Request for New Course
EASTERN MICHIGAN UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
REQUEST FOR NEW COURSE
DEPARTMENT/SCHOOL: WOMEN'S AND GEDER STUDIES
COLLEGE: ARTS AND SCIENCES
CONTACT PERSON: MARGARET CROUCH
CONTACT PHONE: (734) 487-1177
CONTACT EMAIL: MCROUCH@EMICH.EDU
REQUESTED START DATE: FALL 2012
A. Rationale/Justification for the Course
WGST 300 Feminist Inquiry will be a core requirement for the major in women's and gender studies, and the first
course in the program sequence that enrolls WGST students exclusively. The course will introduce students to multiple
research methods as well as provide them an introduction to interdisciplinary feminist methods. Students will gain
knowledge of feminist epistemology, by way of focused study of key issues that define and redefine the academic field
of women's and gender studies.
The need for a core course for the WGST major became apparent when assessing the program and developing Student
Learning Outcomes. Majors in WGST will now be able to begin their course of study with a broad understanding of
knowledge production in the field, while engaged in class discussion with other WGST majors.
WGST 300 will be the first of two Writing Intensive courses in the WGST program, and will include analysis and
application of research methods, and process writing within and about the field of women’s and gender studies.
B. Course Information
1. Subject Code and Course Number: WGST 300
2. Course Title: Feminist Inquiry
3. Credit Hours: 3
4. Repeatable for Credit? Yes_______
No X___
If “Yes”, how many total credits may be earned?_______
5. Catalog Description (Limit to approximately 50 words.):
This course examines the concept of knowledge, traditional methods for the construction of knowledge, and feminist
critiques of these traditional methods. Both multidisciplinary and interdisciplinary methodologies employed in
women’s and gender studies are explored and applied.
6. Method of Delivery (Check all that apply.)
a. Standard (lecture/lab)
On Campus
X
Off Campus
b. Fully Online
c. Hybrid/ Web Enhanced X
7. Grading Mode:
Miller, New Course
Sept. 09
Normal (A-E)
X
Credit/No Credit
New Course Form
8. Prerequisites: Courses that MUST be completed before a student can take this course. (List by Subject Code, Number and Title.)
WGST 200 or 202
9. Concurrent Prerequisites: Courses listed in #5 that MAY also be taken at the same time as a student is taking this course. (List by Subject
Code, Number and Title.)
None
10. Corequisites: Courses that MUST be taken at the same time as a student in taking this course.
(List by Subject Code, Number and
Title.) None
11. Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a repeat if an equivalent
course has already been taken. (List by Subject Code, Number and Title) None
12. Course Restrictions:
a. Restriction by College. Is admission to a specific College Required?
College of Business
Yes
x
No
x
College of Education
Yes
x
No
x
b. Restriction by Major/Program. Will only students in certain majors/programs be allowed to take this course?
Yes
No
x
If “Yes”, list the majors/programs
c. Restriction by Class Level Check all those who will be allowed to take the course:
Undergraduate
Graduate
All undergraduates____x___
All graduate students____
Freshperson
Certificate
Sophomore
Masters
Junior
Specialist
Senior
Doctoral
Second Bachelor________
UG Degree Pending_____
Post-Bac. Tchr. Cert._____
Low GPA Admit_______
Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate
Credit. Only “Approved for Graduate Credit” undergraduate courses may be included on graduate programs of study.
Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register for
600-level courses
d. Restriction by Permission. Will Departmental Permission be required?
Yes
No
(Note: Department permission requires the department to enter authorization for every student registering.)
13. Will the course be offered as part of the General Education Program?
Miller, New Course
Sept. ‘09
Yes
No
x
x
Page 2 of 4
New Course Form
If “Yes”, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community
form. Note: All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this
course is NOT approved for inclusion in the General Education program, will it still be offered? Yes
No
C. Relationship to Existing Courses
Within the Department:
14. Will this course will be a requirement or restricted elective in any existing program(s)? Yes
x
No
If “Yes”, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum.
