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Education |
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EDUC 317 - Science: Integrated Learning Experiences (3)
This course is designed to prepare the early childhood education teacher education candidates to teach science to students in grades PK-3. Candidates are prepared to plan activities and teach skills appropriate for the diverse needs of their students. Attention is paid to exploring and developing knowledge about the natural world, promoting the curiosity of young children, meeting the challenges of inquiring minds through concepts in science. The course prepares candidates to plan and implement lessons, with appropriate assessments, that will stimulate students’ development of science concepts and skills and that are based on state and national standards. Students must have been admitted into Teacher Education Program in order to enroll in this course. This course includes extensive field experience. Corequisite(s): EDUC 314 and EDUC 315 and EDUC 316 and EDUC 318
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EDUC 318 - Social Studies: Integrated Learning Experiences (3)
This course is designed to prepare the early childhood education teacher education candidates to teach social studies to students in grades PK-3. Candidates are prepared to plan activities and teach skills appropriate for the diverse needs of their students. Attention is paid to becoming better citizens, exploring our global connections, both as individuals and learning communities. The course prepares candidates to plan and implement lessons, with appropriate assessments, that will stimulate students’ development of social studies concepts and skills and that are based on state and national standards. Students must have been admitted into Teacher Education Program to enroll in this course. This course includes extensive field experience. This course must be taken with EDUC 314 , EDUC 315 , EDUC 316 and EDUC 317 . Corequisite(s): EDUC 314 and EDUC 315 and EDUC 316 and EDUC 317
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EDUC 350 - Issues in Second Language Acquisition: Theory and Practice (4)
This course is designed to cover material for students in the TESOL Endorsement program and will include: history, development and current theories of second language acquisition. Variables affecting language learning and terminology associated with the many aspects of TESOL will also be covered.
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EDUC 351 - Curriculum, Assessment and Pedagogy (3)
The course prepares teacher education candidates for facilitating learning students. Candidates are provided with an in-depth study of the knowledge, dispositions, and skills for beginning teachers through an analysis of the critical teaching tasks of acquiring, processing, and organizing content knowledge; designing and utilizing multiple assessments; and employing multiple instructional strategies. They are prepared to apply knowledge of current research and national, Ohio and local guidelines, including Ohio’s Content Curriculum Standards, in their areas of licensure. Candidates develop units of study, prepare lesson plans independently and in collaboration with others for interdisciplinary learning experiences, and implement reflective teaching lessons. Includes field-based experience. Prerequisite(s): 0 credits;
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EDUC 352 - Language Arts Pedagogy for Middle Childhood (2)
This course is designed to prepare middle childhood education candidates to teach language arts to students in grades 4-9. The course prepares candidates to teach reading, writing, listening/visual literacy, and oral communications using appropriate instructional methods, learning activities, and materials based on the Common Core Standards for English Language Arts and National Council of Teachers of English standards. Candidates also learn to assess student outcomes and to collect and analyze data to evaluate student achievement as well as reflect on their own teaching. The course includes an intensive field experience. Prerequisite(s): Admittance into Teacher Education Program.
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EDUC 353 - Mathematics Pedagogy for Middle Childhood (2)
This course prepares middle school and adolescent to young adult teacher education candidates to teach mathematics to students in grades 4-9. Candidates are prepared to use manipulatives, graphing calculators, and a variety of resource materials to plan mathematical tasks and activities appropriate for the diverse needs of students. The course prepares candidates to plan lessons, with appropriate assessments, that will stimulate students’ development of mathematical concepts and skills and that are based on the Ohio Academic Content Standards for mathematics and the National Teachers of Mathematics Standards. This course includes extensive field experience. Prerequisite(s): Admittance into Teacher Education Program.
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EDUC 354 - Science Pedagogy for Middle Childhood (2)
Recent research on the pedagogy of teaching science to middle childhood will be discussed. Science teaching topics include misconceptions, safety, and legal concerns. Students will design and implement inquiry and technology based lessons using the Ohio Academic Content Standards and the National Science Education Standards. Students must pass all areas of Science Teaching Exit Portfolio. Prerequisite(s): Admittance into the Teacher Education Program.
