Syllabus Elements

General Syllabus Elements

Please see below for list of syllabus elements to include in your WGSST course syllabi. Each element is noted mandatory, recommended, or optional. The basic structure of the syllabus can be found on the ASC Syllabus Template. If you course is an approved General Education Course, please see required language below.


Mandatory - Disability Statement: The Office of Disability Services recently issued a new statement for course syllabi. Please include the following language in your syllabus in a 16 point, san-serif font:

The University strives to make all learning experiences as accessible as possible. If you anticipate or experience academic barriers based on your disability (including mental health, chronic or temporary medical conditions), please let me know immediately so that we can privately discuss options. To establish reasonable accommodations, I may request that you register with Student Life Disability Services. After registration, make arrangements with me as soon as possible to discuss your accommodations so that they may be implemented in a timely fashion. SLDS contact information: slds@osu.edu; 614-292-3307; slds.osu.edu; 098 Baker Hall, 113 W. 12th Avenue.

Mandatory – Academic Misconduct Policy: It is the responsibility of every student to know the Student Code of Conduct. However, the academic misconduct policy should still be in your syllabus:

It is the responsibility of the Committee on Academic Misconduct to investigate or establish procedures for the investigation of all reported cases of student academic misconduct. The term “academic misconduct” includes all forms of student academic misconduct wherever committed; illustrated by, but not limited to, cases of plagiarism and dishonest practices in connection with examinations. Instructors shall report all instances of alleged academic misconduct to the committee (Faculty Rule 33355487). For additional information, see the Code of Student Conduct.

Mandatory for GE courses -  GE Learning Goals and Outcomes: Since semester conversion, “GEC” requirements have been known as “GE” requirements. All appropriate GE goals and learning outcomes should be included in your syllabus. If you are instructing a GE course, please see below or here to make sure you are using the appropriate GE goals and learning outcomes statement. If you are copying language from a former syllabus, please make sure your GE learning goals and outcomes are up to date.

Mandatory for Distance Learning (online) courses – Distance Learning Syllabus Elements: Distance learning must include information on technology requirements for the course and privacy statements for technologies used beyond Ohio State’s approved digital tools. Please reference the ASC Tech Distance Learning Syllabus template for guidance or utilize the WGSS Distance Learning Template

Recommended - Title IX Statement: The office of University Compliance and Integrity encourages all instructors to include the following statement about Title IX in their syllabi:

Title IX makes it clear that violence and harassment based on sex and gender are Civil Rights offenses subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories (e.g., race). If you or someone you know has been sexually harassed or assaulted, you may find the appropriate resources at http://titleix.osu.edu or by contacting the Ohio State Title IX Coordinator, Kellie Brennan.

Recommended - Student Advocacy Center Statement: The Student Advocacy Center should be the first stop for a student who has experienced a hardship (ex., prolonged illness, death in the family, unexpected onset of physical or mental disability) during the semester and needs assistance filing petitions for potential extensions:

The Student Advocacy Center can assist students with appeals, petitions and other needs when experiencing hardship during a semester. Learn more at http://advocacy.osu.edu/.

Optional – Mandatory Reporter Statement: All Ohio State University employees, including instructors, are mandatory reporters of sexual assault. Some instructors may wish to note on their syllabus that they are mandatory reports in case students choose to disclose personal stories of assault or trauma. This is not to discourage students from sharing, only to convey the responsibilities of the instructor to the student. Here is a sample mandatory reporter statement:

As an instructor, one of my responsibilities is to help create a safe learning environment on our campus. I also have a mandatory reporting responsibility related to my role as an instructor. It is my goal that you feel able to share information related to your life experiences in classroom discussions, in your written work, and in our one-on-one meetings. I will seek to keep information you share private to the greatest extent possible. However, I am required to share information regarding sexual misconduct or information about a crime that may have occurred on Ohio State’s campus with the University. Students may speak to someone confidentially by calling 1-866-294-9350 or through the Ohio State Anonymous Reporting Line.

 


GE Syllabus Elements

The goals and expected learning outcomes must be copied from the language below and pasted into syllabi. For example, WGSST 1110 instructors should include the goals, expected learning outcomes, and statements for Culture and Ideas, Social Science: Individuals and Groups, and Diversity: Social Diversity in the U.S. in their syllabi.

Example of a statement that explains how a course will satisfy expected learning outcomes: 

"Students will read, analyze, and discuss articles that explain and illustrate the concepts of intersectionality, power, privilege and oppression. They will be required to take an exam and write  a paper focused on these concepts."

