| |
| |
May 16, 2024
|
|
|
|
|
2016-2017 Evening, Weekend, Online Academic Catalog [ARCHIVED CATALOG]
Undergraduate and Graduate Course Descriptions
|
|
|
Following are the list of courses in the undergraduate and graduate studies curriculum. They are organized alphabetically according to subject headings.
Transfer credit for these disciplines, and others, may be available for fulfilling General Studies distributional requirements.
All courses listed are three-semester-hour courses unless indicated otherwise.
Courses marked (WI) are Writing Intensive courses .
Credits
The unit of credit is the semester hour. It is defined as one class hour (or its equivalent) per week for one semester.
All courses listed in this catalog are three-semester-hour courses unless indicated otherwise.
|
| |
Criminal Justice |
| |
-
CRJ 480 - Special Topics in Criminal Justice Semester Hours: 3
Special topics courses are seminar-style courses in which the content changes in response to student and faculty interests.
Pre-requisites: CRJ 232 / SOC 232 - Introduction to Criminology and junior standing or consent.
|
| |
-
CRJ 492 - Contemporary Issues in Crime and Justice: Senior Seminar (WI) Semester Hours: 3 (Writing-Intensive)
A senior seminar that focuses on criminal justice issues of concern to faculty and students. Topics will vary and may include: Miscarriages of Justice, Crime and Justice in American Film, Prevention of Crime and Delinquency, Theory and Practice in Criminal Justice as well as other topics.
Pre-requisites: GEN 112 - Composition II: Argumentation and Research and senior standing.
|
Economics |
| |
-
ECN 230 - Principles of Microeconomics Semester Hours: 3
General introduction to the theories of production and consumption, pricing and the market system, perfect and imperfect competition, business and labor regulations, and international trade.
Pre-requisites: none.
|
| |
-
ECN 235 - Principles of Macroeconomics Semester Hours: 3
General introduction to the problems of resource allocation, supply and demand, national income employment and price levels, fiscal and monetary policy, operation of the banking system, and elements of international trade.
Pre-requisites: ECN 230 - Principles of Microeconomics .
|
| |
-
ECN 301 - The Economics of Sports Semester Hours: 3
Students will examine economic issues surrounding the professional sports industry in the United States. The course is organized into three major sections: Industrial Organization, Public Finance, and Labor Markets. We will examine the industrial structure of pro sports by briefly exploring the history of sports leagues and analyzing the impact that the monopoly-like status has on the profitability of teams, on player salaries, on fan welfare, and on the size of subsidies that state and local governments are paying to sports franchises for stadium construction.
Pre-requisites: ECN 235 - Principles of Macroeconomics or ECN 230 - Principles of Microeconomics .
|
| |
-
ECN 360 - Money, Banking and National Income Semester Hours: 3
Study of the monetary and banking system in the United States. Considers the Federal Reserve System and its control of the commercial banking industry. Also considers government fiscal policy and the use of monetary and fiscal policy to control unemployment, inflation and economic growth.
Pre-requisites: ECN 235 - Principles of Macroeconomics .
|
| |
-
ECN 361 - Intermediate Macroeconomics Semester Hours: 3
A theoretical analysis of the aggregate economy. Topics include national income accounting, market equilibrium, money and labor markets, stabilization policies, economic growth, classical, Keynesian, and supply-side economics.
Pre-requisites: ECN 235 - Principles of Macroeconomics .
|
| |
-
ECN 362 - Intermediate Microeconomics Semester Hours: 3
The application of microeconomic theory in the solution of business problems. Emphasis on the development of a conceptual framework for business decision-making.
Pre-requisites: ECN 230 - Principles of Microeconomics .
|
| |
|
Education (Graduate) |
| |
-
ED 701 - Contemporary Philosophies of Education Semester Hours: 3
This study of contemporary and traditional theories of education and their application to the American school raises the question of why we do what we are doing, introduces students to the conceptual analysis of current practice, and encourages critical analysis of current practice and individual style.
