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ED 686 - Language for Teachers II
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course builds upon the language system introduced in ED 605A and takes a deeper look at how language is used within the various discourse communities of school. Further exploration into genre-based pedagogy aims to ensure that all students will have access to the linguistic resources needed for success in school and for critically interpreting our world and ourselves.
Prerequisite(s): ED 605A.
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ED 687 - Literacy Research
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course deepens students’ understanding of language and literacy research through study of foundational readings in literacy and TESOL. The course will require students to critically examine a number of language and literacy studies with consideration given to research design, scope, usefulness, and shortcomings. This course should deepen knowledge in the field and support students’ understanding of the literature review process - a necessary component in the graduate thesis project.
Prerequisite(s): ED 686Â or consent of instructor
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ED 688 - Applied Beh Analysis for Teachers
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
TOPIC: Applied Behavior Analysis for Teachers engages candidate special education teachers in understanding the principles and concepts of ABA, historical perspective, fundamental vocabulary, philosophy and examination and application of behavior principles. Candidates explore the basic principles of behavior analysis and how they may be applied ot the classroom to solve socially significant behavior issues. When teachers understand what motivates behavior, they can initiate sensitive and effective interventions. Coursework is designed to provide applicable and meaningful experiences including behavior and its causes, behavioral analysis, assessment and intervention, and professional and ethical issues. Topics include but are not limited to: principles of behavior and the multi-tiered systems of support; measuring behavior, graphing behavior, increasing and decreasing behaviors; functional behavior assessment, function-based intervention; and generalization, self-management and ethical and professional issues. Weekly assignments and discussions on relevant topics will offer diverse outlooks and give you valuable interaction with fellow classmates and your instructor. Candidates demonstrate proficiency in behavior analysis through a series of applied case studies.
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ED 689 - Mentoring Coaching and Leadership
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This field work intensive course promotes the art of supporting and nurturing educational leaders and teachers who are in the process of reforming their own or their institution’s professional practices. It focuses on critical ways for identifying needs, selecting instructional materials, developing phased implementation plans, and creating an open accountability culture to productively monitor and nurture professional learning communities. A practicum is required.
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ED 691 - Independent Reading
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
A faculty-supervised project based on an approved bibliography and written assignment.
Prerequisite(s): consent of instructor.
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ED 692 - Research Capstone Project
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Students in this course design, conduct and write up Master’s research capstone projects.
Offered Fall, Spring, Summer
Prerequisite(s): ED 603 - Intro to Educational Research .
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ED 693A - Supervised Field Teaching: ESL
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
A supervised field experience in ESL with related portfolio development in a school setting appropriate to the level of prospective professional practice.
Prerequisite(s): Admission to student teaching.
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ED 693B - Student Teaching: Secondary Ed
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 2
A supervised field teaching experience in secondary education with related ed-TPA portfolio development in a school setting appropriate to the level of prospective professional practice.
Offered Fall, Spring
Prerequisite(s): Admission to student teaching.
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ED 693C - Student Teaching EA-A & ESL
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is a supervised field experience with related portfolio development in an EA-A education and ESL school setting appropriate to level of prospective professional practice.
Offered Fall, Spring
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ED 693D - Student Teaching EA-A & Bilingual
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 2
This course is a supervised field experience with related portfolio development in an EA-A education and Bilingual school setting appropriate to level of prospective professional practice.
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ED 694 - Supervised Field Mentoring
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
A supervised field mentoring practicum with related portfolio development in a school setting appropriate to level of prospective professional practice.
Prerequisite(s): admission to student teaching supervision.
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ED 694A - Supervised Field Mentoring: Biling
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
A supervised field mentoring practicum with related portfolio development in a bilingual education setting appropriate to the level of prospective professional practice.
Prerequisite(s): Admission to student teaching.
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ED 695 - Xcat SPED Student Teaching MC-EA-A
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 6
A supervised field teaching in cross-categorical special education in a school setting appropriate to the level of prospective professional practice.
Offered Fall, Spring
Prerequisite(s): Admission to student teaching.
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ED 696 - Supervised Field Exper: Ed Administ
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This practicum experience is school based. A cooperating administrator works with the student and the college supervisor on performance tasks associated with licensing requirements.
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ED 697 - Student Teaching MC-EA
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 2
This course is a supervised field teaching experience in a MC-EA school setting appropriate for advancement of prospective professional practice.
Offered Fall, Spring
Prerequisite(s): Admission to ACE; co-requisite with ED 660 Â .
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ED 697A - Student Teaching MC-EA & ESL
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 2
This course is supervised field teaching experience in an MC-EA regular education and ESL school setting appropriate for advancement of prospective professional practice.
Offered Fall, Spring
Prerequisite(s): Admission to ACE; seeking an add-on ESLÂ Elementary license; and concurrent registration in ED 660
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ED 697B - Student Teaching MC-EA & Bilingual
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 2
This course is supervised field teaching experiencein an MC-EA regular education and bilingual school setting appropriate for advancement of prospective professional practice.
Offered Fall, Spring
Prerequisite(s): Admission to Licensure, Co-requisite with ED 660 .
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ED 698 - Student Teaching Extended Elementar
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 2
This course is supervised field teaching experience with in a MC-EA scool setting appropritate for advacement of prospective professional practice. 697E is intended for those students who have been approved for student teaching outside of a 45 mile radious from the Edgewood College Campus.
Offered Fall, Spring
Course Fee: $200.00
Prerequisite(s): Admission to ACE; Completion of ACE Curriculum
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ED 699A - Research and Practice - Arithmetic
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course explores arithmetic, algebra, and data analysis at the Middle Childhood/Early Adolescence level as defined in the Common Core State Standards for Mathematics; best practices and methodologies for teaching this content; and relevant research in teaching and learning mathematics. A 25 to 30-hour practicum is required.