 

Writing and Communication, Level Two

  • 2367.01 – U.S. Women Writers: Text and Context
  • 2367.02 – U.S. Latina Writers: Text and Context
  • 2367.03 – U.S. Lesbian Writers: Text and Context
  • 2367.04 – Black Women Writers: Text and Context

Goals: Students are skilled in written communication and expression, reading, critical thinking, oral expression, and visual expression.

Expected Learning Outcomes

  1. Through critical analysis, discussion, and writing, students demonstrate the ability to read carefully and express ideas effectively.
  2. Students apply written, oral, and visual communication skills and conventions of academic discourse to the challenges of a specific discipline.
  3. Students access and use information critically and analytically.

 Instructor must include a statement in her/his/zirs syllabus about how the course will meet the goals for this GE.

 

Literature

  • 2215 – Reading Women Writers
  • 2367.01 – U.S. Women Writers: Text and Context
  • 2367.02 – U.S. Latina Writers: Text and Context
  • 2367.03 – U.S. Lesbian Writers: Text and Context
  • 2367.04 – Black Women Writers: Text and Context

Goals: Students evaluate significant texts in order to develop capacities for aesthetic and historical response and judgment; interpretation and evaluation; and critical listening, reading, seeing, thinking, and writing.

Expected Learning Outcomes

  1. Students analyze, interpret, and critique significant literary works.
  2. Through reading, discussing, and writing about literature, students appraise and evaluate the personal and social values of their own and other cultures.

Instructor must include a statement in her/his/zirs syllabus about how the course will meet the goals for this GE.

 

Visual and Performing Arts

  • 2230– Gender, Sexuality and Race in Popular Culture
  • 3317– Hollywood, Women and Film

Goals: Students evaluate significant works of art in order to develop capacities for aesthetic and historical response and judgment; interpretation and evaluation; critical listening, reading, seeing, thinking, and writing; and experiencing the arts and reflecting on that experience.

 Expected Learning Outcomes

  1. Students analyze, appreciate, and interpret significant works of art.
  2. Students engage in informed observation and/or active participation in a discipline within the visual, spatial, and performing arts.

Instructor must include a statement in her/his/zirs syllabus about how the course will meet the goals for this GE.

 

Culture and Ideas

  • 1110– Gender, Sex and Power
  • 1110H– Gender, Sex and Power, honors
  • 2282– Introduction to Queer Studies

Goals:Students evaluate significant cultural phenomena and ideas in order to develop capacities for aesthetic and historical response and judgment; and interpretation and evaluation.

 Expected Learning Outcomes

  1. Students analyze and interpret major forms of human thought, culture, and expression.
  2. Students evaluate how ideas influence the character of human beliefs, the perception of reality, and the norms which guide human behavior.

Instructor must include a statement in her/his/zirs syllabus about how the course will meet the goals for this GE.

 

Historical Study

  • 2750H– Natives and Newcomers: U.S. (Im)migration and Migration, honors
  • 4401– Asian American Women: Race, Sex and Representations

Goals: Students recognize how past events are studied and how they influence today’s society and the human condition.

Expected Learning Outcomes

  1. Students construct an integrated perspective on history and the factors that shape human activity.
  2. Students describe and analyze the origins and nature of contemporary issues.
  3. Students speak and write critically about primary and secondary historical sources by examining diverse interpretations of past events and ideas in their historical contexts.

Instructor must include a statement in her/his/zirs syllabus about how the course will meet the goals for this GE.

 

Social Science: Individuals and Groups

  • 1110– Gender, Sex and Power
  • 1110H– Gender, Sex and Power, honors

Goals: Students understand the systematic study of human behavior and cognition; the structure of human societies, cultures, and institutions; and the processes by which individuals, groups, and societies interact, communicate, and use human, natural, and economic resources.

Expected Learning Outcomes

  1. Students understand the theories and methods of social scientific inquiry as they apply to the study of individuals and groups.
  2. Students understand the behavior of individuals, differences and similarities in social and cultural contexts of human existence, and the processes by which groups function.
  3. Students comprehend and assess individual and group values and their importance in social problem solving and policymaking.

Instructor must include a statement in her/his/zirs syllabus about how the course will meet the goals for this GE.

 

Diversity: Social Diversity in the U.S.

