University of Colorado, Denver & Health Sciences Center Graduate School of Public Affairs
Women and Violence
August 2007 – January 2008
SYLLABUS
Page 1 of 18
Women and Violence
P AD-5910
PROFESSOR INFORMATION
Jan Mickish, Ph.D.
Telephone: (303) 360-3951
E-mail: jmickish@aimhigh.net (I prefer you communicate with me via e-mail or in person when
possible.)
Office Hours: before & after class & by appointment
GUEST LECTURER
Kathleen Schoen, JD, Director, Local Bar Relations and Access to Justice, Colorado Bar
Association kschoen@cobar.org
NOTE: course syllabus, readings, schedule, grades, changes, information, updates, etc., are
regularly posted on Blackboard. Students are responsible for checking the Blackboard site before
and after class during the days that class meets and 1- 2 times per week between the end of class
August 2007 and the beginning of class January 2008.
COURSE DESCRIPTION
The course will analyze the historical, social, political, legal, social psychological and psychological
aspects of women and violence and will address: definitions of the problem, demographics,
survivors, perpetrators, token torturers, children who witness, bystanders, strategies and tactics of
abuse and survival, along with strategies for prevention, intervention, treatment, and social change.
This is not a lecture (talking heads) class. The classroom environment is designed to maximize
topic specific discussion between and among students and the instructors. Because student
participation, activities, and presentations are a significant part of the learning process for this class,
some class time is devoted to students working together on their projects/ presentations. Generally,
we have a baseline discussion of a topic in class, then students will select discussion questions or
issues, then will work in small groups to develop their perspectives, then we will come together to
present, share, and discuss our findings.
COURSE OBJECTIVES
A. To provide the student with a broad perspective for understanding women and violence.
B. To provide a theoretical framework with which to formulate defensible explanations of the
current and changing knowledge and thinking related to women and violence.
University of Colorado, Denver & Health Sciences Center Graduate School of Public Affairs
Women and Violence
August 2007 – January 2008
SYLLABUS
Page 2 of 18
COURSE OUTCOMES
Upon completion of this topic, the student will be able to:
A. Demonstrate understand root concepts of women and violence.
B. Demonstrate understanding of the nature and scope of women and violence.
C. Analyze diverse viewpoints related to women and violence.
D. Demonstrate an in-depth knowledge of one aspect of women and violence.
REQUIREMENTS
TEXT/READINGS
AUGUST 2007
A. Full Report of the Prevalence, Incidence, and Consequences of Violence Against Women:
Research Report – Findings from the National Violence Against Women Survey. Pat
Tjaden and Nancy Thoennes, U.S. Department of Justice. Office of Justice Programs,
National Institute of Justice, November 2000.
http://www.ncjrs.org/pdffiles1/nij/183781.pdf
B. Gyn/Ecology by Mary Daly, Beacon Press, 1990.
C. Other readings as assigned.
JANUARY 2008
A. Full Report of the Prevalence, Incidence, and Consequences of Violence Against Women:
Research Report – Findings from the National Violence Against Women Survey. Pat
Tjaden and Nancy Thoennes, U.S. Department of Justice. Office of Justice Programs,
National Institute of Justice, November 2000. NCJ 183781. 1-800-851-3420. Paperback.
http://www.ncjrs.org/pdffiles1/nij/183781.pdf
B. Rethinking Rape by Ann Cahill. Cornell University Press.
C. Next Time She’ll be Dead by Ann Jones. Beacon Press, 2000.
D. Chapter 1 – 3: Real Boys: Rescuing Our Sons from the Myths of Boyhood, by William
Pollack, et al., Henry Holt & Company ISBN or UPC: 0-8050-6183-5, Paperback
E. Chapter 1 – 3: Reviving Ophelia: Saving the Selves of Adolescent Girl, by Mary Pipher,
Ballantine Books of Canada, ISBN or UPC: 0-345-41878-6, paperback
F. Other readings as assigned.
University of Colorado, Denver & Health Sciences Center Graduate School of Public Affairs
Women and Violence
August 2007 – January 2008
SYLLABUS
Page 3 of 18
CLASS SCHEDULE
August 2007
1. Overview of Women and Violence: National, International, and Spiritual – Thursday, August
16, 1:30 – 4:30
Read:
A. Gyn/Ecology: “The First Passage,” The Second Passage page 107 – 109, and Chapters 3
(Indian Suttee) and 6 (Witchburnings)
B. Global Report on Violence and Health, World Health Organization (read the 1st page that
comes up when you access the site – BROWSE other parts you find interesting
C. BROWSE (read the headings and anything you find interesting): Full Report of the
Prevalence, Incidence, and Consequences of Violence Against Women. Pat Tjaden and
Nancy Thoennes, U.S. Dep. of Justice., November 2000.
