Naghme Naseri Morlock: Evidence of Teaching Excellence
Teaching Philosophy
Good teachers attracted me to the field of sociology, the sociological perspective gave me
reason to fully commit to becoming a sociologist, but it is my students and their learning that
draws me to teaching. My teaching practices and beliefs about teaching stem from learning
experiences in and out of the classroom—both as a teacher as well as a student. I was mentored
by award winning teachers and there are many people whose views and ideas have impacted my
teaching, including Ken Bain in terms of qualities and characteristics of good college teachers
and Kathleen McKinney in regards to scholarly teaching and continuous improvement of student
learning through assessment. Arthur Chickering and Zelda Gamson’s Seven Principles of Good
Practice in Undergraduate Education also have had a direct impact on my beliefs about learning
objectives and teaching practices. I am committed to continually grow and evolve as a teacher in
order to foster the highest possible student learning. To be able to facilitate such learning, certain
beliefs about teaching need to be fulfilled.
First, a teacher’s main focus should be students’ successful learning. In order to best
promote student learning, teachers have to constantly familiarize themselves with current
research on teaching and learning. By dedicating myself to continue to learn, I am able to
incorporate research findings to improve my teaching. In addition, I am active as a members of
the American Sociological Association section on Teaching and Learning, conduct Scholarship
of Teaching and Learning research (see my publications) as well as work to stay informed about
the current research about teaching. In the classroom, I do this by using a diversity of formative
and summative assessment tools over the course of the semester, including mid semester “checkin evaluations” that allow me to continually assess student learning and the effectiveness of my
teaching strategies.
Furthermore, all students have the ability to learn and grow in any class. This does not
mean that all students will start or end a class with the same depth of knowledge as their peers,
but that through the use of diverse pedagogical techniques I can create a rich learning
environment that provides opportunities for all students in the class. In my teaching, I focus on
working towards fulfilling student learning objectives and evaluate their learning through
classroom assessment techniques. In my teaching evaluations, students consistently praise me for
the use of a wide range of class activities and materials.
Not only are diverse pedagogical techniques important, but also exposing students to
divergent, and at times, controversial perspectives on a variety of topics. Sociology deals with
many contentious and often emotionally loaded topics. However, by teaching students the proper
tools to analyze these different perspectives, they will be prepared to tackle the challenge of
sorting out information for themselves. By providing a variety of assignments and out of class
learning experiences, I provide students many opportunities to actively practice the skills they
learn in the class, rather than being passive learners.
Students bring diverse life experiences to the class and should be challenged to analyze
and reconsider the validity of their current beliefs. These experiences are valuable resources for
their own learning, as well as for their peers. Oftentimes students enter higher education with
views and opinions that they have been socialized to hold by their families and communities. I
draw on students and allow them to share differing perspectives, so that all students, through
critical thinking, can create their own understanding of the subject and how it fits into the world.
Naseri Morlock, Evidence of Teaching Effectiveness, 1
This does not mean that all views are just a matter of opinion, but that with guidance, my
students can learn to create their own knowledge, rather than merely memorizing what they have
heard. As Bain emphasized in his book What the Best College Teachers Do, deep learning by
reconstructing understanding of concepts is nearly the only way students will learn and
remember what they have learned long-term.
As a teacher, I see my role in creating a safe learning environment and trusting
relationship with my students to provide a space for this processing to take place. Class
discussion and small group work are tools that I use to promote reciprocal sharing and learning
among students. In addition, I often use reflective writing as a tool to help my students question
their taken for granted ideas and consider opposing views. As is evident in my course
evaluations, my students continually rate my respect and professional treatment of students very
highly and appreciate that I am able to create a very safe learning environment quickly, which
allows for fruitful and respectful discussion on controversial topics.
Critical thinking is an important learning objective for students in any discipline.
Learning how to conduct research and put it into writing are major learning objectives that are
directly tied to the application of critical thinking for my students. As a teacher I am aware that
these are long-term goals and by designing my classes to include these learning objectives—in
ways that are appropriate for the level of each class—I offer my students opportunities to learn
these fundamental tools.
Finally, students are responsible for their own learning and teachers should serve as
facilitators of that learning process. By creating a learning relationship with my students that
extends beyond the classroom, I become a resource to those students who need or want
additional information or tasks to increase their learning. Typically, I give students some
autonomy in the course, for example by creating multiple assignments and asking students to
choose a set number in which they are most interested. Another way I do this is through
collecting feedback from the students about the class and making adjustments to the course when
appropriate.
