Dr Janine Nkosiemailprotected559 278 2892 Office Hours By Appoin ✓ Solved

Dr. Janine Nkosi [email protected] Office Hours: By Appointment Location: Virtual Office Critical thinking is an important component of sociology; the sociological imagination requires us to step back, to ask questions, to identify and examine unstated assumptions, and to evaluate evidence. 1 Course Description: Scholars suggest that the only effective way to develop these skills is as a conscious course objective, perhaps even the primary goal of the course. Thus, the focus of this course is critical thinking, not social problems or social issues—the issues are the vehicle for teaching critical thinking. In this class, we discuss restoring civil society where people act not just in their own interest but also for the common good.

To complement your classroom learning, each student will participate in a minimum of 20 hours of service to the local community (3-4 hours over 5-6 weeks in the semester). Course Requirements …………………………..……………... 2 Service Learning …………………….………………………… 3 Grading Scale & Dates of Interest …………………………… 4 Course Calendar …………………………………….………… 5 Helpful Resources …………………………………………….. 7 California State University, Fresno Department of Sociology Critical Thinking About Society SOC 3S #76690 & 76691 ~ Online ~ Dept. Office SS211 Welcome to Sociology 3S.

I am honored to be part of your educational journey, and I am thrilled that you decided to take a sociology course! Sociology provides individuals with tools to understand their own lives in relation to larger social forces. Together we will critically analyze social problems and engage in meaningful service-learning to spread awareness and take action to better our community. Sy ll ab u s C o n te n ts Lorem Ipsum TEACHING FORMAT: This course will be delivered entirely online through Blackboard. You will use your Bb account to login to the course from the Fresno State login page ( In Bb, you will access announcements, course syllabus, supplemental readings, assignments, grading rubrics, and additional materials.

This class also requires on-campus and off- campus service learning activities. More information about service learning is available on page 3 of the syllabus and on Blackboard. The required books for this course are pictured on page one, including: • Browne, M. Neil. & M. Stuart, Keeley.

2014. Asking the Right Questions. 11th ed. New York: Longman • Crone, James. 2016.

How Can We Solve Our Social Problems. 3rd ed. Thousand Oaks: Sage Publications STUDENT LEARNING OUTCOMES 1. Explain and apply the basic concepts essential to a critical examination and evaluation or argumentative discourse; 2. Use investigative and analytical thinking skills to examine alternatives, explore complex questions and solve challenging problems; 3.

Synthesize information in order to arrive at reasoned conclusions; 4. Evaluate the logic and validity of arguments, and the relevance of data and information. 5. Recognize and avoid common logical and rhetorical fallacies. COURSE OBJECTIVES/GOALS This course has been designed to provide you, the student, with the opportunity to: A. learn when and how to ask the questions which form the core of critical thinking B. develop the ability to evaluate arguments—to answer the questions which form the core of critical thinking including the ability to evaluate evidence and the willingness and ability to search for missing information C. acquire a desire to apply critical thinking skills in listening, reading, and writing in a variety of contexts D. gain an appreciation of diverse perspectives on social issues and develop a more critical and open mind on issues E. understand social problems on a global scale – from inequalities to sustainability, and to see the interconnections of people throughout the world F. develop job skills, make professional contacts, and deepen your understanding of the “book-learned†material through community service; G. become aware of a particular agency’s mission statement and acquaint yourself with the needs that the organization is meeting as a whole; A. develop a civic ethic and come to understand the importance of participating in: a) service to your local community and b) the political process; B. enjoy a classroom environment that is interesting, supportive, structured, friendly, and cooperative 1.

INTRODUCTION POST (5 points). In an effort to get to know each other, build community, and ensure that everyone knows how to access and post entries to our class Facebook group, each student will post a message and introduce themselves to the class. Detailed instructions are available in module #1 on Blackboard. This assignment is due on Thursday August 25th by 11:59pm. 2.

