| |
| |
-
EDUC 536 - Technology for Learning
3 Credits
Focus on today’s globally diverse and digital world in which students consume and produce many forms of electronic media. Multiple forms of digital media will be examined and constructed as participants learn a variety of ways in which technology can be used to support and enhance the curriculum in all academic content areas. This course will focus on how the pre K-12 educator can develop teaching strategies and digital citizenship curriculum for the 21st century classroom.
|
| |
-
EDUC 537 - Reflective Practitioner
3 Credits
This course is designed to support systematic self-evaluation of classroom teaching. Candidates will judge current practices and make plans for change in classroom organization and management, instructional planning, engaging all learners or evaluating student progress. Web-based interactive learning tools will be used to support more effective instruction of students with disabilities in an inclusive classroom.
|
| |
-
EDUC 538 - Critical Literacy
3 Credits
In-depth study of critical literacy as a perspective for responding to the “systems of influence” operating in culture. Cultural literacy analyzes language patterns that promote particular ideologies about power and oppression based on race, class, gender, diverse cultures and socioeconomic factors. The course empowers candidates to focus on becoming agents of change as they investigate and analyze curricular issues, classroom materials and the influence of media as they create instructional and assessment strategies to use within their professional settings.
|
| |
-
EDUC 540 - Student Teaching: Secondary Grades 7-12
6 Credits
Student Teaching required for graduate secondary licensure candidates, grades 7 through 12. This 10-week classroom experience focuses on the practical application of instructional theory in the teaching-learning process. Under the supervision of qualified secondary educators, candidates will plan, instruct and assess for the greatest positive impact on student learning. They will teach and co-teach individuals, small groups and whole classes. They will also participate in parent conferences, faculty meetings, in-service workshops and attend mandatory on-campus seminars. EdTPA Teaching Fee :$309
Prerequisite(s): Completion of licensure courses with minimum grade requirement met; passing scores on Praxis II reported to licensure office; successful completion of student teaching application to the Student Teaching and Clinical Experiences office by February 1 for fall student teaching and September 15 for spring student teaching.
Other: No other course work may be taken during this semester
|
| |
-
EDUC 543 - Student Teaching Seminar
3 Credits
Weekly seminar taken by all teacher candidates during their student teaching practicum experience or durational shortage area (DSAP) practicum. Topics include classroom environment and student engagement; planning, instruction, and assessment for active learning; professional responsibilities and teacher leadership; disciplinary-specific educational practices; culturally responsive pedagogy; collaborative problem solving around challenges presented in the student teaching practicum; and professional development and career planning.
Corequisite(s): Student Teaching Practicum
|
| |
-
EDUC 544 - Classroom Management: Secondary
3 Credits
Different perspectives on the manifestation of behaviors in individual and group settings as well as a variety of classroom management techniques. Students become familiar with the classroom management models developed by Jones, Dreikurs, Canter, Glasser, Kounin, Gathercoal and Rogers, while developing their own philosophies and systems for classroom management.
Prerequisite(s): EDUC 503 - Adolescence and EDUC 528 - Instruction and Curriculum for Secondary Teaching
|
| |
-
EDUC 545 - Seminar in Remedial Reading and Related Instructional Theory
3 Credits
Seminar for the Literacy Internship Program for licensed teachers/graduate candidates working with students with remedial needs. Includes instructional models for teaching remedial reading and language arts. The course considers literary assessment and behavior management techniques.
Prerequisite(s): Limited to selected interns who hold a Connecticut Educator License
|
| |
|
| |
-
EDUC 547 - Practicum I: Theory into Practice
3 Credits
Part of the Literacy Internship Program. Selected interns provide direct instruction to students with remedial needs, supplemental to their regular classroom programs. Additional components are diagnostic assessment, development of prescriptive education plans, evaluation of program effectiveness, parent conferences and teacher consultation. Fieldwork required four and one half days per week, based on the participating school districts’ calendars.
Other: Limited to selected interns who hold a Connecticut Educator License
|
| |
-
EDUC 548 - Practicum II: Theory into Practice
3 Credits
Part of the Literacy Internship Program. Continuation and refinement of the clinical experiences described in EDUC 547 - Practicum I: Theory into Practice .
