2021-2022 Academic Catalog [Archived Catalog]
Courses
|
|
Prerequisites:
A “C-” or higher is required for all prerequisite courses. |
Course Numbering:
100-299 - Lower division Undergraduate
300-499 - Upper division Undergraduate
500-699 - Graduate
700-799 - Doctoral |
|
Search Tip: 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.
|
|
Cross-listed courses have the same educational outcome and the course can be used interchangeably for degree requirements. (Ex. HUM-118 and ENGL-118) Related courses have shared attributes, but because they have different expectations and educational outcomes, may not be utilized interchangeably for degree requirements. (Ex. DSCI-303 and DSCI-503) Both types of courses can be offered at the same times, dates, share a classroom and instructors, etc.
|
|
| |
| |
-
EDUC 616 - Differentiating for All Learners
Credits: 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.
Related Courses: EDUC-416
|
| |
-
EDUC 617 - Psychology of the Gifted
Credits: 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: 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: 3
Educators will develop the knowledge, skills, and dispositions to evaluate educational research and to implement the action research or expert review process within their educational setting. One emphasis is to help educators critique and use high quality educational research to support their decision making. A second emphasis is is to prepare educators to conduct an action research or expert review project during their Capstone course that will impact their teaching and student learning. Students will improve their ability to collect and interpret quantitative and qualitative data, to develop a critical friends network, to utilize valid and reliable educational assessments, and to develop research-based curriculum and instruction. Educators will become familiar with quasi-experimental design, survey techniques, interviewing techniques, naturalistic observation and the ethics of action research.
|
| |
-
EDUC 620 - Gifted Education Programming, Development, and Evaluation
Credits: 3
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: 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: 3
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.
Prerequisite: EDUC 200
EDUC 201
|
| |
-
EDUC 629 - Creativity, Problem Solving, and Critical Thinking
Credits: 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: 3
The purpose of the summer practicum is to assist graduate candidates in learning the strategies necessary to take on the role of literacy coach or reading specialist in an elementary setting. The three major roles of the literacy coach/reading specialist will be emphasized: a) the role of literacy teacher who can diagnose and remediate the literacy problems of children at all levels, and b) the role of literacy leader who can implement effective and engaging professional learning for teachers, and for other literacy leaders, and c) the role of the literacy coach who can help support the goals of reading educators.
Prerequisite: EDUC-652, and EDUC-654
Corequisite: EDUC-635
|
| |
-
EDUC 635 - Clinical Experience with Students Experiencing Reading Difficulties: Secondary
Credits: 3
The purpose of the summer practicum is to assist graduate candidates in learning the strategies necessary to take on the role of literacy coach or reading specialist in a secondary setting. The three major roles of the literacy coach/reading specialist will be emphasized: a) the role of literacy teacher who can diagnose and remediate the literacy problems of children at all levels, and b) the role of literacy leader who can implement effective and engaging professional learning for teachers, and for other literacy leaders, and c) the role of the literacy coach who can help support the goals of reading educators.
Prerequisite: EDUC-634, EDUC-652, and EDUC-654
|
| |
-
EDUC 636 - Educational Theory and Instructional Practices in Secondary Schools
Credits: 3
This course investigates educational theories related to secondary schools. This will be the first course in the program and will lay the foundation of pedagogical best practices in secondary education. Throughout this course students will study instructional best practices for various disciplines and search for commonalities that connect the disciplines. Students will explore the unique needs of academic and social-emotional theories and practices related to pre-adolescent and adolescent learners. Students will also study various theories related to meeting the needs of diverse students.
|
| |
-
EDUC 645 - Secondary School in Today’s Society
Credits: 3
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.
