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EDUC 510 - ART EDUCATION ISSUES SEMINAR
Credits: Three
Cross-listed: See EDUC 410
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EDUC 520 - ECONOMIC GEOGRAPHY
Credits: Three
Cross-listed: See EDUC 320
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EDUC 521 - COUNSELING
Credits: Three
The focus of this course is on exposure to and some practice with
beginning counseling skills. Communication skills and practice are
also included.
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| |
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EDUC 523 - EARLY CHILDHOOD/PERCEPTUAL MOTOR DEVLOP
Credits: Three
Corequisite: EDUC 203
Cross-listed: See EDUC 323
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EDUC 528 - LITERACY DEVELOPMENT
Credits: Three
Prerequisite: EDUC 380
Corequisite: EDUC 384
Cross-listed: See EDUC 328
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EDUC 531 - TEACHING ECOLOGY CONTENT/STRAT
Credits: Variable between 1 and 3
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EDUC 532 - ENVIRONMENTAL ISSUES
Credits: Three
This course engages students in the development and application of
knowledge of environmental conditions, problems and issues in the
classroom. The courses primary purpose is to enable the teacher to
develop additional background knowledge, become familiar with
resources and enhance their teaching of environmental science.
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EDUC 533 - INTEGRATING THE ARTS
Credits: Three
Prerequisite: EDUC 200
Corequisite: EDUC 385
Cross-listed: See EDUC 333
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EDUC 535 - HEALTH OF THE CHILD
Credits: Two
Prerequisite: EDUC 200
Cross-listed: See EDUC 335
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EDUC 543 - TEACHING ART: K-12
Credits: Three
Cross-listed: See EDUC 343
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| |
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EDUC 552 - EDUC/PSYCH EXCEPTIONAL CHILD
Credits: Three
Cross-listed: See EDUC 352
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| |
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EDUC 561 - INTRODUCTION TO MIDDLE SCHOOL
Credits: Three
Cross-listed: See EDUC 361
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| |
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EDUC 562 - MIDDLE SCHOOL CHILD, CURRICULUM & INSTRUCTION
Credits: Three
Cross-listed: See EDUC 362
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EDUC 563 - MIDDLE SCHOOL TEACHER
Credits: Three
Cross-listed: See EDUC 363
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EDUC 565 - USING COMPUTERS IN THE CLASSROOM
Credits: Variable between 1 and 3
This course includes an introduction to hardware and software used
in elementary and secondary classrooms as well as instructional,
technical and ethical guidelines for its use.
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EDUC 566 - COACHING AND MENTORING IN A SCHOOL SETTING
Credits: Variable between 1 and 3
Cooperating teachers, mentor teachers or teacher leaders will
explore and develop the skills necessary to advance, through
coaching and counseling, the practice of preservice or inservice
teachers. Methods, techniques, attitudes, mentoring situations,
with an emphasis on reflection, helping skills and peer coaching.
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EDUC 572 - EMERGENT MATHEMATICS
Credits: Three
Cross-listed: See EDUC 372
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EDUC 573 - PROFESSIONAL WRITING FOR TEACHERS
Credits: Three
Teachers improve their own personal and professional writing
abilities through intensive opportunities to write and analyze
their own and others writing.
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EDUC 574 - LANGUAGE ARTS METHODS
Credits: Three
Prerequisite: EDUC 380
Corequisite: EDUC-384
Cross-listed: See EDUC 374
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EDUC 576 - TEACHING SOCIAL STUDIES: SECONDARY
Credits: Three
Prerequisite: EDUC 646
Corequisite: EDUC 647
This course examines the social studies curricula, scope and
sequence, and other issues in the secondary school. Methods, models
and the role of social studies in the school curricula are
examined. The supportive use of technology for the 9-12 social
studies curriculum is also explored.
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EDUC 577 - TEACHING MATH: SECONDARY
Credits: Three
Prerequisite: EDUC 646
Corequisite: EDUC 647
This course engages future teachers in current educational
principles, materials and classroom strategies, and technological
applications to develop creative techniques of teaching secondary
mathematics. Emphasis is placed on National Council of Teachers of
Mathematics Standards.
