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ECON 340 - Management Science
Credits: (3)
An introduction to some of the contemporary quantitative methods used in management science and economics. Topics include probability concepts, forecasting, decision theory, linear programming, queuing theory, network models, MONTE CARLO simulation and Markov analysis. Prerequisite(s): MATH 105 or BUS 320 ; BUS 311 and BUS 250 are recommended. (Fall and Spring)
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ECON 360 - Global Business and Economics
Credits: (3)
This course examines the challenges of globalization from the perspective of a business manager. Topics include an analysis of global and national business environments, international trade and investment, the international financial system, and international trade and investment. This includes the International Monetary Fund, the World Bank, the US Export-Import Bank, the US International Trade Commission, and other agencies. Discussions in class also include the cultural, ethical, and moral implications of these issues in international law and economics. Prerequisite(s): ECON 101 -ECON 102 ; BUS 250 is recommended. (Fall and Spring)
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ECON 398 - Independent Study
Credits: (1-3)
Permission of the instructor, the department chair, dean of the school/college and the associate provost is required. (As needed)
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ECON 399 - ST: Special Topics in Economics
Credits: (3)
Study of special topics in Economics. Prerequisite(s): Permission of instructor. (As needed)
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ECON 402 - Applied Economic Analysis
Credits: (3)
The objective of this course is to introduce students to a practical economic analysis. Applied analysis in economics is on the cutting edge of economic research and it is necessary for making decisions. The knowledge of theoretical models, the application of those and the use of relevant information are critical to understanding how a project or policy initiative might impact a business, an industry, public policy or the public at large. This course has three main goals: learning basic theoretical models; applying economic analysis in the areas of Micro Theory, Economic Growth, Development, Poverty and Inequality, Spatial Econometrics, Experimental Economics, Behavioral Economics, Neuroeconomics and Public Policy. Prerequisite(s): ECON 211 -ECON 212 (Offered in Spring of even-numbered years)
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ECON 403 - Econometrics
Credits: (3)
An introduction to basic quantitative and statistical techniques commonly used in economics, particularly regression analysis. Emphasis is on good methodology and correct usage of elementary econometric techniques. Prerequisite(s): BUS 320 or MATH 105 or equivalent. (Fall)
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ECON 409 - Seminar
Credits: (3)
An in-depth study of selected special topics in economics. Prerequisite(s): ECON 101 -ECON 102 . (As needed)
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ECON 417 - The Federal Reserve Challenge
Credits: (3)
The Federal Reserve Challenge is a student competition organized by The Federal Reserve Bank. In this competition against other colleges, a team of students develops an analysis of the current economy and makes policy recommendations before a panel of Federal Reserve economists. This requires that students spend the semester learning how macroeconomic analysis is done, what pieces are assembled, and how they are weighted and considered. Students are required to write a substantial term paper reviewing the conditions, a summarized version of which will be part of their presentation in the competition. These pieces include the financial markets, regional markets, international trade conditions, inflation, unemployment, fiscal policy, etc. Given how economic circumstances change from year to year, this course may be taken up to three times (with designations A,B,C). (Fall)
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ECON 480 - Internship
Credits: (3)
Opportunities for the student to engage in practical application of economic theory. Permission of the department chair. (As needed)
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EDGE 343 - Globalization and Education
Credits: (3)
Students will examine the impact of immigration on children’s cognitive, emotional, and linguistic development in migrant and receiving communities. Through this comparative approach students will be invited to reflect anew, from international perspectives, on the effects of globalization on U.S. educational policies and on teacher-student relations in U.S. classrooms with the hope of developing global consciousness. The course will acquaint students with the differences and similarities between multicultural perspectives and approaches to educating diverse populations in the dawning century; and will empower students to critique current educational developments in Latin America, Africa, Europe and the United States in light of the Universal Declaration of Human Rights and Catholic social teaching. This course satisfies the non-west core requirement. (Fall and Spring)
