AMD_165_Syllabus_Spring_2022_updated_Nov_21_2021 (1)

AMD 165 Syllabus AMD 165 Dress, Appearance, and Diversity in U.S. Society Syllabus Spring 2022 This course is part of the Apparel, Merchandising, and Design (AMD) program . The AMD program is within the Apparel, Events, and Hospitality Management Department (AESHM) at Iowa State University. If this course is of much interest to you, you also might want to check out the Textiles and Clothing Museum on campus in Morrill Hall 1015 and 0017 and the various student opportunities in the museum. The course is also the first course that is required for the Fashion, Culture, History, and Social Justice minor in the AMD program. Dr. Reddy-Best would be happy to talk to you about any of these opportunities. Table of Contents 1. BASIC COURSE INFORMATION .......................................................................................... 4 2. COMMUNICATION EXPECTATIONS .................................................................................... 4 3. MEET THE PROFESSOR ..................................................................................................... 5 4. MEET THE TEACHING ASSISTANT TEAM ............................................................................ 5 5. AESHM COLLEGIALITY STATEMENT ................................................................................... 8 6. EXPECTATIONS OF MYSELF AS A PROFESSOR .................................................................... 8 7. IOWA STATE UNIVERSITY U.S. DIVERSITY REQUIREMENT LEARNING OUTCOMES (USDLO) 8 8. COLLEGE OF HUMAN SCIENCES STUDENT LEARNING OUTCOMES ..................................... 8 9. AMD 165 COURSE LEVEL OBJECTIVES ............................................................................... 8 10. AMD 165 MODULE LEVEL OBJECTIVES .......................................................................... 9 11. COURSE FORMAT ....................................................................................................... 15 12. COURSE MATERIALS ................................................................................................... 15 13. COURSE REQUIREMENTS, WEIGHTED GRADES, AND POINTS ...................................... 15 13.1. Big Picture .......................................................................................................................... 15 13.2. Weighted Grades ................................................................................................................ 15 13.3. Points .................................................................................................................................. 15 1

AMD 165 Syllabus 14. STUDENT TECHNOLOGY NEEDS FOR COURSE .............................................................. 16 15. COURSE SCHEDULE ..................................................................................................... 17 16. COURSE ASSESSMENT POLICIES .................................................................................. 19 16.1. Quizzes ................................................................................................................................ 19 16.2. Final Exam ......................................................................................................................... 19 16.3. Case Studies/Final Student Reflection ............................................................................... 20 16.4. Discussion Boards ............................................................................................................... 20 17. GRADING SCALE AND GRADING POLICIES ................................................................... 20 18. EXTRA CREDIT INFORMATION .................................................................................... 21 19. FAIRNESS AND CONSISTENCY POLICIES ....................................................................... 21 20. FAMILY OBLIGATION POLICIES .................................................................................... 21 21. STUDENT PRIVACY POLICIES ....................................................................................... 21 22. CANVAS AND TECHNICAL TROUBLESHOOTING POLICIES ............................................. 21 22.7. Technical support email template ...................................................................................... 21 23. LATE WORK AND EXTENSION POLICIES ....................................................................... 22 23.5. Extension request email template ....................................................................................... 22 24. GRADE CHECK AND APPEAL POLICIES AND PROCESS ................................................... 23 24.1.4. Grade check email template ........................................................................................... 23 25. APPEALING YOUR FINAL GRADE ................................................................................. 23 26. INCOMPLETE GRADE POLICY ...................................................................................... 24 27. EMERGENCY NOTIFICATION POLICIES ......................................................................... 