Offered Spring
Prerequisite(s): For students in the ACE program only.
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ED 699B - Research and Practice - Geometry
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course explores geometry, measurement, and probability at the Middle Childhood/Early Adolescence level as defined in the Common Core State Standards for Mathematics; best practices and methodologies for teaching this content; and relevant research in teaching and learning mathematics. A fifteen-hour practicum is required.
Offered Fall
Prerequisite(s): ED 699AÂ with a grade of C or better. For students in the ACE program only.
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ED 700 - APPLIED BEHAVIOR ANALYSIS II
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Applied Behavior Analysis II examines Behavior Change Systems through an in-depth examination of Generalization, Self- Management, Precision Teaching, Personalized Systems of Instruction, Incidental Teaching, Functional Communication Training and Augmentative Communication Systems for use with children with Autism, and other neurological impairments. Evaluating various ABA methodologies for instruction and intervention, the design and implementation of a Functional Behavior Assessment, and analyzing measurement tools for particular behaviors are additional components of the course.
Offered Fall, Summer
Prerequisite(s): ED 688 Applied Behavior Analysis I is a prerequisite for this course.
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ED 700P - Advanced Practicum
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 0
The initial practicum will consist of a 60 hour field placement in a school setting, unless otherwise approved by a program coordinator or advisor. It will inform course activities and assignments as well as reflection on teaching practice by future practitioners.Â
Offered Fall
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ED 702 - TRANSITION II POSTSEC OUTCOME YOUTH
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course will introduce and promote reflection toward the multiplicity of transition pathways available to youth marginalized by disability. Topically, this course will include but not be limited to study of:a) best practices in vocational programming and b) programming at institutions of higher education. Through the reflective lens of social justice, the blended course will look at culturally sensitive assessment practices and methodologies. The course will engage candidates in a comprehensive analysis of best practices, assessment practices and best pedagogical choices for the implementation of transition services as related to postsecondary outcomes. Transition Team and Family Process (ED 616) is a pre-requisite to this course.
Offered Spring, Summer
Prerequisite(s): Transition Team and Family Process (ED 616) is a pre-requisite to this course.
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ED 704 - XCAT DISABILITY & MARGINALITY
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This blended course is a comprehensive overview of differences and exceptionalities for children and youth identified in high and low incidence areas of disability. The high incidence areas of Emotional Behavioral (EBD), Intellectual (ID), or Specific Learning Disabilities (SLD) are primary to the course. Introductory and foundational competency will be attained in areas which include, but are not limited to: Autism Spectrum Disorder; Speech and Language; Other Health Impaired; Orthopedic Impairments, Visual Impairments, Deaf & Hard of Hearing; Traumatic Brain Injury and At-Risk. The historical & legal foundations of cross categorical special education for children and youth including Individuals with Disabilities Education Act; ADA & Section 504; WI PI 34 Child Find, Referral Process; and the collaborative roles between general and special education will also be discussed. Candidates will be involved in collaborative group discussions and practicum experiences enabling them to demonstrate their abilities to relate to children and adults of all backgrounds.There may be specific focus on individuals from high incidence groups. Additional specific competencies attended to in this blended course include the following: identifying and understanding the implications of atypical childhood, understanding the specific characteristics of each disability area, understanding the life-long effects of each disability, and becoming competent in the history of and basic components of the legal foundations to special education in inclusive learning environments. Practicum may be required based upon the candidate’s background.
Offered Fall, Spring
Prerequisite(s): None listed. There is a presumption of admission to Cross Categorical Special Education undergraduate or graduate licensing and/or licensing/MA program.
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ED 706 - Advanced Academic Interventions
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
The course offers an in depth look at incorporating effective instructional elements into Special Education curriculum. The following interventions are examples of areas of study: High Incidence Disabilities Positive Characteristics, Challenges, and Instructional Strategies; Explicit Instruction; Direct Instruction; Step by Step intervention scripts: Negotiable vs non-Negotiable; Social Emotional Learning Curriculum; Cognitive and Cognitive-behavioral interventions (rubric “social skills”) with an emphasis onteaching students how to adapt, change and manage their own learning behavior. A secondary focus is Collaborative Consultation. Co-Teaching and systematically matching the Intervention to the Student Problem. Previous knowledge and understanding of traditional behavioral (operant) concepts and strategies is required.
Offered Spring, Summer
Prerequisite(s): Admitted to graduate education for MA. Preference given to Cross Categorical candidates who are in license and/or MA program.
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ED 712 - APP BEHAVIOR ANALYSIS III ETHICS
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Course examines Ethical and Professional Issues: Ethical considerations which support the practice of Applied Behavior Analysis. Learning activities are derived from the Behavior Analyst Certification Board (BACB) Task List 4th Edition. In this course candidates will examine Ethics using a social justice lens to examine Multiple Ethical Paradigms. Ethic of Justice, Ethic of Critique, Ethic of Care, and Ethic of Profession will be used to examine and analyze ethical scenarios to determine sound practice as a means of establishing sound ethical principles as Public school or Private school teacher using ABA.
Offered Spring, Summer
Prerequisite(s): ED 688 Applied Behavior Analysis for Teachers I; ED 6XX  Applied Behavior Analysis for Teachers II; MA Candidate or Second license seeker who has taken the above courses .
