2020-2021 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 648 - Secondary Internship II
Credits: Six (6)
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.
Prerequisite: EDUC-647
|
| |
-
EDUC 649 - Secondary Practicum/Seminar
Credits: Three (3)
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.
Prerequisite: EDUC-648
|
| |
-
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 (K-5 grade).
|
| |
-
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 class will utilize a collection of resources from professional organizations in the field of Early Childhood Development. In some cases the students will the resources to conduct their own research on given topics. The following is a list of resources that will be accessed by students throughout the semester.
|
| |
-
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)
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.
Prerequisite: EDUC-666
|
| |
-
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 665 - Family Systems/ Issues
Credits: 3
Through readings, outside speakers, and on-site visits, students become aware of various strategies and resources available to the teacher in working with young children and their families. Special attention will be given to understanding the needs of students racial/ethnic backgrounds as well as those from lower socio-economic environments, and those with and without exceptional learning needs. Students will develop an appreciation for the problems and concerns affecting families, ways in which the school can support families in raising their children in developmentally appropriate ways, and how to advocate for families of children with special needs on the local and state level.
|
| |
-
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)
Teachers will participate in a supervised practicum in a
state-approved gifted program for children.
Note: Permission of the instructor is required.
Prerequisite: EDUC-617 or EDUC-627; and EDUC-615
|
| |
-
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)
Students investigate a professionally meaningful question, issue, or perspective in their particular area of educational practice. This investigation must involve reading on the chosen topic and a pilot action research project comprised of at least one cycle of action research (plan, act, observe, reflect), or an expert review analysis comprised of at least one cycle of researching a high impact strategy through a review of the literature and expert consultation leading to the development of a peer-reviewed professional plan/program to be implemented in their classroom, school, or school system during the upcoming academic year. A specific focus is on formative and summative methods of strategy/program evaluation. The Capstone experience is intended to help graduate students consolidate and evaluate the knowledge and skills gained during the Master’s of Arts in Education program as they review the goals of the program and/or their area of emphasis in study. The culminating event includes students leading a formal, engaging, and coherent dialogue summarizing current literature and their study’s methodology, results, conclusions, limitations, recommendations, and implications.
Prerequisite: EDUC-619
|
| |
-
EDW 560 - STEM Certificate Program
Credits: 0-6
Learn to integrate STEM into the classroom with research-based best practices led by expert educators in the field. Teachers, librarians, media specialists, technology trainers, principals, instructional coaches, and others interested in meeting state and national standards while engaging students in STEM can participate in this innovative program.
|
| |
-
ENGL 101 - Writing Across the Disciplines I: Rhetorical Situations
Credits: Three (3)
English 101 builds on students’ previous experience with reading and writing while providing opportunities to investigate diverse disciplines and genres. Students will explore practices and techniques for reading within specific disciplines and genres while adapting their writing for specific audiences, purposes, and contexts. Students will have the opportunity to give and receive feedback in order to facilitate meaningful conversations about writing and revision. The course is framed and interspersed with reflective writing experiences in which students can intentionally consider the transfer of their knowledge and skills leading into English 104.
|
| |
-
ENGL 104 - Writing Across the Disciplines II: Research & Argument
Credits: Three (3)
English 104 builds on the foundation of ENGL-101 by deepening students’ abilities to write for particular purposes, audiences, and contexts within specific disciplines and genres. Students engage in a guided inquiry into a research question of their choosing. Using this project-based learning approach, they identify an audience and develop an advocacy project targeting their audience. The course includes an introduction to informational and digital literacy. Students will find and evaluate sources, and they will write in multiple modes. Students will use refection as a means of guiding their research and transferring their learning to future coursework and writing in their major.
Prerequisite: ENGL-101 with minimum grade of C-
|
| |
-
ENGL 108 - Multicultural Voices in American Literature
Credits: 3
Students develop an appreciation of the literary contributions from writers of Asian, African, Latin, Caribbean, Middle Eastern, and Native descent.
General Education Area: Literature
Cross-listed: ENGL-308, HUM-108, HUM-308
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 109 - Survey of American Literature
Credits: Three (3)
This course studies major authors and works from the Puritan era to the present.
