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ED 615 Developmental Content Area Reading
(3 credits)
Developmental-Content Area Reading, for art and secondary certification majors, meets state standards for a reading course required for certification in a content area. Secondary majors learn effective teaching and learning strategies to develop student learning from content area texts.
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ED 616 Young Adult Literature
(3 credits)
This online course is designed for middle school and high school teachers and librarians. The course will explore using Young Adult Literature effectively in the classroom and throughout the curriculum (English, Reading, Social Studies, Language). Topics will include the critical reading of popular contemporary young adult novels in all genres including: dystopian, steampunk, nonfiction, horror, novels in verse, supernatural, fantasy, historical fiction, multicultural fiction, and realistic fiction. Students will learn to use technology to create student projects such as book reviews, digital book trailers, and video book talks as well as to blog and post book reviews, and upload and embed to wikis and websites. Many forms of technology and web resources will be used as a means for student expression, assessment and comprehension.
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ED 619 Physical, Motor and Perceptual Development of Children, 0–8
(3 credits)
This course is an exploration of physical growth and development of children in relation to development of gross motor skills, fine motor skills, psycho-motor skills and perceptual abilities. It considers environmental factors such as nutrition, disease and injury; hereditary factors such as growth rate and individual potential; and social-emotional factors such as body image, competition and sex differences. It requires a field project.
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ED 626 Designing and Leading K-12 ESL Programs in the 21st Century
(3 credits)
This course is an advanced course for those who already have completed the ESL Program Specialist Certificate as well as ED 502 , ED 630 and ED 635 and are interested in thinking about how to design and lead ESL programs in a variety of K-12 contexts. Students have opportunities to analyze and critique national and local ESL curriculum models, the ways that high-incidence and low-incidence schools and districts organize personnel, curriculum and technology resources, and utilize grant-writing for special projects for English Language Learners. Students have opportunities to design a curriculum for a district with particular needs and resources, and to imagine what kinds of personnel structures might best facilitate the implementation and oversight of such a program. Students also have opportunities to discuss these issues with local ESL leaders working in a variety of contexts through course projects and invited speakers.
IMPORTANT: This course requires fieldwork. Students must have current required clearances on file with the School of Education. (See Obtaining Clearances)
Prerequisite: ED 622 , ED 623 , ED 624 , ED 625 or equivalent and ED 502 , ED 630 and ED 635 .
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ED 627 Approaches to Computer Assisted Language Learning (CALL)
(3 credits)
This course gives students an understanding of the history of computer-assisted language learning, research on the impact of particular technologies on the processes of learning another language, and opportunities to utilize and critique current modalities for using technology to assist students in learning an additional language. In addition, students develop an ability to think about theories of learning and of language learning in relation to particular instructional technologies and their uses. Students also have opportunities to investigate the CALL resources available in local K-12 schools and to plan units that make technology central to language teaching and learning.
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ED 628 TESOL and Technology Culminating Project
(3 credits)
This is the culminating project for students who are completing an M.Ed. in TESOL and Technology or TESOL Leadership and Technology. The structure of the course prepares students to design and conduct an action research project on a particular TESOL and Technology question and setting. In addition to learning how to pose researchable questions and do action research to answer those questions, students are expected to draw on their previous coursework in the design and implementation of their culminating project.
Prerequisite: Completion of all coursework for the degree.
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ED 629 Theory and Practice of TESOL
(3 credits)
This course is the final course of the 5-course sequence for the ESL Program Specialist Certificate in the State of Pennsylvania. All students who receive the ESL Program Specialist Certificate must first obtain Instructional I Certification. This course should be taken in the last semester of a student’s ESL certificate program. The course offers a chance for students to synthesize their learning about ELLs, to fine tune a philosophy of education for English Language Learners, and to plan and implement lessons that are differentiated, integrated across language skills and content areas, and that include meaningful assessment. Meaningful collaboration with other educational professionals, advocacy and a deep understanding of current local, state and federal mandates regarding the education of English Language Learners are also a critical component of this culminating course. As in all ESL Program Specialist courses, there is a minimum of 12 hours of fieldwork. In this course, there is a formal observation of students’ teaching of English Language Learners.
