Women, Technology, and Art
ICLT 331-F01
May 22-July 12
Catalog Description
This course takes the nature of experiment as its subject, considering the ways women have shaped the art of the novel, poetic form, science fiction, visual art, graphic narratives, and the tech industry. Our case studies range from popular and classic texts to performances and films. Analyzing various forms of media, students will experiment in print and online, writing essays and creating digital projects.
Instructor Information
Instructor: Dr. Amanda Golden
E-mail: [email protected]
Website: womendigart.weebly.com; Canvas
Office hours: Zoom, 7-8pm on Sundays, and by appointment
Course Information
Term and date: Summer 2023
Course Number and Section: ICLT 331-F01, Credits: 3
Meeting times: Online Course
Required Texts
Sylvia Plath, The Bell Jar. HarperCollins, 2005. ISBN: 978-0060837020
Kazuo Ishiguro, Never Let Me Go. Vintage, 2006. ISBN: 978-1400078776
Additional readings will be available on Canvas
Course Overview
Women, Technology, and Art begins with Zadie Smith’s essay “Generation Why?” (2010) and E. M. Forster’s story “The Machine Stops” (1909), two different views of technology and communication in the present and future, which will shape our consideration of topics ranging from the art of the novel, poetic form, and science fiction to visual art, film, and social media. We will read about a college student and aspiring writer in Sylvia Plath’s novel The Bell Jar (1963). We then turn to the poetry of the Poet Laureate of the United States from 2017 to 2019, Tracy K. Smith, and the role of bioethics in Nobel Prize winner Kazuo Ishiguro’s novel Never Let Me Go (2006). Students will analyze these texts in essays, discussion board postings, and digital projects.
Student Learning Outcomes and Methods of Assessment
Upon successful completion of this course, students will be able to:
1. Discuss social, cultural, and historical, issues that women writers and artists address.
(Core: Communication, Literacy, Critical/Analytical Thinking, Interdisciplinary Mindset and Skills, Ethical/Moral and Civic Engagement, and Global Perspective/World View)
2. Interpret stylistic features of literary texts and forms of media and how these features affect the impact of each text. (Core: Communication, Literacy, Critical/Analytical Thinking)
3. Compose a focused, organized, and clearly written analysis of literary texts. (Core: Communication, Literacy, Critical/Analytical Thinking, Global Perspective/World View)
4. Locate and evaluate research sources and incorporate and document them appropriately in writing, oral presentations, and digital projects.
(Core: Communication, Literacy, Critical/Analytical Thinking, Ethical/Moral and Civic Engagement)
5. Analyze different forms of media and work from different disciplines.
(Core: Communication, Literacy, Critical/Analytical Thinking, Interdisciplinary Mindset and Skills)
6. Work effectively in groups to interpret texts. (Core: Communication, Literacy, Critical/Analytical Thinking, Interdisciplinary Mindset and Skills, Global Perspective/World View)
Methods of Assessment that allow the instructor to assess the above learning outcomes as follows:
Writing analytical essay, postings, script—Outcomes 1, 2, 3, 5
Discussing texts and forms of media—Outcomes 1, 2, 5, 6
Analyzing materials from different disciplines and the ways that they inform each other—Outcomes 1, 2, 4, 5, 6
Participating in peer review process—Outcomes 1, 2, 6
Presenting (podcast or video)—Outcomes 1, 2, 4, 5, 6
Researching script and podcast or video—Outcomes 1, 2, 3, 4, 5
Reading Assignments
For every reading assignment, students are expected to read the assigned pages thoroughly and carefully, taking detailed notes that they can refer to in class.
Writing Assignments
All writing assignments must be typed in 12-point and double-spaced, and thoroughly proofread.
Grading
Grade Scale:
100-94 A 79-77 C+
93-90 A- 76-74 C
89-87 B+ 73-70 C-
86-84 B 69-67 D+
83-80 B- 66-60 D
59-below F
Analytical Essay: 30%
Discussion Board Postings and Writing Center Reflection (averaged together): 40%
Open Group Discussion Postings: 15%
Reflective Essay: 15%
Attendance and Participation for Online Course
Online participation includes reading posts and making substantive comments to others.
