2021-2022 Undergraduate Catalog [ARCHIVED CATALOG]
Course Descriptions
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The undergraduate course numbering system is as follows:
0100 - Lower Level Courses
0200 - Upper Level Courses
0300 - Upper Level Courses
Not every course listed in this Bulletin is offered annually. Definitive information about course offerings and class hours is available at the time of registration through the Office of the Registrar. Insufficient enrollment or changing conditions may occasionally necessitate the withdrawal of scheduled courses. Please check with appropriate departments to determine if the courses sought are being offered and when they are scheduled.
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Education |
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EDUC 0308 - Early Childhood Curriculum
Credits: 3 (*FB)
This course offers a foundation in early childhood curriculum design, development, and implementation. Course participants will examine how early childhood educators design and teach standards-based units of study that are anchored in rich content and authentic learning and assessment experiences. Culturally responsive curricula and teaching practices that convey high expectations and meet the needs of all learners are explored through readings, discussions, and guided activities. Differentiation and Universal Design for Learning (UDL) practices are applied to a backward design approach to curriculum development. As part of the course, students apply course knowledge, skills, and understandings in an early childhood field placement. Course participants create well-structured lessons with measurable outcomes and explore a range of informal and formal assessment methods and teaching approaches. In their field placement, students practice skills for effective and respectful partnerships with families, and work to create safe and inclusive learning environments that value diversity, empower students as learners, encourage positive behavior, and embrace collaboration with school colleagues and the community. Throughout the course, students engage in critical reflection relative to their work in both the course and the early childhood classroom. Students develop the capacity to use observation, anecdotal notes, and feedback from course instructor and supervising practitioner to improve their developing practice and sense of professionalism. A 30-hour field experience in an approved PreK-2 setting is required.
Prerequisites: A grade of B or better in EDUC 0319
Pre/co-requisite: GNSC 0360 and EDUC 0302
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EDUC 0309 - Children’s Literature
Credits: 3
This course is designed to provide teachers with a background of the major objectives and purposes for children’s literature in today’s classroom. Major emphasis will be given to a review of various types of children’s literature, ways to share literature effectively with children, the use of new literacies to encourage more reading, and the establishment of library centers within the classroom setting. Areas of specialization such as award winning books, key illustrators, poetry, and traditional literature also will be included.
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EDUC 0311 - Social Studies in the Elementary School
Credits: 3
Requires students to examine actively the basic principles underlying Social Studies. It requires that students become aware of unifying concepts and generalizations related to the realities of how people live and interact. Examination of traditional and current Social Studies projects is a matter of concern. Concurrently, production of materials and use of procedures promoting apt combinations of cognitive, affective, and psychomotor behaviors are expected.
Pre/co-requisite: EDUC 0319 .
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EDUC 0312 - Laboratory in Literacy Practice
Credits: 1
This one-credit laboratory course includes understanding and application of essential concepts included in the subject matter knowledge regulations required by the Massachusetts Department of Elementary and Secondary Education for Elementary, Early Childhood and Moderate Needs teacher licensure. (The MA DESE expanded this essential curriculum by approximately 33% in 2019.) This laboratory will be offered online and will include approximately 12 hours of instruction and application of concepts that augment the curriculum taught in the co-requisite course, EDUC 0303, Early Literacy and Reading. All concepts taught in both the 3-credit co-requisite course and the 1-credit lab are assessed on the MA DESE MTEL, Foundations of Reading, Field 190, also required for MA DESE licensure in 2020.
Corequisite: EDUC 0303 or permission of the instructor
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EDUC 0313 - Early Childhood Practicum Seminar, Grades 1-2
Credits: 1
Designed to accompany teacher candidates’ semester of practicum in classrooms, the seminar aims to guide students to think about and address dispositions, daily classroom challenges and questions, larger issues in teaching and learning, and practicum requirements. Issues of theory intersected with practice as a means to critically respond to current and future teaching and broader issues in education are highlighted to align with the department’s commitment to Social Justice, Critical Engagement with Diversity, and Reflective Practice.
Corequisite: EDUC 0337
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EDUC 0314 - Building Classroom Communities
Credits: 3
This course offers an introduction to practices for organizing and managing a classroom in ways that establish and sustain an inclusive and safe learning environment. Teacher beliefs and their impact on classroom management and student social/emotional learning are critically examined. Emphasis is placed on proactive planning, teacher language, and positive and restorative practices. Equity, community, and care are emphasized in this course to align with the department’s commitment to Building Community, Reflective Practice, and Social Justice.
Prerequisites: EDUC 0221 , EDUC 0319 or EDUC 0354
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EDUC 0317 - Apprenticeship in Literacy Practices
Credits: 3
This course provides the prospective teacher with opportunity for application of assessment-informed literacy instruction across all domains (reading, writing, speaking, and listening) in an elementary education environment and in alignment with the MA ELA Framework. This course involves a field experience. Access to literacy instruction and culturally sustaining practices are emphasized to align with the department’s commitment to Critical Engagement with Diversity and Social Justice.
Prerequisites: EDUC 0303 , EDUC 0305 , and EDUC 0319 .
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EDUC 0318 - Reading in the Content Areas
Credits: 3
Approaches reading as a tool in the content areas of the curricula. All of the major subject matter areas will be explored. The general reading abilities involved in these areas as well as the specialized reading needs will be examined. The objectives, techniques, procedures, and material will be identified and utilized. Designed for teachers in the intermediate- and secondary-level programs.
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EDUC 0319 - Foundations of Teaching and Learning
Credits: 3
This course is the first of a series of three methods courses for the prospective teacher. In this introductory methods course, students will focus on the foundations of teaching, learning, and assessment and the creation and critical evaluation of curriculum materials, including well-structured lessons and meeting diverse needs. Examining personal bias and assumptions and the critical evaluation of instructional practices that create inequities and curricular materials are emphasized in this course to align with the department’s commitment to Critical Engagement with Diversity and Reflective Practice.
Corequisite: EDUC 0221
Pre/co-requisite: EDUC 0303
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EDUC 0320 - Field Experience 1: Becoming a Teacher
Credits: 1
Field Experience 1 provides the prospective teacher the opportunity to enter their first placement in intentionally selected schools that will allow them to reflect on their desire and define their commitment to become educators. Students will be placed in PreK-12 partner schools with the goal of connecting theories of education to practice, including well-structured lessons. Students will critically reflect on teaching models to formulate their own vision. Students will continue to build their education portfolio in seminar sessions of big ideas, emerging philosophies, and instructional practices that will thread through their coursework. Critical reflection is emphasized in this course to align with the department’s commitment to Reflective Practice and Scholarship. Each credit of Field Experience should correspond to approximately 30 hours in the field and 10 hours in seminar.
