FR: University Curriculum Committee




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Week Twelve: Postproduction I—Storytelling Techniques in Ethnographic Video

Week Thirteen: Postproduction II—Outputting your Ethnographic Video

Week Fourteen: Screening Rough Cuts of Ethnographic Video Projects

Week Fifteen: Final Screening of Ethnographic Video Projects


3.3 Student Expectations and Requirements:

ASSIGNMENTS: 45%

Students will work in crews of three to conduct a series of exercises. These exercises are designed to demonstrate skill in the areas of pre-production, production, and post-production within ethnographic video research methodology.

PRODUCTION NOTEBOOK: 10%

Each crew will keep a notebook with records of their production schedule and work on the ethnographic video project throughout the semester.


VIDEO PROJECT: 25%

In addition to completing the assigned course exercises each crew will work together on their own ethnographic video project outside of the scheduled class sessions to produce a short 5-10 minute ethnographic video as the final project for the class.

CLASS PARTICIPATION AND CONTRIBUTION TO CREW: 20%

This is a very time intensive course that requires students to actively participate in class discussion and contribute to the work of their crew which will be a significant portion of the overall course grade.


3.4 Tentative texts and course materials:

Artis, Anthony. 2006. The Shut Up and Shoot! Documentary Guide: A Down and Dirty DV Production. Focal Press.

Asher, Stephen and Edward Pincus. 2007. The Filmmaker’s Handbook: A Comprehensive Guide for the Digital Age. Plume.

Barbash, Ilisa and Lucien Taylor. 1997. Cross-Cultural Filmmaking: A Handbook for Making Documentary and Ethnographic Films and Videos. University of California Press.

Bernard, Sheila Curran. 2004. Documentary Storytelling for Video and Filmmakers. Focal Press.


4. Resources:

4.1 Library resources: Adequate. See Library Resources Form

4.2 Computer resources: The Department of Folk Studies and Anthropology has two computers in

the video production lab that are reserved for the computer needs of ANTH 449.


5. Budget Implications:


5.1 Proposed method of staffing: This course will be staffed by existing Anthropology faculty.


5.2 Special equipment needed: The Folk Studies and Anthropology Department acquired

equipment necessary for ANTH 449 as part of a classroom improvement grant.


5.3 Expendable materials needed:

Students will be expected to purchase their own miniDV tapes for the course.


5.4 Laboratory supplies needed: None.


6. Effective Catalog Year: Fall 2008


7. Dates of prior committee approvals:


Anthropology Program 1/22/08


Folk Studies and Anthropology Department 1/28/08


Potter College Curriculum Committee 2/7/08


University Curriculum Committee 2/28/08


University Senate


Attachment: Bibliography, Library Resources Form, Course Inventory Form

Proposal Date: Jan 28, 2008


Potter College

Department of Sociology

Proposal to Create a New Course

(Action Item)


Contact Person: Name: Holli Drummond email: holli.drummond@wku.edu phone: 5-2259


1. Identification of proposed course:


    1. Course prefix (subject area) and number: SOCL 446

    2. Course title: Gender, Crime, and Justice

    3. Abbreviated course title: Gender, Crime, and Justice

    4. Credit hours and contact hours: 3 credit, 3 contact

1.5 Type of course: L

1.6 Prerequisites/corequisites: Consent of instructor

1.7 Course catalog listing: Explores effects of gender on crime and victimization. Emphasis on how gender shapes reactions toward victims, offenders, and professionals working within the criminal justice system.


2. Rationale:


    1. Reason for developing the proposed course: This course is a new addition to our Criminology Minor. Its specific examination of the unique role of a single social characteristic— gender — within the crime process will greatly enhance the Minor, which currently lacks such a dedicated course. Second, given the popularity of the Criminology Minor among students at WKU, this course helps diversify the training and exposure they will receive. For instance, students entering Criminal Justice occupations, such as law enforcement agents, correctional officers, and agents of the court, upon graduation will possess a deeper understanding of the needs of those served by these Criminal Justice agencies. Finally, during certain semesters, this course will be jointly offered— modeled after the national “Inside/Out” program— to WKU students (“outside students”) and Kentucky offenders (“inside students”) at correctional institutions within the state; a one-time offering of the proposed course in Spring 2007 proved incredibly successful.

