Course Syllabus

Contact Information

Name: Ace Eckstein

Email: ace.eckstein@colorado.edu

Virtual Office Hours:  Mondays, 4:30-5:30 https://cuboulder.zoom.us/j/99035546604

Instructor Welcome Video: See the Start Here page

Course Schedule: Access Course Schedule

This syllabus tells students what to expect in the class. The instructor reserves the right to make adjustments to best suit the needs of the class. Students will be clearly informed in a timely manner of any changes. 

Course description

Examines gender as a social practice that remains vital to identities, relationships, and institutions in contemporary society. Treats gender as something we do or enact through communication, rather than as something we are or have, and explores the implications of this shift in perspective. Investigates how gender interacts with sexuality, race, class, nation, age, ability, and other aspects of identity.

Requisites: Restricted to students with 57-180 credits (Juniors or Seniors).

Additional Information:

Arts Sci Gen Ed: Diversity-U.S. Perspective
Arts Sci Gen Ed: Distribution-Social Sciences

What this looks like in practice

We will start by looking at foundational theories that frame our understanding of how gender and communication work together. We will spend the bulk of our semester looking at contemporary issues of gender through a communication lens, and end the course with an extended project where you get to design a communication-based intervention for gender-related issue of your choice.

Required Texts

There are no required texts. All course materials will be available through Canvas.

Course Objectives

• Articulate how gender interacts with other aspects of identity, like race, class, sexuality, age, and regional/national identity, and how these interactions matter 
• Draw connections between gender and communication theories and personal identities, experiences, and passions
• Analyze the relationship between gender and major social institutions, such as language, family, education, intimacy, work, and media
• Evaluate real-world communication-based interventions addressing gender-related issues
• Design an original communication-based intervention addressing a specific gender-related issue

  CRAFT

Communication courses help you learn and practice a CRAFT to take beyond the classroom. Communication is CREATIVE, RELATIONAL, ANALYTICAL, FLEXIBLE, and TRANSFORMATIVE. For this course, some assignments that develop each of these skills are: 

• Creative:  Designing original interventions that follow personal passions and skills.
• Relational: Interacting with peers, building connections as you develop ideas, is a key feature of the weekly discussion boards.   
• Analytical: Analyzing how and why interventions are functioning.
• Transformative: Engaging in reflective and creative practices throughout the class and assignments encourages transformation of how we each relate to this content, personally, academically, and professionally.
• Flexible: Applying critical analysis to a variety of communication-based interventions into gender-related issues builds an approach that can be applied in any situation in life, school, and career.

Don't forget - scroll back up to the top of the page to read the "Assignments & Grading" and "Course Policies" tabs

Assignment List

• Unit 1 Pre-class Discussion Prep (10ts each, 6 total, lowest one dropped, 50pts total)
• My Gender Credentials (150pts)
• Unit 2 Pre-class Intervention Analysis (25pts each, 5 total, lowest one dropped, 100pts total)
• Case Study Analysis Paper (200 pts)
• Unit 3 Community Participation (50pts)
• Final Project (450pts total, breakdown below)
  • Issue Identification (15pts)
  • Contemporary Conversation AWC (75pts)
  • Positionality Reflection (75pts)
  • Intervention Identification (35pts)
  • Final Product (200pts)
  • Final Reflection (50pts)

TOTAL POINTS:  1,000

Assignment Descriptions

• Unit 1 Pre-class Discussion Prep and Reflection
  • These will be short reflections that help you process the reading so that you are prepared for in-class discussion
• Unit 2 Pre-class Intervention Analysis
  • These will be short writing exercises to guide your engagement with case study interventions so that you are prepared for in-class discussion
• Unit 3 Community Participation
  • Our third unit will have a lot of independent work on an extended final project. Our work in class will help us to build community and share resources through our independent work. You will be graded on your participation in our co-working community during this project.
• My Gender Credentials
  • This assignment will give you an opportunity to reflect on your own gendered life through the communication lenses we have developed.
• Case Study Analysis Paper
  • In this assignment, you will analyze the context and effectiveness of a real-world communication-based intervention that addresses a gender-related issue.
• Final Project
  • In this project, you will design your own, original communication-based intervention to address a gender-related issue. The expectation is that your products are polished and professional, and would be ready to go into the real world as is. We will have several smaller assignments that build up your final project.

