Daily Argument Summaries: Students must come to class with argument summaries for the reading they did every day.
- For every reading, you should jot down in your notes a summary of the main argument, alongside 1-3 key examples, 1 or more key concepts and definitions, and connections to ideas in other readings. Bringing this to class will help you participate in class discussion.
- At least twice in the semester you will also type up the argument summary, print it, and bring it to class to turn in. Students will choose when to turn in their two argument summaries, and we will discuss them in office hours.
Weekly social media sharing: Each week, students will use Discord, Instagram, or Twitter to comment upon the reading and/or share online articles, images, and memes that relate to the topics we are discussing. Both students and I will read these before class, and students are also encouraged to bring them up during class time in terms of how they relate to our readings and discussions.
Peer Comments: Students should each comment at least 7 times on a different student’s blog post, spread throughout the semester. Try to start by making a comment on the blog post that has no comments yet. Videos with instructions for posting to WordPress are below.
Media analysis: Students will complete a 3-5 page (double-spaced in Word, but single-spaced on the blog) essay analyzing a piece of contemporary media (such as a social media meme, print advertisement, or scene of a television program). The essay should evaluate the assumptions about gender, race, and sexuality that ground the source. Instructions here. Videos with instructions for posting to WordPress are below.
Feminist MixTape: For this assignment, you will submit a song of your choosing to our class Spotify playlist (refer to the instructions you will recieve) and upload to the Blog a brief (500-600-word) explanation of how the song relates to feminisms as you have come to understand them through our readings and class discussions.
Book review: Students will read and analyze a scholarly monograph on a topic of their choosing from the field of gender and sexuality studies. Papers should be 4-6 double-spaced pages in Word, but will be posted single-spaced on the course blog. Students must choose a text not on the syllabus. The book review must identify and explain the (multi)disciplinary methods used in the monograph.
From Theory to Praxis Grant proposal: As a culmination of their research and theorizing for the course, students will draft a DRI and/or Dean Rusk (or other) grant proposal for a summer service or research project related to gender and sexuality studies. Successful examples include: volunteering at a women’s shelter serving a largely undocumented immigrant population, conducting ethnographic fieldwork among Bolivian feminist activists; or creating an art project to inform our campus and local community about anti-trans* hate and violence. Successful proposals will demonstrate command of key concepts studied in the course, such as heteronormativity, rape culture, cultural relativism, and/or social constructionism. Overlap between the grant proposal and the literature review or other assignments is desirable, as it will allow you to put into practice ideas you have examined in depth and/or build on research you have already conducted. Students will decide on their own whether or not to submit the proposal. Students select their own due date.
Self-Assessment: Students will turn in a self assessment of their work for the course at the end of the year, explaining why their work fits into the A, B, or C bundle (see the Grading page for more information on the bundles).