2018-19 Undergraduate Catalog [Archived Catalog]
Courses
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ECO 301 - Money and Banking (4 credits)
This course is designed to increase understanding of how banks and the banking system fit into the entire economic system. The functions of money, the federal reserve system, monetary theory, inflation and the international financial system will be taught.
Prerequisites: ECO213 and 214.
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ECO 305 - Current Economic Problems (3 credits; non-yearly, consult department)
This is an upper-level discussion course designed to require students to apply economic principles and policies to issues confronting economists in business and government. Both micro and macro concepts are explored. Controversial issues to be confronted include the extent of government involvement in the economy, energy, employment, inflation, deficits and world trade.
Prerequisites: ECO213 and 214.
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ECO 314 - Intermediate Macroeconomics (4 credits; alternate years, consult department)
Builds on the concepts of inflation, unemployment and economic growth learned in principles level macroeconomics. Introduces models with which the student will become more proficient in understanding how the economy works.
Prerequisite: ECO214 and MAT111QR or 112QR.
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ECO 315 - Intermediate Microeconomics (4 credits; alternate years, consult department)
This course will examine economic theory and methodology with emphasis on the principles of price determination, consumer behavior, market equilibrium, optimality of resource allocation, production and costs, comparison of market structures, and the behavior of firms in nonperfect competition.
Prerequisite: ECO213 and MAT111QR or 112QR.
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ECO 333 - International Economics (4 credits)
This course is a study of the theory and practice of international trade, international economic and monetary activity, balance of trade international payment mechanisms, exchange rate systems, functions of the International Monetary Fund, and the World Bank.
Prerequisites: ECO213 and 214.
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ECO 375x - Econometrics with Regression Analysis (4 credits)
This course introduces students to the fundamentals of econometric analysis. The primary focus is on simple and multiple linear regressions using cross-sectional data and time series regressions. We will also discuss regression analysis using panel data. Rather than theoretical statistics, the course will emphasize application by using statistical packages and interpreting the output.
Prerequisites: MAT111Qr or MAT112QR and MAT116QR or MAT117QR.
Cross-Referenced: Cross-referenced in mathematics.
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ECO 390 - Game Theory (4 credits; non-yearly, consult department)
This course is an introduction to and survey of the theory of games (multiperson decision theory) and its applications, primarily in economics. The Nash equilibrium concept will be carefully developed to provide a basis for analyzing various forms of strategic interaction. Areas of application will include oligopolistic markets, common resource markets, stock market microstructure and corporate takeovers. In addition to economic applications, we will use game theory to explore selected political, social and religious issues.
Prerequisites: MAT111QR or 112QR, or permission of instructor.
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ECO 430 - Managerial Economics (4 credits)
Success in business depends on the positioning of the firm and the management of its resources. Through the lens of economics, students will learn to think systematically and strategically about critical management issues concerning consumer demand, costs, pricing, market competition, and organizational incentives. This course is an advanced economics course focusing on economic reasoning and decision-making in everyday life of a manager or an entrepreneur. Emphasis will be placed on case studies and quantitative data analysis.
Prerequisites: ECO213 and MAT116QR or MAT117QR.
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EDU 102 - Foundations of Education (2 credits)
This course provides philosophical, historical, social and economical foundational background for students considering the teaching profession.
Note: This course includes a field experience. Students must earn a C- or better in order to fulfill program requirements for elementary licensure.
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EDU 202 - Early Field Experience (1 credit)
This course requires 30 clock-hours of field experience with a certified teacher in an area school.
Note: Graded on a pass/no pass basis.
Prerequisite: EDU102.
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EDU 203 - Early Field Experience-Middle School (1 credit)
This course requires 30 clock-hours of field experience with a certified teacher in an area middle school.
Note: Graded on a pass/no pass basis.
Prerequisite: EDU102
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EDU 205 - Directed Field Experience (1 credit)
This elective class requires 30 clock-hours of field experience with a certified teacher in an area school. The candidate will be required to teach four lessons and debrief/reflect on those experiences.
Note: Graded on a pass/no pass basis.
Prerequisite: EDU202 and recommendation by the department chair.
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EDU 206 - Survey of Exceptional Individuals (3 credits)
This course provides an overview of the history of special education up to and including present day trends and practices in education students with exceptionalities. Various areas of exceptionality are explored, including ways to support students with diverse learning and behavioral needs in inclusionary environments.
Note: This course includes a field experience. Students must earn a C- or better in order to fulfill program requirements for elementary licensure.
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EDU 221 - Growth and Development of the Middle School Aged Student (3 credits, alternate years, consult department)
The middle school growth and development primarily embraces the knowledge of the learner component of the professional knowledge base with concentration, identification and comprehension of the physical, psychosocial, and cognitive characteristics of the middle school aged student. This course includes a 5-hour field experience.
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EDU 227 - Instructional Technology (2 credits)
This course enables students to develop proficiency with a variety of technologies available for classroom instruction. It also provides insights and tools that would apply to 1:1 classrooms, flipped classrooms and online learning. Most of the coursework is based as students demonstrate basic working knowledge of various tools and equipment.
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EDU 228 - Children’s Literature (2 credits)
This course focuses on the history of children’s literature and its uses in the classroom. This course provides an introduction to the criteria and selection of Children’s literature for elementary school students. Various genres are detailed, and ideas for curriculum integration are discussed. A study of illustrations and authors is included.
