2018-2019 Academic Catalog 
    
    Mar 29, 2024  
2018-2019 Academic Catalog [Archived Catalog]

Courses


Undergraduate Prerequisites Course Numbering
A “C-” or higher is required in all prerequisite courses 100-299 - Lower division undergraduate
  300-499 - Upper division undergraduate
  500-699 - Graduate
Search Tip 700-799 - Doctoral
Use the asterisk (*) key as a wild card.
Example: Select “Prefix” NURS and enter 6* in the “Code or Number” field to return all Nursing courses at the 600 level.

 

 
  
  • EDUC 523 - Early Childhood/Perceptual Motor Development


    Credits: Three (3)
    Corequisite: EDUC-203

    Cross-listed: EDUC-323
  
  • EDUC 528 - Literacy Development


    Credits: Three (3)
    Prerequisite: EDUC-380
    Corequisite: EDUC-384

    Cross-listed: EDUC-328
  
  • EDUC 533 - Integrating the Arts


    Credits: Three (3)
    Prerequisite: EDUC-200
    Corequisite: EDUC-385

    Cross-listed: EDUC-333
  
  • EDUC 535 - Health Of The Child


    Credits: Two (2)
    Prerequisite: EDUC-200
    This course explores data and best practice recommendations for teaching health in schools. Students complete health-related observations of classroom and school, and a comprehensive school/community health survey. Emergency procedures as well as ethical decisions teachers face are addressed. Additional research into a topic of choice is required. Requires a school placement.

    Cross-listed: EDUC-335
  
  • EDUC 543 - Teaching Art: K-12


    Credits: Three (3)
    Cross-listed: EDUC-343
  
  • EDUC 548 - STEM Education for the 21st Century


    Credits: 1
    This  introductory course provides an overview of the challenges facing educators in the 21st century and discusses how problem-based learning, technology and innovation characterize successful schools of today and tomorrow. This course is required for candidates pursuing the Certificate in STEM Education.
  
  • EDUC 549 - STEM Education Certificate Capstone


    Credits: 1
    This course is the culmination of the STEM Education Certificate. Candidates apply what they have learned throughout the certificate program to design learning opportunities for students in their classrooms.
  
  • EDUC 552 - Educ/Psych Exceptional Child


    Credits: Three (3)
    This course is a survey of the various characteristics that differentiate the child labeled as exceptional. Students look at the effect of these differences upon a child’s physical, social, emotional and cognitive development, as well as methods for accommodating those differences.
    Note: This course is required for all Missouri certificates.
    Cross-listed: EDUC-352
  
  • EDUC 560-01 - Integrating Science, Art and Engineering into Math


    Credits: 1
    This is an elective course in the STEM Education Certificate Program.
  
  • EDUC 560-02 - Film-making in the Classroom


    Credits: 1
    This is an elective course in the STEM Education Certificate Program.
  
  • EDUC 560-03 - Makerspace Movement


    Credits: 1
    This is an elective course in the STEM Education Certificate Program.
  
  • EDUC 560-04 - Robo Basics With LEGO Robotics


    Credits: 1
    This is an elective course in the STEM Education Certificate Program.
  
  • EDUC 560-05 - STEAM Up Your Classroom with Theater


    Credits: 1
    This is an elective course in the STEM Education Certificate Program.
  
  • EDUC 560-06 - Problem-Based Learning


    Credits: 1
    This is an elective course in the STEM Education Certificate Program.
  
  • EDUC 560-07 - Design Thinking


    Credits: 1
    This is an elective course in the STEM Education Certificate Program.
  
  • EDUC 560-08 - App Development for Teachers


    Credits: 1
    This is an elective course in the STEM Education Certificate Program.
  
  • EDUC 561 - Introduction to Middle School


    Credits: Three (3)
    Cross-listed: EDUC-361
  
  • EDUC 562 - Middle School Child, Curriculum and Instruction


    Credits: Three (3)
    Cross-listed: EDUC-362
  
  • EDUC 563 - Middle School Teacher


    Credits: Three (3)
    Cross-listed: EDUC-363
  
  • EDUC 566 - Coaching and Mentoring in a School Setting


    Credits: One (1) to Three (3)
    Cooperating teachers, mentor teachers or teacher leaders will explore and develop the skills necessary to advance, through coaching and counseling, the practice of preservice or inservice teachers. Methods, techniques, attitudes, mentoring situations, with an emphasis on reflection, helping skills and peer coaching.
  
