ACADEMIC SENATE

http://www.csueastbay.edu/senate

COMMITTEE ON INSTRUCTION AND CURRICULUM

15-16 CIC 2 October 5, 2015

TO: The Academic Senate

FROM: The Committee on Instruction and Curriculum

SUBJECT: 15-16 CIC 2: Approval of COMM 2550 Queer Cultures: Knowledge and Literacy for GE D1-3

PURPOSE:

For approval of the Academic Senate.

ACTION REQUESTED:

That the Academic Senate approve the new course request from Communication for COMM 2550 for GE D1-3

BACKGROUND INFORMATION: At GE’s April 27, 2015 meeting, the subcommittee considered the new course request for D1-3 GE designation from Communication. GE approved COMM 2550 Queer Cultures: Knowledge and Literacy for GE D1-3. When the course was recommended by the GE Subcommittee in April, it was not clear what the course number was. CIC did not place the proposal on its agenda until the course number was settled. This was not properly communicated to the Communication Department and, so, CIC did not consider the request until October 5. Since the course was recommended by the subcommittee in the Spring, the moratorium placed by 14-15 CIC 5 does not apply.

CALIFORNIA STATE UNIVERSITY, EAST BAY NEW COURSE REQUEST

Quarter:_____________ Year:____________ Catalog:____________________________ Date Submitted to APGS:_____________

(First Quarter/Year of Offering) (Catalog in which new course will first appear)

1. DEPARTMENT (Name of department or program which offers the New Course): _________________________________

2. ALPHABETICAL PREFIX (ALL CAPS): ____________________ COURSE NUMBER: ______________________ [Check Course Inventory to make sure number has not yet been used. Check with Department chair, Dean/Associate Dean, or college Curriculum Coordinator. Course numbers may only be used once, even if course is no longer offered.]

FULL TITLE (in Catalog):__________________________________________________________________________________ [maximum of 100 spaces]

SHORTENED TITLE FOR CLASS SHEDULE (if full title is over 30 spaces): _________________________________________________ [maximum of 30 spaces]

UNIT VALUE of course:___________________________________________ [Number of units each student will earn for passing this course. Component Units.]

3. CATALOG DESCRIPTION (Course Content. 40 words maximum):

a) Prerequisite(s):____________________________________________________________________________________ (e.g. COMM 1000; Consent of instructor; at least a 2.0 GPA.) b) Co-requisite(s):____________________________________________________________________________________ (e.g. Concurrent enrollment in BIOL 1003.) c) Credit Restrictions : Yes ___________________________________ No (e.g. Not for biology major or minor credit.)

Is this course replacing another course in your department where both can be considered equivalent for academic renewal purposes? Yes No ([If yes, a Course Discontinuance Request for the current course must be submitted along with this New Course Request. Also, a credit restriction must be added to the New Course Request that states: Not open to those with credit for XXXX 1234.)

d) Repeatability: Yes ________________________________________ No (Total Units student can earn. E.g., Repeatable for a maximum of 12 units, or, May be repeated for credit for a maximum of 8 units when content varies.)

e) If the answer to d) above is yes, can students register for multiple sections of this same course in the same quarter?: Yes No

The CSU Accessible Technology Initiative requires that all instructional materials be available in accessible formats. Departments will assure the instructional materials for the course will be accessible.

| CSU East Bay – New Course Request 2

f) Cross-listing: Yes No

If yes, list primary and secondary departments. Primary: ________________ Secondary: __________________ (A New Course Request must be submitted for each of the two departments. Cross-listed courses are those that are identical, except for the course prefix.)

g) Dual-listing: Yes No (If yes, list the upper-division course number and title if this new course is at the graduate level or list the graduate

course number and title if this new course is at the upper-division level. If both the upper-division and the graduate level courses are being proposed at the same time, a New Course Request form must be submitted for each of the two courses.)

