Course Number and Name __Psy 318 – Psychology of Women____________

NOTE:  This particular course is taught by two instructors.  We have agreed to several common activities.  Therefore, this grid represents the common activities which speak to the learning outcomes.  We have listed course outcomes in descending order of importance.

CATEGORY

Level

Learning Activities

Assessment (generally  )

Understanding diversity

2.        Describe how race, gender, sexual orientation, class, and religious affiliation have shaped people’s cultural outlooks as well as how they have been perceived by others.

 

3

Assignment/Activity #1

Research project (individual or group – written or verbal presentations).  Replicate a content analysis published in a primary source journal.  Students analyze the gender and racial/ethnic variation in advertisements, as well as sub-questions such a partial clothing and submissive positioning.

Assignment/Activity #2

Written and/or verbal analysis of stereotypes of men and women and gay and lesbian individuals in order to understand popular culture views of “masculine” and “feminine.”  Connections to changes in stereotypes over time and cross cultural understandings of masculine and feminine norms.

Assignment/Activity #3

Oral History Assignment.  (individual/written).  Students interview a woman at least two generations older (if possible).  The paper focuses on the connection of the woman’s life to course material on factors influencing women’s choices and perceptions.  Also allows students to explore cohort and developmental effects on women’s experiences.

 

Each of the student learning outcomes will be assessed with a variety of measures.  In general, m/c exams and written exams will be used as well as short reflection papers (and/or journals) and more formal papers.

4.Recognize the needs of disadvantaged and marginalized groups and how they may be impacted by legislative and judicial decisions and global actions

 

 

 

 

3

Assignment/Activity #1

Readings and lecture material on domestic violence and role of culture, society, and the legal system in the treatment of perps and victims.  Course discussion and readings on violence in lesbian and gay relationships and the implications for the understanding of gender and violence.

Assignment/Activity #2

Videos, readings and lecture material regarding “intersex” conditions.  Classroom discussions focus on the role of medical policy and personnel in assigning gender at birth.

Assignment/Activity #3

Analysis (written or discussion) of mothering issues in regards to raising disabled children or being a disable mother.

 

 

Responsible Citizenship and Ethical Decision Making

2. Identify cultural, historical, economic, religious, and other factors that help create and influence their own values and the values of a culture/society.

 

4.Interact respectfully with others different from oneself 

3

Assignment/Activity #1

Students write individual papers and then discuss in groups the influences that they perceive to have shaped their gender beliefs and gender roles.  Student compare and contrast their experiences to the research findings and identify reasons (aka intervening variables) that may have affected their own experiences.  (For example, young women without brothers often describe different parental expectations regarding chores.)

 

Assignment/Activity #2 Multiple activities/discussion involving “hot topics” in the study of gender including GLBT issues,  abortion, single motherhood by choice, incest/rape.

 

Content Knowledge: Integration of Knowledge

5. Recognize how the intricate components of a system form an integrated whole. 

3

Assignment/Activity #1 Teaching the psychology of women relies on the connections between psychology and other disciplines.  We take care to identify the confluence of the disciplines (e.g., women’s work choices in the context of the overall changes in women’s labor force participation) as well as when disciplines part (sociology’s view of gender stratification vs. psychology’s more “self motivated” or “socialization” oriented theories of power imbalance).  This is obtain more through lecture/reading assignments than in an activity.

Assignment/Activity #2  Gender is a system – the compilation of parts into a whole.  Students are asked to think and write about gender as a system and identify components of the system – parents, peers, schools, individual aspirations, religious and political views.  For instance, when we cover domestic violence, we do so near the end of the semester in order to allow students to integrate information on gender roles and violence prior to thinking about the role of domestic violence in society and policy and prevention implications.