WGS.151 | Spring 2016 | Undergraduate

Gender, Health, and Society


Weekly Reading Reflections

For weeks 2–4 and 6–10, students will submit brief, written reading reflections in response to that week’s readings. Students can reflect on a single reading or incorporate multiple readings. These reading reflections are due at the beginning of class and allow students to think about the material and serve as a basis for in-class discussion. Reading reflections are limited to one page and should address one of the following:

  • One new idea or fact that I learned is…
  • One implication for understanding gender and health is highlighted by…
  • Write a question of your own based on the readings that you think addresses an important issue and then answer your own question

Student Examples

Reading Reflections 1 (PDF)

Reading Reflections 2 (PDF)

Discussion Leaders

For weeks 2-4 and 6-10, students will rotate being assigned one of two types of Discussion Leaders. Students assigned to be Summary Discussants will prepare a very brief (1 minute) summary of the reading they are assigned to help orient the class. Students assigned to be Discussion Facilitators will prepare 3-4 comments about their assigned reading with accompanying questions that can be used to spark discussion; these students will then help to facilitate that portion of the discussion. Neither the summary or discussion questions need to be submitted.

Testimony / Opinion

In preparation for an in-class mock state assembly meeting on human papilloma virus (HPV) vaccinations, students will be assigned a role to play and subsequently prepare either a 1.5-page written testimony to deliver (if a witness) or a 1.5-page written opinion (if an assembly member).

“To Vaccinate or Not to Vaccinate” Homework Assignment (PDF)

Student Examples

Daniel Hart’s Testimony (PDF)

Samuel Wilson’s Opinion (PDF) (Courtesy of Margaret Walker.)

Final Project

Students will apply the research methods learned in class and integrate these with newly acquired substantive knowledge to create a research proposal (see appended description). Any scientific question that is of interest and related to gender and health may be chosen. Each student will then create a 2-page write-up and share their research proposal in class as an oral presentation.

Final Project Proposal (PDF)

Final Project (PDF)

Student Examples

“The Effects of LGBTQ+ Inclusive Sex Education on Mental Health Outcomes of LGBTQ+ Youth.” (PDF), (Proposal) (PDF)

“Prospective Cohort Study to Assess Long-Term Effect of Puberty-Suppressing Medication on Bone Health.” (PDF), (Proposal) (PDF)

Assignment Format

All written assignments should be submitted to the class website by the beginning of class on the due date. The typed assignments should be in Arial / Helvetica, 11-sized font, single-spaced with 1-inch margins (unless otherwise noted) and include your full name at the top of the page. For assignments with page or word limitations, any text beyond the limit will not be read. Late assignments will not be accepted unless in exceptional circumstances.

NOTE: Student examples appear courtesy of MIT students, and are anonymous unless otherwise requested.

Course Info

As Taught In
Spring 2016
Learning Resource Types
Lecture Notes
Written Assignments with Examples
Instructor Insights