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Gender and Mardi Gras a First-Year Seminar SOCI-T121-F01 MWF 8:30-9:20 BO221 Dr

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Gender and Mardi Gras a First-Year Seminar SOCI-T121-F01 MWF 8:30-9:20 BO221 Dr Gender and Mardi Gras A First-Year Seminar SOCI-T121-F01 MWF 8:30-9:20 BO221 Dr. Sue Falter Mennino Office: 301F Monroe Library, 864-7122 Office Hours: by appointment [email protected] Your First-Year Seminar Librarian is Teri Oaks Gallaway. Contact her at [email protected] or 864-7838. Rex and the Queen of Carnival 2013 Zulu King and Queen 2013 What is the Common Curriculum? In addition to the major you will pursue at Loyola, you will take a broad range of courses in the liberal arts and sciences known as the Common Curriculum. This Common Curriculum offers you an educational experience you will not find at state institutions and other private schools. It is a large part of the “Loyola Difference”—that is, it defines what makes our university and the education you receive here distinctive. The Common Curriculum… • Includes courses taught in English and history, philosophy and religious studies, the sciences and the arts • Teaches important foundational subject matter for your major study • Gives you a broad education outside your major, preparing you for the demands of a complex world • Is grounded in the core values of our Jesuit mission and identity • Develops your understanding of human values and social justice • Develops your critical thinking, writing, and speaking skills What is a First-Year Seminar? First-Year Seminars introduce you to academic inquiry and teach you to think and learn as a college student. The seminars are interdisciplinary, focusing on a single topic from several academic perspectives. While each seminar is on a different topic, they all explore the larger theme of “thinking critically, acting justly” as an introduction to study at Loyola. The seminars are required and carry three credits, just like other courses in the Common Curriculum and majors. They are a valuable first step on your path to a Loyola education. Gender and Mardi Gras (SOCI-T121-F01), Fall 2014, Mennino Course Description Gender is one of the most basic organizing mechanisms in society. Gender is much more than a personal characteristic of individuals; it is also a system of inequality, one that interacts with other forms of social inequality, particularly race/ethnicity and class. Mardi Gras is deeply woven into the cultural fabric of New Orleans. It is an urban celebration, similar in many ways to Carnival celebrations throughout the world. Concentrating on the Mardi Gras celebration in New Orleans, in this course we will consider what gender is, how gender inequality is built into the structures of society, and how we actively reconstruct as well as challenge the system of gender relations as we participate in the celebration of Mardi Gras. ETS Proficiency Profile. All students enrolled in a First-Year Seminar this semester will take the ETS Proficiency Profile, a survey that measures critical thinking, reading, writing, and mathematics. The Profile is a series of multiple-choice questions and will be administered via computer in one of the computer labs in Monroe Library during one of our regularly scheduled class periods early in the semester (see the course schedule). A separate handout will provide details. Cajun Mardi Gras Course Objectives All First-Year Seminars share the following learning outcomes: Critical Thinking. o Students will be able to formulate questions about the subject matter and take a position that is supported with evidence. Students will show proficiency in the critical reading of texts, including discerning major arguments, salient points, and underlying assumptions and biases. o In this class you will be asked to read carefully, write even more carefully, and come to class prepared to reflect upon and evaluate both objective facts and subjective positions. Written Communication. o Students will be able to reflect on issues in writing. This should include formulating and defending a position in writing. o In this class you will practice effective writing across a variety of formats including reflective essays, reading logs, online postings, written exams, and a traditional, albeit short, academic paper. You will also learn how to use the Writing Across the Curriculum (WAC) lab. Oral Communication. o Students will be able to reflect on issues in class discussion. This should include formulating and defending a position orally. o In this class you will enhance your oral communication skills, which include both active listening and being able to clearly and succinctly communicate your ideas. You will be expected to participate in some way every class. Participating in a group presentation of a research project will also demonstrate your oral communication skills. Page 2 of 9 Gender and Mardi Gras (SOCI-T121-F01), Fall 2014, Mennino Information Literacy. o Students will demonstrate the ability to evaluate information and appropriately incorporate information into an assignment. o In this class you will learn to distinguish between scholarly and non-scholarly sources. You will improve your ability to evaluate online sources and learn to use Loyola’s library resources. You will also get to know at least one member of the library’s staff. You will be expected to incorporate material from class material into most of your writing assignments. Compassionate Engagement with the World. o Students will demonstrate the ability to recognize issues of justice and injustice inherent in a topic, and they will be able to recognize multiple sides to an issue. o In this class we consider gender as a system of inequality but one that varies by race and social class. We will also examine the various explanations of gender and how it has benefits and disadvantages for men as well as women. In addition to the general goals stated above, when you have successfully completed this First-Year Seminar, Gender and Mardi Gras, you will be able to: Appreciate the value of the role social science plays in our understanding of social reality Examine taken-for-granted assumptions about gender Apply social science concepts and theories to the processes of everyday life Contrast social sciences, especially anthropology, psychology, sociology, and history Articulate the notion of the social construction of reality King and Queen of Petronius Baby Dolls Page 3 of 9 Gender and Mardi Gras (SOCI-T121-F01), Fall 2014, Mennino Course Materials There are no books required for this course. All required readings are posted on Blackboard. Class Format Reading, writing, and public speaking are essential skills for the successful university student. We improve those skills only by practicing them and thus you will have ample opportunity in this class to do just that. In addition, we learn best by involvement with the subject matter, that is, by active reading and by discussing ideas with others. Class participation is therefore essential to your successful understanding of course material. Active classroom participation includes voicing your ideas, asking questions, and carefully listening to both the instructor and to fellow students. Since many of the topics we discuss are sensitive or controversial, we should all strive to create a comfortable and respectful environment that encourages the participation of everyone. Some of the key ideas you will learn about may challenge your personal beliefs about social life. Be prepared to defend your beliefs with sound arguments and empirical evidence. Also, be prepared to explore the basis for those beliefs, to question the source of those beliefs and the interests they serve, and whether you can sustain them in the face of evidence to the contrary. Course Requirements Course Expectations Essay You will begin the semester by writing a short (2-2 ½ page, double-spaced) essay about your expectations for the course. Begin by reading through the syllabus carefully, paying particular attention to the course requirements, then skim through some of the readings posted on Blackboard. Next, write a short essay describing your expectations for the course, given what you know about yourself as a student and relating your experiences to what you see in the syllabus and in the course materials. Reading Reactions. On days when we will be discussing a reading, you are required to write a brief reflection of the reading to bring to class. Reading reactions must be typed, and should be ½-one double-spaced page long. Put your name, the title of the reading, and the date in the upper left corner, single-spaced. A reading reaction is NOT a summary of the reading but rather your reaction to it. What did you find most interesting about it? Can you connect it with other readings we’ve done or that you’ve done in your other classes? Can you connect it to events in your everyday world? What question(s) does the reading bring up for you? What does it make you wonder about? You should also note any new vocabulary words you’ve learned, along with their definition. Due dates for each reading reaction are on the course schedule. You cannot turn in a reading reaction unless you are in class on the day it is due. You cannot make up a reading reaction, but I will drop your lowest two grades. Discussion Board Postings. Periodically, we will consider different questions related to gender and/or Mardi Gras. These questions will be posted on the Discussion Board section of our Blackboard site. You will post your thoughts about the question to the Discussion Board by 6 a.m. on the morning it is due. As you response to the question, include your thoughts about class readings, films, and discussions related to the question. You are also expected to read through your classmates’ postings before class. Due dates for each posting are in the course schedule. You cannot get credit for a posting unless you are in class when we discuss it.
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