Final Demonstration for “Combating Oppression and Championing Empowerment in Higher Education Workplaces”

(Click image to view final demonstration.)

Group Members and Roles:

Group Members	Roles	Commented On
Lisa Melby	·        Choosing the final project ·        Choosing a multi-media format to showcase the completion of the project, design/layout of the project ·        Responsible for any edits o   Created videos ·        Group leader o   Designed infographic	Group 1, 2, 3, & 4
Alyssa McGrath	·        Making “Audio 1” explaining how we created the final project ·        Wrote infographic   ·        Responsible for edits ·        Contributed to creative process	Experiential Learning (Group 1); Self-Directed Learning (Group 3)
Michael Szajewski	·        Creating “Audio 2” - Survival memo and suggestions for future students ·        Creating the “table” that is put under the title of the assignment, listing the roles of group members and which blogs were commented on. ·        Responsible for edits ·        Contributed to creative process	Narrative Learning, Self-Directed Learning

Evaluation of Program Design for “Combating Oppression and Championing Empowerment in Higher Education Workplaces”

Group Members and Roles:

Group Members	Roles	Commented On
Alyssa McGrath	Submit final text of Program Evaluation by April 2nd Collect and share evaluations from professionals (unless other members have closer connections with those professionals). Edit responses for cohesion Insert tables into project for group members to fill out Write the group reflection by answering questions listed under #4 in the assignment directions in syllabus	Self-Directed Learning (Group 3); Narrative Learning (Group 2)
Lisa Melby	Respond to the feedback from professional #2 by answering questions listed under #3 in the assignment directions in syllabus Enter this information into the table listed under #5 in the assignment directions in syllabus	Self-Directed Learning (Group 3);
Michael Szajewski	Respond to the feedback from professional #1 by answering questions listed under #3 in the assignment directions in syllabus Enter this information into the table listed under #5 in the assignment directions in syllabus	Humanistic Learning (Group 4); Experiential Learning (Group 1)

Link to Program Design:

http://edac634feministpedagogy.blogspot.com/2017/03/program-design-for-combating-oppression.html#more

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Program Design for “Combating Oppression and Championing Empowerment in Higher Education Workplaces”

Alyssa McGrath

Lisa Melby

Michael Szajewski

3/5/2017

EDAC 634 Program Design

Program Design for “Combating Oppression and Championing Empowerment in Higher Education Workplaces”

Group Member	Roles	Commented On
Alyssa McGrath	Group Member (Brainstorm, Provide feedback, Help identify components of rationale including practical program examples)	Experiential Learning, Self-Directed Learning
Lisa Melby	Group Member (Brainstorm, Provide feedback, Help identify components of rationale including practical programs)	Group 3
Michael Szajewski	Group Leader (Brainstorm, Write first draft of program)	Humanistic Learning, Experiential Learning

Introduction and Purpose Statement

Our program, entitled “Combating Oppression and Championing Empowerment in Higher Education Workplaces”, is a proposed 8-week human resource training course required of all new faculty and staff employees at Ball State University.  Its main objective is to teach new employees the value of, and strategies for, developing an empowering workplace and learning environment that identifies, acknowledges, and rejects forms of oppression.  The course design is rooted in and influenced by feminist pedagogy, built upon core values of this teaching philosophy including:

• Challenging hegemony and the construction of knowledge
• Exploration of interconnectivity of gender, power, and exceptionality
• Acknowledging intersectionality
• Acknowledging the roles of emotion and experience in knowledge creation
• Engaged pedagogy

The goal of the course is not to “teach feminism”, but rather to use pedagogical methods influenced by feminist theory to develop and reinforce at Ball State an educational space that values empowerment and rejects oppression. The course will meet for 90 minutes, once a week, for 8 weeks, during normal working hours.  The ideal “class” size for this program would be 20-25 students. The program will engage participants in a variety of interactive and self-reflective activities that are both structured and open-ended.

As the program is designed for both teaching faculty and non-academic staff at Ball State, content will be applicable to both the classroom and the workplace, and will broadly support the aims of a higher education institution with a diverse workforce. The course will also seek to correct observed biases in human resource development educational settings that are often male-centric and less willing to challenge authority and hegemony.

Rationale

Literature Review

Feminist Pedagogy and Its Various Applications - A Literature Review

By:  Lisa Melby

Name	Commented On
Lisa Melby	Nicholas Capozzoli - Group 4

Introduction

In the words of Carolyn M. Shrewsbury (1997), Feminist pedagogy is a theory about the teaching/learning process that guides our choice of classroom practices by providing criteria to evaluate specific educational strategies and techniques in terms of the desired course goals or outcomes.  The classroom that establishes a desire to follow best feminine practices is a classroom that empowers students, supports self-reflection, mutual respect, gender justice, while defeating sexism, racism, classism, and homophobia.  The following information includes various applications of Feminine Pedagogy in educational settings and arenas.