Prerequisites: EDUC 0207
Pre/co-requisite: EDUC 0319
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EDUC 0321 - The Middle School and its Students
Credits: 3
Participants in this course will explore the unique social, emotional, physical, and cognitive needs of middle grade learners with and without special needs. Focus will be placed on utilizing an asset vs. deficit model, as well as the importance of understanding one’s own dispositional/cultural mindset. In order to create developmentally responsive schools, classrooms, lessons, and interactions, research-based practices will be emphasized.
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EDUC 0325 - Practices of Critical Multicultural Education
Credits: 3
The course provides advanced study in the theory of curriculum development and classroom practice of Critical Multicultural Education, and intersectional theories of oppression. Students learn and apply critical theories and pedagogies, including culturally relevant literature and use of counternarrative texts. In this course, students will explore PreK-12 curriculum resources that address issues of social justice with learners of all ages and backgrounds. Culturally relevant pedagogy and anti-oppression practices are emphasized in this course to align with the department’s commitment to Social Justice, Critical Engagement with Diversity, and Reflective Practice.
Prerequisites: EDUC 0215 and EDUC 0319 .
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EDUC 0329 - Applications to Teaching and Learning
Credits: 3
This course is the second of a series of three methods courses for the prospective teacher. In this advanced methods course, students will focus on the inclusive teaching, learning, and assessment in specific content areas. Critical examination of material and methods, subject matter knowledge, meeting diverse needs, and reflective practice will be emphasized. The deconstruction of institutional practices of STEM that create inequites, framing STEM instruction in inquiry and problem-based learning ways, and critical selection of curricular material are emphasized in this course to align with the department’s commitment to Critical Engagement with Diversity, Social Justice, and Reflective Practice.
Prerequisites: EDUC 0319
Pre/co-requisite: EDUC 0330
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EDUC 0330 - Field Experience 2: Theory to Practice
Credits: 1
Field Experience 2 provides the prospective teacher with deeper impact opportunities with education organizations and schools. As students delve into Education coursework, they will engage in a second placement tied to required coursework, focusing on meeting diverse needs and reflective practice. As part of the second opportunity, students will continue to observe, teach lessons, and build their education portfolio through purposeful, explicit connections across courses. Focused critical reflection on issues of equity, and lesson development are emphasized in the course to align with the department’s commitment to Critical Engagement with Diversity, Social Justice, Building Community, and Reflective Practice.
Prerequisites: EDUC 0319
Pre/co-requisite: EDUC 0329 , EDUC 0363
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EDUC 0332 - Seminar for the Vocational Technical Educator
Credits: 3
This course is designed to prepare new vocational technical teachers for their first teaching assignment. The course will identify the characteristics of an effective teacher as well as provide some of the tools required by first-year teachers to be successful. These include techniques for establishing effective classroom routines and procedures, student instruction and assessment, and for maintaining a positive classroom/shop/laboratory climate that conveys high expectations. In addition, students will be able to identify the elements of a course/program curriculum and learn how to develop a lesson plan, assign and grade homework and collaborate with colleagues to improve instruction, assessment and student achievement.
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EDUC 0333 - Field Experience in Reading
Credits: 3
This course requires 75 clock hours (for 3 credits) of supervised student teaching experience by a reading specialist in literacy instruction. Students will observe and participate in both formal and informal assessment procedures, instruct pupils using a variety of literacy methodologies, and prepare professional reports. This course is offered only to students in the reading minor/concentration program, by special arrangement with one of the reading faculty, and with special permission of the Education Department Chairperson.
Prerequisites: EDUC 0303 , EDUC 0305 and either EDUC 0335 or EDUC 0317 .
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EDUC 0334 - Word Analysis and Comprehension Strategies in Reading
Credits: 3
Pre-service teachers will acquire strategies for teaching children to recognize and understand all aspects of words and to understand connected text. These skills and strategies include instruction in and diagnosis of phonological awareness, word recognition, structural analysis, analysis of multi-syllabic words, fluency and rate improvement; the derivation and elaboration of word meanings in isolation and in context, and the construction of meaning for connected texts.
Pre/co-requisite: EDUC 0303 .
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EDUC 0335 - Literacy Instruction for English Language Learners (with Apprenticeship)
Credits: 3
In this course, teacher candidates learn to apply assessment and instructional techniques for teaching literacy to English Language Learners. Sessions will take place both on and off campus at an elementary school. Teacher candidates will assess an individual child’s literacy strengths and devise and implement lessons to support that child’s literacy development.
Prerequisites: EDUC 0303 and permission of instructor.
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EDUC 0336 - Practicum: Early Childhood Education, PreK-K
Credits: 5
This student-teaching practicum is a supervised, culminating capstone experience for half of a semester in a PreK-K placement. Teacher candidates are assigned to an appropriate placement where they will work to refine their teaching skills and philosophy of education. Critical implementation of curricular materials and methods, subject matter knowledge, adjustment to practice, high expectations, and creating equitable learning environments are foundational to this experience. Candidates will be coached and supervised by a qualified, on-site supervising practitioner and a WSU designated program supervisor. Candidates are required to be co-enrolled in a practicum seminar that focuses on educational topics and dispositions relevant to this capstone experience. A candidate must demonstrate their competencies for initial teaching licensure and complete all departmental requirements.
Prerequisites: Completion of all pre-practicum requirements and permission from the Education Department.
Corequisite: EDUC 03XX Early Childhood Practicum Seminar, PreK-K
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EDUC 0337 - Practicum: Early Childhood Education, Grades 1-2
Credits: 5
This student-teaching practicum is a supervised, culminating capstone experience for half of a semester in a 1-2 placement. Teacher candidates are assigned to an appropriate placement where they will work to refine their teaching skills and philosophy of education. Critical implementation of curricular materials and methods, subject matter knowledge, adjustment to practice, high expectations, and creating equitable learning environments are foundational to this experience. Candidates will be coached and supervised by a qualified, on-site supervising practitioner and a WSU designated program supervisor. Candidates are required to be co-enrolled in a practicum seminar that focuses on educational topics and dispositions relevant to this capstone experience. A candidate must demonstrate their competencies for initial teaching licensure and complete all departmental requirements.
Prerequisites: Completion of all pre-practicum requirements and permission from the Education Department.
Corequisite: EDUC 03XX Early Childhood Practicum Seminar, Grades 1-2.
