E. Helen Berry, Sociology 3600, Fall 2017

Cities, Suburbs, Exurbs akaSociology of Urban Places

where they came from, how they grow, who lives there, what goes on there

Places to Look for info: to an external site.)Links to an external site.

Introduction

The Sociology of Urban Places introduces urban studies as seen through a sociological lens.There are other classes on urban topics throughout the USU:in geography; landscape architecture; anthropology; history and English.Sociology, because it is the science of society, will include aspects of each of these topics as well as including a uniquely sociological perspective on urban places and how cities are deeply embedded into modern and not-so-modern societies.

The first part of the course will be an overview of the field focusing on the historical rise of cities & , eventually, suburbs, and the structures of cities, as well as some aspects of urban social life.The second part of the course will cover the aspects of immigration, globalization, politics, and geography.

Goals for the course:

  1. Communicate effectively.
  2. Think critically, analytically, and reason logically about social issues and/or social problems.
  3. Understand and use sociological principles, concepts, and theories to examine urban issues
  4. Understand and evaluate the application of sociological methods to social behavior and issues.

In pursuit of these goals, you will use research assignments, quizzes and in-class projects to

  • Build an understanding of the development of & place of urban society within social settings.
  • Identify and critically evaluate the contributions of urban places to larger political, social, cultural, and, as appropriate, historical events.
  • Identify and critically evaluate the contributions of larger political, social, cultural and historical events to the development of cities.
  • Identify and critically evaluate the forces and institutions that influence his or her life as a member of urbanized and global society.
  • Identify, comprehend, and apply the quantitative and qualitative methods of sociological research to analysis of city life and spaces

Assessment - the assessment for the course is varied so that you are able to do well, no matter whether you are good at quizzes, reading or writing:

  1. Three short quizzes will be utilized to ensure that we all agree on definitions and facts. The short quizzes will be in-class multiple choice, true-false or short answer. Approximately 30% of the grade. The third quiz is the final exam.
  2. Once or twice a week the class will read articles from The Atlantic MonthlyCITYLabblog, the NY Times, or other reliable source including the occasional scientific journal article. Once or twice during the term you and your new best friend will be assigned one article and you’ll lead the class discussion on the article. The students who are not presenting need to read the article also – ahead of time - and prepare 2 questions to be turned in as discussion questions. If you are not in class, you may turn in the questions on Canvas but all questions must be turned in by the beginning of that class session or else the questions will be marked as 0. Five percent (5%) of course grade includes preparing a good summary of your assigned article and thinking through the discussion section; 10% of course grade includes preparing questions/comments for the articles. You may miss up to two weekly article questions, but no more. [There will also be the occasional in-class project or possibly field trip or speaker. You are expected to attend each of these as they occur and these count as part of the in-class grade for another 5%.]Total = 20%. These count as quizzes and, I do read them. Please put serious thought into your comments.
  3. There will be two longer papers; a second that you will develop by observation in a neighborhood/ or on a street corner (20% each). Both papers will be completed with assistance on writing from the writing fellows. Total = 40%

The two Papers

  • Quantitative with data collected/analyzed by class, but written on your own
  • Qualitative, with data collected on your own and written on your own

Each of the two papers will be written on your own, but will involve research.The first will involve using the library, census data, internet data of other types, hard copies of data, and the like. The project will be quantitative research and is designed to show you where the data comes from. We will collect the data in class or on-line and will analyze it in-class, in an in-class session.

The second paper project will be observational in nature and is designed to show you the qualitative ways that research is completed. For this one you will observe a street corner in a city and describe the area, people, buildings and other details.

When you have collected the data (in the case of the first paper, you will do so in class; in the case of the second paper, you will do so independently), you will write a draft of the paper. Then you submit the draft of paper to one of writing associates 10 days ahead of the due date for the paper.

The writing fellows cannot help you with the content of the paper other than to assist in ensuring that you have covered all of the topics that are requested in the paper.They will, however, help you to clarify your writing and to make sure that you have properly referenced your work.They will assist you to follow a coherent line of thought and will generally give suggestions for improving your writing.Improving your writing and developing research skills are among the most important items that are learned in this class.

Quizzes

There will be 3 quizzes. Each quiz is cumulative.The quizzes are between 20 and 30 questions and each accounts for 10% of your grade. The quizzes are about the ideas being discussed in class.These will be multiple choice, true false, and/or short answer. In other words, these will be definitions, concepts and big ideas.

What to expect, gradewise:

A - 92-100%; A-90-91%; B+ 89%; B 82-88%; B- 80-81%; C+ 79%; C 72-78; C- 70-71; D+ 69%; D 60-68%; below 60% = F

Writing Fellows:

  • See Module on Writing Fellows

Teaching Fellow:

  • Amin Etemadifar - he is listed as teaching fellow on the People pages for the class.

Class Readings and Course Schedule

The professor reserves the right to alter the course schedule and to add and/or subtract course readings. The readings are built into the course MODULES.For readings, please go to theModulesin Canvas

One week is built into every term for “current events”. In past terms this has included

  • Social behavior during natural disaster
  • Economic consequences, world-wide, of Japanese Tsunami
  • Urban race relations, policing and Ferguson or Baltimore or Dallas
  • Urban terrorism or urban patriots e.g. Oklahoma City

IF something really dramatic happens this term, we'll take on that topic. Otherwise the topic will be Infrastructure, focusing on Flint, Michigan

Academic Freedom and Professional Responsibilities (Faculty Code)

Academic freedom is the right to teach, study, discuss, investigate, discover, create, and publish freely. Academic freedom protects the rights of faculty members in teaching ANDof students in learning. Freedom in research is fundamental to the advancement of truth. Faculty members are entitled to full freedom in teaching, research, and creative activities, subject to the limitations imposed by professional responsibility. Faculty Code Policy #403 further defines academic freedom and professional responsibilities:USU Policies Section 403(Links to an external site.)Links to an external site.

