fundamentals 2 - university of edinburgh · hart, c. (1998) doing a literature review: releasing...
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Fundamentals 2:
Sociological Concepts, Evidence and Skills
(SCIL08011)
Handbook 2014-2015
University of Edinburgh School of Social and Political Science
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Table of Contents
Course learning outcomes .................................................................................................................. 3
Course team ........................................................................................................................................ 3
Teaching format .................................................................................................................................. 4
Assessment Requirements .................................................................................................................. 4
Sociological Blog.................................................................................................................................. 4
Course time and place ........................................................................................................................ 5
Course programme at a glance ........................................................................................................... 5
Session 1: Introduction and the Sociological Blog (Susie Donnelly) ................................................... 6
Session 2: Reading Sociological Theory (Nick Prior) ........................................................................... 6
Session 3: Writing and Presenting Sociological Ideas (Steve Kemp) .................................................. 6
Session 4: Sociology and Popular Culture – Revisited (Nick Prior) ..................................................... 7
Session 5: Blog Feedback (Kali Dedominicis) ...................................................................................... 7
Session 6: Locating and Using Sociological Sources (Library) ............................................................. 8
Session 7: Using and Understanding Statistical Evidence (Ross Bond) ............................................... 8
Session 8: Finding Evidence in the Media (Michael Rosie) ................................................................. 9
Session 9: Careers Session: Where can Sociology take me? (Kay Barbour) ....................................... 9
Session 10: Presentation of Blog (Mary Hanlon) .............................................................................. 10
APPENDIX .......................................................................................................................................... 12
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Welcome to Fundamentals 2:
Sociological Concepts, Evidence and Skills
This course is provided exclusively for year 2 students who are taking a Sociology degree
programme (single or combined honours) or a degree in Sustainable Development with
Sociology as their main subject. The course will build on year 1 Fundamentals by continuing to
develop the necessary academic skills and knowledge for studying sociology at university and will
also help you to acquire practice-oriented skills that are transferable beyond university and
potentially useful for your future careers. But, just as importantly, the course aims to encourage
you to take enjoyment in sociological ideas and see their relevance to everyday life. Finally, the
course will help you to continue to get to know the other year 2 Sociology students throughout
your degree programme. Fundamentals 2 runs parallel to Sociology 2a and 2b and aims to
support students’ learning in these new courses, specifically through a general focus on concepts
and theory in semester 1 and research and evidence in semester 2.
Course learning outcomes
The course has three broad learning outcomes. By the end of the course, students should:
1. gain competence and confidence in the key study skills required for sociology students at
the University including:
o critical sociological thinking
o writing essays and other assignments
o understanding the role of theory and research
o the ability to engage with, explain and apply sociological theories and concepts
o numerical literacy for sociologists
o communication skills and team-work
o literature searching and evaluating online sources from a sociological perspective
2. learn how sociological ideas can be applied in a range of everyday contexts including news
and media consumption and various life experiences.
3. gain skills that can be applied in the workplace.
Course team
Course Organiser: Susie Donnelly [email protected]
Tutors:
o Kali Dedominicis [email protected];
o Mary Hanlon [email protected]
Other lecturers:
Kay Barbour [email protected]
Ross Bond [email protected]
Steve Kemp [email protected]
Nick Prior [email protected]
Michael Rosie [email protected]
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Course Secretary: Karen Dargo [email protected]
Teaching format
This course runs throughout the academic year. In total there are 10 sessions (5 sessions per
semester). The sessions will run for approximately one to two hours every other week. Some
sessions will require students to do some preparatory work or reading. At the end of each session,
please make sure that you know what you need to do before the next session. Each session has a
list of further readings and resources, which are not essential reading but will help you if you want
to further develop your skills in the particular area covered by the session. All of them are available
either in the library or online.
Recommend Reading: Fevre, R. and Bancroft, A. (2010) Dead White Men and Other Important
People: Sociology’s big ideas. Houndsmills: Palgrave Macmillan.
Assessment Requirements
Fundamentals 2 is a compulsory course for Sociology students and an important part of the degree
programme. While there are no credits attached to the course, students are required to pass this
course in order to proceed to year 3. Awards are made on a pass/fail basis and the assessment
is based on participation and engagement with the course and assessment.
