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SOC 201 Sociological Analysis (section designation for Brallier). (Credit Hours: 3) (Pre-requisites: Sociology 101 or 102) This course will provide an introduction to the principles of sociology as well as emphasize written and oral communication skills. Students will be asked to develop their "sociological imagination" through a series of oral and written assignments.

In SOC 201Q (Sociological Analysis) students are require to spend at least 30 hours working in small groups to prepare a grant proposal. The grants will be to request funds for a teaching/learning garden for a public school in Horry County. The proposed project provides an opportunity for students to develop and improve their writing skills as they prepare grant applications. Students will display proficiency in literature research and evaluation techniques. Students will prepare a literature review to support their grant application. I anticipate students will spend at least 30 hours completing the grant proposal: 4 hours visiting the schools and meeting with school administration, 6 hours meeting in small groups, 10 hours preparing their literature review and 10 hours preparing the grant application.   

SOC 308 (Q) Community Development and Social Change (section designation for Perkins). (Credit Hours: 4) (Pre-requisites: Sociology 101 or 102) This course provids a sociological analysis of community and explores community development models and the history of community development practices.  Students learn hands-on skills that will prepare them for work in community-based organizations and instituitons.  This course includes a required community service learning component with a local community organization. Semesters offered: every other semester.

Students will complete 40 hours of service learning hours with a local non-profit organization or government agency that works for social justice and change. The EL activity provides an opportunity to understand how theoretical conceptions and historical/current trends are evident in the social context of their activity. The service learning and EL activity calls for work with organizations/agencies engaged in social justice and social change. Students will be able to discuss the impact of their activity and how people collectively organize for change around issues of inequality and injustice. 

SOC 309L (Q*) (Credit Hours: 3) (Pre-requisites: Sociology 101 or 102)

The course provides a social scientific overview of how individual experiences in social reality are unequal given the stratified nature of the world. Historical trends in inequalities and contemporary hierarchical social arrangements are examined. A focus of the course is how different forms of inequality are maintained and replicated via individual behaviors and the operation of different socio-cultural institutions. Also analyzed are the efforts to challenge unjust inequalities within communities, and nation-states world-wide. Semesters offered: F, S.

After undergoing training, students will spend 1 hour a week volunteering for a service program that helps people and/or populations disadvantaged by their socio-economic status.  Additionally, it is estimated students will spend 45 minutes a week journaling about their activities throughout the semester.  The final five hours will be spent working on a paper that compares/contrasts their service learning experiences with the textbook and course materials.    

SOC 350 (Q*) Sociology of Juvenile Delinquency. (Credit Hours: 3) (Pre-requisites: Sociology 101 or 102)Social factors in the development, identification and treatment of delinquents.

Students will complete 40 hours of service learning hours with a local non-profit organization or government agency that works with adolescent populations.  The EL activity provides an opportunity to analyze the way social structures and social interaction create, maintain, and alter the experience and expression of juvenile delinquency. It also provides an opportunity to apply classroom knowledge of sociological theories of delinquency to real world settings. 

The number of experiential learning contact hours includes 100 hours of total service divided by 3 credit hours equaling 33.3 service hours per credit hour. An additional 7 hours are required bringing the total to 40 per credit hour.

SOC 355 Race and Ethnicity. (Credit Hours: 3) (section designation for Perkins) (Pre-requisites SOC 101 or 102). A socio-historical, theoretical, and empirical analysis of race and ethnicity, with primary emphasis on U.S. relations and trends. Cultural, political, and economic relationships on the basis of race/ethnicity are examined. Issues of prejudice, discrimination, and racism are explored as well as strategies for individual and collective action that promote equality and social justice for all races/ethnicities.

Students will work collaboratively in teams to collect and analyze county-level data on a variety of demographic (e.g., race and ethnicity), socio-cultural (e.g., judicial, environmental, education), and economic (e.g., poverty and wealth) indiciators to assess racial and ethnic disparities. Project activities are related to the course objective #2 (see syllabus),  "To develop an understanding of the dynamics of racial domination in the United States,  the reality and implications of that domination for racial and ethnic minorities…". 

Approximately 30 experiential contact hours are estimated for this EL activity.  Students will work for one approximately hour per week during class time (15 hours) and an additional 20 hours outside of class on data collection, analysis, and write-up.