Professional Development for Sociology Majors
SYA 4930 (section 0697)
Summer A 2008: M-F 3rd period in TUR2328
Instructor: Kristin E. Joos, Ph. D.
Office: 3231 Turlington
Office Phone: 392-0265, ext. 286
Office Hours: Mon-Wed 12:30-1:30 & by appointment.
Email: kjoos@soc.ufl.edu
AIM: sya4930kristin (for "virtual office hours")
Class Web page: http://web.clas.ufl.edu/users/kjoos/suma08/sya4930

TI: Stacie Moss
Email: smoss123@ufl.edu 		Required Texts:

Great Jobs for Sociology Majors, 2nd Ed.
by Stephen Lambert
Copyright: McGraw-Hill, 2002
ISBN-10: 0071403019

Careers In Sociology, 3rd Ed.
by W. Richard Stephens
Copyright: Allyn & Bacon, 2003
ISBN-10: 0205379222

The books are available at Goerings (1717 NW 1st Ave., just across Univ. Ave., next to Coffee Culture, 377-3703). 

Other Readings are online or will be made available in class.

I don't want to sell anything, buy anything, or process anything as a career. I don't want to sell anything bought or processed, or buy anything sold or processed, or process anything sold, bought, or processed, or repair anything sold, bought, or processed. You know, as a career, I don't want to do that.
(Lloyd Dobler, Say Anything, 1989)

What would you attempt to do if you knew you could not fail?
(unknown)

Course Description:

What are you going with your life?!? This course explores what you can do with a major in Sociology.
Sociology, like many majors in the College of Liberal Arts & Sciences, prepares students for careers in many diverse fields. Sociology majors can pursue professions in corporations, government, research, education, health care, nonprofits/NGOs, as well as applied work and others. A major in Sociology also prepares students for Law School and other Professional Degrees like those in Counseling or Business. In this course, students will learn about the myriad of exciting opportunities for Sociology majors and gain tools for how to achieve your own professional goals. This is an interactive class involving experiential learning activities, guest speakers, career shadowing, etc. Students will apply Mill's concept of "The Sociological Imagination" to gain a better understanding of how social institutions (like the economy) impact the future outlook various career fields. Students will develop a personal plan for their professional development so that you can respond with confidence when asked "What are you going to do after graduation?"

Course Objectives:

Class Requirements and Evaluation Criteria:

Assignment
Possible Points
FINAL Grade
Total Points
Information Sheet 10
A
273 and above
Participation
 		30
B+
255 - 272
Workshop Presentations
 		50
B
240 - 254
Personal-Professional Portfolios
 		200
C+
225 - 239
Portfolio Presentations
 		10 
C
210 - 224



D+
195 - 209
TOTAL POSSIBLE POINTS 300
D
180 - 194

Participation
 Attendance & participation are essential. Much of the material from class is not in the readings (it expands on the info in the readings). I try very hard to make classes informative, applicable to your life experience, engaging, and even fun! If you have to miss class for some reason, please make sure you get notes from someone who has attended that class as you will be responsible for all material presented in class. Often the things we do in class can not be madeup (discussions, exercises, activities, films), so please make an effort to be on time, present, prepared, and engaged. Check the Detailed Readings page for announcements about using class time to work on your Porfolio activities & Service-Learning.

Workshop Presentations
During the first week of class you will sign up for a group to present on one of the four "Careers in..." units:
   -Careers in Social Services, Non-Profits/NGOs, and Healthcare
   -Careers in Public Service, Government, and Law
   -Careers in Business, Consulting, and Applied Sociology
   -Careers in Academia, Education, and Research

Each group will design and implement a 45 minute workshop for the class featuring the unit you have chosen on the date assigned (during 2nd - 5th weeks of class).

You should plan your workshop as if you are presenting to a group of undergraduate sociology majors OR to undergraduate students who are undecided about their major and are considering sociology. Tailor your material to one of these audiences.