Corequisite: EDUC-646
|
| |
-
EDUC 646 - Curriculum Design that Supports Literacy in Content Areas - Focus on Secondary Schools
Credits: 3
This course is focused on the elements of curriculum design that ensures all students have the necessary literacy skills to access curriculum in all content areas. The students will learn the various components of curriculum design including outcomes, assessments, and instructional practices that are appropriate for various contents and settings. The curriculum design will be based upon knowledge of the purpose of school and the development of preadolescent and adolescent learners. Students will explore best practices to embed discipline literacies and to provide appropriate differentiation within the curriculum. Students will become skilled at selecting appropriate texts related to their discipline as well as strategies to help students be able to use the texts to deepen their understanding of the content.
Corequisite: EDUC-645
|
| |
-
EDUC 647 - Secondary Internship I
Credits: 3
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.
Prerequisite: EDUC-646
|
| |
-
EDUC 648 - Secondary Internship II
Credits: 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: 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: 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: 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: 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: 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: 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.
Related Courses: EDUC-460
|
| |
-
EDUC 661 - Early Childhood Assessment
Credits: 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.
Related Courses: EDUC-461
|
| |
-
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: 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.
Related Courses: EDUC-465
|
| |
-
EDUC 666 - Early Childhood Intervention
Credits: 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: 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.
Related Courses: 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: 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: 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: 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: 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: 2-6
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: 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: 3
Students review current literature and formulate a design for their masters project.
|
| |
-
EDUC 696 - Independent Study
Credits: 1-4
|
| |
-
EDUC 697 - Special Studies
Credits: 1-4
|
| |
-
EDUC 699 - Capstone Experience
Credits: 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: 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: 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: HUM-108
Related Courses: ENGL-308 and HUM-308
Prerequisite: ENGL-101, ENGL-104, or ENGL-204H
|
| |
-
ENGL 109 - Survey of American Literature
Credits: 3
This course studies major authors and works from the Puritan era to the present.
General Education Area: Literature
Related Courses: ENGL-309
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 110 - The American Novel
Credits: 3
This course studies classic and contemporary American novels.
General Education Area: Literature
Related Courses: ENGL-310
Prerequisite: ENGL-101, ENGL-104, or ENGL-204H; Minimum grade C-
|
| |
-
ENGL 114 - Fairy Tale in Literature And Film
Credits: 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
Related Courses: ENGL-314
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 118 - Literary Forms: Fable to Film
Credits: 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: HUM-118
Related Courses: ENGL-318, HUM-318
Prerequisite: ENGL-101
|
| |
-
ENGL 119 - Survey of Women’s Literature
Credits: 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, Humanities, Social Science
Cross-listed: WGS-119
Related Courses: ENGL-319 and WGS-319
Prerequisite: ENGL-101
|
| |
-
ENGL 122 - American Realism and Modernism
Credits: 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
Related Courses: ENGL-322
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 126 - Latin American Magical Realism
Credits: 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
Related Courses: ENGL-326
|
| |
-
ENGL 127 - Early American Voices
Credits: 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
Related Courses: 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: 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 200H - Superheroes in Literature and Culture
Credits: 4
This course will look at the rise and evolution of one of 20th Century America’s most prevalent figures, the superhero. Students will examine the philosophical and cultural problems that costumed heroes provoke by looking at the recent wave of superhero novels, films, and academic analyses, as well as by looking at comics and graphic novels.
General Education Area: Fine Arts, Humanities
Prerequisite: ENGL-101 and Membership in Bascom Honors Program
|
| |
-
ENGL 204H - Composition and Community: Engaging in Writing through Service
Credits: 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.
General Education Area: Humanities
Prerequisite: Membership in Bascom Honors Program
|
| |
-
ENGL 205 - Writing About Literature
Credits: 3
Students develop skills in analyzing fiction, poetry, and drama.
Note: This course may count toward the writing minor.
General Education Area: Literature
Related Courses: ENGL-305
Prerequisite: ENGL-101, ENGL-104, or ENGL- 204H; Minimum grade C-
|
| |
-
ENGL 211 - Rites Of Passage in American Lit
Credits: Three (3)
Students read novels and short stories that focus on the passages from youth to adulthood and from innocence to experience.
