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2019-2020 Catalogue [ARCHIVED CATALOG]
Courses
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Earth Sciences |
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ESCI 20500 - Earth Materials Course Credit: 1.25
(ARCH, GEOL, GSCI)
EARTH MATERIALS Our global society relies on minerals, rocks, and soil for life, agriculture, and industry. This course introduces the ways that we characterize and study Earth materials. The processes that control the formation and evolution of Earth materials in different tectonic and environmental settings provide the framework for learning how to analyze physical, optical, and chemical properties. Economic importance and potential health hazards will also be explored. Three hours of lecture and three hours of lab weekly. (1.25 course credits) Prerequisite(s): 1 100-level ESCI (or GEOL) course; ESCI-20500L Annually. [MNS]
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ESCI 21500 - Paleoecology Course Credit: 1.25
(ENVS, GEOL, GSCI)
PALEOECOLOGY ESCI 21500 is a lab course introducing concepts of paleoecology, the ecology of the prehistoric past. Paleoecology employs concepts of geology and biology to investigate the distribution of fossils through geological time, concentrating on ecological controls such as climate change, biogeochemistry, symbiosis, and evolution. Paleoecology is done at a range of scales from local communities to biotic realms, and from abrupt events through long-term evolutionary changes. Three hours of lecture and three hours of laboratory weekly. Prerequisite(s): 1 100-level ESCI (or GEOL) or BIOL course; ESCI-21500L Alternate Years. [MNS]
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ESCI 22000 - Invertebrate Paleontology Course Credit: 1.25
(GEOL, GSCI)
INVERTEBRATE PALEONTOLOGY Paleontology is the study of ancient life, and invertebrates are protists and animals without backbones. This course is an exploration of the invertebrate fossil record with an emphasis on how these fossils are critical for understanding evolution, geologic time, and ancient environments. Techniques covered in this course include fossil identification, field collecting, specimen preparation, and paleoecological interpretation. Three hours of lecture and three hours of laboratory weekly. Fieldtrips required. (1.25 course credits) Prerequisite(s): 1 100-level ESCI (or GEOL) course, or BIOL-20200; ESCI-22000L Alternate Years. [MNS, W]
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ESCI 25000 - Intro to Geographic Info Systems (GIS) Course Credit: 1
(ARCH, ENVS, GEOL, GSCI)
INTRODUCTION TO GEOGRAPHIC INFORMATION SYSTEMS A lab-intensive introduction to the basic concepts in computer-based GIS. Students will learn how acquire, design, read, and analyze spatial data in order to solve problems in a variety of disciplines, with emphasis on the natural and environmental sciences. They will also learn basic principles of cartography (map-making) and data presentation. The primary platform used will be ArcMap by ESRI and Microsoft Excel, but the techniques learned are applicable to other software packages. Three hours of lecture weekly. [MNS]
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ESCI 27000 - Paleoclimate Course Credit: 1.25
(ARCH, ENVS, GEOL, GSCI)
PALEOCLIMATE The study of past climate change is an environmental science that can help interpret the past, explain the present, and anticipate future change and climate impacts. After an overview of Earth’s ocean-atmosphere system and energy balance, we will explore the Quaternary (last 2 million years) focusing on dating methods and techniques of reconstructing past climates through field and lab projects. Labs include computer modeling, analysis of time series and field projects extracting lake sediment cores and collecting and processing tree-ring data. Three hours of lecture and three hours of laboratory weekly. Fieldtrips required. Prerequisite(s): 1 100-level ESCI (or GEOL) course; ESCI-27000L Alternate Years. [MNS, Q]
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ESCI 27500 - Modern Climate Change Course Credit: 1
(ENVS, GEOL, GSCI)
MODERN CLIMATE CHANGE Climate change is one of the greatest global and environmental issues of our time. This environmental science course begins with a deep look at the physical science behind modern climate change, from Earth’s energy balance, to ocean and atmospheric circulation, to the carbon cycle. Real climate data from weather stations and remote sensing instruments are examined, as are climate projections from modern climate models. Includes an overview of climate change impacts and the inherent environmental injustice therein. The history of climate change policy and mitigation will also be considered, especially efforts through the UN. Three hours of lecture weekly. Prerequisite(s): 1 100-level ESCI (or GEOL) course Alternate Years. [MNS, SJ]
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ESCI 28000 - Hydrology Course Credit: 1.25
(ENVS, GEOL, GSCI)
HYDROLOGY Hydrology is the geological and environmental science that examines how water cycles through various Earth systems, including atmospheric water vapor, river discharge, seasonal snowpack, and groundwater. Students will perform quantitative analysis of real hydrological data and apply physical principles in hydrology to problems in water resources. Topics covered include the calculation of river discharge and flood frequency, watershed analysis, groundwater recharge, western US water laws, and the impacts of climate change on water resources. Three hours of lecture and three hours of laboratory weekly. Prerequisite(s): 1 100-level ESCI (or GEOL) course; ESCI-28000L Annually. [MNS, Q, QL]
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ESCI 29901 - Statistics for Earth Scientists Course Credit: 1.25
(ENVS, GEOL, GSCI)
STATISTICS FOR EARTH SCIENTISTS Earth and environmental scientists use a variety of statistical methods to study the interrelated parts of Earth’s system, from comparing the chemical composition of two rock samples, to calibrating satellite sensors, to projecting climate change impacts. In this course, students will apply a combination of core statistical tools, e.g.,tests of difference, correlation, and linear regression) and advanced techniques (e.g., time series analysis, interpolation, and principal components analysis), to real spatial and temporal data. Students will also learn to use the open-source statistical computing language R. Three hours of lecture and three hours of laboratory weekly. Prerequisite(s): 1 100-level ESCI (or GEOL) course; ESCI-29901L [MNS, Q, QL]
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ESCI 33000 - Igneous & Metamorphic Petrology Course Credit: 1.25
(ARCH, GEOL, GSCI)
