| |
Education (Semester indications are guidelines only. Courses designated as Pathways require permission to enroll from the Paraprofessional Pathways program.)
|
| |
|
| |
-
EDU 453 - Student Teaching in Early Childhood Special Education
Credit(s): 2-12
A minimum of seven weeks of full-day sessions in directed observation and teaching in classrooms for students with disabilities in a pre-school-3rd grade setting, to include conferences with cooperating teachers and college supervisors. Early Childhood majors will also complete a minimum of seven weeks (6 credit hours) in EDU 450 - Student Teaching at the Elementary Level* or EDU 452 - Student Teaching at the Preschool-K Level* , depending upon the age-range experienced in EDU 453. Students may earn additional credits for additional weeks in the classroom, with a limit of sixteen credits for the combined placements. FA, SP Background Check required
Prerequisite(s): Admission to Teacher certification candidacy.
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
-
EDU 490 - Independent Study
Credit(s): 1-3
A course which augments (as opposed to replaces) any course within the curriculum.
Prerequisite(s): Junior or senior status; permission of instructor.
|
| |
-
EDU 494 - Special Topics
Credit(s): 1-3
Course offered to provide students the opportunity to supplement regular course offerings. Offered on a one-time or irregular basis.
|
| |
-
EDU 500 - Behavior Management Techniques
Credit(s): 3
This course addresses theories and principles of behavior management for classrooms. Models of discipline and motivation and their applications to classrooms are a central focus with an emphasis on establishing positive learning environments through use of appropriate behavior management techniques. The student chooses one approach to classroom/behavior management to explore in depth. Topics and activities apply to all levels, regular and special education, from preschool through secondary. ON SITE: FA, SP; ONLINE: SU
|
| |
-
EDU 505 - Introduction and Methods of Teaching Cross-Categorical Disabilities
Credit(s): 4
This course provides a basic understanding of the nature of disabilities to include learning disabilities, behavior disorder, intellectual disabilities and physical impairment and other health impairments. Similarities and differences of disability conditions will be addressed along with implications of working with various disabilities in cross-categorical settings. In addition, this course provides procedures and strategies for teaching students with cross-categorical disabilities. ON SITE: SU
|
| |
-
EDU 509 - Reading Methods Practicum in Elementary
Credit(s): 3
This course provides an opportunity for students to construct and apply reading instructional strategies in elementary school classroom settings. Students observe, and teach under the direction of a cooperating teacher. Mid-level practicum hours are included in this course. FA
Prerequisite(s): EDU 569 , EDU 549 , EDU 553 .
|
| |
-
EDU 514 - Practicum in Teaching Students with Disabilities
Credit(s): 3
This supervised, clinical experience provides the student with opportunities to apply methods of teaching that are supportive of the needs of students with disabilities across different educational settings in the cross categorical service model. Behavior management and interpretation and application of formal and informal assessment and diagnostic procedures are addressed as part of this practicum experience. SP
Prerequisite(s): EDU 568 , EDU 569 , EDU 572 . Background check required.
|
| |
-
EDU 518 - Methods and Practicum for Middle, Secondary and Community
Credit(s): 3
This course is designed for students seeking middle or secondary certification in subject specific areas, as well as students providing community education as professionals. Students will explore analyze, and apply teaching at the middle, secondary level, or in the community through readings, discussions, course assignments, lesson and unit development, and contact-specific field-based observations and teaching experiences (45 hours for certification; 30 hours for non-certification) in diverse settings. FA
Prerequisite(s): EDU 568 , EDU 569 , EDU 572 ; Background Check required.
|
| |
-
EDU 520 - Transition/Career Education for Students with Disabilities
Credit(s): 2-3
This course assists teachers in understanding the tasks necessary to allow for a smooth transition of students with disabilities from the K-12 educational environment to the world of work or post-secondary vocational or academic education. Emphasis will be placed upon the collaboration of educators with other agencies that can assist in this effort. ON SITE: SP (EVEN YEARS)
|
| |
-
EDU 523 - Mild and Moderate Disabilities in Special Education: Identification and Instruction-Pathways
Credit(s): 6
This course includes the nature of mild/moderate disabilities categorized and served under IDEA in the public schools. Characteristics of educational disabilities that are identified for eligibility of special education services are addressed along with similarities and differences of disability conditions and the implications for educating students with various disabilities in various educational environments. Teaching methods emphasize evidence-based, instructional strategies and procedures for special education settings and inclusive, regular education classrooms. An additional focus is on methods that support student progress in the general education curriculum. Activities include the use of case studies to articulate Response to Intervention (RtI) procedures, and to develop an Individualized Education Program (IEP). OFFERED AS NEEDED.
