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https://www.catholiccharitieshawaii.org/2016/10/annual-mens-march-against-violence

Anti-Violence Interventions WGSS 350 - 004

American University

Fall 2018, Online

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Contents About your Professor ...................................................................................................................... 3 Communication Policies ................................................................................................................. 3 Course Overview ............................................................................................................................ 3 Trigger Warning(s) ......................................................................................................................... 4 Faculty Reporting Obligations for Gender-Based Violence ........................................................... 4 Learning Outcomes (Course Content) ............................................................................................ 6 Learning Outcomes (Skills) ............................................................................................................ 6 Time Commitment and Workload .................................................................................................. 7 Course Guidelines and FAQs.......................................................................................................... 8 Required Textbooks and Materials ............................................................................................... 11 Online and Campus Resources ..................................................................................................... 11 Sharing of Course Content ............................................................................................................ 13 Emergency Preparedness for Disruption of Classes ..................................................................... 13 Assignments .................................................................................................................................. 14 Grading Scale ................................................................................................................................ 14 Late Policy .................................................................................................................................... 14 Academic Integrity Code and Ethical Conduct ............................................................................ 16 Schedule of Class Meetings .......................................................................................................... 18 Citations ........................................................................................................................................ 26

http://www.ksfy.com/home/headlines/Avera-Medical-Minute-AMcK-Providing-

care-and-support-with-Sexual-Assault-Nurse-Examiners-376568751.html

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About your Professor Name: Mahri Irvine, PhD AU Job Title: Adjunct Professorial Lecturer Primary Job: Director of Campus Initiatives at Indiana Coalition to End Sexual Assault Geographic Location: Indianapolis, IN Email: mirvine@american.edu Website: www.mahri-irvine.com Office Phone: 317-624-2370 (9 am – 5 pm EST) Twitter: @Mahri_Irvine Office Hours: By appointment (available on WhatsApp, Skype, or phone) Communication Policies I will do my best to respond to your emails or phone calls in a timely manner. Please plan for a 2-3 day response time. My job has a demanding schedule and I travel frequently, so occasionally I take up to 3 days to respond to messages. I communicate primarily through email, but I am also available by phone, Skype, and WhatsApp. You are responsible for regularly checking your AU email for messages that I will send regarding our course. I will usually send at least one email or announcement each week. You are also responsible for checking our Facebook group on Sunday evenings or Monday mornings to check the weekly announcements from me. Please feel free to follow me on Twitter.

Course Overview

This course differs from the official AU description; we were unable to change the registrar description before it was released online. Please be advised that the following course description is different than what you saw on the registrar’s website: Drawing from a variety of disciplines including WGSS, sociology, anthropology, and history, and operating from the understanding of violence as a social phenomenon, this course reviews a multitude of social and political interventions for gender-based violence prevention and response in the United States. Beginning with an overview of the history of feminist and anti-violence movements in the United States, the course then moves into an exploration of current social and political struggles to prevent and respond to sexual violence, intimate partner violence, and stalking. The course will review and analyze evidence for different forms of anti-violence interventions to better understand best practices and promising practices related to gender-based violence prevention and response. This course focuses primarily on system-level response and prevention strategies, but some of readings and documentaries also focus on survivors’ experiences and individual-level strategies to change culture. This is a discussion-based, reading-intensive course. You should be prepared to actively participate in class discussion every week, and you should be prepared to read a substantial number of pages each week. Most weeks, you will read three academic journal articles, and one week you will read an entire

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book. If you have difficulties reading or writing at the college level, please talk with me immediately. If I recommend that you visit the Writing Center, do not feel offended; I am making this suggestion because improving your writing skills will help you succeed in your future classes and jobs.

Trigger Warning(s)

We will discuss many potentially upsetting topics during our time together. It is your responsibility to look through the syllabus in advance and notify me if you think you might become triggered or overly upset by certain topics or assignments. Please contact me immediately if you feel that you will have difficulties completing assignments because of emotional or psychological distress. If you do become triggered or if you experience mental health challenges during the semester, it is your responsibility to let me know ASAP so I can help you access appropriate resources. You cannot control your triggers, but you can work with mental health professionals to control your responses when you are triggered. If you discover that you have become triggered due to something in our class, please immediately reach out to a mental health professional for help, and let me know as well. If you need to talk to somebody immediately, you can call 1-800-656-HOPE at any time! (24/7!)

