University of Bergen and Florida Gulf Coast University
Overview
This collaborative COIL Queer Theory course brought together Florida Gulf Coast University (FGCU) and the University of Bergen (UiB), leveraging their existing Queer Theory courses to create a unique, shared academic experience. Both universities traditionally offer courses under this title, and this initiative sought to synchronize these offerings into a cohesive, co-taught curriculum. The course focused on delving into the complexities of Queer Theory, critically examining concepts of normativity, identity, and societal expectations. Through this collaboration, students from diverse cultural backgrounds explored these themes, enhancing their understanding and application of Queer Theory across different cultural and academic contexts.
COIL Instructors
Kari Jegerstedt, chair, Centre at the Centre for Women's and Gender Research
Kari Jegerstedt is the Head of the Centre for Women's and Gender Research (SKOK) at UiB. She holds a PhD in Comparative Literature from UiB, with her thesis focused on the works of Angela Carter, particularly feminist fiction and literary theory. Her research spans feminist theory, narrative theory, psychoanalysis, postcolonialism, globalization, queer theory, South African literature, postmodern fiction, radical philosophy, and resistance studies. In addition to her research, Dr. Jegerstedt is a seasoned educator, having led various courses in gender studies and psychoanalysis. Some of her notable teaching contributions include:
Gender, Justice, and Environmental Crises (Bergen Summer Research School, June 2022)
Feminist Visions for Justice in Times of Environmental Crises (December 2021)
Technologies are Us: Feminist Perspectives on Posthuman Futures (September 2020)
Climate Imaginaries: Feminist and Queer Perspectives on Thinking Climate Change (August 2015)
These courses reflect her dedication to integrating critical feminist perspectives into discussions on contemporary global issues, such as environmental crises and technological transformations.
Silje Mo, senior executive officer, Centre for Women's and Gender Research
Silje Mari Mo serves as the Senior Executive Officer at SKOK and the Centre for the Study of the Sciences and the Humanities (SVT) at UiB. She has also been a teaching assistant at SKOK and a research assistant at SVT. Silje holds a Master’s degree in Global Development, specializing in gender development, with a thesis focusing on the Birth Strike movement and child freedom as climate action. Her research interests include gender studies, cultural studies, and online reactions to male rape portrayals in media, particularly the TV series Outlander. Silje’s work history includes roles at the Centre for International Health and the Bergen Summer Research School, where she contributed to gender and environmental research initiatives.
Jon Braddy, associate professor, Department of Communication
Jon Braddy is an Associate Professor in the Department of Communication and Philosophy at FGCU. He holds a Ph.D. in Communication from the University of Tennessee, Knoxville, and an M.A. in Organizational Communication from Western Kentucky University. His scholarship focuses on psychoanalytic theory and queer theory, with an emphasis on French philosophy, particularly the works of Gilles Deleuze and Jacques Lacan. In addition to his academic work, Braddy is an accomplished documentary filmmaker, known for his works Liberation: One Generation After Apartheid, Puerto Ricans Ascending, and '"Queer Theory: The UneXplained".
Katie Wing, instructional designer, Department of Digital Learning
Katie Wing is an instructional designer at FGCU's Department of Digital Learning and is currently pursuing a doctoral degree (Ed.D.) in Learning Design & Innovation.
Curricular Framework
The course employed a combination of digital tools to enhance interaction and collaboration. Asynchronous discussion boards allowed for ongoing reflection, while synchronous video sessions via Zoom enabled real-time engagement between students and faculty. Shared digital platforms were used for collaborative projects, fostering student teamwork across geographical distances.
The curriculum was enriched by readings from influential theorists, including Michel Foucault, prompting students to critically analyze normative structures and societal assumptions. This dynamic blend of content and technology fostered a rich, cross-cultural learning environment.
This collaboration represented the most integrated course pairing within the Institute’s cohort of partnerships. UiB Professor Kari Jegerstedt and FGCU Professor Jon Braddy co-taught the Queer Theory course, with nearly all course activities being shared between both institutions.
The course, an undergraduate elective at both UiB and FGCU, included eight students from UiB and 25 from FGCU, who came from diverse academic and cultural backgrounds. The course was structured around weekly synchronous sessions, which were held for 13 of the 18 weeks, supplemented by asynchronous discussions on UiB’s Canvas LMS. Throughout the semester, students explored queer history in both American and Norwegian contexts and collaborated in small groups to create contributions for The Norwegian Archive for Queer History. These collaborative projects included podcasts, videos, and zines, which showcased the students’ creativity and critical engagement with course content.
Despite challenges such as technical difficulties and differing communication styles between the Norwegian and American students, the feedback from UiB participants was overwhelmingly positive. Students found the collaboration essential in applying theoretical concepts to real-world scenarios, particularly those unfolding in Florida. Students also offered constructive feedback, with suggestions for future course improvements.
Goals & Outcomes
Understanding Queer Theory: Students were expected to develop a nuanced understanding of Queer Theory, moving beyond its typical associations with LGBTQ+ identities to engage with broader critiques of 'strangeness' and 'unusualness.'
