2019-2020 Catalog [ARCHIVED CATALOG]
Courses
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Description of courses offered by the various departments
The symbols FA (fall), IN (interim), SP (spring), and SU (summer) indicate when each course is offered. The credit (semester hours) for each course is indicated in parentheses after the course name. Interim course descriptions are made available during the fall semester and are published online.
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English For more detailed descriptions of the courses offered for any given semester, see the English Department website.
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ENGL 220 - Survey of American Literature I (3)
A survey of American literature from the colonial period through the Civil War, with attention to representative cultural perspectives and intellectual movements.
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ENGL 221 - Survey of American Literature II (3)
A survey of American literature from the end of the Civil War to the present, with attention to representative cultural perspectives and intellectual movements.
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ENGL 225 - African American Literature (3)
A survey of major writers and works of African American literature. Readings will include fiction, poetry, and drama, with special attention paid to historical and cultural contexts.
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ENGL 226 - Ethnicity in American Literature (3)
A survey that addresses ethnic perspectives in the literatures of the United States, as well as the contributions of such literatures to an American identity, history, and literary tradition. The course may focus on any or all of the major American ethnic perspectives in literature, such as Native American, Latino American, Asian American, Jewish American, and African American.
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ENGL 230 - Understanding Literature (3)
A survey of selected literary works with an emphasis on the fundamental elements of literature and methods of reading. Discussion topics may include the genres of literature and their conventions, the means by which texts create meaning and wield influence, the ways readers can interpret and respond to texts, and the roles of imaginative literature in shaping and reflecting culture. An abiding concern will be how Christians might take a distinctive approach to this area of human culture.
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ENGL 234 - Gender and Literature (3)
A survey that examines literature through the lens of gender, with particular emphasis on writing by women. Normally, the course will also have a national focus (British or American literature).
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ENGL 238 - Film as a Narrative Art (3)
A survey of the art of film, focusing on narration and narrative structure, characterization, conflict, setting, and point of view, while also acquainting students with literary adaptation and with the contribution of film image and sound to narrative development. Also listed as COMM 296 .
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ENGL 260 - The Craft of Writing (3)
FA, SP. A course that invites students to write in a variety of genres, exploring composition from two perspectives-how texts are constructed and what they accomplish. From these two perspectives, students will consider the two classical categories of written genres: poetics (the study of belletristic writing) and rhetoric (the study of persuasive writing). This is a foundational course for students who are interested in advanced study of writing. Prerequisite: ENGL 101 or ENGL 102 or approval of the instructor.
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ENGL 261 - Academic and Professional Writing (3)
SP. A course in rhetoric and composition designed for students who wish to prepare for writing in their professions or in graduate school. Students enhance their abilities to create and edit effective writing in the genres that they will encounter as professionals.
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ENGL 262 - Business Writing (3)
A course introducing students to the kinds of writing, computer presentations, and electronic media options used in business-related fields. Students collect examples of and practice composing the types of professional communication that they are likely to craft on the job. The class is conducted as a workshop; students consult with each other and with the instructor. Each student submits several projects. The class also includes a group report (with written, multi-media, and oral portions), in-class writing and computer exercises, and the use of word-processing and presentation software. Prerequisite: completion of ENGL 101 with a grade of C+ or above.
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ENGL 264 - Basic Journalism (3)
FA. An introduction to reporting for news media, using Associated Press guidelines to write for newspapers and online publications. This course focuses on methods of news gathering, interviewing, and research with particular emphasis on reporting about current affairs. Students analyze trends and discuss ethical issues in contemporary journalism, but their primary focus is on the writing and editing of news.
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ENGL 266 - Feature Journalism (3)
SP. A course in the art of writing feature stories for magazine and online publications. Students research, write, and edit several substantial articles for different audiences, paying particular attention to matters of strategy and style as called for by those audiences. Topics range from profiles of people to articles about science, history, religion, art, or contemporary events. Although the primary focus of the course is writing, students do explore the possibilities of multimedia journalism.
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ENGL 299 - Special Topics in Literature (3)
The Bible as Literature. This course studies the narrative and poetic literature of the Hebrew scriptures and the narrative and rhetorical literature of the Christian scriptures. The course specifically emphasizes literary analysis of these texts, paying attention to how these texts function within the framework of their specific genres. The course satisfies an elective for the Literature major and the core requirement in literature.
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ENGL 300 - Advanced World Literature (3)
A focused study of recent world literature that crosses borders. This course may forefront writing from a discrete nation, such as Chinese literatures, or examine texts belonging to a global, cosmopolitan movement, such as postcolonialism.
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ENGL 310 - British Literature of the Middle Ages (3)
A focused study of the literatures of the Anglo-Saxon and Middle English periods.
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ENGL 312 - British Literature of the Renaissance and Reformation (3)
A focused study of the writing and cultural contexts of Great Britain from the time of the English Reformation through the English Civil War.
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ENGL 313 - British Literature of the Eighteenth Century (3)
A focused study of the writing and cultural contexts in Great Britain from the Restoration of Charles II in 1660 to the emergence of Romanticism.
