WRDS 150 Topics – Term 1

Instructor:  Tara Lee

Sections: 223, 231, 241

Available Times:   10:00, 11:00, 12:00 - M/W/F

During this recent COVID-19 pandemic, troubling data has emerged in relation to racial inequalities when it comes to the effects of the virus. What role does race play in your life? How do you see it circulating in universities, workplaces, social media, the political realm, and social environments? Although “race” is considered to be a social construct, as an identity marker, it continues to have significant material consequences in terms of access to resources, perceptions of legitimacy, marketing strategies, and even socializing patterns. This course looks at research by scholars in a variety of disciplines who examine complex issues related to race (e.g. how race figures in conservation projects), often also taking into account other intersectional identity categories (e.g. gender, class, sexuality). As you read and discuss relevant scholarly articles, you will also become acquainted with the conventions of scholarly discourse, disciplinarity, as well as the production of new research knowledge within a field. Ultimately, the goal is for you to increase your critical engagement with the world around you, in addition to cultivating your skills and confidence as an academic writer and researcher.

Instructor: Mi-Young Kim

Sections: 015, 016, 017

Available Times:  2:00, 3:30, 5:00 - M/W

The world is full of friction (conflicts); some argue it is the constructive force that prompts ideas and innovation while others warn that it is a destructive force producing fear and conflict. Media, particularly social media which has been an indispensable part of people’s lives, reflects or generates friction in our society and is often criticized for being a brewing ground for misinformation, disinformation, and malinformation.

This section of WRDS150B will introduce a selection of unabridged, peer-reviewed scholarly articles and discussions on “friction” with the subtopics such as inclusive societies, gun control, vaccination, neoliberalism, GMO food, climate change, and ChatGPT/AI/robots. We will observe how scholars from various disciplines such as environmental sciences, natural sciences, media studies, business, and political science construct knowledge on these topics: e.g., what questions they ask and how they phrase their inquiry as well as why they choose to use a certain methodology for their inquiry and how it may affect the way their inquiry is answered. Along with exploring various research genres and methods, types of data, and writing practices, we will investigate how different types of knowledge are produced and friction aggravated by media can generate.

We will also become familiar with the conventions of academic writing and the basic premise of research through the individual and collaborative writing assignments and activities, as well as participate in scholarly conversations through our own research on the topic of friction and the role of media.

Instructor: Nazih El-Bezre

Sections:  010, 011, 012, 014

Available Times: 8:00, 9:30, 11:00, 12:30 - M/W

This section of WRDS 150 focuses on the relationship among globalization, identity formation, and the literacy practices needed in the 21st century. In today’s technologically-interconnected world, people, ideologies, food habits, fashion, and movies flow easily through borders with a speed unforeseen in the recorded human history. Due to the shrinkage of our world—which has been called a global village—we are faced with questions concerning the knowledges or literacies required to succeed in a highly competitive world, and the impact of these knowledges on our own identities. The focus on the 21st century literacies operates in conjunction with crucial life literacies, such as health literacy, ecoliteracy, second/additional language literacies, religious literacy, financial literacies, and even food literacy studies. As a result of these multiliteracies, individuals in the 21st century are now required to possess and use a variety of literacy competencies that span across various academic disciplines. Individuals’ literacies are thus multiple, dynamic, adaptable, and multidimensional. Due to the significance of these literacies on identity formation, researchers, including novice university students, explore literacies to improve knowledge transmission at every stage of individuals’ lives.

Instructor: Laura Baumvol

Sections: 201, 211, 222

Available Times: 8:00, 9:00, 10:00 - M/W/F

In this section of WRDS 150, we will focus on how various disciplines, such as environmental sciences, health sciences, natural sciences, and computer science investigate and write about the communication of scholarly knowledge. This communication can involve the knowledge popularization to a broad, popular audience through a recontextualization process of text relocation from a primary scholarly context (e.g., academic journals) to a secondary popularized context (e.g., mass media, news media, magazines, YouTube, Twitter, blogs, Q&A websites, etc.). Considering advancements over time in the relationship between scholarly knowledge and discourse and “popular talk”, the traditional deficit model of science communication involving the  “hierarchical transmission” from experts to a passive audience has been replaced by a model that includes a two-way interaction between the academic community and non-specialist audiences. This contemporary and democratic view of knowledge popularization allows for a reflective and dialogic communication between science and society and promotes empowerment, inclusion, and participation through the public engagement with science, working as a strategic alternative for social, educational, cultural, and economic development. The readings in the course, along with the individual and collaborative writing assignments and activities, will allow students to engage in scholarly conversations and explore multiple research genres and methods, types of data, and writing practices.