READING REFLECTION JOURNALS (100 points). A reflection journal is a written summary of the arguments presented in the weekly readings and/or films, combined with your personal reflection of the material. Reflections follow a strict three-part format. See the “Reading Journal Entries†tab on Bb for a detailed description of the format. Each week, students apply the critical thinking skills they learn in Browne’s Asking the Right Questions to the other course readings and/or films.

Journal entries are due to Bb every Thursday by (11:59PM). Check the middle column “Topics & Readings†in course calendar on page 5 and 6 of the syllabus for content to be read/watched and analyzed each week. 3. WEEKLY QUIZZES (150 points). To assess your understanding of course readings, weekly quizzes will be conducted (10 quizzes total).

Each quiz is worth 15 points and will consist of usually “multiple-choice,†“true-false,†“fill-in-the- blank,†and/or “open ended†questions on the assigned readings/films. These quizzes cannot be made up or taken late. 4. CELEBRATION PAPER (25 points). This two-page paper is a reflection and celebration of what you have learned during this semester and is due the last week of the semester.

Instructions are available on Bb under the “Assignments†tab. 5. FINAL EXAM (50 points). There is one exam in this course. The final exam will be administered online through our course Blackboard.

The exam will be in essay format. More information will be provided in the last week of instruction. 6. SERVICE LEARNING RESEARCH AND REFLECTION ESSAY & PROJECT (see Course Requirements: Writing, Reflection & Discussion Service learning is a problem-posing method of teaching where students learn by active participation in organized service to address community needs; it is linked to academic study through structured reflection. To complement your classroom learning, each student will participate in a minimum of 20 hours of service to the local community.

Typically, there are hundreds of possible organizations with which a student can partner to meet the service-learning requirement. In this particular course, we will focus on the social issues of poverty, inequality and voter engagement, and housing inequality in Fresno. We will partner with Faith in Community ( and the Lowell Community Development Corporation ( Students will engage in a variety of activities, which include: conducting internet research, engaging in two neighborhood observations to observe and compare neighborhoods in different parts of the city, writing a letter to the editor or public official to raise awareness about the importance of safe and healthy neighborhoods (especially housing) in every part of our city.

A. SERVICE LEARNING FORMS Service learning orientation (5 pts) with our community partner (date TBA), “Service-Learning Plan†(5 points) and “Service Hours Tracking Log†(5 points), are available on Bb under the “Service Learning†tab. B. SERVICE-LEARNING PROJECT (25 points) This semester we will engage in an important service project where student will conduct internet research, engage in neighborhood observations, and raise awareness about the social issue of substandard housing. More information on this project will be provided in weeks 3 and 4.

C. SERVICE-LEARNING RESEARCH PAPER (100 points) As a culminating part of your service learning each student will write a five-page “Service-Learning†research and reflection paper (1250 words) relating your experiential learning of community service to course content. More details are available on Bb under the “Service Learning†tab. Link to story: Website: Link to story: Website: Past Service Learning Projects Fresno State Food Recovery Blight to Light National Hunger & Homelessness Link to story: Dates of Interest 4 Complete Module #1 …..………………………. August 25 Complete SL pre-survey ……………………… September 1 Last Day to: Add class w/o permission ………… September 2 Purchase Textbooks ………………………… September 1 First Journal & Quiz Due ……………………… September 8 Last Day to Add with Permission ……………… September 19 Last Day to Drop w/o “W†…………………...

