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Viewing: PSY 406/WGS 406 : Psychology of Gender

Last approved: Tue, 29 Aug 2017 08:02:10 GMT

Last edit: Tue, 29 Aug 2017 08:02:10 GMT

Change Type
Major
PSY (Psychology)
406
018558
Dual-Level Course
No
Cross-listed Course
Yes
Course Prefix:
WGS
Psychology of Gender
Psycholo of Gender
College of Humanities and Social Sciences
Psychology (16PSY)
Term Offering
Fall and Spring
Offered Every Year
Spring 2016
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Dr. Mary Wyer
Associate Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture10050YesNA
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Prerequisite: PSY 200 or WGS 200
Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
16PSYCHBAGeneral PsychologyElective
Current theory and research on perceived and actual biological, social, cognitive, personality and emotional similarities and differences of men and women throughout the lifespan. The construction and consequences of gender in our society and others. Credit will not be given for both PSY/WGS 406 and PSY/WGS 506.

Prereq change. Drop PSY201 because that course was dropped from the course catalog.

See reviewer comments below.


No

Is this a GEP Course?
Yes
GEP Categories
Social Sciences
US Diversity
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 
Students will demonstrate foundational knowledge of theories and concepts derived from the psychological examination of gender .
 
 
Students will take two examinations and 3 quizzes, including a comprehensive final exam, that test their knowledge of course content for this outcome.

Example test item:
Name and describe the three levels of analysis that psychologists use in research about gender.
 
 
Students will use knowledge about the scientific method as applied within the field of psychology to evaluate and examine psychological phenomena associated with gender differences and similarities.
 
 
Students will take two examinations and 3 quizzes, including a comprehensive final exam, that test their knowledge of course content.

Example test item:
Name three forms of gender bias in psychological research and explain how they can be addressed to improve objectivity.
 
 
Students will examine how psychological concepts from the field of gender studies (e.g.) apply to themselves, others and the intricacies of human relationships.
 
 
Students will take two examinations and 3 quizzes, including a comprehensive final exam, that test their knowledge of course content.

Example test item:
Define “token” status and explain four effects this may have on an employee.
Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 
Students will analyze how gender identities are shaped by cultural and societal influences.
 
 
Students will take two examinations and 3 quizzes, including a comprehensive final exam, that test their knowledge of course content.

Example test item:
Describe the physiological differences that challenge the notion of a binary sex/gender system. Be specific. What is the relationship between biological sex and gender identity?
 
 
Students will compare and evaluate historical, social, and political processes that produce structured inequalities between/among men and women in the U.S.
 
 
Students will take two examinations and 3 quizzes, including a comprehensive final exam, that tests their knowledge of course content.

Example test item:
Identify and describe three different approaches to understanding the scope of violence against women. Provide specific examples for each, including data reported for each approach.
 
 
Students will interpret and evaluate social actions based on gender that affect equal rights and social justice in the U.S.
 
 
Students will take several examinations, including a comprehensive final exam, that tests their knowledge of course content.

Example test item:
Read the article that follows about women in the military, combat and the draft (Dec. 12, 2015. Washington Post). Using any of the concepts we have covered this semester, and demonstrating your knowledge of multiple levels of analyses in research, discuss the pros and cons of including women in the military draft.
 
 
Students will exam how gender influences the interaction between people of the same and different genders.
 
 
Students will take two examinations and three quizzes, including a comprehensive final exam, that tests their knowledge of course content.

Example test item:
Define “doing gender” in human interactions and provide three examples.
Requisites and Scheduling
100
 
a. If seats are restricted, describe the restrictions being applied.
 
none
 
b. Is this restriction listed in the course catalog description for the course?
 
na
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
PSY 200 or HSS 200
 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 
none
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 
Crawford, Mary (2012). Transformations: Women, Gender & Psychology. McGraw-Hill. $135 new on Amazon.
 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

NA

Student Learning Outcomes

Students will be able to:

1. Articulate major approaches to studying beliefs about women, men, and gender differences;

2. Describe specific areas in which gender relations are key (e.g. work, violence, parenting, media influences) in relation to text readings;

3. Apply critical thinking skills and a psychological perspective that analyzes cultural and political expressions of beliefs about women and men;

4. Demonstrate how a “gender lens” can contribute to an analysis of contemporary social relations and social change in individuals’ lives.