The first part of the workshop should address the essential information about the professional fields you are presenting. Discuss various the occupations that are common in that field. Provide information for each career, such as (this is often available at the Occupational Outlook Handbook - http://www.bls.gov/OCO/):
  a. job description
  b. working conditions
  c. training/education needed
  d. earnings
  e. job outlook
  f.  resources, tips, suggestions, and strategies as to how to search for positions
You will provide the class with a handout about the career field sharing with them information & resources. 

The second part of the workshop should be participatory. Involve your population (the class) in helping them to better understand the occupational opportunities in the career field (ex. learning a skill, talking about case studies, using role plays, hands on activities, or whatever method you want to use to engage them). Use of visual aids, audio/video clips, slides, experiential activities, assessments, and other creative means of presenting the material are highly recommended. Be creative and have fun!

Note that the two "parts" need not be separate. You are welcome (and encouraged) to develop innovative and engaging ways to present the basic information about occupational opportunities. Your group must submit the files you use in your presentation (your handout, and any powerpoint, video, etc.) via email to kjoos@soc.ufl.edu.

Personal Professional Portfolios
Students will develop a Personal Professional Portfolio which serves the purpose of synthesizing the information you have learned about yourself in this course concerning your interests, abilities, values, personality, aspirations, and plans regarding your personal-professional paths.

Each student must turn in 3 sections: the Core Section, either an Employment Section OR a Graduate School Section (depending on your post-baccalaureate plans), and the Conclusion section. Using headings for each part of each section is expected and appreciated. Written work within the Portfolio should be formatted as specified (and when in doubt, single-space using a 10-12 point arial/helevetica/times new roman font and 1" margins).

The Core Section (required of all students) will contain the following:
1. Proof of an existing email account with a "professional" username, preferably your first & last names or your initials at a reliable server (for example kristinjoos@ufl.edu or stacimoss@gmail.com)
2. a one-page or longer Personal Statement describing your immediate and long-term career and life goals, including an explanation of why these goals are appropriate in terms of your knowledge, skills, characteristics, values, and experiences.
3. a current, accurate, and professional-appearing Resume or CV
4. results from Personal Profiles/Career Inventories/Self Assessments
   a. Life Values Inventory: http://www.lifevaluesinventory.com/pdf/LVI%20Sample.pdf
   b. Interest Profile: Which careers fit your interests?
   c. Work Values Sorter: Connect your work values with careers.
   d. Basic Skills Survey: Find out which careers require your basic skills.
   e. Cluster Finder: Find the Florida Career Clusters that match you best.
   f.  Workplace Skills Checklist: Which careers match your workplace skills?
   g. Transferable Skills Checklist: See how the skills you've learned can lead to new opportunities.
    (Items b - g are available on E-Choices, create an account then click on the "Work" tab, then look under  the right bar titled "Connect Yourself to Careers")
   h. (Optional, note: some of these are not free) LiveCareer, Keirsey Temperament Sorter, Discover, or Kuder Career Search
5. a print out of your ISIS Degree Audit and a semester-by-semester plan for how you plan to complete your BA in Sociology (for your remaining semesters, if any)
6. a Profile of a Graduate of UF's department of Sociology
   (Use your contacts, Facebook, or the Gator Nation Network to find Sociology Graduates).
7. a Profile of a Famous Person who earned a degree in Sociology
   (Lists of famous people with sociology degrees can be found at http://www.asanet.org/cs/root/topnav/students/famous_sociology_majors & http://www.sociosite.net/topics/sociologists.php, you're also welcome and encouraged to choose someone not on one of these lists.)
8. Writeups of three Information Interviews (click for more info)
9. Writeup(s) summarizing your experience Career Shadowing at least one professional (preferably for at least one workday, though half-days are acceptable) (click for more info)
10. Service-Learning Report  (click for more info)

2. The Employment Section will contain the following:
-the results of computerized job searches for three professions of interest to you
-a summary of the Occupational Outlook for each of these professions
-a print out of an advertisement/posting for an available position within one of the three professions
-a professional-appearing cover letter tailored to the job advertisement (see above) & that can be modified for other job applications