http://www.ncjrs.org/pdffiles1/nij/183781.pdf
D. BROWSE: Costs of Intimate Partner Violence Against Women in the United States.
http://0-www.cdc.gov.mill1.sjlibrary.org/ncipc/pub-res/ipv_cost/ipv.htm
E. BROWSE: Center For The Prevention Of Sexual And Domestic Violence: training and
resources on religion and abuse. http://www.cpsdv.org/
Bring to class Thursday, August 16
A. Print out and bring to class for discussion the web site information you found interesting –
be ready to analyze the material in light of what’s going on in the world, the US, Colorado,
your community, and your life.
a. Examples of spirituality and women, and the relationship between males and
females – this can be from your faith tradition or another – either real or
stereotypes that people have.
b. Current article or internet information about Indian suttee and FGM
c. Examples of women expected to end their lives after the death or their husbands
and/or expected to “go on” with their lives either real or stereotypes. You may
include information about Social Security, TANF, as well as popular press
(Glamour, AARP, etc.) or professional journal.
B.
WRITING ASSIGNMENT #1 due at the beginning of class:
Type (12 pt type, Arial, Times New Roman, 1 inch margins, etc.) short answers to the
following, clearly indicating which question you are answering (cut & paste – drag &
drop – the question onto your paper & answer the question) and showing that you read
and understood the material.
1. Explain your general thoughts and feelings about the Internet sites. Explain 1 item
that impacted you.
2. With respect to Gyn/Ecology, list and explain 3 areas that you agree with and 3 that
you disagree with.
3. With respect to Gyn/Ecology, explain the main thesis of the first passage.
4. Explain why Daly places so much importance on “myth.”
5. Explain Daly’s concept of “dismemberment.” Explain what it has to do with women
and violence.
University of Colorado, Denver & Health Sciences Center Graduate School of Public Affairs
Women and Violence
August 2007 – January 2008
SYLLABUS
Page 4 of 18
6. Explain why Daly thinks that spirituality is so important in discussing women and
violence. Explain how important you think it is. .
7. With respect to Gyn/Ecology, explain the main thesis of the second passage.
8. Explain what impacted you most about Indian Suttee chapter.
9. What is “witch burning”? Does it still occur in Europe? Explain. Does it occur in
the US? Explain. (Think about women who are too outspoken, buck the system,
engage in controversial behavior and present controversial ideas – from the political
left, the right, as well as others) Who are today’s “witches” and “heretics” and what
do we do to them, e.g., what are current rituals? This includes women (and men)
who don’t stick to the “party line.”
10. Explain how the material covered so far impacts you personally and professionally?
11. Explain how you will apply the material to your personal and professional life?
12. Write a sentence or two about what you will do to maximize your learning
experience in this class.
13. What would you like to research for your final paper (at the end of the course in
January)?
Questions for Discussion Thursday, August 16 (you do not have to write these out, just
be ready to discuss)
1. How do the web sites represent women and violence?
2. According to the Internet sites, what is the nature and extent of violence that females
commit?
3. According to the Internet sites, what is the nature and extent of violence against females?
4. According to the Full Report, what is the nature and extent of violence in the US?
5. According to the Full Report, who are the victims and who are the perpetrators?
6. What are the limitations of the Full Report?
7. Compare and contrast the Full Report with the information from the Internet sites. How
are they similar? How are they different?
8. What is the main thesis of the first passage of Gyn/Ecology?
9. Explain the “deadly deception” and what it has to do with women and violence.
10. Why does Daly place so much importance on “myth?”
11. What is “dismemberment” and what does it have to do with women and violence?
12. Was/is there a Goddess and what does the concept of Goddess have to do with women
and violence?
13. With respect to Gyn/Ecology, list and explain 5 areas that you agree with and 5 that you
disagree with.
14. What is spirituality?
15. Why does Daly think that spirituality so important in discussing women and violence?
16. With respect to Gyn/Ecology, explain the main thesis of the second passage.
17. What is the “sado-ritual syndrome” and what does it have to do with women and
violence?
