Course Syllabus

Jump to Today

WMNST 105: Living in a Diverse World

CATEGORY INFORMATION

Credits:

3

Prerequisites:

None

Delivery:

Web (Canvas, https://psu.instructure.com)

Dates:

See the Calendar tab in Canvas.

Instructor:

See the Orientation page in Canvas.

 

Description

In this course, we will use comedy, literature, graphic novels, film, and scholarly texts to explore how conceptions of social difference, such as those linked to categories of gender, race, sexuality, class and disability, shape society and everyday interactions in the United States and cross-culturally. By juxtaposing the role of culture against the role of biology (nurture versus nature), we will attempt to account for the exaggeration of difference and the inequality and intolerance that stem from these perceived and codified differences. We will explore the ways in which identity is assigned, constructed and challenged through education, language, work spaces, religion, and the media.

Geographically, the course emphasizes the relationship between social difference and power in the United States, but takes a transnational perspective when possible by making comparisons to contexts beyond the United States. Definitions of what it means to be female and male, abled and disabled, heterosexual and homosexual, black and white, Christian and Muslim are linked to a constellation of prescribed roles, stereotypes, and acceptable behavior that are, in many cases, culturally and historically specific. The class is designed to encourage reflection on the ethical challenges that arise when we become aware of how privilege, power, and difference are intertwined in our world and daily lives. Because theories are most useful when put into practice, you will be asked to apply the concepts and examples that are explored in the classroom to everyday situations and practices of identity construction.

Objectives

At the end of this course, you will be able to:

  1. Apply basic theories of identity, difference, social power and privilege to a wide range of textual and visual materials, and to their own interactions in the context of day-to-day life.
  2. Critically engage how race, gender, sexuality, class, ethnicity, and disability have been constructed in the United States.
  3. Consider transnational dimensions of similar dynamics and contrast these with the United States context.
  4. Identify and analyze the multiple ways individuals, communities, and social movements have resisted and remade categories of identity and changed relations of power over time and space.
  5. Recognize and explore the constructions of social identity. 

Organization

This course is made up of FIFTEEN lessons. Each lesson relates to a major topic related to the construction of race, class, gender, ethnicity, disability, and sexuality in the United States. 

For a typical lesson, you will complete the following activities and assignments:

  • Explore online course content.
  • Read a few assigned readings.
  • Take a couple of quizzes in Canvas.
  • Participate in discussions in Canvas.

In addition, you will write a critical essay relating to a lesson to which you've been assigned.

Online Learning and Attendance

This course has been developed to promote asynchronous learning. The instructor and students do NOT meet on a designated day and time each week. For each lesson, there is a timeframe to complete all activities and assignments, and you may work at your own pace within that timeframe. However, you must adhere to the due dates outlined on the Calendar. (Due dates can also be viewed under the Syllabus tab.) You should log into the course daily to check for updates, review lessons, and participate in activities.

Texts and Other Materials

The following texts are required:

  • Andersen, M. L. & Collins, P. H. (2016). Race, Class & Gender: An Anthology, 9th Edition. Cengage Learning. [ISBN: 978-1-305-093614]

Library Services

Penn State Libraries provides a wide variety of services and resources. To learn how to take advantage, refer to the Online Student Library Guide (Links to an external site.) at http://guides.libraries.psu.edu/onlinestudentlibraryguide. This guide serves as your starting point for access to all that Penn State Libraries can offer you as an online student. Use this guide if you have questions on library services offered to you, how the library can help you, how to use the library, or what resources you can access via the library! The guide will connect you to important pages and resources within Penn State Libraries and save time from you searching for the information you need.

Course Reserves (e-Reserves):

There are electronic resources on reserve for this course that can be accessed through the Penn State Libraries. To access your Course Reserves, please use the Library Resources link in the course navigation menu.

For any questions you may have about searching, viewing, or printing your Course Reserves, refer to the Viewing/Printing Electronic Reserves page (Links to an external site.) at https://www.libraries.psu.edu/psul/reserves/usingreserves.html.

Other required article readings and videos will be posted in Canvas, located in the Lesson Overview section.

Grading

Final letter grades will be assigned based on the scale below.

