Gender & Women’s Studies 103, Fall 2020

Gender, Women, Bodies, & Health

Instructor: Emi Frerichs, PhD Candidate
University of Wisconsin-Madison Ancestral Ho-Chunk Land - Teejop

Although this class is not being held presentially this semester, this course and
its instructors recognize that this institution still benefits from the land and the
legacy of colonialization upon which its foundation was built. The University of
Wisconsin-Madison occupies ancestral Ho-Chunk land, a place their nation has
called Teejop since time immemorial. In an 1832 treaty, the Ho-Chunk were
forced to cede this territory. Decades of ethnic cleansing followed when both the
federal and state government repeatedly, but unsuccessfully, sought to forcibly
remove the Ho-Chunk from Wisconsin. This history of colonization informs our
shared future of collaboration and innovation. Today, UW-Madison respects the
inherent sovereignty of the Ho-Chunk Nation, along with the eleven other First
Nations of Wisconsin.

COURSE DESCRIPTION & REQUISITES

Description: This course examines both physiological and social processes relating to
gender and health across the lifespan among cisgender, transgender, and non-binary
individuals. Examples of topics to be explored include hormonal processes, reproductive
anatomy & physiology, sexuality, sexual pleasure, chronic illness, depression, and sexual
violence. A primary course objective is for students to connect information about their bodies
and personal health to larger social and political contexts in order to critically examine their
intersections. In particular, this course will consider how health and health disparities are
shaped by multiple kinds of social inequalities, particularly inequalities based on gender.
Requisites: None.

LEARNING OUTCOMES
After completing this course, you will be able to:
● Understand and describe physiological processes and phenomena relating to health
(e.g., menstruation, menopause) and ill health (e.g., cancer, maternal mortality).
● Recognize that bodies are located in a social context that influences health and illness.

Syllabus for Gen&WS103: Gender, Women, Bodies, and Health; Fall 2020
 ● Understand and analyze the dramatic interplay between physiological processes and
social processes.
● Contextualize health within the social and cultural influences on people’s lives.
● Evaluate how multiple kinds of social inequalities (e.g., race, ethnicity, social class,
sexual identity, gender identity) shape health and health disparities.
● Become more active patients and better-educated healthcare consumers.

INSTRUCTORS AND CONTACT INFORMATION

Emi Frerichs Email: frerichs@wisc.edu

Accepts All Pronouns Office Phone: Zoom or Webex
You may defer to Office Hours: Email for appointment
They/Them/Theirs or
She / Her / Hers

Jenny Fierro-Padilla, TA Email: fierropadill@wisc.edu

She/Her/Hers Email for appointment

Esaí Ortiz-Rivera, Head TA Email: eortizrivera@wisc.edu

Accepts All Pronouns Email for appointment
They/Them/Theirs or
He/Him/His

Amy Pearce, TA Email: amy.pearce@wisc.edu

She/Her/Hers

Natalie Wyss, TA Email: nwyss@wisc.edu

She/Her/Hers Email for appointment

GENERAL COURSE INFORMATION

Credits 3

Canvas Course URL http://www.canvas.wisc.edu/215770

Course Designations and Attributes ● Breadth - Natural Science

● Level - Elementary
● L&S Credit - Counts as Liberal Arts
and Science credit in L&S

Meeting Time & Location and Instructional Mode Online only

HOW CREDIT HOURS ARE MET BY THIS COURSE

The credit standard for this course is met by an expectation of a total of 135 hours of student
engagement with the course learning activities (at least 45 hours per credit), which include
the following interactions, as well as other student work as described in the syllabus.

Syllabus for Gen&WS103: Gender, Women, Bodies, and Health; Fall 2020
 ● Instructor to Student Interaction: virtual office hours, discussion forums, instructor
feedback on assignments and via email, online lectures
● Student to Student Interaction: weekly warm-up activities, weekly discussions
● Student to Content Interaction: readings, worksheets, weekly quizzes, midterm and
final exams

GRADING

Assignment Type Grade (percentage)

Discussions 25%

Worksheets 25%

Quizzes 25%

Exams (Midterm & Final) 15%

Project 10%

GRADING SCHEME
A 92.5% — 100%
AB 87.5% — < 92.49%
B 82.5% — < 87.49%
BC 77.5% — < 82.49%
C 71.5% — < 77.49%
D 63.5% — < 71.49%
F 0% — < 63.5%

WORKSHEETS
You will complete one worksheet per week. Worksheets will be due on Wednesdays.
Worksheets in this course will be graded using the following 4-point rubric.
Points Criteria

1 Worksheet is fully completed: All components are complete.

Questions are not plagiarized.

