Women of the World

Course Number: WS 201
Transcript Title: Women of the World
Created: September 1, 2012
Updated: August 27, 2019
Total Credits: 4
Lecture Hours: 40
Lecture / Lab Hours: 0
Lab Hours: 0
Satisfies Cultural Literacy requirement: Yes
Satisfies General Education requirement: Yes
Grading options: A-F (default), P-NP, audit
Repeats available for credit: 0


MTH 20 or equivalent placement test

Prerequisite / Concurrent


Course Description

Examines the position of women in developing countries, using foundational understandings of patriarchy, oppression and the concept that women’s rights are human rights. Explores the reality that it is often the complex interaction of various factors including sex, gender, race, socio-economic status and sexual preference that contribute to the power dynamic. Includes the following topics: the process of gender enculturation, male preference, sexual violence, female circumcision, infanticide, child brides and honor/dowry deaths, economic empowerment, education, ethnocentrism, advocacy, literacy, trafficking and prostitution. Recommended: WS 101. Prerequisites: MTH 20 or equivalent placement test scores. Prerequisite/concurrent: WR 121. Audit available.

Intended Outcomes

Upon successful completion of this course, students will be able to:

  1. Identify key issues facing women across the globe, and analyze the causes and effects of these realities.
  2. Apply critical thinking skills to the investigation of international issues related to women.
  3. Apply service learning experience and self- reflection to enhance community and environmental responsibility and advocacy skills.
  4. Apply written, oral, advocacy and research skills to analyze problems women face in different cultures and work towards their solutions.

Alignment with Institutional Core Learning Outcomes

Major 1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)


2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)

Not addressed

3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)


4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)


5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Core Learning Outcomes (CLOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

  1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
  2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

  1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
  2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Outcome Assessment Strategies

Student mastery of outcomes may be assessed by any combination of the following:

  • Written or oral examinations
  • Participation in class discussion, exercises, small group activities or role plays
  • Objective or essay examinations
  • Performances or plays
  • Oral or visual presentations
  • Participation in organizing community or professional events
  • Service learning activities

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content (Themes, Concepts, Issues and Skills)

  1. Compare cross cultural gender roles
  2. Examine international issues affecting women
  3. Recognize ethnocentrism
  4. Explore different ideas of body ownership and control
  5. Develop writing, speaking and collaborative skills
Instructors teaching WS 201 will focus on any combination of topics from the following list:
  • Gender enculturation
  • Gender enculturation theories and research
  • Cultural relativism, ethnocentrism, acculturation
  • International feminism and human rights
  • Roles of women in foraging, herding and agricultural societies
  • Cross-cultural concepts of body ownership and control
  • Female circumcision
  • Dowry/honor deaths
  • Female infanticide
  • Child brides