Instructor: Katja Thieme

Sections: 232, 251, 261

Available Times: 11:00, 1:00, 2:00 - M/W/F

This section of WRDS 150 is specifically designed for students who are studying in a faculty other than Arts at UBC. To help us focus our investigation into how different disciplines write and communicate, we will investigate how the concept of surveillance is developed and used in areas such as health studies, media studies, and ethics in science and engineering. Surveillance has become a research issue of practical concern (e.g., with what surveillance tools can global spread of diseases be effectively observed and controlled?), as well as of ethical questions (e.g., what should the ethics be for using drones in applied science work?). Looking at examples of how these questions have been discussed in research writing, this course will help you identify and use different research methods, types of data and evidence, and elements of style in research writing.

Instructor: Mary Ann Saunders

Sections: 252, 271, 281

Available Times: 1:00, 3:00, 4:00 - M/W/F

In WRDS 150, our course focus will be the multidisciplinary research field of transgender studies. A fundamental premise of trans studies is that ethical research about trans lives and experiences must be attentive to and prioritize the knowledge which trans people have about themselves. This, then, is also the stance we adopt in WRDS 150, understanding trans lives as legitimate and valuable, and trans people as the experts on their own experience. We will examine trans studies research from several academic disciplines to develop an understanding of how different disciplines construct knowledge in ways unique to each. Throughout the term, you will use the knowledge and skills you gain to develop your own transgender studies research and writing project. What do trans people say about their lives and experiences? How can you, as apprentice researchers, ethically translate that lived experience into research scholarship of your own?

Instructor: TBA

Sections: 292

Available Times: 7:00 - W - online

Instructor: Rebecca Carruthers den Hoed

Sections:  431

Available Times:  2:00- T/R

Together, we will explore the idea of resilience and how it is defined and measured in different academic disciplines (e.g., engineering, psychology, ecology). While resilience has been studied by scholars for centuries (the word can be traced back to the work of Francis Bacon in the 17th century), it has become especially popular since the mid-20^th century in research that focuses on the behaviour of complex systems: e.g., ecosystems, social systems, technical systems. While definitions vary, the term ‘resilience’ can refer to a complex system’s ability to bounce back to ‘normal’ — or bounce forward to some ‘new normal’ — after an expected disaster or disruption. For this reason, the study of resilience is sometimes called the “science of surprise.” How can cities and buildings be designed to help people ‘bounce back’ quickly after a sudden heat wave? How can elite athletes learn to ‘bounce back’ after a poor performance and ‘bounce forward’ to improve their performance next time? What makes some species more likely to survive and even thrive after a wildfire? Resilience is often (but not always) considered a good thing: a desirable quality, process, or goal that helps a system recover quickly and adapt positively after a shock or trauma— like a flood, hurricane, drought, power failure, financial crisis, disease outbreak, forced relocation, or even colonization, systematic oppression, symbolic violence. In response to readings, lectures, and class discussion, students will develop a research project of their own that focuses on ‘state of the art’ resilience research and that contributes to current scholarship about resilience.

Instructor: Katie Fitzpatrick

Sections: 411, 423, 432

Available Times:  9:30, 11:00, 2:00 – T/R

The recent Dobbs v. Jackson Women’s Health Organization (2022) decision has drawn attention to the battle for abortion access in the United States. But, for many activists around the world, that battle is only one part of a larger effort to secure autonomy for families and pregnant people. As feminists of colour have long argued, reproductive justice includes the right to end a pregnancy, but also the right to “have children…and parent the children we have in safe and sustainable communities” (sistersong.net, n.d.). Unfortunately, these rights are often distributed unequally on the basis of race, class, sexuality, and ability (Davis, 1981; Luna and Luker, 2013; Silliman, 2004).

This course will explore fights for reproductive justice through international research in disciplines like environmental studies, pharmacy, and medicine. Sample topics may include: the impacts of environmental pollution on pregnant people and children, barriers to accessing assisted reproductive technology, and racism in reproductive healthcare systems. While learning about these issues, students will also learn how to conduct ethical scholarly research and how to write in a variety of scholarly genres. At the end of the course, students will work on their own or in partners to produce a scholarly literature review on a topic of their own choosing related to reproductive (in)justice anywhere in the world.

Instructor: TBA

Sections: 451, 452

Available Times: 7:00 - T - online, 7:00 - R - online