1. WGS 2900: Violence Prevention, Response, & Peer Education
Class: Wednesdays 11 am -12:15 pm SU321
Instructor: Stephanie McClure
Office Hours: Mondays 4:00-5:00 pm or by appointment in the Women’s Center
E-mail: stephaniemcclure@weber.edu
COURSE DESCRIPTION
Students in the Violence Prevention, Response, & Peer Education Course will learn how to
provide peer education, the principles of violence prevention education, and survivor
informed advocacy response.
Peer advocates will learn how to provide one-on-one support to survivors of sexual and
relationship violence. Peer educators will be able to name the roots of sexual and
interpersonal violence, develop a critical analysis of privilege and oppression in our culture
and its intersections with interpersonal violence, and be able to deliver engaging and
dynamic presentations to their peers on these topics.
Students of this course will be engaged in experiential learning and foundational education
about the topic of interpersonal violence.
COURSE OUTCOMES
Upon completion of this topic, the student will be able to:
1. Demonstrate understanding of root causes of sexual and relationship violence.
2. Demonstrate survivor-centered advocacy and response.
3. Demonstrate bystander intervention techniques.
4. Develop a curriculum and implement it at a Safe@Weber Peer2Peer Minute Tabling
Event.
COURSE TEXTS: All texts are on reserve at the Women's Center!
 E.X.: The All-You-Need-To-Know Progressive Sexuality Guide to Get You Through High
School and College by Heather Corinna
 Sourcebook on Violence Against Women by Claire M. Renzetti and Jeffrey L. Edleson
(Ch.1, 5, 6, 8, 11, 12, 13)
 The Web of Violence: Exploring Connections Among Different Forms of Interpersonal
Violence and Abuse by Sherry Hamby and John Grych (Ch. 2, 3 if don't want to buy can
get access to this text in the Women's Center)
 Color of Violence: The INCITE! Anthology by INCITE! Women of Color Against Violence
(intro, Ch. 6, 8, 22, 25, 29)
 Toward the Next Generation of Bystander Prevention of Sexual and Relationship
Violence: Action Coils to Engage Communities by Victoria L. Banyard (all)
 Trauma and Recovery: The Aftermath of Violence-From Domestic Abuse to Political
Terror by Judith Lewis Herman (Ch. 7, 8, 9, 10, 11)
 Missoula: Rape and the Justice System in a College Town by Jon Krakauer (all)

2. WARNING REGARDING CLASS CONTENT:
Studying violence prevention and response in this class will include exposure to some
explicit and graphic material. Students should be aware that the subject matter of this
course is sensitive in nature and can be distressing. Reading assignments, class discussions,
lectures, and other material will contain sexually explicit and violent content. Students will
be required to read, discuss, and write about violent and sexually explicit material. When
watching videos in class, there will be an opportunity for students uncomfortable watching
such material to leave for the duration of the presentation, however, the nature of the
course is such that it will include material that may be offensive or difficult for some
students. Students are encouraged to talk with the instructor prior to the drop-date if he,
she, or they has/have any concerns about this issue.
GUIDELINES TO CREATE AND MAINTAIN A BRAVE SPACE:
1. Make a personal commitment to learning about, understanding, and supporting
everyone in class, especially traditionally marginalized people.
2. Keep in mind that you do not know anyone else’s experience. Do not make assumptions
about another student. Just because they do not disclose to you or to the class their life
own experience does not mean that they have not experienced abuse or
marginalization.
3. Assume the best of others in the class and expect the best from them. Give people the
benefit of the doubt.
4. Acknowledge the impact of sexism, racism, ethnocentrism, classism, heterosexism,
transphobia, ageism, anti-Semitism, ableism, and other systems of oppression on the
lives of class members.
5. Recognize and value the experiences, abilities, and knowledge each person brings to
class. Value the diversity of the class.
