Class Participation: Classrooms discussion will be a large part of this class, and so every student should come to class prepared to make them happen: prepare questions that question how a text might be understood; that connect current readings to earlier classes; that think about connections between the different assigned readings; that identify what doesn't make sense to you. It helps to have something in hand-- notes, page numbers, fully formed questions-- so you can refer to specific sections of the text when you participate.
Personal Blogs: Each student in this class will have their own blog, where they will post regular commentary on the reading. A total of 15 posts will be due over the semester, and 10 of these should directly address course reading. The remaining 5 might comment on films or site visits or work on pre-writing assignments for the final project. The writing style for the blogs may be exploratory-- they might ask questions and suggest tentative interpretations. Still, keep in mind that they are written for a public audience of your peers. Work to express yourself in lively prose that has been edited for spelling and grammar errors. Each post should be about 500 words in length.
Site visits and film viewings: There is at least one site visit planned to the local MCC congregation, and there will also be at least one evening film viewing. (Others, if part of student projects, may also be scheduled.) These events are also part of the course, and you should plan to attend.
Topic Nomination and Class Discussion: Ideally, this assignment would be connected to your final project. This assignment involves 3 different things: 1. You will choose 15-20 pages of reading (or equivalent images, film, etc) that you will assign to your peers. 2. You will write a 3 page (@700 word) paper introducing the material that you will post on the main blog for students to read for the day of your class discussion. 3. You will lead a 15-20 minute discussion about the material. (Note: students might approach this assignment as a trial run for the public education/advocacy project (see below), with the 3 page blog post as a draft for the academic paper.) I have set aside 3-4 class days for student projects at the end of the term; some of these (ie: film discussions) might also take place outside of class.
Final Project: Students have two options for the final project. They might write a 8-10 page research paper or they might opt to address a topic through a combined "public education" component and a shorter (4-5 page) academic paper. Here are some ideas for the second option:
- Organize a public film screening, followed by a guided discussion about the film. The paper component would analyze and contextualize the film. (Note: This option would include ensuring that you have the rights for a public screening of the film, which might also include requesting funds for the public screening)
- Assemble a website or an exhibit about a specific topic. Your paper would present an overview of that topic.
- Put together an audio project with interviews and commentary. Again, the paper would present a written overview.
- Write an editorial that intervenes in a contemporary issue relevant to religion and LGBT politics. (You might also submit to a campus newspaper or well-known blog). The academic paper component would approach the argument you make in the shorter piece with greater depth and nuance.
- Organize a lesson plan for a highschool class or religious education event (or...) Again, the paper would present a written overview.
- Come up with your own idea that combines a public education/advocacy component with a short paper that approaches the same topic for an academic audience.
We will discuss the difference between "public" and "academic" writing in class, and we will also brainstorm about various ideas. Early in the semester, students should begin to think about what they want to do for the final project. A one-page proposal for the final project will be due Thursday, Feb 24. It should identity topic & medium. A 2-3 page revised proposal will be due Thursday, March 31; the revised proposal should give a provisional introduction to the sources/topic used in the project and give a progress update on work accomplished to date.
Final Research Project & Self Evaluation: On Monday, May 16, student will submit all elements of the final project (public education/advocacy component, if relevant, and the academic paper of the appropriate length) Along with the final project, each student should also submit a 2 page self-evaluation that comments on all work completed over the course of the semester, including the research and writing process for the final project. (due by 5pm in hardcopy at my office or faculty box-- if part of the project is digital, please email the link a file that accompanies the hardcopy paper)
