See Course and Program Development Policy and Procedures ( for instructions. PHONE: x4457. o PROGRAM ACTIONS

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1 Document N: Course and Program Development: IMPACT AND APPROVAL SIGNATURES See Course and Program Development Policy and Procedures ( for instructions. SCHOOL: o LAW OMSB o CAS CONTACT NAME: Cheryl Cudzilo PHONE: x4457 DEPARTMENT/DIVISION: Law School DATE PREPARED: 9/16/10 PROPOSED SEMESTER OF IMPLEMENTATION: o fall o spring YEAR: 2011 TYPE OF ACTION: add (new) o deactivate o modify o other LEVEL OF ACTION: o noncredit o undergraduate o graduate other ACTION BEING REQUESTED (select one category, either Course Actions or Program Actions): o COURSE ACTIONS o PROGRAM ACTIONS Original Subject Code/Course Number: Original Program Title: LAW 888B Original Course Title: Special Topics in Applied Feminism Select one or multiple actions from one of the lists below (review the fist of necessary documents and signatures): Experimental Course 10. Program Requirements 2. Course Title 11a. Undergraduate Specialization (24 credits or fewer) 3. Course Credits 11b. Master's Specialization (12 credits or fewer) 4. Course Number 11e. Doctoral Specialization (18 credits or fewer) 5. Course Level 12. Minor (add or delete) G. Pre- and Co-Requisite 13. Closed Site Program 7. Course Description 14. Program Suspension.f 8. New Course 15. Program Reactivation 9. Deactivate Course 1Ga. Certificate Program (UG/G) exclusively within existing degree program 22. Other 1Gb. Certificate Program (UG/G) outside of or across degree programs (12 or more credits) 17. Off-Campus Delivery of Existing Programs 18a. Undergraduate Concentration (exceeds 24 credits) 18b. Master's Concentration (exceeds 12 credits) 18c. Doctoral Concentration (exceeds 18 credits) 19. Program Title Change 20. Program Termination 21. New Degree Program 22. Other ADDITIONAL DOCUMENTATION (check all appropriate boxes of documents included; review the list ofnecessary documents): IJ,I summary proposal (0) W course definition document (P) o full five-page MHEC proposal (Q) o financial tables (MHEC) (R) o other documents as may be required by M HEC/USM (S) o other (T) 1

2 IMPACT REVIEW (review the list ofnecessary signatures): Impacted Entity Signature Date a. Library o no impact b.ots o no impact o impact statement attached o impact statement attached c. University Relations o no impact o impact statement attached d. Admissions o no impact o impact statement attached e. Records o no impact o impact statement attached APPROVAL SEQUENCE (review the list ofnecessary signatures): Approval Level Signature Date A. Department/Division (Chair) B. General Education (for No.7, 8) C. Final Faculty Review Body Within Each School (Chair) ~a-yr.tt:ll ~~fir/ 1/ p D. Dean f/(~.f(j () /'(-' ~/?.~ E. University Faculty Senate (Chair) I) / /' ( F. University Council (Chair)l G. Provost and Senior Vice President for Academic Affairs H. President If fl'~ I( Jf~($m./4) I, I' I " '- / '" -l1-le I. Board of Regents (notification only) J. Board of Regents (approval) K. MHEC (notification only) L. MHEC (approval) M. Middle States Association notification Required only ifthe University's mission is changed by the action 1 University Council review (for recommendation to the president or back to the provost) shall be limited to curricular or academic policy issues that may potentially affect the University's mission and strategic planning, or have a significant impact on the generation or allocation of its financial resources. 2