    2. Projected enrollment in the proposed course: 15

    3. Relationship of the proposed course to courses now offered by the department: Currently three courses in Sociology touch on topics related to gender, crime, and justice. Family Violence (Socl 435) examines Intimate Partner Violence and other types of domestic abuse, yet does not focus more broadly on issues related to the criminal justice system. Penology (Socl 430) explores the policies and philosophies of the adult penal system, yet only superficially explores the relationship between gender and the justice system. Sociology of Gender (Socl 355) focuses on the role of gender in society more broadly, but little (or nothing) on the role of gender within the criminal justice system. The proposed Gender, Crime, and Justice course, with its broader critique of the construction and use of gender throughout the Criminal Justice system, helps to fill the above-mentioned intellectual opening.

    4. Relationship of the proposed course to courses offered in other departments: Given the interdisciplinary nature of the Criminology Minor, a degree of complementarity exists. For instance, Judicial Process (PS 220) & Criminal Justice (PS 328) explore the practical processes and procedures of the American legal & Criminal Justice systems. Similarly, Services to Juvenile Offenders (SWRK 356) focuses on processes and procedures of the American Juvenile Justice system. None of these three courses focuses explicitly on the role of gender in a manner that the proposed Gender, Crime, & Justice (Socl 446) will. Indeed, students interested in the above-mentioned Criminology courses offered in Political Science and Social Work would benefit positively from the proposed Gender, Crime, & Justice course; all four courses are unique, yet supplement each other very well.

    5. Relationship of the proposed course to courses offered in other institutions:


Emory University: Sociology 349, Gender & Crime: Explore important and under-studied intersection between gender/women and crime. Focuses on topics such as gender differences in offending, theoretical explanations for female offending, the social construction of offending, women as victims of crime & violence, the sexualization and criminalization of women's bodies, women's experiences with prison and the criminal justice system, and women working in law enforcement.


University of Illinois at Chicago: CrJ 424, Gender, Crime, & Justice: Examines the role of gender in the criminal legal system. Specific focus on: women as defendants, victims, prisoners, and professionals.


University of Southern Maine: Crm 317, Gender and Crime: Examines the issue of gender and its relation to crime. Specific focus on: historic gender inequality, criminological theory and its neglect/misunderstanding of gender in relation to crime, applications of how inequality affects specific types of criminality—rape, violence in the family, crimes by women, and crimes by men.


3. Discussion of proposed course:


    1. Course objectives: All students will develop and use skills of oral reasoning and debate during the highly interactive class sessions. All students will improve the efficiency and clarity of their written work. Because this class may take place within a state correctional institution, undergraduate students enrolled at WKU will have the opportunity to think through and apply what they have learned in their coursework throughout college. Because this class could include students from the correctional institution, men and women “on the inside” will have an opportunity to place their life experiences in a larger social context, and hopefully recognize their capacity as agents of change, not only in their lives but in the broader communities from which they have come and will likely return.

    2. Content outline: Content topics include: Patterns and prevalence of crime by gender, gendered explanations of crime, gendered treatment of the offender & professional throughout the CJ system, Victimization, the gendered experience of imprisonment, and how justice goals (i.e., punishment, rehabilitation, restoration, etc.) affect male and female offenders.

    3. Student expectations and requirements: Students must prepare for class having read assigned readings so they are in a position to contribute productively to class discussion. Five written papers are required which ask students to identify unique observations/interactions from class, critically analyze topics discussed by integrating reading material, and then reflect on their emotional reaction(s) to the class session. Finally, students will participate in a final project (such as “Designing a model facility for women”) which has both a written and oral component.

    4. Tentative texts and course materials:


Adams, G.R., Munro, B., Munro, G., Doherty-Poirer, M., & Edwards, J. (2005). Identity processing styles and Canadian adolescents’ self-reported delinquency. Identity: An international journal of theory and research, 5, (1), 57-65.


Belknap, J. (2007). The invisible woman: Gender, crime and justice (3rd ed.). Wadsworth Company.


Coates, R.B., Umbreit, M.S., & Vos, B. (2006). Responding to hate crimes through restorative justice dialogue. Contemporary justice review, 9, (1), 7-21.


