Hello Class.
As I said today, I will be ordering pizza for the final exam date from Lazy Moon with Kelly Hales help. If you'd like to bring something please post it as a comment here. Thank you.
Nina Perez
Wednesday, April 21, 2010
Monday, April 19, 2010
Final Service Learning Presentation Requirements
WST 3015: Introduction to Women’s Studies
Final Service Learning Presentation Requirements
Goals/Purpose:
This assignment asks students to take an active leadership role in the learning process by sharing their Service Learning experience with the class. The presentation should reflect an understanding of how Service Learning relates to the course, show the process of creating an activist project, and to show how your project deepened your understanding of the major course concepts.
Description of assignment:
During the Final Examination Period, you have 10 to 15 minutes only! After 15 minutes you will be cut off. Your presentation should do the following things:
· Explain the overall project and how it relates to women studies. This section should provide at least two specific textual examples. For example, if you were working with Feminist Agenda Radio, you could use Seely’s chapter “The ‘F’ Word” to discuss how the radio show attempts to break down stereotypical views of feminists.
· Explain how you were personally impacted by the project. Was it what you initially expected? Do you plan to continue working with this organization? What did working with your community partner teach you about activism?
· Show the process that led to your final finished project. What was your group’s game plan going into the project? How did you organize the project and work together. What things went well and what didn’t? Did you have to change elements of your project through out? If so, how did you handle it as a group?
· What does this project do for a feminist understanding of activism? How does you local community project enable long-term macro changes?
· Each group member must participate in the presentation, which means that every member must speak to their involvement in the project.
What to do in preparation:
· Look back to your weekly logs to help develop your presentation
· Meet with your group multiple times prior to the presentation
· Make sure to pace yourselves so that you have enough time to effectively complete the presentation
Criteria for Evaluation:
· Follows directions and meets the requirements
· demonstrate knowledge of course materials
· shows organization and group collaboration
· avoid reading to us from notes, but, of course, your jottings are permitted as prompts
· include proper MLA citations as needed
· use no more than 15 minutes
Grades will be based on how well you meet the criteria described above.
Rules:
If you are absent, this presentation cannot be made up. There are no exceptions.
Final Reflection Paper on Service Learning Project Directions
WST 3015: Final Reflection Paper on Service Learning Project
Purpose:
• To reflect on and connect your SL project with the goals and content of the
course.
• To demonstrate your knowledge—at semester’s end—of the course materials
• To consider how SL deepened your understanding of these materials
Your paper will include three sections: Service Learning Project Summary; Synthesis of Project and Course Materials; and Personal Reflection/Connection. While one final project, each section should be clearly labeled. Please include a word count at the end of each written section.
1. Service Learning Project Summary 30%: 500 words; please be concise; note that much for this section probably already exists in your proposal, which I hope you will draw from here.
o Origins and scope of project: what did you plan to accomplish and why?
o What exactly did you do? How did the project evolve, what were the
successes and limitations of your project and its goals, and what have you
learned from that?
o What institutional framework did your project interact with?
o What was the significance of your project to the texts, themes, and goals
of the course?
o How was your understanding of the texts/issues considered in the course
upheld, complicated, or negated by the process of completing the project?
o What do you hope your audience gained from your project?
2. Synthesis of Service Learning Project and Course Material 35%: Answer ONE of the following questions that most connects with your SL project. This section should be 500 words and should include textual support and/or documentation from course texts and at least two external resources. You should be able to use your weekly activism logs to answer this question.
o What can people do in their communities on behalf of women and/or
girls? Discuss how one or more of the following impediments impacts
action in communities: internalized oppression, internalized domination,
operating from a politics of scarcity, subscribing to a hierarchy of
oppression, not knowing one another’s history.
o Discuss a single institutional framework that shapes women’s lives and
impacts their lack of human rights. Discuss how that institutional
framework could be redefined from a feminist perspective.
o What idea, concept, or story stands out as the most significant thing you
have learned about women and their experiences with regards to diversity
of women across differences in culture, religion, sexuality, race, age,
socioeconomic situation, etc?
o What is the relationship between women’s present situation and one of the
following: biology, religion, education, media, culture, violence,
economics, globalization, sexuality, militarization, environment?
