Course Syllabus

First Year Seminar: LGBTQI+ Identity, Life, Theory, and Culture in the US

(FYSO:100 – 01)

Thursday 9:25AM - 10:40AM & Hybrid

Sullivan 200

Dr. Miguel Montalva Barba (He/Him/His)

Office: Meier 335E

Email: mmontalvabarba@salemstate.edu

Zoom ID: 426 736 0520 Password: 916447

Office Phone: (978) 542-2521

 

 

Online Office Hours:

Tuesday 10:00am – 12:00 pm

Wednesday 10:00 am – 12:00 pm

Or by appointment.

To schedule, please follow this link:

https://calendar.google.com/calendar/selfsched?sstoken=UUl0LTFBbml4MzJVfGRlZmF1bHR8ZjU3ZTJhMzQzOTI5YTY2ZjBiM2Y3MmIzMDdmM2E0NGI

 

Teaching Modality:

Hybrid Teaching Modality – This course will meet online via Zoom, with some in-person sessions as scheduled on the course calendar. All in-person meeting will occur on Thursdays at the scheduled class time, in Sullivan 200. Pay close attention to the course schedule as our meetings can change from week to week. 

 

Meeting Schedule:

Date	Meeting Format
10/01	In Person
10/08	In Person
10/15	Zoom
10/22	In Person
10/29	In Person
11/05	Zoom
11/12	In Person
11/19	Zoom
12/03	Zoom
12/10	Zoom

Course Content:

Together we will explore how LGBTQI+ people are seen - what does the media tell us? Politicians? What do we tell each other? Why do we use “queer”? What does it mean to “queer” a club, residence hall, or academic discipline? By examining these questions, this seminar will help students better understand their gender and sexual identity. We will look at the interconnectedness of sexuality, gender, ability, nationality, race, color, feminism, and class as it relates to these questions. This course is open to all students, but maybe of most interest to students who identify as LGBTIQ+.

Course Description:

This course will introduce students to the experience of academic exploration that is at the heart of a liberal arts education. Through study of one or more compelling questions or topics in a small seminar setting, students will practice creative and critical thinking and will learn to express themselves effectively and appropriately in a college setting. They will develop relationships and practices that allow them to effectively utilize college resources and become members of a community of learners. The specific topic of the seminar will be developed by individual faculty and will be announced in advance. First year seminars are required for the first-year students and transfer students with fewer than 15 credits. Not open to students who have received credit for IDS 189 or another first year seminar course.

 

 

First Year Seminar Course Goals:

1. The first year seminar (FYS) will actively encourage students to develop their own academic interests and learn how to pursue them through critical thinking about one or more compelling questions or issues.
2. The FYS will aid students in developing their ability to express themselves and their ideas effectively and appropriately in a college setting.
3. The FYS will help students begin to develop relationships and practices that will support their success in college.

 

First Year Seminar Instructional Objectives:

Upon successful completion of the course, students will have:

1. practiced developing compelling questions based on their individual interests related to the course’s subject;
2. gathered evidence from relevant sources;
3. made clear their methods and assumptions;
4. supported a position using their sources;
5. participated in discussions of the course’s subject;
6. produced at least one product that showcases some aspect of their inquiry in the class through written, oral, or creative means;
7. developed an understanding of the value of drafting and revising ideas by presenting at least one draft and then a revised version of a product showcasing some aspect of their inquiry in the class;
8. become knowledgeable about various persons, opportunities, activities, offices and services that are available through the university and aid in student success (some examples may include the following: student services, MAP-Works, tutor services, campus-wide clubs and associations, Health Services, career services, and campus activities);
9. learned about the overall academic structure and opportunities in the SSU Core and the resources available to them (some examples include: advising, learning commons, academic resources such as the Writing Center or Math Lab);
10. demonstrated familiarity with the general purposes of liberal education (as framed by the “essential learning outcomes” identified by the American Association of Colleges and Universities LEAP outcomes) and the categories of the General Education curriculum at Salem State.

 

Required Texts:

• Feminism is For Everybody by bell hooks (latest edition)
• Redefining Realness: My Path to Womanhood, Identity, Love and So Much More by Janet Mock
• College Success by OpenStax free online textbook <https://openstax.org/details/books/college-success>. Download and online versions available.
• Readings on Canvas

 

Attendance: Attendance will be taken every time we have a “live” Zoom class or in-person meeting. You will earn attendance points for synchronous and in-person meetings. 

Final Examination: There will not be a final examination, but we will have a final project.

