Syllabus Development

Running head: SYLLABUS AND REFLECTIVE ANALYSIS 1

Syllabus and Reflective Analysis

Ashley Trewartha

Loyola University Chicago

SYLLABUS AND REFLECTIVE ANALYSIS 2

GWS 215: Identity Exploration and the MediaUniversity of Wisconsin-Madison

Syllabus, Spring 2017

Course Information: Cross listed with Sociology, GWS, Communication Arts, and Film Studies, 3 credits Prerequisites: Completion of Comm A introductory writing course Fulfills Comm B, Humanities elective, Literature elective Class Meetings: Tues. and Thurs. 2:30-4:00pm

Instructor: Ashley Trewartha, M. Ed.Email: [email protected]/Office Hours/Office Phone:

Course Description:Race. Ethnicity. Gender. Sexuality. Social Class. Ability.

We are made up of a variety of identities. The meaning of each of those identities and the value placed on them is constructed by our society. Our experiences differ dramatically based off of the identities we hold. Mass media illustrates, creates, and perpetuates our identities and is a useful tool in helping us understand our identities in a larger societal context. This course will allow students to explore how identities are shaped and illustrated through the media in order to better understand the values placed of identities. Using media as a tool, we will explore the concepts of privilege and oppression and reflect on how societal structures affect our experiences, our peers’ experiences, and the interactions we have across difference.

Course Learning Outcomes: Students will be able to explain the social construction of identities, including, but not

limited to, gender, race, ethnicity, sexuality, and socioeconomic status through historical media presentations. (Foundational Knowledge)

Students will be able to articulate psychological processes of stereotyping and implicit bias through class discussions on each identity. (Foundational Knowledge)

Students will be able to analyze how a current film or television show depicts social and cultural identities in an analytical paper. (Application)

Students will be able to connect their own personal biases and experiences with media representations of social identities in a reflective project. (Integration)

Students will be able to articulate how media representation of social identities affects their own implicit biases through reflection. (Human Dimension)

Students will be able to articulate how individual biases affect interactions across difference through a peer interview project. (Human Dimension)

Students will be able to reflect on how media representation has affected their and their peers’ experiences through reflection exercises. (Caring)

Students will learn how to critically analyze media by completing weekly journals. (Learning How to Learn)

Students will be able to assess their learning based off of learning goals they create for themselves through an end-on-course self-assessment project. (Learning How to Learn)

Teaching Philosophy


“The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What the educator does in teaching is to make it possible for the students to become themselves.” ― Paulo Freire, We Make the Road by Walking: Conversations on Education and Social Change

My role as an instructor in this course is not to teach you. My role as an instructor is to facilitate a learning space where we can teach each other and learn from each other. This is a course about identity, about who you are, about who your peers are.

Ground Rules for a Learning Environment Bring your authentic self to class.

Be respectful, inviting, and caring of your peers’ authentic selves. Be an active listener.

Be a thoughtful speaker. Be open-minded.

Be willing to learn. Be willing to teach.

Be willing to challenge yourself. Be willing to challenge others.

Take care of yourself. Take care of others.

Respect confidentiality.

Course Readings: Kendall, D. (2011). Framing Class: Media Representations of Wealth and Poverty in

America Macey, D. A., Ryan, K. M., & Springer, N. J. (Eds) (2014). How Television Shapes Our

Worldview. Rowman & Littlefield Publishers Additional readings can be found Learn@UW

Additional Course Materials:This course requires the viewing of film and television shows. It is highly recommended

that you have access to current television, such as Amazon Prime, Netflix, Hulu, or cable services. Required films are on reserve at the library. However, if you need assistance finding affordable options for viewing media, please communicate with me in the first two weeks of class and I will work with you to find a solution that meets your needs.

Course Assignments:Class Participation (10%)Because class dialogue with peers and interactions across difference are an integral part of the class, class attendance is mandatory. Class participation will be assessed based on preparedness for class discussion, active listening, and thoughtful engagement with peers. There will be multiple opportunities for you to engage in class, including self-reflection, small group discussion, large group discussion, and peer evaluations of presentations.

Course Goals Self Reflection (5%)

http://www.goodreads.com/work/quotes/101170

http://www.goodreads.com/author/show/41108.Paulo_Freire


In a 2-4 page paper, reflect on the following prompts: Why did you choose to take this course? What do you hope to gain from the course? What do you hope to learn? Who do you envision yourself being by the end of this course? What steps will you need to take to gain what you want from the course? How might you demonstrate your accomplishment of those goals?