Note: This course includes 5 hours of field experience.
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EDU 229 - Introduction to Early Childhood (3 credits; alternate years, consult department)
This course examines both the typical and atypical growth and development of children ages birth through grade three in the areas of cognition, language development, physical motor, social-emotional, mental health and adaptive behavior. Candidates will learn how these areas impact development and learning in the first years of life and will use this knowledge to plan, develop, implement and evaluate integrated learning experiences from home, center and school environments based on knowledge of the child, the family, and the community. Candidates will also use relevant national and state professional standards for designing content and informing and improving practices for children and their families.
Note: This course includes 25 hours of field experience.
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EDU 230 - Organization and Administration of Early Childhood Programs (3 credits; alternate years, consult department)
This course examines the principles of administration and operation of programs for children ages birth through grade three and their families, including program development, supervision, staff evaluation, and continuing improvement of programs and services. Candidates will understand the significance of lifelong learning by participating in professional activities relevant to early childhood education, special education and early intervention. Candidates are required to complete pre-student teaching experiences in at least three settings that offer early childhood education.
Note: This course includes 25 hours of field experience.
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EDU 235 - Characteristics of Learners with Mild and Moderate Disabilities (3 credits)
An overview of mild/moderate disabilities including historical and theoretical perspectives. Designed for students seeking reading, unified early childhood and special education endorsements.
Prerequisite: EDU206.
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EDU 240 - Integrating the Arts for the Elementary Classroom Teacher (3 credits)
This course is designed to provide basic skills for integrating music, theatre, art and physical education in the elementary school classroom, as well as strategies for cooperative opportunities with specialized teachers. We will concentrate on effective teaching strategies, which include planning, implementing and evaluating the teaching process. Course content will include practicing teaching techniques and learning pedagogy related to the integration of these specials in the elementary classroom.
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EDU 300 - Characteristics of Young Children with Diverse Needs (3 credits; alternate years, consult department)
This course will examine the nature of child growth and development for children ages birth through grade three in areas of language development, social-emotional, aesthetics, cognition and adaptive behavior and how these impact development in the first years of life. Candidates will demonstrate a range of appropriate assessment and evaluation strategies to support the strengths, interests and needs of students with a range of abilities and disabilities. Candidates are required to complete a pre-student teaching experience working in at least three settings that offer early childhood education and with students that reflect diverse family systems and other differentiating factors, like urban/rural, socioeconomic status, and cultural/linguistic diversity.
Note: This course includes 25 hours of field experience.
Prerequisites: EDU102 and 206.
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EDU 300A - Characteristics of Young Children with Diverse Needs (3 credits, for non-traditional students)
This course will examine the nature of child growth and development for children ages birth through grade three in the areas of language development, social-emotional, aesthetics, cognition and adaptive behavior and how these impact development in the first years of life. Candidates will demonstrate a range of appropriate assessment and evaluation strategies to support the strengths, interests and needs of students with a range of abilities and disabilities. Candidates are required to complete a pre-student teaching experience working in at least three settings that offer early childhood education and with students that reflect diverse family systems and other differentiating factors, like urban/rural, socioeconomic status, and cultural/linguistic diversity.
Note: This course includes 25 hours of field experience.
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EDU 301 - Methods for Working with Young Children with Diverse Needs (3 credits; alternate years, consult department)
This course examines the central concepts, structures and tools used to develop meaningful learning progressions for individuals with execeptionalities ages birth through grade three. Candidates will develop, implement and evaluate individualized plans (IFSPs and IEPs) and utilize a range of appropriate assessment and evaluation strategies to support individual strengths, interests and needs. By the end of the course, candidates will be able to design curricula, assessments and intervention strategies that align with learner and program goals. Candidates will also understand the role of families in the assessment process and assist them in identifying resources, priorities and concerns in relation to the child’s development.
Note: This course includes 25 hours of field experience.
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EDU 304 - Educational Psychology (3 credits)
The application of psychological principles to the learner, the learning process and the learning situation. This course not only explores learning theories that impact education today, but also has an emphasis on developing appropriate motivation techniques, creating developmentally appropriate and productive learning environments, developing classroom management, as well as developing authentic and appropriate evaluation and assessment.
Prerequisites: EDU102, PSY221SS or 224, and junior class standing.
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EDU 307WI - General Methods in Secondary Education (3 credits) (Writing intensive)
The principles and methods of teaching at the secondary level, including lesson plans, teaching skills, reading in the content area, classroom management, evaluation and school law.
Note: This course includes field experience. Students must earn a “C” or better in this course in order to fulfill program requirements for secondary licensure.
Prerequisite: sophomore class standing and admission to the teacher education program.
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EDU 308 - Special Methods in Major (2 credits, alternate years, consult department)
A study of the content, techniques, and materials in the student’s major field needed to qualify for secondary teacher certification. Biology, chemistry and natural science majors see course offering under NSC308. Economics, history, political science, social science and sociology majors see course offering under SSC308. Kinesiology majors see course offering under KIN318. All other majors see course offering, number 308, under your major department.
Note: Students must earn a “C” or better in the special methods course in order to fulfill program requirements for secondary licensure.