3. Personal Reflection and Connection 35%: This section should be 500 words and can be in the form of an ONLINE scrapbook, photo-essay, or a video journal. If you choose the multi-media approach to this section, remember that you must still address how you have engaged with the course and provide some reflection of how you personally were impacted (this can be done in captions, etc.)This would be included in your presentation.
o This section will consider what you’ve read, discussed, and experienced
throughout the semester, both in and out of class, including both the
readings and the SL project you completed. Describe specific moments, or
readings, or events and connect them with specific thinking or behavior of
your own. Of course, these specific instances may be positive and
negative, clear and unclear (sometimes both at the same time!). The
important thing here is to demonstrate that you have connected what you
have read and done in this class to who you are as a woman or a person
who lives in a world with women and how you might think and behave in
the future. Here you might consider what is next for you, as a student or
as a global citizen.
Criteria for Grading:
CONTENT: The paper follows the requirements of the assignment and meets the criteria described. The paper is organized and developed sufficiently, with claims supported by evidence from the texts and from your SL project experience. The paper is free of empty language and unnecessary or uninformative sentences and words. The paper observes academic language, diction, and grammar, is presented in proper format for MLA citations, and is generally free of mechanical, spelling, and proofreading errors.
ORGANIZATION AND DEVELOPMENT: Each section of the paper is developed in a clear and systematic way that reflects its overall purpose and focus. Paragraphs use topic sentences effectively and support points with evidence. Supporting evidence is clearly and explicitly connected to assertions and claims. Ideas are developed to logical conclusions—that is, the paper goes beyond what to how and why.
KNOWLEDGE DEMONSTRATED: Each section of the paper demonstrates your ongoing presence in and engagement with the course and its materials and central issues and concerns. Your writing demonstrates mindful interaction with specific texts and their implications. Your use of texts is wide-ranging, demonstrating a depth and breadth of understanding.
Quotes for reflection and inspiration:
“The personal is political.” --feminist slogan
“Too many of us have become passive and disengaged. Too many of us lack confidence in our capacity to make basic moral and civic judgments, to join with our neighbors to do the work of community, to make a difference. Never have we had so many opportunities for participation, yet rarely have we felt so powerless . . . . In a time that cries out for civil action, we are in danger of becoming a nation of spectators.”----A Nation of Spectators: How Civic Disengagement Weakens America and What We Can Do About It (1998 – National Commission on Civic Renewal)
You may not be able to do much about the government, but you can do something about what is in your power.-- Wangari Maathai, Nobel Peace Prize Winner (2004). The Green Belt Movement: Sharing the Approach and the Experience. New York, NY: Lantern Books, 2004. 128-29.
Activism is not issue-specific
It’s a moral posture that, steady state,
propels you forward, from one hard
hour to the next.
Believing that you can do something
to make things better, you do
Something, rather than nothing.
You assume responsibility for the
privilege of your abilities.
You do whatever you can.
You reach beyond yourself in your
imagination, and in your wish for
Understanding, and for change.
You admit the limitations of individual
perspectives.
You trust somebody else.
You do not turn away.
--June Jordan, cited in WLMP 532
Purpose:
• To reflect on and connect your SL project with the goals and content of the
course.
• To demonstrate your knowledge—at semester’s end—of the course materials
• To consider how SL deepened your understanding of these materials
Your paper will include three sections: Service Learning Project Summary; Synthesis of Project and Course Materials; and Personal Reflection/Connection. While one final project, each section should be clearly labeled. Please include a word count at the end of each written section.
1. Service Learning Project Summary 30%: 500 words; please be concise; note that much for this section probably already exists in your proposal, which I hope you will draw from here.
o Origins and scope of project: what did you plan to accomplish and why?
o What exactly did you do? How did the project evolve, what were the
successes and limitations of your project and its goals, and what have you
learned from that?
o What institutional framework did your project interact with?
o What was the significance of your project to the texts, themes, and goals
of the course?
o How was your understanding of the texts/issues considered in the course
upheld, complicated, or negated by the process of completing the project?
o What do you hope your audience gained from your project?
