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Education |
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ED 579 - School Improvement Measurement
3 credits
Provides participants with a repertoire of school improvement measurement strategies that may be used for profiling students’ outcomes as part of developing a school improvement plan. Specifically addresses issues of measurement-related school improvement, the purposes and products of school improvement, and possible applications of school improvement measurements to the School Improvement Plan.
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ED 580 - Foundations in Early Childhood/Elementary Education
3 credits
Introduces students to the field of early childhood and elementary education and presents an overview of historical and philosophical perspectives. Explores different approaches to ECE and elementary education. Analyzes relevant issues in the field of early childhood and elementary education from sociological and cultural perspectives.
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ED 581 - From At-Risk to Resiliency
3 credits
Examines the factors that place a student at risk, with the goal of identifying the most beneficial strategies for pulling students through difficulties. Includes chemical abuse, physical and sexual abuse, dysfunctional families, suicide, and socioeconomic status. Addresses the use of community agencies and development of classroom resources.
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ED 582 - Counseling Techniques
3 credits
Explores counseling techniques for classroom teachers. Develops the theoretical understanding and practical skills needed to deal constructively with serious personal problems that may affect the behavior and achievements of students.
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ED 583 - Comparative Education
3 credits
Introduces a global, comparative view of education through the examination of education systems in other countries, such as Australia, New Zealand, Japan, and the United Kingdom. Specifically examines national educational reform agendas, public school structures, and research that compares schooling in the U.S. with other countries.
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ED 584 - Curriculum Design in Early Childhood
3 credits
Examines early childhood development and learning as a basis for determining developmentally appropriate experiences for young children. Incorporates observation and evaluation into organizing principles and considers the meaning and development of play and its importance in curriculum design. Examines relationships between the environment and program goals.
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ED 585 - Assessment and Planning
3 credits
Covers the administration and interpretation of screening and assessment tools for identification and evaluation of infants, toddlers, preschool, and primary-grade children with special needs. Examines curricula issues and intervention strategies related to service, delivery, and advocacy for young children.
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ED 586 - Curriculum Content in Early Childhood Education
3 credits
Uses the developmental-interaction approach as a framework for integrating scientific, social, and mathematical content areas into early childhood programs. Considers ways to facilitate creative development and expression through the visual and performing arts. Explores the role of teacher as facilitator and examines ways to integrate health, safety, and nutrition instruction.
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ED 587 - Family, School, and Community Relations in Early Childhood Education
3 credits
Examines the socializing environments in a child’s life and their interrelatedness. Focuses on understanding the importance of cooperation and collaboration between family and school, including special educators and other professionals. Examines conferencing techniques and explores ways to build positive relationships and strengthen communication between school and family.
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ED 588 - Early Language and Literacy Development
3 credits
Examines the process of language development and the emergence of literacy in young children. Studies the cognitive and social bases of language and literacy development. Considers ways of promoting language and literacy development, including the selection and use of activities and materials.
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ED 589 - Interpersonal Relations and Guidance in ECE
3 credits
Focuses on understanding social and emotional development as a basis for effective group management and positive interpersonal relations. Examines different theories of group management and their relationships to curriculum design. Considers ways to foster positive interactions between children and adults.
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ED 590 - Complex Instruction
3 credits
Creates a classroom environment that incorporates an understanding of current educational research on learning styles, multiple intelligences, cooperative learning, relative social status of students from diverse backgrounds, and rigorous academic inquiry. Challenges elementary, middle, and secondary level teachers to engage all learners using techniques that address the wide range of expectations and abilities present in today’s classrooms. Puts into practice the theory of complex instruction as students participate in the curriculum implementation, instructional methodology, and assessment activities accompanying this advanced treatment of learning processes and the roles of educators in the classroom.
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ED 591 - School Law and Organization
3 credits
Studies federal, state, and local legal institutions and laws that affect schools. Emphasizes governance and liability of schools.