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ED 750P - Advanced Practicum ACE
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 0
This is a 0 Credit advanced practicum course that provides 30 hours of classroom experience in the Literacy Classroom.  This work in this course will be connected with ED 683B. Â
Offered Fall
Prerequisite(s): Admittance into the ACE Program and completion of ED 683A
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ED 760P - Advanced Practicum SPED
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 0
Advanced Practicum in a PK-12 school environment is fhe final experience prior to student teaching. During advanced practicum the student will engaged in assessments, lesson plan development, implement specific instructional strategies, and participate in developing an IEP for a designated student.
This final practicum experience is connected to ED 675A  Assessment & Instructional Methods for Teaching Students with Intellectual Disabilities & Autism and/or ED 676A  Assessment & Instructional Methods for Teaching Students with Emotional Behavioral Disabilities & Specific Learning Disabilities. 40 hours required.
Offered Fall, Spring
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ED 800 - Ethical and Inclusive Leadership I
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This two-part course will provide a comprehensive overview of leadership at the superintendent, district, principal, and teacher levels. In Part I, various models of leadership in K-12 private and public settings are examined. Analyses of leadership quadrants and strengths of individual leadership styles are completed. Academic writing and applied research skills are stressed. Guest presenters who are working in current roles of leadership supplement and enhance reading and writing assignments and activities. The value and impact of professional associations and the role of social media in leadership will be examined. An observation and analysis of a school board meeting is required. Standards and guidelines for all assignments are provided.
Offered Fall
Prerequisite(s): Entrance into the Ed.D. program
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ED 801D - Foundations of Research Methods
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 6
Quantitative, qualitative and mixed methods research traditions are presented in the context of being consumers of research, engaging in applied and dissertation research. Students select and refine a research topic, create an annotated bibliography and explore the use of appropriate methodologies.
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ED 801H - Foundations of Research Methods
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 6
Quantitative, qualitative and mixed methods research traditions are presented in the context of being consumers of research, engaging in applied and dissertation research. Students select and refine a research topic, create an annotated bibliography and explore the use of appropriate methodologies.
Offered Fall, Spring, Summer
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ED 802 - Ethical & Inclusive Leadership II
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
For those who aspire to leadership roles in Wisconsin public and private schools, Part II of the course will use criteria set forth by the Department of Public Instruction, and Wisconsin Statutes and Standards : knowing teacher obligations; creating a vision for education; the need for awareness of the inclusive and diverse needs of students, nurturing a school culture of continuous improvement; managing resources of the organization; collaborating with others, acting with integrity in an ethical manner; and interacting with the larger community politically, socially, legally, and economically to affect educational improvements. Additionally, students will begin the process of identifying their dissertation topic and employ research practices as they perform applied research relevant to their topic and/or their current educational position. A culminating project focusing on leadership aspects of a student selected issue or problem is required.
Offered Fall
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ED 803 - Practicum Development
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
The practicum is a three-semester placement with a mentor where the candidate can obtain real-time information, examples, and experiences relating directly to the Seven Wisconsin Administrative Standards. In this course, students will work with the instructor to consider licensing options and review the content guidelines for desired licenses. During the development phase of the practicum, qualified mentors will be identified, and the mentor/mentee relationship will be formally established.
Offered Fall, Spring, Summer
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ED 804 - Political and Policy Leadership
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
The relationship between politics, educational policy, and educational practice is explored in its broadest sense. Particular emphasis is given to political and leadership theories, their practical application and the role of leadership in developing and implementing policy in the political environment within and outside of educational organizations. Politics and policy are discussed within an ethical framework of social justice and equity. Content will be applied in a variety of class experiences, mentoring activities, and related field assignments.
Offered Spring
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ED 805 - Practicum Experience
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
The practicum is a three-semester placement with a mentor where the candidate can obtain real-time information, examples, and experiences relating directly to the Seven Wisconsin Administrative Standards and licensed content guidelines. The partnership design of the practicum experience blends coursework and reflection with practical experience. The application of learning and research under the guidance of a school district mentor or doctoral faculty member provides the structured “hands-on” experience required to fulfill the licensing requirement as well.
Offered Fall, Spring, Summer
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ED 806 - K12 Human Resource Management
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course examines how to manage human resources effectively in the dynamic political, legal, social, and economic environment currently impacting schools. Among the topics included are: recruitment and retention; training and development; workforce diversity; organizational structure and job design; performance evaluation; and, compensation models. Students will gain a solid understanding of the fundamentals of human resource management and its strategic relevance in K-12 education. By providing a practical perspective on the development of human capital in intensely “people-oriented” organization, students will develop a conceptual framework of how to create a system of attracting, retaining and developing talent that creates and supports the vision and values of the school district.
Offered Summer
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ED 807 - Practicum Reflection
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
The practicum is a three-semester placement with a mentor where the candidate can obtain real-time information, examples, and experiences relating directly to the Seven Wisconsin Administrative Standards and licensed content guidelines. The reflection phase of the practicum allows the cohort to share their mentorship experience, providing additional insights and cooperative learning to the practicum experience. Students will also finalize their licensure portfolio as a part of this course.
Offered Fall, Spring, Summer
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ED 808 - School District Law
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course offers a case study approach to school law in the areas as staff, student, district, and personnel law as well as broader state and federal categories such as tort liability, civil rights, gender equity, and facility administration. Legal issues of inclusion and diversity will be examined. Ethical and leadership implications of legal issues will be explored under the tutelage of experienced and dedicated specialized educational lawyers and certified district administrators. Completion of several projects are required with the focus on expanding knowledge of how to address applied legal issues in a K-12 setting.
