COMM3042-63054-PACE-201560asf

ULM College of Arts and Sciences Spring 2015

Spring 2015 Course Syllabus COMM 3042 (63054)

Communication and GenderTR 9:30-10:45Walker 1-109

I. Contact InformationProfessor: Dr. Lesli K. PacePhone number: 342-1165Email address: [email protected] location: Walker 2-112Office hours: MW 10:00-1:00; TR 8:30-9:30 and 11:00-12:00

When you need to reach me outside of class, or outside of my scheduled office hours, the best way to do so is by email*. During the semester, when the university is open, I check email regularly. I will respond within 24 hours during the week, 48 hours if over the weekend, and within 24 hours after a break ends. Please use professional communication in your emails. You need a salutation, complete sentences, and a proper signature.

*Please use your warhawk.ulm.edu email account (rather than your personal email) for communication with me.

II. Course Prerequisites/Co-requisites Prerequisite: COMM 1018, 2001 or approval of the instructor.

III. Required Textbook

DeFrancisco, Victoria Pruin and Catherine Helen Palczewski. Gendered in Communication: A Critical Introduction. 2nd ed. Thousand Oaks, CA: Sage, 2013.

*Additional required readings available on Moodle.*

IV. Course Description “Exploration of how gender and communication interact, exploring how gender influences communication, how gender is communicated, how communication influences our understandings of gender, and what it means to be gendered beings.”

This course is designed as an introductory course that focuses on the interactive relationships between gender and communication in contemporary American society. As such, we will approach this class with three priorities in mind. First, we’ll explore multiple ways communication in families, schools, media, and society in general creates and perpetuates gender roles. Second, we’ll consider how we enact socially created gender differences in public and private settings and how this affects success, satisfaction, and self-esteem. Third, and perhaps most important, we’ll connect theory and research to our personal lives. Your experiences, insights, questions, and ideas are a key part of this course. Throughout the term we’ll consider not only what is in terms of gender roles, but also what might be and how we, as agents of change, may act to improve our individual and collective lives.

V. Course Objectives and Outcomes

As the description above indicates, this course will focus on understanding how gender is constructed through communication practices. In order to gain an understanding of the complexities of gender we will begin by establishing foundational principles which include: 1) Gender is a cultural/social/linguistic construct that is rewarded when “done well” and punished when stereotypes and expectations are violated. 2) Identity formation and identity articulation are complex processes; thus, we will approach the study of communication and gender from an awareness of intersectionality (defined as the recognition that “gender is not a separate part of identity but is related to all other parts of a person’s identity”

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including race, ethnicity, sexual orientation, class, ability, age, etc. DeFrancisco and Palczewski 8). And, 3) we will attend to systems of hierarchy and develop a critical/gendered lens for moving through the world.Because this course is discussion based, being prepared is a commitment necessary from each of us. Completion of assigned readings, time for critical reflection, and making sense of our own perspectives prior to arriving in the classroom are absolutely essential.

Assignments in this course are designed to assess student learning in the areas listed below. After completing this course, you should:

1) Understand foundational research in the study of gender 2) Be familiar with instances that illuminate key concepts in everyday life 3) Recognize practices in popular culture that perpetuate gender constructs 4) Successfully complete gender analyses

Because this course is discussion based, being prepared is a commitment necessary from each of us. Completion of assigned readings, time for critical reflection, and making sense of your own perspectives prior to arriving in the classroom are absolutely essential. Also, the class requires that all of us to be open to and willing to consider the thoughts and ideas of others in the classroom. Each person brings a unique perspective to class. We may not agree with one another, but we must agree to respect the individual’s right to have and express her/his viewpoint and experiences. Hearing and listening to the perspectives of others should create greater understanding of the diversity of experience in contemporary American society.

See description of assignments for information regarding evaluation/grading procedures.

VI. Course TopicsWe will cover a wide range of topics. See daily schedule for a complete list of topics and areas we will study.

VII. Instructional Methods and ActivitiesSpecial emphasis is placed on developing classroom discussion skills and critical thinking. Students will practice analytical skills, writing skills, and presentational skills.

VIII. Evaluation and Grade Assignment

Course Requirements Point Values

1. Participation 100 pts.2. Chapter Outlines (10 pts. each) 120 pts.3. In-Class Analysis Portfolio 200 pts.4. Analysis Presentation 200 pts.5. Exams 300 pts.6. Fieldwork 80 pts.

