K.Gissberg Teaching portfolio 2014

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Kristin Gissberg, Ph.D.
Teaching Portfolio
Zeta Project kristin.gissberg@gmail.com
Content Producer and Editor +49 172 269 3625
Rosenthaler Str. 40/41
10178 Berlin
Germany
AREA OF SPECIALIZATION: Hegel, 20th
Century Continental Philosophy
AREA OF COMPETENCE: 19th
Century Philosophy, Gender Studies, Feminist
Thought
Statement of Teaching……………………………………………………............... 2
Teaching Experience…………………………………………………..........……... 3
Teaching Interests…………………………………………………………..……... 4
Sample Syllabi …………………………………………………………….............. 6
- Introduction to Philosophy
- Introduction to Political Philosophy
- Early Modern Philosophy
- Later Modern Philosophy
- Feminist Philosophy: “Hegelian Origins, Feminist Legacies”
- Gender and Feminist Philosophy: “Sex, Gender, and Becoming—
Approaches to “Becoming Woman”
Proposed Courses……………………………………………………………………29
Student Comments and Course Evaluations………………………………..…….....31

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Teaching Statement
Philosophy is a discipline through which, at its best, an unceasing thirst to better
understand comes to the fore, bubbles up, and carries us away to a world that, once
encountered, will never be the same. It is a path that is passion laden, demanding, and
ever evolving. One’s role as a teacher and a mentor on this path is to provide students
with inroads to interpretative tools, as they themselves work to develop the rigor of their
own thought, to build analytical skills, to think through, question, and possibly to better
understand their own involvement in the historical progression of ideas that constitutes
our present world.
When designing a course, I draw from core primary texts in the history of
philosophy as well as feminist thought, psychoanalytic work, and literature—texts that
demand reflection upon one’s own involvement in the world. My courses, then, seek to
put pressure on questions of factical life—particularly questions concerning embodiment
and human interaction: race, class, gender, sexuality, violence, revolt, conformity, faith,
and trust. Whether we are reading Plato on the immortality of the soul or W.E.B. du Bois
on race, the aim is to find the philosophical underpinnings, and, in questions of cultural
experience and identity, to think through these often sensitive, emotionally charged issues
with a philosophical framework. For this to work active listening is crucial; learning this
skill, then, is a central component of my curriculum. To this end, I believe that the
classroom in general, but especially a philosophy classroom, should provide a respectful,
yet critical forum for productive discussion. The next, and to my mind—essential—step
for distilling philosophical content and cultivating argumentation, is writing. For this
reason, my courses are writing intensive. My own commitment to writing is reflected in
time dedicated collectively and individually to students concerning the principles of what
makes a good philosophy paper, as well as in extensive comments on all their written
work.
Coming from an interdisciplinary background, I find it immensely important to
promote intellectual diversity in the classroom, and for my part, to match the diversity
and multiplicity of learning styles with teaching methodologies. While I am partial to
maintaining a classical emphasis on close textual readings and engaging with original
language texts, I am equally dedicated to novelty, surprise, and wonder. Concretely,
this means that one day the class will be structured by a power point, and another by a
close textual reading, or by a guided discussion. Unequivocally however, in addition to
clearly drawing out philosophical arguments and implication, I continuously support the
explication of the texts with concrete examples and narratives. Mediums such as images,
film, music, literature, and current events often serve to illustrate a central problem in the
core reading. In a similar vein, I encourage my students to search for avenues, often
unconventional, where they too can unearth living philosophy.
Each student, each course, each meeting, presents an opportunity for something
new and unexpected to transpire; such demands that I remain vigilantly attuned to the
ever varying dynamic, and am able to respond flexibly. Thus, my daily challenge to
myself is to create and to sustain a dynamic that adapts to individuality, to singularity,
and pushes students to discover their own unique talent, at all of their varying levels of
ability.

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Teaching Experience
During my years as a graduate student both at The New School for Social Research and
at the University of Memphis, I had the opportunity to teach courses of my own design,
of pre-constructed syllabi, and to act as a teaching assistant. While in New York, I taught
a core syllabus for York College, Jamaica Queens, in which I surveyed several of the
core texts constituting Western Civilization, beginning from the Bible, spanning to
Einstein’s General Theory of Relativity. At the University of Memphis, I served as a
teaching assistant over the course of two semesters in two differently focused ethics
courses: Values in the Modern World: Ethical Stances and Bio-Medical Ethics. My own
courses, for which I received the Hillary Johnson Memorial Graduate Student Teaching
Excellence Award at the University of Memphis, focused on philosophical approaches to
the self, including questions of who or what is the self, and what sense can we make of
the self in relation to others and to alterity. While living and studying in Europe, I have
broadened my teaching experience by leading both language classes and classes focusing
on American culture.
• I have taught undergraduate courses that include elements of ancient philosophy,
modern philosophy, German Idealism, ethics, aesthetics, social and political philosophy,
continental philosophy, psychoanalysis, and feminism, and I am well prepared to teach
graduate seminars.
• I have taught classes that include both philosophy majors and non-majors.
• I have taught students from diverse cultural backgrounds and languages.
• My classes range in size from small groups of five to ten students to large lectures of
40-50.
• I have employed a variety of teaching techniques, such as group projects, debates,
writing workshops, lectures, mixed media, discussion groups, study guide questions,
and course websites.
• I have implemented various types of assessment including term papers, presentations,
reading responses, self-evaluations, and written and oral examinations.
• I have mentored students in classroom settings as well as in independent study groups.
I have received exceptional teaching evaluations and positive verbal feedback from all of
my classes. More detailed evidence of my teaching proficiency may be found by
consulting the summaries and selected student comments documented below (page 16).
For an independent assessment of my teaching abilities, please consult Professor Remy
Debes (Department of Philosophy, University of Memphis, rdebes@memphis.edu), who
was my teaching mentor throughout the course of my tenure as a graduate student at
University of Memphis, and Ulrike Horstmann, founder of LSI Berlin, for whom I have
taught multiple cultural integration seminars, advanced, intensive writing seminars, and
language-based courses (ulrike.horstmann@lsi-berlin.de).