Sociological blog
Students are required to keep a sociological blog or “blog” throughout Semester 1 and 2 which
should include an entry following each fortnightly session. You should contribute to your blog on a regular
basis. Your responses for each session and sociological observations will build up into a portfolio
of blog entries which you will discuss with one of the course team at the end of Semester 1. At the
end of Semester 2, you will be required to present the ideas and observations contained in your
blog in an informal small-group setting.
Q. How often should I write in my blog?
A. Students are encouraged to contribute regularly to their blog. You are expected to include at
least one entry for each session (e.g. 10 in total).
Q. How much should I write?
A. As a rough guide, you should write at least one paragraph (e.g. approximately 200 words) in
response to each session - although you may write more if you wish.
Q. What should I write about?
A. If possible you should make reference to the Fundamentals session that you have attended but
otherwise you have creative freedom to demonstrate your “sociological imagination”. Further
resources and examples of sociological blogs are available via the Resource List.
Q. How do I know if I am on track?
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We will devote time in a number of sessions to discussing your latest sociological blog entry. This
will be done in small groups and one of the course team will be on hand to provide feedback and
guidance. Session 5 (which takes place at the end of Semester 1) will be dedicated to providing in-
depth feedback on your blog. You can also speak with any of the course team before/after the
session, and you may attend dedicated feedback hours with the course organiser.
Susie Donnelly, Guidance and Feedback Hours: Wednesdays 14:00–16:00, Room 5.12
Chrystal MacMillan Building (room number subject to change), Ph: 0131 651 1385,
Course time and place
Time: Tuesdays (on alternate weeks), 9.00 – 10.50 Location: David Hume Tower, LG.07. Map for David Hume Tower: http://www.ed.ac.uk/maps?building=david-hume-tower LG.07 is a Teaching Studio located on the Lower Ground floor.
Course programme at a glance
Session Date Topic
Semester 1: Theory
1 16/09/14 Introduction (Susie Donnelly)
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30/09/14 Reading Sociological Theory (Nick Prior)
3 14/10/14 Writing and Presenting Sociological Ideas (Steve Kemp)
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28/10/14 Sociology and Popular Culture Revisited (Nick Prior)
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11/11/14 Blog Feedback (Kali Dedominicis)
Semester 2: Research
6 13/1/15 Locating and Using Sociological Sources Please note: this will be a 1-hour session held in computer lab B.03 (located in the basement of the Chrystal Macmillan Building).
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27/1/15 Using and Understanding Statistical Evidence (Ross Bond)
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10/2/15 Finding Evidence in the Media (Michael Rosie)
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24/2/15 Careers Session: Where can Sociology take me? (Kay Barbour)
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10/3/15 Presentation of Blog (Mary Hanlon )
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Session 1: Introduction and the Sociological Blog (Susie Donnelly)
This session will provide an introduction to the core teaching team, the course content and the assessment – the sociological blog. In this first session students will be assisted in setting up their blog and writing their first entry. Preparation: Students should read the sample blog on Learn in preparation for this session. If you have a laptop, please bring it to class. Essential Reading: Susie Donnelly’s Sample blog on Learn Useful resources and readings:
Recommend that students browse the range of blogging resources and examples available on the Resource List for this course (access via Learn). These will be continually updated throughout the year. If you come across good examples of sociological blogs, let me know and I will add them to our list.
Session 2: Reading Sociological Theory (Nick Prior)
The session will examine how to approach and read theory effectively. Students will be given
guidance and practice in close reading of a theoretical text, namely Pierre Bourdieu’s short essay
“Social Space and Symbolic Space”.
Preparation: Please come having read the short essay by Pierre Bourdieu, "Social Space and Symbolic Space". Make a note of any terms, ideas or passages that you find particularly difficult. Essential Reading:
Bourdieu, P. (1998) “Social Space and Symbolic Space”, chapter 1 of Practical Reason, Cambridge: Polity Press.
Useful resources and readings:
Adams, WR (1974), Reading Skills: A Guide for Better Reading, Wiley.
Brink-Budgen, R. (2010) Advanced Critical Thinking Skills. Oxford: Faber & Faber.
Cottrell, D. (2011) Critical Thinking Skills: Developing Effective Analysis and Argument. 2nd ed. London: Palgrave Macmillan. (See chapter 9: Critical Reading and Note-Making: Critical Selection, interpretation and noting of source material)
Hart, C. (1998) Doing a Literature Review: Releasing the Social Science Research Imagination. 1st ed. London: SAGE Publications.
