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I’m Pretty Sure My Clicker Is Working, But My Participation Points Aren’t Showing Up. What’s Going On?

I’m Pretty Sure My Clicker Is Working, But My Participation Points Aren’t Showing Up. What’s Going On?

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447



Appendix B: Examples of Syllabi



Department of Psychology and Communication Studies

Participant Pool

As a student enrolled in this course you will be provided a login and password to

Sona-systems (http://www.uidaho.sona-systems.com). Your login information will

arrive by the tenth day of the term. After the tenth day of the term you will be able

to login and see a listing of experiments in which you may participate.

For any course offering extra credit or requiring experimental participation, you

will also be provided with the opportunity to complete non-experiment participation

based assignments. If you would prefer not to participate in any experiments, you

may request details about the alternative assignments from your professor/

instructor.

As a human participant in a study, you are protected by three universally accepted

principles behind the conduct of such research. These are respect for persons, beneficence, and justice. Thus, you have various rights which include being informed

about:

• The nature of the study meaning the purpose, the methods, the data which will be

collected, and the level of risk involved,

• The time commitment and any compensation,

• Your participation being voluntary,

• What to do should something occur unexpectedly (known as an adverse event),

and

• Who the investigators are and how to contact them.

All experiments/studies listed in sona-systems have been approved or certified as

exempt by the University of Idaho Institutional Review Board. If you have questions

or concerns about any experiment you may ask the researcher, the faculty member

listed as the principal investigator, your professor/instructor, or contact the IRB

directly at irb@uidaho.edu.



Course Schedule



Week Day/date

1

Tuesday—Aug 21



2



Topic

Introduction



Thursday—Aug 23



Research methods



Tuesday—Aug 28



Research methods



Thursday—Aug 30



Self



Assignments due

dates



Clicker

registration due

PHRP certificates

due (PP)



Text(s)

reading

Chapter 1

(pp. 1–11)

and Chapter 2

Chapter 1

(pp. 11–23)



Chapters 3

and 4

(continued)



448



Appendix B: Examples of Syllabi



Week Day/date

3

Tuesday—Sep 4



4



5

6



7



Thursday—Sep 6

Tuesday—Sep 11



Social cognition

Social cognition



Thursday—Sep 13

Tuesday— Sep 18

Thursday— Sep 20

Tuesday— Sep 25



EXAM 1

Health psychology

Attitudes

Attitudes



Thursday— Sep 27

Tuesday—Oct 2

Thursday—Oct 4



8



Tuesday—Oct 9

Thursday—Oct 11



9



Tuesday—Oct 16

Thursday—Oct 18



10



Tuesday—Oct 23

Thursday—Oct 25



11

12



13

14



Topic

Self



Tuesday—Oct 30

Thursday—Nov 1

Tuesday—Nov 6

Thursday—Nov 8



Tuesday—Nov 13

Thursday—Nov 15

Tuesday—Nov 27

Thursday—Nov 29



Assignments due

dates

Self reference exp

due (PP)



Text(s)

reading



Chapter 5

First impression

exp Due(PP)

Project 1 due

Extra credit 1 due



Chapters 1–5

Module B

Chapter 7



Social balance exp

due (PP)

Social influence

Extra credit 2 due Chapter 8

Persuasion

Extra credit 3 due

No Class at 2 pm. Please attend: Gloria Steinem Keynote @

7:30 pm

Kibbie Dome for Extra Credit due Tuesday, October 9 by

2 pm

Consumer behavior

Project 2 due

Module A

EXAM 2

Ch. 7 and 8,

modules A &

B

Emotion and affect

Extra credit 4 due Chapter 6

Prejudice and intergroup

Relationship

Chapter 13

questions due (PP)

Prejudice and intergroup

IAT exercise due

(PP)

Groups

Be a juror exp due Chapter 14

(PP)

Psychology and law

Book exam due

Module D

Prosocial Behavior

Project 3 due

Chapter 9

Prosocial Behavior

Extra credit 5 due

EXAM 3

Chapters 6, 9,

13, and 14,

module D

I/O psychology

Extra credit 6 due Module C

Attraction

Budgeting (PP)

Chapter 11

Relationships

Book project

Chapter 12

paper due

Relationships/aggression

(continued)