Scale

LETTER
GRADE		 MINIMUM
PERCENT		 MINIMUM
POINTS
A 93 930
A- 90 900
B+ 87 870
B 83 830
B- 80 800
C+ 77 770
C 70 700
D 60 600
F 0 0

Note on Final Grades: Grades are NOT curved; in order to convert letter grades to numerical grades, use the lowest score for the corresponding grade (e.g. An “A” is a 93%). There is also no rounding of final grades in this course. The grading system is based on a 1000 point scale. Throughout the semester, students are given ample opportunities to earn these 1000 points as well as the chance to drop the lowest grade in each category of assignments. For example, rounding your final grade up from 88% to 90% is only 2 percentage points but could be as much as 20 actual points.  It would not be fair to give one student an additional 20 (or 10 or even 2) points without giving additional points to all other students as well. Unless there has been an error in calculation, requests to change final grades will not be considered.

Due Dates

All assignments are due by 11:59 PM Eastern Time on the date indicated on the Calendar. (Due dates can be also be viewed under the Syllabus tab.) Please be aware that Canvas follows the Eastern Time (ET) time zone. Assignment due dates adhere to this time zone, and it is your responsibility to submit assignments accordingly. If you are outside of the ET time zone, you can set your Canvas account to sync to it. Refer to the Set a Time Zone article in the Canvas Guide (Links to an external site.) at https://community.canvaslms.com/docs/DOC-2891.

As a general rule, you will NOT be able to go back and make up missed assignments. It is your responsibility to keep up with your assignments. Students with an excused absence (hospitalization, jury duty, family emergency, or military service) may be asked to produce proper documentation in order to make up graded work. All make-up work is at the discretion of the instructor.

Veterans and currently serving military personnel and/or spouses with unique circumstances (e.g. upcoming deployments, drill/duty requirements, disabilities, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.

Notes:

  • To Do List: Some assignments may not appear in the To Do list under the Home tab. Use the Calendar or Syllabus to ensure that you are fully aware of assignment due dates.
  • Note on Late Assignments: Late assignments will lose the point equivalent of TEN points per calendar day, and they will not be accepted later than FOUR calendar days after the due date.

Notes on Technical Problems: If you encounter technical problems and cannot submit an assignment in Canvas, please immediately email me the assignment. Once the email has been sent, go back and try to fix the problem. All work must be submitted in Canvas in order to receive credit.

Assignments

Basic information about each assignment group is provided below. For detailed directions about an individual assignment, see the assignment information under the Modules tab.

Note on Feedback: You can expect meaningful feedback on all written assignments within SEVEN days of the deadline.

 

ASSIGNMENT
GROUP		 POINTS
Polls 60
Quizzes 240
Discussions 350
Debate Discussions 150
Essay 1 Paper 100
Essay 2 Paper Checkpoint 10
Essay 2 Paper 90
Total 1000

Polls

Value: 6 x 10 PTS, 60 PTS total (There will be a total of 6 polls. All scores count toward your final grade; NO polls will be dropped.)

In some lessons you will be asked to answer short polls related to controversial topics. Although the polls have no “right” answer, you are credited points for participation. The purpose of the polls is to get a quick “snapshot” of your impressions related to lesson material. Check the Course Calendar for due dates.

Quizzes

Value: 12 x 20 PTS, 240 PTS total (There will be a total of 13 quizzes. The lowest quiz score will be dropped. The final quiz grade will be based on the 12 highest quiz scores.)

Quizzes are based on the course readings and lectures covered within the corresponding lesson and consist of multiple-choice and true/false questions.

You will have one chance to take each quiz. Each quiz is timed (60 minutes) and your answers will be submitted automatically when time expires. Once you start the quiz, the time will continue to run until the time allotted has expired or you have submitted the quiz. The clock cannot be stopped once you have started. Refer to the Course Calendar for due dates.

Note: Your work will automatically be saved as you complete the quiz. If you experience technical difficulties, contact your instructor immediately.

Note: We do NOT recommend taking quizzes using the Canvas mobile app; use the web version of Canvas.

You will be able to view answers to the questions one day after the due date. The answers will be available for viewing for two days.

Discussions

Value: 7 x 50 PTS, 350 PTS total (There will be a total of 8 discussions. The lowest discussion score will be dropped. The final discussion grade will be based on the 7 highest discussion scores.The Introduction Discussion is not graded and does not count towards your discussion grade.)

There are several discussions assigned throughout the semester. See the Course Calendar for topics and deadlines. These discussions will allow you to think about and express your opinions on various course topics related to race, class, gender, ethnicity, sexuality, and disability. You will also be able to interact with your classmates and generate an exchange of ideas rather than just one-way communication from student to instructor. Productive and active participation is required. The discussions will be guided through a series of questions or instructions, but the intent is for all students to contribute with substantive knowledge gained through the course lessons and readings, through research on the internet, and through life experiences thus far.