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EDUC 578 - TEACHING SCIENCE: SECONDARY
Credits: Three
Prerequisite: EDUC 646
Corequisite: EDUC 647
In a concurrent secondary science classroom placement, students
plan and implement science instruction in line with the content and
inquiry recommendations of the AAAS. Key dimensions of learning
theory from cognitive science are used to frame discussions and
assignments. Students complete a classroom-based inquiry project
into student conceptions and an in-depth exploration of a
controversial science topic.
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EDUC 579 - TEACHING ENGLISH: SECONDARY
Credits: Three
Prerequisite: EDUC 646
Corequisite: EDUC 647
Future English teachers explore the methods of teaching language,
literature and writing using strategies that are research-based and
appropriate for meeting the needs of all students. Supportive use
of technology and a range of literature from various cultures are
explored.
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EDUC 583 - READING/WRITING IN THE CONTENT AREAS
Credits: Variable between 3 and 4
Corequisite: EDUC 300
Cross-listed: See EDUC 383
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EDUC 590 - CHILDREN’S LITERATURE
Credits: Three
Cross-listed: See EDUC 390
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EDUC 592 - ADOLESCENT LITERATURE
Credits: Variable between 1 and 4
This course focuses on the reading and discussion of literature for
adolescents and young adults. Principles of selection and
adaptation to individual needs are emphasized.
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EDUC 596 - INDEPENDENT STUDY
Credits: Variable between 1 and 4
|
| |
-
EDUC 597 - INDEPENDENT STUDY
Credits: Variable between 1 and 4
|
| |
-
EDUC 600 - SPECIAL STUDIES IN EDUCATION
Credits: Variable between 1 and 3
Note: Open to graduate students only.
|
| |
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EDUC 602 - INTERNSHIP IN TEACHER LEADERSHIP
Credits: Three
The internship places the student in a position to integrate
issues/content/skills from previous coursework. The student will
have broad opportunities to use the leadership skills learned
throughout the program. The internship experience is an intensive
experience placed with teacher-leader in a school setting during
summer or during the academic year.
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EDUC 610 - MORAL CLASSROOMS/MORAL SCHOOLS
Credits: Three
Effective teachers are aware of the local, state, and national
trends surrounding their classroom practice and consider carefully
how daily moments of classroom decision making affect the larger
dimensions of students’ lives. Issues surrounding the democratic,
moral, political, and ethical aspects of teaching as a profession
will be considered in terms of classroom and school practice.
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EDUC 611 - CULTURE, LANGUAGE AND LEARNERS
Credits: Three
Understanding the need to prepare students for participation in a
social/political democracy and the belief that all students must
have access to knowledge and learning opportunities that meet their
needs, participants will explore where culture, language and
learning intersect as they develop culturally responsive
classrooms. Explore the dynamics of cross-cultural interactions and
strategies for advocating and collaborating on behalf of students
from diverse economic, cultural, and language backgrounds through
school/home partnerships.
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EDUC 614 - ADVANCED ANALYSIS OF INSTRUCTION
Credits: Variable between 1 and 4
Using video tape analysis, reflection and peer review, students
explore their own practice in-depth, reexamining learning theory
and the use of multiple instructional strategies, including the use
of technology in the classroom. Classroom strategies to advance
learning and management will be the focus.
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EDUC 615 - CURRICULUM & INSTRUCTION OF GIFTED
Credits: Three
This course focuses on the development of curriculum for gifted learners grades K-12. Research-based models of curriculum development, accelerative and differentiation methods for multiple abilities, processes including problem-based learning, advanced product options, technology use, conceptual development, and assessment are engaged in within multiple subject areas and levels.
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EDUC 616 - DIFFERENTIATING FOR ALL LEARNERS
Credits: Three
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.
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EDUC 617 - PSYCHOLOGY OF THE GIFTED
Credits: Three
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.