Cultural Navigation: The course aimed to enhance students' ability to understand and appreciate cultural differences, particularly in academic and communicative practices.
Global Competence: The course prepared students to thoughtfully engage with global issues related to gender and sexuality, cultivating globally competent individuals.
Activities
Several innovative activities were incorporated into the course:
- Ice-Breaker Sessions: These initial activities were designed to create a foundation of trust and openness, crucial for the sensitive discussions that would follow.
- Collaborative Projects: Students worked in bi-national teams to apply Queer Theory concepts in analyzing media, literature, and policies, fostering a practical understanding of the course content.
- Visual and Multimedia Elements: To provide a more vivid sense of the course dynamics, students contributed visual elements as part of their asynchronous activities, including:
Video Diaries: Students shared weekly insights and breakthroughs through short video clips, adding a personal touch to the learning journey.
Photo Gallery: Snapshots from synchronous Zoom sessions captured moments of engagement and collaborative work.
Results & Impact
The 2024 COIL Queer Theory course at FGCU and UiB utilized the Beliefs, Events, and Values Inventory (BEVI), a quantitative tool designed to assess shifts in students' perspectives and their readiness to adapt to new cultural and intellectual challenges. Key findings from the BEVI analysis include:
- Emotional Resilience: Despite encountering significant life stressors, students demonstrated emotional resilience, maintaining their capacity to navigate difficult topics and discussions.
- Intellectual Transformation: A notable shift in students’ personal beliefs and attitudes was observed, particularly in their ability to engage with complex, challenging material. Many students re-examined and revised previous assumptions during the course.
- Intercultural Competence: FGCU students adapted their communication strategies to be more inclusive of their Norwegian peers, leading to more balanced and inclusive discussions.
- Identity Clarity: "Identity Diffusion" scores decreased, suggesting that students achieved a clearer understanding of their identities throughout the course.
- Openness and Flexibility: While "Basic Life Openness" scores decreased, indicating a more discerning approach to new experiences, "Socioemotional Convergence" scores showed a shift toward more analytical thinking.
- Social and Cultural Openness: High "Socio Cultural Openness" scores were maintained, reflecting sustained appreciation for diversity and cultural differences, central themes in this course.
These findings highlight the course’s success in promoting critical thinking, self-awareness, and intercultural dialogue, leading to students reevaluating their worldviews and deepening their understanding of global societal issues.
Testimonials & Experiences
The COIL Queer Theory course provided a transformative experience for both students and faculty, evidenced by the reflective feedback and compelling testimonials gathered during and after the course. These personal accounts underscore the profound impact of the course on participants' academic and personal development, particularly in fostering a deeper understanding of complex social issues and enhancing intercultural competence.
Student Testimonials
Students from both Florida Gulf Coast University and the University of Bergen shared how the course challenged their preconceived notions and broadened their perspectives:
This course opened my eyes to different ways of seeing the world. Engaging with students from Norway challenged me to think beyond my cultural boundaries and reconsider what I thought I knew about gender and identity.
-A Student from FGCU
The discussions we had were sometimes tough, but always enlightening. Learning about different perspectives on queer theory, especially from international peers, added a valuable layer to my education that I wouldn't have gained otherwise.
-A Student from the University of Bergen
Faculty Reflections
Faculty involved in delivering the course also noted significant outcomes, particularly in terms of pedagogical insights and the effectiveness of the COIL format.
Facilitating this COIL course was as much a learning experience for me as it was for the students. The dynamic exchange of ideas not only enhanced our understanding of the subject matter but also demonstrated the potential of virtual exchange to mimic real-world global interactions effectively.
Future Outlook
Many students expressed a desire to continue exploring the themes introduced in the course and to apply these insights in their future studies and careers.
This course didn't just end with the final project. It started a process of questioning and exploring that I intend to carry forward into my career. The skills I've developed here, especially in intercultural communication, are ones I see as essential for my future work in any field.
-A student from FGCU
These testimonials and experiences highlight the unique and powerful impact of the COIL Queer Theory course, illustrating its success in creating a meaningful, engaging, and educationally rich environment for all participants.
Future Directions
The transformative educational experiences documented through the BEVI underscore the potential of COIL initiatives to effect meaningful learning and personal growth, particularly in courses that challenge students to engage with complex, global issues. Given these significant findings, further research is recommended to explore the long-term impacts of such transformative educational experiences and to better understand how such pedagogical approaches can be implemented more broadly in higher education. This assessment confirms the significant role that innovative pedagogical methods, employed in the COIL Queer Theory course, play in preparing students to navigate and contribute to an increasingly interconnected world, highlighting the value of such courses in academic curricula. Building on this success, Professors Jegerstedt and Braddy plan to deepen their collaboration by co-publishing research that examines the pedagogical impacts of their COIL teaching experiences.
Furthermore, they are committed to continuing their partnership by co-teaching future COIL courses, thereby sustaining and expanding the innovative educational approaches that have proven so impactful. This ongoing effort will not only enrich their students' learning experiences but also contribute valuable insights into the efficacy of COIL methodologies in fostering global competencies.
