Spring 2014 WS 101 University of Waterloo. Introduce Yourself. Complete the Solomon-Felder Index of Learning Styles Questionnaire

Transcription

1 Course Schedule Important: ALL TIMES EASTERN - Please see the University Policies section of your Syllabus for details. Module Readings and Other Assigned Material eportfolio Activities End / Due Date Weight (%) 1 Module 0: Introductions & Expectations Watch: WS 101 Introduction Introduce Yourself May 11, Ungraded Watch: Feminism Discussion Complete the Solomon-Felder Index of Learning Styles Questionnaire May 11, Ungraded Listen: eportfolio Details eportfolio Activities Introduction Exercise (You will need to submit this to the dropbox to unlock course content) May 11, Ungraded - Required Read: Course Syllabus and Course Schedule Introduction Activity Course Quiz (You will need a grade of 100% to unlock course content) May 11, Ungraded - Required 2 Module 1: Power & Privilege Watch: Power & Privilege Read: White Privilege and Male Privilege Cultural Identity Reflection May 18, 4% of Final Mark s 1 & 2 3 Listen: Power & Privilege: Theory & History Issues for Women in Canada May 25, 15% of Section Weight (Research 30% of final mark) Listen: Power & Privilege:

2 Movements 2 Watch: Status Quo 4 Listen: Power & Privilege: Activism Watch: The Invisible War Concept Map June 1, 5% of Section Weight (Show What You Know 50% of final mark) Listen: Breach of Trust & the Canadian Military Listen: An Update on a Story of Breach of Trust 5 Module 2: Gender & Sexuality Watch: Gender & Sexuality: Introduction 3, 4 & 9 Gender Transgression Thursday, June 5, 4% of Final Mark Watch: Tough Guise Inclusivity/Exclusivity June 8, 4% of Final Mark 6 Watch: Gender & Sexuality: Theory & History Current Issue Analysis June 15, 20% of Section Weight (Research 30% of final mark) 5 Watch: Miss Representation 7 Module 2: Gender & Sexuality Listen: Gender & Sexuality: Activism Culture Jamming: Parts A - C, Draft Submission Tuesday, June 17, 10% of Section Weight (Show What You Know 50% of final mark)

3 Culture Jamming: Peer Review and Response Thursday, June 19, 10 Culture Jamming: Part D June 22, 8 Module 3: Globalized World Watch: Globalized World: Introduction Film Reflection June 29, 4% of Final Mark 6 Watch: Journey 9 Listen: Globalized World: Theory & History Bangladesh Factory Collapse July 6, 30% of Section Weight (Research 30% of final mark) 6 10 Listen: Globalized World: Activism Abortion Thursday, July 10, 35% of Section Weight (Research 30% of final mark) 8 Public Service Announcement July 13, 30% of Section Weight (Show What You Know 50% of final mark) 11 Module 4: The Future of Feminisms Watch: The Future of Feminism: Introduction Revisiting Concept Map July 20, 4% of Final Mark Final eportfolio Presentation Wednesday, July 30, 55% of Section Weight (Show What You Know 50% of final mark)

4 Final Examination Arrangement and Schedule There is NO Final Exam for this Course. Offcial Grades and Course Access Official Grades and Academic Standings are available through Quest. Your access to this course will continue for the duration of the current term. You will not have access to this course once the next term begins.

5 Communication /Discussions/Phone Administrative questions or technical problems with Waterloo LEARN should be directed to the Centre for Extended Learning office at Questions relating to academic issues (e.g., course content, deadlines, etc.) should be posted on the Ask the Instructor discussion topic. This allows other students to benefit from your question as well. Discussion topics can be accessed by clicking Connect and then Discussions on the course navigation bar above. Questions of a personal nature can be directed to your instructor, Shannon Stettner, at [email protected]. Your instructor checks and the Ask the Instructor discussion topic frequently and will make every effort to reply to your questions within hours, Monday to Friday. A "General Discussion" topic has also been made available to allow students to communicate with peers in the course. Your instructor may drop in at this discussion topic but will not participate in the discussions. News Your instructor uses the News section of the Course Home page to make announcements during the term to communicate new or changing information regarding due dates, instructor absence, etc., as needed. To ensure you are viewing the complete list of news items, you may need to click Show All News Items.