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EDUC 0338 - Practicum: Elementary Education
Credits: 10
This student-teaching practicum is a supervised, culminating capstone experience for one semester. Teacher candidates are assigned to an appropriate placement where they will work to refine their teaching skills and philosophy of education. Critical implementation of curricular materials and methods, subject matter knowledge, adjustment to practice, high expectations, and equitable and safe learning environments are foundational to this experience. Candidates will be coached and supervised by a qualified, on-site supervising practitioner and a WSU designated program supervisor. Candidates are required to be co-enrolled in a practicum seminar that focuses on educational topics and dispositions relevant to this capstone experience. A candidate must demonstrate their competencies for initial teaching licensure and complete all departmental requirements.
Prerequisites: Completion of all pre-practicum requirements and permission from the Education Department.
Corequisite: EDUC 0300
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EDUC 0339 - Advanced Applications in Teaching and Learning
Credits: 3
This course is the third and final of a series of three methods courses for the prospective teacher. In this culminating advanced methods course, students will focus on the inclusive teaching, learning, and assessment in specific content areas, with a focus on History and Social Studies content, literacies and democratic classrooms. Critical examination of curricular materials and methods, subject matter knowledge, adjustment to practice, high expectations, and equitable and safe learning environments will be emphasized. The benefit of engaging in teacher reflecivity, unit design to meet the needs of diverse learners, and culturally sustaining and antiracist pedagogies are emphasized in this course to align with the department’s commitment to Scholarship, Social Justice, and Reflective Practice.
Prerequisites: EDUC 0319 and EDUC 0363
Corequisite: EDUC 0340
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EDUC 0341 - Field Experience 3: Advanced Theory to Practice
Credits: 1
Field Experience 3 is a full year capstone. For many, this result is student teaching and the opportunity to synthesize critical understandings garnered across their required coursework including subject matter knowledge, adjustment to practice, high expectations, and equitable and safe learning environments. As a result of these intentional and systematic series of learning experiences, students will engage in critical discourse and reflection drawing upon these understandings to be better prepared for their careers as educators of all children. Students will synthesize and frame their teacher identity as they complete their portfolio. Application of cumulative work within and across previous courses and experiences, with specific attention to disenfranchised populations, tenets of effective teaching and learning, and culturally sustaining and antiracist pedagogy are emphasized in this course to align with the department’s commitment to Scholarship, Social Justice, and Reflective Practice.
Prerequisites: EDUC 0319 , EDUC 0329
Corequisite: EDUC 0339
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EDUC 0342 - Early Childhood Practicum Seminar, PreK-K
Credits: 1
Designed to accompany teacher candidates’ semester of practicum in classrooms, the seminar aims to guide students to think about and address dispositions, daily classroom challenges and questions, larger issues in teaching and learning, and practicum requirements. Issues of theory intersected with practice as a means to critically respond to current and future teaching and broader issues in education are highlighted to align with the department’s commitment to Social Justice, Critical Engagement with Diversity, and Reflective Practice.
Corequisite: EDUC 0336
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EDUC 0343 - Appraisal and Evaluation Techniques in Occupational Education
Credits: 3
Appraisal of the development and significance of educational measurements as they relate to the vocational school student. Emphasis on uses and limitations of standardized tests; construction, validation and limitations of classroom tests; analysis, interpretation, and utilization of test results.
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EDUC 0344 - Developing and Implementing a Standards-Based Curriculum In Vocational Technical Education
Credits: 3
Concepts relating to career education will be defined. Development activities relating to career education will be explored in order to enable students to implement curriculum through various areas of concentration. Through an integrated curriculum, learning activities which involve the occupational world and its facilities will be identified.
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EDUC 0350 - Exploratory Field Experience
Credits: 1-3
This course will allow students to engage in a variety of field experiences including short-term placements and guest speakers to explore the range of career and volunteer opportunities possible to an Education major.
Prerequisites: Permission of instructor.
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EDUC 0351 - Teaching Methods for Vocational Technical Education-Instructional Strategies
Credits: 3
Covers theories, techniques of instruction, use of audio visual equipment, preparing lesson plans for class or unit, and evaluation of student learning.
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EDUC 0354 - Educational Planning and Evaluation: Middle and Secondary Schools
Credits: 3
This course introduces students to the work of teachers at the middle and high school levels. Students are provided theoretical grounding and practical experiences in curriculum planning, instructional strategies, classroom assessment, classroom management, and professionalism. This course also prepares students for reflective, collaborative, and culturally responsive pedagogical practices. A 30-hour pre-practicum that involves teaching, classroom observation, and completing a Field Experience Manual is a requirement of the course.
Prerequisites: EDUC 0220 and EDUC 0221 .
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EDUC 0357 - Managing Student Behavior in a Healthy and Safe Environment
Credits: 3
Shop, academic, related classroom and cooperative placement sites; safety, priority population, developmental psychology with focus on adolescent psychology, learning styles, and disciplines.
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EDUC 0358 - Teaching Methods for Vocational Technical Education – Educating and Assessing the Vocational Technical Education Learner
Credits: 3
This course is designed to prepare vocational technical teachers with the knowledge and tools to instruct and assess the technical, academic, and employability skills of vocational technical education students. Students in this course will be able to identify, develop, and model appropriate learning activities and assessments for the vastly divergent student population in vocational-technical education.
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EDUC 0360 - Civic Engagement Capstone: Learning in Community
Credits: 3-9
This course is designed to provide students with an alternative to practicum, allowing for a field experience in which students can engage with professionals, students, family, and community members, as they apply, test, evaluate, and integrate the knowledge, skills, and dispositions developed in their education coursework. Students’ occupational, academic, and civic engagement interests will determine placements, which may include more than one setting and/or working with a small cohort on a project. Course requirements include weekly reflections connecting student observations and work int he placement to the scholarly work, multiple on-campus seminars, a civic engagement project, and a final presentation. Note: This course does not meet the requirements for Practicum. Each credit should correspond to approximately 40 hours in the field.
Prerequisites: Permission of the instructor or the Chair of the Education Department.
Note: This course is not a substitute for practicum (student teaching). It does not meet the practicum requirement(s) for initial teacher licensure.
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EDUC 0363 - Sheltered English Immersion
Credits: 3
This course teaches the knowledge, skills, and dispositions essential to effectively shelter content instruction in English. Students will understand the social, political, historical and cultural issues, and intersections of race, identity, and power, that shape the school experience of English Learners. Students learn asset-based frameworks, methods, and strategies for language development within subject area content. Students use the World Class Instructional Design and Assessment (WIDA) Standards in conjunction with Massachusetts PreK-12 curriculum standards. The course integrates critical pedagogy and language instruction to align with the department’s commitment to Social Justice, Critical Engagement with Diversity, and Reflective Practice. The minimum grade needed for SEI endorsement is B- for the 2021-2022 year, and B for 2022 and beyond.
