- Class Number 2020
- Term Code 3130
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Mary Rasmussen
- Mary Rasmussen
- Class Dates
- Class Start Date 22/02/2021
- Class End Date 28/05/2021
- Census Date 31/03/2021
- Last Date to Enrol 01/03/2021
- Mx Kerry Simple
- Nicole Molyneux
How are gendered identities shaped by society? How are our identities formed by but also resistant to cultural norms of masculinity and femininity? How is gender related to sexual difference? How do gender relations intersect with race, class and sexuality? This course gives an accessible and lively introduction to Gender Studies. It introduces key concepts of gender, sexuality, and gender presentation, and the social aspects of gender.
Upon successful completion, students will have the knowledge and skills to:
- demonstrate an understanding of key ideas in gender studies through oral and written discussion;
- identify, evaluate and select relevant sources in gender and sexuality studies;
- analyse and apply theories of gender, sexuality and identity; and
- write cogently and critically about issues related to gender and sexuality.
Lectures will be interactive and co-taught by Professor Rasmussen and Roberts. Tutorials will be participant-led. Students will work with tutors and peers to undertake research on each topic in highly interactive, tutorials. Students will participate online and in person to co-create course content and to engage in a wide range of learning opportunities.
Additional Course Costs
Required readings for this course can be accessed through the Wattle site.
Please note that the course Wattle site will be a key resource for students and one of the main ways your teachers will communicate with you. On Wattle you will find: the links to required readings, supplementary readings and other resources such as videos, detailed information on assessment and any announcements related to the course. Please check Wattle frequently, including the notice board.
The following texts are recommended as useful resources for the course although you are not required to buy them. They are on short loan in the Chifley Library.
- Cranny-Francis, A. et al (2004) Gender Studies: Terms and Debates, Basingstoke: Palgrave.
- Evans, M. & Williams, C. Gender: The Key Concepts. Taylor & Francis (e-book)
- Griffin, G. (2017) A dictionary of Gender Studies. Oxford: Oxford University Press. (e-book)
- Holmes, M. (2009) Gender and Everyday Life, London: Routledge.
- Holmes, M. (2007) What is gender? Sociological Approaches, London: Sage. (e-book)
- Launius, C. & Hassel, H. (2015) Threshold Concepts in Women’s and Gender Studies, New York: Routledge. (e-book)
- Pilcher, J. (2004) 50 Key Concepts in Gender Studies, Oaks, California: Sage.
- Stryker, S. & Aizura. A. (2013) The transgender studies reader 2. New York: Routledge.
A note on course content
The Nature of Class Sessions*:
Learning is an active process in which we will all participate. Active learning implies the importance of understanding and experiencing ideas as they relate to our own lives, rather than reciting a list of facts. This course should provide us with plenty of material upon which to reflect as we consider the pervasive influence of gender on personal identity and social structures. This active process is continually evolving with no clear beginning or end. Hence, this course should become a dialogue between all of us as we reflect upon the material presented and its relevance to our experiences. Such a conversation includes responsibilities to which we must all agree. Clearly, one initial responsibility involves being in class regularly. However, merely being in class is not enough to create a climate in which we can all learn. Being prepared for class is an additional commitment that is necessary from each of us. The nature of the material presented invites critical reflection of the ideas and a willingness to share our insights and perspectives on personal and potentially controversial issues. Moreover, because you will be expected to examine your own behavior and because the issues may be controversial, there may be moments of discomfort or emotional reaction for some of you. You are encouraged to allow yourself to be “uncomfortable” in those times of discomfort, to keep an open mind, and to explore concepts more deeply in those instances. A final, and vitally important, responsibility involves a willingness to be open to and consider the thoughts and ideas of others in the classroom. If there are 50 of us in the room, there will be at least that many different perspectives. You may not agree with the views expressed by others in the course, but we must all agree to respect each individual’s rights to have and share their own experiences. I also encourage you to discuss your feelings with your tutor in private if you are unable to do so in class. (*Adapted from text written by Dr. Jessica Kratzer)
Students will be given feedback in the following forms in this course:
- Students will receive individual written feedback on blog posts and responses
- Students will receive informal feedback on discussion contributions during the tutorials
- Students will receive verbal feedback as a group throughout the semester
- Students are able to meet with the convenor or their tutor by appointment to receive one on one feedback
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
The information provided is a preliminary Class Outline. A finalised version will be available on Wattle and will be accessible after enrolling in this course. All updates, changes and further information will be uploaded on the course Wattle site and will not be updated on Programs and Courses throughout the semester. Any questions or concerns should be directed to the Course Convenor.
Guide to emailing your lecturer/tutor
When emailing your lecturer or tutor in relation to the course, please:
- Include GEND 1001 in the subject of your email.
- Include your name (not just student number) and tutorial time if relevant.
- Make the text brief and specific (for example, if you are asking about an assessment item make sure you identify it clearly).
- Read the course outline and other info on Wattle.
We are happy to receive emails from students who have queries about the course but not happy when the email requests information that is available on Wattle or in the course guide. Please spend some time looking for information before sending a message. We aim to respond to email within 24 hours (excluding weekends and holidays). If we do not respond to your email within a couple of days please send again.'