General Education Area: Literature
Cross-listed: ENGL-311
Prerequisite: ENGL-101; 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-212, MUS-212
|
| |
-
ENGL 213H - War and Peace in Literature and Film
Credits: 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.
General Education Area: Humanities
Cross-listed: HUM-213H
Prerequisite: Membership in Bascom Honors Program
|
| |
-
ENGL 215H - Tolkien: Medieval and Modern
Credits: 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. Students will learn how Tolkien’s work, in sentiment and detail, continues the early-medieval heroic tradition of the Old English Beowulf and the Old Norse Elder Edda poems in regard to the heroic code, the vitality of legend and the past (even a romantic view of history), the pantheon and otherworldly beings (elves and dwarves), cosmology, fate and free will, and the subtlety of cultural speech acts. Nevertheless, twentieth-century concerns are also central to Tolkien’s fantasy texts, such as worldwide warfare, fear of tyranny by way of overwhelming power, industrialization and the environment, fading tradition, and the nature of good and evil.
General Education Area: Humanities
Prerequisite: Membership in Bascom Honors Program
|
| |
-
ENGL 221 - Shakespeare and his World
Credits: 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-221H
Related Courses: ENGL-321
Prerequisite: ENGL-101, ENGL-104, or ENGL-204H; Minimum grade C-
|
| |
-
ENGL 222H - The Mystery of Language
Credits: 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.
General Education Area: Humanities
Cross-listed: HUM 224H
Prerequisite: Membership in Bascom Honors Program
|
| |
-
ENGL 223 - New Voices, New Forms in American Literature
Credits: 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
Related Courses: 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 and scientific circumstances which made the genre possible. Secondly, the course will explore the reasons behind the popularity of this kind of fiction for the last two centuries. The course will also examine the development of forensic science and detecting by studying the evolution of police investigation procedures from the 19th century to then present day. Students will read a variety of detective stories beginning with Edgar Allan Poe and Arthur Conan Doyle ending this study in the 21s century.
General Education Area: Humanities, Social Science
Cross-listed: CRIM-224H
Prerequisite: Membership in Bascom Honors Program
|
| |
-
ENGL 225H - Modern Fantasy
Credits: 4
The fantastic has been around in story and literature as early as the medieval and Renaissance periods and even earlier. Many people actually believed in trolls, elves, dragons and fairies, and some people still do. Why does Fantasy persist, even thrive, in the modern period? How do we define Fantasy as a genre? We will ask these questions and others as we adventure in the weird worlds of Lord Dunsany, H. P. Lovecraft, Robert E. Howard, George MacDonald, Ursula LeGuin, and others (including film). We will investigate the nature of belief, our need for quests, explore the unknown and unusual, and encounter characters that defy categories of being.
General Education Area: Humanities
Prerequisite: ENGL-101 and Membership in Bascom Honors Program
|
| |
-
ENGL 229H - Wonder Women: Feminist Science Fiction
Credits: 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.
General Education Area: Humanities
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 241 - Social Issues and Storytelling
Credits: 3
This course will explore social issues and storytelling methods and narrative techniques presented in the first season of David Simon’s landmark television series The Wire. Many critics believe that this series is one of the most well-written and compelling television series ever written because of the diversity of characters and the thematic breadth of each episode.
Cross-listed: SOC-341
|
| |
-
ENGL 241H - Social Issues and Storytelling
Credits: 4
This course will explore social issues and storytelling methods and narrative techniques presented in the first season of David Simon’s landmark television series The Wire. Many critics believe that this series is one of the most well-written and compelling television series ever written because of the diversity of characters and the thematic breadth of each episode.
General Education Area: Humanities, Social Science
Cross-listed: SOC-241H
Prerequisite: Membership in the Bascom Honors Program
|
| |
-
ENGL 255 - Modern Fantasy Literature
Credits: 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
Related Courses: ENGL-455
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 257 - World Literature I: The Dawn of Story
Credits: 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
Related Courses: ENGL-357
Prerequisite: ENGL-101, ENGL-104, or ENGL-204H; Minimum grade C-
|
| |
-
ENGL 258 - World Literature II: The Modern Mind
Credits: 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
Related Courses: ENGL-358
Prerequisite: ENGL-101, ENGL-104, or ENGL-204H; Minimum grade C-
|
| |
-
ENGL 261 - 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.