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EDUC 0364 - Practicum: Middle School
Credits: 12
A minimum of three hundred (300) clock hours of supervised student teaching in a selected middle school under the joint supervision of an experienced cooperating practitioner and University supervisor.
Prerequisites: Permission.
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EDUC 0369 - Practicum: Secondary School
Credits: 12
A minimum of three hundred (300) clock hours of supervised student teaching in a selected secondary school under the joint supervision of an experienced cooperating practitioner and University supervisor.
Prerequisites: Permission.
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EDUC 0370 - Language and Communication Development and Intervention
Credits: 3
This course examines language and communication with an emphasis on continuity and variation in development. The developmental process of acquiring oral and written language and communication skills will be introduced. In addition, the impact of exceptional learning needs and cultural and linguistic diversity on language and communication development and use will be examined. Students will explore strategies for assessing and supporting language and communication skills, including the use of augmentative and alternative communication approaches and other assistive technologies. Students will consider language and communication teaching from a Universal Design for Learning perspective and will be exposed to culturally responsive interventions that support oral and written language proficiency and communicative competence. Issues and practices related to language and culturally appropriate assessment and intervention for speech, language, and communication difficulties will be examined in alignment with the department’s commitment to Critical Engagement with Diversity and Social Justice.
Prerequisites: EDUC 0221 and EDUC 0303
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EDUC 0371 - Special Education Curriculum
Credits: 3
This course offers a foundation in special education curriculum design, development, and implementation. Course participants will investigate how special educators design and teach units reflecting high expectations that are anchored in rich content and authentic learning and assessment experiences. Culturally responsive curricula and teaching practices that meet the needs of all learners are explored and implemented through readings, discussions and guided activities in unit lesson development. Differentiation and Universal Design for Learning (UDL) are practices applied to a backwards design approach to curriculum development. The dual mandate of inclusion and meeting individual needs requires that special educators must develop a wide array of subject matter knowledge, develop skills in instructional approaches which support differentiation, use a variety of assessment tools, and analyze the results to continue in the design of effective and rigorous standards-based units of instruction. As part of the course, students develop a unit and apply course knowledge, skills and understandings. In their field placements students construct and implement lessons informed by assessments. Throughout the course, students engage in critical reflection upon all curricular components including cultural, linguistic and community responsiveness, the maintenance of a safe and well-managed classroom, and the development of a collaborative learning environment for students, families, and team members. A 30-hour field experience in an approved special education setting for students with moderate disabilities is required.
Prerequisites: Grade of B or Better in EDUC 0221 and in either EDUC 0319 or EDUC 0354 , or permission of instructor.
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EDUC 0372 - 5-12 Practicum: English and History
Credits: 12
A minimum of three hundred (300) clock hours of supervised student reaching in a selected middle or secondary school under joint supervision of an experienced Supervising Practitioner and a University Program Supervisor.
Prerequisites: Permission
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EDUC 0374 - Career Education and Transition for Students with Disabilities
Credits: 3
This course addresses transition assessment and person-centered planning for students with disabilities in preparation for their exit from the educational system to the adult service system, jobs, or further education. Collaboration with school and community-based professionals and resources will be emphasized in the development of effective transition plans that recognize the students’ language, culture, race, and ethnicity. Federal and state laws and mandates will be reviewed to include issues of discrimination in programs and services. Intentional, individually driven planning reflects the department’s commitment to Critical Engagement with Diversity.
Prerequisites: EDUC 0221
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EDUC 0376 - Self Determination and Family Advocacy for Students with Developmental Disabilities
Credits: 3
This course provides the prospective teacher with the foundational kowledge to effectively work with students with developmental disabilities and their families. Descriptions of specific disabilities; identification of learning and behavioral strengths and needs; utilization of evidence-based practices for supporting these students, including training for general education teachers, self-advocacy; and strategies for home-school collaboration are explored. This course is aligned with the department’s commitment to Building Community and Reflective Practice.
Prerequisites: EDUC 0221
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EDUC 0377 - Learning Disabilities and Instructional Strategies
Credits: 3
This course introduces teacher candidates to the history and current practices in the diagnosis and remediation of learning difficulties, including the identification of specific learning disabilities and major theories of etiology. The discrepancy model and Response to Intervention (RTI) approach to the identification of students with learning disabilities will be examined. A variety of informal and formal methods of assessment and instructional strategies will also be explored. Participants will be introduced to the legal requirements, purpose, format and content of an Individualized Education Program (IEP) and how to utilize assessment information in the development of goals and objectives. The course will take a whole-child approach to the development of learning strategies, in which the impact of learning difficulties and student’s social and emotional development will be emphasized along with cultural and contextual considerations.
Prerequisites: EDUC 0221 .
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EDUC 0378 - Behavior Supports for Students with Emotional and Behavioral Disorders
Credits: 3
This course explores identification of, and appropriate intervention strategies for, students with emotional and behavior disorders, both psychological and co-occuring with other disabilities. The focus will be on observational assessment, data analysis and interpretation to develop a Functional Behavior Assessment and Positive Behavior Support Plan to facilitate the student’s access to learning and inclusion. Issues of race, language, culture and disproportionate diagnoses of behavior disorders will be addressed. This course focuses on the importance of creating and maintaining a safe and collaborative learning environment for students with emotional and behavioral needs which aligns with the department’s commitment to Building Community.
Prerequisites: EDUC 0319 or EDUC 0354 or permission of instructor.
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EDUC 0379 - Teaching Methods for Vocational Technical Education – Using Research-Based Practices to Develop Effective Instructional Strategies
Credits: 3
This course is designed to provide vocational technical teachers with an understanding of brain functioning, learning styles, and instruction. Vocational technical educators will learn how to develop an instructional unit that focuses on readiness assessment, use of learning styles, attention to whole-brain teaching, interpersonal skills, knowledge and skill assessment. (Pending Governance Approval)
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EDUC 0380 - Critical Multicultural Education
Credits: 3
The course provides a foundation in the theory and practice of Critical Multicultural Education. Students are guided in an examination of the ways in which socially constructed categories of difference shape the perspectives and opportunities of groups in the United States. These categories include, but are not limited to: race, class, gender, ability status, and sexual orientation. The course explores the role that education plays in relationships between social groups and institutional power. Students will be introduced to critical theories and practices such as culturally relevant teaching.
Prerequisites: Junior or Senior standing.