This reflection is meant to help you, as an active learner, take responsibility for your own learning. Students who gain the most from this course are those who take the topics seriously and are willing to connect course topics with their own lives. You ultimately decide how much you will get from this course. This reflection is an opportunity for you to be intentional about how you plan to approach this course.

Weekly Media Journals (15%)Every week, beginning after class on Tuesday and extending to the beginning of class on Tuesday, you will keep a journal of what media (film, TV, magazine, internet, music, art) you came in contact with to help you begin noticing the course concepts in your everyday experience. At the beginning of class on Tuesday, you are to bring your notes to class as a way to begin discussion for the week. While you are being asked to be observant of all media and all illustrations of identities, you are encouraged to pay particular attention to the topics covered during that week.

History of Social Identity in Media Presentations (15%)On the day that we start a new social identity topic, a small group (which will be assigned to you based on your ranked preferences) will present a brief history of how that particular identity has been represented in media. Please utilize outside resources, such as scholarly articles, critique articles, blog posts, or documentaries, to help you. Additionally, please incorporate media examples, such as films, television shows, advertisements, music, news, or other relevant primary sources, into your presentation to share with the class. These examples should illustrate aspects of history that you are presenting on in class. Peer assessment (by the members of your group and your classmates) will account for 5% of your grade.

Peer Interview and Reflection Paper (15%)In an effort to facilitate dialogue across difference, you will be paired with another classmate to get to know. You will practice active listening and communication. Please approach with genuine care and seek to understand and affirm the experiences of your peer. Guided questions will be provided, though you are welcome to ask additional questions. After your interview, you are to create a project of your choosing (i.e. paper, poster, collage, scrapbook, video, song, poem, painting, dance, etc.) that conveys what the process was like, what you learned from interacting with a peer, and what you learned about yourself and your identities in the process. Please keep information that is shared confidential and do not assume that what your peer shares with you is okay to share. I am not expecting you to list what they said; rather, I am expecting you to reflect on what is fundamentally different about your experiences in relation to identity. If you choose a project other than a paper, you are to provide a 2-3 paragraph summary that explains your project.

Social Identities in Present Day Media Analytical Paper (20%)


In this 8-10 page paper, you will explore one central social identity and its social construction. You will need to incorporate at least five current films or television shows and analyze how they illustrate an identity. You will then utilize course readings and at least five outside resources to analyze how film/television depictions of identity mirror and construct perceptions and stereotypes of individuals of that social identity. Finally, you will reflect on how the social construction of the particular identity you choose to explore affects how you navigate the world, how others perceive you, and how you perceive others. You will be assessed on the depth of your analysis in relation to resources and on your ability to connect the social identity to your own identities.

Final Reflection & Self-Assessment (20%)Reflect on what you learned, what you knew already, what you found surprising, etc. Did you learn what you hoped to learn? Why or why not? Ultimately, this assignment is to help you answer the question “Now what?” How have you changed throughout the course (if at all) and where do you hope to go from here? Then construct a project of your choice (paper, presentation, blog, song, collage, artwork, short film, etc.) to convey your reflection. If you choose something other than a paper, you must write or record a short narrative explaining your project and how it represents your overall learning. You are encouraged to start this early and discuss your ideas with me.

Additionally, you are to discuss whether or not you met the expectations that you created for yourself at the beginning of the course. Did you meet your goals? Why or why not? What would you have done differently? You are encouraged to revisit the Course Goals Self Reflection you wrote during the first week of class.

Grading & Assessment:Your grade in this course will not be determined by your ability to recite information. Rather,

your grade will be determined based on the level of effort and depth of engagement with the topics of the course. This includes self reflection, vulnerability, integration of course material with your own lived experiences, and critical analysis of popular media.

Class Participation (10%) Course Goals Self Reflection (5%) Weekly Media Journal (15%) History of Social Identity in Media Presentations (15%) Peer Interview (15%) Social Identities in Present Day Media Analytical Paper (20%) Final Reflection & Self-Assessment (20%)

Grading Scale:A: 93-100AB: 88-92B: 83-87BC: 78-82C: 70-77D: 65-69

Attendance Policies


Participation and discussion are crucial to the learning process in this class. While you will gain a lot from readings and film viewings, the learning in this course comes from engaging with your peers. Additionally, many classes will start with a group presentation. Attendance and active participation are signs of respect for your classmates’ time, effort, and personal insights. The learning in this class cannot happen without you.

