| |
Education |
| |
-
EDN 5120. Advanced Study of Exceptional Children (3 credits)
Crosslisted: (SED 5120)
This course is a graduate-level introduction to the areas of focus addressed within the Individuals with Disabilities Education Act. This course familiarizes students with the practices, philosophies, roles, and responsibilities of educators working with a diverse population of students. Field experience required. COREQ: EDN 5460
|
| |
-
EDN 5260. Advanced Instructional Approaches to Middle School Grades (3 credits)
This course addresses the unique teaching strategies and specialized materials and resources for the middle grades classroom. Focus on specialized curriculum, and teaching styles which meet these needs, especially interdisciplinary team teaching. Field experience required. COREQ: EDN 5460
|
| |
-
EDN 5450. Curriculum Design and Best Practices (3 credits)
This course examines curriculum design and best research-based practices in lesson design and instructional practices, including backward design, instructional strategies such as differentiated instruction, and formative and summative assessment. Field experience required. COREQ: EDN 5460
|
| |
-
EDN 5460. Field Experience (0 credits)
This course provides the structured field experience that supports the practical application of theoretical constructs. Field experiences involve activities completed outside of the college classroom connecting to EDN course content, assignments and assessments. Graduate students in programs at UNCP will actively engage with clinical teachers and the K-12 students to broaden their knowledge bases and engage in school-based professional activities and may include observation, co-teaching and working with students in supervised settings. (Course may be repeated.)
|
| |
-
EDN 5470. Advanced Classroom Management (3 credits)
This course is designed to develop graduate students’ knowledge base related to the theory and techniques of classroom management. Emphasis is placed on how those understandings can be utilized to establish a positive and respectful learning environment for all students. A variety of classroom management programs are examined and evaluated. Field experience required. COREQ: EDN 5460
|
| |
-
EDN 5480. Advanced Foundations of American Education (3 credits)
This course focuses on the multicultural 21st-century classroom and its foundations in educational philosophy and educational psychology. Course requirements are designed to nurture the professional disposition for critical self-reflection and to develop the theoretical knowledge base including research-based practices in the classroom. Emphasis is placed on promoting positive learning outcomes for all students. Field experience required. COREQ: EDN 5460
|
| |
-
EDN 5490. Effective Educational Leadership (3 credits)
This course is designed to nurture and develop practitioners as leaders in their classrooms, in their schools, in their professions, in their communities, and in the broader society. The primary focus is on teachers as leaders in the teaching-learning process. Graduate candidates will begin and may finish their leadership projects in this course. Field experience required. COREQ: EDN 5460
|
| |
-
EDN 5620. Advanced Educational Assessment (3 credits)
This course is designed to address principles, theories, and techniques of educational measurement and classroom assessment. Topics addressed in this course are assessment techniques; interpreting test results; political, philosophical, and ethical issues in testing and assessment; and applications to classroom, district, and state testing programs.
|
| |
-
EDN 5660. Applied Educational Research (3 credits)
Emphasis is on understanding research designs and methods in education including an introduction to elementary statistics, interpreting and critiquing professional research literature, using research findings to validate and modify decisions about teaching and learning, and conducting action research in the classroom, school, and community. Graduate candidates will begin and may finish the research project in this course. Field experience required. COREQ: EDN 5460
|
| |
-
EDN 5800. Effective Instructional Practices (3 credits)
This course explores the development of effective instructional practices designed to significantly improve the academic success of all students. Topics covered in the class include (but are not limited to): responsiveness to students’ needs, reading and writing in the content areas, lesson planning, instructional expectations, technology integration, classroom management, higher-order thinking skills, and diversity. Field experience required.
|
| |
-
EDN 5820. Instructional Development (3 credits)
This course provides students with the knowledge and skills required for designing and evaluating instructional plans, units, and educational programs. Topics will include types of learning, learning hierarchies, task analysis, educational goal and objective formulation, assessing learner entry skills, and evaluation. The course will include a variety of activities with a strong emphasis on group problem solving and individual projects. Field experience required.
|
| |
-
EDN 5990. Independent Study (3 credits)
An independent study of the problems and issues of education relevant to the student’s major study areas or areas of concentration carried out by the student at the University and in the field under the supervision of the student’s major advisor.
