Course:GRSJ300/Syllabus

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This course is taking place on the unceded, ancestral and traditional territory of the hən̓q̓əmin̓əm̓ speaking ʷməθkʷəy̓əm (Musqueam) people.

GRSJ 300 Intersectional Approaches to Thinking Gender

From Everyday Life to Popular culture

  • Term 1: September 8,2020-December 3,2020
  • Three (3) Credits
  • Location: Online (Web-Oriented)
  • Virtual Monthly Office hours Via Zoom: Mondays from 11:00am-12:00pm GMT -7:00 (or Zoom Meetings By Appointment). Zoom Office Hours Details Located On CANVAS.

GRSJ 300 901 is a web-based course that is mostly self-paced with asynchronous content and activities. All synchronous meetings will be optional and will take place on M, W, F between 4:00 - 5:00pm PST. Students who face barriers with the technological and online components of the course and who may need accommodations should contact the Instructor as soon as possible.

  • Instructor: Dr. Alifa Bandali(She/her/hers). Please call me Alifa. If you prefer to address me formally, Dr. Bandali is fine.
  • Email:alifa.bandali@ubc.ca
  • Time Zone: Pacific Time (US & Canada)

Technology/Software Requirements:

  • Access to Course Website on Canvas: canvas.ubc.ca (CWL required)
  • Access to Zoom for synchronous online discussions
  • Access to Zoom for Office Hours (alternate options can be arranged)
  • Ability to listen to lectures/media
  • Ability to watch lectures/videos
  • Access to webcam preferred but not required

COURSE DESCRIPTION

This course opens up, and continues conversations on why and how feminist, anti-racist, (dis)ability and critical theories have been mobilized to make visible the invisible. Namely, how power operates to marginalize and oppress folks. This is particularly apparent, in light of the global pandemic and social injustices that perpetuate race, gender and class inequalities. This course asks students to examine why a framework such as intersectionality remains so important not only in the university setting or solely as theory, but in everyday life and ways of resisting and challenging inequalities. Drawing on everyday realities, activism and popular culture, we will pursue new ways to creatively reimagine social change.

Students are encouraged to draw on their own lived experiences, interests and popular culture (including the media) to examine intersectionality as a framework that recognizes the multiple axes of experience, subjectivity and identity including race, class, age, gender, ability, nationality and sexual orientation and the complexities of these identity markers and what they mean at the individual and societal levels. We will think through how intersectionality emerged as a concept and framework, why it remains important, some of its misconceptions and dilemmas and ways in which to proceed forward in terms of equality and social justice for all.

COURSE LEARNING OBJECTIVES

What you will learn?

Course Objectives:

  • Demonstrate skills in critical thinking, lived experience scholarly knowledge and research practices relating to the analysis of gender, race, class and sexual difference.
  • Think through, analyze and evaluate scholarship on intersectionality.
  • Understand the historical emergence of intersectionality as a theoretical concept and research framework grounded in Black feminism(s).
  • Demonstrate critical reading(s) of popular culture to explain the connections between various forms of power and intersectionalities that emerge to question: who benefits if the knowledge or representations are believed to be true; why this may be the case; and what it upholds.
  • Demonstrate an appreciation for, and understanding of, an expanded world perspective by engaging respectfully with a diverse range of people, communities and viewpoints.

COURSE SCHEDULE

COURSE SCHEDULE
DATE SCHEDULED READINGS
  • Readings and course schedule may be subject to change
WEEK 1 COURSE WELCOME *Course content to resume Friday September 11
Wed Sept 9 Scholar Strike Canada – originated by the tweet of Dr. Anthea Butler to take action that aligns with racial justice campaigns to end anti-black police violence with a specific focus on anti-Indigenous, colonial violence (Information sourced from: https://scholarstrikecanada.ca/about/)
  • Dr. Bandali will make resources available to students on CANVAS about the program, which includes teach-ins.