In conclusion, teaching and learning is a two-way process. Both students and teachers can
learn from each other. Being a teacher is a commitment to lifelong learning in order to increase
student learning. This reflects that a teacher—no matter how good—can always learn more.
Finally, I expect my teaching philosophy to continue to evolve over the course of my teaching
career and continue to learn about the current scholarship of teaching and learning.
Summary of Course Evaluations
Below, I provide quantitative and qualitative student evaluations for a sample of the
courses I have taught as an instructor of record at the University of Colorado Boulder. This
sample reflects a diversity of course levels (lower and upper division) and sizes (small seminar
style, medium, and large classes). In addition, these courses were taught over the last three years
(presented in chronological order), providing an overview of my recent teaching history. The
data below stems from anonymous end of term student evaluation forms (called “Faculty Course
Questionnaires” at the University of Colorado Boulder) unless otherwise marked.
In summary, I am consistently rated very highly in my effectiveness in encouraging
student interest in the class (regardless of prior interest in the course), my respect and
professional treatment of students, my availability for assistance outside of the classroom, as an
instructor overall. A review of the qualitative feedback makes clear that my students especially
Naseri Morlock, Evidence of Teaching Effectiveness, 2
appreciate my passion for teaching and my ability to ‘bring the material to life’ by using
examples that are current and relevant to their lives. As you can also see, my students often find
my classes challenging, but they see the assignments as helpful in learning the material and feel
well supported by me in their learning process.
Summary Quantitative Data:
Sex, Gender, and Society 2 (SOCY/WMST:4016)—2014*
Summary Statement
Median
Mean
1) Personal interest before enrolled
4.5
4.4
2) Instructor effectiveness encouraging interest
5.5
5.4
3) Instructor respect and professional treatment
6.0
5.9
of student
4) Instructor availability for assistance
5.0
5.1
5) Instructor overall
6.0
5.8
6) Course overall
6.0
5.6
Each score is out of a possible six points (1=lowest, 6=highest).
Source: https://fcq.colorado.edu/UCBdata.htm
Department
Average
4.0
5.2
5.8
Division
Average
4.2
5.1
5.8
Campus
Average
4.2
5.2
5.9
5.3
5.3
5.1
5.5
5.4
5.0
5.5
5.4
5.1
Department
Average
3.9
4.9
5.8
Division
Average
3.9
4.8
5.7
Campus
Average
4.1
4.8
5.8
5.0
5.2
5.0
5.1
5.0
4.7
5.1
5.1
4.8
* This was an upper-division seminar style course.
Social Problems (SOCY:2031)—2014*
Summary Statement
Median
Mean
1) Personal interest before enrolled
4.0
4.2
2) Instructor effectiveness encouraging interest
6.0
5.2
3) Instructor respect and professional treatment
6.0
5.5
of student
4) Instructor availability for assistance
5.0
5.3
5) Instructor overall
6.0
5.5
6) Course overall
5.5
5.1
Each score is out of a possible six points (1=lowest, 6=highest).
Source: https://fcq.colorado.edu/UCBdata.htm
* This is a lower-division course. In this term it had a small seminar style composition. In the
past, I have also taught this class with enrollments of up to 70 students and earned similar
teaching evaluation scores.
Survey Methods (SOCY:3301)—2013*
Summary Statement
Median
Mean
1) Personal interest before enrolled
2.0
2.2
2) Instructor effectiveness encouraging interest
4.0
4.3
3) Instructor respect and professional treatment
6.0
5.9
of student
4) Instructor availability for assistance
5.0
4.6
5) Instructor overall
5.0
4.4
6) Course overall
4.0
3.8
Each score is out of a possible six points (1=lowest, 6=highest).
Source: https://fcq.colorado.edu/UCBdata.htm
Department
Average
4.1
5.2
5.7
Division
Average
4.2
5.1
5.8
Campus
Average
4.2
5.2
5.8
5.3
5.3
5.1
5.4
5.3
5.0
5.4
5.4
5.1
Naseri Morlock, Evidence of Teaching Effectiveness, 3
* This is an upper-division medium size course. Note: The curriculum for this major required
capstone course is predetermined by the department and consistently has much lower evaluation
scores than other courses in the department (note the “prior interest in the course” item). Despite
this, my scores for this course are close to and for one item exceeds the department, division, and
campus scores.
