gender violence & justice in a global era · read & outline main points: allan johnson,...
TRANSCRIPT
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Gender Violence & Justice in a Global Era Professor: Dr. Patricia Boyett Office: Marquette Hall 318
Course: HIST T121, Sections F51 and F52 Office Hours: schedule appointment
Class Location: Marquette 401 Email: [email protected]
Time: M/W sections at 4:55 and 6:20 Phone: (504) 865-3082
Table of Contents Course Description………………………………………………………………………………...1
Course Content Trigger Warning..………………………………………………………………...2
Questions We Will Address……………………………………………………………………….2
Course Materials ………………………………………………………………………………….2
Quick Overview: Assignments/Points/Due Dates…...……………………………………………5
Grading Scale……………………………………………………………………………………...5
Class Schedule & Explanations of Assignments………………………………………………….6
Code of Conduct…………………………………………………………………………………11
Purpose of Core, FYS; Goals for Course; FYE………………………………………………….13
Venues for Student Assistance - Academic………………………..…………………………….15
Venues for Student Involvement & Assistance - Student Life………………………..…………16
Course Description In 1993, the General Assembly of the United Nations released the Declaration on the Elimination
of Violence Against Women. Over twenty-three years later, violence against girls and women
remains pervasive on every continent. 1 in 3 women still experience physical or sexual violence.
Over 700 million women alive today were married as children. At least 200 million women have
suffered from genital mutilation. Approximately eighty percent of sex trafficking victims are
women. Members of the LGB community suffer from similar or higher rates of sexual violence
than the heterosexual community. The 2015 US Transgender Survey revealed that 47 percent of
transgender persons experience sexual assault. Justice often eludes survivors of gender violence,
particularly when survivors are from marginalized populations. Men from privileged and
marginalized populations also suffer from various forms of gendered violence.
In “Gender Violence and Justice in a Global Era,” we will explore the patriarchal and prejudicial
structures that foster gender violence in modern history and in our era. We will also examine
how survivors of gender violence and their advocates have resisted these structures and sought
justice. In our times, we are experiencing the surge of a new wave of feminism in America as
apparent by the rise of struggles like #SayHerName and the Women’s March on Washington (the
largest national and global march in history). In addition, we have witnessed the extraordinary
#MeToo Movement, #TimesUp, record numbers of women running for office across the world,
the rise and persistence of the LGBTQIA movement, and global breakthroughs like women
achieving the right to drive in Saudi Arabia. This course encourages students to critically
evaluate how patriarchy and prejudice perpetuate gender violence and explore ways to combat it.
Multidisciplinary in its approach, this course allows students to experiment with artistic,
academic, cinematic, legal, and political sources. The nature and involvement with the work
encourages students to answer the Ignatian call to think critically, to act justly, and to contribute
to the liberation of the oppressed.
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Course Content Trigger Warning: Please note that as we are studying gender violence, the
course reading, lectures, and discussions will include sensitive material that students may find
disturbing and/or traumatic. The purpose of exploring the material is to understand the historic
roots that have created the world in which we live, the contemporary struggles that continue to
shape it, and how we might positively affect change. We engage in critical analysis and civil
exchanges to learn how we might create a more just world in the Igantius tradition. It is
important that if students find the material triggering that they do not hesitate to reach out to the
professor and to the University Counseling Center.
Questions We Will Address:
1. How have historical developments created and perpetuated privilege, patriarchy, and the
gender violence that sustains it?
2. How have privileged groups misused religion, culture, and science to justify patriarchy?
3. What is intersectionality? Why and how does intersectionality play such a significant role
in gender violence and the resistance to it?
4. How do you define feminism? How has it been defined historically and in the
contemporary era? What does it mean to you? What is intersectional feminism?
5. How is gender violence related to sociopolitical control and the persistence of patriarchy?
6. Why are national and international allies vital when launching global campaigns against
gender violence and patriarchy?
7. In what ways are education, employment opportunities, and financial independence for
women and marginalized populations necessary to successfully resist gender violence?
8. Why is it necessary for women and marginalized populations to have access to power,
including suffrage rights as well as representation in politics, the media, legal
apparatuses, the economic powerhouses, and the military, to combat gender violence?
9. What might we do as a social justice community to contribute to the struggle against
gender violence and to creating a more just and equitable world?
Course Materials/Sources Sources on Blackboard
Articles & Chapters
Carranca, Adrianna. “The Women-Led Opposition to Brazil’s Far Right Leader.” The Atlantic,
November 2, 2018. https://www.theatlantic.com/international/archive/2018/11/brazil-
women-bolsonaro-haddad-election/574792/.
Crenshaw, Kimberlee. “Why Intersectionality Can’t Wait.” Washington Post. September 24,
2015.
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Fincher, Leta Hong. “China’s women’s movement has not only survived an intense crackdown,
it’s grown.” The Guardian, March 7, 2019.
Grady, Constance. “The Four Waves of Feminism and Why People Keep Fighting Over Them.”
Vox, July 20, 2018. https://www.vox.com/2018/3/20/16955588/feminism-waves.