Frieze, I.H. (2005). Reactions to victimization. In Hurting the one you love: Violence in relationships.


Gilfus, M.E. ( 2006). From victims to offenders: Women’s routes of entry and immersion into street crime. In Alarid, L.F. & Cromwell. P. (Eds.) In her own words: Women offenders views on crime and victimization.


Girshick, L.B. (2003). Leaving stronger: Programming for release. In Sharp, S. (Ed.) The incarcerated woman: Rehabilitative programming in women’s prisons.


Grabe, M.E., Trager, K.D., Lear, M., & Rauch, J. (2006). Gender in crime news: A case study test of the chivalry hypothesis. Mass communication and society, 9, (2), 137-163.


McCorkel, J.A. (2003). Embodied surveillance and the gendering of punishment. Journal of Contemporary Ethnography, 32,(1), 41-76.


Meserschmidt, J. (1996). Masculinities and crime: Critique and reconceptualization of theory. Rowman & Littlefield: Maryland.


Nagel, I.H., & Johnson, B.L. (1994). The role of gender in a structured sentencing system: Equal treatment, policy choices, and the sentencing of female offenders under the United States sentencing guidelines. The journal of criminal law and criminology, 85, (1), 181-196.


Pollack, J.M. (2002). Women, Prison, & Crime (2nd Ed.). Brooks Cole.


Price, B.R. & Sokoloff, N.J. (eds.) The Criminal Justice System & Women. McGraw Hill: New York.


Radosh, P.F. (2002). Reflections on women’s crime and mothers in prison: a peacemaking approach. Crime and Delinquency, 48, (2), 300-315.


Steffensmeir, D., Schwartz, J., Zhong, H., & Ackerman, J. (2005). An assessment of recent trends in girls’ violence using diverse longitudinal sources: Is the gender gap closing? Criminology, 43 (2), 355-387.



4. Resources:


    1. Library resources: see attached form.

    2. Computer resources: Departmental Computer Lab, Grise Hall Room 135, is sufficient.


5. Budget implications:


    1. Proposed method of staffing: Existing faculty

    2. Special equipment needed: None

    3. Expendable materials needed: None

    4. Laboratory materials needed: None


6. Effective Catalog Year: Fall 2008


7. Dates of prior committee approvals:


Sociology Department: Jan 23, 2008


Potter College Curriculum Committee Feb 7, 2008


University Curriculum Committee ___2/28/08_______________


University Senate ___________________


Attachment: Bibliography, Library Resources Form, Course Inventory Form

Proposal Date: 11/09/2007


Potter College of Arts and Letters

Department of English

Proposal to Revise A Program

(Action Item)


Contact Person: Joe M. Hardin Email: joe.hardin@wku.edu Phone: 5-4650


1. Identification of program:


    1. Current program reference number: 662W

    2. Current program title: Major in English: Writing Concentration

    3. Credit hours: 38 hours


2. Identification of the proposed program changes: Split the writing concentration in the English major into two different concentrations, creative writing and professional writing. (This results in three different concentrations in the major: literature, creative writing, and professional writing.)


3. Detailed program description:



Current introductory paragraph describing the writing concentration in English

The writing concentration in English (reference number 662) requires a minimum of 38 hours and leads to the bachelor of arts degree. A minor or second major is required. Requirements for the option are English 299, 304, 381, 382, 385, 391, 392, five writing courses, including English 406, and one additional elective from departmental offerings.Current ClassesCE 175AMS 202MATH 126GEOG 111GEOG 113HIST 119 or 120CE 160CE 161MATH 227PHYS 250Current ClassesPHYS 251COMM 161ENG 100EM 221CE 303CE 304MATH 327CHEM 120CHEM 121Category FEM 302ME 331MATH 331PHYS 260PHYS 261ENG 200Category A-IICE 382CE 410CE 411ME 362STAT 301ENG 300CE 316CE 331CE 370CE371CE 412Structures Elective*Technical ElectiveCE 400CE 351CE 461Technical ElectiveCategory B-IICategory CCE 498Technical ElectiveECON 202SFTY 171Category B-IICategory E

Proposed introductory paragraph describing the two writing concentrations in English
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