Running head: SYLLABUS AND REFLECTION

Syllabus and Reflective Analysis

Candice Germany
Loyola University

SYLLABUS AND REFLECTION

Introduction to Feminist Theory and Gender Studies

Loyola University Chicago
Monday and Wednesday at 10 11:45 am
Spring 2016
Lake Shore Campus
Instructor Information
Candice Germany
Office 001
708-539-7162 (Office)
cgermany@luc.edu
Office Hours Available by Appointment
*You can reach me by phone or email Monday-Friday from 9A.M. to 5 P.M. Please wait 24
hours for my response. I will not be available during the weekend hours.
Course Description
This course is designed to introduce students to feminist theories and ideas. This course
will mostly cover feminist theory pertaining to the United States. A short section of women in
global conflict will also be included as part of the course content. This course is designed for a
student entering college through the college experience. It is open to anyone who wants to learn
about feminist or gender issues as it pertains to individuals in the United States and globally. This
is an excellent course to take to fulfill a humanities course requirement or a major requirement.
The topics will be connected to popular culture issues each and every class. Please be sure to
come to class with topics about recent issues in the United States and globally.
There may be varying levels of knowledge that everyone already has on the subject on
feminism and gender topics. Learning from each other is very important. Since everyone has
different identities, they will have different experiences than you and me. It is expected that
everyone listens to others thoughts and opinions during discussions. These thoughts will help us
all expand our knowledge on the subject and grow as individuals.
This course is completely a discussion based course. Please remember that while arriving
to class. If you do not participate and listen during these discussions, you will not be able to fully
understand the course topics. There will be short lecture sessions in the course to allow for some
infiltration of information that may have been missed in the readings that I deem important
enough to discuss. Students will not be graded harshly on participation in discussions. Some
individuals process internally, while others process externally. While the amount of interjections
into the discussion will not be graded, the depth of the information or thought will be taken into
consideration.
When students leave the class, I hope that they will be able to discuss all of the topics to
the fullest extent that we can every class period. The classroom should be an open place where
all can be able to work through the topics of discussion and be able to leave class feeling like
they have learned something that they can integrate into their careers.
Learning Outcomes
1. Foundational Knowledge
a. Students will be able to identify key concepts of Feminist theory and ideas.
b. Students will be able to discuss key topics such as masculinity vs. femininity,
gendered communication styles, and other broad concepts related to feminist
theory.

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2. Application
a. Students will be able to apply concepts to life to enhance work and home life for
all individuals no matter their identity.
3. Integration
a. Students will be able to relate feminist theory to social and political beliefs.
b. Students will be able to discuss topics about feminist theory with those who may
not understand feminism.
4. Human Dimension A
a. Students will be able to relate feminist theory to improve their own daily life.
5. Human Dimension B
a. Students will be able to educate friends and family about feminist ideas and
theories.
6. Caring
a. Students will be interested in discussing the topics related to feminist pedagogy.
7. Keep on Learning
a. Students will be able to expand their discussion capabilities.
b. Students will be able to identify resources to help them expand their belief
systems.
c. Students will be able to identify a scholarly source.
Academic Honesty Policy
Academic honesty is an expression of interpersonal justice, responsibility and care, applicable to
Loyola University faculty, students, and staff, which demands that the pursuit of knowledge in
the university community be carried out with sincerity and integrity.
The School of Educations Policy on Academic Integrity can be found at:
www.luc.edu/education/resources/academic-policies/academic-integrity/
For additional academic policies and procedures refer to:
www.luc.edu/education/resources/academic-policies/
Accessibility Policy
Students who have disabilities which they believe entitle them to accommodations under the
Americans with Disabilities Act should register with the Services for Students with Disabilities
(SSWD) office. To request accommodations, students must schedule an appointment with an
SSWD coordinator. Students should contact SSWD at least four weeks before their first semester
or term at Loyola. Returning students should schedule an appointment within the first two weeks
of the semester or term. The University policy on accommodations and participation in courses is
available at: www.luc.edu/sswd/
EthicsLine Reporting Hotline
Loyola University Chicago has implemented EthicsLine Reporting Hotline, through a third party
internet & telephone hotline provider, to provide you with an automated and anonymous way to
report activities that may involve misconduct or violations of Loyola University policy. You may

