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Course Catalog 2020-2021 [ARCHIVED CATALOG]
Course Descriptions
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Students planning a program of study or concentration are urged to review program requirements and course descriptions before meeting with their advisors. Not all courses listed here are taught every year, and students should consult the Course Schedule on the Wheaton website for information about offerings in a particular semester. Courses are numbered to indicate levels of advancement as follows: 100–199, elementary or introductory; 200–299, intermediate; 300 and above, advanced. Departments often design new courses, either to be offered on a one-time basis or an experimental basis, before deciding whether to make them a regular part of the curriculum. These courses are numbered 098, 198, 298 or 398.
Information is available online through WINDOW about prerequisites that must be completed before enrolling in a course, as well as the curriculum and general education requirements that a course fulfills. Most courses are offered for one course credit; a course credit at Wheaton is the equivalent of four semester hours.
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Economics |
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ECON 112 - Micro with BioPharma Applications
Microeconomics explains economic behavior of decision makers in the economy consumers, business firms, resource owners and governments. Major topics include pricing and the operation of markets for goods and services and for resources, the behavior of firms and industries in different market settings, income distribution and public policy.
Credits 1
Area
Social Sciences
Connection
20004, 20026
Division
Social Sciences
Compass Attributes
Social Science
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ECON 199 - Selected Topics
An opportunity to do independent work in a particular area not included in the regular courses.
Credits 1
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ECON 201 - Macroeconomic Theory
Economic aggregates and their theoretical relationships. Topics include national income analysis, economic fluctuations, stabilization policies, inflation, unemployment, theory of aggregate demand and supply and economic growth. General equilibrium, Neoclassical, Monetarist, Keynesian, New Classical and Post Keynesian theoretical frameworks are considered.
Prerequisites
ECON 101
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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ECON 202 - Microeconomic Theory
The theory of the economic behavior of the individual household, firm and market. Topics include the allocation of consumer income, cost and production functions, the determination of price and output under perfect and imperfect competition, the pricing and optimal allocation of resources and welfare economics.
Prerequisites
ECON 102 or ECON 112 and MATH 101 or MATH 104 or permission of instructor
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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ECON 222 - Economics of Race and Racism
Explores the interaction of race and racism with economic dynamics in society. The focus is on the United States, although several other countries are discussed. Topics include theories of racism, housing issues, education, employment discrimination, business formation and economic history.
Prerequisites
ECON 101 or ECON 102 or ECON 112 or Permission of Instructor
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science, Structure/Power/Inequality, Taylor and Lane Scholars
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ECON 233 - Sweatshops in the World Economy
This course engages students in the controversy regarding sweatshops and their role in the global economy. We ask why sweatshops have returned to the United States, the richest economy in the world. We also ask what role the spread of sweatshops in the developing world played in the alleviation and perpetuation of poverty.
Prerequisites
ECON 101 or ECON 102 or ECON 112 or WGS 101
Credits 1
Notes
Cross-listed with WGS 233
Area
Social Sciences
Connection
20091
Division
Social Sciences
Compass Attributes
Social Science
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ECON 241 - Women in United States Economy
Theories and empirical analysis of women’s work in the United States. Topics include the influence of feminist thought on economics, a multicultural history of women’s work, labor force participation, occupational distribution and wages, the gender division of labor in household production (housework and child rearing) and related policy issues.
Prerequisites
ECON 101 or ECON 102 or ECON 112 or WGS 101
Credits 1
Notes
Cross-listed with WGS 241
Area
Social Sciences
Connection
23005
Division
Social Sciences
Compass Attributes
Social Science, Structure/Power/Inequality, Taylor and Lane Scholars
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ECON 242 - Economics of Education
This course introduces economic theory related to education and engages students in critical analysis of education data and of actual and proposed education policies. Topics include the relationship of education to the economy, school funding mechanisms and the economics of education reform initiatives in the United States and selected other countries.
Prerequisites
ECON 101 or ECON 102 or ECON 112
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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ECON 252 - Urban Economics
The identification, description and analysis of problems that are basically urban in nature. Topics include the urbanization process, urban poverty, transport, housing, urban renewal, the problems of metropolitan government, the design of urban environments and city planning.
Prerequisites
ECON 101 or ECON 102 or ECON 112 or Permission of Instructor
Credits 1
Area
Social Sciences
Connection
20081
Division
Social Sciences
Compass Attributes
Social Science, Structure/Power/Inequality
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ECON 254 - Urban and Regional Planning
As of 2017, according to the latest Census of Governments conducted every five years by the US Census Bureau, there were 38,779 cities, counties, towns and other general-purpose local governments (excluding special districts), reflective of a high degree of fragmentation and a central impediment to the realization of enhanced regional planning, coordination and cooperation across the country. Nevertheless, the arguments on behalf of the pursuit of such planning—from reduced duplication of services, economy of scale savings, and strengthened competitiveness, to enhanced capacity of metropolitan and rural areas alike to respond to increasingly pressing environmental and social challenges—remain compelling indeed. In this course, beginning with the origins of urban and regional planning in the U.S. and continuing through the 1990s-era “new regionalism” movement to the present, including the tensions between urban and regional governance, we explore a comprehensive series of applications and issues pertaining to both urban and regional planning, their potential, and prospects for the future. Fulfills an elective requirement of the Urban Studies minor (Social Science of Urban Life).
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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ECON 255 - Corporate Finance
The economics of corporate finance. Topics include capital budgeting, financial structure and the cost of capital, sources and forms of long- and short-term financing, the operations of the capital market, corporate taxes and the control of corporations.
Prerequisites
ECON 101 and ECON 102 or ECON 112 or Permission of Instructor
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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ECON 262 - Health Economics
This course examines issues in the health care industry from institutional, theoretical and empirical perspectives. Topics include measures of health status, health determinants, disparities in health outcomes, medical treatments and technology assessment, health insurance, physician and hospital supply, pharmaceutical industry, international comparisons and evaluation of health care reform initiatives.
Prerequisites
ECON 102 or ECON 112
Credits 1
Area
Social Sciences
Connection
20084
Division
Social Sciences
Compass Attributes
Social Science, Taylor and Lane Scholars
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ECON 288 - Foundations of Political Economy
A radical view of the dynamics of a capitalist economy and of the dimensions of the current economic crises in the United States. Topics include the elements of Marxist theory (historical materialism, alienation, labor theory of value) and problems of modern capitalism (imperialism, sexism, racism).
Prerequisites
ECON 101 or ECON 102 or ECON 112 or Permission of Instructor
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science, Structure/Power/Inequality, Taylor and Lane Scholars
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ECON 299 - Selected Topics
An opportunity to do independent work in a particular area not included in the regular courses.
Prerequisites
Permission of Instructor
Credits 1
Area
Social Sciences
Division
Social Sciences
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ECON 303 - Public Finance
Analysis of the revenue and expenditure policies of the public sector in light of the allocation, distribution and stabilization functions of government. Topics include the proper role of government, industrial policy, the management of externalities, the budget deficit, public expenditures and the nature and incidence of the U.S. tax system.