1 Worksheet engages with course material: Worksheet answers

demonstrate that the student has engaged with course materials,

Syllabus for Gen&WS103: Gender, Women, Bodies, and Health; Fall 2020
 including relevant readings and course content (evidenced by in-text
citations and references). Answers are on the appropriate course topic.

1 Worksheet demonstrates critical thinking and mastery of material:

Worksheet answers demonstrate significant critical thinking and do not
only re-write the material learned in the course. Answers apply
concepts from the course to questions and scenarios.

1 Worksheet is constructed clearly and carefully: It is clear which

answers correspond to which question. Answers are clear and in
complete sentences.

PROJECT
You will complete one written project this semester. The project will be graded using a rubric
that totals to 100 points. This project will be worth 10% of your final course grade. We will
accept late projects for 5 days after the due date, with a 10-point deduction for each day the
project is late.

DISCUSSION SESSIONS
You will participate in weekly discussions this semester. I will post prompts for you to respond
to, and then you will earn points by responding to our prompt by a due date (due on
Wednesdays), and then over the following few days, you will earn points by responding to at
least two of your peers’ discussion posts (due on Fridays).

For some of these discussions, the content will be linked to and/or build on the material
you've considered in your worksheets for the week, giving you a chance to discuss and more
critically consider with your peers the work you've already produced. Your TA will have an
active role in these discussions and will frequently redirect and enhance discussions,
pressing students to have meaningful discussions.

Posts are pass/fail. In order to earn a passing mark, all requirements listed below must be
met. We will not accept late discussion posts or responses.

When responding to our prompts:

● Thoroughly answer the discussion prompt, demonstrating that you have read and
critically examined relevant course readings and content.
● Your discussion post should be a minimum of one to two (1-2) paragraphs.
● Provide appropriate in-text citations to all course materials that you use to respond to
the questions.
● Any evidence of plagiarism is an automatic zero. This means that citing course
materials (e.g., textbook, lecture, etc.) and outside sources is necessary.

Syllabus for Gen&WS103: Gender, Women, Bodies, and Health; Fall 2020
When responding to other students’ posts:

● Thoroughly respond to two (2) of your peers by answering the questions posed in the
discussion response prompt, demonstrating that you have read and considered the
post to which you are responding.
● Responses should be at least one (1) thoughtful paragraph.
● If you do not understand a portion of a peer’s post, please respond with a question for
clarification.
● Any evidence of plagiarism is an automatic zero.

Adhere to our “netiquette” expectations for all discussion posts:

● Always consider how your tone or writing style will be received when your peers read
your message. Even though discussion boards feel less formal than physical
classrooms, it is still considered a classroom and a professional environment.
● The teaching team will not tolerate personal attacks, nor are they appropriate tools for
making an argument. We are committed to having a safe learning space where
students may challenge each other respectfully with an understanding that diverse
lived experiences create diverse individual opinions. One rule of thumb for
guidance: If you would not say something in a classroom, do not say it in our online
space.
● You are absolutely free to voice opinions that might conflict with course content and
support your view sufficiently. We encourage you to challenge content and introduce
your peers to other ways of thinking. However, if you are going to take a radically
different stance, please make sure to cite your statements accordingly, or even
provide direct links to academic sources to clarify your opinion.
● You will discuss deeply personal and possibly triggering topics, such as gender-based
violence, racism and mental illness. If you are intensely uncomfortable with a
discussion topic or feel unable to engage in discussion without it negatively impacting
your health or day-to-day responsibilities, please contact me. We will help you find a
way to earn credit while feeling safe and supported. You will be offered one of two
options:
○ Revise existing expectations. For example, some students feel comfortable
reading about certain topics but do not feel comfortable sharing their thoughts
or experiences. In this case, we will find an alternative assignment within the
module for you.
○ Complete an alternate module. For example, some students do not feel
comfortable engaging with certain modules in any way. In this case, we will give
you a different module altogether.

EXAMS & QUIZZES

Weekly Quizzes

Syllabus for Gen&WS103: Gender, Women, Bodies, and Health; Fall 2020
 ● You will take an online quiz every week in Canvas. For each quiz, you will only be
tested on that week’s content, including readings, videos, and lectures. Quizzes will
include up to 15 questions in 20 minutes. You will get two attempts at each quiz. You
will earn the higher score of your two attempts.
● Your weekly quizzes will open Saturday and be due to following Saturday.