Johnson, Allen. “What is This Thing Called Patriarchy,” in The Gender Knot: Unraveling Our
Patriarchal Legacy. Philadelphia: Temple University Press, 2014, 3-25, 40-47.
Kuumba, Bahati M. “Repercussions: Gendered Interests and Social Justice Outcomes.” In
Gender and Social Movements. Walnut Creek, California: AltaMira Press, 2001, 117-
140.
McGuire, Danielle. “ ‘It Was Like All of Us Had Been Raped’: Sexual Violence, Community
Mobilization and the African American Freedom Struggle.” Journal of American
History. 91 (2004): 906-931.
Statements, Studies, US Government Documents & United Nations Documents
Amnesty International, A Fact Sheet on CEDAW: Treaty for the Rights of Women. New York:
Amnesty International. Accessed May 10, 2019.
https://www.amnestyusa.org/files/pdfs/cedaw_fact_sheet.pdf
Human Rights Campaign. Dismantling a Culture of Violence: Understanding Anti-Transgender
Violence and Ending the Crisis. New York: Human Rights Foundation, 2019.
National Domestic Violence Hotline, “What is the Violence Against Women Act?” Accessed
May 28, 2019. https://www.thehotline.org/resources/vawa/.
United Nations General Assembly. Universal Declaration of Human Rights, December 10,
1948, 217 A (III). http://www.refworld.org/docid/3ae6b3712c.html.
United Nations General Assembly. Declaration on the Elimination of Violence Against Women.
December 20, 1993, 48/104.
United Nations. Free & Equal: Sexual Orientation and Gender Identity in International Human
Rights Law. New York & Geneva: United Nations, June 2012 9-13.
Victim Impact Statement, Santa Clara, California, Accessed December 4, 2018.
https://www.sccgov.org/sites/da/.../B-Turner%20VIS.pd.
Poetry
Anzadúla, Gloria. “To Live in the Borderlands.” Borderlands-La Frontera. The New
Mestiza. San Francisco: Aunt Lute Books, 1987, 194-195.
Chrystos, “Sometimes I feel like all Indians.” Fugitive Colors. Cleveland: Cleveland State
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University Press Poetry Center, 1995.
Dunbar-Nelson, Alice Moore. “I Sit and Sew.” The Works of Alice Dunbar-Nelson Volume 2
The Schomburg Library of Nineteenth-Century Black Women Writers. Oxford: Oxford
University Press, 1988.
Johnson. Georgia Douglass. “The Heart of a Woman.” The Heart of a Woman and Other Poems.
Boston: Cornhill Company, 1918.
Lorde, Audre. “Power.” The Collected Poems of Audre Lorde. New York: W. W. Norton and
Company Inc., 1997.
Lorde, Audre “Sister in Arms.” The Collected Poems of Audre Lorde. New York: W. W. Norton
and Company Inc., 1997.
Yamada, Mitsuye, “Neutralize.” Wild Poppies. Freedom Archives, January 1, 2004.
Speech
Janet Mock, “I Am My Sister’s Keeper.” Women’s March on Washington, January 21, 2017,
Janet Mock website, https://janetmock.com/2017/01/21/womens-march-speech/
(accessed August 10, 2018).
Films Shown In Class
Call Me Kuchu. Dir. By Malika Zouhali-Worrall and Katherine Fairfax Wright, Cinedigm
Entertainment Group, February 12, 2012.
Girl Rising. Dir. by Robins Richard. Ro*Co Films Educational, 2013. Documentary.
Five Awake. Dir. Donna Dees and Susan Willis. Broadcast & Media Production Co. 2015.
Documentary.
He Named Me Malala. Dir. Davis Guggenheim, prod. David Diliberto. Imagenation Abu Dhabi
FZ and Fox Searchlight Pictures, 2015.
Women on the Frontline. Dir. by Hossein Martin Fazeli, Reel Content Productions, 2013.
The Indian Feminist Gang Striking Back Against the Patriarchy. Reported by Amos Roberts,
prod. SBS Australia. Journeyman Pictures, 2010,
https://www.youtube.com/watch?v=EXwH-kjSUSs
TBA: We might view other documentaries or clips as well
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Quick Overview of Class Assignments/Due Dates
Attendance: You may have 2 unexcused absences; thereafter you lose 5 points per missed class.
Classwork/Assessments/Assignments Dates/Location/Time Possible Points
Show & Tell: sharing a cultural piece. Will have various class opportunities 15
Outlines/List of Goals Aug. 21 – (Bring to Class) 10
First Draft Critical Essay Sept. 4 (Bring to Class) 15
Critical Essay Sept. 9, 11:59 p.m. (BB)* 50
Class Participation - Unit I Aug. 19-Sept. 11 (In-Class) 25
Writing Exercises & Discussions & Outlines (homework brought to class and in-class work)
Class Participation Unit 2 Sept. 16 – Sept. 30 (In-Class) 25
Writing Exercises & Discussions & Outlines (homework brought to class and in-class work)
Exam #1 Oct. 2 (In-Class) 100
Annotated Bibliography Oct. 23 (Bring to Class) 15
Leading Ladies of New Orleans, Louisiana Project
Research Paper Nov. 12 , 11:59 p.m. (BB)* 100
Project Presentation Nov. 13, 18, 20 (In Class) 25
Presentation Reviews Nov. 13, 18, 20 (In Class) 15
Class Participation Unit 3 Oct. 7-Dec. 2 (In Class) 25
Writing Exercises & Discussions & Outlines (homework brought to class and in-class work)
Final Dec. 4 (In Class) 100
*Extra Credit Dec. 5, 11:59 p.m. (BB)* 25
You will have a variety of opportunities to earn extra credit. See extra credit section on the
syllabus and extra credit folder on BB under Course Assignments for explanation of
opportunities.