Prerequisite(s): EDU 120 Psychology of the Exceptional Child or EDU 586 - Studies in Disability and Exceptionality .
|
| |
-
EDU 524 - Language of the School-Aged Child
Credit(s): 3
This course is a comprehensive review of language development and disorders in school-age children and adolescents who are deaf or hard-of-hearing. Topics include audiologic trends, the development of speech and language, educational programming, mainstreaming and inclusion issues, instructional planning, early intervention, and the needs of the hard-of-hearing child. ONLINE: FA
|
| |
-
EDU 525 - Individual Assessment and Approaches in Early Childhood Special Education
Credit(s): 3
Emphasis on a variety of assessment and intervention approaches enabling teachers to enhance their skills in identifying and responding to developmental and learning needs of the preschool child. FA
|
| |
-
EDU 525 - Individualized Assessment and Approaches in Early Childhood Special Education
Credit(s): 3
Emphasis on a variety of assessment and intervention approaches enabling teachers to enhance their skills in identifying and responding to developmental and learning needs of the preschool child. ON SITE: FA
Prerequisite(s): EDU 269 or DEA 200 /DEA 210 .
|
| |
-
EDU 528 - Universal Design for Learning
Credit(s): 3
This course examines the three primary brain networks (recognition, strategic, and affective) that support the concept of Universal Design for Learning (UDL) and how we can provide multiple means of representation, action/expression, and engagement to support these networks when we design learning experiences. Additionally, UDL principles will be explored across the venues of research and development, professional engagement, and capacity building. ON SITE: FA, SP
|
| |
-
EDU 529 - Enhancing Student Achievement through Positive Behavioral Supports
Credit(s): 3
This course focuses upon positive school climate and productive behavior of diverse students in inclusive, educational settings. A major component of this course is the study of research-validated practices that support classroom management and school-wide management procedures. A framework of effective behavior supports is applied that maximizes achievement and socialization for school-wide, classroom, and individualized programs. Emphasis is placed upon the teacher’s role in developing and sustaining student motivation, self-regulation, and resiliency. Importance of collaboration with colleagues, administration, family, and community will also be addressed. ONLINE: FA, SP
|
| |
-
EDU 530 - Understanding the Diverse Learner
Credit(s): 3
This course focuses on the impact of culture upon student achievement, the cognitive styles of diverse learners and the context of the predominant school culture in which they find themselves. Theories that address the academic achievement gap and the over-identification of diverse learners for special services are discussed. Research on the importance of the teacher-student relationship as it affects achievement is also examined. ON SITE: SP
|
| |
-
EDU 535 - Technology Integration for Students with Special Needs
Credit(s): 3
This course emphasizes development of teaching techniques, lessons, and curriculum, along with developing appropriate Individualized Education Programs (IEP’s) for students with moderate and multiple disabilities. Assistive technology and instructional technology are explored and applied. Students integrate technology and incorporate multiple methods of assessment into thematic units that they produce. Ethical implications of technology and effects on diverse populations are explored and discussed. Offered as needed.