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ED 592 - Humanizing Instruction
3 credits
Relates the research, theory, and practice of humanistic psychology to the classroom, with emphasis on techniques for building a positive self-concept, resolving classroom conflict, and building effective interpersonal relationships.
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ED 593 - Observation and Evaluation of Teaching
3 credits
Provides an opportunity for teachers to observe contemporary trends in education and applied learning theories as demonstrated in the schools. Analyzes learning theories, investigates trends and their use in classroom situations, and discusses the effectiveness of educational theories and practices on instruction.
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ED 594 - Issues in Native American Cultures
3 credits
Provides an overview of the history, culture, and life ways of Native Americans, with focus on the peoples of the Pacific Northwest. Provides a basic foundation in Native American history. Examines Indian-white conflict, subsequent cultural disruption, and the impact of events on contemporary Native American peoples. Presents teaching and learning styles in Native American cultures based on research and practice. Examines contemporary topics and issues in Native American cultures and introduces cultural life ways, including song, oral tradition, and dance.
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ED 595 - Models of Professional Growth
3 credits
Students learn elements of reflective dialogue used to refine an educator’s curriculum, instruction, and assessment skills. Develops an understanding of efficient professional growth while emphasizing leadership in a world of constantly evolving techniques and school reform movements.
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ED 596 - Models of Teaching
3 credits
Examines the compendium of instructional strategies appropriate to various teaching and learning purposes. Develops expertise in the elements of effective models for teaching in K–12 classrooms through a researched cycle of demonstration, practice, and feedback.
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ED 597 - Creativity in the Classroom
3 credits
Addresses the challenge of incorporating creativity into the classroom amidst the competing demands of content-across-the-curriculum and the diverse range of student abilities. Offers K–12 teachers an opportunity to acquire and practice multiple strategies for fostering creativity in the classroom.
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ED 598 - Effective School Communications
3 credits
Develops the skills needed to communicate effectively in school districts. Topics include the impact of communication on school effectiveness, communication in negotiations and conflict management, the effect of communication on school improvement and educational change, and interviewing and observational skills.
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READ 533 - Language and Literacy in the Content Areas
3 credits
Develops competence in teaching the interactive processes of reading, writing, listening, speaking, viewing, and thinking across the curriculum. Focuses on strategies for teaching students of varied backgrounds and abilities (Grades 3-12). For students in grades 3–12 to be successful in the content areas they must be able to read and comprehend various informational texts and write for different purposes and audiences. This course will provide teachers with the tools to improve student achievement in the content areas through the developmental appropriate integration of literacy strategies.
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Educational Leadership |
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LEAD 501 - Research on School Leadership
1-4 credits
Credits to be arranged for research on School Leadership.
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LEAD 505 - CAL Reading and Conference on Culture and Diversity
1 to 4 credits
Focuses on issues of culture and diversity in the schools and the larger community. Students work with their mentor, CAL coordinator, and instructor of record to develop an independent study to strengthen theoretical understanding of cultural and legal issues and leadership. Readings and assignments are determined collaboratively depending on upon the agreement between the student, practicum mentor, instructor of record, and the CAL coordinator. May also be taken in collaboration with the Southern Oregon Educational Service District (SOESD) leadership development program or other leadership workshops sponsored by the Confederation of Oregon School Administrators or the Oregon School Boards Association. For example, students may attend seminars in association with the SOESD program to fulfill course and class time requirements.
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LEAD 505 - CAL Reading and Conference on Evaluation and Assessment
1 to 4 credits
Focuses on issues of evaluation and assessment in the schools and the community. Students work with their mentor, CAL coordinator, and instructor of record to develop an independent study to strengthen theoretical understanding of evaluation and assessment issues and legal requirements at the building and district levels. Readings and assignments are determined collaboratively depending on upon the agreement between the student, practicum mentor, instructor of record, and the CAL coordinator. May also be taken in collaboration with the Southern Oregon Educational Service District (SOESD) leadership development program or other leadership workshops sponsored by the Confederation of Oregon School Administrators or the Oregon School Boards Association. For example, students may attend seminars in association with the SOESD program to fulfill course and class time requirements.