IMPORTANT: This course requires fieldwork. Students must have current required clearances on file with the School of Education. (See Obtaining Clearances)
Corequisite: ED 622 , ED 623 , ED 624 , and/or ED 625
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ED 639 A,B,C Practicum: Principal K-12
(1 credit each semester)
Culmination activity for those persons seeking administrative certification for the position of public school in Pennsylvania. Principal PreK-12 certification includes both Elementary and Secondary. Certification credit only; not applicable to the degree. NOTE: The following three internship semesters must be taken consecutively; however, they may be taken in any order. The leadership portfolio must be submitted after completing the third consecutive semester. (Certification credit only; not applicable to the master’s degree.)
Prerequisite: Completion of all required coursework and permission of the Educational Leadership Program Coordinator.
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ED 649 A,B,C Practicum: The Superintendency
(1 credit each semester)
A one-semester apprenticeship under the supervision of a practicing superintendent in Pennsylvania, this course requires participation in a 90-hour internship. Prior to the internship, candidates are required to participate in 90 hours of authentic simulations and field experiences including:
- Completion of identified role expectations.
- Performance at diverse settings and educational levels.
- Completion of customized projects that address identified needs of the candidates.
- Use of current research and best practices.
- Review and evaluation of the portfolio, begun at the beginning of the program, will take place upon completion of the practicum.
The three internship semesters must be taken consecutively; however, they may be taken in any order. The leadership portfolio must be submitted after completing the third consecutive semester
(Certification credit only; not applicable to the master’s degree.)
IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
Prerequisite: Completion of all required coursework and permission of program coordinator.
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ED 665 A,B,C Internship: Supervisory Curriculum and Instruction
(1 credit each semester)
Culmination activity for those persons seeking administrative certification for the position of public school in Pennsylvania. Supervisor of Curriculum and Instruction certification includes both Elementary and Secondary. Certification credit only; not applicable to the degree. Prerequisite: completion of all required course work and permission of the Educational Leadership program coordinator.
Note: The three internship semesters must be taken consecutively; however, they may be taken in any order. The leadership portfolio must be submitted after completing the third consecutive semester.
IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
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ED 666 A,B,C Internship: Supervisory Special Education
(1 credit each semester)
Culmination activity for those persons seeking administrative certification for the position of public school in Pennsylvania. Supervisor of Special Education certification includes both Elementary and Secondary. Certification credit only; not applicable to the degree. Prerequisite: completion of all required course work and permission of the Educational Leadership program coordinator.
Note: The three internship semesters must be taken consecutively; however, they may be taken in any order. The leadership portfolio must be submitted after completing the third consecutive semester.
IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
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ED 667 A,B,C Internship: Pupil Personnel Services
(1 credit each semester)
Culmination activity for those persons seeking administrative certification for the position of public school in Pennsylvania. Pupil Personnel Services certification includes the entire school district. Certification credit only; not applicable to the degree. Prerequisite: completion of all required course work and permission of the Educational Leadership program coordinator.
Note: The three internship semesters must be taken consecutively; however, they may be taken in any order. The leadership portfolio must be submitted after completing the third consecutive semester.
IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
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ED 677 Seeking Equity in Connected Learning and Teaching
(3 credits)
This course is meant to support participants in exploring a range of ideas related to a connected learning framework of connected learning: an approach that sees learning as interest-driven, peer supported, and oriented toward powerful outcomes for youth. With a specific emphasis on thinking about issues of equity, this course is designed to part of current discussion in the field about how to support all youth in having connected learning experiences. This course then has been explicitly designed to be both to support a community of learning among participants as well as connect with a much larger community.
