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Education |
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EDR 509 - Classroom Management and Planning–Advanced Acquisition 2 credits
Having acquired basic protocols for classroom management and planning, candidates will be introduced to more complex student needs and will learn and demonstrate how to plan effectively for individuals and groups of students while creating and energizing classroom environment.
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EDR 510 - Reading–Advanced Acquisition 2 credits
Having acquired acquisition-level knowledge and skills in reading, candidates will acquire and demonstrate the ability to teach effectively to more complex student needs in reading while boosting student performance.
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EDR 511 - Math and Science Acquistion 2 credits
Candidates will continue to acquire competencies in K-8 mathematics instruction and will begin to acquire the knowledge and skills necessary for successful instruction in K-8 science. Candidates will be able to demonstrate strategies that promote effective student learning in both math and science and that will lead to powerful student learning.
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EDR 512 - Special Education: Issues and Practices 2 credits
Candidates will demonstrate that they have acquired all the knowledge and application skills necessary to serve effectively as a member of an IEP team, work cooperatively with colleagues serving learners with special needs, and demonstrate proficiency at effectively serving learners with special needs in the regular classroom. Candidates will demonstrate, at a proficient level, knowledge of laws that support and foster the education of children with disabilities.
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EDR 513 - Theories of Development, Educational History, Philosophy of Learning, and Parent and Community Issues 1 credit
Working through teaching learning teams and school-based professional learning communities, candidates will be able to discuss and debate those events and developments in educational history, theory, or philosophy that have shaped their own disposition. Candidates will be able to identify those theories, philosophies, and historical events that helped and hindered student learning. Having met and supported families and other members of the community throughout the preparation program, candidates will be able to discuss those aspects of parent and community engagement that were found to be effective in supporting student growth.
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EDR 515 - Assessment Strategies 3 credits
Candidates will demonstrate proficiency on the selection, use, and analysis of diagnostic, formative, and summative assessments in all academic areas.
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EDR 516 - Instructional Planning with Emphasis on Role of Language and Culture 2 credits
Candidates will be able to demonstrate they can plan and deliver instruction successfully to learners for whom English is a second Language.
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EDR 517 - Math, Science, and Reading Proficiency 3 credits
Candidates will demonstrate proficiency in science, math, and reading competencies in grades K-8.
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EDR 518 - Classroom Management Proficiency 2 credits
Candidates will demonstrate proficiency of classroom management protocols that are found to be especially effective with high-risk-students(high mobility, multiple languages, emotional needs, etc.).
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EDR 519 - Technology for Planning, Instruction, and Accountability 2 credits
Candidates will be able to use technology to manage student records. Candidates will also use technology to track communications among team members, families, and colleagues. Candidates will also demonstrate that they can incorporate the use of technology into at least 35 percent of all prepared and delivered lessons.
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EDR 520 - Professional Growth Plan and Student Transition 0 credits
Candidates will update professional growth plan while transitioning the learners in their care to a new teaching learning team member.
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EDR 527 - Professional Competencies – I 4
The first in a series of three courses dedicated to professional competencies in K-8 education and is inclusive of ELL and special education competencies. The table below specifies the professional competencies expected of each candidate during their first semester in HU105. Candidates are expected to perform at a level 3 or 4 on the rubric identified for each competency. Candidates are expected to communicate on a weekly basis with their team members, Core Teacher and Site Advocate about their PCAI weekly priorities and progress toward competencies.
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EDR 531 - Professional Behaviors, Goals (PGP) & Disposition- I 2
Candidates are assessed on their behaviors, using the form early in the term and at mid-term. If problems are noted, an intervention plan is designed to address the issue is developed and implemented by the faculty, candidate and Core Teacher. The instrument covers four major areas of professional behavior with a total of nineteen competencies. Candidates are also expected to complete a Professional Growth Plan which specifies short and long-term professional goals. Candidates are expected to achieve a level of “some concerns” on no more than 3 competencies and “no concerns” on all other items.
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EDR 532 - Subject Matter Content- I 4
The first in a sequence of 3 courses dedicated to K-8 content, inclusive of ELL and Special Education content. Candidates are expected to pass content knowledge, knowledge of relevant assessment tools and protocols, and application exams in content areas relevant to the following areas: 1) K-8 Mathematics, 2), K-8 Literacy, 3) K-8 Science, 4) K-8 writing and communication skills, 5) Fitness and wellness/PE, 6) Fine arts (art/music and when possible, theatre), 7) Social Studies, 8) ESL and 9) Special Education. These eight areas reflect the knowledge and competencies required by the Professional Education Standards Board, Standard V. Candidates will be instructed each semester which areas are primary focus areas of study for the semester and which are secondary foci.