6. Come to class prepared, having completed the readings and thought about the issues.
7. Respect class time by not coming to class late or leaving early. If it cannot be helped, be
respectful of those who came on time by not asking to have material you missed
repeated. Come in and leave quietly.
8. Listen actively. This involves paying close attention to what each speaker says without
thinking of a response while the person is still speaking. It may also involve asking
clarifying questions. These questions are meant to probe and shed new light, not to
minimize or devalue comments.
9. Turn off all cell phones, and other personal electronic devices. If you are using a laptop,
use it only for class work. Do not check FB, Instagram, or email during class. Do not
text message during class.
10.Listen closely and respectfully to people for whom English is a second language. Do not
assume that you cannot understand them because of an accent.
11.Do not talk while another person is speaking.
12.Think through your comments before you make them.
13.Make comments to the entire group and not to the person(s) near you.
14.Never make derogatory comments toward another person in the class.
15.Do not make purposefully biased, hurtful, or victim-blaming comments.
16.Disagree with ideas, but do not make personal attacks.
17.Be open to be challenged or confronted on your ideas or prejudices.
18.Challenge and confront others with the intent of facilitating growth. Do not demean or
embarrass others.
19.Encourage others to speak up. Be especially encouraging of people who are working
through their prejudices and attempting to grow as feminists.

3. 20.Step up step back.
21.Be willing to change.
Adapted from Lorena Reynolds adaptation from: Susan M. Shaw’s adaptation from: Annie
Popkin, WS 514 Systems of Oppression, Fall 1993, and Lynn Weber Canon, "Fostering
Positive Race, Class, & Gender Dynamics in the Classroom," Women's Studies Quart erly 18
(Spring/Summer 1990): 126-134.
COMMITMENT TO SCHOLARSHIP:
In keeping with the Carnegie rule for academic expectations, students should devote a
minimum of three hours per course credit per week. You should plan for a minimum of 15
hours per week for this course. This will vary from week to week and you should review the
syllabus and plan ahead accordingly.
STATEMENT REGARDING STUDENTS WITH DISABILITIES:
Any student requiring accommodations or services due to a disability must contact Services
for Students with Disabilities (SSD) in Room 181 of the Student Services Center (or Room
221 at the Davis Campus). SSD can also arrange to provide course materials (including this
syllabus) in alternative formats upon request.
Contact SSD by phone at 801-626-6413 - Ogden; or 801-395-3442 - Davis
Or email them at ssd@weber.edu
STATEMENT REGARDING TITLE IX & SERVICES FOR STUDENT SURVIVORS OF
VIOLENCE:
Any student who is impacted by discrimination, harassment, interpersonal (relationship)
violence, sexual violence, sexual exploitation, or stalking is encouraged to seek resources on
campus or in the community. Please contact the Title IX Coordinator (Barry Gomberg,
bgomberg@weber.edu), Counseling & Psychological Services Center at 801-626-6406 Monday-
Thursday 8am-5pm & Friday 8am-4:30pm, the Safe@Weber Survivor Advocate (Paige
Davies, paigedavies1@weber.edu), or YCC (Weber County) Rape Recovery Services 801-392-7273
24-hour confidential crisis line or Safe Harbor (Davis County) 801-444-9161 24-hour confidential
crisis line to discuss your specific needs. Additional resources are available
at http://weber.edu/womenscenter/safeatweber.html
EMERGENCY DISCLOSURE:
If for any reason the university is forced to close for an extended period of time, we will conduct our
class via WSU Online. Look for announcements through the class website and your Weber email
account.
PLAGIARISM:
WSU subscribes to Turnitin, an electronic service that verifies the originality of student work.
Enrollment in this course may require you to submit some or all of your assignments to it this
semester, and documents submitted to Turnitin.com are retained, anonymously, in their databases.

