‘Texas Tech University ‘Women’s Studies ‘WS 2300 Introduction to Women’s Studies Sec DOL Online Spring 2017 Instructor: Dr. Katy Ballard Phone: 742-3825 Office Hours: Online only/ Blackboard discussion board titled “General Questions for Instructor” will serve as our primary means of instructor-student communications. You ean also e-mail me, E-mail: katy.ballard@ttuedu “Responsibility to yourself means refusing to let others do your thinking, talking, and naming for you; it means learning to respect and use your own brains and instinets; hence, grappling with hard work." (Claiming an Education, 1977)" = Adrienne Rich Course Description This course is a basic survey of concepts and theories related to the study of women and to the analysis of gender roles. Core Curriculum: This course satisfies the Texas Tech University core curriculum requirement in Language, Philosophy, and Culture, The objective of the humanities in a cote curriculum is to expand the student's knowledge of the human condition and ‘human cultures, especially in relation to behaviors, ideas, and values expressed in works of human imagination and thought. Through study in disciplines such as literature and philosophy, students will engage in critical analysis and develop an appreciation of the ‘humanities as fundamental to the health and survival of any socicty. Students graduating from Texas Tech University should be able to think critically and evaluate possible multiple interpretations, cultural contexts, and values.” Special Note: This class deals with real issues in life. Some issues may be personally unpopular, controversial or uncomfortable. All Of the issues raised in this course are of substantive value. I hope you will approach difficult issues within the classroom with ‘openness and respect. About this Class expect you to post discussions on time, This is an experiential and reading intensive class. You are responsible for completing all of the reading assignments. There will be quizzes. | encourage you to keep a journal, to write down and reflect about difficult issues or ‘concepts and to note resources. I expect all students to participate in class discussions, contributing ideas and perspectives on topics ‘covered online. Course Objectives ‘After completing this course, you should be able to: + Expand your current understanding of gender, gender equality, and inequality within various social structures. + Understand gender relations in context of gender studies + Master theoretical perspective in explaining gender pattems you observe. + Think eritcally and to do your own “thinking, talking, and naming” in evaluating gender issues as they manifest in society + Practically apply theory and methods within gender studies to your personal culture and to interact with those around you. + Discuss your personal developing ideologies while understanding and validating the thought process of others around you-both locally and globally. + Express yourself verbally, through textual interaction, digitally, and ‘through creative means to communicate your knowledge of various ‘women’s /gender studies concepts + Apply Concepts and issues we have addressed into practical actions for better gender relations and social justice within your personal + Better understand how to claim your education rather than receive it (Adrienne rich, 1977) Introduction to Women’s Studies 1Grading Procedures Criteria for Grading and Assessment Course grades are calculated from the following activities: Participation (discussion posts and responses) fidierm Exam Feminist Intervie ‘Quizzes (4) ‘Creative Final Presentatio Total Because this is an ontine-only class, ALL assignments are submitted via Blackboard and late work is not accepted, ALL weekly discussion posts and quizzes will ONLY be available on specified days, and are required to be completed during those specified days; late discussion posts and late quizzes are not accepted. The Midterm will only remain open for 4 days; as such, please plan accordingly. Itis the studens responsibility to make every effort to complete all assignments on time in order to pass the class. Internet connectivity is the student's responsibility. Tips for Success when taking a Blackboard Quiz and/or Test: Be aware that if you close your browser, the TIMER continues counting down, Do NOT at any time click the browser Back button. Do NOT at any time click the browser Refresh button. Do NOT take the test on a computer using WiFi (wireless). Use a computer that is connected to the internet with a network (Ethernet) cable. Wireless network connections are less reliable. Do NOT take the test on any type of mobile device (i. cell phone or tablet; ipad; iphone; and most macs). Always take atest on a computer with a supported browser! Formatting Guidelines for Papers All written materials and assignments must be typed. Students should utilize the following format. No handwritten papers will be accepted, + Linch margins all sides. + Times New Roman, Arial, or Tahoma, Font size 12. + Heading: Full name, the date, and the assignment title at the top of the first page, + Correct use of citations, if