AND
SOCIAL CHANGE
WOMEN, ORGANIZATIONS,
AND
SOCIAL CHANGE
Pat Langley's Home Page 
CONTENTThis interdisciplinary course examines how women create social change. It identifies women who have contributed to social justice and aims to empower students with the skills necessary to engage in the process of change in the community. The course will include community activists and organizations with attention to the intersection of gender with race, class, age, disability, ethnicity, religion and sexual orientation in the exercise of leadership and creating change.
BOOKS AND OTHER MATERIALSRequired:
Astin, H. and Leland, C. Women of Influence, Women of Vision: A
Cross-Generational Study of Leaders and Social Change. San
Francisco: Jossey-Bass, 1991.
End. New York: Free Press, 2003.
Powerful Women. New Brunswick, New Jersey: Rutgers
University Press. 1999.
LEARNING OBJECTIVES
culturalfactors which help shape the women's movement & its
contributions to social change;
effective leadership in the service of social change;
change occurs;
to create and implement strategies for social change;
technologies to explore issues related to social change.
WHAT YOU MAY EXPECT FROM ME
You may expect me to be prepared, to lead discussion, to be
available for help, to meet with you at your request, to carefully
review your work and to be fairin grading. The best way to reach
me is through e-mail.
EVALUATION
Each activity/project weighs in your semester grade as follows:1. Reflection Papers (20%)
2. Weekly discussion (30%)
3. Tests (20%)
4. Student Project (30%)
5. Self evaluations (required) (00%)
1. REFLECTION PAPERS (20%)Each week you will write a short (2-3 pages, typed, double-spaced)
paper on the readings for that week. These papers will provide an
incentive for keeping up with the readings, and to help you prepare
for a stimulating class discussion. They allow you to comment on
your responses to the ideas in the readings. I keep what you write
confidential. I may make copies of parts of your papers to give to
the entire class, but these will be anonymous; if you are
uncomfortable with this, let me know.Reflection papers will be graded as pass or fail. They are due in
class and cannot be handed in at any other time. TWELVE
reflective papers are required over the fifteen week semester,
beginning with WEEK TWO. Choose your weeks off carefully.
If you take the class on the pass/fail grading option, you need TEN
papers with a passing grade to satisfy this requirement. But you
need to attend and be well-prepared for all the class discussions.
2. WEEKLY DISCUSSION (30%)The class will generate group discussions as much as possible, with
lectures when appropriate. I expect you to actively participate,
which means more that attending. I expect us to create a classroom atmosphere that will be conducive to learning and growing. To that end, we will collaboratively work out guidelines for this class. Please respect the diversity of experiences and values as you speak. Dogma of whatever persuasion, is not appropriate. If you have (or think you will have) difficulty sitting through a particular discussion, please talk to me about it.Link to Ground Rules for Class Discussion
At the end of each class, hand me a 3X5 note card with: 1) your
name and the date of the class on the top of it; and 2) your
contributions to the class that day. Please write legibly. Handing
in a card for someone else is academic dishonesty. See below.You should have read the assigned materials on the day they are
scheduled on the syllabus. I grade participation based on quality,
not quantity: the more thoughtful, relevant, and analytical your
discussion or questions, the better your grade. Your grade for
weekly discussion can make or break your final semester grade. For
example, if your other work is B+ and you attend but don't
participate in class discussions, your final grade will drop down
to a C/C-.
LEVELS of PARTICIPATION*Outstanding (A): Teaching Assistant
Knows the readings cold and has a clearly articulated stance onAbove Average (B): Discussion Generator
the issues to be discussed; always brings readings to class in
order to discuss them; helps keep the discussion focused on the
major points; asks important questions; generates discussion;
respectfully challenges other people's ideas; able to articulate
a number of positions on a topic; draws others out and listens
actively.Asks key questions and brings together both the readings andAverage Participator (C):
personal experience; usually brings readings to class in order
to discuss them; knows the readings well and comes in fully
prepared to get the discussion going; draws others out and
listens well.Speaks regularly through most discussions, but tends to offerBelow Average (D):
just what was in the readings or personal opinion; offers
personal experiences but doesn't draw out larger ideas,
conclusions,and questions from them; sometimes brings readings
to class; does the readings but doesn't have a complex overview
of the authors’ arguments.The person who speaks only a handful of times during the semester,
thus making it impossible to know if they are prepared. Rarely
brings readings to class; Or the person who tells "war stories" that
have little or no relevance to the topic and the readings. The
participant who occasionally disrupts class by coming late,
leaving early, or talking when others are talking.Failing (F): John Wayne Impersonator or the Disrupter:
Strong, silent type who never speaks during the class, thus making
it impossible to know if they are prepared. At the other end of
the spectrum is the participant who actively disrupts class by
coming late, leaving early, or talking when others are talking.I expect you to attend all the classes. If you miss more than two
classes, you won't pass the course. If you have a legitimate
emergency or illness, contact me before class or as soon thereafter
as possible. Perfect attendance guarantees nothing.* Thanks to Professor Heather Dell for letting me use her work on levels of participation.