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EDUC 355 - Social Studies Pedagogy for Middle Childhood (2)
This course prepares middle school and adolescent to young adult teacher education candidates to teach social studies to students in grades 4-9. Candidates are prepared to plan tasks and activities appropriate for the diverse needs of their students. Attention is paid to becoming better citizens, exploring our global connections, both as individuals and learning communities. The course prepares candidates to plan and implement lessons, with appropriate assessments, that will stimulate students’ development of social studies concepts and skills and that are based Ohio Academic Content Standards and the National Social Studies Standards. This course includes extensive field experience. Prerequisite(s): Admittance into the Teacher Education Program.
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EDUC 356 - Language Arts Pedagogy for Adolescents to Young Adults (2)
This course is designed to prepare adolescent to young adult education candidates to teach language arts to students in grades 7-12. The course prepares candidates to teach reading, writing, listening/visual literacy, and oral communications using appropriate instructional methods, learning activities, and materials based on the Common Core Standards for English Language Arts and National Council of Teachers of English Standards. Candidates also learn to assess student outcomes and to collect and analyze data to evaluate student achievement as well as reflect on their own teaching. The course includes an intensive supervised field experience. Prerequisite(s): Admittance into the Teacher Education Program.
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EDUC 357 - Mathematics Pedagogy for Adolescents to Young Adults (2)
This course prepares middle school and adolescent to young adult teacher education candidates to teach mathematics to students in grades 7-12. Candidates are prepared to use manipulatives, graphing calculators, and a variety of resource materials to plan mathematical tasks and activities appropriate for the diverse needs of students. The course prepares candidates to plan and implement lessons, with appropriate assessments that will stimulate students’ development of mathematical concepts and skills and that are based the Ohio Academic Content Standards for Mathematics and the National Teachers of Mathematics Standards. This course includes extensive field experience. Prerequisite(s): Admittance into the Teacher Education Program.
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EDUC 358 - Science Pedagogy for Adolescents to Young Adults (2)
Recent research on the pedagogy of teaching science to adolescents and young adults will be discussed. Students will design lessons that include science instructional strategies such as inquiry, integration of technology, laboratory, and field-based experiments using the Ohio Academic Content Standards and the National Science Education Standards. Students must pass all areas of Science Teaching Exit Portfolio. Prerequisite(s): Admittance into the Teacher Education Program.
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EDUC 359 - Social Studies Pedagogy for Adolescents to Young Adults (2)
This course prepares middle school and adolescent to young adult teacher education candidates to teach social studies to students in grades 4-9. Candidates are prepared to plan tasks and activities appropriate for the diverse needs of their students. Attention is paid to becoming better citizens, exploring our global connections, both as individuals and learning communities. The course prepares candidates to plan and implement lessons, with appropriate assessments that will stimulate students’ development of social studies concepts and skills and that are based on Ohio Academic Content Standards and the National Social Studies Standards. This course includes extensive field experience. Prerequisite(s): Admittance into the Teacher Education Program.
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EDUC 360 - Studies in English Language Structure and Linguistics (4)
This course will guide students through the linguistic and theoretical basis for the study of language structure and then focus specifically on English. Practical strategies will be discussed for teaching English in the five skill areas: reading, writing, grammar, listening and speaking. Class material in phonology, morphology, and syntax will be covered to help students consider these various skill areas.
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EDUC 361 - Health Pedagogy for Pre-School Through Young Adults (3)
This course is designed to prepare multi-age health teacher education candidates to teach health to students from preschool to young adult. The acquisition, processing, and organization of content knowledge for health, preschool to young adult, are explored. Multiple assessment strategies are developed and their utilization is explored. Multiple instructional strategies for facilitating the learning of health, preschool to young adult, are identified and created. Prerequisite(s): Admittance into the Teacher Education Program.