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EDUC 0381 - Early Intervention: Birth to Five
Credits: 3
This course examines assessment and intervention approaches for supporting infants, toddlers, and preschool children identified with learning needs or documented disabilities. Course topics include the social and legal context of early intervention and early childhood special education, the role of focused observation in assessing young children, and strategies for culturally sustaining, antiracist, and family-centered intervention and service delivery. Supports for multilingual learners, the use of assistive technologies, transition planning, and practices that offer positive behavioral guidance and play-based learning opportunities to young children are also addressed. This course is aligned to the department’s commitment to Critical Engagement with Diversity and Social Justice.
Pre/co-requisite: EDUC 0221 and EDUC 0319
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EDUC 0382 - Language Development and Emergent Literacy
Credits: 3
This course offers the prospective early childhood teacher/caregiver the theoretical background and practical knowledge critical for supporting language and literacy development in the youngest of learners. Course participants will explore developmental and cultural influences on early language and literacy development and examine universally designed, culturally sustaining methods materials, and assessments for use in supporting language and emergent literacy skills in infants, toddlers, and young children. Topics include the role of teachers and caregivers in partnering with families to support children’s language and early literacy development; dual language learning and multilingualism in the early years; the role of children’s literature, play, and the arts in supporting young children’s oral and written language development; and the use of assistive technology to support language development in young children with disabilities. This course aligns with the department’s commitment to Critical Engagement with Diversity, Community Building, and Social Justice.
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EDUC 0383 - The Student with Autism Spectrum Disorder
Credits: 3
This course introduces Autism Spectrum Disorder (ASD): its etiology, defining characteristics, learning and behavioral strengths and needs, unique behaviors associated with ASD, levels of support required, and evidence-based practices for supporting the students and their families throughout their school experience. This course is aligned with the department’s commitment to Building Community and Reflective Practice.
Prerequisites: EDUC 0221
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EDUC 0384 - Integrating Vocational and Academic Curricula
Credits: 3
Integrating vocational and academic curricula will be examined by reviewing its history, standard practices, and the cognitive science related to integration of subjects. Actual and hypothetical models will be studied. Students will develop an integrated education plan for a course, a program, or a school.
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EDUC 0386 - Accommodations and Supports Medical/Social/Communication
Credits: 3
This course is a systematic study of neurophysiological deviations that cause severe disabilities. Emphasis is also placed on method and techniques for increasing motivation and improving performance. Students will develop an understanding of concepts and procedures necessary to work cooperatively with medical professionals, physical therapists, occupational therapists, communication specialists, and parents. Fifteen hours of field experience are required.
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EDUC 0390 - Addressing the Needs of Students with Disabilities in Vocational Technical Education
Credits: 3
This course will provide vocational technical educators with an overview of the Federal and State Special Education Laws and Regulations and how they are implemented in schools in Massachusetts. Students will learn about the elements of an Individualized Education Program (IEP) and the roles of special and general educators. Students will also learn how to design curriculum and instruction using the information on the IEP and how to modify their related classrooms and vocational technical shops/laboratories to accommodate students with disabilities. (Pending Governance Approval)
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EDUC 0391 - Special Topics in Anti-Oppression Practices in Education
Credits: 1-3
This course offers an advanced, in-depth study of Anti-Oppression themes within an educational context. Course content will vary according to the area of specialization of the instructor. This course may be repeated if course content differs.
Prerequisites: EDUC 0207
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EDUC 0392 - Special Topics in Literacy
Credits: 1-3
This course offers an advanced, in-depth study of Literacy within the Education field. Course content will vary according to the area of specialization of the instructor. This course may be repeated if course content differs.
Prerequisites: EDUC 0207
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EDUC 0393 - Special Topics in Special Education
Credits: 1-3
This course offers an advanced, in-depth study of Special Education. Course content will vary according to the area of specialization of the instructor. This course may be repeated if course content differs.
Prerequisites: EDUC 0207
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EDUC 0394 - Special Topics in Education
Credits: 1-3
This course offers an advanced, in-depth study of a specialized area within Education. Course content will vary according to the area of specialization of the instructor. This course may be repeated if course content differs.
Prerequisites: EDUC 0207
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EDUC 0396 - Technology, Teaching, and Learning
Credits: 3
This course is designed to help students explore the current technology landscape. Digital tools, collaboration, critical analysis of technology in teaching and learning, and digital literacy will be explored and applied. Equitable access, the digital divide and applications are emphasized in this course to align with the department’s commitment to Reflective Practice and Social Justice.
Prerequisites: EDUC 0221
Formerly: EDUC 0396 - Seminar Recent Developments: Computers in Education
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EDUC 0397 - Practicum: Moderate Disabilities
Credits: 10
This student-teaching practicum is a supervised, culminating capstone experience for one semester. Teacher candidates are assigned to an appropriate placement where they will work to refine their teaching skills and philosophy of education. Critical implementation of curricular materials and methods, subject matter knowledge, adjustment to practice, high expectations, and equitable and safe learning environments are foundational to this experience. Candidates will be coached and supervised by a qualified, on-site supervising practitioner and a WSU designated program supervisor. Candidates are required to be co-enrolled in a practicum seminar that focuses on educational topics and dispositions relevant to this capstone experience. A candidate must demonstrate their competencies for initial teaching licensure and complete all departmental requirements.
For PreK-8 Licensure: A minimum of 300 supervised hours in an inclusive general education setting or 75 supervised hours in an inclusive general education setting and 225 supervised hours in a separate setting for students with moderate disabilities is required.
For Grades 5-12 Licensure: A minimum of 300 supervised hours in approved settings. A minimum of 150 hours in an academic major setting and minimum 150 hours in an inclusive general education classroom or 75 hours in an inclusive general education classroom and 75 hours in a substantially separate setting for students with disabilities is required.
Pre/co-requisite: EDUC 03XX Practicum Seminar
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EDUC 0398 - Special Topics in Education
Credits: 3
An in-depth study of a limited or specialized area within the education field. Course content will vary according to the area of specialization of the instructor and the interest of the students. May be repeated if course content differs.
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EDUC 0399 - Independent Study
Credits: 3-9
Education majors are allowed to receive up to a maximum of nine academic credits, at the rate of three credits per semester, for engaging in independent study. Each study is taken as a part of a student’s regular course load only. The student engaged in independent study will select and develop topics in the field of Education and related fields in cooperation with a professor from the Education department, and the approval of the chair.
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Composition, Writing, and Literature |
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ENGL 0101 - Composition I: Rhetoric and Inquiry
Credits: 4
A writing course taken fall or spring of students’ first year that introduces them to the practice of producing texts for different rhetorical occasions. Students use feedback from peers and instructor to strengthen techniques in three stages of the writing process-pre-writing, drafting, and revision-in order to compose rhetorically effective texts for multiple audiences. While summarizing and responding to a range of texts, students learn to situate an original argument within the framework of other speakers, to practice critical inquiry, and to understand conventions associated with a range of rhetorical genres. In addition to writing formally and informally throughout the semester, writers produce a final portfolio whereby they demonstrate, through a variety of projects, meta-cognitive reflection and their ability to incorporate other texts or speakers into their own writing.