4. Continued enrollment in this course constitutes an understanding of/and agreement with this policy.
Plagiarism is a violation of the WSU Student Code and is not acceptable in this course (IV.D.2.b). The
policy of the Weber State University Student Code found at http://www.weber.edu/ppm/Policies/6-
22_StudentCode.html will be enforced. Any individual caught cheating on examinations and/or
assignments or plagiarizing will receive an automatic “E” for their final grade. Furthermore, a letter will
go into the student’s file describing the situation.
GRADING:
A Excellent work. An example for all to follow. Exhibits openness to and unusually sharp
insight into many sides of an issue. Shows considerable critical thought. Exceptionally
articulate. Written work is virtually flawless in terms of grammar, spelling, cogency, and
content. Performs far above minimum requirements.
B Above average. Speaks and writes well. Performs above the minimum requirements.
Demonstrates very good understanding of ideas.
C Speaks and writes in an acceptable manner. Work is satisfactory, average. Minimum
requirements met.
D Below average work. Minimally acceptable, but unacceptable if this course is required.
E Unacceptable work. Does not meet minimum requirements
At the beginning of the term, each student has no points. It is possible to earn 100 points
during the term. Each assignment is worth a specific number of points and points will be
accumulated during the term by completing assignments. Grades are posted on Canvas as
soon as possible after assignments are graded. It is your responsibility to check Canvas
each week to confirm that your points have been accurately entered into the Canvas
system. Errors need to be immediately brought to the instructor’s attention.
Incompletes will be given only under extreme circumstances, such as a serious medical
problem, a death in the family, or in the case of Title IX modifications. If you believe you
may need to request an incomplete, please talk with the instructor as soon as possible. Late
assignments will be penalized 5%per day up to 60% of the total grade (however reading
synopsis handouts nor presentations can be turned in late). It is always better to turn an
assignment in late than not to turn it in at all.
COURSE REQUIREMENTS:
Attendance and participation (A&P: 15 weeks at 1 point per week; total 15)
As a student in this class, you are responsible for your educational experience. You will
be responsible for completing the reading assignments prior to the start of class and to
engaging in the classroom discussions and activities. Classroom discussions require the
participation of everyone in a respectful and active manner. Attendance is mandatory
and active participation is required. Your grade will depend on your demonstrated
commitment to the class, including arriving on time, being prepared, staying for the
entire class, listening actively, contributing to discussions, and engaging enthusiastically
in learning activities. If you must miss a class, you are responsible for making sure your
work is still turned in on time and for finding out from your classmates what you
missed. If you know in advance that you will miss a class, please inform the instructor,
but do not ask, “Am I going to miss anything important?” Every class will be filled with
important information and discussion that cannot be made-up in other ways. Please

5. note that some weeks have substantially more reading than other weeks because of the
nature of the material to be presented. Plan ahead. If you know the next week has a lot
of reading, read ahead the week before so you are not overwhelmed by the reading the
next week. If you miss more than two classes, a letter grade will be deducted from your
final grade for each additional absence. If you must use your absences, do so wisely.
Exceptions will not be made if you have used your two absences and then have an
emergency requiring additional absences. This is a deduction that is in addition to the
participation points that you will lose for any missed class.
Each class is worth a one point. Coming late, leaving early, not participating, and not
being prepared will cause a deduction of some or all of the points for that day.
Students will need to complete the online Haven training before the first two weeks of
class! This counts towards your attendance points for the first 2 weeks.
Note: Students are required to present their Safe@Weber Peer2Peer Minute Tabling
Training Presentations either on 11/16 from 11-12:15pm or 11/30 from 11-12:15pm in
Shepard Union. If you are unable to attend these presentation times, you may be able
to present your presentation at a pre-scheduled Safe@Weber Tabling event – see the
instructor for more details.
Community Assessment Reports (10 sets of CARs, 1 points each; total of 10
points)
In weeks 2 through 11, students will be given a link to a Google Form survey,
consisting of 1-2 survey questions, to be distributed to the community for responses.
