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rachelr's picture

Learning to Grow, No Time to Waste

Submitted by rachelr on Tue, 12/13/2011 - 11:57pm

My self evaluation for Precarious, Performative, Playful, Potential...Perspectives! 

I came into the class having never taken a gender and sexuality course, but ready to put in the time to hopefully still be a valuable presence in the class. Our first readings, Wilchins and Clare, left me feeling a little overwhelmed I have to admit, especially Wilchins. Clare gave me a story to hold on to, to follow, where as the feminist and gender theory referenced by Wilchins left me bemused and flailing. Was I going to be able to “fit in” to the culture of the class? Would it all be so theory-heavy?

venn diagram's picture

Self Evaluation

Submitted by venn diagram on Tue, 12/13/2011 - 9:16pm

I feel like I was an active participant in all of our class discussions. I attended every class and I always came prepared to discuss the week’s topic. I do not shy away from participating in small or large group discussions and I believe I offered a combination of specific commentary on the readings as well as outside information or insight. I hope that I was able to contribute to the learning of others through sharing my previous academic and professional experiences with Gen/Sex and activist topics in both on-line and in-class discussions. I have taken many Gen/Sex courses in college as well as some related to activism, such as Robert Washington’s course “Marginals and Outsiders: The Sociology of Deviance” and I was eager to relate the concepts and texts we explored in these courses with the class. I also have worked in the “activist” field of public health on “gendered” issues (motherhood, pregnancy, HIV prevention, etc.) and I often tried to share these experiences with the class when appropriate.

venn diagram's picture

Pregnancy and Parenting Education Reform

Submitted by venn diagram on Tue, 12/13/2011 - 7:08pm

    I have invented two sister organizations, Pregnancy Education Reform and Parenting Education Reform aimed at informing expecting mothers and parents about crucial issues affecting individuals in the United States in order to promote inclusion and understanding and to create stronger communities. For my second web event I produced two potential publications from the initial organization, Pregnancy Education Reform. The first was a collection of pdf images of the pages of a pamphlet entitled, “Intersex: An Introductory Guide for Moms-to-be”. And the second was an open letter to primary care providers explaining how to most effectively use the pamphlet and general advice for making prenatal and postnatal care more sensitive to intersex children and their families. For this web event I have recreated the pamphlet and open letter to primary care providers for a second topic, cerebral palsy.  

ssaludades's picture

Final Performance

Submitted by ssaludades on Tue, 12/13/2011 - 3:56pm

For our final performance, Ellen and I organized an activity that we hoped would try to cover some of the main themes we talked about in class including: social mobility and education, interactive education (banking vs. problem solving) and generally, the affects on class on people's behaviors in and approaches to their education. Here is the script we used which basically highlights the rules of the game we created and meanings behind why we set up the activity in the way that we did:

21 QUESTIONS

Occupations will be posted on the backs of each participant. 

Have sections of the room help people guess who they are by answering their questions. 

Rule is that you can only ask yes or no questions.

    1. First Round: Basic (doctor, lawyer, Michael Jordan)
    2. Second (more difficult) Round Use money to signify the amount of questions that can be allotted to each participant (a quarter for 25 questions, dime for 10 questions, a nickel for 5 questions)

ROUND 1 EXPLANATION:

lwacker's picture

Orange Alert Extended.

Submitted by lwacker on Tue, 12/13/2011 - 2:11am

Please see below attached documents.

kganihanova's picture

Presentation Reflection

Submitted by kganihanova on Mon, 12/12/2011 - 9:42pm

For our final presentation, Jordan and I created a virtual scrapbook of the class. We highlighted the best parts of the past. What we found was that the best parts of the experience are not neccesarily the funnest part of the class. I feel the presentation went well, I was worried that our presentation would not go well and wouldn't go over well but not to fear. I liked seeing my classmate's faces as they say themselves in pictures and in quotes. All in all, the presentations went well with each flowing into the other. We ended on an indefinite note but that's okay because we will hopefully continue to see each other next semester and perhaps continue our classroom discussions outside of the classroom.

JHarmon's picture

Reflections and Thanks

Submitted by JHarmon on Mon, 12/12/2011 - 9:10pm

While last night's performances were really touching and funny, we all know that they went far beyond that. They showed our sense of agency to go into the world with the knowledge we've gained and actually make a change--whether that change is simply modifying how we will personally operate in the world or taking our knowledge to a broader audience through teaching, playing games, noticing bias in youtube videos, or rapping. The only thing I hope is that our efforts don't stop just because this class has. I hope we continue to keep what we've learned in our minds far beyond this class and our years at Bryn Mawr. In my group's performance, we didn't get a chance to share what Robin Kelly said, and that is that we can't change the media until we change society; and we cannot change society until we change ourselves. It is only in this sort of cyclical pattern of “making new people” that we can “make new television.”

Equalize Brain Size

In the table below all of the animals now have the same brain sizes. What happens now? If we make all brain sizes equal, will we see any difference between the animals? Remember we are not concerned with body size anymore because we have controlled for body size and now simply made all brains the same size. Does this mean that from now on these animals would act the same, walk the same, eat the same things, behave the same ways?

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Remote Ready Biology Learning Activities

Scanning electron microscope image of SARS-CoV-2

Remote Ready Biology Learning Activities has 50 remote-ready activities, which work for either your classroom or remote teaching.

Narrative is determined not by a desire to narrate but by a desire to exchange. (Roland Barthes, S/Z)

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