Midterm and Final Exams

● You will take a cumulative midterm exam and a cumulative final exam. Each exam will
include up to 40 questions in 60 minutes. You will get two attempts at each exam. You
will earn the higher score of your two attempts.
● Your midterm and final exam questions will be on the “big ideas” of the course and will
feature mostly recycled questions from previous modules. The midterm will be on
modules 1-6. Your final will be on modules 1-13 (not including module 12, which is a
project). The best way to study for the midterm and final is to review quizzes and think
about which questions are “big ideas” of the course.
● Your midterm will be available during the 6th week of the class (10/11-10/17). You can
complete it once you complete your module 6 exam, which is due 10/17. Your midterm
will also be due Saturday, 10/17. Your final exam will be due on 12/18/20 at 11:59 PM
CST.

SCHEDULE
Consult Canvas for the most updated course schedule information. The Course Summary
contains a listing of all assignments in the course. Modules, Assignments, and Grades in
Canvas are also useful in keeping up to date on course activities.

Below is a tentative course schedule giving you a brief idea of content for reference. This
schedule should be considered a living document that the instructor may change at
any time if the need arises, although you will be made aware. Unless otherwise noted,
all assignments are due at 11:59 PM CST. If you do not live in Central Standard Time,
please make sure to adjust your time accordingly in Canvas so you do not miss due
dates or times.

Module Topics Assignments

Syllabus for Gen&WS103: Gender, Women, Bodies, and Health; Fall 2020
Module 0 Course Introduction
● Orientation Quiz
● Discussion: Introductions
9/2 - 9/6

Module 1 Privilege, Social Constructions,

and the “Feminist Lens” ● Discussion: Privilege and
Intersectionality
9/6 - 9/13 ● Worksheet: Social Construction
and the Feminist Lens
● Quiz

Module 2 Introduction to Anatomy, Sexual

Health, and Sex Ed ● Worksheet: Health Education
Curricula
9/13 - 9/20 ● Discussion: Rectifying Sex
Education’s Lack of Inclusivity
● Quiz

Module 3 Hormones Across the Lifespan:

Sex Determination in Utero, ● Discussion: Medicalizing
Intersex Variations, and Medical Intersex Variations
9/20 - 9/27 & Social Transition ● Worksheet: Medical and Social
Gender Transition
● Quiz

Module 4 Hormones Across the Lifespan:

Puberty & Adulthood, ● Worksheet: Menstrual Products
Menstruation ● Discussion: Period Taboo,
9/27 - 10/4 Stigma & Activism
● Quiz

Syllabus for Gen&WS103: Gender, Women, Bodies, and Health; Fall 2020
Module 5 Hormones Across the Lifespan:
Aging ● Discussion: Medicalizing
Menopause
10/4 - 10/11 ● Worksheet: Gender, Aging &
Ageism
● Quiz

Module 6 Reproductive Justice:

Contraception ● Worksheet: Reproductive
Justice
10/11 - 10/18 ● Discussion
● Midterm Exam

Module 7 Reproductive Justice: Abortion

● Discussion: Abortion Video
Game
10/18 - 10/25 ● Worksheet: Reproductive
Justice, Reproductive Health &
Reproductive Rights
● Quiz

Module 8 Reproductive Justice: Infertility,

Pregnancy, & Birth ● Worksheet: Medicalizing
Childbirth
10/25 - 11/1 ● Discussion
● Quiz

Module 9 Sexually Transmitted Infections,

HIV/AIDS, & Stigma ● Discussion: STI Ad Analysis
● Worksheet: History of
11/1 - 11/8 HIV/AIDS Activism in
parallelism to COVID-19
● Quiz

Syllabus for Gen&WS103: Gender, Women, Bodies, and Health; Fall 2020
Module 10 Gender-Based Violence
● Worksheet: Safety Plan
● Discussion: Understanding
11/8 - 11/15 Consent
● Quiz

Module 11 Body Size

● Discussion Board: What
Defines “Healthy”?
11/15 - 11/22 ● Worksheet:
● Quiz

Module 12 End of Semester Project Due:

● Discussion: Rough draft ideas
Social Media Influencers and for Project and “Peer Review”
11/22 - 11/29 Critical Critique

Module 13 Chronic Illness, Disability, &

● Worksheet: Historical
Mental Health Pathologization and Depictions
11/29 - 12/6 of Mental Health
● Discussion: Disability Justice
● Quiz

Module 14 Course Wrap-up!