Session 3: Writing and Presenting Sociological Ideas (Steve Kemp)
This session will explore techniques and strategies of essay writing, to help you prepare for your
mid-term assignment. Its main focus will be on the essay Conclusion, a part of the essay that many
students find tricky.
Preparation: Bring along a sociology essay that you submitted in first year. Useful resources and readings:
http://www1.aucegypt.edu/academic/writers/conclusion.htm
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http://writingcenter.unc.edu/handouts/conclusions/
Halpern, D.F. (1989) Thought and Knowledge: An Introduction to Critical Thinking. Hillsdale:
Lawrence Erlbaum Associates Publishers (see Chapter 1 Thinking; Chapter 4 Reasoning
and Chapter 5 Arguments).
Hutchison, H. (2007). Writing essays and dissertations. London: Hodder Education.
Levin, P. (2004) Write great essays! : a guide to reading and essay writing for undergraduates and taught postgraduates. Maidenhead : Open University Press.
Monash University have a comprehensive guide on their website: http://www.monash.edu.au/lls/llonline/writing/arts/sociology/2.xml
Northey, M. (2007) Making sense: a student's guide to research and writing. Social Sciences. 3rd ed. Oxford: Oxford University Press.
Redman, P. (2005). Good essay writing: a social sciences guide. 3rd ed. Milton Keynes: SAGE.
Yellin, L. (2008) Sociology writer's guide. London: Allyn and Bacon.
Session 4: Sociology and Popular Culture – Revisited (Nick Prior)
This session will build upon the Popular Culture session in Fundamentals 1 and will focus on how the production and consumption of popular cultural “texts”, such as music, can illuminate key issues around the strengths and weaknesses of the sociological imagination as well as the practice of “doing sociology”. Preparation: If you have one please bring your MP3 player or smartphone loaded with one of your favourite songs (from any genre) and be prepared to talk about why you like the song to others. Useful resources and readings:
Theodor Adorno, (1941) “On Popular Music”, originally published in Studies in Philosophy and Social Science, New York: Institute of Social Research, 1941, IX, 17-48. Available at: http://www.icce.rug.nl/~soundscapes/DATABASES/SWA/On_popular_music_1.shtml
Tia DeNora, (2000) “Formulating Questions – The ‘Music and Society’ Nexus”, chapter 1 of Music and Everyday Life, Cambridge: Cambridge University Press.
Nick Prior, (2013) “'Bourdieu and the Sociology of Music Consumption: A Critical Assessment of Recent Developments', Sociology Compass, 7: 3: 181-193.
Grazian, D. (2010) Mix it Up: Popular Culture, Mass Media and Society. NY: Norton.
Griswold, W. (2008) Cultures and Societies in a Changing World. Thousand Oaks, California: Pine Forge Press.
Sternheimer, K. (2010) Connecting Social Problems and Popular Culture: Why Media is Not the Answer. Boulder, CO: Westview Press.
Storey, J. (1998) Cultural Theory and Popular Culture.
Session 5: Blog Feedback (Kali Dedominicis)
As we approach the end of Semester 1, we will meet in small groups to review the sociological blog that you have maintained throughout the semester. This session will provide a useful opportunity to analyse and discuss your progress to date.
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Preparation: Please ensure that you come to class ready to discuss your blog and with any questions you might have about the form or content of this assessment. It is advisable to bring a laptop with you. Useful resources and readings: See the Resource Listing for Session 1 (access via Learn).
Session 6: Locating and Using Sociological Sources (Library)
This will be an applied and interactive session where students will work in a computer lab to
complete specific tasks related to using library and other resources effectively. This is a key skill
required for essay preparation but more generally this is a transferable research skill that students
should develop a proficiency in.
