WINONA STATE UNIVERSITY
PROPOSAL FOR NEW COURSES
Department _______Women’s and Gender Studies and Sociology-Child Advocacy Studies____
Date ___02/28/07___________
Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals
for curricular changes.
___ WAGS405/CAST405
Course No.
Gender, Violence and Society___________4__________
This proposal is for a(n)
Course Name
Credits
___X___ Undergraduate Course
____ Graduate Course
Applies to:
______ Major
___X___ Minor
______ University Studies*
_____ Required
_____ Required
______ Not for USP
___ _ Elective
_X__ Elective
Prerequisites ___________301 Perspectives on Child Maltreatment & Child Advocacy or consent of instructor
Grading method _X__ Grade only
______ P/NC only
______ Grade and P/NC Option
Frequency of offering ____every fall semester___________
*For University Studies Program course approval, the form Proposal for University Studies Courses must also
be completed and submitted according to the instructions on that form.
Provide the following information:
A.
Course Description
1.
2.
3.
4.
5.
6.
B.
Rationale
1.
2.
3.
C.
Catalog description.
Course outline of the major topics and subtopics (minimum of two-level outline).
Instructional methods utilized. Please indicate the contributions of lectures, laboratories, web-based
materials, internships, and other instructional methods to this course.
Course requirements (papers, lab work, projects, etc.) and means of evaluation.
Course materials (textbook(s), articles, etc.).
List of references.
Statement of the major focus and objectives of the course.
Specify how this new course contributes to the departmental curriculum.
Indicate any course(s) which may be dropped if this course is approved.
Impact of this Course on other Departments, Programs, Majors, or Minors
1.
2.
Does this course increase or decrease the total credits required by a major or minor of any other
department? If so, which department(s)?
List the department(s), if any, which have been consulted about this proposal.
Attach a Financial and Staffing Data Sheet.
Attach an Approval Form with appropriate signatures.
Department Contact Person for this Proposal:
__________________________________________________________________________________________
Name (please print)
Phone
e-mail address
Form Revised 4-13-05
Course Title: WS230/CAST303 Gender, Violence and Society (4 credits)
Faculty: Professor Tamara Berg, PhD
1. Catalog description
This course introduces students to the roots of gender-based violence, the political
and cultural structures that perpetuate it, and explores how this violence might be
brought to an end. Students will investigate the local and global impact of violence;
how gendered violence intersects with race, class, sexuality, age, physical ability and
the oppressions that are linked to these identities; and strategies for addressing
gender-based violence. The overlap between gender based violence and child abuse
and neglect will be addressed under each topic. As part of the class, students will
complete a 45-hour advocacy training (Plus 15 hours of volunteer advocacy work)
offered in partnership with the Women’s Resource Center of Winona. Course time
will be divided between 2 credits of lab and 2 credits of theory.
2. Course Outline
A. Definition of Gender-based Violence
1. Feminist Theory
2. Alternative definitions
B. Introduction and History of Gender-based Violence
1. Pre-1500 history issues
2. 1500 to present issues
3. Gender issues and children
C. Psychodynamics of Gender-based Violence: The Causes of Gender-based
Violence
1. Traditional approaches-“Psychodynamics”, “Genetics”
2. Social, Feminism, and ecological theoretical influences.
3. Patriarchy, religious influences and family as property
D. Perpetrators of Gender-based Violence
1. Dating and grooming
2. Perpetrator characteristics
3. Incarceration, treatment and other interventions
E. Pattern of Behaviors Used by Perpetrators: Physical assault, sexual
assault, psychological assault
1. Wheel of violence
2. Case studies and examples
3. Family issues-abuse
F. Relationship Between Violence and Other Tactics of Control
1. Weapons
2. Socio-economic factors
3. Extended family issues
4. Isolation and using children
G. The Cycle of Gender-based Violence
1. Interrupting the cycle
2. Cultural issues
H. Victims of Gender-based Violence
1. Immediate and long term effects for survivors of violence|
2. Surviving multiple types of abuse
I. Why Victims Stay, Leave, or Return in Abusive Relationships
1. Socio-economic issues
2. Perpetrator and victim characteristics
J. Survival Strategies Used by Gender-based Violence Victims
1. Helpful and unhelpful strategies
2. Advocating for their children
K. Overlap Between Gender-based Violence and Child Sexual and Physical
Abuse
1. Helping the Children Affected by Gender-based Violence
L. Guidelines for Assessment and Intervention When Working with Victims of
Gender-based Violence
M. The Criminal Justice System and Gender-based Violence
1. Using Legal and Community Resources to Assist Victims
2. Holding Perpetrators Accountable
N. Working with Family Violence Programs, Gender-based Violence Programs
and Child Protective Services
3. Basic instructional plan and methods
A variety of instructional methods may be used depending on content area. These include
but are not limited to: lecture, multimedia, cooperative/collaborative learning,
demonstrations, response papers, research papers, projects and presentations, debates,
panels, conferencing, performances, and learning experiences outside the classroom.
