Webpage: http://husky1.stmarys.ca/~evanderveen/wvdv 

Office hours: T/R 11:30 – 12:30, and by appointment

This course provides a broad introduction to the issues and perspectives in rural sociology. Different levels will be explored from the international to the local. Different sociological aspects of rural life will be explored, i.e. gender, race and social class. Different types of rural communities will be explored, from agriculture to fishing to logging to mining communities.

The course objectives will be achieved through a program of readings, class discussions and activities, and written work. THIS IS AN INTERACTIVE COURSE, NOT SOLELY LECTURE BASED.

Lind, Christopher, (1995), Something’s Wrong Somewhere: Globalization, Community and the Moral Economy of the Farm Crisis, Fernwood Publishing: Halifax, Nova Scotia

Palmer, Craig, & Peter Sinclair, (1997), When the Fish are Gone: Ecological Disaster and Fishers in Northwest Newfoundland, Fernwood Publishing: Halifax, Nova Scotia

Shiva, Vandana, (2000), Stolen Harvest: The Hijacking of the Global Food Supply , South End Press: Cambridge, Massachussetts

Readings available on reserve in the library

Winter 2003 – TBA

Journals (6 entries – 10 % each) 60

Research project (report and presentations) 140

Academic journal search and presentation 50

Class participation 30

Attendance 20

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TOTAL 300 Final grade pro-rated to 100%

The written work for this class is composed of various submissions. The following applies to all written submissions:

Journals are an opportunity for you to explore your thoughts and FEELINGS about particular topics. Specific question(s) will be assigned for each journal entry. Journals are to be written in first person and they can be handwritten as long as they are legible – see me to check to make sure I can read your handwriting. Journals are not evaluated for rightness or wrongness, rather for depth of exploration of the issues. As journals connote, they are personal exposes of yourself. Don’t censor yourself. Contents remain confidential. Word length: approximately 750.

During the first weeks of class, you will choose a topic from a supplied list, each topic exploring different sociological aspects of rural life. You will conduct a search of academic sociology journal databases and find an article which explores the chosen topic. You will be required to provide photocopies of the article, one for each of the other students in class one week prior to conducting a presentation on the topic and contents of the article. You will be responsible for leading a discussion of the article and topic. The presentation should be done in a way that engages the class, the audience not simply being passive recipients of the information, allowing all learning styles to be exercised. Creativity in presentation will be evaluated. Consider using props, role play, games, music, photos, etc… See me for ideas.

During the first weeks of class, you will need to choose a rural community from which to conduct a case study analysis. You will be required to research this semester the history of this community. This will constitute part 1 of the case study analysis. During the last weeks of the Fall semester, you will be required to provide a 15 minute presentation to the class of this part of your case study. Details of the project will be assigned during the first weeks of class.

Attendance is expected and will be taken during each class. Your attendance and participation is very important to your learning and that of other students in this class. It will become easily apparent if you have not conducted the readings and thus are unable to contribute constructive discussion in the class. In general, I make no distinction between "excused" and "unexcused" absences. This frees you from having to bring a note from your doctor or something of that nature. I know that there are times when real life comes into conflict with the demands of pursuing an education, but your attendance in this class is important and you should make it a priority. If you are unable to attend at least 80% of the classes, then it is advisable that you withdraw from the course or else risk the application of penalties in the assessment. Two missed class periods are allowed, with each subsequent class missed amounting to a 1/2 point deduction in this component of the assessment. The 2 allotted absences are to be used in the event that dire circumstances keep you from class. Use the absences at your discretion, but DO NOT VIEW THESE ALLOTTED ABSENCES AS SKIP DAYS!!! The absences are provided because I understand that real life occasionally collides with your school responsibilities and these absences give you the flexibility to responsibly manage conflicting circumstances that may arise during the course of the semester without severe consequences for your point total. If you have MAJOR extenuating circumstances requiring an extended absence from campus (e.g. an accident or illness that requires extensive hospitalization, a death in the family, etc.), please see me and we may be able to make arrangements and/or will talk about the options the University provides for dropping, withdrawing, switching to audit, and so on.

If you are late, YOU are responsible for checking with me after class on the day you were late to correct the record. It is simply not feasible to alter attendance records days or even weeks after the fact. Excessive tardiness may result in a further loss of points from the final grade. If you are late for a general class session, simply slip in as quietly as possible.

Informed and constructive participation in class discussion is also expected. The course outline lists readings for each week. Please read and/or prepare all materials prior to the class period for which they are assigned. It is also helpful if you approach this class with an open mind and a sense of enthusiasm for learning. Participation is awarded for your involvement in in-class activities, exercises, discussions, and so on. Please note that participation points are awarded based on your active involvement and genuine participation, NOT for mere attendance (which is expected as a minimal requirement and is addressed above).