  • 1110– Gender, Sex and Power
  • 1110H– Gender, Sex and Power, honors
  • 2282– Introduction to Queer Studies
  • 2367.01 – U.S. Women Writers: Text and Context
  • 2367.02 – U.S. Latina Writers: Text and Context
  • 2367.03 – U.S. Lesbian Writers: Text and Context
  • 2367.04 – Black Women Writers: Text and Context
  • 3370– Sexualities and Citizenship
  • 4401– Asian American Women: Race, Sex and Representations
  • 4510– Women’s Movements in the Americas
  • 4510H– Women’s Movements in the Americas, honors
  • 4520– Women of Color and Social Activism

Goals: Students understand the pluralistic nature of institutions, society, and culture in the United States and across the world in order to become educated, productive, and principled citizens.

Expected Learning Outcomes

  1. Students describe and evaluate the roles of such categories as race, gender and sexuality, disability, class, ethnicity, and religion in the pluralistic institutions and cultures of the United States.
  2. Students recognize the role of social diversity in shaping their own attitudes and values regarding appreciation, tolerance, and equality of others.

Instructor must include a statement in her/his/zirs syllabus about how the course will meet the goals for this GE.

 

Cross-Disciplinary Seminar

  • 4597– Gender and Democracy in the Contemporary World

Goals: Students demonstrate an understanding of a topic of interest through scholarly activities that draw upon multiple disciplines and through their interactions with students from different majors.

 Expected Learning Outcomes

  1. Students understand the benefits and limitations of different disciplinary perspectives.
  2. Students understand the benefits of synthesizing multiple disciplinary perspectives.
  3. Students synthesize and apply knowledge from diverse disciplines to a topic of interest.

Instructor must include a statement in her/his/zirs syllabus about how the course will meet the goals for this GE.

 

In the program of General Education, students will take coursework in several areas of study to achieve the necessary skills, broad knowledge, and competencies expected of a College of the Arts and Sciences graduate. The learning outcomes that students should achieve through coursework in various categories of the General Education (GE) pertaining to courses in WGSST are listed below.

Please note: the goals and expected learning outcomes must be copied from the language below and pasted into syllabi. For example, WGSST 1110 instructors should include the goals, expected learning outcomes, and statements for Culture and Ideas, Social Science: Individuals and Groups, and Diversity: Social Diversity in the U.S. in their syllabi.

 

WGSS GE Course List

WGSST 1110/H – Gender, Sex and Power

  • Culture and Ideas
  • Social Science: Individuals and Groups
  • Diversity: Social Diversity in the U.S.

WGSST 2215 – Reading Women Writers

  • Literature

WGSST 2230 – Gender, Sexuality and Race in Popular Culture

  • Visual and Performing Arts

WGSST 2282 – Introduction to Queer Studies

  • Culture and Ideas
  • Diversity: Social Diversity in the U.S.

WGSST 2367.01 – U.S. Women Writers: Text and Context

  • Writing and Communication, Level Two
  • Literature
  • Diversity: Social Diversity in the U.S.

WGSST 2367.02 – U.S. Latina Writers: Text and Context

  • Writing and Communication, Level Two
  • Literature
  • Diversity: Social Diversity in the U.S.

WGSST 2367.03 – U.S. Lesbian Writers: Text and Context

  • Writing and Communication, Level Two
  • Literature
  • Diversity: Social Diversity in the U.S.

WGSST 2367.04 – Black Women Writers: Text and Context

  • Writing and Communication, Level Two
  • Literature
  • Diversity: Social Diversity in the U.S.

WGSST 2702H – Modern Arabic Literature in Translation

  • Diversity: Global Studies

WGSST 2750H – Natives and Newcomers: U.S. Immigration and Migration

  • Historical Study

WGSST 3310 – Science Fiction: East v. West

  • Visual and Performing Arts
  • Diversity: Global Studies

WGSST 3317 – Hollywood, Women and Film

  • Visual and Performing Arts

WGSST 3370 - Sexuality and Citizenship

  • Diversity: Social Diversity in the U.S.

WGSST 4401 – Asian American Women: Race, Sex and Representations

  • Historical Study
  • Diversity: Social Diversity in the U.S.

WGSST 4510/H – Women’s Movements in the Americas

  • Diversity: Social Diversity in the U.S.

WGSST 4520 – Women of Color and Social Activism

  • Diversity: Social Diversity in the U.S.

WGSST 4597– Gender and Democracy in the Contemporary World

  • Cross-Disciplinary Seminar
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