Deviance in U.S. Society (SOCY:1004)—2012*
Summary Statement
Median
Mean
1) Personal interest before enrolled
3.5
3.7
2) Instructor effectiveness encouraging interest
5.0
5.0
3) Instructor respect and professional treatment
6.0
5.8
of student
4) Instructor availability for assistance
6.0
5.4
5) Instructor overall
6.0
5.2
6) Course overall
5.5
5.0
Each score is out of a possible six points (1=lowest, 6=highest).
Source: https://fcq.colorado.edu/UCBdata.htm
Department
Average
3.9
5.0
5.8
Division
Average
4.0
5.1
5.8
Campus
Average
4.0
5.0
5.8
5.4
5.3
4.9
5.4
5.4
5.0
5.3
5.3
4.9
*This is a lower-division medium sized course.
Selection of Qualitative Data1:
"My classroom experience with Naghme was one of the most positive I had during my
undergraduate career. She was very effective at creating a comfortable, engaging environment in
which students were encouraged to explore and share their thoughts, while drawing on and
reinforcing established sociological concepts. I found her to be one of the most approachable,
supportive and thoughtful teachers I have ever had."–Sex, Gender, and Society 2 (Summer 2014)
“I enjoyed everything about this course from the structure, to the instructor. I felt that this was a
safe place to talk about controversial issues. Thanks for a great semester.” –Sex, Gender, and
Society 2 (Summer 2014)
“The open structure and student-dependent learning environment of this class has helped to
create one of the most collaborative and engaging learning experiences I have had here at CU.
An excellent instructor and an excellent course.” –Sex, Gender, and Society 2 (Summer 2014)
“I just wanted to thank you for a great semester! I really appreciate how all of the course
requirements, policies and syllabus were so specific. Your organization and consistency from
week to week really helped me... I am truly surprised by how much I feel I have learned. I am
attributing that to your lectures as well as the textbook readings… I thought that the textbook that
you selected was great, it just clicked with me.”–Social Problems (Summer 2014)
“I really enjoyed this class and liked how the professor taught the class. She used movies and
lectures, making the material more interesting. She was passionate about the subject and that
1
These comments are representative of the complete set of written feedback for all of the courses and sections I
have taught as instructor of record.
Naseri Morlock, Evidence of Teaching Effectiveness, 4
made me become more passionate as well. Thanks for being so dedicated to what you do!”–
Social Problems (Spring 2014)
“Naghme goes above and beyond to make herself available to students. It is also very useful that
she sends out her PowerPoints for us to reference.” –Survey Methods (Fall 2013)
“You were a very helpful teacher and increased my interest in social research as a career option
after previous statistics professors had failed me. Thank you for getting me to like this fast paced
course. I see nothing in particular that I want changed.” –Survey Methods (Summer 2013)
“The teacher is very intelligent... Clearly knows what she is doing and effectively communicates
information.” –Survey Methods (Spring 2013)
“Naghme made the material very interesting and exciting. She was very effective at helping me
understand concepts. I really liked the group work that helped me a ton. I look forward to this
class every day.”–Deviance in U.S. Society (Summer 2012)
“Naghme is really passionate about what she teaches and you can tell. I feel like I am learning
things applicable to the real world. She is really good at explaining and incorporating actual
events (that are currently happening) into discussion. Really good class. I’m glad I took it.”–
Introduction to Sociology (Spring 2012)
“I loved this class. Naghme is a great speaker and teacher; she relates the subject to our lives
very well. She also always communicated with us so that we were never lost or surprised. I am a
soc major because of this class!” – Introduction to Sociology (Spring 2012)
“This was my favorite class this semester. Through Naghme’s passion for the subject, I have
been inspired to major in sociology myself. Her teaching style was incredibly effective. She was
relatable, made it fun and interesting, and kept the class very organized. I have no suggestions
because I was very impressed by her teaching.” –Introduction to Sociology (Spring 2012)
Sample Syllabus
SOCY 4016.200: Sex, Gender, and Society 2
Instructor: Naghme Morlock-Naseri
Instructor Contact Information:
E-mail: Naghme.Morlock@colorado.edu
Telephone: (206)963-8706
Online Office Hours: by appointment on campus or via skype
Skype Name: naghmemorlock
Communication Policies:
The best way for you to reach me is in class or through email. You are also welcome to call my phone
during regular business hours. I attempt to return all emails and voicemails within a 24-hour timeframe,
excluding weekends and university holidays. In the highly unusual situation where you do not hear back
from me within a 24-hour period, please try an additional contact method. Please be aware that email is
official communication and should be composed as such (no texting abbreviations etc., please).
