FS 100-22: The High Social Costs of Rising Inequality
Fall Semester 2023 • University of Redlands
Course overview
Meeting timeTuesdays & Thursdays, 10:50am–12:05pm
LocationHall of Letters 105
CourseFirst-Year Seminar (FS 100-22)
Important noteThis public version omits student-only logistics (e.g., meeting links, IDs, and some internal details).
Instructor
NameProfessor Greg Thorson
OfficeHall of Letters 306
EmailGreg_Thorson@redlands.edu
Office hoursTuesdays, 1:00pm–3:00pm, or by appointment
Student-only items (e.g., Zoom details, peer advisor contact information, and some scheduling logistics) are provided to enrolled students through the course site.
Course description
This first-year seminar is designed to help students acclimate to college life while also developing an informed understanding of the causes and effects of rising inequality in the United States and globally. The course emphasizes regular discussion, close reading, and practicing evidence-based political and policy analysis through engagement with current events and course materials.
For news and policy sources, students are encouraged to use reputable outlets and to consult recommended links on the instructor’s site.
Learning outcomes
- Develop a stronger understanding of the transition to college and strategies for success.
- Understand major explanations for rising inequality and its social consequences.
- Build awareness of campus resources that support student success.
Course format
The course is discussion-centered. Students are responsible for coming to class prepared to discuss readings and current events. The instructor’s role is primarily facilitative, with students expected to take an active role in leading discussion.
Class recording & remote attendance
Class is normally not recorded and physical attendance is expected. In cases of health or other emergencies, students may contact the professor to discuss whether remote attendance and/or recording might be possible. Such arrangements are at the sole discretion of the professor.
Required texts
- Atkinson, Anthony. (2018). Inequality: What Can Be Done? Harvard University Press.
- Cohen, Harlan. (2017). The Naked Roommate: And 107 Other Issues You Might Run Into in College (7th ed.). Sourcebooks.
- Paul, Richard & Elder, Linda. (2019). Critical Thinking: Concepts and Tools (8th ed.). Foundation for Critical Thinking.
- Wilkinson, Richard & Pickett, Kate. (2010). The Spirit Level: Why Greater Equality Makes Societies Stronger. Bloomsbury Press.
Assessment & grading
| Component | Weight |
|---|---|
| Class Attendance / Quizzes / Participation | 30% |
| First Exam | 30% |
| Final Exam | 30% |
| Writing Summaries | 10% |
Course grade scale
| Percent | Grade |
|---|---|
| 93–100 | 4.0 |
| 88–<93 | 3.7 |
| 83–<88 | 3.3 |
| 79–<83 | 3.0 |
| 75–<79 | 2.7 |
| 71–<75 | 2.3 |
| 67–<71 | 2.0 |
| 63–<67 | 1.7 |
| 60–<63 | 1.3 |
| 57–<60 | 1.0 |
| 54–<57 | 0.7 |
| <54 | 0.0 |
Participation & quizzes (high-level)
Participation reflects attendance, preparation, and the quality of contributions to discussion. The course uses short quizzes to reinforce preparation and continuity from class to class. (Detailed operational instructions are provided to enrolled students.)
Writing summaries
Students complete two one-page summaries of designated chapters from Wilkinson. Summaries are single-spaced, Times New Roman 12-point font, with one-inch margins, and should prioritize analytical restatement over personal opinion. (Submission details are provided to enrolled students.)
Exams
Exams are closed-book and closed-note and primarily essay-based. Review materials are provided in advance to enrolled students.
Key policies
Names and pronouns
Students are encouraged to share their preferred name and personal gender pronouns. Corrections are welcome at any time.
Freedom of expression
The course is committed to free inquiry and broad discussion of ideas. Students may encounter views they find disagreeable; all ideas should be defended by reason and evidence. Threats, harassment, and efforts to suppress others’ expression are not permitted.
For additional context on one well-known framework, see the University of Chicago’s “Report of the Committee on Freedom of Expression.”
Accommodations
Students seeking accommodations should contact the University of Redlands Academic Success and Disability Services office to arrange appropriate support.