Faculty Reporting Obligations for Gender-Based Violence

From AU: American University expressly prohibits any form of discriminatory harassment including sexual harassment, dating and domestic violence, sexual assault, and stalking. The university is and equal opportunity, affirmative action institution that operated in compliance with applicable laws and regulations, and does not discriminate on the basis of race, color, national origin, religion, sex (including pregnancy), age, sexual orientation, disability, marital status, personal appearance, gender identity and expression, family responsibilities, political affiliation, source of income, veteran status, an individual's genetic information or any other bases under federal or local laws in its programs and activities. If you experience any of the above, you have the option of filing a report with the AU Department of Public Safety 202-885-2527 or the Office of the Dean of Students 202-885-3300 dos@american.edu. Please keep in mind that all faculty and staff - with exception of counselors in the Counseling Center, victim advocates in the Wellness Center, medical providers in the Student Health Center, and ordained clergy in the Kay Spiritual Life Center - who are aware of or witness this conduct are required to report this information to the university, regardless of the location of the incident. From Dr. Irvine: American University has classified me as a “responsible employee” when it comes to students telling me about their experiences with sexual violence, intimate partner violence, stalking, or other violent crimes. If you directly or indirectly mention any of the following topics, I will be required to report this information to AU’s Title IX office:

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• Harassment or violence committed against you, on campus or off campus, while you are an AU student

• Harassment or violence committed against another AU student on campus or off campus • Harassment or violence committed against you before you became an AU student, if you

are seeking resources or assistance for the harassment or violence • Harassment or violence committed against you before you became an AU student, if there

is a possibility that a child is in danger (for example, if the person who harmed you is potentially harming a child right now)

I am required to contact Regina Wilson, AU’s Title IX Administrator in the above circumstances. Please be aware of my status as a mandated reporter; if you do not want me to share information with Regina, be cautious about the information that you share with me, in any context, including Facebook posts and self-reflection assignments. You can learn more about AU’s Title IX policy here. After I contact Regina, she or another university employee will reach out to you to provide you with resources, ask if you need help, and ask if you want a campus investigation. In most situations, the only people who should know about your survivor status will be Regina and perhaps a few other AU administrators. However, if the university decides that your situation indicates an immediate public threat to the campus community, AU will issue a public “timely warning,” which will include basic information about an assault committed on or near campus. It is possible that AU will decide to pursue a campus investigation against your wishes, if university administrators believe that the person who assaulted you poses a danger to other students or AU community members. AU’s “responsible employee” policy puts us into an interesting situation in this class, because obviously, we focus specifically on violence, trauma, and abuse, and these are issues that have impacted many of our lives. I believe that faculty members should not be required to report this information, because this type of policy is not victim-centered or trauma-informed. However, I am required to comply with this policy even though I disagree with it, so I will share your information with Regina when I am required to do so. You can contact Regina at TitleIX@american.edu or 202-885-3373 if you have any questions about issues related to your confidentiality, university procedures, or your legal rights. The Title IX office is located at #401B at the Butler Pavilion. I also want to provide you with positive feedback about AU’s Title IX Office: I have had several interactions and conversations with Regina, and she is doing a great job as AU’s Title IX Coordinator. If you are interested in assistance from her office, I highly recommend that you reach out to her.

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An Option for You: If you want the freedom to discuss your survivor experiences, you can simply tell me that you are a survivor, but be vague. In turn, I can share that information with Regina, and she will contact you. Then you can decide how much information to share with her. This way, we will deal with my reporting obligation up front, and then you can feel free to mention, or not mention, your experiences in assignments or class discussions. This is simply an option for you. Of course, you are NEVER under any obligation to share your personal experiences in this class.

Learning Outcomes (Course Content)

By the end of this course, you should be able to:

1. Identify and describe different stages of the anti-GBV movement in the United States, and how feminist approaches have historically influenced social and political attempts to respond to and prevent gender-based violence.

2. Identify and describe how different demographic groups experience feminist and criminal justice responses to gender-based violence, and the importance of intersectional approaches to prevention and response.

3. Understand and explain the differences between risk reduction, bystander intervention, and primary prevention.

4. Explain how cultural belief systems shape people’s perceptions of victims and perpetrators, justice, and prevention of gender-based violence.

5. Define and identify structural violence; discuss and analyze various social and legal challenges that survivors of gender-based violence face; and provide recommendations for solving these challenges.

6. Develop a cogent analysis of the strengths and weaknesses of feminist, criminal justice, and public health approaches to violence response and prevention.

7. Identify and explain how this class has impacted your emotional wellbeing and how you have practiced self-care over the semester.

Learning Outcomes (Skills)

8. Clearly and logically articulate your opinions and arguments by developing well-organized discussion board posts and presentations.

9. Synthesize information drawn from class readings, documentaries, and lectures, to develop well-informed, logical ideas, opinions, and arguments.

10. Strengthen your critical thinking skills by making connections and exploring similarities and differences between the theories and research presented by authors, filmmakers, your classmates, and your professor.