*No scheduled readings

Fri Sept 11 Introduction to the Course

Required Reading(s):

  • hooks, bell. “Preface to New Edition Seeing the Light: Visionary Feminism.” In feminist theory from margin to center, xi-xvi. New York: Routledge, 2015.

Activities:

Lecture Recording

WEEK 2 EMERGENCE OF INTERSECTIONALITY
Mon Sept 14 *Monthly Office Hours: Monday September 14 @ 11am

Required Reading(s):

  • Lorde, Audre. “Age, Race, Class and Sex: Women Redefining Difference.” In Sister Outsider: Essays and Speeches, 114-123. Freedom, CA: Crossing Press, 1984.
  • hooks, bell. “Bonding Across Boundaries.” In Writing Beyond Race: Living Theory and Practice, 143-152. New York: Routledge, 2012.

Activities:

Lecture Recording

CANVAS Discussions (Discussion Board for the Course is Available)

Wed Sept 16 Required Reading(s):

Activities:

Lecture Recording

CANVAS Discussions

Fri Sept 18 No Scheduled Readings/No Lecture Recording

Activities:

(Optional) Zoom Discussion Class from 4:00-4:45pm

Meeting Details Available on CANVAS under Zoom Tab

WEEK 3 WHY ORGANIZE? BLACK WOMEN’S PERSPECTIVES AND INCLUSION IN MOVEMENTS
Mon Sept 21 Activities:

Independent Research Time for Viewing Assignment

*No Scheduled Readings or Course Content

Wed Sept 23 Required Reading(s):
  • Combahee River Collective. “A Black Feminist Statement.” In This Bridge Called My Back, edited by Cherrie Moraga and Gloria Anzaldua, 210-218. New York: Kitchen Table Women of Color Press, 1983.

Activities:

Lecture Recording

CANVAS Discussions

Fri Sept 25 Required Reading(s):

·      Lorde, Audre. “I am Your Sister: Black Women Organizing Across Sexualities.” In A Burst of Light and Other Essays, 32-47. New York: Ixia Press, 1988.

Activities:

Lecture Recording

CANVAS Discussions

*Dr. Bandali Will Release Group Members for WIKI Assignment

WEEK 4 INTERSECTIONALITY: WHY IT MATTERS?
Mon Sept 28 Required Reading(s):
  • Crenshaw, Kimberle. “Demarginalizing the Intersection of Race and Sex: A Back Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics.” The University of Chicago Legal Forum (1989): 23-51.

Activities:

Lecture Recording

CANVAS Discussions

Wed Sept 30 Required Reading(s):
  • Carbado, Devon, Kimberle Crenshaw et al. “Intersectionality: Mapping the Movements of a Theory.” Du Bois Review: Social Science Research on Race 10, no. 2 (2013): 303-312.

Activities:

Lecture Recording

CANVAS Discussions

Fri Oct 2 No Scheduled Readings/No Lecture Recording

Activities:

(Optional) Zoom Discussion Class from 4:00-4:45pm

Meeting Details Available on CANVAS under Zoom Tab

WEEK 5 USING INTERSECTIONALITY
Mon Oct 5 Activities:

Independent Research Time for Viewing Assignment

*No Scheduled Readings or Course Content

Wed Oct 7 Required Reading(s):
  • May, Vivian M. “What is Intersectionality? Matrix Thinking in a Single-Axis World.” In Pursuing Intersectionality, Unsettling Dominant Imaginaries, 18-62. New York: Routledge, 2015.

Activities:

Lecture Recording

CANVAS Discussions

Fri Oct 9 Required Reading(s):
  • Nash, Jennifer C. “Introduction: feeling black feminism.” In Black feminism reimagined: after intersectionality, 1-32. Durham: Duke University Press, 2019.