SYLLABUS AND REFLECTION

file an anonymous report here on-line or by dialing 855-603-6988. (within the United States,
Guam, and Puerto Rico)
The University is committed to the highest ethical and professional standards of conduct as an
integral part of its mission of expanding knowledge in the service of humanity through learning,
justice and faith. To achieve this goal, the University relies on each community member's ethical
behavior, honesty, integrity and good judgment. Each community member should demonstrate
respect for the rights of others.
www.luc.edu/ethicsline
Class Requirements
Attendance Policy
Class will start promptly at 10:00 A.M. It is expected that all students will be in class before that
time. The class must begin promptly to allow for as much time for discussion as possible. If you
will be late, please notify me as soon as possible. If you must miss class due to uncontrollable
issues, please inform me as soon as possible through email. If you must miss class because of a
school related event, please notify me by email at least 72 hours in advance. All course readings
must be made up for every class missed. One reflection will be due each class day that you
missed. The reflection will pertain to the readings, your feelings and reaction to the readings, and
every day experiences where you have experienced that topic. Please feel free to see me if you
have any questions. I will be contacting you within 24 hours of being notified of your absence to
give you more information.
Late Work Policy
All assignments must be submitted via Sakai by 10:00 A.M. the day it is due. Any assignments
submitted after that time will be reduced by 3 point for every day that it is late. After three days,
the assignment will be considered failing. Please turn all assignments in on time
Assignments
This class is a discussion based class. We will be spending most of our time discussing readings
and looking at relevant recent events to expand the discussion. We will also have many class
activities that will pertain to current media topics. There will be short lecture periods which will
not last longer than 30 minutes when necessary. To excel in this class format, it is expected that
you come to class prepared and having read all the required readings. If you do not come
prepared, you will not be able to fully comprehend the topic at hand.
Required Course Texts
Gay, R. (2015). Bad Feminist. Albert Bonniers Frlag.
Kirk, G., & Okazawa-Rey, M. (2004). Women's lives: Multicultural perspectives. Boston, MA:
McGraw-Hill.
Kristof, N. D., & WuDunn, S. (2009). Half the sky: Turning oppression into opportunity for
women worldwide. New York, NY: Alfred A. Knopf.

SYLLABUS AND REFLECTION

Valenti, J. (2009). The purity myth: How America's obsession with virginity is hurting young
women. Berkeley, CA: Seal Press.
Online Readings
Cohen, P. N. (2004). The gender division of labor Keeping house and occupational segregation
in the United States. Gender & Society, 18(2), 239-252.
DeLuzio, C. (2010). Women's rights: People and perspectives. Santa Barbara, CA: ABC-CLIO.
Eschle, C. (2001). Global democracy, social movements, and feminism. Boulder, CO: Westview
Press.
Kosciw, J. G., Greytak, E. A., Bartkiewicz, M. J., Boesen, M. J., & Palmer, N. A. (2012). The
National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual and
Transgender Youth in Our Nation's Schools. New York, NY: Gay, Lesbian and Straight
Education Network (GLSEN.
McClintock-Fulkerson, M. (2001). Changing the subject: Women's discourses and feminist
theology. Wipf and Stock Publishers.
Van Vonderen, K. E., & Kinnally, W. (2012). Media effects on body image: Examining media
exposure in the broader context of internal and other social factors. American
Communication Journal, 14(2), 41-57.
Whittier, N. (1995). Feminist generations: The persistence of the radical women's movement.
Philadelphia, PA: Temple University Press.
Wood, J. T. (2005). Gendered lives: Communication, gender & and culture. Belmont, CA:
Wadsworth/Thompson Learning.
Required Writing Format
All papers will be submitted in APA format. All papers must include a cover page, which must
contain the paper title, your name, and the university name. All papers must be double spaced,
Times New Roman, 12 point font. All papers must be printed one sided. Please see myself or the
writing center if you need any help with formatting your papers.
Reaction Papers
There will be three separate reaction papers due throughout the semester. All papers will be no
longer than 2 pages. Please follow paper format requirements above. Some reaction papers will
just be your own thoughts as well as discussions in class and some will also need quotes pulled
from readings.
Reaction Paper 1: What Women Should Do
This first reaction paper is to help you digest the discussion in class. In this paper, discuss some
examples brought up in class about what women should do. Please site sources if any ideas came

