EMERGENCY



WGS 2900: Violence Prevention, Response, & Peer EducationInstructor: Stephanie McClure Office Hours: Mondays 4:00-5:00 or by appointment in the Women’s Center E-mail: stephaniemcclure@weber.eduTeaching Assistant: TBATA Office Hours: TBA in the Women’s Center E-mail: TBACOURSE DESCRIPTION Students in the Violence Prevention, Response, & Peer Education Course will learn how to provide peer education, the principles of violence prevention education, and survivor informed advocacy response. Peer advocates will learn how to provide one-on-one support to survivors of sexual and relationship violence. Peer educators will be able to name the roots of sexual and interpersonal violence, develop a critical analysis of privilege and oppression in our culture and its intersections with interpersonal violence, and be able to deliver engaging and dynamic presentations to their peers on these topics.Students of this course will be engaged in experiential learning and foundational education about the topic of interpersonal violence. COURSE OUTCOMES Upon completion of this topic, the student will be able to: Demonstrate understanding of root causes of sexual and relationship violence. Demonstrate survivor centered advocacy and response. Demonstrate bystander intervention techniques.Develop a curriculum and implement it at a Safe@Weber Peer2Peer Minute Tabling Event. COURSE TEXTS:S.E.X.: The All-You-Need-To-Know Progressive Sexuality Guide to Get You Through High School and College by Heather CorinnaSourcebook on Violence Against Women by Claire M. Renzetti and Jeffrey L. Edleson (Ch.1, 5, 6, 8, 11, 12, 13)The Web of Violence: Exploring Connections Among Different Forms of Interpersonal Violence and Abuse by Sherry Hamby and John Grych (Ch. 2, 3)Color of Violence: The INCITE! Anthology by INCITE! Women of Color Against Violence (intro, Ch. 6, 8, 22, 25, 29)Toward the Next Generation of Bystander Prevention of Sexual and Relationship Violence: Action Coils to Engage Communities by Victoria L. BanyardTrauma and Recovery: The Aftermath of Violence-From Domestic Abuse to Political Terror by Judith Lewis Herman (Ch. 7, 8, 9, 10, 11)Missoula: Rape and the Justice System in a College Town by Jon KrakauerWARNING REGARDING CLASS CONTENT: Studying violence prevention and response in this class will include exposure to some explicit and graphic material. Students should be aware that the subject matter of this course is sensitive in nature and can be distressing. Reading assignments, class discussions, lectures, and other material will contain sexually explicit and violent content. Students will be required to read, discuss, and write about violent and sexually explicit material. When watching videos in class, there will be an opportunity for students uncomfortable watching such material to leave for the duration of the presentation, however, the nature of the course is such that it will include material that may be offensive or difficult for some students. Students are encouraged to talk with the instructor prior to the drop-date if he, she, or they has/have any concerns about this issue. GUIDELINES TO CREATE AND MAINTAIN A BRAVE SPACE: 1. Make a personal commitment to learning about, understanding, and supporting everyone in class, especially traditionally marginalized people. 2. Keep in mind that you do not know anyone else’s experience. Do not make assumptions about another student. Just because they do not disclose to you or to the class their life own experience does not mean that they have not experienced abuse or marginalization. 3. Assume the best of others in the class and expect the best from them. Give people the benefit of the doubt. 4. Acknowledge the impact of sexism, racism, ethnocentrism, classism, heterosexism, transphobia, ageism, anti-Semitism, ableism, and other systems of oppression on the lives of class members. 5. Recognize and value the experiences, abilities, and knowledge each person brings to class. Value the diversity of the class. 6. Come to class prepared, having completed the readings and thought about the issues. 7. Respect class time by not coming to class late or leaving early. If it cannot be helped, be respectful of those who came on time by not asking to have material you missed repeated. Come in and leave quietly. 8. Listen actively. This involves paying close attention to what each speaker says without thinking of a response while the person is still speaking. It may also involve asking clarifying questions. These questions are meant to probe and shed new light, not to minimize or devalue comments. 9. Turn off all cell phones, and other personal electronic devices. If you are using a laptop, use it only for class work. Do not check FB, Instagram, or email during class. Do not text message during class. 10. Listen closely and respectfully to people for whom English is a second language. Do not assume that you cannot understand them because of an accent. 11. Do not talk while another person is speaking. 