* BB stands for Blackboard
Scale A 465-500 B 415-439 C 365-389 D 300-339
A- 450-464 B- 400-414 C- 350-364 F 0-299
B+ 440-449 C+ 390-399 D+ 340-349
Cushion Points: I grade on a 500-point scale; however, you may earn up to 520 points with the
regular assignments. And you may earn extra credit points. I designed the class with these
opportunities to provide freshmen with a bit of a cushion. It allows students an opportunity to
earn a high grade by improving their work.
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Class Schedule
Details of Assignments, Due Dates, & Points
Classwork/Assignments/Exams Due Dates & Location/Time Points
Introduction to FYS & to Loyola Welcome & Introduction to Class Themes August 19
Homework Due August 21 (Class) 10 points
Read syllabus
Read and make an outline of Loyola’s mission statement & vision statement See:
http://www.loyno.edu/mission-statements/.
Read & outline main points - Universal Declaration of Human Rights (on Blackboard).
Compose a list of goals you hope to achieve at Loyola and note how you plan to achieve them.
Classwork
Bring hard copy of outlines and list of goals to class.
Group Meetings: meet your classmates; share your goals and plans.
Engage in class discussion about the United Nations reading & Loyola’s mission. Consider how
the documents align and how they relate to the struggle for gender equality. Open discussion for
anyone to share their goals and plans.
UNIT I: Patriarchy, Power, & Privilege Homework Due Aug. 26 (Bring to Class)
Read & outline main points: Allan Johnson, “What’s This Thing Called Patriarchy?” in the
Gender Knot by addressing the questions below:
o What is Johnson’s main argument?
o What are his main supporting points?
o How well does he present and explain his argument?
o How is Johnson’s work relevant today?
Read Writing Academic Papers on BB under Writing Assistance. I include this document to assist
students in developing and writing strong academic papers.
Peruse the rubric for this writing assignment under Writing Assistance. The rubric will show
students how I grade.
Class Work August 26
Lecture/Discussion: Consent 101: Compose an outline of main points of Consent 101 presentation.
Homework: Due August 26 (Bring to Class)
Organize notes on Consent 101 into an outline
Revise main argument in Gender Knot
Classwork August 28
Complete Lecture/Discussion – Consent 101 – outline main points
Group Meetings: share main points in Consent 101 and Gender Knot
NO CLASS SEPTEMBER 2 – LABOR DAY
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Homework: Due Sept. 4 (Bring to Class) 15 points
Critical Essay: Compose first draft critically analyzing, “What’s This Thing Called Patriarchy?”
Prompt: Compose a critical essay that evaluates Johnson’s argument and supporting points. How is his
writing relevant to the current state of gender relations in America today? (use one example)
Structure
Format: Times New Roman, 12-point, double space
Length: 750 to 900 words
Save in pdf format for submission – will submit on Blackboard under Course Materials/Essay
Sources
Johnson’s article
Find an article from a national newspaper or magazine
Citations
Use Chicago Manual to cite your sources
Classwork/Discussion September 4
Bring rough draft of your critical essay, “What’s This Thing Called Patriarchy?” to class.
Discuss papers and engage in writing exercises to improve essay
Check in on adjustment to college
Homework: Complete Essay I Due September 8, 11:59 p.m. (BB) 50 points
Make sure to submit your essay in pdf format on Blackboard by Sunday night at 11:59 pm
Classwork: September 9
Introduction of Feminist Project: Leading Ladies of New Orleans, Louisiana
Prompt for Project: Research Paper due Nov. 12; Presentations (Nov. 13, 18, 20)
Form groups and select women from the provided list to research.
Research Work
Research her background and contributions to the city.
Interview descendants and/or find interviews about her.
Essay:
Compose a 600-word research paper (note that the word-count is for the content of the paper and
should not include the counting of title page or works cited page words)
Include a separate Works Cited page in AP format.
Presentation: Develop a class presentation with your group (5 minutes per person). It must include at least
one visual element and may include PowerPoint presentations, photographs, graphics, artistic renderings,
music, a theatrical performance etc.
Homework Due September (Bring to Class)
Read Victim’s Impact Statement & write a short reflection or outline main points.
Read & outline: National Domestic Violence Hotline, “What is the Violence Against Women
Act?” (VAWA) https://www.thehotline.org/resources/vawa/
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Find a song, poem, video clip, media story that promotes and/or resists rape culture and gender
violence.