IGNEOUS AND METAMORPHIC PETROLOGY Igneous and metamorphic processes govern the rock cycle, from the formation of rocks at mid-ocean ridges, through subduction, collision, and continental rifting. Petrologic concepts help us understand the Earth system and societally relevant issues, like natural hazards and resources. This course uses fundamental physical and chemical concepts to analyze the formation and evolution of igneous and metamorphic rocks. Topics include classification and description, structures, phase diagrams, and thermodynamics. Emphasis on optical, petrographic, geochemical methods. Three hours of lecture and three hours of laboratory weekly. Prerequisite(s): ESCI-20500 (or GEOL-20800); ESCI-33000L Alternate Years. [MNS]
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ESCI 33500 - Geochemistry Course Credit: 1.25
(GEOL, GSCI)
GEOCHEMISTRY Geochemistry explores the chemical interactions between and among Earth’s spheres, including the chemistry of the physical environment and anthropogenic impacts. Topics include crystal chemistry, magmatic evolution, isotope systems and their applications, and chemistry of the hydrosphere. Geochemical methods include x-rays, electron beam, and mass spectroscopy. Global geochemical data management is also considered. Three hours of lecture and three hours of lab weekly. Prerequisite(s): ESCI-20500 (or GEOL-20800); ESCI-33500L Alternate Years. [MNS]
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ESCI 34000 - Structural Geology Course Credit: 1.25
(GEOL, GSCI)
STRUCTURAL GEOLOGY Mountain belts are some of the more majestic and scenic landforms on Earth, and they are archives into Earth’s history. GEOL 34000 focuses on the processes and geometry of deformed rocks by examining structures from the mesoscopic to the microscopic scale. Emphasis on fundamental principles, analysis methods, and field/lab-based techniques to solve real-world problems. Understanding structural deformation on Earth is important for many fields, including environmental pollution, the movement of groundwater, and the location of economic resources. Three hours of lecture and three hours of laboratory weekly. Prerequisite(s): ESCI-20000 (or GEOL-20000); ESCI-34000L Alternate Years. [MNS, Q, QL]
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ESCI 34500 - Tectonics and Basin Analysis Course Credit: 1.25
(GEOL, GSCI)
TECTONICS AND BASIC ANALYSIS An examination of the processes responsible for the formation and evolution of tectono-sedimentary basins in order to understand the interplay of tectonic, climatic, and eustatic controls on subsidence mechanisms and sediment accumulation history. Selected tectonic settings and diverse basin types from different geologic time periods will be emphasized. Various petrographic, sedimentologic, stratigraphic, structural, and geophysical data sets will be used in order to model and to analyze basin histories. Three hours of lecture and three hours of laboratory weekly. Prerequisite(s): ESCI-20000 (or GEOL-20000); ESCI-34500L Alternate Years. [MNS, Q, QL]
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ESCI 35000 - Studies in Earth Sciences Course Credit: 1
(GEOL, GSCI)
STUDIES IN EARTH SCIENCE To allow students with significant ESCI background to explore interdisciplinary topics in further detail. Planetary Geology, Geophysics, Desert Geology, Geology of Oil and Gas and others offered when sufficient student interest is shown. Prerequisite(s): ESCI-20000 (or GEOL-20000) [W]
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ESCI 37000 - Sedimentology & Stratigraphy Course Credit: 1.25
(ARCH, GEOL, GSCI)
SEDIMENTOLOGY AND STRATIGRAPHY Sedimentary rocks are formed on the Earth’s surface and thus record the complex changes in environments and climates over geologic time. Stratigraphy is the study of the distribution of these rocks. This course explores the origin of sedimentary rocks with an emphasis on their paleoenvironmental and economic value. Techniques covered include rock identification, petrographic analysis, depositional interpretation, and field studies. Three hours of lecture and three hours of laboratory weekly. Fieldtrips. Prerequisite(s): 1 100-level ESCI (or GEOL) course; ESCI-37000L [MNS, W]
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ESCI 37500 - Geomorphology Course Credit: 1.25
(ARCH, GEOL, GSCI)
GEOMORPHOLOGY Geomorphology is the study of the Earth’s surface; it is an integrative sub-discipline that examines forces and fluxes and the history and evolution of landscapes, through changes in weathering, climate, tectonism, structure, lithology, fluids, volcanism, environmental, and human modifications. Labs are field-intensive and emphasize the glacial, fluvial and built landscapes of Northeast Ohio. Three hours of lecture and three hours of laboratory weekly. Fieldtrips required. Prerequisite(s): 1 100-level ESCI (or GEOL) course; ESCI-37500L [MNS]
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ESCI 39901 - Remote Sensing of Environment Course Credit: 1.25
(GEOL, GSCI)
REMOTE SENSING OF ENVIRONMENT This environmental science course provides students with a theoretical and practical background in remote sensing, data analysis, and environmental application. Students will explore the physical underpinnings of remote sensing systems, available datasets and acquisition techniques, analysis skills, and practical applications. Modules will include topics such as aerial and satellite imaging, thermal imaging, microwave remote sensing, lidar, and global monitoring systems. Students will learn ArcGIS and Python to analyze environmental applications such as urban growth and planning, vegetation assessment, sea surface temperature estimation, archaeological site mapping, and management of large datasets. Three hours of lecture and three hours of laboratory weekly. Prerequisite(s): ESCI-25000 (or GEOL-22000); ESCI-39901L [MNS, Q, QL]
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ESCI 40000 - Tutorial Course Credit: 0.25
Maximum Credit: 1
(GEOL)
TUTORIAL Advanced library, field, and laboratory research problems in Geology and Environmental Geosciences. May be repeated.
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ESCI 40100 - Junior Independent Study Course Credit: 1
(GEOL, GSCI)
JUNIOR INDEPENDENT STUDY Concepts and techniques of Geology and Environmental Geosciences research culminating in a Junior I.S. thesis project. Prerequisite(s): ESCI-20000 (or GEOL-20000)
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ESCI 41000 - Internship Course Credit: 0.25
Maximum Credit: 4
(GEOL, GSCI)
INTERNSHIP A structured, usually off-campus experience, in which a student extends classroom knowledge to a work position within a community, business, or governmental organization. Student interns work and learn under the joint guidance of a host organization supervisor and a College of Wooster mentor. The student must arrange the internship in advance through the appropriate department or program. No more than six internships, and a maximum of four Wooster course credits, will count toward graduation. The form for registering for an internship and the Internship Learning Plan are available in the office of the Registrar.
