Sample Course Guidlines                                                                       

Office: East 116 N

wiley@gcc.mass.edu    

413 775 1132               

 

CATALOG DESCRIPTION: Introduction to women's studies as a basis for understanding human development, social systems, and the historical and biological perspectives that affect women's lives in the twentieth [and twenty-first] century.             (Advising code: L, Pre Requisite: none, 3 credits, meets  UMASS diversity requirement)

 

Course Purpose: The course is intended to raise a series of questions, to examine the study of gender and society, with particular attention to twentieth century women's lives [and twenty-first] and to introduce students to women's studies as a discipline. By taking women's experience and interests as central, what can we learn about the cultural consequences of the gender division and organization of social life?

 

Course Materials: REQUIRED TEXTS: available in the college bookstore. Both The Vagina Monologues and Feminism Is for Everybody may be available in other local bookstores. Readings are subject to change, please contact the instructor for current readings.

 

ISBN:  0375756951

 ISBN:  0896086283

 

GUIDING QUESTIONS

 

How is gender socially constructed? What do we mean by feminisms?  How do cultural institutions influence men and women’s lives today and in the past?  How do we identify the multiplicity of identity perspectives and evaluate those perspectives from feminist perspectives?  How do multiple identities influence popular culture, language, violence, racism, politics and government, the family, education, work, intimacy, morality, knowledge, literature, ecology and religion and spirituality?  How does social class and poverty impact gender? How do our perceptions of race, class, age, physical ability and appearance, linguistic ability, sexuality and ethnicity inform our understanding of gender and as humans?  How is women’s studies an interdisciplinary approach to understanding the academic disciplines? How do history, literature, politics and feminist theory explore the causes and consequences of the gender divisions and organization of socio-cultural possibilities? How do individuals work towards individual and collective action for change and how do we increase the ability to make appropriate choices in our own lives?  How do we continue to raise questions regarding women, men, gender and feminism?

COURSE OBJECTIVES and COURSE OUTCOMES

 

  1. To analyze cultural institutions and their impact on men and women's lives.

 

By focusing on women's experience of and participation in the various dimensions of socio-cultural life, we will attend to the multiple ways in which sexual/gender difference influences popular culture, language, violence, racism, politics and government, the family, education, work, intimacy, morality, knowledge, literature, ecology and religion and spirituality.

 

OUTCOME: Students will be able to identify and demonstrate knowledge of the various dimensions of socio-cultural life, and be able to describe the basic conceptual map of multiple feminisms put forth for intellectual inquiry and social change.  Through course readings, guest speakers, reflective writings and small and large group class discussions on course readings in students will demonstrate an increased understanding of the multiplicity of feminist perspectives.

 

  1. To explore and study systems of social stratification and how gender is socially constructed.

 

We will explore both the cultural perception of differences and similarities between men and women as well as we will reflect upon how our perceptions of race, class, age, physical ability and appearance, linguistic ability, sexuality and ethnicity inform our understanding as humans.  Through our readings and discussions we will develop an increased appreciation for both the diversity and unity among women's lives.

 

OUTCOME: Students will be able to identify and organize the multiplicity of identity perspectives and demonstrate increased confidence in their ability to evaluate from feminist perspectives problems in society.  Students will become more aware of how such social problems and challenges came about (and who gains and who loses).  Finally students will begin/continue to participate in meaningful activities that help improve and heal such social challenges. Through participation in public events and subsequent written reactions papers, students will successfully demonstrate their increased confidence in understanding and solving the complexity of social issues.

 

OUTCOME:  Students will be able to locate or position themselves regarding their own social identity as a way to identify with the cultural construction of various specific identities.  Students will demonstrate their increased understanding of the complexities of positionality through reflective writings; small and large group class discussions on course readings and successful completion of the midterm and final exam.

 

  1. To introduce to women's studies as a discipline

 

We will examine together the diverse and interdisciplinary perspectives offered by women's studies, namely its history, politics and theoretical proposals regarding the causes and consequences of the gender divisions and organization of socio-cultural life, particularly the twentieth [and twenty-first] century influences.

 

OUTCOME:  Students will successfully articulate and analyze history, politics and theoretical proposals regarding the causes and consequences of the gender divisions and organization of socio-cultural life, through midterm essays and take home final as well as small and large group class discussions on course readings.

 

  1. To consider the possibilities for action and change and to increase the ability to make appropriate choices in our own lives

 

We will examine feminist perspectives that re-vision the gender division and organization of social life. Late twentieth [and early twenty-first] century feminism moves beyond a critique of culture to seek the transformation of culture by re-evaluating traditional notions of femininity/masculinity and gender roles. As such, many late twentieth century feminists align themselves conceptually and practically with coalitions for peace, the environment, class activists and activists for people of color, gays and lesbians, the elderly, the disabled and other disempowered peoples.