 

Course Requirements:

Participation

Community Building Interviews (Due on 9/27)

Redefining Realness (Due on 10/25)

Feminism is for Everyone and Me (Due on 11/22)

Zine Project (Due on Finals Week)

 

Grade Breakdown:

Participation 20%

Community Building Interviews 20% (Due on 9/27)

Redefining Realness 20% (Due on 10/25)

Feminist is for Everyone and Me 20% (Due on 11/22)

Zine Project 20% (Due on Finals Week)

Total 100%

 

GRADING SCALE

A	100%	to 94.0%
A-	< 94.0%	to 90.0%
B+	< 90.0%	to 87.0%
B	< 87.0%	to 84.0%
B-	< 84.0%	to 80.0%
C+	< 80.0%	to 77.0%
C	< 77.0%	to 74.0%
C-	< 74.0%	to 70.0%
D+	< 70.0%	to 67.0%
D	< 67.0%	to 64.0%
D-	< 64.0%	to 61.0%
F	< 61.0%	to 0.0%

 

 Late Work: I do accept late work. If you are having an emergency and or difficulties with submitting a particular assignment, email me before it is due.

CLASS POLICIES / RULES

• Attendance is mandatory. I will take attendance every class time. On your third absence, your final grade will be lowered half a letter grade, and on your sixth absence, you will fail the course.
• Perpetual lateness will impact your participation grade. (3 late arrivals = 1 absence).
• Class participation is required.
• TURN OFF/SILENCE ALL CELL PHONES, when in class.
• No Laptops or Tablets are allowed in in-person class.
• You may not record me at any point. I do not consent. 
• Discussions are part of the course, and everyone is required to participate; I will not tolerate any student that does not respect their classmates, classroom, guest lecturers, or the professor. I expect students to behave and express their ideas respectfully and thoughtfully.
• Plagiarism will not be accepted in this class. If a student is caught plagiarizing, no credit will be given for that assignment. On your second plagiarism offense, you will fail the course. We will follow university procedures on plagiarism.
• Late assignments will not be accepted.

 

ACADEMIC INTEGRITY

Salem State University assumes that all students come to the University with serious educational intent and expects them to be mature, responsible individuals who will exhibit high standards of honesty and personal conduct in their academic life. All members of the Salem State University academic community have a responsibility to ensure that scholastic honesty and academic integrity are safeguarded and maintained. Cheating and plagiarism are unfair, demoralizing, and demeaning to all of us. Cheating, plagiarism, and collusion in dishonest activities are serious acts that erode the University’s educational role and cheapen and diminish the learning experience not only for the perpetrators but also for the entire community. It is expected that Salem State University students will understand and subscribe to the ideal of academic integrity and that they will be willing to bear individual responsibility for their work. Materials (written or otherwise) submitted to fulfill academic requirements must represent a student’s efforts.

 

ACADEMIC DISHONESTY POLICY

The fundamental purpose of this policy is to emphasize that any act of academic dishonesty attempted by any Salem State University student is unacceptable and will not be tolerated. Charges of academic dishonesty are reviewed through a process that allows for student learning and impartial review. Performing, aiding or inciting any of the actions listed below, in courses or other situations involving academic credit, constitutes an offense subject to disciplinary action.

 

TYPES OF ACADEMIC DISHONESTY

Cheating is the intentional use or attempted use of deceit, trickery, artifice, fraud, and/or violation of rules and/or misrepresentation of one’s academic work in any academic exercise, regardless of the delivery method of the course.

The methods of cheating are varied and well-known, and include but are not limited to the following:

• Copying from others during an examination.
• Sharing answers for a take-home examination.
• Using notes or other resources not authorized by the instructor.
• Taking an examination for another student.
• Tampering with an examination after it has been corrected, then returning it for more credit than deserved.
• Submitting substantial portions of the same academic work for credit in more than one course, without consulting the second instructor (and the first instructor if the courses are concurrent at Salem State University).
• Allowing others to do the research and writing of an assigned paper (for example, using the services of an online paper service).
• Falsifying data or results from research or fieldwork.
• Obtaining the answers to, or a copy of, an examination prior to its administration.
• Submitting a purchased or downloaded paper or other works written by another person, including those obtained through an online paper service.