Program WGST Major
Required X Restricted Elective
Program WGST Minor
Required
Restricted Elective X
15. Will this course replace an existing course? Yes
No
X
16. (Complete only if the answer to #15 is “Yes.”)
a. Subject Code, Number and Title of course to be replaced:
b. Will the course to be replaced be deleted?
Yes
No
17. (Complete only if the answer #16b is “Yes.”) If the replaced course is to be deleted, it is not necessary to submit a Request for
Graduate and Undergraduate Course Deletion.
a. When is the last time it will be offered?
Term
Year
b. Is the course to be deleted required by programs in other departments?
Contact the Course and Program Development Office if necessary.
Yes
No
c. If “Yes”, do the affected departments support this change?
Yes
No
If “Yes”, attach letters of support. If “No”, attach letters from the affected department explaining the lack of support, if available.
Outside the Department: The following information must be provided. Contact the Course and Program Development office for
assistance if necessary.
18. Are there similar courses offered in other University Departments?
If “Yes”, list courses by Subject Code, Number and Title
Yes
No
x
19. If similar courses exist, do the departments in which they are offered support the proposed course?
Yes
No
If “Yes”, attach letters of support from the affected departments. If “No”, attach letters from the affected department explaining the lack of
support, if available.
D. Course Requirements
20. Attach a detailed Sample Course Syllabus including:
a.
b.
Miller, New Course
Sept. ‘09
Course goals, objectives and/or student learning outcomes
Outline of the content to be covered
Page 3 of 4
New Course Form
c.
d.
e.
f.
g.
h.
Student assignments including presentations, research papers, exams, etc.
Method of evaluation
Grading scale (if a graduate course, include graduate grading scale)
Special requirements
Bibliography, supplemental reading list
Other pertinent information.
NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL
COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION
ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE
GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM.
E. Cost Analysis (Complete only if the course will require additional University resources.
Fill in Estimated Resources for the
sponsoring department(s). Attach separate estimates for other affected departments.)
Estimated Resources:
Year One
Year Two
Year Three
Faculty / Staff
$_________
$_________
$_________
SS&M
$_________
$_________
$_________
Equipment
$_________
$_________
$_________
Total
$_________
$_________
$_________
F. Action of the Department/School and College
1. Department/School
9
Vote of faculty: For __________
0
0
Against __________
Abstentions __________
(Enter the number of votes cast in each category.)
Linda Pritchard
Department Head/School Director Signature
3/28/12
Date
2. College/Graduate School
A. College
College Dean Signature
Date
B. Graduate School (if Graduate Course)
Graduate Dean Signature
Date
G. Approval
Associate Vice-President for Academic Programming Signature
Miller, New Course
Sept. ‘09
Date
Page 4 of 4
WGST 300 Feminist Inquiry (W)
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Course Description:
Women!s and Gender Studies is a multidisciplinary program of study, and people working in the area may
use the methods of the social sciences, the natural sciences, or the humanities. The field of women!s
studies, begun more than 30 years ago, has also contributed significant critiques of traditional
applications of these methods. This course focuses on understanding and applying some of the various
methods employed by scholars in the field. It introduces students to qualitative and quantitative methods,
as well as feminist critiques of these methods. Students learn to analyze reports using these methods,
and understand the difference between traditional applications and those influenced by feminist critiques.
Students also apply several of the most common methods employed by scholars in women!s and gender
studies.
Student Learning Outcomes:
•
Students will understand and appreciate the effects that women!s and gender studies has had on
process of constructing knowledge.
•
Students will recognize gender as a category of analysis, the critiques of gender as a category of
analysis.
•
Students will explore the history and practice of intersectionality as a methodology.
•
Students will understand traditional disciplinary methods of constructing knowledge and feminist
critiques of those methods.
•
Students will appreciate both interdisciplinary and multidisciplinary approaches to issues.
•
Students will apply aninterdisciplinary or multidisciplinary method to a problem in women and
gender studies.