3. TESTS (20%)
There will be two short tests: March 2 (Week Eight) and May 4
(Exam Week) Each will cover the class materials and discussions
for that period.
4. STUDENT PROJECTS (30%)
Student will decide on a group project by consensus decision
-making. Possible projects topics and formats are discussed in the
links below.Link to Student Projects
Link to Materials On Writing and Standards for Papers
5. SELF EVALUATIONS (0%; REQUIRED)You must submit a written self evaluation at the midterm and the
end of the semester. In your self evaluation you must 1) critically
examine your strengths and weaknesses; applying the criteria I use;
2) give yourself a grade; and 3) explain the reasons for it. The link
that follows provides you with more information. Due at midterm
and the end of the semester.
Link to Self Evaluation Guidelines
MISCELLANEOUS
ABOUT LINKSThe construction symbol means some web sites and
assignments may change. Check the web syllabus regularly to stay
curent with any changes. If you find a link that is broken, try typing
the title of thelink into Google search engine. If you still don't find
it, please e-mail me and continue reading the other materials.ABOUT WRITING
The ability to write at an upper collegiate level is a requirement
for you to pass the course. Be sure to read my handouts about
writing, including the standards I use to evaluate your written work.
Link to Materials On Writing and Standards for Papers
ABOUT GRADES
I take a fairly traditional notion of grades: "A" is reserved for truly superior work which is rare; "B" is for very good work; "C" is for average work--adequate and fairly ordinary; "D" is for work below average; and "U" (Unsatisfactory) is for work which is not in any way adequate. I am well below the UIS average for giving "A" grades. I encourage you to consider pass/fail options, as well as anything else which reduces anxiety about grades. I do not give "Incompletes"
without prior written agreement. I grade down one letter grade any late assignment, e.g. B+ becomes a C+.
A=93-100
B=85-92
C=78-84
D=70-77
F= below 70ACADEMIC DISHONESTY
Be sure you understand what academic dishonesty including
plagiarism is. I always fail students for the course for any kind
of academic dishonesty. Ignorance is no excuse.Plagiarism will
result in an automatic no credit for this course. Depending
on the circumstances, I may pursue additional University
disciplinary proceedings.The UIS catalog defines plagiarism as follows: "to plagiarize is to
present as one's own a thought, writing or invention belonging to
another. It usually takes one of the following three forms and is
done without proper acknowledgement: the inclusion of another
person's writing in one's own essay, paraphrasing of another
person's work, or presentation of another person's original
theories, views, etc." Consult the Center for Teaching and Learning
if you do not understand how to avoid plagairism.
Link to definition of and how not to plagiarize.MASTER'S STUDENTS
Additional work is required. Your additional work can take three
forms: 1) a traditional in-depth writing (research) assignment; 2) an
in-depth reading project with a short paper describing your
learning; or 3) a direct action project with a short paper describing
your learning. I expect a written proposal from you about your plans
before the mid-term. Please see me about this in the next two weeks.STUDENTS WITH A DOCUMENTED DISABILITY
Reasonable accommodations are available for students who have a
documented disability. Please notify me during the first week of
class about any accommodations you need. All accommodations must
be approved through the Office of Disability Services (ODS) in
Bldg. E, Room 11, 217-206-6666. Late notification may cause the
requested accommodation to be unavailable.
Pat Langley's Home Page
WMS
412 University
of Illinois at Springfield
Spring, 2004
Pat
Langley
(O) 206-7423
Brk
433
Fax: 217-206-6217
WMS 412
WOMEN,
ORGANIZATIONS,
AND
SOCIAL
CHANGE
WEEK ONE: INTRODUCTIONS
01-13-04
Class: Introduction to the course and each other
Preliminary ground rules for the semester
In-class writing
Exploring the values of feminismAssign: Reflective paper topics for WEEK TWO
Readings are listed on the date of discussion
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WEEK TWO: FEMINIST VALUES
01-20-04Class: Identifying your feminist values
Assign: Reflective Paper Topics for WEEK THREEWEEK THREE: FEMINIST PROCESS: CONSENSUS DECISION-MAKING
most often; put wms 412 in the subject line)
Audre Lorde
01-27-04
Class canceled (by consensus)NOTE FROM PAT:
Since we did not meet this week, email your Wk 3 paper to me. Check your email regularly. Select which consensus project (Playboy or Aunt Flora) you want to do, and email the group.
