Curriculum Proposal - Bemidji State University
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19.SOC_21-22
Curriculum Proposal
SOC 21-22 #19
Packet Contents
1.1 Summary
Course Modifications
1.3 SOC 2200 Social Movements and
Change (3 credits) to SOC 3210 Social
Movements and Change (3 credits);
description change
Liberal Education Goal Area 8
1.17 SOC 3270 Intersectionality (3 credits)
to SOC 4270 Intersectionality (3 credits);
prerequisite change
New Courses
1.27 SOC 3250 Religion and Politics: A
Sociological Analysis (3 credits)
1.37 SOC 3340 Sociology of Education (3
credits)
Course Drops
1.45 SOC 3090 Social & Ethical Issues in
Health & Medicine (3 credits)
Liberal Education Goal Area 9
Program Modifications
1.49 Sociology major
1.49 Sociology minor
1.55 Signatures19.SOC_21-22
BSU Curriculum Forms
Form 1
Curriculum Modification Summary
College: Individual and Community Health
Department: Sociology and Communication Studies
Proposer: Deb Peterson
Proposer’s position: Chair
Describe the modification(s) you propose, and how it (/they) will work to students' advantage.
• Drop SOC 3090 Social and Ethical Issues in Health and Medicine. This course has
overlapping content with another course we offer and is unnecessary.
• Modify SOC 2200 Social Movements and Change to SOC 3210 Social Movements and
Change. This change reflects the increased rigor and shifting focus of the course. Moving
this course to the 3000-level will also help students majoring in sociology to complete
sufficient upper-division electives in a timely fashion given the prevalence of transfer
students into the online sociology major/program.
• Modify SOC 3270 Intersectionality to SOC 4270 Intersectionality. This course, due to the
multi-variable, systemic, interpretation of oppression and identities, and the expectation
of upper level interpretations of critical analysis and praxis, is more appropriately
positioned at the 4000 level.
• Add new course SOC 3250 Religion and Politics: A Sociological Analysis. This course has
been taught at the 2000-level as an experimental course. Making the course a permanent
part of the course rotation reflects perceived successes in initial teaching (in terms of
enrollment and student engagement). This change reflects the scholarly emphasis of
current faculty in the department. Placement of this course at the 3000 level reflects the
rigor of the course (it is highly reading-intensive) as indicated in the syllabus.
Furthermore, this change will benefit sociology transfer students by adding another
upper-division elective to facilitate competing the sociology B.A.
• Add new course SOC 3340 Sociology of Education. This course has been taught as an
experimental course. Making the course a permanent part of the course rotation reflects
perceived successes in initial teaching (in terms of enrollment and student engagement).
This change reflects the scholarly emphasis of current faculty in the department.
Placement of this course at the 3000-level reflects the rigor of the course (it is highly
reading-intensive) as indicated in the syllabus. Furthermore, this change will benefit
sociology transfer students by adding another upper-division elective to facilitate
competing the sociology B.A.
Modifications proposed (specify number of each):
__2___Course Modification(s) (form 2)
__2___New Course(s) (form 3)
__1___Course Drop(s) (form 4)
1|Page19.SOC_21-22
__2__Program Modification(s) (form 5)
_____New Program(s) (form 6)
_____Program Drop(s) (form 7)
The modifications affect (check):
__x___Liberal Education
__x___Undergraduate Curriculum
_____Graduate Curriculum
_____Teacher Licensure Program(s)
2|Page19.SOC_21-22
BSU Curriculum Forms
Form 2
Updated 9.19.15
Course Modification Form
Current Course Number(s):
Undergraduate: SOC 2200
Graduate:
Proposed Course Number(s), if different:
Undergraduate: SOC 3210
Graduate:
Current Course Title: Social Movements and Change
Proposed Course Title, if different:
Current Course Description:
A social history of social movements and change. Focuses on understanding and analyzing these dynamics as
generational changes and as the emergence of broader social forces driving the major movements of the past
fifty years. The shift from modernity to postmodernity sets the overall theoretical framework, with an emphasis
on the dynamics of race, class, gender, environment, and culture. Liberal Education Goal Area 8.
Proposed Course Description, if different:
Changing the world means changing the social world; we’re really talking about social change, and that process
involves social movements. The purpose of this course is to draw some general conclusions about what social
movements are, and how social change is pursued—and prevented—by looking at how others have done it,
how they are trying to do it now, and what can be learned from their successes and failures. This course fosters
a deeper understanding of how people are persuaded to do the things they do, and how others’ reasons for
doing what they’re doing are often as complex as our own. Liberal Education Goal Area 8.
Current Credits: 3
Proposed Credits, if different:
Current Prerequisite(s):
Undergraduate: none
Graduate:
Proposed Prerequisite(s), if different:
Undergraduate: N/A
Graduate:
3|Page19.SOC_21-22
1) Reason(s) for change(s):
The study of social movements and change includes a lot of “moving parts,” including theories, properties,
trends, and life cycles of movement activism; as well as persuasion tactics, countermovements, and institutional
responses. Accordingly, the course is more consistent with the expectations of an upper-division course.
Additionally, offering this course at the 3000-level better facilitates the needs of students in the sociology
program’s fast-growing online major, which attracts many transfer students from two-year colleges. Finally, the
change in course title, description, and emphasis reflects the sociology program’s current focus on connecting
theory to practice and cultivating empathy.
2) May this modified course replace the current course for students remaining in the old curriculum?
Yes __x___ No _____ If not, please drop the current course and submit a new course form for the
modification.
3) Do these modifications change any of the following? For all Yes answers, please provide updated
information on the next page.
Student Learning Outcomes Yes _____ No __x___
Major Content Areas Yes _____ No __x___
Projected Maximum Class Size (Cap) Yes _____ No __x___
4) Current Course fee(s) per student: $
for:
Proposed Course fee(s) per student, if different: $
for:
5) Service Areas:
This course is a requirement or an elective in the programs/areas listed below. To locate where this course
appears please search the online catalog, as follows:
a) go to http://www.bemidjistate.edu/academics/catalog/ and choose the most recent catalog(s),
b) click on “Areas of Study, and Course Descriptions,”
c) click on “PDF of Entire Catalog” in upper right,
d) press Ctrl F, and enter the prefix and number of the course(s) from this form.