Submission Policies

All assignments... 

• demonstrate academic integrity, upholding all elements of the Honor Code
• are submitted through Canvas, and all feedback is returned through Canvas.
• due dates and times are listed in DENVER time (Mountain time zone), unless otherwise noted.

Extensions and Resubmissions

• I know that life happens, and am happy to grant extensions as needed. You must email me prior to the due date of the assignment to ask for an extension.
• You are able to revise and resubmit any major assignment (anything except discussion posts). I will take the higher score. I strongly encourage you to meet with me prior to resubmitting. All resubmissions are due before December 1 to give me time to grade them before final projects are due.

Grading Criteria and Points Breakdown

I have designed the course to not use weights in the grade book. Every score that enters the grade book is worth its point value.

In evaluating major assignments (everything except for discussion posts), I use rubrics. Nearly all of the rubrics involve categories evaluated on a scale up to 4. I use rubrics to calculate your score percentage and then scale that to be out of the number of points listed in the grade book. In this way, the weights are baked into the grading process, so you don't have to figure it out yourself.

I use rubrics as my primary way of providing feedback on assignments. You can expect very detailed rubric descriptions that will show you the strengths and areas for growth of your work. You should use the rubric as your first step to understanding the evaluation of your work. You can also expect short contextualizing or clarifying comments from me. I am trying to strike a balance of returning assignments to you quickly while also providing you with the feedback you need for growth. I am always, always happy to meet with you individually to go over your work and rubric together.

Grading Scale

Grades are based on completeness, correctness, coherence, creativity, and timeliness. They are earned, not given. A “C” grade means completing the expectations of the assignment, a “B” signals exemplary work, and an “A” signals excellent work that needs almost no improvement of any element. Letter grades are determined using the following scale:

• 94% + = A Superior work. Almost flawless. Difficult to improve upon.
• 90 to 93% = A- Excellent work.
• 87 to 89% = B+ Very good work. Diligence and attention to detail are evident.
• 84 to 86% = B Good quality of work.
• 80 to 83% = B- Might need minor revision and reworking, but conceptually sound.
• 77 to 79% = C+ Meets requirements but student needs to apply concepts more directly.
• 70 to 76% = C Meets basic assignment requirements, but may lack development of elements.
• 67 to 69% = D+ Requirements fulfilled, but lack of effort is present.
• 60 to 66% = D Barely fulfills minimum requirements.
• Below 59% = F Does not fulfill requirements for a passing grade.

See the "Course Foundations" module for more about class engagement & discussion board guidelines. 

Don't forget - scroll back up to the top of the page to read the "Course Policies" tab

Communication

Email is the best way to contact me (ace.eckstein@colorado.edu). Please know that I am a full-time teacher at a K-12 school, and do not have access to my CU email at work. I do my best to respond to emails within 24 hours. You can expect those responses to come in in the evenings and on weekends. If you do not hear back from me within 48 hours, please resend your email.

Addressing One Another

Please call me Ace (even when you are emailing me, I prefer being called by my first name than with any honorific).  I use the pronouns he/him/his and they/them/theirs interchangeably (see why pronouns matter).  From the beginning of our semester together I will check in with each of you about the names and pronouns you use as well as how to pronounce your name. I will always use your affirmed name and pronouns, and will help to make sure your classmates do the same.

A Note on Mental Health 

(Instructor: Orange because you can choose whether to include)

I care deeply about the mental health of my students and recognize that anxiety and depression are on the rise on campuses across the United States. I also recognize it is difficult to keep up with all of our daily responsibilities navigating school, and more so with various mental health issues and illnesses. At the same time, each of us has a responsibility to this course and to our participation in the university. Thus, I encourage any students struggling, or wanting to prevent the struggle, to access the mental health services offered by the university. Even if you do not identify as someone with anxiety, depression, or other mental health needs, the office of Counseling and Psychiatric Services (CAPS) provides helpful tools to succeed take care of your mental, emotional, and physical well-being. 