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Time Commitment and Workload

Even though this class is online, it requires the same amount of time as a regular face-to-face class. While many students may typically only invest a few hours in a college course, I have high expectations for you in this class. AU expects that you will spend approximately 8 hours each week for a 3-credit course. You will spend approximately 2 – 3 hours receiving online instruction in this class through the form of lectures, documentaries, and online resources, as well as reviewing written feedback from me on your assignments. I will expect you to spend an additional 5 – 6 hours engaging with our course readings and working on assignments. All total, you should plan to invest 8 hours each week for this class. You should expect a steady workload throughout this session. This is a reading- and writing-intensive course. Be prepared to read a substantial number of pages each week. This class has “uneven” assignments, which means that some weeks you will spend more time on readings, while other weeks you’ll spend more time on assignments. Important note: once you fall behind in an online class, it is extremely difficult to catch up. I recommend that you create a very structured schedule for yourself so that you commit specific times on your calendar for working on this class.

https://www.wvc-ut.gov/1553/Start-by-Believing

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Course Guidelines and FAQs

When do I show up for class? You have a great deal of independence in this class: as with all classes, you get to select the times you will do the readings and work on homework assignments. You also get to select the times you go online to listen to lectures, watch documentaries, and participate in discussion boards or other online activities. You should definitely check every Monday morning for each week’s discussion topic and assignments. Ideally, I will post/email weekly welcome messages by Sunday, for the upcoming week. In this syllabus, you will see all of the due dates for assignments. How do I participate? Instead of Blackboard discussion boards, we will use a private, closed Facebook group almost every week. Participation is worth 25% of your course grade; I expect you to post responses to lectures, documentaries, and/or readings almost every week, and you will also respond to your classmates’ comments. In this class, we will strive to create a collegial, friendly, and intellectual environment through our Facebook activities. See the Participation assignment sheet for more information. How is our Blackboard course organized? You will find all of the weekly readings, lectures, documentaries, and webinar links in each weekly folder. I will post the Facebook discussion prompts in the weekly folder, as well as in our Facebook group. How does a typical week work? Each week officially starts at 9:00 am EST on Mondays. Facebook posts are due by 11:59 pm EST on Fridays, and other assignments will be due on some Fridays, usually by 11:59 pm EST. I will typically send out a weekly welcome message on Sundays, in preparation for the upcoming week. Each week will involve the same elements:

• Every Monday morning, you should go to Blackboard to see the topic(s) for the week, instructions for Facebook posts, and other assignments. Of course, all of this information is also available in this syllabus, and in your assignment sheets.

• By 11:59 pm EST on most Fridays, up to four Facebook posts will be due, depending on the week’s tasks: 1) post about the week’s lecture or documentary; 2) post about the week’s reading; 3) response to a classmate’s lecture/documentary post; and 4) response to a classmate’s reading post.

• You will have several other assignments; these assignments are due at various times during the semester. See the assignment sheets and syllabus for details.

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Do you know if I participated online? The Blackboard system is a great example of Big Brother technology! The system can tell me who logs in, how long, and what they have done. I can see if you have accessed our class readings and watched lectures, documentaries, and webinars. I can see when you started an exam and how long you spent on it. However, I hope to not have to use surveillance tools to track your participation – instead, I will mostly rely on your Facebook posts, exams, and your other assignments to gauge your participation and see if you have actually done our class readings. Will we ever meet each other in person? It is very likely that we may never meet each other face-to-face because I live in Indiana. However, there are many opportunities for us to talk with each other. You can set up appointments with me so we can communicate via phone, Whatsapp, or Skype. I also assume that you will have at least several private e-mail conversations with me over the duration of the course. And of course, I will make comments on your assignments and your Facebook posts. I really enjoy teaching, and I wish that we could see each other in person. However, we can still talk with each other, thanks to technology. I regularly post on Twitter, so feel free to follow me to see what I’m up to: @Mahri_Irvine Is this online format easier or more difficult than a regular class? This class should require the same amount of time as a regular course of study. Students sometimes complain that my classes require too much reading and too many assignments – but at the end of the semester, they also tell me that my courses are some of the best classes they have ever taken. Therefore, apparently, all that reading and work pays off for students at some point! Regardless of how you feel about the workload, you should know that once you fall behind in an online class, it is extremely difficult to catch up. I recommend creating a very structured schedule for yourself so that you commit specific times during the week to work on this class. How is this class a community? This class is a community because we are all in this together – we will be discussing emotionally disturbing, and intellectually challenging, ideas and concepts. Many of the topics we discuss may be upsetting, psychologically triggering, or emotionally charged. A diversity of opinions contributes to an intellectually challenging classroom environment. The success of the class as a whole depends on each person supporting, encouraging, and respecting other people in the class. Please respect the privacy of your peers. You must receive your classmates’ explicit written permission if you want to share their presentations, stories, or ideas, etc. with people outside of our class.

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What can you, the student, expect from me, your professor? As your professor, I will strive to:

• create a challenging and engaged learning environment • encourage you to learn about new ideas and concepts, develop your intellectual abilities,

and strengthen your critical thinking skills • encourage you to seriously think about how cultural values have influenced your

knowledge and understanding of gender-based violence • give you clear assignment guidelines and grading rubrics • practice basic netiquette: when emailing you, I will use a form of address like, “Dear

Robert” or “Hi Juanita,” and include a relevant subject line for every email • provide you with helpful feedback about your writing and your ideas • help guide your professional development by emphasizing the importance of meeting

deadlines and communicating with others in a professional, polite way • when requested, meet virtually with you to discuss your work

What do I, your professor, expect from you, the student? During this course, you should:

