Category: Spring 2020
Search results: 129
Focus is on original composition using electronic sound systems developed over the 20th and 21st century. Procedures examined include both analog and digital synthesis techniques ranging from a classic Moog Synthesizer to FM and wave table synthesis, MIDI (Musical Instrument Digital Interface), sequencing, sampling, microphone recording, and digital audio editing. Goals include creation and presentation of several short works together with a final substantial composition.
- Teacher: Evan Hause
Category: Spring 2020
Sociology 227 Spring 2020
Sociology of Families W/F 10:25-11:40
Instructor: Dr. Caitlin Killian E-mail: ckillian@drew.edu
Course Overview:
This course uses a sociological lens to examine family formation and maintenance, the role of families in society, and issues affecting families, including problems such as marital dissolution, poverty, and violence. We will challenge the notion of the “traditional family” and explore the diversity of contemporary family forms. You will be asked to relate your personal experiences as a member of a family to families in broader social, historical, and cultural contexts.
Learning Outcomes:
- be able to explain and give examples of how “the family” is socially constructed and how this has changed over time
- summarize and evaluate arguments about family issues from varying perspectives
- identify ways in which social categories such as gender, class, and ethnicity interact with the family
- compare your own and others’ experiences as family members to research findings
- develop skills in communicating clearly and convincingly during class discussions and in
written work
Readings:
We will be reading multiple chapters out of the following two books:
Risman, Barbara J. and Rutter, Virginia E. (eds). 2015. Families as They Really Are (2nd edition). New York: W.W. Norton and Company. Marked “R:” on the syllabus.
Hays, Sharon. 1996. The Cultural Contradictions of Motherhood. New Haven: Yale University Press.
The remaining readings are in the coursepack.
This class will be a mixture of lecture and discussion. Consequently, it is very important that you have each day’s readings done before class so that you can participate.
Requirements:
2 Exams: Midterm = 25% and Final = 25%
Gender Conflict Analysis = 10%
Family Budget Project = 30% (budget 10%; paper 20%)
Participation = 10%
1. Exams: There will be two exams composed of multiple choice questions and longer written questions. The midterm will be given in class on Feb. 28th, and the final will be given during the final examination period. Exams may only be made up if the student has an excused absence (e.g., serious illness; death in the family)
2. Gender Conflict Analysis: You will write a 2-3 page analysis of gender conflict in either your family or a family in a movie. The paper should incorporate Randall Collins’ “Love and Property” and at least one additional class reading; your sources must be cited properly. It is worth 10% of your grade and is due on Feb. 7th.
3. Family Budget Project: You will participate in a group project with the goal of arriving at the minimum realistic family budget necessary for a family of an assigned number of people. This project will require you to investigate rent prices, public transportation, etc. in Morristown. Your group assignments and specific details about this project will be handed out in class at a later date. On Apr. 1st, groups will present their budgets to the class for mutual critique and to determine which groups won. One week later, on Apr. 8th, you will hand in an individually written 4-5 page reaction paper discussing what you personally learned doing the project and applying at least five of the class readings from April 1st and 3rd. The group budget, synopsis of who contributed what, and in-class discussion is worth 10% of your grade, and the paper is worth the other 20%.
4. Participation: I expect every member of the course to come to class (attendance will be taken) and to participate regularly. You will be graded not simply on the frequency but also on the quality of your comments. Example of comments to strive for:
- incorporating new material with a concept from a past class
- bringing up a point from the reading that was unclear or can be critiqued
- providing a concrete example of a theory or concept
NB: Papers turned in late will lose points for each day late. After a week past the due date, papers will no longer be accepted.
?
Requesting Accommodations at Drew
Requesting Accommodations for the First Time: Students are instructed to contact Accessibility Resources, Brothers College, 119B; 973-408-3962. Although disclosure may take place at any time during the semester, students are encouraged to do so early in the semester, because, in general, accommodations are not implemented retroactively. For additional information, visit: http://www.drew.edu/academic-services/disabilityservices
Returning Students with Approved Accommodations: Requests for previously approved accommodations for the current semester should be sent to Accessibility Resources ideally within the first two weeks of class. This allows the office sufficient lead time to process the request.
Please call 973-408-3962 , email disabilityserv@drew.edu , or complete the accommodations request at:
http://www.drew.edu/academic-services/disabilityservices/request-for-accommodations
Academic Integrity
Drew University's standards for academic conduct are available in Drew University’s “Standards of Academic Integrity: Guidelines and Procedures.” A copy of this document is on the CLA Dean’s U-KNOW space by clicking on “Academic Integrity Standards” (https://uknow.drew.edu/confluence/display/cladean/Standards+of+Academic+Integrity). All students are expected to adhere to these guidelines. Appropriate disciplinary action will be taken if violations of these guidelines occur. If you are unfamiliar with these rules, please be sure to read them. Committing plagiarism (presenting someone else’s words or ideas as one’s own) will result in serious consequences. If you are confused about how to cite properly, please come see me.
?
Course Outline:
Part I: Families in Perspective: Historical, Sociological, and Cultural
Jan. 15-Introduction to Sociology of the Family
Jan. 17-Changing Definitions of the Family
R: Cherlin, Andrew. J. 2015. “The Picture-Perfect American Family? These Days, It Doesn’t Exist.” Pp. 497-499.
R: Struening, Karen. 2015. “Families “In Law’ and Families ‘In Practice’: Does the Law Recognize Families as They Really Are?” Read only pp. 116-122.
Jan. 22-Historical Changes in the Family
Shorter, Edward. 1975. The Making of the Modern Family. Read only pp.3-21 and 255-268.
R: Coontz, Stephanie. 2015. “The Evolution of American Families.” Pp. 36-55.
Jan. 24-Historical Changes in the Family (cont.)
R: Mintz, Steven. 2015. “American Childhood as a Social Construct.” Pp. 56-67.
R: Cherlin, Andrew J. 2015. “One Thousand and Forty-Nine Reasons Why It’s Hard to Know When a Fact Is a Fact?” pp. 12-16.
R: Cowan. Philip A. 2015. “When Is a Relationship between Facts a Causal One?” Pp. 17-21.
Jan. 29–Sociological Perspectives
Parsons, Talcott. 1996. “The American Family.” Pp. 546-551 in Mapping the Social Landscape. (1st ed.) Susan Ferguson (editor). McGraw-Hill.
Collins, Randall. 1996. “Love and Property.” Pp. 551-562 in Mapping the Social Landscape. (1st ed.) Susan Ferguson (editor). McGraw-Hill.
Jan. 31-Racial and Ethnic Minority Families
R: Franklin, Donna L. 2015. “African-Americans and the Birth of Modern Marriage.” Pp. 72-83.
Anderson, Elijah. 1990. “Sex Codes and Family Life Among Northton’s Youth.” Pp. 112-137 in Streetwise: Race, Class and Change in an Urban Community. Chicago: University of Chicago Press.
Stack, Carol. 1974. “Domestic Networks: ‘Those You Can Count On.’” Ch. 6 in All Our Kin: Strategies for Survival in a Black Community. New York: Harper & Row.
Feb. 5-Racial and Ethnic Minority Families (cont.)
Harrison, Algea O. et al. 1990. “Family Ecologies of Ethnic Minority Children” Child Development 61: 347-362.
R: Garcia, Lorena. 2015. “‘This Is Your Job Now’: Latina Mothers and Daughters and Family Work.” Pp. 411-425.
Pyke, Karen. 2000. “’The Normal American Family’ as an Interpretive Structure of Family Life among Grown Children of Korean and Vietnamese Immigrants.” Journal of Marriage and the Family 62: 240-255.
Part II: “First Comes Love…”?
Feb. 7-Dating
Analysis of Gender Conflict in the Family Assignment Due
Marshall, Jen. 2003. “Crossing to Safety.” Pp. 23-33 in The Bitch in the House. Edited by Cathi Hanauer. New York: Perennial/HarperCollins.
Jones, Daniel. 2004. “Chivalry on Ice.” Pp.74-85 in The Bastard on the Couch. Edited by Daniel Jones. New York: William Morrow.
Eaton, Asia Anna and Suzanna Rose. 2011. “Has Dating Become More Egalitarian? A 35 Year Review Using Sex Roles.” Sex Roles. 64: 843-862. Read only pp. 852-858.
Feb. 12 – Dating (cont.)
Armstrong, Elizabeth A., Laura Hamilton, and Paula England. 2010. “Is Hooking Up Bad for Young Women?” Contexts 9(3): 22-27.
Reich, Jennifer. “Not Ready to Fill His Father’s Shoes: A Masculinist Discourse of Abortion.” Ch. 9 in Reproduction and Society. Edited by Jennifer Reich and Carol Joppke.
R: Davis, Jenny L. 2015. “The Coolest Thing about Online Dating Websites.” Pp. 196-197.
Feb. 14-Marriage
Lindsey, Linda. 1997. “Love and Marriage in Contemporary Society.” Ch. 7 in Gender Roles: A Sociological Perspective. Upper Saddle, NJ: Prentice Hall. Read only pp. 160-172.
R: Rockquemore, Kerry Ann and Loren Henderson. 2015. “Interracial Families in Post-Civil Rights America.” Pp. 98-112.
R: Fong, Kiberlyn. 2015. “Changes in Interracial Marriage.” Pp. 113-114.
R: Lee, Jennifer. 2015. “Interracial Marriage and the Meaning of Multiraciality.” Pp. 192-195.
Feb. 19-Marriage (cont.)
Lessinger, Johanna. 2002. “Asian Indian Marriages—Arranged, Semi-Arranged, or Based on Love?” pp. 101-104 in Contemporary Ethnic Families in the United States. Edited by Nijole V. Benokraitis. New York: Pearson.
Gadoua, Susan Pease and Vicki Larson. 2014. Pp. 202-211 in “The New ‘I Do’: Reshaping Marriage for Romantics, Realists, and Rebels.” Berkeley, CA: Seal Press.
R: Coontz, Stephanie. 2015. “How to Stay Married.” Pp. 321-323.
Feb. 21-Parenting
Belsky, Jay and John Kelly. 1995. “The His and Hers Transition.” Pp. 278-294 in Diversity and Change in Families. Edited by M.R. Rank and E.L. Kain. New York: Pearson.
R: Quiroz, Pamela Anne. 2015. “Adoptive Parents Raising Neoethnics.” Pp. 426-440.
R: Coleman, Joshua. 2015. “Parenting Adult Children in the Twenty-First Century.” Pp. 390-401.