Education Global Encounters
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EDUC 100 - Foundations of American Education
Credits: (4)
Examines some of the historical, philosophical, sociological, and cultural foundations of American education. Educational policies, curriculum content, school organization, and basic teaching competencies are introduced and discussed in their relation to the changing mission of schools. Also examined are the legal, ethical, and human issues of technology and its incorporation into the classroom. Field experience is required for prospective education majors. Field experience is not required and is optional for students who do not intend to continue studies in the department of education. Students who do not register for field experience lab are required to produce an educational policy research paper instead of the field-based portfolio. Prerequisite(s): Fulfills Human and Behavioral Sciences domain requirement. (Fall and Spring)
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EDUC 120 - ST: Special Topics in Education
Credits: (3)
A course designed to supplement regular course offerings by permitting the pursuit of a variety of educational topics. (As needed)
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EDUC 202 - Materials for Teaching Reading
Credits: (4)
Assists teacher candidates in selecting and evaluating materials for teaching reading and related skills that are consistent with the findings of scientifically based reading research including applications of new media literacy. Teacher candidates should leave this course with an understanding of research-supported programs, reading acquisition, approaches and methods so that they can address different levels of reading proficiency within the classroom and enable students to become strategic, fluent and independent readers. Participants will utilize technology to evaluate and gather information on the web as well as use various software programs to communicate information. Participants will be prepared to involve parents and members of the school and surrounding community to promote daily reading both inside and outside of school. Field experience lab is required. (Fall and Spring)
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EDUC 203 - Sophomore Fall Field Experience
Credits: (0)
Students will spend time in partnership schools connecting theory to practice through a variety of experiences including observations, case studies, tutoring, and/or teaching. The field experience allows students to complete assignments required in education courses during the sophomore fall semester. Students are responsible for transportation to assigned placement.
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EDUC 204 - Sophomore Spring Field Experience
Credits: (0)
Students will spend time in partnership schools connecting theory to practice through a variety of experiences including observations, case studies, tutoring, and/or teaching. The field experience allows students to complete assignments required in education courses during the sophomore spring semester. Students are responsible for transportation to assigned placement.
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EDUC 208 - Learning Theory and Human Development
Credits: (4)
Examines how individuals learn and the psychological, social, emotional and biological development of individuals from early childhood through the young adult years. Teacher candidates will examine the interaction between aspects of human development, learning theory, and the educative process. Field experience lab is required. (Spring)
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EDUC 228 - Processes and Acquisition of Reading
Credits: (4)
Assists teacher candidates in understanding the reading acquisition process through observation and analysis of reading and writing language development, and the study of current issues in reading research. It is organized around current, accepted, research-based theoretical models that account for individual differences in reading. Introduction to language structures including spoken syllables, phonemes, graphemes, and morphemes is included in the course. Participants will apply knowledge of the core areas of language to reading acquisition in terms of first and second language acquisition, typical development and exceptionalities. Field experience is required. (Fall)
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EDUC 300 - Modernity in Education
Credits: (3)
Critical study of modernity and the key ideas and forces that have shaped the modern world as reflected through the field of education. This course is required for all students pursuing teacher certification (elementary, secondary, and P12).
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EDUC 311 - Junior Fall Field Experience
Credits: (0)
Students will spend time in partnership schools connecting theory to practice through a variety of experiences including observations, case studies, tutoring, and/or teaching. The field experience allows students to complete assignments required in education courses during the junior fall semester. Students are responsible for transportation to assigned placement.
