Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Scholars have asserted that the homosexual advance defense is a male defense. However, none have engaged in a comparative study of the legal treatment of unwanted sexual advances on women. My comment seeks to provide this analysis by conceptualizing the homosexual advance defense as a form of legal recognition of unwanted sexual advances on men. In this piece, I compare the legal response to unwanted advances via the homosexual advance defense with the legal response to the two most common types of unwanted sexual advances faced by women: street harassment and sexual harassment in the workplace. As I demonstrate in my piece, courts have treated the same types of unwanted sexual advances differently based on the gender and sexual orientation of those involved. Court determinations about the severity of harassment, the abnormality of the harassment, the reasonableness and sufficiency of the defendant’s response and other factors may differ based on one’s identity. Harassment faced by women thus receives lesser legal recognition.

I seek to provide a broader analysis of the homosexual advance defense that recognizes its existence within a larger legal context; this context includes antidiscrimination law and is one in which women have also sought remedies in response to unwanted sexual advances. By examining the legal treatment of women who bring suit in response to unwanted sexual advances, I provide a critique of the homosexual advance defense that places the defense within the larger context of a legal system that overlooks harms to women and queer men.

Publication Type: Session Presentation
Abstract: Efforts to incorporate proficiency-oriented teaching at the advanced levels are often hampered by the lack of appropriate assessment instruments. Advanced Japanese CAP leverages CASLS’ experience in online assessment to provide a high-quality, affordable assessment available nationally for advanced learners of Japanese. Results can inform placement decisions and encourage reflective teaching.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Traces the establishment of the Office of Scheduling and Advance within the EOP, placing this innovation within the context of wider theories of institutional growth and development.

Publication Type: Abstract
Abstract: Intent: To identify the presence of grade inflation in APPEs among four colleges of pharmacy using similar evaluation tools. To examine the correlation between grade assigned, comparable student rank, and suitability for employment in an entry level pharmacy position upon graduation.

Process: Final student evaluation data was extracted from EMS (Education Management System), a web-based experiential documentation system, for all APPEs completed during the 2005 – 2006 academic year. We looked at the following: calculated grade, assigned grade, comparable student ranking, employability, APPE type, APPE timing, and instructor status.

Outcomes: Of 3175 APPEs, grade distribution was the following: 85.5% A, 13.3% B, 1.1% C, 0.09% D, 0.06% F. Grades for distributive APPEs were significantly higher compared to clinical or indirect APPEs (p<0.0001). Twenty-two percent of APPEs were taught by full-time faculty. 68.9% of grades assigned by full-time faculty were in the A range in comparison to 90% assigned by volunteer faculty. (p<0.001) All students receiving grades of D or F were determined “non-hirable” for an entry level position. Interestingly, 78 of 2714 receiving A’s, 103 of 422 receiving B’s, and 26 of 35 receiving C’s were also determined “non-hirable” by the instructor. For students receiving A’s, student ranking was evaluated as: top 10% (55.4%) upper third (37%), middle third (7.5%), lower third (0.2%).

Implications: Grade inflation is present in APPE courses. Investigation is needed to identify why students receiving A’s and B’s were perceived as non-hirable for entry level positions. Preceptor education should include criteria for accurate assessment of student performance.

Publication Type: Session Presentation
Abstract: The special challenges of teaching advanced Chinese written texts require a multifaceted approach calling on various linguistic registers, as the focus is no longer grammar but stylistic and cultural appropriateness. Written and spoken language must be integrated as well. One such approach, exemplified in a draft textbook, is presented here.