18. What is “sutee”? Does it still occur in India? Explain. Does it occur in the US?
Explain. (Think about TANF, health care availability, economic impact of divorce,
male/female wage differentials, glass ceiling, etc.)
19. Explain what the concept “victim” means.
University of Colorado, Denver & Health Sciences Center Graduate School of Public Affairs
Women and Violence
August 2007 – January 2008
SYLLABUS
Page 5 of 18
20. What is “witch burning”? Does it still occur in Europe? Explain. Does it occur in the
US? Explain. (Think about women who are too outspoken, buck the system, engage in
controversial behavior and present controversial ideas – from the political left, the right,
as well as others) Who are today’s “witches” and “heretics” and what do we do to them,
e.g., what are current rituals? This includes women who do not stick to the “party line.”
21. Explain how the material covered so far impacts you personally and professionally?
22. Explain how you will apply the material to your personal and professional life?
23. What would you like to research for your final paper (at the end of the course in
January)?
Class Activities for Thursday, August 16
1. Introductions
2. Introduction to the course & review syllabus
3. Incidence and prevalence, re: women and violence, globally and in US
4. Sociological Model
5. Responsibility
6. Victimism and Demonism
7. Discuss Gyn/Ecology (small groups and large group)
8. Form teams. TO PRESENT IN CLASS ON FRIDAY AND SATURDAY: Divide into teams of
4 or 5 and select one of the rituals in the 2nd passage and readings for Saturday, August
18. Before the class on Thursday or Friday, get with your team and, as a team, prepare
to facilitate class discussion of
1. The reading/concept your team selected … including definition of terms.
2. How the sociological model can help us understand reading/concept.
3. Using the sociological model, how the reading/concepts affects our lives today
(personal and professional)
4. How we can reduce and eliminate the negative effects and increase positive effects
(what is our individual and collective responsibility and how we can increase our
response-ability).
5. NOTE: THESE ARE A MUST
 Use visual aids, the reading assignment, and things people are to
bring to class.
 Engage the class – not just talking heads. (quizzes, questionnaires,
problem solving, activities, etc)
 Be creative. Help everyone increase response-ability.
 Your facilitation should be 15 - 30 minutes in length.
 All students are to read and think about all of the material so we
can all actively participate in the discussions.
9. Write in journal
Video: The Burning Times and One Fine Day
University of Colorado, Denver & Health Sciences Center Graduate School of Public Affairs
Women and Violence
August 2007 – January 2008
SYLLABUS
Page 6 of 18
2. Overview of Women and Violence: Chinese Foot Binding, Female Genital Mutilation – Friday,
August 17, 2007 8:30 – 5:30
Read:
A. Gyn/Ecology: Chapters 4 & 5
B. American Podiatric Medical Association http://www.apma.org/topics/womens.htm
C. Women's Feet http://www.drfoot.co.uk/womens%20feet.htm
D. Gary J. Alter, MD, browse all the tabs for males and females
http://www.altermd.com/female_genital_surgery.htm
E. Female Genital Mutilation - A Human Rights Information Pack
http://www.amnesty.org/ailib/intcam/femgen/fgm1.htm
F. Map of FGM - http://www.spinifexpress.com.au/kadi/kadimap.htm (what country(ies) is
(are) missing?)
Bring to class and be ready to discuss at least 5 of the following for Friday, August 17,
2007:
A. Group Member Grading Sheet
B. Baby shoes
C. High heal shoes w/ narrow toes
D. Athletic shoes
E. Men’s shoes
F. Compare the bare feet of males and females. Draw outline of the feet. What did you
find?
G. Advertisements about men’s, women’s and children’s shoes – bring some that show the
whole person as well as copy (words describing the shoe)
H. Current article or internet information about FGM
I. Advertisement for thongs (butt floss), males and females. Bring thong if you have one.
J. Advertisements about cosmetic surgery – including genital cosmetic surgery
K. Anything else you think is relevant to the topics
Questions for Discussion Friday, August 17, 2007 (you are not required to write these
out, just be ready to discuss)
1. What is “foot binding”? Does it still occur in China? Explain. Does it occur in the US?
Explain.
2. What is “genital mutilation”? Does it still occur in Africa? Explain. Does it occur in
the US? Explain.