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ESCI 45100 - I.S. Thesis–Semester One Course Credit: 1
(GEOL, GSCI)
INDEPENDENT STUDY THESIS– SEMESTER ONE An original Earth Sciences investigation is required. An oral presentation is given to the department. Prerequisite(s): ESCI-40100 (or GEOL-40100)
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ESCI 45200 - I.S. Thesis–Semester Two Course Credit: 1
(GEOL, GSCI)
INDEPENDENT STUDY THESIS–SEMESTER TWO An original Earth Sciences investigation is required. An oral presentation is given to the department. Projects result in a thesis and an oral defense. Prerequisite(s): ESCI-45100 (or GEOL-45100)
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East Asian Studies |
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EAST 10000 - Intro to East Asian Studies Course Credit: 1
INTRODUCTION TO EAST ASIAN STUDIES [AH, C]
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EAST 11000 - Introduction to East Asia Course Credit: 1
INTRODUCTION TO EAST ASIA This course provides an overview of the interwoven cultures, politics, and economies of Japan, Korea, and China from earliest times to the present. Topics include shared traditions and their transformations; the legacies and contested histories of conquest and colonialism; trade and its role in the transfer of ideas, techniques, and institutions; and the current revival of regional popular culture. [AH, C, GE]
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EAST 19900 - Topics in East Asian Studies Course Credit: 1
TOPICS IN EAST ASIA
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EAST 40100 - Junior Independent Study Course Credit: 1
JUNIOR INDEPENDENT STUDY A one-semester course that focuses upon the research skills, methodology, and theoretical framework necessary for Senior Independent Study. Annually.
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EAST 45100 - Senior Independent Study Course Credit: 1
SENIOR INDEPENDENT STUDY–SEMESTER ONE The first semester of the Senior Independent Study project, in which each student engages in creative and independent research guided by a faculty mentor and which culminates in a thesis and an oral examination in the second semester. Prerequisite(s): EAST-40100 Annually.
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EAST 45200 - Senior Indepdent Study Course Credit: 1
SENIOR INDEPENDENT STUDY–SEMESTER TWO The second semester of the Senior Independent Study project, which culminates in the thesis and an oral examination. Prerequisite(s): EAST-45100 Annually.
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Economics |
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ECON 10100 - Principles of Economics Course Credit: 1
(BUEC, EDUC, GLIS, URBN)
PRINCIPLES OF ECONOMICS An introductory study of the fundamental principles of the operation of the market system, the determination of national income, and the role of money in the economy. Annually. [HSS, Q, QL]
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ECON 11000 - Quantitative Methods Course Credit: 1
(BUEC, ENVS, GLIS, URBN)
QUANTITATIVE METHODS FOR ECONOMICS AND BUSINESS An introduction to analytical decision-making and its role in business and economic policy. The course includes a discussion of the limitations of quantitative methods and illustrates various techniques with computer applications. Prerequisite(s): Take ECON-10100 [HSS, Q, QL]
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ECON 20100 - Intermediate Micro Economic Theory Course Credit: 1
(BUEC, GLIS)
INTERMEDIATE MICROECONOMIC THEORY The theory of the firm and the industry; the analysis of price determination under market conditions, ranging from pure competition to monopoly; resource allocation. Prerequisite(s): Take ECON-10100 and MATH-10400 (or MATH-10800 or MATH-11000)(May be taken concurrently); MATH-10400, MATH-10800, or MATH-11100. May be taken concurrently. Annually. [HSS]
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ECON 20200 - Intermediate Macro Economic Theory Course Credit: 1
(BUEC, GLIS)
INTERMEDIATE MACROECONOMIC THEORY An analysis of the theory of national income determination, employment, and inflation, including a study of the determinants of aggregate demand and aggregate supply. Prerequisite(s): Take ECON-10100, sophomore standing, or permission of the instructor. Annually. [HSS]
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ECON 20500 - History & Philosophy of Economic Thought Course Credit: 1
HISTORY AND PHILOSOPHY OF ECONOMIC THOUGHT An analysis of the development of economic thought and method, with emphasis on the philosophical bases and historical context for alternative schools of thought. The course will examine the important characteristics of alternative schools of thought (e.g., Marxist, neoclassical, institutional), and will consider the implications of these alternative schools for economic research and policy. Prerequisite(s): Take ECON-10100 [HSS, W]
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ECON 21000 - Applied Regression Course Credit: 1
(BUEC, GLIS, URBN)
APPLIED REGRESSION Application of multiple regression analysis to economics. Particular attention is paid to identifying and correcting the violations of the basic model. Consideration of special topics, including time series analysis, limited dependent variables, and simultaneous models. Prerequisite(s): Take ECON-11000 Annually.
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ECON 23200 - Labor Economics Course Credit: 1
LABOR ECONOMICS An application of economic theory to the labor market, with particular emphasis on the U.S. labor market. Topics include: labor demand, labor supply, human capital theory, theories of labor market discrimination, unions, and inequality in earnings. Prerequisite(s): Take ECON-10100 [D, HSS]
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ECON 24000 - Environmental and Natural Resource, Economics Course Credit: 1
(ENVS)
ENVIRONMENTAL AND NATURAL RESOURCE ECONOMICS An examination of the economic use of natural resources in society: the economic implications of finite resource supplies, renewable resource supplies, and the use of environmental resources with consideration of policy options regarding optimal resource use. Prerequisite(s): Take ECON-10100 [HSS]
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ECON 24500 - Economics of Gender Course Credit: 1
(WGSS)
ECONOMICS OF GENDER An investigation of the relationships between economic institutions (e.g., labor force, family, and government) and the role of women in our society, and the implications of the changing role of women for institutional change. Focus on the way traditional tools of economic analysis have been used to address issues that affect women’s economic status, and on feminist critiques of these methods. Prerequisite(s): Take ECON-10100 Alternate Years. [HSS]
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ECON 25100 - International Trade Course Credit: 1
(GLIS)
INTERNATIONAL TRADE An examination of the basis for international trade. Evaluation of the distributional effects of trade and alternative trade policies. Analysis of free trade areas and economic integration, including the European Union and NAFTA. Prerequisite(s): Take ECON-10100 Alternate Years. [GE, HSS]
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ECON 25400 - Economic Development Course Credit: 1
(GLIS)
ECONOMIC DEVELOPMENT This course will introduce students to the various economic schools of thought concerning the process of economic development. Traditionally economic development has been associated with increasing GDP per capita but this vision has broadened to incorporate, marxists, humanists, gender-aware economists, environmentalists, economic geographers, as well as mainstream neo-classical economists. A political economy approach that incorporates political, social, as well as economic factors affecting development will be the main focus of the course. Prerequisite(s): Take ECON-10100 Annually. [HSS]
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ECON 26100 - Urban Economics Course Credit: 1
(URBN)
URBAN ECONOMICS An analysis of economic activity in the spatial context of urban areas from the perspective of inefficient resource allocation resulting from externalities; theories of industrial location, land use, housing markets; application of models to urban problems of growth, land use, slums, ghettos, transportation, pollution, and local government, etc., with consideration of alternative policy options. Prerequisite(s): Take ECON-10100 Annually. [HSS]
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ECON 26300 - Law & Economics Course Credit: 1
LAW AND ECONOMICS An examination of law and legal institutions from the perspective of economics. Economics is used to explain aspects of common and statute law, and legal cases illustrate economic concepts. Prerequisite(s): Take ECON-10100 [HSS]
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ECON 26800 - Health Economics Course Credit: 1
HEALTH ECONOMICS An application of economic theory to the market for medical care and health insurance. Other topics include the role of government in these markets, health care reform, and international comparison of health care systems. Prerequisite(s): Take ECON-10100 Alternate Years. [HSS]
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ECON 29900 - Special Topics in Economics Course Credit: 1
SPECIAL TOPICS IN ECONOMICS A course designed to explore an application of economic analysis to a contemporary economic issue. May be repeated. Prerequisite(s): ECON-10100
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ECON 29904 - Money and Banking Course Credit: 1
MONEY AND BANKING Money and Banking emphasizes the financial system, financial institutions, central banks, monetary policy and financial stability. The course studies the role that money and interest rates play in the operation of the U.S. economy. Prerequisite(s): ECON-10100
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ECON 31500 - Public Finance Course Credit: 1
PUBLIC FINANCE An investigation of the economics of the public sector to determine an optimum level and structure of the revenues and expenditures of government; includes the relation between government and the private sector, the theory of public goods and collective decision-making, cost-benefit analysis, the structure and economic effects of various taxes, and inter-governmental relations among federal, state, and local governments. Prerequisite(s): ECON-20100 Annually.
