Wednesday, 4/6

Good afternoon!


 

Links I went over Monday:

http://www.theatlantic.com/education/

http://www.nytimes.com/section/education?module=SectionsNav&action=click&version=BrowseTree&region=TopBar&contentCollection=U.S.%2FEducation&contentPlacement=2&pgtype=Homepage

http://www.alternet.org/education

http://www.mediamatters.org/issues/education

http://www.npr.org/sections/ed/


 

Instructions for Informal Proposals:

If you do not plan on meeting with me Friday, write a paragraph or two (about one page) proposing what you’d like to focus on/argue in your final research essays and email it to me by the time class would normally start.  Be sure to note what kinds of materials you intend to look at for research.  While I thought I made this pretty clear, your topic has to be relevant to university-related issues.  While there are literally thousands, some potential topics are:

  • Debates around free speech (if you already wrote on this, you can easily approach it in a different way)
  • Gun control on campuses in a culture in which mass shootings are pretty regular (see: http://www.delawareonline.com/story/opinion/contributors/2015/10/07/reasoning-point-gun/73531620/)
  • Whether student athletes should be paid or not
  • Student protest, generally
  • STEM’s dominance / the Humanities’/Arts’ de-funding
  • Why do students choose certain majors over others? (has to do with the previously listed potential topic)  Why are minority students more inclined to choose STEM majors over others?  See: http://www.theatlantic.com/business/archive/2015/07/college-major-rich-families-liberal-arts/397439/
  • ADDING THIS LATE: Lots to be said about the destructive, often violent culture of masculinity on campuses.  There is also a lot to be said about the treatment of LBTQ+ students on campuses.  I think these two articles pair really nicely: (this older one that I used to teach) https://eone10.files.wordpress.com/2014/11/a-boys-life-wypijewski.pdf and (this new one I just read) http://www.nytimes.com/2016/04/10/education/edlife/teaching-men-to-be-emotionally-honest.html.  I would highly recommend reading both, even if you don’t write on them.

Discussion:

More on citing in MLA.


 

Groupwork:

With your essay groups (yes, they are staying the same), talk for a few minutes about what you’re thinking about writing about for your final essay and ask for any ideas your group mates might have about your topic.  Try to identify:

  1. Who is your audience?  What group of people would you like to direct your essay toward (students, faculty, admin, larger publics?)?
  2. Why are you writing about your chosen topic (if you have one)?  What are the stakes of your argument, and what are you hoping to contribute to the conversation which you are entering?
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Friday, 3/25

Happy Friday before Spring Break!


Looking back/Looking ahead

Some Connections:

Add School Load Aid to Job Benefits: http://www.nytimes.com/2016/03/26/your-money/medical-dental-401-k-now-add-school-loan-aid-to-job-benefits.html

(Free Speech) Currently in Court: Apple vs. FBI: http://www.npr.org/sections/alltechconsidered/2016/02/27/468308775/in-fighting-fbi-apple-says-free-speech-rights-mean-no-forced-coding

The Chronicle’s Title IX Tracker (to date, 266 open investigations): http://projects.chronicle.com/titleix/

Focus on Eliminating Sexual Harrassment has Actually Increased other Gender Inequities in the University: http://chronicle.com/article/AAUP-Slams-Education-Dept-and/235816


Thank you for your participation in providing mid-semester feedback!

MISFIT Observation Results:

With the goal of unpacking course texts more, in the coming weeks I will attempt to:

  • Up discussion of Fastwrites in Groupwork/Small group discussions.
  • Precede lecture with Groupwork framed around Fastwrites.
  • Provide more in-class time to workshop essays (connecting They Say, I Say to texts you’ve already written, or might soon write).

As a corrective to requests for more assignment reminders:

  • LOOK AT THE SYLLABUS/SCHEDULE PAGE.

Workshops! (cont’d)


To-Do:

  • Email final essays to me by Saturday at Midnight.
  • Be thinking about what you’d like to focus on in your final research essay over the break. Short proposals for essay topics will be due the Friday after Spring Break.
  • Have an awesome break!

Wednesday, 3/23 (late upload)

Good afternoon!


Discussion:

“Connecting the Parts”

Campus Sex, Campus Security

Contagion (2011) https://www.youtube.com/watch?v=4sYSyuuLk5g

Carrier (2011) https://www.youtube.com/watch?v=IwH4bxNK8Os

The Purge (2013) https://www.youtube.com/watch?v=nsTrP1G1N9M

The Colony (2013) https://www.youtube.com/watch?v=HXQSh7EFZ0w

Storage 24 (year? World already ended) https://www.youtube.com/watch?v=2xiWZmFEiug

Nothing Left to Fear (2013) https://www.youtube.com/watch?v=uUzp7vMzGZI


Workshops!