|
| |
-
EDU 542 - The Teacher as Leader
Credit(s): 3
This course will examine the changing role of the teacher in contemporary schools. Students will learn leadership skills and methods for impacting educational organizations. Students will be introduced to strategies for creating a climate for new ideas. ON SITE: FA, SP; ONLINE: SU
|
| |
-
EDU 543 - Contemporary Issues in Education
Credit(s): 3
This course provides a current context for the practicing professional and will focus upon current readings and events. Participants will gain a perspective of the many forces that affect the classroom and the school setting, such as school safety, inclusion of students with disabilities, technology, state and national policy, etc. The impact of these issues on current and future educational planning and practice will be emphasized. ON SITE or ONLINE: SP
|
| |
-
EDU 549 - Foundations of Reading Instruction
Credit(s): 3
Study of the foundations of reading pedagogy, practice, theory, and research. This graduate course addresses concepts of emerging literacy, comprehension of narrative and expository texts, use of literature and text media, interactions between reading and writing, development of vocabulary and decoding, classroom organization, and various forms of formal and informal assessment. ON SITE: SP; ONLINE: FA, SU
|
| |
-
EDU 550 - Reading and Writing Across the Curriculum
Credit(s): 3
This course provides strategies for teaching vocabulary, concepts, comprehension, reasoning, and organization in specialty subject areas. Included are theoretical bases and methodologies for incorporating reading and writing skills within content areas of instruction. ON SITE: FA; ONLINE: SP, SU
|
| |
-
EDU 551 - Literature-Based Reading for Diverse Learners
Credit(s): 3
An exploration of quality, authentic books for young people from pre-kindergarten through the middle school years. Participants will explore a range of literature for young people and develop ways to adapt literature to the numerous cultures and customs found among students in school settings. ON SITE: SP; ONLINE: FA, SU
|
| |
-
EDU 553 - Analysis and Correction of Reading Difficulties
Credit(s): 3
A review of tests and instruments such as cognitive achievement, informal, and affective are used to assess students with reading difficulties. A reading case report based on documented strengths and needs of a student with reading disabilities is developed. Analysis and remedial teaching processes to address those needs are practiced. ONLINE: FA, SP
Prerequisite(s): EDU 549 .
|
| |
-
EDU 560 - Student Teaching at the Secondary Level
Credit(s): 10
A minimum of twelve weeks of full-day sessions in directed observation and teaching in a secondary school setting, to include conferences with principals, cooperating teachers, and college supervisors. Those seeking K-12 certification in Art must complete four weeks in an elementary placement. Additional assignment(s) will be required of the graduate student during their scheduled seminar times. Students may enroll for additional weeks for additional credit, up to sixteen credits. Prerequisite: Admission to teacher certification candidacy. FA, SP
Prerequisite(s): Background Check Required
|
| |
-
EDU 566 - Language and Literacy for Students at Risk
Credit(s): 3
This course is intended for graduate students in speech-language pathology, deaf education, regular education, and special education. It will explore practical methods of assessment, supportive strategy development, and curricular adaptations for children who are “at risk” for language and learning difficulties. ON SITE: SP, SU
Prerequisite(s): EDU 549 ; EDU 550 or comparable course.
|
| |
-
EDU 568 - Exploration of Learner Development
Credit(s): 3
Investigates the psychological development of the child and adolescent through exploring prior experiences and how they impact learning. Includes an examination and critique of instructional strategies that promote critical thinking and instructional resources, including media communication tools that benefit the teaching and learning processes. Strategies for contact literacy are explored and analyzed through academic language, teaching methodologies, and consultation and collaboration. ONLINE: SP; ON SITE: SU
|
| |
-
EDU 569 - Critical Skills in the Teaching Profession with Field Experience
Credit(s): 3
This course investigates the contextual factors of a classroom to examine the role of the educator and the need for curriculum and instructional strategies, evaluation processes, classroom motivation and management skills, and planning for learner diversity. This course also includes an analysis of the history and philosophy of education, along with the legal and ethical aspects of teaching. Guided field experiences provide opportunities to review the critical skills needed in the teaching profession. Background check required. ON SITE: FA, SP
|
| |
-
EDU 572 - Exploration of Learner Diversity
Credit(s): 3
Investigates the principles of universal design and differentiated instruction and their application in the psychology and education of exceptional learners. Includes an examination of cultural diversity, English Language Learning, and intellectual and physical ability in conjunction with the classroom community. Strategies for connecting instruction to meet the needs of diverse learners are explored through theories of learning, consultation and collaboration, and technology exploration. FA, SP
|
| |
-
EDU 575 - Content Planning, Delivery, and Assessment
Credit(s): 3
This course provides a foundation in curriculum and instructional planning, instructional strategies, and techniques in content area specialty, and assessment methods used to make instructional decisions for diverse learners. Processes for research and analysis of education competencies that integrate state standards will curriculum and pedagogy will be included, along with assessment strategies that monitor student performance and analyze instruction. FA, SP
Prerequisite(s): EDU 568 , EDU 569 , EDU 572
|
| |
-
EDU 579 - Legal and Ethical Issues in Special Education
Credit(s): 3
This course provides a review and examination of major federal legislation and judicial decisions relevant to the provision of special education and the rights of students with disabilities and their families. Primary focus will be on the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act, American with Disabilities Act, and Missouri regulations for the implementation of the Missouri State Plan for Special Education. Emphasis will be placed on the history of the law, procedural rights, educators’ responsibilities, and implications of case law.
