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ED 684A Behavioral Consultation in Homes, Schools and Communities
(3 credits)
Consultation is an indirect service delivery model, in which the consultant works with the consultee to change the behavior of the client. Many people associate consultation with an “outsider” hired to come into an organization. However, many full time employees serve the role of internal consultants, as well. Most behavior analysts are in a consultative role. Consultation has become a major approach to service delivery of psycho-educational services to children and adolescents. Behavioral consultation is built on learning theory.
Behavioral Consultants are performance enhancement specialists, who work in many areas including education, business, and personnel training. Using the methods of applied behavior analysis and the problem solving process, behavioral consultants even attempt to improve the performance of themselves as consultants. This course focuses on behavioral consultation in the school system and community settings. It performs a task analysis of verbal relations that need to occur in the consulting process and then trains those behaviors directly.
The topics covered are best practices in behavioral consultation, the verbal behavior of the consultant, the verbal behavior of the consultee, building a consulting relationship, problem identification interviewing (goal setting and behavioral objectives), descriptive analysis (direct observation and data collection procedures), problem analysis interviewing, functional behavioral assessment methodology, functional analysis, positive behavioral support and the competing behaviors model, treatment plan design and implementation, and treatment evaluation using single subject designs and graphical analysis of the data. This course is an intensive lab course that focuses on the practical.
Course is Exempt from School of Education Background/clearances check policy.
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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 Resolving Ethical Challenges in Educational Institutions
(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 21st Century Education
(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
(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 Financial Leadership in Educational Institutions
(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 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 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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English |
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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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EN 226 Detective Fiction
This is a survey of different forms and sub-genres of suspenseful fiction, including texts that range from short, classic mysteries to hardboiled novels to police procedurals. It includes exploration of, among other concepts, justice and law and the di
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EN 227 Philadelphia in Literary and Cultural Context
This exploration of the rich array of expressions about Philadelphia focuses on diverse writers from different periods, including William Penn, Elizabeth Drinker, Philip Freneau, Edgar Allan Poe, George Lippard, and Frank Webb. Students interpret liter
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EN 229 Voices of America
Study of diverse voices that comprise American literary heritage. This course explores the relationship of the texts to the intellectual, historical and social conditions that produced them. Sample authors include Sherwood Anderson, Toni Morrison, Sher
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EN 230 Survey of African American Literature
This course functions as a survey focusing on the experiences, literature, critical theories, philosophies, and histories attributed to African Americans as represented by African American writers. The course explores the diversity of themes that compr
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EN 231 African American Short Story
This is a survey of short stories that reflect different historical moments in the African American community as both it and the nation evolved. Beginning with African and African American folk tales, the course includes classic stories by such writers
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EN 232 Louise Erdrich
Critical reading of and writing about major novels, short stories, nonfiction, and poetry of Louise Erdrich. Focuses on the stylistic, structural, and thematic developments of Erdrich’s work.
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EN 233 Shakespeare
This study of selected comedies, tragedies, histories and romances by William Shakespeare emphasizes systematic literary and dramatic criticism.
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EN 240 Advanced Writing Course
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EN 240 Intermediate Fiction Writing
A workshop designed to immerse students in the practice of writing, revising and workshopping their original fiction works at an intermediate level. Students will read and critique the work of their peers while reading works of short and long fiction a
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EN 241 Intermediate Poetry Writing
A workshop designed to facilitate and encourage the student’s own style and voice in writing poetry. The course has three components: weekly readings, weekly writing prompts, and peer review workshops. Authors include Williams, Ashbery, Schuyler, Whale
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EN 272 Poetry for Page and Stage
One-half writing workshop, one-half performance, this workshop looks at how we can translate our own written work into a stage performance. It begins with a traditional poetry workshop centered on students’ writing. It explores vocal and theatrical tec
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EN 299 Interpreting Literature II
An intermediate-level investigation and practice of strategies of interpreting literary texts. Topics include multiple vs. single interpretations; the problem of political and psychological subtexts; and the relation among history, society and the auth
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EN 311 Writing Center Issues
This course helps Arcadia University Writing Center consultants to develop the skills and understanding of Writing Center issues necessary to be effective tutors. Every semester addresses a different theoretical perspective or issue, including writing
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EN 314 Writing for Magazines
The course offers a practical introduction to the consumer magazine industry and aims to equip students with the basic skills and understanding necessary to pursue full-time or freelance careers as magazine writers or editors. Students examine all form
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EN 315 Technical Writing
This intensive study of technical documents for various careers covers catalogue descriptions, descriptions of mechanisms, instructional and procedural manuals, bids, requests for bids, proposals, reports, memos and letters responding to customer inqui
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EN 316 Writing for the Health Industry
An intensive writing workshop offering an overview of the health-care communications field. Students become familiar with research tools (including online databases), interview techniques, and the integration of graphics to enhance text. They also deve
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EN 318 Journalism II
Learn the set-up of the newsroom; practice the conventions of news and news features, such as profiles and issue-oriented stories. Fieldwork includes coverage of some live events with emphasis on writing the more complex story, with style, color, flair
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EN 320 Classical and Medieval European Literature
This is a selective study and appreciation of texts from Western antiquity and the Middle Ages that remain influential and alive in our own time. These texts are considered within the cultural contexts from which they sprang and to which they helped gi
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EN 321 European Renaissance and Enlightenment Literature
This is a selective study and appreciation of texts from 16th, 17th and 18th century European literature with a focus on the English tradition and a consideration of the historical contexts of the works studied. Readings are drawn from Renaissance essa
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EN 322 Modern British Literature
This is a critical reading of major British works of the 19th, 20th and 21st centuries in the context of cultural history. Readings include works by such writers as Wordsworth, Coleridge, Shelley, Keats, Bronte, Browning, Tennyson, George Eliot, Conrad
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EN 323 Modern American Literature
This is a critical reading of major American works of the 18th, 19th, 20th and 21st centuries, approaching the texts as products of a specific place and historical experience. Authors include Emerson, Thoreau, Hawthorne, Melville, Douglass, Twain, Dickinson, James, Faulkner, Frost, Hughes, Baldwin, Miller, Morrison and others.