Women!s and Gender Studies Student Learning Outcomes
This course meets the Women!s and Gender Studies student learning outcomes by
•
helping students to understand and appreciate the effects that women!s and gender studies has
had on the process of constructing knowledge;
•
enabling students to recognize gender as a category of analysis and critiques of thereof;
•
exploring the history and practice of intersectionality as a methodology;
•
requiring students to study traditional disciplinary methods of constructing knowledge and feminist
critiques of those methods;
•
illustrating both interdisciplinary and multidisciplinary approaches to issues.
•
requiring students to apply an interdisciplinary or multidisciplinary method to a problem in women
and gender studies.
General Education Writing Intensive Rationale
This course is a Writing Intensive course in the Women's and Gender Studies program. Students will
write 3 papers analyzing research reports. They will complete numerous assignments evaluating both
quantitative and qualitative methods in feminist research articles. Both assignments are devoted to
understanding and critiquing feminist research methodology. The substantial paper is a reasoned
defense of a thesis. Students will choose an issue on women and/or gender, formulate a thesis, and
defend that thesis.
There are two main kinds of writing that will be developed in this course: (1) Critiquing arguments put
forward by someone else; and (2) Defending a thesis.
Required Texts:
Hesse-Biber, Sharlene Nagy, and Patricia LinaLeavy.Feminist Research Practice: A Primer. Los Angeles:
Sage Publications, 2010.
Locke, Lawrence F., Stephen J. Silverman, and WaneenWyrickSpirduso.Reading and Understanding
rd
Research. 3 edition. Los Angeles: Sage Publications, 2010.
Articles on eCompanion.
Course Requirements:
Objective Quizzes (10%) Students will complete weekly reading quizzes to ensure reading
comprehension. The quizzes will be provided on eCompanion.A student!s grade will be determined by the
10 best scores on reading quizzes.
Application of MethodsAssignments (35%): Students will complete assignments requiring the
application of various qualitative and quantitative methods informed by feminist perspectives. Instructions
for the assignments will be distributed.
Reading Research Reports Assignments (15%): Students will analyze and evaluate 3 research reports,
explaining research goals, kinds of methodology, whether feminist critiques of methods have been
recognized, and the strengths and weaknesses of the research reported. Instructions for the assignments
will be distributed.
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Research Proposal and Presentation (30%): Students will prepare formal research proposals a topic
approved by the instructor, using multidisciplinary or interdisciplinary methods of feminist inquiry. Detailed
instructions for the proposal will be distributed. Generally students must prepare (1) an introduction that
explains the background of the issue, definition of key terms, and the research question or questions to be
addressed; (2) a literature review; and (3) a description of and justification of the methods chosen to
address the issue.
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Course Policies
I start from the assumption that you are responsible adults. This means that you know what is required of
you in a college course. You are to do all reading on time, hand in assignments on time, be in class on
time, stay in class for the whole period, and organize the rest of your life to accommodate these
obligations to the best of your ability. I understand that no one is in complete control of his or her life, and
that sometimes one or all of these obligations is not possible, or not possible without too great a degree of
disruption in other parts of your life. If this should occur, you must let me know as soon as you can.
Further, if you are unsure about anything in the readings or assignments, I am happy to answer questions.
However, it is your responsibility to let me know that something is unclear to you.
Policy on Late Examinations and AssignmentsLate papers are a nuisance for everyone and can be
unfair to other students. If you know that you will be unable to hand in a paper at the scheduled time, the
best thing to do is to make arrangements to turn it in early. If an emergency prevents you from turning in
the paper at the scheduled time, please contact me as soon as possible. I will require some kind of
official verification of the emergency (funeral notice, doctor!s note, etc.) before I can allow you to turn in
the paper. I know this seems heartless when you have lost a loved one, but people are not always
truthful, and I must strive to maintain fairness. I retain the right to refuse to accept a late paper if the
student is unable to provide such verification.