|
| |
-
EDN 6000. Thesis in Education (3-6 credits)
The student prepares a Master’s Degree thesis in the area of the student’s major under the individual direction of the student’s major advisor and thesis committee. Graded on a Satisfactory (Pass [P]), Unsatisfactory (Fail [F]) basis. PREREQ: Completion of 2I semester hours of graduate work; EDN 5660 ; permission of the student’s major advisor; and permission of the Dean of Graduate Studies.
|
Special Topics in Education |
| |
-
EDNS 4xxx. Special Topics (1-3 credits)
Examination of a special area or topic of special importance and relevance within the field of education. Topics to be considered will be announced prior to registration and may vary. This course may be repeated for different topics. PREREQ: Permission of Instructor.
|
| |
-
EDNS 5xxx. Special Topics (1-3 credits)
Examination of a special area or topic of special importance and relevance within the field of education. Topics to be considered will be announced prior to registration and may vary. PREREQ: Permission of instructor. This course may be repeated for different topics.
|
Educational Leadership |
| |
-
EDNL 5030. Engaging our Families, Schools, and Communities (3 credits)
This course will combine the latest research in partnership building with practical approaches for identifying and structuring community support. Throughout the semester, the candidate will spend considerable time developing strategies for improved community support of schools. Course projects and assignments will be field-based, collaborative, and reflective best practices in constructivist teaching and learning.
|
| |
-
EDNL 5710. Analyzing Educational Issues (3 credits)
This course provides students with opportunities to critically analyze current educational issues from a variety of perspectives and disciplines including education, history, philosophy, anthropology, sociology, law, and political science.
|
| |
-
EDNL 5720. Ethical and Societal Aspects of Educational Leadership (3 credits)
This course examines educational leadership through an analysis of the relationship of personal values and the core values of society to education. There is emphasis on understanding of and sensitivity to the societal dimension of educational decision making.
|
| |
-
EDNL 5730. School Based Management (3 credits)
The candidate will develop effective management strategies for school operations, understand management complexities that impact decisions related to the use of instructional time, evaluating instruction, fiscal responsibility, and resource management, internal and external communication, and public school law mandates.
|
| |
-
EDNL 5800. Supervision and Instructional Leadership (3 credits)
In this course, candidates focus on developing an understanding of the essential elements of developmental supervision, quality instruction, and effective learning. Particular attention is focused on knowledge and application of effective leadership models and styles for implementing quality instruction. Candidates develop supervisory skills they can use to strengthen the instructional program in schools by facilitating and supporting the professional development of teachers in order to improve student learning.
|
| |
-
EDNL 5850. Curriculum Leadership (3 credits)
This course is designed to introduce prospective school executives to the role of curriculum leadership and “best practices” in managing a standards-based curriculum, including local and state assessments. The candidates will demonstrate their understanding of the North Carolina School Executive Standards by creating critical evidences that align activities with specific leadership standards. Strategies for improving curricular delivery and student assessment will be explored throughout the course.
|
| |
-
EDNL 5860. Legal Aspects of Educational Leadership (3 credits)
Constitutional, statutory, and case law bases of educational administration; a study of legal provisions and principles relating to education at all levels. Includes research and analysis of laws dealing with pertinent educational topics.
|
| |
-
EDNL 5880. Leading School Improvement and Organizational Change (3 credits)
This course introduces the candidate to the school improvement process with attention to implementing change in the operations, policies, and governance of the school. The candidates will apply their understanding of key concepts that pertain to stakeholder involvement, teacher empowerment, and strategic planning for increased student achievement.
|
| |
-
EDNL 5900. Internship and Seminar in Educational Leadership I (3 credits)
These two courses are composed of a two-semester internship in a public school setting in order to give the candidates the opportunity to apply, practice and refine the knowledge and skills acquired from course work. During this experience the candidates will play an active role in identifying and solving a school-related problem and will also engage in the assigned duties of administering the school. The candidate will be required to develop an educational leadership internship portfolio in accordance with the specifications provided. The candidate’s internship participation will be supervised jointly by school-based administrators and university personnel and will include a reflective evaluation and an oral comprehensive exam. PREREQ: Completion of 15 hours of graduate work and permission of program director.