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ENGL 314 - British Literature of the Early Nineteenth Century (3)
A focused study of the Romantic literature and cultural contexts of Great Britain, especially as it appeared in poetry and prose during the first four decades of the nineteenth century.
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ENGL 315 - British Literature of the Middle and Later Nineteenth Century (3)
A focused study of the Victorian authors of Great Britain and the cultural contexts in which they wrote.
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ENGL 316 - British Modernism (3)
A focused study of the writing and cultural context of Great Britain during the Modernist period, 1901-1939.
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ENGL 317 - Contemporary British and Commonwealth Literature (3)
A focused study of the writing and cultural contexts of Great Britain and its commonwealth from World War II to the present.
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ENGL 320 - Literature of the United States I: Settlement to Civil War (3)
A focused study of the fiction, poetry, drama, and/or non-fiction prose produced in the United States prior to the Civil War, with a focus on those writers and texts most emblematic of-or influential in-shaping America’s diverse literatures.
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ENGL 321 - Literature of the United States II: Civil War to Great Depression (3)
A focused study of the fiction, poetry, drama, and/or non-fiction prose produced in the United States between the Civil War and Great Depression, with a focus on those writers and texts most emblematic of-or influential in-shaping America’s diverse literatures.
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ENGL 322 - Literature of the United States III: World War II to the Present (3)
A focused study of the fiction, poetry, drama, and/or non-fiction prose produced in the United States from World War II to the present, with a focus on those writers and texts most emblematic of-or influential in-shaping America’s diverse literatures.
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ENGL 330 - Hermeneutics and the Study of Literature (3)
An exploration of literary interpretation that considers various critical theories, both traditional and contemporary, through which texts can be read and understood, with illustrations of various hermeneutic approaches as well as practical criticism.
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ENGL 332 - The Novel (3)
An intensive study of the novel from its origins through its contemporary manifestations, including the work of major novelists, the development of important sub-genres, and the history of ideas and culture that have influenced the novel.
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ENGL 333 - Poetry (3)
An intensive study of selected poets in English. Readings involve focused attention on individual poems, the history and formal concerns of the genre, and essays on poetics. The emphasis of the course varies according to individual instructor and may include such offerings as the Sonnet, L=A=N=G=U=A=G=E Poetry, the Metaphysical Tradition, Lyric Poetry, Georgics, American Surrealism, the New Formalists, the Elegy, Open Form, or Imagism.
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ENGL 334 - Drama (3)
An intensive study of dramatic literature. The emphasis of the course varies according to individual instructor.
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ENGL 335 - Genre Study (3)
An intensive study of a particular medium or genre, such as the graphic novel or the short story, chosen by the instructor.
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ENGL 337 - Major Authors (3)
An in-depth exploration of the works of a major literary figure. Normally, this course will alternate between a study of Chaucer and a study of Milton.
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ENGL 338 - Shakespeare (3)
FA. An in-depth exploration of the major works of William Shakespeare.
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ENGL 340 - Children’s Literature (3)
FA, SP. A focused study of children’s literature, including intensive reading of the best of this literature and the application of literary standards to what is read.
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ENGL 341 - Adolescent Literature (3)
FA. A focused study and critical evaluation of the nature and content of adolescent literature, including intensive reading, application of literary standards, and discussion of issues in the field of young adult literature such as censorship, selection criteria, reader-response theories, ethnicity, and gender-based criticism. The prerequisite is waived for students in the Elementary Education Program.
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ENGL 350 - Teaching of Writing (3)
FA. A course in the theory and practice of teaching composition in middle and high school writing and language arts programs. Extensive reading complements frequent writing about and practice in all elements involved in teaching writing. Majors and minors in English secondary education programs must take this course before enrolling in EDUC 346 .
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ENGL 351 - Language, Grammar, and Writing for the Elementary Classroom (3)
FA. An introduction to several significant and practical aspects of the nature of language, a review of the nature of traditional grammar, including some comparisons of traditional grammar with more recently developed grammars, and an exploration of the relationships between these grammars and composition instruction and practice.
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ENGL 352 - Teaching of Literature (3)
SP. A course in the theory and practice of teaching literature in middle and high school language arts programs. Extensive reading of literature along with the study and practice of teaching literature. Majors and minors in English secondary education programs must take this course prior to enrolling in EDUC 346 .
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ENGL 359 - Seminar in Principles of and Practices in Secondary Education (3)
SP. A course in perspectives on, principles of, and practices in the teaching of English on the secondary level. This course should be taken concurrently with EDUC 346 . Before taking ENGL 359, students must pass the English Department Screening Exam and complete ENGL 350 , ENGL 352 , and EDUC 302 /EDUC 303 . Before taking ENGL 359, students normally also complete EDUC 307 and EDUC 398 .
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ENGL 360 - Creative Nonfiction (3)
FA. A course in the principles and practice of creative nonfiction. Students will examine a variety of models and engage in extensive practice of the genre. Special emphasis will be given to the relationship between faith and art for the writer. Prerequisite: ENGL 101 or ENGL 102 .