|
| |
-
EDU 582 - Practicum in Teaching Students with Cross Categorical Disabilities
Credit(s): 3
This clinical experience affords the opportunity to work with students with cross-categorical disabilities in the areas of instruction, behavior management, the interpretation of individualized tests, as well as formal and informal diagnostic procedures. Background Check Required. ONLINE: FA, SP, SU
|
| |
-
EDU 583 - Practicum in Diagnosis of Reading Difficulties
Credit(s): 3
This course offers a case study approach to the diagnosis and correction of reading difficulties, applications of diagnostic instruments, and correctional strategies with hands-on application of these practices. A supervised practicum of 40 hours working with an elementary and a secondary student is required. Data collected is translated into teaching prescriptions. Practicum students prepare a parent/family literacy project. ONLINE: FA, SP, SU
Prerequisite(s): EDU 553 . Background Check Required.
|
| |
-
EDU 584 - Practicum in the Remediation of Reading Difficulties II
Credit(s): 3
This course offers a case study approach to identification of instructional goals, remedial teaching strategies, selection of instructional materials, and assessment of learning progress. A supervised practicum of 40 hours working with an elementary and secondary student is required. Practicum students will develop a PowerPoint presentation to teach educational colleagues strategies for improving reading. ONLINE: FA, SP, SU
Prerequisite(s): EDU 583 . Background Check Required.
|
| |
-
EDU 585 - Research Methods in Education
Credit(s): 3
This course provides an introduction to educational research for students from both the qualitative and quantitative research paradigms. Topics will include the nature and purposes of research, planning, and conducting research; critiquing and evaluating research; sampling; survey and experimental design; evaluation research; naturalistic observation and inquiry; measurement and methods of data collection; ethics; and the use of computers in data analysis. Methods are considered for collecting both quantitative and qualitative data. A major focus will be to prepare students to conduct an action research project and to submit appropriate Institutional Review Board forms for the action research project. ON SITE: FA; ONLINE: FA
|
| |
-
EDU 586 - Studies in Disability and Exceptionality
Credit(s): 3
This course is based on extensive study in areas of disability and society, disability and the media, and the civil rights quest of people with disabilities. Students will attend speaker forums of experts in disabilities, will be involved in meetings of a conference or organized advocacy group, and prepare their own presentations on appropriate topics to gain multiple perspectives of ability/disability and an understanding of exceptionality and disability culture. ON SITE: FA, SP
|
| |
-
EDU 587 - Directed Readings in Education and Disability
Credit(s): 1-3
This independent study is for students who wish to pursue a special area of study within the area of education and disability. The course will be offered pending availability of an instructor. Students are limited to one directed readings course during their graduate program of study. ON SITE: FA, SP
|
| |
-
EDU 588 - Action Research
Credit(s): 3
This course builds upon the skills learned and practiced in EDU 585 - Research Methods in Education . This course will assist the student in applying the elements of action research based upon classroom experiences with their students. The student will structure an original action research project for the purpose of implementation during the student’s final semester. It is the culminating activity of the MA program and should exemplify the best work of the student as a reflective practitioner of classroom-based research. ON SITE: SP; ONLINE: SP
Prerequisite(s): EDU 585 .
|
| |
-
EDU 590 - Dissertation
Credit(s): 4
Over the course of two or more semesters, students work collaboratively with members of their dissertation committee to develop a proposal to submit to the Institutional Review Board, collect and analyze data, writing the dissertation and preparing for the dissertation defense. FA, SP, SU
|
| |
-
EDU 591 - Educational and Psychological Assessment
Credit(s): 3
This course examines the major principles of educational assessment. In includes an overview of the field and basic descriptive statistics. An emphasis will be placed on norm- as well as curriculum-referenced assessment of ability and achievement, legal and ethical requirements for measurement, interpretation of scores, and the relationship of the assessment process to instruction. (This course meets certification requirements for assessment related to reading. It does not meet requirements for special education certification.) ONLINE: SP
Prerequisite(s): EDU 549 , EDU 550 or equivalent course.