Feb. 26 – Catch-up and review for Midterm
Feb. 28 - Midterm
Feb. 29-March 8 Spring Break
March 11-Mothering
“Why Can’t a Mother Be More Like a Businessman?” (Ch. 1);
Pp. 19-21 in Ch. 2;
“The Mommy Wars” (Ch. 6);
and “Love, Self-Interest, Power, and Opposition” (Ch. 7)
in Hays, Sharon. 1996. The Cultural Contradictions of Motherhood. New Haven, CT: Yale University Press.
March 13-Fathering
Gerson, Kathleen. 2000. “Dilemmas of Involved Fatherhood.” Pp. 285-293 in
Reconstructing Gender (2nd edition). Edited by Estelle Disch. New York: Basic Books.
Hamer, Jennifer. 2011. “What It Means to Be Daddy: Fatherhood for Black Men Living Away from Their Children.” Pp. 334-348 in Shifting the Center: Understanding Contemporary Families (4th edition). Edited by Susan J. Ferguson. New York: McGraw-Hill.
R: Sykes, Bryan L. and Becky Pettit. 2015. “Mass Incarceration and Family Life.” Pp. 551-566.
March 18-The Second Shift
Hochschild, Arlie. 1989. “Joey's Problem: Nancy and Evan Holt.” Ch. 4 in The Second Shift: Working Parents and the Revolution at Home. New York: Viking/Penguin.
Hochschild, Arlie. 1989. “A Notion of Manhood and Giving Thanks: Peter and Nina Tanagawa.” Ch. 6 in The Second Shift: Working Parents and the Revolution at Home. New York: Viking/Penguin.
March 20-Gender and the Second Shift (cont.)
R: Gerson, Kathleen. 2015. “Falling Back on Plan B: The Children of the Gender Revolution Face Unchartered Territory.” Pp. 593-608.
R: Covert, Bryce. 2015. “It’s Not Just Us: Women Around the World Do More Housework and Have Less Free Time.” Pp. 629-631.
R: Myers, Kristen and Ilana Demantas. 2015. “Being ‘The Man’ without Having a Job and/or Providing Care Instead of ‘Bread.’” Pp. 632-647.
March 25-Who Does the Work of Caring?
England, Paula and Nancy Folbre. 2005. “The Cost of Caring.” Pp. 177-183 in Public and Private Families. Andrew J. Cherlin (ed.) 4th edition. Boston: McGraw-Hill.
Weinberg, Joanna K. 1995. “Older Mothers and Adult Children: Toward an Alternative Construction of Care.” In Mothers in Law: Feminist Theory and the Legal Regulation of Motherhood. Martha Albertson Fineman and Isabel Karpin (eds.) New York: Columbia University Press.
Swartz, Teresa Toguchi. 2011. “Mothering for the State: Foster Parenting and the Challenges of Government-Contracted Carework.” Pp. 302-318 in Shifting the Center: Understanding Contemporary Families (4th edition). Edited by Susan J. Ferguson. New York: McGraw-Hill.
Part III. Problems Affecting Families
March 27-When Children Are Seen As Adults
Stevenson, Bryan. 2014. “All God’s Children.” Ch. 8 in Just Mercy: A Story of Justice and Redemption. New York: Spiegel and Grau.
April 1-Poverty
Family Budget Due
Rubin, Lillian. 1976. “And How Did They Grow?” Ch. 3 in Worlds of Pain. New York: Basic Books.
R: Furstenberg, Frank F. “Divergent Development: The Not-So-Invisible Hand of Social Class in the United States.” Pp. 518-538.
R: Lareau, Annette. 2015. “Unequal Childhoods: Inequalities in the Rhythms of Daily Life.” Pp. 539-541.
April 3-Poverty (cont.)
Cooper, Marianne. 2014. “From Shared Prosperity to the Age of Insecurity.” Pp. 27-45 in Cut Adrift: Families in Insecure Times. Berkeley, CA: University of California Press.
Coontz, Stephanie. 2000. “We Always Stood on Our Own Two Feet: Self-Reliance and the American Family.” Ch. 4 in The Way We Never Were. New York: Basic Books.
Boo, Katherine. “After Welfare.” The New Yorker. April 9, 2001.
R: Williams, Kristi. 2015. “Promoting Marriage among Single Mothers: An Ineffective Weapon in the War on Poverty?” Pp. 324-326.
April 8-Family Violence
Paper for Family Budget Project Due
Ferraro, Kathleen J. 2001. “Battered Women: Strategies for Survival” Pp.260-273 in Public and Private Families. 2nd edition. Edited by Andrew J. Cherlin. Boston: McGraw-Hill.
Schaffer, David. 2000. “When Parenting Breaks Down: The Problem of Child Abuse.” Pp. 390-397 in Social and Personality Development. 4th Edition. Belmont, CA: Wadsworth.
April 10-Unhappy Marriages and Divorce
Lawson, Emma Jean and Aaron Thompson. 2002. “Black Men and the Divorce Experience.” Pp. 322-330 in Contemporary Ethnic Families in the United States. Edited by Nijole V. Benokraitis. New York: Pearson.
R: Rutter, Virginia E. 2015. “The Case for Divorce.” Pp. 329-340.
IV. (New?) Family Forms
April 15-Remarriage and Step-Parenting
R: Coleman, Marilyn and Lawrence Ganong. 2015. “Stepfamilies as They Really Are: Neither Cinderella nor the Brady Bunch.” Pp. 343-357.
Wallerstein, Judith S. and Sandra Blakeslee. 1995. “Ellis and Janet Boulden: A Second Marriage” and “Coping with Children in a Second Marriage.” Chpts. 24 and 25 in The Good Marriage: How and Why Love Lasts. Boston: Houghton Mifflin.
April 17-Staying Single, Cohabitating, and Marriages without Children
Watters, Ethan. “In My Tribe.” New York Times Magazine. October 16, 2001.
R: Smock Pamela J. and Wendy D. Manning. 2015. “New Couples, New Families: The Cohabitation Revolution in the United States.” Pp. 149-158.
Newman, Catherine. 2003. “I Do. Not. Why I Won’t Marry.” In The Bitch in the
House. Edited by Cathi Hanauer. New York: HarperCollins. Pp.65-72.
Park, Kristin. 2005. “Choosing Childlessness: Weber’s Typology of Action and Motives of the Voluntarily Childless. Sociological Inquiry Vol. 75, no. 3. Read only pp. 372-377, 379-381, and 387-399.
April 22-Same-Sex Couples and Gay and Lesbian Families
Hunter, Nan D. 2000. “Sexual Dissent and the Family: The Sharon Kowalski Case.” Pp. 305-309 in Reconstructing Gender (2nd Edition). Edited by Estelle Disch. New York: Basic Books.
R: Green, Robert-Jay. 2015. “From Outlaws to In-Laws: Gay and Lesbian Couples in Contemporary Society.” Pp. 214-231.
R: Dozier, Raine. 2015. “The Power of Queer: How ‘Guy Moms’ Challenge Heteronormative Assumptions about Mothering and Family.” Pp. 458-474.
R: Struening, Karen. 2015. “Families “In Law’ and Families ‘In Practice’: Does the Law Recognize Families as They Really Are?” Read pp. 122-134.
April 24- Review for final exam
Final Exam on Scheduled Date
Sociology of Families W/F 10:25-11:40
Instructor: Dr. Caitlin Killian E-mail: ckillian@drew.edu
Course Overview:
This course uses a sociological lens to examine family formation and maintenance, the role of families in society, and issues affecting families, including problems such as marital dissolution, poverty, and violence. We will challenge the notion of the “traditional family” and explore the diversity of contemporary family forms. You will be asked to relate your personal experiences as a member of a family to families in broader social, historical, and cultural contexts.
Learning Outcomes:
- be able to explain and give examples of how “the family” is socially constructed and how this has changed over time
- summarize and evaluate arguments about family issues from varying perspectives
- identify ways in which social categories such as gender, class, and ethnicity interact with the family
- compare your own and others’ experiences as family members to research findings
- develop skills in communicating clearly and convincingly during class discussions and in
written work
Readings:
We will be reading multiple chapters out of the following two books:
Risman, Barbara J. and Rutter, Virginia E. (eds). 2015. Families as They Really Are (2nd edition). New York: W.W. Norton and Company. Marked “R:” on the syllabus.
Hays, Sharon. 1996. The Cultural Contradictions of Motherhood. New Haven: Yale University Press.
The remaining readings are in the coursepack.
This class will be a mixture of lecture and discussion. Consequently, it is very important that you have each day’s readings done before class so that you can participate.
Requirements:
2 Exams: Midterm = 25% and Final = 25%
Gender Conflict Analysis = 10%
Family Budget Project = 30% (budget 10%; paper 20%)
Participation = 10%
1. Exams: There will be two exams composed of multiple choice questions and longer written questions. The midterm will be given in class on Feb. 28th, and the final will be given during the final examination period. Exams may only be made up if the student has an excused absence (e.g., serious illness; death in the family)
2. Gender Conflict Analysis: You will write a 2-3 page analysis of gender conflict in either your family or a family in a movie. The paper should incorporate Randall Collins’ “Love and Property” and at least one additional class reading; your sources must be cited properly. It is worth 10% of your grade and is due on Feb. 7th.
3. Family Budget Project: You will participate in a group project with the goal of arriving at the minimum realistic family budget necessary for a family of an assigned number of people. This project will require you to investigate rent prices, public transportation, etc. in Morristown. Your group assignments and specific details about this project will be handed out in class at a later date. On Apr. 1st, groups will present their budgets to the class for mutual critique and to determine which groups won. One week later, on Apr. 8th, you will hand in an individually written 4-5 page reaction paper discussing what you personally learned doing the project and applying at least five of the class readings from April 1st and 3rd. The group budget, synopsis of who contributed what, and in-class discussion is worth 10% of your grade, and the paper is worth the other 20%.
4. Participation: I expect every member of the course to come to class (attendance will be taken) and to participate regularly. You will be graded not simply on the frequency but also on the quality of your comments. Example of comments to strive for:
- incorporating new material with a concept from a past class
- bringing up a point from the reading that was unclear or can be critiqued
- providing a concrete example of a theory or concept
NB: Papers turned in late will lose points for each day late. After a week past the due date, papers will no longer be accepted.
?