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EDUC 618 - DEVELOPMENTAL STAGES
Credits: Three
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.
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EDUC 619 - EDUCATOR AS ACTION RESEARCHER
Credits: Three
Students will explore research and inquiry models and quantitative
and qualitative data analysis. Students will investigate the
inquiry methods of case study, student work sampling, collaborative
research, critical friends analysis and action research, becoming
comfortable with reading and criticizing research.
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EDUC 620 - HOW PEOPLE LEARN
Credits: Three
The purpose of this course is to familiarize students with research
and theories about the psychology of learning and to relate these
areas to the classroom. Of particular importance are areas of
cognitive, developmental and behavioral psychology.
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EDUC 623 - EXPLORATIONS INTO CONTENT TEACHING
Credits: Three
With a mentor teacher/facilitator, educators as individuals will
explore questions, structures, and technologies in a
discipline/content field so as to increase professional expertise
in the content they need to teach. Teachers will develop a plan for
ongoing learning in their content area.
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EDUC 625 - CURRICULUM THEORY & DEVELOPMENT
Credits: Variable between 1 and 3
This course explores curricular issues affecting the classroom
teacher with emphasis upon application to their own teaching
situations. Analysis and critique of the curriculum development
process, current curricular practice, and assumptions guiding the
teachers choices in curriculum are discussed.
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EDUC 626 - ADOLESCENT DEVELOPMENTAL ISSUES
Credits: Three
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.
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EDUC 627 - SURVEY OF GIFTED & TALENTED EDUCATION
Credits: Three
This course provides participants with the history of gifted education, an overview of gifted education in the U.S. and abroad, current legal and political issues in gifted education, advocacy and policy, and foundations of gifted programming and its evaluation. Students study program models in theory, research, and practice.
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EDUC 629 - CREATIVITY, PROBLEM SOLVING & CRITICAL THINKING
Credits: Three
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.
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EDUC 630 - REACHING ALL LEARNERS THROUGH ARTS
Credits: Variable between 1 and 3
This is an intensive course for elementary and middle/junior high
school teachers, designed to integrate the arts into the core
curriculum. This arts education program is conducted by Metro
Theater Company in partnership with Maryville.
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EDUC 631 - ADVANCED SEMINAR IN THE ARTS
Credits: Variable between 1 and 3
After examining the role of the arts in education, this course
gives teachers the opportunity to further explore the connections
between Goodlads agenda for democracy and a comprehensive approach
to the arts. Teachers have the opportunity to not only explore arts
integration, but to tie it more closely to the individual and
school goals.
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EDUC 632 - SEMINAR: RACE, GENDER, CULTURE
Credits: Three
This course presents an in-depth look at issues of race, gender,
culture and their profound effects on students and on the school as
a social system.
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EDUC 634 - PRACTICUM LITERACY ASSESSMENT 1
Credits: Three
Prerequisite: EDUC 652, EDUC 654
Corequisite: EDUC 635
The purpose of this practicum is to assist teachers in learning the
strategies necessary to take on the role of the reading specialist
in an elementary setting. The two major roles of the reading
specialist will be emphasized: a) the role of literacy teacher who
can diagnose and remediate the literacy problems of children at all
levels and b) the role of literacy coach who can coach other
teachers.
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EDUC 635 - PRACTICUM IN LITERACY ASSESSMENT II
Credits: Three
Prerequisite: EDUC 634, EDUC 652, EDUC 654
Corequisite: EDUC 634
This course will normally be taken concurrently with EDUC 634 and
will focus on work with middle school or high school students. The
purpose of this practicum is to assist teachers in learning the
strategies necessary to take on the role of the reading specialist.
The two major roles of the reading specialist will be emphasized:
a) the role of literacy teacher who can diagnose and remediate the
literacy problems of children and b) the role of literacy coach who
can coach other teachers.