Start looking for sources for the Leading Ladies project.
Classwork September 11
Documentary: Five Awake
Presentation: Power & Control Wheel, Red Flags, & the Culture of Gender Violence
Writing Exercises on “Five Awake,” Victim’s Impact Statement, VAWA
Class Discussion on gender violence and the culture that promotes or resists it.
Homework -Reading/Outlines Complete by Sept. 16 (Bring to Class)
Read and compose outline of main points: United Nations, Born Free & Equal.
Read to find main points of Human Rights Campaign, Dismantling a Culture of Violence:
Understanding Anti-Transgender Violence and Ending the Crisis
Classwork: September 16
Presentation: Lee Mokobe, “What it Feels Like to be Transgender,” TED WOMEN 2015.
Writing exercises & class discussions on gender violence and the LGBTQ community
Class Participation - Unit I Aug. 19-Sept. 16 25 points
Includes all in-class discussions, outlines for homework brought to class, and in-class writing exercises.
UNIT II: A Historical Perspective: Resistance, Reform, & Revolution in America Homework Due September 18 (Bring to Class)
Read & Outline main points in Constance Grady, “The Four Waves of Feminism and Why People
Keep Fighting Over Them,” Vox July 20.
Read US Constitution, particularly the Amendments.
Find a second source for your Leading Ladies project
Class work:
Lecture “Intersectional Feminism & the Struggle for Justice”
Discussion & Class Exercises: The Waves of Feminism
Homework Due September 23 (Bring to Class)
Read & outline main points - Danielle McGuire, “It Was Like All of Us Had Been Raped.”
Read & outline main points Kimberle Crenshaw’s, “Why Intersectionality Can’t Wait.”
September 23
Complete Lecture
Discussion group project and the sources you found.
Classwork September 25
Meet in the Monroe Library (Library Instruction) located on the first floor of Monroe Library. If entering
the main entrance, take the hallway to the right before the elevators. Enter the classroom with computers
at the desk. You will meet with Dr. Jason Ezell to learn more about searching for sources on computers.
Homework Due Sept. 30 (Bring to Class)
Read and outline main points - Speech: Janet Mock, “I Am My Sister’s Keeper”
Read the following poems and be prepared to discuss one of them:
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Gloria Anzadula, “To Live in the Borderlands,”
Chrystos “Sometimes I Feel Like All Indians”
Mitsuye Yamada, “Neutralize”
Audre Lorde, “Sister in Arms”
Classwork September 30
Engage in discussion on readings and preparation for exam exercises.
Check in on adjustment of students to Loyola.
Class Participation Unit II Sept. 16 – Sept. 30 10 points
Includes all in-class discussions, outlines for homework brought to class, and in-class writing exercises.
Exam I (Unit I & II) October 2/In Class 100 points
UNIT III: Education, Empowerment, Equality Around the Globe Homework Due October 7 (Bring to Class)
Read & outline main points - Bahati Kuumba, “Repercussions,” in Gender and Social Movements
Read & outline main points in CEDAW Fact Sheet
Classwork October 7 & 9
View film, He Named Me Malala and compose an outline of the main points.
Engage in class discussion of Kuumba’s article & CEDAW.
FALL BREAK October 14 & 15: NO CLASS
Classwork October 16
Advising Guest Speaker (20 minutes)
Workshop Research
Break into groups and discuss findings of research for group project.
Share group findings with class.
Present topic possibilities & narrow them.
Homework
Write an annotated bibliography for your Leading Ladies essay (Bring to Class Oct. 23)
Prepare group pitch with group (present Oct. 28)
Classwork Oct. 21 & Oct. 23
View Call Me Kuchu and compose an outline of the documentary’s main points.
Engage in writing exercises.
Homework: Due Oct. 28
Read and outline main points in the following articles:
Adrianna Carranca, “The Women-Led Opposition to Brazil’s Far Right Leader”
Leta Hong Fincher, “China’s women’s movement has not only survived an intense
crackdown, it’s grown.”
Revise annotated bibliography
Classwork Oct. 28
Discuss articles.
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Group Meetings: groups meet to discuss research/presentation plan.
Group Pitches: project lead presents two-minute pitch.
Homework Due Oct. 30 (Bring to Class)
Compose a rough draft of your Leading Ladies essay
Classwork Oct. 30, Nov. 4, 6
Guest Speakers TBA
Group Meetings
Professor Consultations – rough drafts Leading Ladies essay
November 11: No Class Meeting: Use the time to meet with your groups and finish your projects.
**Papers Due Nov. 12 , 11:59 p.m. (BB) 100 points
**Classwork – Group Presentations Nov. 13, 18, 20 (In Class) 25 points
**Reviews on Other Group Presentations (In Class) 15 points
You must attend and review all presentations based on a rubric provided by the professor. You must have
an excellent excuse to miss your presentation and that of your classmates to makeup the work.