Online attendance is mandatory. This means that you must do the required work on your own. This weekly online work involves posting your interpretation of the literature we are reading as well as responding to at least two other students’ interpretation in the forum.
Discussion Board Postings
You will post on our Discussion Board on dates indicated on the syllabus. Questions and topics for postings will be on Canvas. Your postings will be 250 words and engage the question or topic in depth, analyzing quotations and examples when appropriate. Your responses should interpret and analyze course readings, building from previous topics we have discussed. Because these postings are short, you are encouraged to develop your own impressions, rather than consult internet sources. If you do consult internet or any other sources, you must cite them. Cutting and pasting any material you do not cite from websites is plagiarism.
Discussion board postings will be assessed using the following rubric:
4: Exceptional. The discussion board post is focused and coherently integrates examples with explanations or analysis. The post demonstrates awareness of its own limitations or implications, and it considers multiple perspectives when appropriate. The entry reflects in-depth engagement with the topic.
3: Satisfactory. The discussion post is reasonably focused, and explanations or analysis are mostly based on examples or other evidence. Fewer connections are made between ideas, and though new insights are offered, they are not fully developed. The post reflects moderate engagement with the topic.
2: Underdeveloped. The discussion board post is mostly description or summary, without consideration of alternative perspectives, and few connections are made between ideas. The post reflects passing engagement with the topic.
1: Limited. The discussion board post is unfocused, or simply rehashes previous comments, and displays no evidence of student engagement with the topic.
0: No Credit. The discussion board post is missing or consists of one or two disconnected sentences.
Adapted from https://www.chronicle.com/blogs/profhacker/a-rubric-for-evaluating-student-blogs/27196
Replying to Others
Exceptional. Responses to classmates' postings are clear, specific and forward dialogue with them, asking questions of them as well as making useful comments.
Good. Responses to classmates' postings are clearly worded. Developing ideas; sometimes stimulates discussion.
Underdeveloped. Responses to classmates' postings are often worded in confusing manner and show little sense of what others have written.
No Credit. Abusive or distracting comments; persistent lack of participation.
Writing Center Reflection
Over the course of the term, you are required to have at least one online appointment with a tutor from the English Department Writing Center. You can bring an assignment from this course (such as a posting, project, rough draft, or final draft) that you are writing or revising. You can make an appointment for an in-person or online consultation at any stage in the writing process, from brainstorming to editing. You can also visit the writing center to strengthen a particular skill, such as commas, introductions, or any aspect of writing or communication. Following your visit, complete a 250-word response reflecting on your visit. This reflection should include a description of the task or assignment that you brought to the center, the feedback you received, and your plans for moving forward. The reflection will be graded using the blog assessment rubric, and for quotations you should analyze the language of your own writing and the tutor's feedback you receive. In addition, your reflection must also contemplate your own growth as a writer and critical thinker. Your reflection is due on Canvas (under assignments) no later than the dates indicated on the syllabus, but can be uploaded earlier.
Course Policies
Make Your Deadlines
Late assignments will not be accepted. Know and keep your deadlines. All due dates are posted in this syllabus.
Withdrawal Policy
See the Withdrawal From a Course under “Academic Policies and Rules” in the New York Tech Academic Catalogs.
The decision to withdraw from a course should be made only after consulting with the course instructor and advisor, as withdrawing from a course may affect visa status (for international students) and/or financial aid eligibility, as well as result in financial obligation to New York Institute of Technology. Consult with the Office of International Education, the Office of Financial Aid and the Bursar's Office for more information.
Statement on Academic Integrity and Plagiarism
Plagiarism is the appropriation of all or part of someone else’s works (such as but not limited to writing, coding, programs, images, etc.) and offering it as one’s own. Cheating is using false pretenses, tricks, devices, artifices, or deception to obtain credit on an examination or in a college course. Copying material from a source and then running it through a paraphrasing tool and presenting as your own writing is also plagiarism. Using ChatGPT or similar programs to produce your work is plagiarism.
