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Viewing: T_A_M 2520W johnstonnr : History of Western Dress - Writing Intensive

Last approved: Mon, 17 Oct 2016 17:12:55 GMT

Last edit: Mon, 17 Oct 2016 17:12:55 GMT

Proposal Type

Writing Intensive

Contact Information

johnstonnr
Nicole
Johnston
johnstonnr@missouri.edu
573/882-7317
Textile and Apparel Mgmt
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
johnstonnr
Nicole
Johnston
johnstonnr@missouri.edu
573/882-7317
Textile and Apparel Mgmt
Subject Area’s Department Chair/Director:
norump
Pamela
Weagley
NorumP@missouri.edu
573/882-2934
Textile and Apparel Mgmt

Term for Proposal

 
Spring 2017

Course Catalog Information

HES
Textile And Apparel Management (T_A_M)
Textile And Apparel Management
2520W
3
 
75
History of Western Dress - Writing Intensive
Surveys the history of Western dress from prehistory through the 18th Century.
Humanities
Social Science
Lecture/Standard with Discussion
A-F (allow student to choose S/U option)
ENGLSH 1000.
 
 
 

Instructor Information

johnstonnr
Nicole
Johnston
johnstonnr@missouri.edu
573/882-7317
Textile and Apparel Mgmt
(numbers only)
Non-teaching Staff
137 Stanley Hall
 
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply
Graduate Student
Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

TAM 2520 is a general survey of the history of Western dress and its global influences from prehistory to 1850. Class lecture is delivered in seat two days per week; the third day consists of separate weekly discussion sessions which enable more in-depth discussion of lectures, videos, readings and writing assignments. TAM 2520 qualifies as both a Social Science and Humanities/Fine Art General Education Requirement elective.
Very few changes have been made to the course since the Spring 2015-16 submission. The most recent submission for this course, however, was for a hybrid 2016 summer version of the class which contained significantly different formatting by meeting only one time per week and utilizing online lectures. The spring course does not visit as many campus places due to a shorter class time and lecture format is face-to-face. Assignments also vary greatly between the summer and spring courses. Therefore, all information was updated for the 2016-17 proposal.
Face-to-face
Self paced?

75
75
Should this course be considered for funding?
Yes
Large Enrollment Courses:
The class meets twice per week face-to-face during which time the Instructor provides lecture using image-rich PowerPoints, as well as selected movies and video links connected to each weekly discussion period. The Graduate TA is in attendance during each lecture to assist as needed. The class is also divided into three smaller discussion sections that meet face-to-face one time per week, two sections of which are taught by the GTA. Smaller numbers of students in the individual discussion sections enables more one-on-one interaction with instructors and peers and more in-depth discussion of course content. Short-answer pop-quizzes are given at various times throughout lecture to monitor attendance and student understanding of content. Overall, it is the instructor's purpose to use this 2000-level writing intensive course as a way of introducing students to the variety of sources available for research and to strengthen students' skills in interpreting and analyzing those sources to correctly format a quality research paper. Course content is very diverse and introduces students to aspects of history and dress, including ethnicity and gender diversity topics, that are unknown or unrealized by most. A variety of in-class short answer assignments encourage students to think about their own reactions to these and other topics. Students gain a deeper understanding of the role of dress in history, as well as a better understanding of historical events, by learning and writing about them through the lens of dress.
Blackboard is utilized for this course which maintains an easily accessible grade book for Instructor review and performance monitoring. Attendance pop quizzes are provided during lectures throughout the semester that connect previous lecture content to existing lectures. The Instructor and GTA meet weekly to discuss upcoming lectures, assignments, and expected/acceptable answers to assignment prompts and questions, and to review graded assignments before they are distributed back to students. Each graded assignment is handed back during the smaller discussion sections and reviewed with students which provides opportunities to ask questions and provides the instructor with feedback on assignment and lecture content and construction.
The Instructor and GTA meet weekly to discuss upcoming lectures, assignments, and expected/acceptable answers to assignment prompts and questions, and to review graded assignments before they are distributed back to students. Students are encouraged to meet with their individual instructor face-to-face regarding grades and related questions.