Requesting Accommodations at Drew
Requesting Accommodations for the First Time: Students are instructed to contact Accessibility Resources, Brothers College, 119B; 973-408-3962. Although disclosure may take place at any time during the semester, students are encouraged to do so early in the semester, because, in general, accommodations are not implemented retroactively. For additional information, visit: http://www.drew.edu/academic-services/disabilityservices
Returning Students with Approved Accommodations: Requests for previously approved accommodations for the current semester should be sent to Accessibility Resources ideally within the first two weeks of class. This allows the office sufficient lead time to process the request.
Please call 973-408-3962 , email disabilityserv@drew.edu , or complete the accommodations request at:
http://www.drew.edu/academic-services/disabilityservices/request-for-accommodations
Academic Integrity
Drew University's standards for academic conduct are available in Drew University’s “Standards of Academic Integrity: Guidelines and Procedures.” A copy of this document is on the CLA Dean’s U-KNOW space by clicking on “Academic Integrity Standards” (https://uknow.drew.edu/confluence/display/cladean/Standards+of+Academic+Integrity). All students are expected to adhere to these guidelines. Appropriate disciplinary action will be taken if violations of these guidelines occur. If you are unfamiliar with these rules, please be sure to read them. Committing plagiarism (presenting someone else’s words or ideas as one’s own) will result in serious consequences. If you are confused about how to cite properly, please come see me.
?
Course Outline:
Part I: Families in Perspective: Historical, Sociological, and Cultural
Jan. 15-Introduction to Sociology of the Family
Jan. 17-Changing Definitions of the Family
R: Cherlin, Andrew. J. 2015. “The Picture-Perfect American Family? These Days, It Doesn’t Exist.” Pp. 497-499.
R: Struening, Karen. 2015. “Families “In Law’ and Families ‘In Practice’: Does the Law Recognize Families as They Really Are?” Read only pp. 116-122.
Jan. 22-Historical Changes in the Family
Shorter, Edward. 1975. The Making of the Modern Family. Read only pp.3-21 and 255-268.
R: Coontz, Stephanie. 2015. “The Evolution of American Families.” Pp. 36-55.
Jan. 24-Historical Changes in the Family (cont.)
R: Mintz, Steven. 2015. “American Childhood as a Social Construct.” Pp. 56-67.
R: Cherlin, Andrew J. 2015. “One Thousand and Forty-Nine Reasons Why It’s Hard to Know When a Fact Is a Fact?” pp. 12-16.
R: Cowan. Philip A. 2015. “When Is a Relationship between Facts a Causal One?” Pp. 17-21.
Jan. 29–Sociological Perspectives
Parsons, Talcott. 1996. “The American Family.” Pp. 546-551 in Mapping the Social Landscape. (1st ed.) Susan Ferguson (editor). McGraw-Hill.
Collins, Randall. 1996. “Love and Property.” Pp. 551-562 in Mapping the Social Landscape. (1st ed.) Susan Ferguson (editor). McGraw-Hill.
Jan. 31-Racial and Ethnic Minority Families
R: Franklin, Donna L. 2015. “African-Americans and the Birth of Modern Marriage.” Pp. 72-83.
Anderson, Elijah. 1990. “Sex Codes and Family Life Among Northton’s Youth.” Pp. 112-137 in Streetwise: Race, Class and Change in an Urban Community. Chicago: University of Chicago Press.
Stack, Carol. 1974. “Domestic Networks: ‘Those You Can Count On.’” Ch. 6 in All Our Kin: Strategies for Survival in a Black Community. New York: Harper & Row.
Feb. 5-Racial and Ethnic Minority Families (cont.)
Harrison, Algea O. et al. 1990. “Family Ecologies of Ethnic Minority Children” Child Development 61: 347-362.
R: Garcia, Lorena. 2015. “‘This Is Your Job Now’: Latina Mothers and Daughters and Family Work.” Pp. 411-425.
Pyke, Karen. 2000. “’The Normal American Family’ as an Interpretive Structure of Family Life among Grown Children of Korean and Vietnamese Immigrants.” Journal of Marriage and the Family 62: 240-255.
Part II: “First Comes Love…”?
Feb. 7-Dating
Analysis of Gender Conflict in the Family Assignment Due
Marshall, Jen. 2003. “Crossing to Safety.” Pp. 23-33 in The Bitch in the House. Edited by Cathi Hanauer. New York: Perennial/HarperCollins.
Jones, Daniel. 2004. “Chivalry on Ice.” Pp.74-85 in The Bastard on the Couch. Edited by Daniel Jones. New York: William Morrow.
Eaton, Asia Anna and Suzanna Rose. 2011. “Has Dating Become More Egalitarian? A 35 Year Review Using Sex Roles.” Sex Roles. 64: 843-862. Read only pp. 852-858.
Feb. 12 – Dating (cont.)
Armstrong, Elizabeth A., Laura Hamilton, and Paula England. 2010. “Is Hooking Up Bad for Young Women?” Contexts 9(3): 22-27.
Reich, Jennifer. “Not Ready to Fill His Father’s Shoes: A Masculinist Discourse of Abortion.” Ch. 9 in Reproduction and Society. Edited by Jennifer Reich and Carol Joppke.
R: Davis, Jenny L. 2015. “The Coolest Thing about Online Dating Websites.” Pp. 196-197.
Feb. 14-Marriage
Lindsey, Linda. 1997. “Love and Marriage in Contemporary Society.” Ch. 7 in Gender Roles: A Sociological Perspective. Upper Saddle, NJ: Prentice Hall. Read only pp. 160-172.
R: Rockquemore, Kerry Ann and Loren Henderson. 2015. “Interracial Families in Post-Civil Rights America.” Pp. 98-112.
R: Fong, Kiberlyn. 2015. “Changes in Interracial Marriage.” Pp. 113-114.
R: Lee, Jennifer. 2015. “Interracial Marriage and the Meaning of Multiraciality.” Pp. 192-195.
Feb. 19-Marriage (cont.)
Lessinger, Johanna. 2002. “Asian Indian Marriages—Arranged, Semi-Arranged, or Based on Love?” pp. 101-104 in Contemporary Ethnic Families in the United States. Edited by Nijole V. Benokraitis. New York: Pearson.
Gadoua, Susan Pease and Vicki Larson. 2014. Pp. 202-211 in “The New ‘I Do’: Reshaping Marriage for Romantics, Realists, and Rebels.” Berkeley, CA: Seal Press.
R: Coontz, Stephanie. 2015. “How to Stay Married.” Pp. 321-323.
Feb. 21-Parenting
Belsky, Jay and John Kelly. 1995. “The His and Hers Transition.” Pp. 278-294 in Diversity and Change in Families. Edited by M.R. Rank and E.L. Kain. New York: Pearson.
R: Quiroz, Pamela Anne. 2015. “Adoptive Parents Raising Neoethnics.” Pp. 426-440.
R: Coleman, Joshua. 2015. “Parenting Adult Children in the Twenty-First Century.” Pp. 390-401.
Feb. 26 – Catch-up and review for Midterm
Feb. 28 - Midterm
Feb. 29-March 8 Spring Break
March 11-Mothering
“Why Can’t a Mother Be More Like a Businessman?” (Ch. 1);
Pp. 19-21 in Ch. 2;
“The Mommy Wars” (Ch. 6);
and “Love, Self-Interest, Power, and Opposition” (Ch. 7)
in Hays, Sharon. 1996. The Cultural Contradictions of Motherhood. New Haven, CT: Yale University Press.
March 13-Fathering
Gerson, Kathleen. 2000. “Dilemmas of Involved Fatherhood.” Pp. 285-293 in
Reconstructing Gender (2nd edition). Edited by Estelle Disch. New York: Basic Books.
Hamer, Jennifer. 2011. “What It Means to Be Daddy: Fatherhood for Black Men Living Away from Their Children.” Pp. 334-348 in Shifting the Center: Understanding Contemporary Families (4th edition). Edited by Susan J. Ferguson. New York: McGraw-Hill.
R: Sykes, Bryan L. and Becky Pettit. 2015. “Mass Incarceration and Family Life.” Pp. 551-566.
March 18-The Second Shift
Hochschild, Arlie. 1989. “Joey's Problem: Nancy and Evan Holt.” Ch. 4 in The Second Shift: Working Parents and the Revolution at Home. New York: Viking/Penguin.
Hochschild, Arlie. 1989. “A Notion of Manhood and Giving Thanks: Peter and Nina Tanagawa.” Ch. 6 in The Second Shift: Working Parents and the Revolution at Home. New York: Viking/Penguin.
March 20-Gender and the Second Shift (cont.)
R: Gerson, Kathleen. 2015. “Falling Back on Plan B: The Children of the Gender Revolution Face Unchartered Territory.” Pp. 593-608.
R: Covert, Bryce. 2015. “It’s Not Just Us: Women Around the World Do More Housework and Have Less Free Time.” Pp. 629-631.
R: Myers, Kristen and Ilana Demantas. 2015. “Being ‘The Man’ without Having a Job and/or Providing Care Instead of ‘Bread.’” Pp. 632-647.
March 25-Who Does the Work of Caring?
England, Paula and Nancy Folbre. 2005. “The Cost of Caring.” Pp. 177-183 in Public and Private Families. Andrew J. Cherlin (ed.) 4th edition. Boston: McGraw-Hill.
Weinberg, Joanna K. 1995. “Older Mothers and Adult Children: Toward an Alternative Construction of Care.” In Mothers in Law: Feminist Theory and the Legal Regulation of Motherhood. Martha Albertson Fineman and Isabel Karpin (eds.) New York: Columbia University Press.
Swartz, Teresa Toguchi. 2011. “Mothering for the State: Foster Parenting and the Challenges of Government-Contracted Carework.” Pp. 302-318 in Shifting the Center: Understanding Contemporary Families (4th edition). Edited by Susan J. Ferguson. New York: McGraw-Hill.
Part III. Problems Affecting Families
March 27-When Children Are Seen As Adults
Stevenson, Bryan. 2014. “All God’s Children.” Ch. 8 in Just Mercy: A Story of Justice and Redemption. New York: Spiegel and Grau.
April 1-Poverty
Family Budget Due
Rubin, Lillian. 1976. “And How Did They Grow?” Ch. 3 in Worlds of Pain. New York: Basic Books.
R: Furstenberg, Frank F. “Divergent Development: The Not-So-Invisible Hand of Social Class in the United States.” Pp. 518-538.
R: Lareau, Annette. 2015. “Unequal Childhoods: Inequalities in the Rhythms of Daily Life.” Pp. 539-541.
