This course, From Tokenism to Stardom: Identity and Power in American TV (1989–2025), moves away from traditional exams and research papers and instead centers on applied analysis and collaborative discussion. Each week, students prepare 1–2 slide presentations applying a representation test (such as Bechdel, Waithe, Ko, or Villalobos) to an episode or season from the shows we watch. These weekly assignments are graded on the clarity of the test application, the creativity of re-writing lines or scenes, and the strength of the connection to that week’s theme. In addition, students complete short 150–200 word discussion posts that allow them to reflect on prompts and engage in dialogue with their peers. This rhythm ensures steady participation and consistent practice with sociological frameworks.

The larger graded components include a midterm group presentation worth 20% of the grade and a final individual or paired presentation worth 25%. For the midterm, small groups analyze a show or episode tied to a core section of the course—such as Colorism or Intersectionality—and present on its impact on Gen Z identity. The final project synthesizes learning from the entire semester, asking students to show how tokenism has shifted into stardom in TV and what that reveals about power and representation. Both projects emphasize oral presentation, argument-driven analysis, and visual communication instead of traditional essay writing. This structure builds skills in media literacy, critical thinking, and collaborative learning.

Attendance and participation are essential to the seminar format. Students are expected to come to class prepared and to notify the instructor if they must miss a session. Participation, worth 5% of the grade, is based on contributions to discussions, feedback on peer presentations, and engagement during show voting. Technology is allowed in class but should be used responsibly to support learning rather than cause distractions. Extensions on assignments can be requested through a Google Form, and accommodations for disability, health, or religious observance are welcomed and respected. Together, these policies create a learning environment that is flexible, accountable, and collaborative.

Enrollment Policy: The course is open enrollment, no application or interview required. Students simply register until the cap is reached (first come, first served). Participation Expectation: Because it’s a discussion-based class, consistent attendance and active contribution are expected. Inclusivity Note: The course welcomes students from all majors and levels of preparation, with support provided through guided discussions and accessible readings.