Methodology will be selected to best meet student needs.
Students will complete a 45-hour advocacy training offered in partnership with the
Women’s Resource Center of Winona.
4. Course Requirements and Evaluation Methods
Class participation
10%
Advocacy training
30%
Papers and presentations
60%
5 & 6. Course Materials and Bibliography
*The WRC Advocacy Training Manual is a required text that is given to each
person who completes advocacy training.
No other required text will be used.
Selected Readings:
Lundy Bancroft. Why Does He Do That?: Inside the Minds of Angry and Controlling
Men. New York: G. P. Putnam’s Sons, 2002
Bureau of Justice Statistics, Family Violence Statistics: Including Statistics on Strangers
and Acquaintances (NCJ 207846, June, 2005). Online.
Helen M. Eigenberg, Woman Battering in the United States: Till Death Do Us Part.
Waveland Press, 2001
Healey, Smith & Sullivan. "Batterer Intervention: Program Approaches and Criminal
Justice Strategies." National Institute of Justice. Online.
Barrie Levy (ed). Dating Violence. Seattle: Seal Press 1998.
National Institute of Justice, Sexual Assault on Campus: What Colleges and Universities
Are Doing About It (Dec 2005). Online.
Laura O’Toole and Jessica Schiffman (eds). Gender Violence: Interdisciplinary
Perspectives. New York University Press, 1997.
Diana Scully. Understanding Sexual Violence: A Study of Convicted Rapists. Routledge,
Chapman & Hall, 1990.
B. Provide a rationale for the new course.
1. Statement of the major focus and objectives of the course.
This course is designed as an introduction to the study of gender-based violence.
Students will develop an understanding of major family and sexual violence theories
and well as the history of legal, political and social responses to gender-based
violence. The course includes an overview of different types of violence; a focus on
how gendered violence intersects with race, class, sexuality, age, physical ability and
the oppressions that are linked to these identities; and provides a focused review of
dynamics, contributing factors, and types of interventions. The overlap between
gender based violence and child abuse and neglect will be addressed under each topic.
As part of the class, students will complete a 45-hour advocacy training (Plus 15
hours of volunteer advocacy work) offered in partnership with the Women’s
Resource Center of Winona. Course time will be divided between 2 credits of lab and
2 credits of theory. Advocacy training will include an introduction to local advocacy
organizations & services; do’s and don’ts of advocacy; legal issues for advocates;
communication, conflict resolution, and safety issues; and crisis management, case
management and referral.
Students completing this course will be able to:
1. Discuss theoretical approaches to understanding and preventing gender-based
violence in general, and types of family and sexual violence in particular.
2. Define and discuss major issues related to gender-based violence.
3. Understand the influences of culture, religion, families of origin, and individual
characteristics as they relate to issues of gender-based violence (including how social,
political, and economic structures, poverty, oppression, and discrimination influence
family violence and abuse).
4. Distinguish between primary, secondary, and tertiary levels of intervention and
identify strategies designed to prevent gender-based violence.
5. Develop an understanding of the range of intervention resources (including
educational materials and local direct services) available victims and survivors of
gender-based violence.
6. Continue advocacy work with the WRC as a volunteer advocate or as part
2. Statement specifying how this course will contribute to the departmental
curriculum
As an elective for the Child Advocacy Studies minor, CAST 405 Gender, Violence and
Society focuses on Gender violence in our society. The treatment of women and
oppressed and marginalized groups in society influences family, social, political, and
legal issues related to child maltreatment. Professionals working with families where
violence is occurring frequently encounter both gender and child violence. An overall
understanding of the interrelationship between violence within the family and ways to
effectively intervene will assist in case management.
Relates to program objectives:
3. Explain the role of the child advocate in addressing social justice issues associated
with intervention and prevention of child maltreatment, and in promoting social change
that will result in fewer incidents of child maltreatment.
7. Explain how social issues of race, class, sexual orientation, religion, gender and social
justice influence investigation of child maltreatment.
8. Explain how family variables and stressors influence child maltreatment and influence
intervention with families and children.
9. Understand advocacy issues for children and their families related to maltreatment
including violence prevention strategies, support systems and case management.
3. No courses will be dropped.
C. Provide a statement of the impact of this course on other departments, programs,
majors, and minors.