For the 15-week versions of WMNST 105, initial posts are expected to be posted by Thursday of the discussion week, and replies to classmates must be posted by Sunday.  For courses taught over the summer or in all 6-week versions of the class, please pay attention to the course calendar as due dates differ week to week.

Discussion Assignment Listing on Calendar:

The initial posting and response will both take place within the discussion assignment area, but will each have a separate due date. For example, on the course calendar:

  1. Initial Postings: the initial posting for the Introductions Discussion will be listed as Introductions Discussion Initial Reply, the Lesson 2 Discussion will be listed as L02 Discussion Initial Reply, and so forth.
  2. Responding to Peers: responding to peers for the Introductions Discussion will be listed as Introductions Discussion, the Lesson 2 Discussion will be listed as L02 Discussion, and so forth.

This will be the same format that will be used throughout the course for all discussions.

Please view the “Discussion Policies” information below for pointers and policies for interacting within class discussions. All discussion forums will be available on the course Canvas site within the Modules tab.

Refer to the Discussion Forum Rubric for grading expectations. This is also located in the Orientation section of the course. You can also view this within each Discussion Forum assignment.

Note: If you are using a mobile device, you may not be able to view the rubric from within the discussion forum, you may need to view it from the Orientation section.

Debate Discussions

Value: 3 x 50 PTS, 150 PTS total (There will be a total of 4 debate discussions. The lowest debate discussion score will be dropped. The final debate discussion grade will be based on the 3 highest debate discussion scores.)

In preparation for debate discussions, you will continue to work in your discussion groups. However, with the debate discussions, your instructor will assign you to one of two sides in preparation to debate the topic (i.e. Group 1/Side A or Group 1/Side B; Group 2/Side A or Group 2/Side B, etc.). You will be notified which side you are on the week prior to the debate. Over the course of the week-long discussion, each team will debate from two competing positions.

The debate will go through two phases: 

  • Stage One: Each student will write an initial position statement using evidence and direct quotes from the assigned readings, supporting his/her proposition. Initial posts are expected to be posted by Thursday of the discussion week. The initial posting for a debate discussion will be posted on the calendar using the following naming convention: L04 Debate Discussion Stage One Reply.
  • Stage Two: Each student will post two distinct responses or counterpoints to his/her opponent’s initial post. Replies to classmates must be posted by Sunday of the discussion week. The responses or counterpoints for a debate discussion will be posted on the calendar using the following naming convention: L04 Debate Discussion.

Finally, at the conclusion of the debate, you will be asked to vote in a poll, choosing the group/side you think won the debate.

As with any discussion, it is important to hash out our feelings as individuals and as a class about how we will discuss potentially painful and offensive material. Please view the “Discussion Policies” information below for pointers and policies for interacting within class discussions. All discussion forums will be available on the course Canvas site within the Modules tab. Check the Course Calendar for due dates.

Refer to the Debate Discussion Forum Rubric for grading expectations. This is also located in the Orientation section of the course. You can also view this within each Discussion Forum assignment.

Note: If you are using a mobile device, you may not be able to view the rubric from within the discussion forum, you may need to view it from the Orientation section.

Essay 1 Paper

Value: 1 x 100 PTS, 100 PTS total

Essay 1 Paper will be a short writing assignment of approximately 500 to 750 words (that's anywhere from 2-3 pages, using 12-point font, double-spaced pages). Although external resources from the course information are NOT required, if they are used, document external sources in a Works Cited page or footnote section.

Refer to the Writing Assignment Rubric for grading expectations. This is also located in the Orientation section of the course. You can also view this within each Essay assignment.

Check the Course Calendar for due dates.

Note: If you are using a mobile device, you may not be able to view the rubric from within the assignment, you may need to view it from the Orientation section. 

Essay 2 Paper

Value: 1 x 10 PTS (Essay 2 Checkpoint), 1 x 90 PTS (Essay 2 Paper), 100 PTS total

The Essay 2 Checkpoint and the Essay 2 Paper are due during Lesson 15. 

  • Essay 2 Checkpoint: You will need to post a link to an outside article, weblink, media source, or news event that illustrates inequity in your chosen institutional space, be it family, education, work, the media, or the criminal justice system to a discussion forum.  As a part of the checkpoint, you will need to summarize the content of your outside source and address how you intend to connect this source to your chosen institutional space in a short paragraph (around five sentences). Note: Your grade for completing the Essay 2 Checkpoint will be factored into the overall Essay 2 Paper grade.
  • Essay 2 Paper: will be a short writing assignment of approximately 1000 to 1250 words (that's anywhere from 4 to 5 pages, using 12-point font, double-spaced pages). Although external resources from the course information are NOT required, if they are used, document external sources in a Works Cited page or footnote section.