Feminist Pedagogy Literature Review- Alyssa McGrath

Alyssa McGrath

Dr. B. Chang

2/12/17

Feminist Pedagogy Literature Review

Table 1. Summary of Blog Comments

Name:	Commented on:
Alyssa McGrath	Nichole Mann (Group 2: Narrative Learning)   and Angela McGee (Group 4: Humanist Learning)

Introduction:

Feminist pedagogy emphasizes the need for democratic spaces within education in order to make space for marginalized voices and call out systems of oppression. These practices are informed by feminist theories in which women and issues of sexism, racism, classism, homophobia, and other social inequalities are addressed. Feminist pedagogy takes as its root the need to deconstruct patriarchal institutions that silence groups of people and place the instructor as the locus of power in the classroom. Often the goal of feminist instructors is to create a space where student voices can be heard, knowledge is socially created, and the instructor cares for and guides students rather than serves as a primary authoritative lecturer. Feminist pedagogy is often characterized by its subversion of classroom roles wherein the teacher and students work together and learn from one another as they rethink ideologies and issues of identity.

Feminist Pedagogy Literature Review - Michael Szajewski

Michael Szajewski

2/12/2017

EDAC 634

Feminist Pedagogy Literature Review

Name	Commented On
Michael Szajewski	Michelle Rose Hobby, Julie Furnish

Introduction

Feminist pedagogy describes a philosophy of teaching and education rooted in feminist theory and influenced by other forms of critical theory. Feminist pedagogy is a response to and critique of hegemonic masculinity that specifically seeks to empower women and other sexual and gender minorities to overcome the oppression of these historically marginalized groups.  This philosophy provides the groundwork to raise epistemological issues that question traditional assumptions about knowledge while also developing an educational space that facilitates resistance to sexism and other forms of cultural oppression in a learning environment. Feminist theory is highly intersectional, examining and considering the interrelatedness of many forms of oppression and many differing groups of oppressed people.  The feminist educator can use the influence of feminist pedagogy to shape educational programs in many ways, including the design of a course syllabus, the creation of course content, the facilitation of class discussion, and the development of class activities.

Feminist Pedagogy Group Plan

Below is the Group Plan for the Feminist Pedagogy group, outlining the phases of the project and individual responsibilities for each phase.

No.	Assignment	Due Date	Comment Due Date	Names	Roles
1	Program Design	3/5	3/12	Group Leader: Mike Szajewski Member 1:   Alyssa McGrath Member 2:   Lisa Melby	Group Leader will be responsible for: Submitting final text of Program Design by, incorporating feedback, March 5th. Write and share draft of final text of Program Design with group members by February 28th. Draft will incorporate ideas from literature, from practical programs, and brainstorming ideas regarding the content of our educational program. Draft will include the introduction, rationale, program description,  justification, reflection, and other required components. Member 1 will be responsible for: Reading through literature reviews, identify ideas from practical programs that you’d like to see incorporated into our group project.  Describe practical programs according to requirements on section of syllabus. Member 2 will be responsible for: Reading through literature reviews, identify ideas from literature that you’d like to see incorporated into our group project.  Describe practical programs according to requirements on section of syllabus. As a group, we will all be responsible for: Proofreading and providing feedback on draft of Program Design text by March 2nd. Brainstorming a list of relevant activities, assignments, texts, goals, objectives, etc. of the educational program to be developed. Responding to each other within 24 hours Answering questions Offering assistance where needed Respecting each other’s ideas
2	Program Evaluation	4/2	4/9	Group Leader:   Alyssa McGrath Member 1:   Mike Szajewski Member 2:   Lisa Melby	Group Leader will be responsible for: Submitting final text of Program Evaluation by April 2nd Collecting and sharing evaluations from professionals (unless other members have closer connections with those professionals). Editing responses for cohesion Inserting tables into project for group members to fill out Writing the group reflection by answering questions listed under #4 in the assignment directions in syllabus Member 1 will be responsible for: Responding to the feedback from professional #1 by answering questions listed under #3 in the assignment directions in syllabus Entering this information into the table listed under #5 in the assignment directions in syllabus Member 2 will be responsible for: Responding to the feedback from professional #2 by answering questions listed under #3 in the assignment directions in syllabus Entering this information into the table listed under #5 in the assignment directions in syllabus As a group, we will all be responsible for: Select the two professionals whose feedback would be most useful Filling out the table listed under #1 in the assignment directions in syllabus Proofreading and providing feedback on draft of Program Evaluation text by March 30th Answering questions Offering assistance where needed Respecting each other’s ideas
3	Final Demonstration	4/16	4/23	Group Leader: Lisa Melby Member 1: Alyssa McGrath Member 2: Mike Szajewski	Group Leader will be responsible for: Choosing the final project Choosing a multi-media format to showcase the completion of the project (most likely either “Padlet” or “Canvas”). will also be responsible for design/layout of project, any edits (spelling, grammar) Encourage group to submit final draft by 4/14 Member 1 will be responsible for: Making “Video/audio 1”, using either one or both format(s) (M1 will decide).   Video/audio 1 will include answers to the questions listed in the syllabus under “Final Demonstration: Video 1 - Your Final Project” posting project to Facebook. Member 2 will be responsible for: Creating “Video 2 - Your Survival Memo and suggestions for future students Solicit 5 survival tips from each group member and use these in your video/audio 2 M2 may decide to use either both video and audio to complete this part of the assignment or audio only Creating the “table” that is put under the title of the assignment, listing the roles of group members and which blogs were commented on As a group, we will all be responsible for: Agree on a topic for the Final project/Demonstration by April 1st Responding to each other within 24 hours Answering questions Offering assistance where needed Respecting each other’s ideas