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ECON 32000 - Industrial Organization Course Credit: 1
INDUSTRIAL ORGANIZATION An application of microeconomic theory to firms and industries. Topics include market structure, pricing practices, advertising, antitrust, and public policy. Prerequisite(s): ECON-20100
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ECON 32500 - Agency Economics Course Credit: 1
AGENCY IN ECONOMICS This course surveys how economists have studied and conceptualized individual and group agency-or the capacity for human beings to make choices and to impose those choices on the world around them. Topics examining the main insights from Classical, Evolutionary, Behavioral, and Experimental Game Theory are explored. Additional topics survey the principle findings and implications of Behavioral Economics, Neuroeconomics, and Behavioral Finance for Economics and related social sciences. Prerequisite(s): Take ECON-20100 (Intermediate Micro Economic Theory)
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ECON 33500 - Monetary Economics Course Credit: 1
MONETARY ECONOMICS The role of money and the nature of the Federal Reserve’s management of the monetary system are examined in the context of the U.S. financial system and economy. Topics include the term structure of interest rates, economic effects of banking regulations, formulation and execution of monetary policy, and transmission channels through which monetary policy affects employment and inflation. Prerequisite(s): ECON-20200
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ECON 35000 - International Finance Course Credit: 1
(GLIS)
INTERNATIONAL FINANCE An analysis of the international financial system and policy issues related to world economic interdependence. Topics include exchange rate determination, balance of payments adjustments, monetary and fiscal policies in the open economy. European Monetary Union and issues of development and transition are also included. Prerequisite(s): ECON-20200
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ECON 39900 - Spc Tps in Advanced Economic Analysis Course Credit: 1
SPECIAL TOPICS IN ADVANCED ECONOMIC ANALYSIS A seminar designed for the advanced major. Topics will reflect new developments in the economics discipline. May be repeated. Prerequisite(s): ECON-20100 or ECON-20200
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ECON 40000 - Tutorial Course Credit: 0.25
Maximum Credit: 1
TUTORIAL May be repeated.
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ECON 40100 - Independent Study Course Credit: 1
(GLIS)
JUNIOR INDEPENDENT STUDY A one-semester course that focuses upon the research skills, methodology, and theoretical framework necessary for Senior Independent Study. Prerequisite(s): ECON-11000 (or MATH-22900); ECON-21000 (or MATH-32900); and either ECON-20100 or ECON-20200. ECON-21000 may be taken concurrently. Annually.
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ECON 45100 - Independent Study Thesis Course Credit: 1
(GLIS)
SENIOR INDEPENDENT STUDY–SEMESTER ONE The first semester of the Senior Independent Study project, in which each student engages in creative and independent research guided by a faculty mentor and which culminates in a thesis and an oral examination in the second semester. Prerequisite(s): ECON-40100 Annually.
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ECON 45200 - Independent Study Thesis Course Credit: 1
(GLIS)
SENIOR INDEPENDENT STUDY–SEMESTER TWO The second semester of the Senior Independent Study project, which culminates in the thesis and an oral examination. Prerequisite(s): ECON-45100 Annually.
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Education |
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EDUC 10000 - Introduction to Education Course Credit: 1.25
INTRODUCTION TO EDUCATION This is a survey course that addresses a variety of topics that include: history of education; diversity of learners; societal changes; educational philosophy; instructional technology; school organization; family and community involvement; cultural diversity; differentiation; lesson planning; and professional development. The course includes a 50-hour supervised field placement in the appropriate content area in a local school. Enrollment in this course is typically limited to first year and sophomore students. Annually.
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EDUC 11000 - Using Phonics to Teach Reading &, Develop Literacy Course Credit: 1
(COMD, COMM, COMS)
USING PHONICS TO TEACH READING AND DEVELOP LITERACY In this course students explore techniques and strategies used to teach children to match, blend, and translate letters of the alphabet into sounds they represent and meaningful units. Emphasis is placed on the following topics: technology-related resources; the nature and role of word recognition; multiple literacies; methods and rationale for the instruction of phonemic awareness; fluency and vocabulary; instructional strategies for using children’s literature; diversity; differentiation; decoding; spelling; and word recognition. This class includes a series of focused observations in various early childhood classrooms. Annually.
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EDUC 12000 - Content Area Literacy Course Credit: 0.5
CONTENT AREA LITERACY In this course students consider and examine the research and reading strategies used when teaching content in grades 7-12. Emphasis is placed on the following topics: diversity of learners; needs of struggling readers; developing effective strategies; reflection; ESL/ELL learners; instructional technology; differentiation; assessment; and cooperative and collaborative learning. Students observe teachers using content area reading teaching strategies. Prerequisite(s): Take EDUC-10000 Annually.
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EDUC 14000 - Interdisciplinary Fine Arts Course Credit: 1
INTERDISCIPLINARY FINE ARTS IN THE EARLY CHILDHOOD YEARS This course is designed to help students explore developmentally appropriate practice and curriculum design and implementation within the areas of art, music, drama, and movement. Students examine lesson planning, assessment, instructional technology, community organizations that support the arts, instructional strategies, developmentally appropriate practice, diversity, differentiation, interdisciplinary planning, teaching and learning, and program organization and classroom management available to meet the needs of all learners within the area of fine arts. Several observations and hands-on clinics sponsored by a local community arts center are required in this course. Annually.