April 3-Poverty (cont.)
Cooper, Marianne. 2014. “From Shared Prosperity to the Age of Insecurity.” Pp. 27-45 in Cut Adrift: Families in Insecure Times. Berkeley, CA: University of California Press.
Coontz, Stephanie. 2000. “We Always Stood on Our Own Two Feet: Self-Reliance and the American Family.” Ch. 4 in The Way We Never Were. New York: Basic Books.
Boo, Katherine. “After Welfare.” The New Yorker. April 9, 2001.
R: Williams, Kristi. 2015. “Promoting Marriage among Single Mothers: An Ineffective Weapon in the War on Poverty?” Pp. 324-326.
April 8-Family Violence
Paper for Family Budget Project Due
Ferraro, Kathleen J. 2001. “Battered Women: Strategies for Survival” Pp.260-273 in Public and Private Families. 2nd edition. Edited by Andrew J. Cherlin. Boston: McGraw-Hill.
Schaffer, David. 2000. “When Parenting Breaks Down: The Problem of Child Abuse.” Pp. 390-397 in Social and Personality Development. 4th Edition. Belmont, CA: Wadsworth.
April 10-Unhappy Marriages and Divorce
Lawson, Emma Jean and Aaron Thompson. 2002. “Black Men and the Divorce Experience.” Pp. 322-330 in Contemporary Ethnic Families in the United States. Edited by Nijole V. Benokraitis. New York: Pearson.
R: Rutter, Virginia E. 2015. “The Case for Divorce.” Pp. 329-340.
IV. (New?) Family Forms
April 15-Remarriage and Step-Parenting
R: Coleman, Marilyn and Lawrence Ganong. 2015. “Stepfamilies as They Really Are: Neither Cinderella nor the Brady Bunch.” Pp. 343-357.
Wallerstein, Judith S. and Sandra Blakeslee. 1995. “Ellis and Janet Boulden: A Second Marriage” and “Coping with Children in a Second Marriage.” Chpts. 24 and 25 in The Good Marriage: How and Why Love Lasts. Boston: Houghton Mifflin.
April 17-Staying Single, Cohabitating, and Marriages without Children
Watters, Ethan. “In My Tribe.” New York Times Magazine. October 16, 2001.
R: Smock Pamela J. and Wendy D. Manning. 2015. “New Couples, New Families: The Cohabitation Revolution in the United States.” Pp. 149-158.
Newman, Catherine. 2003. “I Do. Not. Why I Won’t Marry.” In The Bitch in the
House. Edited by Cathi Hanauer. New York: HarperCollins. Pp.65-72.
Park, Kristin. 2005. “Choosing Childlessness: Weber’s Typology of Action and Motives of the Voluntarily Childless. Sociological Inquiry Vol. 75, no. 3. Read only pp. 372-377, 379-381, and 387-399.
April 22-Same-Sex Couples and Gay and Lesbian Families
Hunter, Nan D. 2000. “Sexual Dissent and the Family: The Sharon Kowalski Case.” Pp. 305-309 in Reconstructing Gender (2nd Edition). Edited by Estelle Disch. New York: Basic Books.
R: Green, Robert-Jay. 2015. “From Outlaws to In-Laws: Gay and Lesbian Couples in Contemporary Society.” Pp. 214-231.
R: Dozier, Raine. 2015. “The Power of Queer: How ‘Guy Moms’ Challenge Heteronormative Assumptions about Mothering and Family.” Pp. 458-474.
R: Struening, Karen. 2015. “Families “In Law’ and Families ‘In Practice’: Does the Law Recognize Families as They Really Are?” Read pp. 122-134.
April 24- Review for final exam
Final Exam on Scheduled Date
- Teacher: Caitlin Killian
Category: Spring 2020
The fundamentals of operating systems design and implementation, as well as systems programming in C and UNIX. Students will learn about fundamental operating systems concepts, including: processes, threads, mutual exclusion, synchronization, deadlocks, process and thread scheduling, memory management, virtual memory, and file systems in modern multiuser and multitasking operating systems such as UNIX. C program development using UNIX command line tools such as bash and make.
- Teacher: Tiago Barreto Goes Perez
Category: Spring 2021
Over the last several decades, fan cultures and the general belief regarding them has changed dramatically. During that time, we have seen the public consensus on fan and fandom go from sad losers playing Dungeons & Dragons in their parent’s basement to, thanks to Disney, a marked increase in the popularity of sports, the MCU, and other mediated properties, the idea that fandom is for everyone and everyone is a fan of something. This expanding shift in understanding the relationship between spectators and the objects they consume has allowed fans and fandoms, early adopters of Web 2.0 applications and social media, to gain greater social, economic, and political capitol in a mediated world increasingly determined by the discourse and logics of digital culture. From the Alt-Right to K-Pop fans, Bernie Bros. to Trumpers, fans are now significant power brokers in the development, production, and reproduction of US ideology and culture. This class examines fans, fan studies, objects of fandom, and fan works with a goal toward understanding the political, economic, and cultural implications of existing both within and in opposition to fan cultures. Students will read, analyze, and perform fan behaviors and activities such as fan fiction, fan vidding, hashtagging, and meme production, while also examining how issues of race, gender, sexual identity, class, and nationality impact broader habits of media consumption and identity formation.
- Teacher: Evan Johnson
Category: Spring 2021
This class explores the vital role and function of pastors and educators as “religious educators” in the life of faith communities. We will focus on the interplay between theological reflection, teaching methods, and contexts within the life and mission of the church, and how the work of education and formation can facilitate transformative religious knowing and learning in ways localized and responsive to cultural and religious difference and diversity. Participants will also practice planning, assessing, and implementing a variety of teaching practices and curricular evaluation, guided by the principle that everything in the life of the church teaches.
Class Goals: (This class addresses the following goals determined by the Drew faculty)
Knowing: To know practices and disciplines of religious education and formation and to understand how these are affected by differing cultural religious contexts.
Doing: To examine, assess, and lead a variety of approaches to teaching and learning appropriate to communities in varying contexts.
This goal includes experience or practice in the following:
• To be able to read, evaluate, and engage the culture of a congregation and its community with particular sensitivity to culture, race, class, and gender.
• To teach Christian practices and faith in intentional ways to address the developmental and faith issues of people in congregations.
• To integrate practices of theological study into teaching and learning leadership in a congregation.
Being: To reflect on what it means and what it would take to become a theological educator formed in community and collaborative engagement, who seeks to participate in the liberative and creative work of God in the world.
This goal includes the following:
• To be a reflective teacher and leader who can empower others in the congregation to be reflective and open to transformation.
• To be a Christian disciple who continues to engage in the practices that develop and deepen faith.
• To understand oneself as a critical and open participant in an ongoing theological tradition.
Class Goals: (This class addresses the following goals determined by the Drew faculty)
Knowing: To know practices and disciplines of religious education and formation and to understand how these are affected by differing cultural religious contexts.
Doing: To examine, assess, and lead a variety of approaches to teaching and learning appropriate to communities in varying contexts.
This goal includes experience or practice in the following:
• To be able to read, evaluate, and engage the culture of a congregation and its community with particular sensitivity to culture, race, class, and gender.
• To teach Christian practices and faith in intentional ways to address the developmental and faith issues of people in congregations.
• To integrate practices of theological study into teaching and learning leadership in a congregation.
Being: To reflect on what it means and what it would take to become a theological educator formed in community and collaborative engagement, who seeks to participate in the liberative and creative work of God in the world.
This goal includes the following:
• To be a reflective teacher and leader who can empower others in the congregation to be reflective and open to transformation.
• To be a Christian disciple who continues to engage in the practices that develop and deepen faith.
• To understand oneself as a critical and open participant in an ongoing theological tradition.
- Teacher: Amihan Valdez Barker
Category: Spring 2021
This course will teach students to report and write business, financial and economic news stories. Students will learn the fundamentals of business journalism: writing on deadline, breaking news, interpreting earnings reports, securities filings and economic data, covering a beat, cutting through industry jargon, finding and developing sources, and crafting compelling enterprise stories. The class will also address ethics and legal issues in business journalism, and explore how to find stories in companies’ interactions with Wall Street, unions, employees, regulators, policymakers and law-enforcement agencies.
- Teacher: Justin Baer
Category: Spring 2022
This seminar discusses prose narratives and critical texts written in French from the late 17th through the 21st centuries analyzing among others, the representation of gender, masculinity, femininity, gender fluidity and sexuality. It also examines different waves of French feminism, and the study of 20th and 21st century authors includes writers from Quebec, Francophone Africa, and the French Caribbean. Cultural and historical contexts as well as the study of a few theoretical concepts provide the tools to develop critical readings and oral presentations on the material covered in class. Course attributes: CCLA-Breadth/Humanities, CLA-Diversity International, WGST elective.
- Teacher: Marie-Pascale Pieretti
Category: Spring 2022
Short Fiction Workshop, ENGH 332
Tuesday, 4:05-6:35 pm, BC 203
Professor: Andrew Martin, amartin1@drew.edu
Office Hours: Sitterly 209, 3-4 pm on Tuesday, or by appointment via Zoom
Overview and Goals: In this course, you’ll be writing original, psychologically true and complex short stories. Each week we’ll discuss an element of craft essential for fiction, including plot, dialogue, characterization, point of view, and more. In order to better hone our skills, we’ll read classic and contemporary stories by writers including Lydia Davis, Grace Paley, Danielle Evans, Leonora Carrington, Akhil Sharma, and others.
This class depends on your engaged participation in order to work. Writing assignments, both in class and at home, will be the majority of your work, but you will also provide critiques of one another’s stories, both in writing and discussion, write responses to published stories that we read, and learn how to thoughtfully revise. I want you to leave this class with work that you’re proud of, and ideas and strategies for the work you want to do in the future. Becoming a fiction writer is a long, rewarding process, and my hope is that this class gives you a foundation to build from.
Departmental Student Learning Outcomes:
• Close Reading: In their reading of a text, students demonstrate attentiveness to language, technique, structure, cultural/historical reference, and forms and genres.
• Writing: Students write clearly and flexibly, using writing to develop and express ideas, to construct narratives, to connect with multiple audiences, and as a tool for thinking.
At the end of the course, a student will also be able to:
• Articulate craft tenets of literary fiction, and the different effects of stylistic choices.
• Demonstrate how to combine scene and exposition into a fluid narrative.