3 Document 0: Course and Program Development: SUMMARY PROPOSAL See Course and Program Development Policy and Procedures ( for instructions. SCHOOL: o LAW OMSB o CAS OCPA CONTACT NAME: Cheryl Cudzilo PHONE: x4457 DEPARTMENT/DIVISION: Law School DATE PREPARED: 9/16/10 PROPOSED SEMESTER OF IMPLEMENTATION: o fall o spring YEAR: 2011 ACTION BEING REQUESTED (select one category, either Course Actions or Program Actions): o COURSE ACTIONS o PROGRAM ACTIONS Original Subject Code/Course Number: Original Program Title: LAW 888B Original Course Title: Special Topics in Applied Feminism Select one or multiple actions from one of the lists below (review the list ofnecessary documents and signatures): Experimental Course 2. Course Title 3. Course Credits 4. Course Number 5. Course Level 6. Pre- and Co-Requisite 7. Course Description./ 8. New Course 9. Deactivate Course 22. Other Program Requirements 11a. Undergraduate Specialization (24 credits or fewer) 11b. Master's Specialization (12 credits or fewer) 11c. Doctoral Specialization (18 credits or fewer) 12. Minor (add or delete) 13. Closed Site Program 14. Program Suspension 15. Program Reactivation 16a. Certificate Program (UG/G) exclusively within existing degree program 16b. Certificate Program (UG/G) outside of or across degree programs (12 or more credits) 17. Off-Campus Delivery of Existing Programs 18a. Undergraduate Concentration (exceeds 24 credits) 18b. Master's Concentration (exceeds 12 credits) 18c. Doctoral Concentration (exceeds 18 credits) 19. Program Title Change 20. Program Termination 21. New Degree Program 22. Other For changes to existing courses: OLD TITLE SUBJECT CODE/COURSE NO. CREDITS NEW TITLE SUBJECT CODE/COURSE NO. CREDITS 3

4 DESCRIBE THE REQUESTED COURSE/PROGRAM ACTION (additional pages may be attached if necessary): Addition of a new course: Special Topics in Applied Feminism SET FORTH THE RATIONALE FOR THIS PROPOSAL: This course will build on the introduction to feminist legal theory now being offered through our first year critical legal theory course. Students will have the opportunity to explore feminist legal theory more deeply and in a variety of different legal contexts, some of which have not been traditionally associated with feminist legal theory, thus broadening the students' conceptions of the application of critical legal theory. Because the class will be team taught by a number of different professors, students will benefit from the subject matter expertise of the professors and the novel applications of theory to law. Students will get a wider exposure to professors and subjects that they might not have considered before, and because the course will be taught pass/fail, they will be able to do so in a less threatening environment. Students will also have the opportunity to develop relationships with professors that could lead them to upper level writing opportunities. The course benefits the law school by providing an upper level offering in legal theory that is currently unavailable to our students, who may have a greater desire to delve into these issues after taking the critical legal theory class. Moreover, the course will engage professors in a collaborative exercise, increasing contact between professors who might not have worked together previously. The course also strengthens the work of the Center on Applied Feminism, which has brought positive recognition to the law school and the university through its annual conference, symposia, and legislative advocacy. 4

5 DOCUMENT P: COURSE DEFINITION See Course and Program Development Policy and Procedures ( for instructions. 1. DATE PREPARED July 8, PREPARED BY Professor Leigh Goodmark 3. DEPARTMENT/DIVISION School of Law 4. COURSE NUMBER(S) with SUBJECT CODE(S) LAW 888B 5. COURSE TITLE Special Topics in Applied Feminism 6. CREDIT HOURS 2 7. CATALOG DESCRIPTION This course will provide students with an opportunity to apply the tenets of feminist legal theory to a variety of legal topics. The course will be team taught and is designed to introduce some of the core concepts of feminist legal theory and examine how that theory applies both to areas of the law traditionally associated with feminism and to those areas in which the application of feminist legal theory might seem unusual. The course will enable students to develop critical thinking skills that will allow them to apply feminist legal theory to new legal problems, generating creative, theory-based solutions. 8. PREREQUISITES None 9. COURSE PURPOSE (how the course is to be used in the curriculum; e.g., required for the major, elective, etc.) Elective 10. GENERAL EDUCATION AREA (if applicable; e.g., social sciences, humanities, mathematics, etc.) n/a 11. COURSE TYPE/COMPONENT (clinical, continuance, discussion, field studies, independent study, laboratory, lecture, practicum, research,