Upper-division or Graduate level: Course # and Title _______________________________________________________ h) Miscellaneous Course Fee: Yes. Fee amount: $_________ No (If Yes, approval must be obtained from the Campus Fee Advisory Committee, which is handled by the Office of the VP,

Administration and Finance. Note: all miscellaneous course fees under $50 are covered by the A2E2 fee paid by students.) i) Grading Pattern: ABC/NC CR/NC only A-F or CR/NC (student choice) A-F only j) Hours/Week of Lecture: _________ (If no activity or lab, entire unit value from #2 above is placed here.) Non-Activity/lab units: __________ (If there is an activity or lab component, then list only the non-activity/lab units herek) Hours/Week of Activity or Lab (if applicable): _____________

.)

Activity/Lab units: _________ (If there is an activity or lab component, then list only the activity/lab units here). If no activity or lab, indicate “None”:_________________ l) Taught entirely on-line, on-ground, or hybrid (both): On-line On-ground Hybrid (both online and on-ground) If the answer is on-line or hybrid, also respond to the additional three questions below:

i. Describe the strategies for teaching this course either in an on-line or hybrid format. (Discuss the instructional methods for offering the course(s) content in an online or hybrid format)

ii. Describe the experience, support and/or training available for the faculty members who will teach this online or hybrid

course. (Discuss how you will ensure that faculty will know how to teach online or in a hybrid format.) iii. Assessment of online and hybrid courses. (Discuss how your department will assess the quality of the online and/or

hybrid instruction to ensure it is equal or superior to your on-ground instruction). Note: Assessment of learning is NOT addressed through student evaluations.

m) Offered on state-support or self-support: State-Support Self-Support

| CSU East Bay – New Course Request 3

4. COURSE INVENTORY DATA (All information needed to complete #4 can be found in Appendix B, Course Classification System and Faculty Workload

Formula. Once you decide on the Instructional Format, the remaining information is based on the corresponding Course Classification Number and falls neatly into place. If the course contains an activity or lab component, in addition to a lecture, discussion, or seminar component, be sure to list both components and indicate the appropriate hours/week in “j” and “k” above.)

5. GENERAL EDUCATION-BREADTH REQUIREMENT(S), U.S. HISTORY-INSTITUTIONS REQUIREMENT, UNIVERSITY WRITING SKILLS REQUIREMENT to be satisfied. Yes No

(If yes, list Area and Subarea, if appropriate for GE and Category for the Code. Refer to the GE Chapter in this manual for an explanation of the procedure for getting this course approved for GE or the Code Requirement. Refer to the University Writing Skills Chapter in this manual for an explanation of the procedure for getting this course approved for the UWSR.)

6. JUSTIFICATION FOR/PURPOSE OF the proposed new course: [Why does this course need to be added? Will this course be used in one

of your existing majors, options, minors, or certificates? If so, which one and how? Will the major, option, minor, or certificate need to be revised as a result of the addition of this course?]

7. List of all Student Learning Outcomes (SLOs) for this new course.

CSU Course Classification System and Faculty Workload Formula

First Component

Second Component

a. Instructional Format

b. Course Classification Number

c. Class Hours/Week [Instructor Contact Hours]

d. Student Credit Units [Component units/Units earned]

e. Workload K-factor [based on CS#]

f. Weighted Teaching Units [component units X K-factor; d X e = f]

g. Normal Limit/Capacity [based on CS#. Note: Courses approved by the GE Subcommittee of CIC to satisfy GE Area C4 or D4 must have an enrollment capacity of 40. This maximum capacity is temporary and will again be reviewed in 2012.]

| CSU East Bay – New Course Request 4

8. RESOURCE IMPLICATIONS: (With the addition of this course, is there a need for additional student fees or other resources such as faculty, facilities, equipment, and/or library resources that will not be covered by the department budget.)

9. CONSULTATION with other affected departments and program committee:

a) The following department(s) has (have) been consulted and raise no objections (If there were no objections to this curriculum request after listing it on the Curriculum Sharepoint site for five working days, type in the following: “All Academic Departments and Programs at CSUEB were consulted using the Sharepoint Curriculum site and there were no objections.”)

b) The following department(s) has (have) been consulted and raised concerns (If there were unresolved objections to this curriculum request after listing it on the Curriculum SharePoint site for five working days, indicate the objecting department or program below, along with the specific concern. If there were no unresolved objections, type in “None.”):

10. Certification of DEPARTMENT APPROVAL by the chair and faculty. Chair: _ _______________________ ____ ______ Date: _______________ (Print Department Chair’s name here. Department Chair shall sign a hard copy for the College Office files) 11. Certification of COLLEGE APPROVAL by the dean and college curriculum committee. Dean/Associate Dean:__________________________________________________________ Date: _______________ (Print Dean or Associate Dean’s name here. A hard copy shall be signed for the College Office files.)

