HU250: Introduction to Women’s Studies
Spring 2017
Conference Room
Office: Gibson 144 (272-5170)
Office hours: Thursdays 11:00-2:00 and by
appointment
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Catalog Description
This
course is an interdisciplinary examination of the roles of women with
emphasis on how race, class, gender, sexuality, nationality, and other
identity categories shape human experiences. It will explore women’s
experiences within a variety of social, political and economic institutions
and within the framework of several different academic disciplines (e.g.,
sociology, political science, psychology, history, literature, art,
economics)
Additional Notes about the Content of the
Course from Prof. Park
This course will not only be an introduction
to women’s studies but will serve as an introduction to feminism as well.
Students will be exposed to diverse body of writing that makes up U.S.
feminism and will examine the ways in which feminism has addressed such key
issues as women’s equality and political change, and the domestic sphere, the
female body, sexuality, and the representation of women in the mass media.
Students will be asked to think through the various definitions of feminism
offered in the course and interrogate the meaning of feminism for and in
their own lives.
Course Outcomes
At the conclusion of the semester, students will
be able to:
· Understand gender as a category of
analysis and a system of inequality
· Analyze
the main social, economic political, and psychological issues of contemporary
women's lives globally and locally.
· Recognize and analyze relations of power
marked by gender and how these relations mediate and
are
mediated by other social distinctions and processes including age, class,
colonialism, ethnicity, national origin, race, religion, and sexuality.
· Apply the concepts and theories of women’s studies to one’s own
experiences.
· Recognize feminism as a social, political,
and philosophical movement.
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Required Materials
Ø Texts:
Ÿ
Shaw, Susan
M. and Janet Lee. Women’s Voices,
Feminist Visions: Classic and Contemporary Readings. 5th Edition. New York: McGraw-Hill, 2011. ISBN-13: 978-0073512327
(Purchase your books immediately. These
books are required, and the reading assignments will begin immediately. If I
see you coming to class without your book or the reading material, I will
assume that you have not done the required reading for the course, and your
grade will be lowered.)
Ø Notebook &
Folder: Purchase a notebook in which to keep all the informal writing, class
notes, and reading notes. Bring it with you to every class. Also buy a folder in which
to keep everything related to this course. Throw nothing away.
Ø Email:
This class requires an MCA email account and you must check it
frequently for messages pertaining to the course. Email is the easiest way to
reach me if I am not in my office and I welcome any questions and comments.
Many students also find that emailing me their early essay ideas and/or a
working thesis statement is a good way to get feedback from me.
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Grading
· Four Short Essays = 300 points (50, 50, 100
and 100)
· Weekly Responses = 200 points
· Final Project = 300 points
· Participation = 200 points
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Grading Scale
A 93% - 100%
A- 90% - 92%
B+ 87% - 89%
B 83% - 86%
B- 80% - 82%
C+ 77% - 79%
C 73% - 76%
C- 70% - 72%
D+ 67% - 69%
D 63% - 66%
D- 60% - 62%
F Below 60%
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Course Structure
As you will learn this semester, the academic field
of Women's Studies grew out of the feminist movement of the 1970s. Feminism,
feminist theory, and feminist teaching methods are at the heart of this Women's
Studies course and will guide our progress.
One of the fundamental guiding principles of
feminism and feminist teaching methods is that collaboration and teamwork are
valued over competition and individual attainment. Another fundamental guiding
principle of feminism and feminist pedagogy (i.e., teaching methods) is that
equality and democracy are valued over hierarchy and autocracy.
Those feminist principles create a classroom
environment that is unlike the traditional classroom environment. Because I adhere to feminist principles and
teaching methods, I see myself as a facilitator of the learning process rather
than as a teacher in the traditional sense. Moreover, I see us working together as a team. This approach requires you to
see yourself as an active participant in the learning process rather
than a passive recipient of information that a teacher "spits out" at
you. Your
success in this class will rely upon your willingness to open up and share your insights
and reactions to the works with others, to stay engaged in the process and
actively
participate in classroom discussion, and to cooperate at all levels. Please remember you don’t need to be an expert to
participate. Participation can be anything from a simple question or a request
for clarification, to an interpretation of a text. Everyone has something to
contribute and there are no stupid questions. Our classroom will be a safe and
open environment for our conversation. I ask that you treat your peers with
respect and consideration when they are speaking so that all have the right to
express their opinions.
Course Requirements
Weekly
Responses: Everyone will
write weekly responses and post them on our course blog by 9pm on Tuesdays. These writing exercises will help you read more actively and think
through writing.
Write a ONE PAGE (250-300 words) response that includes your reflections on what has gone on in class/in the reading between responses. The responses are an opportunity for you to 1) test out ideas, ask questions, 2) relate course material to everyday life. Effort is KEY.
