COLORADO WOMEN’S COLLEGE OF THE UNIVERSITY OF DENVER FSEM 1500: Women in Transformation Fall 2013: Fridays 6:00 - 10:00 PM Dates: Sept. 13, 20, 27, Oct. 4, 11*, 18, 25, Nov. 1, 8, 15 *No face-to-face class on this date Instructor: Brooke Dorsey Holliman E-mail:
[email protected] or
[email protected] I will make every effort to respond to email or voicemail messages within 48 hours. Generally I do not respond to messages after 6:00 PM or on weekends. COURSE DESCRIPTION: In FSEM 1500, “Women in Transformation,” students are introduced to the history of the Colorado Women’s College, and CWC’s mission to promote academic, professional, and personal development in a community of engaged learning. The development of critical thinking is central to this course, and is reflected in each written and oral assignment. Students will gain an understanding of women’s place in the history of liberal arts education, an overview of women in U.S. history through a gendered lens, and an awareness of the issues facing women in a contemporary, rapidly changing world. This course provides the foundation for life-long leadership and learning. STUDENT LEARNING OUTCOMES: In order to gain a deeper understanding of themselves as active members of a collaborative, engaged learning community, to demonstrate an understanding of academic expectations, and to indicate a mastery of basic skills for academic and professional success, and an appreciation of their roles as local, national and global citizens, students will undertake the following: Employ critical thinking skills in the analysis of issues and arguments Distinguish between personal, academic, professional and civic voices, and explain when the use of each is appropriate in different rhetorical situations Write and revise clear, well organized essays that develop those voices Learn research skills in the development of academic writing Create and deliver successful presentations related to course topics Define inclusive excellence, and explain its importance in academic, professional and civic settings Explain the importance of the various waves of women’s movements to the attainment of education and professional success for women Understand the advantages of a female-centered learning environment Develop quantitative reasoning skills in an exploration of the social, economic and professional issues facing women today Articulate a personal academic and professional development plan
ACADEMIC INTEGRITY: The Colorado Women’s College fully endorses the University of Denver’s Honor Code and the procedures put forth by the Office of Citizenship and Community Standards. Academic dishonesty—including plagiarism, cheating, and falsification of data and research—is in violation of the code and will result in a failing grade for the assignment or for the course. As student members of a community committed to academic integrity and honesty, it is your responsibility to become familiar with the DU Honor Code and its procedures (www.du.edu/honorcode). More About Plagiarism (also see your CWC 101 notes and handouts): Neither the University nor the Colorado Women’s College will tolerate plagiarism for any reason, and no excuse that it was "unintended" will be accepted. Plagiarism is the use of another writer’s words and/ or ideas without using proper documentation to credit the other writer. Appropriate documentation includes citing in your text the following: Another writer's influence on your writing or your ideas; Another writer's words which you have copied directly and put within quotation marks; Another writer's words which you have paraphrased. Plagiarism of any kind will result in an automatic failure of the assignment and possible failure of the course. COURSE TEXTS AND MATERIALS: Required Readings (available at the DU Bookstore) Thorpe, H. (2009). Just like us: The true story of four Mexican American girls coming of age in America (1st ed.). New York: Simon and Schuster. [ISBN: 978-1-416-53898-1] Brown, M.N., & Keeley, S.M. (2011). Asking the right questions: A guide to critical thinking (10th ed.). Upper Saddle River, NJ: Pearson. [ISBN: 978-0-205-11116-9] Writing Handbooks (available at the DU Bookstore) American Psychological Association (2010). Publication Manual of the American Psychological Association (6th ed.). Washington DC: Author. [ISBN: 978-1-433-80561-5] Troyka, L.Q. & Hesse, D. (2010). Quick Access Compact (2nd ed.). Upper Saddle River, NJ: Prentice Hall. [ISBN: 978-0-205-68734-3] Supplemental Source (available at the DU Bookstore) Seager, J. (2009). The penguin atlas of women in the world (4th ed.). New York: Penguin. [ISBN: 978-0-143-11451-2] We will be accessing most course material through Blackboard. Readings not in the textbooks, all Assignments, and all Supplemental Material will be found on our course page.