Refer to the Writing Assignment II Rubric for grading expectations. This is also located in the Orientation section of the course. You can also view this within each Essay assignment.

Check the Course Calendar for due dates.

Note: If you are using a mobile device, you may not be able to view the rubric from within the assignment, you may need to view it from the Orientation section. 

Discussion Policies

Written communication is different than oral communication. The policies and pointers listed below cover common issues that crop up in an online discussion forum. They are designed to enhance organization, help you convey your ideas more clearly, and prevent misunderstandings.

  1. Try to think of discussion forums as an extension of your real-life classroom.
    1. Endeavor to share ideas among your classmates, not to prove that you are right and they are wrong.
    2. Be aware that differences of opinion are going to occur in any forum. Multiple perspectives on a topic or problem are often valuable.
  2. Compose long messages in NotePad (or TextEdit) and then copy/paste into Canvas. Or add an attachment and provide a simple explanation of its contents.
  3. Keep closely related ideas organized under a single post.
    1. To respond to the original post, click in the Reply field, type your response, and click Post Reply. Title your post so that individuals know what your post is about. The title of your post should be a brief phrase that summarizes your post.
    2. To respond to another individual, click the Reply button just below the individual's original response. Type in your response and then click Post Reply.
    3. To express a new idea, click in the Reply field again, similar to adding your original post. Remember to add a title.
    4. Don’t feel obligated to make a reply to a post if you feel it does not warrant one. Numerous posts that contain no essential new ideas may create more work for everyone.
    5. Don’t be offended if no one replies to your message. Often people will read postings on a discussion forum but not make a reply.
  4. Act professionally and be considerate of others.
    1. Remember that not everyone comes from the same background, or shares the same values and ideals as you.
    2. Be mindful of your “tone.” If you are unsure of your tone, try reading your discussion forum post out loud before you submit it. When you read it out loud, does it sound the way you would speak to another student in the classroom?
    3. Remember that a message can easily be misunderstood. Making a joke or being ironic in a discussion forum is a great way to break the ice, but you have to let people know your intentions. If you wish to convey a humorous tone, try using emoticons or adding comments like “Just kidding!” Do not use slang.
  5. Alert your instructor as soon as possible if there is a message on the discussion forum that strikes you as inappropriate or offensive.
    1. Keep in mind that the author may not realize how the message “sounds” to you. Try to think of the situation as a growth opportunity facilitated by the instructor.
    2. Allow the instructor to handle the situation. Rest assured that your instructor is determined to prevent breakdown of group process.
    3. Be aware that the instructor has the right to remove any inappropriate or offensive messages.
    4. Be aware that any student who posts an inappropriate or offensive message will be blocked from participating in the discussion forum and will receive an F for that assignment. Students are also subject to relevant policies in the student code of conduct. 

University Policies

Academic Integrity

According to Penn State policy G-9: Academic Integrity, an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.   

Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic sanctions, which can be severe, and put themselves at jeopardy for other outcomes (see G-9: Academic Integrity).

To avoid plagiarism in this course: Do not work collaboratively or talk/screen share with others while taking CANVAS quizzes. You are not permitted to get help from other students on CANVAS quizzes or on any written work (including discussion posts and the critical essay). You are not permitted to use on line resources, including test banks or tutoring services, during CANVAS quizzes.  You are not permitted to use another students’ work in your discussion board posts or in your critical essay.   

When you write your essays and discussion posts, remember these ABCs to avoid plagiarism: Always place copied information within quotation marks, include information about the quoted or paraphrased source in a Bibliography, and Cite the source in the body (in the text) of your paper immediately after the quoted or paraphrased information. When in doubt, cite in the text and include the source in a bibliography.

In this course, you can collaborate with other students enrolled in the course ONLY for help finding information about class readings, due dates, and accessing course materials.  Collaboration on graded work of any kind is prohibited and is considered academic dishonesty.

In this course you may not use previous students’ work, (including test banks like “Quizlet”) at any time.  You may use your textbooks and the class lectures (found on Canvas) while taking the quizzes (in other words, quizzes are “open book”).  You should not navigate out of Canvas to look up answers from any other web site or source besides your textbooks and Canvas lectures; doing so is a violation of academic integrity.

In this course, violations of academic integrity are taken seriously, they will be pursued and may result in a grade of F for the course as well as other penalties. Please ask the instructor for help on how to avoid plagiarism if you are unsure!