Pre-requisites: none.
|
| |
-
ED 702 - Organization and Operation of American Education Semester Hours: 3
The course is designed to provide teachers with the theoretical foundations and basic skills of elective professional leadership while examining the formal structure of American education.
Pre-requisites: none.
|
| |
-
ED 703 - Learning and Cognition Semester Hours: 3
This course is an advanced study of human growth and development exploring contemporary issues in learning and brain research.
Pre-requisites: none.
|
| |
-
ED 706 - Differentiating Instruction Semester Hours: 3
This course is designed to assist teachers and other professionals in the development of integrated lessons and units suitable for all levels of instruction.
Pre-requisites: none.
|
| |
-
ED 707 - Gifted Education Semester Hours: 3
This course is a survey of current educational programs and research methodology for enhancing the total cognitive, social, and emotional development of the gifted and talented student. The purposes of this course are to (1) acquaint students with the major theories, principles, and facts about gifted and talented children and recommend appropriate educational and counseling strategies to meet their needs; (2) promote first-hand knowledge of contemporary issues and controversies in the study of gifted students; and (3) stimulate discussion and upgrade the thinking skills of graduate students in the area of gifted education.
Pre-requisites: none.
|
| |
-
ED 708 - Classroom Management Strategies Semester Hours: 3
This course is designed to support and facilitate a successful beginning of the school year which transitions into a learning environment characterized by the development of organizational and instructional routines, effective behavior management strategies and instruction based on communicating and reinforcing clear expectations. The focus of the course will be on developing teacher behaviors which produce high levels of student involvement in classroom activities, minimal amounts of disruptive student behavior and efficient use of instructional time.
Pre-requisites: none.
|
| |
-
ED 712 - Multicultural Education Semester Hours: 3
This course will focus on awareness of various cultural groups, their success stories, stereotypes and areas of bias toward these groups. Students will examine their personal cultural values and how they impact the classroom. Issues and trends in our society will be used to address the concerns of the classroom where multiple cultures are present and interacting within the educational process.
Pre-requisites: none.
|
| |
-
ED 714 - Curriculum and Classroom Dynamics Semester Hours: 3
A seminar in curriculum planning and implementation, this course is designed to share what works in the classroom and how to plan and effect change to improve student interest and response.
Pre-requisites: none.
|
| |
-
ED 716 - Special Education: Meeting Exceptional Educational Needs Semester Hours: 3
This course is a study of developmental disorders and disabilities of children with exceptional educational needs including learning, emotional, and behavioral disabilities, and how these disabilities affect parents, families, students, and teachers. The objectives of this course are to assist teachers to (1) acquire information on definitions, characteristics, and causes of exceptionality; (2) develop knowledge and skills for educational diagnosis and assessment strategies for instructional planning and programming; and (3) relate educational and psychological methods and approaches in special education to the most effective educational practices at the preschool, elementary, and secondary levels.
Pre-requisites: none.
|
| |
-
ED 717 - Political and Legal Aspects of Education Semester Hours: 3
A study of the political aspects of the educational process from state and federal programs to individual school districts and building politics. The role of various interest groups will be explored as will the impact of referenda passage and school board roles and reactions.
Pre-requisites: none.
|
| |
-
ED 720 - Assessment in the School and Classroom Semester Hours: 3
This course will familiarize students with state requirements for assessment, portfolio development, rubrics and construction of viable assessment devices for the classroom.
Pre-requisites: none.
|
| |
-
ED 741 - Reading in the Content Area Semester Hours: 3
This course will assist teachers in the selection of appropriate techniques for teaching reading skills through the use of subject area materials. An emphasis will be placed on teaching students to read technical materials as well as techniques useful for conducting research.
Pre-requisites: none.
|
| |
-
ED 751 - Supervision of Student Teachers (1 semester hour) Semester Hours: 1
This course is a two-day graduate workshop designed for practicing teachers who wish to meet the State of Wisconsin requirements for supervision of student teachers.
Pre-requisites: none.
|
| |
-
ED 780 - Special Topics in Education (1-3 semester hours) Semester Hours: 1-3
A seminar-style course in which the content changes in response to current trends in education and/or to meet certification requirements.
