Fall Semester. FACULTY NAME: Professor Jason L. Perry

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1 Fall Semester COURSE INFORMATI ON COURSE PREFIX AND NUMBER: SM FACULTY INFORMATI ON FACULTY NAME: Professor Jason L. Perry COURSE NAME: Role of Sport in Society FACULTY OFFICE LOCATION: Emery Aux Unit 1 CLASS LOCATION: CHE 102 FACULTY OFFICE PHONE: (919) CLASS DAYS AND TIME: MWF 9:00 am - 9:50 am PREREQUISITES: Sophomore level course FACULTY OFFICE HOURS: Monday 11:00-2:00pm Tuesday 11:00-1:00pm Wednesday 11:00-2:00pm Thursday 11:00-1:00pm Friday By Appointment REQUIRED TEXTBOOK AND SUPPLIES: Wood, Ronald B. Social Issues in Sport Human Kinetics, 2011, ISBN10: RECOMMENDED TEXTS, WEB SITES AND READING: Other texts will be provided by the professor throughout the semester. THIS COURSE IS: WRITING RICH: YES SPEAKING RICH: YES RESEARCH INTENSIVE: YES COURSE DESCRIPTION: This course is designed to make students aware of the impact of sports upon American culture. The course includes theoretical positions in sociology of sport and the significance of viewing sport from various social perspectives. (Ethnicity, sex, religion, nationalism) COURSE OUTLINE: There will be several categories that will guide this semesters learning: A. Definitions and Theories B. Scope and Effect of Sport on Society C. Sport as an In stitu tion D. Sport and Culture E. Women and Sport F. Social Class & Special Populations in Sport METHODS OF INSTRUCTION: A majority of class time will be spent utilizing lectures and discussions in a seminar format. Discussions governed by the instructor will be open forums and some will be student led. This course places heavy emphasis on assigned readings and current affairs. Throughout the semester different learning assignments and activities will be given to the student in order to expand the students outlook on the impact of sport within society. Group and individual projects, written examinations, pop quizzes, and outside readings will be required to cover the course content.

2 SERVICE LEARNING: This course is not a service learning course. STUDENT LEARNING OUTCOMES FOR THE COURSE: 1.The student can identify or recognize his/hers own cultural rules and biases as it relates to American versus International Sport. 2. The student can describe cultural differences related to sport using verbal communication and begins to negotiate a shared understanding based on those differences. 3. The student can demonstrate an complexity of elements important to members of another society (i.e. religion, race, and gender issues politics economics as it impacts the field.) ASSESSMENT OF THE STUDENT LEARNING OUTCOMES: Student Learning Outcome One Two Three Four Five Assessment Test Social Issue Debates Test, Class Lectures Exam, Sport Comparison Assignment Test GRADING: The grading scale for this course is: A = B = C = D = F = Below 60 I = Incomplete EVALUATION: Number of Points Evaluation Item 200 Test (Two) 200 Exams 200 Debates 100 International Sport Comparison Presentation 100 International Sport Comparison Paper 100 Timeline Assignment 100 Article Critiques Total Points 1000 points CLASS ROOM CONDUCT/ELECTRONIC DEVICE USAGE Promptness, consistent attendance, preparedness, and responsibility represent characteristics essential to successfully complete this course. You must fully engage in all learning activities, and opportunities to grasp the learning outcomes of the course. Respect for self, fellow students, instructor, and property helps to guarantee an atmosphere conducive to learning and personal growth. Take full advantage of the learning opportunities in each class. The use of personal communication and/or entertainment devices during class is prohibited unless instructed to do so as part of the instructional plan. DRESS CODE Saint Augustine s University requires that all students refrain from wearing inappropriate headgear and clothing in all classrooms, administrative buildings, and public areas. Inappropriate headgear and clothing include: Du-rags, Hats (may be worn outside), Headgear of a non-religious nature, Halters, Bustiers, Daisy Dukes s Shorts, Pajamas, or Bedroom Slippers.