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EDUC 363 - Pedagogy for Early and Middle Childhood Vocal Music Programs (3)
This course is designed to prepare multi-age music teacher education candidates to teach vocal music to children and young adolescents, pre-kindergarten through grade 6. Attention is given to the role music plays in the ways students construct knowledge and acquire skills; preparing candidates to employ multiple strategies and opportunities for active student engagement in learning music; and developing an understanding that independent thinking, creativity and self expression are fostered by a quality music education. Candidates are prepared to design, guide, adapt and modify experiences in which learners with different skill levels, backgrounds, learning and performance styles and disabilities are engaged and can achieve. Attention is given to identifying and designing appropriate learning experiences for oneself as a teacher that are aligned with state and national standards. Prerequisite(s): Admittance into the Teacher Education Program.
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EDUC 364 - Pedagogy for Early and Middle Childhood Education: Physical Education (3)
This course is designed to prepare multi-age physical education teacher education candidates to teach physical education to children and young adolescents, from pre-kindergarten through grade 9. The course prepares candidates to demonstrate with competence, develop appropriate sequences for, and create and use appropriate instructional cues and prompts to teach the critical elements of basic motor skills, rhythms and physical activities. This course also includes a significant field-based experience with self-analysis and evaluation, under the supervision of university faculty and cooperating teachers. Prerequisite(s): Admittance into the Teacher Education Program.
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EDUC 365 - Visual Arts Pedagogy for Early and Middle Childhood Education (2)
This course is designed to prepare multi-age visual arts teacher education candidates to teach visual arts to children; young adolescents; and young adults–pre-kindergarten through grade 12. Candidates are prepared to design and employ multiple opportunities for actively engaging students in learning art; encouraging students to assume responsibility for their own learning; and create, adapt and modify learning experiences and lessons, based on students needs and changing circumstances. Candidates are prepared to design varied strategies and procedures for motivation and assessment that considers art production, history, criticism and individual growth and development. This course is to be taken with EDUC 369 . Prerequisite(s): Admittance into the Teacher Education Program.
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EDUC 367 - Pedagogy for Instrumental Music Programs (3)
This course is designed to prepare multi-age music teacher education candidates to teach instrumental music to young adolescents through young adults. Attention is given to the role music plays in the ways students construct knowledge and acquire skills; preparing candidates to employ multiple strategies and opportunities for active student engagement in learning music; and developing an understanding that independent thinking, creativity and self expression are fostered by a quality music education. Attention is given to identifying and designing appropriate learning experiences for oneself as a teacher that are aligned with state and national standards. Prerequisite(s): Admittance into the Teacher Education Program.
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EDUC 368 - Physical Education Pedagogy for Pre-Schools through Young Adults (3)
This course is designed to prepare multi-age physical education teacher education candidates to teach physical education to students from pre-school to young adult. The course prepares candidates to demonstrate with competence, develop appropriate sequences for, and create and use appropriate instructional cues and prompts to teach the critical elements of basic motor skills, rhythms and physical activities; and concepts and strategies related to skillful movement, and physical activity. Candidates learn how to support and encourage learner expression through movement, and to incorporate interdisciplinary learning experiences that allow learners to integrate knowledge and skills from multiple learning areas. State and national standards are used to frame instruction and assessment. Candidates are also prepared to design varied instruments and procedures for instructional assessment, interpret assessment data and provide assessment results to students, parents and others. Prerequisite(s): Admittance into the Teacher Education Program.
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EDUC 369 - Visual Arts Pedagogy for Adolescents to Young Adults (2)
This course is designed to prepare multi-age visual arts teacher education candidates to teach visual arts to students from adolescent to young adult, grades pre-K through 12. Attention is given to designing, assisting and practicing instruction in a meaningful field experience context with a master cooperating teacher and preparing a variety of authentic assessment responses that will be useful in making instructional and managerial decisions regarding extended aspects of teaching and learning in the visual arts. This course is to be taken with EDUC 365 . Prerequisite(s): Admittance into the Teacher Education Program.