24 28. ACADEMIC DISHONESTY POLICIES .............................................................................. 24 29. CLASSROOM CLIMATE EXPECTATIONS (Adopted from ladyhacks.org safe space policy) 25 30. UNIVERSITY, COLLEGE, AND AESHM DEPARTMENT STANDARD POLICIES AND STUDENT RESOURCES ........................................................................................................................... 25 30.1. Office of Student Assistance ............................................................................................... 25 30.2. Academic Success Center ................................................................................................... 25 30.3. Accommodation of Special Needs ...................................................................................... 25 30.4. Special Accommodation Exam ........................................................................................... 25 30.5. Accessibility Statement ....................................................................................................... 26 30.6. Classroom or Grade Problems ........................................................................................... 26 30.7. Use of Electronic Devices .................................................................................................... 26 2

AMD 165 Syllabus 1. BASIC COURSE INFORMATION 1.1. Course location : This course is online and asynchronous. The quizzes and exam are taken on Canvas, not in a testing center. 1.2. Course time : All due dates are in CST. 1.3. Professor : Dr. Reddy-Best Please refer to me as Dr. Reddy-Best or Professor Reddy-Best. Please do not use my first name or Ms./Mrs. Thanks! 1.4. Pronouns : She/her 1.5. Email : klrb@iastate.edu 1.6. Dr. Reddy-Best’s Office : 1058 LeBron Hall 1.7. Phone : No phone calls. We can set up a time to Zoom video chat for office hours. 1.8. Professor Office Hours : By appointment over Zoom. Please book appointments with me by sending an email with the following: times you are available to meet over the next 5 business days in a bulleted list with dates and hour ranges for example, the topic(s) and question(s) you would like to discuss; your first and last name; that this question refers to AMD 165 course material. 1.9. Email template for office hours and course questions : Dear Dr. Reddy-Best: My name is [insert: first name last name]. I am a student in AMD 165. I have a question about [insert name of exact quiz, case study, etc.]. Can you explain [XYZ]? If you think you can better answer this question in a meeting, can we meet to discuss [specific topic/question such as: the instructions for the dress and interview assignment, specifically what you mean by 2 points of diversity.] in via video chat? I am available the following days and times over the next 5 business days:  Monday: 2-3:45pm CST  Tuesday: 1-5pm CST  Wednesday: 8-2pm CST  Thursday: 2-5pm CST  Friday: 8-5pm CST Sincerely, Your first and last name 1.10. AESHM Department Main Office: 31 MacKay, 515-294-7474 1.11. Course fee: None 1.12. Required textbook to purchase: None. 1.13. Required course materials to purchase : None 1.14. Prerequisites : None 1.15. Course description : Examination of dress and appearance practices and experiences of marginalized identities and communities in the United States. Introduction to fashion- and dress-related theories, culture and identity concepts, and social justice concepts and issues regarding dress, appearance, and fashion in the fashion industry. Meets U.S. Diversity Requirement 2. COMMUNICATION EXPECTATIONS 2.1. We will communicate many ways such as through email, in person, or over video chat. I am always happy to answer your questions via email; therefore, please don’t hesitate to email me. I answer email between the hours of 9am and 5pm CST M-F. It may take up to 2 business days to answer your email although I aim to answer your questions quickly and with clarity. While many professors answer emails late at night and on the weekend, I keep this email policy to maintain a work/life balance and I encourage you to do the same. 2.2. Please be sure to email me from your university address. If you use a different email, it may filter into my spam folder, and I may never see it. If you do not hear from me after 2 business days, please send your email again. I will always acknowledge your email if I think it may take me longer to respond. 2.3. Within your email, please always include 1) your first and last name 2) which class you are in [AMD 165], and 3) full sentences with appropriate grammar. Please be as specific as possible in your message and refer to the specific assignment or quiz number/name so that way I can best help answer your question. The more information you provide in your first email, the faster I can answer your question. 2.4. I expect: 1) written communication, both formal and informal, uses Standard English rather than popular 4