Each student enrolled in a course at New York Tech agrees that, by taking such a course, they consent to the submission of all required papers for textual similarity review to any commercial service engaged by New York Tech to detect plagiarism: please note that all major writing assignments and many smaller assignments will be submitted through SafeAssign, Turnitin, GPTZero, or other textual similarity review and chatbot detection services. Each student also agrees that all papers submitted to any such service may be included as source documents in the service’s database, solely for the purpose of detecting plagiarism of such papers.
If a faculty member determines that a student has violated the Academic Integrity Policy and committed academic dishonesty by plagiarism, cheating or in any other manner, the faculty has the academic right to 1) fail the student for the paper, assignment, project and/or exam, and/or 2) fail the student for the course and/or 3) bring the student up on disciplinary charges, pursuant to Article VI, Academic Conduct Proceedings, of the Student Code of Conduct.
For help understanding citation and paraphrasing, make an appointment in the Writing Center or go to the NYIT Library Research Assistance Writing & Citing page.
If you are tempted by time constraints or other reasons to plagiarize or to cheat or if you are confused about an assignment, contact your professor and discuss the work you are having trouble with OR contact the Wellness Center and talk about your problems with a counselor.
Original Work
All assignments and other work must be created for the course for which you are enrolled. Work submitted for other courses or work created before the start of the course may not be submitted without the express consent of the instructor.
Netiquette
For email and online discussions:
- Write clearly and succinctly.
- In email, provide a descriptive subject, provide a greeting at the beginning and your name at the end.
- Never write in all-caps.
- Be cautious when using humor or sarcasm. Use a civil tone and avoid offensive language.
- Proofread!!
Computer Access
According to university policy, all students are required to own or have access to a computer system off campus with connectivity to the Internet, a functioning web camera, and a current version of Microsoft Office. NOTE: Microsoft Works is not compatible with Microsoft Office. Students may download Office 365 Pro Plus (PC or Mac) through the NYIT Service Central software downloads.
Coursework Copyright
All lectures and course materials, including power point presentations, exams, quizzes, outlines, assignments, instructions and similar materials, are protected by copyright. The instructor is the exclusive owner of copyright for the materials he/she creates. Students may take notes and make copies of course materials for their own use, but may not reproduce or distribute (or allow to be reproduced or distributed) lecture notes and/or other course materials publicly, whether or not a fee is charged, without express written consent from the instructor. Students may not present as their own work any protected course material (answers to quizzes or tests, essays, papers, etc.) on a “note sharing” service. Doing so constitutes a violation of the Academic Integrity Policy.
Library Resources
All students can access New York Tech’s virtual library from both on and off campus at www.nyit.edu/library. The same login you use to access NYIT email and NYITConnect will also give you access to the library’s resources from off campus.
On the upper left side of the library’s home page, select links for “Find Resources,” “Innovation Labs,” “Research Assistance,” “Services,” For Faculty,” “Library e-News,” and “Contact.” Using the search boxes in the middle of the library homepage will also assist you in navigating the library’s web pages. Should you have any questions, please select “Contact” on the left side to submit an “Ask-A-Librarian” form or to Live Chat with a Librarian.
Support for Canvas, Zoom, and Other Technologies
Support for Canvas, Zoom, and other technologies is available through Information Technology Services. You may also email [email protected] or call 516.686.1400.
Additional Resources for Further Learning
If you would like additional help in the course, please contact your instructor for guidance. You are also encouraged to use New York Tech’s academic support services: the Learning Center, the Writing Center, and Brainfuse (online tutoring, 24/7). For more information and links to the individual centers, see www.nyit.edu/tutoring.
Support for Students with Disabilities
The Office of Accessibility Services works with students to make sure disability-related accommodations are implemented. In addition to monitoring compliance with the Americans with Disabilities Act (ADA) and other applicable laws, the OAS actively supports students on the Long Island and New York City campuses in the pursuit of their academic goals and a barrier-free educational environment. Identification of oneself as an individual with disability is voluntary and confidential. Students interested in registering for accommodations are encouraged to contact Maureen Holahan, Assistant Director of Accessibility Services, at any point during their NYIT career.