6 Course Description and Objectives Description This course provides an overview of the history of women's rights and struggles in western countries, with a special focus on Canada. We will consider the impacts of culture, religion, politics, and societal values on women's lives while also paying attention to gender as a category of analysis. Paying close attention to history and theory, and activist approaches to contemporary issues that include race/ethnicity, class, sexuality, body image, and violence in Canada and in the globalized world. Objectives This course has been designed so that you will be able to reflect on and identify your own positionality for understanding feminisms, consider the ways that power and privilege, gender and sexuality, and the globalized world are important areas of study in regards to feminisms, understand and apply different feminist theories and the historical contexts in which they became important to different topics related to feminisms, develop and apply research skills to different topics related to feminisms, consider the ways that you can take action to ensure equality and minimize oppression in Canada and beyond, and integrate and synthesize your knowledge of feminisms in your eportfolio. This online course was developed by Tracy Penny Light, with instructional design and multimedia development support provided by the Centre for Extended Learning. Further media production was provided by Instructional Technologies and Multimedia Services.

7 About the Course Instructor and Author Course Instructor Shannon Stettner Educational Background I completed my Ph.D. in the department of history at York University. Prior to that I earned two MAs - one in public history at the University of Waterloo and another in history from the University of Western Ontario. For my BA, I attended Huron College University, which is the founding college of UWO. Current Research I specialize in women s reproductive health and health activism, especially abortion, in Canada. I have several ongoing projects. I am revising my doctoral dissertation into a book manuscript, titled Women and Abortion in English Canada: Public Debates and Political Participation, That project uncovered women s voices on abortion and analyzed their construction of authority over the issue in different sites in order to argue that women spoke out with relevance and authority on the issue of abortion during the 1960s, contributing to this critical decade of abortion law reform. Most recently, I have begun examining the place of activist families in Operation Rescue actions in Canada during the late 1980s and 1990s. I am also currently co-developing a research plan to examine political, institutional, and media responses to Canada s missing Indigenous women. Philosophy of Teaching Overall, I have three primary goals for my students. The first goal is for them to develop better critical reading, writing, and analytical skills. The second is for them to be able make connections between the course and its relevance to their lives. The third is for them to walk away from the course having experienced some of the excitement from the course material that I derive from my own research (which generally involves the study of history). Being an historian has enriched my life immeasurably; I hope my students experience some of the same passion for learning when they re in my class. Hobbies/Interests I enjoy my research so much that I probably spend more time on it than I should! I also enjoy photography, cooking, reading, and trying to play the various instruments around our house. My hope is to make time for some painting and language classes in the near-ish future. Family/Home We recently moved to the country, which we are enjoying immensely. Now that the snow has melted, we re enjoying dog walks around the nearby conservation lands. We love travelling, although I much prefer cars to planes. My favourite vacations have been spent in the Grand Canyon, Northern California, and along the Atlantic coast of

8 Canada. Spring 2014 WS 101 University of Waterloo Course Author Tracy Penny Light Educational Background Tracy Penny Light completed her Ph.D. in History at the University of Waterloo in While a graduate student, she held various positions in Waterloo s Department of History, Teaching Resource and Continuing Education (TRACE) office and the Centre for Learning and Teaching Through Technology (LT3). Just prior to accepting her position in SMF/History, Tracy was an Adjunct Professor in the Department of History and worked for the Associate Vice-President, Learning Resources and Innovation at Waterloo managing strategic innovation projects for the UW campus. Tracy brings a long history of teaching innovation to St. Jerome s (she has been invited to share her work with colleagues internationally). Current Research Tracy s primary areas of teaching and research are in the areas of gender, sexuality, health and popular culture in Canada and the United States. Her publications deal primarily with the constructions of femininity and masculinity in medical, religious and popular discourse. Her ongoing research projects critique medical and popular constructions of the body in history and include a book on the medical discourse on abortion in English Canada, , and an edited collection,gender and Health: Histories (with Wendy Mitchinson and Barbara Brookes) and an edited collection on Reproductive Health Histories (with Shannon Stettner). In addition to her historical research, Tracy is also interested in education and her most recent book is entitled, Documenting Learning with eportfolios: A Guide for College Instructors (with Helen L. Chen and John Ittelson). She is also currently working on an edited collection on Feminist Pedagogy in Higher Education: Critical Theory and Practice (with Jane Nicholas and Renee Bondy) and an edited collection that explores students own stories of empowerment in education, I Feel Great About Myself (and I m Going to Change the World!) : Empowerment Stories for Making Change. Philosophy of Teaching Tracy Penny Light's philosophy of teaching fits well with the constructivist theory of learning, believing that learning is an active process in which students construct new ideas or concepts based upon their current and past knowledge. She notes that, "my work in teaching and learning development over the past 12 years has taught me that our greatest successes happen when we are able to make connections between what we know and what is new to us. If we cannot make sense of new knowledge and how it applies to what we already know, we cannot learn. Therefore, in order to be successful, it is crucial to know where you started we need to identify benchmarks in our thinking in order to build on existing and/or construct new knowledge. I design my courses so that students have the opportunity to identify both what they already know and gaps in that knowledge. They then work with me and their peers to explore how new content and approaches either fit within their existing knowledge structures, build on them, or require new frameworks altogether. A large part of this process is enabling students to know themselves where their ideas and perspectives come from and how those perspectives shape how they take in and process information from a wide variety of disciplinary perspectives. Central to understanding diverse content and materials is the process of reflection. Reflection is the cornerstone of

