Reading Women's Lives, Custom Reader, Pearson Custom Publishing, 1999.

Listen Up: Voices from the Next Feminist Generation, edited by Barbara Findlen, Seattle, WA: Seal Press, 1995.

*A bound notebook, no smaller than 5" x 8". This will become your course log, or journal, and you will write in it at least one time per week, detailing the reading you have been doing and the things you have been thinking about in connection with this class.

This course is an introduction to the interdisciplinary study of women and gender in society. The course, which will be team taught by faculty from different disciplines, will examine women’s social roles and contributions and gender as an organizing category of human experience in various social groups, cultures and areas of the globe. Throughout the semester we will explore the gender-shaping institutions that form the basis of our society and influence our lives.

1. Increase awareness of the multiplicity of feminist issues.
2. Further the ability to critically examine feminist issues.
3. Develop the ability to synthesize and assess feminist arguments.
4. Stimulate the use of written and oral communication as a means to express ideas in an academic discussion.
5. Encourage the envisioning of social changes that might bring about gender equality.
6. Increase awareness of how feminist issues relate to our lives.

This section will consist of an introduction to the course content, format, and requirements.

This section will include an introduction to these and other "isms" that we will grapple with throughout the semester (ageism, ableism, heterosexism, etc.).

This section is made up of five 2-week modules taught by Women’s Studies faculty across the disciplines.

• Module 1, "Culture/Media/Body Politics"
• Module 2, "Science and Other Ways of Knowing"
• Module 3, "Women and Economics"
• Module 4, "Sexuality/Relationships/Violence"
• Module 5, "Global Issues"

The general theme of "Gender-shaping Institutions" will form a basis for each module, allowing us a framework from which to make connections between individual modules, as well as connections to our own experiences.

This section will include student presentations, course summary, and conclusions.

In this course, you are expected to learn from every possible source–your readings, your peers, your life experience, your professors.

Participating in discussions is one of the best ways to learn. You are expected to contribute your insights to the class. The culture of the class will encourage self-expression and everyone’s contributions will be treated with respect. Doing excellent written work is not enough to demonstrate adequate performance in this course. Accordingly, we will encourage (even call on!) people to participate in discussion. Preparation is obviously a key to succeeding in this course. Come to class ready to discuss the readings, your opinions, and your experiences.

You are required to make at least one post a week to our class list-serve. This will allow all of the instructors of this course to participate in a discussion with all of the students throughout the semester. More instructions will follow.

Attendance is a requirement of the course, as is active participation in the classroom. To help you organize your participation and preparation, and to allow you to help set the agenda for discussion, you are required to turn in a Q-Card at the beginning of each class. On a file card (we will provide these), write your name and the date on one side. On the other side, keep a neatly-written record of key questions or comments about the readings. Be sure to give specific page references where applicable. You must have a minimum of 2 questions/comments per Q-Card. You may ask questions of fact, context, clarification, or you may suggest questions for discussion that related to the readings--anything that gives articulate form to your curiosity and engagement with the text(s). Q-cards are due at the start of class. Do not come to class and then write out your Q-card! Qu-cards are due every class period up until group presentations begin.

We will collect Q-Cards at the beginning of each class. We may distribute the Q-Cards to stimulate small-group discussion, or we may use them as the basis for a larger class discussion. You may be called on to elaborate on the content of your card. This will get easier as we go along.

We will take attendance by checking the Q-Cards. Over the course of the semester, you are allowed two "passes"–you may withdraw from the question pool by not handing in a question, or you may decline to answer if you are called on.

Attendance is mandatory. If you have more than 4 classes for which we have no recorded questions (either because you "passed" or because you were physically absent), you will automatically receive an "F" in the course.

Journal Entries (20 pts) 10%

Response Papers (40 pts) 20%

Mid-term exam (30 pts) 15%

List-serve Entries (25 pts) 12.5%

Q-cards and Participation (25 pts) 12.5%

Group Presentation (30 pts) 15%

Final Paper (30 pts) 15%

Grades are based on a point system. A total of 200 points are possible. Your final grade will be based on the total points you earn out of the possible 200 (>=90% is an "A"; 80-89% is a "B"; 70-79% is a "C"; 60-69% is a D; fewer than 60% is an "F").