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EDUC 313 - Instruction of Reading
Credits: (4)
This course assists teacher candidates in understanding the reading and writing acquisition process. Candidates will learn Instructional routines, strategies, and assessment tools to use in the five major components of reading instruction (phonological and phonemic awareness; phonics, spelling and word study; fluency development; vocabulary; and comprehension) as well as writing instruction suitable for various age and ability groups. Field experience lab is required. Lab Fee applies (Spring during Internship I)
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EDUC 319 - Science in the Integrated Curriculum
Credits: (3)
Presents modern methods for elementary science instruction via inquiry and Constructivist teaching principles. Teacher candidates will explore methods to stimulate children to wonder, to use process skills and to construct meaning of scientific principles and concepts. Taken concurrently with EDUC 318 in the fall semester. Ten full days or 20 half days of field experience are required. Lab Fee. (Frederick campus) (Fall)
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EDUC 320 - Instruction of Reading
Credits: (3)
Provides the teacher candidate the ability to use a representative array of research-based instructional techniques and strategies in the area of reading. Instructional routines and strategies in the five major components of reading instruction (phonological and phonemic awareness; phonics, spelling and word study; fluency development; vocabulary; and comprehension) suitable for various age and ability groups are emphasized. Throughout the course, teacher candidates will demonstrate their skill with the instructional routines and strategies by role-play, live demonstrations, critiquing good and inadequate models, and reviewing the research support available for those approaches. Taken concurrently with EDUC 324 in the spring semester. Ten full days or 20 half days of field experience are required. Lab fee. Spring. (Frederick campus) Prerequisite(s): EDUC 202 Materials for Teaching Reading (4) . Lab fee applies. (Spring during Internship I)
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EDUC 324 - Social Studies in the Integrated Curriculum
Credits: (3)
Topics in multicultural education, history, geography, economics, political science, social science and current events are presented and integrated into the curriculum to enhance critical thinking and problem solving skills. Teacher candidates will have the opportunity to make literacy connections for each topic presented. Attention is given to a variety of strategies that include, but are not limited to, multiple intelligences, case study, concept formation, primary sources and values formation. Taken concurrently with EDUC 320 Instruction of Reading (3) in the spring semester. Ten full days or 20 half days of field experience are required. Lab fee. (Frederick campus) (Spring)
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EDUC 325 - Literacy in the Secondary Content Areas I
Credits: (3)
Provides teacher candidates with an understanding of the essentials of literacy processes necessary for secondary students to become proficient readers in the content areas. Participants gain an understanding of the following five areas: purposes and types of literacy, methods of assessing literacy, strategies and skills in literacy, student-centered instruction and affective dimensions of literacy. Teacher candidates also gain an understanding of digital literacy skills and new media literacy. Field experience lab is required. (Fall)
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EDUC 350 - Teaching Mathematics in the Elementary School
Credits: (4)
Teacher candidates learn how to assist their students as they make meaning of mathematics. Emphasis will be given to the strategies, methods, and technological and informational needs for elementary math teachers. This course will include problem solving, communication, connections and reasoning, using tools including manipulatives, technology, and children’s literature in the context of delivering mathematical instruction. Candidates will learn about mathematics and its relationship to STEM education. Candidates will also explore, develop, and interpret assessments used at the elementary level. Candidates will be expected to make connections between university classroom experiences and field experiences. (Spring)
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EDUC 351 - Teaching Science and Social Studies in the Elementary School
Credits: (4)
This course will enable the teacher candidate to stimulate children to wonder, to be good observers and problem solvers, to make predictions and to offer explanations, as well as to help young students construct their own knowledge of scientific principles and concepts. Teacher candidates will be acquainted with the themes and content in social studies instruction, and will present instructional techniques, materials, and methods effective in the elementary social studies classroom. Candidates will examine science in relationship to STEM practices. Candidates will also explore, develop, and interpret assessments used at the elementary level. Candidates will be expected to make connections between university classroom experiences and field experiences. (Spring)
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EDUC 385 - Fall Elementary Internship I
Credits: (0)
Candidates will work under the mentorship of a qualified in-service teacher for a minimum of ten days in a Professional Development School (PDS). Candidates will engage in the daily responsibilities of the classroom teacher while completing assignments and teaching lessons in conjunction with education courses required during the fall semester. A specific schedule of internship days will be provided to candidates by the Director of Teacher Education prior to the start of the internship. Internship days are a requirement of the Maryland teacher certification process. Students are responsible for transportation to assigned placement.
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EDUC 386 - Spring Elementary Internship I
Credits: (0)
Candidates will work under the mentorship of a qualified inservice teacher in a Professional Development School (PDS). Candidates will engage in the daily responsibilities of the classroom teacher while completing assignments and teaching lessons in conjunction with education courses required during the junior spring semester. A specific schedule of internship days will be provided to candidates by the Director of Teacher Education prior to the start of the internship. Internship days are a requirement of the Maryland teacher certification process. Students are responsible for transportation to assigned placement.
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EDUC 387 - Secondary Internship I
Credits: (0)
Candidates will work under the mentorship of a qualified inservice teacher in a Professional Development School (PDS). Candidates will engage in the daily responsibilities of the classroom teacher while completing assignments and teaching lessons in conjunction with education courses required during the junior spring semester. Candidates need to schedule two full days per week for the Internship 1 experience. Internship days are a requirement of the Maryland teacher certification process. Students are responsible for transportation to assigned placement.