• read the syllabus carefully and plan out your schedules to meet all deadlines • refer to the syllabus, assignment sheets, and Blackboard if you have easily-answered

questions about due dates or course requirements • commit to following the course guidelines • interact with other students and me in a respectful, mature, and thoughtful manner • contact me immediately if you are having difficulties with the materials, or other issues in

life, which might negatively impact your grades or class participation • practice basic netiquette: when emailing me, please use a form of address like, “Dear

Professor Irvine” or “Hi Dr. Irvine”, and include a relevant subject line for every email • prepare yourself for dealing with emotionally difficult subjects, monitor your emotional

state of mind, and regularly practice self-care • respect the privacy of the classroom environment: do not distribute class-related emails,

activities, lectures, etc. to other people without the explicit written consent of your classmates and/or me. In other words, you should treat your classmates and professor with respect and professional courtesy

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Required Textbooks and Materials

This class has one required book: Up Against a Wall: Rape Reform and the Failure of Success by Rose Corrigan. You can purchase this book from the AU bookstore, or you can find it online. You can access all of the other course readings (journal articles, book chapters, and reports) through Blackboard; the readings are posted in each weekly folder. Citations for the readings are listed at the end of this syllabus. Please be sure to respect copyright laws and do not share these files with your friends or folks outside this class. This class also has a documentary, “The Rape of Recy Taylor,” that you will need to rent or purchase. You can rent or purchase it through a number of websites or apps.

Online and Campus Resources

I want you to succeed in this class! If you start feeling overwhelmed or anxious from this class or life in general, please consider contacting the following resources.

Academic Support and Access Center: In addition to using the resources available in this course’s department, all students may take advantage of individual academic counseling, skills workshops, tutor referrals, Supplemental Instruction, and writing appointments in the Academic Support and Access Center.

• (202) 885-6225 • MGC 243

Center for Diversity & Inclusion: The Center for Diversity & Inclusion is dedicated to enhancing LGBTQ, Multicultural, First Generation, and Women's experiences on campus and to advance AU's commitment to respecting & valuing diversity by serving as a resource and liaison to students, staff, and faculty on issues of equity through education, outreach, and advocacy. In addition to visiting in person or calling, the center can be reached via email at cdi@american.edu.

• (202) 885-3651 • MGC 201 & 202

Counseling Center: The Counseling Center offers counseling and consultations regarding personal concerns, self-help information, and connections to off-campus mental health resources.

• (202) 885-3500 • MGC 214

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Dean of Students Office: The Dean of Students Office offers one-on-one meetings to discuss academic, adjustment, and personal issues that may be interfering with a student's ability to succeed academically. The DOS office also verifies documentation for students who have medical or mental health issues that cause them to be absent from class.

• (202) 885-3300 • Butler Pavilion 208

Disability Services: If you wish to receive accommodations for a disability, please notify me ASAP with a letter from the Academic Support and Access Center. As accommodations are not retroactive, timely notification at the beginning of the semester, if possible, is requested. Any accommodations for assignments or exams (such as extra time) must be arranged at least fourteen days prior to the exam.

• 202-885-3360 • MGC 243

Sexual Violence, Stalking, and Intimate Partner Violence Resources: If somebody harasses you or abuses you, or if you want to talk with somebody about previous assaults or abusive relationships, there are many people who can give you help and support:

• OASIS Advocacy Services at AU: 202-885-7070 or oasis@american.edu • National SV Hotline: 1-800-656-HOPE or online chat • National DV Hotline: 1-800-799-SAFE or online chat • DC Rape Crisis Hotline: 202-333-7273 • Public Safety: 202-885-3636 • AU Title IX Office: 202-885-3373 or TitleIX@american.edu • Police and Hospital: 911

Writing Resources: The Writing Center offers free, individual coaching sessions to all AU students. In your 45-minute session, a student writing consultant can help you address assignments, understand the conventions of academic writing, and learn how to revise and edit your own work. The Center offers appointments on the hour from 11 a.m. to 9 p.m. Monday through Thursday; 11 a.m. to 4 p.m. Friday, and 3 to 6 p.m. on Sundays. Call or go to the Writing Lab scheduling website to arrange a session.

• (202) 885-2991 • First Floor of Bender Library

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Sharing of Course Content

Students are not permitted to make visual or audio recordings, including live streaming, of classroom lectures or any class related content, using any type of recording devices (e.g., smart phone, computer, digital recorder, etc.) unless prior permission from the instructor is obtained, and there are no objections from any of the students in the class. If permission is granted, personal use and sharing of recordings and any electronic copies of course materials (e.g., PowerPoints, formulas, lecture notes and any classroom discussions online or otherwise) is limited to the personal use of students registered in the course and for educational purposes only, even after the end of the course. Exceptions will be made for students who present a signed Letter of Accommodation from the Academic Support and Access Center. Unauthorized downloading, file sharing, distribution of any part of a recorded lecture or course materials, or using information for purposes other than the student’s own learning may be deemed a violation of American University’s Student Conduct Code and subject to disciplinary action (see Student Conduct Code VI. Prohibited Conduct).