6 seminar, supervision, thesis research, tutorial or workshop; this must match PeopleSoft 9.0 coding, so check with your dean's office if you are unsure of the correct entry) Seminar 12. FACULTV QUALIFIED TO TEACH COURSE Leigh Goodmark, Margaret Johnson, Michele Gilman, Robert Rubinson, J. Amy Dillard, John Bessler, Nancy Modesitt, Wendy Gerzog, Barbal White, Nienke Grossman, Erika Woods, Rachel Camp, Sarah Rogerson, Dionne Koller, Matthew Lindsey 13. CONTENT OUTLINE See attached syllabus 14. LEARNING GOALS Students will become conversant in feminist legal theory and the ways in which feminist legal theory can be applied to various areas of the law. Students will think critically about the applications of feminist legal theory presented to them. Students will develop reasoned, well-supported arguments for the positions they take in class discussions. Students will improve their writing skills through weekly memo assignments. Students will become comfortable applying critical legal theory to new areas of the law 15. ASSESSMENT STRATEGIES Short Assignments 16. SUGGESTED TEXT(S) and MATERIALS (e.g. textbooks, equipment, software, etc., that students must purchase) Cases, law review articles and other written materials provided through TWEN 17. SPECIAL GRADING OPTIONS (if applicable) Pass/Fail 18. SUGGESTED CLASS SIZE LAB FEES (if applicable) n/a

7 SPECIAL TOPICS IN APPLIED FEMINISM SPRING 2011 I. Course Materials Professors will individually assign readings for the week. Those readings will be available on TWEN. Please be sure to check TWEN regularly for course announcements. II. Concept and Goals This course will provide students with an opportunity to apply the tenets of feminist legal theory to a variety of legal topics. The course will be team taught and is designed to introduce some of the core concepts of feminist legal theory and examine how that theory applies both to areas of the law traditionally associated with feminism and to those areas in which the application offeminist legal theory might seem unusual. The course will enable students to develop critical thinking skills that will allow them to apply feminist legal theory to new legal problems, generating creative, theory-based solutions. III. Attendance You are expected to attend each class on time. Your instructor will pass around a sign-in sheet each class session. It is your responsibility to ensure that you sign this sheet, as it is the official record of your attendance. Per the University of Baltimore's policy, you may have no more than 2 absences during the semester. A student whose absences exceed this limit will not receive credit for the course. IV. Assignments and Grades A. Class assignments Given our goal of learning and teaching together, it is essential that everyone prepare for, attend, and participate in each session of the class. In a small group, the unwillingness of one or two people to participate has a negative impact on everyone's experience. In order to be an active participant in the seminar, you will need to read the assigned material well in advance, think critically about the issues raised by the reading, and develop questions and thoughts for class participation. Faculty will generate and distribute discussion questions via TWEN prior to each class. Each student will produce a short reflective memo based on the questions generated in advance by the faculty and submit the memo 24 hours prior to the seminar. Memos will be submitted to instructors through the TWEN site. Students will also be required to attend two of the four speaker panels at the Center on Applied Feminism's annual Feminist Legal Theory Conference on Friday, March 4, Although a full-length scholarly paper is not required for this class, it is possible to do an ALR with teaching faculty. Please contact the faculty member with whom you would like to work for more information. B. Grades This class will be graded pass/fail. A passing grade requires consistent attendance and participation, completion of all required memos, and attendance at the Feminist Legal Theory conference. V. Class Sessions and Assignments A. Introduction to Feminist Legal Theory (Professors Leigh Goodmark and Margaret E. Johnson) Katharine T. Bartlett, Feminist Legal Methods, 103 Harv. l. Rev. 829 (1990). Martha Chamallas, Introduction to Feminist Legal Theory, 2d ed. (2003) (excerpts).

