California State University, Chico

WOMEN’S HEALTH

HCSV/WMST/NURS 368-01 Fall 2006

Professor: Dr. Lyndall Ellingson Office: Butte 637

*E-Mail: lellingson@csuchioc.edu *Telephone: 898-6310

Office Hours: Monday/Wednesday/Friday: 9-11 am

*About e-mail and telephone messages: I do not necessarily check my e-mail or voice mail everyday, particularly over the weekend. If you have an emergency that requires you to miss a class without prior notification, it is a good idea to leave me an e-mail message BEFORE class. However, leaving a message does not negate your responsibilities for attendance and timely submission of papers.

COURSE SPECIFICS:

Time: Tuesdays & Thursdays, 11-12:15 pm Place: Plumas 201

Required texts:

1) Boston Women’s Health Collective, 1992. The New Our Bodies Ourselves. New York:Simon & Schuster.

2) Women’s Health Supplementary Reading Packet #: ___ available at Mr. Kopy (119 Main Street).

COURSE DESCRIPTION:

Analysis of health issues that concern women throughout the lifespan. The impact of physiology, psychology, culture, and politics upon women’s well-being will be addressed using the feminist perspective. This course fulfills Part B of the Upper Division Theme: Women’s Issues.

I. Course Objectives

The student will be able to:

1. List the types of research utilized in the study of women’s health, using major research studies as examples.

2. Distinguish the scientific method from hearsay in interpreting material written about women’s health in popular news.

3. Discuss critical findings and implications of selected research studies exploring various health and health care issues of women.

4. Discuss the status and trends in the health of women and their care, with special attention to the differences among ethnic and racial subgroups and the impact of poverty.

5. Explore selected physiological changes a women’s body undergoes (i.e. Menarche, pregnancy, childbirth, menopause, aging) and their psychosocial impact.

6. List and discuss the common diseases and disorders of women (including STDs): description, causes, prevalence, risk factors, symptoms, treatment, and prevention measures.

7. Analyze selected factors which serve as barriers to women’s health status and way that public policy, health organizations, and women themselves can enhance health promotion behaviors.

8. Explore the history of women’s health and the effect of feminist movements upon health status, health research, and health care of women.

9. Gain knowledge and skills to make informed decisions to enhance personal health status and medical care.

II. Theme Objectives

1. Define varied feminist theories, perspectives and methods of studying women as they relate to the discipline in which the course represents.

2. Discuss the historical and current practices, institutions, and belief systems that maintain the subordination of women.

3. Read materials by feminist writers and researchers.

4. Identify ways women have brought about social, economic, and political change.

5. Explore the impact of class, race, gender, and sexuality on women’s lives and

their place in society.

STUDENT RESPONSIBILITIES:

1) Respect: Respect the diversity of experience, values, and thoughts presented and explored in class.

2) Professionalism:

a) Arrive on time, prepared and ready to discuss readings and issues.

b) Submit high quality assignments on time. Assignments must be submitted at the beginning of the class session in which they are due. Any papers submitted 30 minutes after this time will be deducted one letter grade. All papers must be received within 24 hours of the due date & time. NO EXCEPTIONS.

c) Papers submitted outside of class must be turned into Butte 607 and get time-stamped. NO paper will be accepted if slipped under my door.

3) Exams: Participate in 3 exams at the appointed time. Exams will cover material from the text and reading packet, lectures, guest speakers, and videos. The exams will NOT be cumulative. Make up exams will only be given under dire emergencies with documentation. They are administered during finals week at the convenience of the instructor.

4) Attendance: You are expected to attend each class session and participate. Attendance will be taken randomly. These attendance checks may occur at anytime during any given class session. , If you are not present when attendance is taken, you will not receive credit. You have two “free” absence. For each absence after two (“free” ones), your final grade will be lowered by 1/3 letter grade.

COURSE EVALUATION:

Article responses (12 sets @ 10 pts each) 120

Exams (3 @ 50) 150

Reflections (4 @ 10 pts each) 40

Advocacy Letter 50

360

B+ = 88 - 89% C+ = 78 - 79% D+ = 67 - 69%

A = 94 - 100% B = 84 - 87% C = 74 - 77% D = 64 - 66%

A- = 90 - 93% B- = 80 - 83% C - = 70 - 73% F = 63% or less

*Remember, your final letter grade will be reduced by 1/3 point for each absence over one.