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EDU 309 - Transition for Students with Mild to Moderate Disabilities (2 credits, alternate years, consult department)
A study of the job opportunities and training for the adolescent mentally disabled student.
Prerequisites: EDU206 and 235.
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EDU 312 - Middle School Methods and Curriculum (3 credits, alternate years, consult department)
This course focuses on the philosophy of the middle school, organization of the curriculum, effective teaching strategies, and assessment. This course includes a 5 hour field experience.
Prerequisite: junior class standing.
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EDU 314 - Working with Parents (2 credits; alternate years, consult department)
This course examines the theories and knowledge of dynamic roles and relationships within and between families, schools and communities and how they can influence and support learning. Candidates will engage in intentional practices that value diversity and demonstrate understanding in how language, culture and family background can impact development. In addition, candidates will also learn to recognize how children are best understood in the context of family and how linguistic diversity, biological and environmental factors, and family strengths can influence development and learning at all stages of life.
Prerequisite: EDU206.
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EDU 314A - Working with Parents (2 credits, for non-traditional students)
This course examines the theories and knowledge of dynamic roles and relationships within and between families, schools and communities and how they can influence and support learning. Candidates will engage in intentional practices that value diversity and demonstrate understanding in how language, culture and family background can impact development. In addition, candidates will also learn to recognize how children are best understood in the context of family and how linguistic diversity, biological and environmental factors, and family strengths can influence development and learning at all stages of life.
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EDU 315 - Behavior Management and Classroom Instruction (3 credits)
This course is designed to provide an overview of various models for classroom and behavior management. The course will emphasize both theoretical and practical dimensions of behavior and social concerns.
Note: This course includes a 10 hour field experience.
Prerequisite: EDU206.
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EDU 318 - Diagnostic Assessment, Teaching and Evaluation of Special Education Students (3 credits, alternate years, consult department)
A study in the purposes, procedures and issues related to screening, testing and evaluation of special needs students. The course will include a study of diagnostic instruments used by the profession.
Prerequisite: EDU206.
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EDU 319 - Communication and Collaborative Partnerships for Special Educators (2 credits; alternate years, consult department)
This course examines how successful early childhood education depends upon reciprocal and respectful partnerships with families, communities and agencies. Candidates will understand the dynamic roles within and between families, schools and communities and how to create a community of support for children and families through interagency collaboration. Candidates will learn how to collaborate with supervisors, mentors and colleagues to enhance professional growth within and across disciplines to inform practice and to advocate for developmentally and individually appropriate practice. Utilizing collaborative partnerships, candidates will learn how to create safe, inclusive, culturally responsive learning environments that engage learners in meaningful activities and interactions.
Prerequisite: EDU206.
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EDU 319A - Communication and Collaborative Partnerships for Special Educators (2 credits, for non-traditional students)
This course examines how successful early childhood education depends upon reciprocal and respectful partnerships with families, communities and agencies. Candidates will understand the dynamic roles within and between families, schools and communities and how to create a community of support for children and families through interagency collaboration. Candidates will learn how to collaborate with supervisors, mentors and colleagues to enhance professional growth within and across disciplines to inform practice and to advocate for developmentally and individually appropriate practice. Utilizing collaborative partnerships, candidates will learn how to create safe, inclusive, culturally responsive learning environments that engage learners in meaningful activities and interactions.
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EDU 323 - Teaching Mathematics (3 credits)
A foundational course for the teaching of mathematics at the elementary and middle school levels. Candidates will understand and utilize materials, lesson design, methods and procedures to teach basic math properties, functions and formulas.
Note: This course includes a field experience. Students must earn a “C” or better to fulfill program requirements for elementary licensure.
Prerequisite: Admission to the Teacher Education Program.
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EDU 325 - Teaching Science and Social Studies (3 credits)
Foundational course for teaching science and social studies in the elementary classroom. Methods and materials will be developed as they relate to modern practices of teaching science and social studies. This course will focus on the broad range of topics covered in this curricular area.
Note: This course includes field experience.
Prerequisite: admission into teacher education program.
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EDU 326 - Teaching Reading and Language Arts (3 credits)
A foundational course for the teaching of language arts at the elementary and middle school levels. Candidates will understand and utilize materials, lesson design, methods and procedures to teach reading, writing, spelling, handwriting and grammar.
Note: This course includes a field experience. Students must earn a “C” or better in order to fulfill program requirements for elementary licensure.
Prerequisite: Admission to the Teacher Education Program.
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EDU 327 - Classroom Management for Secondary Teachers (1 credit)
The objective of this course is to teach students effective strategies for organizing and managing an effective classroom. Included in this course are guidelines for organizing your classroom and materials, choosing rules and procedures, maintaining appropriate student behaviors, managing student work and planning and conducting instruction. Students will interview classroom teachers to discover management strategies that have worked effectively for them.
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EDU 328 - Teaching Science in the Elementary Classroom (3 credits)
A foundational course for the teaching of science at the elementary and middle school levels. Candidates will understand and utilize materials, lesson design, methods and procedures to teach earth and space science.
Note: This course includes field experience. Candidates must earn a “C” or better to fulfill program requirements for elementary licensure.
Prerequisites: Admission to the Teacher Education Program.