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LEAD 505 - CAL Reading and Conference on Leadership and Organizations
1 to 4 credits
Focuses on issues of organizational leadership in the schools and community. Students work with their mentor, CAL coordinator, and instructor of record to develop an independent study to strengthen theoretical understanding of organizational issues, legal aspects, and leadership at the building and district levels. Readings and assignments are determined collaboratively depending on upon the agreement between the student, practicum mentor, instructor of record, and the CAL coordinator. May also be taken in collaboration with the Southern Oregon Educational Service District (SOESD) leadership development program or other leadership workshops sponsored by the Confederation of Oregon School Administrators or the Oregon School Boards Association. For example, students may attend seminars in association with the SOESD program to fulfill course and class time requirements.
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LEAD 506 - Special Individual Studies on School Organizations
1-4 credits
Credits to be arranged for research on School Leadership.
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LEAD 508 - Workshop on School Improvement
1-4 credits
Credits to be arranged for research on School Leadership.
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LEAD 513 - Evaluation and Management of Classroom Instruction
1 credit
Through classroom observations, students learn to collect, analyze, and use objective data to evaluate the major elements of classroom instruction. Students practice a variety of evaluation tools. Develops management techniques and skills to provide feedback and direction to others. Students also develop their rationale for evaluative practices and create an evaluation instrument of their own.
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LEAD 520 - Administrative Portfolio
1 credit
Supports the development of a professional portfolio for candidates who are completing their administrative license at either the initial or continuing levels. Purpose is to show evidence of meeting the Oregon Teacher Standards and Practices Commission (TSPC) requirements for the administrative licensure, Standard 7: Practicum Experience. Successful completers must meet the following criteria: evidence of a substantial and sustained practicum that is standards-based, accomplished in real settings across all authorization levels, planned and guided cooperatively, and taken for graduate credit. Candidates work with their practicum mentor, SOU supervising professor, and the LEAD program coordinator to plan, develop, and submit the portfolio.
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LEAD 522 - Curriculum Design and Educational Change
1 credit
Engages students in applying knowledge and skills to real-world situations. Leads students beyond basic recall to high levels of achievement. Challenges students to perform a comprehensive examination of the processes, content, and assessments related to the spectrum of curriculum areas present in a K–12 instructional program.
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LEAD 523 - Issues of Educational Reform
1 credit
Introduces students to areas of educational reform, restructuring, and change. Includes international, national, state, and local reform efforts and research into educational change. Provides personal strategies for promoting and coping with educational change efforts.
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LEAD 524 - Professional Models of Governance
1 credit
Covers the strategies used by educators as they manage and cope with the numerous innovations and refinements to teaching and learning required in today’s schools. Focuses on the principles governing the improvement process.
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LEAD 525 - Public and Professional Relations
3 credits
Helps teachers project a positive public image. Involves understanding the multiple audiences and the variety of forums available for articulating one’s vision of what education should be. Participants learn to communicate effectively, identify common goals, and present thoughts clearly. Introduces teachers to effective strategies for building positive relationships.
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LEAD 528 - Leadership into Practice
1 to 9 credits
Creates conditions for teacher leadership and requires practice in principles supporting individual and collaborative growth and change. Using current understandings of the forces of educational change and the implementation of personal and professional action plans, students in the MEd/CTL Program work at their school sites to aid in teaching and learning improvement.
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LEAD 548 - Culture and Family/Community Involvement
1 credit
Focuses on parent and community involvement in schools. Presents strategies for building strong partnerships among parents, teachers, students, and community members. A study of the differences between school culture and the diverse cultures represented by children and families provides a foundation for learning methods and programs that promote cooperation and collaboration among the school, family, and community. Considers communication strategies among school personnel and families with limited English proficiency.