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EDUC 17000 - Intro to Intervention & Student Support Course Credit: 1
Introduction to Intervention and Student Support This course is designed to explore the federal government’s exceptionalities categories and special education models currently used in schools. Emphasis is placed on the following topics: laws governing special education; research-to-practice gap; disproportionate representation in special needs classrooms; impact of ELL/ESL; at risk students; collaborations with colleagues and students’ families; instructional differentiation; early intervention; problem-solving; writing and interpreting the I.E.P.; and cultural diversity. The course includes a 20-hour field placement within a special needs classroom. Annually. Fall and Spring. [D]
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EDUC 19903 - Urban Education Course Credit: 1
URBAN EDUCATION This course examines the context of education in urban settings and includes an exploration of the historical evolution of “school” as an urban socio-political institution, building a deeper understanding of the impact of race, ethnicity, and social class on the development of this institution. Utilizing relevant film and scholarly writings, emphasis will be placed on current educational policy and school reform efforts, understanding the experiences of “at-risk” students facing varying and confounding challenges, and thinking critically about a range of traditional and alternative school models along with the impact of private and parochial schools on the overall urban education landscape. Annually.
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EDUC 19905 - Teaching Globally Engaged Learners Course Credit: 1
TEACHING GLOBALLY ENGAGED LEARNERS This course examines multicultural education with a focus on the historical, sociological and philosophical foundations of education and on ways to help school-aged students investigate the world, recognize perspectives other than one’s own, communicate ideas, and take action. Students will examine culturally responsive curricula and, as we recognize the value and strength of diversity, be encouraged to reflect and actively participate in the classroom, our community and the world. Lastly, students will consider ways to teach and integrate students whose first language is not English.
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EDUC 20000 - Introduction to Intervention & Student Support Course Credit: 1
(COMD, COMM, COMS)
TEACHING CHILDREN W/ EXCEPTIONALITIES This course is designed to explore the federal government’s exceptionalities categories and special education models currently used in schools. Emphasis is placed on the following topics: laws governing special education; research-to-practice gap; disproportionate representation in special needs classrooms; impact of ELL/ESL; at risk students; collaborations with colleagues and students’ families; instructional differentiation; early intervention; problem-solving; writing and interpreting the I.E.P.; and cultural diversity. The course includes a 20-hour field placement within a special needs classroom. Annually. [D]
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EDUC 20500 - Reading, Teaching, & Learning Course Credit: 1
(COMD)
READING, TEACHING, AND LEARNING: LITERATURE AND MEDIA FOR CHILDREN AND YOUNG ADOLESCENTS Engaging children in the process of literacy is fundamental to their academic success and engagement with the world around them. The ways in which we create these engagements is highly context depended - even more so in educational settings. What is intriguing about this engagement is why a child or young adolescent picks up, reads, and loves a particular book. The course is designed with readings, discussions, and assignments cause students to think about text, especially those for youth, differently and more critically than they have in the past and focuses on readings, discussions, films, and speakers, and applying what you are learning to your own life experiences and those of others.
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EDUC 21000 - Theory & Practice in Teaching Reading Course Credit: 1.25
THEORY AND PRACTICE IN TEACHING READING This is a comprehensive course that introduces students to the theory and practice of acquiring literacy and developing instructional strategies for teaching reading in early childhood settings. Some course topics include: theoretical and methodological approaches; diagnostic and organizational techniques; writing; new and multiple literacies; assessment; teaching comprehension, vocabulary, phonemics awareness, writing, and working with words; content area reading; children’s literature; ESL/ELL learners; differentiation; teaching diverse populations; instructional technology; the role of family and community; and classroom environment. This course includes a 50-hour supervised field experience in a reading/literacy-related classroom. Recommended: EDUC-23100 recommended Prerequisite(s): Take EDUC-10000 Annually.
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EDUC 23100 - Intro to Early Childhood and Elementary Education Course Credit: 1.25
INTRODUCTION TO EARLY CHILDHOOD AND ELEMENTARY EDUCATION This course introduces students to the theory and practice which drives current early childhood education. Designed to present an exploration of an integrated and developmentally appropriate curriculum and the implementation of that curriculum, the course provides opportunities to examine many topics related to early childhood education. A 50-hour supervised field experience in an appropriate educational setting provides exposure to a diverse student population, instructional technology in an array of social service agencies, the early childhood profession, and a variety of curriculum guidelines and expectations. Prerequisite(s): Take EDUC-10000 Annually.