Academic honesty
Students are expected to uphold academic integrity. Quizzes and exams are non-collaborative and closed-book/closed-note. All written work must be the student’s own, with proper citation when using others’ ideas. Academic dishonesty may result in penalties up to and including an F/N for the course.
Withdrawal / incomplete
Students are responsible for withdrawing if they decide not to complete the course. Incomplete grades are reserved for extraordinary circumstances.
Title IX
The University of Redlands is committed to a safe learning environment free of discrimination and sexual misconduct. Faculty are responsible employees and may be required to report certain disclosures to the Title IX Coordinator. Students can report incidents through the Title IX office and may also seek confidential support services.
For information, see the University’s Title IX page.
Tentative schedule (subject to change)
This is a high-level public schedule. Any additional handouts, internal links, and student-only materials are provided to enrolled students.
| Date | Topic & readings (summary) |
|---|---|
| Aug 25 | Introductions; course overview. |
| Aug 29 | Critical thinking (Paul & Elder); higher education returns (Pew Research Center reading). |
| Aug 31 | Inequality: setting the scene (Atkinson: intro & Ch. 1); college transition (Cohen: intro). |
| Sep 5 | Learning from history (Atkinson: Ch. 2); Cohen: Ch. 1. |
| Sep 7 | The economics of inequality (Atkinson: Ch. 3); Cohen: Ch. 2. |
| Sep 12 | The end of an era (Wilkinson: Ch. 1); Cohen: Ch. 3. |
| Sep 14 | Poverty or inequality? (Wilkinson: Ch. 2); Cohen: Ch. 4. |
| Sep 19 | How inequality gets “under the skin” (Wilkinson: Ch. 3); Cohen: Ch. 5. |
| Sep 21 | The costs of inequality (Wilkinson: Ch. 4); Cohen: Ch. 6. |
| Sep 26 | Mental health and drug use (Wilkinson: Ch. 5); Cohen: Ch. 7. |
| Sep 28 | Physical health and life expectancy (Wilkinson: Ch. 6); Cohen: Ch. 8. |
| Sep 29 (Fri) | Writing Summary #1 due (Wilkinson: Ch. 4). |
| Oct 3 | Obesity (Wilkinson: Ch. 7); Cohen: Ch. 9. |
| Oct 5 | Educational performance (Wilkinson: Ch. 8) plus inequality & education outcomes article (Thorson & Gearhart, 2018; DOI listed in syllabus). |
| Oct 10 | No class (Fall Break). |
| Oct 12 | Teenage births (Wilkinson: Ch. 9); Cohen: Ch. 10. |
| Oct 13 (Fri) | Writing Summary #2 due (Wilkinson: Ch. 7). |
| Oct 17 | Violence (Wilkinson: Ch. 10); Cohen: Ch. 11. |
| Oct 19 | Imprisonment and punishment (Wilkinson: Ch. 11); Cohen: Ch. 12. Review guidance distributed. |
| Oct 24 | Social mobility (Wilkinson: Ch. 12); Cohen: Ch. 13. |
| Oct 26 | First exam. |
| Oct 31 | Dysfunctional societies (Wilkinson: Ch. 13); Cohen: Ch. 14. |
| Nov 2 | Our social inheritance (Wilkinson: Ch. 14). |
| Nov 7 | QPR training. |
| Nov 9 | Equality and sustainability / building the future (Wilkinson: Ch. 15–16; postscript optional). |
| Nov 14 | Proposals for action: technological change, employment, and pay (Atkinson: Ch. 4–5). |
| Nov 16 | Proposals for action: capital sharing and progressive taxation (Atkinson: Ch. 6–7). |
| Nov 21 | Proposals for action: social security for all / shrinking the cake (Atkinson: Ch. 8–9). |
| Nov 23 | No class (Thanksgiving Break). |
| Nov 28 | Proposals for action: can it be done? (Atkinson: Ch. 10–11; epilogue). |
| Nov 30 | Course wrap-up; evaluations. Final exam review guidance distributed. |
| Dec 5 (Tue) | Final exam (scheduled noon–2pm or as directed by the Dean’s Office). |
University resources
Students are encouraged to make use of campus resources throughout the semester, including the library, academic support services, counseling services, and other student support offices.