Students have complete freedom on how they distribute the survey (via FB, Twitter,
Snapchat, Tumblr, email, in person); however, they must turn in evidence that they
distributed the survey to a viable source of potential survey takers. To do this students
will turn in either carbon copies of emails, screen shots of social media posts, or their
manual entries for the survey (in addition to manually entering in that data into the
survey form). Evidence of survey distribution must be turned in to Canvas at least 48-
hours before the beginning of class. This means they are due at 11:00 am each
Monday in weeks 2 through 11. The reason for this stipulation is that we want
community members to have as much time as possible to see the survey and complete
it before we meet as a class and discuss the results. CARs for the next week will be
posted on Canvas by Friday at 6:00 p.m.
Journal Entries (15 sets of JEs, 2 points each; total of 30 points)
After each class, you will write a journal entry. Journal entries will be .75-2 pages in
length, type written, and double spaced in 12 point Times New Roman font. JEs should
contain thoughtful personal reflections on the material presented in class and the
weekly reading. JEs may also include examples of interpersonal or systemic violence
that you observe during the week (such as in the media or in popular culture) and how
they relate to the presented material. The entries can also include general reflections
on the topics being covered and the impact that the material is having on you.
If you do not know how to start a journal entry, consider using some of these writing
prompts:
This week, I was particularly impacted by…

6. I wish I had learned more about x...
If I had been presenting the material, I would have…
It was hard to watch/read/hear about x because…
The discussion about x raised more questions for me, including…
The material reminded me of…
I did not understand…
I disagree with…
Reading Synopsis Handout and Presentations (8 sets, 3 points each; total of
24 points)
Starting in week 4 and extending to week 11 students will collectively or individually (as
decided upon by the class) compile reading synopses and present them in class. Each
synopsis has the same template components, which focus on identifying the theoretical
framework, argument, methods, and assessment. The handouts will be created with a
google doc (linked in your assignments) and students must contribute to the document
in suggesting mode to get credit for their work. No credit will be given to students to
contribute to the document in editing mode. Once the handout is complete students
must submit the document to Canvas and then present it to the other students during
class. Presentations should be short (max 15 minutes total to present and discuss all
readings for the assigned day), and yet helpful and informative. Students will be able to
complete one make up Synopsis Handout and Presentation at the end of the semester
(wk 15) if needed.
Safe@Weber Peer2Peer Minute Tabling Training Presentation (21 points)
Each student will select a violence prevention topic and write a 10 minute peer educator
curriculum on the subject to be presented either on 11/14 from 12-1pm or 11/28 from
12-1pm in Shepard Union.
Students must develop 2 learning objectives, include an interactive skill based learning
component within their Peer2Peer Minute curriculum, present the curriculum in the
Student Union Atrium to WSU students, develop and implement an assessment for the
curriculum, and conduct a SWOT analysis of the Peer2Peer Minute curriculum.
If you are unable to attend these presentation times and would like to make this assignment
up, you may try to present your Peer2Peer Minute at a Safe@Weber Tabling event if there is
one scheduled and available for modification, or you may try to work with the Safe@Weber
Prevention Coordinator to set up a Safe@Weber Tabling event (note Safe@Weber events
generally take place M-F between 10am-3pm at the Ogden campus; however, there
typically is one Safe@Weber event at the Davis campus each semester). If you need to set
up a new Safe@Weber Tabling event to present you are responsible for all the programming
planning normally completed by the WC staff.