Emergency Preparedness for Disruption of Classes

In the event of an emergency, American University will implement a plan for meeting the needs of all members of the university community. Should the university be required to close for a period of time, we are committed to ensuring that all aspects of our educational programs will be delivered to our students. These may include altering and extending the duration of the traditional term schedule to complete essential instruction in the traditional format and/or use of distance instructional methods. Specific strategies will vary from class to class, depending on the format of the course and the timing of the emergency. Faculty will communicate class-specific information to students via AU e-mail and Blackboard, while students must inform their faculty immediately of any absence. Students are responsible for checking their AU e-mail regularly and keeping themselves informed of emergencies. In the event of an emergency, students should refer to the AU Student Portal, the AU Web site for Emergency Preparedness and the AU information line at (202) 885-1100 for general university-wide information, as well as contact their faculty and/or respective dean’s office for course and school/ college-specific information.

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Assignments

Detailed assignment information and grading rubrics are available in the Assignment Sheets on Blackboard. You will submit most of your assignments (papers or presentations) in Blackboard.

Assignment Percent of Grade

Deadline

Participation 25% Fridays Exam 1 20% October 19 Informational Interview Project 20% November 16 Self-Care Report 15% December 7 Exam 2 20% December 14 Total 100%

Grading Scale

93% - 100% A (amazing!) 77% - 79% C+ (meh) 90% - 92% A- (wonderful!) 73% - 76% C (whoa) 87% - 89% B+ (great!) 70% - 72% C- (oh, dear) 83% - 86% B (well done) 60% - 69% D (very, very bad) 80% - 82% B- (okay) 0% - 59% F (a waste of tuition)

Late Policy

All assignments are due on the time and day listed on the syllabus. If you start working on an assignment and realize you will have difficulties finishing it in time, you should talk to me immediately for advice. If you contact me just a few hours or even a few days before a major assignment is due, I will not grant you an extension. This is because you should have worked on a major assignment for weeks or even months before the deadline. If you tell me a few hours or even a few days in advance that you need an extension, what you are telling me is that you did not take this assignment seriously and you did not spend the appropriate amount of time on it. It would be very unfair to your classmates if I were to grant you an extension. You have a 5-minute grace period for uploading your assignments, in case you have a problem with Blackboard. After 5 minutes and 1 second, you will start incurring major late penalties. Do not submit something more than 48 hours late, because you will receive a 100% grade penalty; in other words, you will receive 0% on the assignment.

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Late Penalties:

Time Past Due Date Late Penalty 5 minutes – 24 hours

25% of grade

24 hours – 48 hours 50% of grade 48 hours + 100% of grade

The late policy does not apply to Facebook posts: you cannot make up Facebook posts after they are due, because this would be the equivalent of you skipping an in-person class. There are no exceptions to this rule. You can miss four Facebook posts with no penalties. The Blackboard gradebook is automatically set up to drop your four lowest Facebook post grades. This is the equivalent of you missing two weeks of an in-person class. You do not need to contact me to explain why you missed a post; it’s okay. I understand you have a busy life and you might need to take a break. I am very strict about deadlines and late policies because I believe that one of my responsibilities as a faculty member is to help prepare you for succeeding in the professional world outside of academia. In college, many professors often allow students to submit late work without any penalties, especially if students complain, cry, or say that late policies are not fair. Unfortunately, this type of faculty response does not help students learn that in the “real world” outside of school, deadlines actually mean something. In the professional world, here are consequences of missing deadlines: removal from a team project; demotion; termination; loss of a grant or funding opportunity; tarnished professional image; loss of professional respect; colleagues no longer wanting to work with you. I want you to learn important life lessons while you’re at AU, and one of these important life lessons is that you need to be responsible and meet deadlines. Do yourself a huge favor: plan to submit your assignments at least one hour before they are due! This will reduce your stress in case you have technological difficulties. It is your responsibility to ensure that the file you have uploaded to Blackboard will open properly. If you submit a corrupted file or a file that cannot be opened, the late penalty will apply to you. If you are concerned that your file did not properly upload in Blackboard or if Blackboard is giving you problems and you cannot submit the file, you can email me your document/file by the deadline; you can include a screen shot of Blackboard to show the problem you are having. This is a great back-up plan to ensure that you will meet your deadlines.