  • EDUC 572 - Emergent Mathematics


    Credits: Three (3)
    This course explores the construction of mathematical knowledge of the Pre-K to 2nd grade child. Emphasis is placed on Piaget’s theory, constructivist theory, related research, and the practical application of these concepts. Additional assignments will be required for candidates taking this course at the masters level.
    Cross-listed: EDUC-372
  
  • EDUC 574 - Language Arts Methods


    Credits: Three (3)
    Prerequisite: EDUC-380
    Corequisite: EDUC-384

    Cross-listed: EDUC-374
  
  • EDUC 576 - Teaching Social Studies: Secondary


    Credits: Three (3)
    Prerequisite: EDUC-646
    Corequisite: EDUC-647

    This course examines the social studies curricula, scope and sequence, and other issues in the secondary school. Methods, models and the role of social studies in the school curricula are examined. The supportive use of technology for the 9-12 social studies curriculum is also explored.
  
  • EDUC 577 - Teaching Math: Secondary


    Credits: Three (3)
    Prerequisite: EDUC-646
    Corequisite: EDUC-647

    This course engages future teachers in current educational principles, materials and classroom strategies, and technological applications to develop creative techniques of teaching secondary mathematics. Emphasis is placed on National Council of Teachers of Mathematics Standards.
  
  • EDUC 578 - Teaching Science: Secondary


    Credits: Three (3)
    Prerequisite: EDUC-646
    Corequisite: EDUC-647

    In a concurrent secondary science classroom placement, students plan and implement science instruction in line with the content and inquiry recommendations of state and national science standards. Cognitive science research frames class discussions and assignments, including presentation of a discrepant event, inquiry lesson design, and extensive video self-analysis. Students complete an evolving classroom-based inquiry project into student conceptions and the effectiveness of their instruction on student learning.
  
  • EDUC 579 - Teaching English: Secondary


    Credits: Three (3)
    Prerequisite: EDUC-646
    Corequisite: EDUC-647

    Future English teachers explore the methods of teaching language, literature and writing using strategies that are research-based and appropriate for meeting the needs of all students. Supportive use of technology and a range of literature from various cultures are explored.
  
  • EDUC 583 - Reading/Writing in the Content Areas


    Credits: Three (3) to Four (4)
    Corequisite: EDUC-300

    Cross-listed: EDUC-383
  
  • EDUC 590 - Children’s Literature


    Credits: Three (3)
    Cross-listed: EDUC-390
  
  • EDUC 596 - Independent Study


    Credits: One (1) to Four (4)
  
  • EDUC 597 - Independent Study


    Credits: One (1) to Four (4)
  
  • EDUC 600 - Special Studies In Education: Social Justice Through Service Learning


    Credits: 3.0
    This three hour graduate course at Maryville University will empower teachers to successfully employ Service Learning to improve student performance, create global awareness, inspire critical thinking, and develop leaders for the 21st century. The course will empower practicing teachers to experience education from a global perspective while developing their skills as passionate readers, researchers, and change agents. As a culminating project for the course, participants will develop a curriculum focused on academic performance and social responsibility that can be implemented in their respective classrooms.
    Note: Open to graduate students. Undergraduate students must obtain permission of their academic advisor within the School of Education in order to enroll.
  
  • EDUC 611 - Culture, Language and Learners


    Credits: Three (3)
    Understanding the need to prepare students for participation in a social/political democracy and the belief that all students must have access to knowledge and learning opportunities that meet their needs, participants will explore where culture, language and learning intersect as they develop culturally responsive classrooms. Explore the dynamics of cross-cultural interactions and strategies for advocating and collaborating on behalf of students from diverse economic, cultural, and language backgrounds through school/home partnerships.
  
  • EDUC 615 - Curriculum and Instruction of Gifted


    Credits: Three (3)
    This course focuses on the development of curriculum for gifted learners grades K-12. Research-based models of curriculum development, accelerative and differentiation methods for multiple abilities, processes including problem-based learning, advanced product options, technology use, conceptual development, and assessment are engaged in within multiple subject areas and levels.
  
  • EDUC 616 - Differentiating for All Learners


    Credits: Three (3)
    Students learn to focus on the essential components of a subject, examine and attend to student differences, use assessment data diagnostically, and modify the content, processes and products of a classroom so as to impact individual student learning.
  