 

PLAGIARISM

Plagiarism is academic theft. It refers to the use of another’s ideas or words without proper attribution or credit. An author’s work is his/her property and should be respected by documentation. However, academic integrity requires that unsigned material must also be identified (for example, anonymous articles or web pages). Credit must be given in the following situations:

• For every direct quotation of any length.
• When work is paraphrased or summarized in whole or in part in your own words.
• For any information which is not common knowledge. (“Common knowledge” is defined as information that appears substantially the same in several general sources such as textbooks or encyclopedias.)
• For any material borrowed from another source, whether in print or electronic form (for instance, graphs, images, videos, diagrams, tables, and datasets).
• Plagiarism includes but is not limited to:
• Copying word for word from a source (printed, electronic, or oral) without properly citing or crediting the source.
• Paraphrasing without proper attribution.
• Submitting the same assignment to one or more courses
• Failing to properly cite or credit sources, whether the material is a direct quotation, paraphrase, or summary.
• Failing to identify direct quotations using quotation marks.
• Failing to acknowledge and properly cite information obtained through printed, electronic, or oral sources.
• Incorporating into one’s own work graphs, tables, drawings, photographs, diagrams, and other non-textual material from other sources without proper attribution.

 

Administrative Grades

In addition to the academic grades listed previously, two grades may be assigned administratively, W (Withdrawal) and F (Administrative F) grades are used in connection with the withdrawal from courses (see Withdrawal from Courses), The W grade carries no grade-point value, whereas the F* grade carries a point value of 0 and is used in exactly the same way as an academic F grade in calculating the grade-point average,

 

Change of Grade

Once a course grade (other than incomplete) has been assigned, it can be changed only by the instructor who originally assigned it, a change will be made only when the instructor considers it justified by the student's performance in the appropriate coursework.

If a student disagrees with a course grade assigned by the instructor, the student may request that the instructor re-evaluate the assigned course grade. However, a re-valuation of a grade does not ensure a grade mark-up. This request must be made within 4 months of the final day of the semester in which the original course grade was issued. The student must make the request directly to the instructor, in the form of an email, letter, or other time-stamped and retrievable communication. The instructor will change the grade only if the instructor considers it justified by the student's performance in the appropriate coursework. In such a case, the instructor must submit a grade change no later than one year following the closing day of the semester in which the original grade was issued.

After contacting and communicating with the instructor the student may opt to pursue the following mediation process, but only under the following circumstances;

1. The student has evidence that the course grade resulted from an incorrect or improper application of the Course Information Policy as demonstrated by the course syllabus
2. The student has evidence that his or her resulting score on a graded, objective exercise contributing toward the calculation of the final grade (as outlined in the course syllabus) was incorrectly calculated or that the calculation of the final grade (as outlined in the course syllabus) was incorrectly done
3. The student has evidence that the instructor has evaluated his or her work with prejudice or in an arbitrary, capricious manner

The student may pursue the mediation process only after first requesting (within four months of the final day of the semester in which the grade was issued) the instructor re-evaluates the assigned course grade and after receiving a reply from the instructor or if the instructor does not reply to the request within 4 weeks. After the student sends that request, after the Instructor replies (or does not reply for 4 weeks or more) the student may request mediation if he or she believes that one or more of the above three circumstances apply. In order to request mediation, the student must make the request for mediation in the form of an email, letter, or other time-stamped and retrievable communication to the chairperson of the department in which the course was taught. The student must in the request for mediation invoke one or more of the three circumstances listed here and include a copy of the original written request to the instructor for re-evaluation of the assigned course grade, The student must make the request for mediation within 4 weeks of receiving a response from the instructor to the original request to re-evaluate or—in the event that the instructor did not reply to that original request to re-evaluate, within 8 weeks of the original request to re-evaluate. At the chair person's discretion, the mediation may occur or be referred back to the instructor. If mediation occurs, the outcome is not binding, because the original grade can only be changed by the instructor who originally assigned the grade.

Exceptions to the fore-mentioned timelines and procedures will be permitted only when there are clear and compelling extenuating circumstances, such as, but not limited to, military deployment of student or instructor; or, the death or sustained unavailability of the Instructor. In such instances, the Department Chairperson and Dean will collaborate on a means for resolution of the student request. Upon resolution of the grade change request, the Department Chairperson will file the correct forms with the Registrar's Office.

 

Disability Accommodation Letter                                                       

Disability Services (DS) is charged with the responsibility of determining accommodations for students with disabilities. Please contact that office NOW if you need to request accommodations. You are expected to discuss arrangements for accommodations (and provide a letter of determination from DS) me at least two weeks before the accommodation is needed, e.g., two weeks before an examination.

Salem State University is committed to non-discrimination of handicapped persons as specified in Section 504 of the Rehabilitation Act of 1973. Students who qualify as handicapped under this section of this Act should notify the instructor at the beginning of the course so that reasonable modifications may be made when necessary.

 

Academic Policies

All students are expected to be familiar with the academic regulations, including those regarding Academic Integrity, for Salem State University as published in the college catalog. In addition, each student is responsible for completing all course requirements and for keeping up with all that goes on in the course (whether or not the student is present).