Non-licensure programs: N/A
Social Studies, B.A. major History emphasis (complete the following)
Social Studies B.A. major Sociology-Anthropology Emphasis (complete the following)
Social Studies, BA major Political Science emphasis
Social Studies, BA major Psychology emphasis (complete the following)
Social Studies, BA major Economics emphasis (complete the following)
Social Studies, BA major Geography emphasis (complete the following)
Social Studies, BA major History emphasis (complete the following)
Social Studies, BA major Econ/Pol Sci/Soc/Anth: Broad Field emphasis (complete the following)
Social Studies, BA major Sociology-Anthropology emphasis (complete the following)
Sociology, BA major
4|Page19.SOC_21-22
Criminal Justice BS major Victimology emphasis (elective list)
Sustainability minor (elective list)
Leadership minor (elective list)
Leadership cert (elective list)
Philosophy BA major (elective list)
Liberal Education: Goal Area 8
The above “service area” programs/departments were notified of this modification on October 16, 2021 by
email.
Please check one of the items below:
______ No comments were received from other programs or departments within one week of the notification.
__X___ Comments were received within one week of the notification, and are attached.
From: Peterson, Debra F
Sent: Tuesday, November 23, 2021 4:53 PM
To: Gullickson, Robin S
Subject: FW: Sociology 2200
Hi Robin –
I heard from Virgil and the leadership program. His message is below. Deb
From: Bakken, Virgil
Sent: Tuesday, November 23, 2021 3:16 PM
To: Peterson, Debra F
Cc: Carlson, Anna M
Subject: Re: Sociology 2200
Hi Deb,
Thanks for the notification. This sounds great.
Virgil
Dr. Virgil Bakken
Professor, Department of Integrated Media
Co-Director of Leadership Studies
Bemidji State University
(218) 755-3370
5|Page19.SOC_21-22
From: Peterson, Debra F
Sent: Friday, November 19, 2021 11:46 AM
To: Laffin, Amber J ; Jergenson, Stacie A
Subject: Sociology 2200
Hello Amber and Stacie,
Sociology is proposing curriculum changes that affect the Criminal Justice Victimology Emphasis (the electives list). We
are modifying SOC 2200 Social Movements and Change by moving it to the 3000 level (SOC 3010 Social Movements and
Change). This move will reflect the increased rigor and shifting focus of the course. Moving the course to the 3000-level
will also help students majoring in sociology to complete sufficient upper-division electives in a timely manner.
If you have questions or concerns, please let me know.
Deb Peterson
Chair, Sociology and Communication Studies
From: Jergenson, Stacie A
Sent: Friday, November 19, 2021 12:31 PM
To: Peterson, Debra F
Subject: RE: Sociology 2200
6|Page19.SOC_21-22
Hi Deb,
Thanks for sharing this information.
Currently, SOC-2200 Social Movements & Change is a guided external elective within the Criminal Justice-Victimology
Emphasis. Raising this course to the 3000 level would likely have a positive impact on Victimology students, especially
those who have transferred into BSU and are focused on completing 40 credits at 3000-4000 level.
Is SOC-3010 the correct “new” course number?
My records indicate that number is assigned to Social Explorations: Classic & Contemporary Sociology Theory, which is
an elective course accepted across all four emphases within Criminal Justice. This broad acceptance highlights the value
and strong crossover between sociological and criminological theories!
-Stacie
Stacie A. Jergenson, Ph.D. (she/her)
Chair, Community & Criminal Justice Studies
Associate Professor – Criminal Justice
Office: Bensen #227 | T 218.755.3758 | Stacie.Jergenson@bemidjistate.edu
Bemidji State University | 1500 Birchmont Drive NE, Box #35, Bemidji, MN, USA, 56601
From: Peterson, Debra F
Sent: Friday, November 19, 2021 12:51 PM
To: Jergenson, Stacie A
Subject: RE: Sociology 2200
Stacie –
Thank you. My apologies for the inaccurate number. The new course number will be 3210. Deb
From: Peterson, Debra F
Sent: Friday, November 19, 2021 11:48 AM
To: Isaacson, Carl W
Subject: Sociology 2200
Hello, Carl.
7|Page19.SOC_21-22
Sociology is proposing curriculum changes that affect the Sustainability minor (the electives list). We are
modifying SOC 2200 Social Movements and Change by moving it to the 3000 level (SOC 3010 Social
Movements and Change). This move will reflect the increased rigor and shifting focus of the course. Moving
the course to the 3000-level will also help students majoring in sociology to complete sufficient upper-division
electives in a timely manner.
If you have questions or concerns, please let me know.
Deb Peterson
Chair, Sociology and Communication Studies
From: Peterson, Debra F
Sent: Friday, November 19, 2021 11:47 AM
To: Ellis, John P ; Guentchev, Daniel G ; Lunt, Dennis A
Subject: Sociology 2200
Hello, John, Daniel, and Dennis.
Sociology is proposing curriculum changes that affect the Philosophy BA (the electives list). We are modifying SOC 2200 Social
Movements and Change by moving it to the 3000 level (SOC 3010 Social Movements and Change). This move will reflect the
increased rigor and shifting focus of the course. Moving the course to the 3000-level will also help students majoring in sociology to
complete sufficient upper-division electives in a timely manner.
If you have questions or concerns, please let me know.
Deb Peterson
Chair, Sociology and Communication Studies
8|Page19.SOC_21-22 9|Page
19.SOC_21-22
SOC3210 Social Movements and Change
Bemidji State University
3 Credits
Course Information
Location & Time:
Instructor: Dr. Lukas Szrot
Office:
Office Hours:
Contact: Lukas.szrot@Bemidjistate.edu or (218) 755-2814
Course Description
Changing the world means changing the social world; we’re really talking about social change, and that process
involves social movements. The purpose of this course is to draw some general conclusions about what social
movements are, and how social change is pursued—and prevented—by looking at how others have done it,
how they are trying to do it now, and what can be learned from their successes and failures. This course fosters
a deeper understanding of how people are persuaded to do the things they do, and how others’ reasons for
doing what they’re doing are often as complex as our own. Liberal Education Goal Area 8.
Minnesota Transfer Curriculum Goal Area(s) and Competencies Goal 08 - Global Perspective
• Demonstrate knowledge of cultural, social, religious and linguistic differences.