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EDR 537 - Professional Competencies– II 4
The second in a series of three courses dedicated to professional competencies in K-8 education and is inclusive of ELL and special education competencies. The table below specifies the professional competencies expected of each candidate during their second semesters in HU105. Candidates are expected to perform at a level 3 or 4 on the rubric identified for each competency. Candidates are expected to communicate on a weekly basis with their team members, Core Teacher and Site Advocate about their PCAI weekly priorities and progress toward competencies.
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EDR 541 - Professional Behaviors, Goals (PGP) & Disposition-II 1
Candidates are assessed on their behaviors, using the form early in the term and at mid-term. If problems are noted, an intervention plan is designed to address the issue is developed and implemented by the faculty, candidate and Core Teacher. The instrument covers four major areas of professional behavior with a total of nineteen competencies. Candidates are also expected to complete a Professional Growth Plan which specifies short and long-term professional goals. Candidates are expected to achieve a level of “no concerns” on all items.
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EDR 542 - Subject Matter Content– II 4
The second in a sequence of 3 courses dedicated to K-8 content, inclusive of ELL and Special Education content. Candidates are expected to pass content knowledge, knowledge of relevant assessment tools and protocols, and application exams in content areas relevant to the following areas: 1) K-8 Mathematics, 2), K-8 Literacy, 3) K-8 Science, 4) K-8 writing and communication skills, 5) Fitness and wellness/PE, 6) Fine arts (art/music and when possible, theatre), 7) Social Studies, 8) ESL and 9) Special Education. These eight areas reflect the knowledge and competencies required by the Professional Education Standards Board, Standard V. Candidates will be instructed each semester which areas are primary focus areas of study for the semester and which are secondary foci.
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EDR 545 - Student Growth– II 2
All candidates are required to collect individual and small group pupil growth data each semester in the areas of literacy and mathematics. The requirement for the second semester is to select, collect, analyze and reflect on formative and summative pupil data in the areas of literacy, mathematics and one other subject area. Expectations during this semester may vary, based on experience, classroom complexity (middle school v. elementary school) and other factors. Candidates are expected to show a pupil growth at a rate that is consistent with meeting district standards-based targets. In the event that little or no growth is evidenced, candidates are expected to provide the rationale for why pupils did not make progress and the measure they took to address a pupil growth issue. Candidates are expected to communicate weekly with their Core Teacher and Site Advocate about pupil progress issues.
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EDR 546 - Professional Readings & Research– I 1
Each semester, candidates are assigned to read, review and provide analysis of the information and research provided in the text book adopted for the semester. Candidates will be provided with a table of expectations of readings each semester and the due date for submitting content analysis. Periodically, faculty request that candidates purchase an additional text to support learning in specific content areas. Please see faculty each semester for expectations.
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EDR 547 - Professional Competencies– III 4
The third in a series of three courses dedicated to professional competencies in K-8 education and is inclusive of ELL and special education competencies. The table below specifies the professional competencies expected of each candidate during their third semester in HU105. Candidates are expected to perform at a level 3 or 4 on the rubric identified for each competency. Candidates are expected to communicate on a weekly basis with their team members, Core Teacher and Site Advocate about their PCAI weekly priorities and progress toward competencies.
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EDR 551 - Professional Behaviors, Goals (PGP) & Disposition –III 1
Candidates are assessed on their behaviors, using the form early in the term and at mid-term. If problems are noted, an intervention plan is designed to address the issue is developed and implemented by the faculty, candidate and Core Teacher. The instrument covers four major areas of professional behavior with a total of nineteen competencies. Candidates are also expected to complete a Professional Growth Plan which specifies short and long-term professional goals. The PGP becomes an element in the candidates’ professional folio developed prior to graduation. Candidates are expected to achieve a level of “no concerns” on all items.
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EDR 552 - Subject Matter Content – III 4
The third in a sequence of 3 courses dedicated to K-8 content, inclusive of ELL and Special Education content. Candidates are expected to pass knowledge content knowledge, knowledge of relevant assessment tools and protocols and application exams in content areas relevant to the following areas: 1) K-8 Mathematics, 2), K-8 Literacy, 3) K-8 Science, 4) K-8 writing and communication skills, 5) Fitness and wellness/PE, 6) Fine arts (art/music and when possible, theatre), 7) Social Studies, 8) ESL and 9) Special Education. These eight areas reflect the knowledge and competencies required by the Professional Education Standards Board, Standard V. Candidates will be instructed each semester which areas are primary focus areas of study for the semester and which are secondary foci.