Other: Limited to selected interns who hold a Connecticut Educator License
|
| |
-
EDUC 550 - Second Language Composition
3 Credits
This course introduces students to the system of principles, practices and procedures applied to second language composition. Curricular and instructional practices are examined toward meeting the needs of English Language Learners. This course is designed for practice and application of writing as evidenced by performance tasks and fieldwork. It involves the integration of technology in the classroom through theory, task requirements and knowledge of how students develop writing skills for a variety of academic and social purposes.
Other: Course is open to district partnership candidates only
|
| |
-
EDUC 551 - Teaching in Culturally and Linguistically Diverse Classrooms
3 Credits
This course focuses on these major themes:
- The students’ own stereotypes, biases and cultural socialization and their impact on student learning
- The examination of the concept of culture: moving away from “trait-based” notions of culture toward a more dynamic view of complexity and multivocality
- The impact of multiple forms of exclusion and discrimination, including racism, sexism and classism, and how they play out in society and within interactions and expectations of others
- Learning and acquiring English as a second language and the role of the native language in this process. The examination of bilingual and English as a second language education models and the application of theories and research to second-language learning process.
- The interplay of social dimensions of educational settings (individual, cultural, linguistic, institutional and historical)
- Discussions and critical analysis will include how society and our own interactions may marginalize and oppress certain groups, such as children from cultural, racial and linguistic different backgrounds, from low socioeconomic communities, and LGBTQ (Lesbian, Gay, Bisexual, Transgender, Questioning) populations.
This course is aligned with the vision, mission and goals of the School of Education: The constructive nature of this course facilitates inquiry, reflection and critical thinking. Candidates develop an awareness of their own stereotypes and biases, cultural identity processes and second-language acquisition. They also learn what it is like to be a child from a non-dominant culture in U.S. classrooms. Candidates learn how to support all students in their classrooms.
A field study is required in a bilingual or multilingual schooling context to complement and enhance conceptual understanding.
|
| |
-
EDUC 552 - Methodology of Second Language Teaching
3 Credits
This course introduces students to the system of principles, practices and procedures applied to second language teaching. Students will explore methods (a procedural plan for presenting a methodological plan) and approaches (a set of theoretical principles) relating to second language teaching and learning. Students will demonstrate knowledge of how children develop listening and speaking skills for a variety of academic and social purposes.
Other: Course is open to district partnership candidates only
|
| |
-
EDUC 553 - Materials and Curriculum Development for TESOL
3 Credits
This course introduces students to teaching English to children whose first language is not English. The course focuses on developing academic, subject-rich literacy skills and knowledge in K-12 students who are not native English speakers. Candidates will also learn how to plan and implement supportive, differentiated, challenging tasks using classroom language. Candidates will use a constructivist approach that is respectful of students’ competency in English and includes reference to their native language.
Other: Course is open to district partnership candidates only
|
| |
-
EDUC 554 - Science as Continuing Inquiry
3 Credits
Prepares pre-service elementary teachers to teach science content in elementary schools. Course includes instruction in curriculum planning, design, implementation, and assessment. Conceptually grounded in inquiry-based science instruction that is aligned with national science standards and State of Connecticut science standards.
|
| |
-
EDUC 555 - Social Studies as Continuous Inquiry
3 Credits
Prepares pre-service elementary teachers to teach social studies content in elementary school. Course includes instruction in curriculum planning, design, implementation, and assessment. Conceptually grounded in inquiry-based social studies instruction that is aligned with national social studies standards and State of Connecticut social studies standards.
|
| |
-
EDUC 556 - Curriculum Development
3 Credits
This course promotes understanding of curriculum development processes as they support and empower effective teaching and learning. Participants will examine their developing knowledge of effective practice and engage themselves as teachers, planners and researchers. Upon completion of this course, the learner will be able to:
- Understand the major philosophical and professional foundations of curriculum development
- Demonstrate competence as a professional researcher and collaborator
- Assimilate research in curriculum and program reform/design
- Engage in professional conversations and discourse surrounding program architecture
- Evaluate models, paradigms and conceptual frameworks for curriculum planning
- Conduct inquires in field-relative curriculum
- Produce curriculum documents that show understanding of beliefs, concepts and visions for curriculum development
|
| |
-
EDUC 557 - Supervision under Durational Shortage Area Permit I (DSAP)
3 or 6 Credits
Required of any student enrolled in a USJ teacher licensure program and employed in a public school under a Durational Shortage Area Permit (DSAP) or who is employed in a non-public school and has not student-taught. A supervisor from USJ will observe and assess classroom teaching. Students who successfully complete this course and have a minimum of 10 months of documented successful classroom practice may apply for a waiver of student teaching. Seminar attendance is required.