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ENGL 362 - Creative Writing (3)
FA, SP. A course in the principles and composition of fiction or poetry. Students will engage in extensive practice. Special emphasis will be given to the relationship between faith and art for the writer. Students may take both the fiction and the poetry version of the course for credit. Normally, this course will alternate between poetry (F) and fiction (S).
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ENGL 365 - Writing in Digital Environments (3)
A course that engages students in writing rhetorically effective digital texts. Students will apply rhetorical, aesthetic, and technical principles as they write extensively in a variety of genres such as blogs, wikis, web pages, and digital stories. Special attention will be paid to questions of authorship and copyright when writing in digital environments. Prerequisite: ENGL 101 or ENGL 102 .
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ENGL 370 - Linguistics (3)
FA, SP. A study of some of the more interesting and important characteristics of language, with particular attention given to the processes of language acquisition; to patterns and effects of linguistic change through time; to variations in language from region to region, social class to social class, and gender to gender; and to the assumptions informing the study of various grammars.
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ENGL 371 - History of the English Language (3)
SP. An analysis of the changes that have occurred throughout the history of the English language, based on an intensive study of selected British and American texts.
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ENGL 372 - Sociolinguistics and Issues in Language Education (3)
FA. A course involving two major activities: (1) an examination of selected topics that have arisen in recent sociolinguistic research, particularly those topics centering on questions about how standard and nonstandard languages and dialects appear to affect people’s educational success; and (2) an evaluation of how these topics should affect approaches to language education, particularly approaches to teaching English as a Second Language (ESL). Prerequisite: ENGL 101 or ENGL 102 .
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ENGL 373 - Stylistics and Discourse Analysis (3)
SP. A course that reviews significant grammatical terms; analyzes how words can be combined into longer constructions in English; examines the kinds of meanings–such as agency, modality, and solidarity–that those constructions can convey; and discusses how patterns of clauses conveying these various kinds of meaning within texts can be related to textual contexts.
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ENGL 374 - English Grammar (3)
IN. A study of traditional grammar, focusing on its history, its system, its applications, its competitors, and its connection to prose style; special emphasis will be given to the system and terminology of this grammar.
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ENGL 375 - Grammar for Teachers of ESL (3)
FA, SP. A course that reviews the fundamentals of English grammar and examines the possibilities and limitations of teaching grammar in the ESL classroom. Students must research or practice the teaching of some of this grammatical material. Prerequisite: ENGL 101 or ENGL 102 .
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ENGL 380 - Internship (3)
FA, SP. A course requiring students to work ten hours per week in a job related to English studies. This practicum asks students to reflect on vocation broadly and to apply theoretical, technical, and ethical principles to their work. Students will work with the Career Center to secure a suitable position. Prerequisites: junior or senior status, a 2.0 university and departmental GPA, and permission of advisor.
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ENGL 390 - Independent Study (3)
FA, IN, SP. Prerequisite: permission of the department chair.
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ENGL 395 - Senior Seminar (3)
FA, SP. A capstone course for all English majors. This senior seminar is designed to nurture Christian reflection on issues related to writing, language, and literary studies, such as the significance of story and literary expression, the relationship of language and meaning, and the ethical implications of language and story. Students also consider vocational opportunities for those who love words. These contemporary literary and linguistic issues are framed by readings from within the tradition of Christian aesthetic reflection as well as from reformed cultural criticism and theology. Significant written work is required. Prerequisites: Biblical Foundations I or Theological Foundations I, Developing a Christian Mind, and Philosophical Foundations.
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ENGL 399 - Honors Thesis (3)
FA. A substantial work of research and criticism in the field of language or literature or a significant creative project (with an additional critical component), required for those graduating with honors in English.
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EDUC 102 - Introduction to Education (1)
FA, SP. This course serves as an introduction to the discipline of education and the teaching profession. As such, it provides the initial framework for subsequent education courses, introducing students to pedagogy and its empirical basis, to issues of curriculum and standards, and to the organization of schools in the United States and beyond. The course affords students the opportunity to relate theory to practice as a companion field experience is a required component of the course. This course must be satisfactorily completed as a condition of program admission.
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EDUC 202 - The Learner in the Educational Context: Development and Diversity (3)
FA, SP. This course will help students develop insight into the development of the mind, identity, and perspective of all learners, including multiple domains of diversity and many alternate ways of being, doing, and seeing, including what is typically labeled as “exceptionality.” Students will explore and analyze psychological, physical, social, culture and moral/spiritual facets of development as well as their interplay with the social environment of the learner and their impacts in the classroom. Through lectures, readings, class assignments, a service-learning experience, and a case study, the class will examine psychological, educational, biological, and socio-cultural theory through the lens of a reformed Christian perspective. There is a fifteen hour outside of class field placement required as part of this course. This course must be satisfactorily completed as a condition of program admission. Prerequisite: completion of EDUC 102.
