Course Number:
SOC 204
Transcript Title:
Sociology in Everyday Life
Aug 16, 2022
Jul 17, 2023
Total Credits:
Lecture Hours:
Lecture / Lab Hours:
Lab Hours:
Satisfies Cultural Literacy requirement:
Satisfies General Education requirement:
Grading Options
A-F, P/NP, Audit
Default Grading Options
Repeats available for credit:

Placement into MTH 65 or MTH 98

Prerequisite / Concurrent

WR 121 or WR 121Z

Course Description

Introduces the sociological perspective and the scientific study of human social behavior. Focuses on the core concepts, theories, and research on human interactions within social groups and how people are shaped by their social locations (status, roles, race, class, sex, age, etc.) within society's structures, stratification systems, and institutions, and by cultural processes such as socialization and group dynamics. Prerequisites: placement into MTH 65 or MTH 98. Prerequisite/concurrent: WR 121 or WR 121Z. Audit available.

Course Outcomes

Upon successful completion of this course, students will be able to:

  1. Apply sociological perspectives and the sociological imagination in their everyday lives, to reflect on structural/cultural contexts and current events.
  2. Identify and evaluate sociological phenomena that occur throughout societies. Examples of which are: social interaction, socialization, deviance, social inequality, social stratification, social institutions, culture, diversity, and social movements and change.
  3. Participate within societies as informed members, exercising their sociological knowledge and skills within our societies.

Alignment with Institutional Learning Outcomes

1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)
2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)
Not Addressed
3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)
4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)
5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

  1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
  2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

  1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
  2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Department suggestions:
  1. Short analytical or application papers on specific concepts, themes, and issues.
  2. Term or research papers, using a variety of research strategies.
  3. Oral presentations.
  4. Group research, analysis, and presentation projects.
  5. Class participation in full-class discussions and small groups or teams.
  6. Response papers or journals reflecting on life experiences, events, and social phenomena.
  7. Service-learning tasks, involving service to community, reflection, and application of sociological perspective.
  8. Student-instructor conferences.
  9. Portfolios.
  10. Video projects.
  11. Oral histories and interviews.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

  1. Sociological approach and perspectives: sociological imagination, sociological theories (structural functionalist, conflict, symbolic interactionist, feminist).
  2. Sociology as a science: research and methods, issues of bias and ethics.
  3. Culture (symbols/language, norms/values, material and non-material culture; approaches to study of/interaction with cultures, including ethnocentrism, cultural relativism, multiculturalism).
  4. Socialization (theories; agents; life stages; socialization related to gender, race/ethnicity, social class; resocialization).
  5. Social stratification and systems of inequality: power, social construction of, socialization related to, hate crimes).
    • Social caste and class, wealth, poverty.
    • Race and ethnicity, social construction of race and forms of race relations, racism, prejudice, individual and institutional discrimination.
    • Sex and gender, compulsory heterosexuality and homophobia, sexism, sex segregation, sexual harassment and violence.
    • Aging, myths and realities, aging of societies, prejudice and discrimination, elder abuse, social problems related to aging.
  6. Social structure and organization (roles and statuses, groups and organizations, bureaucracies, social institutions).
  7. Societies (types, systems of inequality, social change).
  8. Deviance, conformity, and social control (theories; norms and values enforcement; social control mechanisms; law, crime and criminal justice system).

Competencies and Skills

  1. Apply sociological approach and perspectives to a variety of social patterns and processes.
  2. Write and communicate orally in a clear, organized, and effective manner.
  3. Think critically about current social issues and analyze complex social realities.
  4. Use varied and effective research techniques and strategies.
  5. Develop and refine group process skills, which may include listening, brainstorming, communicating, negotiating, or cooperating on shared tasks.
  6. Develop ability to listen to and empathize with diverse perspectives and experiences.
  7. Develop and practice active citizenship skills in accordance with principles of democratic and inclusive process, social justice, and ecological sustainability.
  8. Integrate course work with current events and trends through examination of popular and news media.

Suggested Texts and Materials

Approved Texts:

There is no standard text used by all instructors, but the department must approve all required texts.