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LEAD 560 - Diversity
1 credit
Emphasizes the philosophical and epistemological perspectives of multicultural education in American public schools. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores materials related to the characteristics and needs of at-risk youth and considers how schools can respond to these needs. Introduces curriculum planning, as well as instruction and assessment techniques that help develop an effective multicultural education program at each level of education in public schools.
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LEAD 564 - Supervision and Evaluation of Instruction
3 to 4 credits
Examines the role of building and district administrators as instructional leaders. Focuses on the theoretical and applied perspectives on effective instructional and curriculum leadership, which includes applying knowledge and skills about effective instruction and curriculum to improve teaching practices to increase student learning.
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LEAD 579 - School Improvement Measurement
1 credit
Provides participants with a repertoire of school improvement measurement strategies that may be used for profiling students’ outcomes as part of developing a school improvement plan. Specifically addresses issues of measurement related school improvement, the purposes and products of school improvement, and possible applications of school improvement measurements to the School Improvement Plan.
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LEAD 585 - Contract Management and Human Resources
3 to 4 credits
Explores the responsibilities central office personnel and school building administrators have with understanding, monitoring, and maintaining labor agreements that govern employment practices at the school and district levels. Considers the responsibilities associated with maintaining agreements through the collective bargaining process, as well as legal implications related to grievances, aggregations, violations, and irregularities in the management of the collective bargaining agreement and human resource management, including dispute resolution and other grievance procedures by faculty, students, parents, and community members.
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LEAD 588 - Cultural and Organizational Leadership
3 to 4 credits
Considers advanced concepts on the application of cultural competence in relation to organizational theory, behavior, and administration. Addresses theoretical concepts from across the field of management behavior in business, industry, government, and education with a focus on cultural diversity and awareness and legal implications. Theories include dealing with how organizations are managed at both behavioral and administrative levels in diverse settings. Considers differences across the various levels of organizations, especially how they affect legal, cultural, and political aspects of schools and educational organizations. Directed toward an inquiry of effective and culturally competent organizational leadership at the district level and the various administrative components of budget, finance, evaluation, law, and assessment. May also be taken in collaboration with the Southern Oregon Educational Service District (SOESD) leadership developemnt program or other leadership workshops sponsored by the Confederation of Oregon School Administrators or the Oregon School Boards Association. For example, students may attend seminars in association with the SOESD program to fulfill course and class time requirements.
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LEAD 591 - School Law and Organization
1 credit
Studies federal, state, and local legal institutions and laws that affect schools. Emphasizes governance and liability of schools.
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LEAD 592 - Humanizing Instruction
1 credit
Relates the research, theory, and practice of humanistic psychology to the classroom, with emphasis on techniques for building a positive self-concept, resolving classroom conflict, and building effective interpersonal relationships.
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LEAD 595 - Models of Professional Growth
3 credits
Students learn elements of reflective dialogue used to refine an educator’s curriculum, instruction, and assessment skills. Develops an understanding of efficient professional growth while providing the potential for leadership in a world of constantly evolving techniques and school reform movements.
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Emerging Media and Digital Arts |
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EMDA 201 - Emerging Media and Digital Arts I
2 credits
Lectures focus on the fundamentals of visual narrative, design, and critical thinking about the creation of visuals in a digital age. EMDA 201 serves as a prerequisite or recommended course for several upper division classes in art, applied multimedia, computer science, photojournalism, and video production.Corequisite(s): EMDA 201L .
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EMDA 201L - Emerging Media and Digital Arts I Lab
2 credits
Students complete a series of projects combining contemporary techniques in digital photography, graphic design, and illustration.Corequisite(s): EMDA 201 .
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EMDA 202 - Emerging Media and Digital Arts II
2 credits
Focuses on the development and applications of time-based media, including digital video and audio production. Serves as a prerequisite or recommended course for several upper division courses in art, applied multimedia, computer science, photojournalism, and video production.Corequisite(s): EMDA 202L .