Activities:

Lecture Recording

CANVAS Discussions

WEEK 6 WRITING WORKSHOP AND ASSIGNMENT TIPS
Mon Oct 12 THANKSGIVING – No Scheduled Readings or Lecture Recording

*No Monthly Office Hours Scheduled

Wed Oct 14 Required Reading(s):
  • Nash, Jennifer C. “Two: the politics of reading.” In Black feminism reimagined: after intersectionality, 59-80. Durham: Duke University Press, 2019.

Activities:

Lecture Recording

CANVAS Discussions

Fri Oct 16 Independent Research Day – No Class Content or Scheduled Readings

(Dr. Bandali will be available via email during 4:00-5:00pm)

WEEK 7 MEDIA REPRESENTATION: GENDER IDENTITIES AND RACIAL IMPLICATIONS
Mon Oct 19 Required Reading(s):
  • hooks, bell. “Writing Without Labels.” Appalachian Heritage 43, no.4 (2015): 8-21.

Activities:

Lecture Recording

CANVAS Discussions

Wed Oct 21 Required Reading(s):
  • Wood, Frank, April Carrillo and Elizabeth Monk-Turner. “Visibly Unknown: Media Depiction of Murdered Transgender Women of Color.” Race and Justice (2019): 1-19.

Activities:

Lecture Recording

CANVAS Discussions

Wed Oct 21 Required Reading(s):

·      Wood, Frank, April Carrillo and Elizabeth Monk-Turner. “Visibly Unknown: Media Depiction of Murdered Transgender Women of Color.” Race and Justice (2019): 1-19.

Activities:

Lecture Recording

CANVAS Discussions

Fri Oct 23 Required Reading(s):

·      hooks, bell and Laverne Cox. “A Conversation with Laverne Cox.” Appalachian Heritage 43, no.4 (2015): 24-40.

·      Cox, Laverne. “Black, LGBT, American: Laverne Cox.” The Advocate. 2013. https://www.advocate.com/print-issue/currentissue/2013/07/15/black-gay-american-laverne-cox.

Activities:

Lecture Recording

CANVAS Discussions

WEEK 8 MEDIA REPRESENTATION: A CONVERSATION BETWEEN LAVERNE COX AND BELL HOOKS
Mon Oct 26 Independent Viewing: Interview Part 1

Clip Link: https://www.youtube.com/watch?v=9oMmZIJijgY

Activities:

Discussion Questions on CANVAS Discussion

Wed Oct 28 Independent Viewing: Interview Part 2

Clip Link: https://www.youtube.com/watch?v=9oMmZIJijgY

Activities:

Discussion Questions on CANVAS Discussion

Fri Oct 30 Required Reading(s):

·      Glover, Julian Kevon. “Redefining realness?: on Janet Mock, Laverne Cox, TS Madison and the representation of transgender women of color in media.” Souls 18, no. 2-4 (2016): 338-357.

Activities:

Lecture Recording

CANVAS Discussions

WEEK 9 MEDIA REPRESENTATION: ABILITY AND DISABILITY
Mon Nov 2 Required Reading(s):

·      Schalk, Sami. “Introduction.” In Bodyminds Reimagined: (Dis)ability, Race, and Gender in Black Women’s Speculative Fiction, 1-31. London: Duke University Press, 2018.

Activities:

Lecture Recording

CANVAS Discussions

Wed Nov 4 Required Reading(s):

·      Berghs, Maria, Tsitsi Chataika, Kudakwashe Dube and Yahya El-Lahib. “Introducing Disability Activism.” In The Handbook of Disability Activism, edited by Maria Berghs et al., 3-20. London, Routledge, 2020.

·      Martino, Alan Santinele and Margaret Campbell. “Exercising Intimate Citizenship Rights and (Re)Constructing Sexualities.” In The Handbook of Disability Activism, edited by Maria Berghs et al., 97-109. London, Routledge, 2020.