Classwork Nov. 25
Global Struggles Against Gender Violence:
Clips: The Indian Feminist Gang Striking Back Against the Patriarchy
Clips: Girls Rising
Discussion
THANKSGIVING HOLIDAYS: Nov. 27-Dec. 1 – NO CLASS
Homework Due Dec. 2
Study for Final
Classwork December 2
Participate in writing exercises and class discussion to prepare for final.
*Class Participation Unit 3 10 points
Includes all in-class discussions, outlines for homework brought to class, and in-class writing exercises.
Final Exam: All Units Dec. 4 100 points
Extra Credit
I. Gender Forums/Papers Dec. 5/BB/11:59PM 5 points (per paper)
You may attend an approved event on gender issues at Loyola and write a 300-word reflection paper summarizing it.
5 possible points per paper; please note each student may only do 5 extra credit activities. Thus, you could write
5 papers or you could write three papers and engage in the other two extra credit opportunities below.
II. Catholic Identity & Mission Assessment TBA 5 points
III. Superstrong survey/meeting TBA 5 points
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Code of Conduct Attendance/Participation: Attendance and participation are required. Students are allotted two
unexcused absences. Thereafter, they lose 5 points per missed class. Missing class, without an
excuse beyond the two excused absences, will also reduce the amount of participation points a
student may earn.
Late Assignments:
Unexcused Late Essays and Group Project Written Portion: Students will be
permitted to submit the critical essay and the group project written portion ONE week
late for a loss of ten points. ***No assignments will be accepted thereafter without a
serious excuse that demonstrates why the student could not submit the assignment on the
original and late due date.
No Makeup for Unexcused Absence at Group Presentation: Students may not make
up the presentation without an exceptional excuse that is written and verifiable.
Verifiable Excuses & Late Essays and Group Projects: If students have a verifiable,
written excuse that explains why students could not submit the critical essay and/or the
group project written portion on time, they will be able to turn it in late for no penalty.
However, they must turn in such assignments immediately. To receive lengthy
extensions, students must show that a serious issue is preventing them from completing
the assignments in a timely manner.
Exams: Students will not be able to make up exams without a written, verifiable excuse.
In-Class Exercises: Students will not be able to makeup class discussions or in-class
writing exercises without an excellent excuse.
Extra Credit Due Date: Students may submit reflection papers on approved university
forums early if they wish, but not late. Due dates for the extra credit papers are
December 4. Due dates for the other 2 extra credit activities will be announced in class
and noted on BB. No late extra credit work will be accepted.
Cheating/Plagiarism: will result in an “F” on the assignment or exam and possibly an “F” in the
class or expulsion from the university.
Departmental Statement on Plagiarism: “Plagiarism is the use of another person’s ideas or
wording without giving proper credit – results from the failure to document fully and accurately.
Ideas and expressions of them are considered to belong to the individual who first puts them
forward. Therefore, when you incorporate ideas or phrasing from any other author in your paper,
whether you quote them directly or indirectly, you need to be honest and complete about
indicating the source to avoid plagiarism. Whether intentional or unintentional, plagiarism can
bring serious consequences, both academic, in the form of failure or expulsion, and legal, in the
form of lawsuits. Plagiarism is a violation of the ethics of the academic community.”i
Plagiarizing Other Students or Plagiarizing Oneself: Please note that taking the ideas from
the papers of other students and from one’s previous work (without citing it) is also plagiarism.
Safe Assign checks all assignments submitted on Blackboard. If you wish to use a portion of a
paper you wrote for another class because it is relevant, please discuss it with me. I might allow
you to use some of that work, but you must expand upon it, and you might need to then write a
longer paper to ensure that you are meeting the necessary writing requirements for the class.
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Using Unassigned Sources: Do not use unassigned sources for the critical essay or in-class
writing assignments without my permission (with the exception of a small quotation). If you use
an unassigned source, you may need to expand the length of your paper to ensure that you have
enough space to also explore the assigned sources.
Questioning Grades: Students have the right to question their grades. Before contesting a grade,
students must take the assignment home, read the comments, circle or highlight comments that
they question, make a written argument as to why they think the grade is low and approach the
professor on the day of the next class period to schedule a meeting to present their case.
Class Rules:
Basic Etiquette: Please respect the professor and other students by refraining from
conducting independent conversations or participating in other distracting behavior such
as sleeping, coming late, or leaving before the end of class.
Leaving Early: If you need to leave early, please let the professor know and sit near the
door so you do not disturb other students when you leave.
Arriving Late: If you arrive late, please take the nearest seat to the door and have all
material you need to take notes in a place that is easy to access so that you do not disturb
other students.
Phones/Headphones: Turn off and put away cell phones and other distracting electronic
equipment while in class. You cannot use headphones during exams or class.
Laptops: Students may use laptops to take notes as long as they are not disturbing other
students, surfing the web, or engaging in social media etc. instead of taking notes.
Notes: I encourage students to share their notes with other students who have missed
class but advise them to provide copies rather than original notes. I discourage students
from sharing their notes with another student who never attends class and who is
expecting to succeed off the work of others. If such a situation occurs, please come see
me. To be fair to students attending class, I do not provide my notes to students.