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EDUC 210 - Music and Art in the Elementary Classroom (3)
FA, SP. This is a required course for the elementary teacher candidate. It covers seven weeks of music education methods and seven weeks of visual arts methods. Integration of music and art with other subject areas will be stressed. Prerequisite: EDUC 102 or concurrent enrollment in EDUC 102.
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EDUC 236 - The Young Child in an Educational Setting (3)
SP, alternate years. This course covers the basic theories of child development and developmental milestones. Students learn observational research techniques, observe children from birth – 2nd grade, and practice writing developmental assessment reports.
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EDUC 238 - Developmentally Appropriate Practice with Young Children (3)
FA, alternate years. Work with young children requires specialized knowledge of the field of early childhood education. Education 238 will equip students with knowledge and skills for developmentally appropriate practice for young children. This course includes anti-bias perspectives, pedagogical strategies including the importance of play in learning, classroom management, the use of technology with young children and reflection on practice. A one hr. practicum during the P-12 school day will be included. Not offered 2019-2020.
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EDUC 302 - Curriculum and Instruction for Diverse Learners (4)
FA, SP. This course will help students develop an increased understanding of the complex issues surrounding learning theory and its impact on instruction in diverse educational contexts. Students will explore how an understanding of the learner, the curriculum, and the context shape instructional practice. They will learn how to engage in a pedagogical cycle that includes planning, implementation, evaluation, and reflection with a focus on meeting the needs of all learners. Students will also explore ways in which new teachers can develop and maintain a transformative vision. All of these areas will be examined through the lens of a reformed Christian perspective. An extensive practicum will assist students in linking theory and practice in a classroom setting. Prerequisites:EDUC 102, EDUC 202, admission to the teacher education program. (See Education Department website for admission requirements.) Must be taken concurrently with EDUC 303.
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EDUC 303 - Curriculum and Instruction: Practicum (3)
FA, SP. Must be taken concurrently with EDUC 302.
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EDUC 305 - Teaching Social Studies in the Elementary and Middle School (2)
FA, SP. A study of perspectives, content, methods, and materials in teaching the social studies in the elementary school. Students will analyze perspectives and determine major goals and themes for teaching the social studies. They will study and analyze the contributions of the various disciplines to the social studies curriculum. Students will examine materials and learn and practice methods for teaching the social studies. Biblical principles, which offer direction for human interactions in society, will be considered. Prerequisites: EDUC 302/EDUC 303 or permission of the instructor.
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EDUC 306 - Introduction to Cognitive Impairment (3)
FA. A comprehensive study of the characteristics of persons who have an intellectual disability. Historical and contemporary perspectives on mental retardation will be explored, as will common causes, definitional issues, and interventions. While special attention is given to the needs of persons with retardation as learners, the course examines the entire lifespan and functioning in a variety of settings besides the school, such as the church, workplace, and neighborhood. A Christian view of persons, community, and discipleship, along with the concept of normalization/social role valorization, are integrating elements in the course. Prerequisite: EDUC 202 or permission of the instructor.
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EDUC 307 - Reading/Literacy in the Content Area (3)
FA, SP. This course examines the nature and function of literacy in the secondary curriculum. Specifically, this course will examine the reading and writing practices that support the ways of knowing and doing characteristic of secondary school subject areas. The course will include: analysis of the factors which affect comprehension and composition of content area materials, examining pedagogical strategies that support diagnosis as well as instruction in the literacy skills common to all content areas, strategies for supporting full participation and inclusion of students who display the wide range of ability found in the average secondary classroom, exploring the relationship between discipline based inquiry, literacy development, and educational goals and practices. There is a field placement component as part of this class that is outside the normal class meeting time, during the local secondary school days. Prerequisites: EDUC 302/EDUC 303 or permission of the department chair.
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EDUC 309 - Teaching Religion to Children and Adolescents (2)
FA, SP. A study of perspectives, content, methods, and materials in teaching religion to children and adolescents. This includes pedagogy appropriate for public and non-public schools and other settings and evaluation of methods and materials. Prerequisites: EDUC 302/EDUC 303, permission of the instructor or declaration of ministry leadership minor.
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EDUC 310 - Assessment in Cognitive Impairment (3)
SP. A study of the foundational concepts and basic terminology needed to assess students with intellectual disability. Skill will be developed in selecting, administering, and interpreting both formal and in-formal, norm-referenced as well as criterion referenced and curriculum-based assessment instruments, for the purpose of developing individualized educational plans. Corequisite: EDUC 347.
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EDUC 312 - Teaching Exceptional Students (3)
SP. This course provides in-depth study of the characteristics of students who are labeled in school as having a disability and who may require a variety of learning supports. It includes study of laws and court decisions, the history of special education, alternative educational arrangements, individualized planning, current issues, and new pedagogical directions in serving exceptional learners in public and private schools. Throughout, a Christian view of persons will be developed that counteracts deficit thinking, recognizes the value and gifts of those who may have been given labels, sees human difference as asset, and fosters interdependence. Twelve hours will be spent outside of class during the K-12 school day in observation and critique of school programs that support learners with disabilities.