Required Reading
• Course Reader (CR), available for purchase in Sitterly office (this should become available the week of 9/6)
• Assorted handouts and emails
• The work of your peers
Grading/Evaluation
• Short writing assignments—25%
• Attendance & Participation—35%
• Final Portfolio—40%
Your Responsibilities:
Writers@Drew: Drew is fortunate to have a prominent reading series in Writers@Drew, which in the last few years alone has hosted luminaries such as Junot Díaz, Jacqueline Woodson, and Jennifer Egan. This semester Writers@Drew will feature a Publishing Symposium on February 23rd and a faculty reading on March 29th. As an audience member, you’ll not only have the chance to hear these writers and editors speak, as well as participate in a Q&A. Barring a documented excuse, you are required to attend these events.
Participation: Contributions to class discussion comprise a significant portion of your grade. An “A” in this category signifies a willingness to thoughtfully respond to the day’s readings, and to your classmates. Note: Always bring books, stories, and/or the edited manuscripts we’re discussing to class on the appropriate days.
Workshop Guidelines: The goal of the workshop is to provide you with feedback that will be helpful for you in developing your writing and giving you a sense of what’s working and what isn’t. This is intended to be a collaborative, not competitive process. We’ll be writing in different forms and styles, and possibly sharing vulnerable material. (However, as this is a fiction workshop, one should always treat the work as fiction, not as memoir, and therefore refer to “the writer” not “you” when giving feedback.)
The most important aspect of a workshop is mutual respect for each other as people and as writers. Treat the work of your peers as you would like yours to be treated—with generous attention, sensitivity, and openness. This means giving thorough, thoughtful feedback on the stories that are shared, both in writing and in class discussion. For each story presented, you will be asked to provide marginal and in-line notes and a brief critique letter (one page maximum) to the writer. We’ll talk extensively about what good feedback consists of, but it includes: highlighting and commenting on sentences and paragraphs that you particularly loved, noting places where you were confused or unsure of the writer’s word choices, providing suggestions for how you might approach a particular line of dialogue or sentence. We’re trying to help these stories become the best versions of themselves.
Final Portfolio: On the last day of class, I’ll ask you to submit the following:
• your short story that was submitted for workshop and revised based on peer feedback
• At least three shorter pieces based on class assignments or exercises
• a 1-2 page reflection on your semester’s progress
Manuscript Format & Style: All work submitted for workshop must be typed and paginated, and sent in by the Thursday before it is to be workshopped.
Late Assignment Policy: Late submissions receive ½ a grade lower per day late. If you are absent on a day in which we are workshopping a story, you are still responsible to getting your feedback to the writer as soon as you can, and submitting your letter to me.
General Attendance Policy: If you miss more than one class or are habitually late you will be marked down a grade for attendance and participation. If you miss two or more classes (without reasonable cause) you will be in danger of failing the class. If you’re absent or late, you’re responsible for obtaining materials and information you missed because of your absence or lateness. Note: This, of course, does not apply if you are experiencing any symptoms consistent with Covid, or other See below.
Academic Accommodations Statement
Your experience in this class is important to me. If you have already established accommodations with the Office of Accessibility Resources (OAR), please provide me with a copy of your accommodation letter at your earliest convenience so we can discuss your needs in this course.
If you have not yet established services through the Office of Accessibility Resources (OAR), but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are encouraged to contact OAR. OAR offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions.
Although a disclosure may take place at any time during the semester, students are encouraged to do so early in the semester, because, in general, accommodations are not implemented retroactively.
Students are eligible for accommodations for online courses.
Office of Accessibility Resources contact information: Director-Dana Giroux Location-Brothers College, Room 119B Phone: 973-408-3962 Email: dgiroux@drew.edu, disabilityserv@drew.edu
Academic Integrity Statement
All students are required to uphold the highest academic standards. Any case of academic dishonesty will be dealt with according to the guidelines and procedures outlined in Drew University's “Standards of Academic Integrity: Guidelines and Procedures,” which is located in the academic policies section of the catalog.
In an online environment, academic policies indicate that you are also expected to:
• seek permission if video capturing a course, a faculty member, or a student
• use only allowable resources on exams or other related assignments
• refrain from using professional online tutoring services for exams or similar assignments
• submit only work that is generated by you for evaluation or grading purposes
College of Liberal Arts Absence Policy Statement
In addition to the course attendance policy, students should be aware of their rights and responsibilities regarding absences for legitimate reasons as described in the College’s Absence Policy. You may access this policy by selecting Attendance in the Academic Policy section of Drew’s Course Catalog.
Drew COVID-19 Safety Protocols and Policies for In-Person Attendance
Do not attend in person if you have COVID-19, if you are experiencing symptoms consistent with COVID-19, or if you have been asked to quarantine. Students who are not able to attend class due to the above conditions will not be penalized for their absence and will not be asked to provide formal documentation from a healthcare provider. If you are unable to attend class, notify the instructor as soon as possible. To the extent possible, students should submit due assignments electronically, stay up to date with readings, and request notes from classmates. Students experiencing extended illnesses (i.e., greater than one week), due to either the coronavirus, or other medical conditions, should contact the Associate Provost at cae-admin@drew.edu to discuss the best course of action.
Face masks must fit properly and cover your nose and mouth at all times. Students not wearing a mask properly will be given a warning. If the situation continues they may be asked to leave the classroom immediately. Repeated violations will result in a student conduct process. Eating and drinking is not allowed in classrooms.
Laptops: There will be times when it’s appropriate to use laptops in class (maybe!). Please don’t use them unless I’ve directed you to do so or there’s a documented reason that we’ve discussed. I’d like you to print out the stories under discussion each week and have them in front of you in class. This will be less distracting for everyone.
Schedule (this WILL likely change!)
1/25—introductions, overview of the class, close reading of Lydia Davis’s “The Old Dictionary.”
FOR 2/1: Read “Wants” by Grace Paley. Write a short story (1-2 pages max) based on the Paley or Davis story.
2/1—Discuss Paley and share exercises. Talk about voice and POV, exercise on it. Introduction to structure: beginning, middle, and end.
FOR 2/8: Rewrite in-class piece from a different POV. Read Jane Allison craft essay and “Audition” by Said Sayfrazadeh.
2/8: Discuss “spiral, meander” concepts from essay and story. In-class story that spirals or meanders. Discuss characterization and how we build characters. For next class: read “Anything Could Disappear” and write short response about the main character and how Evans reveals her personality.
2/15: Discuss Evans. Class on dialogue—how it works, how we make it work on the page vs in life. Look at scene from Winter in the Blood and from my book. Do exercises. Read: Lorrie Moore, “Dance in America” and “Because They Wanted To” by Mary Gaitskill.
2/22: Exercise and discussion on narrative time and endings. For Tuesday: Read first two workshop submissions!
3/1: Workshop discussion. Workshop first two submissions.
3/8: Spring break! No class.
3/15: Workshop two submissions. Discussion of plot. For Tuesday: read and write opening paragraphs; workshop submissions.
3/22: Workshop three submissions.
3/29: Workshop two submissions. For next class: read “The Debutante” by Leonora Carrington and “Axoltl” by Julio Cortazar.
4/5: Workshop two submissions. discuss Eisenberg and workshop submissions. For Monday: Barthelme’s “I Bought a Little City” and “How I write My Songs” and workshop submissions.
4/12: Workshop two submissions. For Tuesday read Edward P. Jones story.
4/19: workshop two submissions. Work on revision.
4/26: Revision discussion.
5/3: Last day of class!
Tuesday, 4:05-6:35 pm, BC 203
Professor: Andrew Martin, amartin1@drew.edu
Office Hours: Sitterly 209, 3-4 pm on Tuesday, or by appointment via Zoom
Overview and Goals: In this course, you’ll be writing original, psychologically true and complex short stories. Each week we’ll discuss an element of craft essential for fiction, including plot, dialogue, characterization, point of view, and more. In order to better hone our skills, we’ll read classic and contemporary stories by writers including Lydia Davis, Grace Paley, Danielle Evans, Leonora Carrington, Akhil Sharma, and others.
This class depends on your engaged participation in order to work. Writing assignments, both in class and at home, will be the majority of your work, but you will also provide critiques of one another’s stories, both in writing and discussion, write responses to published stories that we read, and learn how to thoughtfully revise. I want you to leave this class with work that you’re proud of, and ideas and strategies for the work you want to do in the future. Becoming a fiction writer is a long, rewarding process, and my hope is that this class gives you a foundation to build from.
Departmental Student Learning Outcomes:
• Close Reading: In their reading of a text, students demonstrate attentiveness to language, technique, structure, cultural/historical reference, and forms and genres.
• Writing: Students write clearly and flexibly, using writing to develop and express ideas, to construct narratives, to connect with multiple audiences, and as a tool for thinking.
At the end of the course, a student will also be able to:
• Articulate craft tenets of literary fiction, and the different effects of stylistic choices.
• Demonstrate how to combine scene and exposition into a fluid narrative.
Required Reading
• Course Reader (CR), available for purchase in Sitterly office (this should become available the week of 9/6)
• Assorted handouts and emails
• The work of your peers
Grading/Evaluation
• Short writing assignments—25%
• Attendance & Participation—35%
• Final Portfolio—40%
Your Responsibilities:
Writers@Drew: Drew is fortunate to have a prominent reading series in Writers@Drew, which in the last few years alone has hosted luminaries such as Junot Díaz, Jacqueline Woodson, and Jennifer Egan. This semester Writers@Drew will feature a Publishing Symposium on February 23rd and a faculty reading on March 29th. As an audience member, you’ll not only have the chance to hear these writers and editors speak, as well as participate in a Q&A. Barring a documented excuse, you are required to attend these events.
Participation: Contributions to class discussion comprise a significant portion of your grade. An “A” in this category signifies a willingness to thoughtfully respond to the day’s readings, and to your classmates. Note: Always bring books, stories, and/or the edited manuscripts we’re discussing to class on the appropriate days.
Workshop Guidelines: The goal of the workshop is to provide you with feedback that will be helpful for you in developing your writing and giving you a sense of what’s working and what isn’t. This is intended to be a collaborative, not competitive process. We’ll be writing in different forms and styles, and possibly sharing vulnerable material. (However, as this is a fiction workshop, one should always treat the work as fiction, not as memoir, and therefore refer to “the writer” not “you” when giving feedback.)