Pre-requisites: consent of the Director of Graduate Education Programs.
|
| |
-
ED 790 - Tutorial I: Focused Individualized Reading/Research Topic Semester Hours: 1-3
The tutorial is an area of concentrated study selected by the student with the approval of the Director of the Graduate Education Programs. For early childhood/middle childhood and middle childhood/early adolescence teachers, the concentration is usually in the humanities, social science, or natural science; for early adolescence/adolescence teachers, it may be disciplinary. A specific study of educational theory may also be selected. (Open to degree candidates only.)
Pre-requisites: consent of the Director of Graduate Education Programs.
|
| |
-
ED 791 - Tutorial II: Focused Individualized Reading/Research Topic Semester Hours: 1-3
The tutorial is an area of concentrated study selected by the student with the approval of the Director of Graduate Education Programs. For early childhood/middle childhood and middle childhood/early adolescence teachers, the concentration is usually in the humanities, social science, or natural science; for early adolescence/adolescence teachers, it may be disciplinary. A specific study of educational theory may also be selected. (Open to degree candidates only.)
Pre-requisites: consent of the Director of Graduate Education Programs.
|
| |
-
ED 792 - Tutorial III: Focused Individualized Reading/Research Topic Semester Hours: 1-3
The tutorial is an area of concentrated study selected by the student with the approval of the Director of Graduate Education Programs. For early childhood/middle childhood and middle childhood/early adolescence teachers, the concentration is usually in the humanities, social science, or natural science; for early adolescence/adolescence teachers, it may be disciplinary. A specific study of educational theory may also be selected. (Open to degree candidates only.)
Pre-requisites: consent of the Director of Graduate Education Programs.
|
| |
-
ED 800 - Educational Research and Evaluation Semester Hours: 3
Students will examine component parts and optimum methodologies for formulation and design of a research project. The focus of the course is on classroom research-inaction and includes formulating research questions, designing to test research hypotheses, data gathering, analysis of data, and conclusions.
Pre-requisites: none.
|
| |
-
ED 810 - Master’s Thesis or Project Semester Hours: 3
Theoretical or applied research in an area of the student’s choice under the supervision of the student’s graduate mentor. Students must receive the approval of the Director of Graduate Education Programs prior to submitting their proposal for the master’s thesis or project.
Pre-requisites: Completion of all other M.Ed. course requirements, and consent of the Director of Graduate Education Programs.
|
Education |
| |
-
EDU 100 - Introduction to Education Semester Hours: 3
The study of historical, philosophical, and social foundations of education; organization and administration of education; classroom management and discipline; teaching strategies and learning theory; curriculum development, research and professionalism.
Pre-requisites: Intended Education major.
|
| |
-
EDU 140 - Introduction to Educational Technology Semester Hours: 3
Addresses the fundamentals of educational technology and instructional design. Students will explore media, computers, and related technologies as they relate to the classroom setting. Students will explore and evaluate how, when, and where technology should be integrated in the classroom.
Pre-requisites: none.
|
| |
-
EDU 230 - Educational Psychology Semester Hours: 3
Educational and psychological theories and their application in the classroom, including various aspects of classroom management and organization, teaching methods and strategies, motivation, moral and personality development, special education and exceptional children, and measurement and evaluation. Special emphasis on relating the theoretical concepts of education and psychology to practical problems of education.
Pre-requisites: none.
|
| |
-
EDU 302 - Physical Education and Health Teaching Techniques for Middle Childhood through Early Adolescence Semester Hours: 3
A focused study of the meaning and purpose of physical and health education. The characteristics of childhood motor learning methods. Techniques of teaching and planning of physical and health education programs. Game activities for primary and middle school students and current issues in health education.
Pre-requisites: EDU 100 - Introduction to Education .
|
| |
-
EDU 312 - Art Teaching Techniques for Middle Childhood through Early Adolescence Semester Hours: 2
Students are introduced to content, curriculum, development, implementation, research, practice and evaluation of artwork. This course also develops the student’s working knowledge and confidence about the elements of art through experiences in both two- and three-dimensional art disciplines. An understanding of the developmental stages of art that elementary/middle school children will pass through. The preparation and presentation of art lessons for elementary/middle school children will be covered.