3 HONOR CODE: Every member of Saint Augustine s University has the right to live and learn in an atmosphere of trust and support. Responsibility for maintaining these values in our community rests with each individual member. Values that promote this atmosphere include: HONESTY: Be truthful in your academic work and in your relationships. INTEGRITY: Be trustworthy, fair, and ethical. RESPONSIBILITY: Be accountable for your actions and your learning. RESPECT: Be civil. Value the dignity of each person. Honor the physical and intellectual property of others. The honor code is printed in the Official Catalog, the Student Handbook, and on the Saint Augustine s University website. A component vital to the Honor Code is the inclusion of the Honor Pledge which applies to all assignments, examinations, or other course work undertaken by students. The Honor Pledge is implied, whether or not it is stated: On my honor, I pledge to pursue all endeavors and uphold the values of Saint Augustine s University and its mission with honesty, integrity, responsibility, and respect. PLAGIARISM CAUTION: Plagiarism is the submission, either orally or in writing, of words, ideas, drawings, or other works of another person as one s own without providing the appropriate citation or otherwise referencing sources of such words, ideas, drawings or other works of another person for the purpose of receiving credit for having completed an academic assignment. This is a form of academic dishonesty that is unacceptable at Saint Augustine s University. Please review the University Catalog for the University policy and potential penalties for academic dishonesty. (See the University Catalog, Academic Honor Code) AD A ACCOMMODATIONS Students with disabilities (including temporary disabilities) who wish to have accommodations made must contact Mr. Reginald Towns, Saint Augustine s University ADA Compliance Officer, located in the Hunter Building, room 201-A. He may also be reached by phone at or rltowns@st-aug.edu. MISSION STATEMENT The mission of Saint Augustine s University is to sustain a learning community in which students can prepare academically, socially, and spiritually for leadership in a complex, diverse, and rapidly changing world. To fulfill the mission, the faculty fosters scholarship and creativity through varied approaches to teaching and learning; the administration facilitates the enterprise by effectively garnering and managing financial and human resources; and the staff contributes to efficient operations by providing essential support services. Through these means, the University pursues excellence by developing: flexible and innovative courses of study that integrate theory and practical application through experiential approaches to learning; opportunities for students to apply what they learn through service learning, community service, internships, and cooperative education; purposeful and individualized programs of study for non-traditional students, through preparation for a career change or re-entry into the work force; and knowledge and appreciation of cultural differences through interdisciplinary courses, study abroad, and other programs. Saint Augustine s University is an undergraduate, coeducational, liberal arts institution, affiliated with the Episcopal Church. Founded in 1867 to educate freed slaves, the University s mission has grown with the diversification of its student body from an African-American student base to one that is mu lti-national and multi-racial. Grounded in the liberal arts tradition since its founding, the University first awarded baccalaureate degrees in Programmatic emphasis has shifted from early offerings in normal and industrial education, and pre-theological training, to current emphasis in scholarship, research, and community service. INSTITUTIONAL MISSION GOALS 1. Recruiting, retaining, educating, and graduating students whose academic preparation has occurred in a diversity of economic, social, and cultural contex ts; 2. Hiring, retaining, developing, and promoting a professional faculty who possess skills and motivation to educate a diverse student body; 3. Building student competencies in major academic disciplines on a general education foundation that ensures skills in reading, writing, oral communication, mathematics and computer use; 4. Fostering a climate in which students acquire knowledge, values, and skills necessary for success in a complex, diverse, and rapidly changing world; 5. Providing and maintaining a broad range of library and learning resources, including information technologies and instructional support facilities, that enhance the teaching-learning process by offering exposure to various disciplines, cultures, and points of view; 6. Providing effective leadership and management of the University's financial, physical, and human resources to ensure that they are acquired, retained, allocated, and assessed to promote the stability, security, and long term well-being of the University; 7. Employing a comprehensive planning and evaluation system for all major aspects of the University, including assessment o f the extent to which the students acquire competencies; the faculty fosters scholarship and creativity through varied approaches to teaching and learning; the administration facilitates the enterprise by effectively acquiring and managing financial and human resources; and the staff contributes to efficient operations by providing essential support services; and

4 8. Conducting ongoing institutional research as a means of collecting, analyzing, and disseminating information essential to effective planning and evaluation. COURSE CALENDAR: Week One & Two Introductions and Definitions Ch. 1 Week Three Definitions and Studying Sport Ch. 2 Week Four Participants versus Spectators Ch. 3 Week Five Test 1: and Business of Sport Ch. 4 Week Six Media and Sport Ch. 5 Week Seven Youth Sport Ch. 6 Week Eight Midterm Review and Midterm Exam Week Nine Interscholastic, and Intercollegiate Ch. 7 Week Ten Sport Debate and Introduction to Sport Culture Ch. 10 Week Eleven Sport Culture- Race, Ethnicity, and Sport Ch. 11 Week Twelve Test 3 and Women and Sport Ch. 12 Week Thirteen Religion in Sport Ch. 15 Week Fourteen & Fifteen Sport Comparison Presentations Week Sixteen Week Seventeen Final Exam Review Final Exam ADDITIONAL ASSIGNMENT INFORMATION Additional assignment information will be provided by the professor as need and will also be accessible through the CAMS Student Portal. COURSE OR INSTRUCTOR SPECIFIC ADDITIONS NONE ACADEMIC HONESTY STATEMENT Refer to the Saint Augustine s College catalog. Attendance Policy: The classroom attendance policy for a three-credit class allows only three unexcused absences. After you have failed to meet this policy, the option of passing or failing will be with the professor. Please note that the grading system for this class requires ACTIVE participation. This means that the student is expected to participate in regular class discussion, and be attentive to each other s comments. If you are absent, please catch up notes from an attending student. If you know you may be absent, please communicate with the professor. Please be on time as respect to your fellow classmates: tardiness will not be tolerated CONCLUDING STATEMENT OF GOOD WILL Every effort will be made to adhere to the above syllabus; however changes can be made at the discretion of the instructor. or The above syllabus is subject to change at the instructor s discretion.