applicable. If you do not already have a citation you use for your major I suggest you use APA. Here is a useful website, https://owLenglish.purdue.edwowl, When necessary, contact and utilize the University Writing Center for assistance in writing papers. The Writing Center is at 175 English/Philosophy Building, It is open M-F from 9:00 a.m, to 5:00 p.m. Call 742-2476, ‘Weekly Lecture Material: Posts & Responses (30%) Students are expected to read and view each weeks lecture material. Weekly lecture material includes assigned text readings, PowerPoin's, and intemeV/media resources. I recommend you read the assigned text chapters as well as view the YouTube videos andior Netflix films prior to making your discussion posts. ALL lecture material is accessed via the course Blackboard link titled “Lecture Material”, Each student is expected to write ONE ORIGINAL post per week and ONE RESPONSE post per week. Each original post is expected to demonstrate a working knowledge of the assigned weekly lecture material. A response post is a response to ONE other stu original post and should also demonstrate a working knowledge of weekly lecture material (i. simply stating “Yes, | agree!” count as a response post). Some weeks I will have prompts or questions that I want you each to comment on or answer. I will put these under the Weekly Discussion Board link, In your original discussion posts I want to hear what your reactions are to the readings, PowerPoint’s and videos, Advice about Reading Assignments: Be prepared to discuss the readings in the following manner--What is the author's position? What is my position? My reaction? What questions do I bring to the discussion? ‘A. Important Points: This should include any points or quotes that seem important. This can be short and bulleted. B. Critical Reaction: Briefly tell what you thought of the chapter from a good/bad, useful/not useful perspective. Again this should be brief. What is your position? What is your reaction? C. Discussion Question: From the readings write down a question that comes to mind. This is perfect for your responses to each of ‘your original posts, 1 will also post information for each day on Blackboard. I will put these under the Discussion Board link. Introduction to Women’s Studies 2Discussions will open every Monday and students have until the following Friday at 11:59 p.m, to make their original postin the ‘weekly discussion board - see detailed Course Outline for specific open and close dates (depending on holidays and other circumstances the submission days are subject to change). The student response post needs to be posted by the following Sunday at 11:59 p.m, (You can post your response sooner). Discussion boards are not available until the date they open and cannot be reopened! | offer an opportunity to make-up one discussion post, There is a link on Blackboard. Discussion posts are a valuable component of this course and comprise a significant portion of your grade. As such, I strongly encourage you to make your posts early in the week to avoid problems with computers/servers or Internet connections, Again, CONNECTIVITY IS THE STUDENT'S RESPONSIBILITY. ALL discussion boards are accessed via the course Blackboard link titled “Weekly Discussion Boards”. Quizzes (20%) There are 4 quizzes; Each quiz is over material from the PowerPoint’s, Videos and Readings. The first q syllabus and Blackboard layout. over the class Quizzes will open for one week, Quizzes are timed, | hour each, There will be NO MAKE-UP QUIZZES without documentation from a doctor, the university, or valid extenuating circumstances. | vecommend you take each quiz eatly to avoid problems with computers/servers or internet connections, Again, CONNECTIVITY IS THE STUDENT'S RESPONSIBILITY. Quizzes ate accessed via the course Blackboard link titled “Quizzes”. Feminist Interview (15%) ‘You will interview someone you know about Feminism. You ean choose anyone you want, but you need to explain why you chose this person. These are some basic questions, but feel free to create your own. I.) What is feminism? 2.) Have you heard of any stereotypes about feminists or feminism? 3.) Do you think anyone can be a feminist? 4.) Are you a feminist? 5.) Do you think that men and women are treated equal? If not, why not? 6.) Did you find it useful to take part in this interview? 7.) Create your own, question. I would use an audio recording device, such as your phone, or a digital recorder so that you can refer back to this when ‘writing your paper. You will write a 3-page paper over the interview explaining who you chose to interview and why and their answers to your questions. I also want you to include your reaction to their responses, There is more information under the link “Feminist Interview” on Blackboard. Feminist Interview is Due Friday, April 7 by 11:59 p.m. Midterm Exam (15%) ‘The Midterm Exam is timed ~ | hour and 30 minutes, and will remain open for 4 days, The Midterm willbe available on Blackboard vvia the “Midterm Exam” link, and a make-up midterm is not available because you have 4 days available for you to take the exam, Again, CONNECTIVITY