SYLLABUS AND REFLECTION

from the discussion or any other source of information. This can pertain to jobs, actions, looks
and anything else you feel is important. What did the discussion make you feel? What do you
think is wrong with the way women are viewed?
Reaction Paper 2: The Purity Myth
This second reaction paper will be to the book, lecture, and discussion about the Purity Myth.
Please site sources depending on where the information came from. What did you hear during
the discussion that you feel is important? How is sexuality of women used to control women?
Why does virginity mean so much to women but not to men from a general standpoint?
Reaction Paper 3: Free Write
This final reaction paper is for the students to discuss any of the topics that they felt really
connected to in class. This reflection paper cannot be on the exact same topic as your large
research paper.
Final Paper
This is a research paper with a twist. This paper should be on a topic about feminist theory or on
gender issues. This paper will be no more than 10 pages. Formatting is stated above in required
writing format. This paper should include readings from this class as well as references to
discussions and class activities. There should also be reflection of your own thoughts in the
paper. The paper must also contain a component about how you will apply these theories and
ideas to possible scenarios in your future. It should also have at least four references to outside
sources. Three outside references should be scholarly. You may also use movies, non-scholarly
books, music, ads and any other pop culture references you feel are necessary. You may use as
many references as you deem necessary.
Final Group Presentation
The final group presentation can be on any of the topics covered and not covered in class.
Groups of 4 will be assigned to you in the beginning of February. It is to be expected that all
presentations will be about 30-45 minutes. The topics should include research on the topic, how
you can use your theory in current life and pop culture. There should also be a section on how
you all plan on using your theory in future careers.
Learning Portfolio
All of the papers and group presentation stated above will be compiled into a portfolio for you to
take with you as you continue your experience at Loyola University Chicago. This is a very
flexible class and I would like for you to apply the concepts to the career of your choice. The
papers and projects should do the same. At the end of the semester, the portfolio will be a
compilation of thoughts and feelings you had on the topics of the semester.
Sakai Use
All papers and projects will be submitted to Sakai by their designated due date. Sakai will be
used for a holding place for the syllabus, all paper prompts, grades, and readings. We will not be
using the forum or ponopto.

SYLLABUS AND REFLECTION

Grading
Participation
Reflection Papers (3 Separate Papers)
Research Paper Draft
Research Paper Final
Group Presentation Project
Grading Scale
100-95 = A 89-87 = B+
94-90 = A86-83 = B
82-80 = B-

79-77 = C+
76-73 = C
72-70 = C-

15%
30%
10%
25%
20%
69-67 = D+
66-63 = D
62 60 = D-

Course Outline
Date
Themes & Topic of the Class, In
Monday

59 and Below = F

Readings Due on This Date

Class Activities
Introduction to the class,

1/18/2016

Syllabus Review, Expectations

Wednesday

Review
Women in The U.S.

1/20/2016

Group Activity: What do you

Assignments Due
on This Date

think women should do?

Monday
1/25/2016

Single Activity: 1 Minute Write

Misconceptions of a Feminist

Book Readings:

Reaction Paper 1

Group Activity: What is a

Bad Feminist (Back To Me

Due

Feminist? Where does the

Section):

Angry Feminist come from?

Bad Feminist: Take One

Bad Feminist: Take Two
Womens Lives: Chapter 1 (Paula

Wednesday

Construction of Gender

Allen)
Book Readings:

The Purity Myth

1/27/2016

Introduction

Womens Lives: Chapter 2 (Judith

is due on Monday

Lorber, Allan Johnson)

2/8/2016. Please

SYLLABUS AND REFLECTION

8
get a head start!

Monday

Gender vs Sex

Online Article: Kosciw et al.