WGS 2900: Violence Prevention, Response, & Peer Education Course Schedule

7. Week Topic/Discussion/Activity Reading Assignment
1
8/31
Course & Safe@Weber
Overview, Ground Rules,
Introductions, Team Building
No reading – view the introduction video Journal Entry 1
Due 11:59pm 9/1
Haven training Due
11:59pm 9/7
2
9/7
Healthy Relationships Read: S.E.X.: The All-You-Need-To-Know
Progressive Sexuality Guide to Get You Through
High School and College Chapters 6, 7
Watch: Safe@Weber Healthy Relationships and How
to Make Your Relationships Even Better
instructional video
CAR 1 Due 11am
9/5;
Journal Entry 2 Due
11:59pm 9/8
Haven training Due
11:59pm 9/7
3
9/14
Consent Read: S.E.X.: The All-You-Need-To-Know
Progressive Sexuality Guide to Get You Through
High School and College Chapters 8, 9 (starting pg
201), and 13
CAR 2 Due 11am
9/12;
Journal Entry 3 Due
11:59pm 9/13
4
9/21
The Spectrum of Violence Read: Sourcebook on Violence Against Women
Chapters 5, 6; The Web of Violence Chapter 2
CAR 3 Due 11am
9/19;
Reading Synopsis &
Presentation Due
11am 9/21;
Journal Entry 4 Due
11:59pm 9/22
5
9/28
Violence and Systems of
Oppression
Read: Color of Violence Introduction and Chapters
6, 8, 25; Sourcebook on Violence Against Women
Chapter 8
CAR 4 Due 11am
9/26;
Reading Synopsis &
Presentation Due
11am 9/28;
Journal Entry 5 Due
11:59pm 9/29
6
10/5
Theory, Developing
Programs, and Assessment
Read: Sourcebook on Violence Against Women
Chapters 1 & 11; The Web of Violence Chapter 3
CAR 5 Due 11am
10/3;
Reading Synopsis &
Presentation Due
11am 10/5;
Journal Entry 6 Due
11:59pm 10/6

8. 7
10/12
Bystander Intervention Read: Toward the Next Generation of Bystander
Prevention of Sexual and Relationship Violence
chapters 1-3
CAR 5 Due 11am
10/10;
Reading Synopsis &
Presentation Due
11am 10/12;
Journal Entry 7 Due
11:59pm 10/13;
8
10/19
Bystander Intervention Read: Toward the Next Generation of Bystander
Prevention of Sexual and Relationship Violence
Chapters 4-6
Watch: Safe@Weber All in One Workshop
instructional video
CAR 7 Due 11am
10/17;
Reading Synopsis &
Presentation Due
11am 10/19;
Journal Entry 8 Due
11:59pm 10/20
9
10/26
Title IX, Clery, Campus SaVE Read: Know Your IX website materials
http://knowyourix.org; Missoula: Rape and the
Justice System in a College Town
CAR 8 Due 11am
10/24;
Reading Synopsis &
Presentation Due
11am 10/26;
Journal Entry 9 Due
11:59pm 10/27
10
11/2
Effects of Trauma Read: Trauma and Recovery Chapters 7-11 CAR 9 Due 11am
10/31;
Reading Synopsis &
Presentation Due
11am 11/2;
Journal Entry 10
Due 11:59pm 11/3
11
11/9
Survivor Advocacy Read: Sourcebook on Violence Against Women
Chapters 12, 13
CAR 10 Due 11am
11/7;
Reading Synopsis &
Presentation Due
11am 11/9;
Journal Entry 11
Due 11:59pm
11/10
12
11/16
Peer Educator Presentations
(meet in class then we will
go down to the Atrium)
No reading Peer Educator
Presentations Due
12-1pm 11/16
Shepherd Union
Atrium;

9. Journal Entry 12
Due 11:59pm 11/17
13
11/23
No Class for Holiday No reading Fun and self care
14
11/30
Peer Educator
Presentations (meet in class
then we will go down to the
Atrium)
No reading Peer Educator
Presentations Due
12-1pm 11/30
Shepherd Union
Atrium;
Journal Entry 14
Due 11:59pm 12/1
15
12/7
Healing from Trauma and
Community Accountability
Strategies
Read: INCITE!, Color of Violence Introduction and
chapters 22, 29
Journal Entry 15
Due 11:59pm 12/8
16
12/14
Safe@Weber Peer Educator
Certification Celebration in
the WC (free pizza)
No reading
Fun and self care
after a long
semester of hard
work!