Evaluation MethodWeighting/Points for EachDetails
Midterm25 pointsStudents will respond to set of short-answer essay questions.
Final Exam25 pointsStudents will respond to set of short-answer essay questions.
Participation26 pointsStudents will attend class regularly and participate actively as a statement of commitment to the course community. Sign-in & seating chart record presence/absence of each student for each session. Documented excused absences are tracked. Participation is tallied as # of absence subtracted from 26.
presentation15 pointsEach student will develop and lead discussion about a topic of interest and relevance for one class session.
Quizzes9 points (3 quizzes at 3 points each)Students will respond to short answer essay questions.
TopicTime Devoted to Each TopicActivity
Introduction1.5 wks• Lecture and learning exercises
• Crawford, Mary (2012). Transformations: Women, Gender & Psychology. McGraw-Hill. (pp. 2-11)
Gender in Social Context1.5 wks• Lecture and learning exercises
• Crawford, Mary (2012). Transformations: Women, Gender & Psychology. McGraw-Hill. (pp. 24-55)
Images of Women – “Body Typed’: Media , Gender, and Physical Perfection1.5 wks• Lecture and learning exercises
• Student Presentations
• Crawford, Mary (2012). Transformations: Women, Gender & Psychology. McGraw-Hill. (pp. 57-90)
The Meanings of Difference1.5 wk• Lecture and learning exercises
• Student Presentations
• Crawford, Mary (2012). Transformations: Women, Gender & Psychology. McGraw-Hill. (pp. 92-123)
Gender and Development1.5 wks• Lecture and learning exercises
• Student Presentations
• Crawford, Mary (2012). Transformations: Women, Gender & Psychology. McGraw-Hill. (pp. 126-157)
Gendered Identities: Childhood and Adolescence1.5 wk.• Lecture and learning exercises
• Student Presentations
• Crawford, Mary (2012). Transformations: Women, Gender & Psychology. McGraw-Hill. (pp. 159-214)
Love, Sex, and Romance0.5 wk.• Lecture and learning exercises
• Student Presentations
• Crawford, Mary (2012). Transformations: Women, Gender & Psychology. McGraw-Hill. (pp. 214-231)
Commitments and Close Relationships1 wk.• Lecture and learning exercises
• Student Presentations
• Crawford, Mary (2012). Transformations: Women, Gender & Psychology. McGraw-Hill. (pp. 232-261)
Mothering1 wk.• Lecture and learning exercises
• Student Presentations
• Crawford, Mary (2012). Transformations: Women, Gender & Psychology. McGraw-Hill. (pp. 262-295)
Work and Achievement2 wks.• Lecture and learning exercises
• Crawford, Mary (2012). Transformations: Women, Gender & Psychology. McGraw-Hill. (pp. 297-331)
Violence and Oppression1.5 wks.• Lecture and learning exercises
• Crawford, Mary (2012). Transformations: Women, Gender & Psychology. McGraw-Hill. (pp. 370-404)
Building a Better Future1 wk.• Lecture and learning exercises
• Crawford, Mary (2012). Transformations: Women, Gender & Psychology. McGraw-Hill. (pp. 440-449)
pjharrie 5/4/17 - given the goal of this first step, it seems fine.

ABGS Reviewer Comments:
-No concerns
mlnosbis (Fri, 13 Jan 2017 20:27:02 GMT): Reviewers should note that removing the 506 dual-level offering inactivates PSY 506.
mlnosbis (Wed, 25 Jan 2017 20:10:39 GMT): This action is to separate PSY/WGS 506 from 406 so that it is no longer a dual-level course. To do so, we must 1) remove 506 (this action), then 2) the department/program must propose a new course action for PSY/WGS 506 that is not dual-level. A new course action for 506 is necessary in order to get a new course ID for the non-dual level course. This has been discussed with Lynne Baker-Ward and Mary Wyer.
Key: 4662