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EDUC 25100 - Intro to Adolescent to Young Adult Education Course Credit: 1.25
INTRODUCTION TO ADOLESCENT TO YOUNG ADULT EDUCATION This course is designed to introduce students to teaching at the adolescent to young adult level, grades 7-12. Emphasis is placed on the following topics: evidence-based learning; instructional technology; curriculum models; learning theories; instructional planning; assessment; motivation; the role of family and community; accountability; classroom management; and strategies for meeting the needs of all learners. A 50-hour supervised field experience in a local 7-12 classroom appropriate to the area of licensure is required. Prerequisite(s): Take EDUC-10000 Annually. [W]
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EDUC 26000 - Curriculum: Math/Science/Social Studies, In the Early Childhood Years Course Credit: 1.25
CURRICULUM: MATH/SCIENCE/SOCIAL STUDIES IN THE EARLY CHILDHOOD YEARS This course is designed to help students examine curriculum and instruction in the areas of math, science, health, safety, and nutrition in the early childhood years. Topics include: developmentally appropriate practice; content area reading; content specific teaching and assessment strategies; the role of family and community; differentiation; instructional technology; ESL/ELL learners; and collaborative and cooperative learning. A 50-hour supervised field placement in a content-specific early childhood setting is required. Prerequisite(s): Take EDUC-10000 Annually. [QL]
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EDUC 26500 - Social & Cultural Environments in Early, Childhood Education Course Credit: 1
SOCIAL AND CULTURAL ENVIRONMENTS IN EARLY CHILDHOOD EDUCATION This course examines current research that addresses the significance of the home, school, and community on the growth and development of young children. Emphasis is placed on early childhood educators establishing and maintaining collaborative, cooperative programs and activities that involve families of young children. Topics are explored through lecture, readings and discussions, student presentations, small and large group activities, community speakers, community field trips, video presentations, and 10 hours of focused, field-directed experiences. Annually. [HSS, SJ, W]
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EDUC 27000 - STEM in P-5 Learning Environments Course Credit: 1
STEM in P-5 Learning Environments This content course is designed to provide students with a clear understanding of foundational knowledge necessary to demonstrate an understanding of major concepts, skills, and practices, as they interpret disciplinary curricular standards and related expectations within and across all areas of science, technology, engineering and mathematics (STEM) for curricular implementation in preschool thru grade 5 learning environments. Additionally, students will apply understandings of major mathematics concepts, algorithms, procedures, applications and mathematical practices in varied contexts, and connections within and among mathematical domains relevant to the specified grade bands. This course also emphasizes the integration of the three dimensions of science and engineering practices, cross-cutting concepts, and major disciplinary core ideas, within the major content areas of science and mathematics for children ages 3-10. Prerequisite(s): EDUC-10000
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EDUC 28000 - Integ Soc Stds & Arts in P-5 Lrng Env Course Credit: 1
Integrated Social Studies and the Arts in P-5 Learning Environments This content course is designed to provide students with a clear understanding of foundational content knowledge necessary to demonstrate understandings, capabilities, and practices associated with the central concepts and tools in Civics, Economics, Geography, and History (including Ohio) within a framework of informed inquiry. Additionally, emphasis will be placed on core knowledge necessary for curriculum design, and implementation within the areas of art, music, drama and movement in P-5 environments Prerequisite(s): EDUC-10000
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EDUC 30000 - Classroom Management as Social Justice Course Credit: 1
Classroom Management as Social Justice This course examines topics relevant to teachers preparing to teach grades 7-12. Topics include: advocacy and social justice; classroom management; effective professional relationships; roles and responsibilities of various school personnel; PBIS, social-emotional development; classroom systems for collecting/analyzing behavioral data; responding to unwanted behavior; multicultural education; legal and ethical implications of teaching; matching curriculum to student needs; the impact of trauma; professionalism; standards and accountability. Prerequisite(s): EDUC-10000, EDUC-23100, EDUC-25100, or MUSC-29000 Annually. [SJ]
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EDUC 31000 - Assessment & Intervention in Teaching Reading Course Credit: 1
ASSESSMENT AND INTERVENTION IN TEACHING READING This course is designed to provide an in-depth exploration of formal and informal assessment and intervention strategies in the early childhood years. Topics include: observation and assessment of reading skills; value-added assessments; diagnosis and remediation of reading difficulties; use of children’s literature; multidisciplinary teaching, planning, and evaluation of instructional lessons and units; evaluation of technology tools; implementation of the I.E.P.; use of family-centered assessment; reflective practice; collegial relationships; and professionalism. An impact on student learning? project is integral to this course and requires both pre- and post- assessments and a 12-week tutoring experience with school-aged children. (QL) Prerequisite(s): Take EDUC-10000 and EDUC-11000 Annually. [QL]
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EDUC 32000 - Advanced Methods and Assessment in AYA Education Course Credit: 1.25
ADVANCED METHODS AND ASSESSMENT IN LANGUAGE ARTS, INTEGRATED MATHEMATICS, OR INTEGRATED SOCIAL STUDIES EDUCATION This course is designed for those students who plan to teach grades 7-12 in either English/Language Arts, Mathematics or the Social Studies. Topics include: curriculum development, content area reading, implementation of Ohio Academic Content Standards and/or the Common Core State Standards; instructional models and methods; issues of diversity; integration of instructional technology and 21st century learning; assessment strategies; and research applications/best practices appropriate to the specified content area. A 50-hour supervised field placement in a content-appropriate classroom setting is required. Prerequisite(s): Take EDUC-10000 and EDUC-25100 Annually. [QL]
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EDUC 33000 - Adv Curriculum Methods & Assessment in Early Childhood & Elementary Education Course Credit: 1
Advanced Curriculum Methods & Assessment in Early Childhood & Elementary Education - This course encourages students to examine thedevelopment and implementation of curriculum and
instruction for early and elementary grade levels (PK-5). Course topics include the creation of measurable goals using existing student testing data as well as the collection, interpretation and
reporting of new quantitative (and qualitative) assessment data to inform teaching strategies and curriculum planning using differentiated pedagogical models. Additionally classroom management, school climate, meeting the needs of diverse learners and collaborative/cooperative learning will also be addressed. A central focus of this course is a semester-long quantitative reasoning “impact on student learning” research project. A 50-hour supervised field placement in an early or elementary classroom setting is required. [QL] Prerequisite- EDUC-10000
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EDUC 40000 - Tutorial Course Credit: 0.25
Maximum Credit: 1.25
TUTORIAL May be repeated. Annually.
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EDUC 41000 - Internship Course Credit: 0.25
Maximum Credit: 1
INTERNSHIP A structured, usually off-campus experience, in which a student extends classroom knowledge to a work position within a community, business, or governmental organization. Student interns work and learn under the joint guidance of a host organization supervisor and a College of Wooster mentor. The student must arrange the internship in advance through the appropriate department or program. No more than six internships, and a maximum of four Wooster course credits, will count toward graduation. The form for registering for an internship and the Internship Learning Plan are available in the office of the Registrar. May be repeated.
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EDUC 49000 - P-5 Student Teaching & Seminar Course Credit: 1
P-5 STUDENT TEACHING AND SEMINAR Placement consists of a full-time, 12-week supervised teaching experience in a pre-school, K, 1st, 2nd, or 3rd grade classroom.
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EDUC 49100 - P-5 Student Teaching & Seminar Course Credit: 1
P-5 STUDENT TEACHING AND SEMINAR Placement consists of a full-time, 12-week supervised teaching experience in a pre-school, K,1st, 2nd, or 3rd grade classroom. Annually.
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EDUC 49200 - P-5 Student Teaching & Seminar Course Credit: 1
P-5 STUDENT TEACHING AND SEMINAR Placement consists of a full-time, 12-week supervised teaching experience in a pre-school, K,1st, 2nd, or 3rd grade classroom. Annually.
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EDUC 49300 - AYA Student Teaching & Seminar Course Credit: 1
ADOLESCENT/YOUNG ADULT STUDENT TEACHING AND SEMINAR: Placement consists of a full-time, 12-week supervised teaching experience in a local, approved adolescent and young adult setting (grades 7-12) within the appropriate area of licensure. Annually.
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EDUC 49400 - AYA Student Teaching & Seminar Course Credit: 1
ADOLESCENT/YOUNG ADULT STUDENT TEACHING AND SEMINAR Placement consists of a full-time, 12-week supervised teaching experience in a local, approved adolescent and young adult setting (grades 7-12) within the appropriate area of licensure. Annually.
