Course description

Learning Outcomes:  indicated below in bold, in following outline of the course’s pedagogical methodology for achieving them:

This is a reading-, writing-, and discussion-intensive course. Students are expected to come to class prepared to discuss texts assigned for each meeting (not only readings but also films and other visual and aural cultural productions), and (as noted in the assignments schedule below) to turn in any relevant written work on time. Active and informed participation in the class counts for approximately 30% the final grade, which is based on attendance, timely and evident completion of assigned reading, and productive, respectful contribution to class discussion.

A. Attendance: Regular attendance in class and in conference is necessary and required. In accordance with the spirit of the Honor Code, I will not ask you to supply a reason if you miss a class. If, however, illness, family emergency, or religious observation interrupts your attendance, please contact me about it at the earliest opportunity. Missing more than two classes will result in a lower participation grade. You will also meet with

me individually at least three times during the semester to discuss your final project. These meetings are mandatory. 

 B. Reading Assignments: All reading assignments listed in syllabus and on Moodle are to

be COMPLETED by class on Mondays. We’ll discuss note-taking and other strategies

for effectively making your way through and making sense of the assigned reading, and

you should feel free to bring your notes and questions to class with you, preferably in printed form.  While laptops etc are not banned, I DO ask that you turn off notifications from internet sites (including email and texts) during class and use the laptop only to review and take notes on readings and discussions.

 C. Discussion: One way that you may (and should!) demonstrate that you’ve completed the week’s assigned texts by participating in and contributing to class discussion of them.   Learning how to have productive and respectful discussions in a classroom context with people with very different backgrounds and assumptions is among the most important skills to learn and to sharpen in College, and beyond. Very little learning takes place when participants in a discussion feel intimidated, dismissed, belittled or fearful that something they say will be repeated, out of context, outside of class. We will develop a written code of conduct in the course of the semester, updating and revising expectations as we proceed, both collectively and individually.  This is a further reason for minimizing external distractions and resources while we are in class:  they interfere with the processes associated with actively listening to and synthesizing others’ analyses and further developing your own perspectives. 

 D. Written Assignments: Word or pdf files uploaded to relevant Moodle submission site by the times indicated in syllabus and on Moodle, files AND documents labeled as follows: your name, week of semester, date of submission. Both because the purpose of the written assignments is to give you opportunities to hone YOUR skills and capacities as readers and writers, AND because plagiarism (including submitting as your own text generated by a computer program) all written work submitted in this course MUST BE YOUR OWN and neither copied/paraphrased from someone else’s work or computer-generated. 

Keep track of these assignments in a portfolio (a folder devoted to them on your computer AND backed up (in a cloud drive like Dropbox or BMC One Drive). Understanding and following sound citational practice is essential and assessment of written work will include evaluation of yours! Late submissions WILL BE PENALIZED. Better to turn in something on time than nothing/something late. These count for the remaining 50% of your grade.  NB:  These assignments are a crucial way to demonstrate that you have completed and engaged with the week’s assignment, and can help you to confidently make productive and evidence-based interventions in class discussions, citing where authors/creators have used evidence to make their arguments.

Writing assignments, making up approximately 60% of final grade assessment are as follows:

 1a.  Weeks 2-4:  What did you learn? List of words, sites, people and concepts in week’s reading assignment with which you hadn’t before been familiar AND brief statement of what you learned (latter 250-500 words)

1b. Weeks 5-10: Critiques:  critical, analytical discussion of assigned readings (750 words, approximately) that build on earlier weeks’ practices.  The objective here is to develop and sharpen your skills in 1) identifying authors’ arguments, evidence, and expository devices and 2) succinctly and coherently situate them in the context of class presentations, discussions and other readings to date and 3) correctly citing authors’/creators’ interventions (name, title of work, date of production, relevant page/s quoted or invoked.  These critiques are another way to demonstrate that you have completed and engaged with the week’s assignment, and can help you to confidently make productive and evidence-based interventions in class discussions, citing where authors/creators have used evidence to make their arguments.

ASSIGNMENTS AND EVALUATION

EVALUATION

v Weeks 2-4: 

a.     list of terms and concepts unfamiliar to you from week’s reading, defined!

b.     takeaway from week’s reading:  about historical practice, about space and time, about what happened/is said to have happened and evidence.  Approximately 250-500 words

v Weeks 5-10:

Critiques, approximately 500-750 words:  Due on Moodle by TUESDAYS by midnight. as noted in assignments schedule below and scored/evaluated as follows:

1=minimal: assignment submitted with heretofore unfamiliar terms listed and defined + descriptive précis of reading
2=adequate: all of above + analysis of author’s assumptions and expository strategies

3=solid: all above + also critical engagement with analytical implications of reading
4=superlative: all of above + synthesis, relating readings to earlier readings and discussions of historical practice and/or to sight/site/cite project

Attendance and participation will add a + or – to each week’s assessment (absences that are not accounted for garner a failing grade for the week’s assessment).

2.  Occasionally: working in groups and with these posted critiques and lists of significant terms, concepts, figures, etc., take turns organizing and leading discussions in Wednesday class meeting (week 3 on). This assignment exercises your capacities to synthesize ideas presented by others within a smaller group and in the class as a whole and frame them to generate discussion of concepts and debates presented in reading/viewing assignments.  NB:  you do not need to post a list/critique on Moodle in the week for which you lead discussion.

These efforts will be graded and together with the weekly critiques and lists, constitute 50% of grade for course. During the week/s you lead discussion, you do not post a critique or a list, but rather, synthesize others’ insights, questions, analyses for discussion. 

3.  A final group assignment, based on the semester’s critiques and lists: 

1.     develop a final exam for the rest of the class drawn from the assignments to date.  This assignment aims to build on analytical, synthesizing and discussion-generating/sustaining skills and capacities practiced through the course.  Groups must explain the assumptions underlying their selection and the conceptual framework of the course for which they are producing this exam.  (Due in last week of classes)

2.     In addition to the group exam, each student is expected to submit an analytical reflection on the process.  Together, the group project and the individual reflections (approximately 1,250 words) count for 20% of the final course grade.  Further details TBA

NB:  All assignments are subject to change, with changes made in consultation with class members.

This course proceeds in accordance with and within the framework of Bryn Mawr College’s commitment to ensuring accessibility to all students as outlined here:

https://www.brynmawr.edu/inside/offices-services/access-services/information-faculty/sample-syllabus-statement-accessibility

Similarly, this course proceeds in accordance with the College’s Title IX commitment to:

“fostering a safe and inclusive living and learning environment where all can feel secure and free from harassment. All forms of sexual misconduct, including sexual assault, sexual harassment, stalking, domestic violence, and dating violence are violations of Bryn Mawr/Haverford’s policies, whether they occur on or off campus. Bryn Mawr/Haverford faculty are committed to helping to create a safe learning environment for all students and for the College community as a whole. If you have experienced any form of gender or sex-based discrimination, harassment, or violence, know that help and support are available. Staff members are trained to support students in navigating campus life, accessing health and counseling services, providing academic and housing accommodations, and more.       

The College strongly encourages all students to report any incidents of sexual misconduct. Please be aware that all Bryn Mawr/Haverford employees (other than those designated as confidential resources such as counselors, clergy, and healthcare providers) are required to report information about such discrimination and harassment to the Bi-College Title IX Coordinator.    For more information:  Bryn Mawr Sexual Misconduct Policy