September 19 Final Paper Due ……………………………… November 17 Last Day of Instruction…………………………. December 7 Final Exam ………………………………… December 9-12 LATE ASSIGNMENTS ARE NOT ACCEPTED Grading Assignment Points Possible My Points Facebook Post 5 points 2-Page Film Paper 10 points Reading Journal 100 points Weekly Quizzes 150 points Service-Learning Forms* 15 points Research Paper 100 points Service-Learning Project 25 points Celebration Paper 25 points Final Exam 25 points Total 455 points Grades will NOT be curved GRADE POINTS A 455 – 409.5 B 409 – 364 C 363 – 318.5 D 318 – 273 F 0 – 272 Grades follow the standard university scale: 90% and above is an A, 80-89% is a B, 70-79% is a C, 60-69% is a D, Below a 59% is failing * Service-Learning Orientation (5 points), A “Service-Learning Plan†(5 points) and “Service Hours Tracking Log†(5 points), are available on Bb under the “Service Learning†tab in the “Service Learning Forms†folder.

SOC 3 (S) COURSE CALENDAR** WK DATE TOPICS & READINGS (read prior to start of class) WHAT’S DUE 1 8/22 Introduction to Sociology Introduction to this course (Read Syllabus and Explore Bb) Sociology, service learning, and how to be successful in this class. Read Syllabus, Explore Bb, Create Introduction Facebook post (see Module #1 on Bb for instructions). 2 8/26- 9/2 Social Issues: Poverty, Inequality, Housing All readings and videos are in the Module folder on Bb 2-page film reflection paper due to Bb by Friday 9/2 at 11:59pm 3 9/2- 9/8 Critical Thinking & Social Problems Ch. 1 “The Benefit and Manner of Asking the Right Questions (B&K) Ch. 1 “Preparing to Solve Our Social Problems†(Crone) *Fresno Bee Special Investigation into Slum Housing #LivingInMisery *Articles/videos TBD - First Reading Journal (#1) on material in the middle column - Take first quiz this week (#1) All assignments due by Thursday at 11:59pm 4 9/9- 9/15 Foundations of Sociology & Argument Basics Ch.

2 “Speed Bumps Interfering with Your Critical Thinking†(B&K) Ch. 2 “Barriers Possibilities and How Sociology Can Help†(Crone) *Articles/videos TBD - Reading Journal #2 - Quiz #2 All assignments due by Thursday at 11:59pm 5 9/16- 9/22 Socialization, Culture, Sociolgical Research Methods Ch. 3 What are the Issue and the Conclusion?†(B&K) *Ch. 3 “How Do We Know What We Think We Know?†(on Bb) *Ch. 4 Creating Civic Engagement vs.

Creating Apathy: Culture (on Bb) - Reading Journal #3 - Quiz #3 All assignments due by Thursday at 11:59pm 6 9/23- 9/29 Social Class and Increasing Inquality Ch. 4 “What are the Reasons?†(B&K) Ch. 3 “How Can We Solve… Increasing Inequality?†(Crone) *Articles/videos TBD - Reading Journal #4 - Quiz #4 All assignments due by Thursday at 11:59pm 7 9//6 HOUSING QUALITY PROJECT *Film Place Matters (Link on Bb) Conduct neighborhood research (including walkability audit) Select your research topic and start finding scholarly sources and reports Scan and upload completed walkability audit to Bb by 10/6 11:59pm List 1-2 possible research topics to Google doc (link on Bb) 8 10/7- 10/13 Poverty in the U.S.

Ch. 5 “What words or Phrases are Ambiguous?†(B&K) Ch. 4 “How Can We Solve the Problem of Poverty?†(Crone) *PLAY SPENT online activity (link on Bb) *Video “Poverty USA†on Bb - Journal #5 - Quiz #5 All assignments due by Thursday at 11:59pm 9 10//20 Racial Ethnic Inequality Ch. 6 “What are the Value & Descriptive Assumptions?†(B&K) Ch. 5 “How Can We Solve… Racial/Ethnic Inequality?†(Crone) *PBS Videos"Race the Power of an Illusion" *Implicit Bias Activity (link on Bb) *“Black Men in Public Spaces†(Staples) - Journal #6 - Quiz #6 All assignments due by Thursday at 11:59pm 10 10//27 Racial Ethnic Inequality Ch.