WS148
Introduction to Women’s Studies
Spring 2000, T/R 2:00-3:20

Week 1:
1/11 (Tuesday):    I. Introduction to Course

1/13 (Thursday)    Read: RWL, 1-24; LU, xi-xvi, 1-20

Week 2:
1/18 (Tuesday):    II. Race, Class and Gender Issues

1/20 (Thursday):    Read: RWL, 91-122; LU, 29-35, 120-131

Week 3:
1/25 (Tuesday):    Read: RWL, 123-139; LU, 138-166

1/27 (Thursday):     Read: RWL, 141-149; LU, 205-211, 221-229

Week 4:
2/1 (Tuesday):     IIIa. Culture/Media/Body Politics

2/3 (Thursday):     Read: RWL, 175-192; LU, 102-112, 132-137

Week 5:

2/8 (Tuesday):     Read: RWL, 51-65; LU, 239-248

2/11 (Thursday):     Read: RWL, 65-90; LU, 167-176, 192-204

Week 6:
2/15 (Tuesday):     IIIB. Science and Other Ways of Knowing

2/17 (Thursday):     Read: RWL, 335-350, BRING YOUR WSU catalogues to class!!!

Week 7:
2/22 (Tuesday):     Read: TBA

2/24 (Thursday):     Read:RWL, 351-358

Week 8:
2/29 (Tuesday):     IIIc. Women and Economics

3/2 (Thursday):     Read: RWL, 359-399-402

March 4-19    Spring Break-no classes

Week 9:
3/21` (Tuesday):     Read: Handout (Anne Kessler-Harris)

3/23 (Thursday):     Read: RWL, 383-390

Week 10:
3/28 (Tuesday):     IIId. Sexuality/Relationships/Violence

3/30 (Thursday):     Read:RWL, 208-240; LU, 160-166

Week 11:
4/4 (Tuesday):    Read: RWL, 241-282

4/6 (Thursday):     Read: RWL, 282-326

Week 12:
4/11 (Tuesday):     IIIe. Global Issues

4/13(Thursday):     Read: RWL, 365-370, 391-398, 421-440

Week 13:
4/18 (Tuesday):     WSU Assessment Day (no class)

4/20 (Thursday):     Read: RWL, 419-430

Week 14:
4/25 (Tuesday):     Read: RWL, 431-440

4/27 (Thursday):     Group Presentations

Week 15:
5/2 (Tuesday):     IV. Motivating and Working for Change

5/4 (Thursday):     Group Presentations

Week 16:
5/9 (Tuesday):     Group Presentations

5/11 (Thursday):     Read: RWL, 441-445

Introduction to Women's Studies
Learning Journals

During the course of this semester we will explore issues that may evoke intense thoughts or feelings. Strong emotions and thoughts are a natural response to situations that we may perceive as threatening, intimidating, or intensely personal.

In our society, men typically have been encouraged to cope with these situations by repressing their feelings, voicing strong opinions or, in some cases, expressing intense feelings through physical aggression. Conversely, women typically have been encouraged to talk about their feelings (usually, with other women) or to express emotions through crying, repressing their feelings, or other passive-aggressive acts.

These stereotypical methods of dealing with intense thoughts and emotions have had many negative (and even harmful) effects on women and men in all areas of our lives:

• Physically - Stress-related illness; bodily injuries
• Psychologically - Limited means of coping with emotions; isolation; low self-esteem
• Socially - Inappropriate ways of coping with diversity as demonstrated through:
• Repulsion: Viewing people who differ from stereotypical "norms" (physically, psychologically, or socially) as offensive.
• Pity: Viewing people who do not fit into stereotypical "norms" as less than equal and in need of "help."
• Apathy: Viewing a social situation as hopeless; refusing to believe that our actions can make significant changes in the world.
• Intolerance: Perception of difference as threatening and therefore not tolerated.
• Violence: Rationalizing that some individuals or groups "deserve" to be treated differently or violently.
• Family systems - Family relationships may be determined by gender-specific roles rather than by individual strengths. Therefore, families may get "stuck" in patterns of behavior that are ineffective, limiting, damaging, and/or abusive.