  • EDUC 616 - Differentiation for All


    Credits: Three (3)
    Students learn to focus on the essential components of a subject, examine and attend to student differences, use assessment data diagnostically, and modify the content, processes and products of a classroom so as to impact individual student learning.
    Cross-listed: EDUC-416
  
  • EDUC 617 - Psychology of the Gifted


    Credits: Three (3)
    This course focuses on the emotional and social needs of gifted students in grades pK-12 with a focus on the connection between school and affect. Topics engaged in are models of intelligence and gifted identification; asynchronous development; moral development; motivation and self-esteem; highly-creative and highly-gifted individuals; group affiliation, friends, and family; multi-exceptionality; underachievement and perfectionism; underrepresented populations; suicide, self-mutilation, and depression; and diversity and gender issues.
  
  • EDUC 618 - Developmental Stages


    Credits: Three (3)
    This course focuses on human development from birth through adulthood with emphasis on theory followed by application to the classroom. Cognitive, social, psychological and physical development are studied in an integrated approach.
  
  • EDUC 619 - Educator as Action Researcher


    Credits: Three (3)
    Students initiate studies of their school and classrooms using methods and concepts from quantitative and qualitative inquiry methods. Course assignments support developing action-research project to be completed studying their own classroom. Students will become familiar with research literature synthesis and critique, ethnography, survey design, and personal bias. Student skills will be further developed through critical friends’ analysis andstudent work sampling.
  
  • EDUC 620 - Gifted Education Programming, Development, and Evaluation


    Credits: Three (3)
    Prerequisite: EDUC 200
    EDUC 201

    This course focuses on the principles of program design and development for gifted learners.  The planning, administration, and implementation of gifted services are examined. Participants practice program evaluation and policy writing.
  
  • EDUC 626 - Adolescent Developmental Issues


    Credits: Three (3)
    Designed for teachers, counselors, parents or anyone who works with adolescents, this course explores the seemingly contradictory, bizarre and counterproductive behavior of the adolescent child. Through discussions, readings and interaction with adolescents, participants analyze developmental issues and develop strategies of understanding and working to meet the needs of these youngsters.
  
  • EDUC 627 - Survey of Gifted and Talented Education


    Credits: Three (3)
    Prerequisite: EDUC 200
    EDUC 201

    This course provides participants with the history of gifted education and an overview of gifted education in the U.S. and abroad. Current legal and political trends and issues in gifted education are discussed, along with advocacy and local, state, and national policies.
  
  • EDUC 629 - Creativity, Problem Solving, and Critical Thinking


    Credits: Three (3)
    Models, concepts, and processes in creativity, problem solving, and critical thinking are engaged in with hands-on practice with a focus teaching gifted learners in multiple K-12 formats and subjects. In particular, course participants are introduced to the concept of creativity, characteristics of the creative individual, and school-based applications of creativity across domains.
  
  • EDUC 634 - Clinical Experience with Students Experiencing Reading Difficulties: Elementary


    Credits: Three (3)
    Prerequisite: EDUC-652, and EDUC-654
    Corequisite: EDUC-635

    The purpose of the clinical experience is to assist graduate candidates in learning the strategies necessary to take on the role of the reading specialist in an elementary setting.  The two major roles of the reading specialist will be emphasized:  a) the role of literacy teacher who can diagnose and remediate the literacy problems of children at elementary levels and b) the role of literacy coach who can lead professional development in literacy at the building level. 
  
  • EDUC 635 - Clinical Experience with Students Experiencing Reading Difficulties: Secondary


    Credits: Three (3)
    Prerequisite: EDUC-634, EDUC-652, and EDUC-654
    Corequisite: EDUC-634

    The purpose of the clinical experience is to assist graduate candidates in learning the strategies necessary to take on the role of the reading specialist in a secondary setting.  The two major roles of the reading specialist will be emphasized:  a) the role of literacy teacher who can diagnose and remediate the literacy problems of adolescents at secondary levels and b) the role of literacy coach who can lead professional development in literacy at the building level. 
  
  • EDUC 645 - Secondary School in Today’s Society


    Credits: Three (3)
    Corequisite: EDUC-646

    Students will explore the history and current purposes of public secondary schools and the school systems of the United States, focusing upon the diversity and complexity of American society. The place of the schools in the fashioning of an informed citizenry will be examined. A study of the ways in which secondary curriculum, school organization, control and governance of education, and the nature of teaching and learning produce many tensions will be studied in light of the school settings in which students are placed.
  