Naseri Morlock, Evidence of Teaching Effectiveness, 5
Course Description:
From the 2013/2014 CU Course Catalog:
Studies status and power differences between the sexes at individual, group, and society levels. Examines
empirically established sex differences, and reviews biological, psychological and sociological
explanations for gender differences.
Objectives:
Throughout this course you will learn/hone your ability to:
 define and apply the sociological imagination to your life and the world around you
 analyze empirical and theoretical texts and present them to the class
 identify, compare and contrast major theories on gender
 analyze, in written form, using the language of sociology
 apply what you have learned to analyzing a topic of your choosing and present your conclusions
to the class in a formal presentation using a variety of communication mediums
Overview:
Sociology is the systematic study of society, social institutions, and social relationships. We all have
considerable experience living in society and interacting with other people. Sociology, however, is an
unfamiliar way of looking at the familiar. The goal of this course is to create meaningful conversation
about Sex, Gender and Society through an in-depth study of various gender related topics. In addition to
studying empirical research on these topics, we will also dedicate considerable time to feminist theories.
Finally, we will frame most of this course around the media, using what we learn to critically analyze and
assess the effects of the media in society.
The primary objective of this course is to help you develop your sociological imagination—that is, to
provide you with the conceptual and theoretical tools that will allow you to look at our everyday world as
if seeing it for the first time and to critically re-examine things that we may take for granted. Developing a
sociological imagination can be a little uncomfortable at times, but it is also exciting – ideally throughout
the semester, we’ll experience some of each. For many of us, the social systems that shape inequalities
remain unseen, unrecognized, or unnamed. My goal in this class is for us to expose these systems and to
provide you the tools to recognize, name, and understand them sociologically.
Given that this is a 4000 level course, the overall format of this class will be a discussion-intensive
seminar. Almost each day, one of you will facilitate the class discussion. This entails presenting a critical
summary of the readings and then posing questions to kick of our discussion. Following this more formal
presentations, we will have a general discussion in which all questions and contributions are welcome
from the class. Please be advised that careful completion of the assigned readings and participation
in the discussion is essential for your success in this course. In addition to this student facilitation of
class, most days we will also have another student presenting a critical book review/analysis. These
presentations will allow all of you to be exposed to some foundational and some more current theoretical
texts in feminist and gender theory than would otherwise be possible in such a short summer term. I look
forward to working with you!
Required Texts:
All assigned readings or this class can be found on D2L at: learn.colorado.edu
Note: You will need to order the book for your book review immediately to make sure you receive it in
time to prepare your assignment. I recommend checking amazon for electronic copies or using
expedited/prime shipping.
Naseri Morlock, Evidence of Teaching Effectiveness, 6
Student Responsibilities:
Class environment:
Over the course of this semester we will deal with many controversial issues, which will mean that very
likely, as a class, we will differ in our perspectives on these issues. However, I expect everyone to treat
each other with respect and allow for differing opinions. It is entirely appropriate to disagree with ideas
but it is not appropriate to personally attack those with whom you disagree. A respectful online
classroom environment will facilitate more lively discussions and in turn result in a richer learning
experience for all of us. I also expect you to use the tools learned in this course (especially the
sociological imagination) in analyzing the issues we deal with, rather than just stating opinions.
You can expect me to:
 treat you with respect
 treat you fairly
 provide prompt feedback on your work for the class
 be available during my office hours and by appointment
 respond reasonably quickly to emails (I try to maintain a 24hour turn-around time, except for on
weekends)
 challenge you to grow academically and to support you in doing so
I will expect you to:
 treat me and your fellow students with respect
 carefully complete your readings, assignments, and thoroughly prepare for your presentations
 be present and actively participate in and meaningfully contribute to this course
 follow the writing expectations provided for your assignments
 invest time in the course
 be open to new ideas
 regularly check D2L and your student email account for updates and reminders
Late-policy:
Summer classes are very fast paced and given the nature of this class, we depend on your being prepared
and present on the days you are presenting. As a consequence, you will not be able to make up missed
presentations, with the exception of severe and documented emergencies. In those rare cases, I expect you
to notify me ideally before the assignment is due or within one day of the due date and to provide valid
documentation. In addition, missed participation points due to absences cannot be made up at a later time.