|
| |
-
EDU 592 - Assessment of Ability and Achievement
Credit(s): 3
Study of tests and measurements with emphasis on technical qualities, standardized and classroom test construction, cognitive and affective assessment, legal and ethical issues. Includes analysis and practical experience with diagnostic contemporary instruments. ON SITE: FA, SP
Prerequisite(s): EDU 269 .
|
| |
-
EDU 594 - Special Topics in the Profession
Credit(s): 1-3
The special topics area offers the student the opportunity to explore a variety of topics through independent study, through special courses offered through the master’s program, or through pre-approved workshops offered through other entities. Offered as needed.
|
| |
-
EDU 595 - Counseling Techniques
Credit(s): 3
This course is designed to assist practitioners in working with exceptional students along with their parents and families. The effects of exceptionality upon individual and family dynamics are emphasized. Students are introduced to counseling techniques and a variety of professional communication skills. ON SITE: SP; ONLINE: FA
|
| |
-
EDU 596 - Counseling and Collaborating with Diverse Populations
Credit(s): 3
This course focuses on the educational professional’s ability to become an effective counselor, collaborator, and consultant in support of students whose differences may impact their social and/or academic performances. The participant develops understanding of the unique nature of children and the families and increases one’s repertoire of communication skills to support productive interactions. Models of collaboration and consultation are studied as they support effective communications with diverse populations. Areas of diversity emphasized are those of students and families with disabilities, those with language, ethnic and cultural differences, and those of low socio-economic status. ON SITE: FA
|
| |
-
EDU 597 - The Instructional Process
Credit(s): 3
This course, taken the last semester prior to student teaching/field experience, will build upon the previous work in the MAT program related to curriculum/ instructional planning; understanding diverse learners and differentiating instruction; the use of technology, behavior management; reading strategies, etc. into a coherent method for planning, delivering and assessing instruction. Candidates will be provided instruction in the instructional processes and products needed to complete the culminating project for teacher certification. Candidates will be required to present a model unit plan which incorporates all factors of the instructional process and work with a classroom teacher at the appropriate level of certification to validate that model. ON SITE: FA, SP
|
| |
-
EDU 724 - Language of the School-Aged Child
Credit(s): 3
This course is a comprehensive review of language development and disorders in school-age children and adolescents who are deaf or hard-of-hearing. Topics include audiologic trends, the development of speech and language, educational programming, mainstreaming and inclusion issues, instructional planning, early intervention, and the needs of the hard-of-hearing child. SU
|
| |
-
EDU 728 - Universal Design for Learning
Credit(s): 3
This course examines the three primary brain networks (recognition, strategic, and affective) that support the concept of Universal Design for Learning (UDL) and how we can provide multiple means of representation, action/expression, and engagement to support these networks when we design learning experiences. Additionally, UDL principles of will be explored across the venues of research and development, professional engagement, and capacity building. SU
|
| |
-
EDU 729 - Interactive Technology for Teaching
Credit(s): 3
This course will provide an overview of assistive technology in the classroom. Students will also learn to develop simple educational apps. Strategies for integrating technology seamlessly into the classroom to enhance learning will be included. SP
|
| |
-
EDU 730 - Researching the Diverse Learner
Credit(s): 3
Cross-listed with: EDU 730 and EDU 530 are cross-listed. To distinguish EDU 730 from EDU 530 additional or differentiated assessments and/or assignments appropriate to the graduate level will be assigned.
This course focuses on the impact of culture upon student achievement, the cognitive styles of diverse learners and the context of the predominant school culture in which they find themselves. Theories that address the academic achievement gap and the over-identification of diverse learners for special services are discussed. Research on the importance of the teacher-student relationship as it affects achievement is also examined.
|
| |
-
EDU 740 - Critical Literacy: Learning in the 21st Century
Credit(s): 3
This course studies critical literacy in relationship to 21st-century learning and includes theoretical foundations of critical literacy components. Text is referred to as a broad experiential medium (including - but not limited to - print, music, advertising, video, speech, and multi-modal) and will be examined with the expectation of understanding its empowering and dis-empowering potential for both producers and consumers of text. SU
|
| |
-
EDU 741 - Data Literacy: Exploring Measurements to Inform Research and Instruction
Credit(s): 4
This is the first of two courses that will familiarize the student with the concept of data literacy and its application in implementing an action-based research pilot study. Principles of designing research measurement will be explored as well as interpreting results that can inform or change research and instruction. Learning and outcomes will be applied simultaneously in the Data Days Presentation Symposium. FA
|
| |
-
EDU 742 - Data Literacy: Using Measurement to Inform Research and Instruction
Credit(s): 4
This is the second of two courses that will familiarize the student with the concept of data literacy and its application in implementing an action-based research pilot study. Tools for research measurement will be experienced as pertains to interpreting results that can inform or impact research and instruction. Learning and outcomes will be applied via participation in the Spring Fontbonne Academic Exhibition.