You will need to illustrate that you understand the essays chosen for the given class period. You can do this by
1. very briefly summarizing main ideas of one or more essays
2. adding quotes from the texts (include the author’s name and page numbers in parentheses)
3. giving an example to explain the ideas
4. asking at least one question you would like to discuss about the reading
5. most importantly explaining your opinion of what you have read.
Think through what you read and give an opinion on the ideas. (You may use your own or others' experiences as reference points, but such reflections alone will not be a "complete" entry.)
Reading Assignments: Read the assigned material for each
meeting prior to the class meeting. Set aside enough time to read
carefully—take separate notes, underline interesting passages, and write
marginal notes.
Quizzes: I’ll give “unannounced” quizzes. So
come prepared to share your ideas, your impressions, and your questions. The
quizzes can be about factual information from the text, interpretation of a
certain passage, and response to the assigned reading.
Late Work: No late Critical Responses will be accepted. Late Essays will not be
accepted except in demonstrably extreme situations and must be approved by me
in advance. Late works will be penalized one-half grade for each day they are
late.
Attendance: So much work
occurs in class that simply cannot be made up. Therefore, four absences are allowed without penalties. After
4 absences, each subsequent absence will reduce your final grade by one mark (B
to B-, B- to C+, etc). If you miss more than 7 classes, you cannot pass the course. An emergency will be considered on a case-by-case
basis. Should you have such an emergency it must be officially documented. If you know
ahead of time that you will be absent on a certain day, please let me know in
advance. The absence will still count as one of your four, but we can work
together to help you stay caught up with the rest of the class.
Punctuality:
This is a small class, so late arrivals are disruptive. If you arrive after I have taken attendance, you are tardy. Three
“tardies” count as one absence. It is your responsibility to see me
after class so that I can list you as tardy not absent.
Plagiarism: Plagiarism is using another
individual’s words or ideas without acknowledging the source. A student who
copies phrases, sentences, paragraphs, or ideas from a published work (internet
site, book, magazine, journal, pamphlet, etc.) and does not use quotation marks
or otherwise acknowledge the source is plagiarizing. Cheating, plagiarism, and
any type of academic dishonesty will not be tolerated at MCA. If an instructor
has proof of a student plagiarizing another’s work, cheating, or participating
in any type of academic dishonesty, that student will receive a course-grade of
“F” (they will not have the option of withdrawing from the course) and must
meet with the Academic Dean. A second instance of plagiarism /cheating/
academic dishonesty may result in expulsion from the college or other sanction,
as determined by the informal Judicial Review process.
Classroom
Behavior
There should be no
art materials on the desk at anytime. All digital devices and/or cell
phones should be turned off or not brought to class.
Disruptive Behavior: Any student engaging in
disruptive behavior will be asked to leave the class and may not return until a
conference with the professor has been arranged. If you’re asked to leave for
disruptive behaviors, it’ll be counted as one absence. Failure to correct such behaviors can result in
dismissal from the course. Disruptive behavior in the classroom can negatively
affect the classroom environment as well as the educational experience for
students enrolled in the course. Disruptive behavior is defined as any
behaviors that hamper the ability of instructors to teach or students to learn.
Common examples of disruptive behaviors include, but are not limited to:
§ Monopolizing classroom discussions
§ Failing to respect the rights of other students to
express their viewpoints
§ Talking when the instructor or others are speaking
§ Constant questions or interruptions which interfere
with the instructor’s presentation
§ Overt inattentiveness (e.g., sleeping or reading
the paper in class)
§ Creating excessive noise
§ Entering the class late or leaving early
§ Use of cell phones in the classroom
§ Inordinate or inappropriate demands for time or
attention
§ Refusal to comply with faculty direction
Accommodations
for Students with Disabilities
§ Students with a special learning need are
encouraged to let their instructor know at the beginning of the course.
Reasonable accommodations (such as extended time for exams, readers, scribes,
and interpreters) are provided on an individual basis as determined by
documented need. It is the student’s responsibility to provide authorized
documentation to Student Affairs or
Achievement Center Support Staff as early in the semester as possible.
Course Content and Title IX
Reporting
§ Students should be aware that information
disclosed to faculty (whether through assignments or as a personal disclosure)
that indicate experiencing sexual harassment, abuse, or violence while a
student at Memphis College of Art, requires that your instructor as a
“mandatory reporter” disclose this information to Student Affairs staff to
ensure students’ safety and welfare are addressed. Student Affairs staff will
contact you, and/or those involved, to make you aware of accommodations,
remedies, and resources available at Memphis College of Art.
College Resources
Do take advantage of these resources.
- Academic Achievement Center—Cody Barnhill’s Office (Rust 025,
right next to Student Lounge) cbarnhill@mca.edu
- Library—272-5131
*Note:
This policy sheet is subject to change.
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