Bear Bytes
The Bear Bytes initiative provides all students on our New York campuses with access to healthy, nutritious food as well as health and wellness resources. The Grizzly Cupboard, a food pantry located on each NY campus, is open on each New York campus. For the Grizzly Cupboard's hours of operations, and details regarding local food pantries and other resources, please visit the Bear Bytes web page.
First-Generation Student Resources
A first-generation student is defined as someone who is the first in their family to earn a college degree. New York Tech’s definition is any student who is the first in their family to work toward and earn a college degree in the United States. We also include students whose parents have college degrees that were earned at institutions outside of the U.S. New York Tech strives to recognize, serve, empower, and celebrate our first-generation students when they join our New York Tech community and progress through their respective academic programs. Please visit our online First Generation Resources and Events for helpful university information and resources.
Wellness Center
College students often experiences difficulties that can interfere with academic success, from academic stress to relationship concerns. If you are struggling, or if you know someone who is, we strongly encourage you to seek support. Visit the Wellness Center to find out about the many resources that are available to New York Tech students.
The Writing Center
The New York Tech Writing Center helps students with writing and reading assignments. Anyone with an assignment from any New York Tech class may visit. While the Writing Center can assist you with grammar and punctuation, it is not primarily an editing service. Rather, you can work with writing instructors to address specific writing concerns or issues. Please make an appointment using My NYIT to receive additional support at any stage of the writing process. Click "Academics," then "Tutoring."
Weekly Schedule (Subject to Change)
Assignments and readings are due on the dates below.
All times are Eastern Standard Time.
Week One: May 22-26
1. Read Zadie Smith, “Generation Why?” and E. M. Forster, “The Machine Stops” (1909).
2. Introduce yourself on the discussion board and confirm that you have read the syllabus by Sunday 5/26.
3. Academic Integrity Quiz Due Sunday 5/26 by 11pm.
4. Discussion Board Posting 1 Due Sunday 5/26 by 11pm.
Week Two: May 27-June 2
1. Read Plath, The Bell Jar Ch. 1-4.
2. Read Understanding Rhetoric Issue 4.
3. Contribute to Open Group Discussion by Wednesday 5/29 by 11pm.
4. Discussion Board Posting 2 Due Sunday 6/2 by 11pm.
Week Three: June 3-9
1. Read The Bell Jar Ch. 5-8.
2. Read Sample Essay.
3. Discussion Board Posting 3 Due Sunday 6/9 by 11pm.
Week Four: June 10-16
1. Read poems by Tracy K. Smith, "Einstein's Mother," "Everything that Ever Was," "Flores Woman," "Wade in the Water"
2. View Poet Laureate Tracy K. Smith Inaugural Reading and Tracy K. Smith reads "Wade in the Water."
3. Analytical Essay Due Sunday 6/16 by 11pm.
Week Five: June 17-23
1. Read first third of Never Let Me Go.
2. Read They Say/I Say Introduction, Chapter 1, Chapter 3, and Index of Templates.
3. Contribute to Open Group Discussion by Wednesday 6/19 by 11pm.
4. Discussion Board Posting 4 Due by Sunday 6/23 by 11pm.
Week Six: June 24-30
1. Finish Never Let Me Go.
2. Contribute to Open Group Discussion by Sunday 7/2 by 11pm.
Week Seven: July 1-7
1. Read Introduction to Catherine D'Ignazio and Lauren F. Klein, Data Feminism.
2. Contribute to Open Group Discussion by Wednesday 7/3 by 11pm.
3. Discussion Board Posting 5 Due Sunday 7/7 by 11pm.
Week 8: July 8-12
1. Read excerpt from Legacy Russell, Glitch Feminism.
2. Contribute to Open Group Discussion by Wednesday 7/10 by 11pm.
3. Reflective Essay and Writing Center Reflection Due Friday 7/12 by 11pm.