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EDU 329 - Teaching Social Studies in the Elementary Classroom (2 credits)
A foundational course for teaching social studies at the elementary and middle school levels. Candidates will understand and utilize materials, lesson design, methods and procedures to teach economics and civic literacy.
Note: This course includes a field experience. Students must earn a “C” or better in order to fulfill program requirements for elementary licensure.
Prerequisite: Admission to the Teacher Education Program.
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EDU 336 - Methods and Strategies for Learners with Mild and Moderate Disabilities (Elementary) (3 credits, alternate years, consult department)
This course is designed to prepare pre-service teachers to develop and implement intervention strategies as well as appropriate accommodations and modifications to address students’ exceptional learning and behavioral needs at the elementary school level. Pre-service teachers will also develop/refine skills in IEP writing, incorporating assessment and evaluation information as well as input from parents/families.
Note: This course includes a 10 hour field experience.
Prerequisites: EDU206 and 235.
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EDU 337 - Methods of Working with Students with Mild/Moderate Disabilities at the Secondary Level (3 credits, alternate years, consult department)
This course prepares college students to teach students with exceptional learning needs at the secondary level. A practicum experience of ten hours is required.
Note: This course includes field experience.
Prerequisites: EDU206 and 235.
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EDU 340 - Human Relations (2 credits)
Major issues and concepts associated with living in a culturally diverse society and teaching in culturally diverse schools will be clarified. Students will consider ways in which ethnicity, gender/sexuality, social class, and religion intersect and influence beliefs and behaviors.
Note: A 20 hour experience, both in schools and outside of schools in diverse settings is a key component of this course.
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EDU 343WI - Diagnosis and Correction of Reading Problems (3 credits) (Writing intensive)
Diagnosis and Correction of Reading Problems focuses both on the role of formative and summative assessment in the teaching of reading. In addition, significant attention is paid to the remediation of reading problems. Students will study the design, development, implementation and evaluation of remediation for students with reading problems, including diagnostic and prescriptive procedures for individuals and groups of students. Students will be required to write and revise their work for professional audiences. Formal and informal assessment procedures will be examined. Writing is a significant part of each exam.
Note: This course includes a field experience.
Prerequisites: EDU326, admission into teacher education program, and concurrent enrollment in EDU328.
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EDU 345 - Language Learning and Reading Disabilities (3 credits)
This course focuses on learning oral language and the implications that has for learning written language. A major part of the course is devoted to designing effective remedial education programs for Title I and special education. Special attention is paid to early intervention programs. This is an upper level course, designed for students completing reading and special education endorsements.
Note: This course includes field experience.
Prerequisites: EDU326.
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EDU 347 - Reading in the Content Area (2 credits)
This course addresses skills necessary in teaching students to read in social studies, math, science, and other content areas. This course offers strategies for vocabulary, comprehension, study skills, writing, assessment, and more.
Prerequisite: EDU102.
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EDU 350 - Health, Safety and Nutrition: Creating a Safe Space for Young Children to Learn (3 credits; alternate years, consult department)
This course examines basic health, nutrition and safety management procedures to promote development and learning. Candidates will learn to recognize signs of emotional distress, physical and mental abuse, and neglect in young children. Candidates will create learning environments and classroom procedures that promote positive social interaction, mutual respect, conflict resolution and self-regulation, and will utilize group guidance and problem-solving to develop supportive relationships among children.
Prerequisite: EDU206.
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EDU 406 - Student Teaching in Reading (1-6 credits)
This experience will include the observation, engagement and instruction of an elementary or secondary classroom for 4-6 weeks while under the supervision of a licensed, certified reading teacher. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the program. Candidates are expected to model “Teacher as Servant” throughout the experience by serving God and society in diverse classroom settings.
Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
Prerequisites: EDU343WI and EDU347.
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EDU 407 - Early Childhood Student Teaching (1-6 credits)
This experience will include the observation, engagement and instruction in both pre-kindergarten and kindergarten classrooms for 4 weeks while under the supervision of a licensed, qualified teacher. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the elementary education program. Candidates are expected to model “Teacher as Servant” throughout the experience by serving God and society in diverse classroom settings.
Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
Prerequisites: EDU229 and EDU230, and KIN104 or current first aid and infant child CPR certification.
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EDU 408 - Paraprofessional Practicum (4-8 credits)
This experience will include the observation, engagement and instruction of an elementary classroom for 4-16 weeks while under the supervision of a licensed, qualified teacher. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assess throughout the elementary education program. Candidates are expected to model “Teacher as Servant” throughout the experience by serving God and society in diverse classroom settings.
Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards completing the elementary education major, but candidate will not be recommended for teacher licensure.
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EDU 409SR - Philosophy of Education (2 credits)
The liberally educated Christian teacher is the knowledgeable servant of God and society and this course examines the reasoning behind policies and methods of teaching, learning and schooling. Various schools of thought are discussed, including a distinctively Christian perspective, to prepare students to serve as professional teachers. This course is the NWCore course for education students.
Note: Advised to be taken the semester before student teaching.
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EDU 410 - TESL Student Teaching (1-4 credits)
This experience will include the observation, engagement and instruction of a K-12 classroom for 4 weeks while under the supervision of a licensed, qualified teacher. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the ESL program. Candidates are expected to model “Teacher as Servant” throughout the experience by serving God and society in diverse classroom settings.
Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
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EDU 411 - Student Teaching in the Middle School (4-8 credits)
This experience will include the observation, engagement and instruction of a middle school classroom (grades 6th-8th) for 4-8 weeks while under the supervision of a licensed, qualified teacher. Exact number of weeks/credits required will be determined by student teacher coordinator and department chair. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the education program. Candidates are expected to model “Teacher as Servant” throughout the experience by serving God and society in diverse classroom settings.
Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
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EDU 413 - Elementary Student Teaching (4-16 credits)
This experience will include the observation, engagement and instruction of an elementary classroom for 4-16 weeks while under the supervision of a licensed, qualified teacher. Exact number of weeks/credits required will be determined by student teacher coordinator and department chair. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the elementary education program. Candidates are expected to model “Teacher as Servant” throughout the experience by serving God and society in diverse classroom settings.
Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
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EDU 415 - Secondary Student Teaching (4-16 credits)
This experience will include the observation, engagement and instruction of a secondary classroom for 4-16 weeks while under the supervision of a licensed, qualified teacher. Exact number of weeks/credits required will be determined by student teacher coordinator and department chair. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the secondary education program. Candidates are expected to model “Teacher as Servant” throughout the experience by serving God and society in diverse classroom settings.
Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
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EDU 416 - Vertical Student Teaching (4-16 credits)
This experience will include the observation, engagement and instruction of a K-12 classroom in art, music, kinesiology or Spanish for 4-16 weeks while under the supervision of a licensed, qualified teacher. Exact number of weeks/credits required will be determined by student teacher coordinator and department chair. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the education program. Candidates are expected to model “Teacher as Servant” throughout the experience by serving God and society in diverse classroom settings.
Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
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EDU 426 - Elementary Special Education Student Teaching (4-8 credits)
This experience will include the observation, engagement and instruction of an elementary special education classroom for 4-8 weeks while under the supervision of a licensed, qualified teacher. Exact number of weeks/credits required will be determined by student teacher coordinator and department chair. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the education program. Candidates are expected to model “Teacher as Servant” throughout the experience by serving God and society in diverse classroom settings.
Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
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EDU 428 - Secondary Special Education Student Teaching (4-8 credits)
This experience will include the observation, engagement and instruction of a secondary special education classroom for 4-8 weeks while under the supervision of a licensed, qualified teacher. Exact number of weeks/credits required will be determined by student teacher coordinator and department chair. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the education program. Candidates are expected to model “Teacher as Servant” throughout the experience by serving God and society in diverse classroom settings.
Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
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EDU 429 - Birth through Grade Three Inclusive Settings Student Teaching (4-8 credits)
This experience will include the observation, engagement and instruction of a multi-categorical elementary resource program for children from birth to grade three while under the supervision of a licensed, qualified teacher. During this practicum, candidates are required to complete supervised student teaching experiences in two different settings, which can include registered child development homes, home visiting programs, state-accredited child care centers, or classrooms that include both children with and without disabilities in two of three age levels: infant and toddler, preprimary and primary. Using the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the education program, candidates will be able to schedule, evaluate, collaborate, write IEPs and IFSPs, and develop strategies to address special needs of children. Candidates are expected to model “Teacher as Servant” throughout the experience by serving God and society in diverse classroom settings.
Note: Graded on a pass/no pass basis.
Prerequisite: KIN104 or current first aid and infant child CPR certification.
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ENG 184 - College Writing (4 credits)
An introduction to academic writing, emphasizing the writing process. Students learn strategies for pre-writing, drafting, and revising of expository essays. The course includes analysis of model essays and discussion of model essays and an introduction to research-based writing.
Note: This course does not count toward an English major or minor.
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ENG 221 - Responding to Writing (2 credits)
This course will enable students to develop a theorized practice for responding to writing. Students will study methods of response, conferencing strategies, approaches to revision, English as a Second Language (ESL), interpersonal dynamics, and the ethics of text intervention. As a course requirement, students must satisfy a practicum commitment by working a minimum of one hour per week (for pay) in the Writing Center.
Prerequisite: recommendation of a writing instructor.
When Offered: Every fall.
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ENG 225 - Literature of the Developing World (4 credits, alternate years, consult department)
To paraphrase Salman Rushdie, the Empire has written back. The last half of the 20th century has produced a number of literary texts written in English by authors from the recently independent nations of the Old British Empire. These texts have proved so rich in both literary value and cultural context that their authors, Wole Soyinka, Derek Walcott, Chinua Achebe, and Rushdie himself, have won the most prestigious literary prizes available. We will be reading and appreciating these books, both as ripping good yarns, and as significant cultural documents that teach us much of how members of other societies think, feel, and act.
Prerequisite: ENG250LC.
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ENG 235 - Introduction to Rhetorical Studies (2 credits)
This course functions primarily as an introduction to rhetoric and rhetorical analysis. It is designed to introduce students to the major and the minor in writing and rhetoric. Topics include the rhetoric of ancient Greece, definitions of rhetoric, past and present, rhetorical analysis of texts, and analysis of the rhetor’s purpose, situation, genre and audience.
Note: Students should attempt to take at least one other course that includes significant writing assignments during the same semester.
