Participation (20%): Your participation grade is a holistic evaluation of your engagement with the course. However, the grade primarily evaluates your participation with in-class discussion, your attendance (including being on time to class), and optional participation on our course blog beyond the required blog posts. As a discussion-based class, full engagement is vitally important to your own learning as well as your classmates’. This means coming to class having read all assigned materials and being ready to ask questions and share comments; fully participating in class activities and discussions; as well as active listening. Remember that in order to grade your participation, I must be able to see your process of working through the course material!
Class Facilitation (10%): Once during the semester, you will co-facilitate the first half of one class with another student. You and your partner should think creatively about how to help your classmates think through the readings and encourage discussion. You and your partner will also prepare an outline of your plans for class including a brief description of activities and a list of discussion questions and submit this document by 10am the day of class.
Critical Inquiries (28%): In order to demonstrate your engagement with course materials, you will write four critical inquiry papers, 2-3 pages in length, responding to a prompt that I provide. In these short papers, you should discuss multiple readings and demonstrate your ability to think critically about the issues, concepts, and debates we discuss in class. You are not required to bring in outside readings or other sources, but may do so. You will have at least one week to respond to the prompts.
Your first critical inquiry should address accessibility in the classroom. As part of our work in this course, I hope that we can collectively put disability justice principles into practice in order to make the most accessible course and classroom possible. While I bear much responsibility for this, I view this work as collective. Your first critical inquiry challenges you to begin to think through what an accessible classroom looks like. You are not required to bring in any sources (although you may) but instead think about your own personal experiences and observations. In your paper, please answer the following questions: How do you define accessibility (generally)? What does an accessible classroom and course look like to you? I encourage you to draw on personal experiences (such as your own needs, things you’ve seen work well in other classes, experiences from your activism or communities, etc.) and discuss specific actions or principles that you think we should put into practice to create an accessible classroom.
Critical inquiry #1: Friday, January 29, by 11:59pm
Critical inquiry #2: Sunday, February 21, by 11:59pm
Critical inquiry #3: Monday, March 21, by 11:59pm
Critical inquiry #4: Sunday, April 24, by 11:59pm
Blog Posts (7%): Twice during the semester, you will post a short blog sharing a current news article, pop culture representation, art, an example of activism, or some other public representation addressing dis/ability. These posts are opportunities for us to share information that we come across outside of class that connect to our class discussion. In your post, you should briefly describe the source you are sharing and discuss how it connects to our discussions in class and/or readings. Each post should be 200-300 words in length and should include a link to the source.
Final Paper/Project (35%): Your final paper/project will be collaborative. You will work in small groups to either (1) write a collaborative research paper or (2) create a group creative project. For either option, your group will determine what “collaborative” means for your paper/project. This final assignment will include a proposal, progress reports, and the final paper or project.
Proposal: Friday, April 1, by 11:59pm
Final paper/project: Sunday, May 1, by 11:59pm
Extra Credit (+2%): You may earn extra credit in this course by attending a campus, five colleges, or other community event that relates to the issues and topics of our course and writing a reflection paper about the event. This reflection must include:
- A brief summary of the event
- A reflection on how this event relates to or connects with what we’re learning in class
- Your personal response and a reflection about the event
Extra credit event opportunities will be posted on the D2L and announced periodically throughout the semester. Students are encouraged to propose events as extra credit opportunities. You may submit up to 2 extra credit reflections to earn up to 4% extra credit in total. In order to receive credit, your reflection must be posted no later than Sunday, December 20, at 11:59pm.