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Teaching Interests
To understand Hegel with nuance, one must necessarily be thoroughly versed in the
history of ancient (Heraclitus, Plato, Aristotle) and modern (Descartes, Spinoza, Kant)
philosophy, as well as ethical and political thought, metaphysics, ontology, feminism, and
the list goes on. To this end, my teaching interests are congruent with my research,
which, because of the heterogeneity in Hegelian thought and research, multiplies rather
than limits the arenas in which I am prepared to teach. Therefore, many of my courses are
motivated by my research on Hegel, but apply to the broader field of philosophy, and
seek to enhance this foundational understanding. I am interested in developing courses
that serve to stimulate a wider undergraduate audience to philosophical questioning and
inspire students to continue along the path of philosophical inquiry. Accordingly, the
following includes a list of courses, albeit not limited, that I am prepared for and
enthusiastic about teaching.
Introductory Undergraduate
INTRODUCTION TO PHILOSOPHY (MODERN AND ANCIENT)
INTRODUCTION TO ETHICS
PHILOSOPHY AND LITERATURE
GREAT WORKS IN PHILOSOPHY
INTRODUCTION TO GENDER AND FEMINIST STUDIES
Intermediate Undergraduate
SURVEY OF 19TH
CENTURY PHILOSOPHY
FEMINIST THEORY
APPROACHES TO DESIRE: BETWEEN PHILOSOPHY AND LITERATURE
SURVEY OF CONTINENTAL PHILOSOPHY
MODERN PHILOSOPHY AND KANT
BUSINESS/MEDICAL ETHICS
PHILOSOPHY OF LOVE AND SEX
PLATO (SELECTED WORKS)
FANON
Advanced Undergraduate
HEGEL AND ARISTOTLE
GERMAN IDEALISM
THE MAKIGN OF SEX AND GENDER: A “DIALOGUE” BETWEEN SIMONE DE
BEAUVOIR AND JUDITH BUTLER
FEMINIST ETHICS
FROM KANT TO HEGEL
CRITICAL RACE THEORY
QUEER THEORY

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PHENOMENOLOGY: PAST AND PRESENT
EXISTENTIALISM
PHILOSOPHY AND FILM
SEX WORKERS: WOMEN, MEN, AND THE PHILOSOPHY OF THE INDUSTRY
Seminars
HEGEL’S PHENOMENOLOGY OF SPIRIT
FREUD
MADNESS: 19TH
CENTURY FOUNDATIONS, 20TH
CENTURY IMPLICATIONS
THEORIES OF TIME FROM HERACLITUS TO BERGSON
HEIDEGGER (BEING AND TIME AND EARLIER WORKS)
HISTORICITY AND THE GENERATION OF GENDER
ANTIGONE AND HER RECEPTION: HEGEL, LACAN, AND JUDITH BUTLER
HEGEL’S PHILOSOPHY OF RELIGION
FAITH AND KNOWLEDGE: HEGEL AND DERRIDA IN DIALOGUE
NEW FEMINISMS – CRITIQUE AND BEYOND
TEMPORALITY AND MADENSS: FROM HEGEL TO DASEINSANALYSIS
PHILOSOPHY OF HISTORY: HEGEL, MARX, ADORNO, FANON, PATOČKA,
AND MERLEAU-PONTY

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Sample Syllabi
Sample Syllabus I:
Introduction to Philosophy
PHIL 1102 Values/Modern World
Instructor: Kristin Gissberg University of Memphis
E-mail: kgissbrg@memphis.edu Term: Spring 2009
Office: Clement Hall 122 Class Hrs: MWF, 1020-1115
Classroom: 133 Office Hrs: MW 1-2 and by
appointment
Course Description
It is often said that philosophy begins in wonder, as it is defined as the love (philo) of
wisdom (sophia), the search for the unknown. Philosophy is the rational expression of the
desire to know that which is unknown, whether the nature of the Good or the structure of
the soul, the basis of knowledge or the nature of a just state.
We will approach the study of philosophy through a posture of wonder, and ask
ourselves the same questions that inspired the dialectical history of Western thought:
What is knowledge and how do we attain it? What is the relation between mind and
body, reason and emotion? What is the significance of human life, how we view
ourselves and how we treat others?
We will not find definitive answers to any of these questions, but our study of
ancient and modern texts will allow us to better understand what it is that we are asking.
Is philosophy related to morality? What is the relation between philosophy--the search
for wisdom, and science--the search for fact? What is the character of the philosopher?
Why do these questions matter in our lives today?
Course Objectives
The objectives of this course include: (1) introducing students to a number of central
philosophical texts and themes, in particular, ethical and moral concerns; (2) developing
students’ abilities to read and analyze philosophical writing; and (3) giving students the
opportunity to learn how to critically write of about and discuss philosophical issues and
problems. To meet the course objectives, students will be required to read a number
works of philosophy, paying careful attention to the language used and the arguments
made. The readings will not be overly long (around 15-40 pages per week), but often will
be dense and complex. Therefore, the student must read the assigned pages for the week
more than once. Class lectures and discussion will serve to situate, explicate, and clarify
the readings.
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Required Texts:
1.) Anne Michaels Edwards. Writing to Learn: An Introduction to Writing
Philosophical Essays. Boston: McGraw-Hill, 2000. ISBN: 0-07-365504-X

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2.) Sophocles’ Antigone http://www.mala.bc.ca/~johnstoi/sophocles/antigone.htm
3.) Descartes’ Meditations
http://www.classicallibrary.org/descartes/meditations/index.htm
4.) All other course materials will be on my UM Drive:
http://umdrive.memphis.edu/kgissbrg/public/ You are required to print ALL OF THE
READING SELECTIONS and organize them in a binder.
Course Schedule:
Week 1
F 1.16 Introduction—What is philosophy?
Unit 1: What am I?
Week 2
M 1.19 no class MLK
W 1.21 no class
F 1. 23 Plato, continue Intro, begin Phaedo; Writing Philosophical Essays, Writing to
Learn (hereafter WPE), pp. 1-11 **printed course materials due**
Week 3
M 1.26 Phaedo con’t
W 1.28 Phaedo con’t
F 1.30 Phaedo con’t
Week 4
M 2.2 Descartes, Meditations and WPE, pp. 12-21
W 2. 4 Meditations con’t
F 2.6 Meditations con’t
Week 5
M 2.9 Freud, Civilization and its Discontents WPE, pp. 28-40
W 2.11 Civilization and its Discontents con’t
F 2.13 Civilization and its Discontents con’t
Week 6
M 2.16 review for exam; WPE, pp. 41-52
W 2.18 **First In-class Exam**
F 2.20 Sophocles, Antigone
Unit 2: How shall I act?
Week 7
M 2.23 Antigone con’t WPE, pp. 74-80
W 2.25 Antigone con’t
F 2.27 how to write a philosophy paper
Week 8
M 3.2 Mill, Utilitarianism; WPE, pp.81-90