2/1/2016
Wednesday

Transgenderism/Cisgenderism

Movie: The Danish Girl

2/3/2016

Single Activity: 1 Minute Write

Monday

Femininity vs. Masculinity

Book Readings:

2/8/2016

Group Activity: What would

Womens Lives: Chapter 3(Julia

you describe as

Alverez, Leslie Feinberg)

feminine/masculine?

Chapter 5 (Elizabeth Reis, bell

hooks)

Wednesday

Feminism for Men

2/10/2016

Group Activity: Why do mens

rights groups react poorly to

Monday
2/15/2016

womens movements.
The Purity Myth

Book Readings:

Group Activity: Why is purity

The Purity Myth

important for the American

Wednesday

Woman?
The Purity Myth

Book Readings:

2/17/2016
Monday

Discussion continued
Women in the Media

The Purity Myth

Womens Lives: Chapter 5

2/22/2016

Visitor: Body Disorder

Wednesday

Counselor
Bodies in the Media

Online Article: Vonderen &

2/24/2016

Class Activity: Go through

Kinnally Article

magazines. What are these ads

Reaction Paper 2
Due

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portraying? How does this hurt

Monday
2/29/2016

women and men?

Multicultural Feminism

Book Readings:

Single Activity: 1 Minute Write

Womens Lives: Chapter 1

(Combahee River Collective,
Becky Thompson, Mathangi
Subramanian) Chapter 2

Wednesday

Multicultural Feminism

3/2/2016

(Patricia Hills Collins)

Book Readings:

Research Paper 1

Womens Lives: Chapter 3

Due

(Federica Daly, Melanie Kaye,

Mary C. Walters, Nadine Naber)
Spring Break

No Class!

3/7-3/11
Monday

Gendered Communication

Online Readings:

3/14/2016

Group Activity: What do you

Gendered Lives: Chapters 1-5

think the different ways women

and men communicate are?
How do misunderstandings
happen?
Professor Feedback
Wednesday

Questionnaire
Gendered Communication

Online Readings:

3/16/2016

Case Study: Communication

Gendered Lives: Chapters 6-10

Style differences in the

Online

workplace, home, relationships,

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10

etc.
Monday

Radical Feminism

Online Readings:

3/21/2016

Group Activity: How does this

Whittier Section

Wednesday

hurt or help the feminist ideal?

Third Wave Feminism

Online Readings:

Final Group

3/23/2016

Group Activity: How is third

DeLuzio: Chapter 12

Project Topics

wave feminism different than

Due

the first two waves of

Monday
3/28/2016

feminism?
The Gendered Division of

Online Readings:

Labor

Cohen Article

Group Activity: What is

historically considered
mens/womens work? Is it
feminist to be a stay at home
mom?
Class Activity: Word
Wednesday

Association
Women and Reproduction

Reminder: Half

3/30/2016

Rights

the Sky needs to

Visitor: Planned Parenthood

be read by

Counselor

4/18/16

Discussion on reproductive
rights of women
Single Activity: 1 Minute Write

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11

Monday

Womens Rights in Todays

Video: Watch the Republican

4/4/2016
Wednesday

Politics
Womens Rights in Todays

candidates debates
Video: Watch the Democratic

4/6/2016
Monday

Politics
Feminism and Democracy

candidates debates
Online Readings:

4/11/2016
Wednesday

Feminist Criticism:

Eschle Article
Online Readings:

4/13/2016

Class Activity: Is the criticisms

McClintock-Fulkerson Article

of the Feminist Movement

Monday
4/18/2016

founded?
Women in Global Conflict

Half the Sky

Group Activity: How do

grassroots efforts help women
escape conflict? What are the
best ways to help women in
those areas?

Wednesday

Single Activity: 1 Minute Write

Women in Global Conflict

4/20/2016

Class Discussion: What U.N.