1. Clearly state the impact of this course on courses taught in other
departments. Does this course duplicate the content of any other course?
Is there an effect on prerequisites?
Although other courses in other departments address violence, this course is
broader than “domestic, family or violence against women”. Violence
associated with gender includes gay bashing, stalking, bullying, some gangrelated violence and other hate crimes. Violence will be discussed in a sociallegal-political context as well as in a nuclear unit context. The unique
component of this course is that it also has a lab component where students
complete advocate training and are able to serve as a volunteer advocate for
individuals who are in violent situations.
2. Would approval of this course change the total number of credits required
by any major or minor of any department? If so, the department must
indicate which departments are affected and explain carefully the effects of
the course.
This is an elective for two minors, Women and Gender Studies and Child
Advocacy Studies.
3. If this course has an impact on the major or minor of any other department
or any program, it is the responsibility of the department submitting the
course proposal to send written notification to the department(s) or
program(s) affected. State clearly which other programs are affected by
this proposal and whether the other departments have been notified and/or
consulted.
This proposal and other course proposals relevant to the Child Advocacy Studies minor
were reviewed at our Advisory Board meeting. This committee includes
members from the NCPTC and faculty from sociology, criminal justice, social
work, nursing, education, E-learning, psychology, and women and gender
studies.
D. This course is not being submitted for university studies consideration.
WINONA STATE UNIVERSITY
FINANCIAL AND STAFFING DATA SHEET
Course or Program________WS230/CAST 303 Gender, Violence and Society______________________
Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised
program.
Please answer the following questions completely. Provide supporting data.
1.
Would this course or program be taught with existing staff or with new or additional staff? If this course
would be taught by adjunct faculty, include a rationale.
This new course will be taught by faculty from Women and Gender Studies. The CAST minor is an
interdisciplinary minor for professionals in child protection. The National Child Protection Training Center
on campus will contribute $15,000 per semester to replace faculty salary for the departments. Please see
MNSCU budget for courses that will produce revenue for this program. Since this course is dual listed, it
will also be an elective for the WAGS minor.
2.
What impact would approval of this course/program have on current course offerings? Please discuss
number of sections of current offerings, dropping of courses, etc.
This new course provides a unique education opportunity for professionals who will work in the area of child
abuse and neglect and with domestic violence. There are no courses currently being offered that
duplicate this course. Although other courses in other departments address violence, this course is broader
than “domestic, family or violence against women”. Violence associated with gender includes gay bashing,
stalking, bullying, some gang-related violence and other hate crimes. Violence will be discussed in a
social-legal-political context as well as in a nuclear unit context. The unique component of this course is
that it also has a lab component where students complete advocate training and are able to serve as a
volunteer advocate for individuals who are in violent situations.
3.
What effect would approval of this course/program have on the department supplies? Include data to
support expenditures for staffing, equipment, supplies, instructional resources, etc.
Currently, money from the National Child Protection Training Center (NCPTC) have been used for course
development, copying and instructional resources. Two offices in the new Maxwell Center will be for CAST
faculty and the secretary for the NCPTC will provide 15-25% services to the CAST department. The new
equipment, e.g. copy machine, office equipments, etc. will be supplied through the $11.4 million
appropriations for the NCPTC building.
The Women's Resource Center in Winona will provide advocate training materials for the participants. A few
selected articles will be on reserve. FTE's for this course will be divided equally between WAGS and CAST.
WINONA STATE UNIVERSITY
APPROVAL FORM
Routing form for new and revised courses and programs.
Course or Program_Child Advocacy Studies_____________________
Department Recommendation
_________________________________
Department Chair
________________
Date
Dean’s Recommendation _____ Approved
_________________________________
Dean of College
A2C2 Recommendation
_____ Disapproved
________________
Date
_____ Approved
_____ Disapproved
_________________________________
Chair of A2C2
________________
Date
Graduate Council Recommendation
(if applicable)
_____ Approved
_________________________________
Chair of Graduate Council
________________
Date
_________________________________
Director of Graduate Studies
________________
Date
Faculty Senate Recommendation
_____ Approved
_________________________________
President of Faculty Senate
_____ Disapproved
_____ Disapproved
________________
Date
Academic Vice President Recommendation _____ Approved
________________________________
Academic Vice President
Decision of President
_____ Approved
_________________________________
President
____________________________________________
e-mail address
_____ Disapproved
________________
Date
_____ Disapproved
________________
Date
Please forward to Registrar.
Registrar
_________________
Date entered
[Revised 9-05]
Please notify department chair via e-mail that curricular change has been recorded.