Collaboration & Information Sharing

All course materials students receive or to which students have online access are protected by copyright laws. Students may use course materials and make copies for their own use as needed, but unauthorized distribution and/or uploading of materials without the instructor’s express permission is strictly prohibited. Students who engage in the unauthorized distribution of copyrighted materials may be held in violation of the University’s Code of Conduct and/or liable under Federal and State laws. Students should also consider seriously the negative consequences of sharing their log-in credentials with others, which is a violation of University policy. Log-in credentials provide access to confidential information and allow others to adjust the student's communication settings, academic choices, and financial well-being without the student's knowledge.

You are not permitted to share, upload, post, or send any information from this course, including notes and assignments. This includes on-line note-taking/note-sharing services.  Please note that several note-taking/note-sharing companies approach students about “jobs” (including “jobs” that appear to be connected to PSU); this is not permitted in this course.  Students who share protected course information (including lectures, quizzes, and other course information available to you through CANVAS) risk academic sanctions related to charges of plagiarism as well as disciplinary sanctions based on Penn State Administrative Policy AD-40.

Disability Access

Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has an office for students with disabilities. The Student Disability Resources website provides contact information for every Penn State campus at http://equity.psu.edu/student-disability-resources/disability-coordinator. For further information, please visit the Student Disability Resources website at http://equity.psu.edu/student-disability-resources.

In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation described at http://equity.psu.edu/student-disability-resources/applying-for-services. If the documentation supports your request for reasonable accommodations, your campus’s disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.

Counseling and Psychological Services

Penn State's Counseling and Psychological Services (CAPS) office offers residential and distance-based Penn State students non-emergency mental health services in the form of case management, community resource referrals, supportive listening, care giver support, and much more.

Students may request assistance from CAPS regarding a variety of common mental health issues, including anxiety, depression, relationship difficulties, and stress. CAPS services are designed to enhance students' ability to fully benefit from the University environment and academic experience. Call CAPS at 814-863-0395 (8 am-5 pm, Monday-Friday EST) or submit an inquiry online at https://studentaffairs.psu.edu/form/caps-contact-form to schedule an appointment with a mental health advocate, who can help you address mental health concerns that may interfere with your academic progress or social development. This appointment will include a one-on-one session that can be conducted via telephone, teleconference (Skype, FaceTime, etc.), or locally at Penn State University Park. For more information on services provided through CAPS, please visit the Penn State CAPS website at http://studentaffairs.psu.edu/counseling/. Students enrolled at the World Campus are also encouraged to visit its Mental Health Services page at http://student.worldcampus.psu.edu/student-services/mental-health-services.

Reminder: These services are for non-emergencies only. If you or someone you know is experiencing a crisis situation, please call your local crisis center or 911.

Nondiscrimination

Penn State is committed to equal access to programs, facilities, admission and employment for all persons. It is the policy of the University to maintain an environment free of harassment and free of discrimination against any person because of age, race, color, ancestry, national origin, religion, creed, service in the uniformed services (as defined in state and federal law), veteran status, sex, sexual orientation, marital or family status, pregnancy, pregnancy-related conditions, physical or mental disability, gender, perceived gender, gender identity, genetic information or political ideas. Discriminatory conduct and harassment, as well as sexual misconduct and relationship violence, violates the dignity of individuals, impedes the realization of the University's educational mission, and will not be tolerated. For further information, please visit the Affirmative Action Office website at https://affirmativeaction.psu.edu/.

Reporting a Bias Incident

Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage at http://equity.psu.edu/reportbias/.

TEACH Act

The materials on the course website are only for the use of students enrolled in this course for purposes associated with this course and may not be retained or further disseminated.

University Emergency Procedure

In the event of a University-wide emergency, the course may be subject to changes. Exigent circumstances may require alternative delivery methods, class materials, and interactions with the instructor and/or classmates. In addition, there may be revisions to grading policies and the Calendar, including assignments and their due dates.

In the event of a University-wide emergency, please refer to the Canvas website at https://psu.instructure.com for specific information related to the course. For more general information about the emergency situation, please refer to the Penn State website at https://www.psu.edu or Penn State News website at https://news.psu.edu.

To register with PSUAlert, a service designed to alert the Penn State community when situations arise that affect the ability of a campus to function normally, please go to the PSU Alert website at https://psualert.psu.edu/. Subscribers can receive alerts by text message to cell phones, and also can elect to have alerts sent to an email address.

Syllabus Subject to Change

The class will likely adhere to the information outlined in this Syllabus and the Calendar, but adjustments may be made based on what actually transpires during the semester. Remaining in the course after reading this Syllabus will signal that you accept the possibility of changes and responsibility for being aware of them.

Course Summary:

Date Details Due