• CAPS Services: Counseling, Psychiatry, Workshops, Therapy Groups, and other resources on campus and in the community. See more at https://www.colorado.edu/counseling/. Workshops are free and helpful for all students! See their offerings here: https://www.colorado.edu/counseling/workshops#feel_better_fast-28
• Office of Victim’s Services: OVA provides free and confidential information, consultation, support, advocacy and short term counseling services to University of Colorado students, faculty, and staff who have experienced a traumatic, disturbing or life disruptive event. See more information here: https://www.colorado.edu/ova/.
• Student Services + Case Management (SSCM): provides support to students throughout their college career and helps them achieve their academic and personal goals. SSCM case managers coordinate with other CU Boulder departments and facilitate communication to and from the Student of Concern Team (SOCT), which reviews more elevated student cases involving serious safety issues. SSCM is not counseling or therapy; rather, case managers have the opportunity to develop close helping relationships with students while coaching students toward appropriate self-care and self-advocacy. SSCM@colorado.edu, Online Referral Form, 303-492-7348

Basic Needs: 

I believe that in order to learn, students need to have their basic needs met: food to eat and a safe place to live. If you're having trouble with either, the campus has some resources for you. If you're facing food insecurity, reach out to food@colorado.edu, and they will work with you to find food resources. If you're having trouble paying rent or facing housing insecurity, you can get in touch with these advocates: Boulder County Housing & Human Services (Links to an external site.) at 303-441-1000 or Off-campus HousingLinks to an external site. at och@colorado.edu & 303-492-7053. A Student Emergency FundLinks to an external site. has been created to support students experiencing a temporary financial hardship as a result of COVID-19. Other campus resources are available here (including mental health resources and free therapyLinks to an external site.). Case manager resourcesLinks to an external site. are also available to help you find appropriate campus and local resources. A 24/7 Suicide Prevention hotlineLinks to an external site. is available for you: just call 303-492-2277. Please don't hesitate to also approach me if you have trouble negotiating these resources.

Late Work & Grade Appeals

I know that life happens, and am happy to grant extensions as needed. You must email me prior to the due date of the assignment to ask for an extension.

Complaints/Grade Appeals: I am happy to have conversations about your grades. Please contact me within one week of receiving your grade and feedback to set up an appointment. Please know that any grade changes are likely to come out of revision. Almost never is a grade changed without revision.

Resubmissions: You are able to revise and resubmit any major assignment (anything except discussion posts). I will take the higher score. I strongly encourage you to meet with me prior to resubmitting. All resubmissions are due before December 1 to give me time to grade them before final projects are due.

COVID-19 Technology Help, CMCI

During the COVID-19 pandemic, many classes have transitioned to partial or completely remote or online. For some students, however, the transition to remote learning may be delayed or blocked by their lack of stable Internet access or Internet access overall. To help make this transition easier, CU Boulder is providing resources for students in need, including checking out Hotspot devices, accessing internet, technology grants, and more. See the information here. 

Online Class Tools and Dealing with Technical Difficulties

To be successful in this course, you need to have a working knowledge of receiving and sending email; using a word processing program;  navigating Canvas and using its assignment, quiz, and discussion functions (such as the rich text editor), and adjusting Canvas settings such as subscriptions for updates; downloading and uploading files; and researching online with search engines. Ideally, for most courses, I also suggest a level of comfort with a slide-building program such as PowerPoint or Google Slides. I will include "how to" resources where applicable.

We will utilize Zoom for meetings and, in some cases, class presentations. This is a program you have a subscription to through the university and is relatively simple to start using. See more about Zoom meetings here.

If you need to access scholarly articles for class assignments and are working from off-campus, you may encounter a paywall. To avoid this, set up CU's VPN (Virtual Privacy Network) on your personal computer to tell library and academic journal sites that you are a member of the CU community 

Please make use of the CANVAS student support help guides as needed.