Class Activities Friday, August 17, 2007:
1. Review syllabus
2. Continue discussions from yesterday
3. Teams facilitate discussion of the 2nd Passage
4. Discuss final papers
5. Discuss response-ability and next steps.
6. Write in journal
Video: Small Happiness and High Heels
University of Colorado, Denver & Health Sciences Center Graduate School of Public Affairs
Women and Violence
August 2007 – January 2008
SYLLABUS
Page 7 of 18
3. Seduction, Pornography, Prostitution, and Sexual Harassment and The Popular Culture and
Violence Against Women – Saturday, August 18, 2007 8:30 – 2:30
Read:
A. The Journal of Sex Research, May 2000 v37 i2 p161 “Violence in Three Pornographic
Media: Toward a Sociological Explanation.”
B. Just a john? Pornography and men's choices http://www.nostatusquo.com/ACLU/Porn/jensonjohns.html
C. Pornography: Letters from the War Zone. The New Terrorism
http://www.nostatusquo.com/ACLU/dworkin/WarZoneChaptIVA.html
D. Pornography Happens to Women
http://www.nostatusquo.com/ACLU/dworkin/PornHappens.html
E. Prostitution and Male Supremacy
http://www.nostatusquo.com/ACLU/dworkin/MichLawJourI.html
F. BROWSE: Seduction is an art. Seduce now can show u how to seduce women, and make
them fall all... http://www.seducenow.com/
G. BROWSE: Fast Seduction 101 http://www.fastseduction.com/
H. BROWSE: Learn the art of hypnotic seduction http://www.wendi.com/hyplover/
I. BROWSE: The Journal of Sex Research, Nov 2000 v37 i4 p344 “Exposing the "Pretty
Woman" Myth: A Qualitative Examination of the Lives of Female Streetwalking
Prostitutes.” Rochelle L. Dalla.
J. BROWSE: Cybergrrl http://www.cybergrrl.com/
K. UCD sexual harassment policy
L. BROWSE: U.S. Economic Opportunity Commission
http://www.eeoc.gov/types/sexual_harassment.html
M. BROWSE: National Women’s Law Center.
http://www.nwlc.org/display.cfm?section=sexual%20harassment#(Sexual%20Harassmen
t%20on%20the%20Job)
OPTIONAL BROWSE:
L. International Union of Sex Workers - http://www.iusw.org/start/index.html
M. MINCAVA: Prostitution & Trafficking in Women and Children http://www.mincava.umn.edu/library/traffick/
Bring to Class at least 3 items from the list from A through L below and be ready to
discuss Saturday, August 18, 2005:
A. Group Member Grading Sheet
B. Your company’s (agency’s) health insurance coverage
C. 2 Magazines
D. Music videos
E. Newspaper article
F. Videos of TV shows
G. Video games like Grand Theft Auto
H. Representations (comic books, TV cartoons, video games, etc.,) of female super heroes,
action figures, etc.
I. Barbie doll with clothes
J. Male and/or female “action figure”
K. Internet information or item about one of today’s topics
University of Colorado, Denver & Health Sciences Center Graduate School of Public Affairs
Women and Violence
August 2007 – January 2008
SYLLABUS
Page 8 of 18
L. Anything else you think is relevant
WRITING ASSIGNMENT #2:
A. Interview at least 2 other class members about at least 2 aspects of the class. Write a
paragraph or two about what you discovered.
B. Explain how violence against women affects males.
C. Write a paragraph or two about 1) what insight you have had related to women and
violence as a result of the class, 2) what you see as your responsibility, 3) what you will do
to increase your response-ability 4) as well as help others to increase their response-ability.
D. Write a sentence or two about what you will do to increase your learning experience in this
class between now and the end of the course in January (the period between now and the
class in January as well as during January’s class).
E. Write a sentence or two about what you are going to do for your final paper in January.
F. “I Would like the course facilitators to know ….”
G. Please give me a self addressed stamped envelope so I may mail your graded assignment
to you.
Class Activities Saturday, August 18:
A. Teams facilitate discussion of readings
B. Discussion of items brought to class – make collage of negative and positive images and
discuss how to increase response-ability and decrease violence – use Sociological Model
as guide.
C. Discussion of written assignment for today.
D. Discuss: TV violence, rap music, etc., cause violence
E. Discuss response-ability and next steps.
F. Debate: does pornography cause violence?
G. Debate: prohibiting pornography is a violation of the First Amendment and if women
want to participate in prostitution, it’s their bodies; they can do anything they wish with
their bodies. It’s patriarchy at its worst to tell women what they can and cannot do with
their bodies. Explain whether this is the wrong question. If it is the wrong question,
explain what we should be asking.
H. Discuss final paper
I. Discuss sexual harassment and how it is related to seduction, pornography, and
prostitution.