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COURSE POINT BREAKDOWN: Attendance/Class Community Sharing (see below) 20 points Online Discussions 20 points Class Facilitation 20 points Writing Assignment 1: Academic Commitment 10 points Peer Review Participation (5 pts. ea session) 10 points Writing Assignment 2: Epistemology & Identity 15 points Writing Assignment 3: Women’s Economic Realities 10 points Writing Assignment 4: Women’s Advocate 15 points Oral Presentation Assignment 10 points Total 130 points
All Sessions In Sessions 3-7 Assigned Sessions In Session 1 In Sessions 4 & 9 Due Session 5 In Session 6 Due Session 10 In Session 10
ATTENDANCE/CLASS COMMUNITY SHARING: In each session we will spend time discussing the assigned readings and evaluating the issues that these materials raise. Your instructor will facilitate group discussions and activities during which you will think, write, and speak more critically about the readings. Physical presence in the sessions alone does NOT equate with participation. Participation is evaluated on your demonstration that you have critically read the assigned materials and your substantive contributions to our discussions. Attendance is mandatory in all class sessions. Being prepared for class also means having the proper materials with you. Always bring the text we are discussing with you and any written work that is due that day. A lack of participation in any session and/or coming to class late or leaving early will be negatively reflected in this portion of your grade. Participation is based on the instructor’s observations of the class interactivity and student contributions. Your success in this course depends upon your attendance and participation. You must notify me in advance or as soon as possible if you will miss class for an excused reason: sickness, family emergency, death of a loved one. Any unexcused absence, or more than one excused absence, will lower your final grade and could result in failure of the course. It is your responsibility to contact me to obtain any papers, handouts, or materials that we discussed in the class that you missed.
Percentage 95-100 90-94 87-89 84-86 80-83 77-79 74-76 70-73 67-69 64-66 60-63 0-59
Grade A AB+ B BC+ C CD+ D DF
Late work will not be accepted. Students who do not post their work on time or turn in their assignments by the due date will receive a 0. TURN IN SOMETHING. SOMETHING IS BETTER THAN NOTHING. 3
Format: Employ APA format for all written assignments. This means typed, double-spaced, in 12-point font, with 1-inch margins. Use unlined white paper and put a title and page number line on all pages in the header. See p. 446 of your handbook for more specifics. Conferences: I will be thrilled to meet with you by special appointment, as well as after class when possible. The Writing Center at the Colorado Women’s College is a wonderful resource where you can get assistance with any of your assignments in this or other courses. Please visit http://womenscollege.du.edu/advising/educational_resource_center.html for more information. ADA ACCOMMODATIONS: Students who require accommodations under the Americans with Disabilities Act must contact the instructor to discuss their needs. Failure to notify the instructor immediately may hinder the college’s ability to accommodate accordingly. Students with learning disabilities should also contact the University Disability Services Program at http://www.du.edu/studentlife/disability/ http://www.du.edu/disability. University Disability Services houses the Learning Effectiveness Program (LEP) and the Disability Services Program (DSP). OBSERVATION OF RELIGIOUS HOLIDAYS: Students wishing to observe a religious holiday not celebrated on the academic calendar may do so provided advanced written notice is given the instructor during the first two weeks of the quarter. With advanced written notice, the absence will be considered an excused absence. For additional information, contact DU’s Center for Religious Services (http://www.du.edu/crs/). TECHNOLOGY IN THE CLASSROOM: In order to create and maintain an optimal learning environment, students should use ONLY technology appropriate to the purposes of the course. Students who choose to IM, text, surf, or use social networking during any classroom activity will be asked to leave and receive a 0 for attendance that day. PREPARATION FOR SESSION 1: Because the first class session lays the groundwork for the entire quarter, and indeed, your entire career at CWC, attendance is especially imperative. BEFORE we meet, please read the following found in the Session 1 Folder under the “Course Documents” link on Blackboard or from your texts as noted: History of the Colorado Women’s College and The Women’s College of the University of Denver (Blackboard) CWC Fact Sheet (Blackboard) Read “CWC Developmental Model” (Blackboard) QA Compact pp. 1-29 (sections 1a-2k) ***Additionally, BEGIN to read Helen Thorpe’s Just like us: The true story of four Mexican American girls coming of age in America; you should complete at least the first half of the book.