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EDR 555 - Student Growth – III 2
All candidates are required to collect individual, small group, and whole classroom pupil growth data during the 3rd semester in the areas of literacy, mathematics, one other content area and classroom management. The 4th semester requirement may vary, based on experience, classroom complexity (middle school v. elementary school) and other factors. Candidates are expected to show pupil growth that exceeds district expectations. However, if no growth is evidenced, candidates are expected to provide the rationale for why pupils did not make progress and the interventions they initiated to help the pupil. Candidates are expected to communicate weekly with their Core Teacher and Site Advocate about pupil progress issues. Student growth evidences take many forms. Please consult with project faculty to determine which data collection method is most appropriate for your classroom and pupils.
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EDR 556 - Professional Readings & Research – II 1
Each semester, candidates are assigned to read, review and provide analysis of the information and research provided in in the text book adopted for the semester. Candidates will be provided with a table of expectations of readings each semester and the due date for submitting content analysis. Periodically, faculty request that candidates purchase an additional text to support learning in specific content areas. Please see faculty each semester for expectations.
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EDR 566 - Professional Readings & Research– III 1
Each semester, candidates are assigned to read, review and provide analysis of the information and research provided in in the text book adopted for the semester. Candidates will be provided with a table of expectations of readings each semester and the due date for submitting content analysis. Periodically, faculty request that candidates purchase an additional text to support learning in specific content areas. Please see faculty each semester for expectations.
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EDR 570 - Advanced Studies in Special Education 0-2
The 64 hours of content an additional 168 residency hours with special needs pupil, focus on competencies unique to special education teachers. Content includes advanced study in developing, adapting or adopting assessment instrument for pupils with intellectual, behavior and/or physical disabilities, legal, ethical and medical aspects of serving pupils with disabilities and their families, the acquisition and use of adaptive technologies for learning, mobility, communication and future academic or work experience. Content knowledge will address K-12 special education needs and support tactics for transition of pupil endeavors after high school.
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MTED 320 - Discrete Math for Educators 3
Discrete mathematical techniques and structures including finite set theory, graph theory, propositional calculus, combinatorics, and discrete probability. Students will focus on standards-based applications of discrete mathematics to the middle school settings. Prerequisite(s): MATH 140 and MATH 221 or equivalent Cross-listed as MATH 305
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MTED 325 - Functions and Modeling 3
Students in this course explore the fundamental concepts, processes, and misconceptions regarding children’s understanding of functions and modeling, in the context of real world problems. Coursework addresses the integration of multiple representations, modeling, learning progressions, appropriate technology, and the CCSS-M Standards for Mathematical Practice into the middle school mathematics classroom. Prerequisite(s): MATH 140 or equivalent and MATH 221 or equivlanet Cross-listed as MATH 376
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MTED 330 - Geometry and Measurement 3
Students in this course explore the fundamental concepts, processes, and misconceptions regarding children’s understanding of geometry and measurement. Coursework addresses the integration of appropriate technology, multiple representations, learning progressions, and the CCSS-M Standards for Mathematical Practice into the middle school mathematics classroom. Prerequisite(s): MATH 140 or equivalent and MATH 221 or equivalent Cross-listed as MATH 384
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MTED 340 - Methods of Teaching Middle Level Mathematics I 3
This class addresses the development and practice in teaching techniques in mathematics for middle-level teachers. This course emphasizes learning theories, mathematical mindsets, and brain research to help students better understand how to develop lessons for middle school mathematics classes. Coursework addresses the integration of multiple representations, learning progressions, appropriate technology, and the CCSS-M Standards for Mathematical Practice into the middle school mathematics classroom. Prerequisite(s): MATH 140 or equivalent and MATH 221 or equivalent Cross-listed as MTED 540
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MTED 350 - Methods of Teaching Middle Level Mathematics II 3
This class addresses the development and practice in teaching techniques in mathematics for secondary and middle-level teachers. This course emphasizes learning theories and brain research to help candidates develop lessons and assessments for middle school mathematics classes. Prerequisite(s): MATH 140 and MATH 221 or equivalent Cross-listed as MTED 550
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MTED 360 - Numbers and Number Theory 4
Students in this course explore the fundamental concepts, processes, and misconceptions regarding children’s understanding of number and operations, in the context of real numbers. Coursework addresses the integration of multiple representations, modeling, learning progressions, appropriate technology, and the CCSS-M Standards for Mathematical Practice into the middle school mathematics classroom. Prerequisite(s): MATH 140 or equivalent and MATH 221 or equivalent Cross-listed as MTED 560 and MATH 371
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MTED 371 - Algebraic and Proportional Reasoning 3
Students in this course explore the fundamental concepts, processes, and misconceptions regarding children’s understanding of algebraic and proportional reasoning. Coursework addresses the integration of appropriate technology, multiple representations, learning progressions, and the CCSS-M Standards for Mathematical Practice into the middle school mathematics classroom. Prerequisite(s): MATH 140 or equivalent and MATH 221 or equivalent Cross-listed as MATH 387 and MTED 571
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MTED 500 - Reasoning with Numbers and Operations 3 credits
In-depth study of research of children’s understanding of counting and cardinality, number and operations in base ten, number and operations with fractions and decimals, and multiple representations of these concepts. Topics include integration of the CCSS-M Standards for Mathematical Practice and current research of learning progressions and common misconceptions to provide candidates with the ability to better address these concepts with K-5 students and educators.