|
| |
-
EDNL 5950. Internship and Seminar in Educational Leadership II (3 credits)
These two courses are composed of a two-semester internship in a public school setting in order to give the candidates the opportunity to apply, practice and refine the knowledge and skills acquired from course work. During this experience the candidates will play an active role in identifying and solving a school-related problem and will also engage in the assigned duties of administering the school. The candidate will be required to develop an educational leadership internship portfolio in accordance with the specifications provided. The candidate’s internship participation will be supervised jointly by school-based administrators and university personnel and will include a reflective evaluation and an oral comprehensive exam. PREREQ: Completion of 15 hours of graduate work and permission of program director.
|
English Education |
| |
-
EED 3840. Literature and Reading for Adolescents (6-12): Methods and Materials (3 credits)
A survey of literature and reading for adolescents, grades 6‑12, incorporating varied methods of approaching and assessing the study of literature and managing the reading program within pluralistic classrooms. Experiences include classroom presentations in various literary genres, activities appropriate for students with advanced or deficient reading skills, and classroom observations (10 hours). PREREQ: 2.7 GPA and C or better in EDN 2100.
|
| |
-
EED 3890. The Teaching of Writing and Speech (6-12): Methods and Materials (3 credits)
Preparation for teaching oral and written communications skills in the middle and secondary schools. Study and application of principles, terminology, materials, and strategies for teaching and assessing writing and speech within an integrated language arts curriculum. Experiences include writing workshops, unit and lesson planning, oral presentations, technology applications, and observing and assisting in the Writing Center and in writing and speech classrooms (15 hours). PREREQ: 2.7 GPA and C or better in EDN 2100.
|
| |
-
EED 4020. Methods of Teaching Dramatic Literature and Performance (3 credits)
Purposes, methods, materials, and evaluation procedures in the area; directed observation in the secondary school; preparation of teaching plans and materials. PREREQ: THE 3040 recommended.
|
| |
-
EED 4490. Internship for English/Language Arts in Secondary/Middle Schools (9 credits)
Provides relevant intensive full-semester internship experiences in off-campus public school setting or settings Requires a continuous full-time teaching experience in secondary English. Pass/Fail grading. PREREQ: admission to professional semester.
|
| |
-
EED 4750. Professional Seminar in Secondary/Middle Grades English/Language Arts (3 credits)
Philosophy of English curricula and purposes of Standard Course of Study; applications in concrete teaching situations of appropriate methods and materials of instruction and assessment procedures; reflection on teaching practice. Seminar designed to parallel the full-semester internship/teaching experience in English Education (EED 4490 ). PREREQ: Admission to professional semester.
|
| |
-
EED 5510. The Teaching of Writing: Theory and Practice (3 credits)
Study and classroom application of composition theories (current-traditional, expressive, cognitive, social epistemic) and scholarship on writing. Study and application of types of writing, writing assignments, writing curricula and units, and strategies for teaching and assessing writing in English and Language Arts classes (6-12) and college composition courses. Specific topics may include process writing, writing across the curriculum, integrated language arts, adapting to diverse learners, technology applications, and alignment with the N.C. Standard Course of Study.
|
| |
-
EED 5520. The Teaching of Literature: Theories, Issues, and Practices (3 credits)
Theories of literary interpretation and their application to curricula and pedagogy for students with diverse learning styles, cultural backgrounds, and developmental needs; assessment of reading and literature; applications of technology, multidisciplinary approaches, and scholarly research through clinical experiences in literature classes; understanding purposes, genres, and conventions of written, spoken, media texts.
|
| |
-
EED 5810. Internship in Secondary English Education (3 credits)
Ten week, full-time internship experiences in an off-campus public school setting appropriate for 9-12 English licensure. PREREQ: Approval of the English Education Program Director.
|
Engineering |
| |
-
EGR 2000. Engineering Statics (3 credits)
The study of engineering statics using vector calculus. Basic concepts, forces, and equilibrium analysis, distributed forces, centroids, moments of inertia, virtual work, applications to machines, structures, and systems. PREREQ/COREQ: PHY 2000 , MAT 2210 .
|
| |
-
EGR 2010. Engineering Dynamics (3 credits)
The study of engineering dynamics using vector calculus. Equations of motion, kinematics, kinetics of mass points and systems of mass points, kinetics, and kinematics of rigid bodies. PREREQ: EGR 2000 .