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ENG 238AE - Literature and Film (4 credits) (NWCore option under Aesthetic Experience)
Literature and Film is an introduction to the art of adaptation. Although we are frequent viewers of film, we are not always good readers and interpreters of visual texts. We will read original literary texts and view adaptations. Through class discussions, writing, and practice students will learn the visual language of film and understanding the nature of adaptation.
Prerequisite: ENG250LC.
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ENG 250LC - Literary Contexts (4 credits) (Fulfills NWCore Literary Contexts requirement)
ENG250LC offers students an introduction to literary study. The topics of individual sections vary by instructor and semester. After completing this writing-intensive course, students will be able to imagine other lives, times, and places by reading a variety of texts; empathize with characters who have diverse stories and perspectives; analyze different genres of literature using the tools of literary study; craft a coherent essay with a clear thesis and careful textual analysis; articulate ways that literature speaks to and informs their own lives; express delight in God through the beauty of language and literary text; and witness God’s presence in the world through literature. Topics include:
American Literature and the Rhetoric of Freedom: Americans often regard freedom as the defining characteristic of both their nation and themselves. This course examines how the rhetoric of freedom has been a force in American literature. We will complicate our understanding of American freedom by examining how it has been continually redefined throughout the nation’s literary history. We will consider how minority and oppressed groups have used the rhetoric of freedom to advance their own liberation and how Christian religions concepts and language have contributed to this rhetoric. Students will practice reading and writing critically and become familiar with a variety of literary genres, including historical narrative, autobiography, poetry, drama, essays, short stories, and novels.
Literature in the World: This course teaches students to appreciate the aesthetic value of literature and consider its cultural contexts. The course explores the beauty of language, the importance of understanding the self and others, and invites readers to consider how literature contributes to our contemporary culture. The course is arranged thematically and content varies from year to year. Themes may include, but are not limited to: immigration, war, poverty, the power of metaphor, and visual art and literature.
Literary Imaginations: For literature to be more than ink stains on white paper, we must use our imaginations to give it life. In this course we shall read works from throughout human history and around the world (India, Greece, Italy, England, Russia, Nigeria, Ireland, Japan) to imagine and understand the world that people have believed in, created, and inhabited.
The Lives of Others: This course explores 4000 years of stories, from ancient Mesopotamia to the American South. Plays, poems, epics, and autobiographies broaden our perspective on the world and deepen our understanding of being human. Two central themes of the course are perceptions of difference and expressions of faith.
Strangers, Gods, and Monsters: As careful, critical readers, we will come face to face with all sorts of strangers, gods and monsters (both mythic and modern) as we journey through New Mexico deserts, English monasteries, modern day American prisons, contemporary Nigerian villages, Aboriginal healing ceremonies, and deep into the heart of Japan’s 17th century Samurai culture.
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ENG 277 - Young Adult Literature (2 credits, alternate years, consult department)
This course examines the field of young adult literature in its various genres: realistic fiction, historical fiction, fantasy, nonfiction and poetry. Students will develop criteria for book selection and learn ways to respond ethically to young adult literature.
Prerequisite: ENG250LC. ENG292 is also recommended.
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ENG 280 - Shakespeare (4 credits; alternate years)
William Shakespeare never attended college, yet he saw the world sharply in his mind’s eye. He wrote piercingly about kings and college students, warriors and witches, goblins and gravediggers; his 1,000 characters have never been off the stage in 400 years. In this course we read eight plays which fathom the range of human experience and take the English language to the height of expressive beauty.
Prerequisite: ENG250LC.
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ENG 283 - Grammar in the Classroom (2 credits)
Most middle schools and high schools expect their English teachers to teach writing and grammar. What are the goals of teaching grammar? What grammar should young writers know? This course takes a rhetorical approach to the study of grammar and to its use in the teaching of writing.
Prerequisite: NWC101 and sophomore standing.
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ENG 288 - Writing in the Professions (2 credits)
A study of professional writing. In a writing workshop setting, students will learn to adjust style, tone and content to accomplish a definite purpose with an identified audience. They will also learn strategies for creating texts that are clear, concise and accurate. The course is especially useful for those whose career goals require facility in written communication, such as those studying marketing, public relations, advertising, management or law. All students will choose a professional to be their mentor on a writing project related to the career they are interested in. Students will also build a small portfolio of professional writing that includes letters, a memo, a resume and a research report.
Prerequisite: sophomore class standing.
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ENG 290WI - The Art of the Essay (2 credits) (Writing intensive)
A study of some of the best contemporary American non-fiction writing on such subjects as politics, the arts, religion, natural science and medicine. Students write on similar topics and develop their own style by emulating such models.
Prerequisites: sophomore class standing or permission of instructor.
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ENG 292WI - Introduction to Narrative and Verse (4 credits) (Writing Intensive)
Students will be introduced to the foundations of reading and writing narrative and verse (fiction and poetry) and will, through an exploration of a wide range of styles, come to understand both the historical aspects of each genre (i.e. how the art’s been practiced and done before) and how those genres are currently practiced (i.e. what’s poetry and fiction look like today?). Students will learn to read work closely and actively, as writers, and will learn how to be in communication (both written and oral) with text.