Grading Criteria:
All of the assignments in this course are designed to provide you with opportunities to work towards
reaching the learning objectives of this course. This semester you will have many opportunities to
strengthen your writing and critical thinking skills. I am here as a support for you, so please make use of
my office hours and/or raise questions via email. We will also spend some time throughout the semester
discussing general guidelines for writing and presenting in this course.
Participation (both in group work and individually):
Because you are an important part of our learning environment for this semester, it is very important that
you participate actively in the discussions. Your participation in this course is vital to your success. I
expect that each of you contribute meaningfully to class discussions. In order for you to be able to do so,
it is important that you complete the readings before class.
Naseri Morlock, Evidence of Teaching Effectiveness, 7
Critical Book Review:
On the first day of class, each of you will sign up for a feminist theory/gender book to read and analyze.
You will prepare a 5-6 page (double-spaced) written critical summary of this book. We will discuss more
detailed guidelines during the first week of class. Starting during the second week, you each will present
your book to the class. You may either read your paper to the class or prepare a 10-15 minute presentation
on your book. You are responsible for getting copies of your paper to the class on the day of your
presentation. Alternatively, you may email me your paper a minimum of one class period prior to your
presentation in order for me to make copies and bring them to class.
Class Facilitation of Assigned Readings:
Once during the term, you will be in charge of preparing a mini-lesson (either with PowerPoint, Prezi, or
standard handout) lasting about 10-20 minutes providing a summary and critique of the day’s assigned
readings. In addition, you will need to prepare questions that you can pose to the class as a way of kicking
off our discussion for the day. You are encouraged to include an active learning activity. You may also
use media clips or other media sources in addition to the readings. You are responsible for getting copies
of your slides/handout to the class on the day of your presentation. Alternatively, you may email me your
documents a minimum of one class period prior to your presentation so that I can bring copies to class.
Media Analysis Course Project (non-paper format):
During the last week of class, each of you will present your media analysis project that you have worked
on during the entire span of the course. For this project, you will pick a gender related topic (for example:
gender and the military, gender and sports, gender and work), which needs to be approved by me by the
third week of class. You will collect 8-10 media sources (print media, video, pictures of ads/billboards,
etc.) on this topic and analyze them using what you have learned in the course. You will also need to
choose a medium other than a traditional paper (examples include but are not limited to: podcast, video,
play/performance). During the last week of the course, each of you will provide a 20minute presentation
in your chosen format followed by a 5-10 minute question and answer session. You will be evaluated
holistically, including level of analysis, your presentation, and your answers during the Q&A session.
Note: Attendance is mandatory for the entire presentation week. Each missed day will result in a
5% deduction of your overall course grade. If you have any university approved time-conflict that will
lead to your absence, you need to inform me by the end of the first week of class. Emergency cases will
be considered on a case by case basis.
Evaluation/Grading*:
Critical Book Review paper and presentation (5-7 pages)
Class Facilitation Assignment
Media Analysis Course Project (20min presentation, 10 min Q&A)
Participation (including in-class group work)
Total Possible
30 %
30 %
30 %
10 %
100 %
*Students are responsible for keeping copies of all work they submit for grading, including exams, in case
there are technical issues regarding their computer, Internet connection, or course software.Each of the
components of your final grade, as well as the final course grade will be determined based on this general
rubric.
Naseri Morlock, Evidence of Teaching Effectiveness, 8
Letter
Grade
A
B
C
D
F
Zero
Percentage
Grade
Description
Exceeds all required elements of an assignment, and the quality of the work is considerably
greater than what was required. The quality of the work is considerably above the class
average and impressive to the evaluator.
Meets all required elements of an assignment, and the quality of the work is better than
80-89
what is required and demonstrated by the class average.
Meets all required elements of an assignment, no more, no less. Quality of assignment is
70-79
satisfactory for college level work.
Fails to meet all required elements of an assignment, and/or the quality of the assignment is
60-69
less than satisfactory.
Only meets some of the required elements of an assignment, and/or the quality of the
assignment is considerably lower than satisfactory. 50% of points are not guaranteed. At
Less than 59
this level points are only given if some elements of the assignment are met. If not, very
low percentages are likely.