• Analyze specific international problems, illustrating the cultural, economic, and political differences that
affect their solution.
• Describe and analyze political, economic, and cultural elements which influence relations of states and
societies in their historical and contemporary dimensions.
Required Text
• Stewart, Charles J., Craig Allen Smith, and Robert E. Denton, Jr. 2012. Persuasion and Social Movements,
Sixth Edition. Long Grove, IL: Waveland Press, Inc. ISBN-10: 1-57766-777-8 ISBN-13: 978-57766-777-3
Sociology Program mission and student learning outcomes
Our primary mission involves using sociological theory and empirical approaches to educate and collaborate
with multiple publics on social movements and social change. By the end of this course students will be able to:
• Analyze the historical and contemporary environments within which collective behavior and social
movements have developed.
• Explain how social movements and collective behavior relate to each other.
• Use ideas associated with social movement theories to interpret a particular movement.
• Explain the social impacts of the facts, goals, and assumptions of social movements.
• Define sociological terms.
• Identify the characteristics of social movement organization and strategies.
10 | P a g e19.SOC_21-22
• Describe the impact of social movements and collective behavior on social change.
• Compare and contract social movements theories and how they give alternative meanings to social
patters
• Describe the assumptions that underlie and affect analyses of collective behavior and social movements.
Grading
Students can access current grades on D2L any time. Written assignments are graded within seven (7) days. I
will gladly address good-faith concerns or suspected errors, but grades are not negotiable:
> 92.49= A+/A 79.5-82.49 = B- 66.5-69.49 = D+
89.5-92.49 = A- 76.5-79.49 = C+ 62.5-66.49 =D
86.5-89.49 = B+ 72.5-76.49 =C 59.5-62.49 = D-
82.5-86.49 =B 69.5-72.49 = C- < 59.5 =F
To Assist You
o I have created an open discussion board on D2L to assist you with the course. You may post any time,
and comment on others’ posts at any time as well (keep it civil). This board is for forming or managing
study groups, conversing with current or potential partners regarding the visual essay, requesting
assistance if you miss class, and assisting one another with online quizzes/notes/questions.
o I will reach out weekly on D2L with announcements, reminding you of what we’ve done for the week
and what is to come. This will also be my primary way of contacting you as a class if something
unexpected happens, or if we need to make changes due to the fluidity of the current situation.
o I recommend reading each chapter carefully in its entirety before we begin discussing it, attending as
many classes as you are able, taking careful notes, and getting in contact with other students via the D2L
discussion board to get caught up if you miss class.
o I will post any lecture slides/materials from the class on D2L after class; feel free to review them any
time. However, this is an in-class lecture-based course, and lectures will not be recorded by me or
anyone present (unless specific, documented accommodations are made through disability services).
o You and I are both required to follow any/all public health missives adopted by BSU on campus and in
class, so come to class prepared to do so or do not attend (note that attendance is not required).
o If you’re sick, stay home or get medical help. If I’m sick, I’ll cancel class and let you know.
Grade Breakdown and Course Expectations
o Writing/Reflection/Discussion (11%) – based on attendance, measured by completing and turning in
assigned in-class activities. I will drop days on which you are absent, meaning they won’t count “against”
you, but everything else in the course will count for more points the more you are absent. If you
anticipate extended absence, please see extended leave policy. I reserve the right to award zero points
11 | P a g e19.SOC_21-22
and pursue disciplinary action via the Student Code of Conduct for those who show up but do not
participate and/or are disruptive (i.e., talking during lecture, distracting people around you, using
electronic devices rather than paying attention, showing up late/leaving early, refusing to follow public
health measures, and/or other disruptive behavior). Visual essay Q&A, exam review, and exam days do
not count toward the in-class portion of the grade.
o Quizzes (24% total) – Twelve quizzes are posted on D2L. Each has ten multiple choice/true-or-false
questions. Unless otherwise noted in the course schedule, quizzes open after class Fridays and close at
10am sharp on the day of the Unit Exam. Quizzes can be paused and resumed. You can attempt each
quiz an unlimited number of times once open, and the final quiz grade will be the highest of the
completed attempts. Quizzes not attempted before the deadline earn zero points and cannot be made
up for any reason.
o Exams (15% each) - There are three examinations in this course, containing multiple choice, true/false,
critical thinking, and essay questions. An attendance-optional exam review day is scheduled the class
day before each exam, and a review sheet is distributed on or before review day. You must take the
exams when they are scheduled unless other arrangements have been made with me prior to the exam
(see make-up exam information below). The final exam is comprehensive and weighted toward essay-
based responses.
o Visual Essay (20%) – Drawing on what you learned, create a visual essay in PowerPoint on a past or
present social movement (see handout). You may work alone on this project, or in groups of up to three
(3) persons. If you work together, use common sense, and follow current/relevant COVID-19 guidelines.
I reserve the right not to get involved in disputes between partners/groups regarding project details,
timetable, and deadlines. There are four attendance-optional days set aside for Q&A on the visual essay
as the semester unfolds.
Time Expectations
This is a lecture-based course; it is expected that for every hour of time you spend in class during the semester
you will spend a minimum of two hours outside of class preparing for the next class session. This includes
reading the text, reviewing or rewriting notes, taking online quizzes, studying for exams, and creating questions
that may be asked during class or office hours.
Academic Integrity
Students are expected to practice the highest standards of ethics, honesty and integrity in all of their academic
work. Any form of academic dishonesty (e.g., plagiarism, cheating, misrepresentation) will result in disciplinary
action, up to and including failure for all or part of this course, as well as suspension from the University. Please
refer to the Student Code of Conduct for additional information on academic integrity and familiarize yourself
with the expectations and sanctions posted there.
12 | P a g e19.SOC_21-22
Class Content
This class will deal with social topics about which you may have already formed opinions. I cannot and do not
grade your opinions; the goal is to learn something new, which may broaden or challenge existing opinions.