Letter grades in this course are in accordance with CSU academic policy:

A: Superior Work - A level of achievement so outstanding that it is normally attained by relatively few students.

B: Very Good Work - A high level of achievement clearly better than adequate competence in the subject matter, but not as good as the unusual, superior achievement of students earning an A.

C: Adequate Work - A level of achievement indicating adequate competence in the subject matter. This level will usually be met by a majority of students in the course.

D: Minimally Acceptable Work - A level of achievement which meets the minimum requirements of the course.

F: Unacceptable Work - A level of achievement that fails to meet the minimum requirements of the course.

ASSIGNMENTS

1. Weekly Article Assignments (12 sets @ 10 pts each)

Each week respond to the questions in the reading packet and submit your answers via WebCT by 6 pm on the date assigned. No late submissions will be accepted. The questions are available on the WebCt course homepage: “Article Questions”. Use the “Assignment” tool to submit your answers.

2. Reflections (10 points each)

Each Reflection will require reading and personal reflection on a topic. Be prepared to share these in class – either in a small group or large class depending on class size and topic. Each Reflection should be ONE page maximum, typed, 1” margins 12 point font.

Reflection #1:

Read: “Letter To a Young Feminist”, then reflect:

a) What experiences in your life make you feel there is an illusion of equality? What personal and political struggles still exist for women today?

b) Define feminist*. Are you are feminist? Why or why not? *(Don’t use a dictionary! How do YOU define feminist?). We will discuss these in class.

Reflection #2:

Read “The Body Politic”, then reflect:

a) Why is nourishing your body a political act? (Remember to use the article!)

b) Write a poem, Haiku, or statement that personifies and celebrates your body: its curves and roundness, or angles and muscles, your softness and your strength as a woman. If you are not a woman, write a similar piece about a woman in your life. We will read these aloud in class.

Reflection #3:

Read: “Do you Really Have to Say that?” then reflect:

a) Is proactive ‘coming out’ a political statement that has merit? Would you do this? Why, why not? Have you ever come out to someone proactively? Has anyone ever ‘come out’ to you proactively? Have you ever asked anyone if they are lesbian, bisexual or gay? If not, why not?

b) If you are not lesbian, bisexual, transgender or gay – think about something about you that society stigmatizes and that you might not just tell any one, but is central to who you are, where you’ve been, and how you live in the world. Name this thing (this will be confidential unless you choose to share it in a small group). Now, reflect how you feel…Empowered? Scared? Vulnerable? All of these at once?

Reflection #4:

Read: “Crone: Empowered, Wise, Self-defined”, then reflect

a) How does the description of the Crone match and defy our current, dominant culture attitudes towards elder women?

b) Write a 1-page letter from your “70-year old self” to your “current” self. Who are you at 70? What are your feelings? Joys? Challenges? What have you learned along the way? What insight and advice can you give back to your younger self?

(P.S. Keep a copy of this is special place – imagine reading it when you are 70!)

3. Advocacy Letter (50points)

This course is designed to empower you to act when you become aware of injustices towards women, whether they are towards you or to other women. These injustices may be large or small, political, cultural, medical, or psychological. Throughout the readings and lectures, as these injustices have become more visible, anger and frustration are common responses. However, women, and the men who support them, can act by using their personal power to facilitate positive changes. The personal IS political.

This assignment is to draft an advocacy letter regarding a woman’s health issue of concern to you to a public official (local, state, or national), a medical professional, an organization head. Your letter will be graded on 1) depth and development of your argument, 2) documentation you used to make your point (no fewer less than 3 reputable sources), 3) effort and composition. Your letter should be addressed to a real person, and include an addressed, stamped envelope.

Letter length: FULL 2 pages (maximum), single spaced, no larger than 12-point font, one inch margins on all sides with formal citation of sources*. Three legitimate sources (minimum) are required that are NOT class sources.. These include governmental/organizational and peer-reviewed. NO over-the-counter magazines or news sources are allowed! Websites must be carefully scrutinized. If in doubt about a website/organization – check with me.

Evaluation: Depth and development of argument: 30 points

Quality/number of sources used 10 pts

Effort/Composition 10 pts

[25 points will be deducted for absence of an addressed, stamped envelope!]

Citations can be any format: APA, Chicago, MLA as long as they are consistent and accurate.