  • EDUC 646 - Secondary Teaching Strategies


    Credits: Three (3)
    Corequisite: EDUC-645

    Based upon knowledge of the purposes of school and the development of adolescents, students in field placements reflect on methods of teaching, learning and assessment appropriate for various contents and settings. Students will create lessons and units in their content area.
  
  • EDUC 647 - Secondary Internship I


    Credits: Three (3)
    Prerequisite: EDUC-646
    In conjunction with the coursework in methods of teaching reading and methods of teaching the content areas, students will spend an extended time in a secondary setting teaching lessons, gaining feedback, and improving effectiveness in teaching diverse high school students.
  
  • EDUC 648 - Secondary Internship II


    Credits: Six (6)
    Prerequisite: EDUC-647
    Students engage in a full semesters internship in public school. Every aspect of teaching, assessment and other teaching responsibilities will be implemented. Students will prepare lesson plans, participate in biweekly seminars, reflect through journaling, and complete a student work sampling study.
  
  • EDUC 649 - Secondary Practicum/Seminar


    Credits: Three (3)
    Prerequisite: EDUC-648
    In this course, students will reflect upon and analyze professional teaching experiences encountered throughout their program. The seminar will assist students in assessing their own teaching effectiveness and setting goals for future professional development. The course contents professional issues will focus around the four strands of school and society, teacher development, curriculum and instruction, and research.
  
  • EDUC 650 - Language Acquisition and Development


    Credits: Three (3)
    This course will include theory, research, and effective practice for facilitating first and second language acquisition for students K-12. The course will include language acquisition for students with physical, psychological, and cognitive disabilities. The focus will be on interrelationship between language development and the teaching of literacy strategies.
  
  • EDUC 652 - Analysis and Correction of Reading Disabilities


    Credits: Three (3)
    Students will learn how to use and interpret informal and norm-referenced assessment instruments with students who have various literacy problems.  Students will learn how to provide appropriate instruction in phonemic awareness, phonics, word analysis, vocabulary, spelling, fluency, comprehension, metacognition and writing strategies for struggling readers and writers.
  
  • EDUC 653 - Literature and Literacy


    Credits: Three (3)
    Students will focus on the appropriate use of literature in literacy development from early childhood to high school. Special emphasis will be given to the reading/writing connection. Candidates will develop a content-based integrated literature unit of study for a classroom teacher that includes technology.
  
  • EDUC 654 - Collaborative Partnerships for Literacy


    Credits: Three (3)
    One major focal point is the development of coaching skills by the reading specialist in working with school professionals. Special emphasis will be given to counseling with parents that have diverse backgrounds (i.e., ELL). This course will include the interpretation of individual intelligence tests to parents. Candidates will learn how to apply behavior management strategies in the special reading classroom.
  
  • EDUC 655 - Examination of Literacy Programs


    Credits: Three (3)
    This course will help candidates deeply explore current and relevant models and methods used to teach reading in elementary and secondary schools.  Examples include literacy programs and methods that have been used to support early literacy, ESL, information literacy, and family literacy.   Candidates will practice training peers in various research-based literacy methods and models.  The candidate will leave this course with the skills needed to compose both individual, and school-wide literacy action plans focused on research-based reading methods that support literacy development, current teaching practices, and the overall effectiveness of literacy programs. 
  
  • EDUC 656 - Behavioral Intervention for Diverse Struggling Readers and Counseling Techniques for their Care Givers


    Credits: Three (3)
    This course will help candidates explore behavior interventions that can be used with struggling elementary and secondary readers in the school setting.  Special emphasis will be given on working with struggling readers from diverse backgrounds (race/ethnicity, socioeconomic background, gender, physical and cognitive disabilities, etc.).  Candidates will also develop counseling skills for working with, and supporting, caretakers of struggling readers.
  
  • EDUC 657 - Analysis of Reading Data, Instructional Coaching, and Partnerships with Reading Teachers


    Credits: 3
    In the local area, one of the primary roles of reading specialists, outside of assisting students who have reading difficulties, is often to serve as an instructional coach to assist reading teachers in the continuous improvement of their craft.  Part of this course focuses on the essential skills that instructional coaches need, including building a climate of trust, modeling best practices, observing teachers and facilitating reflective conversations.  Candidates will explore some of the common obstacles faced by instructional coaches and how to overcome such challenges. The candidate will leave this course with a thorough understanding of resources and tools reading specialists may use to facilitate and coach adult learners in the areas of reading curriculum, reading methods, and reading assessment. 