Preparation: no preparation required. Useful resources and readings:
Evaluating Internet Resources An Annotated Guide to Selected Resources, Available at http://www.loc.gov/rr/business/beonline/selectbib.html
Evaluating Online Resources Available at http://library.iit.edu/guides/evaluate_internet_resources/EvaluatingOnlineResources.pdf
Evaluating Online Resources Available at http://edsitement.neh.gov/reference-shelf/tips-for-better-browsing/evaluating-online-resources
Evaluating Internet Sources, Available at http://www.library.illinois.edu/ugl/howdoi/webeval.html
Evaluating Web Pages: Techniques to Apply & Questions to Ask, Available at http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html
Evaluating Internet Resources, http://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content
Evaluating Print vs. Internet Sources, Available at
http://owl.english.purdue.edu/owl/resource/553/04/
Interactive tutorial Internet detective at www.vts.intute.ac.uk/detective
An interactive tutorial Evaluating Information at
https://ilrb.cf.ac.uk/evalinfo/tutorial2/index.html
Session 7: Using and Understanding Statistical Evidence (Ross
Bond)
In this session we will explore how statistical evidence can help us understand whether and in
what ways different sociological characteristics might be associated with one another. In other
words, what might be the basis for concluding that having one particular characteristic (e.g. being
female) means an individual is more likely to have another characteristic (e.g. being well-
educated). Thinking about these kinds of association is fundamental to a lot of sociological
thought and analysis, and this is probably most obviously exemplified by the use of statistical
evidence. We will develop this by reflecting again on some of the examples we used in last year’s
Fundamentals session on numerical literacy, and introducing some new examples and exercises
related to the topics you are studying in Sociology 2A and/or 2B.
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Preparation: TBA Useful resources and readings:
Boliver, V. (2013) ‘How fair is access to more prestigious UK universities?’, British Journal of Sociology, 64 (2), p. 350.
Crossen, C. (1994). Tainted truth: The manipulation of fact in America. New York: Simon & Schuster.
Jeffrey O. Bennett, William Briggs and Mario Triola (2003) Statistical Reasoning For Everyday Life. Addison-Wesley.
Miller, J. E. (2004) The Chicago Guide to Writing About Numbers. Chicago: University Of Chicago Press.
Moore, D. S. (1991). Statistics: Concepts and controversies 3rd Edition. New York: W. H. Freeman.
Utts, J. M. (1996). Seeing through statistics. Belmont, CA.: Duxbury Press.
Session 8: Finding Evidence in the Media (Michael Rosie)
This session focusses upon the mass media as a resource for information and evidence. We will
consider what kinds of evidence and/or sources (if any) are provided in mass media to
substantiate claims made about, e.g., public opinion.
Preparation: You will be emailed about a specific contemporary issue two weeks before the
class. You should source 3-4 articles and reports from different mass media sources (e.g. a
television news report, a radio news bulletin, a newspaper or news magazine article, and online
news website article). Consider these sources for (1) identifiable sources of evidence and (2)
possible sources of ‘bias’.
Useful resources and readings:
Blumler J. G., McQuail D., Television and politics: its uses and influence.
Cohn, V. (1989). News and numbers: A guide to reporting statistical claims and controversies in health and other fields. A project of the Centre for Health Communication, Harvard School of Public Health. Iowa State University Press.
Cottrell, D. (2011) Critical Thinking Skills: Developing Effective Analysis and Argument. 2nd ed. London: Palgrave Macmillan. Chapter 8: Where’s the proof? Finding and evaluating sources of evidence.
The Library provides access to newspaper content via online subscriptions (including digital archives), on microfilm and by subscribing to print copies of some titles: http://www.ed.ac.uk/schools-departments/information-services/library-museum-gallery/finding-resources/library-databases/databases-overview/find-newspaper-content
Session 9: Careers Session: Where can Sociology take me? (Kay
Barbour)
This session provides an opportunity for students to think about their future career paths before
they embark upon junior honours and begin to develop clearer interests and specialisations.
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Preparation: Students should visit the Careers Service website, examine the career planning pages and ensure they can log onto MyCareerHub: http://www.ed.ac.uk/careers Useful resources and readings:
Bolles, R. N. (2014) What colour is your parachute? Berkeley: Ten Speed Press.
Kumar, A. (2007) Personal, academic and career development in higher education, London: Routledge.
Hawkins, R. (1999) The art of building windmills, Liverpool: Graduates into Employment Unit.
UoE Careers Service website: http://www.ed.ac.uk/schools-departments/careers
Careers options for sociology: http://www.prospects.ac.uk/options_sociology.htm
Career options for sociology graduates: top 10 tips’ from The Guardian: http://careers.theguardian.com/sociology-degree-career-choices
You may wish to browse the selection of honours options available to you, which you can access here: http://www.sps.ed.ac.uk/undergrad/subject_and_programme_specific_information/sociology/honours
Session 10: Presentation of Blog (Mary Hanlon)
This final session will involve each student presenting one of more ideas raised in their
sociological blog to a small group of students. Participation is essential.