Activities:

Lecture Recording

CANVAS Discussions

Fri Nov 6 Media Clip(s):

·      TBA

·      CILT Toronto. “Disability Representation in the Media and Popular Culture.” YouTube Posted on December 18, 2019. https://www.youtube.com/watch?v=7dLTgMTMeKI&t=355s.

Activities:

Discussion Questions on CANVAS Discussion

WEEK 10 SOCIAL MOVEMENTS
Mon Nov 9 *Monthly Office Hours: Monday November 9 @ 11am

Required Reading(s):

·      Simpson, Leanne Betasamosake, Rinaldo Walcott and Glen Coulthard. “Panel Discussion: Idle No More and Black Lives Matter: An Exchange.” Studies in Social Justice 12, no.1 (2018): 75-89.

Activities:

Lecture Recording

CANVAS Discussions

Wed Nov 11 REMEMBRANCE DAY – No Scheduled Readings or Lecture Recording
Fri Nov 13 Required Reading(s):

·      Timothy, Roberta K. “Coronavirus is not the great equalizer—race matters.” The Conversation. Last modified April 6, 2020. https://theconversation.com/coronavirus-is-not-the-great-equalizer-race-matters-133867.

·      Takeuchi, Craig. “Supporting Black Lives Matter, Vancouver Pride to challenge civic requirement for police at public events.” Georgia Straight. Last modified June 10, 2020. https://www.straight.com/living/supporting-black-lives-matter-vancouver-pride-to-challenge-civic-requirement-for-police-at.

Activities:

Lecture Recording

CANVAS Discussions

WEEK 11 INTERSECTIONALITY: ALLYSHIP, QUESTIONS AND DILEMMAS
Mon Nov 16 Required Reading(s):

Activities:

Lecture Recording

CANVAS Discussions

Wed Nov 18 Required Reading(s):
  • Bilge, Sirma. “Intersectionality Undone.” Du Bois Review: Social Science Research on Race 10, no.2 (2013): 405-424.

Activities:

Lecture Recording

CANVAS Discussions

Fri Nov 20 Required Reading(s):
  • May, Vivian M. “Introduction: The Case for Intersectionality and the Question of Intersectionality Backlash.” In Pursuing Intersectionality, Unsettling Dominant Imaginaries, 1-17. New York: Routledge, 2015.

Activities:

Lecture Recording

CANVAS Discussions

WEEK 12 INTERSECTIONALITY: QUESTIONS AND DILEMMAS
Mon Nov 23 Required Reading(s):
  • Nash, Jennifer C. “One: a love letter from a critic, or notes on the intersectionality wars.” In Black feminism reimagined: after intersectionality, 33-58. Durham: Duke University Press, 2019.

Activities:

Lecture Recording

CANVAS Discussions

Wed Nov 25 Required Reading(s):
  • May, Vivian M. “Intersectionality-Now You See It, Now You Don’t: Slippages in Intersectionality Applications.” In Pursuing Intersectionality, Unsettling Dominant Imaginaries, 141-185. New York: Routledge, 2015.

Activities:

Lecture Recording

CANVAS Discussions

Fri Nov 27 Group Research Day – No Class Content or Scheduled Readings

(Dr. Bandali will be available via email during 4:00-5:00pm)

*UBC WIKI Drop in Hours TBA

WEEK 13 IMAGINING INTERSECTIONAL INDIGENOUS FUTURES
Mon Nov 30 Required Reading(s):
  • Moreton-Robinson, Aileen. “Towards an Australian Indigenous Women's Standpoint Theory: A Methodological Tool.” Australian Feminist Studies 28, no. 78 (2013): 331-347.
  • Nixon, Lindsay. “Visual Cultures of Indigenous Futurism.” In Otherwise Worlds: Against Settler Colonialism and Anti-Blackness, eds. Tiffany Lethabo King, Jenell Navarro and Andrea Smith, 332-342. Durham: Duke University Press, 2020.