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EDUC 398 - Independent Study
Credits: (1-4)
Permission of the instructor, department chair, and associate provost is required. (As needed)
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EDUC 399 - ST: Special Topics in Education
Credits: (1-4)
Supplements program offerings by permitting the pursuit of special subjects of thematic or interdisciplinary interest. Prerequisite(s): Permission of department chair. (As needed)
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EDUC 427 - Literacy in the Secondary Content Areas II
Credits: (4)
Expands on EDUC 325 Literacy in the Secondary Content Areas I (3) , enabling teacher candidates to consider literacy competencies in light of the multi-dimensionality of youth identities and cultures. The cognitive, textual, personal, and social dimensions of developing text comprehension in content areas will be examined. (Spring)
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EDUC 432 - Methods and Assessment of Learning Art
Credits: (4)
Introduces teacher candidates to various media, techniques and principles of art. Designed to provide a basis for understanding, evaluating and developing students’ artistic abilities from preschool through grade 12. Field experience lab is required. Lab fee applies. (Spring)
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EDUC 433 - Methods and Assessment of Learning Secondary Social Studies
Credits: (4)
Presents current curriculum trends, research, materials, methods, and activities in the teaching of social studies. Teacher candidates examine the role of social studies in the formation of democratic citizens in an increasingly diverse nation. They will gain practical experience in creating classroom assessment devices that integrate social studies content and technology. Teacher candidates will apply to lesson development the standards form the National Council of Social Studies (NCSS), the Common Core State Curriculum (CCSC), the Interstate New Teacher Assessment and Support Consortium (InTASC), the Maryland Teacher Technology Standards (MTTS), and departmental benchmarks. Field experience lab is required. Lab fee applies. (Spring)
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EDUC 434 - Methods & Assessments of Learning in Secondary Schools
Credits: (4)
Explores current curriculum trends, research, materials, methods, and assessment in the teaching of English and mathematics in secondary schools. Emphasizes lesson and unit planning, communication strategies across the curriculum, and the use of instructional resources and assessment practices including technology. Field experiences are discipline-specific and extend candidate knowledge of teaching and learning. Prerequisite(s): EDUC 208 . Field experience lab is required. Lab fee applies. (Spring)
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EDUC 480 - Teacher Internship/Elementary
Credits: (8)
Provides the teacher candidate the opportunity to participate in observation and supervised teaching in the professional development school setting, in accordance with MSDE policy. Internship fee applies. Prerequisite(s): All other program requirements. Lab fee applies. (Fall)
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EDUC 485 - Teacher Internship/Secondary
Credits: (8)
Provides the teacher candidate the opportunity to participate in observation and supervised teaching in the professional development school setting, in accordance with MSDE policy. Internship fee applies. Prerequisite(s): All other program requirements must be completed prior to enrolling in this course. Lab fee applies. (Fall)
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EDUC 490 - Teacher Internship/P-12 Art and World Languages
Credits: (8)
Provides the teacher candidate the opportunity to participate in observation and supervised student teaching in nearby schools. Open only to teacher candidates enrolled in the Art or World Languages Program. Prerequisite(s): successful completion of all professional and content courses. Lab fee applies. (Fall)
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EDUC 496 - PPAT Seminar
Credits: (4)
This course provides candidates with the knowledge and support to complete the Praxis Performance Assessment for Teachers (PPAT) as a component of Maryland certification requirements. Candidates will be given guidance aligned to PPAT through the teaching process as reflected by: a). assessment and data collection; b). instruction for student learning; and, c). implementing and analyzing instruction for student learning. Candidates will engage in professional activities including reflective inquiry and completion of a final portfolio aligned to the internship experience.
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ENGE 360 - African Literature
Credits: (3)
This course focuses on literature that has emerged as a response and reaction to the European colonization of African countries.
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ENGE 363 - Literature of the Caribbean
Credits: (3)
This course focuses on the distinctive cultures and histories of the English-speaking Caribbean islands. Through the study of fiction, drama, and poetry, the course examines how the rich Caribbean culture has drawn from European, African, South Asian, and other roots to form its own “creole” identity. This course fulfills the Global Encounters requirement for the English major and the Core.