7 “Are There Any Fallacies in the Reasoning†(B&K) Ch. 5 “How Can We Solve… Racial/Ethnic Inquality?†(Crone) *Film White Like Me (link in Bb) *“White Privilege: Unpacking the Invisible Backpack†(McIntosh) - Journal #7 - Quiz #7 Assignments due Thurs by 11:59pm List sources for research paper on Google doc (link in Bb) 11 10//3 Gender Inequality Ch. 8 & 9 “How Good is the Evidence?†(B&K) Ch. 6 “How Can We Solve…Gender Inequality?†(Crone) *Articles/videos TBD - Journal #8 - Quiz #8 All assignments due by Thursday at 11:59pm 12 11/4- 11/10 Gender Inequality Ch. 10 “Are There Rival Causes?†(B&K) Ch.

6 “How Can We Solve the Problem of Gender?†(Crone) *Articles/videos TBD - Journal #9 - Quiz #9 Assignments due Thurs. by 11:59pm SOC 3 (S) COURSE CALENDAR** WK DATE TOPICS & READINGS (read prior to start of class) WHAT’S DUE 13 11//17 Inequality in Education Ch. 11 “Are the Statistics Deceptive?†(B&K) Ch. 12 “What Significant Information Is Omitted?†(B&K) Ch. 7 “How Can We Solve…Unequal Education?†(Crone) *Articles/videos TBD - Journal #10 - Quiz #10 All assignments due by Thursday at 11:59pm 14 11/18- 11/22 HOUSING RESEARCH (problems and solutions) This week’s focus is on the service learning project, including: • Finish locating credible evidence (scholarly articles, reports, observations, interviews etc.) • Draft your argument (thesis statement, outline and reference Upload a one page outline of your research paper and your reference All assignments due by Thursday at 11:59pm 15 11//1 HOUSING POLICY SOLUTIONS AND PUBLIC AWARENESS This week’s focus is on the service learning project, including: • Writing your research paper • Developing your public awareness campaign - SL Research/Reflection Paper due to Bb by 12/1 11:59pm - Upload Public Awareness Campaign due Bb by 12/1 11:59pm 16 12/2- 12/7 ACTION AND REFLECTION • Launching your public awareness campaign • Sending your letter to public official • Reflecting on your learning this semester Celebration Paper upload to Bb by 12/7 – detailed instructions are available under the Assignments tab FINALS WEEK DAYS DATES Final Exam Preparation & Faculty Consultation Days: THURSDAY AND FRIDAY December 8-9 Final Semester Examinations: MONDAY-THURSDAY December 12-15 Final Exam for this class: Administered online and available from December 9th – 12th Online Open Dec 9 on Bb & Due Dec 12 by 11:59pm Website links are provided for some of the readings. *Asterisk indicates that the reading is available as a PDF on Blackboard **SUBJECT TO CHANGE: This syllabus and schedule are subject to change in the event of extenuating circumstances and/or instructor choice.

If you are absent from class, it is your responsibility to check on announcements made while you were absent. Help & Resources If you are feeling lost or overwhelmed… 1. Communicate with me during online office hours or by email. Please don’t be shy, much research explains the challenges that students experience while trying to navigate the college system and balance school, work, family, and life commitments. It’s not easy – but it’s worth it!

If you have any questions about this class or need any assistance, please talk to me right away so we can make a plan of action to keep you on a path to success. 2. Academic Counselors: Meet with your academic advisor in the Joyal Building to learn about campus and community resources that will help you succeed in school. 3. The Writing Center (EDUC 184) and Learning Center (Madden Library Basement) offer academic support.

These centers provide trained tutors and/or workshops to assist students in improving their writing and editing techniques. Walk-in tutoring and online submissions of papers for feedback are also available. For more information, call or , respectively. 4. Classmates: Form discussion groups and meet regularly with classmates in the library.

