Course Expectations

Course Expectations

Active Participation

Active preparation and participation are the foundations of this seminar. All participants should display a deep engagement with the texts and bring up questions they generate during each seminar session. Participation goes beyond making statements. Rather, I see it as a contribution to our collective reflection and learning. This takes place when we ask questions, build on other’s insights, share budding and uncertain thoughts and lean on vulnerability and creativity.

Participation in the seminar is a requirement for the course. You can miss class on an exceptional basis but the course relies on your regular presence. Please contact me if issues that make attendance difficult arise during the quarter.

 

Readings

The readings will be available the weekly Canvas modules, either as direct download or for you to download via the university library website Links to an external site.. Please don’t hesitate to contact me if you can’t access a text. During seminars, we will draw directly from the texts assigned for the day, so you are expected to have annotated your digital or print copies and be able to turn to them rapidly.

 

Emails

I prefer to address questions directly in class or in office hours but if you have a pressing question, you can send me an email. I respond to emails between 8 and 6pm on weekdays. During the week, I strive to answer within 24 hours but sometimes it can take me 48 hours.

 

Guiding Principles for Class Discussion and Asynchronous Participation:

These guidelines were developed by Dr. Lynn Weber, then adapted by Dr. Jesús Gregorio Smith, then adapted by me. Please let me know if you have additional ideas and suggestions.

  1. We acknowledge that racism, classism, sexism, cisgenderism, heterosexism, ableism, and other institutionalized forms of oppression exist.

  2. We acknowledge that a key mechanism of institutionalized racism, classism, cisgenderism, sexism, heterosexism, ableism, and the like is that we are all systematically misinformed about our own groups and about members of other groups. This is true for members of privileged and non-privileged groups.
  3. We agree not to blame ourselves or others for the misinformation we have learned, but to accept responsibility for not repeating misinformation after we have learned otherwise.

  4. We agree to actively un-learn and redress the myths and stereotypes about our own groups and other groups so that we can break down the walls that stand in the way of social justice.

  5. We agree not to "blame victims" for the conditions of their lives and never demean, devalue, or in any way "put down" people for their experiences.
  6. We assume that people always do the best they can and are capable of learning and growth.
  7. We actively pursue information about our own groups and those of others.

  8. We strive to create a safe atmosphere for open discussion. For example, if members of the class wish to make comments that they do not want repeated outside the classroom, they can preface their remarks with a request that the class agree not to repeat the remarks.

 

Class Recording, Student Privacy, Intellectual Property

The only students allowed to record have DRS accommodation and are not allowed to circulate the recordings. Sharing recordings and other class materials outside of class that include personally identifiable student information without the written consent of those students is a violation of FERPA.