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ENGE 370 - Latin American Literature
Credits: (3)
In this course, we will pursue the story of this culturally-rich region of the world we know as Latin America, from its pre-Columbian origins to its current status as the producer of some of the masterpieces of world literature in the 20th century. The writers of the Boom and Post-boom generations, such as Gabriel Garcia Marquez and Isabel Allende, will be among those we study. The course fulfills the Global Encounters requirement for the English major and the Core.
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ENGE 378 - Stories of Islam
Credits: (3)
Through a study of selected literary works produced in Islamic societies, from the time of the Prophet to the present, this course seeks an understanding of the faith and the cultures in which it is practiced. This course fulfills the Global Encounters requirement for the English major and the Core.
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ENGL 100 - ST: Special Topics in English
Credits: (3)
Various topics may be offered under this course designation.
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ENGL 101 - College Writing
Credits: (3)
Develops students’ ability to use writing, reading, research, and thinking processes to create documented essays that demonstrate the conventions of academic writing.Students write for different audiences and purposes using a variety of rhetorical strategies. Students write in response to outside readings and are introduced to appropriate documentation procedures.
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ENGL 111 - Detective Film and Fiction
Credits: (3)
Beginning with a study of the origins of detective fiction in the works of Edger Allan Poe, this class considers key strands of modern detective fiction, including the rational problem-solver, the American private eye, and the British cozy. Descendants of these traditions in the 1980s and 90s are then considered, including the serial killer and the superhero detective. The course finishes with a study of the contemporary neo-western detective and the nihilist detective. Genres studied include fiction, television, video games, and film.
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ENGL 114 - Introduction to Short Fiction
Credits: (3)
Students will be guided through the evolution of the short-story form, from the nineteenth century through post-modernism.
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ENGL 117 - Shakespeare for Beginners
Credits: (3)
This course provides an introduction to the fascinating work of the world’s most famous playwright through text and performance.
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ENGL 118 - Introduction to Poetry
Credits: (3)
This course provides an appreciation and examination of a wide range of poetic forms and styles, with an emphasis on sharpening students’ interpretive skills.
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ENGL 122 - Graphic Novel
Credits: (3)
This course introduces students to the basics of visual rhetoric as a method of understanding and interpreting the genre of the graphic novel. Students will examine graphic novels representing two main genres: autobiographical (Persepolis, Fun Home) and superhero (Watchmen, X-Men, Batman).
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ENGL 135 - American Horror Story
Credits: (3)
This course is a study of American horror fiction and film, with particular emphasis on central practitioners (Edgar Allan Poe, H. P. Lovecraft, Alfred Hitchcock, and Stephen King) as well as the philosophical and cultural implications of their works.
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ENGL 151 - Targeted Writing Workshop
Credits: (3)
This course focuses on guiding students in developing specific writing skills that will enhance their success in BUS 260 Business Communications. The instructor will extensively employ in-class exercises, including interactive individual and group assignments. Prerequisite(s): This course is designed for Warriors to Workforce students. (Fall)(Frederick Campus)
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ENGL 160 - Introduction to Literary Studies
Credits: (3)
This first course in the sequence of preparatory courses for the English major will expose students to literary texts in the major genres and focus on skills of reading, analysis, and writing of argumentative essays on literary topics. The thematic focus of the course will vary by instructor interest and expertise. (every Spring)
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ENGL 261 - British Literature Survey
Credits: (3)
This course continues to develop the tools, ideas, and language of literary study through a survey of British Literature. We will cover works of literature from the middle ages through the 20th century, attending to authors, genres, and periods that have shaped the history of the literary tradition. By tackling the complexities of prosody, and by developing analytic and expressive skills, this course offers ways to develop an ability to think critically and write analytically about literature. Prerequisite(s): ENGL 160 Introduction to Literary Studies (3) is recommended but not a prerequisite for ENGL 261. (Every Fall)
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ENGL 262 - American Literature Survey
Credits: (3)
This course will allow students to take in the scope of American literature in one semester, from the earliest writings in the Colonial period to the present day. Students will continue to build their writing skills, especially in the area of an analytical literary essay. Prerequisite(s): ENGL 261 British Literature Survey (3) is not a prerequisite for ENGL 262. (Offered every Spring)
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ENGL 286 - Introduction to Creative Writing
Credits: (3)
This course begins your explorations in genre, subject, and style. We pursue this goal through class discussions, readings, and writing assignments. In-class writing and intervention activities are designed to transport you and your work to areas hitherto unvisited. We will practice collaborative workshop activities and peer editing sessions. We will study the form of the short story, and you will produce your own short story. We will study poetic styles, and you will create poems in both free verse and traditional forms. We’ll spend two weeks sampling from the genres of flash fiction and creative nonfiction. This course counts toward the English major or minor and is required for the Creative Writing minor. (Every Fall)
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ENGL 301 - Reading Like a Writer
Credits: (3)
Welcome to Reading Like a Writer, an interactive, discussion-based class. You will read and respond to contemporary works of literature as writers, rather than as critics or biographers. Through the process of examining the moves writers make, you will be poised to make similar moves yourself. Our course will challenge you to perform close readings of texts; prepare clean, well-edited writing; revise, edit, and proofread your writing through multiple drafts; and offer substantive, constructive feedback for your peers’ writing. This course counts toward the English major or minor and is required for the Creative Writing minor.