Prerequisites
ECON 101 and ECON 102 or ECON 112
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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ECON 305 - International Finance
This course examines international financial relations among nations. Topics covered include the balance of payment accounts, foreign exchange rate determination, monetary and fiscal policies in an open economy, global financial liberalization, financial and currency crises, debt crises, the debate on fixed versus flexible exchange rate regimes, including “dollarization,” currency unions and monetary unions.
Prerequisites
ECON 101 and ECON 102 or ECON 112
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science, Structure/Power/Inequality
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ECON 306 - International Trade
This course examines the effects of international trade on economic growth, income distribution, and labor and environmental standards. The topics covered include theories of trade, welfare effects of trade restrictions, U.S. and E.U. trade policies, trade issues of developing nations, multilateral trade negotiations under GATT and WTO, preferential trade agreements and multinational enterprises in the world trading system.
Prerequisites
ECON 101 and ECON 102 or ECON 112
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science, Structure/Power/Inequality
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ECON 309 - Labor Economics and Industrial Relations
Economics of labor markets, labor unions and collective bargaining. Topics include labor force participation; employment and unemployment; wage rates; education and training; labor market discrimination; issues, techniques and outcomes of collective bargaining; and public policies affecting workers and labor unions. Neoclassical, institutionalist and radical theoretical frameworks are considered.
Prerequisites
ECON 101 and ECON 102 or ECON 112
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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ECON 311 - History of Economic Thought
The development of economic thought from the mercantilist period to the present with primary emphasis on the classical economists, Marx, the Marginalists and Keynes. Topics investigated are the relationship between economic theory and its historical milieu, the role of paradigms in the development of economic ideas and the historical antecedents to current schools of economic thought.
Prerequisites
ECON 101 and ECON 102 or ECON 112
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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ECON 313 - Banking and Monetary Theory
This course studies the nature of money and credit in a modern economy; the operations of banks, the Federal Reserve System and financial markets; the impact of the money supply on prices, income and employment; United States monetary policy and its relationship to other forms of stabilization policy; and current domestic and international monetary problems.
Prerequisites
ECON 101 and ECON 102 or ECON 112
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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ECON 330 - Applied Econometrics
Applications of regression analysis, a versatile statistical tool frequently used in empirical economic studies as well as in other social and natural sciences. The primary emphasis will be on developing a sound understanding of the ordinary least squares method, thus enabling students to read, understand and evaluate studies using this technique. Students will use the computer to run their own regressions.
Prerequisites
ECON 101 and ECON 102 or ECON 112 and MATH 101 or MATH 102 or MATH 104 and MATH 141 or MATH 151
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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ECON 332 - Economic Development
Studies economic problems of developing countries and policies to promote development. Topics include theories of development and underdevelopment, the role of the agricultural and international sectors, and specific problems of poverty, income distribution and unemployment. Previously ECON 232.
Prerequisites
ECON 101 and ECON 102 or ECON 112
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science, Structure/Power/Inequality, Taylor and Lane Scholars
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ECON 361 - Industrial Organization and Public Policy
In this course, we explore questions such as: Did XYZ company drive its competitors out of business by predatory pricing practices? Why do cable companies bundle services? How concentrated are the hotel, restaurant, pharmaceutical industries and how has this changed over time? Firms make decisions based on the existence and behavior of their competitors. Costs, technology, and government regulation and policies all influence the number of firms that operate in a market, affecting whether firms act competitively or not. This course uses theoretical and empirical approaches to analyze strategic firm behavior under different market structures (monopoly, oligopoly, competition). We examine firm pricing, output, merger, and technology innovation and adoption decisions; derive social welfare implications; and evaluate antitrust policy to detect anticompetitive behavior (predatory conduct and cartels).
Prerequisites
ECON 101 and ECON 102 or ECON 112
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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ECON 399 - Selected Topics
A course for advanced students, the content of which is determined according to the interests of the students and the instructor.
Prerequisites
By Permission of Instructor and Chair of Department
Credits 1
Notes
This course is offered at the discretion of the department.
Area
Social Sciences
Division
Social Sciences
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ECON 401 - Senior Seminar
Economic analysis of legal rules and institutions. Topics include the common law doctrines of property, contracts and torts, plus crime and the legal process.
Prerequisites
Economics and Mathematics and Economics Senior Majors
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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ECON 402 - Senior Seminar:
A discussion of problems and controversies facing today’s policy makers and an economic analysis of the costs and benefits associated with various policy solutions. Topics chosen for discussion will depend upon class interest, recent research and current events.
Prerequisites
Economics and Mathematics and Economics Senior Majors
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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ECON 403 - Senior Seminar: Global Economic Controversies
This seminar will highlight a series of current international debates. Students will study competing perspectives and will develop their own positions on each topic, both in writing and in classroom discussions. The debates chosen for discussion each semester will depend on timeliness, class interests and recent research. Potential topics include globalization of environmental protection, trade liberalization, international labor standards and immigration.
Prerequisites
Economics and Mathematics and Economics Senior Majors
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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ECON 499 - Independent Research
Offered to selected majors at the invitation of the department.
Prerequisites
Permission of Instructor
Credits 1
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ECON 500 - Individual Research
Selected majors are invited by the department to pursue individual research in preparation for writing an Honors Thesis.
Prerequisites
Permission of Instructor
Credits 1
Area
Social Sciences
Division
Social Sciences
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Education |
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EDUC 020 - Foundations of Leadership
An introduction to student development theories, this course is one component of the residence hall staff selection process. Areas addressed will include leadership styles, values clarification and interpersonal skills.
Prerequisites
Permission of Instructor
Credits .5
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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EDUC 022 - Sophomore Peer Mentors
This course is designed for Sophomore Peer Mentors. Course curriculum includes readings from noted scholars on the developmental stages of second year students specifically related to self-exploration around identity, relationships and decision making relative to the sophomore year experience. Enrolled students will reflect on the curriculum in context with their experience engaging with their mentees through various programmatic venues offered throughout the semester.
Prerequisites
Permission of Instructor
Credits .5
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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EDUC 030 - Leadership Models and Practice
This course explores leadership models and current day practices and apply them directly to personal leadership ideas and experiences on campus and beyond. It aims to assist students in understanding and critiquing how some leadership models can influence leadership in a variety of contexts. Students are challenged to understand both historical and contemporary models, and as a consequence of these models and theories apply them to modern images of leaders and leadership in today’s society. The course culminates with students creating their own model as a capstone of this course through personal reflection, class materials, research and discussion.
Prerequisites
Open to Seniors, Juniors and Sophomores
Credits .5
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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EDUC 040 - Peer Leadership and Advising Seminar
The transition to college highlights intellectual and social development in late adolescence and early adulthood. This course, which is only open to Wheaton Senior Preceptors, helps Senior Preceptors develop their leadership skills and create new opportunities for leadership within the Preceptor advising program. Based on their previous advising experience as Preceptors, Senior Preceptors are expected to assume key leadership and program development work such as revising the Program’s annual training in August in conjunction with the Dean’s Interns and the First-Year Class Dean, help supervise Preceptors in their assigned groups, lead and facilitate ongoing Preceptor training during the academic year. (.5 credit)
Prerequisites
Permission of Instructor
Credits 0.5
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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EDUC 049 - Teaching Assistants’ Seminar
This course is designed for upper-level students who are teaching assistants in large introductory courses. Through weekly readings and discussions the teaching assistants for each course explore and apply different teaching strategies, discuss issues that arise when working with students and reflect upon various aspects of the college teaching experience.