Appendix B: Examples of Syllabi



Week Day/date

15

Tuesday—Dec 4



16



Thursday—Dec 6



Topic

Aggression

Service learning:

Joe Roberts

ATVP Speaker



Monday—Dec 10



EXAM 4



449

Assignments due

dates

Kitty Genovese

Film



Text(s)

reading

Chapter 10



Guest speaker:

Bekah

Miller-McPhee

TLC 44:

Chapters

12:30 pm–2:30 pm 10–12 and

module C



Index



A

Abortion

activity, 76–77

cerebral palsy, 80

controversial issues, 76

Down syndrome, 79

gendered language, 80

limitation, 79

obesity, 80

opportunities, 78

pedagogical strategy, 81

pro-choice/pro-life, 80

reflections, 81, 82

sociocultural factors, 78

survey results, 78

Angry White Men, 55

Autoethnography

classroom, 122–123

community connections, 124

The Crystals, 126

fandom, 125–126

gender fluidity/transgender pronouns, 126

mixed tapes, 125

Name That Tune, 126–127

The percept takes priority of the concept,

119–120

quality of writing and analysis,

120–122

research methods, 119

social identity, 118–119

video interpretation, 125



B

Beliebers, 125

Beyond Same-Sex Marriage, 23



Blank contends, 20

“Born this way” trope, 15, 17–18



C

Course design

exceptions

glass escalator effect, 275

sexual orientation, 274

social construction, 273

tokenizing manner, 274

trans*, 275

intersectionality

contemporary society, 276

Feminist Approach, 276

gender disparities, 276

gender-segregated occupations, 278

heterosexual marriages, 277

National Public Radio, 277

stratification, 277

Court of Arbitration for Sport (CAS), 8

Critical feminist pedagogy

academic curriculum, 230

individual identity recognition, 232

North India

autocratic monarchy, 260

Bifocal Scholarship level/

Compensatory Scholarship, 260

democratic processes, 261

doctorate program, 262

institutionalized women’s studies

centers/programs, 260

multifocal phase, 262

public rapes, 263

rage images, 263

socio-economic-cultural realities, 262



© Springer International Publishing Switzerland 2016

K. Haltinner, R. Pilgeram (eds.), Teaching Gender and Sex

in Contemporary America, DOI 10.1007/978-3-319-30364-2



451



452

Critical feminist pedagogy (cont.)

official rosters, 233

pronouns, 234–235

public and private dimensions, 233

public communication, 232

reflexive educators, 231–232

social contexts, 232

Southwest Asia

American academy, 257

feedback from students, 259

gender, 256, 257

homosexuality, 257

marital rape, 258

reductionism and positivism, 258

safe and unsafe borders, 258

Scattered Hegemonies, 256

socio-cultural-racial context, 257

Teaching to Transgress, 259

trans*, 230



D

Disability studies (DS)

class, stratification and power, 246

early development, 239, 240

embodiment, 240–241

Feminist Disability Studies, 240

graduate social theory, 245–246

identity, 241

integration, 242

reproductive justice

anti-choice political framework, 251

eugenics, 250

limited access to services, 250

pro-choice movement, 250

reproductive tchnologies, 251

sexual violence, 250

SisterSong, 250

sociology

“The Dilemma of Disabled

Masculinity”, 245

“Dismembering the Lynch Mob”, 245

PWD, 245

race and masculinity, 245

teaching, 247

special education licensure program

Claiming Disability, 248

consultation and collaboration, 249

definitions/characteristics, 247

pre/early-service teacher, 247

student disability, 249

UDL, 249

WEST, 242–244



Index

Drawing Census data, 104

Drawing data and reports, 104

Drawing experiences, 104

Drawing knowledge acquisition, 104

Drawing microaggression, 105



E

Elam, Paul, 53

Essentialism

biological propositions, 17

gender inequality (see Gender

inequality)

les-bi-gay organizations, 22

poststructuralism, 33–35

social constructionism, 16



F

Feminine gender roles, 41

Feminist post-structuralism

complexity, 28

discourse, 28–30

gender imitation and performance,

32–33

higher education classroom, 31–32

language, 30–31

reconceptualizing agency, 33–35

resistance, 33–35

subjectivity, 30–31

Fiction, 131, 138

Fifty Shades of Grey, 134

The Girl with the Dragon Tattoo, 135

sociology class, 132

student response (see Student responses,

Fiction)

