Overview Only the second paragraph is in the campus course. Do you want them the same? (I like the first paragraph.) -I say keep both. Both are in my current course and I like both. 

This is a three-credit course that examines the historical and social construction of race. We will explore the development of racist practices by individuals and institutions, and the consequences of those practices, especially the persistence of racial inequality. We will also examine US and global racial and ethnic groups, including whites, as well as the intersections of race with other inequalities such as class and gender.

W. I. Thomas once wrote, “What is thought to be real is real in its consequences.”  Race and ethnicity in America have very real consequences in the structuring and organization of American life. This course seeks to give students the tools to understand the social and historical contexts that have shaped the modern experience of race and ethnicity. The course will also show that reality in all aspects of social life, but particularly in relation to this subject matter, is complex and many causes contribute to many diverse outcomes. At the end of the day, sufficient answers require rigorous, critical inquiry. This course aims to provide you with the tools and information to make such inquiries in your own life. 

How This Course Will Help You - Description? Vision? (Also not in the campus course, or ICA but should be. Trevor - Did we create both?) I see the description and vision above. Do we need another one here?

This course will prepare students to do the following: 

• Gain more empathy for racial and ethnic minorities.
• Better interact with members of various racial and ethnic groups.
• Critically think about what causes racial and ethnic issues.

You will find yourself using the sensitivities and understanding you gain in this course throughout your life, both in and out of academia. 

Contact Information

SOC 323: Race and Ethnic Relations-Winter 2026         

Instructor        

Instructor needs to put in personal information        

Email: instructor needs to put in email address       

Other Contact Information:        

How do you want to be contacted and when are you off-limits? 

What is your "return" contact policy?  24 hrs. but not on Sunday; 

Course Outcomes (CO) All versions of the course should be the same

1. Students will Identify and explain various sociological concepts and theories pertaining to race and ethnicity and racial oppression.            
2. Students will apply sociological concepts and theories of race to everyday life.  
3. Students will examine the experiences of racial/ethnic groups from the perspective of a researcher as well as members of those groups.          
4. Students will describe how race is socially constructed institutionally as well as symbolically.  
5.  4 this is not in the campus course
6. Students will explain specific forms of racial inequality (for example, education, employment, crime, immigration) using the sociological perspective.      
7. Advocate for racial/ethnic sensitivity through your role as a disciple of Christ charged with gathering Israel.   
8.  this is not in the campus course. 

Campus Course Outcomes: 

Course Outcome 1: Explain various sociological concepts and theories pertaining to race/ethnicity and racial oppression.     

Course Outcome 2:  Apply sociological concepts and theories of race to everyday life.        

Course Outcome 3:  Evaluate  the relationship between racial and ethnic relations and societal institutions (e.g., education, employment, crime, immigration) using sociological perspective        

Course Outcome 4:  Empathize with the unique experiences of racial/ethnic groups.          

Artificial Intelligence (AI) Policy (campus version)--I like this version

AI tools (e.g., ChatGPT, Gemini, Claude) are permitted in this course only when explicitly stated in the assignment instructions.

• Default Rule: If an assignment does not mention AI, assume its use is prohibited.
• Disclosure Requirement: If you use AI you must:
1. Provide a full disclosure statement.
2. Properly cite the AI tool used.
3. Include a brief explanation of how the tool was used (e.g., "used for brainstorming," "used to check grammar").
• Academic Integrity: Failure to disclose AI use will result in a zero for the assignment and a report to the Student Honor Office.
• Proof of Work: I reserve the right to request the Version History of any submission. To ensure you have this, please draft your work in Google Docs or Microsoft Word (saved to OneDrive/SharePoint), which automatically track revisions.

Important Note on Content: Assignments are evaluated on your mastery of class readings and lectures. Papers that rely on external concepts not covered in our curriculum may be flagged for review and could result in a loss of credit. 

AI Policy (ICA version) delete?

Generative Artificial Intelligence (AI) is an emerging tool that has incredible potential in the social sciences but also presents unique pitfalls. One of the greatest desires of the Sociology & Social Work Department is for our students to learn and grow through their own academic initiative. AI can be a powerful tool in assisting education – if used ethically. We expect students, if they choose to use AI, to use it in a way that honors academic honesty. Students should never use AI (or other generative technology) to produce content that is then presented as the students' original work. Faculty will report unethical AI use or academic dishonesty to the Honor Code Office. 