IS THE STUDENT'S RESPONSIBILITY. Final Projects (20%) ‘You have the option of writing a 4 page paper, creating a 2-5 minute video, ercating an art project, blog, zine, ezine, otc. over a topic ‘we cover over the duration of the course. There will be further information listed about this on Blackboard later in the semester under the link “Creative Final Project” Extra Credit Extra Credit is available. Check on the Blackboard homepage for more information Dates to keep in min *February 3 last day for student-i tiated drop on MyTech without academic penalty ‘Texts and Other Materials for Class Feminisms Matter: Debates Theories, Activism (2012). Victoria L. Bromley, University of Toronto Press, ISBN1442605006 (Amazon, Bares and Noble) *Netflix access (free trials available, or borrow from a friend if you do not already have the service) Amazon.com. You will need to rent the documentary films Half the Sky: Turning Oppression into Opportunity for Women Worldwide Part I & 2. Each partis $3.99 on Amazon hitp://www.amazon.com/Half-Sky-Oppression-Opportunity- Worldwide/dp/BOOOLSDTTE/ref=st_l_ce_4?s=aps&cie=UTF8A aid=1452795450 &sr=1-t-catcom&keywords=halfthetsky. Its free tw create your Amazon membership if you do not have one. I suggest you do not ent the films until the week they are assigned. You only have the films for a set amount of time. ‘The Syllabus is subject to change. With that said, most ofthe readings will remain the same but there might be changes to the films, Youtube videos, and Tedtalks that you will nced to view throughout the semester. I suggest paying close attention to each week's Discussion Board prompts. I will list the readings, any videos, and due dates for the week under the Discussion Board Prompts. If changes are made to the syllabus I will post a new version of the syllabus and send out an announcement alerting the class to any Introduction to Women’s Studies 3changes. ‘Week One, January 19-27: Introduction to Our Women’s Studies (Discussion Posts are usually due by 11:59 p.m. each Friday but am giving an extension for the first week’s Weekly Discussion Introductions because the first day of school is a Thursday). Introduction to Our Women’s Studies Introductions-Getting to know you. I want each of you to post information about who you are and why you are inthis eourse? I will have more information on Blackboard under “Weekly Discussion Board”. This will count towards your discussion grade, so please post your introduction, You also need to say hello to at least one other classmate. Yes, this will count as part of yout discussion post grade. Acquire your text, read the syllabus, and familiarize yourself with the Blackboard course layout. Any general questions for the instructor need to be posted on the discussion board titled “General Questions for Instructor", or you can e-mail me. There will be a quiz next week over the syllabus and the Blackboard layout. Week Two, January 23-29: Feminisms Matter/Definition of Feminism Readings: 1. Introduction of Feminism is for Everybody: Passionate Politics, (Under “Lecture Material”) 2. Chapter | of Feminism is for Everybody: Passionate Politics, “Feminist Politics” (Under “Lecture Material") View videos 1. The Mask You Live In on Netflix (Under “Lecture Material”) 2. Miss Representation on Netflix (Under “Lecture Material”) yllabus Quiz #1 Opens Thursday, January 26 at 11:59 p.m. and is open until Thursday, February 2at 11:59 p.m. It will cover ‘material from the class Syllabus and Blackboard layout. ‘Week Three, January 30-February 5:Gender & Sex, We are born naked, and the rest is drag, RuPaul Readings: Chapter | from The Sociology of Gender, “Introduction” (Under “Lecture Material”) View: I. Killerman, Understanding the Complexities of Gender (Under “Leeture Material”) 2. 5 Gender Stereotypes That Used To Be The Opposite (Under “Lecture Material”) ‘Week Four, February 6-12: Don't Call Me That: Feminism and Other “F" Words Readings: 1. Introduction Feminisms Matter: Debates, Theories, Activism, (This is the textbook you had to purchase) 2. Chapter | of Feminisms Matter: Debates, Theories, Activism “Don’t Call Me That! Feminists and other 3. Chapter 2 Feminisms Matter, “What's Feminism Done (for Me) Lately? Feminist Contributions” Words” View: 1. Laci Green (She spoke at TTU last Spring at the Women’s Studies Conference), Why I'm a Feminist...Gasp: (Under “Lecture Material”) (watch first) 2. Laci Green, The F-Word (Under “Lecture Material”) (watch second). You can discuss the two Laci Green Videos together. 