ENG - 375 - Theories of Diverse Sexuality

2024-2025 Undergraduate Course Change

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  • Department*
  • School/College Curriculum Committee
    Departments in CLAS or SCMA can ignore this question. This question only needs to be answered if your proposal is in the SoE or SoB.
  • Subject*
    Course Number*
    375
    375
  • Title*
    Theories of Diverse Sexuality
    Theories of Diverse Sexuality
    Course titles longer than 30 characters will be abbreviated by the Registrar's Office.
  • Catalog Course Description*

    This course examines gay, lesbian, bisexual, trans, intersex, and asexual studies of literature, art, politics, and culture as well as many of the intellectual issues that underpin controversies about human sexuality.

    Write a concise catalog course description (50 words or less) for the college catalog, including the course goals and/or content.
  • Prerequisite:*

    Upper division standing or instructor permission.

    Please indicate if prerequisite should include "or instructor permission". The college catalog specifies that courses at the 300 and 400 level are expected to have prerequisites. Try to avoid cascading prerequisites. Instead, include only the last course the student would be expected to take in sequence of courses. Be sure to specify “and” or “or” between prerequisite courses. It is not necessary to include a prerequisites’ own prerequisites. For example: if MAT 161 is the prerequisite to MAT 162, any course whose prerequisite is MAT 162 should not also list MAT 161 as a prerequisite. Please note that minimum grade requirements for a major are not enforced course prerequisites. If a minimum grade is part of a course prerequisite, please be sure to list that here.
  • Should the prerequisite also include "or instructor permission"?*
    Prerequisites that include the "or instructor permission" allow the advisor and department chair to submit/approve a prerequisite override. If this statement is not part of the prerequisite, the advisor needs to submit a prerequisite deviation form for the student, and the department chair needs to review and approve the registration.
  • Co-requisite:
    Indicate any course the student is also required to take along with this new course.
  • Equivalent Course:
    Use for equivalent courses where a student with credit in one may not earn credit in the other. Example: HIS 204 – “Not open to students who have credit in ANT 203.”
  • Offered:*
    Check all that apply - checking a semester indicates to students that this course will always be offered in that semester.
  • Credit:*
    3
    3
    Indicate credit hours appropriate to course content. Variable credit courses should list “low figure OR high figure” or “low figure TO high figure.” The low figure represents the minimum number of credits for which a student may enroll in any one semester or term. The high figure represents the maximum number of credits for which a student may enroll in any one semester or term. Where a course is to be taken only for one credit value OR another higher credit value, the entry would be "(low value OR high value)." For example, if a course may be taken for either 3 or 6 credits (never less than 3, never 4 or 5, never more than 6), the entry would be 3 OR 6. Variable credit courses that may be taken for a range of credit, such as, from 1 to 9 credits (including 2, 3, 4, 5, 6, 7, 8, or 9 credits, but never exceeding 9) the entry would be "(1 TO 9)" credits.
  • Is this course repeatable?*
  • Repeat Credit Limit
    Enter the total maximum number of credits the student can earn for all instances of this course.
  • Is there a lab associated with this course?*
  • If yes, what is the lab course name?
    (i.e. BIO 110)
  • How many credits is the lab?
  • Grade Mode*
  • Mode of Instruction*
    Check the primary mode
  • Special Section Attributes
    Check all that apply. You may find a description of each special section in the following document: https://docs.google.com/spreadsheets/d/e/2PACX-1vT53TjC4Gj0ZmfCmVd9_ccHhqts7jO4FgjVVY_a7z2TcRYRkxZom6jkL3I/pubhtml
  • Is this new course to be added to an "area of study" within a major/minor?*
    Examples of "areas of study" /"concentration" include: Art: Art History Non-Western; History Western; History Modern or Contemporary; History Medieval/Renaissance; Museum Studies; Foundations; etc. English: Reading and Critical Methods; Literary Histories, Cultural Aesthetics & Transformations of Power (Before 1700, 1700-1900, After 1900); History: US History; European History; World Transnational/Comparative History; African, Asian or Latin American History
  • If yes, which area?

  • Justification

    Justify the need for the course in a particular program of study. Explain the unique contributions of this course within the canon of your offered courses. Include such details as: Targeted student population, rationale for class size, rationale for elective or required status, and why the course is offered at a particular level.

  • Justification of change in course*

    Course description needs to be updated to remove old/offensive language about trans people. 

  • Course Information

    List the course objectives in measurable terms (i.e. list what the student is expected to do as a result of this course). Avoid non-measurable terms, such as: Understand, Familiarize, Appreciate, Help, Learn

    Unacceptable Examples:
    1. Students will understand important terms and events.
    2. Students will appreciate nuanced criticisms.

    Use measurable objectives:
    Critically Examine, Describe, Discuss and compare, Analyze and interpret, Demonstrate

    Acceptable Examples:
    1. Students will analyze and interpret important terms and events.
    2. Students will demonstrate informed criticism.
    3. Students will produce a project that will...
    4. Students will identify important historical resources...

  • Course Objectives*
    • Students will analyze and interpret major texts in queer and trans critical theory. 
    • Students will identify important debates in the fields of queer and trans theory. 
    • Students will identify queer and trans historical events in historical archives.
    • Students will produce papers that reflect critically on how systems of gender and sexuality shape historical and literary texts.
  • Expanded Course Description for Course Outline*

    This course is designed to introduce students to a wide-ranging, dynamic discipline that sometimes seems it is coming apart at the seams—such is the state of this field of knowledge that virtually nothing stable is assumed. Indeed, writers, agitators, filmmakers, and scholars have continuously engaged in struggle over questions of history, politics, language, and theory, but one of the few things on which many agree is that the study of sexuality cannot and should not be isolated from the study of the social writ large.

