Syllabus

The World Wide Web has enabled women around the globe to have their own voice in words and pictures, as well as build online communities where they share support for all aspects of their lives. The work women do online ranges from keeping in touch with family to making a living from selling their work. Anyone with access to a library, e-cafe, or smartphone can do work online.

Other technologies, such as appliances, autos, and equipment enjoy improvements provided by input and design by women. There is a market for products designed and used by women, and significant investment in women as technologists is important to the success of service-providing and product-developing businesses.

Feminists and other women make choices about how “cyber” or "Lud·dite" they will be. We can label ourselves one or the other, or adhere to no label, but can we truly escape technology? No. But we can choose which to embrace.

If you eager to embrace a new device or tool, but are intimidated by learning to use it, then through the support of your instructor and classmates, you should be able to overcome the frustrations and deliver yourself to the 21st Century knowing more than enough to excel in any career where technology is needed.

“Feminist concerns are inside of technology, not a rhetorical overlay. We're talking about cohabitation: between different sciences and forms of culture, between organisms and machines. I think the issues that really matter —who lives, who dies, and at what price— these political questions are embodied in techno culture. They can't be got at in any other way.” --Donna Haraway

This course will be somewhat unique from other courses you've taken on campus or online. There are other similarly-titled courses around the country, but very few, if any at all, ask you to use so many technologies to create and communicate. By the end of this course, you will have created a web site, used databases, assessed your finances, and taught others important aspects of culture, history, and technology. You will have improved your online communications style by writing blog posts, research papers, professional email messages, and analyses. You will be able to discuss the main issues of our times through writing. "And as research into writing shows, the act of tracing your thoughts across a page can make you more productive, more emotionally aware, and a less irrational decision maker." (Drake Baer 2013) Here is how writing makes your life better...

Philosophy of Teaching

I prefer to mentor, demonstrate, and share methods rather than mandate the memorizing of information. This approach, along with ample opportunity to explore and practice methods allows creative students to put themselves in a professional mode right away, if they're up for it, and use the freedom to study in a direction that interests them.

Technical challenges are opportunities to find solutions, through exploration, systematic troubleshooting, and group interaction. In group interactions, students have the opportunity to teach others; a highly successful way to learn. I like to engage students by bringing them to the podium to share their own methods. When teaching/learning online, this work happens in the discussion forums and blogs; again modeling the way professionals often solve problems.

Course content is presented in a variety of formats to aid a diverse student population. Links to multimedia-rich online tutorials aids the auditory and visual learners. Well-organized and well-designed course materials aid the visual learners and the learners who need only to read to understand new concepts and procedures.

infoOfficial Description

Explores women's contributions and focuses in fields. Analyzes gendered nature of technology. Theory and practice of technologies. (3 credits) BACC Synthesis. The Baccalaureate Core (BACC Core) Curriculum represents what the OSU faculty believes is the foundation for students’ further understanding of the modern world. Informed by natural and social sciences, arts, and humanities, the BACC Core requires students to think critically and creatively, and to synthesize ideas and information when evaluating major societal issues. Importantly, the BACC Core promotes understanding of interrelationships among disciplines in order to increase students’ capacities as ethical citizens of an ever-changing world.

Prerequisites

No courses are required before taking this one, though basic computer knowledge is essential. You must understand:

• How to use a word processor.
• How to send and reply to email messages.
• How the internet works.

assessmentMeasurable Student Learning Outcomes

Upone completion of this course, students will be able to...

1. Summarize the major issues, statistics, and historical significance of technology developed and/or used by women.
2. Discuss feminist theory, women's choices, race and cultural issues, and barriers related to gender and technology.
3. Research and present history and current trends of women and technology of different cultures/countries.
4. Interpret, compare, and draw conclusions of trends and analyze technologies via a Gender Lens.
5. Construct a web site.
6. Use a variety of hardware and software to improve their level of comfort with technology, improve their communications style, and enhance creativity.
7. Achieve a level of understanding regarding personal lifestyles and how choices can change the future. Declare personal principles, policies, or intentions for future use of technology.
8. Analyze relationships among science, technology, and society using critical perspectives or examples from historical, political, or economic disciplines.
9. Analyze the role of science and technology in shaping diverse fields of study over time.
10. Articulate in writing a critical perspective on issues involving science, technology, and society using evidence as support.

Read more about OSU's Learning Goals

library_booksMaterials

Readings will be articles available online.

No printed textbook purchase is required. Add each of these websites to separate TABS in your browser:

1. Canvas
2. Online textbook
3. OSU Valley Library

Software requirements include:

1. Chrome browser for Mac, Windows, Linux, or Chromebook users.
2. OSU Google account for backing up all files.
3. PDFMerge! for making merged PDF files.
4. Wordpress.com for hosting weekly posts and projects.

more_horizLogistics and Communications

• Weekly Schedule

  Add notes about this basic schedule to your calendar so you stay on track:
  • Monday:
    Understand the goal and begin the reading and researching for the Discussion.
  • Wednesday:
    Post your initial Discussion thread in Canvas.
  • Thursday:
    Reply to your peers in the Discussion.
  • Friday to Sunday:
    Begin working on the Project.
  • Sunday: Complete the Project activities and write a Blog post.

• 🔘 Modules and Chapters

  Be prepared to spend 5 to 9 hours each week.

  Complete activities in each chapter in sequence to help you succeed. Each contains:
  • Required readings
  • Key terms and concepts to research
  • Key project research and writing
  • Scoring criteria

  Listen to articles when your eyes are tired.

• Feedback and Help

  Look for extensive feedback in the Grades Comments area and/or TurnItIn.
  
  Reply to Grades Comments when you have questions about your score.
  
  Ask personal and technical questions via the Canvas Inbox.
  
  Technical Support of your computer is provided by the OSU Service Desk.
  

peopleExpectations

Online and in person

The following is adapted from Dr. Susan Shaw, Oregon State University

• Make a personal commitment to learning about, understanding, and supporting your peers.
• Assume the best of others in the class and expect the best from them.
• Acknowledge the impact of sexism, racism, ethnocentrism, classism, heterosexism, ageism, and ableism on the lives of class members.
• Recognize and value the experiences, abilities, and knowledge each person brings to class. Value the diversity of the class.
• Participate actively in the discussions, having completed the readings and thought about the issues.
• Pay close attention to what your classmates write in their online comments. Ask clarifying questions, when appropriate. These questions are meant to probe and shed new light, not to minimize or devalue comments.
• Think through and re-read your comments before you post them.
• Never make derogatory comments toward another person in the class.
• Do not make sexist, racist, homophobic, or victim-blaming comments at all.
• Disagree with ideas, but do not make personal attacks.
• Be open to be challenged or confronted on your ideas or prejudices.
• Challenge others with the intent of facilitating growth. Do not demean or embarrass others.
• Encourage others to develop and share their ideas.
• Be willing to change.