CRM - 399 - Sterilization, Reproductive Technologies and Abortion

ZZ - New Course (Effective 2019-20 Catalog)

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General Catalog Information
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  • * READ BEFORE YOU BEGIN *

    To assist you in completing this form correctly, turn on the help text by clicking on the blue circle icon in the top right corner of this pane.

    STEP 1.  Complete all required fields (denoted by an asterisk), as well as other informational fields, as needed.  Be sure to upload files as needed.  Failure to complete all required fields will delay your proposal.

  • Department*
    Click on Add Item. A dialogue box will open; scroll to select your department. Once you select your department, you will see in the right pane appropriate individuals/committees will appear based on your department/school.
  • Subject Prefix*
    CRM
    CRM
    Enter your course prefix all in CAPS
    Course Number*
    399
    399
    Enter your course number AFTER you have contacted the Registrar's office.

  • Be sure to contact the Registrar's Office to confirm your course number is not already in use or has not been previously used in academic history.

  • Select One*
    Your selection will populate the appropriate curriculum committee (CCRC/GFEC or BOTH) in the right pane. If you select shared resource, you must complete a new course proposal for each course.
  • Course Title*
    Sterilization, Reproductive Technologies and Abortion
    Sterilization, Reproductive Technologies and Abortion
    Enter the title of your course.
  • * Abbreviated Course Title
    Steril, RT, Ab.
    Steril, RT, Ab.
    Enter an abbreviated course title, if needed. (Max 30 characters/spaces)
  • Catalog course description (see help text).*

    Examines the state’s role in regulating practices of sterilization (eugenics), reproductive technologies, and abortion in the US as a way to better understand the balancing act between the state and the individual. Considers how gender, race, and class affects fertility regulation and how the legal history of all three topics affect contemporary legal questions about reproduction.

    Please DO NOT include the frequency code or Pre/Corequisites in the course description; you will make these choices below. The catalog course description should be concise. One to three brief sentences or phrases are usually enough. A complete sentence is not always necessary. The catalog course description should not use abbreviations unless there is a standard acceptable abbreviation. The catalog course description should not include phrases such as: “The students will…” or “This course focuses on…”
  • Expected Student Learning Outcomes*

    Criminology SLO4: Students should be able to develop an ability to think critically and creatively about the society we live in, and to communicate their ideas and the ideas of others clearly and effectively, both verbally and in writing.

    Sociology SLO2. Students should understand the role of social structure, culture, and social processes in the causation and amelioration of social problems. 

    Sociology SLO6. Students should be able to communicate their ideas and the ideas others clearly and effectively, both verbally and in writing.  

  • Do you plan to submit this course for any of the following attributes? Check all that apply.*
    Check the appropriate box to add an attribute(s). If there are no attributes, you must check None. For each attribute selected, please complete the respective section(s) below. You no longer have to submit separate forms for these attributes.
  • Attach a course outline/ syllabus*
    Course outline must include: title, prefix, number, catalog description, student learning outcomes, and topical outline of course content. To attach a file, scroll up and navigate to the top of the right pane; hover over the icons and select FILES. The right pane will now allow you to browse your computer and upload your file(s).

  • Note:  If this is a shared resources course, a cross-listed course, or submitting for approval of an attribute, refer to the respective fields below for additional information to be included in your course outline/syllabus.

  • * Frequency Code*
  • Credit Hours*
    (3 cr. hr.)
    (3 cr. hr.)
    When entering credit hours, be sure to use the proper catalog format (e.g. (3 cr. hr.))....please include the parenthesis.
  • Can the course be repeated for additional credit?*
  • If yes, specify maximum number of credits total; OR
  • If yes, what is the maximum number of times the course can be repeated
  • Select grade mode*
    Click on Add Item and select your grade mode.
  • Justification for new course*

    The topics of the course are an area of my expertise that is not addressed in other courses in either the Sociology Department or other departments on campus.  As such, offering the course occasionally means students can expand their knowledge and opinions about an area of law that has previously been unavailable to them at SUNY Cortland.

    what College or departmental needs are being met by this course
  • Justification of course level*

    The course addresses sensitive material, particularly the final unit on abortion.  As such, a higher course level makes it more likely that the class will be predominantly upperclassmen.  One hopes that older students will have more experience discussing controversial topics without disrespecting the diversity of views on the topic.  Additionally, the course is writing intensive and therefore more appropriate for students who have developed a broader knowledge base in lower level courses.