Extended Leave Procedure
If a student has to be away from class for an extended period of time (more than two class sessions) for medical
emergencies or a funeral, you are asked to contact the Student Life and Success Office so that a leave notice
can be forwarded to me. This notice informs me of your departure and return date back on campus. This leave
does not absolve you from any assignment(s) due during your leave. Communicate with me regarding missed
assignments during the leave period. You can complete a leave form at this website:
https://www.bemidjistate.edu/offices/student-life-success/extended-absence/
Make-up Exams
Opportunities for make-up exams may be provided to students who contact me due to illness or emergency
within 24 hours of the scheduled examination. A make-up must be completed within one week after the
scheduled examination. Make-up exams will NOT have the same format as a regular class examination.
Cell Phones
In general, cell phones should be silenced or turned off and put away. If you anticipate needing to take a call or
text during class, please seat yourself close to an exit, and step outside of class to do so.
Email
Please use your BSU email account to contact me. Use of other accounts often results in the communication
being sent to my junk mail box. Use a salutation (i.e. “Dear Dr. Szrot:”), let me know which class you are in, and
compose a clear, detailed, and proofread message. Finally, include your full name/email signature. I will
respond to e-mails ASAP, in the order they are received, including nights and weekends if I am available.
Incompletes
Incomplete grades, “I,” are reserved only for extreme circumstances. To be eligible, you must: (a) be in good
academic standing (i.e., grade of C or better); (b) have completed two-thirds of all class assignments; and (c)
must have a documented reason for his or her request (i.e., medical emergency with doctor’s statement).
Accessibility Statement
BSU is committed to making all educational programs, course materials, services and activities sponsored by the
university accessible to individuals with disabilities. Students requesting accommodations due to a disability or
other need for access should contact Accessibility Services as soon as possible. Accessibility Services is located
at Decker Hall 202. Please call 218-755-3883 or email: disabilityservices@bemidjistate.edu. This information is
also available through Minnesota Relay Services at 800-627-3529.
13 | P a g e19.SOC_21-22
Tutoring availability
BSU is committed to assisting our students in their academic endeavors and has in place the Advising Success
Center as a valuable resource. The Center is located in Decker Hall 202.
https://www.bemidjistate.edu/services/advising-success-center/services/tutoring/
The Minnesota State system has updated the online tutoring service available to our students. We are now
partnering with Tutor.com to offer 24/7 online tutoring, which will connect students with an expert tutor for
extra assistance one-on-one. Online tutoring services can be accessed through the main page in D2L and your
course page, by clicking on the tutor.com link, located in the “HelpLinks” menu.
All students will receive 15 hours of tutoring at no cost. Tutoring services cover a variety of subject areas
including math, writing, accounting, economics, biology, languages and nursing. Additional time may be
purchased by students directly through tutor.com.
Mental Health and Counseling
Students may experience mental health concerns, or they may find that stressful events lead to diminished
academic performance. The Student Center for Health & Counseling is available to assist students with
concerns which can include stress relief services. They can be reached in Cedar Hall, First Floor. Phone: (218)
755-2053.
Emergency Contingency
In the event of an emergency, course requirements and deadlines are subject to change. Accordingly, this
syllabus is tentative. Attend class and check e-mail regularly for announcements and updates. Readings are
references (with web links where applicable) below the course schedule on the next page.
Writing Resource Center
Located in room 326 of the A.C. Clark Library, the Writing Resource Center offers free one-on-one assistance
with all types of writing assignments and projects. Our trained peer and faculty consultants provide constructive
feedback to help you get started on a paper, organize your ideas, cite sources, develop revision strategies,
polish final drafts, and more. To schedule a face-to-face or online session,
visit https://bemidji.mywconline.com.
Tentative Course Schedule
Note: this schedule is subject to change if the unexpected happens, such as an emergency or extreme weather
situation. Be sure to attend class and check BSU e-mail regularly for updates.
14 | P a g e19.SOC_21-22
UNIT 1: Changing the World: The Basics
DATE TITLE READINGS DUE ASSIGNMENTS DUE
SAY HELLO No Readings Due First Day
HOW TO CHANGE THE Szrot, “How to Change the
WORLD World”
ORGANIZING PSM, Chapter 1 Quiz #1 Opens on
D2L
PERSUADING
COMMUNICATION PSM, Chapter 2
THE QUESTION(S) Quiz #2 Opens on
D2L
PERCEPTION AND REALITY PSM, Chapter 3
LEGITIMIZING AND Quiz #3 Opens on
MOBILIZING D2L
GENESIS AND UNREST PSM, Chapter 4
MOBILIZE AND MAINTAIN
TOWARD FRUSTRATION? Quiz #4 Opens on
D2L
EXAM #1 REVIEW DAY
EXAM #1 Quizzes 1-4 due
UNIT 2: Interactions with(in) Social Movements
VISUAL ESSAY Q&A #1 Reread Visual Essay
Assignment
LEADERSHIP PSM, Chapter 5
ATTAINING LEADERSHIP
MAINTAINING LEADERSHIP Quiz #5 Opens on
D2L
LANGUAGE AS SYMBOLS PSM, Chapter 6 Essay Topics Due
11:59pm
LANGUAGE AS STRATEGY
LANGUAGE AS TACTICS Quiz #6 Opens on
D2L
WHO WE ARE PSM, Chapter 7
CONSTITUTING
15 | P a g e19.SOC_21-22
RHETORIC Quiz #7 Opens on
D2L
SPECTRUM, CHART, CIRCLE PSM, Chapter 8
POLITICAL ARGUMENT Quiz #8 Opens on
D2L
EXAM #2 REVIEW DAY
EXAM #2 Quizzes 5-8 due
UNIT 3: Taking Sides: Tactics and Consequences
VISUAL ESSAY Q&A #2 Reread Visual Essay
Assignment
BUILDING (DIS)TRUST PSM, Chapter 11
DOMINANT NARRATIVES
THE STORYTELLING ANIMAL Quiz #9 Opens on
D2L
THINKING TACTICALLY PSM, Chapter 12
JUSTIFYING VIOLENCE
WHY DO WE FIGHT? Quiz #10 Opens on
D2L
COUNTERMOVEMENT PSM, Chapter 14
COERCION
SELLING OUT Quiz #11 Opens on
D2L
VISUAL ESSAY Q&A #3
REVISITING THE QUESTION Review PSM Chs. 1 & 2
CHANGING THE WORLD?
VISUAL ESSAY Q&A #4 Quiz #12 Opens on
D2L
FINAL EXAM REVIEW DAY Visual Essay Due
11:59pm on D2L
READING DAY—NO CLASS!
