Wikipedia:Wiki Ed/Salem State University/Urban Sociology (Spring 2016)

SOC 341 Dr. Tiffany Gayle Chenault

In this course we'll treat the city as the site and as a metaphor for the history, social relations, problems, and conflicts of the larger social structure in which it is located. In general, the course readings, lectures, and class discussions will be geared toward viewing the city as simultaneously a social, a cultural, and a political economic phenomenon, with particular attention to the following concerns: a) urbanization and the place of the city in the modernizing process; b) post WWII changes in urban space (i.e...urban renewal, suburbanization, and &quot;gentrification&quot;) and their relationship to wealth, poverty, and homelessness in American society; c) the city as a locus of ethnic, racial, gender, and class relations, interactions, and conflicts; d) strategies of urban &quot;revitalization&quot; and the future of the &quot;postmodern&quot; city.

Course goals &amp; objectives 1 To increase your understanding of the process of urbanization, the major theoretical explanations for its development, the historical circumstances that led to it, and empirical facts about the contemporary urban world. 2 To develop an understanding about contemporary urban issues. 3 To increase both your critical thinking and writing skills COURSE OBJECTIVES: In completing this course you will: • Become familiar with different sociological theories pertaining to urban sociology • Have an understanding and appreciation how social policies, race, and gender issues impact the development of urban communities and associated problems • Better appreciate how individuals interact in their communities and impacts thereof • Further develop your writing ability, critical thinking, and research and analysis skills COURSE TEXT: Dreier, Philip. 2014. Place Matters Metropolitics for the 21st Century University press of Kansas.

COURSE REQUIREMENTS

Participation/attendance. Class participation and attendance is integral to your success in this course. Your presence in discussions is important. You will “participate” in three ways. You will turn in discussion questions to me – due dates listed below. You’ll use these same discussion questions to participate in small groups in class. Participation in groups will be monitored via the assessment of your group members. This will occur periodically throughout the course as both a measure of your participation and as a diagnostic tool to change anything that may need it, to ensure a high quality learning environment. We will be watching several films in the course. I will distribute a set of short essay questions related to each film that you are required to respond to. These are due one week after completing the film. The combination of the film questions, individual discussion questions, and your small group participation makes up 20% of your overall grade.

Lead Discussant/ Critique Submissions

“A critique is not a matter of saying that things are not right as they are. It is a matter of pointing out on what kinds of assumptions, what kinds of familiar, unchallenged, unconsidered modes of thought the practices that we accept rest.”

~ Michel Foucault

There will be 6 -8 critiques throughout the semester, we will have two to three discussion leaders responsible for leading our class discussion of the week’s readings. The two discussion leaders should communicate with one another in order to coordinate their leadership of the class. All students will be responsible for encouraging and facilitating class discussion each week. You are expected to demonstrate that you understand the main points of the readings and can relate the material to class discussions. The critique should consist of a summary of the reading as well as your reaction to the text. A current item from the news media that relates to the weekly topic, along with a brief written critique tying the item to the week’s reading and/or to previous course readings or discussions. IF possible, include a link to the item ; if not, include a brief description in your critique. You may offer items that illustrate concepts or patterns that have been discussed, that serve as refuting evidence for some argument that has been offered in a reading or in class, or that raise interesting questions to add to an earlier discussion. This reaction should not be summaries of the readings, but rather a critical engagement of the reading and your articulate response to it. Your critique should be no longer than 500 words minimum and 650 maximum. Everyone should have 2 to 3 questions at the end of their critique to pose to the class.

City and suburb in film paper. One interesting way to examine urban society is to apply what we have discussed in class to movies. You will be required to write a 5 page analysis of these films. More specific instructions on this assignment are posted to Canvas

Wikipedia Project: Boston You will be revising and updating the Wiki pages for various Boston neighborhoods( South Boston, East Boston, Dorchester, Mattapan, Roxbury, Charlestown, ) This process will consist of a variety of conventional and online research methods and the course will actively encourage students to seek out scholarly collaborations and feedback on their research through the development of and contributions to Wikipedia entries. Collaboration throughout the project will give students the experience of working with others to achieve a common goal and learn the social aspects of research and writing. Through regular library sessions students will learn: how to critically evaluate Wikipedia entries; determine the information needed to create/improve Wikipedia content; effectively and efficiently find quality information to improve this content; and improve understanding of the legal and social issues surrounding the use of and access to information. Completed Wikipedia Projects will contribute to the improvement of Wikipedia entries related to the neighborhoods of Boston and urban sociology topics learned in class. This process will consist of a variety of conventional and online research methods and the course will actively encourage students to seek out scholarly collaborations and feedback on their research through the development of and contributions to Wikipedia entries. Collaboration throughout the project will give students the experience of working with others to achieve a common goal and learn the social aspects of research and writing.