|
| |
-
EDUC 558 - Supervision under Durational Shortage Area Permit II (DSAP)
3 or 6 Credits
Required of any student enrolled in a USJ teacher licensure program and employed in a public school under a Durational Shortage Area Permit (DSAP) or who is employed in a non-public school and has not student-taught. A supervisor from University of Saint Joseph will observe and assess classroom teaching. Students who have successfully completed this course and have a minimum of 10 months of documented successful classroom practice may apply for a waiver of student teaching.
Prerequisite(s): EDUC 557 - Supervision under Durational Shortage Area Permit I (DSAP)
|
| |
-
EDUC 559 - Second Language Assessment
3 Credits
This course increases candidates’ assessment literacy by investigating language assessment instruments. They will learn about issues of fairness, reliability and validity; terminology; concepts, concerns and methods; as well as application and analysis. The course will teach the principles for evaluating and structuring both formative and summative assessments. Candidates will critically analyze test types, as well as create their own assessment tools, including rubrics. Throughout the course, candidates will learn ways to integrate assessment procedures into any curriculum, and to design assessment tasks that allow for improved learning. Finally, candidates will develop strategies for making standardized and district assessments more accessible to students learning English.
Other: Course is open to district partnership candidates only
|
| |
-
EDUC 561 - Integrating the Arts
1 Credits
This course explores the visual and performing arts in the elementary school curriculum. Pre-service educators will be exposed to the elements of dance, music, theater and the visual arts to better understand the arts as unique opportunities to integrate and differentiate instruction in the elementary school classroom.
Prerequisite(s): EDUC 524 - Instruction and Curriculum or SPEC 524 - Instruction and Curriculum
|
| |
-
EDUC 562 - Music for Classroom Teachers
3 Credits
This course teaches participants how to play a musical instrument. Knowledge of music will enable teachers to employ musical strategies in regular classrooms. Course discussions and requirements will give theoretical background and practical application so as to demonstrate strategies for student engagement in learning core content. Teaching for understanding the musical intelligence of Garner’s Multiple Intelligences Theory is embedded in the course requirements and discussions.
|
| |
-
EDUC 563 - Visual Art for Educators
3 Credits
This is a foundation course in visual literacy. It is a study of the elements and principles of the visual arts and their context in art history and contemporary popular cultures. It is also designed to teach participants to think visually, learn the language of art and to demonstrate qualities of discipline, craftsmanship, problem-solving, discovery and critique the creation of design projects. Knowledge of these foundational visual literacy skills will be used in the development of units and lessons in core content areas.
|
| |
-
EDUC 564 - Art Museum Education for Teachers
3 Credits
Designed for teachers at all levels: preschool, elementary, middle and high school. It provides opportunities for participants to experience original works of art and to develop strategies using art to teach core content concepts. Multiple Intelligences Theory provides the theoretical underpinnings for this course. Research in the value of arts in the classroom is an integral part of the course. Knowledge of works of art at the University of Saint Joseph Art Museum is provided firsthand. Familiarity with works of major art museums is gained through virtual tours.
|
| |
-
EDUC 565 - Multiple Intelligence Theory and Arts
3 Credits
Introduces the student to Multiple Intelligences Theory and its connections to current applications of brain research in education. Participants will apply these theories in their classrooms and reflect on student engagement and learning when these strategies are employed. Participants will be required to design Multiple Intelligences-based units and lessons using backward design, which incorporate Connecticut Common Core learning standards and arts standards through performance-based assessments. An action research project and field experience is required.