Writing Intensive Assignments

Pages
What Your Dress Reveals
Students are asked to describe accepted purposes of dress in the genre, interpret the meaning of dress in their own lives and analyze various aspects of a single item of dress from their own wardrobe.
Length of assignment:
3
Peer Review
3
Instructor/GTA
6

Roman Dress Research Paper
Students select one of four topics on ancient Roman dress and must research and interpret a variety of primary and secondary sources to analyze the meanings, symbolism and roles of dress in ancient Rome, as well as compare these aspects and their influence between and among other cultures of the period. Prior to drafting this paper, students visit the Electronic Classroom and are introduced to selected MU digital databases, from which they must choose three sources to include in annotated bibliography, the majority of which students then utilize in their drafts. In-class peer reviews are completed using the first draft. Lastly, students are expected to utilize draft and SafeAssign comments for significant revision of their final paper.
Length of assignment:
8
Peer review
8
Instructor/GTA
16

Elizabeth: Gender and Dress
Students identify, analyze and interpret the role of dress during the time of Queen Elizabeth 1 utilizing lecture resources while watching the film Elizabeth. Issues of the period's social, political, technological, economic, religious, and communication structures are analyzed and interpreted in terms of dress.
Length of assignment:
1
Instructor/GTA
 
 
1

Masculinities and Medieval English Sumptuary Laws Reading Guide
Students read and interpret a peer-reviewed academic article by answering questions in short-answer format to help them better understand the article's content prior to drafting their Critical Analysis.
Length of assignment:
1
Peer review/Instructor/GTA
 
 
1

Masculinities and the Medieval English Sumpturary Laws Critical Review
A critical component of researching and comprehending academic writing involves critical analysis. However, many students have yet to read, let alone critically analyze, a peer-reviewed academic article. This assignment introduces them to this type of analysis. At this stage many students struggle with comprehending the information provided in an academic article, and this assignment enables significant discussion of the article and the first paper draft. Students read a peer-reviewed article and must analyze ways in which the author honored and broke away from historical precedent, how well she interpreted the dress and political, economic, religious, and social structures of Medieval Europe, what kinds and how effectively primary and secondary sources were used within the article, how well she formed her argument, etc. This assignments prepares them to more easily and effectively interpret sources for their last writing assignment. A peer review is completed of the first draft, as well as a SafeAssign review, from which students are expected to make significant changes for their final draft.
Length of assignment:
4
Peer review
4
Instructor/GTA
8

Evolution of Information Technology and Its Effects on Dress Part II
After a presentation discussing the evolution of information technology from prehistory to the 18th century and its effects on the communication of dress, students interpret a dress image from a primary source within Ellis Library's Special Collections and Rare Books. Part I is a short answer answer assignment based on information provided in the presentation.
Length of assignment:
1
Instructor/GTA
 
 
1

Language of Dress in Visual Art
Students interpret the variety of meanings and symbolism in dress within a selected artwork from their favorite historical time period studied over the course of the semester. This assignment is essentially a synthesis of the main course topics analyzed and discussed during each time period reviewed. Through research students discover how effectively dress within an artwork reveals information about that time period through unspoken imagery and symbolism. Prior to creating a first draft, students produce an annotated bibliography of a small number of primary and secondary sources which are then used in the first and final drafts of the paper. After in-class peer review and discussion, and SafeAssign review, significant revision is expected for the final draft.
Length of assignment:
5
Peer review
5
Instructor/GTA
10

In-Class Word Dress Assignments
Students complete short answer questions analyzing and interpreting questions and personal opinions related to world dress lecture content and videos. Four one-page assignments are completed.
Length of assignment:
4
Instructor/GTA
 
 
4

Total pages for all assignments:
First drafts:
27.00
Revisions:
20.00
47.00
The writing load might appear to be somewhat heavy, but a large number of the aforementioned total pages include short-answer, in-class assignments or pages of revision. The students also do not have any additional reading beyond the articles required for the writing assignments, so there is not any additional work being performed at the same time as the writing assignments listed.