General Education Area: Literature
Cross-listed: ENGL-309
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 110 - The American Novel
Credits: Three (3)
This course studies classic and contemporary American novels.
General Education Area: Literature
Cross-listed: ENGL-310
Prerequisite: ENGL-101, ENGL-104, or ENGL-204H; Minimum grade C-
|
| |
-
ENGL 114 - Fairy Tale in Literature And Film
Credits: Three (3)
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.
General Education Area: Literature
Cross-listed: ENGL-314
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 118 - Literary Forms: Fable to Film
Credits: Three (3)
The course explains the art of storytelling through an analysis of narrative techniques in fiction, drama and film.
General Education Area: Literature
Cross-listed: ENGL-318, HUM-118, HUM-318
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 119 - Survey of Women’s Lit
Credits: Three (3)
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.
General Education Area: Literature
Cross-listed: ENGL-319, WS-119, WS-319
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 122 - American Realism and Modernism
Credits: Three (3)
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.
General Education Area: Literature
Cross-listed: ENGL-322
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
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.
General Education Area: Literature
Cross-listed: ENGL-326
|
| |
-
ENGL 127 - Early American Voices
Credits: Three (3)
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.
General Education Area: Literature
Cross-listed: ENGL-327
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 129 - Writing Fiction I
Credits: Three (3)
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.
General Education Area: Literature
Prerequisite: ENGL 101
|
| |
-
ENGL 130 - Writing Poetry I
Credits: Three (3)
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.
General Education Area: Literature
Prerequisite: ENGL-101; Minimum Grade C-
|
| |
-
ENGL 204H - Composition and Community: Engaging in Writing through Service
Credits: Four (4)
This seminar develops students’ skills in argumentative writing, while giving students the opportunity to serve others through their writing. The course is built on the premise that writing is a social act, and that serving others will allow students to invest in themselves as writers. For example, students may be asked to tutor others during the course of the semester. This is a hands-on, discussion-oriented, service learning course that requires engagement with a diverse community. Students will examine texts that will serve as models for writing arguments. The course will build towards a research project allowing students to put sources in dialogue. When students finish the class, they should be able to write effective argumentative projects based on research. Along with working in a service-learning environment, students will participate in small group work, peer editing, conferences with the instructor, and presentations.
Prerequisite: Membership in Bascom Honors Program
|
| |
-
ENGL 205 - Writing About Literature
Credits: Three (3)
Students develop skills in analyzing fiction, poetry, and drama.
Note: This course may count toward the writing minor.
General Education Area: Literature
Cross-listed: ENGL-305
Prerequisite: ENGL-101, ENGL-104, or ENGL- 204H; Minimum grade C-
|
| |
-
ENGL 212 - Taking Stage: Drama at Maryville
Credits: 0-3
This class is for students who wish to be directly involved with the Maryville University Drama Club’s Fall or Spring on-campus play productions. Students enrolled in this course may choose to take on such roles as performers (pending a successful open audition), set design/production, stage crew, lighting, sound, costumes, props, and music. Opportunities are also available to work with print/social media advertising. Meeting times will be determined by the production schedule.
General Education Area: Literature
Cross-listed: HUM/MUS 212
|
| |
-
ENGL 213H - War and Peace in Literature and Film
Credits: Four (4)
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
Prerequisite: Membership in Bascom Honors Program
|
| |
-
ENGL 214H - Conspiracy in Literature/Film
Credits: Four (4)
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
Prerequisite: Membership in Bascom Honors Program
|
| |
-
ENGL 215H - Tolkien: Medieval and Modern
Credits: Four (4)
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
Prerequisite: Membership in Bascom Honors Program
|
| |
-
ENGL 216H - History of Religious Freedom
Credits: Four (4)
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.
Prerequisite: Membership in Bascom Honors Program
|
| |
-
ENGL 220H - Secret Doors & Gothic Horror
Credits: Four (4)
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.
Prerequisite: Membership in Bascom Honors Program
|
| |
-
ENGL 221 - Shakespeare and his World
Credits: Three (3)
Students will study in detail the dramatic and literary values of representative comedies, tragedies, histories, and romances.