Pre-requisites: EDU 100 - Introduction to Education .
|
| |
-
EDU 317 - Music Teaching Techniques for Middle Childhood through Early Adolescence Semester Hours: 2
Basic introduction to the special methods and techniques necessary for effective introduction to music education in the elementary/middle school classroom. Educational research and practice related to the development, implementation, and evaluation of curricula in music. Preparation and presentation of music lessons for elementary/middle school children.
Pre-requisites: EDU 100 - Introduction to Education .
|
| |
-
EDU 324 - Teaching Methods in ESL Semester Hours: 3
Preparation for ESL certification. The first half of this course includes study and demonstration of general methods for teaching English as a Second Language; the second half includes study and demonstration of methods for teaching academic content to ESL students. Both sections focus on instructed language acquisition (early childhood through adolescence) and include assessment methods, curriculum development, and materials evaluation.
Pre-requisites: Admission to the Education Program, ENG 380 / ENG 780 - The English Language , ESL 321 / ESL 721 - English Grammar , ESL 322 / ESL 722 - Second Language Acquisition and Applied Linguistics , and foreign language study.
|
| |
-
EDU 330 - Human Growth and Development Semester Hours: 3
The nature of human development from conception through adulthood. A comprehensive overview of human development research methodology. Special emphasis on key concepts in major developmental theories including biosocial, cognitive, psycho-logical, emotional, and social development and their application to the maturing individual. First-hand knowledge of contemporary issues and controversies in the study of infants, children, adolescents, and adults.
Pre-requisites: PSY 200 - General Psychology or EDU 230 / PSY 230 - Educational Psychology or SOC 220 / PSY 220 - Social Psychology and sophomore standing.
|
| |
-
EDU 331 - Science Teaching Techniques for Middle Childhood through Early Adolescence Semester Hours: 3
The content and method of teaching both the life and physical sciences. The relationships between science, technology, society, and the environment. Educational research and practice related to curriculum development, implementation and evaluation for students at the elementary through middle school level.
Pre-requisites: EDU 100 - Introduction to Education and admission to the Education Program.
|
| |
-
EDU 332 - Mathematics Teaching Techniques for Middle Childhood through Early Adolescence Semester Hours: 3
The content and method of teaching both the characteristics and properties of mathematical operations, critical thinking, and problem solving. Educational research and practice related to curriculum development, implementation and evaluation for students at the elementary through middle school level.
Pre-requisites: EDU 100 - Introduction to Education and admission to the Education Program.
|
| |
-
EDU 341 - Children’s and Early Adolescent Literature Semester Hours: 3
A practical study of the literature available for children and early adolescents and the most effective approaches in using that literature. Includes information on selecting, evaluating, and using a wide variety of published materials in a classroom setting. Picture books, traditional literature, modern fantasy, realistic fiction, historical fiction, multicultural literature, nonfiction, and human relations materials are used.
Pre-requisites: EDU 100 - Introduction to Education and admission to the Education Program.
|
| |
-
EDU 342 - Language Arts and Social Studies Teaching Techniques for Middle Childhood through Early Adolescence Semester Hours: 3
The content and methods for teaching verbal and written expression including grammar, listening skills, spelling, writing, integrated thematic unit planning, and authentic assessment. The inter-relationships among these areas are shown from kindergarten to middle school levels. The content and teaching methods for the social sciences including current affairs, economics, government, geography, history, social concerns, political science, sociology, global perspectives, and multi-ethnic education. Instructional material, research, curriculum development, practice and evaluation, classroom management, discipline, and professionalism will be covered in both sections of the course.
Pre-requisites: EDU 100 - Introduction to Education and admission to the Education Program.
|
| |
-
EDU 373 - Field Experience in Education Semester Hours: 3
For field experience in education, students are individually placed in area elementary and middle school classrooms, under the direct supervision of full-time teachers as well as Lakeland faculty.