  OR

2. The Graduate School Section will contain the following:
-results of a search for appropriate graduate programs, listing a description of and application requirements for at least three programs to which you'd realistically apply
-a completed application for at least one of the three graduate programs (you do not need actually to submit these applications in unless you want to)

3. The Conclusion Section (required of all students):
The conclusion should synthesize and coalesce the previous two sections of your Personal-Professional Portfolio and should integrate information from class discussions and the assigned readings. You should discusss relevant demographic information, major influences, events and other pertinent personal experiences which have affected your decision making process (where you have come from, who and what have influenced you, and where you are going). Resources and challenges related to your future opportunities should be mentioned (ala Mills). You should close by reflecting on your current and future academic and continuing educational and career plans & aspirations.

Portfolio Presentations
Students will present their portfolios during the last week of class. These presentations will last approx. 10 minutes each. Make an effort to create an interesting, engaging experience with your classmates, sharing where you have come from, what you've learned, and where you're going (with an emphasis on this last part). Close with one relevant piece of advice that you would give to an undergraduate student majoring in sociology.

Important Dates
Wed. 5/14 - Information Sheets Due
Mon. 5/26 - Memorial Day - NO CLASS
Mon. 6/16 - F. 6/20 - Portfolio Presentations
Wed. 6/18 - Portfolios Due

Schedule of Topics
Course Schedule & Reading Assignments are tentative-- changes will be announced in class and posted on the Detailed Readings site. I update the site frequently, so check it often. Again, check the Detailed Readings page for announcements about using class time to work on your Porfolio activities & Service-Learning.

Please complete the readings before coming to class on the day they're assigned.
GJ = Great Jobs for Sociology Majors by Lambert; CS = Careers In Sociology by Stephens
"E-Reserve" = articles that have been scanned by the UF library and may be viewed or printed online. 

Spontaneity Clause: Due to the short six-week semester and the number of guest lecturers and activities, I reserve the ability revise the schedule as necessary. Advance notice will be given when possible. Thanks for your flexibility and understanding.
 

Date
Topics & Readings
M. 5/12 - F. 5/16 Course Introduction & Career Outlook for Sociology Students
Self Assessments; What to do after Graduation: Graduate School or the "Real World"?
  -GJ: Ch. 1
  -CS: Ch. 1, 24
  -Online: Find What you Love
  -Online: How to do What you Love: 2 Routes
  -Online: The Deferred Life Plan vs. the Whole Life Plan
  -Online: For College Grads, Money isnt Everything
  -Online: NACE: qualities, benefits, top jobs, outlook for graduates
M. 5/19 - F. 5/23 Exploring Job Opportunities for Sociology Majors
Careers in Social Services, Non-Profits/NGOs, and Healthcare
  -GJ: Ch. 3, 10
  -CS: Ch. 3, 6, 17, 20
No Class M. 5/26 - Memorial Day
T. 5/27 - F. 5/30
 Presenting Yourself on Paper: Writing Resumes & CVs
Careers in Public Service, Government, and Law
  -GJ: Ch. 2, 12
  -CS: Ch. 2, 5, 7, 8, 9, 12, 14, 16, 22, 25
M. 6/2 - F. 6/6
 		Getting Your Foot in the Door: Networking, Information Interviews, and Internships
Careers in Business, Consulting, and Applied Sociology
  -GJ: Ch. 4-7, 11
  -CS: Ch. 4, 10, 15, 19, 21, 23, 27, 28
M. 6/9 - F. 6/13
 		Envisioning & Intentioning Your Aspirations: Writing Personal Statements
Careers in Academia, Education, and Research
  -GJ: Ch. 8, 13
  -CS: Ch.  11, 13, 18, 26
M. 6/16 - F. 6/20
 		Embarking on Your Future
Balancing Work & Life
  -CS: Ch. 29
  -Online: Working a Better Balance
  -E-Reserves: Tuesdays with Morrie: Family, Money, Culture
  -E-Reserves: This Book is Not Required: Ch. 8 Pursuing Wisdom in the Academy, Ch. 13 Upward Mobility, Ch. 14 Graduation, Ch. 15, The Career, Ch. 16 Directing your own Development