General Education Area: Literature
Cross-listed: ENGL-321, ENGL-221H
Prerequisite: ENGL-101, ENGL-104, or ENGL-204H; Minimum grade C-
|
| |
-
ENGL 222H - The Mystery of Language
Credits: Four (4)
We speak, read, and write every day, and yet language remains one of the greatest mysteries of our existence. How do we affect language, how does language affect us? How is communication possible? What is the relationship between language and experience? Between speech and silence? What are the limits of language? We will explore questions like these by studying philosophical, psychological, and literary approaches to solving the enigma of language.
Cross-listed: HUM 224H
Prerequisite: Membership in Bascom Honors Program
|
| |
-
ENGL 223 - New Voices, New Forms in American Literature
Credits: Three (3)
This class will examine some of the major authors and literary movements in America after WWII, decade by decade, in order to read them closely, consider their timeliness and timelessness, compare the ways in which literature has maintained and defied previous conventions, and discuss how different kinds of outsiders established their voices. We will likely include short fiction by Flannery O’Connor and Sherman Alexie, novels by Ken Kesey, Toni Morrison, and Don DeLillo, memoir by Maxine Hong Kingston, and drama by Tony Kushner; poetry will likely include the Beats, Confessional poetry, and the Black Arts Movement, with an in-depth look at the work of contemporary poet Sharon Olds.
General Education Area: Literature
Cross-listed: ENGL-323
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 224H - Detective Fiction
Credits: 4
The seminar will study the origin of detective fiction and the cultural circumstances which made this genre possible and popular with the general reading public. Students will read a variety of detective narratives beginning with Poe and Arthur Conan Doyle and ending in the 21st century with Raymond Chandler and P.D. James, to name just a few.
Note: Membership in Bascom Honors Program
|
| |
-
ENGL 229H - Wonder Women: Feminist Science Fiction
Credits: Four (4)
This class will combine an introduction to feminist theory and practice with an exploration of the various ways science fiction literature represents and reimagines gender roles. Science fiction’s boundless speculative range makes this genre a perfect vehicle for a critique and change of systemic patriarchy. Readings will include classic texts by writers such as Charlotte Perkins Gilman, Ursula K. LeGuin, James Tiptree, Jr., Joanna Russ, and Octavia Butler. We will also investigate the emergence of “strong” female protagonists in Young Adult science fiction, and make our own attempts at writing feminist sci fi.
Cross-listed: WGS-229H
Prerequisite: Membership in Bascom Honors Program
|
| |
-
ENGL 233 - Modern American Drama
Credits: 3
This course explores American Drama from the late 19th century through the late 20th century. In reading such authors as Arthur Miller, Sam Shepard, Lorraine Hansberry, and Tony Kushner, students explore how this unique art form not only explored the turbulence of an ever-changing America, but in many ways affected the perceptions of American society. Along with close-readings of key plays, students will explore modern American drama in performance through screenings of plays as well as excursions to go see plays in local production.
Cross-listed: HUM 233
Prerequisite: ENGL 101
|
| |
-
ENGL 255 - Modern Fantasy Literature
Credits: Three (3)
The fantastic has been around in literature as early as the medieval and Renaissance periods and even earlier (Beowulf, the King Arthur legends, The Faerie Queene, A Midsummer Night’s Dream). Many people actually believed in trolls, elves, and dragons. But why does Fantasy persist, even thrive, in the modern period? How do we define Fantasy as a genre? We will ask such questions as we adventure in the worlds of William Morris, George MacDonald, Lord Dunsany, E. R. Eddison, Robert E. Howard, J. R. R. Tolkien and Stephen R. Donaldson. We will investigate our need for quests, explore the unknown and unusual, and encounter characters that defy the categories of being.
General Education Area: Literature
Cross-listed: ENGL-455
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 257 - World Literature I: The Dawn of Story
Credits: Three (3)
This class begins four thousand years ago, with the Epic of Gilgamesh, the first great work of world literature, and then moves through the ancient and medieval world up to the 17th century. Readings may draw from classic works such as The Odyssey, Greek tragedies and comedies, The Aeneid, Beowulf, The Divine Comedy, The Journey to the West, Narrow Road to the Interior, The Canterbury Tales, and Don Quixote. The class may also include writers such as Plato, Aristotle, and Augustine, as well as selections from the Bible, the Koran, and the Bhagavad-Gita.
