The first three: paper, poster, learning analysis, allow you to position the work for the class in various frameworks, or knowledge worlds. In each of these you will work on research, analysis, and critical thinking. Some of this will be in traditional academic forms, some in emerging scholarly practices, but it is possible to combine these also with the techno-crafty delights cons have always shown off as well. And papers and poster projects may be be done with partners or individually, as you choose.
The logbook will help you organize your projects: when you started them, how many drafts you completed, who you worked with, where you are in what you have done, and what still needs to be done. It will be turned in four times during the semester (the first in time for early warning grades), and you won’t get credit for any assignments until the final version is turned in on the last day of class with the final version of the learning analysis. You can download a template for the logbook at: https://docs.google.com/file/d/0BzmKs1Fz7m9uWWVJQ25DSHZsYlU/edit
Prototyping activities on some Thursdays of our class introduce you to multimodal learning, what some call “flipping the class” or how to include “making” as a kind of learning. We will be making both posters and websites. If you are new to making the kind of posters that enhance critical thinking and cognitive skills, or want some ideas about how to craft them well, see the wonderful slideshow by Leeann Hunter here: http://multimodal.wsu.edu/blog/?p=97 If you have never made a website, you might start off with a Blogger version: https://www.blogger.com/tour_start.g Blogger is what I use for the class website. I use Weebly for my professional website: http://education.weebly.com/ Both of these are very simple. Or you might like to build a site on Word Press: http://en.support.wordpress.com/using-wordpress-to-create-a-website/ If you have already begun crafting websites, pick your favorite platform for something new, or enhance what you already have going with projects from our course. A fun site with easy tools for all kinds of web prototyping activities you will find here: http://easyedutools.weebly.com
Twice during the semester we will have a week of class workshoping. During part of that time paper and poster assignments will be presented poster conference style. That means that some people will be presenting their work in various parts of the room, all at the same time, while other class members wander around the room, interacting with them as they discuss their projects. Katie will also wander around, giving folks immediate feedback on their work. After we spend time doing this, we will move into collective discussion and engagement all together. Tuesday of workshop week will focus more on the first, Thursday more on the second.
For each workshop you will do either a paper or a poster. Which one you will do when will be determined by lot. You cannot get full credit for either assignment until after you also present them in the workshop sessions, and participate in follow-ups. In other words, just the written paper or the poster does not in itself complete the assignment. If an emergency or illness kept you from participation either or both days that week, to get full credit you will have to meet with three other students to share your work and their work outside class, and write up the experience and what you learned from it to complete the participation portion of that grade. SO DO NOT MAKE OTHER PLANS FOR THOSE DAYS: BUILD THEM CAREFULLY INTO YOUR SCHEDULE FROM THE BEGINNING OF THE TERM! Put them into your logbook from the beginning so that attending them will always be at the forefront of your term plans. This is also true of the final day of class, when you discuss your learning analysis with everyone else. Full credit for the learning analysis also requires attendance and participation on that last day.
Summary of assignments:
· Logbooks: 4, last one must be turned in to get any credit for the course
· Prototypes: 3 class posters, 2 website versions
· Event 1: research poster & pics or paper & handout; 2 days attendance: 1/3 grade
· Event 2: research poster & pics or paper & handout; 2 days attendance: 1/3 grade
· Final Learning Analysis & attendance: with logbooks & prototypes all together: 1/3 grade
· Workshop 1: Power, Movements, Worlds
For our first workshop, in order to explore how feminists analyze how power structures our worlds, you will create either a research paper with enough visual handouts for each member of the class (one to be displayed on the wall during the workshop too) or a conceptual poster, documented by digital pictures in both hardcopy and electronic copy. Whether you do a poster or a paper first will be determined by lot early in the semester. For both of these possibilities you will explore two class texts carefully, and chose EITHER • to analyze McGonigal’s or Zandt’s book through the analysis (eyes, lens) of Davis’ The Making of Our Bodies, Our Selves; OR • to analyze Davis’ book through the analysis (eyes, lens) of McGonigal’s Reality is Broken, or Zandt’s book Share This! • Davis’ book explores power in transnational and transdisciplinary frames. NOTICE what it demonstrates and assumes about what counts as power, which social movements matter, and how worlds are connected across differences. Zandt’s book explores accessibility and the currency of social media today, while McGonigal’s book explores energies of play, games industries, and humans’ actions for learning and for change. NOTICE who is addressed in these books, and why? No matter which of these approaches you take, also NOTICE that you will need to do some additional research. You will need to find out more about the various editions of the book Our Bodies, Our Selves, and you will need to play around with social media and games yourself, and do some web research checking out both Our Bodies, Our Selves and also how feminists today are using social media or games, as well as how they and marketing are interconnected. Always make a point of connecting projects to class readings and lectures.
· Workshop 2: Dynamics in Our Field of Women’s Studies
For our second workshop you will create either a paper & handout or poster & pics (whichever you did not do previously) in order to explore how feminists remember, participate in, and analyze the dynamics in our field of women’s studies. What is its history? What ways of analyzing power are best? How do particular disciplines locate the central concerns of women’s studies? How do feminist scholars share the work they do? You will explore two class texts carefully, and chose EITHER • to analyze Hewitt’s book through the analysis (eyes, lens) of Berger’s The Intersectional Approach OR • to analyze Berger’s book through the analysis (eyes, lens) of Hewitt’s No Permanent Waves • Berger’s collection demonstrates paradigm shifts in our field. NOTICE that it explores how to think THROUGH feminisms ABOUT feminisms. Hewitt’s book demonstrates that history doesn’t stand still. NOTICE and ask, why do we keep remaking our feminist pasts? No matter which of these approaches you take, also NOTICE that you will need to do some additional research. ALSO NOTICE how useful the Transforming Scholarship book is for thinking about these issues from a personal perspective. You may want to include analysis from it in your project as well. You will also need to use the web to follow-up or look in greater detail at the kinds of feminisms displayed here, other ways of thinking about histories of feminism, and ways all of these are promoted in popular and scholarly media. Always make a point of connecting projects to class readings and lectures.