Total Points Possible 1000 pts.

Overview of Assignments

Participation: Communication courses are unique in their need for attendance and participation. Consider the difficulty of learning to communicate effectively if you are not engaged in communication. Additionally, educators across disciplines have found that combining multiple learning approaches is the most effective way to learn. In other words, reading, writing, speaking, and discussion, used in conjunction, will enhance your learning. As such, you are expected to complete assigned readings in order to participate in class discussions and understand course assignments. You will be evaluated on quality and quantity. Keep in mind speaking often does not necessarily mean that you have offered well thought out and informed contributions. (100 pts.)

Chapter Outlines: In order to facilitate discussion, participation, and critical thinking, you are required to submit a chapter outline for each chapter in the book. Outlines must be typed, follow standard rules for outlining, and be turned in at the beginning of class the first day we cover the chapter. Outlines will not

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be accepted late. Your outline should demonstrate careful reading and consideration of the chapter. (12 chapters, 10 pts. each; 120 pts. total)

Exams: All students will complete two exams: a midterm and a comprehensive final. Each exam will be taken from both assigned readings and classroom discussions. The exams will consist of short answer and/or essay questions. The midterm will be an in-class exam, the final will be a take-home exam due during the final exam period. (150 pts. each; 300 total pts. possible)

Fieldwork and Write-Up: Ethnographic fieldwork is a thriving part of the study of communication and gender. As such you will conduct fieldwork twice, once at a location of your choosing, and once at the ULM Child Development Center. An information sheet will be provided in advance for each of these observations. (40 pts. each; 80 total pts. possible)

In-Class Analysis Portfolio: Nine (9) times during the semester students will write in-class analyses. I will provide an artifact from popular culture for the analysis. The goal of each analysis is to gain a better understanding of the implications, applications, and/or significance of gender. Students will turn in the analysis at the end of each class period. Basic requirements for this assignment include: 1) short description of the artifact; 2) identification and explanation of 2-3 concepts from the text you will use for your analysis; 3) arguments about what you see when you look at the artifact with these concepts in mind (that you wouldn’t otherwise see); and 4) an explanation of what we learn about gender, communication, and the artifact as a result of your analysis. You can explore questions such as: What does this artifact ask us to accept/believe about gender? What implications do these constructions of gender have in our daily lives? What does my critical/gendered lens help me see about this artifact I wouldn’t have seen before? Why does this analysis matter, i.e., why should we care about the way gender is constructed in this artifact? Etc. Please note this is not an exhaustive list of things to consider when analyzing your artifact; rather, they are just starting points.

Please note: In-class analyses cannot be turned in late or made up.

Students are responsible for keeping all completed analyses in a folder so they can be used for the final analysis. The final analysis will be a meta-analysis. In other words, students will look back across their work for the semester and discuss what s/he has learned. Students should determine if analyses improved over the course of the semester, and which, if any, arguments could/should be made differently. All analyses will be turned in with the final analysis and should be placed in a folder (not a binder). There will be 9 analyses and 1 meta-analysis total. (20 pts. each; 200 pts. total)

Analysis Presentation: During the final week(s) of classes, each person will present an analysis of one pop culture artifact of her or his choosing. Your artifact can be a song, episode of a TV program, a book, magazine article, etc. Please note all artifacts must be pre-approved.

This must be a formal presentation. I will grade your presentation accordingly. Presentations must be between 7 and 9 minutes in length. (Be sure you time yourself while you rehearse.) You will be penalized 5 points for every thirty seconds over the maximum or under the minimum.

Each presentation should offer a very brief summary of the artifact and provide an image (if one is available). The presentation should also include well developed main points in which you argue how we should interpret/understand your artifact. Be sure to draw on readings from class and include evidence from the artifact for your claims.

Students are required to turn in a formal outline and works cited page. Students must also use oral source citations during the delivery. Be sure to attend to good presentation styles and strategies. Presentations must: 1) use an attention getter; 2) preview your main points; 3) transition between the introduction, body, and conclusion; 4) use internal transitions and sign-posts; 5) develop arguments logically; 6) summarize each of your main points; and 7) provide closure (without relying on “thank you” as the sign for applause). (200 pts.)