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EMDA 202L - Emerging Media and Digital Arts II Lab
2 credits
Students complete a series of projects exploring techniques in digital video, audio production, and digital storytelling.Corequisite(s): EMDA 202 .
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EMDA 203 - Emerging Media and Digital Arts III
2 credits
Focuses on the development and applications of web-based media, including Web site design, Flash animation, as well as the integration of other media such as digital photography, art, video, and audio for the Web. Serves as a prerequisite or recommended course for several upper division courses in art, photojournalism, and video production. Corequisite(s): EMDA 203L .
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EMDA 203L - Emerging Media and Digital Arts Lab III
2 credits
Develop web-based media skills through hands-on learning. Projects include Web site design, Flash animation, multimedia design, streaming video and audio, and digital story boarding. Serves as a prerequisite or recommended course for several upper division courses in art, photojournalism, and video production.Corequisite(s): EMDA 203 .
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EMDA 350 - Projects in Digital Media
4 credits (repeatable-maximum 12 credits)
In a collaborative learning environment, students develop and produce original digital projects while conducting critical investigations into our role as participants in and products of digitally mediated culture.Prerequisite(s): EMDA 201 , EMDA 202 , or EMDA 203 .
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EMDA 401 - Research in Digital Media
1-4 credits (repeatable-maximum 8 credits)
Students develop and share research methodologies on digital arts and emerging media, conduct independent and collaborative critical investigations into self-selected topics, and engage in discourse on historical trends and future developments in technology and culture. Prerequisite(s): EMDA 201 , EMDA 202 , or EMDA 203 .
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EMDA 407 - Seminar in Digital Media
1-4 credits (repeatable-maximum 8 credits)
Students engage in study of and theoretical discourse on a particular era or theme of digital media, develop independent and/or collaborative critical studies on selected sub-topics, and create digital-media presentations on their findings for the campus and/or online communities.Prerequisite(s): EMDA 201 , EMDA 202 , or EMDA 203 .
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EMDA 409 - Practicum in Digital Media
1-8 credits (repeatable-maximum 12 credits)
Students work with a faculty member to identify a community-based opportunity to develop and produce an original digital project. Students, faculty, and community partners together evaluate outcomes to assess best practices for collaborating on the creation of digital media for our communities.Prerequisite(s): EMDA 350 .
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Environmental Education |
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EE 501 - Research
Credits to be arranged.
Research
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EE 503 - Thesis
Credits to be arranged.
Thesis
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EE 507 - Selected Topics in Environmental Education
1 credit
Explores current topics in environmental education. Presented at Deer Creek Center for Field Research and Education. Offered in conjunction with EE 594 and EE 595 .
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EE 524 - Concepts in Environmental Education
3 credits
Explores the field of environmental education from its beginnings to the present. Considers the diversity of goals and practices in environmental education, including place-based education. Students visit, research, and evaluate environmental education programs and curricula, including both local and national programs. Includes field trips to local programs.
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EE 525 - Special Methods in Environmental Education
2 credits
Designed to complement ED 557A and ED 557B . Considers current educational methods for the classroom and adapts them for environmental educators in diverse settings, especially the field. Additional topics include the creation of field-based activities and interpretive signage.Prerequisite(s): ED 557A .Corequisite(s): ED 557B .
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EE 526 - Trends in Environmental Education
2 credits
Focuses on environmental education as a profession. Analyzes current literature to evaluate trends within the field. Explores how professional environmental educators contribute to the development of the field, including research and publications.
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EE 527 - Place-Based Curriculum Development
3 credits
Studies the physical and biological environment at Deer Creek center for Field Research and Education or another site in the Klamath-Siskiyou bioregion. Students investigate patterns of natural resource use by the community. This knowledge is then used to generate a place-based curriculum for implementation at the field station. Overnight field trips required.
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EE 528 - Environmental Issues
4 credits
Investigates relevant environmental issues important to today’s environmental educators. Prepares future environmental educators to address a wide range of local, regional, and global issues facing society. Areas of study include the loss of biodiversity and strategies for preservation and recovery of threatened species, management of natural resources in a sustainable manner, and global issues affecting the welfare of human population and the biosphere.