Playboy $
Aunt Flora's Will
No Reflective Paper due next week. But see below.WEEK FOUR: FEMINIST PROCESS: CONSENSUS DECISION-MAKING
02-03-04Class: Consensus decision-making exercise: Playboy $ (chosen by consensus)
Start consensus decision-making on student project (See below)
Assign:Reflective Paper Topics for WEEK FIVEThink/write about the Playboy exercise: answer the questions, but don't hand in. Look through the links on activism for ideas for a group project--ones that you would be interested in undertaking as a group and could be finished in the rest of the semester. Come to class with ideas or even proposals for the group to discuss.WEEK FIVE : FEMINIST PROCESS: CONSENSUS DECISION-MAKING
Optional
(using the Internet to promote social change)
(Students in WMS class created this web page.....)
02-10-04Class: Finish consensus decision-making on student project
Discussion of Astin framework for leadershipAssign: Reflective Paper Topics for WEEK SIX
WEEK SIX: WOMEN, FEMINISM & LEADERSHIP
02-17-04
Class: Community activists on leadership
Assign: Reflective Paper Topics for WEEK SEVEN
WEEK SEVEN: The Tidal Wave of the Women's Movement
02-24-04
Class: Tidal Wave, Class Project
Assign: Reflective Paper Topics for WEEK SEVENWEEK EIGHT: The Tidal Wave of the Women's Movement
03-02-04
CLASS CANCELLED
WEEK NINE:
03-09-04Class: Tidal Wave, Class Project
MID-TERM EXAM (Study Guide for Midterm Test)Assign: Reflective Paper Topics for WEEK NINE
03-16-04 SPRING BREAK
WEEK TEN:
03-23-04DUE: MID-TERM SELF-EVALUATION
Class: Class Project/LGBTQ Issues
Assign: Reflective Paper topics for WEEK TENOPTIONALWEEK ELEVEN:
03-30-04Class: Reproductive Rights/Class Project/Talking Leadership
Assign: Reflective Paper Topics for WEEK ELEVEN
(The Plight of the Native American Woman)WEEK TWELVE:
04-06-04
Class: Domestic Violence/Class Project/Talking Leadership
Assign: Reflective Paper Topics for WEEK TWELVE
(especially pp. 4-20)OPTIONAL
(pp.3-17)
Between Child Welfare and Domestic Violence Constituencies)WEEK THIRTEEN:
04-13-04
Class: Sexual Assault/Class Project/Talking Leadership
Assign: Reflective Paper Topics for WEEK THIRTEEN
WEEK FOURTEEN:
04-20-04
Class: Disability/Class Project/Talking Leadership
Assign: Reflective Paper Topics for WEEK FOURTEEN
(Follow link to Part 2 at bottom of page)OPTIONAL
(55 page report on four countries in the European Union)
(Where Do Women with Disabilities Fit In?)
WEEK FIFTEEN:
04-27-04
Class: Class Project/Economics/Activism/Talking Leadership/
Assign: Reflective Paper Topics for WEEK FIFTEEN
(browse to 1994, Brandon Teena)OPTIONAL
05-04-04
DUE: FINAL SELF-EVALUATION
FINAL EXAM
STUDENT PROJECT PAPERClass: Pot-Luck
Fond Farewells
Assign: Leisure, well being, success.
IMPORTANT ASSIGNMENT-EXAMS DATES *
WEEK EIGHT 03-09-04 MIDTERM EXAM
WEEK NINE 03-23-04 MIDTERM SELF-EVALUATION
WEEK FIFTEEN 04-27-04 STUDENT PROJECT
WEEK SIXTEEN 05-11-04 FINAL SELF-EVALUATION
FINAL EXAM
* TWELVE reflective papers are required over the fifteen week semester, beginning
with WEEK TWO. Choose your weeks off carefully. If you take the class on the
pass/fail grading option, you need TEN papers with a passing grade to satisfy this
requirement. But you do need to attend and be well-prepared for all the class
discussions.
Black Is, Black Ain't