J. Using all the material covered so far in class, analyze women and violence using the
Sociological Model
K. Discuss the intersection of race, class, gender and pornography/prostitution
L. Write in Journal
Video: Tough Guise and Killing Us Softly #3
University of Colorado, Denver & Health Sciences Center Graduate School of Public Affairs
Women and Violence
August 2007 – January 2008
SYLLABUS
Page 9 of 18
January 2007 Class Schedule

Because the School of Public Affairs schedule has not been finalized
the following class schedule is based on the assumption that we will
have two days to complete the course. I will send out a group email
notifying you that I have posted the information on Blackboard
specifically what we are covering when, when Barb Paradiso finalizes
the schedule.
Class #1
Read:
1. Chapter 1 – 3: Real Boys
2. Chapter 1 – 3: Reviving Ophelia
3. Rethinking Rape by Ann Cahill
4. Next Time She’ll be Dead by Ann Jones
Review:
1. Full Report of the Prevalence, Incidence, and Consequences of Violence Against Women:
Research Report - <http://www.ncjrs.org/pdffiles1/nij/183781.pdf>
2. Gyn/Ecology
3. Sociological Model
Writing Assignment #3 Due by the beginning of class: 3+ page review and analysis of:
1. Briefly state at least 4 issues you thought were the most important, with an explanation
(analysis) of why you thought they were important: 2 issues for the August class and 2 for
the material you were to read for today.
2. A paragraph stating what you have learned, as a result of being more observant, about
women and violence since August 2007.
3. A paragraph stating what you have done to help improve issues related to women and
violence and what you learned in the process.
4. A paragraph about how the Sociological Model has helped you better understand the issues
related to women and violence.
5. A paragraph stating how you will help make things better in the future.
Activities
1. Discuss readings
2. Form teams and present in class. Divide into teams of 4 or 5 and select readings for today or
tomorrow (Real Boys/Reviving Ophelia OR Rethinking Rape OR Next Time She’ll be Dead
OR readings for tomorrow). Meet with your team and, as a team, prepare to facilitate class
discussion of
1. The reading/concept your team selected … including definition of terms.
2. How the reading/concepts affects our lives today (personal and professional)
University of Colorado, Denver & Health Sciences Center Graduate School of Public Affairs
Women and Violence
August 2007 – January 2008
SYLLABUS
Page 10 of 18
3. How we can reduce and eliminate the negative effects and increase positive effects
(what is our individual and collective responsibility and how we can increase our
response-ability).
NOTE: THESE ARE A MUST
 Use visual aids, the reading assignment, and things people are to
bring to class.
 Engage the class – not just talking heads. (Quizzes,
questionnaires, problem solving, activities, etc)
 Be creative. Help everyone increase response-ability.
 Your facilitation should be 15 - 30 minutes in length.
 All students are to read and think about all of the material so we
can all actively participate in the discussions.
6. Bring Group Member Grading Sheet
7. Write in journal
Class #2
Read:
1. Women Offenders, Bureau of Justice Statistics http://www.ojp.usdoj.gov/bjs/pub/pdf/wo.pdf
2. Working with Violent Women - http://www.fathersforlife.org/pizzey/terror.htm
3. Violent Women: Social service agencies have a responsibility to know the difference http://www.mincava.umn.edu/documents/jeffdap/jeffdap.shtml
4. BROWSE: Women in Crime http://www.questia.com/Index.jsp?CRID=women_in_crime&OFFID=se2
5. Video: Women in Prison
Activities
1. Discuss readings
2. Team facilitation of class discussion of
1. The reading/concept your team selected … including definition of terms.
2. How the reading/concepts affects our lives today (personal and professional)
3. How we can reduce and eliminate the negative effects and increase positive effects
(what is our individual and collective responsibility and how we can increase our
response-ability).
NOTE: THESE ARE A MUST
 Use visual aids, the reading assignment, and things people are to
bring to class.
 Engage the class – not just talking heads. (Quizzes,
questionnaires, problem solving, activities, etc)
 Be creative. Help everyone increase response-ability.
 Your facilitation should be 15 - 30 minutes in length.
 All students are to read and think about all of the material so we
can all actively participate in the discussions.
Discuss final papers
University of Colorado, Denver & Health Sciences Center Graduate School of Public Affairs
Women and Violence
August 2007 – January 2008
SYLLABUS
Page 11 of 18
FINAL PAPER
The goal of this exercise is to develop an intellectual, thought-provoking product that demonstrates
an issue related to women and violence and shows how individuals and groups can have a positive
impact on public policy.