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ENGL 303 - Rhetoric and Poetics
Credits: (3)
This course examines the historical relationship between rhetoric (the theory of persuasive language and symbol use) and poetics (the theory of literary expression). Together, we will examine representative theories and literary works from the ancient and medieval periods; after, we will consider the reception of these concepts by studying 19th century material.
This course fulfills British/European pre-1650 requirement.
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ENGL 305 - Medieval Literature: Divine and Human Comedies
Credits: (3)
In this course, students will encounter some of the most profound and influential literary works produced in the Middle Ages. Knightly romance, comedy, and theological epic are just a few of the genres covered, and major authors include Dante and Chaucer.
This course fulfills British/European pre-1650 requirement.
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ENGL 315 - Renaissance Literature
Credits: (3)
This course offers a study of English writers in the context of the European Renaissance and Reformation.
The course fulfills British/European pre-1650 requirement.
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ENGL 318 - Shakespeare
Credits: (3)
This course is a study of Shakespeare’s drama in the contexts of Tudor-Stuart culture and modern critical/theatrical interpretation. (Spring)
The course fulfills British/European pre-1650 requirement.
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ENGL 320 - 18th-Century British Literature
Credits: (3)
The origins of the English novel, the development of 18th-century literary forms, and theoretical questions related to culture and politics are all covered in this course.
This course fulfills British/European post-1650 requirement.
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ENGL 321 - Jane Austen in Literature and Film
Credits: (3)
Jane Austen was an English spinster who left us only six complete novels. Yet, if you google her today, you’ll get 3,840,000 results in .23 seconds! Her popularity grows by the minute. You can currently take an on-line test to see which Austen protagonist is most like you. You can buy Jane Austen cookbooks and Jane Austen cookies. You can buy Jane Austen t-shirts, mugs, totes, and stationery. You can join the Jane Austen Society of North America or the Jane Austen Society of the United Kingdom. You can subscribe to a Jane Austen journal. You can read sequels and prequels. You can also still read the six novels. In this class we will study Austen’s novels and at least one film adaptation of each of the novels. As we do this, we will try to understand what Austen had to say about her own time and why she speaks so clearly to ours.
This course fulfills British/European post-1650 requirement.
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ENGL 325 - Romantic Movement
Credits: (3)
This course is a study of the English Romantic poets and some Romantic novels written in 19th-century Europe.
This course fulfills British/European post-1650 requirement.
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ENGL 326 - 19th-Century English Novel
Credits: (3)
This course will start with Jane Austen who is often described as the last novelist of the eighteenth-century and the first of the nineteenth. It will end with Thomas Hardy who is often thought of as the last novelist of the nineteenth-century and the first of the twentieth. In between, we will read works by such authors as Dickens, the Bronte sisters, Eliot, and Stoker. As we read the novels, we will try to understand them in relation to the culture in which they were written. These authors wrote in the years that followed the American and French revolutions of the eighteenth-century and in the years that preceded the American hegemony of the twentieth century. Most of them wrote during the years dominated by Queen Victoria, the longest reigning ruler in England’s history and the person who gave her name to the era and to the novels we will study.
This course fulfills British/European post-1650 requirement.
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ENGL 329 - Modern & Contemporary British Literature
Credits: (3)
This course covers representative twentieth- and twenty-first-century British, Commonwealth, and Postcolonial texts through a selected theme, genre, or other area of focus.
This course fulfills British/European post-1650 requirement.