For these reasons, you are given two unexcused absences as freebies. After that, every unexcused absence will result in a 2.5% drop in your overall grade. I understand that illnesses, emergencies, family circumstances, and professional development may arise. If you need to miss class for a non-emergency, it is expected that you communicate with me at least two weeks in advance. Assignments are still expected to be completed on time. In the case of an emergency, please contact me via email or leave a message on my office phone at your earliest convenience. Assignments are still expected to be completed, though I am willing to work with you to adjust due dates if you communicate with me.

Religious ObservancesAbsences related to religious observances will not be penalized. However, it is expected that you communicate with me at least one week in advance about any absences or accommodations you need. You will still be expected to complete any assignments due that day, complete readings, and work with myself or a peer to get any in-class notes you miss.

Travel ConditionsIf there is anything that inhibits you from making it to class, such as weather, transportation, or a differing ability, please email me prior to the beginning of class if you can. If you have Skype or Google Hangout capability, you can still take part in class.

Late Assignment PoliciesThe purpose of assignments is to help you engage with course material, to facilitate

additional learning and help you reflect, and to demonstrate what you are learning. You will learn the most from these assignments by taking time to complete them. Additionally, as an instructor, I want to read assignments that students put effort, thought, and reflection into. The due dates for assignments are meant to guide you through the learning process of this course and also to help you space out the work for this class. However, because the purpose of assignments is to help you learn, the effort put into assignments is more important than your ability to complete a task on time.

If you email me prior to the deadline with your name, the assignment name, and a new due date determined by you, your assignments will be accepted without grade penalty. For those assignments turned in over a week past the original deadline, you will not receive as detailed feedback. All assignments must be turned in by the last day of class or you will receive a zero.

University Academic Dishonesty Policies “Academic integrity is critical to maintaining fair and knowledge based learning at UW-

Madison. Academic dishonesty is a serious violation: it undermines the bonds of trust and honesty between members of our academic community, degrades the value of your degree and defrauds those who may eventually depend upon your knowledge and integrity. Examples of academic misconduct include, but are not limited to: cheating on an examination (copying from


another student’s paper, referring to materials on the exam other than those explicitly permitted, continuing to work on an exam after the time has expired, turning in an exam for re-grading after making changes to the exam), copying the homework of someone else, submitting for credit work done by someone else, stealing examinations or course materials, tampering with the grade records or with another student’s work, or knowingly and intentionally assisting another student in any of the above.

If you present the words or ides of others without giving them proper credit, you are guilty of plagiarism. It is your responsibility to learn what constitutes plagiarism and the correct rules for citing sources. Please refer to www.students.wisc.edu for further information.” (Higgins, 2013, p. 5).

University Policies for Disability Accommodations I recognize that as a diverse group of students, our class has a diverse range of needs and

styles of learning. This course is designed to be flexible and provide multiple ways to engage with course material. If there is additional support that I, the university, or our class can provide, please communicate with me within the first two weeks of class. Most of the course material in this class involves listening and viewing films. I do not want this to deter students from this course. Therefore, I am offering to provide support, alternative material, and additional resources for those who seek it.

Below, you will find the university’s statement on supporting students with disabilities, found on the McBurney Center for Disabilities website:

“The University of Wisconsin-Madison supports the right of all enrolled students to a full and equal educational opportunity. The Americans with Disabilities Act (ADA), Wisconsin State Statute (36.12), and UW-Madison policy (Faculty Document 1071) require that students with disabilities be reasonably accommodated in instruction and campus life. Reasonable accommodations for students with disabilities are a shared faculty and student responsibility.

Students are expected to inform me of their need for instructional accommodations by the end of the third week of the semester, or as soon as possible after a disability has been incurred or recognized. I will work either directly with you or in coordination with the McBurney Center to identify and provide reasonable instructional accommodations. Disability information, including instructional accommodations as part of a student's educational record, is confidential and protected under FERPA.” (McBurney Disability Resource Center, 2014).