No Class Recording: The class involves constant dialogue between the professor and the
students. Thus, to protect students’ rights, the recording of class sessions is prohibited, unless a
student presents a documented reason showing they have the right to record sessions.
Emails: Please use a professional tone in your emails. Include your first and last name and note
the class name and time. Use complete sentences and proper capitalization. Please do not use
internet jargon, acronyms, and abbreviations. Please also realize that though I check my email
regularly during the work week and respond as soon as possible, my ability to help you will be
limited if you wait until the last minute to request aid.
Dropping Course: The final date to drop a class is August 30.
Incomplete Grade: Students will only receive an incomplete in the course if they present to the
professor a written and verifiable excuse that shows that circumstances prevented them from
completing a small percentage of the work that they will be able to complete within the six week
allotted time frame. Incompletes require approval of department chairs and deans.
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Withdraw: Students may withdraw from the course until October 25. In serious circumstances,
retroactive withdrawals are possible. However, it requires the approval of department chairs and
deans.
Purpose of Core and FYS/Learning Objectives/Goals
What is the Loyola Core? In addition to the major you will pursue at Loyola, you will take a broad range of courses in the
liberal arts and sciences known as the Loyola Core. This Loyola Core offers you an educational
experience you will not find at state institutions and other private schools. It is a large part of the
“Loyola Difference”—that is, it defines what makes our university and the education you receive
here distinctive.
The Loyola Core…
Includes courses taught in English and history, philosophy and religious studies, the sciences and the arts
Teaches important foundational subject matter for your major study
Gives you a broad education outside your major, preparing you for the demands of a complex world
Is grounded in the core values of our Jesuit mission and identity
Develops your understanding of human values and social justice
Develops your critical thinking, writing, and speaking skills
What is a First-Year Seminar? First-Year Seminars introduce you to academic inquiry and teach you to think and learn as a college
student. The seminars are interdisciplinary, focusing on a single topic from several academic
perspectives. While each seminar is on a different topic, they all explore the larger theme of
“thinking critically, acting justly” as an introduction to study at Loyola. The seminars are required
and carry three credits, just like other courses in the Loyola Core and majors. They are a valuable
first step on your path to a Loyola education.
Learning Outcomes for First-Year Seminars: 1. Critical Thinking
Students will demonstrate the ability to think critically in a variety of contexts; students will be
able to evaluate evidence.
2. Effective Communication
Students will be able to formulate a position and organize information to defend that position.
3. Information Literacy
Students will demonstrate the ability to use information literacy skills in a variety of contexts;
students will be able to identify appropriate sources of information relative to a topic.
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Goals for Our Course
Think Critically/Information Literacy: Students will advance their ability to think
critically by discerning the purpose and reliability of a source and the pertinent
information, including the argument, contrary points of view, significant evidence and
analysis of that evidence that helps prove or disprove a thesis. Discussions and practice of
critical reading and note taking will help students advance their skills.
Think Critically/Information Literacy: Students will learn to distinguish the art and
science of academics by understanding that they must rely on the facts as clearly as they
are able to discern them, but that they may develop different conclusions by formulating
varied interpretations of those facts. They will advance their ability to discern through
writing assignments and discussions.
Written & Oral Communication: Students will learn to express their understanding of
material in written and oral forms. They will constantly improve their writing by
practicing, by learning how to determine their grammatical errors and fix them through
feedback from the writing lab and the professor, by working on writing in active voice,
by debating arguments and evidence with the professor and fellow students, and by
finding their unique voices. They will demonstrate how much they have learned in the
course via the final exam as well as the final project, which has a written and oral
component.
Information Literacy: Every assignment requires students to obtain proficiency in
information literacy. Class exercises in which we explore documents by the United
Nations will teach students how to locate and identify the nature of the source, analyze
the history that led to the creation of the source, and to critically evaluate the source. The
critical essays, writing exercises, and discussions on documentaries, government
documents, articles, and essays will allow students to explore multidisciplinary mediums
of conveying perspectives on gender issues and will help them develop their own
informed interpretations. Class explorations of poetry and music will offer students an
opportunity to examine the effectiveness of art as a vehicle for both negative and positive
messaging and to discuss the impact and influence of art on society. The exam questions
and preparation for the exam will help students recognize how to develop an argument
and how to use the source to find evidence to support that argument. The Leading Ladies
of New Orleans project will teach students how to collaborate together to conduct
research. Thus, they will learn how to locate and evaluate sources, to seek sources that
convey various perspectives, to develop their own interpretations, and to articulate those
perspectives and the supporting evidence in both written and oral communication.
Compassionate Engagement: To encourage students to engage compassionately with
the subject matter, the professor will draw on a variety of resources including scholarly
articles, music, art, poetry, documentaries, government documents, and manuals for
activism. Students will write about and discuss their perspectives of gender violence in
the world in which they live to help them connect the personal to the political and pique
their compassion and empathy for others.