Prerequisites
Open to selected teaching assistants only
Credits .5
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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EDUC 070 - Brighton Internship Program
This course, typically offered in June, places Wheaton education minors for two weeks as classroom interns in British primary school classrooms. The two school sites are Wooding-dean Primary School and Down’s View School, both in Woodingdeen, U.K. This experience allows Wheaton education students to observe and learn about British literacy and numeracy practices as well as the education implication of implementing a national curriculum in these school settings, one a “typical school,” the other a school for profound special needs students.
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EDUC 099 - Selected Topics
A course for interested students on aspects of the American educational system, the content and topics of which are determined according to the interests of the students and instructor.
Credits .5
Notes
This course is offered at the discretion of the department.
Area
Social Sciences
Division
Social Sciences
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EDUC 110 - Ponds to Particles I
This interdisciplinary course is a deep dive into the concepts and phenomena built into the Massachusetts K-12 science frameworks. By the end of part I of this course you will know what K-12 students need to learn, how they will need to express that learning, and how to tap into students’ natural curiosity and playfulness to develop effective and engaging lessons. In other words, you’ll learn how to use fun as a teaching tool. While this is a two-semester course, students may take the fall course, the spring course, or both courses. Priority for this course is given to education majors, but it is open to anyone. The successful student in this course will be required to complete tasks that are specific to teaching science, including teaching writing and delivering actual lessons. The fall semester of the course focuses on the physical sciences. The spring semester of this course focuses on the environmental and life sciences. Elementary/Early-Childhood Education majors are strongly advised to take both semesters of this course.
Credits 1
Notes
Preference given to Education Majors, others by permission of instructor. Formerly taught as EDUC 198.
Area
Natural Sciences
Connection
Learning to Learn in Math and Science - 23015
Division
Natural Science
Compass Attributes
Natural Science
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EDUC 111 - Ponds to Particles II
This interdisciplinary course is a deep dive into the concepts and phenomena built into the Massachusetts K-12 science frameworks. By the end of part I of this course you will know what K-12 students need to learn, how they will need to express that learning, and how to tap into students’ natural curiosity and playfulness to develop effective and engaging lessons. In other words, you’ll learn how to use fun as a teaching tool. While this is a two-semester course, students may take the fall course, the spring course, or both courses. Priority for this course is given to education majors, but it is open to anyone. The successful student in this course will be required to complete tasks that are specific to teaching science, including teaching writing and delivering actual lessons. The fall semester of the course focuses on the physical sciences. The spring semester of this course focuses on the environmental and life sciences. Elementary/Early-Childhood Education majors are strongly advised to take both semesters of this course.
Credits 1
Notes
Preference given to Education Majors, others by permission of instructor. Formerly taught as EDUC 198.
Area
Natural Sciences
Connection
Learning to Learn in Math and Science - 23015
Division
Natural Science
Compass Attributes
Natural Science
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EDUC 199 - Selected Topics
A course for interested students on aspects of the American educational system, the content and topics of which are determined according to the interests of the students and instructor.
Credits 1
Notes
This course is offered at the discretion of the department.
Area
Social Sciences
Division
Social Sciences
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EDUC 220 - Introduction to Tutoring Writing
An introduction to the theory, methods and practice of tutoring in the writing of essays and other college assignments. As peer tutors, students will provide assistance to other students through individual tutoring and perhaps workshops.
Prerequisites
Permission of Instructor
Credits 1
Notes
Registration for the pre-application section of this course is required. Eligibility to enroll in this course will be determined at the first day of class.
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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EDUC 230 - Teaching English Learners
Teaching English Learners is a required course for all licensure majors. The course explores theories of second language acquisition and program models for English language teaching for students at all levels, preschool to adults. The course prepares Pre-K through grade 12 teachers to meet the needs of non-Native speakers in the classroom, as well as preparing individuals who may want to teach English overseas. During EDUC 230 students will examine how language is acquired and how to best engage English language learners as full participants in subject matter classrooms. Models such as sheltered instruction, bilingual education, and language immersion will be explored. Since Wheaton education licensure majors receive their initial teaching license from the state of Massachusetts, EDUC 230 will follow MA Curriculum Framework for English Language Teaching, integrating state curriculum for ELL and SEI (Sheltered Language Immersion) requirements into course content. In accordance with MA guidelines, the model, Sheltered Instruction Observation Protocol (SIOP) will be a major focus of study. Attention will also be given to how sociocultural, emotional and economic factors influence English language learners’ educational access to schooling and achievement. Students will be introduced to the Massachusetts Professional Teaching Standards component regarding Teaching All Students.
Prerequisites
Open to Seniors, Juniors and Sophomores
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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EDUC 240 - Multiple Perspectives on Literacy
Multiple Perspectives on Literacy provides a shifting focus on theory and practice, which allows students to conceptualize and reconceptualize the roles of teacher and learner using, as their lens, learners’ literacy development. Sociocultural contexts and the intersection of home, community, and school form the foundation of this field-based course. Students explore critical literacy and discourse theories, the importance of educators’ cultural competence, issues of social justice, exclusion, inclusion, race identity, and school wounds as they impact learning, and reader response and what it means to bring a mindful stance to one’s literate endeavors. Mindfulness, or cultivation of present, nonjudgmental awareness, is central to the course, and students read about, practice and explore ways to teach mindfulness.
Credits 1
Area
Social Sciences
Connection
20070, 20073
Division
Social Sciences
Compass Attributes
Social Science, Structure/Power/Inequality, Taylor and Lane Scholars
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EDUC 250 - Schooling in America
This multidisciplinary course explores the conflicts that have accompanied schooling in a democratic society. Students will study the historical development of public school systems, competing philosophies of education, and current policy debates. Students will consider the purposes of typical school procedures such as testing, tracking, local funding, and (de)segregation. In particular, students will analyze the extent to which class, race, ethnicity, and gender have shaped the evolution of education in the America. The course will encourage students to interrogate multiple perspectives while developing and supporting their own points of view. Scott Gelber
Credits 1
Area
Social Sciences
Connection
20053
Division
Social Sciences
Compass Attributes
Social Science, Structure/Power/Inequality, Taylor and Lane Scholars
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EDUC 251 - Special Education, Pre K-12
This course surveys the history of special education in the United States, including national and state special education laws and procedures for identifying and servicing children with special needs. Current special education models and strategies for working with children with special needs in the regular classroom will be examined. Students will become familiar with state and national standards, issues around teacher effectiveness and evaluation, and introduced to components of the Massachusetts Professional Standards for Teachers: Curriculum, Planning, and Assessment; Teaching All Students; and Family and Community Engagement. Field observation opportunities are offered.
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science, Structure/Power/Inequality, Taylor and Lane Scholars
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EDUC 260 - Teaching and Learning
This course has its focus at the crossroads where theory and educational practice intersect. Through readings, discussions and field experiences, students will examine their beliefs as well as myths and metaphors related to teaching and learning. Students will be introduced to state and national standards, issues around teacher effectiveness and evaluation, and components of the Massachusetts Professional Standards for Teachers: Curriculum, Planning, and Assessment; Teaching All Students; Family and Community Engagement; and Professional Culture. Weekly fieldwork is required.