|
| |
-
EGR 2050. Engineering Graphics (2 credits)
Introduction to graphical representation and engineering drawing. Instrument and freehand drawing of structures and machine parts, including isometric, oblique, and perspective drawings, sectional and auxiliary views, and orthographic projections. (Laboratory)
|
Elementary Education |
| |
-
ELE 2010. Child Development and Cultural Dynamics (3 credits)
This course focuses on conceptualizing the profession of teaching through the specific development, nurturing relationships and shared responsibility of educating children at the elementary school. Establishing ways in which learning takes place in elementary settings for the appropriate levels of intellectual, physical, social, and emotional development of elementary students. Through this course, students will prepare to build partnerships with all segments of the school culture including parents, school and the community with effective family and community involvement. PREREQ: Must have no less than a 2.7 Grade Point Average
|
| |
-
ELE 2040. Teaching Practices and Curriculum in Elementary Education (3 credits)
This course is an exploration of traditional and contemporary perspectives on teaching and learning and how they apply to individual differences through the analysis of contemporary educational issues from teachers’ perspectives; exploration of personal needs and goals in relation to teaching the understanding of diversity and communication with students from different cultural backgrounds, abilities, and values. Field Experience Required. PREREQ: Completion of 30 semester hours and 2.7 GPA
|
| |
-
ELE 3000. Arts Integration in the Elementary School (3 credits)
This course involves methods, media, materials and techniques for integrating the arts in daily classroom instruction, investigated through the 21st century teaching and learning skills including discovery, imagination, innovation, exploration, reflection, and evaluation. Collaborative techniques are examined, connected to elementary teaching through Music, Visual Arts, Theatre Arts, Movement and Dance. Field experience required. PREREQ: Admission to Teacher Education
|
| |
-
ELE 3010. Differentiated Instruction for Today’s Learners (3 credits)
Classroom content area design and management strategies for individual differences and exceptionalities that focus on ways teachers use ongoing differentiated instruction to create a responsive classroom learning community. Course emphasis will be engaging students in multisensory approaches to promote skills and strategies for self-directed life-long learning. PREREQ: Admission to Teacher Education
|
| |
-
ELE 3020. Classroom Design and Management (3 credits)
This course explores best practices of effective classroom design and management, organization and time management, and how to establish a productive classroom climate. There is an emphasis on increasing student motivation in diverse classroom settings, building positive student-teacher relationships, behavior management, and effective parent and community partnerships. Field Experience Required. PREREQ: Admission to Teacher Education.
|
| |
|
| |
-
ELE 3040. Teaching Mathematics in the Elementary School I (3 credits)
This course is designed to provide an in-depth study of mathematics processes and pedagogies that support developmentally appropriate mathematics instruction in grades K-2. Current standards, research, educational practice, and instructional materials are analyzed in relation to a comprehensive, balanced approach to planning, instruction, and assessment. Teacher candidates critically examine research-based theories and best practices that support children’s developing mathematics skills and reasoning. Field Experience Required. PREREQ: Admission to Teacher Education.
|
| |
-
ELE 3060. Literacy and Language Arts: Developing Readers and Writers (3 credits)
This course explores key factors influencing children’s literacy development. Teacher candidates critically examine and select appropriate and effective instructional materials and best practices that support children’s developing literacy and language learning, including the role of phonics, diagnostic and formative assessments, and strategies for supporting developing readers and writers. Field Experience Required. PREREQ: Admission to Teacher Education.
|
| |
-
ELE 4030. Living in a Global Society (3 credits)
This course is designed to reinforce the sociocultural context in which K-6 social studies are taught with an emphasis on ways to engage diverse learners with the social studies in ways that are meaningful and authentic. Emphasis includes our multicultural and global society and exploring differentiated teaching strategies that fit a variety learning environments. Field experience required. PREREQ: Admission to Teacher Education Program.
|
| |
-
ELE 4060. Internship in Elementary Education (9 credits)
This course entails a highly interactive semester-long, full-time internship experience in a public school elementary K-6 classroom. Pass/Fail grading. PREREQ: Admission to the Professional Semester
|
| |
-
ELE 4070. Professional Seminar in Elementary Education (3 credits)
This course is designed to parallel the full-semester internship experience involving candidates in a professional learning community. Teacher candidates will complete portfolio assessments supporting the internship. Pass/Fail grading. PREREQ: Admission to the Professional Semester.
|
| |
-
ELE 4110. Teaching Mathematics in the Elementary School II (3 credits)
This course is designed to provide an in-depth study of mathematics processes and pedagogies that support developmentally appropriate mathematics instruction in grades 3-6. Current standards, research, educational practice, and instructional materials are analyzed in relation to a comprehensive, balanced approach to planning instruction and assessment. Teacher candidates critically examine research‐based theories and best practices that support children’s developing mathematics skills and reasoning. Field Experience Required. PREREQ: Admission to Teacher Education.
