Developing and Expanding LGBTQ Courses, Concentrations, and Programs

1. Developing and Expanding LGBTQ Courses, Concentrations, and Programs CIIS Expandingthe Circle Summer Institute 26June 2013| San Francisco CA Molly Merryman, Kent State University Associate Professor & Associate Chair of Sociology Co-coordinator of LGBT Studies mmerryma@kent.edu Kenneth G Valente, Colgate University Professor of Mathematics and LGBTQ Studies Directorof the Division of Interdisciplinary Studies kvalente@colgate.edu

2. Introductory comments Our experiences with ETCSI 2012 shaped this year’s workshop 2012: Developing programs > Charting and sharing our experiences in establishing programs > Roadmaps 2013: Developing and expanding programs > The variety of curricular structures we’re creating > Homebuilding Above all, we want to acknowledge the importance of coming together to share our aspirations, anxieties, and achievements

3. Workshop overview | Morning session Blueprints and floor plans An opportunity for dialogue around our curricular structures Designing a dream home Our notions of an ideal curricular structure will vary but we may share particular aspirations Lunch

4. Workshop overview | Afternoon session Financing and contracting the build Our structures are subject to various financial and staffing constraints Space for living well Our structures support and are shaped by various student, curricular, and institutional needs Remodeling and refitting Our programs need to respond to realities as they present themselves within and outside of the institution Being neighborly Our programs intersect with various scholarly, curricular, and institutional initiatives Collective living We should endeavor to support each other beyond ETCSI

5. Blueprints and floor plans The workshop is an opportunity for dialogue dedicated to our curricular structures. These are the spaces we inhabit through courses, concentrations and programs committed to LGBTQ and Sexuality Studies. It’s also a chance to reflect on their relationship to our institutions as well as our aspirations for them.

6. Blueprints and floor plans (continued) • Your name, institution and affiliation • Type of institution • Curricular structure dedicated to LGBTQ / Queer / Sexuality Studies • Courses across the curriculum without a dedicated program • Academic concentration within another department / program or as part of general education requirements • Department/program offering an academic certificate, minor, or major • Title of the concentration, certificate, or program

7. Designing a dream home Our notions of an ideal curricular structure will vary but we may share particular aspirations. • What is your ideal structure? • Do our ideal structures share basic features? • Can we identify aspects of effective or successful structures for providing meaningful engagements with LGBTQ Studies?

8. Notable structures in small or liberal arts institutions Bates College (ME) Queer Studies | Concentration within General Education requirements Napa Valley College (CA) LGBT Studies | Program within Child & Family Studies offering a certificate Denison University (OH) Queer Studies | Program offering a minor Hobart & William Smith Colleges (NY) LGBT Studies | Program offering a major and a minor Macalester College (MN) WGS Studies | Program offering a major and a minor

9. Notable structures in large public or research institutions City College of San Francisco LGBT Studies | Program offering a major University of Maryland LGBT Studies | Program offering a certificate and a minor San Diego State University LGBT Studies | Program offering a major and a minor

10. Notable structures in large public or research institutions (continued) San Francisco State University LGBT Studies | Program within Sexuality Studies offering a minor Sexuality Studies | Program offering a minor and a Masters New York University Gender & Sexuality Studies | Program offering a major and a minor Ohio State University Sexuality Studies | Program offering a major, a minor, and a Graduate Interdisciplinary Specialization

11. Financing & contracting the build Our curricular structures are subject to various financial and staffing constraints. • How are we funding our curricular structures? • How are we staffing our structures? • Is this Habitat for Humanity or Custom Building?

12. Spaces for living well Our curricular structures support and are shaped by various student, curricular, and institutional needs. • Can we have too many ala carte courses within our curricular structures? • Where appropriate, what guidelines frame our inclusion of contributing courses? • To what extent do our structures work with or support campus-life initiatives? Can this create stress?

13. Remodeling and refitting Our curricular structures need to respond to realities as they present themselves within and outside of the institution. • How do we adapt structures to fit new realities (when institutional policies may hinder us in keeping apace with scholarly/societal/political change)? • What particular challenges bear on our structures and how are we negotiating them? What transformationsmight be on the horizon?

14. Being neighborly Our curricular structures intersect with various scholarly, curricular, and institutional initiatives. • Can/should we develop linkages with other areas to form new interdisciplinary structures (African American Studies, Chicana/o Studies, Asian American Studies, Jewish Studies, Middle Eastern Studies, etc)? • To what extent do our structures contribute to institution-wide curricular requirements? • To what extent do our structures instigate institutional transformations that affect students, curricula, and disciplines? That is, in what ways do our structures queer normative dynamics within our institutions?

15. Collective living How should we endeavor to support each other beyond ETCSI? • Would a census or benchmarking of existing curricular structures be a useful exercise? If so, in what ways? What objectives might frame the exercise? • To what extent do we believe that established and developing structures would benefit from a national organization such as the NWSA or any of those associated with African American, Asian American, Chicana/o Studies, etc?