Week 1
Wednesday, Feb. 3


 * Overview of the course
 * Introduction to how Wikipedia will be used in the course
 * Understanding Wikipedia as a community, we'll discuss its expectations and etiquette.

Friday, Feb. 12


 * 1st Library Lab
 * More about Wikipedia and how your class LibGuide will help you with your assignment

''Please note this week you have an assignment given on Wed. and on Fri. Typically assignments will be given on Friday due the following Friday.''

Handout: [http://wikiedu.org/editingwikipedia Editing Wikipedia ]


 * Create a Wikipedia account following the prompts you are given when you first link to the course page.


 * Complete the online training for students module titled Wikipedia Essentials. Link provided below.

Week 2
Friday, Feb. 19| Library Lab


 * Anatomy of an article


 * Evaluating an article group exercise


 * Statistical and Government Sources

Handout: Evaluating Wikipedia[https://commons.wikimedia.org/wiki/File:Using_talk_pages.pdf ]

Complete the online training for students module titled Evaluating Articles and Sources. Link provided below.

Week 3
Friday, Feb. 26 | Library Lab


 * Overview of finding reliable sources for your Wikipedia article edits/additions


 * Overview of Sandbox

Handout: Wiki Markup Cheatsheet

Locate one news story from the Boston Globe AND a community newspaper AND one US Census (or BRA stat) statistical fact relevant to your neighborhood.

Briefly describe your source in your Sandbox and explain why you recommend it.

Complete the Sandbox module below.

Week 4
Friday,March 4 | Library Lab


 * Proper citation in Wikipedia

Handouts:  Citing Sources on Wikipedia and Avoiding Plagiarism on Wikipedia


 * Outline headings and subheadings you will be adding to your neighborhood in your Sandbox.  (We did a practice run of this on week three in your Sandbox, you may need to adjust the ones you did in class if the practice examples are not topics you are covering.)


 * Continue research in preparation for writing your article content using your Sandbox as you draft.


 * Be sure to cite!

Week 5
Fri. March 11 | Library Lab


 * Overview of editing on Wikipedia, info you will need once it is time to move out of your Sandbox


 * How User Talk pages and Article Talk pages work


 * Research assistance

Handout Using Talk Pages

Since you are improving an existing article, draft a new lead section reflecting the content the article will have after it's been improved and post this in your USER SANDBOX.
 * Wikipedia articles use &quot;summary style&quot;, in which the lead section provides a balanced summary of the entire body of the article, with the first sentence serving to define the topic and place it in context. The lead section (3–4 paragraphs) should summarize, very briefly, each of the main aspects of the topic that will be covered in detail in the rest of the article.


 * Continue drafting your sections.  Don't forget your citations!

Week 6
Work on your drafts, visit your neighborhoods!

Week 7
TENTATIVE Wednesday, March 23| Library Lab


 * Share experiences and discuss problems.
 * Continue to research, write, and cite.
 * TALK page review


 * Expand your neighborhood edits into an initial draft of a more comprehensive entry.  At least two of these sections should be complete drafts.  Don't forget citations!


 * Begin to polish your lead section.

Week 8
Friday, April 1 | Library Lab


 * Visit the library lab for one-on-one help with your Wikipedia research and drafts

Week 9
Wednesday, April 6 | Library Lab


 * Open discussion of the concepts of neutrality, media literacy, and the impact and limits of Wikipedia.
 * Continue to research, write and cite.
 * Assignment of classmates’ articles that you will peer review.


 * Peer review two of your classmates’ articles. Leave suggestions on their USER talk pages.

Week 10
Friday, April 15  | Library Lab


 * Look over peer edit suggestions and any suggestions from Adam, ask any clarifying questions and make changes accordingly


 * Make any other additions and final touches to your draft.  Make sure you are ready to give a brief description as to why these changes are necessary to the pre-existing neighborhood Wikipedia entry (remember you will need to provide these reasons when we go live on the article's Talk page).

Week 11
Library Lab


 * Make sure your article sections are final drafts, go over check list handout in class
 * Develop posting plan - In your neighborhood groups plan out well-organized placement of your sections  to existing article so you have thoughtful plan when we post next week
 * In your neighborhood groups make sure lead section edits to reflect your article content additions are ready and planned out as well.

Submit posting plan on a Word document to Dr. Chenault, be sure to indicate group member responsibilities by name as well

Week 12
Fri. April 29 | Library Lab


 * Last chance for edits
 * Review feedback on outline for organization of article changes/additions - make necessary updates to plan
 * Each student should have summary and justification of changes ready for live editing next week

Week 13
Friday, April 29 | Library Lab


 * Go over checklist final time
 * Post edits to article including new sections and changes to lead
 * BE SURE TO INDICATE REASONS for changes both in the edit field each time an edit is made and with a larger statement on the article's talk page following the format outlined in class

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