Application for General Education Credit

for Lower Division Social Science Course (Area D1-3)

Course title: Queer Cultures: Knowledge and Literacy

Course number 2xxx

Maximum enrollment: 70

Courses approved for general education credit must provide students with explicit instruction in the

approved student learning outcomes. Please be as specific as possible in your explanations, describing

topics, readings, assignments, activities and assessments that illustrate how the course supports

students’ acquisition of the learning outcomes. Remember, there may be no one on the review

committees who has any knowledge of your discipline. Attach the course syllabus and any assignments

and/or assessments needed to support your explanations.

Please use this template to address ALL of the following learning outcomes.

Courses in this area acquaint students with fundamental principles and methods of inquiry,

theoretical problems, and applications grounded in social science disciplines whose field of study is

human behavior in its social environment.

1. Students will demonstrate, orally and in writing, recognition of the application of

disciplinary concepts derived from at least three social or behavioral sciences in the study

of human behavior, individually and in society.

State at least two standard or basic theories and models

Identity theories: feminist theory, basic queer theory

Critical cultural studies approach (emphasizes analysis of cultural production,

audience and text as both theory and method)

Define key disciplinary terms

Identity performance: expresses the social constructivist perspective that we

apprehend our identities in fluid and changing ways over time as we perform in

the world – at home, at school, at work, in other locations and, increasingly,

online. It is through our performance of self that we construct and alter our

genders and sexualities. This approach suggests that neither gender nor sexuality

is fixed and that neither has an essential, immutable quality.

Intersectionality: A concept attributed primarily to black feminist scholars

Kimberle Crenshaw and Patricia Hill Collins to describe the overlapping

oppressions that occur for women of color in dominant society. The concept has

come to be used to explain structural social inequality based on a variety of social

categories, including gender, race, class, and sexual orientation. Inequalities and

oppressions based on these categories do not exist independently; they intersect

and form a “matrix” of domination.

Disidentification: A concept developed by queer / performance studies scholar

Jose Esteban Muñoz to express key survival strategies that minority subjects, in

particular LGBTQ people of color, use to negotiate dominant heteronormative

and phobic society. Whereas a separate, safe enclave apart from dominant culture

is not usually a realistic possibility for minoritarian subjects, we find ways to

make critiques from within. Disidentification, Muñoz says, “tries to transform a

cultural logic from within, always laboring to enact permanent structural change

while at the same time valuing the importance of valuing everyday or local

struggles of resistance.”

Queer world making: A disciplinary term that addresses the impulse among

LGBTQ actors to live and create outside the confines of proscribed acceptable

iterations of identity. To quote queer theorist Gust Yep, “Queer world-making is

the opening and creation of spaces without a map, the invention and proliferation

of ideas without an unchanging and predetermined goal, and the expansion of

individual freedom and collective possibilities without the constraints of

suffocating identities and restrictive membership.” Queer world making is a key

strategy for survival and flourishing in the larger culture, and for pushing the

boundaries of the acceptable.

Identify professional applications of disciplinary concepts

This course will address ILOs including: Apply knowledge of diversity and

multicultural competencies to promote equity and social justice in our

communities.

These skills are important to foster professional and community members who

embrace difference and support minoritarian communities. Students in this course

will gain an understanding of basic perspectives on the construction and

performance of genders and sexualities in order to expand their competence in

understanding and working with LGBTQ people and groups. They will learn how

mainstream cultural forms such as literature, television and film influence the

ways in which queer cultures are understood in contemporary American society.

As well, the course will introduce selected perspectives on LGBTQ cultural

creation in other ‘developed’ countries. Students will also learn how queer

cultural actors construct their identities and create their own stories and counter

narratives by independently making literature, film, performance and other

genres.

