Class Description  

         This is an introductory course addressing the biology behind contemporary issues in women's health.  Women’s sexuality and women’s reproductive potential/ability are unique and form the foundation of our exploration of women’s health.  The lens on this course is from a western feminist women's health movement perspective: one of "enhancing control of our bodies ourselves."   The goal of this course is not to present a survey but rather to explore collectively  some areas more deeply than others as we are directed by our questions.  A course could be devoted to each area we will touch, but this course should give you the confidence and the tools to investigate health topics of pertinence to your own life on your own.   My overall goals are to i. improve our capacity to act as health care consumers , ii. to forge feminist understanding of women's health issues, and iii.to promote cooperative and collaborative ways of being which emphasize community and alert us to our own and most often unknowing prejudicial ways-isms (racism, sexism, etc).                                                                      
        The approach I have taken is to present the biological basis of our understanding of the female body as unique: its anatomy, its physiology, and the health issues related to these.   Some of the psychological and social dimensions of women's health will be considered tangentially and I rely on the class to provide these insights because I have found the class to be an excellent resource in this regard.   Throughout our study we will explore perspectives of  race, culture, class, age, and sexual orientation.   We often read material written for a specific group to which we may or may not belong....the intent being that we learn to listen/hear what those of us who are different from the considered "norm" have to say.  This will better our understanding of our diversity as women,  better allow us to realize our relationship to the social "norm";  and, hopefully, to be encouraged as we are strengthened by knowledge, to make changes where change is needed.   As common to health and feminist issues, considerable controversy exists about many of the topics.  Differing opinions are welcome in the class.             However, I cannot represent all views or sides to a controversy.                                                                                            
        Feminist "gynegogy" should accompany any feminist course.  This goal has been fraught with difficulty in the past by the large class size and the awkward and alienating space for feminist pedigogy in the Higley Auditorium, To aid “gynegogy”, the class participants have been limited to 30.  The nature of the topic and its personal implications provides additional challenge in a course that has participants of both sexes.  The gynegogy will evolve I expect as we become accustom to one another as individuals sharing this course experience.   Remember: This course is always an experiment in and of  itself, for myself, and for you.                                                                                                                                                                                       

A special note for males

  Class Requirements and Evaluation

         This college is under traditional academic paradigm and I must evaluate your work.  The following requirements are set to help me do that as well as to assist you with your learning in a timely manner.  This course relies on a heavy reading assignments, collaborative team work projects, and regular 30min quizzes or exercises on the biological material.  My intent for this course, however,  is that you motivate yourself to learn because you want to.  I hope that you take the subject matter and the course seriously because it has direct meaning for you, the lives of those you care about, and your community at large.

1. ATTENDANCE and constructive ATTITUDE
Attendance is taken by a sign-in sheet passed around each class.   More than 3 unexcused classes automatically results in partial deduction from your letter grade in the course.  You should notify the instructor in writing or email that you will be missing a class or have to leave the class early. Attitude is everything to classroom learning.  Be respectful and enable others.Disregarding others limits yourself and your own growth.

2. For women, PARTICIPATION by communication in class
    For men, PARTICIPATION through attending to women's discussion and asking reflective
questions relevant to the discussion in class
        Participation in anatomy practical learning outside of class.

3. Two graded ASSIGNMENTS ...for example Reading an analysis of a medical research paper.
4.  Nearly weekly in or out-of-class quizzes on the biological of topic material. 

5.  Topic assigned discussions.  Although everyone is expected to do the assigned article reading, the
         class will be divided up into groups. Each group will be responsible for leading/facilitating a
        discussion.

6.  Team PROJECTs, including a final annotated Powerpoint presentation in the last 3 class periods
____________________________________________
More on My Evaluation of You:

*For women, participation means making verbal contributions to discussions, showing that you have thought about the material being discussed.  For men, participation means seriously attending to women's discussion and asking questions which will move you toward goals set for you in this course.

A = exceptional: consistently thinks about material and spends time to understand the material thoroughly.  Contributes ideas and solid criticism that is well rationalized.  Attends all classes. Group contributions are inventive or powerfully organized and rationalized, and student participates fully in development and execution of class project.

B = good: spends time thinking about most of the material (85%).  Periodically contributes insight and good rational critique in journal and to class.  Attends most classes (missing no more than 3).  Group contribution  shows potential strength which is not approached fully, and student participates fully in development and execution of class project.

C = fair: skims most of the reading material (75-80%) and a few times pursues material with in depth analysis/response.  Attends most classes but contributes little to discussions.  Group contribution is adequate, student participates in development and execution of class project.

D = poor: skips 25-35% of readings and skims remainder.  Attends most classes, but does not participate.  Group contributions are lacking in prsentation, content, consideration, implementation, and student participates little or reluctantly.   Class project contribution is considerably less than substantial, but some effort can be noted.

F = fail: fails to demonstrate a genuine interest in course (readings/class)  Less than 40% of reading done.  Assignments inadequate, participation is essentially nil. If a person misses a total of 9-12 classes they will fail the course despite other requirements unless otherwise negotiated with the instructor.  Student does not particpate in group endeavors either development or delivery, irrespective of the quality program the group produces.  Little to no effort is contributed to the class project.

    Medical Journal Access

How to read primary literature in science: a Kenyon online tutorial
http://biology.kenyon.edu/Bio_InfoLit/index.html

    Class Online Discussion  

to online syllabus

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