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EDUC 370 - Sociolinguistics and Culture (4)
Topics for the course include: bilingualism, dialects, ethnic group membership, gender, religion, social class and educational level as it impacts on the identity of individuals. Understanding and appreciating uniqueness and differences will allow students in the TESOL Endorsement program to effectively design learning environments for all students.
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EDUC 371 - Reading for Learning (2)
This course develops understanding and acceptance of the importance of reading as a means to learning, to accessing information, and to enhancing the quality of life. Students will come to recognize the importance of embedding reading instruction in a meaningful context for the purpose of accomplishing specific, authentic tasks. In addition, they will acquire strategies that are necessary for teaching content area reading. This course is for Music Education majors only. Prerequisite(s): 0 credits;
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EDUC 374 - Content Area Reading (3)
This course develops understanding and acceptance of the importance of reading as a means to learning, to accessing information, and to enhancing the quality of life. Students will come to recognize the importance of embedding reading instruction in a meaningful context for the purpose of accomplishing specific, authentic tasks. In addition, they will acquire specific strategies that are necessary for teaching content area reading. Content Area Reading includes on site or school based clinical experiences.
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EDUC 375 - Reading Difficulties: Assessment and Intervention (3)
Education students will learn how to administer and score developmentally appropriate reading assessments for K-12 students. Included in the course will be running records/miscue analysis of grade leveled passages, early intervention tasks, analytic spelling tests, fluency measures, and comprehension assessment. These assessments results will be used to plan lessons that are focused on the strengths and needs of individual students K-12 and to provide evidence of reading achievement for individual students K-12. This course includes tutoring of children. Prerequisite(s): EDUC 141 ;
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EDUC 380 - Assessment, Evaluation and Program Development in TESOL (4)
Students in the class will work toward skills in the development of lessons for ESOL (English for speakers of other languages) students that reflect Ohio’s grade-level learning outcomes. They will select, create, and adapt resources to support ESOL students’ language and literacy development and content area achievement. They will use age-appropriate assessment procedures, interpret data to make instructional decisions, communicate assessment results to learners and their caregivers, and develop strategies to encourage learners to use assessment results to make decisions about their own learning.
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EDUC 381 - Diagnostic Teaching of Students with Mild/Moderate Disabilities (3)
This course prepares intervention specialist teacher education candidates to assess and instruct students with mild to moderate disabilities. Includes a clinical experience in an after-school tutoring program which may occur outside of scheduled class time. Field work is required outside of class time. Must take course prior to student teaching. Prerequisite(s): EDUC 211 or EDUC 221 ; EDUC 313 . Field work is required outside of class time. Must take prior to student teaching.
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EDUC 382 - Effective Behavior Modification for Students with Mild/Moderate Disabilities (3)
This course prepares teacher education candidates to work with exceptional children with mild to moderate disabilities. A focus will be on children with emotional/behavioral disorders. Includes a field-based with children with emotional and behavioral disabilities. Prerequisite(s): ; Must take course prior to student teaching.
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EDUC 400 - Practicum-Classroom Observation and Practice Teaching (5)
The TESOL practicum consists of classroom observation and practice teaching through direct experience. These experiences will allow the student to demonstrate knowledge, dispositions, and skills for the ten performance areas required of teachers in the State of Ohio. Two university-faculty members, one, each from the University’s ESL and the Department of Education will serve as supervisors.