3. We Should All Be Feminists by Chimamands Ngori Adichie (Quiz #2 opens on Thursday, February 9 at 11:59 p.m. and closes Thursday, February 16 at 11:59 p.m. See Quizzes on the syllabus for more information. The quiz will include information from this week. The PowerPoint study guide for the quiz is available under Lecture Material for Week Four Week Five, February 13-19: How Do I Know What I Know? Epistemology & Theory Readings: 1. Chapter 3 in Feminisms Matter, “How Do I know What I know’? Epistemology & Theory 2. Chapter 5 in Feminisms Matter, “So Many Details and So Much Reading: Feminist Theories”. ‘Week Six, February 20-26: Making My Head Spin: Critical Interseetional Readings: I. Chapter 4 in Feminisms Matter, * Making My Head Spin: Critical Intersectionality” 2. Why Our Feminism Must be Intersectional (Under “Lecture Material”) View: |. White Like Me (Under “Lecture Material”) 2. Intersectional Analysis of Race, Class, and Education: (Under “Lecture Material”) 3. Kimberle Crenshaw: The Urgency of Intersectionality: (Under “Lecture Material”) Quiz # 3 Opens Thursday, February 23 and closes Thursday, March 2 at 11:59 p.m. The quiz includes material from this week. Study guide PowerPoint is available under Weekly Lecture Material for Week Six. ‘Week Seven, February 27-March 5: Feminist Legacies and Perspectives Readings: 1. Chapter 8 in Feminisms Matter, “It's Not Dead? Connecting the Dots Across the Waves of Fe purchased) 2. Chapter 2 in Feminism is for Everybody, "Consciousness-Raising” (Under “Lecture Material”) View: |, Film: Iron-Jawed Angels (Under *Leeture Material”) 2, Film: She's Beautiful When She's Angry on Netflix (Under “Lecture Material”) nism” (Book you ‘Week Eight March 6-9: Midterm Exam/No Discussion Board Introduction to Women’s Studies 4‘The PowerPoint Study guide is available under the Midterm Exam Link. The Midterm is about material we have covered ‘throughout the semester. March 11-19: Spring Break!! No Discussion. Have a safe and fun holiday break. Week Nine March 20-26: Women’s Bodies, Women’s Health, and Women’s Reproductive Readings: 1. Ruth Bader Ginsberg: (Under “Lecture Material”) View: 1. The Purity Myth (Under “Lecture Material") 2. Trapped (Under “Lecture Material”) 3, Women’s Healthcare: (Under “Leeture Material”) 4. Last Week Tonight with John Oliver: Abortion Laws: (Under “Lecture Material”) 5. Last Week Tonight with John Oliver Sex Education (Under “Lecture Material”) Planned Parenthood (Under “Lecture Material”) (This is a website not a video). Optional Viewing: 1, Women's Reproductive Rights: Does America Hate Vaginas: (Under “Lecture Material”) ‘Week Ten, March 27-April 2: Girls, Worms, Mass Media, and Culture Reading: 1. Girls, Worms, and Body Image By Kate Lyman (Under “Lecture Material”) View: I. Dreamorlds Iif (Under “Lecture Material”) 2. Killing Us Softly 4 (Under “Lecture Material”) 3. If Romance Movies Were Feminist (Under “Lecture Material”) Optional Viewing: 3. Last Week Tonight with John Oliver: (Under “Lecture Material") 2. Playing Unfair: The Media Image of the Female Athlete (Under “Lecture Material”) Week Eleven, April 3-9: Rape Culture Readings: 1 Texas Tech Investigating Frat for ‘No Means Yes, Yes Means Anal’ Sign: (Under “Lecture Material”) 3. Protestors Promote "No Means No” In Memorial Circle: (Under “Lecture Material”) 3. Light Sentence for Brock Tumer in Stanford Rape Case Draws Outrage The New York Times (Under "Leeture Mater 4, Here Is The Powerful Letter The Stanford Vietim Read Aloud To Her Attacker (Under "Lecture Material") 5. It's On Us: (Under “Lecture Material”) is information can be difficult for some students). View: 1. I's On Us: (Under “Lecture Material”) 2.I’s On Us TTU Women’s Studies: (Under “Lecture Material”) 3. It's On Us TTUHSC: (Under “Lecture Material”) 3. It's On Us NC State: (Under “Lecture Material”) 4. The Hunting Ground (Available on Netflix) (Under “Lecture Materi 5. The Bro Code: (Under “Lecture Material”) Feminist Interview Due Friday, April 7 by 11:59 p.m. Week Twelve, April 10-15 (The week ends on Saturday and not Sunday because Sunday is a holiday. Make sure to post by the end of the day on Saturday, April 15): Global Feminisms, You only have to do your Original Post this week. View: 1. Half The Sky Part 1 & 2. Rent them on Amazon.com for $3.99 each. Remember this is much cheaper than most textbooks. You will need to ereate an Amazon account if you do not have on. Iti free to sign up. (Under “Lecture Material”) 2, My Mother's Strange Definition of Empowerment Ted Talk: (Under “Lecture Material”) 3. The Girl Effect: The Clock is Ticking: (Under “Lecture Material”) Optional Viewing: 1. Gitl Rising/Nepal Chapter: (Under “Lecture Material”) 2. Girl Rising/ Peru Chapter: (Under “Lecture Material”) 3. Girl Rising/Ethiopia Chapter: (Under “Lecture Material”) ‘Week Thirteen, April 18-23: Feminist Activism & Still Struggling For Change Reading: Chapter 10 in Femiinisms Matter, “The Strategies That Empower Us: Feminist Activism” (Book you purchased) View: I. This Isn’t Her Mother’s feminism: (Under “Lecture Material”) 2, Emily May: (Under “Lecture Material”) 3. Raging Grannies: (Under “Lecture Materi 4. The Guerilla Girls on The Late Show with Stephen Colbert: (Under “Lecture Material”) Quiz #4 Opens Tuesday, April 20 and closes on Tuesday, April 27 at 11:59 p.m. The study Guide is available under Weekly Lecture Material for week Thirteen. Introduction to Women’s Studies‘Week Fourteen, April 24-April 30: LGBTQ individuals and Feminisms Readings: 1. “A Mother Speaks Out” in Rethinking Our Classrooms Vol. 2 (Under “Lecture Material”) 2. "Mississippi Governor Signs Law" The Washington Post (Under “Lecture Material") View: 1. The Out List available on Netflix 