Academic Integrity“Academic dishonesty, including all forms of cheating, falsification, and/or plagiarism,
will not be tolerated in this course. Penalties for an act of academic dishonesty may range from receiving
a failing grade for a particular assignment to receiving a failing grade for the entire course. In addition,
you may be referred to the Office of Student Conduct and Community Standards for discipline that can
result in either a suspension or permanent dismissal. The Student Conduct Code contains detailed
definitions of what constitutes academic dishonesty but if you are not sure about whether something you
are doing would be considered academic dishonesty, consult with the course instructor. You may access
the Code online at: www.emich.edu/student conduct/. “(Office of Student Conduct and Community
Standards) If you plagiarize in this course, you will fail the assignment and probably the course, and you
will be reported to the Office of Student Conduct and Community Standards.
Students with Disabilities“If you wish to be accommodated for your disability, EMU Board of Regents
Policy 8.3 requires that you first register with the Students with Disabilities Office (SDO) in 240 EMU
Student Center. You may contact SDO by telephone (734.487.2470). Students with disabilities are
encouraged to register with the SDO promptly as you will only be accommodated from the date you
register with them forward. No retroactive accommodations are possible.” (Students with Disabilities
Office)
Religious Holidays“Current University policy recognizes the rights of students to observe religious
holidays without penalty to the student. Students will provide advance notice to the instructor in order to
make up work, including examinations, they miss as a result of their absence from class due to
observance of religious holidays. If satisfactory arrangements cannot be made with the instructor, the
student may appeal to the school director or head(s) of department(s) in which the course(s) is / are
offered.” (University Policy 6.2.5)
Guidelines for Classroom BehaviorClassroom civility is required. In order to insure that everyone feels
free to voice his or her opinion in class, we must take care not to intimidate anyone. Classroom civility
also requires respecting the right of other students to learn. This requires being on time for class and
staying until the class is over, listening while others are speaking, refraining from talking or making noise
while others are speaking, and being careful not to monopolize the discussion or take it too far afield.
All telephones and pagers and other electronic devices, except laptops, must be turned off during class.
You may not leave the room to answer the telephone unless it is an emergency. If you have an
emergency, let me know before class. If you must come in late or leave the room briefly during class, you
should be as quiet as possible. Try to time your bathroom breaks between classes. :) For example, do not
walk in late and come to the front of the room, interrupting the discussion or presentation in progress.
All devices that connect you with the internet or anything similar must be turned off during class, unless I
ask you to look up something for the class.
Need help with your school work?
The Academic Projects Center: The Academic Projects Center is located in 104 Halle Library
(487-0020, extension 2154). The Center is open M-Th from 11-5 and is staffed by University
Writing Center consultants, Halle Librarians, and Information and Communications Technology
staff. These individuals can provide assistance with writing, research, or technology needs. No
appointment is necessary. Students visiting the Academic Projects Center should bring with them a
draft of what they!re working on and their assignment sheet.
Need help with your writing?
The University Writing Center: The University Writing Center (209 Pray-Harrold) offers small
group workshops on all aspects of the writing process (e.g., Developing Ideas for Your Writing;
Strategies for Successful College Reading; Revising Your Writing; Grammar 101). You can see
descriptions of all UWC workshops at www.emich.edu/english/writing-center. Workshops are
offered multiple times M-F. Some evening and weekend workshops are also available. To register
for a workshop, click the "Register" link from the UWC page. You can also join the UWC Facebook
group to keep up with UWC events! The group name is EMU University Writing Center.
TurnItIn.com The internet has made plagiarism much easier and more common. In order to help you to
learn what acceptable use of the ideas and/or words of another is, I am going to use “TurnItIn.com,” a
service offered by the EMU Halle Library, for your exams and paper.It does require some set up, and I
have provided instructions below.
STUDENTS WITH DISABILITIES
Reasonable accommodations will be provided for students with disabilities. Please speak with me at the
beginning of the course.
GUIDELINES FOR CLASSROOM BEHAVIOR
Classroom civility is required. In order to insure that everyone feels free to voice his or her opinion in
class, we must take care not to intimidate anyone. Classroom civility also requires respecting the right of
other students to learn. This requires being on time for class and staying until the class is over, listening
while others are speaking, refraining from talking or making noise while others are speaking, and being
careful not to monopolize the discussion or take it too far afield.