16 | P a g e19.SOC_21-22
BSU Curriculum Forms
Form 2
Updated 9.19.15
Course Modification Form
Current Course Number(s):
Undergraduate: SOC 3270
Graduate:
Proposed Course Number(s), if different:
Undergraduate: SOC 4270
Graduate:
Current Course Title: Intersectionality
Proposed Course Title, if different:
Current Course Description: This course will explore the complexity of the interaction of race, class, gender,
sexuality, citizenship and age on the life chances and positioning of people within social environments. As part
of this exploration, we will examine aspects of inequality and privilege and the social and political implications
of hierarchies. We will also look at how the nature of race, sexuality and gender can create hybrid identities,
and communities and cultures that resist and reinforce ethnic and national boundaries.
Proposed Course Description, if different: This course will explore the complexity of the interaction of race,
class, gender, sexuality, citizenship and age with a specific focus on sexual norms in Western and non-Western
societies. As part of this exploration, we will examine aspects of inequality and privilege and the social and
political implications of hierarchies. We will also look at how the nature of race, sexuality and gender can
create hybrid identities, and communities and cultures that resist and reinforce ethnic and national boundaries.
Prerequisite(s): SOC 2230 or SOC 2240.
Current Credits: 3
Proposed Credits, if different:
Current Prerequisite(s): None
Undergraduate:
Graduate:
Proposed Prerequisite(s), if different:
Undergraduate: Complete either SOC 2230 Race and Ethnic Group Relations or SOC 2240 Men, Women and
Society
Graduate:
1) Reason(s) for change(s): The course, due to the multi-variable, systemic, interpretation of oppression and
identities, and the expectation of upper-level interpretations of critical analysis and praxis is more appropriately
positioned at the 4000 level.
17 | P a g e19.SOC_21-22
2) May this modified course replace the current course for students remaining in the old curriculum? Yes
__X___ No _____ If not, please drop the current course and submit a new course form for the modification.
3) Do these modifications change any of the following? For all Yes answers, please provide updated
information on the next page.
Student Learning Outcomes Yes _____ No __X__
Major Content Areas Yes _____ No __X___
Projected Maximum Class Size (Cap) Yes _____ No __X___
4) Current Course fee(s) per student: $
for:
Proposed Course fee(s) per student, if different: $
for:
5) Service Areas:
This course is a requirement or an elective in the programs/areas listed below. To locate where this course
appears please search the online catalog, as follows:
a) go to http://www.bemidjistate.edu/academics/catalog/ and choose the most recent catalog(s),
b) click on “Areas of Study, and Course Descriptions,”
c) click on “PDF of Entire Catalog” in upper right,
d) press Ctrl F, and enter the prefix and number of the course(s) from this form.
Non-licensure programs:
Gender and Women’s Studies minor (complete the following)
Social Work, BS major (select 1 from list)
Sociology, BA major (elective list)
Sociology minor (choose 3 from list)
Teacher Licensure programs:
Liberal Education:
The above “service area” programs/departments were notified of this modification on ________ (date)
by __________________ (mail, email, or phone).
Please check one of the items below:
N/A home department
______ No comments were received from other programs or departments within one week of the notification.
______ Comments were received within one week of the notification, and are attached.
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Sociology 4270 Term: (typically – fall semester)
Intersectionality
Required Readings:
Romero, Mary. 2018. Introducing Intersectionality. Cambridge: Polity Press.
Additional required readings:
Bracey, Earnest N. 2017. “The Significance of Historically Black Colleges and Universities
(HBCUs) in the 21st Century: Will Such Institutions of Higher Learning Survive? The American Journal of
Economics and Sociology, V76(3), 670-696.
Garcia, Crystal E. 2019. “They Don’t Even Know that We Exist”: Exploring Sense of Belonging
Within Sorority and Fraternity Communities for Latina/o Member.” Journal of College Student
Development, V60(3), 319-336.
Golriz, Golshan. 2021. “I am Enough’: Why LGBTQ Muslim Groups Resist Mainstreaming.”
Sexuality and Culture, V25, 355-376.
Hastie, Brianne and David Rimmington. 2014. “200 Year of White Affirmative Action’: White
Privilege Discourse in Discussions of Racial Inequality.” Discourse and Society, V25(2), 186-204
Hetzel, Carole J. and K. Mann. 2021. “The Social Psychological Dynamics of Transgender and
Gender Nonconforming Identity Formation, Negotiation, and Affirmation.” Journal of Social and
Personal Relationships, V38(9), 2566-2586.
Murdoch, Alexandra and Kareena McAloneg-Kocaman. 2019. “Exposure to Evidence of White
Privilege of Hardships Among White UK Residents.” Race and Social Problems, V11, 205-211.
Nenga, Sandi Kawecka. “Volunteering to Give Up Privilege? How Affluent Youth Volunteers
Respond to Class Privilege.” Journal of Contemporary Ethnography, V40(3), 263-289.
Rivest, Maire-Pier, Nicolas Moreau and Lilian Negura. 2017. “From Affirmed Privilege to
Experiences of Discrimination: Majority Anglophones’ Perceptions of Linguistic Majority-Minority
Dynamics In Canada. Canadian Ethnic Studies, V49(1), 67-84.
Van Schuylenberg, Judith, Joz Motmans and Gily Coene. 2018. “Transgender and non-binary
Persons and Sexual Risk: A Critical Review of 10 Years of Research from a Feminist Intersectional
Perspective.” Critical Social Policy, V38(1), 121-142.
Wilson, George and Debra Branch McBrier. 2005. “Race and Loss of Privilege: African
American/Whites Differences in the Determinants of Job Layoffs for Upper Tier Occupations.”
Sociological Forum, V20(2), 301.
Course Objectives:
This course will explore the complexity of the interaction of race, class, gender, sexuality, citizenship and age
with a specific focus on sexual norms in Western and non-Western societies. As part of this exploration we will
examine aspects of inequality and privilege and the social and political implications of hierarchies. We will also
look at how the nature of race, sexuality and gender can create hybrid identities, and communities and cultures
that resist and reinforce ethnic and national boundaries.
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Sociology Student Learning Outcomes:
At the end of this course students will be able to:
• analyze intersections and impacts of inequality,
• differentiate among sociological concepts,
• interpret the way in which concepts are linked to theoretical ideas and social action
• identify and locate the interaction of institutions and how persons are positioned within institutions.