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EDUC 322 - Introduction to Methods of Teaching Reading: Elementary (3)
FA, SP. A study of reading theory and reading research, the nature of early reading acquisition, and instructional strategies in language arts for K-8. The teacher candidates are involved in extensive tutoring and interactions in the school that help them understand how children’s cultural and cognitive development influence their learning and how reading and writing are foundational to all learning. Prerequisites: EDUC 302-EDUC 303 . May also be taken concurrently with EDUC 302-303.
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EDUC 326 - Reading/Language Arts in the Elementary School (3)
FA, SP. This course will present reading as a language art and demonstrate the relationship of language arts to the various subjects in the elementary school. Students will learn strategies and techniques for assessing and differentiating instruction to meet the wide range of reading and writing levels found in elementary classrooms. Prerequisite: EDUC 322 or permission of the instructor.
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EDUC 330 - Curriculum and Instruction: Cognitive Impairment (4)
FA. A study of the various curricula, instructional materials, and teaching methods appropriate for learners who have mental impairments. Research-based general principles of instruction are reviewed as well as specific methods for teaching domestic, vocational, community living, recreation/leisure, and functional academic skills. Strategies are learned for generating curriculum, evaluating published curricula, and for developing individualized education programs. Includes a practicum of two half-days per week in local school programs serving students with cognitive impairment. Prerequisites: EDUC 202, EDUC 302/EDUC 303, and EDUC 306 or permission of the instructor.
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EDUC 335 - Assessment of the Young Child (3)
FA, alternate years. This course prepares the early childhood professional to recognize and thoughtfully create and administer developmentally appropriate assessment strategies. Informal and formal assessment strategies including standardized assessments will be regarded. Students will observe and participate in developmentally appropriate assessment in early childhood classrooms. Other topics include assessment recording and reporting, referrals to community agencies using assessment data for curricular planning, and advocacy for practice that does not harm children. Prerequisites: EDUC 236 , EDUC 238 , and EDUC 302 /303 , or permission of the instructor. Not offered 2019-2020.
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EDUC 337 - Curriculum Theory and Development: Early Childhood Education (3)
FA, alternate years. An evaluation of the major approaches to development of a curriculum for early childhood education (up to age eight), the underlying assumptions of each approach, and the appropriateness of each approach for children. Included is a model for curriculum development and opportunity to implement the model for early education. Prerequisites: EDUC 236 , EDUC 238 , and EDUC 302 /303 , or permission of the instructor.
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EDUC 339 - The Early Childhood Professional (3)
SP, alternate years. This course examines the knowledge and skills required to become an educator who identifies as a Christian early childhood professional, who can administer programs, who understands and works with children and families from diverse backgrounds, who can recognize and report child abuse and neglect, who is a strong advocate for children and families and who is a reflective practitioner committed to life-long learning. Prerequisites: EDUC 236 , EDUC 238 , and EDUC 302 /303 , or permission of the instructor. Not offered 2019-2020.
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EDUC 343 - Early Childhood Education: Preschool Field Experience (4)
FA. A field experience in a preschool setting that meets state requirements for the endorsement. Provides for analysis of teaching methods, materials, and classroom organization as they relate to the early childhood setting. Prerequisites: EDUC 236, EDUC 337, EDUC 339, and SOC 201 .
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EDUC 345 - Student Teaching: Elementary (12)
FA, SP. Students participate in a supervised full-time teaching internship in a K – 8th grade classroom. Local and out of region placements are arranged by program faculty; out of region placements carry additional application requirements. All internships include a weekly seminar. Prerequisites: GPA of 2.5, completion of education courses, and appropriate recommendations from the education and major/minor departments. See the Education Program website for additional requirements.
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EDUC 346 - Directed Teaching: Secondary (12)
Students participate in a full-time supervised student teaching experience in their major. Secondary mathematics, physical education, and science students (all of the sciences) student teach only during the fall semester. All other secondary students student teach during the spring semester. Prerequisites: GPA of 2.5, completion of education courses, appropriate recommendations from the education and major/minor departments, and concurrent enrollment in a departmental 359 Seminar. See the Education Department website for additional requirements.
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EDUC 347 - Directed Teaching: Cognitive Impairment (12)
SP. Full-time, supervised student teaching in a school program serving students with mild or moderate levels of cognitive impairment. A minimum of ten weeks, including at least 360 clock hours of observation and participation, is required. Includes a biweekly seminar, which engages students in critical reflection on their experience in applying theory to practice in the student teaching context. Prerequisites: Good standing in the teacher education program, completion of all required education courses, and appropriate recommendations. See the Education Department website for additional requirements.
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EDUC 380 - Internship in Education and Disability Studies (0-4)
SP. An internship is required of students seeking the major in Special Education Studies. This course requires students to work approximately ten hours per week in a position related to schooling and/or the support of individuals who have identified disabilities. Taken as part of the Special Education Studies major (or optionally with the minor) the internship will provide students an opportunity to consolidate their study of disability and program supports provided to individuals with identified disabilities. Students will work with Education Department faculty and the Career Center to secure a suitable position. Prerequisites: senior status, a 2.0 university and departmental GPA, and permission of the advisor and of the on-site advisor.