Fails to meet any of the required elements of an assignment, and/or the quality of the
assignment is well below basic standards of writing, comprehension, and/or ability to
0
follow instructions; assignment is late or incomplete; assignment is not turned in at all;
assignment shows signs of plagiarism or other forms of academic dishonesty.
90-100
Submission Policies:
You will submit all of your assignments as a paper copy in class (be sure to staple everything- I am not
responsible for lost pages if assignments have not been stapled). If you submit drafts of papers to me for
feedback, you can email them directly to my university email.
University Policies:
Honor Code: All students of the University of Colorado at Boulder are responsible for knowing and
adhering to the academic integrity policy of this institution. All incidents of academic misconduct shall be
reported to the Honor Code Council. Students who are found to be in violation of the academic integrity
policy will be subject to both academic sanctions from the faculty member and non-academic sanctions.
Students with Disabilities: If you qualify for accommodations because of a disability, please submit to me
a letter from Disability Services in a timely manner so that your needs can be addressed. Disability Services
determines accommodations based on documented disabilities. Contact: 303-492-8671.
Discrimination and Harassment: Any student, staff, or faculty member who believes s/he has been the
subject of sexual harassment or discrimination or harassment based upon race, color, national origin, sex,
age, disability, creed, religion, sexual orientation, or veteran status should contact the Office of
Discrimination and Harassment (ODH) at 303-492-2127.
Religious Observances: Campus policy regarding religious observances requires that faculty make every
effort to deal reasonably and fairly with all students who, because of religious obligations, have conflicts
with scheduled exams, assignments or required attendance. In this class, you should notify me at least two
weeks ahead of time to request special accommodation if you have a conflict.
Naseri Morlock, Evidence of Teaching Effectiveness, 9
Tentative Course Outline2:
Dates
Tue 7/8
Wed 7/9
Thu 7/10
Fri 7/11
Mon 7/14
Tue 7/15
Wed 7/16
Thu 7/17
Fri 7/18
Mon 7/21
Tue 7/22
Wed 7/23
Thu 7/24
2
What to read for today?
What’s due?
1.Syllabus;
2.Mills: The Promise
3.O’Brien: The Case of Designer Genes
4.Udry: Biological Limits of Gender Construction
1. Freud: Some Psychological Consequences of the
Anatomical Distinction between the Sexes
2. Hyde: Gender Similarities and Differences
Social Construction of
1.Schwalbe et al: Generic Processes in the
Gender
Reproduction of Inequality: An Interactionist
Analysis
2.Lorber: Night to His Day
3.Lorber: Believing is Seeing
Introduction to
1.Rudy: Radical Feminism, Lesbian Separatism, and
Feminist Theories
Queer Theory
2. Stanley and Wise: But the empress has no
clothes!: Some awkward questions about the
‘missing revolution’ in feminist theory
3. Alcoff: Cultural Feminism versus Poststructuralism: The identity crisis in feminist theory
Intro to Queer Theory
1.Wittig: The Straight Mind and other essays
2. Sawicki: Queering Foucault and the Subject of
Feminism
3. Excerpts from Butler: Gender Trouble
Adolescence/
1.Risman and Myers: As the Twig is Bent: Children
Childhood
Reared in Feminist Households
2.Martin: Becoming a Gendered Body: Practices of
Preschools
Intro to Gender and the 1.Lorber and Martin: The Socially Constructed Body
Body
2.Mason: Social Stratification and the Body: Gender,
Race, and Class
Disability: Biologically 1.O’Brian: On Seeing a Sex Surrogate
and Socially
2.Gerschick and Miller: Coming to Terms:
Constructed Bodies
Masculinity and Physical Disability
Film: Breathing
3.Shuttleworth, Wedgwood, and Wilson: The
Lessons
Dilemma of Disabled Masculinity
Desire/Sexuality and
1.Kafer: Amputated Desire, Resistant Desire: Female
Bodies
Amputees in the Devotee Community
2.Manderson: Boundary Breaches: the body, sex and
sexuality after stoma surgery
Masculinity
1.Pasco: ‘Dude, You’re a Fag’: Adolescent
Masculinity and the Fag Discourse
2.Connell and Messerschmidt: Hegemonic
Masculinity: Rethinking the Concept
Facilitator 1:
Film: The Bro Code
Transgender Identity
and Gender Identity
Disorder
Book Review 8:
Facilitator 10:
Book Review 9:
Topic
Syllabus & Intro
Intro to Biological and
Sociobiological
Theories, Sociological
Imagination Refresher
Intro to Psychological
Theories
1.Scholinski and Adams: Excerpts from The Last
Time I Wore a Dress
2.Perone: The Social Construction of Mental Illness
for Lesbian, Gay, Bisexual, and Transgender Persons
in the United States
Facilitator 2:
Facilitator 3:
Book Review 1:
Book Review 2:
Facilitator 4:
Book Review 3:
Facilitator 5:
Book Review 4:
Facilitator 6:
Book Review 5:
Facilitator 7:
Book Review 6:
Facilitator 8:
Book Review 7:
Revised based on my experience teaching this course.