    Student data should drive all instructional decisions that reading specialists make alongside classroom teachers.  As a result, part of this course will also include candidates practicing a deep analysis of student reading data.  The candidate will leave this course with an ability to analyze student data in order to appropriately select various reading methods, instructional strategies and interventions appropriate for a variety of struggling readers.

  
  • EDUC 659 - Psychological-Educational Testing


    Credits: Three (3)
    This course introduces various educational and psychological tests with special emphasis on the evaluation of abilities and achievement of various student populations.  Special emphasis will also include the administration and interpretation of individual intelligence tests. Students will study multiple assessment tools and put some of the most widely-used into field-based practice.  Concepts and models for the identification of various populations of high ability learners are discussed.
  
  • EDUC 660 - Early Childhood Curriculum


    Credits: Three (3)
    This course introduces early childhood curriculum and instructional methods with particular emphasis upon constructivism and developmentally appropriate practices. Course content explores constructivist theory and its relationship and application to developmentally appropriate curriculum and assessment for children with and without disabilities pre-kindergarten through grade three.
  
  • EDUC 661 - Early Childhood Assessment


    Credits: Three (3)
    Students will study the basic concepts of test construction, assessment and the categories of instruments used in screening and diagnosing learning and other aspects of early childhood development for children with and without disabilities. The course prepares students to identify tests and assessment procedures, evaluate them for adequacy and appropriateness and translate the results into developmentally appropriate practice.
  
  • EDUC 662 - Integrated Curriculum


    Credits: Three (3)
    Content-specific learning is not how children have come to an initial understanding of their environment. Learning for the young child involves not only parts, but a constructed whole. Using knowledge of child development, teachers will learn to formulate early childhood curriculum and instruction that is based upon developmental theories of learning.
  
  • EDUC 663 - Early Childhood Internship


    Credits: Three (3) to Six (6)
    Prerequisite: EDUC-666
    Students will engage in supervised experiences with diverse children between the ages of 3 and grade three with and without exceptional learning needs. This internship will provide opportunity for advanced experience in planning, teaching and assessing the growth of children in an early childhood special education setting.
  
  • EDUC 664 - Issues in Early Childhood


    Credits: Three (3)
    This course focuses on the problems and issues facing the early childhood professional. Students will identify issues of national concern, identify significant elements of the problem or issues, and strategies which may be used to rectify the concerns, so as to advocate for reasonable change in early childhood practices.
  
  • EDUC 666 - Early Childhood Intervention


    Credits: Three (3)
    This course provides information and experiences in observing and assessing, implementing and evaluating interventions, and collaboratively implementing a developmentally and individually appropriate support program to promote the development of young children with disabilities, developmental delays or special abilities within an early childhood setting. Students will be introduced to contemporary problems, research and issues that impact early childhood education around working with children with disabilities and their families.
  
  • EDUC 667 - Early Childhood Special Education Process


    Credits: Three (3)
    Students study the sequence of steps of the Special Education Processes that include the selection, administration, and interpretation of formal and informal early childhood special education assessments, the diagnosis and determination of eligibility for services based upon medical, therapeutic, and educational evaluations, and the development of the individual education plan to guide the intervention course of action. Federal and state regulations will be reviewed as a foundation of the Special Education Process. Strategies to support parents and families during this process will also be explored.
  
  • EDUC 668 - Behavior Management


    Credits: Three (3)
    This course is designed to examine classroom organization and behavior management techniques and programs in the early childhood and early childhood special education environment. The overall focus of this course will be on the teacher as the decision-maker in the design and implementation of strategies for the everyday applications of individual and group behavior management programs. Emphasis on functional assessment and positive behavior supports will be addressed.
    Cross-listed: EDUC-468
  
  • EDUC 669 - Communication Disorders


    Credits: Three (3)
    Students are introduced to how communication develops and impacts learning from birth through childhood. Communication of Standard English speakers and that of culturally and linguistically diverse populations is investigated. Strategies for facilitating communication in children who exhibit cultural/linguistic diversity and those who exhibit exceptional learning needs are discussed, including augmentative and assistive communication strategies and the importance of family involvement. The need for professionals to develop cultural competence and to participate in life-long learning is emphasized.
  
  • EDUC 674 - Global Awareness Seminar


    Credits: Three (3)
    This seminar explores global issues including trends in globalization, education, governance structures, ethnic conflict and cooperation, terrorism, human rights, population, health care, refugee/settlement issues, women and family issues, economics/entrepreneurship, and environmental policy. The course will provide information from a multi-cultural perspective to broaden traditional treatments of the issues. Course assignments will focus on outputs relevant to teaching and assessing these issues by emphasizing creativity, critical thinking, communication and collaboration while using information from media and technology.