General Education Area: Literature
Related Courses: ENGL-361
Prerequisite: ENGL 101
|
| |
-
ENGL 296 - Independent Study
Credits: 1-4
General Education Area: Humanities
Prerequisite: Permission of instructor
|
| |
-
ENGL 297H - Special Studies
Credits: 4
These courses are offered periodically based on the interests of our students and faculty.
Fall 2021: International Film History
This course is a survey of the history and key developments of film—as an institution and as an art form—from its beginnings to roughly the end of World War II in 1945. Along the way we will study some of the important directors and view films that are considered landmarks in the history of cinema. The course is international in scope; in addition to screening a number of American films, we will also examine films by Soviet, French, German, Spanish, and Italian directors. The course emphasis is on film history rather than narrative form, but students will be introduced to key elements of visual analysis. We will also consider how film history reflects larger history and how cinema and national culture intersect, including how race, gender, class and sexuality are both represented and regulated within film. Students will be expected to view full films as homework assignments.
General Education Area: Humanities
Prerequisite: Membership in Bascom Honors Program
|
| |
-
ENGL 304 - Grammar, Glamour, and Stylistic Choices
Credits: 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: 3
Students develop skills in analyzing fiction, poetry, and drama.
Note: This course may count toward the writing minor.
General Education Area: Literature
Related Courses: ENGL-205
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 306 - Advanced Research Writing
Credits: 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: 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: HUM-308
Related Courses: ENGL-108 and HUM-108
Prerequisite: ENGL-101, ENGL-104, or ENGL-204H
|
| |
-
ENGL 309 - Survey of American Literature
Credits: 3
This course studies major authors and works from the Puritan era to the present.
General Education Area: Literature
Related Courses: ENGL-109
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 310 - The American Novel
Credits: 3
This course studies classic and contemporary American novels.
General Education Area: Literature
Related Courses: ENGL-110
Prerequisite: ENGL-101, ENGL-104, or ENGL-204H; Minimum grade C-
|
| |
-
ENGL 311 - Adolescence in American Literature
Credits: 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: 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: 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
Related Courses: ENGL-114
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 315 - Contemporary American Fiction/Non-Fiction
Credits: 3
This course analyzes and appreciates selected works of contemporary American fiction and non-fiction.
General Education Area: Literature
Related Courses: ENGL-215
Prerequisite: ENGL-101, ENGL-104, or ENGL-204H; Minimum grade C-
|
| |
-
ENGL 316 - Grendel to Gutenberg: English Literature I
Credits: 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: 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: 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: HUM-318
Related Courses: ENGL-118 and HUM-118
Prerequisite: ENGL-101, ENGL-104, or ENGL-204H
|
| |
-
ENGL 319 - Survey of Women’s Literature
Credits: 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, Humanities, Social Science
Cross-listed: WGS-319
Related Courses: ENGL-119 and WGS-119
Prerequisite: ENGL-101, ENGL-104, or ENGL-204H
|
| |
-
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: 3
Students will study in detail the dramatic and literary values of representative comedies, tragedies, histories and romances.
General Education Area: Literature
Related Courses: ENGL-221
Prerequisite: ENGL-101, ENGL-104, or ENGL-204H; Minimum grade C-
|
| |
-
ENGL 322 - American Realism and Modernism
Credits: 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
Related Courses: ENGL-122
Prerequisite: ENGL-101; Minimum grade C-
|
| |
-
ENGL 323 - New Voices, New Forms in American Literature
Credits: 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
Related Courses: ENGL-223
Prerequisite: ENGL-101, Minimum grade C-
|
| |
Page: 1 <- 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
| 12
| 13
| 14
… Forward 10 -> 21 |
|
Print this Page