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EDUC 641 - INVESTIGATING ENVIRONMENTAL ISSUES
Credits: Three
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| |
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EDUC 642 - CITIZENSHIP/ENVIRONMENTAL RESPONSE
Credits: Three
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EDUC 645 - SECONDARY SCHOOL IN TODAY’S SOCIETY
Credits: Three
Corequisite: EDUC 646
Students will explore the history and current purposes of public
secondary schools and the school systems of the United States,
focusing upon the diversity and complexity of American society. The
place of the schools in the fashioning of an informed citizenry
will be examined. A study of the ways in which secondary
curriculum, school organization, control and governance of
education, and the nature of teaching and learning produce many
tensions will be studied in light of the school settings in which
students are placed.
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EDUC 646 - SECONDARY TEACHING STRATEGIES
Credits: Three
Corequisite: EDUC 645
Based upon knowledge of the purposes of school and the development
of adolescents, students in field placements reflect on methods of
teaching, learning and assessment appropriate for various contents
and settings. Students will create lessons and units in their
content area.
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EDUC 647 - SECONDARY INTERNSHIP I
Credits: Three
Prerequisite: EDUC 646
In conjunction with the coursework in methods of teaching reading
and methods of teaching the content areas, students will spend an
extended time in a secondary setting teaching lessons, gaining
feedback, and improving effectiveness in teaching diverse high
school students.
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EDUC 648 - SECONDARY INTERNSHIP II
Credits: six
Prerequisite: EDUC 647
Students engage in a full semesters internship in public school. Every aspect of teaching, assessment and other teaching responsibilities will be implemented. Students will prepare lesson plans, participate in biweekly seminars, reflect through journaling, and complete a student work sampling study.
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EDUC 649 - SECONDARY PRACTICUM/SEMINAR
Credits: Three
Prerequisite: EDUC 648
In this course, students will reflect upon and analyze professional
teaching experiences encountered throughout their program. The
seminar will assist students in assessing their own teaching
effectiveness and setting goals for future professional
development. The course contents professional issues will focus
around the four strands of school and society, teacher development,
curriculum and instruction, and research.
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EDUC 650 - LITERACY AND LANGUAGE DEVELOPMENT
Credits: Three
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.
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EDUC 651 - DEVELOPMENTAL PSYCHOLOGY FOR LITERACY
Credits: Three
This course is designed for prospective literacy specialists at the
upper elementary, middle school and high school levels. Candidates
will learn to assess struggling adolescent readers and writers and
develop appropriate literacy strategies for students in the special
reading classroom. Candidates will learn strategies for the
behavior management of adolescents and they will learn how to coach
content area teachers.
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EDUC 652 - LITERACY ASSESSMENT AND INTERVENTION
Credits: Three
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).
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EDUC 653 - LITERATURE AND LITERACY
Credits: Three
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.
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EDUC 654 - COLLABORATIVE RESPONSIBILITY FOR LITERACY
Credits: Three
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.
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EDUC 655 - ADMIN & SUPERVISION FOR LIT PROGRAMS
Credits: Three
This course will help teachers develop skills as a literacy coach
and leader at the building and district level. Candidates will
learn to use data to revise school literacy programs and then plan
professional development for teachers. Candidates will also develop
counseling skills in working with parents of struggling readers.
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EDUC 658 - PARTNERS: ASSESSMENT AND CURRICULUM
Credits: Three
This course focuses on the development of curriculum and its
assessment including test construction. Alternative, authentic
methods of assessment will be explored.
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EDUC 659 - PSYCHOLOGICAL-EDUCATIONAL TESTING
Credits: Three
This course introduces various educational and psychological tests with special emphasis on 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.
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EDUC 660 - EARLY CHILDHOOD CURRICULUM
Credits: Three
This course introduces early childhood curriculum and methods with
particular emphasis upon Project Construct. Course con- tent
explores constructivist theory and its relationship and application
to developmentally appropriate curriculum for the assessment of
children pre-K through grade three. Other current early childhood
methods such as Reggio Emiglia also will be discussed.
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EDUC 661 - EARLY CHILDHOOD ASSESSMENT
Credits: Three
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. The course prepares students to identify tests and
assessment procedures and to evaluate them for adequacy and
appropriateness.