  
  • EDUC 675 - Civic Literacy Seminar


    Credits: Three (3)

    This seminar will consider the local and global implications of civic leaders’ decisions resulting from citizens exercising their rights and obligations at local, state, national and global levels. Emphasis will be placed on effective strategies for participating in civic life through knowing how to stay informed and understanding governmental processes. Course assignments will focus on outputs relevant to teaching and emphasizing creativity, critical thinking, communication and collaboration while using information from media and technology.

  
  • EDUC 676 - Cross-Cultural Practicum


    Credits: Three (3)
    This practicum will provide an opportunity to learn from and work collaboratively with peers representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts in an international partnership site. Course assignments will require planning and conduct of a cross-cultural curricular or other education-related activity and a 7-10 day educational exchange to the international partnership site to collect information, demonstrate cross-cultural communication skills and build a foundation for future collaboration.
  
  • EDUC 677 - Global Awareness and Civic Literacy Research Seminar


    Credits: Three (3)
    This seminar will require the use of research and inquiry models and quantitative and qualitative data analysis in education. Students will apply one or more of these models through an applied investigation of their cross-cultural practicum assignment, present the findings to a relevant authentic audience and will be encouraged to submit for scholarly publication. Course assignments will focus on outputs relevant to teaching and emphasizing creativity, critical thinking, communication and collaboration while using information from media and technology.
  
  • EDUC 690 - Practicum in Gifted Education


    Credits: Two (2) to Six (6)
    Students supervise children, young adults or, as appropriate, adults. These experiences are arranged on an individual basis in order to complement other aspects of the student’s program. An analytical journal, paper or other mode of evaluation is required.
    Note: Permission of instructor is required.
  
  • EDUC 692 - Practicum in Gifted Education


    Credits: Three (3)
    Prerequisite: EDUC-617 or EDUC-627; and EDUC-615
    Teachers will participate in a supervised practicum in a state-approved gifted program for children.
    Note: Permission of the instructor is required.
  
  • EDUC 695 - Applied Research


    Credits: Three (3)
    Students review current literature and formulate a design for their masters project.
  
  • EDUC 696 - Independent Study


    Credits: One (1) to Four (4)
  
  • EDUC 697 - Special Studies


    Credits: One (1) to Four (4)
  
  • EDUC 699 - Capstone Experience


    Credits: Three (3)
    Prerequisite: EDUC-619
    The capstone provides an opportunity for students to synthesize the ideas, experiences and inquiry studies encountered in the masters program. Students finalize their action research project with analysis and consideration of the implications for their future teaching. Students engage faculty and classmates in a 20-30 minute presentation and discussion of their work.
  
  • ENGL 101 - Writing I: The Writing Process


    Credits: 3
    In this course, students engage in the writing process, drafting and revising their compositions.  Students develop skills in writing clear, correct sentences and coherent, focused compositions.
  
  • ENGL 104 - Writing II: Research & Argumentative Essays


    Credits: 3
    Prerequisite: ENGL-101
    This course furthers the work of ENGL 101, emphasizing the writing and careful editing of argumentative essays. Students practice techniques to enhance the clarity and persuasiveness of writing for a variety of purposes and audiences. The course includes an introduction to finding and evaluating sources for writing based on research. The major course project is a research paper.
  
  • ENGL 108 - Minority Voices in American Literature


    Credits: Three (3)
    Prerequisite: ENGL-101; Minimum grade C-
    Students develop an appreciation of the literary contributions of minority Americans, primarily of Chinese, African, Puerto Rican, Japanese, Mexican, and Native American heritage.
    Cross-listed: ENGL-308, HUM-108, HUM-308
  
  • ENGL 109 - Survey of American Literature


    Credits: Three (3)
    Prerequisite: ENGL-101; Minimum grade C-
    This course studies major authors and works from the Puritan era to the present.
    Cross-listed: ENGL-309
  
  • ENGL 110 - The American Novel


    Credits: Three (3)
    Prerequisite: ENGL-101, ENGL-104, or ENGL-204H; Minimum grade C-
    This course studies classic and contemporary American novels.
    Cross-listed: ENGL-310
  