Points Possible: 30
Email or mail Mickish (jmickish@aimhighlnet) your final paper. She must
receive it by February 15, 2008. 5 points deducted for each day late.
1. Write a paper of 10 – 12 pages, excluding graphs, charts, bibliography, attachments, etc.
The paper will focus on a public policy issue related to women and violence.
2. The Paper must include these main headings:
A. TITLE PAGE containing
1. Your name
2. The name of the course
3. The date the paper is turned in
4. The title of the paper – for instance: Violence Against Women and the War Against
Iraq: Active Public Policy to Reduce the Damage
B. SYNOPSIS of your paper (1-5 sentence)
C. INTRODUCTION to your paper (a short paragraph stating why you selected this topic
– more than “I selected this topic because I thought it was interesting” – or – “I like it
because it has a good beat and I can dance to it.”)
D. BODY of you paper
1. What is the issue?
2. History of the issue.
3. Why do you think it is a public policy issue?
4. Is there legislation or regulations enacted or pending related to this issue? Explain
5. What interest groups were responsible for making this a public policy issue and who
was/is opposed and why? Who benefits from the policy (latent and manifest)?
6. An analysis of the issue you selected.
7. How does the material we covered in class, videos, class discussion, etc., compare to
your issue?
8. How does the Sociological Model help you understand this issue – creation and
maintenance of the issue as well as how to use the information you gained from the
Sociological Model to stop or decrease the harm done by the issue? THIS
SHOULD BE THE CORE OF YOUR PAPER.
9. List and briefly discuss the concrete, realistic public policy action steps 1) that
should be taken, 2) you have taken individually and collectively, and 3) you will take
to address this issue.
E. SUMMARY, CONCLUSION, AND SUGGESTIONS
University of Colorado, Denver & Health Sciences Center Graduate School of Public Affairs
Women and Violence
August 2007 – January 2008
SYLLABUS
Page 12 of 18
F. BIBLIOGRAPHY (what’s in your bibliography must be in the body of your paper and
vice versa). Must include at a minimum:
1. 2 scholarly sources.
2. 2 professional sources (government, professional organizations such as NARAL,
Amnesty International, NCADV, etc.)
3. 5 from material, presenters, text, etc., in class.
4. 1 interview.
5. 2 popular press sources.
6. Survey of 5 people
NOTE: You must indicate in your bibliography what kind of source you are citing
G. ATTACHMENTS – must include
1. Diagrams, graphics, Power Point presentations, etc., that you have used in your
paper and you think will be useful to understanding your paper.
2. Your popular press source.
3. Interview and survey questions/answers
4. Other things you think are important
GRADING
August 2007
Team Facilitation/Presentation as graded by facilitators (10 points x 2
20
facilitations)
Group participation as graded by others in the group (5 points x 2 facilitations) 10
Written assignment 1 & 2 (10 points x 2 assignments)
20
January 2006
Team and individual participation and facilitation as graded by facilitators
Group and individual participation as graded by others in the group
Written assignment #3 (5 points x 1 assignment)
10
5
Final Paper
5
30
TOTAL
100
A= 90-100
B= 80-89
C= 70-79
D= 60-69
University of Colorado, Denver & Health Sciences Center Graduate School of Public Affairs
Women and Violence
August 2007 – January 2008
SYLLABUS
Page 13 of 18
COURSE POLICIES
(SOME OF THE FOLLOWING ARE DIRECT QUOTES FROM SAMPLES EMAILED TO ME BY BARB
PARADISO)
WRITTEN ASSIGNMENTS: All written work must be typed, 1 inch margins all around, 12 pt
type in a conventional font (e.g., New Times Roman, Currier, etc., - no script), words correctly
spelled, good sentence and paragraph structure, sections clearly labeled, sound logic, noun/pronoun
use, good punctuation, white paper, black ink, and generally, professional looking and sounding.
I evaluate your written work based on your demonstration of skills in
A. Following directions
B. Obtaining information from written material, interviews, observations, etc.
C. Organizing and synthesizing material.
D. Understanding the material/experience and its significance.
E. Applying that information to the real world.
F. Presenting material in logically organized, clear, professional manner
ATTENDANCE AND PARTICIPATION: Because of the nature of the class, all students are
expected to (and will be graded on) attend and actively participate in a constructive manner in all
classes. If you experience difficulty in fulfilling these expectations, please notify Dr. Mickish
immediately. It is the students’ responsibility to clarify missed assignments with classmates or with
me prior to the next class.”