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EE 593 - Practical Applications of Environmental Education
1 to 4 credits
Focuses on using the field as a classroom. Students work closely with environmental educators in either a nonprofit organization or local, state, or national government agency to develop and present activities and curricula for a variety of audiences.
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EE 594 - Leadership in Environmental Education
1 to 4 credits
Students manage an educational program at Deer Creek Center for Field Research and Education. Includes marketing, communication with participants, coordinating and scheduling programs, and developing resources for future classes. Involves part-time residence at the field station.Prerequisite(s): EE 525 and EE 527
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EE 595 - Teaching in Environmental Education
1 to 4 credits
Students present and assess an educational program at Deer Creek Center for Field Research and Education involving a variety of audiences. Teaching is supervised by qualified faculty members. Involves part-time residence at the field station.Prerequisite(s): EE 525 and EE 527
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English Upper Division Courses
Before enrolling in upper division literature courses, English and writing majors must complete ENG 298, and nonmajors must complete the research component of the writing sequence as required by their major department. English 300 is a prerequisite for all 400-level courses. Any exceptions require instructor consent.
*A combined maximum of 8 credit hours of ENG 405, 407, and 409 may be applied to the major. |
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ENG 101 - Academic English for ESOL Students
Designed for students whose first language is not English; required of students whose TOEFL score is below 580. Introduces students to U.S. culture and campus life while focusing on the academic English skills needed to succeed at a U.S. university. Covers such skills as critical thinking, reading, writing, grammar, vocabulary building, oral communication, and library research. Approved for University Studies (Explorations).
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ENG 102 - Academic English for ESOL Students
4 credits
Designed for students whose first language is not English; required of students whose TOEFL score is below 580. Introduces students to U.S. culture and campus life while focusing on the academic English skills needed to succeed at a U.S. university. Covers such skills as critical thinking, reading, writing, grammar, vocabulary building, oral communication, and library research. Approved for University Studies (Explorations).
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ENG 104 - Introduction to Literature
Involves critical reading, discussion, and written analysis of literary texts. ENG 104 focuses on novels and poetry. Students see and review a film when appropriate. ENG 105 explores short fiction and drama. Students attend and review a play. Approved for University Studies (Explorations).
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ENG 105 - Introduction to Literature
4 credits
Involves critical reading, discussion, and written analysis of literary texts. ENG 104 focuses on novels and poetry. Students see and review a film when appropriate. ENG 105 explores short fiction and drama. Students attend and review a play. Approved for University Studies (Explorations).
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ENG 107 - World Literature
Cross-cultural exploration of selected works of literature, organized thematically. ENG 107 focuses on literature before 1800; ENG 108 focuses on modern literature. Provides insight into world cultures and encourages students to examine their own cultural assumptions. Recommended for students intending to become English and writing majors. Approved for University Studies (Explorations).
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ENG 108 - World Literature
4 credits
Cross-cultural exploration of selected works of literature, organized thematically. ENG 107 focuses on literature before 1800; ENG 108 focuses on modern literature. Provides insight into world cultures and encourages students to examine their own cultural assumptions. Recommended for students intending to become English and writing majors. Approved for University Studies (Explorations).
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ENG 199 - Special Studies
Credits to be arranged
Special Studies
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ENG 201 - Shakespeare
4 credits
Offers a study of a representative selection of comedies and histories. Involves a critical examination of the plays from text and productions. Attendance at one or more live performances may be required.(Cross-listed with SHS 201 /TA 201 .)
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ENG 202 - Shakespeare
4 credits
Offers a study of a representative selection of tragedies and romances. Involves a critical examination of the plays from texts and productions. Attendance at one or more live performances may be required.(Cross-listed with SHS 202 /TA 202 .)