General Education Area: Literature
Cross-listed: ENGL-357
Prerequisite: ENGL-101, ENGL-104, or ENGL-204H; Minimum grade C-
|
| |
-
ENGL 258 - World Literature II: The Modern Mind
Credits: Three (3)
Individuality and personal freedom, or alienation and existential despair? This class explores the development of modernity as reflected and developed in the literatures of the world from the 18th century to the present. Readings will be drawn from various global traditions, and may include authors such as Goethe, Dostoevsky, Tolstoy, Baudelaire, Rilke, Lu Xun, Kafka, Akhmatova, Camus, Abe, and Allende.
General Education Area: Literature
Cross-listed: ENGL-358
Prerequisite: ENGL-101, ENGL-104, or ENGL-204H; Minimum grade C-
|
| |
-
ENGL 261 - Writing for Stage and Screen I: Storytelling
Credits: Three (3)
This workshop-style course focuses on the art and craft of dramatic writing. By first examining dramatic works of literature as well as cinematic screenplays, students will learn and practice style and techniques that are geared towards composition for a visual medium, whether that be in theatre or film. Then, students will compose and workshop their own original story outline that will become either a short 10-minute play or screenplay of a short 10-minute film. Students will then have the opportunity to either stage their short play or shoot their short film using their iPads.
General Education Area: Literature
Cross-listed: ENGL-361
Prerequisite: ENGL 101
|
| |
-
ENGL 296 - Independent Study
Credits: One (1) to Four (4)
General Education Area: Humanities
Prerequisite: Permission of instructor
|
| |
-
ENGL 304 - Grammar, Glamour, and Stylistic Choices
Credits: Three (3)
In this class students examine the many choices they have in developing their own voice and their own style in their writing.Students learn a variety of sentence patterns to make their writing more precise and more powerful.As students gain a comprehensive understanding of grammar, they use that knowledge to choose effective rhetorical patterns for their writing.
General Education Area: Literature
Prerequisite: ENGL-104, or ENGL- 204H; Minimum grade C-
|
| |
-
ENGL 305 - Writing About Literature
Credits: Three (3)
Students develop skills in analyzing fiction, poetry, and drama.
Note: This course may count toward the writing minor.
General Education Area: Literature
Cross-listed: ENGL-205
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 306 - Advanced Research Writing
Credits: Three (3)
In this course, students develop their skills as professional writers. Topics for essays and articles are chosen from the students major fields of study or areas of interest. The focus is on developing writing skills through a consideration of styles of writing, strategies of argumentation, and resources for research.
General Education Area: Humanities
Prerequisite: ENGL-104, or ENGL- 204H; Minimum grade C-
|
| |
-
ENGL 307 - Advanced Creative Writing
Credits: Three (3)
A course to develop skills in creative writing, particularly in writing fiction and poetry. Strategies of style, techniques of narrative writing, and forms of poetry are examined.
General Education Area: Humanities
Prerequisite: ENGL-104 or ENGL-204H
|
| |
-
ENGL 308 - Multicultural Voices in American Literature
Credits: 3
Students develop an appreciation of the literary contributions from writers of Asian, African, Latin, Caribbean, Middle Eastern, and Native descent.
General Education Area: Literature
Cross-listed: ENGL-108, HUM-108, HUM-308
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 309 - Survey of American Literature
Credits: Three (3)
This course studies major authors and works from the Puritan era to the present.
General Education Area: Literature
Cross-listed: ENGL-109
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 310 - The American Novel
Credits: Three (3)
This course studies classic and contemporary American novels.
General Education Area: Literature
Cross-listed: ENGL-110
Prerequisite: ENGL-101, ENGL-104, or ENGL-204H; Minimum grade C-
|
| |
-
ENGL 311 - Adolescence in American Literature
Credits: Three (3)
Students read novels, short stories, poems, and essaysthat focus on the passages from youth to adulthood and from innocence to experience.