    Students will work on projects together and individually that give them opportunities to test out the theories of the scholars and artists whose works they discuss but, most of all, to raise and sharpen their own questions and positions when it comes to the critical matter of what sexuality has to do with … everything and anything else. 

    Please give an expanded description of the course content. This should be an elaboration of the catalog description above. If necessary, follow the expectations of your departments and/or programs particularly as they relate to other campus requirements, or the accreditation process (for example: General Education, the Schools of Education or Business, or the Art Department). The intended audiences for this course description are future instructors for the course and future students in the course.
  • Course Outline*

    Course content:

    • Over the course of the semester, students will collaborate to teach assigned readings in queer and trans theory to peers. Readings will vary but include major theoretical fields of queer and trans theory such as social construction, queer feminist analysis, queer of color critique, queer temporality, and so on.
    • Students will do in-depth research in an area chosen by the professor. One possible approach will be to have students research Oswego publications that have been digitally archived.
    • Students will, as the semester progresses, take the texts they have identified and will explore how sex and gender arrangements surface in them over time.
    • Students will draft a description of a subset of the publications they find there.
    • Students will develop an analysis of that subset of texts, using the terms provided by the assigned readings.
    • Students will examine how sex and gender arrangements in these texts intersect with and reflect historical patterns of marginalizing Black and Brown people and people with disabilities.
    • Students will provide peer feedback on classmates’ writing.
    • Students may revise and share this write-up for the purpose of creating a collaborative tool others can use to navigate the archive.
    • Students will reflect on scholarly debates about the ways that sexualities are historically shaped, invented, and performed – and thus highly provisional.                                                                          

    Methods of Instruction:

    Discussion, readings, lecture. 

    Course Requirements: 

    N/A

    Most course outlines contain the following: Course Content; Methods of Instruction; and Course Requirements. This may include: an outline, a bulleted list, or a prose description. UCC will not enforce a specific format for the Course Outline. If necessary, follow the expectations of your departments and/or programs particularly as they relate to other campus requirements, or the accreditation process (for example: General Education, the Schools of Education or Business, or the Art Department).
  • Methods of Evaluation*

    Written projects, team projects, class participation, archival research.

    Describe the types of assignments or assessments that may be used to evaluate student learning outcomes. You should not specify the frequency, number or duration of these activities. For example- The methods of evaluation include: participation in classroom discussions, oral presentations, written projects, quizzes and exams.
  • Textbook(s)/Course materials*

    N/A textbooks. Course materials provided via Brightspace and via electronic books available via Penfield (see below)

  • Bibliography*

    Ahmed, Sara. Complaint!. Duke University Press, 2021.

    Ahmed, Sara. Queer phenomenology: Orientations, objects, others. Duke University Press, 2020.

    Allen, Jafari Sinclaire. There's a Disco Ball Between Us: A Theory of Black Gay Life. Duke University Press, 2021.

    Butler, Judith. Who's Afraid of Gender?. Knopf Canada, 2024.

    Day, Madi. 2020. “Indigenist Origins: Institutionalizing Indigenous Queer and Trans Studies in Australia.” Transgender Studies Quarterly 7, no. 3: 367–373.

    DeVun, Leah. 2021. The Shape of Sex: Nonbinary Gender from Genesis to the Renaissance. New York: Columbia University Press.

    Halberstam, Jack. Wild things: The disorder of desire. Duke University Press, 2020.

    Maillet, Clovis. 2020. Les Genres Fluides: De Jeanne D’Arc Aux Saintes Trans. Paris: Arhke.

    Mikdashi, Maya. Sextarianism: Sovereignty, Secularism, and the State in Lebanon. Stanford University Press, 2022.

    Pyle, Kai. “Naming and Claiming: Recovering Ojibwe and Plains Cree Two-Spirit Language.” Transgender Studies Quarterly 5, no. 4 (2018): 574-588.

    Snorton, C. Riley. 2017. Black on Both Sides: A Racial History of Trans Identity. Minneapolis: University of Minnesota Press.

    Snorton, C. Riley, and Jin Haritaworn. "Trans necropolitics: A transnational reflection on violence, death, and the trans of color afterlife." In The transgender studies reader remix, pp. 305-316. Routledge, 2022.

    Strassfeld, Max K. 2022. Trans Talmud: Androgynes and Eunuchs in Rabbinic Literature. Oakland: University of California Press.

    Zengin, Asli. Violent Intimacies: The Trans Everyday and the Making of an Urban World. Duke University Press, 2024.

    Provide a current bibliography that reflects course content (within last 5 years), written in a consistent style (such as APA, MLA, etc.). If there are no recent works, justify why.
  • Library Resources*

    Butler, Judith. Undoing Gender. Routledge, 2004.

    Wolf, Sherri. Sexuality and Socialism. Haymarket, 2009.

    Indicate the digital, print, and/or other library resources (for faculty or students) that you intend to use, or are currently using, when offering this course. If you will need additional resources, please contact your subject librarian in Penfield Library. Provide examples such as: databases, journals, physical materials, course guides, course reserves, liaison collaboration, etc.
  • Computer Technology Resources*

    N/A

    Indicate the computer technology resources and/or computer lab software, etc. (for faculty or students) that you intend to use, or are currently using, when offering this course. If you will need additional resources, please contact Campus Technology Services, or if appropriate, the Chief Technology Officer.
  • System Administrator Only
  • ACALOG Course OID
    109710
    109710
  • ACALOG Status
  • ACALOG Course Type
  • School/College
  • Student Information System ID

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