Presenting and discussing in workshop mode means that by attending and listening we will all benefit from the hard work of everyone. Notice that both sorts of projects in both workshops should be begun several weeks ahead of their due dates. Not only do you need this time to do the additional research required, but to get good grades you need to • write papers in at least three drafts, and • plan out posters carefully to demonstrate both the results of your research and also how you got to those results.
How to practice reframing as a kind of analysis will emerge out of mini-lectures and their resources, so attending class faithfully and taking good notes will make this work a lot easier. Lecture materials are displayed on the class website, to be reviewed at any time. In college courses ALWAYS use your projects to demonstrate how you uniquely put together, or synthesize, class readings, mini-lectures and discussion. Make a point of displaying that you are doing all the reading and attending all the classes. Doing this clearly and carefully will demonstrate that this is your own work, and ensure your credit for honesty and for real engagement with the course.
Wondering how grades are determined? What they mean on your paper?
• A work is excellent, unusually creative and/or analytically striking
• B is fine work of high quality, though not as skilled, ambitious, or carefully edited as A
• C is average work fulfilling the assignment; may be hasty, drafted once, showing difficulties with grammar, spelling, word choice
• D work is below average or incomplete; shows many difficulties or cannot follow instructions
• F work is not sufficient to pass; unwillingness to do the work, or so many difficulties unable to complete
For more discussion of each grade, with an eye to written work especially, see this Google Doc, which is linked on our class website:
Remember, you can always talk to Katie about grades and your evaluation concerns during office hours anytime. But also note that you are expected to be learning how to evaluate your own work and to put it into perspective with the work of others, learning from seeing what others do. This means learning how to motivate and understand your own work, not depending solely on what others tell you to do, or how they judge it. Remember: don’t eat the menu (grades) instead of the meal (learning)!
what to do when you must unavoidably miss class, for emergency or perhaps for illness:
· TALK TO AT LEAST TWO CLASS BUDDIES IMMEDIATELY. Before you even come back to class, call them up or email them and find out if any special assignments are due the day you return, and make sure that you know about any changes in the syllabus. Try to have done the reading and be as prepared as possible to participate in class when you return.
· MAKE A DATE TO MEET WITH CLASS BUDDY TO GET NOTES AND DISCUSS WHAT WENT ON IN CLASS WHILE YOU WERE GONE. You are responsible for what happened in class while you were gone. As soon as possible, get caught up with notes, with discussions with buddies and finally with all the readings and assignments. Always talk with class buddies first. This is the most important way to know what went on when you were gone and what you should do.
· AFTER YOU HAVE GOTTEN CLASS NOTES AND TALKED ABOUT WHAT WENT ON IN CLASS WITH BUDDIES, THEN MAKE APPOINTMENT TO SEE KATIE. If you just miss one class, getting the notes and such should be enough. But if you've been absent for more than a week, be sure you make an appointment with Katie, and come in and discuss what is going on. She wants to know how you are doing and how she can help. Or, while you are out, if it's as long as a week, send Katie email at email@example.com and let her know what is happening with you, so she can figure out what sort of help is needed.
· IF YOU ARE OUT FOR ANY EXTENDED TIME be sure you contact Katie. Keep her up to date on what is happening, so that any arrangements necessary can be made. If you miss too much class you will have to retake the course at another time. But if you keep in contact, depending on the situation, perhaps accommodations can be made. Since attendance is crucial for all assignments and thus for your final grade, don't leave this until the end. LET KATIE KNOW WHAT IS HAPPENING so that she can help as much and as soon as possible.
· THE DIFFERENCE BETWEEN AN EXCUSED ABSENCE AND ANYTHING ELSE: generally speaking you are only allowed to make up work you missed if you have an excused absence. That the absence is excused does not mean you are excused from doing the work you missed, but that you allowed to make it up. I usually permit people to make up any work they miss, and do not generally require documentation for absences. Be sure to give explanations in your logbook and do make up all work you have missed.
Notice that if an emergency or illness kept you from participation in any prototyping activities, to get full credit you will have to meet with two other students to share your work and their work outside class, and write up the experience and what you learned from it to get credit. SO DO NOT MAKE OTHER PLANS FOR THOSE DAYS: BUILD THEM CAREFULLY INTO YOUR SCHEDULE FROM THE BEGINNING OF THE TERM! Put prototyping activities and workshops or cons into your logbook from the beginning so that attending them will always be at the forefront of your term plans. This is also true of the final day of class, when you discuss your learning analysis with everyone else. Full credit for the learning analysis also requires attendance and participation on that last day.
Missing class and missing assignments makes things harder for you, for everyone in the class, and for the teacher too. So note that it is always easier to come than not, and that you will have to do (modestly) more if you miss than if you were able to do the assignment in a regular way. And please be a generous class buddy to those who did have to miss: for emergencies and illness we might each need help: this is one reason why we are a community. And if you help someone else, not only does that make life nicer all round, but you actually learn more, sharing and helping someone else out! Really!
file name: <yourlastname> 300 proto1
send it to: firstname.lastname@example.org (NOT KING!)
subject header: <yourlastname> 300 proto1