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ENGL 0102 - Composition II: Writing About Texts
Credits: 3
A course that asks students to write about and read predominately nonfiction texts that promote/engender critical inquiry and to examine and write about issues from multiple perspectives. While bringing a range of texts into conversation with one another, ENGL 0102 continues to facilitate writing strategies introduced in ENGL 0101 and provides extended instruction in research methods. Students will complete one or more projects with documentation. All ENGL 0102 courses have a specific theme or are linked with a course from another discipline, so students need to exercise care and examine options when choosing sections. Successful completion of this course includes a portfolio requirements.
Prerequisites: ENGL 0101
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ENGL 0103 - Speech
Credits: 3
A course that gives students an opportunity to practice the fundamental principles of oral communication. It includes experience in organizing and delivering various kinds of talks, participating in group and panel discussions, and evaluating speech habits. Voice quality, articulation, and pronunciation are studied.
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ENGL 0105 - Composition I Seminar (Honors)
Credits: 4
An honors-level writing course taken fall or spring of students’ first year that introduces them to the practice of producing texts for different rhetorical occasions. Students use feedback from peers and the instructor to strengthen techniques in three stages of the writing process-pre-writing, drafting, and revision-in order to compose rhetorically effective texts for multiple audiences. While summarizing and responding to a range of texts, students learn to situate an original argument within the framework of other speakers, to practice critical inquiry, and to understand conventions associated with a range of rhetorical genres. In addition to writing formally and informally throughout the semester, writers produce a final portfolio whereby they demonstrate, through a variety of projects, metacognitive reflection and their ability to incorporate other texts or speakers into their own writing.
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ENGL 0108 - Introduction to Film
Credits: 3
Examines the aesthetic elements of film including cinematography, editing, sound, script, acting, direction, and mise-en-scene. The study of film also may include contexts such as cultural roles, genre, political issues, economics, and history.
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ENGL 0110 - English Composition II Seminar (Honors)
Credits: 3
For students who have been invited from ENGL 0105 or who have been recommended by their ENGL 0101 instructors. Students focus on the critical and appreciative reading of poetry, fiction, drama, and the essay, and on interpretive and analytical writing about literature. Techniques of research are discussed and practiced. This course fulfills the ENGL 0102 core requirement.
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ENGL 0112 - Introduction to Black American Literature
Credits: 3
Introduces a diverse array of significant works by Black American writers drawn from various genres, regions, and periods and considered in the historical and cultural contexts of the Black experience. Students will gain a better understanding and appreciation for the diversity and complexity of Black American literary production and cultures. Students will also practice literary analysis and close reading skills and gain familiarity with foundational critical concepts in Black American literary studies. Intended for all majors.
Formerly: ENGL 0202
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ENGL 0115 - Introduction to Native American Literature
Credits: 3
Introduces a diverse array of significant works by Native American writers drawn from various genres, regions, and periods, and tribal nations and considered in the historical and cultural contexts of the Native American experience. Students will also practice literary analysis and close reading skills and gain familiarity with foundational critical concepts in Native American literary studies. Intended for all majors.
Formerly: ENGL 0205
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ENGL 0117 - Introduction to Asian American Literature
Credits: 3
This course introduces major Asian American writers and critical issues concerning Asian American literature and culture. It will establish a foundation through critical reading of Asian American texts and explore Asian American identities and various aesthetic forms of cultural production by Asian American writers. It will also direct students’ critical attention to the ongoing construction of Asian American identities. Students will practice analysis and close reading skills, improve oral and written communication skills, and gain familiarity with foundational critical concepts in Asian American literary studies. Intended for all majors.
Formerly: ENGL 0207
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ENGL 0200 - Writing for Teacher Candidates
Credits: 3
Writing review for education majors is designed for teacher education students who show a need for improved skills in writing academic arguments and summaries. Aspects of writing such as structure and grammar will also be reviewed. Education program majors who do not earn a 2.8 in English Composition I and English Composition II are required to take this course.
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ENGL 0202 - Composition II: Rhetoric and Research
Credits: 3
A course that promotes critical inquiry that students elect or are required by their degree program to take fall or spring of their second year that builds upon the process-based, rhetorically-grounded foundation of English Composition I and that further develops students’ abilities to write and read non-fiction texts. While students will be introduced to argument summary in Composition I, in Composition II, students will learn additional strategies to locate, analyze, and synthesize research in rhetorically effective, genre- or discipline-specific ways. Students complete a final portfolio whereby they demonstrate metacognitive reflection of the contents and present at least two projects with the genre- and/or discipline-specific documentation. All sections have a theme and/or are linked with a course from another discipline, so students should carefully examine options when choosing sections.
Prerequisites: ENGL 0101 .
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ENGL 0206 - Principles and Applications of Grammar
Credits: 3
Designed for students preparing to teach English Language Arts and others seeking a review of language conventions, this class will cover the fundamentals of English grammar, such as sentence types and structure, case and agreement, and the definitions of key terms in the study of language. Students will also review the conventions of usage, mechanics, and punctuation. In addition, students who are preparing for careers as teachers will learn pedagogical techniques and best practices for teaching these areas as outlined in national standards, while other students will learn how to become more competent editors of writing.
Prerequisites: ENGL 0102 and junior standing, or permission of instructor.
Formerly: ENGL 0106
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ENGL 0210 - British Literature to 1780
Credits: 3
A survey of the literature of the British Isles and Ireland to the nineteenth century in its cultural contexts. Students will read and explore texts such as Beowulf, the Canterbury Tales, Shakespeare sonnets, paradise Lost, and Gulliver’s Travels. Literary and intellectual currents if Medieval feudalism, Early Modern humanism, and the Enlightenment will be given significant attention. he early part of the course will be read generally in Early Modern or Modern English.
Prerequisites: ENGL 0101 and ENGL 0102 .
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ENGL 0212 - British Literature from 1780 to the Present
Credits: 3
Students read British classics from the late eighteenth century to the present, by authors such as Blake, Wordsworth, Coleridge, Mary Shelley, Dickens, Lawrence, and Woolf. This course emphasizes identifying the connections between literature, history, philosophy, and the arts. Literary and intellectual currents of the Romantic, Victorian, and post-war periods are examined closely. Essential for the serious student of literature and required of all English majors.
Prerequisites: ENGL 0101 and ENGL 0102 .