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W 3.4 Utilitarianism con’t
F 3.6 Utilitarianism **First Paper Due**
Week 9 –NO CLASS SPRING BREAK
M 3.9
W 3.11
F 3.13
Week 10
M 3.16 Kierkegaard, Fear and Trembling
W 3.18 Fear and Trembling
F 3.20 Fear and Trembling
Week 11
M 3.23 Nietzsche, On the Genealogy of Morals
W 3.25 On the Genealogy of Morals
F 3.27 On the Genealogy of Morals
Week 12
M 3.23 review for exam
W 3.25 Second In-class Exam
F 3.27 Intro to Hegel—no new reading
Unit 3: What am I and how can I act in relation to others?
Week 13
M 3.30 Hegel, Phenomenology of Spirit, Lordship and Bondage
W 4.1 Phenomenology of Spirit Lordship and Bondage con’t
F 4.3 film: The Servant
Week 14
M 4.6 W.E.B. du Bois, Conservation of the Races
W 4.8 Conservation of the Races
F 4.10 Conservation of the Races
Week 15
M 4.13 de Beauvoir The Second Sex, Introduction
W 4.15 The Second Sex, Introduction con’t
F 4.17 The Second Sex, Introduction con’t
Week 16
M 4.20 White privilege
W 4.22 White privilege **Second Paper Due**
F 4. 24 Sojourner Truth, “Ain’t I a woman?”

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Week 17
M 4.27 Group project
W 4.29 review for final
Final Exam: TBA
Requirements
Attendance
If you choose to enroll, you choose to attend. Attendance will be taken traditionally
or by a quiz. If you are not there, you miss the points.
Quizzes
Short, unannounced reading and vocabulary quizzes will be given on occasion to
encourage you to keep up with the reading, and to look up unknown words in the
dictionary. Quizzes will count as a portion of the class participation grade. Missed
quizzes cannot be made up.
Studying
You are expected to come to class having read carefully the material assigned for the day,
as listed below and/or as amended in class. Bring to class the material assigned for the
day and consult it as we examine it together in class. To prepare well for each class
meeting, you should read the material and think hard about it. You will want to make an
effort to realize which passages remain obscure or puzzling to you so that you can ask
questions of clarification or explanation. But you will also want to ask yourself whether
or not you find an argument or a view you have read to be plausible or well argued. The
course itself will supply you with some of the intellectual tools for doing this.
Grading:
Assessment will be made using the plus/minus grading scale. These are the grade
weightings as percentages of the final grade:
First exam: 15%
Second exam: 15%
First Paper: 20%
Second Paper: 20%
Final Exam: 20%
Attendance/ Class Participation: 10%
Quiz grades and the group project will count as part of the class participation
grade.
Academic Dishonesty:
No cheating of any kind will be tolerated in this class. According to the University of
Memphis Code of Student Conduct "[t]he term 'plagiarism' includes, but is not limited to,
the use, by paraphrase or direct quotation, of the published or unpublished work of
another person without full or clear acknowledgment. It also includes the
unacknowledged use of materials prepared by another person or agency engaged in the
selling of term papers or other academic materials"

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(http://www.people.memphis.edu/~jaffairs/csc/definitions.htm, Definition 15). The
library website offers a plagiarism tutorial here:
http://exlibris.memphis.edu/help/plagiarism/. If you have further questions about what
constitutes plagiarism in academic writing, please see me. Ignorance will not be an
acceptable excuse. If I discover you have plagiarized or cheated on any course
assignment, disciplinary action will be taken against you. All papers must be turned in
to turnitin.com.
Disabilities:
If you have a physical, psychiatric/emotional, medical or learning disability that may
affect your ability to carry out assigned course work, contact the Student Disability
Services Office, located in 110 Wilder Tower (tel: 678-2880 V/TDD; website:
http://www.people.memphis.edu/~sds/). The Student Disability Services Office will
review your concerns with you and will determine what accommodations are necessary
and appropriate. All information and documentation of disability is confidential. Also, if
these conditions will make it difficult for you to carry out the work assigned in this
course or if you will require extra time on the exam, please notify me in the first two
weeks of the course so that appropriate arrangements can be made.
Classroom Etiquette:
Please keep the sound on your cell phone off while in the classroom. Do not talk on your
phone or send text messages during class time. If you are awaiting an emergency call,
please let me know at the beginning of the class session. Otherwise, please do not leave
the classroom in order to take non-emergency calls. Work hard to be on time and if it is
absolutely necessary for you to leave early, please let me know in advance. Finally, do
not talk during class unless you are participating in the class discussion and have been
called upon.
Office Hours:
My office hours are listed at the top of the syllabus and I will also be available at a
variety of times by appointment. Please come and see me any time you are experiencing
difficulty with the class material, would like more information about the texts we are
reading, or have other more general questions about philosophy or your college
education. Keep in mind that philosophy is difficult, and there is really no trick to it. You
just have to work at it.

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Sample Syllabus II:
Introduction to Political Philosophy
Instructor: Dr. Kristin Gissberg
Email: kgissbrg@memphis.edu
Office Hours: TBA
Course: The Question of Nature/Culture in Political Philosophy
Course Description
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The course will examine the relationship between nature and culture and the distinction
between them that underlies the history of political philosophy. While no background in
the political or philosophy is required for this course, students should be prepared to
engage with theoretically challenging texts.
Course Objectives
The course aims at introducing students to some of the central texts and issues of political
philosophy. We will look at different ways in which the political has been addressed in
recent years by following a conceptual thread woven throughout the history of the
question of the political—the nature/culture distinction. Students will be asked to
consistently make connections and draw parallels between the theoretical texts with
which we are working, and to critically explore and critique the relevance of these texts
for contemporary politics on an individual as well as a structural level. Students will,
moreover, be trained to read, understand and critically assess as well as write and
construct philosophical arguments. Students will be expected to actively participate in
class discussions.
Rigorous philosophical work demands careful and slow reading of the texts, at home as
well as in class, and students will consistently write about and engage actively with the
texts at hand. Finally, students will be required to quote correctly and improve their
writing throughout the semester.
Course Requirements
Papers:
Two term papers are required for this course, each of which should be 5-7 pages
in length. Several paper topics will be provided for students to choose from, and the
details of the assignments will be discussed in class. Grading will be based on clarity,
thoughtfulness, and originality—but most importantly, the ability to construct coherent
and comprehensive arguments and sentences that engage with textual material. Late
papers will be lowered by one letter grade for each day that it is late.