All telephones and pagers must be turned off during class. You may not leave the room to answer the
telephone unless it is an emergency. If you have an emergency, let me know. If you must come in late or
leave the room briefly during class, you should be as quiet as possible. For example, do not walk in late
and come to the front of the room, interrupting the discussion or presentation in progress.
All laptops or other devices that connect you with the internet must be turned off during class, unless I ask
you to look up something for the class.
OTHER
Changes may be made in the syllabus and/or schedule. Students will be informed in class of all such
changes. You are responsible for the information contained in this syllabus and the schedule.
eCompanion Access and Technical Support
Getting Access
1. Open your web browser and go to the following URL: http://ecompanion.emich.edu
2. Click the Get Access link.
3. Select the course that you need access to and complete the access form.
4. Within 24 hours (usually much sooner), you will receive an email notification that you have access to
your eCompanion. Upon notification go to http://ecompanion.emich.edu and retrieve your password.
NOTE: Your password will be the same if you have had an online course or eCompanion in the past.
5. Once you have your password, go to www.emuonline.edu and login to the system. Your User ID is
your student number (Example: E00123456). After you Login to EMU–Online, you have the option of
changing the password you!ve been issued. You do this by clicking on the “User Profile” link located
on the left hand side of the screen. Feel free to enter any other data that you want to share with the
faculty member (telephone number, etc.)
Once you change your password you!ll need to select the “update” button to save those changes. The
system will take up to 30 minutes to update itself with the new information you submitted, so don!t exit and
try to re-enter with the new password right away.
Technical Support
Technical support/assistance is NOT your instructor!s responsibility. If you ever need technical assistance
while using your eCompanion, please utilize one of the following methods:
• Access http://ecompanion.emich.edu (You!ll find basic troubleshooting tips, contact information, free
training session schedules, and live online support.)
• Email: ecompanion@emich.edu
• Phone: 734.487.0307
Live help is currently scheduled for Mon.–Fri., 8 a.m.–6 p.m. Most often, email requests will be answered
within 12 hours.
Class Schedule
Students are to have read assigned material before class. Readings from Nagy Hesse-Biber and Yaiser
are marked as (HL), and from Locke, Silverman, and Spirduso (LSS). All other readings are on
eCompanionin Doc Sharing.
Date
Topic
Reading
Week 1
Basic concepts of
feminist research
Scott, ““Gender: Still a
Useful Category of
Analysis?”
Hill Collins: “Learning
from the Outsider
Within: The Sociological
Significance of Black
Feminist Thought”
Bilge, “Recent Feminist
Outlooks on
Intersectionality”
Week 2
Basic concepts of
feminist research
Browne and Nash,
“Queer Methods and
Methodologies”
Allen and Kitch,
“Disciplined by
Disciplines? The Need
for an Interdisciplinary
Research Mission in
Women!s Studies”
Brooks and HesseBiber, “An Invitation to
Feminist Research” (HL)
Week 3
Feminist conceptions of
knowledge
Leckenby, “Feminist
Empiricism: Challenging
Gender Bias and
"Setting the Record
Straight” (HL)
Leavy, “Feminist
Postmodernism and
Poststructuralism” (HL)
Assignment
Narayan, “The Project of
Feminist Epistemology,
Perspectives from a
Non-Western Feminist”
Week 4
The Nature and Uses
Research Reports
LSS, Part I
Week 5
Quantitative Research
LSS Part II
Guest Lecturer:
Suzanne Gray, Library
Reading Research
Reports Assignment 1
Week 6
Qualitative Research
LSS, Part II
Guest Lecturer: ??
Week 7
Reading Research
Reviews
LSS, Part IV
Reading Research
Reports Assignment 2
Week 8
Feminist conceptions of
research
Brooks, “Feminist
Standpoint
Epistemology: Building
Knowledge and
Empowerment through
Women!s Lived
Experience” (HL)
Guest Lecturer: Solange
Simões, Sociology and
WGST
Miner-Rubino and
Jayaratne, “Feminist
Survey Research” (HL)
Week 9
Interviewing and Focus
Groups
Montell, “Focus Group
Interviews: A New
Feminist Method”
Hesse-Biber, “The
Practice of Feminist InDepth Interviewing” (HL)
Reading Research
Reports Assignment 3
Focus Group
Assignment
Maguire, “A Feminist
Participatory Research
Framework.”