  • ENGL 114 - Fairy Tale in Literature And Film


    Credits: Three (3)
    Prerequisite: ENGL-101; Minimum grade C-
    This course will discuss the origin and history of the Central and East European fairy tale. The course reading will include original fairy tales (such as Grimms’ Fairy Tales) and dramatic, fictional, poetic, and cinematic adaptations of representative tales from the tradition.
    Cross-listed: ENGL-314
  
  • ENGL 118 - Literary Forms: Fable to Film


    Credits: Three (3)
    Prerequisite: ENGL-101; Minimum grade C-
    The course explains the art of storytelling through an analysis of narrative techniques in fiction, drama and film.
    Cross-listed: ENGL-318, HUM-118, HUM-318
  
  • ENGL 119 - Survey of Women’s Lit


    Credits: Three (3)
    Prerequisite: ENGL-101; Minimum grade C-
    A study of the English and American traditions of literature by women. The course focuses on literary analysis and appreciation of fiction, poetry, memoirs, essays, and drama by classical and contemporary authors. The roles of women as authors and as characters will be considered within their historical and literary contexts.
    Cross-listed: ENGL-319, WS-119, WS-319
  
  • ENGL 122 - American Realism and Modernism


    Credits: Three (3)
    Prerequisite: ENGL-101; Minimum grade C-
    This course studies novels, short fiction, poetry, plays, and essays by various writers of the late 19th and early 20th century. Major authors of this period are read in the context of the historical, cultural, and literary changes of the times; special attention will be devoted to the rise of modernism in American literature. Authors studied may include Kate Chopin, Henry James, Edith Wharton, F. Scott Fitzgerald, Marianne Moore, T. S. Eliot, William Faulkner, Eugene O’Neill, and others.
    Cross-listed: ENGL-322
  
  • ENGL 126 - Latin American Magical Realism


    Credits: Three (3)
    Magical Realism is an interesting and distinctive yet complex genre, combining elements of the fantastic and true-to-life in ways that differ from conventional, English-influenced fantasy stories. While many feature elements of what Americans consider imaginary, at the same time many of the novels are also deeply rooted in the politics and culture of their countries. For many critics, the genre emerged from and is best defined by twentieth-century Latin American writers. This class will examine the conventions and contradictions of this genre, ways in which individual writers employ language and storytelling techniques, and some of the complex relationships between these writers, their novels, their varied countries of origin, and the role of their original languages and translation.
    Cross-listed: ENGL-326
  
  • ENGL 127 - Early American Voices


    Credits: Three (3)
    Prerequisite: ENGL-101; Minimum grade C-
    This course will study major authors and literary movements from the Puritan Era to the end of the Civil War. By analyzing fiction, poetry, memoirs, and essays, we will trace the development of an American consciousness and identity from the 17th to the 19th century. Authors will include writers such as Bradstreet, Taylor, Edwards, Emerson, Hawthorne, Melville, Douglass, Whitman, and Dickinson.
    Cross-listed: ENGL-327
  
  • ENGL 129 - Writing Fiction I


    Credits: Three
    Prerequisite: ENGL 101
    In this course, we will examine what it takes to craft a successful short story, from inspiration to publication. We will learn some of the basics of good writing, with special attention to plot, form, character, and tone. We will read and respond to one another’s works-in-progress, learning from our collective abilities. We will learn practical strategies for finding inspiration. And along the way, we will expose ourselves to some of contemporary fiction’s most vibrant voices.
  
  • ENGL 130 - Writing Poetry I


    Prerequisite: ENGL-101; Minimum Grade C-
    Writing Poetry is designed to introduce and develop skills in writing, reading, and critiquing poetry. Emphasis will be given to generating, workshopping and revising creative writing by students.
  
  • ENGL 204H - The Art of Persuasive Writing


    Credits: Four (4)
    Prerequisite: Membership in Bascom Honors Program
    This course develops students’ skills in writing expository and argumentative essays and speeches. Students examine rhetorical traditions in texts ranging from sermons to recent Presidential addresses and write arguments demonstrating their own knowledge of rhetorical strategies.  Students support their arguments with peer-reviewed research and develop annotated bibliographies evaluating their sources
  
  • ENGL 205 - Writing About Literature


    Credits: Three (3)
    Prerequisite: ENGL-101, ENGL-104, or ENGL- 204H; Minimum grade C-
    Students develop skills in analyzing fiction, poetry, and drama.
    Note: This course may count toward the writing minor.
    Cross-listed: ENGL-305
  