Preparation: Students should prepare a 5-minute presentation and expect to lead a 5 minute discussion (e.g. a “Q&A”) on one or more idea(s) from their sociological blog. Please note, these presentations will be done in small groups and are quite informal. It is NOT necessary to use PowerPoint or any other presentation software. Rather some simple written bullet points and/or flash cards may be sufficient to remind you of the main points you would like to make. For illustrative purposes, you may wish to bring along a hardcopy of an image, graph, photograph or other material (there are no restrictions here). Students may need to access their sociological blog during class so it is advisable to bring a laptop. Useful resources and readings: Some inspirational Ted Talks on Presenting Ideas and speeches: http://www.ted.com/talks/nancy_duarte_the_secret_structure_of_great_talks Hans Rosling is a good example of someone who can present data in a simple and accessible way: http://www.ted.com/talks/hans_rosling_on_global_population_growth Check your body language (learn to power pose!): http://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are Kaul, A.(2005) The effective presentation: talk your way to success. New Delhi; Thousand Oaks, Calif.; London: Response Books. Mandel, S. (2000) Effective presentation skills: a practical guide for better speaking. Menlo Park Calif.: Crisp Publications. Mandel, S. (1993) Effective presentation skills. Menlo Park, Calif.: Crisp Publications. McCarthy, P. and Hatcher, C. (2002) Presentation skills: the essential guide for students. London: Sage. Chapter 1.
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O’Shea, J. and Lamm, N. (2001) Effective presentations: student manual. Boston, MA: Thomson Course Technology. Theobald, T.(2013) Develop your presentation skills. E-book: Kogan Page. Access URL: http://books.cyberlibris.com/book/?docID=88810843 Vam Emden, J. and Becker, L. (2010) Presentation skills for students. New York, NY: Palgrave Macmillan.
Monitoring Attendance and Engagement
It is the policy of the University as well as good educational practice to monitor the engagement and attendance of all our students on all our programmes. This provides a positive opportunity for us to identify and help those of you who might be having problems of one kind or another, or who might need additional support. Monitoring attendance is particularly important for our Tier 4 students, as the University is the sponsor of your UK visa. Both the School and the individual student have particular responsibilities to ensure that the terms of your visa are met fully so that you can continue your studies with us. Tier 4 students should read carefully the advice set out in the Appendix to this Handbook. This can also be found here: www.sps.ed.ac.uk/undergrad/current_students/student_support/students_on_a_tier_4_visa You can also contact: www.ed.ac.uk/immigration
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APPENDIX
STUDENTS ON A TIER 4 VISA (Long Version)
As a Tier 4 student, the University of Edinburgh is the sponsor of your UK visa. The University has a number of legal responsibilities, including monitoring your attendance on your programme and reporting to the Home Office where:
you suspend your studies, transfer or withdraw from a course, or complete your studies significantly early;
you fail to register/enrol at the start of your course or at the two additional registration sessions each year and there is no explanation;
you are repeatedly absent or are absent for an extended period and are excluded from the programme due to non-attendance. This includes missing Tier 4 census points without due reason. The University must maintain a record of your attendance and the Home Office can ask to see this or request information about it at any time;
As a student with a Tier 4 visa sponsored by the University of Edinburgh, the terms of your visa require you to, (amongst others):
Ensure you have a correct and valid visa for studying at the University of Edinburgh, which, if a Tier 4 visa, requires that it is a visa sponsored by the University of Edinburgh;
Attend all of your University classes, lectures, tutorials, etc where required. This includes participating in the requirements of your course including submitting assignments, attending meetings with tutors and attending examinations . If you cannot attend due to illness, for example, you must inform your School. This includes attending Tier 4 Census sessions when required throughout the academic session.
Make sure that your contact details, including your address and contact numbers are up to date in your student record.
Make satisfactory progress on your chosen programme of studies.
Observe the general conditions of a Tier 4 General student visa in the UK, including studying on the programme for which your visa was issued, not overstaying the validity of your visa and complying with the work restrictions of the visa.
Please note that any email relating to your Tier 4 sponsorship, including census dates and times will be sent to your University email address - you should therefore check this regularly.
Further details on the terms and conditions of your Tier 4 visa can be found in the “Downloads” section at www.ed.ac.uk/immigration
Information or advice about your Tier 4 immigration status can be obtained by contacting the International Student Advisory Service, located at the International Office, 33 Buccleuch Place, Edinburgh EH8 9JS
Email: [email protected]