Activities:

Lecture Recording

CANVAS Discussions

Wed Dec 2 Course Review and Summary – No Class Content or Scheduled Readings

Activities:

Lecture Recording

CANVAS Discussions

Course Readings and Required Materials

All course readings can be accessed through the Library Online Course Reserves (LOCR) found on the CANVAS site’s homepage for GRSJ 300. Course films and videos can be accessed from provided links and UBC streaming sites such as Criterion On Demand: https://media3-criterionpic-com.ezproxy.library.ubc.ca/htbin/wwform/006/wwk770.

COURSE ASSIGNMENT

COURSE ASSIGNMENTS
ASSIGNMENT WORTH WORD COUNT DUE DATE DESCRIPTION
Group Wiki Project 30% TBD Friday December 4, 2020

*Dr. Bandali will release group members on Friday September 25, 2020.

Students will be assigned groups to work on an ongoing project that explores their understandings of course readings and materials as they relate to the concept Intersectionality. Working in groups students will share their insights into creating a sort of Wikipedia page for the concept. More detailed instructions will be made available under CANVAS Assignments.
Viewing Assignment: Intersectionality in Film?

Films for Assignment:

Moonlight (2016)

The Hustle (2019)

(Films can be accessed on Criterion on Demand)

20% Approx. 500-750 Words Tuesday October 20, 2020 Students will watch one of the assigned films and write a short critical reflection that explores the concept of intersectionality and how it is employed (or not) in the film. More detailed instructions will be made available on the CANVAS site.
Critical Reflections: Why Intersectionality Matters? 50%

Critical Reflections #1 and #2

Two (2) @ 15%

Critical Reflection #3

One (1) @ 20%

Approx. 500-750 Words Each Critical Reflection #1: Tuesday September 29, 2020

Critical Reflection #2:

Tuesday November 3, 2020

Critical Reflection #3: Tuesday, November 24, 2020

Students will submit three critical reflections based on questions from the Instructor. More detailed instructions will be made available on the CANVAS site.
UBC’S GRADING SCALE
90-100%   A+

85-89%     A

80-84%     A-

76-79%     B+

72-75%     B

68-71%     B-

64-67%     C+

60-63%     C

55-59%     C-

50-54%     D

0-49%       Fail

For UBC’s Policy on Academic Integrity and Misconduct, Please See: http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,54,111,959

A note about content warnings and difficult content: The GRSJ 300 online learning environment is a space for dialogue and discussion where diverse and different ideas and arguments will be shared and difficult or challenging topics may be covered. All material is chosen carefully and for specific reasons relevant to the entire course. Over the course of this term, we will discuss and read about some potentially difficult subjects. I will not give content warnings every time these topics appear but I will provide advanced notice when I think that something may be especially difficult in relation to our specific class or in relation to incidents on outside the classroom. Content warnings are not meant to prevent or censor difficult discussions, debates, or differing perspectives and they are not in place to shield students from challenging content. They are there for the students who might legitimately need them for any number of reasons. Students should look over the course material and talk to me if any problems or specific concerns are anticipated. We realize that the COVID-19 pandemic has created challenges for international students and remote learning. If you are a student living abroad, you will be subject to the laws of your local jurisdiction, and your local authorities might limit your access to course material or take punitive action against you. UBC is strongly committed to academic freedom, but has no control over foreign authorities (please visit http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,33,86,0 for an articulation of the values of the University conveyed in the Senate Statement on Academic Freedom). We understand that students will have legitimate reason to exercise caution in studying certain subjects. If you have concerns regarding your personal situation, please let the Instructor know and we can best work out the way forward in accommodating specific circumstances.