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ENGL 330 - Early American Literature
Credits: (3)
A study of early America’s major writers and genres from the colonial through the Federal eras, including the origin of the American novel.
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ENGL 331 - American Renaissance Literature
Credits: (3)
This course focuses on the American Romantics, including works by Dickinson, Thoreau, Hawthorne, Melville, Emerson, and Stowe.
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ENGL 332 - American Literature, 1865-1915
Credits: (3)
Ernest Hemingway said modern American literature begins with Huckleberry Finn, published in 1884. This course examines that period in which American literature “begins”, dissecting the works of Twain, Dickenson, Crane, London, among others, while also discussing the rise of realism and naturalism.
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ENGL 335 - Modern American Literature
Credits: (3)
The first half of the 20th century represents the period where American literature finally comes into its own, and America produces some of its most distinct voices: Cather, Frost, Faulkner, Wright, O’Neill, among others. This course will also introduce students to strategies of reading and interpretation.
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ENGL 338 - Contemporary American Literature
Credits: (3)
Novels and short fiction by contemporary American writers form the focus of this course.
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ENGL 340 - American Autobiography
Credits: (3)
A study of American autobiography in the modern era, with attention to the development of autobiography as a literary genre in its various forms. Students will have opportunities to develop their own autobiographical voices.
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ENGL 345 - African-American Literature
Credits: (3)
This course is an examination of the African-American tradition from the colonial period to the present. Possible topics include the slave narrative, the Harlem Renaissance, the influence of folk traditions, and women’s writing.
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ENGL 348 - American Women Writers
Credits: (3)
This course examines the works of women authors, representing the diversity of the American experience and responding to social, political, and literary circumstances. It also addresses gender considerations in literary production and the question of a distinct woman’s voice.
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ENGL 349 - Literature, Faith, and Secularization
Credits: (3)
This course will examine the tension and interplay between secular and religious world views and how that interchange plays out in literature, focusing primarily on Kate Chopin, Flannery O’Connor, and Toni Morrison, but also placing their work alongside figures like Darwin, Freud, Jung, and Charles Taylor.
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ENGL 352 - American Stand-up Comedy
Credits: (3)
The course will examine the history, poetics, and politics of American stand-up comedy. For the history, we will walk decade by decade from Mark Twain to figures like Chris Rock. For the poetics we will examine the overlap between oral and written linguistic art forms. And for the politics, we will explore the issues that arise in stand-up comedy around questions of race, gender, and sexuality.
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ENGL 380 - The English Language
Credits: (3)
Language is the medium of the art of literature, and this course gives students a chance for an in-depth study of English, the language through which millions of people think, speak, read, and write. The course provides an introduction to Linguistics, as well as Historical Linguistics (the History of English Language) and Sociolinguistics (the role of language in human society). To study language is to study what makes us human, and as such, this course is by nature multi-disciplinary, forming connections across the humanities, social sciences, and natural sciences. This course is required for English/Secondary Education majors, and is open to all.
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ENGL 385 - Fiction Workshop
Credits: (3)
This course is for the students with ambitions to learn and practice habits of invention, revision, and critique. You will gain experience discussing the art of fiction writing and practice reading like a writer. You will practice methods of composition and revision with the goal of producing short stories. You’ll be challenged to read closely and critically to develop a sophisticated understanding of the contemporary short story. In Fiction Workshop our inquiry will run along the lines of “how does this work?” or “why does this work?” rather than “what does this mean?” (the usual question asked of literature). We will offer feedback on work-in-progress by class members and devote time to exercise designed to stimulate your creative process.
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ENGL 386 - Poetry Workshop
Credits: (3)
This advanced course exposes students to the techniques of writing and rewriting poems in the traditional forms as well as free verse. They will learn how to experiment with verse forms, imagery, metaphor, and alliteration. The course will include critical evaluation of students’ original works, will locate places where poetry is published, and encourage students to submit poetry for possible publication. Prerequisite(s): ENGL 286
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ENGL 387 - The Catholic Novel
Credits: (3)
The mission statement of Mount St. Mary’s notes that we “affirm the values and beliefs central to the Catholic vision of the person and society.” That vision is often most clearly seen in novels, whether or not they are written by Catholics, which are concerned with particularly Catholic aspects of life and culture. In this course, students will read, analyze, discuss, and write about works that effectively illustrate the Catholic vision of the person and society, including the saints and sinners who are the characters in some very fine novels. We will read works by Graham Greene and Shusako Endo as well as those by more contemporary authors such as Ron Hansen, Alice McDermott, and others. This course counts for both American and post-1650 British literature requirements.