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EDUC 401 - Developing As a Professional IV (2)
This is the last course in a four course sequence designed to provide teacher education candidates with an ongoing awareness, exploration, commitment, development, and refinement of the knowledge, dispositions, and skills expected of entry year teachers in Ohio’s performance-based licensure program. Culminating expectations for Capital University’s teacher education program are addressed and a review is made of the underlying professional commitments, dispositions and values upon which the program is based. Attention is given to a candidate’s responsibility to serve as an advocate on behalf of students and their families, improved quality of programs and services for students, and enhanced professional status and working conditions for all educators. Overriding themes of this four course sequence are classroom management, diversity, and technology. Prerequisite(s): The passing of all required state licensure exams. Corequisite(s): EDUC 402
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EDUC 402 - Inquiry:Theory Into Practice (3)
The course provides a study of research designs appropriate for action research in classrooms and schools. Students create and carry out a research study focused on improving their practice that may address content, pedagogy, or management issues identified through self-evaluation and reflection. Students learn group processing protocols and meet in learning groups to examine their practice and research. In addition, legal issues, legislation and other public policies affecting all children and all families are addressed. Prerequisite(s): The passing of all required state licensure exams. Corequisite(s): EDUC 401
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EDUC 410 - Student Teaching: Early Childhood Education (5)
Student Teaching is an intensive fourteen week experience in an appropriate school setting. The experience allows the candidate to demonstrate the knowledge, dispositions, and skills of the ten performance areas for entry year teachers in the State of Ohio under the direct supervision of school and university personnel. Candidates conduct ongoing reflection, analysis, and evaluation of the experience. Candidates in Early Childhood Education must complete experiences in two different settings, serving children of two different age groups with varying abilities. Prerequisite(s): The passing of all required state licensure exams. Corequisite(s): EDUC 401 and EDUC 402
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EDUC 420 - Student Teaching: Middle School (5-10)
Student Teaching is an intensive fourteen week experience in an appropriate school setting. The experience allows the candidate to demonstrate the knowledge, dispositions, and skills of the ten performance areas for entry year teachers in the State of Ohio under the direct supervision of school and university personnel. Candidates conduct ongoing reflection, analysis, and evaluation of the experience. Candidates in Middle Childhood Education must complete experiences in both levels of concentration during Student Teaching. Corequisite(s): EDUC 401 and EDUC 402
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EDUC 430 - Student Teaching: Adolescents to Young Adult (5-10)
Student Teaching is an intensive fourteen week experience in an appropriate school setting. The experience allows the candidate to demonstrate the knowledge, dispositions, and skills of the ten performance areas for entry year teachers in the State of Ohio under the direct supervision of school and university personnel. Candidates conduct ongoing reflection, analysis, and evaluation of the experience. Corequisite(s): EDUC 401 and EDUC 402
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EDUC 440 - Student Teaching: Multi-Age (5-10)
Student Teaching in Art, Health and Physical Education is an intensive fourteen week experience in appropriate school settings. The experience allows the candidate to demonstrate the knowledge, dispositions, and skills of the ten performance areas for entry year teachers in the State of Ohio under the direct supervision of school and university personnel. Candidates in Multi-Age Education must complete experiences in two different settings, serving children of two different program levels. Corequisite(s): EDUC 401 and EDUC 402 .
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EDUC 441 - Student Teaching Elementary Music Education (5)
Student Teaching is an extensive twelve-week experience in an elementary/middle/secondary school music setting. Candidates conduct ongoing reflection, analysis, and evaluation of the experience.
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EDUC 442 - Student Teaching Secondary Music Education (5)
Student Teaching is an intensive twelve-week experience in an elementary/middle/secondary school music setting. Candidates conduct ongoing reflection, analysis, and evaluation of the experience.
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EDUC 450 - Student Teaching: Intervention Specialist (5-10)
Student Teaching is an intensive experience in two appropriate school settings. The experience allows the candidate to demonstrate the knowledge, dispositions, and skills of the ten performance areas for entry year teachers in the State of Ohio under the direct supervision of school and university personnel. Candidates conduct ongoing reflection, analysis, and evaluation of the experience. Candidates in Intervention Specialist Education must complete experiences in two different settings, serving children of two different program levels of Mild/Moderate programs. Prerequisite(s): EDUC 381 and EDUC 382 Corequisite(s): EDUC 401
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EDUC 490 - Interprofessional Cultural Competency for Human Service Professions (1)
This course is designed to complement fieldwork and clinical experiences in nursing, education, and social work. Students will be engaged in the process of identifying, assessing, and enhancing their own cultural competency through standardized measures as well as reflections on field-based experiences. Areas to be addressed are: cultural desire, cultural awareness; cultural knowledge; cultural skills; and cultural encounters. The course will facilitate engagement in a culturally sensitive progression from ethnocentrism to ethnorelativism. Prerequisite(s): , .