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MTED 501 - Data Analysis and Probability 2 credits
In-depth study of data analysis and probability using technology. Topics include integration of the CCSS-M Standards for Mathematical Practice and current research of learning progressions and common misconceptions related to univariate and bivariate data collection and representation, and probability. Along with being able to teach students and educators these concepts, candidates will be expected to show how they would use data analysis as they work with other educators to analyze and interpret classroom, school wide, and district wide assessment data.
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MTED 502 - Proportional Reasoning and Algebraic Thinking 3 credits
In-depth study of research of fundamental concepts, processes and misconceptions about proportional reasoning and algebraic thinking. Topics include variables, equality, pattern recognition, modeling, and basic functions (linear functions, exponential functions and quadratic functions). Coursework addresses the integration of technology, multiple representations, learning progressions, and the CCSS-M Standards for Mathematical Practice into the K-8 classroom and educator professional development.
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MTED 504 - Analyzing Calculus Models 2 credits
Survey of modeling advanced functions and fundamental calculus concepts using technology. Topics include application of limits and modeling with logarithmic, rational and trigonometric functions.
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MTED 505 - Measurement and Geometric Thinking 3 credits
In-depth study of research of children’s understanding of measurement, Euclidean geometry, transformations, congruence, similarity, Van Hiele levels, and role of proofs in the middle school classroom. Topics include integration of the CCSS-M Standards for Mathematical Practice and current research of learning progressions and common misconceptions to provide candidates with the ability to better address these concepts with K-8 students and educators.
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MTED 510 - Initial Practicum 1 credit
Building a bridge between teaching children and teaching educators, candidates will be expected to
- choose a problem of practice for research conducted in the fall
- practice working with other educators in professional development or coaching settings with the assistance of supervising professor
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MTED 515 - Advanced Practicum 2 credits
In tandem with school administration and department chair, candidate will design strategies to positively impact student learning of mathematics. Candidates will be expected to improve or expand the knowledge of colleagues through
- developing a professional development module for educators which targets the problem of practice from their research
- applying research-based pedagogical content knowledge to improve the teaching and learning of mathematics in their building
- becoming increasingly autonomous as they work with other educators in professional development or coaching settings
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MTED 520 - Discrete Math for Educators 2
Discrete mathematical techniques and structures including finite set theory, graph theory, propositional calculus, combinatorics, and discrete probability. Students will focus on standards-based applications of discrete mathematics to the middle school settings. Cross-listed as MTED 320 and MATH 305
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MTED 525 - Functions and Modeling
Students in this course explore the fundamental concepts, processes, and misconceptions regarding children’s understanding of functions and modeling, in the context of real world problems. Coursework addresses the integration of multiple representations, modeling, learning progressions, appropriate technology, and the CCSS-M Standards for Mathematical Practice into the middle school mathematics classroom. Cross-listed as MATH 376 and MTED 325
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MTED 530 - Geometry and Measurement 2
Students in this course explore the fundamental concepts, processes, and misconceptions regarding children’s understanding of geometry and measurement. Coursework addresses the integration of appropriate technology, multiple representations, learning progressions, and the CCSS-M Standards for Mathematical Practice into the middle school mathematics classroom. Cross-listed as MATH 384 and MTED 330
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MTED 540 - Methods of Teaching Middle Level Mathematics I 2
This class addresses the development and practice in teaching techniques in mathematics for middle-level teachers. This course emphasizes learning theories, mathematical mindsets, and brain research to help students better understand how to develop lessons for middle school mathematics classes. Coursework addresses the integration of multiple representations, learning progressions, appropriate technology, and the CCSS-M Standards for Mathematical Practice into the middle school mathematics classroom. Cross-listed as MTED 340
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MTED 550 - Methods of Teaching Middle Level Mathematics II 2
This class addresses the development and practice in teaching techniques in mathematics for secondary and middle-level teachers. This course emphasizes learning theories and brain research to help candidates develop lessons and assessments for middle school mathematics classes. Cross-listed as MTED 350
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MTED 560 - Numbers and Number Theory 4
Students in this course explore the fundamental concepts, processes, and misconceptions regarding children’s understanding of number and operations, in the context of real numbers. Coursework addresses the integration of multiple representations, modeling, learning progressions, appropriate technology, and the CCSS-M Standards for Mathematical Practice into the middle school mathematics classroom. Cross-listed as MATH 371 and MTED 360
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MTED 571 - Algebraic and Proportional Reasoning 2
Students in this course explore the fundamental concepts, processes, and misconceptions regarding children’s understanding of algebraic and proportional reasoning. Coursework addresses the integration of appropriate technology, multiple representations, learning progressions, and the CCSS-M Standards for Mathematical Practice into the middle school mathematics classroom. Cross-listed as MATH 387 and MTED 371
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Engineering |
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ENGR 120 - Innovation in Design 2 credits
Introduction to engineering disciplines, problem solving, design teamwork and ethics.