|
| |
|
| |
-
ELE 4150. Literacy and Language Arts: Fluent Readers and Writers (3 credits)
This course highlights methods for incorporating reading and writing across the curriculum with a focus on inquiry learning. Candidates explore methods for helping students develop the knowledge skills and dispositions that lead to deeper understandings in the content areas. Emphasis includes comprehension strategies, study skills, uses of technology in the elementary classroom, questioning, discussion skills and integrating writing and literature across the curriculum. Field Experience Required. PREREQ: Admission to Teacher Education
|
| |
-
ELE 5700. Language, Literacy, and Diversity (3 credits)
The purpose of this course is to provide a focus on contexts and processes through which language develops including attainment of second languages, and the cognitive, social/emotional, and cultural aspects of language. This foundation provides the framework to differentiate curricula, instruction and assessment in listening, speaking, reading, writing, and viewing through the use of culturally diverse and appropriate literature. Candidates will demonstrate collaboration skills with families and specialists within the school settings.
|
| |
-
ELE 5750. Curricula Design and Choices (3 credits)
The purpose of this course is to assist teachers in developing a comprehensive understanding and ability to implement curriculum frameworks in the 21st century classroom. Candidates will use philosophical viewpoints to inform decisions related to organization, structure, and sequence of curriculum, selection of resources, approaches to engaging learners in inclusive, supportive environments and assessment of learner outcomes.
|
| |
-
ELE 5775. Development, Diversity, and Differentiated Instruction (3 credits)
The purpose of this course is to assist candidates in developing a contextual perception of diverse learners and their educational needs based on information about children’s family life, culture, and stages of development. Candidates will assess children’s development, align curriculum, design instruction to accommodate developmental and cultural differences, and establish respectful learning environments. Candidates will also explore ways to nurture and motivate family involvement in the education process
|
| |
-
ELE 5800. Advanced Elementary Mathematics and Science (3 credits)
The purpose of this course is to assist candidates in deepening their understanding of mathematics and science in facilitating student learning. Emphasis placed on a constructivist approach to learning and incorporating research as it translates to instructional practices.
|
| |
-
ELE 5850. Advanced Elementary Social Studies and Language Arts (3 credits)
The purpose of this course is to provide an opportunity for candidates to improve student learning in social studies and language arts through systematic analysis and reflection on the cycles of teaching and learning. A primary focus is placed on connecting curriculum and instructional design, desired learning outcomes, content, diverse learners, instructional resources and assessment measures, in the context of developing global understandings and multiple literacies.
|
| |
-
ELE 5900. Professional Development and Leadership Seminar (3 credits)
The purpose of this course is to provide a capstone experience for candidates to integrate the knowledge and insights gained from experiences in previous courses into final revisions of their professional portfolio. Based on updated self‐assessment, candidates develop goals for future professional development and complete data analysis and conclusions to finalize leadership and action research projects.
|
Emergency Management |
| |
-
EMG 5150. Introduction to Emergency Management (3 credits)
This course will introduce students to the fundamental elements of emergency management: its evolution, the history and growth of emergency management, and the contemporary practice of strategic emergency management. The multidisciplinary origins of emergency management will be explored along with its evolving status as a profession. The significance of emergency management to modern government will be addressed. The course will present the development of integrative concepts and phases in emergency management: preparedness, response, recovery, and mitigation. The concept of comprehensive emergency management will be examined along with its multi-sector institutional base. Cases scenarios, and similar techniques will be employed throughout the course.
|
| |
-
EMG 5160. Sustainability and Hazard Resilience (3 credits)
This course will address the issues, strategies, and techniques related to sustainable disaster planning and hazard mitigation. Of special interest will be the linkages between planning, mitigation, and the building of hazard resilient communities. Federal policy initiatives, local initiatives, and the planning tools and techniques in relation to these will be explored.
|
| |
-
EMG 5170. Crisis Leadership and Sustainability (3 credits)
The course explores the concept of crisis, crisis leadership, and the political and administrative challenges to those with leadership roles and responsibilities in crisis environments and situations. Special emphasis is given to the need to create conditions of political, social, economic, and cultural sustainability in crisis environments and situations. Crisis is presented through a series of cases and research results. Leadership actions and behaviors are learned and reinforced by guided participation in research projects, scenario construction, realistic exercises and other applications.