The most important aspect of a workshop is mutual respect for each other as people and as writers. Treat the work of your peers as you would like yours to be treated—with generous attention, sensitivity, and openness. This means giving thorough, thoughtful feedback on the stories that are shared, both in writing and in class discussion. For each story presented, you will be asked to provide marginal and in-line notes and a brief critique letter (one page maximum) to the writer. We’ll talk extensively about what good feedback consists of, but it includes: highlighting and commenting on sentences and paragraphs that you particularly loved, noting places where you were confused or unsure of the writer’s word choices, providing suggestions for how you might approach a particular line of dialogue or sentence. We’re trying to help these stories become the best versions of themselves.
Final Portfolio: On the last day of class, I’ll ask you to submit the following:
• your short story that was submitted for workshop and revised based on peer feedback
• At least three shorter pieces based on class assignments or exercises
• a 1-2 page reflection on your semester’s progress
Manuscript Format & Style: All work submitted for workshop must be typed and paginated, and sent in by the Thursday before it is to be workshopped.
Late Assignment Policy: Late submissions receive ½ a grade lower per day late. If you are absent on a day in which we are workshopping a story, you are still responsible to getting your feedback to the writer as soon as you can, and submitting your letter to me.
General Attendance Policy: If you miss more than one class or are habitually late you will be marked down a grade for attendance and participation. If you miss two or more classes (without reasonable cause) you will be in danger of failing the class. If you’re absent or late, you’re responsible for obtaining materials and information you missed because of your absence or lateness. Note: This, of course, does not apply if you are experiencing any symptoms consistent with Covid, or other See below.
Academic Accommodations Statement
Your experience in this class is important to me. If you have already established accommodations with the Office of Accessibility Resources (OAR), please provide me with a copy of your accommodation letter at your earliest convenience so we can discuss your needs in this course.
If you have not yet established services through the Office of Accessibility Resources (OAR), but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are encouraged to contact OAR. OAR offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions.
Although a disclosure may take place at any time during the semester, students are encouraged to do so early in the semester, because, in general, accommodations are not implemented retroactively.
Students are eligible for accommodations for online courses.
Office of Accessibility Resources contact information: Director-Dana Giroux Location-Brothers College, Room 119B Phone: 973-408-3962 Email: dgiroux@drew.edu, disabilityserv@drew.edu
Academic Integrity Statement
All students are required to uphold the highest academic standards. Any case of academic dishonesty will be dealt with according to the guidelines and procedures outlined in Drew University's “Standards of Academic Integrity: Guidelines and Procedures,” which is located in the academic policies section of the catalog.
In an online environment, academic policies indicate that you are also expected to:
• seek permission if video capturing a course, a faculty member, or a student
• use only allowable resources on exams or other related assignments
• refrain from using professional online tutoring services for exams or similar assignments
• submit only work that is generated by you for evaluation or grading purposes
College of Liberal Arts Absence Policy Statement
In addition to the course attendance policy, students should be aware of their rights and responsibilities regarding absences for legitimate reasons as described in the College’s Absence Policy. You may access this policy by selecting Attendance in the Academic Policy section of Drew’s Course Catalog.
Drew COVID-19 Safety Protocols and Policies for In-Person Attendance
Do not attend in person if you have COVID-19, if you are experiencing symptoms consistent with COVID-19, or if you have been asked to quarantine. Students who are not able to attend class due to the above conditions will not be penalized for their absence and will not be asked to provide formal documentation from a healthcare provider. If you are unable to attend class, notify the instructor as soon as possible. To the extent possible, students should submit due assignments electronically, stay up to date with readings, and request notes from classmates. Students experiencing extended illnesses (i.e., greater than one week), due to either the coronavirus, or other medical conditions, should contact the Associate Provost at cae-admin@drew.edu to discuss the best course of action.
Face masks must fit properly and cover your nose and mouth at all times. Students not wearing a mask properly will be given a warning. If the situation continues they may be asked to leave the classroom immediately. Repeated violations will result in a student conduct process. Eating and drinking is not allowed in classrooms.
Laptops: There will be times when it’s appropriate to use laptops in class (maybe!). Please don’t use them unless I’ve directed you to do so or there’s a documented reason that we’ve discussed. I’d like you to print out the stories under discussion each week and have them in front of you in class. This will be less distracting for everyone.
Schedule (this WILL likely change!)
1/25—introductions, overview of the class, close reading of Lydia Davis’s “The Old Dictionary.”
FOR 2/1: Read “Wants” by Grace Paley. Write a short story (1-2 pages max) based on the Paley or Davis story.
2/1—Discuss Paley and share exercises. Talk about voice and POV, exercise on it. Introduction to structure: beginning, middle, and end.
FOR 2/8: Rewrite in-class piece from a different POV. Read Jane Allison craft essay and “Audition” by Said Sayfrazadeh.
2/8: Discuss “spiral, meander” concepts from essay and story. In-class story that spirals or meanders. Discuss characterization and how we build characters. For next class: read “Anything Could Disappear” and write short response about the main character and how Evans reveals her personality.
2/15: Discuss Evans. Class on dialogue—how it works, how we make it work on the page vs in life. Look at scene from Winter in the Blood and from my book. Do exercises. Read: Lorrie Moore, “Dance in America” and “Because They Wanted To” by Mary Gaitskill.
2/22: Exercise and discussion on narrative time and endings. For Tuesday: Read first two workshop submissions!
3/1: Workshop discussion. Workshop first two submissions.
3/8: Spring break! No class.
3/15: Workshop two submissions. Discussion of plot. For Tuesday: read and write opening paragraphs; workshop submissions.
3/22: Workshop three submissions.
3/29: Workshop two submissions. For next class: read “The Debutante” by Leonora Carrington and “Axoltl” by Julio Cortazar.
4/5: Workshop two submissions. discuss Eisenberg and workshop submissions. For Monday: Barthelme’s “I Bought a Little City” and “How I write My Songs” and workshop submissions.
4/12: Workshop two submissions. For Tuesday read Edward P. Jones story.
4/19: workshop two submissions. Work on revision.
4/26: Revision discussion.
5/3: Last day of class!
- Teacher: Andrew Martin
Category: Spring 2022
Exploration of the significance and development of the Book of Common Prayer in the Anglican tradition, with attention to its precursors. Course includes a specific emphasis on the history, theology, and use of the Book of Common Prayer in the Episcopal Church.
This course is taught online in Spring 2022
This course is taught online in Spring 2022
- Teacher: Andrew Wright
Category: Spring 2022
The history of musical theatre, including its origin in minstrelsy, burlesque, and vaudeville; the contributions of major practitioners of the form; and the current status of musical theatre and its critical evaluation. The history of U.S. American theatrical production has mostly been one of imitation of British and European forms, theories, and ideas with a notable exception – musical theatre. Now a globally recognized and produced genre, musical theatre has expanded beyond the United States and the physical theatre space, impacting multiple media outlets – film, television, streaming, and YouTube, exponentially increasing its importance as a theatrical and cultural topic. This course explores the origins of musical theatre, its major works and practitioners, and the musical’s role in twentieth and twenty-first century U.S. society, with a particular emphasis on the intertwining of U.S. American history and culture with ethnicity, race, sexuality, and gender as expressed through the musical theatre form. Throughout, students will learn about and develop methodologies and approaches to analyzing musicals by watching videos, listening to cast recordings, reading scripts (these are primary sources) and comprehending scholarly writings (these are secondary sources).
- Teacher: Christine Snyder
Category: Spring 2023
Explores cross-disciplinary uses for digital 3D modeling using the open-source software Blender, including 3D-printing original sculptures, recreating cultural artifacts, designing assets for film and gaming, and proposing new relationships between physical and virtual worlds. Technical instruction begins with the basics of polygonal modeling while readings, screenings, forum discussions and guest speakers provide a critical framework. Students from diverse disciplines are welcome and are encouraged to apply concepts from their field(s) of study to develop unique syntheses between practical and theoretical pursuits.
- Teacher: Ryan Woodring
Category: Spring 2023
Welcome to Introduction to Journalism. I'm looking forward to working with you.
Here is the syllabus:
Syllabus Spring 2024 Introduction to Journalism ENGH 244
Wednesdays 1:15 pm - 3:45 pm, Seminary Hall, Room 212, Jan. 17 - May 8
Professor Ellen Wulfhorst, Sitterly 203
Email: ewulfhorst@drew.edu
Office hours: Wednesdays after class or by appointment
Syllabus:
The goal of the Introduction to Journalism is teaching you to report, craft and edit news articles. We will be looking at and learning an array of news styles and formats - breaking news, second-day stories, features, brights, profiles, obituaries, investigative articles and more.
The prerequisites are:
1. Be interested in writing and improving your writing skills.
2. Be interested in the news and following current events. This includes reading, listening to or watching the news every day online, in newspapers, on television etc.
3. Be curious and willing to ask questions in class and on your reporting assignments. This includes difficult and uncomfortable questions. One of the great things about being a reporter is the opportunity to talk to people you would otherwise never know and to pepper them with questions.
Learning Goals:
By the end of the semester students will be able to
1. Write a solid news lede.
2. Write news articles proficiently, fairly and cleanly, making good choices on word selection, sentence structure, paragraph segues and story organization.
3. Write compelling stories that attract readers’ attention.
4. Cover a news event.
5. Interview subjects and sources.
6. Rewrite and edit their own work and that of others.
7. Research and report on various current events and relevant issues in the news.
8. Practice the basics and techniques of journalism, from finding good ideas to the right way to start an article, how to tell a story, how to organize information, how to interview, how to use quotations and how to work under deadline pressure.
9. Understand the principles of journalism, best practices and standards of ethics and integrity.
Whether or not you want to become a journalist, learning to report, write and think like one teaches you how to be a more analytical reader, a more skeptical listener and a more critical thinker - all useful skills.
Required reading:
We will each choose a news source to follow throughout the course. Please read it regularly and come to class prepared to discuss what you have read. Learn to identify its scope, style, bias, story choice, story placement and more.
The recommended textbook is “The Associated Press Guide to News Writing.” It is available online, so no need to purchase it. You will be assigned various sections to read throughout the course.
We also will be reading a lot of articles and other texts that I will assign. Assignments will be posted on Moodle.
Classes:
The class will predominantly consist of reading, discussion, guest speakers and in-class and extensive take-home writing assignments.
The University Writing Center offers one-on-one guidance for all aspects of writing across all disciplines at any stage in the writing process to all Drew University students. The UWC supports students’ development as readers, critical thinkers and writers. Writing Specialists work with students on idea development, structure, use of sources, style, grammar, and offer strategies and resources that writers can use as they compose, revise, and edit their work. Please visit the UWC website for more information or to schedule an appointment, or email uwc@drew.edu with questions.