Offered Summer
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ED 812 - Curriculum & Instruction
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Curriculum, instruction, assessment, and the learning environment are stressed in a context emphasizing organizational frameworks for management and leadership; leadership roles in staff development; learning theory, human development, and ethical considerations of supporting teaching and learning at the district level.
Consideration of multicultural understanding and responding to individual differences are emphasized in the process of creating professional learning communities. Specific attention is given to emergent research in learning style, cognition, intelligence, constructivism in theory and practice. Candidates are required to research curriculum issues and to apply course content to district and/or department situations in a variety of class experiences and mentoring relationships.
Offered Fall
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ED 814 - School District Budget & Finance
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course will provide a substantive approach to public school finance at the school district level. Students will gain a practical understanding of the Wisconsin Uniform Financial Accounting Requirements (WUFAR), state and local funding systems, and tax impacts as related to Wisconsin school finance. This course will also cover technological applications and ethical considerations specific to districtwide leadership positions. Students will have the opportunity to research specific topics of interest within the scope of school finance and budget.
Offered Fall
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ED 830D - Research Methods
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 6
Students use educational research in published studies and evaluate the usefulness of the findings in relation to their research interests. Students discern a research topic and develop a research proposal including an introduction, literature review, and methodological design.
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ED 830H - Research Methods
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 6
Students use educational research in published studies and evaluate the usefulness of the findings in relation to their research interests. Students discern a research topic and develop a research proposal including an introduction, literature review, and methodological design.
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ED 850 - Doc Writing & Found of Leadership
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Throughout the Edgewood Ed.D. program, we expect students will develop and grow in their skills, capabilities and dispositions as Edgewood leaders, academic writers, and scholarly researchers. This course focuses on academic writing and Edgewood Leadership. Students will explore and apply the foundational elements of academic writing as well as the Dominican ethos that forms the cornerstone of the Edgewood leader identity. This ethos is made up of a commitment to learning that is anchored in our Dominican heritage, a serious reflection of what this work really means to us, and an intentional movement towards action as a calling to us.
Offered Fall
Prerequisite(s): Entrance into the Ed.D. program
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ED 852 - Consumer of Research
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is designed to introduce students to basic research concepts and research ethics. The goal of this course is to equip students with an understanding of commonly employed research methodologies that are used to address and solve problems in their professional worlds. The course introduces students to the language of research, ethical principles and challenges as they pertain to the research process, and basic elements of the research process within quantitative, qualitative, and mixed-methods approaches. Further, students will learn how to effectively use the library resources and services to access the most credible and current sources. Students will learn techniques for locating, evaluating, and organizing information to be used in research papers. Students will also learn how to critically review research articles as a means of evaluating the credibility and usability of sources, and to determine how research findings are useful in forming their understanding of their work.
Offered Fall
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ED 854 - Leadership Theory & Practice
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This seminar introduces students to issues in US higher education with a focus on the evolving purpose(s) of higher education and some of the social, political, and economic pressures that have prompted that evolution. We will examine higher education in the US from its origins to the present in relation to how this history informs contemporary issues of leadership regarding faculty roles, student populations, curriculum/programs of study, and assessment/accountability. Students will be introduced to emergent research that aids educational leaders in deepening their knowledge of the complex system(s) of colleges and universities that comprise contemporary higher education.
Offered Spring
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ED 856 - Foundations-Quantitative Research
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course introduces students to the process of evaluating and conducting quantitative research in the higher education field. Students learn the basic methods of quantitative research such as correlational survey research, experimental research, and quasi-experiment research. Besides, this course is designed to help students understand the basic concepts of statistics used in educational research. This course will include eight learning modules with topics ranging from descriptive to inferential statistics. Specific topics include frequency distributions, central tendency, variability, probability theory, and hypothesis testing. As part of the class requirement, students are expected to practice SPSS software on descriptive analysis (frequency, mean, variance, standard deviation, etc.), and basic inferential statistical analysis of comparing mean difference using one sample. The goal is for students to acquire necessary skills and abilities to work with real data of students’ dissertation later in the research sequence.
Offered Spring
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ED 858 - Organizational Development
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course allows students to utilize, and build upon, their leadership skills in the analysis of organizational structure, development, and change. Students will have the opportunity to apply behavioral science theories and current research concerning individuals, teams, and organizations to the dynamics and mechanisms of organizational change. Through course readings, group interactions, and self-reflection students will analyze and diagnose ongoing activities within their organization and identify appropriate interventions to facilitate organizational change. Additionally, students will identify how the traditional organizational structures with higher education may benefit from organizational development. Furthermore, students will explore how organizational development is different from other models of change and how leaders address stakeholders’ resistance to change.
Offered Summer
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ED 860 - Special Topics in Higher Ed
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This is a special topics course in higher education and leadership studies. The course topic and title are TBD.
Offered Summer
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ED 863 - Leadership Ethics - Multicultural
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course will draw from various world philosophies on ethics and leadership by decentering the male white western cisgender patriarchal and hegemonic views that have historically dominated the scholarship of ethics and leadership in education studies. Students will use critical discourse analysis as a methodology to analyze both the historical shifts and contemporary transmogrifications of “Self” and “Other” within the discourses of ethics and leadership. Students will also examine how social epistemologies embedded within educational research, policies and practices are used to identify, order, and classify difference in education and society. Weekly discussions will focus on deconstructing these discursive formations across educational research, policies and practices in order to understand how a multicultural lens can be mobilized towards dismantling systemic racism and creating anti-racist educational spaces. Students will have the opportunity to learn from and engage with local community leaders and guest speakers from around the world throughout this course. These discussions are designed to be multidirectional, and to provide students and guest speakers with the opportunity to exchange innovative ideas for creating inclusive and sustainable partnerships with multicultural and multilingual communities and organizations.