Course Student Learning Outcomes:
At the end of this course students will be able to:
• describe the development of intersectionality as a perspective
• compare and contrast the impact of race, class, gender, and age on various populations at various points in time
• articulate how intersectionality works within specific institutions (e.g., education)
• interpret social identity through an intersectional framework
• analyze patterns of race and class privilege across various societies
• interpret how critical analysis and praxis are related and how this approach is used
Requirements:
Exams – 200 points
There will be two essay exams for this course. Material for the exams will come from lectures, readings, and
You Tube materials. A review session will occur one week before the first examination. Questions that may be
on the exam will be posed, and we will discuss possible responses and the rubric I will use for assessment. The
exam will be administered online through D2L.
Commentaries – 80 points
Students will have four opportunities over the semester to create commentaries. The commentaries you create
will also be used for in class discussion purposes. Each commentary is worth 20 points. The commentaries are
designed to encourage student reflection and preparation for discussion over the readings for the day. All
commentaries must be typed, double-spaced with appropriate mechanics. Please place your name and the
date in the top right hand corner. Commentaries must be uploaded to the D2L Dropbox by the date specified in
the Tentative Schedule at the end of the syllabus. Each commentary must be no more than two pages in length
and needs to address the following:
· In the first paragraph you must discuss a key concept from the readings for the day. This should be
followed by a few examples that illustrate this idea.
· In the remaining space you must respond to the readings (central ideas) by either providing an
application to a social situation, discussing a personal experience that highlights the issues involved, or
discussing questions not directly addressed by this idea/theory.
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Discussions – 60 points
All students will be required to participate in discussions during the semester. For the four discussions
associated with the commentaries, students will be placed into discussion groups. Each student must provide a
verbal description of the content of their commentary to group members. Once that description is completed
by each member of the group, a discussion on the strengths and challenges of the material must occur. During
the class session, each student should take notes over peer responses to their commentary and or the potential
expansion of ideas related to the chapter material. These individual documents must be submitted at the end
of the class session. The other two discussions will engage the entire class. One is a review for the first
examination, and the second is over the conclusion to the Romero book. All students must participate in these
discussions. For the examination review discussion, I will pose questions during the class session, and I expect
students to write and share general answers (one to two paragraphs) to at least one of the questions. At the
end of the class session each student must submit a document in which they either create a question of their
own over the material or raise questions about the proposed questions. These will be submitted to the
instructor at the conclusion of the class. For the final discussion of the semester, I will post, on D2L, under the
online Discussions tab, questions related to the Conclusion of the Romero text, and each student must post a
thread in response and then comment on at least two responses made by their peers.
Literature Review Assignment - 100 points
You are required to complete a literature review during the semester. The literature review involves identifying
a topic related to one of the themes of the course. As you consider options, please choose an idea that
interests you or one that we did not cover as deeply as you had hoped during the course. Some examples of
topics might include: how transgender teenagers from working class backgrounds experience school,
conventional press interpretations of sexual science, how gays, lesbians and bisexuals relate to “gay”
organizations (e.g., The National Gay and Lesbian Task Force), or intersectional frameworks and human rights.
There are obviously many more options. These are just a few examples to help you think about what interests
you and how you might frame your interests in terms of research.
Selected topics must be approved by the instructor prior to beginning the literature search. All students must
submit a proposed topic to me by (deadline here). The literature review, without the title page, endnotes, or
bibliography, must be eight to nine pages in length. It must be typed, double spaced, with appropriate
citations. Please follow either the American Sociological Association Style Guide for citations and all references
or discuss with me which official style guide you have most experience using. The literature review should be
organized in the following manner:
Title Page: Title (Proposed Topic), name of the author, date
Text: Introduction – Brief (one to three paragraphs) explaining your overall topic of interest
Review: Identify, through a narrative format, the key ideas (points, counterpoints, expansions) related to
the chosen topic.
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Conclusion: State the idea or issue again, and identify a possible research method to gather data to explore
the viability of ideas contained within the literature review.
NOTE: In all sections you should use in-text citations if you are using the ASA Style Guide.
Endnotes: Include items that you may have wanted to address in the main body of the text or point to
additional interests that may relate in a peripheral way to the key topic.
Bibliography: Include all works cited, and any other sources that you feel are relevant to the topic. You must
not use your textbook. A minimum of 10 scholarly sources is required.
Other Course Policies
Academic Honesty and Integrity:
Students are expected to practice the highest standards of ethics, honesty and integrity in all of their academic work.
Any form of academic dishonesty (e.g.,plagiarism, cheating, misrepresentation) may result in disciplinary action. Possible
disciplinary actions may include failure for all or part of this course, as well as suspension from the University. Please
refer to the Student Code of Conduct for additional information on academic integrity.
Class Content:
This class will deal with social topics about which you may have already formed opinions. Considering this fact, it is
important to remember that you are responsible for carefully thinking about how and why you formed a particular
opinion, and how it is similar to or different from the sociological theories and research discussed during class. Please
remember that exams and other assignments will test your understanding of data and sociological concepts based in
social scientific research.
Inclusiveness and Classroom Behavior:
It is important that during this class you exhibit respect for other class members. Therefore, I must ask you to refrain
from denigrating persons/groups because of race, gender, religion, nationality, political orientation, ability, age, or
sexual orientation. In addition, it is essential that you participate in class discussions in a manner that shows that you
have read the material, prepared for the course, and are respectful of various perspectives.
Finally, copying and disseminating information from this class, or engaging in replication of presented information
without permission from me, essentially engaging in plagiarism or copyright violation of my scholarly work, is
prohibited.
Please see the Student Code of Conduct under Statement of Responsible Behavior for further information on
these topics.
Time Expectations:
This class requires consistent, focused, attention. In essence, since this is a three-credit course, being present for
lectures, engaging in discussion, accomplishing the readings, taking notes over the readings, and completing assignments
will require significant time. During a typical 15-16 week semester, students are required to spend minimally 6 hours per
22 | P a g e19.SOC_21-22
week on course material. While it may not take precisely this much time each week for all of you, please be aware of the
expectations, and plan according.