MAKEUP FOR ABSENCE: If you have a university approved absence (illness, etc.) you may
make up that day’s attendance and participation points by writing a 10+ page analysis of all of the
reading material assigned for that day. You have 1 week to make up your absence.
LATE PAPERS/PRESENTATIONS: I understand that students experience emergencies (death in
the family, broken leg, etc.) Absent serious extenuating factors, late papers, failure to present when
scheduled, etc., will not be graded. If you believe you will be unable to meet a deadline, please
contact Dr. Mickish immediately.
RETURN OF WRITTEN ASSIGNMENTS: I will make every reasonable effort to return to
students their graded assignments the next day class is scheduled. If I am unable to grade papers
before the end of last class for the session or for written assignments completed the last day of class,
students must provide me with a stamped, self-addressed envelope. I will mail the papers to
students as soon as is practical.
GRADING: I do not grade on a curve. Each student receives the grade s/he earns. Frequently, 2/3
or more of the class make an “A,” not because the class is easy, but because they worked hard and
earned it.
University of Colorado, Denver & Health Sciences Center Graduate School of Public Affairs
Women and Violence
August 2007 – January 2008
SYLLABUS
Page 14 of 18
ACADEMIC HONESTY: “Plagiarism is the use of another person’s words or ideas without
crediting that person. Plagiarism and cheating will not be tolerated and may lead to failure on an
assignment, in the class, and dismissal from the University. (Refer to School/College guidelines.)”
ACCESSIBILITY: “The University of Colorado at Denver and Health Sciences Center is
committed to providing reasonable accommodation and access to programs and services to persons
with disabilities. Students with disabilities who want academic accommodations must register with
Disability Resources and Services (DRS), 177 Arts Building, 303-556-3450, TTY 303-556-4766,
FAX 303-556-2074. I will be happy to provide approved accommodations, once you provide me
with a copy of DRS’s letter.”
COURSE COMMUNICATION: In addition to announcements made, written handouts
distributed in class, and information posted on Blackboard, I may want to contact you between
classes via individual and group email. “One of the requirements for this course is that you
maintain an email address, check it regularly for messages, be sure it is working, and let me
know if you change your email address.” Each student is responsible for any messages, including
assignments and schedule changes, I send you via email or post on Blackboard. Students may
contact me via email.
CIVILITY: “Turn off beepers and cell phones during class. Adherence to the Student Conduct
Code is expected.” “My commitment is to create a climate for learning characterized by respect for
each other and the contributions each person makes to class. I ask that you make a similar
commitment.”
STUDENTS CALLED FOR MILITARY DUTY: “If you are a student in the military with the
potential of being called to military service and /or training during the course of the semester, you
are encouraged to contact your school/college Associate Dean or Advising Office immediately.”
STUDENT SUCCESS: Successful students read and critically evaluate the course information
according to their experience, noticing where experience and learning overlap and where they
diverge. They discuss this information with the instructor and others in their cohort and small
groups, and share it through their presentations, class discussions, and in completing their written
assignments. To help in this process, the student is encouraged to ask: What are the assumptions
being made? How does my experience support or conflict with the information and why? What is
my position, and can I support it with a strong rational argument? They also provide suggestions or
strategies to reduce violence at the individual, social psychological, institutional, and societal levels.
Successful students also read and submit assignments on time.
ADDITIONAL, MATERIALS, EQUIPMENT OR SKILLS

The course requires that all students present information to the class concerning course readings
as well as their final paper. As part of that presentation, students are required to bring to and
share with the class some physical article (visual aid) that is demonstrative of a concept about
which they are presenting. While students are encouraged to be creative and the items will vary
depending on topic and points being made about the concept being presented, some examples of
items students have brought to class in the past include a Barbie Doll, magazine, shoes, words
from a song, Grand Theft Auto video game, video s/he made of interviews of 15 people related
University of Colorado, Denver & Health Sciences Center Graduate School of Public Affairs
Women and Violence
August 2007 – January 2008
SYLLABUS
Page 15 of 18




to the topic, crime scene kit, collage of items pasted on poster board, drawings, large graph on a
poster board.
The course requires that students engage the audience during their presentations. While this too
will vary depending on topic and concept being presented, some examples students have used in
the past include role play, demonstration, and questionnaire for the student to fill out and
discuss.