|
| |
-
EMG 5180. Social Equity in Emergency Management (3 credits)
The importance of social and cultural factors has long been embraced in the field of public management. It is a fact that attention to special needs, regional, and cultural differences will improve both the equity and efficiency of operations in emergency management. This course focuses on the role of social, cultural, and physical differences among the many populations in the United States in emergency response and individual resilience.
|
| |
-
EMG 5190. Technological Applications in Emergency Management (3 credits)
This course will explore the emerging role of technology in effective emergency management. Specific applications and usages of modern technology, with an emphasis on information technology, will be addressed. Various software packages applicable to emergency management for modeling the effects of a disaster will be addressed. Among the topics covered: modeling the effects of disaster, risk analysis, the practical applications of Geographic Information Systems (GIS), and the uses of information technology in the four phases (preparedness, response, recovery, mitigation) of emergency management.
|
| |
-
EMG 5620. Professional Paper (3 credits)
Crosslisted: (CRJ 5620, HAD 5620, PAD 5620)
A directed, supervised activity in which the student develops and analyzes a suitable topic, issue, or problem in leadership or management. The research subject must be one which can be addressed through the application of the knowledge and the research skill gained from course work (see Overview).
|
| |
-
EMG 5750. Capstone in Emergency Management (3 credits)
This course serves to coalesce the knowledge and tools acquired in the EM concentration by assigning teams of students actual projects in Emergency Management. Faculty will guide students through projects applying state of the art knowledge, tools, and technology aimed at solving real problems at the local, state, regional, and national level.
|
| |
-
EMG 5800. Disaster Recovery and Sustainability (3 credits)
This course deals with the complex political, social, and administrative process of disaster recovery. The emergent concept of sustainable recovery will be explored in the context of the other components of emergency management, federal and state recovery assistance processes, pre-event recovery planning, and other forms of community planning, long-term restoration planning, and hazard mitigation planning. The course will employ a variety of instructional approaches using existing cases, scenarios, and recovery exercises.
|
Special Topics in Emergency Management |
| |
-
EMGS 5900. Special Topics in Emergency Management (3 credits)
This is a variable content course in emergency management in which students will have an opportunity to pursue issues and advanced study of topics that are not a part of the regular curriculum. Special topics courses will be of variable credit hours (1-3) and students may take up to three hours of special topics credit.
|
English |
| |
-
ENG 0104. Written Communication Skills (3 credits)
Introduces students to academic ways of reading, writing, and thinking. Students cultivate reading and writing strategies in order to understand, paraphrase, and summarize, producing several short texts. (Will not count toward earned hours or graduation requirements.) Required for students placed into ENG 0104 and for students in the College Opportunity Program.
|
| |
-
ENG 1020. Laboratory in Writing I (1 credit)
In a writing laboratory environment designed to support ENG 1050 , students will participate in activities and small group workshops in the practice of written communication and composition. (repeatable up to 2 credits) PREREQ: Permission of instructor.
|
| |
-
ENG 1030. Laboratory in Writing II (1 credit)
In a writing laboratory environment designed to support ENG 1060 , students will participate in activities and small group workshops in the practice of written communication and composition. (repeatable up to 2 credits) PREREQ: Permission of instructor.
|
| |
-
ENG 1050. Composition I (3 credits)
Provides students with a foundation in critical reading and writing practices by introducing different types of texts and ways of working with them; students will recognize and interpret differing perspectives and will analyze and synthesize others’ work, producing several texts of moderate length. PREREQ: Placement into ENG 1050 or “C” grade or better in ENG 0104 .
|
| |
-
ENG 1060. Composition II (3 credits)
Builds upon the critical reading and writing practices developed in ENG 1050 and focuses on research principles and practices. Students will locate and evaluate sources; negotiate differing perspectives; synthesize and integrate sources ethically; arrive at a claim through logical reasoning; and argue the claim in rhetorically effective forms, producing several sophisticated texts. PREREQ: “C” grade or better in ENG 1050 .
|
| |
-
ENG 1910. Spelling (1 credit)
A review of major spelling rules in English, with special attention to particular words that often give difficulty. Attention to techniques to aid memorization of particular problem words.