General Education Area: Literature
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 312 - History of Literary Criticism
Credits: Three (3)
A study of the development of literary criticism in the western intellectual tradition, the course examines the distinction between criticism concerned primarily with form and criticism concerning itself with evaluation.
Note: English majors may take this course as a capstone course.
General Education Area: Literature
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 313 - Themes in American Literature
Credits: 3
Each course focuses upon a major theme in American literature; for example, “American Identity.”
Cross-listed: HUM-313
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 314 - Fairy Tale in Literature And Film
Credits: Three (3)
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.
General Education Area: Literature
Cross-listed: ENGL-114
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 315 - Contemporary American Fiction/Non-Fiction
Credits: Three (3)
This course analyzes and appreciates selected works of contemporary American fiction and non-fiction.
General Education Area: Literature
Cross-listed: ENGL-215
Prerequisite: ENGL-101, ENGL-104, or ENGL-204H; Minimum grade C-
|
| |
-
ENGL 316 - Grendel to Gutenberg: English Literature I
Credits: Three (3)
A study of major authors and works of English literature from the Anglo-Saxon period to Shakespeare, this course is required for the English major.
General Education Area: Literature
Prerequisite: ENGL-104, or ENGL- 204H; Minimum grade C-
|
| |
-
ENGL 317 - Gulliver To Google: English Literature II
Credits: Three (3)
A study of major authors and works of English literature from Neoclassicism to the present, this course is required for the English major.
General Education Area: Literature
Prerequisite: ENGL-104, or ENGL- 204H; Minimum grade C-
|
| |
-
ENGL 318 - Literary Forms: Fable to Film
Credits: Three (3)
The course explains the art of storytelling through an analysis of narrative techniques in fiction, drama, and film.
General Education Area: Literature
Cross-listed: ENGL-118
Prerequisite: ENGL-101, ENGL-104, or ENGL-204H; Minimum grade C-
|
| |
-
ENGL 319 - Survey of Women’s Lit
Credits: Three (3)
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.
General Education Area: Literature
Cross-listed: ENGL-119, WS-119, WS-319
Prerequisite: ENGL-101, ENGL-104, or ENGL-204H; Minimum grade C-
|
| |
-
ENGL 320 - Uneasy Minds: Mental Illness in Literature
Credits: 3
This course studies the various ways in which mental illness is portrayed in novels, memoirs, poetry, and essays. The course will also explore the therapeutic aspects of reading and writing literature.
|
| |
-
ENGL 321 - Shakespeare
Credits: Three (3)
Students will study in detail the dramatic and literary values of representative comedies, tragedies, histories, and romances.
General Education Area: Literature
Cross-listed: ENGL-221
Prerequisite: ENGL-101, ENGL-104, or ENGL-204H; Minimum grade C-
|
| |
-
ENGL 322 - American Realism and Modernism
Credits: Three (3)
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.
General Education Area: Literature
Cross-listed: ENGL-122
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 323 - New Voices, New Forms in American Literature
Credits: Three (3)
This class will examine some of the major authors and literary movements in America after WWII, decade by decade, in order to read them closely, consider their timeliness and timelessness, compare the ways in which literature has maintained and defied previous conventions, and discuss how different kinds of outsiders established their voices. We will likely include short fiction by Flannery O’Connor and Sherman Alexie, novels by Ken Kesey, Toni Morrison, and Don DeLillo, memoir by Maxine Hong Kingston, and drama by Tony Kushner; poetry will likely include the Beats, Confessional poetry, and the Black Arts Movement, with an in-depth look at the work of contemporary poet Sharon Olds.