12. Think through your comments before you make them. 13. Make comments to the entire group and not to the person(s) near you. 14. Never make derogatory comments toward another person in the class. 15. Do not make purposefully biased, hurtful, or victim-blaming comments. 16. Disagree with ideas, but do not make personal attacks. 17. Be open to be challenged or confronted on your ideas or prejudices. 18. Challenge and confront others with the intent of facilitating growth. Do not demean or embarrass others. 19. Encourage others to speak up. Be especially encouraging of people who are working through their prejudices and attempting to grow as feminists. 20. Step up step back.21. Be willing to change. Adapted from Lorena Reynolds adaptation from: Susan M. Shaw’s adaptation from: Annie Popkin, WS 514 Systems of Oppression, Fall 1993, and Lynn Weber Canon, "Fostering Positive Race, Class, & Gender Dynamics in the Classroom," Women's Studies Quarterly 18 (Spring/Summer 1990): 126-134. COMMITMENT TO SCHOLARSHIP: In keeping with the Carnegie rule for academic expectations, students should devote a minimum of three hours per course credit per week. You should plan for a minimum of 15 hours per week for this course. This will vary from week to week and you should review the syllabus and plan ahead accordingly. STATEMENT REGARDING STUDENTS WITH DISABILITIES: Any student requiring accommodations or services due to a disability must contact Services for Students with Disabilities (SSD) in Room 181 of the Student Services Center (or Room 221 at the Davis Campus). SSD can also arrange to provide course materials (including this syllabus) in alternative formats upon request.Contact SSD by phone at 801-626-6413 - Ogden; or 801-395-3442 - DavisOr email them at ssd@weber.eduSTATEMENT REGARDING TITLE IX & SERVICES FOR STUDENT SURVIVORS OF VIOLENCE:Any student who is impacted by discrimination, harassment, interpersonal (relationship) violence, sexual violence, sexual exploitation, or stalking is encouraged to seek resources on campus or in the community. Please contact the Title IX Coordinator (Barry Gomberg, bgomberg@weber.edu), Counseling & Psychological Services Center at 801-626-6406 Monday-Thursday 8am-5pm & Friday 8am-4:30pm, the Safe@Weber Survivor Advocate (Paige Davies, paigedavies1@weber.edu), or YCC (Weber County) Rape Recovery Services 801-392-7273 24-hour confidential crisis line or Safe Harbor (Davis County) 801-444-9161 24-hour confidential crisis line to discuss your specific needs. Additional resources are available at weber.edu/womenscenter/safeatweber.htmlEMERGENCY DISCLOSURE: If for any reason the university is forced to close for an extended period of time, we will conduct our class via WSU Online. Look for announcements through the class website and your Weber email account.PLAGIARISM:WSU subscribes to Turnitin, an electronic service that verifies the originality of student work. Enrollment in this course may require you to submit some or all of your assignments to it this semester, and documents submitted to are retained, anonymously, in their databases. Continued enrollment in this course constitutes an understanding of/and agreement with this policy. Plagiarism is a violation of the WSU Student Code and is not acceptable in this course (IV.D.2.b). The policy of the Weber State University Student Code found at will be enforced. Any individual caught cheating on examinations and/or assignments or plagiarizing will receive an automatic “E” for their final grade. Furthermore, a letter will go into the student’s file describing the situation. GRADING: Excellent work. An example for all to follow. Exhibits openness to and unusually sharp insight into many sides of an issue. Shows considerable critical thought. Exceptionally articulate. Written work is virtually flawless in terms of grammar, spelling, cogency, and content. Performs far above minimum requirements. Above average. Speaks and writes well. Performs above the minimum requirements. Demonstrates very good understanding of ideas. Speaks and writes in an acceptable manner. Work is satisfactory, average. Minimum requirements met. Below average work. Minimally acceptable, but unacceptable if this course is required. Unacceptable work. Does not meet minimum requirements At the beginning of the term, each student has no points. It is possible to earn 100 points during the term. Each assignment is worth a specific number of points and points will be accumulated during the term by completing assignments. Grades are posted on Canvas as soon as possible after assignments are graded. It is your responsibility to check Canvas each week to confirm that your points have been accurately entered into the Canvas system. Errors need to be immediately brought to the instructor’s attention. Incompletes will be given only under extreme circumstances, such as a serious medical problem, a death in the family, or in the case of Title IX modifications. If you believe you may need to request an incomplete, please talk with the instructor as soon as possible. Late