Pre-requisites: EDU 100 - Introduction to Education and admission to the Education Program.
|
| |
-
EDU 379 - Early Childhood Teaching Techniques Semester Hours: 3
Content, methodology, and research related to early childhood and kindergarten education. Curriculum development, implementation, and evaluation in all subject areas will be covered. Other topics include classroom organization and management, current issues, multicultural teaching, understanding individual differences, and professionalism. There is a field experience component in this course.
Pre-requisites: EDU 100 - Introduction to Education and admission to the Education Program.
|
| |
-
EDU 382 - Reading Teaching Techniques Semester Hours: 3
The interactive nature of reading and reading instruction, developmental stages of reading, reading strategies, and effective instructional techniques, including phonics are covered. Students learn to design, implement, and evaluate effective reading programs to meet a wide range of student needs for early childhood, elementary, and middle level students. Participants are expected to apply theory and research to classroom practice through a clinical experience in reading with a one-on-one tutoring experience of at least five (5) hours.
Pre-requisites: EDU 100 - Introduction to Education and admission to the Education Program.
|
| |
-
EDU 432 - Survey of the Exceptional Person Semester Hours: 3
A survey of developmental disorders and disabilities as they affect parents and families, students, and teachers of exceptional children. Emphasis on acquiring the knowledge and skills necessary to identify and evaluate children and youth with exceptional educational and psychological needs and talents while gaining familiarity with methods of assessing the biosocial, cognitive, psychological, emotional, and social process. Relates educational and psychological methods and approaches in special education to the most effective educational practices at the preschool, elementary, and secondary levels.
Pre-requisites: EDU 330 / PSY 330 - Human Growth and Development and junior standing.
|
| |
-
EDU 449 - Education Capstone Course (WI) Semester Hours: 3 (Writing-Intensive)
This course is designed to provide education students with the opportunity to draw upon the knowledge and skills attained through coursework and related experiences that have been integral to their previous educational preparation.
Pre-requisites: admission to the Education Program, GEN 112 - Composition II: Argumentation and Research , and senior standing.
|
| |
-
EDU 450 - Observation and Student Teaching for Early Childhood/Middle Childhood/Early Adolescence Level Teachers Semester Hours: 12
Students have an opportunity to teach classes under the supervision of both College faculty and a cooperating teacher from an area elementary/ middle school. Student teaching is a full-day, full-semester experience which follows the semester calendar of the cooperating school. The classroom teaching experience is supplemented by required seminar sessions addressing the development of the professional portfolio.
Pre-requisites: Two semesters prior to registering for student teaching, you must have a cumulative overall GPA of 3.0, acceptance into the Education Program, consent of the Director of Undergraduate Education Programs, completion of the Early Childhood/Middle Childhood/Early Adolescence Professional Sequence, completion of academic major and minor areas, a passing score on the relevant Praxis II content test, and completion of the application process for student teaching. Must be taken concurrently with EDU 470 - Seminar, Observation and Student Teaching .
|
| |
|
| |
-
EDU 724 - Teaching Methods in ESL Semester Hours: 3
This is one of the courses required for preparation for ESL certification. The first half of this course includes study and demonstration of general methods for teaching English as a Second Language. The second half includes study and demonstration of methods for teaching academic content to ESL students. Both sections focus on instructed language acquisition (early childhood through adolescence) and include assessment methods, curriculum development, and materials evaluation.
Pre-requisites: Admission to the Education Program or consent from the Program Director,ENG 380 / ENG 780 - The English Language , ESL 321 / ESL 721 - English Grammar , ESL 322 / ESL 722 - Second Language Acquisition and Applied Linguistics , and foreign language study.
|
English |
| |
-
ENG 112 - Exploring Literature Semester Hours: 3
The purpose of this course is to study literary works of writers and poets from any age, who, like any master story-teller, point to truths about ourselves and the world around us. An important aim of the course is an aesthetic one: the enjoyment of reading and talking about works of literature, during which students and teacher alike grow in their appreciation and insight.
Pre-requisites: GEN 110 - Composition I: Academic Writing
|
| |
-
ENG 200 - World Literature Semester Hours: 3
Selected masterpieces of literature from both the Western and non-Western traditions, excluding Anglo-American literature. Writers studied may include Homer, Moliére, Kafka, Ibsen and Garcia Márquez.
