Weber State University
Honors 1540Prescriptions for EmpathyPerspectives in the HumanitiesDr. Sally Bishop ShigleySpring 2018Office: 426 Elizabeth Hall 801 626 7617 HYPERLINK "mailto:sshigley@weber.edu"sshigley@weber.edu Office Hours: TTH12-1, W 1030-1130 Course Objectives: In this class we will look at the relationship between literature, empathy and medicine, focusing most specifically on how different aspects of health care are portrayed in literature. We will examine writing by and about physicians, nurses, patients, and others in health care. What does this writing have in common? Where are the differences? What happens when roles are reversed and caregivers are patients? Can reading literature help health care workers be better at their jobs? Is the portrayal of medical personnel in literature and on television accurate? Is empathy a benefit or a liability in health care situations? These questions and others will drive our discussion as we do a close reading of texts and write and talk about them. I have divided the class into issues or topics in health care. We discuss the different points of view of those who give and receive care under these headings to avoid the discussions devolving into generalized and not very helpful stereotypes about physicians, nurses, and patients.Students need to come to class with the assigned reading and writing completed. Learning Outcomes: By the end of the semester you should be able to discuss the challenges inherent in working as a health care professional or consumer and the specific challenges associated with writing about those roles. You will also interrogate your own experience with medicine, medical personnel and illness. I will evaluate your success in these goals through directed journal writing about texts and your own experience, oral presentations in which you critique and discuss the dilemmas and issues presented, and through creative and analytical writing. As this class carries Humanities general education credit, it will be assessed based on the following learning outcomes.From Honors:Humanities General Education Student Learning Outcomes 1. Students will demonstrate knowledge of diverse philosophical, communicative, linguistic, and literary traditions, as well as of key themes, concepts, issues, terminology, and ethical standards in humanities disciplines. 2. Students will analyze cultural artifacts within a given discipline, and, when appropriate, across disciplines, time periods, and cultures. 3. Students will demonstrate the ability to effectively communicate their understanding of humanities materials in written, oral, or graphic forms.In an effort to streamline assessment of courses (not student work), we are implementing the idea of Big Questions the class will focus on and Signature Assignments that answer those questions. For this class, the big question is “What impact does reading literature have on readers; perceived sense of empathy.” The Signature Assignment is the final project.Texts: On Doctoring, Eds. Richard Reynolds and John Stone; Intensive Care: More Poetry and Prose by Nurses, Eds. Cortney Davis and Judy Schaefer, W;t, by Margaret Edson. Mom’s Cancer: A Graphic Novel , by Brian Fies Handouts from the instructor and guest speakers. Please keep in mind that although we will not read every selection in every text, you still need to purchase the texts, as your assignments will be based in part on selections from the texts that we have not read in class. We will also be watching two movies in class: The Doctor and W;t.Assignments Word Cloud: Search online for an article about or description of empathy that you agree with and/or find interesting. Cut and paste it into a word cloud generator (). Print out the results and submit online and print out a copy to bring to class. We will be using these to create a class definition of empathy. LO 1, 2, 3Journal: Students will write at least one journal for each day that they come to class. The journal will be in response to a direct query given in class. An adequate journal response will be at least one double-spaced typed page. Journals are due weekly on Wednesdays by 11:59 p.m. Since the journals are designed to inform each day’s class discussions, do not wait to do them all together at the last minute. If it looks like that is happening, I will switch to daily quizzes instead. LO 1, 2, 3Mid-Term Exam: You will be tested on your reading and on concepts presented in class. The test will ask you to identify and tell the significance of these items. LO 1,2, 3Final Project: For the final project, each of you will create a blog post that will be available to certain people across campus and the honors community. More details on the platform we will use later in the semester. To prevent everyone from adrenaline fueled anxiety at the end of the semester, I will ask for pieces of the project as the semester progresses. I will also have someone come and talk to the class about how to use relevant software.For the blog post, you will find a piece of fiction, non-fiction, film, television, or song lyrics that deal with a concept that we have discussed in class: pain, vulnerability, power, disease, illness, universal healthcare, poverty, a specific disease. You are encouraged to use a piece from On Doctoring or Intensive Care, but not one that we have used in class. You will analyze this piece and then do some research to determine whether or not the piece accurately, sensitively, and/or responsibly represents its subject. What are the ethics involved? What are the implications of portraying the subject this way? What role does empathy play?The preliminary parts of the final project will consist of three parts: a thesis abstract in which you will present your plan, a list of sources, and the blog post itself.Thesis Abstract: I will instruct you how to create an abstract or short summary of your plan and argument. It will be no more than 150 words and will include concrete terms and strong verbs. It will focus on summarizing your analysis of the piece of writing. LO 1, 2, 3Annotated Bibliography: You will come up with a list of five sources and their citations as you analyze your piece of writing. For each source, you will provide a short summary about how this piece of research is going to help you interrogate your piece of writing. I will show you the format for this later in the semester. LO 1, 2, 3Essay in which you analyze your piece of writing: This will be a short essay in which you discuss your analysis of the original piece of writing. You can be creative in how you present this. Maybe it is in pieces and responds to pieces of the original text or maybe it is presented whole. LO 1, 2, 3An original poem that responds to the original piece and the research: This sounds weird at first, but early on in the semester I will give you an example that will make it seem much easier. The poem can mirror, agree, or disagree with the research. Blog Post: You will create a blog post that contains the original piece of writing or a portion of it, images that amplify your analysis, the essay, and the poem.Grading:Word Cloud 5%Journal 30%Mid Term Exam 10%Final ProjectThesis Abstract 5%Annotated Bib 5%Essay10%Poem5%Blog Post20%Final Exam 10%Total=100 %Late Work: As a rule, late work will not be accepted. If you have a difficulty let me know ahead of time and we will discuss it.Plagiarism: If it is not your own work, do not try to suggest that it is. Plagiarism is passing off someone else’s work as your own. It is grounds for failing the assignment in question and possibly being punished by the university. It is easy to cheat and it is easy to catch cheaters. Don’t do it.ADA Act: The Americans with Disabilities Act requires that reasonable accommodations be provided for students with physical, cognitive, psychiatric, sensory, systemic or learning disabilities. Please contact us at the beginning of the semester to discuss any accommodations that you might need.Core Beliefs: According to PPM 6-22 IV, students are to “determine before the last day to drop a course without penalty, when course requirements conflict with a student’s core beliefs. If there is such a conflict, the student should consider dropping the class. A student who finds this solution impracticable may request a resolution from the instructor. This policy does not oblige the instructor to grant the request, except in those cases when a denial would be arbitrary and capricious or illegal. This request must be made to the instructor in writing and the student must deliver a copy of the request to the office of the department head. The student’s request must articulate the burden the requirement would place on the student’s beliefs”Emergency Contingency Plan: In the event of a campus emergency, we will continue to conduct class online. You can access the class, relevant lectures, writing prompts, and assignments via online.weber.edu. Please forward your wildcat mail to whichever email you regularly check so that you can keep up with new developments.Syllabus:Week 1T Overview and IntroductionTH How to Read a Poem “The Art of Healing” OD 126 Word Cloud DueWeek 2T What is empathy?TH How to read an Essay “The Perils of Empathy (link)Week 3T How to Read DramaHow to Read a Movie W;t (script and movie)TH W;t (Movie)Week 4 DeathT“Death Be Not Proud” OD 43 “Thin Margin” IC 9TH “Do Not Go Gentle” OD 151Week 5 More DeathT “Long Term Companion” IC 198TH “Musee Des Beaux Arts” OD 124Week 6 PovertyT“The Facts of Lice” IC 111TH “Pain Tours 1” (PDF) “Why Poor People Make Bad Decisions” (link)Week 7 T ReviewT Midterm ExamWeek 8 Role ReversalT “The Doctor”TH“The Doctor” Discussion of the movie3/6-3/10 Spring BreakWeek 9 Patients and FamiliesT How to Read a Graphic Novel Mom’s CancerTH Mom’s Cancer“Mourning Coffee IC115Thesis abstract dueWeek 10 Bad NewsT “What the Doctor Said” OD 302TH “Talking to the Family” OD 285 “X-Ray” OD 193Annotated Bibliography DueWeek 11 GriefT “Talking to Grief” OD 204 How to use the blog softwareF “Miscarriage” IC 44Essay DueWeek 12 T “Laundry” OD 349 “Mistakes” OD 325TH Workshop Poem: Draft in ClassWeek 13T “Empathy Exams” (link)TH Our Research on EmpathyWeek 14Work on the blogReview for the Final ................
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