|
| |
-
EDU 766 - Language and Literacy for Students at Risk
Credit(s): 3
This course is intended for graduate students in speech-language pathology, deaf education, regular education, and special education. It will explore practical methods of assessment, supportive strategy development, and curricular adaptations for children who are “at risk” for language and learning difficulties. SP
|
| |
-
EDU 780 - Professional Seminar I
Credit(s): 3
This course is designed to bring all EdD courses and EdD program information to fruition, address any remaining professional inquiries from students, fill in any knowledge and information gaps about the EdD program, and delve into professional expectations at the terminal degree level across a variety of settings.
|
| |
-
EDU 785 - Professional Seminar II
Credit(s): 3
This course is designed to review the final details for dissertation research with EdD doctoral students. Instructors will aid students in Prospectus development and approval, in preparation for the development and submission of the Dissertation Institutional Review Board (IRB) submission.
|
| |
-
EDU 790 - Dissertation
Credit(s): 4
Over the course of two or more semesters, students work collaboratively with members of their dissertation committee to develop a proposal to submit to the Institutional Review Board, collect and analyze data, writing the dissertation and preparing for the dissertation defense. Students in dissertation hours will be evaluated with a Pass or No/Pass grade. FA, SP, SU
|
| |
-
EDU 794 - Special Topics as Problems of Practice
Credit(s): 3
Cross-listed with: EDU 794 and EDU 594 are cross-listed. To distinguish EDU 794 from EDU 594 additional or differentiated assessment and/or assignments appropriate to the graduate level will be assigned.
The special topics area offers the student the opportunity to explore a variety of topics through independent study, through special courses offered through the master’s program or through pre-approved workshops offered through other entities. Offered as needed
|
English |
| |
-
ENG 095 - College Writing Skills
Credit(s): 3
Prepares students for academic writing at the college level. Emphasis on the writing process; responding to generating and organizing content; improving syntax, diction, usage, and mechanics. Students should gain confidence along with competence. A student must achieve a minimum grade of C- or better in a developmental course in order to move to the next level course. Credit will be applied to the 120-hour degree requirement as elective credit. FA, SP
|
| |
-
ENG 101 - Composition I
Credit(s): 3
Focuses on the development of a writing process. Students learn various strategies for exploring and focusing their thinking. Practice in developing a thesis, choosing a rhetorical strategy, and communicating clearly, correctly, and effectively. Frequent student writing, evaluation, and revision; conferences. FA, SP
|
| |
-
ENG 102 - Composition II
Credit(s): 3
Critical study and textual analysis of expository essays; emphasis on critical thinking, analysis, and argumentation as well as on developing increasing stylistic sophistication. Review of the tools of research. FA, SP, SU
Prerequisite(s): ENG 101 or equivalent.
|
| |
-
ENG 120 - Introduction to Literature
Credit(s): 3
Develops an appreciation for literature through the study of fiction, poetry, and drama; introduction to literary analysis, including critical terms; practice in writing about literature. FA, SP, SU
|
| |
-
ENG 200 - Introduction to English
Credit(s): 3
Serves as introduction to the purposes and scope of the majors in literary studies, English for secondary certification, and professional writing. Provides majors with a foundation in the concepts and methods necessary for further study in the field. Includes introduction to specific research resources and consideration of career options. Even FA
|
| |
-
ENG 201 - Business Writing
Credit(s): 3
The theory behind the practice of various forms of business writing-letters, memos, proposals and reports. Emphasis on formulating communication objectives, analyzing the audience, structuring the message, and adopting an appropriate style. Individualized projects allow students to adapt the course to their own needs. FA, SP
Prerequisite(s): ENG 101 or equivalent.