Total Points Possible for Course: 1000

Students are responsible for keeping track of their own grades for the entirety of the semester. At two points (midterm and after finals) I will submit an official grade report. Please keep in mind mid-term grades indicate a student’s status at mid-semester only and do not indicate the final performance

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outcome of a student. Any concern about a grade must be addressed in a timely matter, not at the end of the semester.

IX. Class Policies and ProceduresI. At a minimum, all policies stated in the current ULM Student Policy Manual & Organizational Handbook

should be followed (see http://www.ulm.edu/studentpolicy/).

II. Additional class policies include:

A. Attendance Policy: Because of the nature of this course, it is very important to attend each class. Please keep in mind that ULM policy indicates that you are expected to be in class unless you are ill or experiencing an emergency. If you know you will be absent you need to contact me in advance. In the case of planned absences, assignments must be turned in before their due date. If you participate in university-sanctioned events that require you to miss class, please provide a list of effected dates by the end of the second week of classes.

B. Classroom Discussion and Civility: This class requires that all of us to be open to and willing to consider the thoughts and ideas of others in the classroom. Each person brings a unique perspective to class. We may not agree with one another, but we must agree to respect the individual’s right to have and express her/his viewpoint and experiences. Hearing and listening to the perspectives of others should create greater understanding of the diversity of experience in contemporary American society.

C. Late or Make-Up Work Policy: A class schedule, that we will follow as closely as possible throughout the semester, is now in your possession. Because you know when each of your assignments is due, NO MAKE UP WORK WILL BE ALLOWED without a university sanctioned excuse.

D. Feedback/Turnaround Time: Chapter outlines will be graded and returned typically by the next class period, analyses will be graded and returned typically in one week, and all other assignments will be returned in less than two weeks. I do not post grades on Moodle. Students are expected to keep track of their grades for the entirety of the semester.

E. Academic Integrity: Faculty and students must observe the ULM published policy on Academic Dishonesty (see Page 4 in ULM Student Policy Manual -- http://www.ulm.edu/studentpolicy/).

All graded work must be the original work of the student claiming credit for it. Students guilty of knowingly using, or attempting to use, another person's work as though that work were their own, and students guilty of knowingly permitting, or attempting to permit, another student to use their work, will receive a grade of "F" for the course. Students who are unfamiliar with what actions constitute plagiarism should consult the professor.

F. Course Evaluation Policy: Students are expected to complete the on-line course evaluation.

G. Student Services: Information about ULM student services, such as Student Success Center (http://www.ulm.edu/cass/), Counseling Center (http://www.ulm.edu/counselingcenter/), Special Needs (http://www.ulm.edu/counselingcenter/special.htm), and Student Health Services, is available at the following Student Services web site http://www.ulm.edu/studentaffairs/.

H. Emergency Procedures: See ULM website for additional information on emergency procedures.

I. Tardiness: Students who enter class after the official start time will be counted as absent unless he/she takes responsibility for acquiring the sign-in sheet. Do not disturb the rest of the class in order to get the sign-in sheet, simply wait until after class. Students who are chronically late (more than 3 times) will lose five points for each subsequent class he/she fails to arrive on time for.

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http://www.ulm.edu/studentaffairs/


J. Disruptive Behavior: Students who display disruptive behavior during class will receive one warning. If the behavior continues after that warning, the student will be asked to leave class and will not be allowed to return until he/she has gone through appropriate channels.

K. Cell Phones: Using (dialing a number, text-messaging, answering, or leaving the classroom to answer a call) a cell phone will be grounds for dismissal, unless you are given permission by the instructor before class. Permission will only be granted in the case of an extreme emergency.

L. Student Disabilities: Students should notify the instructor of any disability they may have that is relevant to their performance in the course. The notification should be given to me prior to any assignment that may be influenced by the disability. Every reasonable effort will be made to accommodate the disability.

M. MENTAL HEALTH: If you are having problems with emotional, social, and/or behavioral issues please call any of the mental health clinics on campus to make an appointment. All services are free to ULM students, staff, and faculty. ULM Counseling Center, x5220; Marriage and Family Therapy Clinic, x9797; Community Counseling Center, x1263.