Please have access to, and use, Zoom, GoogleDocs, Moodle and your Drew email. Please bring a laptop to class; you can’t write on a phone. Also bring a means of taking notes such as a recording app, small hand-held recorder or paper notebook and pen.
Please communicate using your Drew email address.
Expect an array of visiting speakers, some of whom may appear remotely via ZOOM. We can learn from their experiences, ask questions and use their talks as the basis for discussion. We also will be watching at least one film on journalism as an assignment. Possibilities are “Spotlight,” “She Said,” “The Fourth Estate” and “Truth.”
We also will attend and cover a Madison Borough Council meeting. The council meets twice monthly on Monday nights at 8 pm. Possible dates for us to attend are Feb 26, March 11 or April 8. We will discuss together in class which date works best.
Please follow and keep updated on university COVID-19 protocols such as masks, social distancing and vaccinations.
Be punctual. Attendance is mandatory. Unexcused absences will affect your grade (specifically a half grade for each unexcused absence so a B+ becomes a B, for example), and with three or more unexcused absences, you will likely fail. By excused, I mean please notify me of your absence by email BEFORE class. If you anticipate having issues with attendance or being on time, please tell me at the start of the semester. Do not wait until it becomes a problem.
Academic Accommodations:
Students with approved accommodations through the Office of Accessibility Resources (OAR) should provide the instructor with an accommodation. If you have not established services through the Office of Accessibility Resources (OAR) but have a temporary health condition or permanent disability that requires accommodations (including, but not limited to; mental health, attention-related, learning, vision, hearing, physical or health conditions), you are encouraged to contact OAR. Although a disclosure may take place at any time during the semester, students are advised to do so as early as possible. For more information, visit OAR’s Website, contact Dana Giroux in Brothers College 119B, or at 973-408-3962, dgiroux@drew.edu or disabilityserv@drew.edu.
Absence Policy:
Class attendance and participation are integral to the academic experience at Drew University. Along with the course attendance policy, which may outline how attendance will affect a student’s grade, students should also be aware of their rights and responsibilities regarding absences for legitimate reasons, as described in the Absence Policy: Student Rights and Responsibilities, which is located in the Academic Policy section of Drew’s course catalog under Attendance. Legitimate planned absences may include religious holidays, NCAA-sanctioned competition, academic conference or some Drew-sanctioned events. Students need to inform the faculty member of planned absences in the first week of the semester. For unforeseen extended health issues please see the academic accommodations statement.
We will be doing several in-class drills and assignments. If you miss class due to an unexcused absence, you will fail the in-class assignment. If you have an excused absence, you will be eligible for a make-up drill.
Also, if you miss class, I sometimes post an outline of the day’s lesson on Moodle. But please ask your classmates to fill you in with their notes on what you missed.
Participate! That means ask and answer questions, make observations, be curious, contribute and discuss ideas. Simply showing up is not enough. Be engaged. Class participation will be 10% of your grade.
Diversity & Inclusion:
Drew University faculty respect and value the contributions of all students in our courses. We know that at times, our courses may include material that is difficult or controversial. We expect there will be different opinions and perspectives that emerge based on experiences, beliefs, and aspects of identity, broadly defined. We do not support or allow spoken or written comments that are offered with the intention of disrespecting any person or group based on any aspect of identity, including, but not limited to, race, ethnicity, sex, gender identity, sexual orientation, age, national origin, religion, social class, ability, or disability. We challenge ourselves and our students to listen to and engage with differences respectfully and with the goal of learning about and better understanding ourselves and each other.
Using class time for email, texting or Web browsing is not permitted.
All assignments will be posted on Moodle, which is where you should submit your completed work. Assignments must be completed on time. Produce the best article that you can based on what you’ve reported. Leave yourself enough time to write and to read over and edit what you've written. If you need extra time, talk to me BEFORE the assignment is due. Late assignments may be scored lower by a half grade or more. Consideration may be made for illness and personal issues, on merit.
Please double-space your work. Neatness counts. Please check your spelling, punctuation, grammar and accuracy, and turn in what’s called clean copy in journalism. Sloppy work will affect your grade.
Plagiarism and fabrication will not be tolerated. Engaging in either is grounds for failure, and violations will be reported to the college authorities. We will discuss this further in class. But for starters, the serious offense of plagiarism is the act of presenting another person's ideas, research or writing as your own, such as:
Copying another person's actual words without the use of quotation marks and footnotes
Presenting another person's ideas or theories in your own words without acknowledging them
Using information that is not considered common knowledge without acknowledging the source
Failure to acknowledge collaborators on homework and laboratory assignment
Any assignment that has been plagiarized will receive a failing grade. In addition, I am required by college policy to report suspected academic dishonesty, and such a report becomes part of your permanent file. Just don’t do it.
Artificial Intelligence Tools
Use of any Artificial Intelligence (AI) tools without permission is unacceptable and will be reported as an academic integrity violation. If you have any doubts about what is acceptable, please discuss them me.
Academic Integrity Policy
All students are required to uphold the highest academic standards. Any case of academic dishonesty will be dealt with according to the guidelines and procedures outlined in Drew University's Standards of Academic Integrity: Guidelines and Procedures, which is located in the academic policies section of Drew’s course catalog.
Grading (percentages are approximate):
Completing reading assignments ………… 10% of final grade
Class participation ……….............................10%
Completing writing assignments ………….. 20%
In-class drills ………………………………… 20%
Take-home drills and exams ……………..… 20%
Final project …………………………………. 20%
Your grades on each assignment will be listed on Moodle. However, do not take the numerical totals on Moodle as an indication of your final grade. Some assignments may count more, others may count for less, and Moodle will not reflect those calculations. In addition, your grade may reflect your progress in class. For example, you may start out getting grades in the low 80s and end with grades in the 90s. That shows that you made an effort and learned something! If the reverse occurs, that also may be reflected in your grade.
Again, your grade will be affected by class participation, which means asking questions, being engaged and getting involved in discussions. You can have a perfect attendance record, do the assignments and earn a zero in this category if you do not participate. I also will randomly call on students so please be prepared. If you do not participate, your grade will suffer. Even if you ace everything else in the class, don’t risk it. Talk! Ask! Argue!
NOTE: Students have the right to shut off the video if we are holding Zoom classes. I hope you will use the video option but you will not be penalized if you decide otherwise.
The article assignments will likely include covering a news conference or speech; writing obituaries, profiles or interviews; editing other students’ work; writing from notes, press releases and official statements; writing breaking news and brights and reporting and writing a feature.
So, your final grade will reflect the quality of your work, your visible efforts and engagement, your trajectory of learning from the start to finish of the course and, yes, participation.
Class schedule:
This is just a rough guide. Class topics are likely to change, depending on availability of guest speakers, the need to shift our focus in any given area, etc.
Class I
We will introduce ourselves, talk about plans for the course and get to know one another. We will go over the syllabus. We will discuss different types of news stories. You will get hands-on practice by interviewing one another and writing up a profile. We will talk about where we get our news and choose news sources to read regularly.
Class II
We will discuss what is news and news judgment. What are the styles of news writing? We will focus on hard news and the five Ws - Who, What, Where, When, Why plus a sixth - Who Cares? We will look at how to find the lede, what is the nut graph, what is an inverted pyramid, what is a kicker, what are bylines, beats and datelines. We will look at use of context, quotes, attribution, transitions, balance, impact and background. We will discuss our news courses, do in-class drills and present our classmate profiles.
Class III
We will look at how to write profiles and obituaries.
Class IV
We will look at the process of interviewing. Discussion of film on journalism TBD.
Class V
We will look at news features and various types of ledes - soft, anecdotal ledes vs. hard ledes - and how to draw in the reader and tell an engaging story. We will look at the use of color and detail to bring stories to life. We will look at how features use a small story to tell a larger story.
Class VI
We will look at how to find stories. We will talk about coming up with ideas, testing them for originality, doing research, finding sources and using diverse voices and points of view.
Class VII
How to write a story from a news conference or speech. We will learn how to listen and dissect what they say, find the most important and salient bits, prioritize the information, spot falsities and exaggerations, add counter views and work with quotations. In-class dramatization.
Class VIII
Writing from a live news conference or speech. Writing from a press release and notes.
Class IX
In-class mid-term drills
Class X
We will look at using diverse voices, points of view, attribution, word choice, fact-checking, objectivity vs. subjectivity, debates over “fake news” and “both-sideism,” finding and avoiding racism, misogyny and other bias in stories, confirming facts, the importance of fairness, balance, accuracy and the danger of plagiarism.
Guest speaker TBD
Class XI
We will look at the roles of local news, regional news, national news and international news. How to edit.
Class XII
We will look at investigative journalism and stories that have impact. We will look at how reporters cover beats. Guest speaker likely.
Class XIII
We will look at business and financial journalism.
Class XIV
We will share and discuss our final projects.
###
Here is the syllabus:
Syllabus Spring 2024 Introduction to Journalism ENGH 244
Wednesdays 1:15 pm - 3:45 pm, Seminary Hall, Room 212, Jan. 17 - May 8
Professor Ellen Wulfhorst, Sitterly 203
Email: ewulfhorst@drew.edu
Office hours: Wednesdays after class or by appointment
Syllabus:
The goal of the Introduction to Journalism is teaching you to report, craft and edit news articles. We will be looking at and learning an array of news styles and formats - breaking news, second-day stories, features, brights, profiles, obituaries, investigative articles and more.
The prerequisites are:
1. Be interested in writing and improving your writing skills.
2. Be interested in the news and following current events. This includes reading, listening to or watching the news every day online, in newspapers, on television etc.
3. Be curious and willing to ask questions in class and on your reporting assignments. This includes difficult and uncomfortable questions. One of the great things about being a reporter is the opportunity to talk to people you would otherwise never know and to pepper them with questions.
Learning Goals:
By the end of the semester students will be able to
1. Write a solid news lede.
2. Write news articles proficiently, fairly and cleanly, making good choices on word selection, sentence structure, paragraph segues and story organization.
3. Write compelling stories that attract readers’ attention.
4. Cover a news event.
5. Interview subjects and sources.
6. Rewrite and edit their own work and that of others.
7. Research and report on various current events and relevant issues in the news.
8. Practice the basics and techniques of journalism, from finding good ideas to the right way to start an article, how to tell a story, how to organize information, how to interview, how to use quotations and how to work under deadline pressure.