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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EDUC 270 - Gender and Education
Gender plays a significant but not always obvious role in the lives of individual students, teachers, and policymakers in American education. Examining both P-12 schools and colleges, this course explores schools as sites for learning and teaching about gender, and as gendered workplaces for teachers and administrators. We explore ways that gender and gender identities affect students’ school experience, both in school culture and in the curriculum (direct instruction and “hidden curriculum”); gender differences in achievement and educational choices; curricular efforts to challenge gender assumptions; ways that teachers enact, construct, and challenge the gendered nature of education; and teaching as a gendered profession. We also investigate Wheaton College as a gendered setting. This course is cross listed with WGS 270.
Credits 1
Notes
Cross listed with WGS 270
Area
Social Sciences
Connection
CONX20008, CONX23004
Division
Social Sciences
Compass Attributes
Social Science, Structure/Power/Inequality, Taylor and Lane Scholars
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EDUC 275 - Learning in the Social Sciences
Learning in the Social Sciences examines the literacy skills needed for social studies reading and writing. Through a dual focus on pedagogy and social studies content, the course explores theoretical perspectives, methods and materials brought to bear on the study of history, geography, economics and civics and government in the elementary classroom. Massachusetts Curriculum Frameworks for History and Social Science and Common Core Standards frame academic content and skills essential to the study of human experience, past and present. As an integral part of the course, students plan a number of standards-based, social studies lessons as well as a unit of study appropriate for early childhood or elementary-age learners. Students will become familiar with state and national standards, issues around teacher effectiveness and evaluation, and components of the Massachusetts Professional Standards for Teachers including Curriculum, Planning, and Assessment and Teaching All Students.
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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EDUC 280 - American Higher Education
This course introduces students to the primary debates over the principles and effectiveness of colleges and universities in the United States. The course focuses on student experiences in terms of purpose, access, equity, and achievement. Major topics include admissions, financial aid, classroom learning, and extracurricular life. The course will draw upon current scholarship, student experiences, and the expertise of Wheaton College administrators. In the process, students will become familiar with a variety of career paths in the field of higher education.
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science, Structure/Power/Inequality, Taylor and Lane Scholars
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EDUC 299 - Selected Topics
A course for interested students on aspects of the American educational system, the content and topics of which are determined according to the interests of the students and instructor.
Credits 1
Notes
This course is offered at the discretion of the department.
Area
Social Sciences
Division
Social Sciences
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EDUC 350 - Mindfulness in School and Society
Through scholarly study and experiential learning, EDUC 350 provides an introduction to contemplative studies. Students examine mindfulness and contemplative studies as they engage in such practices and explore connections to teaching, learning, schooling and living. Mindfulness draws on the innate wisdom of our minds and bodies to develop calm, concentration, and insight, and to foster personal growth. EDUC 350 is open to all students and may serve as one of two education foundations courses for the education major as well as a 300-level course in the contemplative studies minor.
Credits 1
Area
Social Sciences
Connection
23021
Division
Social Sciences
Compass Attributes
Social Science
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EDUC 375 - Issues in Early Care and Education
This course examines complex issues determining and affecting the quality of early care and education for young children. Current research related to notions of childhood, learning through guided play, social-emotional indicators, diverse family structures, the early childhood workforce and industry and state/ national/ and international policies will be explored. Components of the Massachusetts Professional Standards for Teachers will be discussed: Curriculum, Planning, and Assessment; Teaching All Students; Family and Community Engagement; and Professional Culture. Students choose among several options for off-site observations.
Prerequisites
Open to Seniors, Juniors and Sophomores
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science, Taylor and Lane Scholars
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EDUC 385 - Teaching Math and Science
This course is designed for students to develop practical understandings of how children learn, pedagogical strategies, and the design of the learning environment in early childhood and elementary education settings (grades PreK-6) for effective mathematics and science teaching. It is the first of two required curriculum courses. Working with MA Curriculum Frameworks/ Common Core State Standards, students learn how to plan math and science lessons that address the four components of the Massachusetts Professional Standards for Teachers: Curriculum, Planning, and Assessment; Teaching All Students; Family and Community Engagement; and Professional Culture. A minimum of 20 hours fieldwork/ prepracticum, scheduled as a lab, is required. It is also required that students complete a series of MTEL test prep sessions.
Prerequisites
Limited to Seniors and Juniors pursuing Early Childhood or Elementary Licensure Major or Permission of Instructor
Credits 1
Area
Social Sciences
Connection
23015
Division
Social Sciences
Compass Attributes
Social Science
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EDUC 390 - Teaching Reading and Language Arts
Teaching Reading and Language Arts is the second of two required pre-practicum courses for early childhood and elementary licensure majors, who are placed in the same classrooms where they will complete their semester-long practicum during their senior spring. Coursework provides an introduction to reading, writing and related language arts activities in early childhood and elementary education with dual emphasis on the development of an understanding of the reading process and the theories, practices and politics of reading and writing pedagogy. The appropriateness of current curricula, methods and materials will be considered in light of philosophical and practical objectives as well as how practice is shaped and aligned to Massachusetts Curriculum Frameworks for English and Language Arts and relevant Common Core Standards. The Massachusetts Professional Standards for Teachers: (Curriculum, Planning and Assessment, Teaching All Students, Family and Community Engagement), are integrated primarily at the practice level (with some opportunities for demonstration) through readings, class discussions, lesson planning, written assignments and field experiences.
Prerequisites
Limited to Seniors pursuing Early Childhood or Elementary Licensure Major or Permission of Instructor
Credits 1
Area
Social Sciences
Connection
20012
Division
Social Sciences
Compass Attributes
Social Science
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EDUC 391 - Secondary School Curriculum
This fall semester course prepares students to undertake a student-teaching practicum EDUC 496 during the spring semester. In particular, students learn how to demonstrate their understanding of curriculum planning and instruction at the “practice” level for the first two components of the Massachusetts Professional Standards for Teachers (PSTs): Curriculum, Planning, and Assessment (1) and Teaching All Students (2). Students will also demonstrate their “introductory” level of understanding for several elements of the third and fourth PSTs: Family and Community Engagement (3) and Professional Culture (4). The PSTs are described in detail in the Guidelines for the Professional Standards for Teachers.
Prerequisites
Limited to Seniors pursuing Secondary Licensure Major or Permission of Instructor
Credits 1
Area
Social Sciences
Connection
23015
Division
Social Sciences
Compass Attributes
Social Science
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EDUC 399 - Selected Topics
A course for interested students on aspects of the American educational system, the content and topics of which are determined according to the interests of the students and instructor.
Credits 1
Notes
This course is offered at the discretion of the department.
Area
Social Sciences
Division
Social Sciences
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EDUC 495 - Seminar in Teaching Methods
The Seminar in Teaching Methods is a series of weekly two-hour seminar sessions using the Massachusetts Professional Standards for Teachers to focus on Curriculum, Planning and Assessment, Teaching All Students, Family and Community Engagement, and Professional Culture. The seminar provides opportunities for reflection, support, sharing, guidance and feedback during student teaching. The seminar must be taken concurrently with EDUC 496 (one credit).