8 Nancy E. Dowd and Michelle S. Jacobs, Feminist Legal Theory: An Anti-Essentialist Reader (excerpts). Nancy Levit, Robert Verchik, Martha Minow, Feminist Legal Theory: A Primer (excerpts). B. Legal history (Professor Matthew Lindsay) Norma Basch, Marriage and Domestic Relations, in THE CAMBRIDGE HISTORY OF LAW IN AMERICA, VOl. II: THE LONG NINETEENTH CENTURY ( ) (Michael Grossberg and Christopher Tomlins, eds.) WILLIAM BLACKSTONE, COMMENTARIES ON THE LAws OF ENGLAND, Ch. 15: "Of Husband and Wife" (1765) TAPPING REEVE, THE LAw OF BARON AND FEMME, Ch. 5: "The Husband's Right to Property or Choses accrued to his Wife during Coverture" (1846) Dec/oration ofseneca Falls Convention (1848) Congressional Debate on Women's Suffrage in Washington DC (1866) Selections from THE TRIAL OF SUSAN B. ANTHONY (1873) Minor v. Happersett (1875) Bradwell v. Illinois (1873) C. Criminal Law (Professor Amy Dillard) Developments in the Law: Legal Responses to Domestic Violence, 106 Harv. L. Rev (1993). Melanie Frager Griffith, Note, Battered Women Syndrome: A Tool for Batterers?, 64 Fordham L. Rev. 141 (1996). Robert P. Mosteller, Syndromes and Politics in Criminal Trials and Evidence Law, 46 Duke L.J. 461 (1996). V.F. Nourse, Self-Defense and Subjectivity, 68 U. Chi. L. Rev (2001). Alafair S. Burke, Rational Actors, Self-defense, and Duress: Making Sense, Not Syndromes, Out of the Battered Woman, 81 N.C. L. Rev. 211 (2002). Leigh Goodmark, When is a Battered Woman Not A Battered Woman? When She Fights Back, 20 Yale J. L. & Feminism 75 (2008). D. Death Penalty (Professor John Bessler) The Execution of Women in the United States on the Cusp of the Millennium, 26 OHIO N.U. L. REV. 581 (2000). Staying Alive: Equal Protection, Re-election, and the Execution of Women, 4 BUFF. CRIM. L. REV. (2000). Capital Murder, Gender, and the Domestic Discount, 49 SMU L. REV. (1996). Gender Discrimination and the Death Penalty, 25 LAW & SOC'Y REV. (1991) Some Questions about Gender and the Death Penalty, 20 GOLDEN GATE U. L. REV. (1990) E. Juvenile Justice (Professor Odeana Neal)