Campus Support Services

UW-Madison Writing CenterBecause this course is writing intensive, I highly recommend using the campus Writing Center. More information, including locations and hours, a Writer’s Handbook, and citation help, can be found at www.writing.wisc.edu

Campus LibrariesThe library system is an extremely useful resource and will be helpful for your final projects and research assignments. Course readings and media can be found on reserve at College Library. College Library additionally has a Design Lab that you may find useful for your final project. Visit www.library.wisc.edu for more information.University Health Services


Your health is my top priority. It is difficult to be successful as a student if you’re not feeling well. I highly encourage utilizing our campus health services if you’re sick. Additionally, many students deal with high levels of stress throughout the academic year. UHS offers individual and group sessions on a variety of topics, including mindfulness and managing stress. Finally, counseling sessions at UHS are a great way to process course topics and additional aspects of your life as a student. I’ve worked hard to make this class safe; however, there may be course topics that are triggering for you. I am certainly available to process with you or help you navigate the course, but I am not a counselor.

Campus Recreational SportsAgain, your health is my top priority. The facilities on campus can be used individually and also provide group fitness classes. They are a great resource for managing stress and taking care of your personal health.

Peers and InstructorI would highly encourage utilizing your peers and myself, your instructor, throughout this course. Because the course is writing intensive, having someone proofread your papers is helpful. Additionally, this course asks you to reflect and critically analyze media. Discussing material or reflecting with peers can also be helpful in organizing your thoughts or making sense of course material.

Study Aids Rubrics and examples of assignments can be found on Learn@UW. Coming to class

prepared, completing the readings, discussing in class, and taking time for reflection will help you be successful in class.

Course Calendar:

Week Topic and Readings Assignments Due1 Introduction to the Course

What have your experiences with the media been?

What do you notice about identities in the media?

Course Goals Self Reflection (Due Sunday at 11:59pm to Learn@UW)

2 Identity, Privilege, and Oppression

T: Weekly Journal 1 (bring to class) Th:

3 News Coverage Stereotyping, Implicit Bias, and

Prejudice History of News Coverage-Instructor

Example

T: Weekly Journal 2 (news coverage)Read Section 1 of How Television Shapes Our WorldviewTh:

4 Race in the Media How are individuals from racial

groups represented? What race relations are prevalent? How does media affect our understanding of

T: Weekly Journal 3 (race)History Presentations-RaceReadingsTh: Watch Dear White People


race? Watch clips in class from Scandal

5 Exploring Racial Identity Class activities to reflect on

individual racial identities

T: Weekly Journal 4 (race)ReadingsTh:

6 Gender in the Media What social expectations does media

create about gender? What gender relations are prevalent?

Watch clips in class from Mad Men

T: Weekly Journal 5 (gender)History Presentations-GenderWatch Miss RepresentationTh: Peer Interview and Reflection Paper due at 11:59pm to Learn@UW

7 Exploring Gender Identity Class activities to reflect on

individual gender identities

T: Weekly Journal 6 (gender)ReadingsTh:

8 Social Class in the Media How are individuals from SES

groups represented? What SES values are prevalent? How does media affect our understanding of SES?

Watch clips in class

T: Weekly Journal 7 (social class)History Presentations-Social ClassReadingsTh:

9 Exploring Social Class Class activities to reflect on

individual social class backgrounds

T: Weekly Journal 8 (social class)ReadingsTh:

10 Spring Break: No Classes Nothing Due11 Sexuality in the Media

How are LGBTQIA people represented? Are they? What does the media portray about LGBTQIA folks?

Watch clips in class:

T: Weekly Journal 9 (sexuality)History Presentations-SexualityReadingsTh:

12 Exploring Sexual Identity Class activities to reflect on sexuality

in relation to privilege and oppression

T: Weekly Journal 10 (sexuality)Th:

13 Ability in the Media How are abilities and disabilities

defined by and represented in the media? How does media representation affect our understanding of disabilities?

T: Weekly Journal 11 (ability)History Presentations-AbilityReadingsTh:

14 Exploring Ability and Disability Class activities to reflect on

individual abilities and disabilities

T: Weekly Journal 12 (ability)ReadingsTh:

15 Putting It All Together Intersectionality Which identities are valued by

society?

T: Weekly Journal 13 ReadingsTh:Social Identities in Present Day Media


Analytical Paper Due Sunday at 11:59pm to Learn@UW

16 Where Do We Go From Here? Setting goals for self

17 Final Exams: No Class Final Reflection & Self Assessment Project Due at 2:00pm on designated final exam date to Learn@UW or to my office if not electronic


Reflective Analysis

The course syllabus I created incorporated elements of Fink’s (2013) model of integrated

course design in an effort to maximize students’ significant learning. The course itself focused

on exploring aspects of social and cultural identities as a foundation for understanding privilege

and oppression. Framing the course topic using media allowed me to integrate the six aspects of

learning—knowledge, application, integration, human dimension, caring, and learning how to

learn—into learning activities, assignments, and assessment that linked directly with the learning

outcomes of the course.