|
| |
-
ENG 203 - Writing for Social Justice
Credit(s): 3
Explores the role of rhetoric and written communication in social justice activism, as conceptualized from Catholic social teaching. Students will learn to analyze public rhetorical situations surrounding social justice issues and to employ effective rhetorical strategies in the production of common public genres, both print and digital, such as opinion-editorials, letters to editors, videos, white papers, letters to congress, manifestos, etc. in support of social justice causes. The course may include a community engagement component requiring students to work with a community social justice organization. SP Even
|
| |
-
ENG 208 - Digital Publications Workshop
Credit(s): 1-3
Hands-on experience conceiving, producing, and editing content for digital publication. With a foundation in traditional journalistic and editorial skills and practices, this course also explores new publication formats, cycles, and structures within an increasingly “converged” media landscape. FA, SP
|
| |
-
ENG 220 - Women’s Literature
Credit(s): 3
An introduction to the contributions of female writers. The goal of this course is to develop an awareness of how gender may influence the content and form of literature by women. Students will examine the varied components of a gendered identity, the ways they are represented in literature, and the effects they have had on a wide range of women writers. (LC) Every fourth SP
|
| |
-
ENG 240 - Survey of English Literature to 1789
Credit(s): 3
Consideration of important movements, writers, and works from Beowulf to the Augustan era. (pre-1865) FA
|
| |
-
ENG 241 - Survey of English Literature since 1789
Credit(s): 3
Consideration of important movements, writers, and works from the Romantic Movement to the 20th century. SP
|
| |
-
ENG 251 - World Literature
Credit(s): 3
An introduction to the study of world literature written originally in English or in translation. Detailed literary analysis and attention to cultural contexts. (LC) Offered as needed
|
| |
-
ENG 255 - African-American Literature
Credit(s): 3
An introduction to the literature of African Americans from the slave narrative to the present and an opportunity to analyze and interrogate issues of race, identity, and gender in the works of African-American writers. Offered even years. (AL, LC) Every fourth SP
|
| |
-
ENG 260 - Survey of American Literature to 1865
Credit(s): 3
Consideration of important movements, writers, and works from the Colonial Period to the Civil War; examination of colonial literature, revolutionary literature, the slave narrative, transcendentalism, and the sentimental novel. (pre-1865) FA
|
| |
-
ENG 261 - Survey of American Literature since 1865
Credit(s): 3
Consideration of important movements, writers, and works of the late 19th century and of the 20th century; emphasis on realism, naturalism, regionalism, modernism, and postmodernism. SP
|
| |
-
ENG 270 - Literature for the Secondary Schools
Credit(s): 3
Survey of literature likely to be taught in the secondary schools, including selected adolescent and young adult literature. Focus on analysis in discussion and written assignments. Consideration of relevant critical issues, including canonicity and multiculturalism. Even SP
|
| |
-
ENG 290 - Intro to Creative Writing
Credit(s): 3
This course will introduce students to composition of poetry, fiction, and creative nonfiction as well as the workshop format that will allow them to develop skills in responding to the writing of others. Students will read and discuss example texts, learn forms and methods, participate in workshops, and create and revise their own creative pieces in multiple genres. Offered Odd Springs.
|
| |
-
ENG 293 - Topics in Literature
Credit(s): 3
Literature course offered to supplement regular offerings. Offered on a one-time or periodic basis. Note: ENG 293 topics will vary; thus a student may register for more than one course under this number. Offered as interest warrants. (LC)
|
| |
-
ENG 294 - Topics in Writing
Credit(s): 3
Writing course offered to supplement regular offerings. Offered on a one-time or periodic basis. Note: ENG 294 topics will vary; thus a student may register for more than one course under this number. Offered as interest warrants.
|
| |
-
ENG 301 - Theory and Teaching of Writing
Credit(s): 3
Study of the nature and functions of writing and current pedagogies and classroom practices for teaching writing, with a focus on writing as social and rhetorical interaction.
|
| |
-
ENG 303 - History of the English Language
Credit(s): 3
Study of the English language, including an overview of modern grammar and linguistics, growth of the language, and its relation to other languages and global Anglophone literatures. Odd FA
|
| |
-
ENG 304 - Creative Nonfiction
Credit(s): 3
Advanced work in expository writing; detailed analysis of prose models with The New Yorker as text; extensive development of subject matter and in-depth consideration of style. Odd FA
Prerequisite(s): ENG 101 or ENG 102 or equivalent or permission of the instructor.