Pre-requisites: none.
|
| |
-
ENG 211 - Introduction to British Literature I Semester Hours: 3
Major writers and trends in British literature from the Anglo-Saxon period through the eighteenth century.
Pre-requisites: none.
|
| |
-
ENG 212 - Introduction to British Literature II Semester Hours: 3
Examines writers and movements from Romanticism through the present.
Pre-requisites: none.
|
| |
-
ENG 220 - Introduction to American Literature Semester Hours: 3
Examines how the idea of “America” was created, challenged, and sustained through the literature of the country’s greatest writers. This survey focuses on major authors—from colonial times to the postmodern era—and the themes that link these artists into a national literary tradition. It also explores how these writers’ “American dreams” continue to inform our culture.
Pre-requisites: none.
|
| |
-
ENG 225 - Multicultural American Literature Semester Hours: 3
Explores the contributions of African Americans, Native Americans, Asian Americans, and other cultural groups to the American literary tradition. The course also investigates how these writers challenge and inform our understanding of “culture” itself.
Pre-requisites: none.
|
| |
-
ENG 250 - Introduction to Women’s Literature Semester Hours: 3
Examines women’s writing from 1800 to the present. Focuses on representations of women in literature, challenges faced by women writers, and the development of a women’s literary tradition. Emphasis on developing skills needed for literary analysis. Authors studied may include Austen, Dickinson, Chopin, Woolf, Rich, and Morrison.
Pre-requisites: none.
|
| |
-
ENG 275 - The Art of Comics Semester Hours: 3
Comics are an art form—a medium for self-expression. The purpose of this class is to study that art form, to see how it works, and to put that knowledge into creative practice. By looking closely at more than 100 years of comics—from one-panel cartoons to award-winning graphic novels—we will analyze the basic structures, rules, and techniques of this powerful form of storytelling. Students will also learn about comic art by creating and analyzing their own cartoons and graphic narratives.
Pre-requisites: none.
|
| |
-
ENG 280 - Special Topics in Literature Semester Hours: 3
Exploration of a single topic, author, or theme in literature. Recent topics have included war literature, dramatic comedies, comics and graphic narratives, Native American women’s autobiographies, and Irish literature. Designed as an introductory course. May be taken more than once with different topics.
Pre-requisites: none.
|
| |
-
ENG 310 - British Literature: Renaissance and Restoration Semester Hours: 3
The culture and literature in Britain in a period of great economic and political upheaval as the society moved out of medievalism and into the modern world. Examines the work of writers such as Spenser, Marlowe, Shakespeare, Donne, Jonson, Webster, Herbert, Milton, and Restoration dramatists such as Congreve, Wycherley and Etherege.
Pre-requisites: one 200-level ENG course, junior standing, or consent.
|
| |
-
ENG 315 - British Literature: The Ages of Reason and Romanticism Semester Hours: 3
Covering the years from 1700 to 1832 in English literature—the Neoclassical, Augustan, and Romantic periods. Authors include Pope, Swift, Johnson, Defoe, Wordsworth, Coleridge, Blake, Byron, Shelley, Keats, and Austen.
Pre-requisites: one 200-level English (ENG) course, junior standing, or consent.
|
| |
-
ENG 323 - Nineteenth-Century American Literature (WI) Semester Hours: 3 (Writing Intensive)
Explores the era in which American writers declared their literary independence—the American Renaissance of 1835-1865. Highlights include Emerson, Melville, Hawthorne, Thoreau, Douglass, and Dickinson. The course examines how these writers and other artists conducted “experiments in American individualism” throughout this landmark century.
Pre-requisites: GEN 112 - Composition II: Argumentation and Research , as well as one 200-level ENG course, junior standing, or consent.
|
| |
-
ENG 324 - Twentieth-Century American Literature (WI) Semester Hours: 3 (Writing Intensive)
Studies the highpoints of American literary realism and modernism, from the turn of the century and the 1920s to the 1950s and beyond. We explore how writers in these vital periods confront the ideals of America by examining concepts of “the real.” The course emphasizes literary argument, but also connects literature to parallel movements in philosophy, painting, popular culture, and the nation at large.