Lecture
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EN 323 Modern American Literature
This is a critical reading of major American works of the 18th, 19th, 20th and 21st centuries, approaching the texts as products of a specific place and historical experience.Authors include Emerson, Thoreau, Hawthorne, Melville, Douglass, Twain, Dicki
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EN 327 The discovery of Adulthood in British and American Fiction
This course explores, through novels and short stories, the cognitive, moral, social and psychological complexities of adolescent and early adult experience. It also deals with the literary problems involved in portraying these stages of human developm
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EN 328 William Faulkner
In this intensive study of the work of one of America’s most important fiction writers, readings include five major novels and several short stories. In addition to understanding Faulkner’s extraordinary achievement as an experimental novelist, we look
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EN 329 Narrative Form in Fiction and Film
This is a study of narrative forms and structures in film and fiction. Close reading of texts, reviews and conventional and experimental narrative forms are guided by narrative theory. Opportunities exist for critical and creative responses.
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EN 330 Black Cinema
This course examines the cinematic productions by Black filmmakers, representing Africa, North American, the Caribbean and Europe. Sample topics include early “race films,” independent cinema, documentary, women in film, 90s urban drama, “message cinem
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EN 332 Literature and the Law
What is the right relation between people and the laws they enact? Strict obedience? Civil disobedience? Conscientious objection? Violent rebellion? Silent subversion? This question and the responses it’s drawn through centuries of human history are th
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EN 333 Teaching English as a Second Language
This introduction to ESL teaching methods provides background in lesson planning, cross-cultural communication, selecting English-as-a-second-language materials, and conducting lessons. It includes field tutoring experience in practicum with adult lite
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EN 334 Introduction to Linguistics and Language History
This examination of the historical development of the English language and the various approaches to acquisition and use of language includes psycholinguistics, sociolinguistics, dialectology, phonology, morphology, schools of grammar, semantics, synta
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EN 335 Special Topics in American Literature
In this advanced course in American literature, topics vary. Possibilities include Transcendentalism, Race in the Literary Imagination, Literature of the Early 20th Century, the Jewish Novel, Between the World Wars, American Women Poets and others.
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EN 336 Asian Literature
This is a historical introduction to the cultural and literary modes of India, China and Japan through the study and discussion of ancient and modern works of Indian, Chinese and Japanese literature, supplemented by some religious and philosophical tex
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EN 337 Disaster, Death, and Madness
The central objective of this course is to help students to enter imaginatively into the condition of people caught in extremis by disaster, death, and madnessor any combination of the three. The course is an intensely collaborative experienc
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EN 341 The Slave Narrative
This course will explore the structures and literary themes present in autobiographical narratives of former slaves (African and Black American) of the 17-19th centuries, as well as the revision of these narratives in the work of contemporar
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EN 342 Ireland in 20th Century Film and Literature
This is an intensive study of the myths and realities of 20th century Ireland as represented by seminal works of film and literature. In addition to its examination of the culture of Dublin over the past 100 years, the course guides students
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EN 343 Writing for Children
An intensive writing workshop focused on the production of publishable fiction and nonfiction for the children’s market, the course provides an exploration of the creative process, including invention techniques, drafting, and revision. Plotting, chara
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EN 344 Special Studies Seminar
This seminar on advanced topics in literature provides an opportunity for intensive study in areas of special interest. Topics vary. Possibilities include: Modern and Contemporary Fiction; American Women Writers; Cinema of Science Fiction; Women’s Cine
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EN 346 Russian Fiction
This is a survey of Russian fiction, of its themes and narrative techniques, with special emphasis on select works of Pushkin, Gogol, Dostoevsky, Tolstoy, Turgeniev, Babel, Pasternak and Solzhenitsyn. It covers Russian history in outline, from the foun
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EN 349 The Short Novel
A study of several small masterpieces of fiction. Authors may include Austen, Melville, James, Faulkner, Pynchon, Morrison, Barker and/or others. Advanced course for juniors, seniors and graduate students.
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