This course will explore a range of ideas related to a framework of twenty-first century design and learning principles called Connected Learning and support all participants in designing their own Connected Learning environment/opportunity for others based on these principles. Connected Learning is an approach that sees learning as interest-driven, peer supported, and oriented toward powerful outcomes for youth in today’s digitally connected society. It encourages a production-centered approach in digital and face-to-face openly networked environments. This course then, with a specific emphasis on equity, has been explicitly designed to support participants in exploring connected learning by engaging in a range of inquiry activities, particularly using connected technologies, in which learners engage in making, sharing and reflecting with professional colleagues in and beyond the class. And the course will culminate with personalized inquiry project that supports connecting learning in contexts and communities beyond the life of this course.
This course is open to classroom educators and non-classroom educators alike.
IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
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ED 682 ABA III: Strategies for Youth with Emotional Behavior Disorders
(3 credits)
Working or consulting in classrooms requires taking the scientific principles of human behavior and applying those principles to the socialization of children at risk for or with delinquency, conduct problems (such as those with serious emotional disturbance and social maladjustment, i.e., conduct disorder, oppositional defiant disorder, and attention deficit disorder), developmental and other disabilities.
This course analyzes the basic process of behavior change. Topics covered are: basic principles of behavior analysis (reinforcement, schedules of reinforcement, punishment, motivating operations, stimulus control, imitation, shaping, chaining, extinction, differential reinforcement); behavioral assessment including functional analysis and behavior chain analysis; the application of those principles to children’s behavior; intervention methodologies such as verbal behavior contingency management; development of behavioral objectives to build self-control; programming for generalization; and working with parents and paraprofessionals to implement behaviorally-based treatments. Special attention is paid to comprehensive programming and the use of multiple intervention methods. Upon satisfactory completion of this course, the student will functionally analyze social behavior deficits and excesses of children and youth. In addition, students will design behavioral intervention plans based on functional behavioral assessments.
IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
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ED 697 STEM and Society: Field Study Abroad
(3 credits)
This is a graduate interdisciplinary inquiry- and problem-based course designed to introduce teachers to the synergistic and symbiotic relationships between society and the environment. Specifically, teachers will study the principal Earth constituents (e.g., rocks, air) and useful materials (e.g., ores, fossil fuels); subsequent demands, shortages and exploration of alternatives; and effects of surface and subsurface processes (rivers, estuaries, oceans, volcano, and earthquakes) that act individually or concomitantly to create contemporary environmental issues such as water supply shortage, ozone layer depletion, contamination of local land and water resources, increase in temperatures (water, land and air), and geological hazards.
IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
Prerequisite: ED694, ED695, ED696, ED698
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ED 699 Assessment, Analysis and Instruction in Reading and Writing
(3 credits)
This course is required for those seeking Reading Specialist Certification. Topics in this course focus on the graduate student’s development of knowledge and skills related to selecting, developing and administering a range of formal and informal literacy assessments (norm-referenced, criterion-referenced, summative, formative, informal). As this knowledge and skills are fundamental to the development of instructional decisions at a classroom and school-wide level, this integration also is integrated throughout the course. Students are challenged to acquire skills necessary for providing leadership related to literacy assessment policy and practice at school and district levels.
IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
Prerequisite: All courses in Reading Specialist Program with the exception of ED 595 , the culminating practicum, and electives, will be prerequisites for this course. This is the final course to be taken prior to the practicum.
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ED 700 Low Incidence Disabilities: Research and Practice
(3 credits)
In this doctoral-level course, students learn to identify and critically evaluate emerging trends in the education and treatment of students with severe and multiple disabilities. Students expand their awareness of techniques for providing services to children with low incidence disabilities and their families. Etiological factors, characteristics, and educational needs of individuals with low incidence disabilities are surveyed. Inclusive models and integration into the community are emphasized.
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ED 701 Disabilities Studies
(3 credits)
This doctoral seminar explores the experiences of people with disabilities across the lifespan and critically studies policies, movements, and philosophical models that influence the lives of individuals with disabilities. Topics include independence, productivity, education and community inclusion, self-determiniation, disabilities rights movement, various models of disabilities, and diversity within disability.