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Reflections:
Students will write five short (1-2 pages) reflections on weekly readings.
Reflections should be short summaries, in your own words, including appropriate
quotations, and your own reflections. Students may raise questions and engage critically
with the material, but should not simply share opinions.
Attendance and Participation:
All students are expected to:
• Actively participate in class.
• Always do the reading.
• Prepare questions regarding the text that we are working on into class.
• Arrive on time; the classroom door will be “shut” to students who arrive more than 5
minutes late.
• Attend! Repeated absence may also result in a lower grade for the class, or possible
failure.
• Keep cell phones and computers OFF at all times.
Academic Dishonesty: Plagiarism Policy:
Memphis Code of Student Conduct "[t]he term 'plagiarism' includes, but is not limited to,
selling of term papers or other academic materials"
assignment, disciplinary action will be taken against you.
All papers must be turned in to turnitin.com.
Disabilities:

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Please keep the sound on your cell phone off while in the classroom. Do not talk on your
phone or send text messages during class time. If you are awaiting an emergency call,
please let me know at the beginning of the class session. Otherwise, please do not leave
the classroom in order to take non-emergency calls. Do be on time and if it is absolutely
necessary for you to leave early, please let me know in advance. Finally, do not talk
during class unless you are participating in the class discussion and have been called
upon.
Office Hours:
Grading:
25%: First Paper
25%: Second Paper
25%: Reflections
25%: Participation
Course Schedule:
Week 1: Introduction: The Nature/Culture Distinction in the History of the Political
Aristotle-Rousseau
Week 2: The Naturality of the City
Aristotle, Politics, chapters 1-3
Week 3: Aristotle vs. Plato: Naturality and Multiplicity ** 1st
reflection paper due**
Life for Aristotle; Techne for Plato
Week 4: The Platonic “Phantom” of the Political
Arendt, The Human Condition, chapter 1
Week 5: The Modern Model of the State: Hobbes **2nd
Hobbes, The Leviathan chapters 1-3
Week 6: Conflict and Action: Machiavelli
Machiavelli, The Prince

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Week 7: Rousseau and the Renewal of Nature **first term paper due**
Rousseau, Discourse on the Origin of Inequality, TBA; The Social Contract, bk 1
Week 8: Rousseau continued
Emile, Book 5
Week 9: Kant and the French Revolution vs. the American Revolution **3rd
Kant, Critique of Judgment, Perpetual Peace
Week 10: Kant read by Arendt
Arendt, Lectures on Kant’s Political Philosophy (The New School for
Social Research)
Week 11: Hegel and “Natural Law” **4th
Hegel, Philosophy of Right, TBA, Natural Law, TBA
Week 12: From Hegel to Schmitt
Schmitt, The Concept of the Political
Week 13: The Problem of War as Legitimate Violence **5th
Arendt, On Violence
Week 14: Terrorism and Global War: A Contemporary Political Focus
Derrida, 9/11 and Global Terrorism; A Dialogue with Jacques Derrida
Week 15: No new reading; Summary and discussion **Second Term paper due**
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Sample Syllabi (2 courses)
Intermediate/Advanced Undergraduate
Office Hours: TBA
The Bounds of Reason and Unreason in (Early and Late) Modern Philosophy
Course Description (Early Modern)
The Early Modern era —“The Age of Reason,” or the “Age of Rationalism,” “The Age
of Enlightenment” — marks a particular moment of focused innovation in the history of
thought and in Western Philosophy in which new theories of mind, matter, the body, the
divine, civil society emerged, guided, above all, by reason. Reason names the principle
used to challenge the existing ideology of the time, and to advance a new, unshakable
knowledge: scientific method. However, as Michel Foucault has famously argued,
boundaries distinguishing reason from unreason (or degrees of madness) are malleable,
evolving, and at best, unstable. Following this, the course explores different instantiation
of reason in the Early Modern era, and examines the conditions that make them possible.
Doing such, we will ask: Is reason something humans are born with? Can one practice
reason and faith simultaneously? Are dreams an expression of madness? Is optimism a
folly? What, if anything, is the relation between desire and reason? And gender and
reason?
Course Objectives
The aim of The Bounds of Reason in Early Modern Philosophy is twofold: on the one
hand, introducing students to the canonical philosophical figures constituting the Early
Modern period (Rationalists and Empiricists) vis-à-vis the theme of reason that serves as
guiding theme, weaving throughout the period; and on the other hand, by focusing on the
ways in which reason is differently constructed and utilized, the course will approach
reason with the aim of critique.
In both courses (Early and Late Modern Philosophy), students will be asked to
consistently make connections and draw parallels between the texts with which we are
working, and to critically explore and critique the relevance of these texts for
contemporary thought — on an individual as well as a structural level. Students will,
moreover, be trained to read, understand, and critically assess as well as to write and
class discussions. Rigorous philosophical work demands careful and slow reading of the
texts, at home as well as in class, and students will consistently write about and engage
actively with the texts at hand. Finally, students will be required to quote correctly and
improve their writing throughout the semester.

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Course Plan:
Week 1: Introduction: The Modern Period situated; course approach and objectives
Week 2: Descartes
Meditations on First Philosophy
Week 3: Descartes ** 1st
Meditations on First Philosophy
Week 4: Spinoza
Ethics (selections)
Week 5: Leibniz **2nd
Monadology (selections)
Week 6: Voltaire
Candide
Week 7: Anne Conway **First Paper due**
Principles of the Most Ancient and Modern Philosophy (selections)
Week 8: Locke
An Essay Concerning Human Understanding (selections)
Week 9: Hume **3rd
Enquiry Concerning Human Understanding (selection)
Week 10: Berkeley
A Treatise Concerning the Principles of Human Knowledge (selections)
Week 11: Mary Wollstonecraft, Mary Astell **4th reflection paper due**
A Vindication of the Rights of Woman (selections) The Wrongs of Women
A Serious Proposal to the Ladies
Reason in Question
Week 12: Foucault
Madness and Civilization: A History of Insanity in the Age of Reason (selections)
Week 13: Foucault and Derrida **5th
Madness and Civilization: A History of Insanity in the Age of Reason (selections)
“Cogito and the History of Madness”
Week 14: No new reading
Summary and discussion TBD**Second Paper Due**