To learn better ways to cope with stressful topics, thoughts, emotions, and situations, you will keep a "Learning Journal." You will keep your journal in a separate notebook from your class notes.

Learning journals will be evaluated three times during the semester, unannounced and at random, so bring your journal to every class. Evaluation will be based on the criteria listed in the "journal evaluation form" (10% of your grade).

Learning Journal Guidelines

Goal: To record your thoughts, feelings, and impressions regarding the topics discussed in class. As you begin to formulate your journal entries ask yourself:

  
• What did I learn today?   
• How did it affect me?   
• Why did it affect me in these ways?   
• What connections to/examples of what we focus on class do I see in the world around me?

Outline for Sample Learning Journal Page

Focus:
Brief statement of the topic you will explore (keep it simple: one sentence, one topic).
What did I learn today?
Give thoughts, impressions and feelings associated with your topic.
Personal reflection of meaning:
Thoughts and impressions that are meaningful to you become a part of your life. Use your reflections from the previous section to explore your thoughts, feelings, beliefs and world view regarding your topic.
Action:
Understanding yourself is great! Now what are you going to DO with the insights you have gained?

Journal Evaluation Form

1. Are there ______ entries for this evaluation? 				YES		NO
If "NO," how many are missing?

1. Is each entry easy to find and distinguishable from other entries? 	YES		NO

1. Does each entry have a date?						YES		NO

1. Has one entry been selected (marked in some way) as a 			YES		NO
	"model" entry?

5.	How well have the entries followed the learning journal guidelines?

	Excellent		Very Good		Average		Poor

COMMENTS: 

Introduction to Women's Studies
Response Paper Guidelines

Response papers are 2+ page responses to stories, news articles, videos, movies, advertisements, etc., that are not discussed or assigned in class.

• Response papers must be approved IN ADVANCE, unless an event/topic is specified as an opportunity for a response paper. To obtain approval for a response paper topic, submit a "Topic Request Form" to the instructor at least one week before the paper is due. Your request forms will be returned promptly.
• Your response papers should demonstrate that you clearly understand the relationships between the material you have chosen to analyze/respond to and the content of this course.
• Your response papers should analyze your advertisement/movie/article/etc.
• Your response papers should include personal reflections and/or conclusions.
• Your response papers should engage some of the issues we discuss in class.
• You don't have to choose selections that you "agree" with--we can learn a lot about ourselves by responding to things that express values and opinions that differ from our own.

Suggested Format

• Briefly summarize the main idea of the article, movie, story, etc., within the first paragraph. This is NOT a "book report" assignment. More than one paragraph of summary is not advised.
• Use the middle paragraphs to analyze your response selection. Draw on concepts that have been introduced in class (in the text book, lectures, discussions) to investigate and illuminate your selection.
• Use the remaining paragraphs to give your personal reaction to the key points you have raised and to summarize your analysis.

Requirements

• Two pages means two pages!! (approximately 600 words). Papers that do not meet this minimum requirement will not receive full credit.
• All response papers must be typed with your name and the date on the first page.
• When responding to an article, advertisement, story, etc., please include a copy of the text to which you are responding.

TOPIC REQUEST FORM

Selection (please circle):	Movie		Video		Article		Book		Other

Name/title of selection:_____________________________________________________________________


Brief description: ______________________________________________________________


Your name: ________________________________________ Date submitted: _____________


Approved by: _____________________________________ Date:_______________________




TOPIC REQUEST FORM

Selection (please circle):	Movie		Video		Article		Book		Other

Name/title of selection:_____________________________________________________________________


Brief description: ______________________________________________________________


Your name: ________________________________________ Date submitted: _____________


Approved by: _____________________________________ Date:_______________________