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ENGR 125 - Introduction to CAD 3
Students are introduced to basic graphic techniques with traditional drawing with CAD graphics for engineering applications. Additionally, students learn the required skills to create and interpret drawings in 3-D and solid models and are introduced to analysis techniques for geometry and meshing.
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ENGR 200 - Internship 0-5 credits
The student will perform an internship lasting at least three weeks related to an engineering project at a local business. The project must include some aspects of the engineering discipline that the student is taking (namely, mechanical, civil, or electrical pre-engineering path) .
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ENGR 211 - Statics 3 credits
Engineering mechanics concepts; force systems; static equilibrium; centroids, centers of gravity; shear and moment diagrams; friction; moments of inertia. Prerequisite(s): MATH 212 or concurrrent enrollment; PHYS 211 or concurrent enrollment.
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ENGR 212 - Dynamics 3 credits
Kinermatics and kinetics of particles and rigid bodies; introduction to mechanical vibration. Prerequisite(s): MATH 212 with a grade of C or better; ENGR 211 with a grade C or better.
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ENGR 214 - Design of Logic Circuits 4 credits
design and application of combinational logic circuits with exposure to modern methods and design tolls; introduction to sequential logic circuits. Recommended preparation: Prior programming class.
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ENGR 215 - Mechanics of Materials 3 credits
Concepts of stress, strain , and their relationships; axial loads torsion and bending; combined stress; properties of materials; columns, repeated loadings. Prerequisite(s): ENGR 211 with a C or better.
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ENGR 234 - Microprocessor Systems 4 credits
Microprocessor system architecture, instruction sets, and interfacing; assembly language programming. Prerequisite(s): CPSC 105 with a C or better; ENGR 214 with a C or better.
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ENGR 261 - Electrical Circuits I 3 credits
Application of fundamental concepts of electrical science in linear circuit analysis; mathematical models of electric components and circuits. Prerequisite(s): MATH 335 with a C or better or concurrent enrollment; PHYS 212 with a C or better.
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ENGR 262 - Electrical Circuits Laboratory I 1-3
Electrical Instruments; laboratory applications of electric laws; transient and steady- state responses of electrical circuits. Prerequisite(s): ENGR 261 with a C or better or concurrent enrollment.
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English |
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ENG 095 - Academic Eng Lang Prof Writing 4 credits (maximum 8 credits)
(For ESL students placed at the 95 level on the Heritage University Assessment Test) Focuses on grammar and academic vocabulary needs of nonnative speakers and prepares them to either enter the ENG 099A /ENG 099B sequence or, perferably, test into ENG 101 . Writing assignments and tasks parallel those in the ENG 099A / ENG 099B sequence: the skills needed to compose various types of coherent paragraphs and short essays, including practice in reading, paraphrasing, and summarizing expository essays. May be repeated for a maximum of two semesters. Not applicable to degree programs. Offered Fall and Spring Semester.
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ENG 097 - Academic Eng Lang Prof Reading 4 credits (maximum 8 credits)
Intended for students whose first language is not English. Small group, individualized and/or computer-assisted instruction with emphasis on the comprehension and critical reading of academic texts, improvement of reading speed and flexibility, and especially strengthening of vocabulary skills. Students read, analyze, discuss and paraphrase typical university-level texts in order to prepare themselves to be effective participants in future classes. May be repeated for a maximum of two semesters. Not applicable to degree programs. Offered Fall and Spring semester.
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ENG 098 - College Reading 3 credits
Small-group, and/or computer-assisted instruction, with emphasis on the critical reading of academic texts, improvement of reading speed and flexibility, and strengthening of vocabulary skills. Students read, analyze, and paraphrase typical university-level texts in order to prepare themselves to be effective participants in future classes. may be repeated for a maximum of two semesters. Not applicable to degree programs. Offered Fall and Spring semesters.