As Fink’s (2013) backward design approach suggests, I first thought about the situational

factors affecting my course. I placed my course as a 200-level course at a large public research

institution, which meant that I would likely have at least 50 people in my class. This would

certainly affect the types of activities I could incorporate into class. I also thought about who the

students in my class would be and realized that I would not know until the first day. For this

reason, I incorporated flexibility in attendance, assignments, and made it explicit that I would

provide alternative course materials. Attendance requirements required students to communicate

with me in advance if there were other commitments, religious observances, family

circumstances, or conflicting opportunities. This more inclusive policy required students to

figure out how to advocate for themselves and how to prioritize commitments, such as attending

a conference for professional development or attending class, which facilitated student

development and ownership of learning. The situation factors shaped other components of the

course design process.

After reflecting on and addressing situational factors, I created my course learning

outcomes. I created learning outcomes for each type of learning in Fink’s (2013) taxonomy of


significant learning. To write my learning outcomes, I made sure that they were measurable,

observable, and included how student learning would be assessed, which Nilsen (2010) outlined

as important considerations for learning outcomes. One challenge that arose in creating learning

outcomes was creating learning activities and assessment that directly connected to each learning

outcomes. Though I wrote the learning outcomes first, I had to revise them throughout the

process. As I created learning activities, I realized that some of the learning outcomes did not fit

well within the context of other learning outcomes or activities I had created specifically for

those outcomes. In the process of creating the learning activities and assessment, I found that the

learning outcomes created a good roadmap for the course and that the creation of activities

helped me realize that some of the learning outcomes were unrealistic expectations.

Despite some revisions to one or two learning outcomes, the majority of the learning

outcomes that I outlined became learning activities that became graded components of the

course. One example of this was a social identities in media analytical paper that required

students to choose an identity, five films or television shows, and five outside resources to align

with the learning outcome of analyzing how media depicts social identities. Some of the more

challenging outcomes to create activities for were the human dimension, caring, and learning

how to learn. I reflected on courses that I have taken in my educational experience and realized

that very few courses had activities related to these three learning areas. In contrast, the

application learning outcome was the easiest to create an activity for likely because instructors

focus on critical thinking and analysis. I surprisingly had difficulties creating assessment for

foundational knowledge because I did not want to create an assessment that required

memorization and recall. While foundational knowledge was integral to numerous other

learning activities and assessments, I could not find a way to create a learning activity that solely


focused on foundational knowledge. Many of my assignments integrated multiple learning

outcomes without intentionally doing so. When connecting a grading system to the learning

activities, I allocated more weight to assignments that had greater complexity. For example, the

analysis required foundational knowledge gained throughout the course, the ability to find

resources on one’s own, and connection to one’s own life experiences. Overall, the learning

activities that incorporated multiple types of learning were weighted more.

After I created the learning activities and grading system that connected to learning

outcomes, I focused attention on the general outline of the course. For this, I connected in-class

and out-of-class activities to each other and used both to incorporate the three components of

active learning. For example, students were required to complete weekly journals where they

recorded media they were exposed to that connected to the topic of each week. This allowed

students to already have outside of classroom experiences that could relate to the topics that were

being explored during class. Similarly, readings and movie viewings were connected to the topic

of each week.

One aspect of creating the course calendar that I really enjoyed was figuring out how to

integrate Fink’s (2013) three components of active learning to help students gain a holistic

understanding of the course topic. For each course topic—race, gender, social class, sexuality,

and disability—I incorporated all three components into learning activities. The first component

is information and ideas (Fink, 2013). Students are provided reading materials to provide

information. I built in group presentations that require students to seek out information,

synthesize the information they find, and present to students a historical overview of that week’s

topic. The second component is experiences. For each week, students are asked to record what

they are noticing in the media about the topic of the week in weekly journals. This allows


students to begin analyzing the media around them, which prepares them for the analytical paper

at the end of the course. The final component is reflecting (Fink, 2013). The first week of each

course topic focuses on understanding an identity within the context of society and the media.