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EDUC 390 - Independent Study (3)
FA, IN, SP. Prerequisite: permission of the department chair.
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EDUC 398 - Integrative Seminar: Intellectual Foundations of Education (3)
FA, SP. In this course students examine education in its context as a life practice. It involves inquiry into and critique of the philosophical assumptions, historical developments, and social settings that shape the beliefs and practices informing schools as social institutions and education as cultural practice. Throughout the course, students are completing their own faith-based philosophy of education. Prerequisites: junior or senior standing, EDUC 302/EDUC 303, Biblical Foundations I or Theological Foundations I, Developing a Christian Mind, and Philosophical Foundations.
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EDUC 500 - Introduction to Graduate Studies in Education (1)
SU, online. Graduate study requires a set of advanced academic skills. As such it is necessary to provide these basic skills to enable new graduate students to be successful. In this course students will be provided with the training in the basic tools of finding resources, reading and critiquing empirical literature, and academic writing. In addition, students will be introduced to the nature and various approaches of educational research.
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EDUC 510 - Framing Questions, Global Forces, Constraining Structures (3)
This course will center on fundamental questions at the intersection of education, justice, and human flourishing. We will examine key issues surrounding the nature of a good society, the ways in which the global community affects education, and how schooling gets structured by politics and economics. This course will use the faith-based frames of justice and hope in connection with shalom and the kingdom of God to investigate formal education in light of its political, economic, social, and religious contexts. Students will investigate foundational questions around teaching, learning, curriculum, and language as well as structural issues of social class, gender, ability, and race. The aim is for students to articulate their own idea of the purpose of school framed in their own faith-based perspective. The course will leave space for students to explore specific interests and issues. Not offered 2019-2020.
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EDUC 514 - Educational Research and Evaluation (3)
SP, online. Building on EDUC 500 Introduction to Graduate Studies in Education, this course engages students further in understanding and examining the theories, methods, and paradigmatic frames of educational research through a biblical lens. In addition, the course prepares students to use data appropriately to support educational and organizational decision-making. Students will learn how to read and critique qualitative and quantitative educational research and will learn how to use research and assessment data to make decisions related to the work of P-12 schools. Prerequisite: EDUC 500.
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EDUC 516 - Leading Educational Communities: Communication (3)
FA. Because communication is at the heart of teaching, learning and leading, the Graduate Studies Program prepares professional educators to understand and analyze discourse as it shapes educational activity. Teaching and learning communications are shaped and made meaningful by culture, language, mode and circumstance; as well as ideology and power. Abilities to analyze communication as discursive, prepares participants to examine educational activity settings, assess them for equitable participation and design them for more effective and just educational practice.
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EDUC 522 - Reshaping Curriculum, Teaching, and Learning (3)
SU. The dynamic relationship between curriculum as content and as process, between what is to be learned and the instructional practices used to organize and mediate it for students, is at the heart of educational practice. This course focuses on the theory and practice of curriculum and pedagogy, examined in terms of both the perspectives that shape them and the ways in which they serve or fail to serve all learners. Issues addressed include the concept, purpose, and social context of curriculum; the historical perspectives that influence current and future directions; the relationship between curriculum and instruction; and the connection between perspectival commitments, curriculum, and instruction. The course will also address issues and practices related to assessment and instructional technology. Readings, discussions, interaction with practitioners, investigation, and application will form important activities in the development of an understanding of and personal perspective on curriculum and instruction.
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EDUC 530 - Introduction to School Leadership (3)
SU, odd years. A study of leadership theory and practice relating to building school communities that promote learning for all students. This introductory course in school leadership will focus on: organizational and leadership theory, establishing a school mission, collaborative problem-solving and community building, decision-making skills and procedures, and personal leadership qualities. Special emphasis will be given to exploring biblical principles which guide Christian leaders in school settings. Not offered 2019-2020.
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EDUC 531 - Professional Development and Supervision (3)
SU, even years. A study of the theory and practice related to the professional development of teachers and administrators at both the elementary and secondary levels. This course focuses on ways in which school leaders can structure professional development opportunities that promote student learning and school improvement. The course includes a study of adult learning theory, collaborative learning models, mentoring and coaching, formal and informal teacher assessment, and recruitment, induction, and retention of new teachers. Special emphasis will be given to biblical principles which help shape professional communities in schools.
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EDUC 532 - School Business Management (3)
SP, online, odd years. In this course students will study principles and methods of planning and fiscal management that are based on a biblical model of stewardship. Topics include the process of funding (fund raising, tuition and fees), budgeting (including risk management), and organization. Prerequisites: EDUC 530 or permission of instructor. Not offered 2019-2020.