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ENG 208 - Explorations in Literary Genres
4 credits
Involves close reading and analysis of texts, with a focus on literary genres. Topics include poetry, novel, essay, film, short story, drama, or a comparison of two or more genres. Some experience with literary analysis recommended. Repeat credit is allowed for different topics. Approved for University Studies (Explorations).
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ENG 209 - Literature in the Modern World
4 credits
Focuses on reading and analysis of texts organized around a specific topic, with an emphasis on the literary work in its social and cultural context. Topics vary. Repeat credit is allowed for different topics. Approved for University Studies (Explorations).
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ENG 239 - Native American Myth and Culture
4 credits
After an introduction to mythical constructs, students participate in critical reading, discussions, written analysis, and performance of traditional myths and legends from a variety of Native American cultures. Texts include myths, legends, and tales in translation. Films, art slides, guest speakers, and performers supplement the readings to provide oral and visual examples of American Indian art and culture. Approved for University Studies (Explorations).
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ENG 240 - Native American Narratives, Fiction, and Poetry
4 credits
Building on their knowledge of traditional oral literatures, students continue with critical reading, discussion, written analysis, and performance of texts. Texts include novels, essays, stories, and poems by contemporary Native American writers. Films, art slides, guest speakers, and performers supplement the readings to enrich student understanding of the cultures that produced the literature. Approved for University Studies (Explorations).Prerequisite(s): ENG 239
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ENG 298 - Introduction to the Major
4 credits
Introduces students to the reading, writing, and research skills required to be successful in the major, as well as the specific requirements of the department. Involves intensive academic writing and analysis of the main genres of literature: poetry, drama, fiction, essay, and film. English and writing premajors and minors only.Prerequisite(s): Successful completion of the University Studies writing requirement and 8 credits of lower division literature and/or lower division creative writing
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ENG 300 - Introduction to Literary Theory and Critical Writing
4 credits
Intensive writing course for English and writing majors emphasizing principles of analysis of literary texts. Surveys twentieth-century critical theory and practice. English and writing majors, premajors, and minors only.Prerequisite(s): ENG 298 .
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ENG 315 - Studies in Autobiographical Writing
4 credits
Examines diverse modes of autobiographical writing (autobiography, memoir, testimonial, and conversion narrative) as texts that represent the self in society through the writing of memories. Explores the ways in which writers construct and represent memory and the impact these narratives have on our understanding of the political and cultural context in which they are produced. Approved for University Studies (Integration).Prerequisite(s): ENG 298 or completion of writing requirement in major department
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ENG 341 - Class, Culture, and Feminism in Victorian and Edwardian England
4 credits
Examines novels, poems, autobiographies, and corresponding historical and visual texts to gain insight into the lives of British women between 1832 and 1914. Using a feminist lens, the course surveys Victorian women’s writing and creativity in the context of various movements for political, artistic, and social reform. Approved for University Studies (Synthesis/Integration).Prerequisite(s): ENG 298 or completion of writing requirement in major department.
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ENG 367 - British Women Writers
4 credits
Surveys British women writers with a focus on common issues and the development of a tradition. Approved for University Studies (Synthesis).Prerequisite(s): ENG 298 and completion of all lower division University Studies requirements
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ENG 368 - Women Writers in the U.S.
4 credits
Surveys women writers in the United States, with a focus on common issues and the development of a tradition. Approved for University Studies (Synthesis).Prerequisite(s): ENG 298 and completion of all lower division University Studies requirements
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ENG 371 - Topics in British Literature Before 1800
4 credits
Exposes students to a community of writers and their positions as expressed through various genres relative to a particular theme with a focus on eras, schools, and/or movements. Examines the historical underpinnings of the chosen theme(s). English and writing majors must complete either U.S. or British sequence. Repeat credit is allowed for different topics.Prerequisite(s): ENG 298 .