|
| |
-
EDUC 566 - Theater in Education
3 Credits
Provides opportunities for elementary, middle or high school teachers to gain a theoretical foundation of theater education as well as practical experience for integrating theater standards in teaching core content (i.e., Language Arts, Science, Math, Physical Education and Health Education). Participants will examine and practice various levels of theater, speech and drama as they become familiar with theater standards and practice.
|
| |
-
EDUC 567 - Advance Studies in Intercultural Learning
3 Credits
This course examines critical cultural perspectives on language learning, language use and education. It focuses on socio-cultural and language issues in education and pedagogical implications for linguistic and cultural minority students. Using a Funds of Knowledge framework, candidates are exposed to a methodology that examines real life experiences of students and their communities. The course also covers the static and superficial notions of culture that comes with “food, fun and fiesta” approaches to multiculturalism in schools. Field study is required in a bilingual or multilingual setting to complement and enhance conceptual understanding.
Other: Course is open to district partnership candidates only
|
| |
-
EDUC 568 - Creativity, Writing and Nature
3 Credits
This course combines integrative and practical studies and experiences of creativity, writing and the natural world as applied in the context of multiple intelligences in school practice.
Prerequisite(s): Connecticut teacher certification; full-time teaching experience.
|
| |
-
EDUC 569 - Policy, Partnerships and Advocacy in TESOL
3 Credits
This course will explore the history, ethics and core issues in language policy and planning. As part of this exploration, candidates will first establish professional goals that include understanding the challenges students learning English face in the classroom. Candidates will demonstrate an understanding of collaboration and advocacy to help students succeed. Candidates will apply their knowledge of language policy and planning to develop their own perspectives on state and school policies for students learning English.
Other: Course is open to district partnership candidates only
|
| |
-
EDUC 570 - Technology in Education
3 Credits
An overview of technology and its use in and impact on education. Illustration of computer/technology use for K-12, content-specific digital resources and other education purposes (instruction, practice, assessment, problem-solving, record-keeping, publishing). Includes evaluation of software and digital resources, and basic skills in classroom technology tools.
|
| |
|
| |
|
| |
|
| |
|
| |
-
EDUC 578 - Advanced Practicum II: Direct Service Application for Lead Interns
3 Credits
Part of the University of Saint Joseph/Literacy Internship Program for licensed teachers/graduate candidates in the second year of the two-year program. Continued supervised experience for the advanced lead intern. A semester field assignment of four and a half days per week for second-year interns.
Corequisite(s): EDUC 575 - Seminar: Current Research and the Emergent Reader
Other: Limited to selected interns.
|
| |
-
EDUC 579 - TESOL Practicum
3 Credits
Taken in combination with EDUC 569 - Policy, Partnerships and Advocacy in TESOL , this course will provide the background needed to complete an action research project using a problem of practice occurring in your classroom. Candidates will follow the steps of an action research project and will be supported in preparing a publishable article using the data collected and analyzed for the project.
Other: Course open to district partnership candidates only
|
| |
-
EDUC 580 - Field Experience
3 Credits
On-site independent study of the practical aspects of program and curriculum development. Seminars and plan of study tailored to needs and interests of individual participants. Includes on-site consultations with course instructor. Cross-listed with SPEC 580 - Field Experience .
|
| |
-
EDUC 582 - Multicultural Literature for Children and Adolescents: A Critical Perspective
3 Credits
This course combines a critical analysis of multicultural literary and informational texts with the art of involving readers in literacy practices that promote gender, racial and ethnic social justice. Master’s degree students evaluate and redevelop multicultural literature in the curriculum as they collaborate to meet the diverse needs of current and future learners. Project-based fieldwork is required in programs using the literature standards from the Connecticut Common Core and International Reading Association/ National Council of Teachers of English. Emphasis is on the teacher as an advocate for equitable change.