Before emailing me that Canvas "isn't working," please try using a different browser, each one interacts with the site differently. If changing browsers doesn't work, inform me of any problems you have with the course site with a clear description and/or screenshot of the problem. Please contact the Office of Information and Technology (OIT) for help at help@colorado.edu. If/when you contact them (or me) about site issues, you will need to be specific about error messages and other information about your usage.

(updated Spring 2020)

CMCI Diversity and Inclusion

A Commitment and Invitation from our College: CMCI strives to be a community whose excellence depends on diversity, equity, and inclusion. We aim to understand and challenge systems of privilege and disadvantage in higher education, such as those based on class, race, ethnicity, gender, sexuality, and dis/ability. We seek to reach across social and political divides and to make space for voices historically underrepresented in higher education and marginalized in society. In other words, diversity is not just a future reality for which we try to prepare students. It is a priority we want to put into practice here, now, and together, in order to foster places of learning where all members can thrive. Our question for you is, how are we doing? Please contact the CMCI diversity team (email Lisa Flores or visit the CMCI Diversity, Inclusion, and Equity Staff page)

• if you need support or other resources but don’t know where to turn
• if any aspect of your educational experience with CMCI does not reflect the commitment expressed here, or if you want to share a positive instance of this commitment in action
• if you have any questions, concerns, or ideas related to diversity
• We want to hear from you so that we can do better, and to support you however we can!

University Policy: "Classroom" Behavior

Both students and faculty are responsible for maintaining an appropriate learning environment in all instructional settings, whether in person, remote or online. Those who fail to adhere to such behavioral standards may be subject to discipline. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political affiliation or political philosophy.  For more information, see the policies on classroom behavior and the Student Code of Conduct.

University Policy: Requirements for COVID-19

As a matter of public health and safety due to the pandemic, all members of the CU Boulder community and all visitors to campus must follow university, department and building requirements and all public health orders in place to reduce the risk of spreading infectious disease. Students who fail to adhere to these requirements will be asked to leave class, and students who do not leave class when asked or who refuse to comply with these requirements will be referred to Student Conduct and Conflict Resolution. For more information, see the policy on classroom behavior and the Student Code of Conduct. If you require accommodation because a disability prevents you from fulfilling these safety measures, please follow the steps in the “Accommodation for Disabilities” statement on this syllabus.

As of Aug. 13, 2021, CU Boulder has returned to requiring masks in classrooms and laboratories regardless of vaccination status. This requirement is a temporary precaution during the delta surge to supplement CU Boulder’s COVID-19 vaccine requirement. Exemptions include individuals who cannot medically tolerate a face covering, as well as those who are hearing-impaired or otherwise disabled or who are communicating with someone who is hearing-impaired or otherwise disabled and where the ability to see the mouth is essential to communication. If you qualify for a mask-related accommodation, please follow the steps in the “Accommodation for Disabilities” statement on this syllabus. In addition, vaccinated instructional faculty who are engaged in an indoor instructional activity and are separated by at least 6 feet from the nearest person are exempt from wearing masks if they so choose.

Students who have tested positive for COVID-19, have symptoms of COVID-19, or have had close contact with someone who has tested positive for or had symptoms of COVID-19 must stay home. In this class, if you are sick or quarantined please email me so that we can create a plan that prioritizes your well-being and also helps you manage the class. 

University Policy: COVID-19 Era Policies - Assignments & Attendance

If you test positive for COVID-19 and are unable to maintain coursework during your illness, please contact me as soon as you are able. We will work together to create a plan that prioritizes your wellness and also helps you manage the course.

• The Office of Disability services has a Flex Plan for attendance and due dates for those who need it. 

More CU Policy Details

The following University of Colorado Boulder policies are detailed in the CU Resources page, always available on the Course Homepage.

• Accommodation for Disabilities
  • Reminder: accommodations are not retroactive, so if a need arises, seek out the office ASAP so that we can get you set up for success, even for temporary issues
• Preferred Student Names and Pronouns
• Honor Code
• Sexual Misconduct, Discrimination, Harassment and/or Related Retaliation
• Religious Holidays
  • Any absence due to religious holidays is automatically excused. We can also work together to exempt daily work or discussion posts in order to make sure you have the time and space to dedicate to your religious observance.