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EDUC 49500 - AYA Student Teaching & Seminar Course Credit: 1
ADOLESCENT/YOUNG ADULT STUDENT TEACHING AND SEMINAR Placement consists of a full-time, 12-week supervised teaching experience in a local, approved adolescent and young adult setting (grades 7-12) within the appropriate area of licensure. Annually.
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EDUC 49600 - Multiage Student Teaching & Seminar Course Credit: 1
(MUED)
MULTIAGE STUDENT TEACHING AND SEMINAR Placement consists of a full-time, 12-week supervised teaching experience in a local, approved multiage music setting (two different levels, divided among the pre-school, K-6, 7-8, and 9-12 environments). Annually.
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EDUC 49700 - Multiage Student Teaching & Seminar Course Credit: 1
(MUED)
MULTIAGE STUDENT TEACHING AND SEMINAR Placement consists of a full-time, 12-week supervised teaching experience in a local, approved multiage music setting (two different levels, divided among the pre-school, K-6, 7-8, and 9-12 environments). Annually.
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EDUC 49800 - Multiage Student Teaching & Seminar Course Credit: 1
(MUED)
MULTIAGE STUDENT TEACHING AND SEMINAR Placement consists of a full-time, 12-week supervised teaching experience in a local, approved multiage music setting (two different levels, divided among the pre-school, K-6, 7-8, and 9-12 environments). Annually.
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ENGL 12000 - Strange Journeys in Children’s Lit Course Credit: 1
(CMLT)
Strange Journey’s in Children’s Literature How can children’s/YA literature model-and help to build-welcoming and inclusive communities? In this class we’ll read a range of books and stories from the English and American traditions whose plots feature travel and cross-cultural encounters, assessing their thematic approaches to difference and inclusion. Beyond themes, however, we’ll focus especially on how each book functions as a formal and historical object, considering as wide as possible a range of periods, genres, modes, biographies, and perspectives. Authors will (probably) include Lewis Carroll, Laura Ingalls Wilder, Jean Webster, J. R. R. Tolkien, John Lewis, J. K. Rowling, Thannhà L, Matt de la Peña, Jacqueline Woodson, Lemony Snicket, Mark Haddon, Grace Lin, Soman Chainani, and more. NOTE: English 120xx can be taken only once for departmental credit; students may take a second English 120xx for College credit only. Annually. [AH]
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ENGL 12001 - Imagining America Course Credit: 1
(CMLT, EDUC)
LLC: IMAGINING AMERICA We will compare descriptions of America’s landscape and promises by authors from diverse cultural groups, exploring the changing American dream, the emergence of a multicultural community, and how literature creates narratives of national identity. Such authors as Fitzgerald, Johnson, Whitman, Miller, Kingston, Mukherjee, Hansberry, Cisneros, and Marshall inform our evolving definition of what it means to be American in periods of national transformation, including the Jazz Age, Great Depression, and the Civil Rights era. NOTE: English 120XX can be taken only once for departmental credit; students may take a second English 120xx for College credit only. Annually. [AH]
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ENGL 12005 - Modern Selves Course Credit: 1
(CMLT)
MODERN SELVES This course focuses on how the self has been represented over time in poetry, fiction, and drama. The course gives special attention to how literary expressions of selfhood and crises of the self have developed in relation to three contexts: first, to historical shifts in understanding and preoccupations, from the early modern to the postmodern world; second, to such cultural positions as are defined by gender, race, ethnicity, class, and national origin; and third, to the shaping influences of literary language and genres. Works studied may include texts by Shakespeare, Samuel Beckett, John Keats, Emily Dickinson, Robert Frost, T. S. Eliot, W. H. Auden, William Faulkner, Sherwood Anderson,Toni Morrison, David Malouf, Marilynne Robinson, and Tim O’Brien. NOTE: English 120xx can be taken only once for departmental credit; students may take a second English 120xx for College credit only. [AH]
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ENGL 12006 - Gods & Monsters Course Credit: 1
(CMLT)
GODS AND MONSTERS If, as some have claimed, society needs its gods, then it seems to need its monsters as well. But why? In this course we’ll examine early manifestations of gods and monsters (Homer’s Odyssey, Ovid’s Metamorphoses, The Mahabharata, Popol Vuh) in order to uncover the origin of the desire for the monstrous and the divine. We’ll conclude with more contemporary examples (Frankenstein, The Golem, cinematic horror) to discover how and why this desire persists. NOTE: English 120xx can be taken only once for departmental credit; students may take a second English 120xx for College credit only. [AH]
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ENGL 12008 - The Gothic Imagination Course Credit: 1
(CMLT)
THE GOTHIC IMAGINATION The Gothic, with roots in the sublime geographies and alienated individuals of the Romantic era, has mutated into new forms today. We will explore the genre’s origins, emphasizing the ways these wild stories of despair, degeneration and desire helped readers to forge national identities, bridge chasms between Self and Other, and negotiate relationships among humans, nature, and technology. Readings may include Walpole, Byron, Mary Shelley, Stevenson, Poe, O’Connor, García Márquez, Benítez Rojo, and Ferré. NOTE: English 120xx can be taken only once for departmental credit; students may take a second English 120xx for College credit only. [AH]
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ENGL 12015 - Animals in Literature Course Credit: 1
(CMLT, ENVS)
ANIMALS IN LITERATURE To determine whether authors “personify” animals, what do readers assume about the differences between humans and other animals? Serving as an introduction to literature and analysis, this course also attempts to identify and transcend literary interpretation’s traditional human-centeredness. Students will learn, for example, how understanding terms like “metaphor” and “allegory” can propel them toward controversial interpretations, especially of how animals function complexly in a wide variety of literary works. Featured texts include Hûeg’s novel The Woman and the Ape; Vaughan and Staples’s Saga comics; poems by Atwood, Neruda, Angelou, and many others; Shakespeare’s Two Gentlemen of Verona, and Shaffer’s play Equus. NOTE: English 120xx can be taken only once for departmental credit; students may take a second English 120xx for College credit only. [AH]
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ENGL 12019 - The Watery Part of the World Course Credit: 1
(ENVS)
THE WATERY PART OF THE WORLD This course will consider the ocean as a literary subject, with a special focus on its relation to the economic and political history of empire and globalization, and the ecological crises that have arisen from these historical developments. As an introduction to literary and cultural studies, the course will explore a wide array of cultural productions from a variety of genres and time periods, including the ancient epic, renaissance drama, the nineteenth-century novel, and contemporary lyric poetry, as well as essays in environmental philosophy, popular journalism, and documentary film. Topics include: global warming and ocean acidification, animal ethics and the crisis of mass extinction, and the role of the humanities in theorizing our planetary future. NOTE: English 120XX can be taken only once for departmental credit; students may take a second English 120XX for College credit only. [AH]