Naseri Morlock, Evidence of Teaching Effectiveness, 10
Fri 7/25
Mon 7/28
Tue 7/29
Wed 7/30
Thu 7/31
Fri 8/1
Mon 8/4
Tue 8/5
Wed 8/6
Thu 8/7
Fri 8/8
Intersex
1.Preves: Negotiating the Constraints of Gender
Binarism: Intersexuals’ challenge to Gender
Categorization’
Film: You Don’t Know Dick
Definitions of
1.Silva: A New Generation of Women?: How
Femininity
Female ROTC Cadets Negotiate the Tension
between Masculine Military Culture and Traditional
Femininity
2.Swain: Resisting Dominant Discourses of
Femininity in a Working-Class Junior School
Definitions of
1.Dillaway: Mother’s for Others: a Race, Class, and
Femininity
Gender Analysis of Surrogacy
2.Brooks and Rogalin: Capturing Capital to
Negotiate the Intersections of Motherhood and Work
Sex Work
Film: Cambodia: the virginity trade
Sex work and
1.Spivak and Wagner: Portraits of Juvenile
Pornography
Prostitutes: Reconsidering the Mainstreem Trafficing
Victim Narrative
2.Weitzer: Sociology of Sex Work
3.Frith: Visualizing the ‘real’ and the ‘fake’: emotion
work and the representation of orgasm in
pornography and everyday sexual interactions
Final Presentations
Attendance Mandatory
Final Presentations
Attendance Mandatory
Final Presentations
Attendance Mandatory
Final Presentations
Attendance Mandatory
Final Presentations
Attendance Mandatory
Facilitator 9:
Facilitator 11:
Book Review 10:
Facilitator 12:
Book Review 11:
Facilitator 13:
Book Review 12:
I WILL ASSUME THAT STUDENTS ENROLLED IN THIS CLASS HAVE READ, UNDERSTAND, AND ACCEPT THE POLICIES
AND EXPECTATIONS OUTLINED IN THE SYLLABUS.
Naseri Morlock, Evidence of Teaching Effectiveness, 11
Book List for Critical Book Review (you will sign up for this in class):
Author, Title
Presenter
1. Anzaldua, Gloria. Borderlands/la
Frontera: The New Mestiza.
2. Butler, Judith. Gender Trouble.
3. Coltrane, Scott. Family Man:
Fatherhood, Housework, and Gender
Equity.
4. Connell, R.W. Masculinities.
5. De Beauvior, Simone. The Second Sex.
6. Engels, Friedrich. Origins of the Family,
Private Property and the State.
7. Faludi, Susan. Backlash.
8. Firestone, Shulamith. The Dialectic of
Sex.
9. Foucault, Michel. History of Sexuality,
volume 1.
10. Friedan, Betty. The feminine mystique.
11. Hill Collins, Patricia. Black Feminist
Thought.
12. Hochchild, Arlie. The Second Shift.
13. hooks, bell. Feminist Theory: From
Margin to Center.
14. hooks, bell. The Will to Change: Men,
Masculinity, and Love
15. hooks, bell. Ain’t I a woman?
16. Kimmel, Michael. Manhood in America:
A Cultural History.
17. Lorde, Audre. Sister Outsider.
18. Messner, Michael. Politics of
Masculinities: Men in Movements.
19. Millet, Kate. Sexual Politics.
20. Mirande, Alfredo. Hombres y Machos:
Masculinity and Latino Culture.
21. Moraga and Anzaldua. This Bridge
Called my Back
22. Nina Powers. One Dimensional Woman.
23. Pateman, Carol. The Sexual Contract.
24. Wollstonecraft, Mary. Vindication of
the Rights of Women.
25. Woolf, Virginia. A Room of One’s Own.
Naseri Morlock, Evidence of Teaching Effectiveness, 12