Credits 1
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
|
| |
-
EDUC 496 - Student Teaching Practicum in the Public Schools
The practicum is a full-time, full-semester student-teaching experience in which students assume increasing professional responsibility for teaching in a local public school. Students are mentored by supervising practitioners and college supervisors to develop competencies in meeting the Massachusetts Professional Standards for Teachers, including: Curriculum, Planning and Assessment, Teaching All Students, Family and Community Engagement and Professional Culture. Concurrent enrollment in EDUC 495 is required. By permission of the instructor. (2.5 credits) Course graded Pass/Fail.
Credits 2.5
Notes
This course is graded Pass/Fail.
Area
Social Sciences
Division
Social Sciences
Compass Attributes
Social Science
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-
EDUC 499 - Independent Research
This course is offered at the discretion of the department.
Credits 1
|
English |
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ENG 010 - College Writing Workshop
A small class for students who want individualized instruction and practice in writing and who need to achieve a satisfactory level of proficiency in written academic English. In addition to one class meeting per week, students meet individually with the course instructor and a writing tutor to identify and pursue solutions to specific writing problems. The course is normally taken either prior to or at the same time as English 101.
Credits .5
Notes
May be elected in either or both semesters
Foundation
First Year Writing
Compass Attributes
Writing
|
| |
-
ENG 060 - Writing for Multilingual (ESL) Students
English 060 is designed to help non-native speakers of English to gain the knowledge, skills and practice necessary to succeed at college writing. Students may take the course twice. Each semester of English 060 is worth .5 credits. If an incoming student has been placed into English 060 and Wheaton does not offer advanced courses in that student’s first language, the student has the option of using the combination of English 101 and 2 semesters of 060 to fulfill the foreign language requirements, provided that the student has completed both semesters of English 060 by the end of his or her sophomore year.
Credits 0.5
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-
ENG 099 - Independent Study
An opportunity to do independent work in a particular area not included in the regular courses.
Prerequisites
Permission of Instructor
Credits .5
|
| |
-
ENG 101 - First-Year Writing
First-Year Writing teaches students to think flexibly about writing. In this class, you’ll learn how to think about audience, purpose, and rhetorical contexts. Course work includes developing thesis statements; selecting, organizing, presenting and documenting evidence, and refining prose. You’ll confer individually with your professor about your writing. You’ll also participate in some sort of writing workshop, whether in the form of paired peer review or a full-class discussion about a draft in progress. Ideally by taking this course you’ll become a reflective practitioner–that is, a thoughtful writer–about an ancient but continuously evolving craft.
Credits 1
Foundation
First Year Writing
Compass Attributes
Writing
|
| |
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ENG 101 - Into the Wild: The Enigma of Nature
“A yearning for elsewhere, for a life beyond the one we’re leading,” suggests Jonathan Raban, “is universal [but] in the national mythology, it’s the quintessential American experience to arrive in a wild and inhospitable place, bend raw nature to one’s own advantage, and make it home.” The “bending” might not be as important as the getting there, the getting out there as in Outward Bound, out into the woods, on the river, up into the mountains. We are accustomed to seeing such an experience as “sublime,” a romantic vision discovered by romantic philosophers, novelists, filmmakers, and poets, so much so that going out into nature has become a commodity, a vacation package, complete with tour guides and slick pamphlets. This quest for a kind of transcendence associated with nature has existed since the very beginnings of the American experience and has recently been examined by Florence Williams in The Nature Fix, her exploration of neuroscientists’ grapplings with how we are affected by the natural world.
We will read novels and see films that include the book and film of Into the Wild, the short story and film of Brokeback Mountain, and such novels and films as Grizzly Man, In the Lake of the Woods, Stranger by the Lake, Bay of Souls, The Kite Runner and others. Classes involve discussion, student-led panels for each book and film, and five five-page papers.
Credits 1
Foundation
First Year Writing
Compass Attributes
Writing
|
| |
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ENG 101 - Pop Culture
Pop culture has become such a part of our world that we may not fully realize the ways in which it influences us. In this class, students will study and respond to a variety of readings which analyze and question the effects pop culture has on society at large and in their own lives. By the end of the semester, students will be able to create comprehensive works through practicing writing as a process—from the early draft stages and research to revision and rewriting. Working closely with peers and the instructor is an essential part of this course. Class will rely heavily on workshops, peer reviews, conferences, class discussions, and presentations.
Credits 1
Foundation
First Year Writing
Compass Attributes
Writing
|
| |
-
ENG 101 - Ways of Knowing: What We Know, How We Know
This course addresses the slippery realms of knowledge, particularly as they pertain to reading and writing. What do we know? How do we know what we know? Are facts knowledge? What is a body of knowledge? Who decides what is important to know? Together, we will explore what knowing means in different contexts, and what values are placed on knowledge depending on perspective.
Credits 1
Foundation
First Year Writing
Compass Attributes
Writing
|
| |
-
ENG 101 - Writing About Consumer Culture
In this class, we will explore how the language and ideas connected to commerce have moved beyond the world of business and into our day to day existence. This class will provide you with an opportunity to use your creativity and curiosity and tackle questions such as: how has advertising shaped the way we understand our bodies? What ethical boundaries should corporations be expected to honor? How do we use possessions to convey and construct our identities? Can feelings like wellness and empowerment be meaningful or real if they’re available for purchase? In this class, we will rely on short, nonfiction texts and put a focus on analysis and argument. Together, we will work toward the goal of refining your writing and critical thinking skills through a variety of assignments that will include formal essays, online discussion forums, peer review workshops and conferences with the instructor.
Credits 1
Foundation
First Year Writing
Compass Attributes
Writing
|
| |
-
ENG 101 - Writing about Film
Movies have been an integral part of American culture throughout the twentieth century, and look set to continue to reflect and, in some ways, direct American culture well into the twenty-first century. By looking at specific American movies, this course will investigate the ways in which film has reflected, critiqued and even produced American cultural identity in the twentieth century. More importantly, we will investigate how learning the language of film can help us think about the role language plays in the production of creative and critical arguments: how studying the discourse of film might act as a model for relearning the art of argumentation. By reading film in this writerly fashion, we will learn to self-reflect upon the questions, challenges, and choices that make up the process of writing.
Credits 1
Foundation
First Year Writing
Compass Attributes
Writing
|
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-
ENG 101 - Writing About Multicultural Lives
What do you think of when you hear the word “culture”? Race? Religion? Traditions? Language? Gender? What does it mean to be living among people who embody different aspects of culture? What does it mean to identify with more than one culture simultaneously? We’ll look at some possible answers, along with the work of Anjani Patel, David Sedaris, Danzy Senna, and Deborah Tannen, then use some of these possibilities to explore Wheaton’s permanent collection of art. This course will have elements of traditional lecture and discussion along with workshop and small groups. We’ll use the different aspects of culture as a framework to discuss the larger issues of writing in both formal and informal assignments. Each student will have frequent one-on-one consultations with the instructor. There will be an emphasis on process and revision while we develop the skills needed for college-level writing.