 

OUTCOME:  Students will articulate and demonstrate an ability to advocate for themselves as students at GCC and as a citizen in the world through regular oral contributions to class discussions examining potential solutions and change. Students will also demonstrate their understanding through their attendance at least one event with subsequent written reaction paper

 

  1. To raise questions regarding women, men, gender and feminism in a thoughtful and analytical, yet respectful manner of each other, the professor and the course readings and materials

 

OUTCOME:  Students will raise questions regularly and communicate effectively in class discussions and in regular written reading reactions and in class writing exercises, to develop a sense of personal agency by using your voice as a tool.


 

 

INSTRUCTIONAL MODALITY:

This class is primarily a discussion class with the expectation that students will attend regularly, have read the assignment materials prior to class and become active participants in the discussion.  This class has a feminist slant, yet opposing viewpoints and questions are welcomed. I invite questions and challenges, politely, respectfully and thoughtfully made, because these strategies help everyone, myself included, examining and considering our own assumptions and ideas-----and that is what education is all about.

 

Discussion guidelines to facilitate our discussions are included below. We will work to respect each other’s contributions and comments in our discussions. It is expected that all members will maintain confidentiality of class discussions.   Content questions and reading study guides are also used to promote and facilitate discussions. Additionally, mini-lectures, films/videos, and handouts are arranged by the instructor to promote discussion. Furthermore, occasionally small groups of students will be responsible for panel presentations, discussion questions and facilitation.  You can expect to participate in both large and small groups during the semester.  It is important to be willing to participate and engage in these discussions in an active manner. Finally, during the semester, there may also be the occasional online discussion you will be expected to contribute to.

 

STATEMENT ON CIVILITY: 

The Greenfield Community College Student Handbook and College Catalog outline the minimum standards of behavior, entitled Standards of Behavior, expected at an institution of higher learning.  In addition to these expectations, please remember that everyone in this classroom is entitled to the opportunity to learn.  The goal is to provide a positive, comfortable, safe and rewarding classroom environment.  Some behaviors, such as talking off task or not being respectful of other students’ questions, clearly detract from our learning environment.  Other behaviors such as missing a class, coming late to class or leaving a class early also diminish the learning environment and not just for yourself but for all of your classmates because they disrupt the rhythm and the group dynamics of the class.

 

STUDENT EXPECTATIONS:

This course requires a high level of commitment to reading, writing, personal reflection and research and analysis. It is important to develop strategies early in the semester in order to complete the assignments. Several strategies that other students have found successful include:

            1) Set aside DAILY TIME to read; take notes on readings & write reading response reports.

            2) Complete the reading reviews each week, following the reading review guidelines. These will be collected and reviewed regularly. (See due dates)

            3) Identify a study partner: a person you can call if you must miss class, to get the assignment; a person you can talk to for a half hour once or twice a week about the readings.

            4) Develop a study group and meet for an hour once a week, right before or after class to continue your discussions.

 

DISABILITY SERVICES: 

Please contact the Director of Disability Services, if you have any questions or concerns about a disability that affects your academic work. Please contact me to discuss any appropriate classroom accommodations.  Your official learning profile must be filed with me in order for me to make accommodations. The phone number is 413 775 1812.

 

WRITING CONCERNS:

It is expected that the quality of written work submitted meets general college expectations and all must be typed.  The papers must follow the policy on academic honesty cited in your catalog.  Plagiarism is the 'act of using another person's ideas or expressions in your writing without acknowledging the source.' Failure to follow the college policy on academic honesty will result in an F (failure) in the assignment and potentially an F (failure) of the course. See specific grading criteria for papers.

 

 

 

 

LEARNING CONCERNS:   

 

Successful completion in this course requires a commitment on your part.  As your professor, I would appreciate it if you make me aware of any learning concerns or issues you have that may influence your completion of the course.  Please include this information on your biographical information sheet or see me during my office hours.  Writing and studying assistance can be found in the Learning/Writing Center.  As the course may involve some topics that often bring up personal issues, the college counseling staff can assist you in further processing your personal reflections. See below for further information for assistance.

 

The GCC Academic Support website will provide all contact information. The GCC Learning and Writing Center is located on the 4th floor of the GCC main building. Call for appointments: 413 775 1330.

 

 

SUPPORT FOR WOMEN STUDENTS: 

 

Through the Women in Transition services and the Women's Resource Center, assistance for resources and referral assistance for childcare, transportation, books, and other assistance can be provided. 

·         Contact Rosemarie Freeland, Coordinator, Women's Resource Center at 413 775 1114 or freeland@gcc.mass.edu

 

 

OPTIONAL COURSE READING RESOURCES:  (Some may be placed on reserve for reference on historical contexts)

 

American Association of University Women (AAUW).    How schools shortchange girls. Washington

DC: American Association of University Women Educational Foundation.(800-225-9998) 1992.