Prerequisite(s): EDUC 528 - Instruction and Curriculum for Secondary Teaching
|
| |
-
EDUC 584 - Integrating Technology and Literacy
3 Credits
Provides teachers with a variety of ways that technology can promote the development of critical reading, effective writing, media literacy, conventions of Standard English and literacy assessment. In addition to the hands-on experiences, the class discusses the rationale for integration of technology into the reading and language arts classroom. Students learn how to design activities that foster equitable, ethical and legal use of technology by students and educators.
|
| |
-
EDUC 587 - Public School Law
3 Credits
The course explores legal and law-related issues that arise in both elementary and secondary schools that affect both students and school personnel. The law is examined through the lens of social justice as a means of expanding access to appropriate public education for a diverse population of students. Objectives include:
- Knowledge of the role of the legal structure of education in local, state and federal governments
- Methods of approach and the analytic skills needed to deal effectively with legal issues
- Skills to process difficult questions of ethics and policy that legal disputes raise.
|
| |
-
EDUC 591 - Special Topics
1-3 Credits
See Course Search in MyUSJ for description of current offerings.
|
| |
-
EDUC 592 - Special Topics
1-3 Credits
See Course Search in MyUSJ for description of current offerings.
|
| |
-
EDUC 595 - Independent Study/ Research
1-3 Credits
Students select topic or project to pursue through independent or small-group work. Application forms for independent study/research are available at the Graduate Office. Must be approved by the project advisor, program director and dean of the School of Education.
Prerequisite(s): EDUC 515 - Educational Research
|
| |
-
EDUC 596 - Independent Study/ Research
1-3 Credits
Students select topic or project to pursue through independent or small group work. Application forms for independent study/research are available at the Graduate Office. Must be approved by the project advisor, program director and dean of the School of Education.
Prerequisite(s): EDUC 515 - Educational Research
|
| |
-
EDUC 598 - Thesis
3 Credits
By arrangement. Must be approved by the project advisor, student’s advisor, program chair, and Dean of the School of Education.
|
| |
-
EDUC 599 - Thesis
3 Credits
By arrangement. Must be approved by the project advisor, student’s advisor, program chair and Dean of the School of Education.
|
| |
-
EDUC 650 - Comprehensive Exam: M.A. in Education, Reading and Language, Elementary
0 Credits
This non-credit course allows graduate students to complete their program-specific comprehensive exams. Before registering for the course, students must apply to complete their exams and pay the fee. The course will include an orientation to the comprehensive exams, followed by online distribution, submission and assessment of the comprehensive exam.
|
| |
-
EDUC 651 - Comprehensive Exam: M.A. in Education, Literacy Interns
0 Credits
This non-credit course allows graduate students to complete their program-specific comprehensive exams. Before registering for the course, students must apply to complete their exams and pay the fee. The course will include an orientation to the comprehensive exams, followed by online distribution, submission and assessment of the comprehensive exam.
|
| |
-
EDUC 652 - Comprehensive Exam: M.A. in Education, Educational Technology
0 Credits
This non-credit course allows graduate students to complete their program-specific comprehensive exams. Before registering for the course, students must apply to complete their exams and pay the fee. The course will include an orientation to the comprehensive exams, followed by online distribution, submission and assessment of the comprehensive exam.
|
| |
-
EDUC 653 - Comprehensive Exam: M.A. in Education, Multiple Intelligences
0 Credits
This non-credit course allows graduate students to complete their program-specific comprehensive exams. Before registering for the course, students must apply to complete their exams and pay the fee. The course will include an orientation to the comprehensive exams, followed by online distribution, submission and assessment of the comprehensive exam.
|
| |
-
EDUC 654 - Comprehensive Exam: M.A. in Education, Curriculum and Instruction
0 Credits
This non-credit course allows graduate students to complete their program-specific comprehensive exams. Before registering for the course, students must apply to complete their exams and pay the fee. The course will include an orientation to the comprehensive exams, followed by online distribution, submission and assessment of the comprehensive exam.
|
| |
-
EDUC 655 - Comprehensive Exam: M.A. Education, Reading & Language, Secondary
0 Credits
This non-credit course allows graduate students to complete their program-specific comprehensive exams. Before registering for the course, students must apply to complete their exams and pay the fee. The course will include an orientation to the comprehensive exams, followed by online distribution, submission and assessment of the comprehensive exam.
|
| |
-
EDUC 656 - Comprehensive Exam: M.A.T. in Teaching Secondary Education
0 Credits
This non-credit course allows graduate students to complete their program-specific comprehensive exams. Before registering for the course, students must apply to complete their exams and pay the fee. The course will include an orientation to the comprehensive exams, followed by online distribution, submission and assessment of the comprehensive exam.