Mastery of this outcome will be measured in a variety of ways, including regular reading

quizzes and in-class teaching presentations where groups of students teach each other key

concepts and their application to cultural texts.

Assignment: Teaching presentations. Students will prepare in groups and present to other

students on key theoretical concepts. They will teach each other concepts that will later

be taken up in the class as a whole. (sample assignment attached).

2. Students will demonstrate, orally and in writing, recognition of the inquiry methods

used by at least one of the social or behavioral science disciplines.

Identify key research issues

Key issues in this course include the ways in which LGBTQ people are

represented in mainstream culture (literature, film, music, television, music) and

the ways in which queer people tell their own stories and create cultural

expression in the midst of dominant mainstream portrayals.

Describe how hypotheses or research questions are formed

Students will read and discuss relevant basic theory, learn to read relevant ‘texts’

(literature, TV, film, music etc) and be guided in formulating ideas and asking

questions about the differences between dominant/corporate and alternative / DIY

cultural creation.

List examples of data that are examined

Mainstream productions such as recent television series (e.g. “Scandal” on ABC,

“Orange is the New Black” by Netflix, “Transparent” on Amazon), LGBTQ

characters in film (e.g. “Transamerica,” Weinstein Co., 2005; “Love is Strange,”

Sony Pictures Classics, 2014), popular literature (e.g. Harry Potter)

Describe how data are analyzed

Textual analysis, including visual analysis, and close reading of these texts is the

main method of analysis. Students receive prompts as to what to read for and in

some cases they will devise their own reading criteria to help them apply key

concepts and theories.

Assignment: Students will do a textual analysis assignment using cultural texts such as

the above mentioned. They will learn and be prompted to identify / read the text for

particular characteristics using the theoretical concepts described above in #1.

3. Students will demonstrate, orally and in writing, the ability to describe how human

diversity and the diversity of human societies influence our understanding of human

behavior, individually and in societies, both local and global

Our course takes up this learning outcome throughout. We will examine LGBTQ

identities as part of a “circuit of culture” that influences and is influenced by other factors

and stages in the circuit, including Production, Representation, Regulation, and

Consumption. All assignments in the course will gauge students’ ability to describe

human diversity, specifically the diversity of LGBTQ genders and sexualities.

Assignments include written and oral analysis of cultural creation, analysis of mainstream

representations.

- Hall and du Gay 1997

Circuit of Culture

As well, the course will examine strategies and methods of queer world making (see

definition above) through self-made performances and creations that create visibility and

disidentificatory knowledge (see definition above).

Assignment: group presentation on a non-mainstream cultural creation and/or producer

that includes readings of the meanings contained therein and of the conditions of that

artifact of queer world making.

4. Students will demonstrate, orally and in writing, some knowledge of the political,

social, and/or economic institutions of a country other than the United States.

Near the end of the quarter, class discussion will turn to other Euro-North American

countries and look at LGBTQ cultural creation in countries such as Germany and the

Netherlands. Students will discuss and write a short reflection on differences they find in

representation and creation of queer cultures based on examples taken up in class.

5. Students will demonstrate, orally and in writing, the ability to describe major positions

and contrasting arguments made on one or more significant contemporary issue area

confronting US society as applied to human behavior. (Possible areas include:

biomedical and health issues, class, crime, discrimination, education, energy,

environment, gender, global economy, immigration, military intervention abroad,

poverty, race, technology.)

This course emphasizes not just overt discrimination in media and literature, but the

subtle and pervasive proscriptive representations embedded in many mainstream

portrayals of queer people. Students will also look at cultural creation that LGBTQ

people make in order to respond, speak back, protest and otherwise construct and perform

in ways that, as Yep said above, are free of “the constraints of suffocating identities and

restrictive membership” of the dominant order. The course will take an intersectional

approach (see #1 above) to look at the ways in which class, gender, sexuality and race

overlap to produce and maintain structural inequality in the U.S.

Assignment: Perspectives paper/discussion group. Students will be asked to reflect on

differing perspectives in the reading and literature/media we have discussed regarding a

particular issue. For example, students will reflect on the representation of transgender

identities in different genres and time periods. They will discuss these in groups and

present their findings.