AMD 165 Syllabus online abbreviations and regional colloquialisms, 2) video interactions reflect a respectful tone in verbal communications and body language, 3) spelling and grammar are correct. I also expect all electronic communication to not include emojis or all capital letters. I also expect that no profanity is used in any of our communication. Please include a salutation in every single email communication. Examples include “Dear” and/or “Sincerely.” 2.5. I also expect that students always follow the ISU netiquette guidelines . 2.6. Treat your email as if it could be put on the front page of a newspaper. My email communications are not confidential and can be monitored at any time by the university administration. If a student uses hostile, derogatory, or threatening language within an email, the email will be forwarded to the department chair and to the dean of students immediately. I will always use professional and respectful language in my emails, and I expect students to do the same. 3. MEET THE PROFESSOR 3.1. Dr. Kelly Reddy-Best : Professor for the course 3.1.1. Dr. Reddy-Best’s email: klrb@iastate.edu 3.1.2. Refer to her as Dr. Reddy-Best or Professor Reddy-Best, she/her 3.1.3. Dr. Reddy-Best’s picture is below 3.1.4. Dr. Reddy-Best biography: I am an associate professor in the Apparel, Merchandising and Design program at Iowa State University and the curator and director of ISU’s Textiles and Clothing Museum. In my research I examine the interrelationships of dress, identity, consumption, regulation, production, and distribution and the fashion system. All my work is rooted in a social justice lens. I have taught courses across the apparel curriculum in design, product development, merchandising, culture, and history. Currently, I teach: AMD 458/558 Queer Fashions: History, Culture, and Industry; AMD 462 Black Lives Matter: Fashion, Politics, and Resistance Movements; AMD 562 Fashion Studies, Culture, Industry, and Social Justice; AMD 665 Social Science Theories of Appearance. Some of my hobbies include basket making, cross stitch, roller skating, kayaking, painting, and gardening! 4. MEET THE TEACHING ASSISTANT TEAM I have a great deal of trust for our teaching assistant team. They are smart, capable, responsible, and go through training on how to grade every assignment and manage the Canvas page. You can email them any questions related to the course. We have weekly team meetings where they bring up any issues going on in the course or that were brought to their attention. If they do not know how to answer the question, they always forward me the question. But they are students first. Therefore, if you do not hear from one of them within 48 hours, please send an email to me, Dr. Reddy-Best. They also understand and have gone through FERPA training and understand the importance of student privacy. They will never discuss or share anything related to students in the course outside of our teaching assistant team 5

AMD 165 Syllabus 4.2. Honor Edmonds : Teaching Assistant for course 4.2.1. Honor’s email: hedmonds@iastate.edu 4.2.2. Refer to her as Honor, she/her 4.2.3. Honor’s picture is below 4.2.4. Honor biography: I am a senior majoring in apparel, merchandising, and design. My pronouns are she/her/hers and she hopes to be a stylist in the future. She wants to live in Atlanta, Georgia in the future and loves shopping and doing drum. 4.3. Dorothy Vernon : Teaching Assistant for course 4.3.1. Dorothy’s email: devernon@iastate.edu 4.3.2. Refer to her as Dorothy, she/her 4.3.3. Dorothy’s picture is below 4.3.4. Dorothy biography: I am a junior majoring in Apparel Design with a Social Justice minor. I am from Ames, IA and use she/her pronouns. In the future, I hope to work as a designer for a philanthropy- oriented clothing company. In my free time I enjoy reading, writing, designing clothes, gardening, and watching my favorite shows! 7

AMD 165 Syllabus 5. AESHM COLLEGIALITY STATEMENT The Department of Apparel, Events, and Hospitality Management is committed to sustaining a collegial, positive, and productive environment for scholarship, learning, institutional service, and outreach for each individual and for the collective benefit of all. Faculty and professional staff are expected to conduct themselves in a manner that contributes constructively to the department’s mission and reputation. In addition, faculty and professional staff are expected to work to maintain a positive workplace that emphasizes respect for the opinions of others and is free from forms of misconduct, as enumerated in Chapter 7 of the ISU Faculty Handbook - https://www.provost.iastate.edu/faculty-and-staff-resources/faculty-handbook 6. EXPECTATIONS OF MYSELF AS A PROFESSOR 6.1. I am for clarity in explanation of all concepts. 6.2. Show a high level of respect and concern of students and student needs. 6.3. Be well organized and prepared. 6.4. Grade consistently with the rubrics provided to you ahead of time so that way you know how you will be evaluated. 6.5. Create and administer assignments that enhance your learning. 6.6. Express clear expectations in written format related to all course requirements, due dates, and related policies. 6.7. Use technology effectively to advance your learning by utilizing the tools on Canvas and incorporating some technology in the course. 