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Suggested Supplemental Reading:
• Distracted Subjects: Madness and Gender in Shakespeare and the Early Modern
Period
• Early Eighteenth-Century English Medicine’, in Roy Porter (ed.), Medicine in the
Enlightenment (Amsterdam and Atlanta, GA: Rodopi, 1995), pp. 336-59.
• Shakespeare, Hamlet
• Akihito Suzuki, ‘Anti-Lockean Enlightenment? Mind and Body in Early
Eighteenth-Century English Medicine’, in Roy Porter (ed.), Medicine in the
Enlightenment (Amsterdam and Atlanta, GA: Rodopi, 1995), pp. 336-59.
• John Donne, “Batter my heart, there person’d God (Holy Sonnet XIV)”
***
The Bounds of Reason and Unreason in (Early and Late) Modern Philosophy
Course Description (Late Modern)
Responding to the Early Modern Era, in addition to the intellectual upheaval caused by
the French Revolution, much of Late Modern Philosophy concerns itself with re-thinking,
re-formulating, even rejecting Enlightenment thought. Beginning with Kant, who
simultaneously embraced and revolutionized Enlightenment thought, the stage was set for
a new generation of thinkers, each of whom challenged the reigning authority of reason,
and embraced the productive possibilities of questioning, destabilizing, and ultimately
abandoning the tradition of reason proper. Embracing unreason, and even madness,
thinkers of this period posed questions such as: Is madness a premature expression of
reason? Can reason serve as the ground legitimating “unrational” faith? Can dreams
express a type of reason? Are women inherently prone to unreason? What, if any,
boundary distinguishes reason and unreason?
Course Objectives
The Bounds of Reason in Late Modern Philosophy draws upon and indeed builds from he
Bounds of Reason in Early Modern Philosophy; however the latter is not a required
prerequisite for this course. The course’s main objectives include introducing students to
the canonical philosophical figures constituting Late Modern Philosophy vis-à-vis the
evolving theme of reason and its proximity to unreason, and pinpointing the
counterintuitive, at times surprising, even revolutionary conceptions of reason/unreason
within this period. In both courses (Early and Late Modern Philosophy), students will be
asked to consistently make connections and draw parallels between the texts with which
we are working, and to critically explore and critique the relevance of these texts for
contemporary thought — on an individual as well as a structural level. Students will,
moreover, be trained to read, understand, and critically assess as well as to write and

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class discussions. Rigorous philosophical work demands careful and slow reading of the
texts, at home as well as in class, and students will consistently write about and engage
actively with the texts at hand. Finally, students will be required to quote correctly and
improve their writing throughout the semester.
Course Plan:
Week 1: Introduction
Week 2: Kant
Critique of Pure Reason (selections)
The Fate of Reason: German Philosophy from Kant to Fichte (Beiser)
Week 3: Kant
Anthropology from a Pragmatic Point of View
“On the Division Between Reason and Unreason in Kant” (Motohide Saji)
Week 4: Fichte **1st reflection due**
The Science of Knowledge (selections)
The Fate of Reason: German Philosophy from Kant to Fichte (Beiser)
Week 5: Schelling
Ages of the World (selections)
Mythology, Madness, and Laughter: Subjectivity in German Idealism (Žižek and
Markus)
Week 6: Hegel **2nd reflection due**
Introduction to the Philosophy of History
Week 7: Hegel
Encyclopedia vol. III Philosophy of Spirit (selections)
Week 8: Kierkegaard **1st paper due**
Concluding Unscientific Postscript (selections)
Week 9: Schopenhauer
The World as Will and Representation (selections)
Week 10: Dostoevsky **3rd reflection due**
Notes From the Underground (selections)
Week 11: Nietzsche
Genealogy of Morals (selections)

! 19!
Week 12: Marx **4th reflection due**
Theses on Feuerbach
Week 13: Freud
Civilization and its Discontents (selections)
Week 14: Freud **5th reflection due**
“Dora: An Analysis of a Case of Hysteria”
Jacqueline Rose, Sexuality in the Field of Vision (selections)
!
TBD: Final paper due
Course Requirements (for each course)
Papers:
Two papers are required for this course, each of which should be 6-9 pages in length.
Several paper topics will be provided for students to choose from, and the details of the
assignments will be discussed in class. Grading will be based on clarity, thoughtfulness,
and originality—but most importantly, the ability to construct coherent and
comprehensive arguments and sentences that engage with textual material. Late papers
will be lowered by half a letter grade for each day that it is late.
Reflections:
Students will write five reflections, which are to focus on the material covered in the
previous week’s class. These should be short summaries (1-2 pages), in your own words,
including appropriate quotations, and your own reflections. Students may raise questions
and engage critically with the material, but should not simply share opinions.
minutes late.
failure.
• Please keep cell phones, tablets, and computers OFF at all times.
Memphis Code of Student Conduct “the term 'plagiarism' includes, but is not limited to,

! 20!
selling of term papers or other academic materials”
Disabilities:
Please keep your cell phone off while in the classroom – not just on silent. If you are
awaiting an emergency call, please let me know at the beginning of the class session. Do
be on time and if it is absolutely necessary for you to leave early, please let me know in
advance. Finally, do not talk during class unless you are participating in the class
discussion and have been called upon.
Office Hours:
Grading:
25%: First Paper
25%: Second Paper
25%: Reflections
25%: Participation

! 21!
Sample Syllabus III
Intermediate/Advanced Undergraduate
Office Hours: TBA
Hegelian Origins, Feminist Legacies
Course Description
The problem of how to understand self and other—and more broadly,
multiplicity—outside lines of exclusion has deeply occupied feminist projects, many of
which, knowingly or not, have found solutions originating in the thought of G.W.F.
Hegel. Indeed, much feminist thought—from Simone de Beauvoir into the present—has
found constructive resources originating in Hegel’s thought, and has utilized such as a
foundation for the advancement of feminist strategies, methodologies, and politics.
Tracking this relation, the aim of this course is to examine the Hegelian roots supporting
a trajectory of feminist thought, spanning from Beauvoir, the “Second Wave” feminist
movement in America, its counterpart in so-called “French feminism,” in the current
fields of Gender and Queer studies, through to the recent and much debated concept of
“plasticity” in Catherine Malabou’s work.
Course Objectives
The course aims at deepening students’ understanding of central texts and issues of
feminist philosophy, vis-à-vis their Hegelian foundations. Students will be asked to
consistently make connections and draw parallels between the theoretical texts with
which we are working, and to critically explore and critique the relevance of these texts
for contemporary thought on an individual as well as a structural level. Students will,
moreover, be trained to read, understand and critically assess as well as write and
class discussions.
Rigorous philosophical work demands careful and slow reading of the texts, at home as
well as in class, and students will consistently write about and engage actively with the
texts at hand. Finally, students will be required to quote correctly and improve their
writing throughout the semester.
Course Requirements
Papers:
Two papers are required for this course, each of which should be 7-10 pages in
length. Several paper topics will be provided for students to choose from, and the details