Exchange contact information with at least 1-2 classmates just in case you miss class or need clarification on course content or class assignments. Use the email option on Bb to communicate with classmates. 5. Community: If you need assistance in the form of food, shelter, clothing, etc., call 211 and a representative will connect you with resources to help you meet basic needs. This will help you to focus on your coursework.

Fresno State has many resources available to help you succeed – please use them! More Fine Print… policy, compute usage, disruptive behaviors are strictly followed. Any problems in these areas are dealt with according to University policies. For detailed information go to the following link: Students with Disabilities: “ If you have special needs as addressed by the Americans with Disabilities Act (ADA) and need course materials in alternate formats, immediately notify your course instructor or Carole Snee, director of Services for Students with Disabilities, 559.278.2811. Reasonable efforts will be made to accommodate your special needs.†Assignment Due Dates: All assignments for this course will be submitted electronically through Bb unless otherwise instructed.

Assignments must be submitted by the given deadline. Late papers/projects are not accepted except under extreme circumstances. Your instructor reserves the right to determine if a late assignment will be accepted under extenuating circumstances and will require documentation. Twelve (12) points per class session are deducted for late papers – no exceptions. Technical Assistance: If you need technical assistance at any time during the course or to report a problem with Blackboard or email you can contact the Help Center.

Access the Help Center website at help.fresnostate.edu Disruptive Classroom Behavior: "The [online] classroom is a special environment in which students and faculty come together to promote learning and growth. It is essential to this learning environment that respect for the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals of academic freedom are maintained. Differences of viewpoint or concerns should be expressed in terms which are supportive of the learning process, creating an environment in which students and faculty may learn to reason with clarity and compassion, to share of themselves without losing their identities, and to develop an understanding of the community in which they live . . . Student conduct which disrupts the learning process shall not be tolerated and may lead to disciplinary action and/or removal from class." *Students are also required to read the handout called “Class Policies,†which can be found on Bb.

Paper for above instructions

Introduction

Critical thinking is a cornerstone of sociology, facilitating a deeper understanding of how individual experiences intersect with broader social patterns. The sociological imagination, as articulated by C. Wright Mills (1959), encourages individuals to see the relationship between personal troubles and public issues. This course has integrated service learning to bridge theoretical knowledge and practical engagement with social issues, notably poverty and housing inequality in Fresno. This reflection essay will evaluate my service-learning experience, emphasizing how it has expanded my understanding of social problems while applying critical thinking skills developed throughout the semester.

Understanding Social Issues

During the semester, my exploration of social issues, specifically poverty and housing inequality, was enriched by the organization we partnered with: Faith in Community. Faith in Community's emphasis on restoring civil society aligns closely with our course objectives, which challenge students to engage in social problems critically (Browne & Keeley, 2014). As part of the service project, I participated in neighborhood observations aimed at assessing housing conditions in different parts of Fresno. This provided a practical lens through which to apply the course concepts, such as the role of social class in perpetuating inequality (Crone, 2016).
Addressing poverty and housing inequality in Fresno requires an understanding of the historical, economic, and political contexts that shape these issues. Various readings throughout the semester underscored the significant impact of structural factors on personal lived experiences. My involvement allowed me to witness firsthand the material struggles faced by families in underprivileged neighborhoods, which reinforced the critical thinking concepts we discussed in class. For instance, the course material highlighted the importance of asking the right questions when trying to understand complex societal issues (Browne & Keeley, 2014).

Service Learning Experience

The service-learning component of this course has been instrumental in fostering my critical thinking concerning social issues. Engaging with the Lowell Community Development Corporation and conducting neighborhood observations afforded me direct ways to collect qualitative data. By walking through various neighborhoods, I was able to observe differences in housing quality, safety, and access to resources. The data collected emphasized the disparities that exist within communities in Fresno: while some areas were well-kept and had an abundance of resources, other neighborhoods were plagued by dilapidated housing and lack of support services.
After completing the neighborhood observations, I wrote a reflective journal that highlighted my observations and thoughts regarding how civic engagement and social issues are interconnected. The reflection demonstrated my ability to sort and synthesize information, arriving at conclusions based on evidence presented during the observations (Browne & Keeley, 2014). I was able to apply the critical examination skills we practiced in class to analyze the observable patterns of inequality within the observed neighborhoods.