General Education Area: Literature
Cross-listed: ENGL-223
Prerequisite: ENGL-101, Minimum grade C-
|
| |
-
ENGL 325H - Technology, Postmodernism, and Literature
Credits: Four (4)
This course will examine contemporary attitudes towards technology in post-World War II fiction, film, and critical theory, focusing on various visions of a violent past, an imperiled present, and a dystopic near-future. In doing so, we will consider these and other problems: what is postmodernism, and why does every discussion of postmodernism begin by asking what it could possibly mean? How do our novels embody and challenge aspects of postmodernism? And what comes after postmodernism? What do our novels and films say about technology and teleology? About language, readership, and authorship? About the relationship between the human body and the machine? About humanity’s interconnected hopes and fears? About the power of science so often juxtaposed against the need for, or absence of, spirituality? Authors will likely include Kurt Vonnegut, Jr., J.G. Ballard, Don DeLillo, Joanna Russ, Kathy Acker, William Gibson, and Chuck Palahniuk; please note that several of our novels contain potentially offensive content. We will also likely use Star Wars and Blade Runner, taken together, as a case study in postmodern, technology-centered film.
Prerequisite: Membership in Bascom Honors Program
|
| |
-
ENGL 326 - 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.
General Education Area: Literature
Cross-listed: ENGL-126
|
| |
-
ENGL 327 - Early American Voices
Credits: Three (3)
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.
General Education Area: Literature
Cross-listed: ENGL-127
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 329 - Writing Fiction II
Credits: Three (3)
Furthering the work of Writing Fiction I, this intermediate creative writing course emphasizes the development of individual voice and style through in-depth study of short story collections by contemporary fiction writers, as well as rigorous workshopping of student prose.
General Education Area: Literature
Prerequisite: ENGL-129; Minimum grade C-
|
| |
-
ENGL 330 - Writing Poetry II
Credits: Three (3)
Furthering the work of Writing Poetry I, this intermediate creative writing course emphasizes the development of individual voice and style through in-depth study of poetry collections by contemporary poets, as well as rigorous workshopping of student poems.
General Education Area: Literature
Prerequisite: ENGL-130; Minimum grade C-
|
| |
-
ENGL 334 - The Words and the Melody
Credits: 3
This course will investigate the poetic and musical elements of song. Students will be introduced to several poems, and will learn to analyze these poems’ prosody and structure. We will then examine musical settings of these and other poems in order to discover ways in which musicians and composers relate to the form and content of poetry in song. Students will be required to write and memorize poetry in various verse forms, and to analyze music critically. Students who are confident in their musical skills will have the opportunity to compose songs of their own.
Cross-listed: HUM/MUS 334
|
| |
-
ENGL 336 - African American Literature, Music, and Protest
Credits: 3
Broadly speaking, literature refers to many kinds of written, discipline-specific texts, such as artistic or literary writing, scientific articles and books, medical articles and journals, musical compositions and scholarship, etc. Protest literature reflects writing that argues strongly against a perceived injustice or a forced inadequacy; it may criticize, demand change, or express anger. In many respects, a great deal of African American literature is centered on a form of protest, whether directly stated or implied. This course will investigate the relationship between African American music and writing that gives voice to protest.
Prerequisite: ENGL 101
|
| |
-
ENGL 350 - Write Short: Fiction, Nonfiction, and Poetry
Credits: Three (3)
Some of the most interesting work today in contemporary literature engages short forms. In this course, we will read, discuss, generate, and revise creative writing in short form, in poetry, fiction, and non-fiction. Readings and writing assignments will revolve around flash fiction and non-fiction, the short poem, Japanese haiku, the uses of aphorism, the uses of short sentences, and genre-blur (is it a prose poem? Flash fiction? Flash creative nonfiction?)
General Education Area: Literature
Cross-listed: ENGL-150
Prerequisite: ENGL-101
|
| |
-
ENGL 352 - Oxford Tutorial in Creative Writing
Credits: Three (3) to Five (5)
Coursework includes meeting regularly with Oxford University professors, attending lectures, and participating in writing workshops. Students are encouraged to write fiction, creative non-fiction, and poetry.
General Education Area: Literature
Prerequisite: ENGL 101 and writing portfolio submitted to the English Department.
|
| |
-
ENGL 356 - World Mythology
Credits: Three (3)
In this class, we will learn to read and discuss mythology as a unique kind of storytelling. While we will pay special attention to elements often shared in common by myths across the globe (the hero, the underworld, the trickster, etc.), we also will explore what myths can tell us about the unique cultures, histories, and political contexts of the people who produce them. Our readings (and viewings) will include a wide variety of works both ancient and modern, from The Odyssey and The Arabian Nights to Harry Potter and the Sorcerer’s Stone. Required work will include participation in weekly online discussions, short analysis papers, and a multimedia presentation.