9. Understand the principles of journalism, best practices and standards of ethics and integrity.
Whether or not you want to become a journalist, learning to report, write and think like one teaches you how to be a more analytical reader, a more skeptical listener and a more critical thinker - all useful skills.
Required reading:
We will each choose a news source to follow throughout the course. Please read it regularly and come to class prepared to discuss what you have read. Learn to identify its scope, style, bias, story choice, story placement and more.
The recommended textbook is “The Associated Press Guide to News Writing.” It is available online, so no need to purchase it. You will be assigned various sections to read throughout the course.
We also will be reading a lot of articles and other texts that I will assign. Assignments will be posted on Moodle.
Classes:
The class will predominantly consist of reading, discussion, guest speakers and in-class and extensive take-home writing assignments.
The University Writing Center offers one-on-one guidance for all aspects of writing across all disciplines at any stage in the writing process to all Drew University students. The UWC supports students’ development as readers, critical thinkers and writers. Writing Specialists work with students on idea development, structure, use of sources, style, grammar, and offer strategies and resources that writers can use as they compose, revise, and edit their work. Please visit the UWC website for more information or to schedule an appointment, or email uwc@drew.edu with questions.
Please have access to, and use, Zoom, GoogleDocs, Moodle and your Drew email. Please bring a laptop to class; you can’t write on a phone. Also bring a means of taking notes such as a recording app, small hand-held recorder or paper notebook and pen.
Please communicate using your Drew email address.
Expect an array of visiting speakers, some of whom may appear remotely via ZOOM. We can learn from their experiences, ask questions and use their talks as the basis for discussion. We also will be watching at least one film on journalism as an assignment. Possibilities are “Spotlight,” “She Said,” “The Fourth Estate” and “Truth.”
We also will attend and cover a Madison Borough Council meeting. The council meets twice monthly on Monday nights at 8 pm. Possible dates for us to attend are Feb 26, March 11 or April 8. We will discuss together in class which date works best.
Please follow and keep updated on university COVID-19 protocols such as masks, social distancing and vaccinations.
Be punctual. Attendance is mandatory. Unexcused absences will affect your grade (specifically a half grade for each unexcused absence so a B+ becomes a B, for example), and with three or more unexcused absences, you will likely fail. By excused, I mean please notify me of your absence by email BEFORE class. If you anticipate having issues with attendance or being on time, please tell me at the start of the semester. Do not wait until it becomes a problem.
Academic Accommodations:
Students with approved accommodations through the Office of Accessibility Resources (OAR) should provide the instructor with an accommodation. If you have not established services through the Office of Accessibility Resources (OAR) but have a temporary health condition or permanent disability that requires accommodations (including, but not limited to; mental health, attention-related, learning, vision, hearing, physical or health conditions), you are encouraged to contact OAR. Although a disclosure may take place at any time during the semester, students are advised to do so as early as possible. For more information, visit OAR’s Website, contact Dana Giroux in Brothers College 119B, or at 973-408-3962, dgiroux@drew.edu or disabilityserv@drew.edu.
Absence Policy:
Class attendance and participation are integral to the academic experience at Drew University. Along with the course attendance policy, which may outline how attendance will affect a student’s grade, students should also be aware of their rights and responsibilities regarding absences for legitimate reasons, as described in the Absence Policy: Student Rights and Responsibilities, which is located in the Academic Policy section of Drew’s course catalog under Attendance. Legitimate planned absences may include religious holidays, NCAA-sanctioned competition, academic conference or some Drew-sanctioned events. Students need to inform the faculty member of planned absences in the first week of the semester. For unforeseen extended health issues please see the academic accommodations statement.
We will be doing several in-class drills and assignments. If you miss class due to an unexcused absence, you will fail the in-class assignment. If you have an excused absence, you will be eligible for a make-up drill.
Also, if you miss class, I sometimes post an outline of the day’s lesson on Moodle. But please ask your classmates to fill you in with their notes on what you missed.
Participate! That means ask and answer questions, make observations, be curious, contribute and discuss ideas. Simply showing up is not enough. Be engaged. Class participation will be 10% of your grade.
Diversity & Inclusion:
Drew University faculty respect and value the contributions of all students in our courses. We know that at times, our courses may include material that is difficult or controversial. We expect there will be different opinions and perspectives that emerge based on experiences, beliefs, and aspects of identity, broadly defined. We do not support or allow spoken or written comments that are offered with the intention of disrespecting any person or group based on any aspect of identity, including, but not limited to, race, ethnicity, sex, gender identity, sexual orientation, age, national origin, religion, social class, ability, or disability. We challenge ourselves and our students to listen to and engage with differences respectfully and with the goal of learning about and better understanding ourselves and each other.
Using class time for email, texting or Web browsing is not permitted.
All assignments will be posted on Moodle, which is where you should submit your completed work. Assignments must be completed on time. Produce the best article that you can based on what you’ve reported. Leave yourself enough time to write and to read over and edit what you've written. If you need extra time, talk to me BEFORE the assignment is due. Late assignments may be scored lower by a half grade or more. Consideration may be made for illness and personal issues, on merit.
Please double-space your work. Neatness counts. Please check your spelling, punctuation, grammar and accuracy, and turn in what’s called clean copy in journalism. Sloppy work will affect your grade.
Plagiarism and fabrication will not be tolerated. Engaging in either is grounds for failure, and violations will be reported to the college authorities. We will discuss this further in class. But for starters, the serious offense of plagiarism is the act of presenting another person's ideas, research or writing as your own, such as:
Copying another person's actual words without the use of quotation marks and footnotes
Presenting another person's ideas or theories in your own words without acknowledging them
Using information that is not considered common knowledge without acknowledging the source
Failure to acknowledge collaborators on homework and laboratory assignment
Any assignment that has been plagiarized will receive a failing grade. In addition, I am required by college policy to report suspected academic dishonesty, and such a report becomes part of your permanent file. Just don’t do it.
Artificial Intelligence Tools
Use of any Artificial Intelligence (AI) tools without permission is unacceptable and will be reported as an academic integrity violation. If you have any doubts about what is acceptable, please discuss them me.
Academic Integrity Policy
All students are required to uphold the highest academic standards. Any case of academic dishonesty will be dealt with according to the guidelines and procedures outlined in Drew University's Standards of Academic Integrity: Guidelines and Procedures, which is located in the academic policies section of Drew’s course catalog.
Grading (percentages are approximate):
Completing reading assignments ………… 10% of final grade
Class participation ……….............................10%
Completing writing assignments ………….. 20%
In-class drills ………………………………… 20%
Take-home drills and exams ……………..… 20%
Final project …………………………………. 20%
Your grades on each assignment will be listed on Moodle. However, do not take the numerical totals on Moodle as an indication of your final grade. Some assignments may count more, others may count for less, and Moodle will not reflect those calculations. In addition, your grade may reflect your progress in class. For example, you may start out getting grades in the low 80s and end with grades in the 90s. That shows that you made an effort and learned something! If the reverse occurs, that also may be reflected in your grade.
Again, your grade will be affected by class participation, which means asking questions, being engaged and getting involved in discussions. You can have a perfect attendance record, do the assignments and earn a zero in this category if you do not participate. I also will randomly call on students so please be prepared. If you do not participate, your grade will suffer. Even if you ace everything else in the class, don’t risk it. Talk! Ask! Argue!
NOTE: Students have the right to shut off the video if we are holding Zoom classes. I hope you will use the video option but you will not be penalized if you decide otherwise.
The article assignments will likely include covering a news conference or speech; writing obituaries, profiles or interviews; editing other students’ work; writing from notes, press releases and official statements; writing breaking news and brights and reporting and writing a feature.
So, your final grade will reflect the quality of your work, your visible efforts and engagement, your trajectory of learning from the start to finish of the course and, yes, participation.
Class schedule:
This is just a rough guide. Class topics are likely to change, depending on availability of guest speakers, the need to shift our focus in any given area, etc.
Class I
We will introduce ourselves, talk about plans for the course and get to know one another. We will go over the syllabus. We will discuss different types of news stories. You will get hands-on practice by interviewing one another and writing up a profile. We will talk about where we get our news and choose news sources to read regularly.
Class II
We will discuss what is news and news judgment. What are the styles of news writing? We will focus on hard news and the five Ws - Who, What, Where, When, Why plus a sixth - Who Cares? We will look at how to find the lede, what is the nut graph, what is an inverted pyramid, what is a kicker, what are bylines, beats and datelines. We will look at use of context, quotes, attribution, transitions, balance, impact and background. We will discuss our news courses, do in-class drills and present our classmate profiles.
Class III
We will look at how to write profiles and obituaries.
Class IV
We will look at the process of interviewing. Discussion of film on journalism TBD.
Class V
We will look at news features and various types of ledes - soft, anecdotal ledes vs. hard ledes - and how to draw in the reader and tell an engaging story. We will look at the use of color and detail to bring stories to life. We will look at how features use a small story to tell a larger story.
Class VI
We will look at how to find stories. We will talk about coming up with ideas, testing them for originality, doing research, finding sources and using diverse voices and points of view.
Class VII
How to write a story from a news conference or speech. We will learn how to listen and dissect what they say, find the most important and salient bits, prioritize the information, spot falsities and exaggerations, add counter views and work with quotations. In-class dramatization.
Class VIII
Writing from a live news conference or speech. Writing from a press release and notes.
Class IX
In-class mid-term drills
Class X
We will look at using diverse voices, points of view, attribution, word choice, fact-checking, objectivity vs. subjectivity, debates over “fake news” and “both-sideism,” finding and avoiding racism, misogyny and other bias in stories, confirming facts, the importance of fairness, balance, accuracy and the danger of plagiarism.
Guest speaker TBD
Class XI
We will look at the roles of local news, regional news, national news and international news. How to edit.
Class XII
We will look at investigative journalism and stories that have impact. We will look at how reporters cover beats. Guest speaker likely.
Class XIII
We will look at business and financial journalism.
Class XIV
We will share and discuss our final projects.
###
- Teacher: Ellen Wulfhorst
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Students will gain familiarity the major forms of a global marketing organization and how the different political, economic, sociocultural, technologic, legal, and environmental factors can impact different organizations
Several corporations will be examined in a case-based format. We will look at the strategy different corporations have used to develop and support a global footprint.
Students will gain familiarity the major forms of a global marketing organization and how the different political, economic, sociocultural, technologic, legal, and environmental factors can impact different organizations
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