Offered Fall
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ED 864 - Qualitative Foundations
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course introduces the foundations that guide qualitative inquiry, also known as “naturalistic inquiry”. Students will learn about philosophical and epistemological underpinnings of qualitative research, a basic over view of 5 approaches, qualitative methods (specific research tools- e.g., interviews), and qualitative methodology (justification for using a particular research approach or tool).
In addition to providing an overview of qualitative research methodologies, students in this course will have an opportunity to apply theories to practice by designing a qualitative research project. The readings, class discussions, and online activities, will prompt reflection on your identity as a researcher and the complexities involved in qualitative inquiry. Students will explore methodological assumptions, topic selection, research question development, participant selection, relationships with participants, data collection and data analysis methods, validity criteria, and interpretive and representational decisions. The goals of the course are for students to learn criteria by which to evaluate contemporary qualitative research and to gain beginning knowledge and skills for designing and conducting qualitative inquiry.
Offered Fall
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ED 866 - Inclusive Leadership
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
The course takes as a core assumption that inclusion is a concept of shared power. The goal of the course is therefore to help student learners identify a strategy whereby they can individually work with people significantly different from themselves in policy, design and decision-making, particularly as it relates to higher education. This course will help students develop a foundation for research-based practices in the area of inclusion and diversity. Students will therefore leave with a working knowledge of how to create and implement a framework for inclusive excellence and diversity. Guided by a comprehensive strengths-based perspective, students will leave the course with the ability to understand: (1) the impact of racial/ethnic and gender stratification on the higher education system; (2) institutional/organizational and social psychological barriers that systematically impede achievement outcomes; and (3) strengths-based strategies to eliminate racial, ethnic and gender barriers at multiple levels policy, organizational and individual.
Offered Spring
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ED 868 - Spec Topics: Research Discernment
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
The purpose of this 3-credit course is to guide students to developing a research topic and identifying a research problem through an extensive review of the literature. This course introduces students to the steps of developing a research topic and leads them to developing a clearly articulated research question. Literature mapping and academic writing are stressed, particularly as they pertain to paragraph construction and synthesizing multiple sources. Students use library resources including Ref Works and Write n’ Cite to reinforce their skills in writing in APA format.Â
Offered Spring, Summer
Prerequisite(s): None.
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ED 870 - Strategic Leadership
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Students will focus on leadership decision-making, organizational planning, and creating positive organizational change within the complex systems of higher education. Students will plan a major change management process for their own institutions and they will utilize a systems-based approach to decision-making in higher education. Finally, students will evaluate strategic planning processes and structures in higher education.
Offered Summer
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ED 872 - Special Topics III: Research
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This is the third special topics in higher education course, and it’s offered in the summer term of year 2.The course is a research course and will be co-taught by a quantitative and qualitative research expert. Students will focus on quant or qual methods, depending on what they intend to pursue for their dissertation. This is a practical and applied research course.
Offered Summer
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ED 874 - Higher Education Law
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Students will be introduced to a spectrum of legal issues commonly raised at institutions of higher education (IHE). Because the law intersects with all facets of campus operations, this course will provide a framework that explores the intersection between the law and both internal and external partnerships. There is a need for IHE leaders to understand their responsibilities to rights of students, faculty and staff, as well as the broader community so that partnerships become a conduit to sustainability for an institution and its affiliates. Students will identify and describe major legal issues in higher education. They will analyze case law and understand how court rulings should inform policies and procedures and learn how to brief a case by spotting issues and identifying the dispositive facts of a case. Finally, students will learn how to approach and resolve a challenge from the perspective of different stakeholders.
Offered Fall
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ED 876 - Applied Research
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course gives all students an opportunity to develop a hands-on pilot research project that is aligned with the students’ dissertation inquiry. The goal is to help students get the preliminary research experience by applying one research methodology student learned from the research courses in the program and run a real pilot research project. This course will include four components: Study planning, data collection, data and analysis preparation, and concluding reflection. Students are expected to consider the research ethics and issues related to the proposed pilot project, draft an IRB proposal for review, and follow the recruitment and data collection procedures ethically. Students are expected to present their pilot research findings as the end product of this course and use it as a foundation for the dissertation work.
Offered Fall
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ED 878 - Portfolio and Assessment
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
In this one-credit course, students will complete their portfolio: a compilation of reflections and key assessments completed prior to the dissertation. Students will also have an opportunity to attend face-to-face meetings. The meetings are intended to introduce students to their dissertation committees and to build community with them. As part of the portfolio process, students will compile key assessments and complete reflections that highlight their academic writing, scholarly research, and leadership skills and their identities in each domain.
Offered Winterim
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ED 880 - Spec Topics: Writing & Research
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course will focus on applying academic writing standards to the proposal. Topics will include the use of the following components of quality academic writing: solid organization and coherence, APA style and format, headings, tables and figures, citations, and references. Students will incorporate multiple iterations of feedback and be supported towards a successful proposal presentation and dissertation defense. Students will prepare a proposal using components of academic writing and prepare for a formal proposal presentation.
Offered Spring
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ED 882 - Dissertation Writing
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course aids students’ journeys from discerning their topic towards the creation of and successful presentation of their proposals. To do so, students will be introduced to a variety of resources, including the dissertation template and quality review guide. The course will also provide multiple iterations of expert feedback to hone and align student proposal components.Students will draft and edit their proposals with the aid of research faculty. They will learn to incorporate multiple rounds of feedback from faculty members and from their advisor. At the completion of the course, students will be prepared for their proposal presentation.