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ED 703 Positive Behavior Support
(3 credits)
This seminar provides students with in-depth information on current interventions and therapeutic techniques for dealing with children and adolescents with emotional and behavioral challenges. Various topics may include cognitive interventions, play therapy, and/or effective treatment of post-traumatic stress disorder, etc. Theoretical orientations are taught and discussed as well as implications of various orientations and strategies for linking assessment to theory to interventions.
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ED 704 Multicultural Issues in Special Education
(3 credits)
This advanced seminar is designed to promote a comprehensive understanding of the complex issues involved in the assessment, placement, and education of students of diverse abilities, cultural, linguistic, socioeconomic backgrounds, age, gender, sexual orientation, and nationality. Students examine the value of belonging and the harm of exclusion, and the current and best practices to successfully educate all students in the least restrictive environment.
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ED 705 Best Practices: Curriculum and Instruction
(3 credits)
This seminar is designed to provide students with the knowledge and skills to appropriately modify curriculum, instruction, and assessment, and to make the necessary accommodations to adapt teaching and learning for all students. Cognitive and social learning theories are discussed in light of specific learning problems and orientations toward intervention.
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ED 706 Social Justice and the Opportunity Gap
(3 credits)
This course will explore the current landscape of American Education with an emphasis on examining the institutions and other structural variables which pervade inequality. Students will explore interdisciplinary perspectives of our education system and its political, economic, social and cultural dimensions. Students will also gain valuable insight into the internal and external forces that shape the daily realities of students and families living in distressed communities. We will examine the notion of the “opportunity gap” through many lenses, including resource allocation, accountability, expectations, equality and socioeconomic status. Students will actively participate in activities and discussions aimed at deconstructing the variables affecting quality education.
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ED 707 University Teaching Experience
(3 credits)
This course is designed for students who would like the opportunity to co-teach an undergraduate or master’s-level course with an Arcadia professor. Students will learn how to design a course, develop syllabi, design and deliver effective instruction, and assess students. Special permission of the student’s adviser is necessary to take this class.
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ED 708 Curriculum Theories
(3 credits)
This seminar focuses on the construction of school knowledge. By school knowledge, we mean both the curriculum of the schools and the implicit pedagogical techniques embedded in the various subject matters. Students survey a range of curricular theories including structural theories, neo-Marxist critical theories, critical race theories, feminist theories, post-structural theories and postmodern approaches. The purpose of the survey is to provide students with the analytical tools to examine and adapt school knowledge in their own practice in order to promote full inclusion in the least restrictive environment.
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ED 709 Knowledge of the Learner
(3 credits)
This seminar explores the ways in which learners typically learn, including those with disabilities. It focuses on the student as a lifelong learner. This seminar teaches students to develop instructional and assessment techniques based on the theories of child learning (pedagogy) and adult learning (andragogy).
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ED 720 Ethical Leadership in Education
(3 credits)
Educators today are faced with meeting the needs of students in an increasingly complex and diverse society. Educational leaders are charged not only with promoting academic excellence for students within the context of standards-based reform initiatives, but also for making ethical decisions founded on moral principles. There are no easy solutions to the ethical problems that educational leaders face on a daily basis. The values and principles which guide ethical decision-making will be studied, with the objective of teaching students how to develop a process for examining those ethical issues. Students will explore how to combine and/or adapt ideas stemming from foundational ethical theories as they face dilemmas and difficult decisions. Students will analyze case studies through a multiple paradigm approach. Through this process incorporating self-awareness, self-reflection, and self-critique, students will acquire the ability to analyze, respond, and assess their responses to ethical dilemmas, such as making policy decisions, maintaining communication with community members and district administrators, as well as dealing with staff and student relations. Participants will gain an understanding of how to transfer their ethical self-awareness and knowledge to the educational leader’s job of dealing with personnel, students, and community members in a fair and equitable manner with professional integrity.
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ED 723 Professional Development and Supervision
(3 credits)
Students in this doctoral seminar course will integrate theories of human development with effective practices in the current models of teacher evaluation (Hunter and Danielson & McGreal); performance-based compensation models; and, the legal realities of implementing these systems.