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EDUC 662 - INTEGRATED CURRICULUM
Credits: Three
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.
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EDUC 663 - EARLY CHILDHOOD INTERNSHIP
Credits: ix
Prerequisite: EDUC 403
Students will engage in supervised experiences with diverse
children between the ages of 3 and grade three. This internship
will provide opportunity for advanced experience in planning,
teaching and assessing the growth of children in an early childhood
setting after a regular student teaching experience.
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EDUC 664 - ISSUES IN EARLY CHILDHOOD
Credits: Three
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.
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EDUC 665 - FAMILY SYSTEMS/ISSUES
Credits: Three
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 diverse families.
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EDUC 666 - EARLY INTERVENTION
Credits: Three
This course provides information and experiences in seeing,
assessing, and collaboratively implementing a developmentally and
individually appropriate program to promote the development of a
young child with disabilities within an early childhood setting.
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EDUC 672 - METHODS OF TEACHING SECOND LANG LEARNERS
Credits: Three
This course focuses on pedagogical strategies, tools, resources and
activities that can enable Pre-K-12 ESL students to improve their
English proficiency in reading, writing, listening and speaking.
Participants learn to plan methods for the ESL classroom.
Communication of the purpose and legal issues of ESL education to
colleagues, parents and the community is also covered.
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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.
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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.
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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.
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EDUC 677 - Global Awareness and Civic Literacy Research Seminar
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.
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EDUC 680 - CREATING TEACHER PORTFOLIOS
Credits: Variable between 3 and 6
Students learn to use portfolios as a vehicle for reflecting upon
their work with pupils but also on their own growth and development
as a teacher. Learn about National Board certification and begin
planning a teacher portfolio.
Note: Teachers pursuing NBPTS certification may take this course for 6 hours of credit.
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EDUC 690 - PRACTICUM IN EDUCATION
Credits: Variable between 2 and 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 students program. An
analytical journal, paper or other mode of evaluation is required.
Note: Permission of instructor is required.
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EDUC 691 - INFANT/TODDLER PRACTICUM
Credits: 1
“The following courses were not found in the supplied content but, were listed in program requirements. Please review and provide us, if possible, with the correct information.”
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EDUC 692 - PRACTICUM IN GIFTED EDUCATION
Credits: Three
Prerequisite: EDUC 615, EDUC 617 or EDUC 627
Teachers will participate in a supervised practicum in a
state-approved gifted program for children.
Note: Permission of the instructor is required.
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EDUC 695 - APPLIED RESEARCH
Credits: Three
Students review current literature and formulate a design for their
masters project.
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EDUC 696 - INDEPENDENT STUDY
Credits: Variable between 1 and 4
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EDUC 697 - SPECIAL STUDIES
Credits: Variable between 1 and 4
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EDUC 699 - CAPSTONE EXPERIENCE
Credits: Three
Prerequisite: EDUC 619
The capstone is intended to be a culminating revisit of the ideas
and experiences from the masters program. Candidates will
investigate a professionally meaningful question, issue,
perspective or generative topic, reading and designing and/or
implementing an action step on the question. Candidates will engage
classmates in a 30-45 minute seminar dialogue about the topic.
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ENGL 101 - COMPOSITION: THEME WRITING
Credits: Three
A course developing skills in writing clear, correct sentences and developing an essay.
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ENGL 104 - COMPOSITION: THE ESSAY
Credits: Three
Prerequisite: ENGL 101; Minimum grade C-
This course furthers the work of ENGL 101, emphasizing the writing and careful editing of argumentative essays and of various types of expository essays. The major course project is a research paper.
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ENGL 108 - MINORITY VOICES: AMERICAN LIT
Credits: Three
Prerequisite: ENGL 101; Minimum grade C-
Students develop an appreciation of the literary contributions of minority Americans, primarily of Chinese, African, Puerto Rican, Japanese, Mexican, and Native American heritage.