Offered Fall, Spring, Summer
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ED 884 - Dissertation Proposal
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
This course allows students to convene their committee members for their proposal presentation. Following the Dissertation Writing course, the student now presents their Chapters 1-3 to the dissertation committee. Through 12 suggested slides, students outline the research question and their plan for data collection and analysis.
Offered Fall, Spring, Summer
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ED 886 - Dissertation Research
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course allows students to conduct their dissertation research as outlined in their Institutional Research Board (IRB) material and methodology section of their approved dissertation proposal. Students employ the data collection techniques relevant to their proposal, followed by the appropriate data analysis. Students write chapter 4, “What the data says,” and chapter 5, “What the data means”. These chapters integrate feedback from the advisor and possible research faculty consultations, in addition to editorial feedback. Students will also revise Chapters 1, 2, and 3 both to change verb tense to past tense, and incorporate committee feedback from proposal meeting. Student and advisor may work together to determine how to proceed on committee recommendations.
Offered Fall, Spring, Summer
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ED 888 - Dissertation Defense
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
This course allows students to convene their committee members for their defense presentation. Following the Proposal Presentation, the candidate now presents their findings to the dissertation committee. Through 20 suggested slides, students outline the research question, data collection, and research findings.
Offered Winterim, Spring, Summer
Prerequisite(s): ED884 - passing grade
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ED 920 - Guided Dissertation Writing
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
Seminar course designed to guide students through the dissertation proposal and writing processes. Students are assigned to an advising community for support and interaction around the dissertation process where special topics are presented by the research team. Topics include survey design, data management, chapter design, use of analysis software, and professional presentation. Research data are collected and analyzed.
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ED 950 - Ed Leadership Foundations & Ethics
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course introduces students to the Dominican ethos as it relates to students’ leadership identity, professional lives, and their doctoral work. The foundations of educational leadership are the cornerstone for this course. Students will complete the necessary ethics training for conducting research and build their expertise as it relates to academic writing and scholarly research. Students will have an opportunity to build community with their cohort members as well as become familiar the tools and resources vital to their successful completion of their dissertation.
Offered Fall
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ED 955 - Ed Leadership Research Discernment
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Students are guided in making the connection between their role as an educational leader and contributing to the field of educational leadership through their dissertation research project. This course is designed to guide students as they draft the first three chapters of their dissertation. Students continue to hone their study and align the critical components of their study through instructor feedback. Students learn about and incorporate their particular research method into their prospectus. Students continue to work in writing groups, conduct peer reviews, and incorporate instructor/advisor feedback.
Offered Fall
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ED 960 - Research Methods and IRB Proposal
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Students will devote time to completing their research design, develop their instruments for collecting data, and prepare the IRB paperwork. Students will receive guidance in developing instrumentation (survey design, interview/focus group protocol, observation rubrics, etc.) Students will be introduced to Qualtrics, a survey design tool. Students will learn about the ethics of research and will develop an IRB proposal.
Offered Spring
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ED 965 - Proposal Writing & Presentation
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Students engage in continued alignment of their critical study components including problem statement, purpose statement, theoretical/conceptual framework, literature, and method. Students present a mock proposal and get feedback from cohort members to finalize their proposal. Students continue to meet in their writing groups and incorporate instructor and advisor feedback. Students end the course with a formal proposal to their committee.
Offered Spring
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ED 970 - Data Collection
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Students continue to meet in their writing groups. Students will begin to gather their data and are supported by advisors and experts. Students incorporate committee feedback into their proposal document. Students begin to collect data, as they continue to gain knowledge and skills related to academic writing and research through peer interaction and guidance by the advisor.
Offered Summer
Prerequisite(s): ED 965 Â
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ED 975 - Data Analysis
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Students continue to meet in their writing groups. Students meet with research methodologist to analyze data and determine preliminary results. Students learn how to use the tools for analyzing quantitative and/or qualitative data, depending on their data set, and they work with a research methodologist to analyze their data and determine results of preliminary data analysis.
Offered Summer
Prerequisite(s): ED 965 Â
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ED 980 - Study results and discussion
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Students attend classes to work with each other, their advisors, program experts, and their peers to communicate their findings, conclusions, and recommendations. Students receive significant and substantial feedback on their findings from their advisors, committee members, and program experts to determine the conclusions and recommendations to be drawn from the data. The objectives are that students will complete their data analysis, work closely with advisors, editors, and writing groups to analyze data and communicate results.
Offered Fall
Prerequisite(s): ED965
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ED 985 - Guided Dissertation Writing
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 6
Students submit their final draft of their dissertation to the Coordinator of the dissertation process, who then sets the defense date and distributes the student’s document to the committee. Students prepare the defense presentation. Upon successful completion of the defense, students incorporate feedback from the committee to prepare their document for publication to UMI. Students will successfully defend their dissertation through a presentation to their committee members. Next, students incorporate suggested changes and submit their document for publication.
Offered Spring
Prerequisite(s): ED965
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ED 990 - Dissertation Defense
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
Conclusions, implications, and recommendations are drawn from the data. The final dissertation written copy is prepared, analyzed by the dissertation committee, and reviewed by the dissertation editor prior to dissertation defense and publication. Students are provided guidelines for final publication of the dissertation.
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ED 995 - Dissertation Research Writing
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
The Ed.D. program requires continuous enrollment while students work toward degree completion. ED 995 is a dissertation writing course guided by the Director of the Ed.D. program designed for students who have completed the required 54 credits required for graduation, but need additional time to complete their dissertation research.