Credits 1
Foundation
First Year Writing
Compass Attributes
Writing
|
| |
-
ENG 101 - Writing about the Connected Life
Writing about the Connected Life: Do you belong to Generation C? Marketers use the term to describe consumers who are especially connected via social media. These individuals shoot videos, share images, and post written opinions. If you’re reading this, you’re probably part of this creative generation. But what does it mean to be so connected? Is everyone in the world equally connected? Is social media the only way to “connect” with others? Is there a way not to be a consumer, and what happens when we dare to disconnect? We’ll pursue these questions, along with others that you pose, as we explore ideas about networked life.
Writing allows us to discover, learn, invent, reflect and express ourselves. It also allows us to communicate with audiences for many purposes. We’ll write traditional print texts, and we’ll also compose digital texts as we draft, revise, edit, and workshop.
Credits 1
Foundation
First Year Writing
Compass Attributes
Writing
|
| |
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ENG 101 - Writing About Thinking
Writing About Thinking focuses on writing as a way to think. This past year has brought changes into our lives that would be hard to imagine, had we not experience them ourselves. What many of us have not had the time or means to do is reflect on what we’ve experienced, witnessed, been a part of, or learned. Being in the middle of such intense change often necessitates action, like putting on a mask and staying home, or protesting severe, age-old injustices. Writing engenders thought; it is a private place where you can examine what you know. Our course will encourage students’ written, thoughtful, examination.
We will read essays by authors who wrote their way toward thought, who solidified their thinking through writing. For many authors, unlike many of us, writing is how they think; all other thinking methods (oration, discussion, etc.) simply stir the pot. Yet, stirring the pot is a necessary precursor to writing; we need to speak to each other about the works we are reading, not only in terms of content but to examine the structure and approach that the content determined. Why do we do this? Because what the writer is trying to say will be reflected in how the writer writes. The writing produced by students in Writing About Thinking may address private questions, critical evaluations of current controversies and close encounters with the risky thinking that comes from questioning the status quo. In other words, in Writing About Thinking, all ideas are on the table. We will read George Orwell, Joan Didion, Flannery O’Connor, Brent Staples, Dr. Martin Luther King, and many others, as well as current editorials and blogs. Finally, we will examine and discuss cultural interpretations of the world through any medium available.
Credits 1
Foundation
First Year Writing
Compass Attributes
Writing
|
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ENG 199 - Independent Writing
As part of the creative writing concentration, after successful completion of at least one advanced writing workshop, students may be invited to undertake a semester of independent writing under the guidance of and with permission of the instructor. Faculty
Credits 1
|
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ENG 201 - Introduction to Literature
How do we go from simply liking a poem, play, novel or film to understanding how it has elicited this reaction from us? How do we begin to consider and write about a work that has engaged us? This course will train students in reading and writing critically about English. It will teach students to ask questions about genre (what makes a science fiction short story different from a thriller?), narrative (why don’t the film and novel tell the story the same way in Hunger Games?), and literary tradition (what makes a contemporary sonnet different from a Shakespeare sonnet?). Students will develop practices of close reading and contextualization, and draw connections between the formal analysis of texts and larger cultural issues.
Credits 1
Area
Humanities
Division
Arts and Humanities
Compass Attributes
Humanities
|
| |
-
ENG 207 - Medieval Literature: Beowulf and Others
The class will examine medieval literature from the Anglo-Saxon period to the end of the 15th century. All texts will be in translation or modernized. We will read Beowulf, Sir Gawain and the Green Knight and Dante’s Inferno as well as various shorter texts from the Old and Middle English periods.
Prerequisites
ENG 101 or AP English Credit
Credits 1
Area
Humanities
Connection
20086
Division
Arts and Humanities
Compass Attributes
Humanities
|
| |
-
ENG 208 - Anglo-Saxon Literature
Students in this class will learn Anglo-Saxon, the earliest form of English. We will mix the study of language with the study of literature and by the end of the semester students will be able to translate Anglo-Saxon poetry. Readings will include famous and beloved poems such as Beowulf, The Dream of the Rood, The Wanderer and The Seafarer both in the original and in translation as well as prose texts and less well-known poems. The course is part of the Computing and Texts and Medieval Culture connections and is also a prerequisite for English 320 – Beowulf (ENG 320): Beowulf. Wes þu hal!.
Prerequisites
ENG 101 or AP English credit
Credits 1
Area
Humanities
Connection
20056, 20086
Division
Arts and Humanities
Compass Attributes
Humanities
|
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-
ENG 209 - African American Literature and Culture
A survey of African American literature and its interplay with other modes of cultural production in African America. Students will examine representations of African American experiences in poetry, drama, autobiography, fiction and film/documentary. Individual projects and small-group work will enable students to engage in the contexts out of which the experiences detailed in the texts emerge.
Credits 1
Area
Humanities
Connection
23010
Division
Arts and Humanities
Compass Attributes
Humanities, Structure/Power/Inequality, Taylor and Lane Scholars
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ENG 224 - The Gothic: From Horace Walpole to Jane Austen
This course explores the Gothic underbelly of eighteenth-century sensibility. It considers literary representations of terror, fantasy, sublimity, and the macabre, set in hostile landscapes of decay and foreboding. Over the course of the semester, students will examine the origins of the Gothic genre and come to understand its place in literary and cultural history. Together, we will read seminal Gothic works including Horace Walpole’s Castle of Otranto, Matthew Lewis’s The Monk, and Jane Austen’s satirical response to the Gothic novel, Northanger Abbey. This course fulfills the pre-1800 literature requirement.
Prerequisites
ENG 101 or AP English credit
Credits 1
Area
Humanities
Division
Arts and Humanities
Compass Attributes
Global Honors, Humanities, Structure/Power/Inequality
|
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ENG 232 - Revolutionary Ideals and British Romanticism
What has the British Romantic legacy of writers like Wordsworth and Keats, Coleridge and Shelley left us? How did they grapple with their revolutionary ideals as well as their own historical circumstances? We will critically and culturally examine their poetic exploration of the mind in all its psychological complexities, the political dimensions of their lyric assertions and the images that still seem to affect our contemporary culture.
Prerequisites
ENG 101 or AP credits
Credits 1
Area
Humanities
Division
Arts and Humanities
Compass Attributes
Humanities
|
| |
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ENG 235 - Empire, Race and the Victorians
By the end of the 19th century, Britain had the most powerful colonial empire in the world. That empire was acquired during a key time in the formation of European and American ideas about race and we have inherited many of the Victorians’ assumptions about race, ethnicity and relations between Western Europe, Africa, Asia and America. This course explores literature about the British Empire, the political, social and sometimes even sexual issues that underlay the acquisition of colonies and the scientific writings that helped to shape definitions of race. We will read poetry, nonfiction prose, novels, travel literature and plays, and we will share resources and some class time with BIO 111 .
Prerequisites
ENG 101 or AP credit
Credits 1
Area
Humanities
Connection
20096
Division
Arts and Humanities
Compass Attributes
Global Honors, Humanities, Structure/Power/Inequality, Taylor and Lane Scholars
|
| |
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ENG 236 - Sex, God, and the Victorians
This course examines a fundamental tension in Victorian culture: its strong sense of morality and religion, on the one hand, and, on the other hand, its perpetual fascination with the illicit, sensual, and sexual. Through our readings of works such as Stoker’s Dracula, Hardy’s Jude the Obscure, Brontë’s Villete, and the bizarre Gothic novel, The Private Memoirs and Confessions of a Justified Sinner, we consider the ways that Victorian propriety and religion worked not only to regulate sexual desire and gender norms, but also to facilitate new ways of talking about and conceiving of gender, sex, and love.