! 22!
of the assignments will be discussed in class. Grading will be based on clarity,
thoughtfulness, and originality—but most importantly, the ability to construct coherent
and comprehensive arguments and sentences that engage with textual material. Late
papers will be lowered by half a letter grade for each day that it is late.
Reflections:
Students will write weekly reflections on the text covered in the previous week’s
class. These should be short summaries (2-3 paragraphs), in your own words, including
appropriate quotations, and your own reflections. Students may raise questions and
engage critically with the material, but should not simply share opinions.
!
minutes late.
failure.
• Please keep cell phones, tablets, and computers OFF at all times.
Memphis Code of Student Conduct “the term 'plagiarism' includes, but is not limited to,
selling of term papers or other academic materials”
Disabilities:

! 23!
Please keep your cell phone off while in the classroom – not just on silent. If you are
awaiting an emergency call, please let me know at the beginning of the class session. Do
be on time and if it is absolutely necessary for you to leave early, please let me know in
advance. Finally, do not talk during class unless you are participating in the class
discussion and have been called upon.
Office Hours:
Grading:
25%: First Paper
25%: Second Paper
25%: Reflections
25%: Participation
Course Plan:
Week 1: Introduction: Situating Hegel, contextualizing feminist histories
Week 2: Hegel’s Phenomenology
Hegel, Phenomenology of Spirit, “Introduction” (selections)
Week 3: Hegel’s Phenomenology Continued
Hegel, Phenomenology of Spirit “Lordship and Bondage”
Judith Butler, Subjects of Desire, “Bodily Paradoxes: Lordship and Bondage”
Week 4: Early Feminist appropriations - Simone de Beauvoir
Beauvoir, The Second Sex
Jennifer Purvis, “Hegelian Dimensions of the Second Sex”
Week 5: Hegelian Dimensions of the “Second Wave”: Consciousness Raising
Kathie Sarachild, "Consciousness-Raising: A Radical Weapon”
Week 6: Marxist feminists, material feminists socialist consciousness
Engels, The Origin of the Family, Private Property, and the State (selections)
Marx, Communist Manifesto (selections)
Nancy Holmstrom, “The Socialist Feminist Project”

! 24!
Nancy Hartstock, “The Feminist Standpoint: Developing the Ground for a
Specifically Feminist Historical Materialism”
See also: Radical Women – www.socialism.com ; Margaret Benston and Peggy
Morton
Week 7: An other “Other” – Black feminist interventions **First Paper due**
Patricia Hill Collins, “The Social Construction of Black Feminist Thought”
Patricia Hill Collins, Black Feminist Thought, selection 18
Audre Lorde, “The Master’s Tools Will Never Dismantle the Master’s House”
Week 8: Mestiza Consciousness
Gloria Anzaldua, “La Conciencia de la Mestiza: Towards a new Consciousness”
Week 9: Hegelian dimensions of “French feminism”
Luce Irigaray, “A chance to live” in Thinking the Difference
Luce Irigaray, Sexes and Genealogies (selections)
Week 10: Queering Hegelian Feminism
Judith Butler, Gender Trouble, “Subjects of Sex/Gender/Desire
Week 11: Queering Hegelian Feminism continued
Judith Butler, Undoing Gender, “Beside Oneself: On the Limits of Sexual
Autonomy”
Judith Butler, Undoing Gender, “Can the “Other” of Philosophy Speak?”
Week 12: Plasticity, Fluidity, Femininity
Noëlle Vahanin, “A Conversation with Catherine Malabou”
Catherine Malabou, Changing Difference (selections)
Week 13: Contemporary Hegelian collaboration: Butler and Malabou
In Body if not in Spirit: Butler and Malabou on Hegel (selections)
Week 14: No new reading; Summary and discussion **Second Paper Due**

! 25!
Sample Syllabus IV:
Advanced Undergraduate/ Graduate
Office Hours: TBA
Sex, Gender, and Becoming – Approaches to “Becoming Woman”
Course Description
!
In The Second Sex (1949), Simone de Beauvoir offered the first wholly systematic
account of the role and status of women within a patriarchal society. Stating that we are
not born, but rather become women, she planted a seed for a current distinction between
(biological) sex and (socially constructed) gender. Starting with a reading of central
passages from her text, this course aims at examining ways in which contemporary
thinkers have taken up the idea of “becoming woman.” That one is not born, but becomes
a woman is a statement that we will return to, analyze, and discuss each week.
Interrogating this, the course will examine the relationship between, and the making of,
“sex” and “gender.” We will focus on the ways in which various thinkers take up this
idea, and develop new frameworks for thinking, addressing, and tackling the question of
how we are and become, or perhaps are constantly becoming sexual beings. Is gender
something that we perform, and hence can transform? Or is there an essential difference
between women and men, one that we should embrace rather than try to reject? Can
everyone “become woman” and if so, how does that transpire and at what aim? How
much do our bodies matter, and what is the role of language and power in the making of
gender? And if gender is made, can it be un-made? What implications might this have
practically and conceptually for trans individuals? While no background in feminist
thought or philosophy is required for this course, students should be prepared to engage
with theoretically challenging texts.
Course Objectives
The course aims at introducing students to some of the central texts and issues of
nineteenth and twentieth century approaches to and accounts of gender, sex, and the
body. We will look at different ways in which the question of gender and sex has been
addressed in recent years. Students will be asked to consistently make connections and
draw parallels between the theoretical texts with which we are working, and to critically
explore and assess the relevance of these texts for contemporary thought on an individual
as well as a structural level. Students will, moreover, be trained to read, understand and
critically assess as well as write and construct philosophical arguments. Students will be
expected to actively participate in class discussions. Rigorous philosophical work
demands careful and slow reading of the texts, at home as well as in class, and students
will consistently write about and engage actively with the texts at hand.

! 26!
Course Requirements
Term Paper
One final research paper is required this course, which should be 15-20 pages in
length. Students will be expected to find a theme, and to independently develop their
research on it throughout the course of the semester. Alternatively, several paper topics
will be provided for students to choose from. A proposed topic, followed by a one-page
paper proposal, will both be required, and must be approved by me. Grading will be
based on clarity, thoughtfulness, and originality—but most importantly, the ability to
construct coherent and comprehensive arguments and sentences that engage with textual
material. Late papers will be lowered by half a letter grade for each day that it is late.
Project Presentation
The last two weeks of the semester will be reserved for students to present to the
class independent work achieved in their research project. Since class participants will
hold various academic backgrounds and expertise, the presentations will provide an
opportunity to highlight this diversity, while inviting dialogue, crossing multiple
disciplines.
Reflections
Students will write short (1-2 paragraphs) summaries of each week’s readings,
that distill the most central and relevant aspects of the texts; here, students should
additionally aim to raise questions and to thoughtfully engage with the material.
Attendance and Participation
All students are expected to arrive to class on time, prepared, with interventions
based on the week’s reading in mind; the classroom door will be “shut” to students who
arrive more than 5 minutes late. As always, cell phones should be kept OFF at all times;
students working from a computer or tablet will be asked to turn the internet airport OFF
while in class.
Grading
25% Weekly summaries
75% Research Paper and Presentation
Gender-neutral writing
Gender-neutral writing in philosophy is the accepted practice recommended by the
American Philosophical Association. The words “man” and “mankind” do not refer to
humanity; phrases such as “everyone has a right to his own property” contain a faulty
pronoun reference (substitute “abortion” for “property” to see why). Appropriate
language use includes, for example: “humanity,” “humankind,” “her/his,” “his or her,”
etc. When quoting writers who utilize non-inclusive language, leave their words in the
original. Gender specific language is, of course, appropriate when referring to a gender
class such as “men” or “women.” Students are strongly encouraged to read “Guidelines
for Non-Sexist Use of Language” by Virginia L. Warren, originally published in the
Proceedings and Addresses of the American Philosophical Association in February 1986
(Vol. 59, No. 3, pp. 471-482), which can be found at the APA website:

! 27!
www.apa.udel.edu/apa/publications/texts/nonsexist.html!
Course Plan
The course is divided into theme clusters, each of which will take 1-2 weeks. The
projected timeline of the course plan may be adjusted, if needed.
Introduction (1 week): Why and how does one become woman?
Sections from Virgina Woolf’s book Orlando; clips from film of the same name
“You make me feel like a natural woman” - Aretha Franklin
One is not born a woman (1 week)
Simone de Beauvoir, The Second Sex (selections)
One is not born a woman, revisited (1 week)
Monique Wittig, “One is Not Born a Woman”
Monique Wittig, “The Category of Woman”
Performativity and the Construction of the Sex/Gender Binary (2 weeks)
Judith Butler, “Sex and Gender in Simone de Beauvoir’s Second Sex”
Judith Butler, “Gendering the Body: Beauvoir’s Philosophical Contribution”
Judith Butler, Gender Trouble (selections)
Becoming Bodies in the 19th
Century (2 weeks)
Michel Foucault, “Introduction” to Herculine Barbin: Being the Recently Discovered
Memories of a Nineteenth-Century French Hermaphrodite
Catherine Gallagher, Thomas!Laqueur (Eds.)!The Making of the Modern Body: Sexuality
and Society in the Nineteenth Century (selections)
“Becoming Minor” – Becoming Woman, Becoming Animal (2 weeks)
Deleuze and Guattari, A Thousand Plateaus (selections)
Camilla Griggers, Becoming-Woman (selections)
Race and Becomings (1week)
Oyeronke Oyewumi, The Invention of Women: Making an Africa Sense of Gender
Discourses (selections)
Sojourner Truth, “Ain’t I a Woman” (Delivered 1851 at the Women’s Convention in
Akron, Ohio)
Nikki Giovanni, “Woman”
Becoming Trans— Beyond the Binaries of Sex, Gender and Sex/Gender (2 weeks)
Susan Stryker, “(De)Subjugated Knowledges: An Introduction to Transgender Studies”
Janice Raymond, “Sappho by Surgery: The Transsexually Constructed Lesbian
Feminist”
Katrina Roen, “Either/Or and Both/Neither: Discursive Tensions in Transgender Politics”

! 28!
Sandy Stone, “The Empire Strikes Back: A Posttranssexual Manifesto”
To be or not to be a woman (1 week)
In class screening of Marcus Lindeen’s documentary Regretters
Oral Reports (2 weeks)
Research Paper Due: TBA
Additional Suggested Reading:
!
• Rosi Braidotti, Patterns of Dissonance: A Study of Women and Contemporary
Philosophy
• Emily Martin, “The Egg and the Sperm: How Science Has Constructed a Romance
Based on Stereotypical Male-Female Roles”
• Donna Haraway, “Situated Knowledges: The Science Question in Feminism and
the Privilege of Partial Perspectives”
• “Judith Butler: Queer Feminism, Transgender, and the Transubstantiation of Sex”
• Adrienne Rich, Of Woman Born

! 29!
Sample Course Proposals:
Proposed Course I:
Approaches to Desire: Between Philosophy and Literature
(Intermediate Undergraduate)
At least since Plato, the concept of desire has on the one hand plagued and infuriated
philosophers, and on the other, motivated and propelled new, provocative philosophical
thought. This tension, residing at the center of such a prevailing human phenomenon, as
well as philosophical concept, makes desire something that can neither be erased nor
ignored. Desire and the ways in which it is configured is at the heart of our existential
goals, political alliances, and personal sympathies – whether it be as something to be
harnessed, coveted, tamed, or suppressed. Yet, in literature, another face of desire
emerges, one that is fluid rather that structural, inviting rather than inhibiting. Reading
congruently various philosophical and literary approaches to desire, the objective of this
course is to first offer a history of the different ways in which it is conceived, and
secondly to bridge the divide in philosophical and literary approaches to desire.
Required Text to Purchase:
Philosophy and Desire, Hugh J. Silverman
Selected Philosophical Readings (provided):
Plato, The Republic, Phaedrus
Aristotle, De Anima
Descartes, Passions of the Soul
Freud, Beyond the Pleasure Principle
Hegel, Phenomenology of Spirit
Deleuze, Gilles and Guattari, Felix. A Thousand Plateaus: Capitalism and Schizophrenia.
Buddhist teachings, Buddhacarita !!
!
!
Possible Literary Figures:
Barthes
John Donne
Simone de Beauvoir
Shakespeare
Sacher-Masoch
Milan Kundera