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ENG 099A - Pre-College Writing Skills I 4 credits
Emphasizes the skills needed to compose various types of coherent paragraphs. Basic grammar, punctuation, and usage will be reviewed. Also includes practice in reading, summarizing, and responding to short academic texts. Prerequisite(s): Heritage University Assessment Test.
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ENG 099B - Pre-College Writing Skills II 4 credits (maximum 396 credits)
Emphasizes the skills needed to compose short essays employing a variety of expository writing strategies and techniques. Basic grammar, punctuation, and usage will be reviewed as necessary. Also includes practice in locating, reading, paraphrasing, summarizing, and responding to short academic texts. Prerequisite(s): Heritage University Assessment Test.
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ENG 101 - English Composition I 3 credits
An intensive introduction to critical reading and expository writing as encountered in the academic setting. Includes practice in reading, paraphrasing, summarizing, responding to, and synthesizing academic prose and introduces library and documentation techniques. Emphasizes the use of correct, coherent English prose, orderly development of ideas, and precise exposition through explanations and examples. Offered Fall and Spring semesters. Prerequisite(s): Heritage University Assessment Test or successful completion of ENG 099B or an equivalent course.
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ENG 101L - English Composition Lab 1
Students receive a structured review of composition concepts that are requred for success in ENG 101, including foundational skills of critical reading and academic writing. Concurrent enrollment in ENG 101 is required. Co-requisite(s): ENG 101 Cross-listed as ENG 102L
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ENG 102 - English Composition II 3 credits
Extensive practice in the skills of academic reading, writing, and research across the disciplines: writing summaries, paraphrases, syntheses, and critiques; critically reading academic prose; using library resources effectively; properly documenting papers using MLA/APA parenthetical reference styles as well as the documentation techniques appropriate to a student’s discipline. Offered Fall and Spring semesters. Prerequisite(s): ENG 101 .
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ENG 102L - English Composition II Lab 1
Students receive a structured review of composition concepts that are required for success in ENG 102, including foundational skills of critical reading and academic writing. Concurrent enrollment in ENG102 is required. Co-requisite(s): ENG 102 Cross-listed as ENG 101L
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ENG 199A - Composition Review: Grammar & Mechanics 1 credit
Review of composition skills including developing a thesis, organizing and structuring university essays, handling and synthesizing source materials, with a special emphasis on grammar and mechanics. Ideal for students who have completed ENG 102 (or transfer equivalent) but need skills review. Advisors should recommend this course for students whose transfer assessment or writing-intensive course results indicate these specific needs. Offered Fall, Spring, and Summer semesters.
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ENG 199B - Composition Review: Documentation 1 credit
Review of composition skills including developing a thesis, organizing and structuring university essays, handling and synthesizing source materials, with a special emphasis on documentation. Ideal for students who have completed ENG 102 (or transfer equivalent) but need skills review. Advisors should recommend this course for students whose transfer assessment or writing-intensive course results indicate these specific needs. Offered Fall, Spring, and Summer semesters.
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ENG 200 - Introduction to Ethnic Literature 3
Techniques and practice in reading and knowing literature from multiple cultures. Examines representative works from recognized ethnic and traditional authors. Considers such features of literary meaning as characterization, narration, imagery, and patterning in sound and sense. Emphasis on literature as human communication and as a course of understanding about the human experience.
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ENG 203 - Special Topic 1-3 credits
Study of specialized subject matter in English. Topics vary depending upon current interests and needs. May be repeated for credit with a new topic. Offered TBA. Prerequisite(s): Varies with level and subject matter.
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ENG 206A - Play Production 3 credits
Students will learn the techniques and skills needed for mounting a play, including analysis of a script for production, directing, costuming and makeup, stagecraft, acting, and theater business practices. The final project will involve the actual production of a theatrical performance. Will emphasize drama for children. Offered Fall semesters.
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ENG 206B - Play Production 3 credits
Students will learn the techniques and skills needed for mounting a play, including analysis of a script for production, directing, costuming and makeup, stagecraft, acting, and theater business practices. The final project will involve the actual production of a theatrical performance. Will emphasize drama for adults and young adults. Offered Spring semesters.
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ENG 221W - Comparative World Literature 3 credits
Survey of works of lasting appeal in world literature. Introduction to and comparison of literature from various ages, languages, and cultures (Western and non-Western) by writers of major literary and historical significance. Includes introduction to literary research and academic writing about literature. Offered Spring semesters. Prerequisite(s): ENG 101 .
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ENG 303 - Special Topic 0-3 credits
Study of specialized subject matter in English. Topics vary depending upon current interests and needs. May be repeated for credit with a new topic. Offered TBA. Prerequisite(s):
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ENG 305 - Multicultural Dramatic Literature 3 credits
Studies in the literature and history of drama from various societies and cultures around the globe. Includes theater from 1500 CE to the present. Offered Fall, Spring and Summer semesters. Prerequisite(s): ENG 101 .