Students must have access to and use Blackboard.
All work submitted electronically must be in MS Word, PowerPoint, or Excel.
Students must be able to regularly send and receive emails and be able to send and receive
attachments via email.
University of Colorado, Denver & Health Sciences Center Graduate School of Public Affairs
Women and Violence
August 2007 – January 2008
SYLLABUS
Page 16 of 18
Feedback: Facilitation/Team Presentation
Date ______________
Names 1.____________________ 2.____________________ 3. .____________________
4.____________________ 5.____________________ 6. ____________________________
Topic/Title ____________________________________________________________________
ITEM
Introduction
 Capture audience’s attention
 Establish topic relevance
 Main purpose clearly stated along with salient main points
Comments:
Body
 Two – four main points clarified, developed and supported
 Transitions between points appropriately emphasized
 Specialized terms explained
 Give enough details and major concepts
 Ending summarized and clear
Comments:
Audio and/or Visual aids
 Aids clarify and/or reinforce important parts of the message
 Aids are easy to read, see, feel, taste, and/or hear
Comments:
Language use
 Vocabulary appropriate to the audience
 Grammar sound
 Easily heard
Comments:
Rapport
 Humor and poetic devises suitable
 Eye contact
 Use of notes (reading vs telling/sharing)
 Posture, movement, facial expressions
 Level of relaxation
 Engage the participants
Comments:
Other
 Convey confidence, professionalism, enthusiasm, fun.
 Adequately prepared
 Keep to allotted time
 Creativity and originality
Comments:
Convey that you clearly understand the topic and are eager to share the information with
others. Includes audience participation.
Comments:
TOTAL
Other Comments
POINT
VALUE
.5
3
1
.5
.5
.5
4
10
SCORE
University of Colorado, Denver & Health Sciences Center Graduate School of Public Affairs
Women and Violence
August 2007 – January 2008
SYLLABUS
Page 17 of 18
GROUP MEMBER GRADING SHEET
Group participation as graded by others in the group (5 points possible)
To be handed in to Dr. Mickish after team presentation.
Make copies of this form and bring it with you when your group presents.
Name of person you are evaluating ________________________ Date ____________ Points _______
Your Name __________________________________________
Topic/Title of your team presentation ____________________________________________________
Some things to consider in evaluating your team member:
Did the team member
1. Read and understood the assigned material?
2. Bring helpful audio/visual aids ---- items such as dolls, magazine advertisements, shoes, candy, etc.,
to help understand the material and enhance the presentation?
3. Offer valuable insights, suggestions, and questions to enhance the team’s understanding of the
material and the presentation?
4. Do her/his share of the work?
5. Work well with other team members?
6. Present the material well during your team’s presentation to the class? (see presentation feedback
sheet)?
7. Other
Comments
University of Colorado, Denver & Health Sciences Center Graduate School of Public Affairs
Women and Violence
August 2007 – January 2008
SYLLABUS
Page 18 of 18
Feedback – Final Paper
 You must type your name and the date and email this sheet with your paper.
Name (Print) _________________________ Date ________________________
ITEM
Technical requirements and format requested (e.g.,
 Margins
 Grammar
 Spelling
 Follow required format
 Feedback page
 Paper length
 Pages numbered
 Sociological Model
 Other
Comments: some grammar, punctuation, etc. items
Content is sound and readable – shows thought, understanding and relevance to real
life situations now and or in the future for the writer. Demonstrates a clear
understanding of your topic, course material, as well as outside sources. Someone
who just walked in off the street could pick it up and understand it.
Comments:
POINT
VALUE
2
SCORE
15
References, Citations, and Bibliography
 Citations appropriately indicated in the text
 2 scholarly sources.
 2 professional sources (government, professional organizations such as
NARAL, Amnesty International, NCADV, etc.)
 5 from material, presenters, text, etc., in class.
 1 interview.
 2 popular press sources.
 Survey of 5 people
 Appropriately listed alphabetical Bibliography
 Other
Comments:
Attachments
 Diagrams, graphics, Power Point presentations, etc., that you have used in your
paper and you think will be useful to understanding your paper.
 Your popular press source.
 Interview and survey questions/answers
 Other things you think are important
8
TOTAL
30
5
*A paper that is not, related to course material, does not have the correct number/type of sources, does not have
the proper attachments, and/or has excessive technical errors, and/or is not readable and/or does not include a
discussion of the Sociological Model, etc., will not be accepted.
Other Comments