|
| |
-
ENG 309 - Journalism
Credit(s): 3
Hands-on study of fundamental concepts and practices of print, online, and “converged” (multimedia) journalism; consideration of the role of journalists and journalism in contemporary culture. Topics include newsworthiness, computer assisted reporting, note-taking, cultivation of sources, interview technique, story structure, effective use of language and journalistic trends. Odd SP
Prerequisite(s): ENG 101 or ENG 102 or equivalent or permission of the instructor.
|
| |
-
ENG 311 - Writing Poetry
Credit(s): 3
Study of poetic theory; introduction to creative techniques through analysis of selections of modern and contemporary poetry; writing poetry in various narrative and lyrical forms. Even FA
Prerequisite(s): ENG 101 or ENG 102 or equivalent or permission of the instructor.
|
| |
-
ENG 312 - Writing Short Fiction
Credit(s): 3
In-depth study of the short story form through analysis of selections from modern fiction; introduction to creative techniques and practices; development of two original short stories. Even SP
Prerequisite(s): ENG 101 or ENG 102 or equivalent or permission of the instructor.
|
| |
-
ENG 313 - Writing the One-Act Play
Credit(s): 3
Through writing exercises and analysis of modern one-act plays, students explore the most effective ways to tell stories through dramatic form; construction of short scenes and one original play. Offered as interest warrants.
Prerequisite(s): ENG 101 or ENG 102 or equivalent or permission of the instructor.
|
| |
-
ENG 320 - Shakespeare
Credit(s): 3
Close reading and analysis of Shakespeare’s major plays. Additional consideration of historical contexts, critical history, and cinematic adaptations. (EL) Offered as interest warrants.
|
| |
-
ENG 340 - Modernism
Credit(s): 3
Development of a definition of modernism through a study of major English and American writers. Offered odd years. (GTM) Offered as interest warrants.
|
| |
-
ENG 363 - Literature and Religion
Credit(s): 3
Study of literary works, authors, and themes related to religious or spiritual belief. Explores issues or organized religion, spiritual belief and religious practices as they are represented in literature. Note: the specific topics of the course may vary by semester. (GTM).
|
| |
-
ENG 370 - Critical Theory
Credit(s): 3
Study of multiple critical theories, such as structuralism, post-structuralism, psychoanalysis, etc. and their application to the study of both the nature and procedures of writing and the nature and function of literature. FA Even.
|
| |
-
ENG 380 - Topics in English Literature
Credit(s): 3
In depth study of specific works, authors, periods, modes, themes, and literary problems in English Literature. Note: ENG 380 topics will vary; thus a student may register for more than one course under this number. (EL) Even SP
|
| |
-
ENG 381 - Topics in American Literature
Credit(s): 3
In depth study of specific works, authors, periods, modes, themes, and literary problems in American Literature. Note: ENG 381 topics will vary; thus a student may register for more than one course under this number. (AL) Odd FA
|
| |
-
ENG 382 - Non-Canonical Literatures
Credit(s): 3
In depth study of specific works, authors, periods, modes, themes, and literary problems in diverse literatures. Note: ENG 382 topics will vary; thus a student may register for more than one course under this number. (LC) Even FA
|
| |
-
ENG 383 - Topics in Genre, Themes and Movements
Credit(s): 3
In depth study of specific literary genres, themes, and movements. Note: ENG 383 topics will vary; thus a student may register for more than one course under this number. (GTM) Odd SP
|
| |
-
ENG 395 - Literature and Medicine
Credit(s): 3
This course explores questions about illness, disability, medicine, and care through literature. Drawing on a range of forms, from fiction and poetry to drama and film, students will consider how literary texts can clarify and illuminate the experiences of patients and health practitioners.
|
| |
-
ENG 395 - Literature and Medicine
Credit(s): 3
This course explores questions about illness, disability, medicine, and care through literature. Drawing on a range of forms, from fiction and poetry to drama and film, students will consider how literary texts can clarify and illuminate the experiences of patients and health practitioners. Offered Odd Spring.
|
| |
-
ENG 401 - Professional Writing
Credit(s): 3
Explores theories and best practices of professional and technical writing based in current research with a focus on navigating among often complex sets of users and stake holders who influence the design of professional texts. Students will analyze common professional genres such as press releases, proposals, instructions, manuals, brochures, reports, presentations, websites, etc. in order to understand how their typified features both enable and constrain professional work. FA Even.
|
| |
Page: 1 <- 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
| 12
-> 13 |