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COURSE SCHEDULE: (subject to change at the instructor’s well-educated whim) DATES Session 1 – 9/13
CLASSROOM ACTIVITIES, TOPICS, and ASSIGNMENTS Syllabus Review: Course Overview, Goals, Schedule Navigating Blackboard Understanding Class Facilitation BREAK History of CWC and CWC Development Model Writing Assignment 1: Academic Commitment Assignments for Session 2: Continue reading Just Like Us Read “Overcoming Speaking Anxiety” (Blackboard) Review The Penguin Atlas
Session 2 – 9/20
Academic Advising: Learning Styles and Study Skills Understanding Writing Assignment 4 BREAK Lecture: Introduction to APA Citation Video: Brené Brown Part I Assignments for Session 3: Online Discussion: Brené Brown Part I Finish reading Just Like Us Complete Informal Reading Response Read “Tips for Oral Presentations” (Blackboard)
Session 3 – 9/27
Academic Advising: Working with Peer Groups Critical Reflection on Just Like Us BREAK Lecture: Epistemology & Identity Understanding Writing Assignment 2: Epistemology & Identity Video: Brené Brown Part II Assignments for Session 4: Online Discussion: Brené Brown Part II DRAFT: Writing Assignment 2: Epistemology & Identity Read Chapter 1 of “The Gender Knot” (Blackboard) Read Chapter 1 & 3 of “On Norms and Agency” (Blackboard)
Session 4 – 10/4
Academic Advising Peer Review of Writing Assignment 2: Epistemology & Identity BREAK Class Facilitation: The Gender Knot & Norms and Agency Video: Half the Sky Part I
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Assignments for Session 5: Online Discussion: Half the Sky Part I Complete Writing Assignment 2: Epistemology & Identity Session 5 – 10/11*
Turn in Writing Assignment 2: Epistemology & Identity Watch Iron-Jawed Angels Online Discussion: Iron-Jawed Angels Assignments for Session 6: Read “History of the Women’s Rights Movement” (Blackboard) Read “The Declaration of Sentiments” (Blackboard) Read “The Glass Ceiling Revealed” (Blackboard)
Session 6 – 10/18
Class Facilitation: The Women’s Rights Movement and Readings Video: Half the Sky Part II BREAK Writing Assignment 3: Women’s Economic Realities Assignments for Session 7: Online Discussion: Half the Sky Part II Read “A Woman’s Nation” (Shriver report On Blackboard) Read “The New Breadwinners” (Shriver report Blackboard) Read “Progress for Women” (Blackboard)
Session 7 – 10/25
Library Workshop (Anderson Academic Commons Room 275) BREAK Class Facilitation: Decoding Class and Economic Realities Watch “Microaggressions” (Blackboard) Critical Thinking Application: Discussion on “Microaggressions” Assignments for Session 8 Read “Gender Inequality: Feminisms” (Blackboard) Read “Black Feminism” (Blackboard) Read “Intersections: The Simultaneity of Race, Gender and Class in Organization Studies (Blackboard) Read 2 of the articles in The Female Factor (Blackboard), prepare to give an informal summary aloud to the class
Session 8 – 11/1
Watch “Microaggressions” (Blackboard) Critical Thinking Application: Discussion on “Microaggressions” BREAK Class Facilitation: Decoding Racial Privilege Critical Thinking Application: Present Female Factor Summaries Understanding Oral Presentation Assignment
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Assignments for Session 9 DRAFT: Writing Assignment 4: Women’s Advocate Read QA Compact pp. 330-377 Read Asking the Right Questions Chapter 3 & 4 Session 9 – 11/8
Academic Advising: Career Services and Grad School Planning Peer Review Writing Assignment 4: Women’s Advocate BREAK Privilege Monopoly Assignments for Session 10 Complete: Writing Assignment 4: Women’s Advocate Read Asking the Right Questions Chapters 5 & 6 Prepare Oral Presentation
Session 10 – 11/15
Turn in Writing Assignment 4: Women’s Advocate Oral Presentations Course Evaluations
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