Twilight series, 133

Flattening of difference, 244

Foucault’s theory, 29



G

Gaga feminism, 20

Gender inequality

domestic violence, 47

goals, 45

hegemony, 49–50

heteronormativity, 47

instructors, 45, 46

language, constraints of, 48

male and female, 46, 47

Queer theory, 50

unhealthy/unwanted pregnancies, 46



453



Index

Gender pay gap

active learning techniques, 102

human capital, 103

inequality, 103

occupational segregation, 103

Pay Equity Day, 101

social justice, 105

sociological imagination, 102

sociology instructors, 101

Gender performance, 32–33

Gender violence

CDC, 93

dominance functions, 94

knowledge production, 96, 97

offensive comments, 96

rape culture, 95, 97

safety, 95–97

sexual assault, 93

silence, 95, 97

victim blaming, 96

Glass escalator effect, 275

Goffman, Erving, 37



sex and gender, 150

surface learning, 151

visual juxtaposition, 148

white-supremacist capitalist

patriarchy, 147

written assignments/classroom

discussions, 152



K

Knowledge acquisition, 104



L

Liberal sexism. See Ironic sexism

Los factores humanos de la cubanidad, 243



H

Hegemony, 49–50

Heteronormativity, 21, 46, 47

Heterosexual matrix, 18

Hipster sexism. See Ironic sexism

Human Rights Campaign (HRC), 22



M

Masculinity

crisis discourse, 157–158

“End of Men”, 155

first-wave feminism, 156

goals, 156

gym memberships, 156

Hannah Rosin’s announcement, 157

second-wave feminist movement, 156

uncertainty, 159–160

visual media coding, 158–159

The Myth of Male Power, 54



I

Insane Clown Posse (ICP), 125

International Olympic Committee (IOC), 10

Intersectionality, 111

Ironic sexism

Baby Got Back, 145–146

backlash signs, 147

challenges, 150

definition, 146

dialogic writing assignments, 151

femininity, 146

gender equality, 147

Horkheimer and Adorno’s theory, 152

hypermasculinity, 149

ideology, 148

laundry soap, selling, 149

media manifestations, 148

media messages, 151

media producers, 147

online videos, 151

print and television advertisements, 149

sense of humor, 148



P

Paid labor, 110

Paranoia

AMERICAblog, 22

“choice” language, 21

civil rights, 23

gaga feminism, 20

heteronormativity, 21

“heterosexual” and “homosexual”

selves, 21

HRC, 22

LGBT, 21

sexual identity, 20

sexual outlaws, 23

Pedagogy of hope

agency and activism, 212–213

educational mission, 207

emotions, 210–211

feminism, 211–212

gender- and sex-based inequities,

209–210

linear progress narrative, 208–209



454

People with disabilities (PWD), 245

Political sciences

classroom experience, 271–272

definition, 265

educational mission, 270

feminist and gender theory, 270

intersectionality, 270

media imagery, 269

neutral presentation, 270

pedagogical reasons, 268–269

practical reasons, 266–267

theoretical reasons, 267–268

Poststructuralist pedagogy, 34

The Presentation of Self in Everyday Life, 37



Q

Queer theory, 50



R

Rage

activism, 192–194

anger, 185

classroom discussion, 188, 189

consciousness around rage, 194

emotional labor, 187, 188, 191–192

Family Violence, 186–187

personal troubles and public issues, 185

philosophy and practice, 186

resistance, 190

Rochelle’s poem, 189–190

self-actualization, 189

self-imposed restraint, 188

self-reflexivity, 188

social conditions and structural

inequalities, 186

Rape, Abuse and Incest National Network

(RAINN), 85

Reproductive justice (RJ)

anti-choice political framework, 251

eugenics, 250

limited access to services, 250

pro-choice movement, 250

reproductive tchnologies, 251

sexuality, 250

sexual violence, 250

SisterSong, 250

Resistance

authoritarian approach, 181

biological determinism, 180

“Compulsory Heterosexuality and Lesbian

Existence”, 179



Index

Patti’s faculty perspective

autoethnographic account, 178

description of beliefs, 177

inequalities, 176, 177

Teaching about Gender, 178

transmen/transwomen, 177

personal and academic experiences,

179–180

productive learning environment, 179

self-reflexivity, 179

sociological evidence and imagery, 181

undergraduate gender class, 180

Retro sexism. See Ironic sexism



S

Science of Gaydar, 19

Scientific evidence, 20

Scientificness, 20

Sex, gender, sexuality (SGS)