|
| |
-
EDUC 657 - Comprehensive Exam: M.A. Education, Self Design
0 Credits
This non-credit course allows graduate students to complete their program-specific comprehensive exams. Before registering for the course, students must apply to complete their exams and pay the fee. The course will include an orientation to the comprehensive exams, followed by online distribution, submission and assessment of the comprehensive exam.
|
| |
-
ENGL 104 - The Art of Effective Writing I
3 Credits
Practice in exposition, argumentation and the methods of research based on the study and discussion of creative, critical and factual works. (LAS) (WR) (Core:Composition) Based on testing at orientation, some students will also take a writing lab, ENGL 104L - The Art of Effective Writing .
|
| |
|
| |
-
ENGL 105 - The Art of Effective Writing II
3 Credits
The further practice in exposition, argumentation and the methods of research based on the study and discussion of creative, critical and factual works. (LAS) (WR) (Core:Composition)
|
| |
-
ENGL 107 - Effective Communication
3 Credits
For the adult returning to school, this seminar helps the adult realize the value of life experience in meeting the challenges of the college curriculum and environment. The course emphasizes mature reflection on experience and its organized expression, both oral and written, as modes of continued growth. (LAS) (WR)
|
| |
-
ENGL 110 - Thematic Approaches to Literature
3 Credits
An introduction to the close reading of literary texts. Organized thematically and focusing on a theme of contemporary interest, e.g., the American Dream, War and Peace, Rebels and Angels, Innocence and Experience. Students are introduced to a variety of texts and methodologies for reading them as well as the terminologies and techniques of literary analysis. Readings may be drawn from fiction, poetry, drama, as well as non-traditional forms such as journals, diaries and autobiographies. Frequently offered as an Honors course open to all students with a minimum GPA of 3.25 or by permission of the instructor. (LAS) (WR) (HE) (Core:Composition)
|
| |
-
ENGL 174 - Introduction to Theater
3 Credits
An introduction to the art of theater through an examination of representative plays, ranging from classical antiquity to modern European and American. Cross-listed with DRAM 174 - Introduction to Theater . (LAS) (HE) CORE: Fine Arts
|
| |
-
ENGL 200 - Special Topics in Literature
3 Credits
Examination of literary topics in a variety of genres. May be taken twice for credit. (LAS) (HE) (Core: Literature)
|
| |
-
ENGL 203 - Oral Communication
3 Credits
Development in public speaking of the articulation, coherence and confidence indicative of the mature, educated citizen in a democratic society. (LAS)
|
| |
-
ENGL 205 - Business and Professional Communication
3 Credits
Formats and styles used in written communication in the business world. Attention is also given to the development of oral skills, especially those needed for formal presentations. Cross-listed with INFT 205 - Business and Professional Communication . (LAS) (WR)
|
| |
-
ENGL 206 - Advanced Writing
3 Credits
Developing a clear, effective prose style through the study of advanced rhetorical strategies. (LAS) (HE) (WR)
|
| |
-
ENGL 208 - Creative Writing: Fiction
3 Credits
An introduction to the art of writing fiction. (LAS) (HE)
|
| |
-
ENGL 209 - Creative Writing: Poetry
3 Credits
An introduction to the art of writing poetry. (LAS) (HE)
|
| |
-
ENGL 210 - Autobiography
3 Credits
Considers the richness in personal lives, shaping and refining experience into form. Students write their own short autobiography as well as study autobiographical models. (LAS) (HE)
|
| |
-
ENGL 211 - Playwriting
3 Credits
An introduction to the art of writing plays, focusing on dialog, plot, character, stage directions and the mechanics of preparing a script. (LAS) (HE)
|
| |
-
ENGL 215 - American Authors I
3 Credits
Survey of major American authors from the colonial period through the 1840s. Authors include Mary Rowlandson, Benjamin Franklin, Frederick Douglass, among others. (LAS) (AE) (HE) (Core:Literature)
|
| |
-
ENGL 216 - American Authors II
3 Credits
Survey of late 19th and early 20th century American novels, stories and poems by major figures such as Mark Twain, Kate Chopin, Henry James, Walt Whitman and Emily Dickinson. (LAS) (AE) (HE) (Core:Literature)
|
| |
-
ENGL 217 - Modern Drama