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ENGL 12025 - LLC: Looking Behind Paradise Course Credit: 1
LLC: LOOKING BEHIND PARADISE The Caribbean is commonly viewed as a tourist’s paradise, where the sun, ocean, and rum meet under a perfect sky: both a static, exotic, eternal place and a site of temporary escape. But the historical legacies of the region include colonialism, plantation economies, slavery, and forced migration-and more recently, political instability, economic underdevelopment, and neocolonialism. How do Caribbean and other writers make sense of these histories? In this course, we will read works by authors who grapple with and connect the past and present, personal and political, to move beyond “paradise.” NOTE: English 120XX can be taken only once for departmental credit; students may take a second English 120XX for College credit only. [AH]
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ENGL 12027 - LLC: Memory & Gender in Caribbean Lit. Course Credit: 1
(WGSS)
MEMORY AND GENDER IN CARRIBBEAN LITERATURE Memory is often dictated by the dominant perspectives of history, but is also a site of preserving alternative interpretations of the past’s relationship to the present. As Caribbean history is marked by genocide, rupture, conquest, and migration, writers must find creative methods to reclaim silenced memories. For example, they often produce counter-histories through the body, environment, and dreams. We will investigate how this process is also deeply gendered, as it impacts how Caribbean masculinities, femininities, and queerness are imagined. By reading novels, poetry, essays, and theory, we will examine how language, race, and gender are related to the treatment of memory in decolonizing the Caribbean. NOTE: English 120XX can be taken only once for departmental credit; students may take a second English 120XX for College credit only. [AH]
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ENGL 12028 - LLC: Historical Fiction Course Credit: 1
LLC: HISTORICAL FICTION In this course, we will study four historical novels and a range of short stories, as well as essays about the goals and practices of historical fiction. We will learn about the history of this contested genre and the ways readers and critics have responded to it over the last two centuries. How does historical fiction fit into and illuminate literary history? How do representations of history in fiction differ from putatively factual historical accounts? Can historical fiction really teach us about the past, or is it, according to L. P. Hartley’s much-quoted line, “a foreign country” whose inhabitants “do things differently” and whose psychologies are opaque to modern readers? We will consider the cultural contexts in which various historical fictions are produced as well as analyzing the structure, form, and style of these texts. NOTE: ENGL-120XX can be taken only once for departmental credit; students may take a second ENGL-120XX for College credit only. [AH]
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ENGL 12029 - Llc: Ghostly Others in American Lit Course Credit: 1
LLC: GHOSTLY OTHERS IN AMERICAN LITERATURE What (or who) haunts the American national imaginary? What is present but also simultaneously erased? Focusing on African American, Indigenous, Chican@, Caribbean, and Asian American literature, we will consider how writers explore the tension between belonging, exclusion, and histories that just won’t die. NOTE: English 120XX can be taken only once for departmental credit; students may take a second English 120XX for College credit only. [AH]
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ENGL 12030 - Mothers & Daughters in Contemporary Lit Course Credit: 1
MOTHERS AND DAUGHTERS IN CONTEMPORARY LITERATURE Mother-daughter relationships are complicated. Reflecting on this intergenerational relationship in contemporary literature, we will consider how authors speak back to assumptions about the Mother, and the obligations of the Daughter, to reimagine gendered labor, identity, and sexuality. We will read Caribbean, African American, Chican@, Asian American, and Euro-American authors who approach this gendered dyad to comment on history, culture, and politics. NOTE: English 120XX can be taken only once for departmental credit; students may take a second English 120XX for College credit only. [AH]
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ENGL 12031 - Romance Narratives Course Credit: 1
ROMANCE NARRATIVES Romance is often regarded as lowbrow, yet it is a financially successful genre with broad audiences. This course will examine how issues of gender, sexuality, and love evolve over time and for different audiences. By studying romance in literature and media, we can understand how different cultural forms are interpreted and critiqued. NOTE: English 120XX can be taken only once for departmental credit; students may take a second English 120XX for College credit only. [AH]
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ENGL 12032 - Jazz & African American Literature Course Credit: 1
JAZZ & AFRICAN AMERICAN LITERATURE What did jazz-the central form of black expression in the twentieth century-mean to African American writers and their literary aesthetics? Did the music offer a promise or a snare, a provocation or an example? We will approach that complex question by looking at the myriad ways-thematic and formal-that the genre influenced pivotal figures from the Harlem Renaissance, forcing them into bolder forms of verbal experimentation. We will also examine how the jazz tradition began, by looking at the role of spirituals in slave narratives, and where the tradition persists today, in the poetic dimensions of contemporary hip-hop. NOTE: English 120XX can be taken only once for departmental credit; students may take a second English 120XX for College credit only. [AH]
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ENGL 12034 - Fictions of Knowledge Course Credit: 1
ENGL-12034 Fictions of Knowledge The word “science” comes from the Latin scientia, or “knowledge,” and science fiction is a genre preoccupied with the pleasures and perils of knowledge. Though the modern genre of science fiction developed in the nineteenth century, authors from the ancient world to the present day have interrogated the limits of human knowledge. This course will focus on speculative fiction and science fiction from the last century, but will also consider older narratives that raise questions still relevant today: What can we know about our world and ourselves? How best to classify, transmit, and use that knowledge? How much knowledge is too much? Readings will include novels, short stories, and critical essays by Jorge Luis Borges, Ray Bradbury, Ted Chiang, Ursula Le Guin, Jonathan Swift, and others. English 120XX can be taken only once for departmental credit; students may take a second English 120XX for College credit only. [AH]
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ENGL 16000 - Intro to Non-Fictional Writing Course Credit: 1
INTRODUCTION TO NON-FICTIONAL WRITING This course introduces students to major writers and genres of contemporary and classic non-fictional writing-particularly the genres of memoir, personal essay, literary journalism, editorial writing, critical writing, and film review. The course focuses on answering questions such as “What is non-fiction?” “What are the boundaries between fiction and non-fiction?” and “What is the relationship between reading non-fictional writings and writing about them?” Students write and read non-fiction by comparing and contrasting students’ writings in creative non-fiction, the critical essay, and the review essay with those by contemporary and classic essay writers, and with writings by other students in the class as well. Annually. [AH, W]
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