! 30!
Proposed Course II:
Madness: 19th
Century Foundations, 20th
Century Implications
(Seminar)
From Bichat on, medical and psychological sciences have considered disease and health,
although not always explicitly, in conjunction with temporality, a point which was not
lost on Hegel. Attributing a life to pathology on the one hand brings into focus the
vivacity of disorder, but on the other hand, also opens the door for the development of
associative relations, particularly those involving women and racial minorities, that are
not always favorable. This is confounded when considering the structures that sculpt our
understanding of the different flows of time, such as linear and cyclical time, and the
ways in which we associate such emanations, be they the so-called rhythms of nature, or
the progress of reason.
With these questions and associations in mind, this course seeks to think through
madness in a social context – that is, attuned to social categories of difference. Following
a Foucauldian spirit, we aspire to unearth the conceptual marriage uniting madness and
categories of social difference – specifically: women, Hegel's rendering of Africa, and the
rise of schizophrenia in black men in the American Civil Rights era in the 1960's-70's.
The aim then, is to evaluate and to problematize the ways in which the history of thought
on madness harbors strands of structural racism and sexism that have contributed to a
history that unifies marginalized social categories of difference with madness.
Selected reading from the following texts:
- Bichat, Xavier. Physiological Researches on Life and Death.
- Brown, John. The Elements of Medicine, or A Translation of the Elementa Medicinǽ
- Chesler, Phyllis. Women and Madness
- Derrida, Jacques. “Cogito and the History of Madness” in Writing and Difference.
- Hegel’s Philosophy of Subjective Spirit
- Krell, David Farrell. Contagion and Sexuality, Disease, and Death in German Idealism
and Romanticism.
-Leary, David E. “German Idealism and the Development of Psychology in the
Nineteenth Century.”
-Lloyd, Genevieve. The Man of Reason: ‘Male’ and ‘Female’ in Western Philosophy.
-Metzl, Jonathan M., The Protest Psychosis: How Schizophrenia Became a Black
Disease
-Pinel, Philippe. A Treatise on Insanity in Which are Contained the Principles of a New
and More Practical Nosology of Maniacal Disorders.
- Žižek Slavoj and Gabriel, Markus. Mythology, Madness, and Laughter: Subjectivity in
German Idealism.
- Foucault, Michel. Madness and Civilization: A History of Insanity in the Age of Reason

! 31!
Student Evaluations:
Selected Student Comments:
• Kristin Gissberg is an amazing teacher. She works very hard to make sure her
students understand the material and she expects her students to work just as hard
as she does to make a good grade in her class. Although it is a challenging class, I
learned more from that class than I could have ever imagined. I would
recommend her to anyone who is willing to work for their grade.
• Taking Miss Gissberg’s class was by far the best decision I’ve made this
semester. Her teaching and style was excellent. She`s is a very positive, kind
hearted, and through teacher. I would definitely recommend her to other students.
I learned a lot about society and myself from her class. Thank you for the
opportunity to learn.
• I loved this course. It was taught phenomenally by a great instructor. She is
amazing at teaching and has a positive great motivating attitude all around.
• I like how the teacher challenged us to be open and express our opinions in class,
which led to more and more people engaging in the discussion, which made the
class more interesting.
• She is an excellent teacher and is very knowledgeable.

Higher scores indicate a more positive evaluation.
Please note: This survey assesses student perceptions of the course and is not necessarilya valid measure of teaching effectiveness.
For questions 1-9: 5 = Strongly Agree 4 = Agree 3 = Neither 2 = Disagree1 = Strongly Disagree NA = Not Applicable
08F Student Evaluation of Teaching Effectiveness (SETE) 1
PHIL1102006 Taught by Gissberg, Kristin
31 Students Enrolled -- Lower Division Course
Statistical Summary
Statistical Summary
# Question
Section
Mean
Section
Std
Dev
Course
Mean
Course
Std
Dev
Prefix
Mean
by
Div
Prefix
Std
Dev
College
Mean
by Div
College
Std
Dev
1 I have become more competent because of this
course.
4.46 0.90 4.45 0.79 4.29 0.94 4.10 1.07
2 I had an opportunity to ask questions in or outside of
class.
4.58 0.64 4.66 0.57 4.57 0.68 4.33 0.89
3 The course was well organized. 4.42 0.64 4.46 0.81 4.39 0.91 4.16 1.04
4 The tests or other evaluation methods adequately
assessed how well I learned the course material.
4.27 0.87 4.47 0.76 4.36 0.95 4.12 1.08
5 The instructor was enthusiastic when presenting
course material.
4.65 0.56 4.73 0.56 4.54 0.80 4.28 0.99
6 The instructor was interested in teaching. 4.73 0.53 4.77 0.50 4.61 0.73 4.33 0.94
7 The instructor was concerned with whether the
students learned the materials.
4.50 0.91 4.59 0.70 4.46 0.85 4.17 1.06
8 The instructor was knowledgeable about the subject. 4.69 0.47 4.78 0.46 4.72 0.57 4.51 0.77
9 In general, the instructor was an effective teacher. 4.65 0.56 4.59 0.65 4.45 0.88 4.18 1.09
10 Do you have confidence that these ratings will be
taken seriously?
1.20 0.41 1.10 0.30 1.12 0.32 2.63 1.69
11 Was this form administered fairly and correctly? 1.00 0.00 1.01 0.07 1.01 0.11 1.97 1.51
12 Was this a required course for you? 1.60 0.50 1.56 0.50 1.45 0.50 2.11 1.56
13 Are you a major in the area in which this course is
being taught?
1.92 0.28 1.85 0.36 1.83 0.38 2.02 1.23
14 What grade do you expect to receive in this course? 2.12 0.78 1.89 0.78 1.89 0.87 2.14 1.21
15 What is your overall GPA? a)2.2 or less (b) 2.3-2.5
(c) 2.6-2.9 (d) 3.0-3.3 (e) 3.4-4.0
2.71 1.27 3.36 1.26 3.46 1.25 2.52 1.46

Response Summary
Response Summary
# Question
Section
Responses
Section
N/A
Course
Responses
Course
N/A
Prefix
Responses
Prefix
N/A
College
Responses
College
N/A
1 I have become more competent
because of this course.
26 0 199 1 597 3 17936 178
2 I had an opportunity to ask questions
in or outside of class.
26 0 200 1 599 2 17931 183
3 The course was well organized. 26 0 198 1 596 2 17926 157
4 The tests or other evaluation methods
adequately assessed how well I
learned the course material.
26 0 199 2 597 3 17856 248
5 The instructor was enthusiastic when
presenting course material.
26 0 199 1 597 2 17922 182
6 The instructor was interested in
teaching.
26 0 199 1 596 2 17914 184
7 The instructor was concerned with
whether the students learned the
materials.
26 0 199 1 598 2 17899 185
8 The instructor was knowledgeable
about the subject.
26 0 200 1 599 2 17898 177
9 In general, the instructor was an
effective teacher.
26 0 198 1 596 2 17850 177
10 Do you have confidence that these
ratings will be taken seriously?
25 1 186 15 554 46 17256 711
11 Was this form administered fairly and
correctly?
24 2 191 9 579 20 17373 662
12 Was this a required course for you? 25 1 192 9 585 15 17569 432
13 Are you a major in the area in which
this course is being taught?
25 1 188 11 579 16 17411 579
14 What grade do you expect to receive
in this course?
25 1 188 13 572 28 17208 809
15 What is your overall GPA? a)2.2 or
less (b) 2.3-2.5 (c) 2.6-2.9 (d) 3.0-3.3
(e) 3.4-4.0
24 2 153 47 511 85 16348 1639

K.Gissberg Teaching portfolio 2014

K.Gissberg Teaching portfolio 2014

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