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ENGL 0213 - Introduction to British Literature
Credits: 3
Introduces students to a range of British literary texts representing various genres and time periods. Students develop skills that will enable them to read British literature with greater pleasure and understanding. The interrelations of literature, the arts, and social history receive considerable attention. Course readings may focus on a shared theme(s). Intended for non-English majors, this course does not satisfy English major requirements. English majors should instead take required British literature surveys.
Prerequisites: ENGL 0101 and ENGL 0102 .
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ENGL 0215 - Introduction to American Literature
Credits: 3
Introduces students to a range of American literary texts representing various genres and time periods. Students develop skills that will enable them to read American literature with greater pleasure and understanding. The interrelations of literature, the arts, and social history receive considerable attention. Course readings may focus on a shared theme(s). Intended for non-English majors, this course does not satisfy English major requirements. English majors should instead take required American literature surveys.
Prerequisites: ENGL 0101 and ENGL 0102 .
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ENGL 0216 - American Literature to 1865
Credits: 3
This survey course introduces students to writings from the time of exploration to the Civil War. Students explore the diversity of literary expression in the early period, through readings of genres such as travel journals, captivity narratives, Puritan poetry, Native American oral narratives, sermons and slave narratives; students then study the development of the novel and the emergence of distinctive poetic voices in the nineteenth century. The course considers literature in relation to such artistic, historical, and cultural topics as contacts between diverse cultures, social reform movements, transcendentalism, and sentimentalism. Intended for serious students of literature, and required of all English majors.
Prerequisites: ENGL 0101 and ENGL 0102 .
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ENGL 0217 - American Literature Since 1865
Credits: 3
This survey course introduces students to the expansive range of works comprising American literature from 1865 to the present. Students explore diverse voices, genres, and themes that offer a vision of America’s complex plurality. The course considers literature in relation to such artistic, historical, and cultural topics as regionalism, naturalism, realism, feminism, the Harlem Renaissance, developments in poetry, modernism, postmodernism, experimentation, civil rights movements, ethnic identity, and multiculturalism. Intended for serious students of literature, and required of all English majors.
Prerequisites: ENGL 0101 and ENGL 0102 .
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ENGL 0218 - Postcolonial Literature and Theory
Credits: 3
This course will serve as an introduction to postcolonial literature and theory and critical race theory. Students will examine literature through the lens of postcolonial and critical race theories, reading in tandem both imaginative literature and secondary scholarship. The course readings will consist of literatures of the Global South (including Asia, Africa, South America, the Caribbean, etc.) and of minority and indigenous writing in the U.S. Students will engage with key critical concepts that may include: diaspora, decolonization, globalization, racial difference, black radical feminism, and intersectionality.
Prerequisites: ENGL 0102
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ENGL 0221 - World Literature
Credits: 3
This course introduces the diverse yet underrepresented cultures and literatures from at least three geographical locations of the world to initiate a dialog around global understanding of history and human experience. This course will help students recognize literary figures, texts, themes, and movements within the given historical period(s) under study, identify literary genres and devices, and draw the connections between different themes and ideas presented in literature. Through a critical study of literary texts, either in English or in translation, this course will establish a foundation to promote intellectual growth by strengthening students’ abilities to think analytically and creatively about literature and by developing their sensitivity to cultural diversity. In addition to interpreting and synthesizing representative texts from different literary traditions, students will practice writing reflectively about literary texts and themes by applying the conventions of academic writing to create an essay that is rhetorically cohesive, sufficiently evidenced, and stylistically sound. Note: This course can be repeated if the themes and texts are different. Intended for all majors.
Prerequisites: ENGL 0101 and ENGL 0102 .
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ENGL 0228 - Introduction to Shakespeare
Credits: 3
Students gain a basic understanding and appreciation of Shakespeare as a theatre artist and poet by reading selected plays by Shakespeare. Focus is on Shakespeare’s themes, poetry, theatre, times, dramatic genres, and characters. No student may receive credit for this course if credit is received for either ENGL 0317 or ENGL 0318 .
Prerequisites: ENGL 0101 and ENGL 0102 .
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ENGL 0240 - Cultural Studies
Credits: 3
The study of American culture through the study of various art forms, such as literature, film, music, visual arts, television, and performance in an interdisciplinary context with an emphasis on critical analysis of cultural texts and events from multiple perspectives including differences in race, class, and gender. This course is always offered with a particular focus, such as an historical period, a current topic, or a specific theoretical approach. Issues of formal differences, varied multicultural and multi-ethnic reception, and universal human response are considered as the class acquires a critical vocabulary. Students will also enter the creative process and explore first-hand the different attributes of some of the genres studied.
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ENGL 0246 - Creative Writing
Credits: 3
For qualified students interested in identifying and developing their special writing abilities. The techniques of writing fiction, drama, and verse will be studied.
Prerequisites: ENGL 0101
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ENGL 0275 - Journalism I
Credits: 3
An introduction to print journalism. Students find out how to report and operate a newspaper by gathering information and writing stories. Reporters develop techniques, learn to write various types of beat and specialty reports, concentrate on meeting deadlines, and discuss libel law and ethical issues. Students write at least six articles.
Prerequisites: ENGL 0101 and ENGL 0102 .
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ENGL 0276 - Writing About the Arts
Credits: 3
An introduction to the techniques of reviewing and criticizing the arts. Students will read classic and contemporary reviews of drama, film, dance, architecture, painting, literature, and music, and will review various contemporary works and performances. The course will be useful for students who would like a better understanding of aesthetics, of the contemporary arts, and of the techniques of effective writing.
Prerequisites: ENGL 0101 and ENGL 0102 .
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ENGL 0285 - Basics of Film Writing
Credits: 3
This course will introduce students to screenwriting. They first will learn the syntax of film – the various kinds of shots and how those shots can be combined to create meaning or to tell a story. They will then learn how their own ideas can be transcribed into scripts. They will try their hands at three of the main modes of screenwriting: each student will write a brief documentary, an adaptation, and an original story. Students also will screen and discuss examples of these three kinds of movies.
Prerequisites: ENGL 0101 and ENGL 0102 .
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ENGL 0287 - World Drama
Credits: 3
This course deals mainly with discussion, interpretation, and critical evaluation of selective texts from the world’s drama (from the Greeks to the present) emphasizing genres and periods. Consideration also will be given to the ideas, structures, styles, and techniques of dramatic literature.
Prerequisites: ENGL 0101 and ENGL 0102 .
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ENGL 0295 - Gateway to Advanced Literary Study
Credits: 3
Designed to help prepare students for advanced coursework in literature, this gateway class will situate a critical approach in the context of developments in literary studies; offer advanced instruction in literary research techniques (including formal library instruction); require further practice in close reading strategies, participating in seminar discussions, reading literary criticism and writing about literary texts; and give students the opportunity to work closely with faculty members in their areas of expertise. Topics vary by semester; this class should be taken in the junior year or second semester of the sophomore year.