Writing Intensive Teaching

Instructor provided feedback
Peer review
 
 
Multiple interpretations are encouraged in this course. For example, students are asked to interpret the meaning of dress in their own lives and analyze various aspects of a single item of dress from their own wardrobe (see What Your Dress Reveals assignment.) Students select one of four topics on ancient Roman dress and must research and interpret a variety of sources to analyze the variety of meanings, symbolism and roles of dress in ancient Rome, as well as compare these aspects and their influence between and among other cultures of the period (See Roman Dress Research Paper.) A critical component of researching and comprehending academic writing involves critical analysis. Students read a peer-reviewed article and must analyze ways in which the author honored and broke away from historical precedent, how well she interpreted dress, status and social structure of Medieval Europe, what kinds and how effectively primary and secondary sources were used within the article, and how well she formed her argument (See Medieval English Sumptuary Laws Critical Review Assignment.) Students are asked to identify, analyze and interpret the role of dress during the time of Queen Elizabeth 1 (see Elizabeth: Gender and Dress Assignment.) Furthermore, they must interpret and reflect on the variety of meanings and symbolism of dress in artwork from their favorite historical time period (see also Language of Dress in Visual Art.) Multiple interpretations are also encouraged in numerous short assignments and in-class quizzes based on lecture and videos content. Students also visit two campus resources over the length of the course: Ellis Library Electronic Classroom and Rare Books and Special Collections during which time students complete in-class assignments interpreting primary and secondary sources. In-class quizzes interpret information provided in lecture and enable students to analyze and describe their own personal opinions, beliefs and preferences in short-answer format.
Students do not have required weekly readings, so more significance is placed on writing assignments and in-class writing assignments throughout the course of the semester. Writing is distributed in a manner which attempts to build on knowledge and writing skills as the semester progresses and tries to balance the amount of in-class writing and out-of-class reading, research and writing at any given time. Students begin the semester with a short essay analyzing their own personal dress choices. This is followed by a writing assignment which reviews the components of a research paper and introduces them to existing campus and online resources. Once this assignment is complete, students analyze in more detail the formatting and substance of academic writing in a Critical Review to aid them as they complete their last research paper at the end of the semester. The larger writing assignments are at the beginning and end of the course and spread out over a period of 2-4 weeks each which enables students to ask questions, perform thorough and effective research, and review written work with peers prior to turning in a final draft.
85
%
 
1
Each TA is required to attend a Writing Intensive workshop prior to the beginning of the course. TA and instructor meet weekly to discuss upcoming writing assignments and graded assignments, during which time specific expectations for grading are outlined prior to the beginning of each upcoming assignment and graded assignments, projects and lectures are discussed. TA also helps grade completed shorter in-class writing assignments for his or her assigned discussion sections. The GTA is also required to attend each lecture to be better informed of content and any changes.

Course Syllabus

Upload Course Syllabus

Administrative Information

Education and Social Sciences
 
2.8.16: Gave suggestions to decrease overall writing.
9.30.16: Requested additional information on Elizabeth Assignment

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

As 90% of students enrolled in TAM 2520 are usually non-TAM majors, the course reaches a broad range of students from numerous disciplines across campus. Not only do these students develop a broader understanding of diverse cultures and gender-related issues, they also better comprehend the evolution of human cultural development over time when viewing history through the common element of dress.
Patricia Luckenotte (luckenottep) (Mon, 17 Oct 2016 17:12:51 GMT): I have added T_A_M 2520W, 01 with discussion 01A-01C to the Spring 2017 schedule of classes and cancelled the regular sections of TAM 2520, 01 and 01A-01C for Spring 2017
Key: 535