2. Synthesis of Service Learning Project and Course Material 35%: Answer ONE of the following questions that most connects with your SL project. This section should be 500 words and should include textual support and/or documentation from course texts and at least two external resources. You should be able to use your weekly activism logs to answer this question.
o What can people do in their communities on behalf of women and/or
girls? Discuss how one or more of the following impediments impacts
action in communities: internalized oppression, internalized domination,
operating from a politics of scarcity, subscribing to a hierarchy of
oppression, not knowing one another’s history.
o Discuss a single institutional framework that shapes women’s lives and
impacts their lack of human rights. Discuss how that institutional
framework could be redefined from a feminist perspective.
o What idea, concept, or story stands out as the most significant thing you
have learned about women and their experiences with regards to diversity
of women across differences in culture, religion, sexuality, race, age,
socioeconomic situation, etc?
o What is the relationship between women’s present situation and one of the
following: biology, religion, education, media, culture, violence,
economics, globalization, sexuality, militarization, environment?
3. Personal Reflection and Connection 35%: This section should be 500 words and can be in the form of an ONLINE scrapbook, photo-essay, or a video journal. If you choose the multi-media approach to this section, remember that you must still address how you have engaged with the course and provide some reflection of how you personally were impacted (this can be done in captions, etc.)This would be included in your presentation.
o This section will consider what you’ve read, discussed, and experienced
throughout the semester, both in and out of class, including both the
readings and the SL project you completed. Describe specific moments, or
readings, or events and connect them with specific thinking or behavior of
your own. Of course, these specific instances may be positive and
negative, clear and unclear (sometimes both at the same time!). The
important thing here is to demonstrate that you have connected what you
have read and done in this class to who you are as a woman or a person
who lives in a world with women and how you might think and behave in
the future. Here you might consider what is next for you, as a student or
as a global citizen.
Criteria for Grading:
CONTENT: The paper follows the requirements of the assignment and meets the criteria described. The paper is organized and developed sufficiently, with claims supported by evidence from the texts and from your SL project experience. The paper is free of empty language and unnecessary or uninformative sentences and words. The paper observes academic language, diction, and grammar, is presented in proper format for MLA citations, and is generally free of mechanical, spelling, and proofreading errors.
ORGANIZATION AND DEVELOPMENT: Each section of the paper is developed in a clear and systematic way that reflects its overall purpose and focus. Paragraphs use topic sentences effectively and support points with evidence. Supporting evidence is clearly and explicitly connected to assertions and claims. Ideas are developed to logical conclusions—that is, the paper goes beyond what to how and why.
KNOWLEDGE DEMONSTRATED: Each section of the paper demonstrates your ongoing presence in and engagement with the course and its materials and central issues and concerns. Your writing demonstrates mindful interaction with specific texts and their implications. Your use of texts is wide-ranging, demonstrating a depth and breadth of understanding.
Quotes for reflection and inspiration:
“The personal is political.” --feminist slogan
“Too many of us have become passive and disengaged. Too many of us lack confidence in our capacity to make basic moral and civic judgments, to join with our neighbors to do the work of community, to make a difference. Never have we had so many opportunities for participation, yet rarely have we felt so powerless . . . . In a time that cries out for civil action, we are in danger of becoming a nation of spectators.”----A Nation of Spectators: How Civic Disengagement Weakens America and What We Can Do About It (1998 – National Commission on Civic Renewal)
You may not be able to do much about the government, but you can do something about what is in your power.-- Wangari Maathai, Nobel Peace Prize Winner (2004). The Green Belt Movement: Sharing the Approach and the Experience. New York, NY: Lantern Books, 2004. 128-29.
Activism is not issue-specific
It’s a moral posture that, steady state,
propels you forward, from one hard
hour to the next.
Believing that you can do something
to make things better, you do
Something, rather than nothing.
You assume responsibility for the
privilege of your abilities.
You do whatever you can.
You reach beyond yourself in your
imagination, and in your wish for
Understanding, and for change.
You admit the limitations of individual
perspectives.
You trust somebody else.
You do not turn away.
--June Jordan, cited in WLMP 532
Tuesday, April 6, 2010
Ecofeminism and Film due 4-14-2010
Due
The
The Village
Bridge to Teribithia
FernGully
Erin Brocovich
Pan’s Labyrinth
The Secret of NIMH
The NeverEnding Story
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