6.8. Have a high standard of achievement in the class that meets the 100-level course expectation. 7. IOWA STATE UNIVERSITY U.S. DIVERSITY REQUIREMENT LEARNING OUTCOMES (USDLO) 7.1. This course meets all four learning outcomes for the 2021 approved U.S. Diversity requirement . 7.1.1. USDLO 1 Identify the experiences and contributions of underrepresented or marginalized groups and how they have shaped the history and culture of the United States. [aligns with CLO 2] 7.1.2. USDLO 2 Understand the analytical concepts of culture, ethnicity, race, gender, sexuality and/or religion and be able to apply these concepts to an analysis of the United States. [aligns with CLO 1] 7.1.3. USDLO 3 Analyze systemic oppression and personal prejudice and their impact on marginalized communities and the broader U.S. society. [aligns with CLO 3, 4, and 5] 7.1.4. USDLO 4 Evaluate important aspects of diversity, equity, and inclusion so they can live, work, and collaborate with others in the 21st century United States. [aligns with CLO 4] 8. COLLEGE OF HUMAN SCIENCES STUDENT LEARNING OUTCOMES 8.1. Based upon CHS Learning Outcomes, all graduates from the AESHM Department should be able to demonstrate the General Department Learning Outcomes. Details about the CHS learning outcomes can be found at: http://www.hs.iastate.edu/academics/core-learning-outcomes/ . 8.1.1. 1) Communication, 8.1.2. 2) Self-assessment/self-reflection, 8.1.3. 3) Critical Thinking, and 8.1.4. 4) Ethics, Diversity and Social Responsibility. 9. AMD 165 COURSE LEVEL OBJECTIVES 9.1. Upon completion of AMD 165, students will be able to do the following Content Course-Level Objectives (CLO) 9.1.1. CLO 1 Analyze foundational concepts and theories related to dress, identity, fashion, and culture and how they intersect with sex, gender, sexuality, beauty, attractiveness, disability, religion, race, and ethnicity with heightened attention to marginalized communities in the United States. [aligns with USDLO 2] 9.1.2. CLO 2: Analyze the experiences and the role of fashion, clothing, dress, and/or accessories for identity development with heightened attention to marginalized communities within social contexts in the United States. [aligns with USDLO 1] 9.1.3. CLO 3: Critique the social justice issues within the fashion system in the United States for marginalized communities. [aligns with USDLO 3] 9.1.4. CLO 4: Deconstruct one’s personal values and positionalities in relation to fashion, clothing, dress, and/or accessories with heightened attention to marginalized communities in the United States 8

AMD 165 Syllabus Module Number and Name Module Level Objectives (MLO) Learning Materials Assessments  MLO 3.5 Examine social justice issues in the fashion industry. [CLO 3]  Module 03 Identity, Social Justice, and Dress Discussion Board [MLO 3.2; 3.5] Module 4 Social Science Theories  MLO 4.1 Identify foundational concepts and theories related to identity and dress. [CLO 1]  MLO 4.2 Summarize the role of dress in identity development. [CLO 1]  MLO 4.3 Analyze identity and dress with social science theories and concepts. [CLO 2]  MLO 4.4 Analyze the norms that influence your own identities and dress. [CLO 4]  Chapter 4 Social Science Theories [E- book chapter] [MLO 4.1]  Chapter 9 Dress and the Self [PDF] [MLO 4.1; 4.2]  Module 04 Social Science Theories Quiz [MLO 4.1]  Module 04 Social Science Theories Case Study [MLO 4.2; 4.3; 4.4] Module 5 Culture  MLO 5.1 Identify foundational concepts and theories related to culture, identity, and dress. [CLO 1]  MLO 5.2 Identify what factors influence different cultural aspects of dress. [CLO 1]  MLO 5.3 Identify the different cultural perspectives an individual can take to approach understanding the dress and identity of others. [CLO 1]  MLO 5.4 Explain the role of dress in identity development. [CLO 1]  MLO 5.5 Examine how marginalized communities in the United States use dress and appearance to negotiate their identities. [CLO 2]  MLO 5.6 Deconstruct your own perspectives and approach to understanding the dress of others. [CLO 4]  Chapter 5 Culture [E- book chapter] [MLO 5.1; 5.2; 5.3]  Chapter 1 Introduction to Dress, Culture, and Theory [PDF] [MLO 5.1; 5.2; 5.3]  Module 05 Culture Quiz [MLO 5.1; 5.2; 5.3]  Module 05 Culture Case Study [MLO 5.4; 5.5; 5.6] Module 6 Subculture and Group Membership  MLO 6.1 Identify foundational concepts and theories related to subcultures, identity, appearance, and dress. [CLO 1]  MLO 6.2 Identify what factors influence different aspects of subcultural dress. [CLO 1]  MLO 6.3 Explain the role of dress and appearance in identity development for different subcultural groups. [CLO 1]  MLO 6.4 Examine how marginalized communities in the United States use dress and appearance to negotiate their identities. [CLO 1]  MLO 6.5 Deconstruct your own perspectives and approach to understanding the dress of subcultures. [CLO 4]  Chapter 6 Subculture and Group Membership [E-book chapter] [MLO 6.1; 6.2]  Chapter 12 Dress and Social Organizations [PDF] [MLO 6.1; 6.2]  Module 06 Subculture and Group Membership Quiz [MLO 6.1; 6.2]  Module 06 Subculture and Group Member Case Study [MLO 6.3; 6.4; 6.5] Module 7 Fashion Theories  MLO 7.1 Identify foundational concepts and theories related to fashion, identity, appearance, and dress. [CLO 1]  MLO 7.2 Identify the basic tenets of fashion theories and how they help explain dress and appearance. [CLO 1]  MLO 7.3 Explain how marginalized communities in the United States use dress and appearance to express their identities. [CLO 2]  MLO 7.4 Examine how dress and appearance of  Chapter 7 Fashion Theories [E-book chapter] [MLO 7.1; 7.2]  Chapter 2 Fashion as a Dynamic Process [PDF] [MLO 7.1; 7.2]  Module 07 Fashion Theories Quiz [MLO 7.1; 7.2]  Module 07 Fashion Theories Case Study [MLO 7.3; 7.4; 7.5; 7.6] 10