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EDUC 542 - Diagnosis and Remediation of Literacy Difficulties (3)
FA, SP, online. This course meets the state literacy course requirements for professional certification. It is required as part of the Calvin graduate reading specialist endorsement and can be used as an elective in any of the other Calvin MEd programs. In this course, we consider the developmental, socio-cultural and cognitive aspects of literacy teaching with students of all ages. We review literacy practices including fiction, information and discipline specific texts, special interest reading, and work place literacy. The course presents and critiques current positions from which literacy instruction is designed and delivered. It develops participants’ pedagogy as they learn to assess a reader’s abilities and develop instructional responses. Participants enhance their own critical literacy abilities as readers and writers of text. Course participants undertake a case study to complement the course readings, discussion and other learning. Course objectives are met through a deep engagement with a student who has been identified as an “at risk” reader based on classroom performance, ELL status or special education. This authentic engagement, facilitated by professional observations, assessments, and a responsive intervention, fully complements and activates course objectives
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EDUC 544 - The Early Literacy Learner, At Home and in School (3)
SU, odd years. This course examines the social practices and cognitive development by which children progress towards independent abilities to participate in reading activity. Course participants identify young learner’s diverse social-cultural memberships, language abilities and the environmentally influenced experiences that children bring to school. Participants explore the concepts and abilities necessary to the development of new literacy learners. Using research, theory and experience, participants explore, analyze, and practice classroom pedagogies that best nourish each literacy learner’s foundation towards independent abilities for reading and writing. Not offered 2019-2020.
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EDUC 545 - Literacy Learning after the Early Years: Middle School Children, Adolescents and Adults (3)
SU, even years. This course supports educator’s literacy development of middle school students, adolescents and adult literacy learners. Instructional emphases shift from the earlier years. Older literacy learners engage wide-ranging text forms and specialized vocabulary needs. Their school learning and work lives depend on abilities to interact purposefully and knowledgeably with print, digital or electronic texts. Increasingly self-directed, older learners need reading abilities to select apt comprehension strategies; respond critically to a reading; determine the applications of a text to other experience or situations; as well as determine objectives in their production of texts. Course participants: classroom teachers, coaches, resource room educators, community programmers, and adult literacy instructors, develop their professional knowledge and pedagogies to assist viewers and readers become more critical and discriminating readers and producers of texts.
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EDUC 554 - Pathways to Inclusion: Re-examining Beliefs about Learners (3)
Schools and classrooms today reflect an amazing diversity of learners. In any learning community, educators must be prepared to create a learning community that meets the needs of students with a variety of differences in ability, gender, sexuality, race/ethnicity, language, socioeconomic status, and more. Yet the reality of developing just and inclusive educational communities is challenging. Through this course, participants are invited to embark on pathways to inclusion by examining the needs of learners with differences in school contexts. Participants will re-examine commonly held beliefs and practices about identity and difference with the goal of developing inclusive learning communities. Readings and discussions will create opportunities that allow participants to consider how cognitive, socio-cultural, and critical perspectives are tools for thinking about shifting understandings of learners’ differences. Learning excursions and projects will become spaces for integrating and applying new understandings about ourselves and others within teaching/learning practice. The course will specifically focus on linguistic differences, language development, and literacy as they support or impede the inclusion of all learners in educational contexts. Not offered 2019-2020.
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EDUC 555 - Designing Instruction for Successful Learning (3)
SU, odd years. This course will explore critical strategies for successful inclusive teaching practices that support all learners. Participants will refine their understanding of culturally responsive educational design as they develop complex student learning profiles, research accessible curricular programs and prepare teaching plans for successful learning. Data from individual student assessment will form the basis on which profiles are developed and plans are designed. Course foci will include reading and interpreting assessment data, developing learning profiles that reflect patterns of strengths and weaknesses, preparing or interpreting intervention-specific IEPs, and designing student-centered, evidence-based instructional plans. Not offered 2019-2020.
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EDUC 556 - Perspectives, Programs, & Policies: Developing Inclusive Schools (3)
FA, even years. How do educators develop and sustain a culturally responsive and inclusive school culture? What is a vision of Christ-centered educational programs and services where all students flourish? Educators in this course will trace the historical, ethical, political, religious, and research literature on policies, programs and practices of inclusive school communities. Through literature, policy, and field case analysis, they will learn about societal and community perspectives and develop skills and dispositions related to program development, implementation, and evaluation that advocate for and respond to all learners and their stakeholders. Not offered 2019-2020.
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EDUC 557 - Practicum Seminar: Inclusion Specialist (3)
SP, even years. The seminar supports the culminating practicum experience in the Inclusion Specialist Program. Students will work in a community of practice to explore the complexity of teaching and leadership to promote a culturally responsive and inclusive culture at multiple levels within a school system. At the heart of the seminar is an action research project carried out in the practicum placement. Students will design, implement, and evaluate inclusive practices, policies, or programs. They will also develop a plan for consultation with teachers and schools to increase culturally responsive inclusive practices, policies, or programs. The seminar will focus on bridging theory, research, and practice to promote culturally responsive inclusive education. The seminar must be taken concurrently with the Inclusion Specialist practicum. Prerequisites: EDUC 202/606, 550, 552, 553, and 551.