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Venues for Student Assistance - Academic
Academic Advising Center: Loyola provides expert academic guidance to first-year
students at the Academic Advising Center. The center and its staff of full-time advisors can walk
you (the student) through Loyola's Core curriculum, identify important campus resources,
explore degree programs, access registration- and degree-tracking technologies, and make sure
you (the student) understand academic policies, procedures, and regulations. The advisors of the
Academic Advising Center are available by appointment and, from 3 until 5 p.m. Monday
through Friday, they offer drop-in advising to students who need quick guidance or advice. For
more information, contact [email protected].
Library: Dr. Jason Ezell is the library liaison for our First Year Seminar. Please do not hesitate
to contact him for help with using Monroe Library and its databases. We will meet with him
formally as a class on September 25 for a literacy information/research workshop. You are
welcome to contact him for assistance before or after the workshop. To make an appointment
with Dr. Ezell, fill out the form accessed on the following website:
http://library.loyno.edu/research/appointment.php
Professor: You are always welcome to visit me during my office hours or to schedule a non-
office hour appointment to discuss your work or to discuss challenges that you are confronting. If
you wish to discuss your writing assignments, please bring an outline and/or a rough draft. If you
want me to review your work, you must be present in my office as we discuss it. I do not review
work via email as it is imperative that you are part of the review process. I will post some helpful
websites about the art of writing and some of my own advice on Blackboard. As it is my hope
that all of you will respect, if not become captivated by your studies at Loyola, I am committed
to guiding you to succeed in a cooperative and active learning environment.
Student Success Center: The Student Success Center (SSC) helps undergraduates in all
disciplines at Loyola meet their academic goals.
Senior Director Elizabeth Rainey 865-3595
http://success.loyno.edu/bios/success-center
Student Success Workshops
List available from Liz Rainey [email protected] and circulated periodically over email.
Writing & Learning Services: I highly recommend you bring your papers to the Writing Lab
for assistance and/or feedback before you submit them.
Director of Writing & Learning Services: Robert Bell (865-3094)
http://success.loyno.edu/writing-learning-services
Office for Accessible Education: Loyola is committed to offering classes that are inclusive in
their design. If you encounter disability related barriers in a course, please let the Office for
Accessible Education (OAE) know immediately. OAE welcomes your feedback that will assist
us in improving the usability and experience for all students. To find out more about the
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accommodations process or if you need to discuss the accommodations you may be eligible for,
please see the contact information below.
Undergraduate and graduate students with last names starting with A-M may contact:
Samantha Pollard
Phone: 504-865-2070
Email: [email protected]
Undergraduate and graduate students with last names starting with N-Z may contact:
Dario Bayardo
Phone: 504-865-2108
Email: [email protected]
Law students may contact:
Carol Magendie
Law School Room 345
Phone: 504-861-5494
Email: [email protected]
Monroe Library, 2nd Floor
504-865-2990 (front office)
Email: [email protected]
Website: http://www.loyno.edu/success/disability-services
Success Coach: Josh Harris (also a source for student life success)
Office: Monroe Library, 240
Phone: (504) 865-2165
Email: [email protected]
Description of Success Coaching: Coaches meet with students to enhance the knowledge,
skills, and attitudes needed to navigate college life. Success coaches partner with students to
achieve the fullest college experience possible: improving effectiveness in and out of the
classroom, building leadership skills, creating balance and managing stress, boosting self-
advocacy, and developing goals for the future. In one-on-one meetings, coaches help students
figure out what they want to do and how to get it done.
Venues for Student Assistance/Involvement – Student Life
Counseling Center: The University Counseling Center, located on the 2nd floor of the
Danna Center, provides mental healthcare for all currently enrolled Loyola students. Office
hours are Monday-Friday, 8:30 a.m. to 4:45 p.m. and services are free.
Counseling is available 24/7 by contacting the UCC counselor-on-call. During business hours,
call 504. 865.3835 to schedule an appointment and/or to request to speak with the counselor on-
call. After hours and on weekends, call 504.865.3835 and press 1 at the voicemail prompt to be
immediately connected to a trained and licensed mental health professional. Please visit our
website at http://studentaffairs.loyno.edu/counseling for more information
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Emergency Procedures: At times, ordinary university operations are interrupted as a result of
tropical storms, hurricanes, or other emergencies that require evacuation or suspension of on-campus
activities. To prepare for such emergencies, review the following instructions:
http://academicaffairs.loyno.edu/students-emergencyresponsibilities
Office of Diversity & Inclusion: Chief Diversity Officer: Dr. Sybol Anderson
Office: Bobet 110
Phone: 865-2306
Email: [email protected]
Mission/Purpose: At the heart of Loyola’s mission as a Jesuit institution is our commitment to
being a place where all students, staff, faculty, and guests feel welcome, inspired, and supported.
We work to achieve this every day and across all areas of the institution, because that is what it
means to us to be “people with and for others.” We strive to foster a spirit of mutual recognition
and support—to be a community in which all people can thrive. Please feel free to reach out to
the Chief Diversity Officer Dr. Sybol Anderson.