General Education Area: Literature
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 357 - World Literature I: The Dawn of Story
Credits: Three (3)
This class begins four thousand years ago, with the Epic of Gilgamesh, the first great work of world literature, and then moves through the ancient and medieval world up to the 17th century. Readings may draw from classic works such as The Odyssey, Greek tragedies and comedies, The Aeneid, Beowulf, The Divine Comedy, The Journey to the West, Narrow Road to the Interior, The Canterbury Tales, and Don Quixote. The class may also include writers such as Plato, Aristotle, and Augustine, as well as selections from the Bible, the Koran, and the Bhagavad-Gita.
General Education Area: Literature
Cross-listed: ENGL-257
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 358 - World Literature II: The Modern Mind
Credits: Three (3)
Individuality and personal freedom, or alienation and existential despair? This class explores the development of modernity as reflected and developed in the literatures of the world from the 18th century to the present. Readings will be drawn from various global traditions, and may include authors such as Goethe, Dostoevsky, Tolstoy, Baudelaire, Rilke, Lu Xun, Kafka, Akhmatova, Camus, Abe, and Allende.
General Education Area: Literature
Cross-listed: ENGL-258
Prerequisite: ENGL-101, ENGL-104, or ENGL-204H; Minimum grade C-
|
| |
-
ENGL 361 - Writing for Stage and Screen I: Storytelling
Credits: 3
This workshop-style course focuses on the art and craft of dramatic writing. By first examining dramatic works of literature as well as cinematic screenplays, students will learn and practice style and techniques that are geared towards composition for a visual medium, whether that be in theatre or film. Then, students will compose and workshop their own original story outline that will become either a short 10-minute play or screenplay of a short 10-minute film. Students will then have the opportunity to either stage their short play or shoot their short film using their iPads.
Cross-listed: ENGL-261
Prerequisite: ENGL 101
|
| |
-
ENGL 362 - Writing for Stage and Screen II: Production
Credits: Three (3)
This workshop-style course continues the work done in ENGL / FPAR 261 - Writing for Stage and Screen I: Storytelling. Students will continue to learn and practice style and technique suited for composition of either a short 10-minute play or a short 10-minute film. Through workshop, students will then work on developing, casting, and directing rehearsals of their narratives, or learn the craft of camera work and editing of their short films-all with the intention of featuring these completed projects in an end-of-semester showcase for the class and invited Maryville community.
General Education Area: Literature
Cross-listed: ENGL-362, FPAR-362
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 370 - History of Western Theatre
Credits: Three (3)
This course examines the evolution of dramatic literature through the shared spectrum of major works of drama and the theatrical spaces upon which such plays were performed. Students will explore important plays from classical antiquity through modern drama, and study how conventions of the genre took shape from one playwright to another. Essential to these readings will be an appreciation of how theatre spaces themselves evolved along with the drama, oftentimes shaping the way that playwrights wrote their plays. Students will be encouraged to view drama not only from the perspective of literature, but also as works of performative art.
General Education Area: Fine Arts
|
| |
-
ENGL 406 - Writing Tutorial
Credits: Three (3)
The student undertakes and completes a substantial writing project under the direction of a full-time faculty member in English or communication.
General Education Area: Literature
Prerequisite: ENGL-104 or ENGL-204H; Permission of the Instructor
|
| |
-
ENGL 411 - The Teaching and Assessment of Writing
Credits: Three (3)
This course is designed for prospective teachers of writing. Students learn strategies for teaching and assessing writing. The course moves from a historical and theoretical grounding in writing instruction and assessment to practical design and implementation. Students design assessments and give feedback on assignments within an English composition course. Students then have the opportunity to adapt instructional and assessment strategies for their future teaching practices.
General Education Area: Humanities
Prerequisite: Admission to the Teacher Education Program; and Permission of the Instructor
|
| |
Page: 1 <- 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
| 12
| 13
| 14
… Forward 10 -> 21 |
|
|
|