2. John Oliver Last Week Tonight: Transgendet Rights: (Under “Lecture Material”) 3. John Oliver Last Week Tonight: LGBTQ Rights: (Under “Lecture Material”) 4, LZ Granderson: The Myth of the Gay Agenda TEDtalk: (Under “Lecture Material”) 5. Ash Beckham: We're All Hiding Something. Let's Find the Courage to Open Up: (Under “Lecture Material”) 6, Ivan Coyote: Why We Need Gender Neutral Bathrooms: (Under “Lecture Material”) Optional Viewing: 1. Kate Clinton: The Rising on TEDxWomen: (Under “Lecture Materis ‘Week Fifteen, May 1-7: Don’t Men Count, Too? Reading: 1. Chapter 9 in Feminism Matter, “Don’t Men Count, Too? Feminisms & Masculinities” View: 1. Tough Guise 11. (Under “Lecture Material”) 2. Tony Porter: A Call to Men (Under “Lecture Material”) 3. Michael Kimmel: Why Gender Equality is Good for Everyonc—Men Included: (Under “Lecture Material”) May 9: Extra Credit Assignments & The Make-up Discussion Board due. May 11: Final Day to turn in Final Projects (They will not be accepted after this date at 11:59 p.m.). Course Objectives State-level Objectives Goal I, Critical Thinking Skills Goal 2. Communication Skills Goal 3, Personal and Social Responsibility University-level Objectives Goal 4, Theories and Methodologies Goal 5. Analytical Ability Goal 6, Cultural Competence Goal 7, Knowledge about Gender Relationships in Society Goal 8. Creating Classroom Community and Challenging Negative Stereotypes Goal 1. Critical Thinking Skills Students will demonstrate creative thinking, innovation, inquiry, analysis, evaluation and synthesis of information Outcomes: Students will apply critical thinking skills to analyze social and cultural frameworks in popular American culture and ‘global cultures by using various socio-cultural methodologies and theories, Assessments- Evaluations of the quality of student understanding and theory will be indicated through online discussion, thematic “writing assignments, creative projects and varying media presentations. When will it be assessed?” Assessed by semester, monthly and weekly. Goal 2. Communication Skills Students will demonstrate effective development, interpretation, and expression of ideas through written, oral, and visual communication. Outcomes - Students will discuss meanings, terms and philosophies of gendered mass media, inviting the student to move from passive reading to personal theory to active interdisciplinary application through writing speaking and visual representation. ‘Assessments - The quality of student understanding and skill will be indicated through active discussion, written thesis, leading class discussions, and critical observation of their media and gendered environment, When will it be assessed? Assessed by semester, ‘monthly and weekly. Goal 3. Personal and Social Responsibility Master the ability to connect choices, actions, and consequences to ethical decision-making. Outcomes. Students will develop skills in articulating and evaluating their perceptions and understandings of complex social ‘movements and personal concepts with gender and women’s issues components, Students will learn how to interact with civil consideration while authentically challenging previously held bias and perceptions. Assessments - Evaluations of the quality of student participation in class discussion, producing journal entries on course topies, ‘writing exercises, planned video and media presentations, computer based interactions and examinations. When will it be assessed? Assessed by semester, monthly and weekly Introduction to Women’s Studies 6Goal 4. Theories and Methodologies “Analyze the theories and methodologies of historical, literary, philosophical and aesthetic research and realize method’s applicability to everyday life. Outcomes- Students will gain critical thinking experience in developing, structuring and presenting thesis statements, arguments, and analytical observations Assessments - Evaluations of the quality of student participation in class online discussion, assessments, writing exercises, media presentations, technology-based interactions, reviews and a midterm examination, When will i be assessed? Assessed by semester, monthly and weekly. Goal 5. Analytical Ability Develop analytical ability in written and oral forms. Outcomes- Students will gain experience in developing, structuring and presenting thesis statements, arguments, and analytical observations Assessments - “writing exercises, planned oral presentations, media presentations, technology based interactions, reviews, and midterm examination, When will it be assessed? Assessed by semester, monthly and weekly. Evaluations of the quality of student participation in class discussions, producing journal entries on course topies, Goal 6, Cultural Competence Evaluate events, ideas, and artistic expressions in terms of multiple cultural contexts and value systems. Outcomes- Students will expand their knowledge on diversity of the human condition and cultures and the impact of popular cultural ideologies/practices on these experiences through movements and writings by and about women. Assessments - Students will participate in diverse peer