Bonding across boundaries in an online environment: Our words matter and without the benefit of being face-to-face, it can be hard to tell how our words affect others. Tone can be misinterpreted or hard to understand in text-based and virtual environments. Let’s make sure we are doing our best to be respectful, avoid making assumptions, and be accountable for what we to say, write, or comment. As well, let’s remember that everyone is coming into this class with different sets of knowledges, different languages, backgrounds, cultures, and experiences. For many of you, this content is familiar. For others, it’s the first time you are learning about these topics. Try to avoid making assumptions and instead ask questions, ask for clarifications, offer your perspective, explain why you might disagree with a classmate - let’s help each other learn and grow. The virtual environment can be challenging but we can still be patient, kind, and respectful as we discuss course material. That said, if you are feeling uncomfortable or facing difficult conversations, please let me know. Discriminatory and hurtful behaviour won’t be tolerated and the virtual environment is not an excuse to be purposefully confrontational or offensive in your discussions.

Gender, Race, Sexuality and Social Justice (GRSJ) is a multidisciplinary field, which brings together teachers and students from diverse academic and personal backgrounds, ways of learning, communicating and responding to assignments. This diversity is an intellectual asset that can benefit from common principles of critical thinking and academic guidelines in evaluation procedures across all Institute courses. Instructors will adapt these general principles and guidelines where necessary in their own courses. Non-sexist, non-racist, non-homophobic, non-transphobic and non-heterosexist language is expected in the Social Justice class discussions (online discussion boards and meetings) and course assignments.

The Social Justice Institute is committed to creating a respectful workplace and learning environment that supports inclusion based on the principles of equity, diversity and social justice. Our Institute’s commitments and approach to ensuring these principles at the institutional level include progressive approaches to inclusive campus culture; equitable demographic composition; orienting new students, faculty, and staff to relevant policies and procedures; and a social justice perspective on learning, teaching and research in order to create an educational and employment environment that supports our community members’ full participation. The Institute is committed to providing accessible, usable, and welcoming spaces for faculty, staff, students, and visitors with disabilities, members of racialized communities, trans and gender-diverse peoples, regardless of their age, income, social status, religion, ethno-linguistic, nationality and citizenship status.

The Social Justice Institute’s courses occur in learning environments that are inclusive of gender identity, gender expression, sex, race, ethnicity, class, sexual orientation, ability, age, etc.  Students, instructors, visitors and readings/media in GRSJ courses often raise controversial issues. Learners and educators expect to be treated respectfully at all times and in all interactions. Disagreements can occur among course participants without being disagreeable and offensive.

Please e-mail your professor and TA your name and pronoun and how you would like these to be used.

COURSE POLICIES

Email and Communication

I will respond to emails within 48 hours on week days. I do not usually respond to emails on the weekends or holidays. However, there may be exceptions to this.

Please make sure to look over all class materials and CANVAS Announcements to see if your question is answered before sending an email – most of your questions are most likely answered on the syllabus or on the CANVAS site.

Please make sure to address and sign your emails.

CANVAS – Email and Announcements

I use CANVAS Announcements frequently to send out notices to the entire class. Please make sure to check CANVAS often for updates and notices. You can also email me directly through CANVAS.

Attendance, Participation, and Assignments

In this course, we strive to create and encourage a welcoming collaborative and engaging learning environment where you are supported in your learning and where we all participate in building knowledge, understandings and getting to know each other and the course material. Moreover, it is expected that you keep up with the modules, participate in discussions, engage with your classmates and when possible attend the optional synchronous meetings.

COVID-19 has, and continues to affect us all in different ways and the unpredictable nature of our current moment, means that I will aim to be flexible with my policies and recognize that many of you are dealing with difficult situations and circumstsances in your day-to-day lives. In saying this, you are still responsible for keeping up with the work and assignments as best you can.

Attendance and Participation:

Regular participation on discussion boards is expected as you proceed through the course.

Synchronous meetings are optional in this course and therefore if you are unable to participate, I strongly encourage students to be active on the discussion boards on CANVAS.

You are expected to keep up with the scheduled modules - your participation and assignments depend on you having done the readings and working through the course.