Half the Sky

efforts have helped women in

Monday

industrialized countries?
Group Project Presentations

4/25/2016
Wednesday

Group Project Presentations

4/27/2016
Monday

Group Project Presentations

5/2/2016

Reaction Paper 3
Due

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Wednesday
5/4/2016

Final Meeting
Final Take Away from the class
Evaluation of Course

12
Final Paper Due

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13
Articulation

The syllabus is opened with the full name of the course as well as contact information of
myself and what time the class would be. This information is important so students can contact
me with ease. I stated that students can reach me by phone Monday-Friday 9:00 A.M. to 5 P.M.
Nilson (2010) explicitly stated that students must be given time limits of when they can contact
you and how long they should wait to get a response. I want them to know how long to wait for a
response before contacting me again.
The course description details an overview of the necessary information of the course.
Students are expected to understand this is not a typical course. It is a complete discussion based
course. Students also understand that they must be ready to interact with many different types of
people. This course is open to all students no matter their identities. They must be ready to learn
and discuss topics.
The learning outcomes are designed to make sure that students are learning and retaining
information that they will use in the future. I want them to leave the course knowing how to
articulate a discussion on these subjects. I also want them to leave with a general knowledge of
feminist and gender theories.
The next part of my syllabus is a description of the academic honesty policy, disability
policy and the ethics hotline that was taken from Patrick Greens syllabus. These outline Loyola
University Chicagos policies on these topics. They also have links to the full literature students
may need to refer to.
The next policy is the class requirements. I state in the attendance policy that students
should be in class before 10 A.M. so that we can begin the course on time. If students are going
to be late or absent, they must contact me in advance to notify me that I can expect them to be

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14

late. The next section of the class requirements is the late work policy. This policy is designed
around common policies that I have encountered. Students will lose 3 points for every day the
work is late. After three days, the homework is considered a zero. There will, of course, be
exceptions to the rules for extenuating circumstances. The third part of this section is the
assignments section. This outlines that the students must have come to class having read or
watched the homework and be ready to begin discussion. The required course texts are next in
the line up. There are four books that must be purchased and several readings that will be located
on Sakai. They must find the videos on their own. The required writing format is next. It states
basic APA format that students must follow.
The next section is all of the assessments that the students must complete. Students must
complete three reflection papers, a final paper and a group presentation. There will be longer
prompts with complete details handed out during class. There is quick overviews about what
each assessment is about and what is to be included in each paper. I also included what is
expected from students during discussions. I want them to know I expect them to have in depth
conversations rather than long conversations about nothing important. I wanted them also to
make a portfolio of their writing to use as examples during college or after graduation. These
writings may help them in future work.
In the syllabus, I go on to explain how Sakai will be used in this class. I do not plan on
using Sakai, except for an electronic storage place for all necessary information, such as
readings, discussion handouts, assessment handouts and links to necessary videos. There will be
no forum use in this class.
The grading scale is included in the next section of the syllabus. According to Nilson
(2010) advice, I separated each of the different areas that are necessary. There are percentages for

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15

each area. There are some assessments that are graded heavier than others but they are all
important. Students should take all of the work equally seriously.
The final part of the syllabus is the course outline. The course outline includes activities
that are based around discussion. These activities were based off of Fink (2013) suggestions for
activities that reflect the learning outcomes. The activities vary from a word association game,
which would help students identify how quickly they are willing to accept womens dominate
traits, to a visitor from different avenues of life that can help the students understand the reason
there are feminist theories. There are some 1 minute reflection writes at the end of class so
students can destress from what may be a stressful conversation for some. These are part of the
participation grade. All the activities are meant to serve as an avenue to enhance students
discussion and understand of topics.

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16
Reflection

When reading and writing the syllabus for my course, I found that I had a hard time
breaking from the pattern that is typical of a syllabus. Although I tried very hard to achieve an
integrated model syllabus, after review, I believed that I created a second model syllabus. Fink
(2013) described the second approach as a list of activities that structure the course around topics
but decreases the amount of lecturing. In the syllabus, I avoid lecture at all cost. There would
only be brief stints where I would lecture on important issues that I felt were not discussed with
proficiency from the readings. The class would solely be based on small group activities that
would come together in a large group discussion for the day. The activities do not replace the
lecture but enhance the discussion.
I want the students to interact and use this time to work together to create an environment
where all students feel heard. Small groups also allow for students to have their voices heard that
may not normally speak up in a large group. As a student, I know I preferred small group
discussion. The creation of an integrated learning design allows for large projects that enhance
learning but disregards discussion in a way. After careful review, I believe that I created a
syllabus that is part of the integrated design model. It has all the components of a class that will
be beneficial to students in their school careers, as well as future careers.
The course that I have created allows for assessment of students and professors work.
Fisk (2013) incorporates feedback and assessment into his integrated model for course design.
Student assessment in my course is different than many introduction courses. I did not include
any exams on the topics. Exams are backward-looking assessments that only test previous
knowledge of the topic (Fisk, 2013). To avoid backward-looking assessment, there is a final
paper that is meant to integrate research, reflection, and how to use this knowledge in the future.

