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ASL 195: Deaf Women Herstory COURSE SYLLABUS Summer 2013 Instructor: Keri Ogrizovich Email: kogrizov@uvm.

edu Office: L/L-C 150 Text: 802-777-3279 Office Hours: Tuesdays and Thursdays 10 AM - 3 PM Section: Z1 Credits: 3 Class meeting dates: July 15-August 9 Course Description This course provides a broad overview of Deaf womens experiences in herstory, arranged both chronologically and topically, from the 13th century to the present day. Designed to accommodate individuals who may or may not have had prior experience with Deaf people, we will explore the mixed legacy of Deaf womens status in their communities and some of their personal stories. As we move through herstory, we will consider such topics as the education of Deaf women, the historical treatment of Deaf women, their political activism and various accomplishments they achieved, all of which played a pivotal role in shaping Deaf history as well as world history. Required Readings and Materials Brueggemann, B. and Burch, S. (2006). Women and Deafness: Double Visions. Washington, DC: Gallaudet University Press. Articles (will be available on BlackBoard) Resources Course Goals Students will: Learn about influential Deaf women. Discuss the impact of Deaf women having dual roles. Understand Deaf womens roles in Deaf culture and Deaf history. Attend Deaf Awareness Week events to learn more about Deaf culture. Utilize the knowledge of ASL, Deaf culture, and Deaf history to educate others. Learning Outcomes Students will be able to: Identify influential Deaf women and their contribution to history. Identify significant events in the history of Deaf women. Demonstrate an understanding of Deaf womens roles in Deaf arts, sporting events, and entertainment.

Demonstrate an understanding of Deaf Culture as a minority, and Deaf women as a minority within a minority. Understand the historical trends in employment of Deaf women as well as the unlimited opportunities for Deaf women in todays world.

Course Policies/Expectations The use of cell phones and electronic devices are prohibited during lecture. Abuse of this policy will result in deduction to students participation grade. Attendance Expectations Due to the fact that this is a knowledge-based class, attendance is mandatory. Up to TWO unexcused absences will be permitted. Any additional absences will result in a reduction of 5 points for EACH additional absence from your FINAL grade. For example, if you have 4 unexcused absences, 5 points will be taken off from your final grade because of the one absence over the 3 allowed. If you have 5 unexcused absences, 10 points will be taken off from your final grade because of the two absences over the limit and so forth. To encourage your presence and participation: o You are expected to arrive prepared and on time. Arriving late is discourteous and disruptive to other students. If you arrive late, you will receive half credit for participation on that day. o If you are really sick, stay home and get well. However, you are still responsible for the material you missed. Contact your classmates to help you catch up. Remember, you have 2 unexcused absences allowed (participation points will still be taken off for those absences)use them wisely. o If you know ahead of time that you have to miss class or lab, please notify the instructor in advance by e-mail or telephone, explaining the necessity of your absence. The goal is to make sure that all students are on top of the material taught in class. By attending all classes is the key to being successful in learning the material in class. In addition, students should come prepared to class by bringing their textbook and relevant reading materials to every class. Religious Observance The official policy for excused absences for religious holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of second full week of classes their documented religious holiday schedule for the semester. Students who miss coursework for the purpose of religious observance will be allowed to make up this work. Academic Honesty & Professionalism

All students are required to be familiar with and adhere to the Academic Honesty Policy Procedures delineated in the following website: http://www.uvm/edu/~uvmppg/ppg/student/acadintegrity.pdf Intellectual Property: Consistent with the Universitys policy on intellectual property rights, it is the American Sign Language Programs policy that teaching and curricular materials (including but not limited to classroom lectures, class notes, exams, handouts, and presentations) are the property of the instructor. Therefore, electronic recording and/ or transmission of classes or class notes is prohibited without the express written permission of the instructor. Such permission is to be considered unique to the needs of an individual student (e.g. ADA compliance), and not a license for permanent retention or electronic dissemination to others. Accommodations Accommodations will be provided to eligible students with disabilities. Please obtain an accommodation letter from the ACCESS office and see your instructor early in the course to discuss what accommodations will be necessary. If you are unfamiliar with ACCESS, visit their website at to learn more about the services they provide or call to make an appointment. Physical address: Living/Learning Center A-170, UVM, Burlington, VT 05405 Phone: 802-656-7753 Fax: 802-656-0739 E-mail: Instant Messenger: UVMaccess General office hours: 8:30 AM 4:30 PM, Monday through Friday Electronic Submissions/Internet Use Use BlackBoard for the following: Check for course announcements View instructions for projects View assignment grades View Deaf events calendar (when available) Student Evaluation and Assessment Course grade will be determined as follows: Cultural Events Papers (2 papers) Student-Led Class Discussions Literature Review Papers Projects (2) Expressive Arts Symposium Final Reflection Paper or Presentation Total Percentage 97 and above 93 96% Letter GPA A+ 4.00 A 4.00 10 % 20 % 20 % 20 % 10 % 20 % 100 % Letter C CGPA 2.00 1.67