assignments will be penalized 5%per day up to 60% of the total grade. It is always better to turn an assignment in late than not to turn it in at all. COURSE REQUIREMENTS:Attendance and participation (A&P: 15 weeks at 1 points per week; total 15) As a student in this class, you are responsible for your educational experience. You will be responsible for completing the reading assignments prior to the start of class and to engaging in the classroom discussions and activities. Classroom discussions require the participation of everyone in a respectful and active manner. Attendance is mandatory and active participation is required. Your grade will depend on your demonstrated commitment to the class, including arriving on time, being prepared, staying for the entire class, listening actively, contributing to discussions, and engaging enthusiastically in learning activities. If you must miss a class, you are responsible for making sure your work is still turned in on time and for finding out from your classmates what you missed. If you know in advance that you will miss a class, please inform the instructor, but do not ask, “Am I going to miss anything important?” Every class will be filled with important information and discussion that cannot be made-up in other ways. Please note that some weeks have substantially more reading than other weeks because of the nature of the material to be presented. Plan ahead. If you know the next week has a lot of reading, read ahead the week before so you are not overwhelmed by the reading the next week. If you miss more than two classes, a letter grade will be deducted from your final grade for each additional absence. If you must use your absences, do so wisely. Exceptions will not be made if you have used your two absences and then have an emergency requiring additional absences. This is a deduction that is in addition to the participation points that you will lose for any missed class. Each class is worth a one point. Coming late, leaving early, not participating, and not being prepared will cause a deduction of some or all of the points for that day.Note: Students are required to present their Safe@Weber Peer2Peer Minute Tabling Training Presentations either on 11/16 from 11-12:15pm or 11/30 from 11-12:15pm in Shepard Union. If you are unable to attend these presentation times, you may be able to present your presentation at a pre-scheduled Safe@Weber Tabling event – see the instructor for more details. Community Assessment Reports (10 sets of CARs, 1 points each; total of 10 points) In weeks 2 through 11, students will be given a link to a Google Form survey, consisting of 1-2 survey questions, to be distributed to the community for responses. Students have complete freedom on how they distribute the survey (via FB, Twitter, Snapchat, Tumblr, email, in person); however, they must turn in evidence that they distributed the survey to a viable source of potential survey takers. To do this, students will turn in either carbon copies of emails, screen shots of social media posts, or their manual entries for the survey (in addition to manually entering in that data into the survey form). Evidence of survey distribution must be turned in to Canvas at least 48-hours before the beginning of class. This means they are due at 11:00 am each Tuesday in weeks 2 through 11. The reason for this stipulation is that we want community members to have as much time as possible to see the survey and complete it before we meet as a class and discuss the results. CARs for the next week will be posted on Canvas by Friday at 6:00 p.m. Journal Entries (15 sets of JEs, 2 points each; total of 30 points) After each class, you will write a journal entry. Journal entries will be .75-2 pages in length, type written, and double spaced in 12 point Times New Roman font. JEs should contain thoughtful personal reflections on the material presented in class and the weekly reading. JEs may also include examples of interpersonal or systemic violence that you observe during the week (such as in the media or in popular culture) and how they relate to the presented material. The entries can also include general reflections on the topics being covered and the impact that the material is having on you. If you do not know how to start a journal entry, consider using some of these writing prompts: This week, I was particularly impacted by… I wish I had learned more about x... If I had been presenting the material, I would have… It was hard to watch/read/hear about x because… The discussion about x raised more questions for me, including… The material reminded me of… I did not understand… I disagree with… Reading Synopsis Handout and Presentations (8 sets, 3 points each; total of 24 points)Starting in week 4 and extending to week 11 students will collectively or individually (as decided upon by the class) compile reading synopses and present them in class. Each synopsis has the same template components, which focus on identifying the theoretical framework, argument, methods, and