Offered Fall, Spring, Summer
Prerequisite(s): Completion of the required 54 credits in the Ed.D. program.Â
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ENG 099A - Basic Wrtng for Nonnative Speakers
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 4
Introduces academic rhetorical style through frequent paragraph compositions and an intensive review of grammar. Students must satisfactorily complete this course before enrolling in ENG 110 . Credits do not count toward graduation requirements.
Prerequisite(s): For non-native speakers of English only.
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ENG 099B - Basic Writing Skills
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 4
Focuses on developing skills needed for college-level writing. Students required to take ENG 99 must complete it before enrolling in ENG 110 . Credit does not count toward graduation requirements.
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ENG 099C - Basic Writing Skills
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
Continuation of skills taught in ENG 099A and ENG 099B for students who are recommended to take it by their instructor.
Offered Spring
Prerequisite(s): Permission of instructor.
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ENG 110 W - College Writing
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 5
This first-year course integrates critical reading and writing skills. Course topics will vary, but every section will emphasize academic writing. Students will develop competence in finding and using source materials, and in writing research papers. Individual conferences, peer reading, and revision are some of the essential elements in this process-oriented approach to college writing.
Prerequisite(s): ENG 099; OKE 110.
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ENG 111B 1C - Comics, Politics & Death
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
This course will focus on the contemporary graphic novel as both a literary genre and as a contemporary cultural product. We will examine the historical context of these works together with the literary and aesthetic devices they employ. Close, astute reading will be an integral part of our classroom work. An exploration of contemporary (post-1945) graphic novels will serve as a gateway to meaningful examinations of the values, beliefs, and experiences of those in the world around us.
Prerequisite(s): W tag or concurrent enrollment in a W-tag course. This course is for first-semester freshmen or freshmen transfers.
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ENG 111C 1C - Life Writing
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
This course examines “life writing” not only as a literary genre, but also as a tool for exploring one’s own culture, experience and beliefs. Through reading and discussing selected examples of life writing, ranging from conventional autobiographies and memoirs to autobiographical fiction, journals and graphic novels, students will practice skills of literary analysis and interpretation. They will seek out others’ stories, gathering oral histories from members of their families and communities. Finally, students will apply these skills to construct their own life stories, writing personal narratives that articulate their changing identities and perceptions of the world.
Prerequisite(s): W tag or concurrent enrollment in W-tag course. This course is for first-semester freshmen or freshmen transfers.
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ENG 111F 1CD - Coming of Age: Multicultr Fic & Film
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
The Bildungsroman, or coming-of-age novel, has a long and distinguished history in American letters. Some critics have even seen the process of grappling with incipient adulthood a topic inherently suited to “American” themes of rebellion, individualism, and modernity. From Huckleberry Finn to The Catcher in the Rye, the argument has held true. But contemporary literature takes on the question of coming of age from diverse racial and ethnic perspectives. The rites of passage, cultural expectations, even the very definitions and values of personhood may differ according to a person’s heritage (and claimed group identities). This class seeks to redefine the “classic” Bildungsroman, taking into account portrait presented in the diverse and multifaceted novels of today.
Prerequisite(s): W tag or concurrent enrollment in a W tag course. This course is for first- semester freshmen or freshmen transfers.
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ENG 111G 1C - Literary Memoirs/Cltrl Monumnts-Hnr
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
This class is about memory: nostalgia in our own lives, cultural monuments to the past, and the work of remembering through writing, creating art, and performing rituals. The course has three main parts: Memoirs; Rituals and Reflection; and Communal Remembering. In the first section, we will think about what it means to connect to memories and how we write and create art as ways of making sense of our own past. While reading short and long, we will write short autobiographical pieces that will grow into a longer creative memoir project that can include written and other components. In the second section, we will experience rituals and ways of reflecting. In the final section of the course, we will think about how we commemorate the past through monuments and memorials, and students will work in groups to create a monument or memorial. This project allows students to bring abstract ideas into a concrete form using creative design that can include any kind of written, visual, digital, or other aspects. We will not only think about these questions directly, but also from a broader conceptual standpoint through critical readings about memoir-writing, nostalgia, and cultural memory among other topics.
Prerequisite(s): W tag or concurrent enrollment in W-tag course.
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ENG 113 1E - Eco-Fiction
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
“Eco-fiction” will invite students to reflect upon their identities, values, beliefs, spiritualties, and worldviews in the context of literary explorations of ecological themes. The course focuses on fictional narratives including speculative utopias, science fictional fantasies, and Native American myths.
Prerequisite(s): W tag or concurrent enrollment in W-tag course. This course is for first-semester freshmen or freshmen transfers.
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ENG 114 1Q - Fairy Tales and Feminism
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
Fairy tales are complicated. Traditionally, they emphasize teaching us to behave in order to achieve a “happy ending.” Yet, they are also inherited fictions, passed down through generations, inviting revision and reinvention. From the Brothers Grimm to the latest Disney hit - this seminar will trace how fairy tales have changed over time and the various ways in which they have worked to construct and define gender roles. Cross-listed WS 114 Â
Prerequisite(s): This course is for first semester freshmen or freshmen transfer students.
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ENG 201 UX - Introduction to Journalism
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
Students will learn the basics of newswriting and new-gathering tools, discover the markets for fake news and fact checkers, and explore news platforms from Facebook to the New York Times.
Offered Fall
Prerequisite(s): W tag or concurrent enrollment in W-tag course.
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ENG 202 - Journalism Practicum
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 4
The overall aim of the practicum is to provide journalism students with the closest approximation possible of working for a professional newspaper, magazine, or other journalistic publication. Students are expected to publish two to four major stories in the college newspaper (depending on the number of credits) assigned or pitched and accepted by editors.
Prerequisite(s): ENG 201 .