Pre-requisites: GEN 112 - Composition II: Argumentation and Research , as well as one 200-level ENG course, junior standing, or consent.
|
| |
-
ENG 335 - British Literature: Victorian Period (WI) Semester Hours: 3 (Writing Intensive)
Emphasis on the influence of medical, political, and educational changes on concepts of British identity and culture in the Victorian Period. Major Victorian writers such as Dickens, the Bronte sisters, the Brownings, Stevenson, Collins, Arnold, and Tennyson.
Pre-requisites: GEN 112 - Composition II: Argumentation and Research , as well as one 200-level ENG course, junior standing, or consent.
|
| |
-
ENG 340 - Twentieth Century British Literature (WI) Semester Hours: 3 (Writing Intensive)
Focused study of critical, literary and historical developments in the twentieth century, specifically the rise of literary modernism and the fall of the British Empire. Explores ways that events of the twentieth-century challenge British notions of nation and complicate traditional themes and genres. Representative authors include Joyce, Woolf, Lawrence, Rhys, Yeats, and Beckett.
Pre-requisites: GEN 112 - Composition II: Argumentation and Research , as well as one 200-level ENG course, junior standing, or consent.
|
| |
-
ENG 370 - Shakespeare Semester Hours: 3
Shakespearean drama—representative comedies, histories, tragedies, and romances—within the cultural context of the late 1590s and 1600s. In addition to addressing such literary topics as genre, characterization, and theme, the instructor will approach the plays as scripts for performance. Films and attendance at a theatrical performance supplement the in-class discussion.
Pre-requisites: one 200- level ENG course, junior standing, or consent.
|
| |
-
ENG 380 - The English Language Semester Hours: 3
A general introduction to the field of linguistics, presenting a variety of topics from the history of the language to contemporary theories of grammar.
Pre-requisites: GEN 112 - Composition II: Argumentation and Research .
|
| |
-
ENG 420 - Major Author Seminar Semester Hours: 3
Students study one author in depth and conduct research on that author’s work. Students are expected to handle different critical approaches, express themselves orally in a seminar format, and evaluate a major writer in a literary-historical context.
Pre-requisites: one 200-level English (ENG) course, junior standing, or consent.
|
| |
-
ENG 430 - Chaucer Semester Hours: 3
An overview of Chaucer’s major works, including The Book of the Duchess, Troilus and Criseyde, and The Canterbury Tales. All are read in the original Middle English.
Pre-requisites: one 200-level English (ENG) course, junior standing, or consent.
|
| |
-
ENG 480 - Special Topics in English Semester Hours: 3
A seminar focusing on an individual genre (fiction, poetry, or drama) or author in a historical context or special problem in literary criticism. Students are expected to demonstrate an ability to handle different critical approaches, express themselves orally in a seminar format and evaluate major writers or movements.
Pre-requisites: one 200-level English (ENG) course, junior standing, or consent.
|
| |
-
ENG 499 - Literature and Theory (Capstone Course) Semester Hours: 3
Literary theory and literature studied in a seminar format with students researching, writing, and presenting a substantive paper to the class. The seminar generally focuses on a single literary genre or type of writing, and approaches that work with the tools that critics use in the study of literature, language, and culture.
Pre-requisites: completion of one 300-level English (ENG) course.
|
| |
-
ENG 780 - The English Language Semester Hours: 3
A general introduction to the field of linguistics, presenting a variety of topics from the history of the language to contemporary theories of grammar.
Pre-requisites: An undergraduate course in research writing.
|
English as a Second Language |
| |
-
ESL 321 - English Grammar Semester Hours: 3
An in-depth analysis of English grammar in preparation for teaching English as a Second Language. Topics to be studied include morphology, syntax, and contrastive analysis, as well as grammar teaching methods and error correction approaches.
