never taught an college course so here goes:

Lesson Plan (Class size  : 20 – 25 Juniors or Seniors in a weekly UG seminar level class : 2 hours (if there are any such type of class))

Topic theme:

    Discuss the value of the feminist perspective in research design

Reading assignment for the class that will be part of discussion:

•    Neitz, Mary Jo. (1985) "Resistance to Feminist Analysis."  Teachings Sociology, 12 (3):  339-353.
•    Taylor, Verta.  (1998) "Feminist perspective In Social Movements Research."  Qualitative Sociology, 21 (4):  357-379.
•    Spargue, Joey. (2005, August) “Feminist Methodology: Stereotypes & Standpoints.” Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA.
•    Walker, Alexis J. (2003) "Method, Theory, and the Practice of Feminist Research:  or response to Janet Chafetz."  Journal of Family Issues, 25 (7) 990-994.
   
Task assignment to bring to class:

Goal: To provide students an opportunity to evaluate the issue using tools that are readily accessible to them, yet very powerful to help them think critically.

Activity: (Assigned at the end of the previous class with some but limited room for clarification)

Before coming to the next class here is an activity to do and bring in a rough report. You will be talking at least 3 members of the opposite sex.

1.    You will ask them each an activity they do in their day to day lives that they think is exclusive to members of that sex, and why. You may find there are or are not any. If they can not think of any thing in their own lives, you can also ask them if they can list a few things that one would think of more related to the other sex, and why they think so.
2.    You will ask the same people, if they can think of any activity that they refrain from either because it is generally thought of as being exclusive to the other sex, or, that they feel have so me kind of barrier for them to be able to perform those activities.

In class Activity discussion points at the beginning of class: (45mins)

•    Ask if their interviewees found it easy or difficult to come up with the activities to ask about
•    Ask students to share what they found
•    Ask the class if they can come up with more similar activities that are restrictive by sex, after everyone has a chance to quickly present their findings
•    Ask the class as a whole to compare answers that were collected form the different sexes

Questions for discussion: (60 mins)
    
•    Summarize the readings and ask students questions and opinions on the key points made by the readings (sorry for the lack of detail here, hopefully the titles of the assigned gives some vague indication as to their general argument)
•    Ask students to tie the readings to their findings?
•    Were the readings relevant to their findings?
•    How would they tie what they found in their research activities in designing research studies?
•    Do they think a shift in perspective makes a difference in making a design decisions?
•    Do they think this will make a difference in research process or outcome?

Prep. Reminders and so on for next class and time for extra discussion and questions (last 15 minutes)