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EDUC 491 - Individual Study (1-6)
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EDUC 493 - Selected Topics (1-12)
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EDUC 495 - Internship (1-12)
The internship program allows the student to become a co-teacher in a public school for an entire school year calendar. The intern receives a stipend and is under contract to the public school system. Students who wish to intern must carefully plan their program from the initial stages of their college experience in order to have course work completed prior to the internship. A student’s student teaching experience is a component of the internship.
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Electronic Media and Film |
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EMF 100 - Pre-Professional Studies (0-3)
Experiential learning opportunity within radio, television or film. Repeatable for a maximum of six hours.
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EMF 141 - Introduction to Film (3)
An introduction to film analysis and a survey of the history of film from its beginnings to the present. This course is recommended for English majors and others who are interested in film theory, teaching film analysis and appreciation, or reviewing film for newspapers or magazines. Offered fall semester of even-numbered years.
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EMF 193 - Selected Topics (1-6)
Repeatable under different topics.
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EMF 232 - Media Writing (3)
Learn basic principles, structure and format for screenwriting, copy writing, and social media writing. Includes film, television, radio, commercial and social media scripts and stories. (Same course offered as ENGL 222.) Offered in fall. Prerequisite(s): COMM 131 .
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EMF 241 - Film Criticism (3)
The study of film, film theory and film criticism. Students will read works by film critics, but also will write their own critiques of films watched in class. Offered in fall of odd-numbered years.
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EMF 293 - Selected Topics (1-6)
Repeatable under different topics.
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EMF 300 - Advanced Pre-Professional Studies (0-3)
Advanced experiential learning opportunity within radio, television or film. Repeatable for a maximum of 6 hours. More than credits per semester requires permission of instructor. Prerequisite(s): EMF 100
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EMF 333 - Video Production (3)
Fundamentals of camera, lighting, sound, editing, and storytelling in regards to the production process. Emphasis on single-camera production.
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EMF 336 - Broadcast Sound Production (3)
Fundamentals of sound, radio, announcing, audio management and auditory storytelling for effective communication with sound. Emphasis on both radio and Foley productions.
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EMF 337 - Media Management & Promotion (3)
Principles of media management with an emphasis on business management, marketing, social networking, promotion, sales, and audience analysis. Typically offered in fall of odd-numbered years. Prerequisite(s): COMM 131 and junior standing.
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EMF 339 - Motion Graphics (3)
This course explores media technologies with an emphasis on motion graphic design. This course introduces and develops essential skills in color grading, 2D animation, image design, video compositing, special effects, and the distribution of linear media for television, web, and mobile devices.
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EMF 341 - Gender and Film (3)
Students will examine how film reflects, reinforces and redefines cultural assumptions about masculinity and femininity. Students will watch and, using theoretical perspectives discussed in class, analyze selected films. (Same course offered as .)
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EMF 342 - Horror Films and Their Audiences (3)
This course traces the development of the horror film. This class also explores the relationship between horror and society.
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EMF 343 - Major Directors (3)
This course provides an in-depth consideration of one or two major directors/auteurs. Topics will vary. Repeatable under different topics.
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EMF 344 - Film Genre Studies (3)
In this course, students will engage in an in-depth critical analysis of film genre. Topics will vary. Repeatable under different topics.
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EMF 345 - Screenwriting (3)
Students are introduced to the elements of screenwriting (e.g., 3-act structure, proper screenplay format, conflict, plot, character, point of view, dialogue, step outline, and treatment). Students write, revise, and critique screenwriting in a structured workshop setting. Prerequisite(s): UC 110 ;
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EMF 393 - Selected Topics (3)
Repeatable under different topics.
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EMF 433 - Advanced Video Production (3)
Advanced study and performance of production fundamentals with an emphasis on producing, directing and storytelling. Emphasis on single-camera productions. Prerequisite(s): .
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EMF 491 - Individual Study
Specialized study in an area of radio, television or film under the supervision of a faculty member with an approved format. Repeatable to a maximum of 12 hours.