Critical Thinking Applications

In applying critical thinking to the social issues addressed, I began to recognize the systemic barriers contributing to ongoing inequality and poverty. One of the key learning outcomes of this course was to evaluate the logic and validity of arguments prevalent in discussions around social issues (Browne & Keeley, 2014). The materials learned in class, particularly around recognizing common logical fallacies, were incredibly beneficial during this examination.
For example, it became clear that arguments promoting gentrification as a solution to urban decay often fail to address the displacement of long-term residents and the deeper economic structures that necessitate gentrification in the first place. The course readings repeatedly encouraged inquiry into ambiguous terms, value assumptions, and the underlying motivations behind policies that ostensibly aim to address social issues (Crone, 2016). Utilizing these frameworks drastically changed my perspective on social policies and their impacts on communities, transforming the way I engage in dialogues regarding social conditions.

Raising Awareness of Substandard Housing

As our service project evolved, we were tasked with developing a public awareness campaign focused on the importance of safe and healthy neighborhoods, particularly as they pertain to housing quality. This initiative required significant research to support our claims about the detrimental effects of substandard housing on communities. The research aspect of the project allowed me to synthesize information from diverse sources, examine existing policies, and explore alternatives based on empirical evidence.
Writing a letter to a public official served as a practical application of my critical thinking skills and underscored the importance of advocacy in the form of civic engagement (Browne & Keeley, 2014; Crone, 2016). By merging my research with personal experiences and observations, I was able to create a compelling argument compelling enough to communicate the urgent need for reform in housing policies. This exercise not only solidified my understanding of critical thinking but also imbued me with a sense of agency in addressing social issues.

Conclusion

The critical thinking skills honed throughout this course have positioned me to engage meaningfully with pressing social issues, particularly poverty and housing inequality in Fresno. The service-learning project, combined with scholarly readings, has facilitated an enriching process of reflection, analysis, and advocacy. I am now more equipped to critically evaluate arguments concerning social problems and contribute to efforts aimed at restoring civil society, prioritizing both collective welfare and social justice. This course underscores the importance of connecting academic knowledge with practical experience, ultimately cultivating informed citizens committed to enhancing their communities.

References

Browne, M. N., & Keeley, S. M. (2014). Asking the Right Questions: A Guide to Critical Thinking (11th ed.). New York: Longman.
Crone, J. (2016). How Can We Solve Our Social Problems? (3rd ed.). Thousand Oaks: Sage Publications.
Mills, C. W. (1959). The Sociological Imagination. New York: Oxford University Press.
American Psychological Association (APA) (2020). Publication Manual of the American Psychological Association (7th ed.). Washington, DC: American Psychological Association.
Hoffman, A. (2016). The Role of Advocacy in Community Engagement: Bridging the Gap between Research and Practice. Journal of Community Engagement and Scholarship, 9(1), 16-24.
Putnam, R. D. (2000). Bowling Alone: The Collapse and Revival of American Community. New York: Simon & Schuster.
Sullivan, S. (2020). Critical Thinking in Community Development: Connecting Theory and Practice. Journal of Community Development, 55(2), 145-162.
Wilson, W. J. (1996). When Work Disappears: The World of the New Urban Poor. New York: Knopf.
Friedman, M. (2019). A Theoretical Framework for the Inversion of Public Policy: Reflections on Housing Inequality. Housing Studies, 34(4), 586-605.
Kennedy, R. (2015). Service Learning: Realizing the Potential of Civic Engagement. The Journal of Higher Education Outreach and Engagement, 19(1), 95-118.