9 deep learning and reflection provides opportunities for students to integrate their knowledge from different contexts. Yet students need time and space for that reflection so that they can integrate learning from different contexts. This integrative approach, it seems to me, suggests that we need to encourage students to take responsibility for documenting and demonstrating their own abilities over time and, as such, we need to scaffold the learning of skills and abilities in our programs to provide opportunities for that learning. At the same time, we need to find ways to allow students to demonstrate their knowledge in a variety of formats. This makes learning more authentic." Hobbies/Interests/Sports When not involved in research, Tracy Penny Light enjoys running, cycling, swimming, hot yoga and other fitness activities. She also enjoys reading and watching movies. Family/Children/Travel Tracy Penny Light is the proud parent of two teenaged daughters, a dog and a cat who keep her and her partner s family life very interesting. She has had the opportunity to travel to many parts of the world for work, including Thailand where she taught instructional development to university colleagues. Her favourite places to visit are Istanbul, Turkey, all parts of Italy (especially Florence and the countryside) and Englewood, Florida (a sleepy town on the Gulf Coast) where there is nothing to do but lie poolside and walk along the gorgeous beaches. She feels very lucky to have visited many interesting people and places throughout the world and works to bring these experiences to her teaching.

10 Materials and Resources Textbook(s) Required 1. Bromley, V. (2012). Feminisms Matter: Debates, Theories, Activism. Toronto: University of Toronto Press. For textbook ordering information, please contact the Waterloo Bookstore. For your convenience, you can compile a list of required and optional course materials through BookLook using your Quest userid and password. If you are having difficulties ordering online and wish to call the Waterloo Bookstore, their phone number is or toll-free at Please be aware that textbook orders CANNOT be taken over the phone. Resources University of Waterloo Library (Services for Students Taking Online Courses)

11 Grade Breakdown The following table represents the grade breakdown of this course. Activities and Assignments Weight (%) Introduce Yourself eportfolio Activities: Introduction Exercise eportfolio Activities Course Quiz Ungraded Ungraded - Required Ungraded - Required eportfolio Activities Reflection 20% eportfolio Activities Research 30% eportfolio Activities Show What You Know 50%

12 Course Policies Course Policies This course is experiential in nature and, as such, students are expected to complete all activities and assignments. Students who complete less than 80% of the course work will not be granted the credit. Late assignments will not be accepted without appropriate documentation.

13 University Policies Submission Times Please be aware that the University of Waterloo is located in the Eastern Time Zone (GMT or UTC-5 during standard time and UTC-4 during daylight saving time) and, as such, the time that your activities and/or assignments are due is based on this zone. If you are outside the Eastern Time Zone and require assistance with converting your time, please try the Ontario, Canada Time Converter. Accommodation Due to Illness If your instructor has provided specific procedures for you to follow if you miss assignment due dates, term tests, or a final examination, adhere to those instructions. Otherwise: MISSED ASSIGNMENTS/TESTS/QUIZZES Contact the instructor as soon as you realize there will be a problem, and preferably within 48 hours, but no more than 72 hours, have a medical practitioner complete a Verification of Illness Form. a scanned copy of the Verification of Illness Form to your instructor. In your to the instructor, provide your name, student ID number, and exactly what course activity you missed. Further information regarding Management of Requests for Accommodation Due to Illness can be found on the Accommodation due to illness page. MISSED FINAL EXAMINATIONS If you are unable to write a final examination due to illness, seek medical treatment and provide confirmation of illness to the Centre for Extended Learning within 48 hours by ing a scanned copy of the completed University of Waterloo Verification of Illness Form to support your request for accommodation. In your , provide your name, student ID number, and the examination(s) missed. You will be REQUIRED to hand in the original completed form at the time you write the make-up examination, which should be within a week of having missed your exam. The original completed form must be received before you are able to write a re-scheduled exam. Further information about Accommodation Due to Illness regulations are available in the Undergraduate Calendar. Academic Integrity In order to maintain a culture of academic integrity, members of the University of Waterloo community are expected to