The following are a list of expectations you the student can have of me the professor for this course, and expectations I have of you during the course. If you have any questions or concerns about these expectations, then it is your responsibility to bring these to my attention during the first two weeks of classes. Otherwise it is understood that you agree to abide by these rights and responsibilities.

Your rights:

Your responsibilities:

As your professor, I am responsible for facilitating learning and serving as a resource for you in this class. It is my job to challenge you, to consider your work against the standards I set forth, and to evaluate your efforts based on my years of training and my years of teaching in the field of Sociology. As students, you are responsible for being here, for participating in class, for completing assignments in an appropriate and timely fashion, and for learning. Staying on top of things, being self-motivated, and putting forth adequate effort are all a part of the equation for you to earn a good grade in this course.

That said, I'd like to remind you that it is best if you do not equate your self worth with your grade in this class or on any assignment. You may be an "A+ person" who happened to perform at a C+ level on a given assignment. Remember that grades are an indication of your performance in mastering the material at hand at one point in time. They do not condemn you to a life of doom and drudgery. Nor are they an indicator of my views of you as a person. Reflect on your grade in an honest and realistic fashion before flying off the handle. Remember that I am hired to offer constructive criticism of your speeches, papers, and so on. Digest that criticism and then ask yourself questions like: Did I put in the preparation time that would've been necessary to receive a better grade?, Did I understand the assignment as fully as I could have?, Did I turn in all the required paperwork?, Did I do an adequate job of proofreading, running a spell check? If you find that you still have questions about how you can improve or about course content, come see me and we will talk about additional ways for you to work on your mastery of the subject matter.

A few thoughts about attitude... It has been my experience that students who approach their education with a sense of excitement and a willingness to learn are more productive students. Holding on to the belief that you HAVE TO take this course prevents you from embracing the point of view that you GET TO take this course. This course may be outside your major area of interest, but the content will still relate to your daily activities at home, work, and school. We will laugh, we will experience nervousness, we will think critically, we will speak, we will listen, and we will learn. Most importantly, we will do these things together. There is no room for negative criticism of others and there is no room for laughter at the expense of another in this class. Enjoy the class and look for the concepts to be applicable in your daily life and I think you'll be surprised at what you can accomplish this semester.

PLAGIARISM, ACADEMIC DISHONESTY, AND DISRUPTIVE BEHAVIOR

Cheating and plagiarism are unacceptable. Plagiarism is quoting from, paraphrasing, or using specific ideas contained in any published work, e.g. books periodicals, public documents, internet, etc…, or using another person’s ideas without providing an appropriate citation or recognition which credits the author and/or origin of the work or idea, and presenting them as if they are your own. Academic dishonesty can refer to a range of inappropriate and unethical behaviours including but not limited to cheating on exams, falsification of sources, and so on. As in other courses at the University, students in this class are expected to do their own work and conduct themselves in a fair, honest, and ethical manner. Those who plagiarize or engage in academic dishonesty of any kind may minimally expect to fail the assignment at hand and perhaps the entire course. In addition, instances of academic dishonesty and plagiarism may be dealt with through proper University channels for investigation and disciplinary action.

"Disruptive behaviour" includes but is not limited to talking when someone else has the floor, being rude to other people, destructive (rather than constructive) criticism of another, arriving late repeatedly, sleeping during class, belligerent or aggressive behaviour, and so on. These behaviours have no place in a college classroom. You have a right to maintain your own opinions and to disagree with others, but you must do so in a fashion that is conducive to learning and does not take the form of a personal attack on others. Minimally, you are expected to treat your classmates and your professor in a respectful fashion and they will return the favour. Any behaviour that obstructs or disrupts the classroom teaching and learning environment will be addressed. Serious or repeated breaches in appropriate behaviour may result in a reduction of your final grade in the course and may be referred to additional University authorities.

A+ 96 - 100%               

A 90 – 95  

A- 85 – 89

B+ 80 – 84

B 75 – 79

B- 70 – 74 

C+ 67 – 69

C 64 – 66

C- 60 - 63

D 50 – 59

F 0 – 49

Remember an "A" denotes exceptional work. All assignments and policies indicated above and below must be completed and/or carried out in a satisfactory manner in order to receive a passing grade in this class. . To calculate your grade in the course as we go along, simply calculate the percentage of points you have earned from the total thus far in the class.

COURSE OUTLINE - FALL SEMESTER 2002

Chapters denote readings to be completed prior to each week. It is imperative that you read the chapter(s) before coming to class so that you will have a basic foundation of the topic in class discussions and activities.

Revised: October 11, 2002 .