Week 10
Oral Histories
Geiger, “What!s So
Feminist about
Women!s Oral History?”
Leavy, “The Practice of
Feminist Oral History
and Focus Group
Interviews” (HL)
Guest Lecture: Ricky
Balkam, History
Oral History Assignment
Week 11
Ethnography and
Fieldwork
Buch and Staller, “The
Feminist Practice of
Ethnography” (HL)
Guest Lecturer:
XianghongFeng,
Anthropology
Kirsch, “Friendship,
Friendliness, and
Feminist Field Work”
Interviewing Assignment
Weston, “Fieldwork in
Lesbian and Gay
Communities”
Week 12
Transnational Research
Smith, “Research
through Imperial Eyes”
Alcoff, “The Problem of
Speaking for Others”
Narayan, “CrossCultural Connections,
Border-Crossings, and
"Death by Culture!”
Week 13
Feminist
Interdisciplinary and
Multidisciplinary
Research
Hesse-Biber, “Putting It
Together: Feminist
Research Praxis” (HL)
Guest Lecturer: Beth
Currans, WGST
Leckenby and HesseBiber, “Feminist
Approaches to MixedMethods Research”
(HL)
Week 14
Final Presentations and
Proposals
References for Articles on eCompanion:
Alcoff, Linda. “The Problem of Speaking for Others.” Cultural Critique (Winter 1991): 5-32.
Allen, Judith A., and Sally L. Kitch. “Disciplined by Disciplines? The Need for an Interdisciplinary
Research Mission in Women!s Studies.” Feminist Studies 24 (1998): 275-299.
Bilge, Sirma. “Recent Feminist Outlooks on Intersectionality.” Diogenes 57 (2010): 58-72.
Browne, Kath, and Catherine J. Nash. “Queer Methods and Methodologies: An Introduction.” In Queer
Methods and Methodologies: Intersecting Queer Theories and Social Science Research, edited
by Kath Browne and Catherine J. Nash, 1-24. London: Ashgate, 2010.
Geiger, Susan. “What!s So Feminist about Women!s Oral History?” Journal of Women!s History 2 (1990):
169-182.
Hill Collins, Patricia. “Learning from the Outsider Within: The Sociological Significance of Black Feminist
Thought.” Social Problems 33 (1986): 14-32.
Kirsch, Gesa E. “Friendship, Friendliness, and Feminist Fieldwork.” Signs 30 (2005): 2163-2172.
Maguire, Patricia. “A Feminist Participatory Research Framework.” In her Doing Participatory Research,
200-215. Amherst, MA: Center for International Education, 1987.
Montell, Frances. “Focus Group Interviews: A New Feminist Method.” NWSA Journal 11 (Spring, 1999):
44-71.
Narayan, Uma. “Cross-Cultural Connections, Border-Crossings, and "Death by Culture.!” In her
Dislocating Cultures: Identities, Traditions, and Third World Feminisms, 83-117. New York:
Routledge, 1997.
Narayan, Uma. “The Project of Feminist Epistemology, Perspectives from a Non-Western Feminist.” In
Gender/Body/Knowledge, edited by Susan Bordo and Allison Jaggar, 256-69. New Brunswick,
NJ: Rutgers University Press, 1989.
Scott, Joan Wallach. ““Gender: Still a Useful Category of Analysis?” Diogenes 57 (2010): 7-14.
Smith, Linda Tuhiwa. “Research through Imperial Eyes.” In her Decolonizing Methodologies: Research
and Indigenous Peoples, 42-57. London: Zed Books, 1999.
Weston, Kathleen. “Fieldwork in Lesbian and Gay Communities.” In Families We Choose: Lesbians, Gays,
and Kinship, 7-17. New York: Columbia University Press, 1997.