Please note that all assessment tasks must be completed in order to pass the course. Essays and papers should be referenced using the Harvard system. A guide is available on the Wattle site.
|Summary of Activities
|Introducing & Rethinking Gender
|Writing in Gender Studies
|The biology of sex/gender
|Assignment 1 (blog) 26th March Midnight
|Sexuality and sexual practices
|Childhood and socialisation
|Culture and place
|Feminist activism: the first wave
|Assignment 2 (blog response) 14th May Midnight
|The second wave: health and bodies
|Contemporary feminist politics
|Participation Portfolio due 28th May Take home exam due during exam period
|Take Home Exam
|Participation Portfolio and Self-Assessment Sheet
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Integrity . In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Assessment Task 1
Learning Outcomes: 1, 2,3,4
What: 1x 1000 word blog post
The aim of this task is to promote critical engagement with the required readings and to make relevant connections between the readings and resources beyond the readings (i.e.; news, popular culture texts, readings in other courses). At a more general level the task aims to encourage you to take an active and reflective approach to their learning—a skill and habit that will be of great value during to you during your time at university.
How: Blogs are to be submitted via Wattle
Assessment Criteria: Blog
1. Timing and clarity: Blogs must be submitted on time. Blogs must be clearly labelled identifying who is making the post. Each blog must be given a heading.
2. The blog must include relevant citations. The blog must make relevant connections to course readings.
3. Blogs must move beyond description to analyse material, and apply ideas in the readings. Blogs should have an argument related to a specific issue in the reading and ask questions of the readings.
4. Blogs will be assessed on grammar, punctuation and spelling and writing style and clarity.
The Rubric for Assessment of Blogs is posted on the wattle site.
Assessment Task 2
Learning Outcomes: 1,2,3,4
What: 1 x 1000 word blog response
The aim of this task is to promote engagement with the blogs and to make relevant connections between the blogs and the readings. Blog responders must respond to at a blog written by a class peer. . They may take the conversation in a new direction.. The blog to which you are responding must be clearly identified in your post.
How: Blog responses are to be submitted on Wattle – submission of blog responses will be illustrated in Week 1.
Assessment Criteria: Blog Responses
- Timing and clarity: Blog responses must be submitted on time
- Blog responses must be clearly labelled identifying who is making the post.
- Blog responses must give a clear indication of blogs to which they are responding.
- Postings must engage with and extend the weeks blogs, moving beyond description.
- Blogs must go beyond set readings and blog being responded to - providing relevant links for further reading and research
- Blog responses will be assessed on creativity, grammar, punctuation and spelling and writing style and clarity.
Assessment Task 3
Learning Outcomes: 1,2,3,4
Take Home Exam
Length: 2000 Words
The expected time required to write a very good answer to the Take Home Exam is ½ day- 1 day. You need to treat the Take Home Exam like an exam – this means that you cannot discuss the question with your classmates, and you need to prepare the answer entirely by yourself. You cannot seek help from your lecturer or tutor – this would obviously be unfair to other students. If you think some aspect of the question is unclear, you may seek clarification from your lecturer. Your Take Home Exam paper must be submitted via Turnitin.
Please retain an electronic copy of your Take Home Exam. Unless there are exceptional circumstances, no individual extensions will be granted for the Take Home Exams. If you envisage problems in submitting your Take Home Exam on time, please contact your lecturer. In the Take Home Exam you will need to acknowledge sources that rely on the analysis or arguments of others. You may use any accepted referencing system (e.g. Harvard). Further details will be provided during the semester.
When: 11 June 2021 – During examination period - (upload via Turnitin)
What: In this exam you are expected to develop your own argument and draw on a range of sources and ideas. This is a formal piece of writing; your exam needs an introduction, a conclusion and a bibliography in which you list all sources you cite in the exam.
How: Questions will be provided on 7/6/21, and will be based around the weekly topics. The essay must be typed in 12 point font, Times New Roman or similar font, 1.5 or double-spacing. Rubric is on Wattle
Estimated return date: The grade will be available after the posting of results for the semester.
Assessment Task 4
Learning Outcomes: 1,2,4
Participation Portfolio and Self-Assessment Sheet
What: Class participation is required to complete the course as participation is one of the assessment tasks. Classes are an important space to discuss readings and ideas from the course in a supportive environment with your peers and tutor. The tutorials will be predominantly student lead and we will experiment with a wide range of activities. There is a strong focus on listening to peers. your online participation will also be assessed and we will ask you to self-assess your overall participation each week. Each week keep track of observations you have about readings, questions you want clarified, and contributions you are making to the lecture live chat/padlet/in class activities.
When: each week - a completed participation sheet is due on 28th May - submitted via turnitin using word document on Wattle
How: Classes will be student lead and focus on their discussion of blogs and blog responses.
Your participation will be graded and will count for 10% of the total mark for the course.
If you have an unavoidable appointment at the same time as your assigned class, you must make arrangements with your tutor to attend another one. Students who fail to attend any class during any given week should explain their non-attendance. If you genuinely have to miss a class , you may write an additional 300-word reading summary in lieu of attendance. However this must be arranged in advance of the tutorial, not after the tutorial has been missed. If you miss more than three tutorials without explanation this will significantly affect your ability to pass this piece of assessment.
In assessing tutorial participation, the following criteria will be taken into consideration:
- Demonstration of preparation (i.e. completed the reading and thought about it);
- Demonstration of understanding of or engagement with the topic;
- Raising relevant questions, points and challenges; and
- Listening actively and responding to others in a constructive fashion.
More detailed information on tutorial participation assessment and hints on how to participate effectively are available on Wattle.
Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.
The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.
The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) as submission must be through Turnitin.
The paper for the take home exam should be uploaded by 11.55 pm on the due date. It will be counted as late if received after this time. If you are experiencing difficulties uploading your essay to Wattle, you must email your tutor immediately with your paper or essay attached.
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Assessments submitted online will be graded and returned online. Exam papers will not be returned.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Resubmission of Assignments
Resubmission of assignments is not permitted unless stated in the specific assessment information sheet (available on wattle).
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Gender Studies, Queer and Feminist Theory, Sexuality Education, Young People and Sex
Mx Kerry Simple