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17

I want students to be able to discuss the creative ways they may incorporate the knowledge that
they have accumulated during the semester.
Though Fink (2013) stated that things should not just be added to the syllabus to have
something to include, I did add a reflection paper due the last day of final presentations are due.
This reflection paper is meant to allow students to discuss any topic that they deem necessary. I
wanted the students to have an outlet that they can discuss topics that are important to them.
Even though I respect Finks opinion, I wanted to make sure that the students knew they could
discuss any topic they felt comfortable discussing or they felt were important enough to
incorporate into a paper.
Assessment for professors is also necessary for the development of the students. If a
professor cannot enhance their course to the needs of the students, they will not be reaching the
students. In the text, Fisk (2013) describes several different methods of evaluating a professor
including interviews with students and a questionnaire. I opted to include a questionnaire half
way through the course as well at the end of the course. The mid-semester evaluation will be
included because I would want to see exactly what the students were liking and disliking about
the course. I would also want their input about subjects and topics that we have already gone
over, as well, as what is not currently included in the course. The course can change to include
those topics.
The final year assessment would be an interview of the students about things they found
helpful in the course and things that they did not find helpful. I want the students to discuss ways
that the course will impact their decision making in the future. I also want the students to tell me
anything they felt was not helpful in the course. Some students may want more forums online

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18

rather than the discussions in class. I would have to figure out a way to integrate their ideas with
the course as it stands.
The activities in class are all meant to build on the discussion and reflection of the
students in the class. The small group activities are meant to get people who do not necessarily
speak much in class to speak on their experiences. These small group activities will bring the
class together in a larger discussion. These small discussions will feed into the larger discussion.
The one minute writes during stressful classes are meant to help students destress from the class.
This idea built upon Fink (2013) idea for one minute free writes. These free writes will be a way
for students who do not feel they have been heard to let me know. This will also allow them to
work out issues that they may have had with the discussion. I do not want any students leaving
class feeling like their ideas do not matter.
I realize that not all students will enjoy the format of this class. I tried, in the course
description, to explicitly state that this course will have little to no lecture content. Most
introduction courses are lecture courses. Because it is so common, students expect it from all
introductory courses. They may be expecting an easy pass because they will just have to
regurgitate information. I want students to know before they enter the class that they will not
have an easy pass. Fisk (2013) has an example of a student who explicitly states that professors
need to let students know immediately that their course is not a typical course. Because this
course can be used to fulfill a credit for a humanities credit or as part of a major, the students in
this course can come from a variety of backgrounds which is what Im hopeful for in a class. A
variety of backgrounds will create a discussion environment that has many different types of
ideas.

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19

This course has been designed to Fink (2013) references. This integrated course design is
a great example of how an integrated course can be built. The course has several built in
components that follow the model. The learning outcomes are fulfilled by the activities and
discussions that happen in class. The assessments of the students will allows for the students to
reflect on the topics they have learned during the course. The professor also receives assessments
from the students. All of these goals fulfill the requirements for an integrated design. Students
will leave this course with knowledge that they have accumulated throughout the discussions and
activities of the semester and will be able to apply it to their everyday lives. This course topic is
so relevant in the United States today, especially with the political debates that are happening.
They will be able to connect their experiences from listening to those debates to the topics and
discussions they are experiencing in class. Students will be impacted by this course and the
topics they will encounter and be able to apply theories in future events.

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Resources

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

designing college courses. San Fransico, CA: John Wiley & Sons.
Green, P. (2016). Curriculum development in higher education. Chicago, IL: Loyola University
Chicago.
Nilson, L.B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors.
San Francisco, CA: Jossey-Bass. (Ch. 3)