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EMF 493 - Selected Topics (1-6)
Repeatable under different topics.
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EMF 495 - Media Internship (0-12)
Qualified students are placed in radio and television stations, media production houses or in similar organizations. Offered every semester.
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English |
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ENGL 100 - Basic Writing (3)
This course engages students in the full writing process-invention, drafting, revising, and editing-to prepare them for the rigors of Gen. Ed. 1 and for academic writing in general. Basic Writing focuses on composing essays and is not a grammar review course, though editing concerns are covered. Students who have taken UC 110 may not take English 100 for credit or to fulfill an elective requirement in any major or minor. Taken Pass/Fail only. Note: ENGL 100 does not meet GEN ED Goal #1.
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ENGL 102 - Writing for International Students (3)
English 102 is designed specifically for non-native English speakers who have reached the 500 TOEFL level. Assignments will focus on preparing students for the Gen. Ed. requirement in writing. This course covers the same material as , but is tailored specifically for students who are writing in a second language.
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ENGL 122 - Media and Society (3)
Critical approaches to multiple media texts, examining their creation, development, and relationships to society and culture. (Same course offered as COMM 131 .)
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ENGL 150 - Introduction to Literature (3)
This course is a study of a variety of poems, short stories, plays and novels from a range of historical and geographical backgrounds. Students will develop skills for critically analyzing and clearly writing about texts.
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ENGL 204 - Creative Writing (3)
Gen Ed Goal #6. A disciplined workshop in fiction, poetry and creative non-fiction.
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ENGL 211 - Critical Writing for English Majors (3)
Students will study critical approaches to understanding literature and practice using them in writing analytical papers. They will also investigate key issues and controversies within the discipline and begin to formulate their own literary theory.
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ENGL 223 - Newswriting and Reporting (3)
Introduction to basic journalism techniques of investigation, interviewing, reporting, writing and photography.
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ENGL 230 - New Media and Writing (3)
Exploration of roles and uses of new media in composition. Special attention paid to topics such as identity construction and performance, visual rhetoric, digital divide, and intercultural communication in the information age.
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ENGL 240 - Genre Studies: Fiction 3
Focusing on narrative structure, technique, and theory, this course surveys great works of fiction from throughout history, from Maupassant and Poe to David Foster Wallace and Joyce Carol Oates.
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ENGL 241 - Genre Studies:Modern Short Story (3)
A study of the short story in the 20th and early 21st centuries. Authors may include Hemingway, James Baldwin, James Joyce, Flannery O’Connor, Raymond Carver, and contemporary short story writers.
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ENGL 243 - Genre Studies:Poetry (3)
Focusing on prosody, voice, theme, and poetic devices, this course introduces students to the complex task of reading and interpreting great poems from throughout history.
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ENGL 245 - Genre Studies:Drama (3)
Study of a single literary genre.
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ENGL 247 - Song of Self: Autobiography and Biography (3)
The reading of autobiographies, biographies, journals, letters, and memoirs and the writing of autobiographical and critical essays.
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ENGL 250 - Survey of English Literature I (3)
English literature from the Middle Ages through the early 18th century.
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ENGL 251 - Survey of English Literature II (3)
English literature from the late 18th century to the early 20th century.
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ENGL 255 - Survey of American Literature (3)
American literature from pre-Colonial times to the beginning of the modern period.
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ENGL 260 - Introduction to African Literature (3)
This non-Western literature course provides survey and analysis of traditional and contemporary African literatures including fiction, poetry and drama in relationship to their social, economic and political environments.
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ENGL 263 - Introduction to Latin American Literature (3)
This introductory course in non-Western literature explores fiction, poetry, and other literary genres from Central and South America. It focuses on the twentieth century and considers this literature in its social and political contexts. (Students may not take both this course and SPAN 355 for credit. Only one will count.)
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ENGL 270 - Black Women Writers (3)
The course provides an intensive study of African-American women writers with an emphasis on the explosive creative period of the last 50 years.