Comm 2xxx Queer Cultures: Knowledge and Literacy

Fall 2015

COURSE INFORMATION: SEE BLACKBOARD FOR UP-TO-DATE NEWS AND LINKS

Instructors:

Gr. Keer, MLIS -- Library Katherine Bell, PhD – Comm Dept. Office Hours: Office Hours: E-mail: Gretchen.keer@csueastbay.edu kate.bell@csueastbay.edu REQUIRED READING

1. Course Reader: Selected Readings from Queer Cultures – Carlin & DiGrazia, Other

readings as assigned. 2. Novels and Poetry: The Summer We Got Free, The Cha Cha Files: A Chapina Poetica,

Troubling the Line: Trans and Genderqueer Poetry and Poetics, other readings as assigned.

COURSE DESCRIPTION

Class Overview: This 4-unit course examines queer life from the perspective of creative expression, both in the mainstream and as a form of self-representation and meaning making. It begins with basic terms that varied and diverse communities use to describe and express themselves. Inquiries will be grounded in basic queer theory and in critical cultural studies. We will explore such questions as: ● What is Queer, how is it related to gender and sexuality, and how is it represented in

media and literature? ● What do mainstream representations of queer life say about LGBTQ peoples? ● What is the significance of self-representation by queer people in cultural production? Learning Objectives: By the end of this course, students should be able to: ● Analyze mainstream media and literature to explain the power dynamics embedded in

representation of queer communities. ● Explain the potential of alternative and DIY expressions of culture by people in various

queer communities and creative spheres. ● Explain the influence of media/cultural industries on dominant representations of gender

and sexuality. ● Apply knowledge of diversity and multicultural competencies to promote equity and social

justice in our communities

GE Learning Outcomes: 1. Demonstrate, orally and in writing, recognition of the application of disciplinary concepts derived from at least three social or behavioral sciences in the study of human behavior, individually and in society. 2. Demonstrate, orally and in writing, recognition of the inquiry methods used by at least one of the social or behavioral science disciplines. 3. Demonstrate, orally and in writing, the ability to describe how human diversity and the diversity of human societies influence our understanding of human behavior, individually and in societies, both local and global 4. Demonstrate, orally and in writing, some knowledge of the political, social, and/or economic institutions of a country other than the United States. 5. Demonstrate, orally and in writing, the ability to describe major positions and contrasting arguments made on one or more significant contemporary issue area confronting US society as applied to human behavior. CLASS EXPECTATIONS AND COURSE REQUIREMENTS

We will discuss issues relating to of race, gender, class and other social categories. Your active participation is expected and valued. The subject matter engages topics that touch upon our personal values, beliefs, and issues of identity. Do share your thoughts, concerns, and opinions in and outside of class—we will have a stimulating learning environment and a richer learning experience if we can discuss a wide range of perspectives. At the same time it is vital that all students feel safe to express their ideas. We must strive to be sensitive and respectful to one another. Course Requirements: Students will meet the course objectives by fulfilling these requirements. Specifics to follow: 1. Teaching exercises: In small groups you will teach each other concepts relating to our

topics. This is one of the foundational methods for learning in this class. We will do four of these during the quarter.

2. Research presentation: In small groups, students will present on a specific producer, artist, writer or other creator of culture. This is a key assignment for the course.

3. Reading quizzes: Short quizzes to be done as homework. 4. Graded in-class mini-assignments: These cannot be made up. You must be in class for the

entire graded assignment in order to get credit.

Your final grade will be calculated on a straight scale using the following percentages: Grading Scale: A = 95-100% B = 83-86% C = 73-76 D = 60-64 A- = 90-94% B- = 80-82 C- = 70-72 B+ = 87-89% C+ = 77-79 D+ = 65-69 F = Below 60