  • Lecture/Lab Hours
    Enter any lecture/lab hours information in this field. This information should not be included in any other fields.
  • Are there Prerequisite(s) and/or Corequisite(s)?*
  • If yes, please specify prerequisite and/or corequisite course(s).

    Prerequisite: SOC 100 or SOC 150 or ANT 102.

    List course prefix and number only. Do not provide name of the course.
  • Provide justification for each prerequisite listed above.

    All Criminology courses have SOC 100 or SOC 150 or ANT 102 as a prerequisite.  Requiring SOC 100 or SOC 150 or ANT 102 as a prereq for this course ensures the new course is consistent with the rest of the curriculum.

  • Provide justification for each corequisite listed above.
  • Can the prerequisite(s) be taken concurrently with the proposed course?*
  • Are there any course restrictions? *
    e.g. by major, by class level, by GPA, by degree
  • If yes, please describe the restriction(s)

    Major restriction (Sociology/Anthropology/Archeology/Criminology)

  • Will this course require additional fees which will be billed to students (materials, travel, lodging etc...)?*

  • To request a new course fee you must complete the Student Fee Request Form.  This form can be found by using the search tool on SUNY Cortland's homepage.

  • Will this course be a part of a shared resources offering?*
    To attach a file, scroll up and navigate to the top of the right pane; hover over the icons and select FILES. The right pane will now allow you to browse your computer and upload your file(s).

    If yes, attach the course outline for both undergraduate and graduate courses, clearly defining the requirements and expectations for earning undergraduate and graduate credit.

  • Catalog notes
    The catalog notes field can be used to include additional administrative information that will appear in the catalog with the course description (e.g., indicating a Raquette Lake trip is required).
  • Is this course a requirement of a new or exisiting program? *
    If yes, please specify and submit program proposal.
  • Provide program name
    For an existing program, enter the program name as it appears in the College Catalog (e.g. Early Childhood and Childhood Education (Birth-6) [EDD] )
  • Do the contents of this course overlap with offerings of other departments?*
  • If yes, include comments from those departments regarding the addition of this course.
    You may copy and paste your comments in this text box. Alternatively, comments can be attached by uploading a word or PDF file. To attach a file, scroll up to the top of the right pane and hover over the icons and select file. The right pane will now allow you to browse your computer and upload your file.
  • List other courses now offered in the same general area, including by other departments.
  • Will this course be part of a cross-listing (equivalent) offering? (Does not include shared resource)*
    Please note cross-listed courses are considered equivalent in the Banner system.
    If yes, please specify cross-listed course(s)
    SOC 399
    SOC 399
    Provide the course prefix and number ONLY. i.e. AAS 334. If adding more than one cross-listing, format should be AAS 334 and HIS 334. If the cross-listing is also a new course, a new course proposal must be submitted.

  • If yes, attach the course outline for both courses, which clearly defines course title, course content, and catalog description that includes the statement "also listed as....".   The department associated with the cross-listed course must submit a course alteration form requesting the cross-listing.

  • Will new expenditures be required for this new course?*
    e.g. equipment, library holdings or other support. To attach a file, scroll up and navigate to the top of the right pane; hover over the icons and select FILES. The right pane will now allow you to browse your computer and upload your file(s).
    If yes, attach a detailed listing and indicate that the consultation with appropriate personnel has occurred.

  • STEP 2:  Complete the course scheduling information section below.