discussion, attending community cultural events related to course topies, “writing exercises, videos and media viewing, technology-based interactions, and written comprehensive learning assessments. When. will itbe assessed? Assessed by semester, monthly and weekly. Goal 7. Knowledge about Gender Relationships in Society Students will demonstrate knowledge and be able to critically evaluate the role of power and privilege in gender relationships in society, Outcomes- Students will expand their knowledge on gender and gendered relationships within our culture and how these ideas and practices impact our social structure and personal placement within these realistic and unrealistic structures, Assessments - Students will participate in diverse peer discussion, attending community cultural events related to course topics, “writing exercises, videos and media viewing, technology-based interactions, and written comprehensive learning assessments. When. will itbe assessed? Assessed by semester, monthly and weekly. Goal 8. Creating Classroom Community and Challenging Negative Stereotypes — Identify negative stereotypes and diseuss why individuals persist in holding them and deconstructing Outcomes- Students will expand their knowledge on/and identify negative stereotypes used within various cultures of society. They will discuss why individuals persist in holding negative stereotypes and begin to deconstruct these within their classroom peer Assessments - Students will participate in diverse peer discussion, attending community cultural events related to course topics, “written activities, videos and media viewing, technology-based interactions, and creative problem solving in visual and oral formats. When will it be assessed? Assessed by semester, monthly and weekly. Syllabus Changes: Should any changes become necessary during the course of the semester I will make in class announcements as well post these changes on Blackboard. The instructor reserves the right to make changes tothe syllabus as needed, Other Issues: Class Conduct: Since every student is entitled to full participation in class without interruption or distraction, disruption of class with .considerate behavior will not be tolerated. his includes turning off all cell phones and beepers before coming to class. Its also distracting to other students to talk in class or read or do other class assignments, Repeated violations will be penalized and may result in expulsion from the class, Lack of respect for the class and other students includes such behaviors as talking with fellow students while others are speaking, reading newspapers, texting or surfing the web, putting one’s head down on the desk or leaving class early without prior permission from the instructor. ‘Students who fail to show respect for other students or for the class will be given a one-time warning and a reduction of 10 points from the class participation/demeanor grade, If inappropriate behavior continues, there will be addition reductions in the grade or the student will be asked to drop the course. ‘The attempt of students to present as their own any work that they have not honestly performed and cheating during exams will be ‘weated as a serious offense, For examples of cheating see the University catalogue pages 46 and 47. Students found to commit academic dishonesty will be liable for serious sanctions such as receiving a 0 forthe assignment or exam, Introduction to Women’s Studies 1Your Responsibilities as a Student Texpect you to regularly attend class. When readings are due, I request you prepare one question for(atIeast one from each reading ‘when there are multiple readings). | also encourage you to keep a journal, writing down and reflecting about difficult issues or concepts, You will be required to submit periodie reaction papers (one page in length) on vatious topics, (I will expand about these in class.) Health and Safety The School of Art endeavors to comply with the intent of state laws and the University Health and Safety Program in an effort to maintain a safe working environment. Students are expected to take note of cautions and safety procedures listed in textbooks or covered in class, Accidents should be reported immediately and injuries should receive prompt medical attention, Broken equipment should be reported in order to make timely repairs and avoid hazards. See htip://www.depts.ttu.edu/opmanual/OP60,01 pdt ‘You will be asked to read and sign the School of Art Student Safety Training form after a discussion on health and safety in the classroom, the Classroom “Each Person Has Worth and Dignity.” “It is imperative that students lear to recognize, understand, and 1uman differences. Colleges can, and indeed must, help their students become open to the differences that surround them: race, religion, age, gender, culture, physical ability, language, nationality, sexual preference, and life style. These matters are learned, best in collegiate settings that are rich with diversity, and they must be learned if the ideals of human worth and dignity are to be advanced” (2011-12 Texas Tech Student Handbook, Assumptions and Beliefs, page 