In the interest of transparency, I decided to share the Seminar Proposal Draft presented with the application documents for this course. Some changes have been made since then. For up to date information about the course please read the Syllabus.
Name of the course: Sexualized Violence and Culture in the context of university
1. Course Content and Rationale for why this course should be offered at UBC
• What is the academic focus of the course?
The topic is highly timely. The issue of sexualized violence in the context of universities has become very significant for UBC students this past years. The Fraush chants on UBC campus (and other North American universities) and the sexual assault reports, have started a very important conversation about gender, sexuality, and power dynamics. This conversation has a great presence in the media (both mainstream and social networks) and it has mobilized students to participate in a variety of events (academic panels, protests, campaigns, etc). I want to bring this conversation to the classroom and apply our academic tools to analyse the culture around it.
• What are the broad research theories that have influenced your interest in this topic?
It is data more than theory what has influenced my interest. Quantitative research that says, for example, that women in university are 4 times more likely to be the victims of sexual assault than women outside of university and qualitative research that shows there are spaces within universities that are safer for women than others
* Du Mont, J., Chertkow, L., Macdonald, S., Asllani, E., Bainbridge, D. Rotbard, N. & Cohen, M. (2012).
* Boswell, A. & Spade, J. (1996). Fraternities and Collegiate Rape Culture: Why Are Some Fraternities More Dangerous Places for Women? Gender and Society
• Who might be interested in the course?
Students interested in sexualized violence, structural inequality, education, gender, sexualities, oppression.
• Why would you like to see this course offered at UBC? What gap do you see this course filling?
I feel it is important to create a space for academic discussion and learning that addresses the events we have experienced as a community at UBC. I am referring to the controversial Fraush chants, the sexual assaults on campus, the student lead responses (Take Back the Night, Interdisciplinary Dialogue on Rape Culture in Universities, etc), and the institutional responses (Sexual Assault Awareness Month, Don’t Walk Alone campaign, President’s Task Force on gender-based violence). I also feel that some classes should incorporate a more practical component, an opportunity for students to produce something with more potential impact than a research paper. The objective is to walk away from this class having discussed and thought critically about a social issue, and use that learning to develop a project with potential real consequences for the community.
2. Course Structure/Format
• What role will you play in the course? How do you envision participants taking a role in the class? Will everyone have a chance to lead or facilitate a class?
– Coordinator: I’ll be in charge of the administrative details, planning for guest speakers, facilitate discussions (make sure we stay on topic and on time). I will also develop the original syllabus, time frame, part of the reading list, and ideas for final projects. Later, we will discuss and modify them as a class.
• How do you see the structure of the class? (e.g. lecture, seminar, discussion group, films, field trips, etc.)
The class will be divided in 3 sections: Student presentations, guest lectures/documentaries, and in-class workshops
• Will the class include guest lecturers? Discussions of readings? Debates? Case studies?
Yes, here will be guest speakers for some class topics to provide a different perspective and share particular experiences. We will have discussions after every student presentation and after every guest speaker.
3. Course Requirements and Evaluation
• What are the assignments? What are the readings?
Students will be evaluated by our peers anonymously with the assistance of grading rubrics to maintain standards and fair grading practices. Each student will be responsible for:
– Facilitating one presentation
– Writing 2 reflection papers
– Completing 2 readings a week
– Submitting 2 discussion questions for the weeks readings
– Final project
• What form will the assignments take? (e.g. collaborative research projects, class presentations, essays). Keep in mind that SDS’s are 4th year classes and assignments should be at the 4th year level.
Every student will facilitate a short presentation on the week’s topic. In this way, we share the responsibility of class facilitation. It is also a way to cover more material per week. We will all be responsible for two readings per week but the presenter will do extra research for the topic and provide complementary information. Reflection papers are personal and should reflect a learning process, an evolution of understanding and thought in reference to the readings and discussions.
The final assignment is a collaborative project. Students will form groups and choose a project (from the list or form alternative ideas suggested by the class)
a) A response to the recommendations by the task force document
b) Organizing an event addressing the issues discussed in class
d) An analysis and report of best practices by other universities
• How will the assignments be evaluated? (e.g. by faculty sponsor, peer evaluated, through an expert in the field) and what is the breakdown of marks?
Peer evaluated with the assistance of specific rubrics
• On what other criteria are students evaluated? (e.g. participation, facilitation of a class etc.)
-Participation and commitment to the class
• How will you ensure your seminar is sufficiently academically rigorous? Remember that the course is an exploration with other students and a democratic process. Be prepared for changes to this section during your initial class meetings. It is vital to get the course marking scheme and criteria for assessment finalized with the class before the UBC course withdrawal date.
We will read articles from peer reviewed journals and, since we will all be third or fourth year students, we will apply the analytical tools we learned in our university careers.
4. Student Recruitment and Selection
• What kind of demand do you anticipate for this course? Why?
I expect great interest in this seminar because it is a topic that has mobilized UBC students in different ways. As a co-president of the Sociology Students’ Association, I organized and facilitated an interdisciplinary dialogue on rape culture in universities that engaged grad students, undergraduates, and faculty from a variety of departments. It was an extremely successful event.
• How will you select and recruit students into your course?
I will advertise the course in related classes, use facebook and mailing lists
• Will interested registrants need to have prerequisite courses, certain grades, or submit an expression of interest? Why are these prerequisites needed?
I will ask for one or two paragraphs explaining why they are interested in the course (both the content and the workshop aspects)
• Do you think a department will be willing to provide you a course number? If so, which department?
Sociology has provided a course number: SOCI 433A 002