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ENGL 388 - Literature and the Environment
Credits: (3)
An examination of the ways literary texts from a variety of cultures capture how humans have understood and interacted with the natural world.
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ENGL 390 - ST: Special Topics in English
Credits: (3)
Various topics not covered in regular advanced electives may be offered under these headings. Students may suggest topics to the faculty.
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ENGL 391 - ST: Special Topics in English
Credits: (3)
Various topics not covered in regular advanced electives may be offered under these headings. Students may suggest topics to the faculty.
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ENGL 393 - ST: Special Topics in English
Credits: (3)
Various topics not covered in regular advanced electives may be offered under these headings. Students may suggest topics to the faculty.
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ENGL 394 - ST: Special Topics in English
Credits: (3)
Various topics not covered in regular advanced electives may be offered under these headings. Students may suggest topics to the faculty.
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ENGL 398 - Independent Study
Credits: (3)
This opportunity is available only to English majors and minors who have established their ability to do independent work by their performance in regular English courses. Permission is required from the supervising instructor, the English department chair, and the associate provost.
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ENGL 480 - Internship
Credits: (3)
The internship is a combination of professional work and academic study guided by an employer and a faculty supervisor. It is available only to students who have completed their sophomore year. Students may arrange for a six-credit internship, but only three credits may be applied to the English major. The internship will fulfill an elective in the major, not a period or national/cultural requirement. The faculty supervisor, English department chair, and associate provost must approve the internship in advance.
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ENGL 498 - Senior Seminar
Credits: (3)
Available only to seniors, this course provides a capstone experience for their study in the English major. Students will engage in advanced work in literary studies, including research projects.
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ENMO 300 - Modernity in Literature
Credits: (3)
Important developments in western and world literature of the West from the late 19th century through the present are covered in this Core course. This course is required in the English major and satisfies the Core curriculum. Prerequisite(s): Rising Junior Status or higher (45 earned credits)
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ESGS 201 - Video Games and Society
Credits: (3)
In this course we will investigate video games as cultural artifacts. We will take up topics such as realism and immersion, narratives, diversity and representation, emotions, ethics, and violence. We will strive to understand how scholars of various disciplines approach these topics as well as to play games that exemplify these ideas. In doing so, we will learn hot to critically analyze games as both texts and cultural objects, and additionally gain an understanding of gaming and esports as a cultural phenomenon. (Fall)
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ESGS 301 - Game Mechanics and Systems
Credits: (3)
In this course we will investigate the mechanics and systems behind games. We will take up questions such as what mechanics push games towards cooperation versus competition, what design choices cause politicking in games, how can games avoid kingmaking, what is fun and how do games cause it, and many others. We will strive to understand how scholars of various disciplines, along with industry veterans approach these questions as well as to play games that exemplify these ideas. This course will be focused on games as systems of rules and the ways in which those rules create emergent systems of fun. (Spring)
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ESHIP 101 - Introduction to Entrepreneurship
Credits: (3)
Today, the terms “entrepreneurial mindset” and “entrepreneurial culture” have become prevalent in organizations of all sizes, in all industries and in nonprofit and educational sectors. The ability to understand and apply entrepreneurial thinking are valued skills in a rapidly changing marketplace. Entrepreneurial ventures launch both as new start-up businesses and as innovations in existing organizations. This course provides the background necessary to recognize the entrepreneurial approach and to function effectively in entrepreneurial work cultures.
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ESHIP 150 - ST: Special Topics in Entrepreneurship
Credits: (1-3)
Special Topics in Entrepreneurship
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ESHIP 250 - ST: Special Topics in Entrepreneurship
Credits: (1-3)
Special Topics in Entrepreneurship
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ESHIP 310 - Financial Management for Entrepreneurs and Small Business
Credits: (3)
The effective acquisition and management of financial resources is critical to the survival of any organization. This course will focus on informing the student about specific paths and challenges to start up business funding, establishing a reporting and control system over the use of funds, and progression of the capital structure as the business grows.
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