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EDUC 558 - Practicum Field Placement: IS (2)
SP, even years. The practicum provides a culminating experience in the Inclusion Specialist Program. Students may tailor the practicum experience to focus on Inclusive Classroom Practices or Inclusive School Programs. The practicum provides a culminating experience in which candidates will work closely with a mentor in an inclusive school setting for 140 hours (a minimum of 180 if you have had no special education experience).
Inclusive Classroom Practices: Through the culminating practicum experience, students will gain experience designing and implementing culturally responsive curriculum, instruction, and assessment. The practicum will focus on bridging theory, research, and practice with an emphasis on teaching in inclusive classrooms and schools.
Inclusive School Programs: Through the culminating practicum experience, students will examine and apply theory and best practices in leadership, organization, consulting, and the evaluation and development of programs and professionals. The practicum will focus on bridging theory, research, and practice with an emphasis on leadership in inclusive education.
The practicum must be taken concurrently with the Inclusion Specialist seminar.
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EDUC 593 - Seminar: Educational Leadership (3)
The graduate seminar and internship is designed to integrate the components of the Educational Leadership MEd concentration. The internship allows prospective school leaders to work closely with a mentor in a school setting over a period of 10 weeks during the school year. The seminar will focus on integrating the broad unifying themes of the concentration and the internship experiences. Students will reflect on how their education and professional experiences can be used for personal growth and to influence society. The seminar and internship will include a final educational portfolio. Prerequisites: All other courses in the MEd leadership concentration and permission of the educational leadership advisor.
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EDUC 596 - Specialized Literature Survey (3)
FA, SP, SU online, on campus. The purpose of this course is to provide students with the opportunity to deepen their understanding of their chosen area of study and to specialize their focus through an extended program of reading guided by an instructor. Students will negotiate with their instructor a program of 2000 pages of reading (or equivalent) in their chosen area and evidence engagement with this literature through written and oral reports.
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IDIS 205 - Societal Structures and Education (3)
FA, SP. An examination of the interaction between education and the other systems and institutions (e.g., political, economic, and cultural) that shape society. This course will examine how education is shaped by and is reshaping these systems and institutions. Particular attention will be given to the impact of race, class, and gender on schooling and society. Community-based research projects will challenge students to examine these issues in real-life contexts as well as introducing them to social science research methodology. Christian norms, such as social justice, will shape this critical analysis of the interaction between education and society. This class is appropriate for all students who are interested in education and society and meets a core requirement in the societal structures category.
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Entrepreneurship |
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ENTR 201 - Entrepreneurship (3)
FA. Provides hands-on learning on how to launch a startup organization through the rapid development and testing of ideas by gathering customer and marketplace feedback. Startups face uncertainty and high levels of risk. Students learn how to reduce both uncertainty and risk by engaging actual customers in search of their pain points and unmet needs. Only by doing so can the entrepreneur develop a proper solution and establish a suitable business model. The class utilizes a lean startup approach that provides the steps needed to build a successful startup. Students may work on for-profit, non-profit, and/or social ventures. Entrepreneurship minors are expected to take this course in their first or second year and early in the sequence of courses for the minor.
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ENTR 202 - Small Business (3)
SP. An integrated study of the business management principles applicable to the challenges and opportunities unique to small business. Emphasizes strategic analysis of management, marketing and financial issues facing small firms primarily from an entrepreneurial perspective. Includes lectures, case studies, and development of a comprehensive business plan. Prerequisite: ACCT 203 or QuickBooks interim.
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ENTR 301 - Social Entrepreneurship (3)
Social entrepreneurship is about bringing constructive changes to social and environmental problem areas. Social entrepreneurs develop social enterprises, organizations that marshal resources and people to make changes that set the world on a more positive course. These can be either for-profit or not-for-profit organizations, but their primary missions are to address social or environmental needs in powerful and sustainable ways. Students build on ideas and tools learned in ENTR 201 and other curricular and co-curricular (e.g., pitch competitions) work to develop business model solutions that meet customer needs, address specific social or environmental issues, and follow an asset-based approach to development. Prerequisites: at least 15 credits in the entrepreneurship minor, including ENTR 201 . Not offered 2019-2020.
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ENTR 391 - Ethnography (3)
FA. This course introduces students to a sociological perspective on everyday social settings by applying methods of systematic, qualitative observation. Training includes ethnographic research methodologies designed to equip students to collect and analyze data. Topics include issues of access, rapport, participant observation, field notes, ethics, interviewing, coding, and analysis. This course is cross-listed as SOC 391 . Students wishing to take ethnography for credit in a sociology degree will need to enroll in SOC 391 . Prerequisite: ENTR 201 .
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Environmental Studies |
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ENST 210 - Human Impacts on the Environment (3)
FA, SP. As population and affluence have increased and technology’s role has grown, human activities have transformed natural environments around the globe. This course surveys and examines how a wide variety of human enterprises such as agriculture, industry, recreation, and urbanization have had and continue to have far-reaching environmental consequences everywhere on Earth. These impacts are assessed by standards such as ecological well-being and sustainability, human habitability, and quality of life.
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