AMD 165 Syllabus Module Number and Name Module Level Objectives (MLO) Learning Materials Assessments marginalized communities in the United States are represented in the fashion system (e.g., advertisements or retailers). [CLO 3]  MLO 7.5 Examine social justice issues related to dress and appearance of marginalized communities in the United States. [CLO 2]  MLO 7.6 Deconstruct your own perspectives and approach to understanding the dress of others. [CLO 4] Module 8 Sex and Gender  MLO 8.1 Identify foundational concepts and theories related to sex and gender, fashion, identity, appearance, and dress. [CLO 1]  MLO 8.2 Identify the numerous aspects of transition for individuals in the transgender and non-binary communities in the United States. [CLO 1]  MLO 8.3 Identify different types of dress worn by the transgender and non-binary communities in the United States to affirm their gender identities. [CLO 1]  MLO 8.4 Identify trans and non-binary people’s experiences in the United States wearing different dress object reflecting their trans and non-binary identity. [CLO 1]  MLO 8.5 Identify different fashion brands that produce and sell dress objects for the transgender and non-binary communities in the United States to affirm their gender identities. [CLO 2]  MLO 8.6 Identity how gender expressions and norms have shifted and changed over time and across different cultures. [CLO 2]  MLO 8.7 Explain the role of dress and appearance in the development of one’s sex assigned at birth and their gender. [CLO1]  MLO 8.8 Examine social justice issues related to dress and appearance of the transgender and non- binary communities in the United States. [CLO 3]  MLO 8.9 Deconstruct your own perspectives and approach to understanding the dress and appearance of the transgender and non-binary communities in the United States. [CLO 4]  MLO 8.10 Identify the driving forces of transformative social justice change in the fashion system related to transgender and non-binary identities in the United States. [CLO 5]  Chapter 8 Sex and Gender [E-book chapter] [MLO 8.1; 8.2; 8.3; 8.4; 8.5; 8.6]  Module 08 Sex and Gender Quiz [MLO 8.1; 8.2; 8.3; 8.4; 8.5; 8.6]  Module 08 Sex and Gender Case Study [MLO 8.7; 8.8; 8.9; 8.10]  Module 08 Sex and Gender Discussion Board [MLO 8.5; 8.7] Module 9 Sexuality  MLO 9.1 Identify foundational concepts related to sexuality, fashion, identity, appearance, and dress. [CLO 1]  MLO 9.2 Identify different types of dress worn by queer communities in the United States to express their sexual identity. [CLO 1]  MLO 9.3 Identify queer people’s experiences in the United States wearing different dress object reflecting their queer identity. [CLO 2]  Chapter 9 Sexuality [E-book chapter] [MLO 9.1; 9.2; 9.3; 9.4]  Chapter 5 Appearance for Gender and Sexual Identity [PDF] [MLO 9.1; 9.2; 9.3; 9.4]  Module 09 Sexuality Quiz [MLO 9.1; 9.2; 9.3; 9.4]  Module 09 Sexuality Case Study [MLO 9.5; 9.6; 9.7; 9.8; 9.9] 11

AMD 165 Syllabus Module Number and Name Module Level Objectives (MLO) Learning Materials Assessments transformative social justice change in the fashion system related to beauty and attractiveness in the United States. [CLO 5] Module 11 (Dis)Ability  MLO 11.1 Identify foundational concepts related to disability, fashion, identity, appearance, and dress. [CLO 1]  MLO 11.2 Identify different types of dress worn by people with disabilities in the United States. [CLO 1]  MLO 11.3 Identify people with disabilities’ experiences in the United States wearing different dress object reflecting their disability identity. [CLO 2]  MLO 11.4 Identify different fashion brands that produce and sell dress objects for people with disabilities in the United States. [CLO 2]  MLO 11.5 Explain the role of dress and appearance in the development of one’s disability identity. [CLO 2]  MLO 11.6 Examine how dress and appearance of people with disabilities in the United States are represented in the fashion system (e.g., advertisements or retailers). [CLO 3]  MLO 11.7 Examine social justice issues related to dress and appearance for people with disabilities in the United States. [CLO 3]  MLO 11.8 Deconstruct your own perspectives and approach to understanding the dress and appearance of people with disabilities in the United States. [CLO 4]  MLO 11.9 Identify the driving forces of transformative social justice change in the fashion system related to disabilities in the United States. [CLO 5]  Chapter 