Everyone needs to take time for a break, and especially so, during this time. Missing some content or a discussion once in a while is not a big deal and you don’t need to email me or explain. I trust that if you are absent, you need to be absent. This includes missing class content (i.e. lecture recordings) due to illness - unless it’s going to affect multiple weeks or classes, I don’t need you to explain and I trust that you will rest and return as soon as possible. However, repeated absences in the online classroom without discussion and good reason will affect the online community we are building in this course. You are still responsible for attending and participating, even in the online format. I realize these are strange times and have tried to build in moments in the course where you are able to take some time and recharge.

Late Policy on Assignments

Each assignment has specific instructions that will be released throughout the semester about when and where to hand it in. Make sure to read the instructions for each assignment carefully. Extensions can be arranged for extenuating circumstances or illness but must be requested and discussed at least 24-hours before the original due date. Assignments submitted past the grace period and without extensions may lose marks. In the interest of fairness to all members of the class, late assignments without extensions will be subject to a penalty of 3% per day, including weekends and holidays until one week (7 days) after the original deadline. After this, it is not marked.

UBC’S POLICY ON ACADEMIC MISCONDUCT

Students are responsible for informing themselves of the guidelines of acceptable and non-acceptable conduct for graded assignments established by their instructors for specific courses and of the examples of academic misconduct set out below. Academic misconduct that is subject to disciplinary measures includes, but is not limited to, engaging in, attempting to engage in, or assisting others to engage, in any of the actions described below.

1.      Cheating, which may include, but is not limited to:

I.       falsification of any material subject to academic evaluation, including research data;

II.     use of or participation in unauthorized collaborative work;

III.   use or possession in an examination of any materials (including devices) other than those permitted by the examiner;

IV.  use, possession, or facilitation of unauthorized means to complete an examination (e.g., receiving unauthorized assistance from another person, or providing that assistance); and

V.    dishonest practices that breach rules governing examinations or submissions for academic evaluation

2.      Plagiarism, which is intellectual theft, occurs where an individual submits or presents the oral or written work of another person as his or her own. Scholarship quite properly rests upon examining and referring to the thoughts and writings of others. However, when another person's words (i.e. phrases, sentences, or paragraphs), ideas, or entire works are used, the author must be acknowledged in the text, in footnotes, in endnotes, or in another accepted form of academic citation. Where direct quotations are made, they must be clearly delineated (for example, within quotation marks or separately indented). Failure to provide proper attribution is plagiarism because it represents someone else's work as one's own. Plagiarism should not occur in submitted drafts or final works. A student who seeks assistance from a tutor or other scholastic aids must ensure that the work submitted is the student's own. Students are responsible for ensuring that any work submitted does not constitute plagiarism. Students who are in any doubt as to what constitutes plagiarism should consult their instructor before handing in any assignments.

Please see http://www.calendar.ubc.ca/Vancouver/index.cfm?tree=3,54,111,959 for more information.

UBC’S POLICY ON SUPPORTING STUDENT SUCCESS

UBC provides resources to support student learning and to maintain healthy lifestyles but recognizes that sometimes crises arise and so there are additional resources to access including those for survivors of sexual violence. UBC values respect for the person and ideas of all members of the academic community. Harassment and discrimination are not tolerated nor is suppression of academic freedom. UBC provides appropriate accommodation for students with disabilities and for religious and cultural observances. UBC values academic honesty and students are expected to acknowledge the ideas generated by others and to uphold the highest academic standards in all of their actions. Details of the policies and how to access support are available here: https://senate.ubc.ca/policies- resources-support-student-success

EARLY ALERT

Faculty and staff at UBC are here to support your learning and success. When you’re facing difficulties, they may reach out to you directly. They may also identify their concerns using Early Alert. Early Alert doesn’t replace the way that faculty and staff already support you when you need assistance. Instead, the support offered is simply enhanced.