READINGS, ACADEMIC HONESTY, DISABILITY RESOURCES

Readings The readings are key to your understanding of the material. We have selected readings that will introduce important theoretical concepts and provide concrete examples from the mass media. In some cases, the readings will provide valuable background for issues we will discuss further in class. At other times, the readings will supplement what we discuss in class by addressing issues and concepts that we do not have time to cover. Academic Honesty This includes: cheating on assignments, plagiarizing (misrepresenting work by another author as your own, paraphrasing or quoting sources without acknowledging the original author, or using information from the internet without proper citation), and submitting the same or similar paper to meet the requirements of more than one course without instructor approval. Academic dishonesty in any part of this course is grounds for failure and further disciplinary action. If you have any questions about what constitutes plagiarism, ask immediately. Please consult this website for full details: http://www20.csueastbay.edu/academic/academic-policies/academic-dishonesty.htmlOn Time We are committed to starting and ending the class on time. We ask that you be on time as well and stay for the duration of the class. Arriving late or leaving early draws our attention to your movement, disrupts the learning environment, and works against the course objectives. Texting, sexting, Tweeting and Touting In this class we use computers only for designated in-class assignments. Please turn off and stow your phones and other electronics. Websurfing, tweeting, texting, sexting, Instagraming, Snapchatting, Facebooking, Youtubing, Wikileaking, Perezhiltoning, or other e-distractions are not permitted because they are distracting to others. Late Assignments and Makeups Assignments are due on Blackboard as indicated. Late assignments receive a 10% per day deduction. Make-ups allowed where verification (e.g., a physician's statement or letter for a university-sponsored activity) can be provided. Prompt consultation (within 24 hours) and documentation of the event may result in the scheduling of a make-up assignment. Diversity As the nature of the course indicates, in this class we celebrate diversity of gender, race, culture, sexuality and life circumstance. Let's work together to maximize the success and comfort of every student so that our classroom is a safe and productive space for all. Disrespect of anyone in the classroom will not be tolerated. Please speak to the instructor immediately if you have any concerns in this regard. Accommodation and Disability Resources If you have a documented disability and wish to discuss academic accommodations, or if you would need assistance in the event of an emergency evacuation, please contact me as soon as

possible. Students with disabilities needing accommodation should speak with Accessibility Services. http://www20.csueastbay.edu/af/departments/as/ Emergency Information on what to do in an emergency (earthquake, electrical outage, fire, extreme heat, severe storm, hazardous materials, terrorist attack) may be found at: http://www.aba.csueastbay.edu/EHS/emergency_mgnt.htm. Please be familiar with these procedures. Information on this page is updated as required. Please review the information on a regular basis. WEEKLY SCHEDULE

Week 1 Introductions; Overview of course; Assignments and expectations Key terms: Representation, self-representation, culture, subculture Reading: What the F*** is Queer Theory - Wolters

Week 2 Queer communities: Terms, definitions, theoretical approach(es) What do we mean by queer cultures? What do all of these labels and identities mean? Key terms: Discourse, Ideology, Context Reading: An intro the queer theory, critical cultural theory and/or a primer on queer communities

Week 3 Queer culture: Film Key terms: Essentialism, Constructivism, Identity Reading: Why I’m Genderqueer – Jacob Tobia; Finding Out: An intro to LGBT Studies – Chapter 13 Guest or media:

Week 4 Queer culture: Television Key terms: Intersectionality, Stereotypes Reading: Redefining Realness – Janet Mock; Finding Out: An intro to LGBT Studies – Chapter 13 Guest or media: Transparent and/or orange is the new black

Week 5 Queer Culture: Literature Key terms: Knowledge, hegemony Reading: Sula – Toni Morrison, The Summer We Got Free -- Mia McKenzie Guest or media:

Week 6

Queer Culture: Art Key terms: Reification, Subversion Reading: Introducing Queer Youth Cultures – Susan Driver Guest or media:

Week 7 Queer Culture: Music Key terms: Appropriation, re-appropriation Reading: Can Hip-Hop handle I’m gay? – Tavia Nyong’o Guest or media:

Week 8 Queer Culture: Poetry and Performance Art Key terms: Speaking back Reading: Troubling the Line: Trans and Genderqueer Poetry and Poetics, The Cha Cha Files: A Chapina Poetica Guest or media:

Week 9 Queer Culture: Video / Online media Key terms: Reading: Finding out: An Intro to LGBT Studies, Chapter 14

Week 10 Queer Cultures: Queering Life Guest or media: U People

Exam Week