11 (Dis)ability [E-book chapter] [MLO 11.1; 11.2; 11.3; 11.4]  Adolescents’ Aesthetic and Functional View of Hearing Aids or Cochlear Implants and Their Relationship to Self- Esteem Levels by Tameka Ellington and Stacey Lim [PDF] [MLO 11.1; 11.2; 11.3]  Clothing-related barriers experienced by people with mobility disabilities and impairments by Allison Kabel, Jessica Dumka, and Kerri McBee-Black [PDF] [MLO 11.1; 11.2; 11.3]  Module 11 (Dis)ability Quiz [MLO 11.1; 11.2; 11.3; 11.4]  Module 11 (Dis)ability Case Study [MLO 11.5; 11.6; 11.7; 11.8; 11.9]  Module 11 (Dis)ability Discussion Board [MLO 11.8; 11.9] Module 12 Religion  MLO 12.1 Identify foundational concepts related to religion, fashion, identity, appearance, and dress. [CLO 1]  MLO 12.2 Identify different types of dress worn by people following different oppressed religions in the United States. [CLO 1]  MLO 12.3 Identify people following different oppressed religions experiences in the United States wearing different dress object reflecting their religious identity. [CLO 1]  MLO 12.4 Identify different fashion brands that produce and sell dress objects for people following different oppressed religions in the United States. [CLO 2]  MLO 12.5 Explain the role of dress and appearance in the development of one’s religious identity in the United States. [CLO 2]  MLO 12.6 Examine how dress and appearance of people following different oppressed religions in the United States are represented in the fashion  Chapter 12 Religion [E-book chapter] [MLO 12.1; 12.2; 12.3; 12.4]  Chapter 7 Dress and Religion [PDF] [MLO 12.1; 12.2; 12.3]  Module 12 Religion Quiz [MLO 12.1; 12.2; 12.3; 12.4]  Module 12 Religion Case Study [MLO 12.5; 12.6; 12.7; 12.8; 12.9] 13

AMD 165 Syllabus Module Number and Name Module Level Objectives (MLO) Learning Materials Assessments system (e.g., advertisements or retailers). [CLO 3]  MLO 12.7 Examine social justice issues related to dress and appearance for people following different oppressed religions in the United States. [CLO 3]  MLO 12.8 Deconstruct your own perspectives and approach to understanding the dress and appearance of people following different oppressed religions in the United States. [CLO 4]  MLO 12.9 Identify the driving forces of transformative social justice change in the fashion system related to oppressed religious groups in the United States. [CLO 5] Module 13 Race and Ethnicity  MLO 13.1 Identify foundational concepts related to race, ethnicity, fashion, identity, appearance, and dress. [CLO 1]  MLO 13.2 Identify different types of dress worn by people of color in the United States. [CLO 1]  MLO 13.3 Identify people of color’s experiences wearing different dress object reflecting their race and/or ethnicity in the United States. [CLO 2]  MLO 13.4 Identify different fashion brands that produce and sell dress objects for people of color in the United States. [CLO 2]  MLO 13.5 Explain the role of dress and appearance in the development of one’s racial and/or ethnic identity in the United States. [CLO 2]  MLO 13.6 Examine how dress and appearance of people of color in the United States are represented in the fashion system (e.g., advertisements or retailers). [CLO 3]  MLO 13.7 Examine social justice issues related to dress and appearance for people of color in the United States. [CLO 3]  MLO 13.8 Deconstruct your own perspectives and approach to understanding the dress and appearance of people of color in the United States. [CLO 4]  MLO 13.9 Identify the driving forces of transformative social justice change in the fashion system related to people of color in the United States. [CLO 5]  Chapter 13 Race and Ethnicity [E-book chapter] [MLO 13.1; 13.2; 13.3; 13.4; 13.6]  Chapter 6 Race and Ethnicity [PDF] [MLO 13.1; 13.2; 13.3; 13.6]  Module 13 Race and Ethnicity Quiz [MLO 13.1; 13.2; 13.3; 13.4]  Module 13 Race and Ethnicity Case Study [MLO 13.5; 13.6; 13.7; 13.8; 13.9] Module 14 Final Student Reflection  Final Student Reflection [CLO 2; 3; 4; 5] Module 15 Final Exam  Final Exam [CLO 1; 2] 11. COURSE FORMAT 11.1. This class is run completely online in an asynchronous fashion. 11.2. Each module contains instructional materials to review and study, a quiz on Canvas, and a case study. A few modules have a discussion board. Then, there is a final student reflection and cumulative final exam at the end of the semester. 11.3. All the course materials are available from day one of the semester. You can do the course at your own pace but be sure to follow the due dates in CST. 14