9 Schattner, laurie, Girls in Trouble With the law, Ch. 4 ("Gender, Violence & Trouble") (Rutgers Univ. Press. 2006) Bond-Maupin et ai., Girls' Delinquency and the Justice Implications of Intake Workers' Perspectives, 13 Women and Criminal Justice 51 (2002) Gaardner, et ai., Criers, liars, and Manipulators: Probation Officers' Views of Girls, 21 Justice Quarterly 547 (2004) F. Motherhood (Professor Rachel Camp) Penelope E. Bryan, Reasking the Woman Question at Divorce, 75 Chi.-Kent l. Rev. 713 (2000). Chris Gottleib, Reflections on Judging Mothering Jane C. Murphy, legal Images of Motherhood: Conflicting Definitions from Welfare "Reform," Family, and Criminal law, 83 Cornell law Review 688 (1998). G. Education (Professor Erika Wilson) Nabozy v. Podlesny, 92 F.3d 446 (i h Cir. 1996) Davis v. Monroe County Board of Education, 526 U.S. 629 (1999) Flores v. Morgan Hill Unified School District, 324 F.3d 1120 (9 th Circuit 2003). Vanessa Eisemann, Protecting the Kids in the Hall: Using Title IX to Stop Student on Student Anti-Gay Harassment, 15 Berkeley Women's l.j. 125 (2000) Nicolyn Harris, Safe Rules ofgay Schools? The Dilemma ofsexual Orientation Segregation in Public Education, 7 U. Pa. J. Const. l. 183 (2004) H. Sports law (Professor Dionne Koller) Deborah Brake, Getting in the Game: Title IX and the Women's Sports Revolution. I. Employment law (Professor Nancy Modesitt) Joan Williams, Want Gender Equality? Die Childless at 30, 27 Women's Rights law Reporter 3 (Winter 2006). Rachel Moran, How Second-Wave Feminism Forgot the Single Woman, 33 Hofstra l. Rev. 223 (Fall 2004). Meritor Savings Bank v. Vinson, 477 U.S. 57 (1986) General Electric Co. v. Gilbert, 429 U.S. 125 (1976). J. law and Economics (Professor Barbara White) linz Audain, Critical Legal Studies, Feminism, Law and EconomiCS, and the Veil of Intellectual Tolerance: A Tentative Case for Cross-Jurisprudential Dialogue, 20 HOFSTRA l. REV (1992) Douglas G. Baird, The Future of Law and Economics: Looking Forward, 64 U. CHI. l. REV (2003) Anita Bernstein, Whatever Happened to Law and Economics?, 64 MD. L. REV. 303 (2005)

10 Devon W. Carbado & Mitu Gulati, The Law and Economics ofcritical Race Theory, 112 YALE l. J (2003) Jeanne M. Dennis, The Lessons ofcomparable Worth: A Feminist Vision of Law and Economic Theory, 4 UCLA WOMEN'S l. J. 1(1993). Robert C. Ellickson, Law and Economics Discovers Social Norms, 27 J. LEGAL STUD. 537 (1998) Marianne A. Ferber, The Study ofeconomics: A Feminist Critique, 85 AM. ECON. REV. 357 (1995) Barbara Ann White, Economic Efficiency and the Parameters of Fairness: A Marriage ofmarketplace Morals and the Ethics ofcare, 15 CORNELL JOURNAL OF LAW AND PUBLIC POLICY 1(2005) K. Tax (Professor Wendy Gerzog) Wendy C. Gerzog, The Marital Deduction QTIP Provisions: Illogical and Degrading to Women, 5 UCLA Women's Law J. 301 (1995) [included in Anthony C. Infanti and Bridget J. Crawford, Critical Tax Theory: An Introduction (Cambridge University Press 2009) and in Paull. Caron, Grayson M.P. McCouch, Karen C. Burke, Federal Wealth Transfer Tax Anthology 208 (Anderson Publishing Co. 1998)). l. International Law (Professors Nienke Grossman & Sarah Rogerson) Deborah T. Anker, Law of Asylum in the United States , (Paul T. Lufkin, ed., 3d ed. Refugee Law Center 1999) (Immigration Law) Hillary Charlesworth, Christine Chinkin, Shelley Wright, "Feminist Approaches to International Law," 85 Am. J. Int'l l. 613 (1991) (International Law) M. Access to Justice (Professor Rob Rubinson & Michele Gilman) Dorothy Roberts, Spiritual and Menial Housework. Laura Ho, Catherine Powell, and Leti Volpp, (Dis)Assembling the Rights of Women Workers along the Global Assembly Line: Human Rights and the Garment Industry Matthew Diller, Working without a Job: The Social Messages of the New Workfare Martha Albertson Fineman, Cracking Foundational Myths: Independence, Autonomy, and Self-Sufficiency Barbara Ehrenreich, Nickled and Dimed John Iceland, Gender, Family Structure, and Poverty, in Poverty in America N. Wrap-up