3 Credits
Reading of major 20th century American and European dramatists, as well as the study of significant dramatic trends during this period. Cross-listed with . (LAS) (HE) (WR) (Core:Literature)
|
| |
-
ENGL 220 - Literary Criticism
3 Credits
An introduction to literary theory and practice from Plato to the present. The course is intended to enhance the student’s ability to analyze poetry, fiction and drama. (LAS) (HE)
|
| |
-
ENGL 224 - Jane Austen on Film
3 Credits
A comparison of film versions of selected Austen novels from different eras. Students analyze the modifications made in transcribing written text to visual media, as well as the cultural revisions and improvements made by directors. (LAS) (HE) (WS) (CORE: MWGS)
|
| |
-
ENGL 225 - Major British Authors I
3 Credits
Survey of major British authors from the Anglo-Saxon period through 1798. (LAS) (HE) (WR) (Core:Literature)
|
| |
-
ENGL 226 - Major British Authors II
3 Credits
Survey of major British authors from the Romantic period to modern day. (LAS) (HE) (WR) (Core:Literature)
|
| |
-
ENGL 230 - The Art of the Short Story
3 Credits
A course designed to deepen the reader’s critical appreciation of creative artistry at work in the short story genre. (LAS) (HE) (Core:Literature)
|
| |
-
ENGL 231 - Poetry
3 Credits
An introduction to the genre of poetry, ranging from the classical to modern periods. Designed to develop and strengthen critical reading skills and to familiarize students with techniques of textual analysis and interpretation. (LAS) (HE) (Core:Literature)
|
| |
-
ENGL 235 - Women Writers
3 Credits
A study of women’s texts, examining questions of difference and tradition. (LAS) (WS) (Core:Literature, MWGS)
|
| |
-
ENGL 236 - Female Detective Fiction
3 Credits
Study of detective novels written by women, analyzing the author’s style, content and adaptation of the genre. (LAS) (WS) (HE) (Core:Literature, MWGS)
|
| |
-
ENGL 237 - African American Women Writers
3 Credits
A survey of writing by African American women. Authors and forms studied vary. Among the authors frequently read in the course are Toni Morrison, Alice Walker and Gwendolyn Brooks. (LAS) (Core:Literature)
|
| |
-
ENGL 238 - Native American Literature
3 Credits
The oral and written literature of the continent’s aboriginal inhabitants. Texts include ancient myths and legends, autobiographies, as well as contemporary poetry and fiction. (LAS) (AE) (HE) (Core:Literature)
|
| |
-
ENGL 239 - Postcolonial Literature
3 Credits
Examination of texts by authors from former colonies, such as India, Australia, Canada, Africa and the West Indies. The specific country studied will vary from year to year. (LAS) (HE) (GI) (WR) (Core:Literature, Global)
|
| |
-
ENGL 245 - Renaissance Women
3 Credits
What early modern women wrote about themselves in light of the prevalent male discourses about female identity in areas such as education, politics, physiology, theology and art. (LAS) (WS) (WR) (HE) (Core:Literature, MWGS)
|
| |
-
ENGL 253 - History of Theater I
3 Credits
Focuses on the history and development of world theater from the Greeks to 1800, including a survey of Asian theatrical practices. Cross-listed with DRAM 253 - History of Theater I . (LAS) (HE) (Core: Fine Arts)
|
| |
-
ENGL 254 - History of Theater II
3 Credits
Investigates the history and development of Western theater from 1800 to the present. Cross-listed with DRAM 254 - History of Theater II . (LAS) (HE) (Core: Fine Arts)
|
| |
-
ENGL 260 - Literature and Empathy
3 Credits
The course investigates compassion - the ability to identify and sympathize with the plight of others -through the literary genres of memoir, fiction and poetry. It includes works by Walt Whitman, Anton Chekhov and William Carlos Williams. (LAS) (HE) (WR) (Core:Literature)
|
| |
-
ENGL 276 - Topics in Cultural Studies
3 Credits
This cultural studies course demonstrates the sort of questions that the student of cultural studies asks and the means of investigation used in hypothesizing answers to them. Specific issue and time studied varies. Recent topics include: Movie-Made Reality; New York City and Italian-American Narrative, 1925-2000. May be taken twice for credit. Gen Ed Varies See term course description (LAS) (AE) (HE)(WS) CORE: Literature/MWGS
|
| |
-
ENGL 295 - Exploratory Independent Study
3 Credits
Students propose a project in the study or creation of literature, guided by faculty.