Requirements

Prerequisites

There are no prerequisites for this course. However, it is an upper-level course. You will be expected to read and be able to analyze as an upper-classman. If you have not had a lot of experience reading and analyzing scholarly texts and topics or writing research papers, please consider whether this is the right time for you to take this course.

Required Resources

You will need to rent your textbook through a social annotation software called Perusall. Using Perusall to complete your textbook reading is the only way to receive reading points each week. Even if you have access to the textbook from another source, you cannot opt out of using the online textbook and pass the class.

Read the information in the Textbook Information module to learn how to access your textbook.  

NOTE: The course textbook was chosen with great care and consideration. Race and ethnic relations, both domestically and throughout the world, are continually evolving. This textbook is the most up-to-date text available; it regularly receives updates and additions. Like all people, the author of our text has biases. She makes every attempt to thoroughly represent the discipline through peer-reviewed scientific data. If you struggle with a concept in the course, you are encouraged to keep an open-mind and examine your own biases rather than attributing all biases to the textbook. If you have any questions or comments, please reach out to your instructor.

Other Materials

You will also watch several videos and read Church-related material. These resources are all accessible from links within the course.  

Do you want the exams, variable project and Empathy Activities listed as "Course Requirements." (not necessary, but campus syllabus does; I actually like the Major Assignments listed better here.) That is fine with me. 

Major Assignments

The table below will help you see the relevance of each major assignment as it pertains to the course outcomes (CO). 

Exams is this section necessary or can it be put in the table above?

Trevor: What are your time restrictions? How much time are your students taking? You will have three exams (Wks.05, 09 and 13) administered through Proctorio. Exams consist of true and false, multiple-choice, and short answer questions. Once begun, students have two hours to complete each exam, but only one attempt is permitted. This is currently a one hour exam. Do they need two?

I would keep this and pull it out into its own section so it stands out. Put in anectdotal information about the benefit of attending and working together. Extra credit can be earned by attending (or watching the recording for fewer points) an instructor-led study session. 

Structure

Weekly Patterns

The table below displays typical weekly activities, due dates, and activity descriptions. 

*Set the time zone (within "user preferences") on your electronic device so the dates and times for course activities will display correctly for your time zone.

Learning Model

 BYU-I's Learning Model is based on Five Gospel Principles Links to an external site. of learning that will help you as you navigate this course:

1. Exercise Faith
2. Teach by the Spirit
3. Lay Hold on the Word of God
4. Take Action
5. Love, Serve, and Teach

These principles are especially important as you learn about some of the ways divisive ways we categorize and separate people. Each week you will be invited to focus on one of the gospel principles to help increase your learning and bring you closer to the Holy Ghost, the ultimate teacher of truth. The focus principle is listed on the Week at a Glance pages.

The Learning Model is structured around 3 main learning processes: Prepare | Teach One Another | Ponder/Prove

• You will prepare by reading a weekly textbook chapter and discussing a related topic together with other classmates.
  • You will also complete a worksheet to discuss with others during a group Zoom meeting.
• You will teach one another using Perusall (social annotation software) to read the textbook together with others in a small group;
  • by participating on a Discussion Board (also small group);
  • meeting together (small group) via Zoom to discuss your worksheets and other related topics; 
  • and helping some of your classmates to improve their empathy paper
• You will ponder and prove what you are learning through your discussions with each other;
  • work on Racial Empathy reflections;
  • complete a semester-long Variable paper;
  • and take 3 exams (taken administered through Proctorio) 

Expectations

Workload

This course is designed to adhere to the University's expectation of 3–4 hours of work for each credit earned. Thus, you should expect to dedicate an average of 9–12 hours of work a week for this course. Some may need more time to complete assignments.

If you can't make that kind of time commitment this semester, consider taking the course at another time when you can. The work is designed for upper-classmen and consists of a lot of writing and interaction. If you don't have strong analytical and/or writing skills, you may want to wait until you do. Freshmen and sophomores should seriously consider whether they are ready to meet the expectations of this course. 