The second week of the course topic creates activities and in-class reflection on how that identity

affects their own lives. This is a way for students to connect what they are learning to their own

lives and to think about privilege and oppression for each identity. Once this structure was

created, I inserted learning assessment activities in order of increasing complexity throughout the

course to help students manage coursework.

Once I completed the learning outcomes, learning activities, assessment and grading

system, and course outline, I referred to Nilsen’s (2010) recommendations for syllabus items to

create a more complete syllabus. I included course information and a course description,

required readings, study aids, academic dishonesty policies, campus support services, and

disability accommodations. I also included my teaching philosophy and ground rules for a

learning environment. I wanted to incorporate these two sections specifically because the course

is structured very differently than the lecture-based courses that so many students in higher

education today are trained in. A huge challenge in creating a course on significant learning is

that most students have to unlearn the type of learning that places an instructor as an authority

figure and a student as a passive learner. For me, the teaching philosophy and ground rules for

learning highlighted my expectations for students and my intentionality in the course

environment that I created. These final components wrapped up my syllabus design process.


Reflection

In the process of creating a syllabus for a course that is intentional about maximizing

significant learning experiences, I realized how challenging it is to create a course that integrates

so many pieces of significant learning experiences while also working within the current reality

of higher education. For me, I found it relatively easy to create course learning outcomes around

Fink’s (2013) Taxonomy of Significant Learning. The challenging aspect was creating

assignments, class activities, and forms of assessment that related back to each of those learning

outcomes. I think what made this challenging was the variety of types of learning that were

outlined in the learning outcomes, which required a variety of assignments, class activities, and

assessment. Additionally, after I created my assignments, I realized that almost all of them

required writing. I designed a course that intentionally incorporated reflection and identity

development, but I defaulted to writing as a tool for students to reflect and as a way for me to

assess that there was thought and depth in their reflection. I changed some of the assignments to

projects of their choosing, yet I still found it difficult to structure assignments in a way that

provided flexibility but also provided me with the information I needed to be able to assess their

learning. This is an important insight about what forms of learning institutions of higher

education value and how those values may inhibit students from engaging in learning and course

material in ways that are meaningful, relevant, and exciting to them.

The process of creating a learning environment that is accessible to students of varying

identities, backgrounds, learning styles, and needs was really important to me, yet not something

very explicit in course readings. I try to be very mindful of identities in my work and personal

life and it was an important aspect I incorporated into my syllabus even though it was not the

primary focus of creating a syllabus for significant learning. I made it explicit that I would work


with students to find different course materials in a student had a visual or hearing impairment

that would make watching and listening to films difficult or impossible. I also made it explicit

that I would provide access to movies if students could not afford an online streaming site.

Finally, I also created flexible attendance policies for those who may have difficulty getting to

class due to transportation accessibility, as well as for religious observances, professional

development opportunities, and emergencies. These aspects not only provided a more accessible

learning environment, they also put more responsibility on students to advocate for their needs

and take ownership for their learning, which aid development and contribute to a significant

learning experience. This particular focus helped me realize that creating classrooms for

significant learning could also result in a more accessible course for students of a variety of

identities and backgrounds, which is becoming increasingly important as our student populations

continue to diversify.

Finally, this project helped me recognize the amount of respect I have for faculty and

instructors. I have had some incredible courses and others that have been tough to get through,

but the long, arduous, and complex process of creating a learning plan for students was not

something I expected. This assignment carries a lot of weight for me as an alumna of an

institution that is undergoing major challenges in budget cuts from a governor who believes that

faculty and instructors do not work enough. Yet I drew a lot of inspiration for my course from

instructors that have made a tremendous amount of difference in my development. With

intentionality, a great course that encourages and facilitates significant learning experiences can

be created, but as I have learned, that intentionality takes a lot of time and care.


References

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to

designing college courses. San Francisco: Jossey-Bass.

Higgins, J. (2013, Fall). Women and their bodies in health and disease [Syllabus]. Department of

Gender and Women’s Studies, University of Wisconsin-Madison, Madison, WI.

Nilsen, L. B. (2010). Teaching at its best: A research-based resource for college instructors. San

Francisco, CA: Jossey-Bass.

McBurney Disability Resource Center (2014). Syllabus statement. Retrieved at

http://www.mcburney.wisc.edu/facstaffother/faculty/syllabus.php

Documents

Syllabus Development