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ENG 297 - The Rhetoric of Persuasion (4 credits; alternate years, consult department)
A study of the methods of persuasion: logical and emotional appeals and trustworthiness, ways of structuring arguments, and persuasive style. Students will learn to create and critique arguments on a variety of subjects.
Prerequisites: sophomore class standing or permission of instructor.
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ENG 308x - Methods of Teaching Secondary English and Speech (3 credits, alternate years, consult department)
Students will study and practice methods for teaching English and speech in middle school and high school. Pre-service teachers will examine national standards for English/Language Arts and develop their pedagogy for teaching writing, literature, speaking and listening. This course requires a 30-hour practicum.
Note: Does not count toward an English major or minor.
Prerequisites: EDU102 and ENG250LC. EDU307 is strongly recommended.
Cross-Referenced: Cross-referenced in theatre/speech.
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ENG 345 - Linguistic Perspectives on English (4 credits; alternate years, consult department)
In this course, we learn the rudiments of language study, trace the history of English, and gain a rigorous appreciation for the power of words. We follow the English language from its origin in a warlike Germanic tribe to its present state as the dominate medium of international communication. We learn the historical reasons for our irregular spelling and enormous lexicon. We sample varieties of English across America and throughout the world. Along the way, we learn to read basic Old and Middle English, challenge common assumptions about the nature of language, and confront the devastation of the world’s linguistic ecology.
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ENG 346 - American Literature I (4 credits, alternate years, consult department)
A study of prose and poetry in the United States from America’s beginnings through the end of the Civil War. The course will focus on the works of Colonial and Romantic writers and the literatures of Native and African Americans. Special attention will be given to defining the qualities and concerns that make this literature distinctively “American.”
Prerequisite: ENG250LC.
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ENG 347 - American Literature II (4 credits, alternate years, consult department)
A study of prose and poetry in the United States from the Civil War until the present. The course will study works by realists (including regionalists) and modernists, as well as contemporary writers.
Prerequisite: ENG250LC.
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ENG 350 - Reading and Writing Short Fiction (4 credits, alternate years, consult department)
Students will explore the nature and design of fiction by studying and analyzing a range of short fictional genres, learning to read fiction the way its writers read it, and participating in a fiction writing workshop. Attention will be given to purposes of language, to relationships between reading and writing, and to narrative as a mode of thinking and an expression of culture.
Prerequisite: ENG292 or permission of instructor.
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ENG 351 - Reading and Writing Creative Nonfiction (4 credits; non-yearly, consult department)
Students will explore the broad and flexible genre of creative nonfiction, from the works of Montaigne, originator of the modern essay, to the lyric essay and works that stretch and blur the line of nonfiction. Attention will be given to the use of language, sentence structure, metaphor and scene, pushing narrative beyond surface description to deeper meaning.
Prerequisite: ENG290WI or permission of instructor.
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ENG 352 - Reading and Writing Poetry (4 credits; alternate years, consult department)
Students will actively explore the nature and design of poetry by studying a range of poetic genres and styles, learning to read poetry as writers do, and writing poetry in a writing workshop. Attention will be given to the purposes of language, to relationships between reading and writing, and to poetry as a mode of thinking and an expression of culture.
Prerequisite: ENG292 or permission of instructor.
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ENG 375 - Early British Literature (4 credits; alternate years, consult department)
A journey through ten centuries of British literature, from the Middle Ages through the Renaissance, culminating in the great Christian epic, Milton’s Paradise Lost.
Prerequisite: ENG250LC.
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ENG 378 - English Nineteenth-Century Literature (4 credits, alternate years, consult department)
The industrial revolution resulted in an urbanized, more literate population. Writers of the time sought to reach a popular audience in a way unparalleled in English literary history. We shall read Austen, Wordsworth, Dickens, Eliot and their contemporaries, examining what they thought of and had to say to the common people of their day.
Prerequisite: ENG250LC.
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ENG 379 - English Twentieth-Century Literature (4 credits, alternate years, consult department)
England was largely depopulated of young men and nearly reduced to rubble by two world wars. The nation that arose, stripped of its empire, has continued to be a literary center. We shall read Shaw, Yeats, Eliot, Heaney and others, examining how they have analyzed and expressed the modern human condition.
Prerequisite: ENG250LC.
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ENG 380 - Special Topics in Writing (2-4 credits)
Specific subject matter of this course will vary from semester to semester, but will always focus on an issue in composition studies or a genre of writing. Courses will include both readings and student writing within the genre and will be designed to welcome both majors and non-majors.
Note: The course may be taken more than once as long as the topic of study is different, and will count toward the advanced writing course general education requirement.
Prerequisite: ENG290WI or ENG292 or permission of the instructor.
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ENG 381 - Fantasy Writing (2 credits; alternate years, consult department)
Fantasy Writing is a junior-level reading and writing workshop. Students will engage several sub-genres of fantasy literature by reading and discussing classic and contemporary texts and writing their own stories. A final portfolio of original fiction, a seminar on at least one author’s work, and participation in workshops and group work will form the basis for evaluation.
Prerequisite: ENG292WI is recommended, but not required.
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ENG 382 - The Art of Blogging (2 credits; alternate years, consult department)
The Art of Blogging is a writing workshop designed for those interested in the world of online writing, reviewing and commentary. Students will learn to draft and create an intelligent, culturally-relevant blog that brings other writers’ opinions into conversation with their own insights.