Group Work

This course is built to access the deeper learning that occurs when students work together. There are several weekly activities where you will have the benefit of learning with others by working in a group: 

• Perusall (asynchronous; groups of 10 that change at midterm)
• Weekly Discussion Board (asynchronous; groups of 16 that change at midterm)
• Zoom (synchronous; groups of 4–8; self-selected at the beginning for the whole semester) Students need to do the following:
  • Attend all meetings
  • Come prepared to participate
  • Come on time; don't leave early

Late Work

As a sign of professionalism and respect, you should complete your work on time. However, sometimes things happen that are beyond your control. Let your instructor know of your circumstances as soon as possible if you need extra time so they can determine how best to address your situation. They have the sole discretion and will make the final determination on whether to accept late work or extend due dates as they deem appropriate. 

Your instructor will inform the class of any existing late work policy at the beginning of the semester. 

Campus Course Policy - they don't have to be the same as long as they are clearly stated to students at the beginning of the course in a place they can refer back to.

Late work will be accepted, but for a 5 percent penalty each day the assignment is late, unless you have university or medical documentation.      My late policy is that they lose 10% for each day an assignment is late.

Retries if this still true?

Retries are not allowed as part of this course. However, if you feel you have extenuating circumstances, your instructor may grant an exception and allow you to resubmit an assignment. These instances are very rare. Any exceptions will be handled at the sole discretion of your instructor, who will make the final determination.  I do not allow retries

Extra Credit

Your instructor may offer a few extra credit points on certain assignments or for particular activities. For example, students can attend exam reviews (or watch the recording) for extra credit on the exams. Extra credit is used sparingly but can positively impact your grade. 

Grading Scale

This course uses the following BYU-I approved grading scale. 

University Policies 

For additional university policies and resources, click on the Student Resources button on your home page.

Preventing Sexual Misconduct

BYU-Idaho prohibits all forms of sexual misconduct, including sexual harassment, violence, domestic/dating violence, stalking, and non-consensual sexual contact, both on and off-campus. The policy applies to students, employees, and visitors, aligning with Church and Honor Code standards. Victims are encouraged to report, with support available regardless of concurrent policy violations (e.g., alcohol/drugs). 

• Reporting: Reports can be made to the Title IX Office Links to an external site., the Dean of Students Links to an external site., or through anonymous reporting tools Links to an external site..

Disability Services

BYU-Idaho does not discriminate against persons with disabilities in providing its educational and administrative services and programs and follows applicable federal and state law. This policy extends to the University’s electronic and information technologies (EIT).

Students with qualifying disabilities should contact the Disability Services Office at disabilityservices@byui.edu or 1-208-496-9210.

• Additional information about available resources is found on the Disability Services' web page. Links to an external site.

Academic Honesty 

“When you are honest in every way, you are able to enjoy peace of mind and maintain self-respect. You build the strength of character, which allows you to be of service to God and others. You are trustworthy in the eyes of God and those around you. If you are dishonest in your words or actions, you hurt yourself and often hurt others as well. If you lie, steal, cheat, or neglect to give the full amount of work for your pay, you lose your self-respect. You lose the guidance of the Holy Ghost” (“Honesty,” True to the Faith (2004), 84).

Academic Honesty means students do their own work. This also means their instructors will evaluate that work. Students should not be dishonest—this includes all types of work in their courses.

• Additional information about the complete Academic Honesty Policy can be found on their webpage at The Honor Code: Academic Honesty Policy Links to an external site..

Academic Grievances

Students are encouraged to contact their instructors regarding course-related concerns. If concerns cannot be resolved in this way, students may contact the BYU-Idaho Support Center to formally register a concern or grievance.

• More information regarding online grievances can be found at The Student Online Grievance Policy Links to an external site..

Other University Policies and Resources

Go to the Student Resources module to review the university policies regarding honesty, online etiquette, communication, expectations, etc. 

Contacting Your Instructor

Instructors will inform you of the way they wish to be contacted (text, email, call between these hours, etc.) See beginning of this syllabus. However, you should remember that they are people with lives outside of your class. Be courteous and respectful of their time. Any abuse will negatively impact your grade and may result in dismissal from the course and/or University.