assessment. The handouts will be created with a google doc (linked in your assignments) and students must contribute to the document in suggesting mode to get credit for their work. No credit will be given to students to contribute to the document in editing mode. Once the handout is complete students must submit the document to Canvas and then present it to the other students during class. Presentations should be short (max 15 minutes total to present and discuss all readings for the assigned day), and yet helpful and informative. Students will be able to complete one make up Synopsis Handout and Presentation at the end of the semester (wk 15) if needed.Safe@Weber Peer2Peer Minute Tabling Training Presentation (21 points)Each student will select a violence prevention topic and write a 10 minute peer educator curriculum on the subject to be presented either on 11/14 from 12-1pm or 11/28 from 12-1pm in Shepard Union. Students must develop 2 learning objectives, include an interactive skill based learning component within their Peer2Peer Minute curriculum, present the curriculum in the Student Union Atrium to WSU students, develop and implement an assessment for the curriculum, and conduct a SWOT analysis of the Peer2Peer Minute curriculum. If you are unable to attend these presentation times and would like to make this assignment up, you may try to present your Peer2Peer Minute at a Safe@Weber Tabling event if there is one scheduled and available for modification, or you may try to work with the Safe@Weber Prevention Coordinator to set up a Safe@Weber Tabling event (note Safe@Weber events generally take place M-F between 10am-3pm at the Ogden campus; however, there typically is one Safe@Weber event at the Davis campus each semester). If you need to set up a new Safe@Weber Tabling event to present you are responsible for all the programming planning normally completed by the WC staff.WGS 2900: Violence Prevention, Response, & Peer Education Course ScheduleWeekTopic/Discussion/ActivityReadingAssignment1 8/31Course & Safe@Weber Overview, Ground Rules, Introductions, Team BuildingNo reading – view the introduction videoJournal Entry 129/7Healthy RelationshipsRead: S.E.X.: The All-You-Need-To-Know Progressive Sexuality Guide to Get You Through High School and College Chapters 6, 7 Watch:? HYPERLINK "mailto:Safe@Weber" Safe@Weber?Healthy Relationships and How to Make Your Relationships Even Better instructional videoJournal Entry 2;CAR 139/14ConsentRead: S.E.X.: The All-You-Need-To-Know Progressive Sexuality Guide to Get You Through High School and College Chapters 8, 9 (starting pg 201), and 13Watch:? HYPERLINK "mailto:Safe@Weber" Safe@Weber?Got Consent? instructional videoJournal Entry 3; CAR 249/21The Spectrum of ViolenceRead: Sourcebook on Violence Against Women Chapters 5, 6; The Web of Violence Chapter 2Watch:? HYPERLINK "mailto:Safe@Weber" Safe@Weber?All in One Workshop instructional videoJournal Entry 4; CAR 3; Reading Synopsis & Presentation59/28Violence and Systems of OppressionRead: Color of Violence Introduction and Chapters 6, 8, 25; Sourcebook on Violence Against Women Chapter 8Watch:? HYPERLINK "mailto:Safe@Weber" Safe@Weber?Connect the Dots--Intersections of Violence & Discrimination instructional videoJournal Entry 5; CAR 4; Reading Synopsis & Presentation610/5Theory, Developing Programs, and AssessmentRead: Sourcebook on Violence Against Women Chapters 1 & 11; The Web of Violence Chapter 3Journal Entry 6; CAR 5; Reading Synopsis & Presentation710/12 Bystander InterventionRead: Toward the Next Generation of Bystander Prevention of Sexual and Relationship Violence chapters 1-3Watch:? HYPERLINK "mailto:Safe@Weber" Safe@Weber?It Starts with You: Bystander Intervention instructional videoournal Entry 7; CAR 5; Reading Synopsis & Presentation810/19Bystander InterventionRead: Toward the Next Generation of Bystander Prevention of Sexual and Relationship Violence Chapters 4-6Journal Entry 8; CAR 7; Reading Synopsis & Presentation910/26Title IX, Clery, Campus SaVERead: Know Your IX website materials ; Missoula: Rape and the Justice System in a College TownJournal Entry 9; CAR 8; Reading Synopsis & Presentation1011/2Effects of TraumaRead: Trauma and Recovery Chapters 7-11Journal Entry 10; CAR 9; Reading Synopsis & Presentation1111/9Survivor AdvocacyRead: Sourcebook on Violence Against Women Chapters 12, 13Journal Entry 11; CAR 10; Reading Synopsis & Presentation1211/16Peer Educator PresentationsNo readingPeer Educator Presentations 12-1pm Shepherd Union Atrium; Journal Entry 121311/23No Class for HolidayNo readingFun and self care1411/30Peer Educator PresentationsNo readingPeer Educator Presentations 12-1pm Shepherd Union Atrium; Journal Entry 141512/7Healing from Trauma and Community Accountability StrategiesRead: INCITE!, Color of Violence Introduction and chapters 22, 29Journal Entry 151612/14?Safe@Weber Peer Educator Certification Celebration in the WC (free pizza)?No reading ................
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