Prerequisites
ENG 101 or AP English credit
Credits 1
Notes
Cross-listed with WGS 237
Area
Humanities
Division
Arts and Humanities
Compass Attributes
Global Honors, Humanities, Structure/Power/Inequality
|
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ENG 240 - Identity, Genre, and Poetry
Contemporary poems have often embraced the complexities of identity, revealing untold stories and unheard perspectives. This course introduces you to the study of poetry by focusing on how identity gets associated with types of poetry and what individual poets do to subvert or refuse those associations. We will ask questions, such as what gender has to do with categories such as race, class and sexuality in the writing of poetry? How do aesthetic or formal choices make us think differently about race? How do contemporary poems call back to poems from different periods and cultures to rethink a particular form, such as the sonnet or the fragmentation associated with High Modernism? This course is cross listed with WGS 240.
Credits 1
Notes
Cross listed with WGS 240
Area
Humanities
Connection
20085, 23004
Division
Arts and Humanities
Compass Attributes
Humanities, Structure/Power/Inequality, Taylor and Lane Scholars
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ENG 241 - Modern Drama
Although it is impossible to read all the plays of the modern period in one semester, by reading the “blockbusters” alongside lesser- and little-known avant garde plays, we will together build a foundation for taking up the important question of how the “canon” becomes encoded. Supplemental readings of particular productions, manifestos, theoretical essays, biographical accounts and historical material will enrich individual and collective responses to the dramatic texts. In this way, all of us become active participants in keeping the “body” of modern drama alive. Authors will include Samuel Beckett, Bertolt Brecht, Georg Büchner, Jean Genet, Lorraine Hansberry, Eugène Ionesco, Eugene O’Neill, Gertrude Stein, August Strindberg, Tennessee Williams and others. Charlotte Meehan
Prerequisites
ENG 101 or AP English credit
Credits 1
Area
Humanities
Division
Arts and Humanities
Compass Attributes
Humanities
|
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ENG 243 - Science Fiction
This course is an examination of recent science fiction (mostly written after 1970) and the ways in which the genre fits into and shapes the wider culture. In most years, the course will be linked to Math Thought and students will be required to take both courses in order to take either one. In those years the course will focus on the ways that mathematics and science fiction interact to describe the contemporary world and shape the future. When not linked to Math Thought, the course will examine the ways that science fiction creates worlds and offers salvation, and how gender, power and race are developed in a science fiction context.
Credits 1
Area
Humanities
Connection
20031
Division
Arts and Humanities
Compass Attributes
Humanities
|
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ENG 244 - World Literature: Travel and Migration
Migrancy is one of the most pressing issues of our world today. This course will focus on writings and oral culture about travel and migration produced by peoples from outside Europe and North America. We will look mainly, but not exclusively, at novels, poems, stories and podcasts originally written in English in the twentieth and twenty-first centuries. The topics of travel and migration will allow for comparison of what happens when people move from one place to another, whether as travelers, economic migrants, or refugees. These topics will allow us, as well, to understand how literary and oral forms travel and are continuously transformed.
Credits 1
Compass Attributes
Global Honors, Humanities
|
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ENG 245 - Childhood in African Fiction
An introduction to sub-Saharan African fiction through the study of literary representations of childhood in African novels and short fiction. Particular interest in gender representations. Authors may include Buchi Emecheta, Tsiti Dangarembga, Zaynab Alkali, Chinua Achebe, Yvonne Vera, Camara Laye, Ben Okri, Nzodinma Iweala, Chimamanda Adichie, among others.
Prerequisites
Open to Seniors, Juniors and Sophomores
Credits 1
Area
Humanities
Connection
23001
Division
Arts and Humanities
Foundation
Beyond the West
Compass Attributes
Global Honors, Humanities
|
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ENG 246 - Modern Irish Literature
A study of the role of literary culture in the formation of modern Ireland since the late 19th century. We will examine the response of Irish writers to English racial stereotypes of the Irish and their attempt to create new images of Ireland and Irishness. Topics will include the viability of the Irish language in modern literature, the use of Irish mythology, the place of women in national culture, the role of the United States in contemporary Irish culture, and debates about the censorship of homosexuality. We will read drama, poetry and fiction by familiar figures such as Wilde, Yeats, Lady Gregory, Joyce, and Friel and less-familiar figures such as Marina Carr, Frank McGuinness, Marie Jones and Mary Dorcey.
Prerequisites
ENG 101 or AP English credit
Credits 1
Area
Humanities
Division
Arts and Humanities
Compass Attributes
Global Honors, Humanities
|
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ENG 247 - Feminist Fiction
This course is about American feminist fiction of the 1970s and 1980s. Participants will examine how the discourses of Women’s Liberation and Black feminism reshaped the imaginative constructions of women’s lives in American society. In addition to revisiting the major social movements in America of the 1930s to the 1980s, students enrolled in the class will also apply contemporary theories of identity and subjectivity to the feminist realist fiction of the Seventies and Eighties. Some attention will be given to the early Chicana feminist movement. Texts include those by authors Marge Piercy, Marilyn French, Alice Walker and Cherry Moraga, among others. The course ends with the question: Is there an enduring feminist aesthetic?
Prerequisites
Open to Seniors, Juniors and Sophomores
Credits 1
Notes
Cross-listed with WGS 247
Area
Humanities
Connection
20034, 23005
Division
Arts and Humanities
Compass Attributes
Humanities, Taylor and Lane Scholars
|
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ENG 250 - Film History I: Cinema to 1940
This course examines motion picture history from the late 19th century to the advent of World War II. Students will be introduced to the artistic, technological, industrial and social dimensions of film during these decades. Areas of focus may include: emergence of film narrative, genre, silent features and the star system; formation of the Hollywood studio system; American “race movies”; Soviet montage; German expressionism; French impressionism; documentary and avant-grade cinema and so on.
Credits 1
Area
Humanities
Division
Arts and Humanities
Compass Attributes
Humanities
|
| |
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ENG 252 - Contemporary Drama: The Tip of the Iceberg
Just as painting changed with the invention of the camera, contemporary plays continue to be influenced by television and film. Some playwrights use the influence to create a new twist on the realistic tradition, while others write highly theatrical, often nonlinear pieces that can only be performed for the stage. We will address the inherent tensions between these dramatic strategies, taking up the question of how content (political, socioeconomic, race, gender and aesthetic concerns) affects form. Readings will range from recent Pulitzer Prize winners to hot-off-the-press unproduced plays by some of America’s most renowned, as well as emerging, playwrights.
Credits 1
Area
Humanities
Division
Arts and Humanities
Compass Attributes
Humanities
|
| |
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ENG 253 - American Literature to 1865
A critical and cultural exploration of works and ideologies from Navajo and Hopi tales of origins to Puritan pathologies and predestined patterns, from enlightened progress to slave narratives and romantic reveries. Writers will include Wheatley, Edwards, Bradstreet, Franklin, Hawthorne, Stowe, Douglass, Poe and others. We will examine literature as historical and cultural document as well as individual testimony and demonic vision.