Prerequisites: ENG250LC, ENG221, ENG290WI or ENG292; or permission of the instructor.
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ENG 385 - Literature of Place (4 credits, alternate years, consult department)
Some writers are especially interested in the ways people transform places and the ways places influence people. The elements of a place–the mountain ranges, shopping malls, grasslands, forests, migratory patterns of animals, rush of automobiles, or the portals of cyber-places– shape the imagination. This course examines significant literary works, especially non-fiction, that explore the relationship between persons and places. In particular, we will examine the tension between the writer’s need to construct definitions of “home places” and how the places themselves respond to human “home making.”
Prerequisite: ENG250LC.
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ENG 386 - The Other America (4 credits, alternate years, consult department)
America is home to a variety of peoples and literatures; this course focuses on the development of literatures produced by those outside the Anglo-European tradition whose experiences tell a different story about America. The goal of the course is to enrich students’ views of the content of American Literature and to familiarize them with a culture or cultures with which they may not be conversant. The course may be taught as African American, Native American, Asian American, or Hispanic American literature. Alternatively, the instructor may choose to focus on literatures in contact and conflict with one another, for example, the turbulent confluence of Native American, Anglo, and Hispanic Literatures of Nueva España.
Note: See the instructor for the specific offering before enrolling. This course may be taken more than once, provided a different literature is studied.
Prerequisite: ENG250LC.
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ENG 387 - Special Topics in Rhetoric (2-4 credits, non-yearly, consult department)
Specific subject matter of this course will vary from semester to semester, but will always focus on an issue in rhetorical studies or a genre of writing. Courses with writing as their emphasis will include both readings and student writing within the genre.
Note: The course will be designed to welcome both majors and non-majors. The course may be taken more than once as long as the topic of study is different.
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ENG 401 - History and Theory of Rhetoric (4 credits; alternate years, consult department)
Designed to provide solid grounding in Greek and Roman rhetorical theory and practice including studies in pre-literate rhetoric and the theories of Aristotle and Plato, among others. Some attention is also given to the Christianizing of rhetorical theory during the Middle Ages. Finally, the course concludes with the examination of trends in contemporary rhetoric studies and topical applications.
Prerequisite: junior class standing, ENG235 recommended.
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ENG 417 - Internship (4 credits may apply toward the major)
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ENG 420 - Advanced Writing Project (4 credits; alternate years, consult department)
The heart of the course is an advanced project in artistic, journalistic, or scholarly writing. Students also assemble a portfolio of their best writing and related work, plan writing or study beyond college, and read to gather perspectives on their vocation.
Prerequisite: ENG292 and one of the following: ENG350, 351 or 352.
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ENG 450SR - Aesthetic Experience and the Christian Faith (4 credits)
Students in this Senior Seminar will consider the role of the arts in their lives, both as they have studied the arts at Northwestern, and as the arts will find a place in their lives going forward. As works of art develop in the artist’s concentrated attention, the state we call “inspiration,” so the experience of the work of art is an experience of concentrated attention to the thing itself, losing oneself in the work. While interpretation of the work in the broadest sense (both recognizing its structure and identifying its essential themes) can help to enrich the experience, the experience itself is the point. For aesthetic experience responds to the call of beauty, and in it we enter the presence of God.
Prerequisite: Literature major or permission of instructor.
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ENG 480 - Special Topics in Literature and Culture (4 credits, non-yearly, consult department)
In this seminar we analyze interpretive problems in literature and their relation to cultural theories and conditions. Particular attention is given to questions germane to Christian experience and thought.
Note: Specific subject matter will vary from year to year and might include such topics as a literary period, a national literature, a specific author, or literary genre. This course may be taken more than once provided a different topic is studied.
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ESL 101 - Introduction to American Culture (2 credits)
An introduction to American cultural traits and social and religious customs for international students beginning their studies in the United States. Special focus will be given to local Midwestern culture and rural issues.
Note: This course is limited to students studying English as a second language.
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ESL 201 - Oral English (4 credits)
Extensive training and practice in speaking English and comprehending spoken English. Emphasis upon the development of listening comprehension strategies, idiomatic vocabulary, and skills in rephrasing, interrogation, and verification. Each student will be pretested in pronunciation, listening comprehension, speaking and vocabulary. Tutorials and materials appropriate to the student’s present proficiency will be utilized, as well as large group presentations and activities.
Prerequisite: This class is open only to ESL students with a concurrent enrollment in ESL101, or permission of instructor.
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ESL 202 - ESL Bible (4 credits)
The Bible is the foundation for the Jewish and Christian traditions, and has powerfully influenced every dimension of Western Civilization. By studying the Bible, students gain access to the heart of the Judaic-Christian traditions and build a foundation for better understanding Western philosophy, literature, art, music, law and history. In this course, ESL students read selections from the English Bible as well as short excerpts from pieces of Western Literature that have been inspired by the Bible. The aim is both to improve English reading, writing, and speaking skills and also better appreciate the cultural importance of the Jewish and Christian scriptures. Time permitting, students may rehearse and perform in English a short one-act drama based upon a classic Bible story.
Prerequisites: ESL101, 201, and 203, or permission of instructor.
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