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ENGL 275 - Native American Literature (3)
The course provides a study of oral and written literatures of Native Americans, emphasizing the writing of men and women from the last half of the 20th century. Works are presented in their historical and cultural contexts.
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ENGL 280 - Detective Fiction (3)
A chronological introduction to the genre, with an emphasis upon recent revisions and re-imagings of traditional themes, characters, plots, and settings, including the continuing creative intersection of detective fiction with film.
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ENGL 282 - Contemporary American Fiction (3)
This course covers American fiction from the 1980s to the present. It considers these works as imaginative responses to contemporary culture and aesthetic accomplishments.
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ENGL 290 - Mythology (3)
A study of myth, primarily Greek, Roman and Norse, as expressions of the human imagination and as influences on other forms of literature. Topics may vary.
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ENGL 301 - Poetry Writing (3)
Students read, write and revise contemporary poetry in a workshop setting, learn about the basics of publishing, and attend local readings. Repeatable for credit up to six hours.
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ENGL 302 - Fiction Writing (3)
Students write, revise and critique fiction in a structured workshop setting, learn about the basics of the publishing industry and attend local literary readings. Repeatable for credit up to six hours.
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ENGL 303 - Creative Non-Fiction (3)
Students read, write, and revise creative non-fiction in a workshop setting, study forms of non-fiction and elements of craft, and learn about the basics of publishing creative non-fiction on a local and national level. Repeatable for credit up to six hours.
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ENGL 310 - Writing in the Professions (3)
General coverage of the writing activities and tasks commonly encountered in business and technical communication; focused attention will be given to business and technical report writing, proposal writing, and other writing tasks often completed in the corporate and non-profit sectors. (Same course offered as COMM 350 .)
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ENGL 320 - Editing (3)
Development of advanced journalistic and publishing techniques needed to work in a professional environment.
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ENGL 321 - Layout and Design (3)
Coverage of the principles guiding layout and design of multiple facets of print publication. Topics may include layout and design of newspapers, magazines, newsletters, flyers, brochures, booklets, and other documents. Students will also gain practice in implementing these principles using industry-standard software platforms. (Same course as PR 361 .)
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ENGL 322 - Magazine Article Writing (3)
This course focuses on research and writing skills needed to write a variety of non-fiction pieces for magazines. The business of freelance writing, including query letters, contracts and rights, will be addressed.
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ENGL 323 - Chimes: Reporting Practicum (1)
Supervised practicum in reporting and writing for the campus newspaper.
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ENGL 324 - Chimes: Editing Practicum (1)
Supervised practicum in editing for the campus newspaper.
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ENGL 325 - Chimes: Design Practicum (1)
Supervised practicum in layout and design or web page production for the campus newspaper.
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ENGL 326 - Ethics, Law and Media (3)
What is privacy when cameras and social media can report nearly everything we do? Why can the media portray famous people in a bad light? Laws of libel, privacy and obscenity will be explored in addition to First Amendment theories and case studies in ethics. (Same course offered as .)
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ENGL 330 - Technical Writing and Editing (3)
Combines theory and practice of producing various types of technical documents for business, industry, government, academia and social media. Introduces the concept of ‘level of edit’ to extend the understanding of editing writing, revising, and editing a number of documents including instructions, definitions, descriptions and reports.
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ENGL 336 - Writing for the Web (3)
Emphasis on theory, practices, and principles of producing effective online documentation. The course establishes an ongoing discussion of various topics in web design - from the meanings of color and font to multicultural usability and internet commerce - and offers multiple opportunities for hands-on exploration of those topics through work on personal websites and client projects. (Same course offered as .)
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ENGL 340 - English Language (3)
A study of the development and grammar of English including the history of the language, its structure, and the acquisition of language by native speakers.
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ENGL 343 - Shakespeare (3)
More than any other individual writer, Shakespeare influenced the rhythms, the lexicon, the stylistic possibilities of modern English writing. This course explores the contributions Shakespeare made to literature through a study of his poems and plays. Emphasis is placed on both page and stage: textual analysis and considerations of performance issues.
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