|
| |
-
ENG 1920. Vocabulary Building (1 credit)
A study of methods of vocabulary enrichment (such as association by sound, appearance, meaning, and knowledge of common root, prefix/suffix meanings). Specific words are studied.
|
| |
-
ENG 1930. Pronunciation (1 credit)
An intensive course to improve students’ competence and confidence in oral use of language. Overviews of English phonology and the International Phonetic Alphabet and specific problem words included.
|
| |
-
ENG 1940. English Usage (1 credit)
Intensive review of parts of speech and their use in the sentence. Study of punctuation forms. Analysis of verb problems and errors that obscure meaning or distract readers.
|
| |
-
ENG 1950. Sentence Mastery (1 credit)
Practice in imitating various sentence structures to add variety and impact to writing.
|
| |
-
ENG 1960. Punctuation (1 credit)
Study of specific punctuation rules and their application, with particular emphasis on commas, semicolons, and apostrophes.
|
| |
-
ENG 2010. Southern Literature (3 credits)
A survey of literature by writers from the Southern part of the United States. Readings may include novels, short fiction, and poetry by authors such as Faulkner, O’Connor, Welty, Hurston, and McCarthy. PREREQ: “C” grade or better in ENG 1050 .
|
| |
-
ENG 2020. Contemporary Literature (3 credits)
A survey of literature from 1945 to the present, introducing students to trends and major developments in fiction, poetry, and drama. Authors may include Ginsberg, Atwood, Beckett, Stoppard, Walcott, Mahfouz, Oe, and Fuentes. PREREQ: “C” grade or better in ENG 1050 .
|
| |
-
ENG 2030. Literary Genres (3 credits)
Study of basic structure or elements of the various genres of literature including poetry, prose fiction, and drama. Readings include works of major British, American, and world literature authors. PREREQ: “C” grade or better in ENG 1050 .
|
| |
-
ENG 2050. World Literature Before 1660 (3 credits)
A survey of western and non-western literature from the beginnings through the Renaissance considered within the cultural epochs of their creation, including the Classical Period, the Middle Ages, and the Renaissance. Readings may include Gilgamesh, The Ramayana, and selections from authors such as Homer, Ovid, Confucius, Dante, Montaigne, and Cervantes. PREREQ: “C” grade or better in ENG 1050 .
|
| |
-
ENG 2060. World Literature After 1660 (3 credits)
A survey of western and non-western literature from the Enlightenment through the Twentieth Century considered within the cultural epochs of their creation, including the Enlightenment, Romanticism, Realism, Modernism, and the contemporary world. Authors may include Moliere, Goethe, Kafka, Camus, Achebe, and Garcia Marquez. PREREQ: “C” grade or better in ENG 1050 .
|
| |
-
ENG 2080. Women’s Literature (3 credits)
A survey of literature written by women of diverse periods and backgrounds, introducing students to a variety of genres and trends in women’s literature. Authors may include Wollstonecraft, Fuller, Woolf, Brooks, Rich, Kingston, and Kincaid. PREREQ: “C” grade or better in ENG 1050 .
|
| |
-
ENG 2090. Literature and Film (3 credits)
A survey of the relationships between literary texts and films with emphasis on film adaptations; includes methods of analysis, discussion of theory, process, reception, and the cultural contexts of the works considered. PREREQ: “C” grade or better in ENG 1050 .
|
| |
-
ENG 2100. African American Literature (3 credits)
A survey of African American literature, introducing students to genres, trends, and major periods of African American literature, ranging from 18th- and 19th-century autobiographies and narratives to 20th-century works. Authors may include Douglass, Morrison, Wright, and Toomer. PREREQ: “C” grade or better in ENG 1050 .
|
| |
-
ENG 2180. Asian American Literature (3 credits)
A survey of literature written by Asian American writers introducing a variety of genres and trends in Asian American literature. Readings include short stories, novels, plays, and critical essays produced by Asian American writers, and discussions examine the formation of Asian American subjectivities within socioeconomic, cultural, and political contexts. PREREQ: “C” grade or better in ENG 1050 .
|
| |
-
ENG 2190. Latino Literature (3 credits)
A survey of literature by writers of Latin American heritage writing in English. This course examines the experience and dilemmas of Mexicans, Cubans, Puerto Ricans, Dominicans, and other established and immigrant US Hispanic/Latino groups by studying recent writers and filmmakers, including an examination of the media images of Latinos. Topics include essentialism, biculturalism, marginality, transculturation, and acculturation. PREREQ: “C” grade or better in ENG 1050 .