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ENG 372 - Topics in British Literature After 1800
4 credits
Exposes students to a community of writers and their positions as expressed through various genres relative to a particular theme with a focus on eras, schools, and/or movements. Examines the historical underpinnings of the chosen theme(s). English and writing majors must complete either U.S. or British sequence. Repeat credit is allowed for different topics.Prerequisite(s): ENG 298 .
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ENG 381 - Topics in U.S. Literature Before 1865
4 credits
Exposes students to a community of writers and their positions as expressed through various genres relative to a particular theme with a focus on eras, schools, and/or movements. Examines the historical underpinnings of the chosen theme(s). English and writing majors must complete either U.S. or British sequence. Repeat credit is allowed for different topics.Prerequisite(s): ENG 298 .
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ENG 382 - Topics in U.S. Literature After 1865
4 credits
Exposes students to a community of writers and their positions as expressed through various genres relative to a particular theme with a focus on eras, schools, and/or movements. Examines the historical underpinnings of the chosen theme(s). English and writing majors must complete either the U.S. or British sequence. Repeat credit is allowed for different topics.Prerequisite(s): ENG 298 .
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ENG 396 - Ethics and Film
4 credits
Studies ten or more important films, American and foreign, that dramatize significant moral choices or ethical dilemmas.
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ENG 398 - Teaching Global Perspectives Through Children’s Literature
4 credits
Immerses prospective elementary and middle school teachers in integrated content and instruction. Students examine both the literary elements and the social science information in international children’s literature. Approved for University Studies (Synthesis/Integration).Prerequisite(s): Completion of all lower division University Studies requirements(Cross-listed with ED 398 .)
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ENG 399 - Special Studies
Credits to be arranged
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ENG 400 - Capstone I
2 credits
Preparation of an independent senior project for English and Writing majors with concentrations in Literary Studies and English Education. Special Studies students may also choose this emphasis. Students assemble a bibliography of contextual and/or critical works and write a prospectus for a project that will be completed in ENG 401 .Prerequisite(s): ENG 300 , senior standing, and approved application as an English and Writing major.
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ENG 401 - Capstone II
2 credits
Senior project for English and Writing majors with concentrations in Literary Studies and English Education. Special Studies students may also choose this emphasis. Each individually-designed project integrates knowledge and skills in the discipline.Prerequisite(s): ENG 400 .
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ENG 405 - Reading and Conference*
Reading and Conference*
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ENG 407 - Seminar*
Repeat credit is allowed for different topics.Prerequisite(s): ENG 300 .
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ENG 409 - Practicum*
Practicum*
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ENG 410 - Community Engagement Writing: Internships and Practica
4 credits
A writing and internship course that exposes students to professional applications of rhetoric and writing through fieldwork with people and organizations outside the classroom. Approved for University Studies (Integration).Prerequisite(s): ENG 300 .(Cross-listed with WR 410 .)
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ENG 417 - Birth of the British Novel to 1850
Studies the birth and early development of the English novel, with attention to the early masterpieces of Defoe, Swift, Fielding, and Austen. Occasional emphasis is on fictional precursors or special issues in prose fiction.Prerequisite(s): ENG 300 .
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ENG 418 - The British Novel after 1850
Explores the English novel from the Brontës, Dickens, and Eliot to modernism and other twentieth-century movements.Prerequisite(s): ENG 300 .
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ENG 436 - Studies in Shakespeare
Offers an intensive study of a limited number of Shakespearean plays within their social, political, intellectual and performance contexts. Plays may be chosen to correlate with Oregon Shakespeare Festival offerings and/or other specific topics. Repeat credit is allowed for different topics. Attendance at one or more live performances may be required.Prerequisite(s): Upper-division course eligibility in English or Theatre Arts, minor in Shakespeare Studies, or consent of the instructor.(Cross-listed with SHS 436 /TA 436 .)
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ENG 447 - Major Forces in Literature
Explores the underlying social, economic, and political philosophies of an age as they find expression in the dominant literary forms and theories that characterize it. Repeat credit is allowed for different topics. Some topics approved for University Studies (Integration).Prerequisite(s): ENG 300 .
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