
                    2.Contact Special Student Services immediately if there are any questions or
                       disputes regarding accommodation(s), disruptive behavior, etc.; and,
                    3.Refer the student to Special Student Services for any additional
                       accommodations. 

                  Contacts:
                       Accommodations: Kathy Fuller (439-3720), Special Student
                       Services Counselor (George Fettinger Student Services Building)
                       ADA Coordinator: Doris Lynch (439-3716), Campus Student
                       Services Officer (George Fettinger Student Services Building)
                       Discrimination: Angela Velasco(646-3333), Interim Director
                       EEO/ADA & Employee Relations (Hadley Hall, Room 15 NMSU)

                  All medical information will be treated confidentially LOG SHEET

Date  __________ Group #_________      Meeting place  ____________________ 
Meeting starting time  __________  Meeting ending time __________

Group members  Arrival time  Departure time Signature

___________________ ______________ _____________ _____________________

___________________ ______________ _____________ _____________________

___________________ ______________ _____________ _____________________

___________________ ______________ _____________ _____________________

___________________ ______________ _____________ _____________________

___________________ ______________ _____________ _____________________

___________________ ______________ _____________ _____________________

___________________ ______________ _____________ _____________________
 

(By signing, you are stating that you were present at the meeting, and that you agree with the statements written below.)

Absent group members:  Explain why you were absent from this meeting.
 
 
 

Describe the goal of the meeting and outline what was accomplished.
 
 
 
 
 
 
 
 

Describe what difficulties your group is facing.