3) Classroom Conduct Students are expected to assist in maintaining a classroom environment that is conducive to leaming. In order to assure that all students have an opportunity to gain from time spent in class, unless otherwise approved by the instructor, students are prohibited from using cellular phones or beepers (including texting), eating or drinking in class, making offensive remarks, reading. newspapers, sleeping or engaging in any other form of distraction. Inappropriate behavior inthe classroom shall result in, minimally, a ‘request to leave class and an absence for that session, Unless the instructor requires it, you may not surf the Intemet or check your email during class time. Ifa student is found doing either of these things, you will be asked to leave the class and earn an absence for that session, See 2011-12 Student Handbook, pages 28-38, Academic Integrity “Iris the aim of the faculty of Texas Tech University to foster a spirit of complete honesty and high standard of integrity. The attempt of students to present as their own any work not honestly performed is regarded by the faculty and administration as a most serious offense and renders the offenders lable to serious consequences, possibly suspension” (2011-12 Texas Tech Student Handbook, page 8). “Academie dishonesty” includes, but it not limited to, cheating, plagiarism, collusion, falsifying academic records, misrepresenting facts, and any act designed to give unfair academic advantage to the student.” (For the specific definitions of Academic Misconduct, see 2011-2012 Texas Tech Student Handbook, page 28). This includes, but is not limited to, submission of essentially the same writen assignment for two courses without the prior permission of the instructor or the attempt to commit such an act. Conflict Resolution The Student Resolution Center is available to assist students with any conflict or problem that has to do with being a student at Texas Tech University. You may visit the Student Resolution Center in the Student Union Building or call 742- 4791, Reporting Ilness In case of an illness that will require absence from class for more than one week, the student should notify his or her academic dean. The Dean’ office will inform the student’s instructors through the departmental office. In case of class absences because of a brief illness, te student should inform the instructor directly. Other information related to illness is found in the Student Handbook and the Residence Halls Handbook. Absence due to religious observance "Religious holy day" means a holy day observed by a religion whose places of worship arc exempt from property taxation under Texas Tax Code §11.20. A student who intends to observe a religious holy day should make that intention known in writing to the instructor prior to the absence. A student who is absent from classes for the observance of a religious holy day shall be allowed to take an examination or complete an assignment scheduled for that day within a reasonable time after the absence. A. student who is excused under section 2 may not be penalized for the absence; however, the instructor may respond appropriately ifthe student fails to complete the assignment satisfactorily. See hitp:/www.depts.ttu.edu/officialpublications/eatalogi_AcademicsResulations php ee http: www-depts.tu.edulopmanusl/OP34,19 pdf Student Absence due to Sponsorship of Student Activities and Of-Campus Trips: Introduction to Women’s Studies 5“Faculty, department chairpersons, directors, or others responsible fora student representing the university on officially approved trips should notify the student's instructors of the departure and return schedules in advance of the trip” (TTU 2011-12 Student Handbook, page 9). Proper protocol dictates that a student missing class due to an officially excused tip to personally notify their instructor ofthe departure and return schedule in advance ofthe trip as well. The student may not be penalized and is responsible for the material missed. According to TTU OP 34.06, students will be responsible for making their own individual arrangements with instructors for class work missed while participating in an off-campus trip, See bitn:/www. dents ttuedu/opmanuaV/OP34,06 pal. Miness and Death Notification ‘The Center for Campus Life is responsible for notifying the campus community of student illnesses, immediate family deaths andl or student death. Generally, in cases of student illness or immediate family deaths, the notification to the appropriate campus community ‘members occur when a student is absent from class for four (4) consecutive days with appropriate verification, Its always the student's responsibility for missed class assignments and/or course work during her/his absence. The student is encouraged to contact the faculty member immediately regarding the absences and to provide verification afterwards. The notification from the Center for Campus Li a courtesy and the student must initiate the request within two weeks ofthe incident. ife does not excuse a student from class, assignments, and/or any other course requirements. The