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Leaves of Absence Students requiring a temporary leave of absence for medical or mental health reasons must provide documentation to the Office of the Dean of Students (dos@american.edu), which will verify with the academic unit that the documentation is appropriate and supports the leave. Students with an ASAC-approved accommodation for disability reasons should make arrangements in advance of the due date or deadline. Incompletes At the discretion of the faculty member and before the end of the semester, the grade of I (Incomplete) may be given to a student who, because of extenuating circumstances, is unable to complete the course during the semester. The grade of Incomplete may be given only if the student is receiving a passing grade for the coursework completed. Students on academic probation may not receive an Incomplete. The instructor must provide in writing to the student the conditions, which are described below, for satisfying the Incomplete and must enter those same conditions when posting the grades for the course. The student is responsible for verifying that the conditions were entered correctly. Conditions for satisfying the Incomplete must include what work needs to be completed, by when the work must be completed, and what the course grade will be if the student fails to complete that work. At the latest, any outstanding coursework must be completed before the end of the following semester, absent an agreement to the contrary. Instructors will submit the grade of I and the aforementioned conditions to the Office of the University Registrar when submitting all other final grades for the course. If the student does not meet the conditions, the Office of the University Registrar will assign the default grade automatically. The Associate Dean of the Academic Unit, with the concurrence of the instructor, may grant an extension beyond the agreed deadline, but only in extraordinary circumstances. Incomplete courses may not be retroactively dropped. An Incomplete may not stand as a permanent grade and must be resolved before a degree can be awarded. For more information on AU Regulations and Policies, see the AU Catalog.

Academic Integrity Code and Ethical Conduct

Please do not commit any acts of academic dishonesty. Academic dishonesty includes cheating, plagiarism, falsification, and resubmission of work. All of these forms of dishonesty ultimately hurt you, because you will not actually be learning our course content or strengthening your writing or thinking skills if you just steal someone else’s ideas or words. Additionally, when you act dishonestly, you will weaken other people’s trust in your character and your abilities. Being dishonest will ultimately do you more harm than good: cheating isn’t worth it! If you have questions about how to properly paraphrase other people’s ideas or statements, if you do not

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know how to properly use citations/references, or if you do not know when to use quotation marks, please ask me, a librarian, or someone else for help. Standards of academic conduct are governed by the University’s Academic Integrity Code. By enrolling in the university and registering for this course, you acknowledge your familiarity with the Code and pledge to abide by it. All suspected violations of the Code will be immediately referred to the Office of the Dean. Disciplinary action, including failure for the course, suspension, or dismissal, may result. I will report you to the administration if I suspect that you have cheated in any way. Additional information about the Code (i.e. acceptable forms of collaboration, definitions of plagiarism, use of sources including the Internet, and the adjudication process) can be found in a number of places including the University’s Academic Regulations, Student Handbook, and Academic Integrity Code website. If you have any questions about academic integrity or standards of conduct in this course, please discuss them with me.

https://www.defense.gov/News/Special-Reports/0417_sexual-assault-awareness-and-prevention/

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Schedule of Class Meetings

Here is our schedule of classes for the semester. This section will provide you with a quick overview of what you need to do each week. You can find detailed information about the assignments in the assignment sheets, which are available on Blackboard in the Assignments folder. All assignments are due by 11:59 pm EST on the due dates. Week 1 (August 27 - 31) Welcome and Introductions

Readings Lecture None! • Syllabus Review

Assignment Format Due Date Introductory Video and Response to Classmate

Facebook August 31

Week 2 (September 3 - 7) Zero, First, and Second Wave Feminist Resistance Against Violence

Readings Documentary • Corrigan, chapters 1 - 2 • McGuire, chapter 5 or 6 • Smith, chapter 1

• Short intro lecture • The Rape of Recy Taylor

Assignment Submission Format Due Date Documentary Response and Response to Classmates Keeper and Response to Classmates

Facebook Facebook

September 7 September 7

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Week 3 (September 10 - 14) Politics Makes Strange Bedfellows: Feminists and the Criminal Justice System

Readings Lecture • Corrigan, chapters 3 – 7 • Lonsway and Archambault

• History of US Movement

Assignment Submission Format Due Date Lecture Response and Response to Classmate Keeper and Response to Classmate

Facebook Facebook

September 14 September 14

Week 4 (September 17 - 21) Forgetting Our Roots? What does Justice Mean? What is Feminist? Note: Dr. Irvine will be traveling internationally September17 – 30; her availability will be limited.

Readings Documentary • Corrigan, chapter 8 • Herman • Lehrner and Allen • Reed et al

• Short intro lecture • Sin by Silence

Assignment Submission Format Due Date Documentary Response and Response to Classmate Keeper and Response to Classmate

Facebook Facebook

September 21 September 21

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Week 5 (September 24 - 28) Prison Rape and PREA Note: Dr. Irvine will be traveling internationally September17 – 30; her availability will be limited.

Readings Lecture • Jenness and Smyth • Moster and Jeglic • Trammell

• IACP Training Video • JDI Webinar

Assignment Submission Format Due Date Lecture Response and Response to Classmates Keeper and Response to Classmates

Facebook

Facebook

September 28 September 28

Week 6 (October 1 - 5) Military

Readings Documentary • O’Brien et al • Turchik and Wilson • Zaleski chapter 4

• Short intro lecture • The Invisible War

Assignment Submission Format Due Date Lecture Response and Response to Classmates Documentary and Response to Classmates

Facebook

Facebook

October 5 October 5

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Week 7 (October 8 - 12) Campuses: Hostile Environments, Gender Inequalities, and Politics

Readings Lecture • DeMatteo, et. al. • Silbaugh • Martin

• Clery Act and Title IX

Assignment Submission Format Due Date Lecture Response and Response to Classmates Keeper and Response to Classmates

Facebook Facebook

October 12 October 12

Week 8 (October 15 - 19) What Have We Learned So Far?