|
| |
-
ENG 2200. Native American Literature (3 credits)
Crosslisted: (AIS 2200)
A survey of literature produced by Native Americans. The course will cover fiction and poetry, and close attention will be paid to historical contexts and themes central to the understanding of Native American literature. Authors may include Momaday, Silko, Hogan, Vizenor, Welch, and Erdrich. PREREQ: “C” grade or better in ENG 1050 .
|
| |
-
ENG 2230. American Literature Before 1865 (3 credits)
A survey of notable authors and literary movements from the period preceding and including the Civil War. Readings may include nonfiction, poetry, short fiction, and at least one novel. Authors may include Bradstreet, Poe, Emerson, Douglass, and Dickinson. PREREQ: “C” grade or better in ENG 1050 .
|
| |
-
ENG 2240. American Literature Since 1865 (3 credits)
A survey of notable authors and literary movements between the end of the Civil War and the present. Readings may include nonfiction, poetry, drama, short fiction, and at least one novel. Authors may include Twain, Chopin, Faulkner, Hughes, and Walker. PREREQ: “C” grade or better in ENG 1050 .
|
| |
-
ENG 2410. Environmental Literature (3 credits)
Crosslisted: (AIS 2410)
Survey of Indigenous and multinational environmental literature and its relationship to race, class, gender, sexuality, and/or dis/ability, attentive to local human and ecological communities. Variety of authors and genres. PREREQ: “C” grade or better in ENG 1050 .
|
| |
-
ENG 2450. Introduction to Rhetoric (3 credits)
Study of principles fundamental to persuasion and argument, including audience, purpose, rhetorical situation, genre, rhetorical appeals, commonplaces, and methods of reasoning. PREREQ: “C” or better in ENG 1050 and ENG 1060 .
|
| |
-
ENG 2470. British Literature Before 1790 (3 credits)
A survey of British literature from the Anglo-Saxon through the Neo-Classical in several genres. Readings may include Beowulf and works by authors such as Chaucer, More, Spenser, Shakespeare, Jonson, Milton, Swift, Defoe, and Behn. PREREQ: “C” grade or better in ENG 1050 .
|
| |
-
ENG 2480. British Literature After 1790 (3 credits)
A survey of British literature from the Romantics to the contemporary, including Colonial and Post- Colonial literatures in several genres. Authors may include Blake, Wordsworth, Shelley, the Brontes, Hopkins, Yeats,
|
| |
-
ENG 2760. Writing Creative Nonfiction I (3 credits)
An introduction to the principles and techniques of writing creative nonfiction. Workshop format.
|
| |
-
ENG 2780. Writing Poetry I (3 credits)
An introduction to the principles and techniques of writing poetry. Workshop format.
|
| |
-
ENG 2790. Writing Fiction I (3 credits)
An introduction to the principles and techniques of writing fiction. Workshop format.
|
| |
-
ENG 2860. Literary Magazine Production (1 credit)
This course provides experience in the details of producing a literary publication and in using desktop publishing software through work on the UNCP student literary magazine, The Aurochs. Activities will include layout design, artwork selection and cropping, editing, typesetting, and general production work. Pass/Fail grading.
|
| |
-
ENG 2870. Literary Magazine Production (1 credit)
This course provides experience in the details of producing a literary publication and in using desktop publishing software through work on the UNCP student literary magazine, The Aurochs. Activities will include layout design, artwork selection and cropping, editing, typesetting, and general production work. Pass/Fail grading.
|
| |
-
ENG 2900. Film and New Media Criticism (3 credits)
A study of film history and theory focusing on the development of New Media. Topics include theory in early Russian cinema, avant-garde and surrealist film of the 1920s, cinema vérité of the 1960s, the Dogma 95 group, the uses of digital film, computer-generated imagery (CGI), and a discussion of nonsequential, multilinear, and interactive narratives. The emphasis in the course will be on defining and responding critically to New Media.
|
| |
-
ENG 2990. Writing Center Theory and Practice (3 credits)
An introduction to Writing Center theory and practice using readings, classroom discussion, observation, role-playing, and supervised tutoring practice. PREREQ: “C” or better in ENG 1050 .
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
… Forward 10 -> 21 |
Print this Page