Trained advisors review the information sent by faculty and staff and identify the most appropriate resources to support you.  If you are an undergraduate student, an academic advisor will contact you to discuss the concerns and offer to connect you with relevant resources and support.  If you are a graduate student, support will be offered by a staff or faculty advisor who is not directly involved with your academic supervision.

For more information about Early Alert, please see: https://facultystaff.students.ubc.ca/systems-tools/early-alert/information-students

CENTRE FOR ACCESSIBILITY

To arrange for accommodations, students with disabilities should contact the Centre for Accessibility as early as possible, and at latest, 2 weeks before midterms and finals in order to schedule exam accommodations. Accommodations begin with registration and are not retroactive.

For more information please see: https://students.ubc.ca/about-student-services/centre-for-accessibility

ACADEMIC ADVISING

GRSJ Advising: The GRSJ Undergraduate Academic Advisor (me!) provides support and assistance for students who are completing or considering a Major or Minor in Gender, Race, Sexuality and Social Justice (GRSJ). For more information, please see https://grsj.arts.ubc.ca/ undergraduate/advising/

Arts Advising: For more general inquiries, please visit Arts Academic Advising https://www.arts.ubc.ca/academic-advising/

Writing and Research Resources

There are many resources available on campus for aiding students with writing assignments, managing coursework and research essays, including resources for students who write and speak English as an additional language:

http://learningcommons.ubc.ca/

www.aes.ubc.ca

A list of other on-campus resources: https://grsj.arts.ubc.ca/undergraduate/resources/

*A More detailed list of UBC resources will be made available on the CANVAS site.

Medical or Family Emergencies

If something happens that prevents you from handing in an assignment or attending an exam, exceptions and alternate arrangements can be made. In some cases, documentation or formal concession from Arts Advising may be required.

Religious Observances

Should you have a religious observance that will prevent you from attending class, from completing an assignment on time, or from writing a test, please be sure to let me know at least two weeks in advance so that alternate arrangements can be made.

ACADEMIC CONCESSION

If you are struggling with illness, personal issues, crisis, or other things that are preventing you from participating and engaging in the class and work, please email me to discuss support options, in-term concessions, and so we can make a plan to help you through the semester and find solutions for your course work.

In-term concessions can mean an extension on assignments, alternate assignments, making up missed work or exams, or other arrangements depending on the reason and the length of absence or illness.

In these cases, concessions can likely be arranged between instructor and student but I may ask you to submit a Student Self-Declaration so that your in-term concession case can be evaluated, and to possibly connect you to other resources.

If you are seeking multiple in-term concessions or classes are over, fill out Arts Academic Advising’s online academic concession form immediately, so that an advisor can evaluate your concession case.

If you are a student in a different Faculty, please consult your Faculty’s webpage on academic concession, and then contact me if appropriate

Please note that medical notes are not required and cannot be accepted by faculty. If you are seeking concession that requires documentation, you will be referred to Arts Advising.

Reaching out to your instructor or TA can sometimes be intimidating but we are here to help and support you. If I notice that you are frequently absent, not keeping up with work, or repeatedly missing assignments, I will reach out to you and try my best to find you the support you need or you refer you to someone who can help.

CREDIT/D/FAIL GRADING POLICY

UBC allows students to take a limited number of elective courses, which are normally graded on a percentage basis, for either “Credit” (a grade of 55% or higher), “D” (at least 50 but less than 55%), or “Fail” (less than 50%).

If you choose to take a course as Cr/D/F, your instructor will not know.

The Credit/D/Fail (Cr/D/F) grading policy was created to encourage students’ exploration of subject matter outside their program of study, emphasize learning and academic exploration of the new and unfamiliar, and expose students to a broader based curriculum. For more information about the policy (including award and scholarship implications), see:

https://students.ubc.ca/enrolment/courses/creditdfail-grading

https://students.arts.ubc.ca/advising/course-registration/creditdfail/

http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,42,910,0#18786

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