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ED 726 Organizational Theory, Change, and Sustainability
(3 credits)
Students in this doctoral seminar course will learn to drive and sustain change in a collegial educational environment, culminating in students’ understanding of and ability to use a wide range of applicable leadership practices for classroom, schools, and district programs and initiatives.
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ED 729 Improving Education Through Inquiry
(3 credits)
In this course, students learn to utilize data to identify school improvement needs and make informed decisions in effecting change that will lead to the academic success of all students, including those with learning disabilities and those who come from linguistically and culturally diverse backgrounds. Students build the knowledge and skills to think and plan strategically, to create an organizational vision around personalized student success. An exploration of successfully demonstrated change models exposes students to the collection and analysis of multiple data sources to improve schools. Students learn to systemically collect and analyze multiple sources of data to identify improvement needs, determine an effective response, monitor and correct progress, and demonstrate success to stakeholders. Candidates also examine the components of an effective school improvement plan.
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ED 732 Teaching and Learning in the 21st Century: Interconnectivity and Shared Responsibility
(3 credits)
This course examines the relationship of curricula, instruction and assessment to current research in teaching, learning and knowledge construction. Complex pedagogical problems are identified and analyzed with the focus on the impact upon the teaching and learning environment. Participants explore processes to create a culture of teaching and learning with an emphasis on learning.
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ED 735 Embracing Diversity in PreK-12 Education
(3 credits)
This course provides an intensive study of the needs of diverse students and families and effective and appropriate responses to these needs within educational settings. During this course students will examine the intersection of socioeconomic status, cultural and linguistic background, gender and sexual orientation, and race/ethnicity with responses to atypical student learning and disabilities within educational environments. Students conduct critical analyses of their own personal and professional beliefs concerning diverse student populations and critique their own professional contexts in terms of sensitivity and responsiveness to diversity. Students must provide and implement concrete recommendations for improved cultural responsiveness and sensitivity to marginalized groups within their professional contexts.
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ED 738 Leading Comprehensive Student Support Systems
(3 credits)
This seminar is designed to teach students the range of administrative and leadership skills necessary to manage a public or private program for children and adolescents with special needs. The course emphasizes the leader’s responsibility as a change agent and the importance of consultative and collaborative roles in moving organizations forward. Students examine the legal responsibilities with regard to provisions for and delivery of services to students as well as school-based counseling, psychological, social work, and health services.
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ED 741 Current Issues in School Finance and Resource Management
(3 credits)
This course is designed to facilitate a more in-depth understanding of the efficient and effective use of finances, facilities, and other tangible and intangible resources at the school district level. Students explore the impact of emerging technologies on the learning environment known as “school,” along with related financial, resource, and facility issues unique to education that affect individual school buildings.
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ED 744 School Law, Policy Reform and Politics in Education
(3 credits)
This course examines how law, politics, and power structures interact to influence the goals and operations of schools. Advocacy for children and public education in the larger political, social, economic, legal and cultural context is examined. Students learn about and observe the roles and /influence of school boards, community organizations, state boards of education, state governments, special interest groups, professional organizations, and unions. Participants gain insight into understanding, responding to, and influencing the political, social, legal, and cultural school district contexts.
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ED 747 School and Community Partnerships
(3 credits)
This course explores the skills, techniques, and attitudes school leaders need to collaborate, communicate, engage and empower others inside and outside of the organization to pursue excellence in learning. Students examine the role and influence of the media, PTO/PTA organizations, and special interest groups. Course participants engage in and identify effective strategies for collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources. Advocacy for children and public education in the larger political, social, economic, legal and cultural context is explored.
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ED 750 Foundations of Inquiry: Qualitative Research
(3 credits)
Students learn to infuse qualitative and quantitative methods in order to conduct research, evaluate programs, assess student progress, and design, implement, and monitor educational innovations in applied settings.