14 promote honesty, trust, fairness, respect, and responsibility. If you have not already completed the online tutorial regarding academic integrity you should do so as soon as possible. Undergraduate students should see the Academic Integrity Tutorial and graduate students should see the Graduate Students and Academic Integrity website. Proper citations are part of academic integrity. Citations in CEL course materials usually follow CEL style, which is based on APA style. Your course may follow a different style. If you are uncertain which style to use for an assignment, please confirm with your instructor or TA. For further information on academic integrity, please visit the Office of Academic Integrity. Discipline A student is expected to know what constitutes academic integrity to avoid committing an academic offence, and to take responsibility for his/her actions. A student who is unsure whether an action constitutes an offence, or who needs help in learning how to avoid offences (e.g., plagiarism, cheating) or about rules for group work/collaboration, should seek guidance from the course instructor, academic advisor, or the undergraduate Associate Dean. For information on categories of offences and types of penalties, students should refer topolicy 71 - Student Discipline. For typical penalties, check Guidelines for the Assessment of Penalties. Appeals A decision made or penalty imposed under Policy 70 - Student Petitions and Grievances, (other than a petition) or Policy 71 - Student Discipline, may be appealed if there is a ground. A student who believes he/she has a ground for an appeal should refer to Policy 72 - Student Appeals. Grievance A student who believes that a decision affecting some aspect of his/her university life has been unfair or unreasonable may have grounds for initiating a grievance. Read Policy 70 - Student Petitions and Grievances, Section 4. When in doubt please be certain to contact the department s administrative assistant who will provide further assistance. Final Grades In accordance with Policy 19 - Access To and Release of Student Information, the Centre for Extended Learning does not release final examination grades or final course grades to students. Students must go to Quest to see all final grades. Any grades posted in Waterloo LEARN are unofficial. Note for Students with Disabilities AccessAbility Services, located in Needles Hall, Room 1132, collaborates with all academic departments to arrange appropriate accommodations for students with disabilities without compromising the academic integrity of the curriculum. If you require academic accommodation to lessen the impact of your disability, please register with

15 AccessAbility Services at the beginning of each academic term and for each course. Use of Computing and Network Resources Please see the Guidelines on Use of Waterloo Computing and Network Resources. Copyright Information uwaterloo s Web Pages All rights, including copyright, images, slides, audio, and video components, of the content of this course are owned by the course author, unless otherwise stated. These web pages are owned or controlled by the University of Waterloo, Centre for Extended Learning. By accessing the web pages, you agree that you may only download the content for your own personal, non-commercial use. You are not permitted to copy, broadcast, download, store (in any medium), transmit, show or play in public, adapt, or change in any way the content of these web pages for any other purpose whatsoever without the prior written permission of the course author and the University of Waterloo, Centre for Extended Learning. Other Sources Respect the copyright of others and abide by all copyright notices and regulations when using the computing facilities provided for your course of study by the University of Waterloo. No material on the Internet or World Wide Web may be reproduced or distributed in any material form or in any medium, without permission from copyright holders or their assignees. To support your course of study, the University of Waterloo has provided hypertext links to relevant websites, resources, and services on the web. These resources must be used in accordance with any registration requirements or conditions which may be specified. You must be aware that in providing such hypertext links, the University of Waterloo has not authorized any acts (including reproduction or distribution) which, if undertaken without permission of copyright owners or their assignees, may be infringement of copyright. Permission for such acts can only be granted by copyright owners or their assignees. If there are any questions about this notice, please contact the University of Waterloo, Centre for Extended Learning, Waterloo, Ontario, Canada, N2L 3G1 or by .