Academic Integrity - "The Honor System" (Student Code)

Each student has the right and duty to pursue his or her academic experience free of dishonesty. The Honor System is designed to establish the higher level of conduct expected and required of all Utah State University students.

The Honor Pledge: To enhance the learning environment at Utah State University and to develop student academic integrity, each student agrees to the following Honor Pledge: "I pledge, on my honor, to conduct myself with the foremost level of academic integrity." A student who lives by the Honor Pledge is a student who does more than not cheat, falsify, or plagiarize. A student who lives by the Honor Pledge:

  • Espouses academic integrity as an underlying and essential principle of the Utah State University community;
  • Understands that each act of academic dishonesty devalues every degree that is awarded by this institution; and
  • Is a welcomed and valued member of Utah State University.

Grievance Process (Student Code)

Students who feel they have been unfairly treated [in matters other than (i) discipline or (ii) admission, residency, employment, traffic, and parking - which are addressed by procedures separate and independent from the Student Code] may file a grievance through the channels and procedures described in the Student Code:Article VII Grievances(Links to an external site.)Links to an external site.

Plagiarism

Plagiarism includes knowingly "representing, by paraphrase or direct quotation, the published or unpublished work of another person as one's own in any academic exercise or activity without full and clear acknowledgment. It also includes the unacknowledged used of materials prepared by another person or agency engaged in the selling of term papers or other academic materials." The penalties for plagiarism are severe. They include warning or reprimand, grade adjustment, probation, suspension, expulsion, withholding of transcripts, denial or revocation of degrees, and referral to psychological counseling.

Sexual Harassment

Sexual harassment is defined by the Affirmative Action/Equal Employment Opportunity Commission as any "unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature." If you feel you are a victim of sexual harassment, you may talk to or file a complaint with the Affirmative Action/Equal Employment Opportunity Office located in Old Main, Room 161, or call the AA/EEO Office at 797-1266.

Students with Disabilities

The Americans with Disabilities Act states: "Reasonable accommodation will be provided for all persons with disabilities in order to ensure equal participation within the program. If a student has a disability that will likely require some accommodation by the instructor, the student must contact the instructor and document the disability through the Disability Resource Center (797-2444), preferably during the first week of the course. Any request for special consideration relating to attendance, pedagogy, taking of examinations, etc., must be discussed with and approved by the instructor. In cooperation with the Disability Resource Center, course materials can be provided in alternative format, large print, audio, diskette, or Braille."

Withdrawal Policy and "I" Grade Policy

Students are required to complete all courses for which they are registered by the end of the semester. In some cases, a student may be unable to complete all of the coursework because of extenuating circumstances, but not due to poor performance or to retain financial aid. The term 'extenuating' circumstances includes: (1) incapacitating illness which prevents a student from attending classes for a minimum period of two weeks, (2) a death in the immediate family, (3) financial responsibilities requiring a student to alter a work schedule to secure employment, (4) change in work schedule as required by an employer, or (5) other emergencies deemed appropriate by the instructor.

Course Summary:

Date / Details
Thu Aug 31, 2017 / What makes a place into a city? / due by10:30am
Thu Sep 7, 2017 / Discussion on Borchert Article / due by10:30am
Tue Sep 12, 2017 / Library Day! / due by10:30am
Thu Sep 21, 2017 / Discussion on Abu-Lughod Article / due by10:30am
Tue Sep 26, 2017 / Turning in Draft1 ( meeting with writing fellows) / due by10:30am
Thu Sep 28, 2017 / In-Class Quiz #1 / due by10:30pm
Thu Oct 5, 2017 / Wirth Article / due by10:30pm
Tue Oct 10, 2017 / Mental Maps / due by11:49am
Thu Oct 12, 2017 / Final Draft of Paper 1 / due by10:30am
Tue Oct 17, 2017 / suburbs / due by10:30am
Thu Oct 19, 2017 / Of Dogs and Men and Gentrification / due by10:30am
Tue Oct 24, 2017 / coffee and crime / due by10:30am
Thu Oct 26, 2017 / The Kindness of Strangers / due by10:30am
Tue Oct 31, 2017 / Quiz 2 / due by10:30am
Thu Nov 2, 2017 / Choose one of the 4 cities in "Class divide" / due by10:30am
Tue Nov 7, 2017 / Designing city for People / due by11:45am
Thu Nov 9, 2017 / Farley and Krysan Residential Segregation / due by10:30am
Turning in Draft1Paper 2 / due by10:30am
Tue Nov 21, 2017 / Paper 2 / due by10:30am
Rio Grande area, SLC / due by11:59pm
Tue Dec 5, 2017 / Comment on Elevated Blood Levels in Children / due by10:30am
Please comment on "What Happened in Flint" / due by10:30am
Thu Dec 7, 2017 / Current events - Flint and urban Water / due by10:30am
Please Comment on the American Journal of Public Health Editorial / due by10:30am
Please comment on The Long, Ugly History of the Politics of Lead Poisoning / due by10:30am
Fri Dec 8, 2017 / In-class presentation of article - assigned in-class on weekly basis / due by11:59pm
Wed Dec 13, 2017 / Final exam - I think - Proper schedule still unpublished! / due by11:59pm
Racial & residential housing online
Roll Call Attendance