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ED 751 Foundations of Inquiry: Quantitative Research
(3 credits)
This course is designed as the second of two courses which provide an overview of educational research methods. The knowledge and skills acquired in this set of courses will help prepare students to develop sound, coherent research studies based on current theory, methodology, and need in the field of education. This course will focus primarily on the basic designs, principles, and procedures used with experimental and quasi-experimental research. As this is an introductory course, it is not expected that students will fully master the intricacies and nuances of research design and execution. Instead, emphasis will be given to creating opportunities that help students appreciate and internalize the enduring understandings which underlie quantitative research, in general, and intervention research, in particular.
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ED 760 Law and Disabilities
(3 credits)
This course is an overview of federal and state special education law, policies, and procedures, including due process hearing issues and mediation. Students become familiar with how the law is implemented in schools. Policy and advocacy issues are addressed. There is a particular emphasis on using alternatives to litigation to resolve parent-school disputes that arise over a child’s program.
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ED 761 Special Education Leadership
(3 credits)
This seminar is designed to teach students the range of administrative and leadership skills necessary to manage a public or private program for children and adolescents with special needs. The course will emphasize the leader’s responsibility as a change agent and on the importance of consultative and collaborative roles in moving organizations forward.
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ED 762 Transition to Post-Secondary Life
(3 credits)
This doctoral seminar is designed to promote a comprehensive understanding of the parameters of implementing inclusive education and post-secondary transition services. Students explore the complex issues involved in the development of educational systems that are designed to effectively educate all children to become adults who are interdependent, productive, included, and self-determined, and who can make contributors to their communities of choice.
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ED 800 Qualitative Research Methods
(3 credits)
Qualitative Research Methods is the first in the series of advanced research methods courses. It focuses on problem solving and integrating research methods with real-life issues faced by school personnel. Methodological content will include furthering knowledge of qualitative design methodology, research question development, data management and collection, analysis, and presentation begun in the Foundations of Inquiry course.
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ED 801 Quantitative Research Methods
(3 credits)
This course extends student knowledge and skills related to quantitative research through focus on the basic designs, principles, and procedures used with non-experimental research. Students will develop skills to critically interpret and utilize educational research to design and conduct the dissertation.
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ED 802 Mixed Methods Research
(3 credits)
The purpose of this course is to provide an overview of mixed methods research. Mixed method research involves utilizing both qualitative and quantitative components to inform the research process. Discussions, readings, and assignments will require participants to understand the design, implementation and evaluation of mixed method studies. Students will identify purposes and characteristics of mixed methods research, and types of research problems addressed and examine the paradigmatic implications of mixed method design.
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ED 803 Advanced Research Methods Quantitative/Mixed
(3 credits)
This course builds on previous courses in the doctoral program to extend students’ knowledge and skills related to quantitative research. The main course objective is to encourage students to gain knowledge of which research methods and procedures are driven by the overall purpose of the research and the nature of the research questions that follow. Students will hone the requisite research skills to conduct dissertation research and to be a critical user of research both in their professional work as well as in the design and implementation of the dissertation. Students will gain hands-on experiences in analyzing data and learn how to develop and manage data.
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ED 804 Special Topics
(3 credits)
This doctoral course is structured with the dissertation chair to provide support for dissertation proposal development. Students enroll only once in this course unless there are extenuating circumstances. A grade of S or U is assigned to students for this course.
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ED 901 Dissertation Preparation I
(0 credits)
This doctoral course is structured with the dissertation chair to provide support for dissertation proposal development. Students enroll only once in this course unless there are extenuating circumstances. A grade of S or U is assigned to students for this course.
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ED 902 Dissertation Preparation II
(0 credits)
This doctoral course is designed to support student work toward completion of their dissertation. Students must register for ED902 on an ongoing basis, every semester after all other coursework is completed, until their dissertation is defended and approved. A grade of S or U is assigned to students each semester they are enrolled in this course.