Prerequisite(s): Approval by faculty advisor.
|
| |
-
ENGL 301 - From the Page to the Stage
3 Credits
The course emphasizes the visual and audio interpretation of a script in the tradition of modern directors and designers. Cross-listed with DRAM 301 - From the Page to the Stage . (LAS) (HE) (Core: Fine Arts)
|
| |
-
ENGL 308 - Advanced Fiction Writing
3 Credits
Continued practice in the art of writing fiction. (LAS) (HE)
|
| |
-
ENGL 309 - Advanced Poetry Writing
3 Credits
Continued practice in the art of writing poetry. (LAS) (HE)
|
| |
-
ENGL 310 - Special Topics in Literature
3 Credits
Examination of important literary phenomena. Content varies. May be taken twice for credit. (LAS) (WR) (HE) (Core:Literature)
|
| |
-
ENGL 314 - Shakespeare
3 Credits
The development of Shakespeare’s dramatic art through examinThe development of Shakespeare’s dramatic art through examination of several plays and performance experiences. (LAS) (HE) (Core:Literature)
|
| |
-
ENGL 340 - Literature for Children
3 Credits
Critical approach to literature for children - its history, function and value. (LAS- only for students seeking teacher licensure) (HE) (Core: Literature; only for students seeking teacher licensure)
Prerequisite(s): Permission of English Department chairperson required
|
| |
-
ENGL 346 - Writing Women’s Lives: The Construction of the Self
3 Credits
An interdisciplinary perspective on the study of women’s lives and the construction of human meaning. Readings include memoirs, biographies and autobiographies. Students choose between Psychology or English credit. Frequently offered as an Honors course open to all students with a 3.25 GPA or with permission of the instructor. Cross-listed with PSYC 346 - Writing Women’s Lives: Construction of the Self . (LAS) (HE) (WS) (WR) (CORE: MWGS)
Prerequisite(s):
|
| |
-
ENGL 375 - In-famous Characters in Russian History and Culture
3 Credits
This Honors capstone class offers an examination of the dramatic and tragic history and culture of Russia with emphasis on famous and infamous historical and fictional characters and the theme of Russian identity. Topics include Ivan the Terrible, Peter the Great, Catherine the Great, Joseph Stalin and a selection of plays and film by Nicolai Gogol, Leo Tolstoy, Anton Chekhov, Sergei Eisenstein, Alexander Sokurov and other famous historical and cultural figures. Open to Honors students or by permission of instructor. Cross-listed with HIST 375 - In-Famous Characters in Russian History and Culture . (LAS) (HE) (WR)
|
| |
-
ENGL 390 - Literature for Adolescents and Young Adults
3 Credits
Literature appropriate for junior and senior high school students. Course considers its history, function, value and criteria for judging on various levels. (LAS) (HE)
|
| |
-
ENGL 401 - Major Author Seminar
3 Credits
In-depth study of a major literary figure. Content varies. Recent offerings have included: Mark Twain, George Eliot, Aphra Behn and Tennessee Williams. May be taken twice for credit. (LAS) (HE) (Core:Literature)
|
| |
-
ENGL 410 - Special Topics in Literature
3 Credits
Upper-level seminar on significant literary phenomena. May be taken twice for credit. (LAS) (HE) (Core:Literature)
|
| |
-
ENGL 485 - Internship
3-6 Credits
Semester internships available in areas such as public relations, corporate communications, journalism and various aspects of television. Requires 8-16 hours fieldwork per week.
Prerequisite(s): For junior and senior English majors only.
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
… Forward 10 -> 15 |
Print this Page