5 This course satisfies part of the TRANSFORMATIVE EDUCATION PROGRAM (TEP) CORE COMPETENCY in the following area. GLOBAL PERSPECTIVE Global perspective includes a diverse, multicultural understanding and appreciation of social, political, environmental, legal, and economic forces that influence and shape our very existence, both personally and professionally. Student Learning Objectives 1. The student can identify or recognize his/hers own cultural rules and biases. 2. The student can demonstrate complexity of elements important to members of another society. 3. The student can describe cultural differences using verbal and nonverbal communication and begins to negotiate a shared understanding based on those differences. 4. The student can develop questions about others cultures and seek out answers to the questions. 5. The student can begin to initiate and develop interactions empathetically with people from different cultural backgrounds without being judgmental. Assessment Tools: This competency will be assessed during the course using the following tools. Assignment Applicable SLOs Due Date Percent of Grade. International Sport Comparison 3,4,5 Nov % Presentation International Sport Comparison Research Paper 3,4,5 Nov % Criteria for Success: At least 70 % of students will earn a B or better on the International Sport Comparison assignment. See next page for Assessment Rubric

6 ASSESSMENT RUBRIC FOR GLOBAL PERSPECTIVES Capstone Milestone 2 Milestone 1 Benchmark Knowledge Cultural selfawareness Articulates insights into own cultural rules and biases Identifies own cultural rules and biases Recognizes new perspectives about own cultural rules and biases Shows minimal awareness of own cultural rules and biases. Knowledge Knowledge of cultural worldview frameworks Demonstrates sophisticated complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. Demonstrates adequate complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. Demonstrates partial complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. Demonstrates surface complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. Skills Verbal and nonverbal communication Articulates a complex understanding of cultural differences in verbal and nonverbal communication (e.g., demonstrates degree to which people use physical contact while communicating in different cultures or use direct/indirect and explicit/implicit meanings) and is able to skillfully negotiate a shared understanding based on those differences. Recognizes and participates in cultural differences in verbal and nonverbal communication and begins to negotiate a shared understanding based on those differences. Identifies some cultural differences in verbal and nonverbal communication and is aware that misunderstandings can occur based on those differences but is still unable to negotiate a shared understanding. Has a minimal level of understanding of cultural differences in verbal and nonverbal communication; is unable to negotiate a shared understanding. Attitudes Curiosity Asks complex questions about other cultures, seeks out and articulates answers to these questions that reflect multiple cultural perspectives. Asks deeper questions about other cultures and seeks out answers to these questions. Asks simple or surface questions about other cultures. States minimal interest in learning more about other cultures. Attitudes Openness Initiates and interprets interactions with people form culturally different backgrounds without passing judgment. Begins to initiate and develop interactions with people from culturally different backgrounds. Expresses openness to most, if not all, interactions with people from culturally different backgrounds. Has difficulty suspending any judgment in her/his in teractions with culturally different others, and is aware of own judgment and expresses a willingness to change. Receptive to interacting with culturally different others. Has difficulty suspending any judgment in her/his interactions with other cultures, but is unaware of own judgment.

7 Role of Sport in Society Global Perspective Assessment Inte rnational Sport Analysis Assignment Due: Monday Nov. 19 th Students in the Role of Sport in Society class are required to complete the International Sport Analysis Assignment. This assignment consists of two components: Component one consist of the research paper that evaluates an international sport. The research paper must include the sports history, rules and regulations, societal impact, and current role of the sport within society. Student should be able to present his/her own perspective regarding the sport in society. Below is a list of possible sports to select for the assignment. Note: No more than two students can present on the same sport and no two students may present the same combination of sports. The second component is an oral presentation. Students should explore creative ways to present the material to the class. Methods of presentation include but are not limited to PowerPoint, exhibitions, displays, brochure, and demonstration. Please discuss your method of presenting with the professor in advance. Paper 40%...Proper Format 40%...Content 20%...Writing Style Methodology Presentation 40%...Content 30%...Visual Aid 30%...Utilizing Time Foreign Origin Sports Soccer Boxing Cricket Netball Bocce Hunting Archery Rugby Track & Field Croquet Rowing Equestrian Wrestling Ollama Tennis Golf Women's Boxing Rugby Martial Arts Field Hockey Volleyball Beach Volleyball Baseball Auto Racing Mixed Martial Arts Bowling Snowboarding Football Roller Derby Skateboarding Lacrosse American Origin Sports Basketball

8 Project Rubric Student s Name: Role of Sport in Society Presentation Grade Categories Content History Rules & Regulation Societal Impact Current role of sport Visual Aid Utilizing time during Presentation Total Points Earned/ Possible Points /30pts /30pts /100pts Written Paper Grade Categories Content History Rules & Regulation Societal Impact Current role of sport Proper Format APA Style References (Minimum of 3) 10pts Use of Headers 10pts Writing Style /40pts /20pts Total /100pts 8