Reading Lecture • None! • None!

Assignment Submission Format Due Date Exam 1 Blackboard October 19

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Week 9 (October 22 – 26) Law Enforcement: Abuse of the Badge

Readings Lecture/Documentary • Anderson and Lo • Johnson et. al. • Stinson and Liederbach

• “A Death in St. Augustine”

• EVAWI Webinar

Assignment Submission Format Due Date Lecture/Doc Response and Response to Classmates Keeper and Response to Classmates

Facebook Facebook

October 26 October 26

Week 10 (October 29 – November 2) Immigrants and Refugees: Seeking Refuge and Hope, Finding Danger

Readings Documentary • Kaltman et. al. • Reina et. al. • Waugh

• Rape in the Fields

Assignment Submission Format Due Date Documentary Response and Response to Classmate Keeper and Response to Classmate

Facebook Facebook

November 2 November 2

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Week 11 (November 5 – 9) Sexual Exploitation Industries: Capitalism, Patriarchy, and Inequalities

Readings Lecture • Dodge and Gilbert • Harrington • Miriam

• Lecture

Assignment Submission Format Due Date Lecture Response and Response to Classmate Keeper and Response to Classmate

Facebook Facebook

November 9 November 9

Week 12 (November 12 – 16) Out in the Real World: Informational Interview Projects

Readings Lecture • None! • None!

Assignment Submission Format Due Date Informational Interview Presentation and Response to Classmate Informational Interview Essay

Facebook Blackboard

November 16 November 16

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Week 13 (November 19 – 23) Thanksgiving Break

Week 14 (November 26 – 30) Backlash: MRAs and Incels

Readings Lecture • Dragiewicz chapters 2 – 3 and

conclusion • Flood • Gotell and Dutton

• Lecture

Assignment Submission Format Due Date Documentary Response and Response to Classmate Keeper and Response to Classmate

Facebook Facebook

November 30 November 30

This week, practice gratitude, relax, and take care of yourself!

The holidays can be hard for some people; remember it’s okay to

spend some time alone, or with your chosen family.

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Week 15 (December 3 – 7) Prevention Strategies: Challenges and Opportunities

Readings Lecture • Casey, et. al. • Piccigallo, et. al. • Schwartz and DeKeseredy

• Approaches to Violence Prevention

• Katz

Assignment Submission Format Due Date Lecture Response and Response to Classmate Keeper and Response to Classmate Self-Care Report

Facebook Facebook Blackboard

December 7 December 7 December 7

Week 16 (December 10 – 14) Reflections and Wrapping Things Up

Readings Lecture • None! • None!

Assignment Submission Format Due Date Exam 2 Blackboard December 14

It’s the end of the semester – you’ve worked so hard! Remember

to sleep, eat healthy, and drink plenty of water!

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Citations

Anderson, Anita S., and Celia C. Lo. 2011. "Intimate Partner Violence Within Law Enforcement Families." Journal of Interpersonal Violence 26 (6):1176-1193. Casey, Erin, Juliana Carlson, Sierra Two Bulls, and Aurora Yager. 2016. "Gender Transformative Approaches to Engaging Men in Gender-Based Violence Prevention: A Review and Conceptual Model." Trauma, Violence, & Abuse May 2016 epublication:1-16. Corrigan, Rose. 2014. Up Against a Wall: Rape Reform and the Failure of Success. New York: New York University Press. DeMatteo, David , Meghann Galloway, Shelby Arnold, and Unnati Patel. 2015. "Sexual Assault on College Campuses A 50-State Survey of Criminal Sexual Assault Statutes and Their Relevance to Campus Sexual Assault." Psychology, Public Policy, and Law 21 (3):227-238. Dodge, Anjilee, and Myani Gilbert. 2015. "His Feminist Facade: The Neoliberal Co-option of the Feminist Movement." Seattle Journal for Social Justice 14 (2):333-365. Dragiewicz, Molly. 2011. Equality With a Vengeance: Men's Rights Groups, Battered Women, and Anti-Feminist Backlash. Boston: Northeastern University Press. End Violence Against Women. 2018. “Public Trust: Confronting Law Enforcement Sexual Misconduct in the #MeToo Era” webinar. Flood, Michael. 2004. "Angry Men's Movements." In The Battle and Backlash Rage On: Why Feminism Cannot Be Obsolete, edited by Stacey Elin Rossi, 261-342. Bloomington, IN: XLibris LLC. Gotell, Lise, and Emily Dutton. 2016. "Sexual Violence in the "Manosphere': Antifeminst Men's Rights Discourse on Rape." International Journal for Crime, Justice and Social Democracy 5 (2):65-80. Harrington, Carol. 2012. "Prostitution Policy Models and Feminist Knowledge Politics in New Zealand and Sweden." Sexuality Research and Social Policy 9:337-349. Herman, Judith Lewis. 2005. "Justice From the Victim's Perspective." Violence Against Women 11 (5):571-602. International Association of Chiefs of Police. 2015. Investigating Sexual Assault and Sex Related Crimes in Confinement Settings: Guidance for Criminal Investigators training video. Jenness, Valerie , and Michael Smyth. 2011. "The Passage and Implementation of the Prison Rape Elimination Act: Legal Endogeneity and the Uncertain Road From Symbolic Law to Instrumental Effects." Jenness & Smyth 22 Stan L. & Pol'y Rev.:40.