 

Backlash: The Undeclared War Against American Women. Susan Faludi. NY: Crown, 1991

 

The Beauty Myth. Naomi Wolf.  NY: Anchor Books, 1991.

 

Between Voice & Silence:  Women & girls, Race & relationship, Jill McLean Taylor, Carol Gilligan & Amy M. Sullivan.  MA:  Harvard University Press, 1995

 

Black Feminist Thought.  Patricia Hill Collins.  MA:  Beacon Press. 1990. 2000

 

Bridging the Class Divide:  And other lessons for grassroots organizing.  Linda Stout, Beacon Press, 1996.

 

The Chalice and the Blade. Riane Eisler.  CA: Harper Collins, 1987.               

 

Failing at fairness: How America's schools cheat girls.   Sadker, D. & M. Sadker.  NY: Macmillan, 1993.

 

Flux:  Women on Sex, Work, Love, Kids and Life in a Half Changed World.  Orenstein, P.  NY:  Doubleday, 2000.

 

Homophobia: A weapon of sexism. Suzanne Pharr. Chardon Press. 1988.

In a Different Voice: Psychological Theory and Women's Development. Carol Gilligan. MA: Harvard University Press, 1982.

 

The New OUR BODIES, OURSELVES. The Boston Women's Health Collective. NY: Touchstone, Simon and Schuster, 1984 or 1992

 

Refusing to Be a Man: Essays on Sex and Justice. John Stoltenberg. Penguin, 1989.

 

Reviving Ophelia: Saving the selves of adolescent girls. Mary Piper.  NY: Grosset/Putnam, 1994.

 

Transforming a rape culture.  Buchwald, E., P. Fletcher,, & M. Roth, M. MN: Milkweed, 1993.

 

School Girls: Young women, self-esteem and the confidence gap.  Orenstein, P.  NY: Doubleday, 1994.

 

Sister Outsider:  Essays & Speeches,  Audre Lorde, Crossing Press, 1984.

 

Women's Ways of Knowing: The development of self, voice and mind. M.F. Belenky, B.M. Clinchy, N.R. Goldberger & J. M. Tarule. NY: Basic Books, 1986.

 

 

 

 

COURSE DISCUSSION GUIDELINES:

Let us agree together to follow these basic classroom ground rules for good discussions.  Consider this as a contract with your instructor and your classmates.

 

  1. Ask questions and offer your opinions-thoughtfully, politely and respectfully.  Opposing viewpoints are likely to occur.  Yet, together if we work to listen and understand each other, these efforts will help us all to think about and evaluate our own ideas and assumptions.

 

  1. Come to class prepared to discuss the readings assigned for the day-be sure to have done your reading ahead, completed your reading reviews, made some notes, and posed some questions.

 

  1. Be careful not to dominate the discussion; everyone has ideas to contribute and we all need to assist each other in giving voice and being heard. We all need to notice who speaks and who doesn’t and assist each other to be heard.  Small groups and large groups as well as focused classroom discussion questions will be provided to promote our participation.  Everyone has ideas to contribute.

 

  1. Listen carefully and respectfully and respond to each other.  Yet, try to let the other person finish her/his thought.  If you are afraid you might forget your point jot down a few points. Work hard to not interrupt others.

 

  1. The assigned readings are the focus of our discussions---make your comments connected and relevant to the readings.  Cite a quote or an idea from the reading that you are referencing.  Wait a moment until all of us find the particular page with the quote or concept.

 

  1. Address class members, using each other’s names, and make eye contact with all class members, not just the instructor. Our name cards will help us get to know each other’s names.
  2. Keep an open mind.  Most people are willing to hear and consider your ideas if you are willing to hear and consider theirs.

 

  1. Remember, confidentiality----that self-disclosures and information about individuals in the class is confidential and must remain in our classroom.  Never refer to a person by name in relating a story to others...while you may be sorely tempted to tell stories about the class and discussions, please respect the privacy of each other by obscuring any of their personal identities when speaking with others about the course.

 

  1. Remember to be respectful of differences:  to not tell jokes that make fun of any oppressed group; to stay conscious of the fact that many people have hidden differences that may not be obvious; and to be respectful of all individuals within our class, individuals referred to in our readings and in the larger world.

 

  1. Be courteous.  Please keep early departures, late arrivals and other interruptions to a minimum.  A class break will be provided in longer three (3) hour class periods to permit opportunities to take care of your personal needs.  Please turn off all cell phones, beepers and other noise distractions.

 

I have read and agree to these basic classroom ground rules.

 

Your name_____________________ 

 

Witness _________________Date__________

 

Consider:  Johnetta Cole:  (former president of Spellman College)

 

" How do we get under each others' skins...I hate to be ordinary, but I don't know anything other than education that has worked to create human empathy.  If I cannot through human intelligence come to say, " My God, what must it be like to be in that condition?!  What hope is there for the human race?"