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EN 100 Basic College Writing
This course in the process of writing and reading addresses student needs and problems on an individual basis. It is required of all first- year students whose writing inventories indicate the need for special attention. For these students, this course
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EN 101 Thought and Expression I
Practice in writing for various academic aims and audiences, this course includes a supervised process of invention strategies, drafting, final editing, and at least one assignment in library research and proper forms of documentation. It encourages pe
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EN 104 Writing for the Academic Conversation
This is a five-week course designed to introduce Gateway and ACT101 students to the fundamentals of writing at the university level. This course is designed to help students understand and embody the basic habits of a scholarly life of inquiry and to h
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EN 107 Human Dilemmas: A Literary Perspective
This is an exploration of genres of poetry, short story, drama and film as ways of representing and working through human problems. The course focuses on a core issue, problem, or theme chosen by the instructor. Class discussions include students’ anal
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EN 113 Popular Literary Classics
This course analyzes modern literary works that were both popular and critical successes, exploring the thematic and rhetorical features that led to their wide appeal. Texts include American and British works of fiction, autobiography, poetry and drama
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EN 115 The Business World in American Literature
The course surveys American novels, stories and plays about the world of business, especially its effect on a personal sense of success and self-worth.
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EN 199 Interpreting Literature
Introductory course to develop the student’s ability to read and write critically about literature. Analyzes the relationship of literary form to thematic and rhetorical function through examination of poetry, drama and prose fiction. Includes some use of research material in the field. Required of English majors.
Lecture
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EN 199 Interpreting Literature
This introductory course develops the student’s ability to read and write critically about literature and analyzes the relationship of literary form to thematic and rhetorical function through examination of poetry, drama and prose fiction. It includes
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EN 200 Critical Reading/Writing Workshop
This workshop focuses on composing, analyzing and revising drafts, especially in the peer-review process. It includes readings in the theory and practice of peer-reviewing, motivation and resistance, role-playing and other group activities, and examina
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EN 201 Thought and Expression II
Taken after , this course follows the same basic format. Focuses on interdisciplinary reading and writing assignments with greater emphasis on library research.
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EN 202 Research Writing for English Majors
In this course, students begin to learn how to do discipline-specific research and use that research in different writing tasks designed to foster critical thinking and literary analysis.
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EN 217 Journalism I
This introduction to the basic elements of journalism includes newspaper and magazine writing, investigative reporting, editing, layout and the ethics of journalism. It covers all aspects of print journalism.
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EN 218 Business Writing
This course offers practical experience in writing for business with rhetorical sophistication, grammatical competence and a strong sense of what is and is not good English prose style. It emphasizes typical business and industrial reports and correspo
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EN 219 Literary Themes and Forms
This intensive study of a selected genre or theme occurs in an informal lecture-discussion format. Possible topics: Humankind’s Relation to Nature, Love through the Ages, the Sonnet.. It may be taken more than once for credit when topics vary.
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EN 220 Selected Authors
This critical reading of texts by one or more major dramatists, fiction writers, or poets focuses on the stylistic, structural and thematic developments in each writer’s work. It may be taken more than once for credit when topics vary.
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EN 222 Lewis & Tolkien
This course focuses on the interconnections in the writings of these two popular fantasy authors and their social philosophies. Students will develop literary research skills to support critical literary investigations.
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EN 223 Contemporary Short Fiction
This course introduces students to a variety of contemporary (written in the last 25 years or so) short stories, with emphasis on the comic, the bizarre and the outrageous. Authors may include Atwood, Marquez, Alexie, Erdrich, Barth, O’Brien, Sontag, T
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EN 224 Native American Fiction
Introducing students to some of the most significant contemporary short stories, novels and poetry by Native American writers since the mid- 1960s, this course includes works by Momaday, Silko, Ortiz, Dorris, Alexie, Erdrich and others. Students examin
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EN 225 Introduction to Gay and Lesbian Fiction
This course is an introduction to gay and lesbian literature from the beginning of the 20th century to the present. Authors include Forster, Baldwin and Highsmith among others. Assignments and discussion topics consider the literature and its relations
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