Percentage 73 76% 70 72%

90 92% 87 89% 83 86% 80 82% 77 79% Class Assignments


3.67 3.33 3.00 2.67 2.33

67 69% 63 66% 60 62% Below 60%


1.33 1.00 0.67 0.00

Cultural Experience: Students will be required to attend TWO cultural events either during Deaf Awareness Week and/or other events happening in the community. More information will be posted on Blackboard and/or e-mailed to students. Within ONE WEEK after each cultural event, students are required to use the Cultural Events template that is on BlackBoard and type TWO FULL pages SINGLE-SPACED, 12-point font reaction paper, describing their experiences: o Date and length of time attended o Persons interacted with o Signed vocabulary learned o Overall observation and reaction o Comparisons of the experience to what youve been learning in class o Cite sources Then post your paper as attachment on BlackBoard. No late submissions accepted. In the event of a personal conflict with the scheduled events, students must inform the instructor as soon as possible to work out alternative arrangements. DO NOT WAIT until the end of the semester to ask for advice.

Student-Led Discussions: Each week, students will take turns to lead the discussion on the readings. To prepare for this, students should turn in an outline of their discussion topics to the instructor prior to beginning the discussion in class. Literature Review Papers: Each week, students will submit on BlackBoard a 1-2 pages paper reviewing the literature read for that particular week.

Projects: Students will be required to do two projects related to topics covered in class. Topics will be announced in class as the semester progresses. One project will be an individual project and one project will be a group (2-3 people) project. More information will be given over the course of the semester. Final Reflection Paper or Presentation: Each student will have a choice to do one of the following: o Do a self-analysis paper in no less than 10 pages (including the cover page and bibliography).

o Do a presentation in ASL in no less than 15 minutes using visual aids, i.e. PowerPoint (keep in mind that your signing skills will NOT be critiqued). o Do a presentation in spoken English (with an interpreter) in no less than 15 minutes using visual aids. The paper or presentation should include the following: a detailed commentary on what you learned both personally and academically, an annotated bibliography of the books (minimum of 5 resources including the textbook), readings, and experiences that you found particularly important, a personal and professional reflection on what you have learned during this course, and what information you feel benefits your understanding of Deaf culture and Deaf history as a whole. Students should use their weekly journals to reflect on while completing this final reflection. Students can frame and structure all of this in as creative or as noncreative a manner they would like. Expressive Arts Symposium: This project is designed to give students an opportunity to present as an alternative and integrative way of knowing to enhance their own understanding of the experience of taking this course, Deaf Women Herstory, through a medium other than traditional academic scholarship. As a final, integrating exercise, this symposium is designed to consolidate multiple aspects of what they learned about Deaf women. Each student is asked to create a piece of original art that aims to capture an understanding of an experience participating in this course. Issues relating to the readings in class, the Deaf events attended or even both should be represented as relevant. This art piece should be created this semester and specifically related to your experiences taking ASL (if applicable) and learning about the Deaf Women Herstory. This piece will be presented to the class on the day that is assigned for the class to take the final exam. Poems, short stories, dance, crafted objects, photographic essays, collages, painting, sculpture, narrative accounts of your experiences studying Deaf Women Herstory are appropriate. More details to follow.

Instructional Sequence: [SUBJECT TO CHANGE] Class Dates Session 1 Session Topics Introduction; Review syllabus; Overview of the Deaf community Assignments Due

Session 2

Gender Roles and Multiple Identities

Women and Deafness (W&D): Introduction & Merging Two Worlds BlackBoard articles

Session 3

Deaf Women in the 19th Century and Prior

W&D: Marcelina Ruiz Ricote y Fernandez and Deaf Eyes: The Allen Sisters Photography BlackBoard articles

Session 4

Deaf Women in the 20th Century; Discuss Project #1 (individual)

W&D: Beautiful, though Deaf BlackBoard articles

Session 5

Deaf Women in Education

W&D: Family Matters and The Ladies Take Charge

Session 6

Deaf Women Leaders

W&D: The Extended Family BlackBoard articles

Session 7

Deaf Women in Medicine and Science; Project #1 Presentations

Complete Project #1 W&D: Deaf Women and Inequality

Session 8

Deaf Women in Art; Discuss Project #2 (pairs)

BlackBoard articles

Session 9

Deaf Women in Literature

BlackBoard articles

Session 10

Deaf Women in Sports

BlackBoard articles

Session 11

Deaf Women in Entertainment; Project #2 Presentations

Complete Project #2 BlackBoard articles

Session 12

A Diversity of Deaf Women

W&D: Was Helen Keller Deaf? BlackBoard articles

Session 13

Deaf Women Today

W&D: How Deaf Women Produce Gendered Signs BlackBoard articles

Session 14


Submit Final Paper Rough Draft or Final Presentation Outline

Session 15

Expressive Arts Symposium Presentations

Submit Final Paper/Presentation Show Expressive Arts Symposium piece