Classroom Environment:
• When you are in this classroom, you should be focused on actively engaging in the material at hand. You should not read the Alligator (or any other newspaper, magazine, or textbook for another course). You should not write letters or complete assignments for other courses. Your phone should remain in your bookbag & you should not text message or check to see if you've received messages. MP3 players should remain off and earphones should be removed. If you're using a laptop, please do not surf the internet, write emails, play games, or anything else other than take notes for class; students who multi-task will be asked to shutdown their laptops and take notes on paper. Please turn off any functions that make noise on your cell phones, laptops, PDAs, and other devices. If for some reason (family emergency) you must accept a call during class, please let me know ahead of time and excuse yourself quietly to take your call outside of the classroom. You should not engage in any conversations when others are speaking. Your responsibility is to be mentally engaged in the material that is being presented without disturbing others.
• Class sessions will begin and end on time. All announcements will be made at the beginning of class each day, so if you're late, you may miss important information. If you arrive to class late and miss the ICA you will not be permitted to take it during or after class-- please don't ask. If you have personal questions or concerns about the class, please hold them until after class, see me during office hours, or email me. Do not start packing up your backpacks and books until class has been officially dismissed-- doing so will prevent you and your classmates from hearing important announcements about the course.
• During the first few classes, I'll pass around a sheet for you to indicate your seat. This is an effort to help me learn your names and identify you during class discussions. Please choose a seat you like and plan to sit there each class period.
• This is a course in which very interesting – and sometimes controversial – issues are considered. Ideally, every student in the course will be actively involved in classroom discussions. In order for everyone to feel comfortable voicing their opinions or asking their questions, a climate of tolerance and respect is essential. No racist, sexist, ageist, heterosexist, vulgar, or otherwise inappropriate or personally insulting comments will be tolerated. In this classroom, everyone has the right to their own opinion and the right to a classroom free from hostility, ridicule, or embarrassment. It is likely that we will discuss volatile social issues and disagree regularly. In order to create an atmosphere conducive to learning, every student is expected to participate in a responsible and mature manner that enhances education. As the classroom facilitator, I reserve the right to end any discussion that I feel is damaging to any member of the class.
A Note about Technology:
• On the first day of class I will ask you to complete an information sheet about yourself. This is so that I can get to know you better-- your interests, your learning styles, and any special needs you may have. I have created a class website and your detailed readings are posted there. It is important to check the site regularly. Please do not ask me to post my lecture notes, I will not.
• I will post your grades online. Please be patient-- I can't instantly grade all of your assignments or exams. Due to University Policy, I can not post your grade by your student number. You will be asked to make-up a short (8 letters or less) codeword and turn it in to me on your Information Sheet. Please choose something that you will remember and that does not identify you to other students (don't use a nickname). You will need to use this "codeword" instead of your name when turning in assignments. I'll post the grades using your "codeword" on the class website.
• I will be holding "virtual office hours." I think I made up the phrase... what it means is that I'll be online in an AIM chatroom (sya4930kristin) regularly throughout the semester. In the past students have really liked this- actually, a number of them recommended I make your participation required. If you want to go ahead and add "sya4930kristin" to your buddy list, feel free to IM me if you ever see me online. If you are shy or have difficulty stopping by my office, you may contact me by email or IM during my office hours.
• I think that the internet is great way to get information and to communicate with others quickly and efficiently. UF requires you to own a computer, BUT they fail to teach you HOW to use it. If you are not comfortable with email, the internet, or using AIM (AOL instant messenger) please let me know.
Email Etiquette:

1. We will have a class email list based on your Gatorlink email address. Learn to check your Gatorlink often or you will miss-out on important news. Click here for more information on forwarding Gatorlink email,