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Johnson, Leanor Boulin , Michael Todd, and Ganga Subramanian 2005. "Violence in Police Families: Work-Family Spillover." Journal of Family Violence 20 (1):10. Just Detention International. 2016. The Prison Rape Elimination Act for Victim Services Providers webinar. Kaltman, Stacey, Alejandra Hurtado de Mendoza, Felisa A. Gonzales, Adriana Serrano, and Peter J. Guarnaccia. 2011. "Contextualizing the Trauma Experience of Women Immigrants From Central America, South America, and Mexico." Journal of Traumatic Stress 24 (6):635-642. Klein, Margaret, and Jessica A. Gallus. 2018. "The readiness imperative for reducing sexual violence in the US armed forces: Respect and professionalism as the foundation for change." Military Psychology:1-6. Lehrner, Amy, and Nicole E. Allen. 2009. "Still a Movement After All These Years? Current Tensions in the Domestic Violence Movement." Violence Against Women 15 (6):656-677. Lonsway, Kimberly A., and Joanne Archambault. 2012. "The "Justice Gap" for Sexual Assault Cases: Future Directions for Research and Reform." Violence Against Women 18 (2):145-168. Martin, Patricia Yancey. 2016. "The Rape Prone Culture of Academic Contexts: Fraternities and Athletics." Gender & Society 30 (1):30-43. McGuire, Danielle L. 2010. At the Dark End of the Street: Black Women, Rape, and Resistance -- a New History of the Civil Rights Movement from Rosa Parks to the Rise of Black Power. New York: Vintage Books. Miriam, Kathy. 2005. "Stopping the Traffic in Women: Power, Agency and Abolition in Feminist Debates over Sex-Trafficking." Journal of Social Philosophy 36 (1):1-17. Moster, Aviva N. , and Elizabeth L. Jeglic. 2009. "Prison Warden Attitudes Toward Prison Rape and Sexual Assault : Findings Since the Prison Rape Elimination Act (PREA)." The Prison Journal 89 (1):65-78. O'Brien, Carol, Jessica Keith, and Lisa Shoemaker. 2015. "Don’t Tell: Military Culture and Male Rape." Psychological Services 12 (4):357-365. Piccigallo, Jacqueline R., Terry G. Lilley, and Susan L. Miller. 2012. ""It's Cool to Care about Sexual Violence": Men's Experiences with Sexual Assault Prevention." Men and Masculinities 15 (5):507-525. Reed, Elizabeth, Anita Raj, Elizabeth Miller, and Jay G. Silverman. 2010. "Losing the "Gender" in Gender-Based Violence: The Missteps of Research on Dating and Intimate Partner Violence." Violence Against Women 16 (3):348-354.

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Reina, Angelica S., Brenda J. Lohman, and Marta Maria Maldonado. 2014. ““He Said They’d Deport Me”: Factors Influencing Domestic Violence Help-Seeking Practices Among Latina Immigrants.” Journal of Interpersonal Violence 29 (4): 593-615. Schwartz, Martin D. and Walter S. DeKeseredy. 2008. “Interpersonal Violence Against Women: The Role of Men.” Journal of Contemporary Criminal Justice 24 (2): 178-185. Silbaugh, Katharine. 2015. "Reactive to Proactive: Title IX's Unrealized Capactiy to Prevent Campus Sexual Assault." Boston University Law Review 95:28. Smith, Andrea. 2015. “Sexual Violence as a Tool of Genocide.” In Conquest: Sexual Violence and American Indian Genocide, 7-33. Durham, NC: Duke University Press. Stinson, Philip M. , and John Liederbach. 2013. "Fox in the Henhouse: A Study of Police Officers Arrested for Crimes Associated with Domestic and/or Family Violence." Criminal Justice Faculty Publications:42. Trammell, Rebecca. 2011. “Symbolic Violence and Prison Wives: Gender Roles and Protective Pairing in Men's Prisons.” The Prison Journal 91 (3): 305-324. Turchik, Jessica A., and Susan M. Wilson. 2010. "Sexual Assault in the US Military: A Review of the Literature and Recommendations for the Future." Aggression and Violent Behavior 15:267-277. Waugh, Irma Morales. 2010. "Examining the Sexual Harassment Experiences of Mexican Immigrant Farmworking Women." Violence Against Women 16 (3):237-261. Zaleski, Kristen. 2015. Understanding and Treating Military Sexual Trauma. New York: Springer International Publishing.