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Introduction to identity intersections. Readings in identity performance and creation of multi-media text-based work will result in a new awareness of how identity is created.
Janice Perry ()
Dates: July 13 - August 7, 2015
Introduction to identity intersections. Readings in identity performance and creation of original multi-media text-based work will result in a new awareness of how identity is created. This intensive introductory course begins with readings in adolescent and autobiographically-based identity construction (Harold Rosen, Erik Erikson, James Marcia), everyday performance (Erving Goffman), use of art and entertainment as a means of ?homogenization? (Charlotte Canning) and white privilege (Peg MacIntosh). Students use academic discussion and text-based multi-media creative work as well as their own research to locate and reflect on the origins of their notions about ?who? they are, and the ways they present their own identities in everyday life. They then begin to extrapolate this self-awareness to an understanding of the construction of the identities of ?Others.?
Students are required to post critical academic responses to the readings, posit questions and respond to each other?s postings and questions on the Discussion Board. Through this lively online communication in which every student is required to participate, students gain deep insight into each other?s thought processes. In addition, there are creative writing/digital media assignments to promote creative reflection/response to the readings. These readings are designed to promote students? understanding of the continuously evolving lifespan process of identity development. Students are encouraged to recognize and reflect on the influences of outside forces on their perceptions to gain understanding of how their own and others? social and personal identities intersect. The readings create a framework for academic discussion on how identity is constructed for them, how they continue or alter these constructions in their daily navigation, and how these intersecting constructions affect the way they perceive others throughout a lifelong process. IN SHORT: You'll need to post Mon, Tues, Thurs. and Fri., because the heart of the course is discussion between participants, so you all need to be talking about the same thing on the same day. You can post some of your discussion early, but will have to go back to read and respond to others Discussion and Blog postings. The schedule is Mon, Tues, Thurs, Fri, for 4 weeks, a total of 20 days including Wednesdays off (some weeks that day might change). Here?s the syllabus from last year. You will need to spend 2.5-4 hours per day on the course. Some days are heavier than others. You need to leave yourself enough time to complete readings and do assignments. It is intense, but doable, and a surprising amount of fun.
You'll be graded on your Discussion, Blogs, Response Papers, and General Engagement with the others and the material. OVERVIEW OF COURSE ASSIGNMENTS AND EXPECTATIONS Discussion posts Each Discussion assignment begins with some questions for you to consider?You will post your own observations/criticisms/thoughts on the readings/performances and you will respond to each other?s postings. These questions are essay type questions?very short essays. There is no right or wrong answer. I am looking for your response to the readings, I want to know what you think. If you want to talk about a different topic having to do with the course, how to use the technology, etc, you can start a new discussion thread. All posted discussion should be directly related the course. Blog posts Create new work as assigned and post on the course blog. You will create original works in response to assignments. This creative work can be in any genre (monologue, dialogue, ensemble texts, short stories, poetry, creative non-fiction, video, audio, etc.) unless a particular genre or form is specified, and will be posted on the course Blog pages. You will also respond to each other?s new work.Don?t worry, it will make sense once we start working. Response papers Two (3-5 pages) response papers will be required. Due dates and assignment will be posted in ?Assignments.? The papers should be sent to me as email attachments by emailing me at my UVM address (firstname.lastname@example.org). Please identify each response paper within the subject line of the email ?your name response #1? and make sure to put your name on and number each page. Response papers are opportunities to summarize and comment on the work you?ve done in the course. Make specific references to your reading, your Discussion postings, your new work, outside sources, and the work of the other participants. Use the critical reading guidelines as a model for the paper. This is a good place for you to tell me how the course is working for you. It is a great place to synthesize what you are learning and apply it to your other courses, or bring in materials from other course work/readings. Overall engagement and class participation Your class participation will be determined by the quality of your online presence. You will need to post a minimum of four separate times per assignment, one assignment response and one response to another participant in the Discussion Board and one creative piece and one response to another participant in the Blog. It is essential that you post before the assignment due date in order to interact with others in the course in order to participate fully. Grading Criteria and Breakdown of Grades Grades will be determined by on-time completion of assignments, how well you follow the critical reading guidelines, depth of participation in discussion, response papers, and overall level of engagement with/participation in the course. See ?How to get an `A? in this course? posted on the BlackBoard course site. Discussion Postings: 35% -- timeliness, response to assignment questions, compliance with critical reading guidelines. response to other participants? postings, Blog: 20% -- timeliness, response to assignment, creativity in connecting assigned readings to materials from outside the course, and creation of original material. Response papers: 25% -- timeliness, thoughtfulness, thoroughness, clear articulation and use of critical reading guidelines in synthesising course work (including both your own work and others?) Overall Engagement/participation: 20% -- timeliness, engagement in Discussion and Blog postings (follow up on own postings and responses to other participants), follow up on Blog postings. Basically: do the readings, follow the assignments using the critical reading guidelines, respond thoughtfully to others? work, and post on time! All Discussion, Blog, Assignments and response papers must be completed on time. You will lose grade points for work that is late. ? Classroom/Online Environment Expectations Check the Home/Announcements Page and Assignments on the Blackboard site for the course each time you sign in. In the summer, you have assignments 4 days a week. This means that you need to spend 2.5- 4 hours per day on the course, depending on the assignment. Some assignments are longer and more dense than others. The course work moves forward rapidly and builds upon each preceding assignment. You are expected to post to discussion when you have done the reading and again to respond to others? work. Same with the blog. Check in early, and again at the end of the assignment period, allowing yourself enough time to give thoughtful responses to the discussion questions and to other people?s postings. It does not work to try to catch up on several assignments at once?this is counter to the way the course is designed. Do not disappear for a class or three and expect that you will be able to easily rejoin.
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