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ENG 306 - Advanced Play Production 3 credits
Additional study of play production, including directing, costuming and makeup, stagecraft, acting, and theater business practices. The final project will involve the actual production of a theatrical performance. Offered Fall and Spring semesters. Prerequisite(s): ENG 206A or ENG 206B or permission of Program Chair.
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ENG 307 - Language Acquisition 3 credits
Exploration of current approaches, processes, and materials used to promote first and second language acquisition. Introduction of relationships among psychological, social, cultural, and educational factors influencing learning and language fluency. Particular emphasis on generative models of syntax: analysis of important syntactic structures of English, exploration of the acquisition and internalization of those structures in first and second language learners through field observations of L1 and L2 English Language Learners, and hands-on experience of teaching methods (such as sentence combining) and assessment based on those conclusions. Offered Spring semesters. Prerequisite(s): or permission of Program Chair.
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ENG 310 - Poetry 3 credits
Study of the art of poetry through reading and discussion of selected poems from different periods and countries along with workshops on writing poetry. Offered Fall, Spring, and Summer semesters. Prerequisite(s): ENG 102 .
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ENG 311 - Applied Drama 1 credit
Participation in the rehearsal and performance of a university drama production. Graded as P/NP. May not be used to meet GUCR’s. Offered Fall and Spring semesters.
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ENG 315AW - British Literature I: Origins to Romanticism 3 credits
Survey of works by representative writers from the major literary periods from the Celtic and Anglo-Saxon periods to 19th century Romanticism. Includes introduction to literary research using electronic and print professional journals. Offered Spring semesters. Prerequisite(s): . Recommended: Lower-level literature or introduction to literature class or permission of Program Chair.
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ENG 315BW - British Literature II: Victorian to Present 3 credits
Survey of works by representative writers from the majority literary periods from the 19th century Victorian Era to the present, including Realism, Modernism, and Post-Modernism. Includes introduction to literary research using electronic and print professional journals. Offered Spring semesters. Prerequisite(s): . Recommended: Lower-level literature or introduction to literature class or permission of Program Chair.
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ENG 315W - Survey of British Literature 3 credits
Survey of works by representative writers from the major literary periods. Includes introduction to literary research using electronic and print professional journals. Offered Spring semesters. Prerequisite(s): ENG 102 . Recommended: Lower-level literature or introduction to literature class, or permission of Program Chair.
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ENG 319 - Applied Syntax 1
Application of generative and transformational syntax to the theory and practice of writing. Includes advanced study of sentence combining techniques. Offered Fall semesters. Prerequisite(s): ENG 102 or equivalent. Co-requisite(s): ENG 337 or approval of Program Chair.
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ENG 322W - Environmental Literature 3
Students will examine the views of nature and the environment as seen by selected writers, poets, and essayists and the -role of language in understanding and expressing our connection to the world around us. A key to understanding contemporary attitudes toward the environment is through exploring its literary history. Offered alternate fall semesters. Prerequisite(s): ENG 102
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ENG 323W - Advanced Composition: Rhetorical Modes 3 credits
This course develops students’ ability to write persuasively in different writing situations. Depending on the needs of the students, it covers a range of rhetorical modes and genres such as comparison/contrast, process analysis, narrative, biography/autobiography, journal, review, reflective essay, proposal, report, types of letters, etc. Includes examination of texts written for a variety of audiences and formats along with intensive study of academic vocabulary. Offered Fall, Spring, and Summer semesters. Prerequisite(s): ENG 102 .
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ENG 324W - Advanced Composition: Writing in the Health Sciences 3 credits
This course develops students’ ability to write persuasively in the forms and genres critical to the health sciences. Covers a range of writing tasks such as process analysis, proposal, report, types of letters, resumes, etc. Includes examination of texts written in various formats for the health sciences along with intensive study of scientific vocabulary. Offered Fall, Sping, and Summer semesters. Prerequisite(s): ENG 102 .
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ENG 325W - American Literature I: Origins to Realism 3 credits
Advanced study of American literature from the Pre-Colonial period to the Rise of Realism in the late 19th Century, emphasizing research with primary and secondary sources and teaching the full diversity of American literature. Offered Fall semesters. Prerequisite(s): Recommended: Lower-level literature or introduction to literature class or permission of Program Chair.
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ENG 326W - American Literature II: Modernism to the Present 3 credits
Advanced study of American literature from the Modernist movement in the late 19th Century to the present, emphasizing research with primary and secondary sources and teaching the full diversity of American literature. Offered Spring semesters. Prerequisite(s): ENG 102 . Recommended: Lower-level literature or introduction to literature class or permission of Program Chair.