Salem State University is committed to providing equal access to the educational experience for all students in compliance with Section 504 of The Rehabilitation Act and The Americans with Disabilities Act and to providing all reasonable academic accommodations, aids, and adjustments. Any student who has a documented disability requiring accommodation, aid, or adjustment should speak with the instructor immediately. Students with Disabilities who have not previously done so should provide documentation to and schedule an appointment with the Office for Students with Disabilities and obtain appropriate services.

In the event of a university declared a critical emergency, Salem State University reserves the right to alter this course plan. Students should refer to salemstate.edu for further information and updates. The course attendance policy stays in effect until there is a university declared a critical emergency. In the event of an emergency, please refer to the alternative educational plans for this course located at/in Canvas. Students should review the plans and gather all required materials before an emergency is declared.

 

Covid-19 Pandemic Statement:

Students must comply with the Covid-19 Health and Safety Protocols for the 2020-2021 Academic Year. This includes wearing masks in class and on campus in public spaces, practicing physical distancing where possible, including in-class, engaging in a daily symptom check, notifying Counseling and Health Services at 978-542-6413 if they have any symptoms associated with COVID-19, and not coming to campus or to an in-person class if they have any of the symptoms related to COVID-19, until cleared by the Student Life Wellness Area. Students who have documented disabilities that may prevent them from complying with these policies are required to contact the Disability Services office.

 

Course Schedule (Reading and Meeting Schedule)

This schedule may change depending on course progress and or at the instructor’s discretion.

(In-person Meetings = INP)

(Live Zoom Meet = LZM)

 

Permanent Zoom Meeting Link:

Join Zoom Meeting

https://salemstate.zoom.us/j/4267360520?pwd=K2dOelZidU1mOWd2UUFlN0FuWE9Cdz09

 

Meeting ID: 426 736 0520

Passcode: 916447

 

Date	Topic	Reading/Assignments Due
9/03	Welcome	INP Welcome! Check-In & Course Layout & Expectations
9/08		Chapter 1: Exploring College – Online Textbook
9/10		LZM Henderson. 2019. Introduction - Queering “Queering”: A Way of Seeing/Experiencing/Knowing (Canvas)
9/15		Chapter 2: Knowing Yourself as a Lerner – Online Textbook
9/17		Chapter 3: Managing Your Time and Priorities – Online Textbook
9/22		Chapter 4: Planning Your Academic Pathway – Online Textbook Chapter 5: Reading and Writing – Online Textbook
9/24		LZM Henderson. 2019. Queering Desire: Knowing “Feeling” (Canvas)
9/27		Community Interview Assignment Due @ 10:00 PM
9/29		Chapter 6: Studying, Memory, and Test Taking – Online Textbook Henderson. 2019. Queering Language: Words and Worlds
10/01		INP Chapter 7: Thinking – Online Textbook Henderson. 2019. Queering Identities: From “I” to “We”
10/06		Mock. Redefining Realness –  Author's Note - Introduction
10/08		INP Mock. Redefining Realness – Everything to Chapter 1
10/13		Mock. Redefining Realness – Chapter 2 – Chapter 6
10/15		LZM Chapter 11: Engaging in a Healthy Lifestyle – Online Textbook Henderson. 2019. Queering Bodies: Transgender and Intersex Lives
10/20		Chapter 12: Planning for Your Future – Online Textbook Mock. Redefining Realness – Part 2
10/22		INP Henderson. 2019. Queering Privilege: Whiteness and Class Mock. Redefining Realness – Part 3 & New York 2009
10/25		Redefining Realness (Due on Canvas at 10:00pm)
10/27		Henderson. 2019. Queering Intersectionality: Race and Ethnicity
10/29		INP hooks. Feminism is for Everyone. Introduction – Chapter 4
11/03		hooks. Feminism is for Everyone. Chapter 5 – Chapter 8
11/05		LZM Henderson. 2019. Queering School
11/10		hooks. Feminism is for Everyone. Chapter 9 – Chapter 13
11/12		INP Henderson. 2019. Queering Sociality: Friends, Family, and Kinship
11/17		hooks. Feminism is for Everyone. Chapter 14 – Chapter 16
11/19		LZM hooks. Feminism is for Everyone. Chapter 17 – Chapter 19
11/22		Feminism is for Everyone and Me Due on Canvas at 10:00pm.
11/24		Film Activity
12/01		No Reading
12/03		Zoom Henderson. 2019. Conclusion: Imagining Utopias in Queer
12/08		No Reading
12/10		Zoom - Closing the class
12/15	Reading day
		Zines Due on Canvas