Make-up Exams:
Opportunities for make-up exams may be provided to students who contact me due to illness or emergency within 24
hours of the scheduled examination. A make-up must be completed within one week after the scheduled examination.
Please note that a make-up exam will NOT have the same format as a regular class examination.
Emails:
Please use your BSU email account to contact me. Use of other accounts often results in the communication being sent to
my junk mailbox. I do not check this very often and it is often filled with multiple spam messages, so I may miss an
important message from you. If you are interested in a timely response from me you need to engage in appropriate email
etiquette, including providing a salutation “Dear Dr. Greer”, an indication of which class you are in, and a clear message
regarding whatever topic you are addressing. Finally, sign your full name.
If I receive an email from you during the Sunday through Friday time frame, I will try to respond within 24 hours.
Typically, I do not work on Saturdays, so if you send me a note late on Friday, you may not hear back from me until
sometime later on Sunday or on Monday morning.
Late Papers:
If you are not able to submit a paper by the due date, be sure to contact me as soon as possible. Late assignments will
be accepted with a documented excuse, however if there is not a documented excuse papers will be docked 10% of the
total points possible for every weekday that they are late. If you are turning materials in late, please send them to me as
an email attachment.
Incompletes:
Incomplete grades, “I,” are reserved only for extreme circumstances. To be eligible for an incomplete a student must be
in good academic standing (i.e., grade of C or better), must have completed two-thirds of all class assignments, and must
have a documented reason for his or her request (e.g., medical emergency with doctor’s statement). Requests that do
not fit the above listed criteria will not be considered.
Accessibility Services:
BSU is committed to making all educational programs, course materials, services and activities sponsored by the
university accessible to individuals with disabilities. Students requesting accommodations due to a disability or other
need for access should contact Accessibility Services as soon as possible. Accessibility Services is located at Decker Hall
202. Please call 218-755-3883 or email: disabilityservices@bemidjistate.edu. This information is also available through
Minnesota Relay Services at 800-627-3529.
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Mental Health and Counseling:
Students may experience mental health concerns or they may find that stressful events lead to diminished academic
performance. The Student Center for Health & Counseling is available to assist students with concerns which can
include stress relief services. They can be reached in Cedar Hall, First Floor. Phone: (218) 755-2053.
Extended Leave Procedure:
If you must be away from class for an extended period of time (e.g., more than two class sessions) for medical
emergencies or a funeral, you are asked to contact the Student Life and Success Office where a leave notice will
be given to your faculty. This notice informs the faculty of your departure and return date back to campus/class.
This leave does not absolve you from any assignment you have due during your leave. You are to make
arrangements with your instructor regarding completion of any assignments due during the leave period. You
can complete a leave form at this website https://www.bemidjistate.edu/offices/student-life-success/extended-
absence/
Campus Safety Statement:
It is the right of every student to feel safe in their classes and on campus. If someone is preventing you from
feeling safe at BSU, and/or if you have been a victim of harassment and/or sexual violence, affirmative action
measures are available for you. If you are in an emergency situation, call 911. If you are in a non-emergency
situation, contact Public Safety and/or the Office of Equal Opportunity & Affirmative Action by phone or email.
At BSU, student safety is a top priority and all harassment and discrimination complaints will be handled
promptly at your discretion.
• Discrimination/Harassment Complaint Form: https://www.bemidjistate.edu/offices/affirmative-action/wp-
content/uploads/sites/49/2017/03/Discrimintation-Harassment-Complaint-form.pdf
• Sexual Misconduct/ Violence Form: https://cm.maxient.com/reportingform.php?BemidjiStateUniv&layout_id=7
• Public Safety: 218-755-3888
• Office of Equal Opportunity & Affirmative Action: By e-mail at affirmativeaction@bemidjistate.edu or 218-755-
4121
Emergency Contingency:
In the event of an emergency, course requirements and deadlines are subject to change.
BSU COVID Information:
https://www.bemidjistate.edu/coronavirus/
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Example of: Tentative Reading Schedule & Assignment Dates
August 24 Introduction
August 26 Romero Chapter 1 – Lecture 1
August 31 Romero Chapter 1 – Class Discussion
September 2 No Class – Dr. Greer Out of Office (Begin reading Chapter 2)
September 7 No Class – In Service
September 9 Romero Chapter 2 – Lecture 2
September 13 Romero Chapter 2 – Commentary 1 DUE @ 11:59 p.m. to the D2L Dropbox
September 14 Discussion 1 – Over Commentary 1
September 16 Literature Review Assignment – Lecture 3
September 21 Romero Chapter 3 – Lecture 4
September 23 Readings on Intersectionality in Education – Class Discussion
September 24 Literature Review Topic DUE @ 11:59 p.m. to the D2L Dropbox
September 28 Class discussion over Topics
September 30 Continue – Intersectionality in Education – Lecture 5
October 5 Discussion 2 – Review for Exam
October 7 Online Examination 1 DUE @ 11:59 p.m. to the D2L Dropbox.
October 12 Romero Chapter 4 – Lecture 6
October 14 Readings on Social Identities – D2L – Lecture 7
October 18 Romero Chapter 4 - Commentary 2 DUE @ 11:59 p.m. to the D2L Dropbox
October 19 Discussion 3 – Over Commentary 2
October 21 Romero Chapter 5 – Lecture 8
October 26 Readings on Privilege – D2L – Class Discussion
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October 28 No Class
November 1 Romero Chapter 5 – Commentary 3 DUE @ 11:59 p.m. to the D2L Dropbox
November 2 Discussion 4 – Over Commentary 3
November 4-9 Romero Chapter 6 – Lecture 9
November 11 No Class Veterans Day
November 15 Romero Chapter 6 – Commentary 4 DUE @ 11:59 p.m.
November 16 Discussion 5 – Over Commentary 4
November 18 Romero Conclusion – Lecture 10
November 23 Examination 2 – DUE on November 23 @ 11:59 p.m. to the D2L Dropbox
November 25 No Class Thanksgiving
November 29-Dec. 1 Discussion 6 (Opens @ 12:01 a.m. on 11/29 and closes 12/1 @ 11:59 p.m.)