    STEP 3:  Complete the respective course attribute section(s) below, if applicable.

    STEP 4:  When this proposal is complete, you must launch the proposal.  Once launched, your proposal will now be located in the My Proposals tab.

    To launch the proposal:  scroll up to the top portion of this pane and click on the blue right arrow icon to Launch.

    STEP 5:  Approve your proposal.  When you have completed the proposal, as the originator you must Approve your proposal.  By approving your proposal, this will move it to the next step in the approval process.  To approve, scroll to the top of the right pane and click on the Decisions icon (5th icon).  Click Approve then click Make My Decision.

  •  

  • COURSE SCHEDULING INFORMATION
  • Schedule Type - How will this course be typically offered? Select One from the dropdown menu.*
  • Is this a mutually exclusive course? (Turn on help text for clarification)*
    Mutually exclusive indicates significant overlap in two or more courses. Only one of the courses may be completed for credit. Students are not permitted to enroll in a mutually exclusive course when another is taken. This differs from cross-listed which are courses that are equivalent ("also listed as" in the College Catalog).
  • If yes, list course(s) [course prefix and number only]
  • Is this a Capstone Course (UG)?*
  • Is this a Graduate Culminating Activity Course (GR)?*
  • Is this course a required part of a fully online degree program?*
  • Will this course be offered exclusively as an online course?*
  • Does this course qualify as full-time work on a thesis or independent study (GR Only)?*
General Education
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  • Complete this section ONLY if this course is being submitted for approval for a General Education attribute.

    You may go to the GE webpage to access the General Education Course Proposal Guidelines.

  • Select General Education category for this course
  • First Semester/Year Course to be Offered
  • How does this course meet the goal of this GE Category?
  • How will each of the learning outcomes for the identified GE Category be fulfilled?
  • How will faculty teaching the course be informed of the course inclusion in SUNY Cortland GE Assessment process?
    e.g. syllabi review, outcome assessment

  • Attach a course outline which includes the following:

    1. The catalog course description.

    2. GE category, goals, and learning outcomes.

    3. Subject topics and readings

    4. How the writing requirement of a minimum of 5 pages will be completed.

Liberal Arts
Next

  • Complete this section ONLY if this course is being submitted for approval for LASR designation.

  •  

  • Please indicate how this course will fulfill the following criteria      (you must choose a minimum of 5):

  • Historical Perspective

    The course covers key issues and court cases about reproduction in the US, starting with the historical context of the landmark Supreme Court case legitimating forced sterilization in Buck v. Bell (1927).

  • Theoretical Considerations
  • Relational-Complexity

    Because the course spans decades of legal decisions (and their context), the material encourages students to develop a more nuanced and complex understanding of current issues.

  • Breadth of Knowledge
  • Inquiry-Analysis
  • Critical Examination

     

    Abortion is a morally laden topic of discussion.  I have placed our discussion of the topic in the final third of the course, to promote a wider perspective on the issue and to ensure that by the time we get to the material on abortion, the class is prepared to engage ethically with the range of views. The goal of the class is not to push students to think one thing or another about abortion, but to instead understand the debate in its longer, historical context.

    The same is true of state-sanctioned sterilization, something which still occurs though it is no longer coerced in quite the same way as it was in the 1920s, and assisted reproductive technology (ART).  ART as a topic does a particularly good job of highlighting the gaps and fissures in the question around when it is appropriate for the state to intervene in the decision to reproduce.

  • Ethical Perspective

    State-sanctioned sterilization, assisted reproductive technology and the role the state should or should not play in its use, and abortion are all topics that are deeply imbued with with moral values.  One of the key aspects of this course is facilitating students ability to ethically engage with topics, particularly without denigrating others.

  • Independent Learning

    The writing component of the course creates space for students to both hone their writing skills and also their capacity for independent thought.  By necessity, engaging with the topics of the course requires self-examination about ones own beliefs about when and where and if someone has the right to reproduce.

