RUNESTAD Pamela

In this essay I discuss the planning rationale and outcomes of student mini-projects in my Sex and Gender in East Asia course at Elon University in North Carolina in spring 2015. I describe how I facilitated students’ understanding of general issues regarding sex gender and sexuality?such as same-sex marriage?and helped them articulate key differences between Japan other Asian nations and the United States by inviting the Gender and LGBTQIA Center (GLC) Director to the class sending students to the GLC to discuss a topic of their choosing and assigning a project that required them to draw connections to our course readings through written and oral presentation assignments. I then explain the findings of this approach in particular the fact that this approach made it less likely that student discussions focused on their own experiences as “normal” and Japanese (and other Asian experiences) as “strange” and/or exotic. I also suggest that establishing a connection between the classroom and centers like the GLC provides students with the chance to see firsthand what resources are available (in terms of books workshops counseling employment and a social network) as well as with the opportunity to explore the questions they may not ask in class. In summary I argue that collaboration between faculty and Center directors can promote experiential learning that fosters fair and open discussion of diversity that is necessary for breaking stereotypes.departmental bulletin pape

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<Teaching Innovations and Practices>Teaching about Sex Sexuality and Gender While Minimizing Stereotypes : Collaborating with the Gender and LGBTQIA Center in the Classroom

〈Teaching Innovations and Practices〉Teaching about Sex, Sexuality, and Gender While Minimizing Stereotypes : Collaborating with the Gender and LGBTQIA Center in the Classroom

〈Teaching Innovations and Practices〉Teaching about Sex, Sexuality, and Gender While Minimizing Stereotypes : Collaborating with the Gender and LGBTQIA Center in the Classroom

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