Cross-listed: See ENGL 308; HUM 108/308
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ENGL 109 - SURVEY OF AMERICAN LITERATURE
Credits: Three
Prerequisite: ENGL 101; Minimum grade C-
This course studies major authors and works from the Puritan era to the present.
Cross-listed: See ENGL 309
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ENGL 110 - THE AMERICAN NOVEL
Credits: Three
Prerequisite: ENGL 101 or ENGL 104 or ENGL 204H; Minimum grade C-
This course studies classic and contemporary American novels.
Cross-listed: See ENGL 310
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ENGL 114 - FAIRY TALE IN LITERATURE AND FILM
Credits: Three
Prerequisite: ENGL 101; Minimum grade C-
This course will discuss the origin and history of the Central and
East European fairy tale. The course reading will include original
fairy tales (such as Grimms’ Fairy Tales) and dramatic, fictional,
poetic, and cinematic adaptations of representative tales from the
tradition.
Cross-listed: See ENGL 314
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ENGL 118 - LIT FORMS: FABLE-FILM
Credits: Three
Prerequisite: ENGL-101; Minimum grade C-
The course explains the art of storytelling through an analysis of narrative techniques in fiction, drama and film.
Cross-listed: See ENGL 318, HUM 118, HUM 318
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ENGL 119 - SURVEY OF WOMEN’S LIT
Credits: Three
Prerequisite: ENGL 101; Minimum grade C-
A study of the English and American traditions of literature by women. The course focuses on literary analysis and appreciation of fiction, poetry, memoirs, essays, and drama by classical and contemporary authors. The roles of women as authors and as characters will be considered within their historical and literary contexts.
Cross-listed: See ENGL 319; WS 119/319
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ENGL 200H - SUPERHEROES IN LIT AND CULTURE
Credits: Four
Prerequisite: ENGL 101; Membership in Bascom Honors Program
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.
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ENGL 202H - FAIRY TALE IN LIT & FILM
Credits: Four
Prerequisite: ENGL 101; Membership in Bascom Honors Program
This course will discuss the origin and history of the Central and
East European fairy tale. The course reading will be made up of the
original fairy tales (such as Grimms’ Fairy Tales) and dramatic,
fictional, poetic, and cinematic adaptations of representative
tales from the tradition.
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ENGL 203H - ORIGINS OF CHILDREN’S LIT
Credits: Four
Prerequisite: ENGL 101; Membership in Bascom Honors Program
In this course students explore the history of childhood and how
that history gave rise to a tradition of children’s literature in
England and America.
Cross-listed: See HUM 203H
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ENGL 204H - WRITING & AMERICAN RHETORIC
Credits: Four
Prerequisite: ENGL 101; Membership in Bascom Honors Program
This course develops students’ skills in writing expository and
argumentative essays and speeches. Students examine the American
rhetorical tradition in texts ranging from sermons of the Great
Awakening to recent Presidential addresses and write arguments
demonstrating their own knowledge of rhetorical strategies.
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ENGL 205 - WRITING ABOUT LITERATURE
Credits: Three
Prerequisite: ENGL 101, ENGL 104, ENGL 204H; Minimum grade C-
Students develop skills in analyzing fiction, poetry, and drama.
Note: This course may count toward the writing minor.
Cross-listed: See ENGL 305
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ENGL 207 - CREATIVE WRITING
Credits: Three
Prerequisite: ENGL 104 or ENGL 204H
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.
Cross-listed: See ENGL 307
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ENGL 209H - RELIGIOUS ISSUES IN LITERATURE
Credits: Four
Prerequisite: Membership in Bascom Honors Program
Students will examine and respond to literature from various
cultural perspectives in order to understand and appreciate the
role of religious issues in that literature, particularly the
relationship between religion and cultural identity, cultural
conflict, tradition, and questions about faith.
Cross-listed: See REL 209H
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ENGL 211 - RITES OF PASSAGE IN AMERICAN LIT
Credits: Three
Prerequisite: ENGL 101; Minimum grade C-
Students read novels and short stories that focus on the passages
from youth to adulthood and from innocence to experience.
Cross-listed: See ENGL 311
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