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ENG 205 BX - Intro to Creative Writing
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
This is an introductory course for those interested in creative writing. Students will write short stories and/or poetry of their own, and will participate in a peer-review process. Students will also write short critiques of all student work presented to this writing workshop. In addition, we will be reading work by established writers. English 205 is the gateway course to more advanced writing courses in Fiction Writing, Poetry Writing, and other creative-writing courses.
Prerequisite(s): W tag or concurrent enrollment in W-tag course.
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ENG 210 CX - Intro to Literature
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
Supplies students with the critical tools to analyze, evaluate and appreciate fiction, poetry and drama.
Prerequisite(s): W tag or concurrent enrollment in W-tag course.
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ENG 220 C - Issues and Themes in Literature
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
Each iteration of this course will focus on a particular theme, genre, or issue in literary studies. Possible topics include Arthurian Legends, Science Fiction, or Political Poetry. Ultimately this course examines the capacity of literature to give voice to cultural concerns and to reflect on and critique cultural questions and problems.
Prerequisite(s): W tag or concurrent enrollment in W-tag course.
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ENG 224 CQ - Topics in Literature and Gender
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
This course focuses on the intersection between literary study and gender and sexuality studies. Different iterations of the course might focus on Women Writing on Love and Power, the LGBTQ Novel, Feminism in Literature, Gender Roles in Genre Fiction, or Transgender Memoirs. Cross-listed WS 224 CQX
Prerequisite(s): W tag or concurrent enrollment in W-tag course.
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ENG 243 CE - TOPICS IN LITERATURE & ENVIRONMENT
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
Concepts of ecology are central to this literature course that might focus on nature writing, utopian and dystopian fictions, indigenous writing, and/or other literary topics that relate to environmental concerns. Students will learn about and employ eco-criticism.
Prerequisite(s): W tag or concurrent enrollment in W-tag course.
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ENG 244 CP - TPC: PHILOSOPHY & LIT
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
This course is co-taught by faculty members in the English and Philosophy Departments. It might focus on topics like utopianism, existentialism, or posthumanism, all of which are explored in both philosophy and literature. Cross-listed Cross-listed with PHIL 244 CP.
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ENG 245 C - TOPICS IN FILM & LITERATURE
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
A course focusing on the relationship between film and literature, as well as on the theoretical and critical tools literary studies brings to film analysis. Specific versions of the course might focus on Noir in Film and Fiction, Science Fiction and Fantasy, or Adaptations.
Prerequisite(s): W tag or concurrent enrollment in W-tag course.
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ENG 246 A - FILM STUDIES TOPICS
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
A course in film analysis that focuses on both form and content. Different methodological and theoretical approaches to film studies will be employed to explore specific topics that might include the New Documentary, American Romantic Film Comedy, or Blockbuster Studies.
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ENG 260 CD - Topics in Ethnic Literatures
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
A course focusing on the intersection between literature and ethnicity or Ethnic Studies. Specific versions of the course might focus on topics like the Multiethnic Graphic Novel, American Slave Narratives, or the Literature of Immigration. Cross-listed ETHS 260
Prerequisite(s): W tag or concurrent enrollment in W-tag course.
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ENG 271 CG - TOPICS IN WORLD LITERATURES
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
This course focuses on global literatures. Global Anglophone literature and literature in translation might be included. Specific topics could include Diasporic Fiction, Colonial and Postcolonial Writing, Global Drama, or Studies in the Epic.
Prerequisite(s): W tag or concurrent enrollment in W-tag course.
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ENG 277 J - Language Society and the Individual
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
Students will investigate the different varieties of English and what they mean to the people who speak them. They will reflect on our assumptions and reactions to the language of different groups and search for the source of those reactions. Students will also analyze their language rituals and what role these rituals play in interpersonal relationships. Areas of study will also include the nature of the language faculty, the effects of human interaction on its development, and how language is processed by the brain.
Prerequisite(s): None.
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ENG 280 CUX - Introduction to Literary Study
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
Required for all newly-declared English majors. This course provides students with the critical tools needed to perform upper-division literary analysis in English courses. The course defines literary studies and its subfields as scholarly disciplines, reviews fundamentals of literary interpretation, and establishes a timeline of literary periods and movements. Further, the course examines various critical perspectives and theories. Students will develop an understanding of the critical frameworks that provide the assumptions, strategies, and techniques that inform how we read literature for critical interpretation.
Course Fee: W tag.
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ENG 281 CI - Introduction to Literary Studies
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
An Introduction to the study of Literature required for English majors and focusing on genre, research methods, and critical approaches. In the twenty-first century, navigating the world of interpretation also means learning how to work with information technology, and how to use technological tools for scholarly and creative work. Students will not only read about critical digital practices, they will become practitioners of digital information science and critical digital humanities projects. Librarians will help guide instruction in information technology tools and methodologies, and students will build projects that make use of critical digital methodologies within a digital humanities platform.
Offered Spring
Prerequisite(s): ENG 110 Â or W tag.
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ENG 300 - Advanced Writing
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
Writing for specific audiences and purposes. Topics may include professional organizational writing, academic/scholarly writing, or environmental writing.
Prerequisite(s): W tag.
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ENG 301 X - Magazine Writing
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
Students will read and discuss outstanding examples of magazine writing published in the previous year, then produce four magazine length articles or features of their own modeled on their readings. They will be encouraged to bring their skills up to a professional level and submit their work to our college newspaper, as well as outside publications that fall within their interests. Students will learn proper journalistic organization, diction and attribution, and interviewing techniques. Attention will be devoted to issues of libel law and plagiarism.
Prerequisite(s): ENG 201 .
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