AMD 165 Syllabus Course Requirements Weight (%) for each Course Requirement Category Points Possible Module 12 Religion Quiz Module 13 Race and Ethnicity Quiz Weighted Category 2: Final Exam 12.5% (final exam is worth 12% of your final grade) 100 points Weighted Category 3: Case Studies Module 01 Honesty Case Study Module 02 Dress, Appearance, and Identity Case Study Module 03 Identity, Social Justice, and Dress Case Study Module 04 Social Science Theories Case Study Module 05 Culture Case Study Module 06 Subculture and Group Membership Case Study Module 07 Fashion Theories Case Study Module 08 Sex and Gender Case Study Module 09 Sexuality Case Study Module 10 Beauty and Attractiveness Case Study Module 11 (Dis)ability Case Study Module 12 Religion Case Study Module 13 Race and Ethnicity Case Study 39% for all case studies (Each case study is worth 3% of your final grade) 100 points per case study Weighted Category 4: Final Student Reflection 10% (final student reflection is worth 10% of your final grade) 100 points Weighted Category 5: Discussion Boards Module 01 Introduction and Community Discussion Board Module 02 Identity, Social Justice, and Dress Discussion Board Module 08 Sex and Gender Discussion Board Module 11 (Dis)ability Discussion Board 6% (Each discussion board post is worth 1.5% of your final grade) 100 points per discussion board Total 100% 14. STUDENT TECHNOLOGY NEEDS FOR COURSE You need the follow technology to complete the course: 14.1. Student provided personal computer 14.2. Reliable Internet access. A wired Ethernet connection to the internet is very strongly suggested. Wireless and cellphone data connections may experience connection problems. Android and iOS operating systems are not fully supported at this time. 14.3. While tablets, smartphones and other mobile devices may allow for some completion of coursework, they are not guaranteed to work in all areas. It is recommended that you have access to a Windows or Mac- based computer to complete coursework in the event your selected mobile device does not meet the needs of the course. 14.4. Have access to and use Microsoft Word. Students can download the software for free here: https://www.isubookstore.com/student-software 14.5. Be able to save a word file with a new name and then submit Word files on Canvas. This link shows you how to submit assignments on Canvas. 14.6. Have access to and use Zoom Links to an external site. for student hours. 14.7. This course uses Digital Press for your open-source textbook. Please refer to the How to Use This Book (Links to an external site.) chapter. You can access the textbook online or download for offline use. 15. COURSE SCHEDULE 16

AMD 165 Syllabus Week Date Due on Canvas Take quiz on Canvas—not in ISU testing center All assessments are due on assigned day on Canvas, typed 11:59pm; 12:00am = late, not accepted Week 1: Jan 17 to Jan 21 Module 1: Orientation and Honesty M, Jan 17 T, Jan 18 Module 01 Orientation and Honesty Quiz due @ 11:59pm CST W, Jan 19 TH, Jan 20 Module 01 Honesty Case Study due @ 11:59pm CST FR, Jan 21 Module 01 Introduction and Community Discussion Board due @ 11:59pm CST Week 2: Jan 24 to Jan 28 Module 2: Dress, Appearance, and Identity M, Jan 24 T, Jan 25 Module 02 Dress, Appearance, and Identity Quiz due @ 11:59pm CST W, Jan 26 TH, Jan 27 Module 02 Dress, Appearance, and Identity Case Study due @ 11:59pm CST FR, Jan 28 Week 3: Jan 31 to Feb 4 Module 3: Identity, Social Justice, and Dress M, Jan 31 T, Feb 1 Module 03 Identity, Social Justice, and Dress Quiz due @ 11:59pm CST W, Feb 2 TH, Feb 3 Module 03 Identity, Social Justice, and Dress Case Study due @ 11:59pm CST FR, Feb 4 Module 03 Identity, Social Justice, and Dress Discussion Board due @ 11:59pm CST Week 4: Feb 7 to Feb 11 Module 4: Social Science Theories M, Feb 7 T, Feb 8 Module 04 Social Science Theories Quiz due @ 11:59pm CST W, Feb 9 TH, Feb 10 Module 04 Social Science Theories Case Study due @ 11:59pm CST FR, Feb 11 Week 5: Feb 14 to Feb 18 Module 5: Culture M, Feb 14 T, Feb 15 Module 05 Culture Quiz due @ 11:59pm CST W, Feb 16 TH, Feb 17 Module 05 Culture Case Study due @ 11:59pm CST FR, Feb 18 Week 6: Feb 20 to Feb 25 Module 6: Subculture and Group Membership M, Feb 20 T, Feb 21 Module 06 Subculture and Group Membership Quiz due @ 11:59pm CST W, Feb 22 TH, Feb 23 Module 06 Subculture and Group Membership Case Study due @ 11:59pm CST FR, Feb 24 Week 7: Feb 28 to Mar 4 Module 7: Fashion Theories M, Feb 28 T, Mar 1 Module 07 Fashion Theories Quiz due @ 11:59pm CST 17

AMD 165 Syllabus Week Date Due on Canvas Take quiz on Canvas—not in ISU testing center All assessments are due on assigned day on Canvas, typed 11:59pm; 12:00am = late, not accepted W, Apr 27 TH, Apr 28 FR, Apr 29 Module 14 Extra Credit End-of-Semester Survey @ 11:59pm CST Week 16: May 2 to May 6 Study Week M, May 2 T, May 3 W, May 4 TH, May 5 FR, May 6 Week 17: May 9 to May 13 Module 15 Final Exam M, May 9 Final exam is on canvas – not in testing center Module 15 Cumulative Final Exam Cumulative [includes all modules except Module 01 Orientation and Honesty] due @ 11:59pm CST 16. COURSE ASSESSMENT POLICIES There are numerous types of assessments in this course. I purposefully use a variety of different techniques to try to cater to as many different student-learning styles as possible. Each assessment technique is tied to the course and module learning objectives in the course. 16.1. Quizzes 16.1.1. Posted on Canvas. 16.1.2. Open notes and books are allowed. 16.1.3. They are completed individually on your own and not in consultation with others. Consulting with others or online materials such as Quizlet is engaging in academic dishonesty and results in a zero on the final exam. 16.1.4. Format is T/F and multiple choice. 