Prerequisites: ENGL 0102 and two of the following: ENGL 0210 , ENGL 0211 , ENGL 0212 , ENGL 0216 , ENGL 0217 , or ENGL 0221
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ENGL 0300 - Development of the Novel
Credits: 3
A reading of exemplary models of the genre by early to modern writers, such as Richardson, Fielding, Austen, Dickens, Dostoevsky, Flaubert, Joyce and Faulkner. Origins, theory, and shaping influences in the development of the novel will be considered.
Prerequisites: ENGL 0101 and ENGL 0102 .
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ENGL 0301 - Tutoring Writing
Credits: 2-3
Designed for students from all disciplines, this course will teach students to help their peers - now and in the future - with writing projects. The course will suit those interested in working as tutors or teachers and those interested in pursuing a career that involves writing and/or collaboration. Students will focus on improving their abilities to read, evaluate, and respond verbally to drafts. To this end, students will practice unpacking writing assignments, analyzing texts in different genres and disciplines, and providing feedback to one another. Students will also complete a number of formal and informal writing assignments, such as journal entries, a project proposal, and a research paper. Students enrolled in Tutoring Writing for two credits will not be expected to write the research essay and will complete the course by the first week in November.
Prerequisites: ENGL 0101 and ENGL 0102 , sophomore or junior standing, a 4-10 page writing sample, and permission of the instructor.
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ENGL 0302 - Writing Matters: History, Theory, Technology, and Action
Credits: 3
This course aims to help students synthesize their experiences as writers over the course of their college careers and provide a wider context for understanding not only their own writing development, but also the power of writing as a form of social action. Course readings will introduce key concepts in Writing Studies, examining the histories, technologies, and processes of writing.
Prerequisites: ENGL 0102
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ENGL 0303 - Persuasive Communication
Credits: 3
Introduces students to the study of rhetoric and the characteristics of persuasive discourse. Theories, principles, and methods of persuasion, from classical to contemporary, will be discussed. Topics explored include ethical issues, types of evidence, and the persuasive use of language and symbols. Students will have the opportunity to analyze and construct a variety of persuasive messages, such as editorials, speeches, and media campaigns.
Prerequisites: ENGL 0101 and ENGL 0102 .
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ENGL 0305 - Grant Writing
Credits: 3
This course will examine the rhetorical moves of successful grants on the federal, state, and foundation level in a variety of disciplines to determine how they work to create compelling proposals and powerful projects. Students will learn how to identify funding sources on the web, how to develop projects, and how to meet a funder’s requirements in the text and format of a grant proposal. Assignments will include short analytical papers, letters of interest, a short corporate or foundation proposal, and a longer state or federal proposal. Students will learn how to revise proposals to meet a variety of funders’ requirements. This class will be of interest to those who may plan to work in a variety of fields including the sciences, social services, education, the arts, non-profit sectors, and public agencies.
Prerequisites: ENGL 0101 and ENGL 0102
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ENGL 0311 - The British Novel
Credits: 3
A study of the development of the novel as a genre, its literary origins and its relationship to society. Readings begin with 18th-century novelists such as Defoe, Richardson, Fielding, Smollett, and Sterne and continue with 19th-century representatives: Austen, Dickens, Eliot, Hardy, and Conrad.
Prerequisites: ENGL 0101 and ENGL 0102 .
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ENGL 0312 - Queer Literatures and Theory
Credits: 3
Crosslisted: EGST 0312
Introduces the field of queer theory as a framework for approaching literary texts by and about GLBT individuals that explore and challenge seemingly stable identity categories of gender and sexuality and their intersections with race, class, and ability. Recognizing queer theory’s roots in social activism, GLBT social movements, history, culture, and identity, participants will explore some of the major critical trends in queer theory. Particular attention will be paid to literary texts and understanding the socio-cultural frameworks within which they are produced, with consideration of issues such as global diversity, oppression, and social activism.
Prerequisites: ENGL 0101 and ENGL 0102 .
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ENGL 0317 - Shakespeare: Tragedies and Histories
Credits: 3
A study of the tragedies and histories of Shakespeare, including some consideration of his sources, his use of Elizabethan ideas, and his theatre.
Prerequisites: ENGL 0101 and ENGL 0102 .
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ENGL 0318 - Shakespeare: Comedies and Romances
Credits: 3
A study of the comedies and romances, including some consideration of Shakespeare’s sources, his use of Elizabethan ideas, and his theatre.
Prerequisites: ENGL 0101 and ENGL 0102 .
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ENGL 0319 - Victorian Literature
Credits: 3
A study of literary responses to the impact of industrialism, science, and modernism upon England’s society and culture between 1830 and 1900. Readings include work by: Carlyle, Ruskin, Newman, Mill, Tennyson, Browning, Arnold, Dickens, Eliot, among others.
Prerequisites: ENGL 0101 and ENGL 0102 .
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ENGL 0322 - Practicum Seminar: English Education
Credits: 2
Designed to accompany student teachers’ semester of practicum in classrooms, the seminar aims to guide students to think about and address daily classroom challenges and questions, larger issues in teaching and learning, as well as to offer support for completing English Education curriculum components needed for graduation and teacher certification. Seminar topics will include pedagogy and content, classroom management, unit plan development, assessment, family and community engagement, and professional development. The course models the use of theory intersected with practice as a means to respond, in a more thoughtful way, to current and future teaching. Required for Secondary Education English students enrolled in practicum.
Corequisite: EDUC 0364 or EDUC 0369
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ENGL 0323 - The American Novel
Credits: 3
Readings will include at least one major work of fiction by each member of a selected group of American novelists from the mid-nineteenth century to the present day.
Prerequisites: ENGL 0101 and ENGL 0102 .
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ENGL 0324 - Advanced Studies in Black American Literature
Credits: 3
An advanced study of selected significant works by Black American writers, may focus on one or more genres, movements, themes, or periods. Students read literary theory, conduct research on, and write about critical approaches to Black American literary studies. Intended for advanced students of literature.
Prerequisites: ENGL 0102 , and one 200-level English course in Literature.
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ENGL 0325 - Advanced Studies in Native American Literature
Credits: 3
An advanced study of selected significant literary works by Native American writers. May focus on one or more genres, movements, themes, or periods. Students read literary theory, conduct research on, and write about critical approaches to Native American literary studies. Intended for advanced student of literature.
Prerequisites: ENGL 0102 , and one 200-level English course in Literature.
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