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ENG 330 - Introduction to Language Studies 3 credits
A broad interdisciplinary survey of language emphasizing the practical applications of language theory. Because this course is intended to provide a foundation for further studies, subjects explored will include the nature of language and its role in society; the fundamentals of phonology, morphology, and syntax; and the application of those concepts to issues in education, sociology, and other fields. Includes introduction to linguistic field research and linguistic research using electronic and print professional journals. Offered Fall, Spring, and Summer semesters. Prerequisite(s): ENG 101 .
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ENG 337 - Introduction to Linguistics 2
Survey of phonetics, phonology, morphology, syntax, and semantics along with an introduction to the history of English. Offered Fall semesters. Cross-listed as ENG 537
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ENG 339 - Modern Science Fiction 3
This course examines the development of the science fiction genre in the 20th and 21st centuries. After touching on the Pulp Era and the Golden Age, we will look at the explosion of SF since the 1960s, considering the theoretical, scientific, cultural, and social underpinnings of movements such as the New Wave, Cyberpunk, New Space Opera, New Weird, and more. Readings include a range of classic short fiction as well as a series of classic and recent novels. Cross-listed as ENG 539
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ENG 340W - Literature by Women 3 credits
Study of selected short stories, poetry and novels by women writers both classical and modern. Special attention will be given to women writers’ problems and opportunities. Offered Fall semester. Prerequisite(s): ENG 102 . Recommended lower-level literature or introduction to literature class or permission of Program Chair.
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ENG 341W - Hispanic-Latino/Chicano/Literature 3 credits
Study of the development of the poetry, drama, and fiction of Mexican-Americans. Includes the literature of the Hispanic Southwest, Mexican-American folklore and the literature of the contemporary Chicano/Chicana movement. Offered Spring semester. Prerequisite(s): ENG 102 . Recommended lower-level literature or introduction to literature or permission of Program Chair.
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ENG 342W - Native American Literature 3 credits
A comparative study of traditional Native American values and practices as reflected in authentic oral narratives and creative written literature as well as the influence these traditions have had on contemporary Native American literary works. Offered Fall semester. Prerequisite(s): ENG 102 . Recommended lower-level literature or introduction to literature class or permission of Program Chair.
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ENG 343W - African American Literature 3 credits
This course will examine oral storytelling, as well as colonial and post-colonial prose, poetry, and drama by African American writers to present day. An emphasis in political, historical, and cultural contributions and challenges will help students understand how this literature has been constructed and reconstructed according to how African Americans view themselves and are understood in today’s literary canon. This course will also seek to analyze trends, values, and layers of multicultural traditions by writers of all genders. Students will be able to expand current literary conversations by contributing their own voice and experiences in order to understand how they identify with underrepresented groups in Western culture. Offered TBA. Prerequisite(s): . Recommended lower-level literature or introduction to literature class or permission of Program Chair.
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ENG 345 - J.R.R. Tolkien 1-3
Detailed study of the works of J.R.R. Tolkien, with particular emphasis on The Hobbit, The Lord of the Rings, The Simarillion, and Tolkien’s critical writings. Examination of genre considerations, including the origins of the world-building model of contemporary fantasy fiction and comparison of written and cinematic versions. Biographical, historical, formalist, feminist, ecocriticial, and other approaches will also be explored by students enrolled for 2 credits and students enrolled for 3 credits will practice teaching Tolkien at the secondary level. Offered Fall, Spring, and Summer Semester Recommended: lower-level introduction to literature or advanced literature course or permission of Program Chair.
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ENG 346 - Superheroes 3
This is a course of watching, reading, and analyzing superheroes and other similar protagonists, including study of the Hero’s Journey. Examines traditional texts as well as graphic novels and television/movie scripts. Students will also explore how to create strong, loveable protagonists in their own writing. Prerequisite(s): ENG 102 Cross-listed as ENG 546 - Superheroes
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ENG 350W - Writing for Social Sciences 3 credits
Techniques of collecting, analyzing, organizing information for writing in the social sciences including case notes and writing reports for agencies and court hearings. Expository writing skills necessary for accurately reporting information. Practice in writing typical of that required in social science disciplines. Offered Fall, Spring, and Summer semesters. Prerequisite(s): ENG 102 .
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ENG 351W - Technical and Report Writing 3 credits
Techniques of collecting, analyzing, and organizing data for technical reports. Expository writing skills necessary for accurately reporting information. Practice in writing typical of that required in all disciplines. Offered Fall, Spring, and Summer semesters. Prerequisite(s): ENG 102 .
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