16.1.5. Number of questions may vary. 16.1.6. You have unlimited time on each quiz. You also have two chances per quiz. You earn the average of these scores. 16.1.6.1. Many students ask why the average of the two scores. It’s a philosophical reason. Knowing that you must take each attempt seriously can help motivate some students to try hard on both attempts. If you do not do well on the first attempt, you can try again and while you will not earn your top score, your score will reflect your effort on both attempts. 16.1.7. Your lowest quiz score is dropped. 16.1.8. Submitting the quiz after the due date and time results in a 10% points reduction per day, so be sure to start early and do not wait until the due date. 16.1.9. The quizzes have questions specifically related to the “read and engage materials” for each module. 16.1.10. Correct answers are visible once after each attempt. 16.2. Final Exam 16.2.1. Cumulative. [includes all units except Syllabus, Schedule, and Honesty] Review all instructional materials for each module. 16.2.2. Posted on Canvas. 16.2.3. Open notes and books are allowed. 16.2.4. It is completed individually on your own and not in consultation with others. Consulting with others or online materials such as quillet is engaging in academic dishonesty and results in a zero on the final exam. 16.2.5. Format is T/F and multiple choice. 16.2.6. Number of questions will most likely be 100. 16.2.7. Submitting the exam after the due date and time results in a 10% points reduction per day, so be sure to start early and do not wait until the due date. 16.2.8. You have unlimited time on the final exam. You also have two chances. You earn the average of these scores. 19

AMD 165 Syllabus 16.2.9. Correct answers visible once after each attempt. 16.2.10. These are completed as an individual. Consulting with other students results in a zero. 16.3. Case Studies/Final Student Reflection 16.3.1. See Canvas for detailed instruction sheets and rubrics. 16.3.2. Read the entire instruction sheet and rubric before turning in assignment. 16.3.3. I recommend reading the instructions sheet early as some assignments take longer than others. 16.3.4. The last submission is always graded on Canvas. Each assignment is set up for multiple submissions in case you submit the wrong file. Check the file after submission to ensure it is correct. This is your responsibility as a student. We will not email you for the correct file or allow you to re- submit the correct file after the due date. 16.3.5. If you submit two files and one is late, we will grade the file that last file that was submitted on time. 16.3.6. Currently on Canvas, you as the student can only check the documents for the last submission. 16.3.7. These are completed as an individual. Consulting with other students results in a zero. 16.4. Discussion Boards 16.4.1. Descriptions for the discussion board posts are on Canvas. 16.4.2. These are completed as an individual. Consulting with other students results in a zero. 17. GRADING SCALE AND GRADING POLICIES 17.1. Assessments are graded with a rubric. You will receive an explanation for any points not earned. 17.2. The assessments have various due dates throughout the semester. All assessments are available from day one and you can submit any time before the due date for full point consideration. We grade each assessment after the due date. We aim to grade within two weeks of the due date. Typically, I email to let everyone know if there is an unusual circumstance and we will be late on grading an assignment outside this window. 17.3. Grades are earned based upon analysis of the work you completed. Grades are not based upon your effort, how hard you tried, or your love or interest in the course. Some students ask for grade increases because they tried very hard or because they love the course, but unfortunately these requests will not be granted. 17.4. Please note final grades are not rounded in this class unless you have completed all course requirements on time, you completed the extra credit, and the earned grade decimal is between .5 and .99 from the next letter grade on the scale. I use this policy to offer a small reward to students who turned in all the assignments and made every effort to earn the highest potential grade in the course. There are no negotiations on this policy. Thank you for your respect on this grade rounding policy. 17.4.1. If you have not completed all the course requirements, then you have missed the opportunity to earn the full points in the class and therefore, your grade will not be rounded. For example, one scenario could be the following: 17.4.1.1. If you completed all course requirements and extra credit on time and earned a 92.56, then your grade will be rounded to the 93 or A. 17.4.1.2. If you completed all course requirements, and missed 2 quizzes, and earned a 92.56, then your grade would not be rounded to the 93 or A. Letter Grade Corresponding percentage range A 93-100% A- 90 – 92.99% B+ 87 – 89.99% B 83 – 86.99% B- 80 – 82.99% C+ 77 – 79.99% C 73 – 76.99% C- 70 – 72.99% D+ 67 – 69.99% D 63 – 66.99% D- 60 – 62.99% F Below 60% 20