Instructions: Spend about 20 minutes on each of your group members’ essays (this will carry over into Friday’s class).

1. Have the person whose essay is being discussed read his or her essay aloud.  Before you read, give a brief summary of your essay, and tell the people in your group what specific things you would like feedback on so they will know what to listen for/look for.

2. While the person in your group reads his/her essay aloud, read along on your own devices, noting important points you might not have caught in reader-responses.

3. Then, go through your response to the person who has just read the essay, adding things you noticed while listening/reading the essay today


For your viewing pleasure: My dog (Paco) and my cat (Tigger; RIP 9/17/2015)

20140727_160800

Title IX > Students

Jennifer Doyle’s Campus Sex Campus Security article its starts off by describing a police “watering” demonstrators with pepper spray. Then goes on to point out a student who was taking pictures at the event got pepper spray on her pants and she shared this picture with the world and social media went crazy. Doyle goes on to ask why are they using this much force for a non-violent act? Who is responsible for the decision to pepper spray demonstrators? My question in why did a picture of pepper spray on jeans get so much attention?

They say they were worried about the “very young students” which is why they took such drastic actions. But the youngest students on a college campus are around 18-19 years old, meaning everyone is an adult. The way the college uses very young students or young girls, in my opinion, makes their argument sound like they are talking about kids. Next they say their worry was that, “older people from outside” may interact with “very young girls” Did this statement bother you as you read this, if so why and if not why? It bothered me because yes, it’s good that the college is looking out for its students and doesn’t want anyone to get abused, however I believe they are using sexual assault as an excuse for the actions of the police. Are colleges really concerned for their students or not violating title IX?

This article is different than what we have been been reading/ watching. According to Doyle, the college administrators are worried that anything might happen or it has already happened. In the previous articles or videos we have watched on sexual assault colleges don’t seem worried about the issue. However do you think this college is using their fear as a scape goat for the mistakes and bad choices of their security? Do you think colleges are now just trying to find ways to not violate Title IX instead of having true concern for the safety of their students?

Big words:

professionalism, bureaucracy, implementing,

Are colleges putting “Very young girls” at risk?

Doyle’s article, “Campus Sex, Campus Security”, starts out by explaining the protesting at UC Davis and the actions that were taken to deal with it.  The university’s Chancellor, Linda Ketehi, defends her actions by saying that “We were worried at the time about that [non-affiliates] because the issues from Oakland were in the news and the use of drugs and sex and other things, and you know here we have very young students…” (Doyle 15-16).  Ketehi then goes on to say that she was worried about being “in violation” with Title IX.  I think that she was wrong in her actions of stopping the innocent protect by using police force and pepper spray to end it and I think that she only used Title IX as an excuse to protect herself and the university.  However, her statement raises the question of how well is Title IX actually doing its job?  As described by Doyle, Title IX is a “federal legislation that bans sex discrimination in all educational institutions receiving federal funding” (Doyle 17).  As the legislation clearly states, it bans sex discrimination.  After watching the videos in class of all of the girls who were sexually assaulted and the universities did nothing to help their cases, I’m not sure if the title is as effective as it’s made out to be. All colleges say that they really do care about the safety of their students, but as seen in the videos we watched in class, the colleges made the sexually assaulted victims seem like the people who were wrong, not the ones who raped them.  When students told the university, the questions asked were toward the victim, and in the end, the one who assaulted the victims were given no punishment. Where is Title IX in all of these situations? Parents are sending their children to college, thinking that the university is going to take proper course of action in cases like these.  However, that is not the case at all.  The universities shown in the video cared solely about the lawsuits and bad reputation that the university would get if the assaults were to be known.  Therefore, they tried to cover the situation and chose not to inflict punishment on the assaulter.  Is Title IX working in situations like these?  What is the solution to the current problem of universities just allowing their students to be sexually assaulted with no consequences?

Monday, 3/21

Happy Monday!


 

Fastwrite:

Work with the draft of your essay for about fifteen minutes. First, write down a list of key terms you think you focus on throughout your essay. Then, skimming through your essay, construct a sentence outline. That is: summarize each paragraph into a single sentence. Try to think through the arrangement of your ideas, and see if one sentence leads logically to the next. Do the key terms you listed present themselves in the sentences in your outline? You do not need to turn this in to me, but if your sentence outline looks crazy or extremely messy, use it to think about how you want to move forward with revision.


Discussion:

“Connecting the Parts”


To-do:

  • Groups 2 and 3: if you haven’t done DQs yet—do them! I am taking the blame for confusion over the assignment, so don’t worry about being late.
  • Submit draft 2 of your essays by midnight tonight.  Send it to me with your group members cc:’d.
  •  Reader-responses
    • Use the instructions for Workshops on the “Guidelines” page on WP
    • Write your reading responses either as a letter, or as comments on your group members’ documents.