notification is provided as Disability Any student who, because of disability, may require special arrangements in order to meet the course requirements should contact the instructor as soon as possible to make any necessary arrangements. Students should present appropriate verification from Student Disability Services during the instructor's office hours, Please note instructors are not allowed to provide classroom, accommodations to a student until appropriate verification from Student Disability Services has been provided. For additional information, you may contact the Student Disability Services office at 335 West Hall or 806-742-2405, The university-approved mechanism for doing so is written notification from Access TECH—a Letter of Accommodation (LOA). The LOA on official university leterhead indicates to professors that the student has given proof of his or her disability and that the accommodation noted is considered appropriate and reasonable.” TTU Faculty Handbook, Faculty Affairs, Section A., Americans With Disabilities Act Sce (hitpd/www depts.ttu.edwofficialpublications/facullyHB/FacultvACfsirs_A.php#AccessTECH). Absolutely no other written documentation, verbal verification, or explanation, other than the LOA; may be requested as “proof of disability” by any faculty ‘member under any circumstances whatsoever as ths isin direct violation of Federal Law. “Section S04 of the Rehabilitation Act of 1973, as amended, and the Americans with Disabilities Act (ADA) require that universities, and all faculty and staff therein, make reasonable accommodation for all students with disabilities in all programs and activities, both academic and nonacademic. Ifsuch reasonable accommodation is denied to any disabled student, the institution may be held in violation of the law” (TTU Faculty Handbook, Faculty Affairs, Section A., Americans With Disabilities Act). See |tp./Awww.depts.tu.edw/officialpublications/facultyHB/Faculty ffairs A.php#AccessTECH, Texas Tech University Statement of Ethical Principles Texas Tech University is committed to the values of mutual respect; cooperation and communication; creativity and innovation; community service and leadership; pursuit of excellence; public accountability; and diversity (2005 Texas Tech University Strategic Plan). Texas Tech University is committed to being an ethical institution, In recognition of the rights and inherent dignity of all members of the Texas Tech University community, the university is committed to supporting the following principles and to protecting those rights guaranteed by the Constitution, the laws of the United States and the State of Texas, and the policies adopted by the Board of Regents. As members of the Texas Tech community, faculty, students, staff, administration, and all stakeholders accept responsibility for abiding by and promoting the ethical principles of the university described below, Although legal behavior and ethical behavior overlap in many areas, they are quite distinct from each other. While we follow legal requirements, an ethical institution goes beyond them to achieve the following values. See uip:/iwww.depts.ttuedu/officialpublications/catalog/ EthicalPrineiples php Texas Tech University Statement of Ethical Principles ‘Texas Tech University is committed to the values of mutual respect; cooperation and communication; creativity and innovation; community service and leadership; pursuit of excellence; public accountability; and diversity (2005 Texas Tech University Strategic Plan). Texas Tech University is committed to being an ethical institution, In recognition of the rights and inherent dignity of all, members of the Texas Tech University community, the university is committed to supporting the following principles and to protecting those rights guaranteed by the Constitution, the laws of the United States and the State of Texas, and the policies adopted by the Board of Regents. As members of the Texas Tech community, faculty, students, staff, administration, and all stakeholders accept responsibility for abiding by and promoting the ethical principles of the university described below. Although legal behavior and ethical behavior overlap in many areas, they are quite distinct from each other. While we follow legal requirements, an ethical institution goes beyond them to achieve the following values, See hitp:/www.depts.ttu.edu/officialpublications/catalog/ EthicalPrinciples.php ITU Resources for a Safe Campus ‘Texas Tech University is dedicated to providing a safe and equitable learning environment forall students. Diserimination, sexual assault, and harassment are not tolerated by the university. You are encouraged to report any incidents to The Student Resolution Introduction to Women’s Studies 9Center: (806) 742-SAFE (7233). The TTU Counseling Center (http: www depis.ttu.edu/sce!) provides confidential support(806-742- 3674) and the Voices of Hope Lubbock Rape Crisis Center has a 24-hour hotline: 806-763-RAPE (7273), For more information about support, reporting options, and other resources, go to: http/iwww.depis.tu.edu/sexualviolence Introduction to Women’s Studies 0