December 2 What’s Next Re: Intersectionality? – Lecture 11
December 7 Final Questions Re: Literature Review Assignment
December 7 Literature Review Assignment DUE @ 11:59 p.m. to the D2L Dropbox
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BSU Curriculum Forms
Form 3
Updated: 9.19.15
New Course Form
Course Number:
Undergraduate: 3250
Graduate:
Course Title: Religion and Politics: A Sociological Analysis
Course Description:
Religion and Politics—the things we U.S.-Americans are expected not to talk about in polite company. The U.S.
appears to be deeply divided on a number of issues. But why? The goal of this course is to describe and to
explain. This course is not about taking partisan political positions, advocating for specific political interests, or
arguing about the truth of religious worldviews. The sociological study of religion and politics involves
understanding how religion as a worldview and social phenomenon is related to politics as interests and social
phenomena, both in the U.S. and globally. Trends in religious identity and practice shape political behaviors,
movements, and changes. They have done so in the past, and will continue to do so in the future. I’m going to
examine a lot of controversial stuff in this course, but I’m going to “take a big step back” to do it. Perhaps it will
provide you with the tools to have difficult conversations with friends, family, and strangers; and/or help
understand why people disagree on what they disagree on and respond the way they do.
Credits: 3
Prerequisite(s): none
Undergraduate:
Graduate:
1. Reason(s) for creating this course:
The course was taught as experimental in the fall of 2020 at the 2000 level. It was well-received by students.
The decision to make it a 3000-level course reflects the scope and complexity of the subject matter, as well as
the substance of the readings. In addition, the sociology program’s fast-growing online major requires more
upper-division elective offerings for students working to complete their degree, particularly given the demand
for the major among students transferring from two-year colleges.
2. How often will this course be offered?
At least once every two years (more often, depending on staff availability and demand)
3. What are the student learning outcomes for the course (please precede each outcome with "Students
will…")?
• Students will define sociological concepts as applied to both sociology of religion and political sociology.
• Students will explain the ways in which religion and politics are connected, both nationally and
worldwide.
27 | P a g e19.SOC_21-22
• Students will apply sociological concepts related to religion and politics to past and present sociocultural
shifts and polarization.
• Students will compare national and global political shifts across religious groups.
• Students will explain current social, political, and cultural polarization in a broader sociological context.
• Students will be able to comprehensively discuss religion and politics as social institutions/phenomena,
in terms of both theoretical and empirical research.
4. What are the major content areas for the course?
The course is divided into three Units. The first addresses cultural shifts in the US as explanations for current
unrest and polarization via religious, demographic, and ideological factors. The second considers religion and
politics in a global context, examining theories of religious change, secularization, and religious marketplaces, as
well as how religion influences political views and decision-making processes. The third content section
addresses issues in the sociology of religion that have political content, such as religion and the environment,
religion and science, .
5. Is this course repeatable for credit, and if so, what is the maximum number of credits that can be earned? No
6. If this course is intended primarily for off-campus delivery (not offered on campus), what delivery mechanism
will be used?
This course will be taught on-campus, as well as online, asynchronously, using D2L.
7. What is the projected maximum class size (cap)? 30
8. What qualified faculty will be available to teach this course?
Lukas Szrot (sociology)
NOTE WELL: Department and dean, in approving this proposal, attest both to the adequacy of the qualifications
of faculty here named, and to their availability to teach the course at the frequency specified above, without
excessive overload or disruption to other curriculum.
9. What additional library and other resources need or should be provided for this course, that are not already
available?
None; however, at least one text is available in the library for students.
10. What special personal property or service fee(s) would be charged to students taking this course? These
charges would be for 1) items that are retained by the student and have an educational or personal value
beyond the classroom, or 2) services that are on the student’s behalf (see MnSCU Board Policy 5.11).
Amount per student: $ 0
For:
11. Attach a sample syllabus for the course. Note: if this course is double-numbered (u-grad/grad), the syllabus
must include an additional component for graduate students.
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SOC3250 Religion and Politics: A Sociological Analysis
Bemidji State University
3 Credits
Course Information:
Location & Time:
Instructor: Lukas Szrot, Ph.D.
Office:
Office Hours:
Telephone: (218) 755-2814
Email: Lukas.szrot@Bemidjistate.edu
Course Description:
Religion and Politics—the things we U.S.-Americans are expected not to talk about in polite company. The U.S.
appears to be deeply divided on a number of issues. But why? The goal of this course is to describe and to
explain. This course is not about taking partisan political positions, advocating for specific political interests, or
arguing about the truth of religious worldviews. The sociological study of religion and politics involves
understanding how religion as a worldview and social phenomenon is related to politics as interests and social
phenomena, both in the U.S. and globally. Trends in religious identity and practice shape political behaviors,
movements, and changes. They have done so in the past, and will continue to do so in the future. I’m going to
examine a lot of controversial stuff in this course, but I’m going to “take a big step back” to do it. Perhaps it will
provide you with the tools to have difficult conversations with friends, family, and strangers; and/or help
understand why people disagree on what they disagree on and respond the way they do.
Note on Textbooks/Materials:
Jones, Robert P. 2016. The End of White Christian America. New York: Simon & Schuster. ISBN: 978-1-5011-
2229-3
Norris, Pippa and Ronald Inglehart. 2011. Sacred and Secular: Religion and Politics Worldwide, 2nd Edition. New
York: Cambridge University Press. ISBN: 0-521-54872-1
Szrot, Lukas. 2021. Faiths in Green: Religion, Environmental Change, and Environmental Concern in the United
States. Lanham, MD. ISBN: 9781793630124
Additional required readings available on D2L.
Note: please contact the instructor if you are concerned about costs of purchasing texts for the course.
I will:
• Teach online, using Zoom online platforms, with links to be shared prior to class start times by e-mail
announcement as well as in the D2L course shell. To attend, simply click on the link(s) provided, and/or
follow the instructions to access the course with alternative means (such as by phone). This will be a lot
like a normal class session, with lecturing, as well as chances for discussion, feedback, and asking
questions. Attendance is recommended, but I will also record separate video lectures that you can
watch anytime. I will not record discussions during synchronous Zoom meetings, so you will have to
reach out to a classmate and/or draw upon other materials provided if you miss class.
• Post additional materials on D2L. These will include required and recommended readings, video lectures
with slide shows required and recommended readings, additional materials and notes (as applicable),
portals for submitting written assignments, as well as online quizzes and exams (see below).
29 | P a g eYou can also read