  • ENGL 212 - Monsters in Film and Literature


    Credits: Three (3)
    Prerequisite: ENGL-101, Minimum grade C-
    This course will look at influential modern works such as Bram Stoker’s Dracula and Mary Shelley’s Frankenstein, recent revisionism by writers such
    as Anne Rice and Octavia Butler, and a few of the many monster movies. Students will consider the language, structure, origins, contexts, and
    implications of the stories.
    Cross-listed: ENGL-412
  
  • ENGL 213 - Themes in American Literature


    Credits: Three (3)
    Prerequisite: ENGL-101; Minimum grade C-
    Each course focuses upon a major theme in American literature; for example, American Identity.
    Cross-listed: ENGL-313
  
  • ENGL 213H - War and Peace in Literature and Film


    Credits: Four (4)
    Prerequisite: Membership in Bascom Honors Program
    In this course students will study poetry, drama, fiction, art, and film from throughout the world which address many aspects of war and its repercussions and effects on the family, culture and the larger civilization.
    Cross-listed: HUM-213H
  
  • ENGL 214H - Conspiracy in Literature/Film


    Credits: Four (4)
    Prerequisite: Membership in Bascom Honors Program
    This class will closely examine recent (1968-present) American novels and films in order to understand the conventions and contemporary appeal of the conspiracy narrative. The class will take an interdisciplinary approach: novels may include Thomas Pynchon’s Crying of Lot 49, Ishmael Reed’s Mumbo Jumbo, Margaret Atwood’s Bodily Harm, Don DeLillo’s Libra, Chang-Rae Lee’s Native Speaker, and Chuck Palahniuk’s Fight Club. In addition, films may include The Parallax View, The Manchurian Candidate, The Matrix, The Truman Show, and The Stepford Wives.
    Cross-listed: HUM-214H
  
  • ENGL 215H - Tolkien: Medieval and Modern


    Credits: Four (4)
    Prerequisite: Membership in Bascom Honors Program
    In this course students will explore Tolkien as a medievalist and a modern writer. They will study and discuss The Lord of the Rings, Silmarillion, Adventures of Tom Bombadil, Leaf by Niggle, and On Fairy Stories, as well as the medieval texts Beowulf, the Elder Edda, and the Saga of the Volsungs.
    Cross-listed: HUM-215H
  
  • ENGL 216H - History of Religious Freedom


    Credits: 4
    Prerequisite: Membership in Bascom Honors Program
    This course will consider major documents, works of literature, and works of art that are significant in the development of the idea of religious toleration, liberty, individual conscience, and the modern concept of religious freedom.  The class will discuss the current state of religious freedom in a variety of countries throughout the world and the national and international agencies and institutions that study and monitor its progress or decline.
  
  • ENGL 220H - Secret Doors & Gothic Horror


    Credits: Four
    Prerequisite: Membership in Bascom Honors Program
    This course about the rise of the literary Gothic imagination in the eighteenth and nineteenth centuries takes our students on explorations of dusty castles and mansions with secret doors behind every tapestry and a wailing ghost in every attic.  Medieval curses haunt aristocratic families, and vampires seductively charm victims who swoon melodramatically.  Across bizarre literary landscapes, supernaturalism and science often clash, sometimes embrace, in an emerging popular genre for an emerging readership.  Our students will explore the emergence (and continuity) of the Gothic in literature and film.
  
  • ENGL 221 - Shakespeare and his World


    Credits: Three (3)
    Prerequisite: ENGL-101, ENGL-104, or ENGL-204H; Minimum grade C-
    Students will study in detail the dramatic and literary values of representative comedies, tragedies, histories and romances.
    Cross-listed: ENGL-321, ENGL-221H
  
  • ENGL 222H - The Mystery of Language


    Credits: Four (4)
    Prerequisite: Membership in Bascom Honors Program
    We speak and write every day, and yet language remains one of the greatest mysteries of our existence. Is it language that distinguishes humans from animals? Is it possible to trace the origins of human language? What is the relationship between speech and silence? Between language and experience? Between words and images? Between original and translation? What are the limits of language? Can we even define what language is? This interdisciplinary course will explore the mythological, philosophical, theological, linguistic, and literary dimensions of these and similar questions. Our readings will span 2500 years of reflections on language, from the Bible and Plato to contemporary inquiries. Along the way, we will encounter philosophers such as Nietzsche, Wittgenstein, and Heidegger, poets such as T.S. Eliot and Emily Dickinson, medieval mystics and modern linguists, and many other writers wrestling with the enigma of language.
    Cross-listed: HUM-222H
 

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