course content, 68–70

impact and implications, 70

sensitizing concept, 64–66

teaching technique

colored paint chips, 66–67

SES, 67–68

Sexuality, 16

biological revivalism, 19

“Born this Way” anthem, 17–18

heterosexual matrix, 18

paranoia

AMERICAblog, 22

“choice” language, 21

civil rights, 23

gaga feminism, 20

heteronormativity, 21

“heterosexual” and “homosexual”

selves, 21

HRC, 22

LGBT, 21

sexual identity, 20

sexual outlaws, 23

Science of Gaydar, 19

scientific evidence, 20

social constructionism, 18

social impact, 15

“two-and-only-two” system, 18

Sexual outlaws, 23

Social identity

framing

domestic violence, 221

heterosexual coitus, 221

non-heterosexual individuals, 223–224



455



Index

non-prejudiced response, 223

same-sex couples, 222–223

self-reflection, 222

stereotypic presumptions, 222

gaming

cultural competence, 226

disabled intersexed person, 225

flip-the-script exercises, 226

physical engagement/imagination, 227

“Safe Space” trainings, 225

“Safe Zone” training, 225

warm-up exercises/participatory

activities, 224

masculine identity, 218

naming, 220–221

Psychology of Women, 217

queer-identified individuals, 219

social construction and performance, 219

Socio-economic status (SES), 67–68

Solidarity

engage male students, 56–57

narratives, 54–55

patriarchy

activities, 59

advantages, 58

B-word, 57

disadvantages, 58

femininity and masculinity, 57

gender-disciplining slander, 58

male victimhood, 59

power vs. relationality, 58

sexual assault, 59

Sports

Chand, Dutee

CAS, 8

international pressure, 9

medical tests, 8

racial and colonial elements, 8

testosterone levels, 9

gender, 3–4

hyperandrogenism, 10–12

Phelps, Michael, 7

Semenya, Caster

Asian Junior Athletics

Championships, 7

Commonwealth Youth Games, 6

drug tests, 6

hormone therapy, 6–7

Hottentot Venus, 9

racial and colonial elements, 8

sex characteristics, 6

testosterone levels, 9

sex boundaries, 4–5

sex verification, 9–10



Student responses, Fiction

Fifty Shades of Grey, 138–139

The Girl with the Dragon Tattoo, 139–140

Twilight, 138



T

Teaching spaces of possibility

challenging classroom, 197

Foucauldian questions, 198–200

media sources, 201–202

relaxed environment, 197

safe classroom, 196, 197

sensational mundane, 195, 200–201

sexuality/non-heterocentric perspectives,

196

trigger warnings and folks, 202–204

Teaching technique

colored paint chips, 66–67

SES, 67–68

Teaching to transgress

classroom learning, 166

Connell’s theory, 166–167

essentialism, 165

gender transgressions project, 169–171

praxis, 171–172

storytelling, 167–169



U

Undoing gender

challenges, 41–42

doing gender, 39

femininity, 40

in-class activity, 40

masculinity, 40, 41

non-conformity, 40

student feedback, 42–43

theoretical foundation, 37–38

Universal Design for Learning (UDL), 247

U.S. Family and Medical Leave Act, 113



V

Violence against women

collective action, 90

definition, 86

feminist activists, 88

frequency and pervasiveness, 85

prevalence and consequences, 86

prevention and interruption, 89

rape and sexual harassment, 88

resistance, 86, 87

responsibility, 90



456

Violence against women (cont.)

risky behaviors, 86

self-defense strategies, 89, 90

self-efficacy, 87

‘snow-ball’ effect, 90

victimization, 88



W

Women’s and Ethnic Studies Program

(WEST), 242–244

Work

anthropological research, 111

contemporary reality, 112



Index

definitions, 110

family roles impact, 114

globalization, 114

identical labor, 114

inequality and discrimination, 111

intersectionality, 111

nurturing and caretaking responsibilities, 113

paid labor, 110

reflective activity, 113

revelation, 112

slavery and immigration, 112

social and political change, 109

social policy, 113

teaching, 115



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