2. Before emailing Dr. Joos, ask yourself if you can find the answer to your question from another resource-- if its advising related, perhaps www.registrar.ufl.edu or www.ufadvising.ufl.edu. If its class related, perhaps you can find the answer on the syllabus, the detailed readings online or other information on the course website, or by emailing Staci, our TI. Do not email Dr. Joos to ask for the class notes, as your syllabus says, she does not distribute them to students. Also, do not email Dr. Joos to inquire about the posting of grades (asking when they will be posted, if there appears to be a mistake, etc.) these questions should be addressed to Staci who will promptly reply or will ask Dr. Joos to email you if he is unable to answer your questions, make sure to include your codeword when emailing Staci with inquiries about grade-related issues.

3. When emailing Dr. Joos or Staci, the TI, make sure to include the following information:
-in the subject line: “question from your name in your course number”
    -example of a proper subject line: question from Jane Doe in SYA930
    ...never leave the subject line blank (or my spamblocker will delete your message)
-in the signature of your email be sure to include your first and last name, your email address, and your codeword
-avoid sending unduly large emails or attachments (>1MB)
-do not send messages with the words "help" or "urgent" in the subject line. If you are truly in an emergency, you should be calling 911 and not emailing your instructor.

4. Remember that faculty members do not work 24/7 (actually we sometimes do, but we have numerous other obligations on campus in addition to teaching your class). It is unreasonable to expect reply within a few hours. In general, I will reply to your emails during my office hours and in the afternoons, so if you're wondering when you'll hear from me, checkout my office hours listed on my syllabus. For example, if you email me on Wednesday evening (after my office hours) I may not be able to reply until the following Monday (during office hours), however, I will make a concerted effort to write back sooner, when able. Do not email the night before class and expect a reply before we see each other in class. Do NOT email the night before an exam, or before a project, or paper is due and expect a reply before class.

5. If you are in a difficult situation (extremely ill and needing to miss an exam, severely injured, engaged in a family emergency, etc.) and need to ask to be excused from something or need an extension, make sure to contact me as soon as possible by email. Our phone system is funny and it doesn't ring in my office, it goes straight to voicemail.

6. In general, when emailing faculty or administrators at UF, be sure to use complete sentences and write as if you are typing a business letter-- NOT as if you are instant messaging friends. Avoid using abbreviations and improperly spelled words. You should always communicate with faculty with the utmost respect (as you may be asking them to write a letter of recommendation for you to get into graduate school or other endeavors). If an instructor or advisor does something for you (like writes you a letter of recommendation, takes care to go out of their way to help you or give you advice) be sure to write them a personal thank you letter (preferably a card rather than an email). When addressing faculty members, if you do not know the proper pronoun (Dr., Mr., Ms., Mrs.), use Dr. and if it is incorrect, the person will correct you.

Having said all of that-- I do hope to hear from you... and moreover, I welcome you to stop by my office hours or email me to make an appointment, that's what office hours for.

Important Notes:
• If you have questions, please ASK-- either during class, in my office, or email me (kjoos@soc.ufl.edu)
• If you have any special needs or considerations, please let me know as soon as possible so I may make the necessary accommodations.
• If you are experiencing an extenuating circumstance (personal/family emergency, health concern, or other serious problem) I strongly recommend you contact the Dean of Students Student Support Office they are there to help you.
• Information on this syllabus is tentative & subject to change. Adjustments & revisions will be announced in class.
• By enrolling in this course, you are indicating your consent to the following Honor Code:
     We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity. On all work submitted for credit by students at the University of Florida, the following pledge is either required or implied:
          "On my honor, I have neither given nor received unauthorized aid in doing this assignment."
    (from the Student Guide, http://www.dso.ufl.edu/judicial/procedures/academicguide.html)
• Students who violate the Academic Honesty Guidelines will be penalized according to the procedures outlined in the guide above, which include failing the course. If you have any questions as to the integrity of your conduct, read the information in the link above. "I didn't know," is not an excuse.
© Please do not use course materials without permission.
Special Thanks to Megan Silbert for the use of her resources in preparing for this course.