Department of Student Involvement Director: Dr. Dale O’Neill
Office: Lower Level, Danna Center
Phone: 865-3622
Email: [email protected]
Mission/Purpose: The Department of Student Involvement provides leadership development
and engagement opportunities for Loyola students through student organizations, student
government, campus activities, Greek Life, new student orientation, intramural sports, club
sports, fitness/wellness activities, and traditions. Student Involvement also serves the campus
community through the oversight and management of the Danna Student Center.
Success Coaches: Success coaches help students succeed in their academic and extracurricular
activities. See contact information for FYS Success coach under Venues for Academic Success.
Title IX Title IX is a federal law that prohibits sex discrimination in education programs and activities
that receive federal funding. Under Title IX, discrimination on the basis of sex can include
sexual harassment, sexual violence, stalking, dating violence, domestic abuse, and discrimination
within housing, athletics, and employment. If you believe you have been a victim of
discrimination on the basis of sex or are aware of discrimination occurring, Loyola encourages
you to report the incident.
If you believe you have been a victim of discrimination on the basis of sex or are aware of sex
discrimination occurring, Loyola encourages you to report the incident to one of the contacts
below:
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Tommy Screen, Director of Government & Legal Affairs/Title IX Coordinator For general
assistance and official notification to the University: (504) 864-7082, [email protected]
Student Affairs: Diana M. Ward, Ph.D, Deputy Title IX Coordinator for Students To file a
report, change living accommodations, if a Loyola student is involved and official notification to
the University: (504) 864-7151
Human Resources: Heather Blanchard, Human Resources Representative If a Loyola staff
member is involved and for official notification to the University, (504) 865-7896,
Office of the Provost: Alice Clark, PhD. If a Loyola faculty member is involved and for official
notification to the University, (504) 865-3065, [email protected]
University Police: for immediate emergency response and official notification to the University,
(504) 865-3434
Women’s Resource Center Director: Dr. Patricia Boyett
Office: Marquette 318
Phone: 865-3082
Email: [email protected]
Mission: The mission of the Women’s Resource Center is to provide Loyola students with a
positive college experience by responding to their needs as gendered human beings and by
fostering an environment that is free of sexism and other forms of institutional and individual
oppression. We seek to advance social justice by practicing intersectional feminism. We engage
in experiential learning by producing programming and publishing our Feminist Forum
magazine. We cultivate a devotion to the service of others by acting as advocates. And we help
students find their calling in life by providing them with opportunities to learn, to serve, to
explore, and to lead.
Advocate/Procedural Adviser Title IX: I also serve as an advocate, private reporter, and
procedural adviser in gender violence cases. Most employees on campus are mandatory
reporters, which means they are required to report to our Title IX officials any information they
receive regarding gender violence, including identities of persons involved. Counselors at the
University Counseling Center and pastors in Mission and Ministry are confidential reporters. I
am a private reporter, which means that I must report to university Title IX officials any report of
an assault; however, I do not have to give any identifying information unless the survivor wishes
for me to help them report all such information. The purpose of my status is to provide students
with a safe space to come and seek resources with the flexibility of deciding when and if they
wish to report a sexual assault. Please note, however, that I am required to report if a person is in
danger or is in a life-threatening situation.
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Magazine: My student staff and I publish a magazine, Feminist Forum, several times a year that
explores historical and contemporary feminist issues and struggles. In the path of the Ignatius
mission at Loyola University New Orleans, we, as a feminist community, developed the
magazine to educate ourselves through critical analysis; to empower the oppressed through
devotion to diversity and uplift; and to pursue equality through social justice. If you wish to
submit a piece for the magazine, we welcome submissions through [email protected]. Publication
depends upon the judgment of the editors.
Programs: I work with a student staff, volunteers, departments, and centers to host Take Back
the Night in October and our Feminist Festival in March. We also collaborate with student
organizations, university partners, and community groups to host a variety of workshops,
seminars, and forums on gender equity. If you wish to join our email list to be alerted about
events, please email me. Everyone is always welcome to our events. For more information about
the center, see WRC website: http://www.loyno.edu/womenscenter/
WRC Facebook page: https://www.facebook.com/LoynoWRC/?ref=aymt_homepage_panel
Working or Volunteering at the WRC: If you are interested in volunteering for the WRC or
are eligible for work study and wish to join our student staff, please email me. We divide our
work into teams: creative team (writing & art); marketing team (public relations, social media,
marketing, web), advocacy (research, training, support, programming), development (create and
execute programs, including forums, podcasts, television talk show etc.).
Gender Organizations for Students: Loyola also has a number of exceptional gender
organizations, including Feminist Fridays, Living Our Vision Everyday, PLUS+, SELF, Students
Against Sexual Assault, Student Advocates for Gender Equality, and Women in Politics. We also
have a number of sororities and fraternities.
POSSIBLE CHANGES IN SCHEDULE: Please note based on class or university needs, we might
alter the schedule or assignments.
Welcome to Loyola! I look forward to an exciting semester!
i William G. Campbell, Stephen V. Ballou, and Carole Slade, Form and Style: Thesis, Reports, Term
Papers, 6th edition (Boston: Houghton Mifflin, 1982), 52. See too Loyola’s website:
http://library.loyno.edu/researchtech/research/citing/plagiarism.php.