Prerequisites
ENG 101 or AP English credit
Credits 1
Area
Humanities
Connection
20057
Division
Arts and Humanities
Compass Attributes
Humanities
|
| |
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ENG 255 - Cultural Diversity in American Literature: From the Civil War to WWII
A critical survey of race, class, ethnic, gender and immigration issues by the richly diverse authors of America’s late 19th and early 20th centuries. Works by African American, Asian American, Native American and Anglo American writers such as Chesnutt, Dunbar, Du Bois, Hughes, McKay, Eastman, Eaton (Sui-Sin Far) Standing Bear, James, Wharton, Chopin, Hemingway and Faulkner.
Prerequisites
ENG 101 or AP English credit
Credits 1
Area
Humanities
Division
Arts and Humanities
Compass Attributes
Structure/Power/Inequality, Taylor and Lane Scholars
|
| |
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ENG 256 - The Novel in Multi-Ethnic America
Examination of writers since the post-World War II period from a variety of discourses and traditions in U.S. culture, including Native American, African American, Latino/a and Asian American.
Credits 1
Area
Humanities
Connection
20034, 20070
Division
Arts and Humanities
Compass Attributes
Humanities, Structure/Power/Inequality, Taylor and Lane Scholars
|
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ENG 258 - Introduction to Film Studies
Current trends stemming from the globalization of the media and its accompanying media synergies make it untenable to view the cinema as a discrete, unitary phenomenon. This course addresses this phenomenon in a parallel manner by bridging the disciplinary divides between film theory, media and cultural studies. Conjoining theoretical and historical approaches to cinematic texts, institutions and audiences, this course explores the multi- dimensional nature of the cinema and its place in society: (1) as representational spaces with textual properties and reading protocols enabling the creation of “meaning,” (2) as a unique industry driven by political and economic agendas; and (3) as a social practice that audiences “do,” involving relations of subjectivity and power.
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ENG 259 - J.R.R. Tolkien
Sometimes called the “author of the century,” J. R. R. Tolkien left his mark on both scholarship and the popular culture. Whether or not The Lord of the Rings is “literature” is one of the major topics of this course. Students will read Tolkien’s major works, including The Hobbit, The Lord of the Rings, and The Silmarillion, as well as his medieval scholarship. We will also examine Tolkien’s sources, including Beowulf, Sir Gawain and the Green Knight, Old Norse poetry and saga, and the Finnish Kalevala. The reading load for this course is greater than 2000 pages (plus all three Peter Jackson films), so students should be prepared.
Credits 1
Area
Humanities
Connection
20056
Division
Arts and Humanities
Compass Attributes
Humanities
|
| |
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ENG 260 - American Voices in Lyric Combat
Who can claim to be an “American” voice? And how? Langston Hughes or Walt Whitman? Emily Dickinson or Elizabeth Bishop? Hart Crane or Sylvia Plath? T. S. Eliot or Marianne Moore? This course will explore American poetry from several vantage points, including race, gender, class, historical circumstance, cultural imperative, linguistic patterns and the whole uncertain idea of an “American” voice.
Prerequisites
ENG 101 or AP English credit
Credits 1
Area
Humanities
Division
Arts and Humanities
Compass Attributes
Humanities
|
| |
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ENG 261 - Queens, Kings, Poets and Playwrights: Early Modern British Literature and Culture
Elizabeth I inspired work from England’s greatest poets, and she adored plays. In this course we will, consider whether having a female monarch influenced gender-prescribed behavior. We will examine how colonial expansion, the Atlantic slave trade, and capitalism’s start could have influenced Shakespeare, Sidney, Marlowe, Donne, and Lady Mary Wroth, among others.
Credits 1
Area
Humanities
Division
Arts and Humanities
Compass Attributes
Humanities
|
| |
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ENG 271 - Nineteenth-Century Narrative
The 19th century had many different storytelling modes, from the satirical romances of Jane Austen to the psychological realism of George Eliot to the ghost stories of Dickens and the detective tales of Arthur Conan Doyle. This course provides an overview of the many kinds of narrative loved by 19th-century Britons and helps students develop skills in close reading as well as historical and cultural analysis.
Prerequisites
ENG 101 or AP English credit
Credits 1
Area
Humanities
Division
Arts and Humanities
Compass Attributes
Global Honors, Humanities
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ENG 272 - Romancing the Novel
A course addressing both high-culture and pop-culture romances, from Charlotte BrontÌÇ to Harlequin. Works may include Jane Eyre, Daisy Miller, The Making of a Marchioness, Lady Chatterley’s Lover, Lolita, Oranges Are Not the Only Fruit, The English Patient, a Harlequin romance and criticism of romance fiction.
Prerequisites
ENG 101 or AP English credit
Credits 1
Notes
Cross-listed with WGS 272
Area
Humanities
Connection
23006
Division
Arts and Humanities
Compass Attributes
Humanities
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ENG 273 - Revenge and Domesticity in Renaissance Literature
The decades from 1590 to 1640 produced some of the richest” Òand most violent” Òdrama written in English. Playwrights such as Marlowe, Kyd, Dekker, Jonson, Webster, Beaumont and Fletcher as well as Shakespeare dramatized nationhood and nightmarish revenge for London audiences who also were entertained by bear baiting and public hangings. As global exploration and commerce accelerated, the English public and private theatres excited playgoers by portraying foreign characters and societies as degenerate and immoral. Students will read selected plays and historical and cultural texts, perform and produce scenes, and write a variety of papers as well as a revenge play to understand more fully the social and imaginative worlds of early modern English theatre.
Credits 1
Area
Humanities
Division
Arts and Humanities
Compass Attributes
Humanities
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ENG 274 - Narrating Britain, 1900 to the Present
From Aphra Behn’s The Rover to The Beggar’s Opera to Sheridan’s School for Scandal, this course covers shifting modes of humor, wit and sophistication portrayed on the English stage, while taking into account the social, cultural and political elements driving change in the English state. The course covers the Restoration antimoralist backlash, the theatre’s relationship to the mid-18th-century rise of the novel, the late-century move toward sensibility and the changes to English theatre that arrived with the 19th century.
Prerequisites
ENG 101 or Permission of Instructor
Credits 1
Area
Humanities
Division
Arts and Humanities
Compass Attributes
Global Honors, Humanities, Structure/Power/Inequality
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ENG 276 - Evolution of English
Reading poetry can be a thought provoking and richly rewarding experience. This course is designed to enable you to feel confident as you skillfully read and analyze poems. Over the course of the semester, you will receive training on topics such as rhythm and meter, genre, rhyme, syntax, and tone, some of the many tools that make up prosody. Together we will engage in interpretation and analysis of works from the Victorian period (1837-1901), specifically works that focus on the Victorians as everyday people, their concerns about a rapidly changing world, and their interest in both private property (ownership of a house, for instance) and public property (example: the space of the museum). In addition to reading poetic works by Victorian authors, we will also grapple with criticism about poetry (and poets, too) from this period and practice public recitation of poetry. It is my sincere wish that you will fully participate in class and that you will actively engage with the complexities of these very rich works.
Prerequisites
ENG 101 or AP English credit or Permission of Instructor
Credits 1
Area
Humanities
Division
Arts and Humanities
Compass Attributes
Humanities
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