4. EXTRA CREDIT: Personal Activity (10 pts)

Participate in one woman-identified activity in order to interact on a personal level with a health topic that concerns you. Type a 1-2 page summary of your experience. Be sure to describe why you selected the activity, thoughts in advance of the activity, feelings or thoughts while participating in the activity, reactions of other people involved, would you recommend it to others, would you do it again, why or why not? Below are a few suggestions, if you have another idea, please talk to me prior to participating:

· Attend a NOW meeting, Take Back the Night, Women’s Conference, or some other woman-focused, political meeting or event. Write a paper describing your experience.

·

· Make an appointment for a Pap smear. Review the information in Our Bodies, Ourselves, prepare a list of questions to ask your health professional, be sure to look at your cervix (ask for a mirror).

· Make an appointment for the Breast Screening Center at Enloe Hospital. Prepare a list of questions. Purchase your own speculum from the Women’s Health Advocates (on Humboldt Drive) and conduct your own vaginal self-exam. Write a paper describing your experience.

· Purchase and use a female condom (Reality or Femidom). Write a paper describing your experience.

COURSE SCHEDULE

OBO: The New Our Bodies, Ourselves RP = Mr. Kopy reading Packet

Day	TOPIC	READINGS/ ASSIGNMENTS
8/22	Introductions
8/24	Feminism & Women’s Health Movement	Reflection #1: Feminism
8/29	Determinants of women’s health	RP 1 – 3; OBO 31 & 32
8/31	Determinants of women’s health
9/5	Medical & scientific systems & women’s health	RP 4 – 6; OBO 30
9/7	Medical & scientific systems and women’s health
9/12	Violence against women	RP 7 – 9; OBO. 8
9/14	Violence against women
9/19	Body Image & women’s health	RP 10 – 12; OBO 1, 2, 4
9/21	Body Image & women’s health	Reflection #2: Body Celebration
9/26	Women and Drug Use	RP 13- 15; OBO 3, 6
9/28	Women and Drug Use
10/3	Exam 1
10/5	Women’s Sexuality
10/10	Women’s Sexuality	RP 16 – 18; OBO 12 & 13
10/12	Women’s Sexuality
10/17	Women’s Relationships	RP 19 – 21; OBO 9, 10, 11
10/19	Women’s Relationships	Reflection #3: Coming Out
10/24	Reproductive Choices	RP 22 – 24; OBO 18, 19, 20
10/26	Reproductive Choices
10/31	Pregnancy & Childbearing	RP 25– 27; OBO 21, 22, 25
11/2	Pregnancy & Childbearing
11/7	Exam 2
11/9	Reproductive health
11/14	Reproductive health	RP 28 – 30; OBO: 14, 15, 16; 28
11/16	Reproductive health
	Thanksgiving Break –No class
11/28	Breast & Heart Health	RP 31 – 33 OBO: 595-618; 671-675
11/30	Breast & Heart Health	Advocacy Letter due
12/5	Women Growing Older	RP 34 – 36; OBO 26, 27
12/7	Women Growing Older	Reflection #4: Elderhood
12/14	Final Exam: 10-11:50 am

HOW TO SUCCEED IN THIS CLASS

1) Turn papers in on time. No late submissions will be accepted. Do your assignments IN ADVANCE – that way if something happens you can ask a friend to submit them for you…

2) Papers must be high quality, following this format:

a) Typed, double-spaced, STAPLED, no larger than 12 point font.

b) Free of grammatical, typographical, and punctuation errors - PROOF READ! USE SPELL CHECK! Ask a friend to read your paper! Read your paper out loud!

c) Accurately and thoroughly cited and referenced using APA style.

3) Examinations: Note-taking, text reading, and preparation:

a) Don’t just write down what is on my overheads. My overheads are outlines - you should write related information, emphasis, and issues discussed corresponding to information on overheads.

b) Read your text readings once, then answer study guide questions. Write study guide answers out, then reduce to essential words/concepts. You should be able to reduce text info to 2-4 pages of abbreviated facts.

c) I predict about 4-5 hours studying for each exam, AFTER you have done the text reading.

4) Attendance! Study after study shows students who are simply IN CLASS do better.

5) COME TALK TO ME if you have any questions, problems, concerns! Come see me BEFORE you are at the end of your options. For example, an incomplete must be negotiated well in advance of the end of the semester. I don’t bite, and I do care about your success in this class and in college.