N. Title IX: Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds, including federal loans and grants. Furthermore, Title IX prohibits sex discrimination to include sexual misconduct, sexual violence, sexual harassment and retaliation. If you encounter unlawful sexual harassment or gender-based discrimination, please contact Student Services at 318 342 5230 or to file a complaint, visit www.ulm.edu/titleix.

EXTRA CREDIT: Students will have three opportunities for extra credit.

Students may turn in extra credit three times over the course of the semester. This provides the opportunity to earn up to 30 bonus points.

There are two events that are pre-approved: the Traveling Scholar event and the Yapalooza. You may choose a third campus event and seek approval in advance.

Date and Time information for Traveling Scholars and Yappalooza:

The Traveling Scholar this semester is Dr. Stephen Hartnett who will do his presentation on Tuesday, April 21 @ 6pm in Stubbs 100. The title of his presentation is “Prison Pedagogies and Social Justice in the Age of Ferguson”

The Yappalooza is TBA.

In order to earn extra credit you must write a 1-2 page analysis (each analysis is worth up to 10 points). Papers should begin with a brief summary of the event and then focus on the ways you see gender shaping the presentation, the presenter, the claims being made, and your response. Extra credit must be turned in at the beginning of the class immediately following the event.

Please keep in mind, students may only earn 30 points in extra credit.

Extra credit must be turned in at the beginning of the class immediately after the event. After that time, no extra credit will be accepted.

No other opportunities for extra credit will be given.

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X. Tentative Course ScheduleI reserve the right to adjust the schedule as needed.

T Jan 12 Introduction to Course, Syllabus Highlights, IntroductionsAssignment: Find an interesting example of gender in popular culture

R Jan 14 Share and Discuss Examples

T Jan 20 Basics of Rhetorical CriticismAssignment: Read Chpt 1

R Jan 22 Developing a Critical Gender/Sex LensChapter Outline DueAssignment: Read Chpt 2

T Jan 27 Theories of Gender/SexChapter Outline Due

R Jan 29 Theories of Gender/Sex Cont’dIn-Class Analysis #1Assignment: Read Chapter 3

T Feb 3 Gendered/Sexed VoicesChapter Outline Due

R Feb 5 Gendered/Sexed Voices Cont’dIn-Class Analysis #2Assignment: Read Chapter 4

T Feb 10 Gendered/Sexed BodiesChapter Outline Due

R Feb 12 Gendered/Sexed Bodies Cont’dIn-Class Analysis #3Assignment: Read Chapter 5

T Feb 17 Mardi Gras Break: No Classes

R Feb 19 Ethnographic Fieldwork

T Feb 24 Gendered/Sexed LanguageChapter Outline DueField Notes and Write-Up Due

R Feb 26 Gendered/Sexed Language Cont’dIn-Class Analysis #4Assignment: Study for Midterm

T Mar 3 Midterm ExamAssignment: Read Chapter 6

R Mar 5 Gender in Social InstitutionsChapter Outline Due

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Assignment: Read Chapter 7

T Mar 10 FamiliesChapter Outline Due

R Mar 12 Families Cont’dIn-Class Analysis #5Assignment: Read Chapter 8

T Mar 15 EducationChapter Outline Due

R Mar 17 Ethnographic Fieldwork: Child Development Center ObservationAssignment: Read Chapter 9

T Mar 24 WorkChapter Outline DueField Notes and Write-Up Due

R Mar 26 Work Cont’dIn-Class Analysis #6 Read Chapter 10

T Mar 31 ReligionChapter Outline Due

R Apr 2 Religion Cont’dIn-Class Analysis #7Assignment: Read Chapter 11

T Apr 7 Spring Break: No Classes

R Apr 9 Spring Break: No Classes

T Apr 14 MediaChapter Outline Due

R Apr 16 Media Cont’dIn-Class Analysis #8 (counts double)Assignment: Chapter 12

T Apr 21 Analysis Presentations (Graduating Seniors)Chapter Outline Due

R Apr 23 Analysis Presentations (Graduating Seniors)Analysis Portfolio Due

T Apr 27 Analysis Presentations

R Apr 29 Analysis Presentations Graduating Seniors Final Exam Due

T May 5 Final Exam 10:00-11:50

Finals for Graduating Students: April 27-May 1Finals Week: May 4-8

Last Day to Drop a Full-Semester Course: March 23

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COMM3042-63054-PACE-201560asf