● Collaboration: Big Ideas
● Final Exam
12/6 - 12/11

Syllabus for Gen&WS103: Gender, Women, Bodies, and Health; Fall 2020
UNIVERSITY POLICIES
ACADEMIC INTEGRITY
By virtue of enrollment, each student agrees to uphold the high academic standards of the
University of Wisconsin-Madison; academic misconduct is behavior that negatively impacts
the integrity of the institution. Cheating, fabrication, plagiarism, unauthorized collaboration,
and helping others commit these previously listed acts are examples of misconduct which
may result in disciplinary action. Examples of disciplinary action include, but is not limited to,
failure on the assignment/course, written reprimand, disciplinary probation, suspension, or
expulsion.

PLAGIARISM & ACADEMIC MISCONDUCT

In past online and in-person sessions, GWS 103 has unfortunately had to report numerous
cases of plagiarism to the Dean of Students. The most common reason we have reported is
students copying definitions or concept descriptions from the web, and pasting them directly
into their worksheets and discussion posts without quoting, paraphrasing, and/or
acknowledging the source. It is important to note that plagiarism is important for all
assessments in this course—even if they are only pass/fail or worth a few points.

Plagiarism means presenting the words or ideas of others without giving them credit, even if it
was done unintentionally. It is your responsibility to learn what constitutes plagiarism and the
correct rules for citing sources. In general, if you imply that you are the author of the
activities, discussion posts and assignments, all the ideas and words must be your own. If
you use someone else’s exact words, they should be enclosed in quotation marks with the
exact source listed. Please, refer to the Dean of Students’ web page for further information:
www.wisc.edu/students/amsum.htm Examples of Academic Misconduct include but are not
limited to: cutting and pasting portions of a text from the web without quotation marks or
proper citation; paraphrasing from the web without crediting the source; using another
person’s ideas, words, or research and presenting it as your own by not properly crediting the
originator; cheating on an exam. For more details refer again to the Dean of Students’ web
page: www.wisc.edu/students/amsum.htm. This website also has useful information on what
to do if you are charged with academic misconduct.

If you have any questions about citing appropriately that cannot be satisfactorily answered by
using the tools we provide you for citation, please contact your TA first, and subsequently
contact your instructor if further guidance is needed.

ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES

The University of Wisconsin-Madison supports the right of all enrolled students to a full and
equal educational opportunity. The Americans with Disabilities Act (ADA), Wisconsin State
Statute (36.12), and UW-Madison policy (Faculty Document 1071) require that students with
disabilities be reasonably accommodated in instruction and campus life. Reasonable
accommodations for students with disabilities is a shared faculty and student responsibility.

Syllabus for Gen&WS103: Gender, Women, Bodies, and Health; Fall 2020
Students are expected to inform faculty of their need for instructional accommodations by the
end of the third week of the semester, or as soon as possible after a disability has been
incurred or recognized. Faculty will work either directly with you or in coordination with the
McBurney Center to identify and provide reasonable instructional accommodations. Disability
information, including instructional accommodations as part of a student’s educational record,
is confidential and protected under FERPA.

Apply for Accommodations

Phone: (608) 263-2741
Email: mcburney@studentlife.wisc.edu
Text: (608) 225-7956
Fax: (608) 265-2998

DIVERSITY & INCLUSION

Institutional statement on diversity: Diversity is a source of strength, creativity, and innovation
for UW-Madison. We value the contributions of each person and respect the profound ways
their identity, culture, background, experience, status, abilities, and opinion enrich the
university community. We commit ourselves to the pursuit of excellence in teaching,
research, outreach, and diversity as inextricably linked goals.

The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and
inclusive community for people from every background – people who as students, faculty,
and staff serve Wisconsin and the world. https://diversity.wisc.edu/

ACCEPTABLE USE OF INFORMATION TECHNOLOGY RESOURCES

Please review the policy regarding the acceptable use of IT resources by authorized users.

NETIQUETTE GUIDELINES
Please review the University’s set of rules for online behavior, including when learning in an
online environment.

Syllabus for Gen&WS103: Gender, Women, Bodies, and Health; Fall 2020