Writing Intensive
Next

  • Complete this section ONLY if this course is being submitted for approval for Writing Intensive designation.

  •  

  • Instructor's name if different than the originator of this course proposal.

  • Attach a course syllabus that includes all writing assignments (including drafts) and that indicates how writing will be taught in the course. Then, write a detailed answer to how each WI requirement will be met. Please do not refer us to your syllabus.

  • 1.  All WI courses must ask students to write an equivalent of at least 15 typed pages, with two or more pieces of writing submitted in multiple drafts. Upper division WI courses may use a single project towards this 15-page minimum. 

  • 1A. Please describe the writing assignments for this course, noting page length and number of drafts for each assignment.

    Three explanatory essays, each 5 to 7 pages long, responding to the three units of material in the course.

    First two explanatory essays have a REQUIRED revision.  

    Third essay is submitted at the end of the semester without revision.

    Put another way, students will revise 10 to 14 pages of text and then produce a final 5 to 7 pages without instructor revision.  Total pages written: 15 to 21.

  • 2.  In WI courses, instructors are required to respond to students’ writing through written comments, conferences, or both. Students must revise their work and use their instructor's feedback as they write their revisions.

  • 2A. How will you respond to student writing in this course, and how will the course be organized to encourage students to use that feedback to revise their writing?

    For the first two essays, student will submit their paper electronically.  I will provide feedback using track changes.  Students will be required to submit a revision (see policy below, the same text is in the course outline) for the first two essays.

    Revision policy: The final grade for the first two explanatory essays will be calculated by taking a weighted average of the original grade and the revision grade, where the original is worth 40% of the final grade and the revision is worth 60%. So, if you received, for example, 13 out of 20 points on your first explanatory essayand then revised it and received full credit, your final grade for the assignment would be ((13*.4)+(20*.6))/10, or 17.2 out of 20 points. Put another way, the example paper went from a "D" to a "B." Revisions will never lower your grade, and have the potential to improve it significantly. 

  • 3.  Instructors of WI courses must dedicate class time to teach students how to write in a particular discipline, which may include discipline-specific writing techniques, strategies, and genres. (For example, this course may teach students how to write in genres important to your discipline, such as lesson/unit plans, lab reports, field notes, or argumentative essays. You may teach these writing techniques and strategies through a sequence of assignments, in-class workshops, or by giving and explaining models of your discipline’s writing.)

  • 3A. What discipline-specific writing techniques, strategies, and genres will you teach students through this WI course, and how will you teach these techniques, strategies, and genres?

    In class, we will discuss ways to approach writing an explanatory essay including: 1) how to effectively use sources; 2) how to develop a thesis; 3) how to present evidence to support an argument; and 4) how to organize a paper for a reader.  I will also provide students with short, required readings on developing sentence and paragraph structure in short papers. Students will receive feedback from me on a written draft of two of the three explanatory essays and will be required to revise based on said feedback. Additionally, the final meeting of the class will provide students with a chance to give and receive peer editing feedback.  

  • 4. How the writing component forms a significant percentage of the course grade.

  • 4A. Please explain how the writing assignments in this course factor into the final course grade.

    Essay 1: 20 points/20 percent of the final grade

    Essay 2: 20 points/20 percent of the final grade

    Essay 3: 10 points/10 percent of the final grade

    Writing accounts for 50% of the total grade.

Presentation Skills
Next

  • Complete this section ONLY if this course is being submitted for approval for Presentation Skills designation.

  • Please respond to each criteria illustrating how it is met through this course.

  • Students will make at least one presentation in the course and respond to questions and comments following the presentation.
  • Students must submit at least one outline with attached source list related to the presentation.
  • Students must evaluate their own presentation and those of other students, according to criteria provided by the instructor.
  • Faculty provide instruction in effective presentation skills specific disciplines including requirements and methods of preparation for oral assignments (i.e. structure, research, outlining, visual components, creativity and delivery). Highlight these on course syllabus.

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