Pre-requisites: GEN 112 - Composition II: Argumentation and Research .
|
| |
-
ESL 322 - Second Language Acquisition and Applied Linguistics Semester Hours: 3
A study of linguistics in preparation for teaching English as a Second Language. Topics include theories of first and second language acquisition, contrastive analysis, error analysis, discourse analysis, and ESL/bilingual education.
Pre-requisites: GEN 112 - Composition II: Argumentation and Research .
|
| |
-
ESL 324 - Teaching Methods in ESL Semester Hours: 3
Preparation for ESL certification. The first half of this course includes study and demonstration of general methods for teaching English as a Second Language; the second half includes study and demonstration of methods for teaching academic content to ESL students. Both sections focus on instructed language acquisition (early childhood through adolescence) and include assessment methods, curriculum development, and materials evaluation.
Pre-requisites: Admission to the Education Program, ENG 380 / ENG 780 - The English Language , ESL 321 / ESL 721 - English Grammar , ESL 322 / ESL 722 - Second Language Acquisition and Applied Linguistics , and foreign language study.
|
| |
-
ESL 721 - English Grammar Semester Hours: 3
An in-depth analysis of English grammar in preparation for teaching English as a Second Language. Topics to be studied include morphology, syntax, and contrastive analysis, as well as grammar teaching methods and error correction approaches.
Pre-requisites: An undergraduate course in research writing.
|
| |
-
ESL 722 - Second Language Acquisition and Applied Linguistics Semester Hours: 3
This course is a study of linguistics to prepare students for teaching English as a Second Language. Topics include theories of first and second language acquisition, contrastive analysis, error analysis, discourse analysis, and ESL/bilingual education.
Pre-requisites: An undergraduate course in research writing.
|
| |
-
ESL 724 - Teaching Methods in ESL Semester Hours: 3
This is one of the courses required for preparation for ESL certification. The first half of this course includes study and demonstration of general methods for teaching English as a Second Language. The second half includes study and demonstration of methods for teaching academic content to ESL students. Both sections focus on instructed language acquisition (early childhood through adolescence) and include assessment methods, curriculum development, and materials evaluation.
Pre-requisites: Admission to the Education Program or consent from the Program Director, ENG 380 / ENG 780 - The English Language , ESL 321 / ESL 721 - English Grammar , ESL 322 / ESL 722 - Second Language Acquisition and Applied Linguistics , and foreign language study.
|
General Studies |
| |
|
| |
-
GEN 101 - Reading Workshop Semester Hours: 3
Students enrolled in this course learn to adjust their reading rate (words/ minute) to their purpose. Regardless of how well they read before the course, they can expect their rate to increase dramatically-100 w.p.m. on the average-while comprehension also increases. Vocabulary improvement is heavily stressed; daily quizzes encourage active participation outside of class. Class time is devoted to individualized programs which assist students to learn to skim and scan, to recognize main ideas, to understand general principles, to read critically, to perceive organizational patterns, and to study more efficiently.
Pre-requisites: none.
|
| |
-
GEN 102 - Mathematics Workshop Semester Hours: 3
This course prepares students to take college-level mathematics courses. Its content ranges from basic arithmetic through basic algebra.
Pre-requisites: none.
|
| |
-
GEN 103 - College Success Workshop Semester Hours: 3
This course covers basic learning skills, especially study techniques, note-taking, time management, and test-taking strategies. Students are helped to develop perceptions, attitudes, and self-concepts that lead to academic success, and to increase the knowledge and personal skills necessary for making effective major and career choices. Students will participate in assessment, research, and activities designed to establish communication and inquiry skills that will aid in the exploration of course study and career alternatives.
Pre-requisites: conditional admission to Lakeland University.
|
| |
-
GEN 110 - Composition I: Academic Writing Semester Hours: 3
Composition I introduces students to common practices of academic writing, including summary, synthesis, and analysis. Through regular work with the writing process, students learn to compose well-supported, thesis-driven essays that avoid sentence-level errors.
Pre-requisites: ACT English score above 16 or completion of GEN 100 - College Writing Workshop . Students who score at or above 24 on the English portion of the ACT are exempted from GEN 110 Expository Writing.
|
| |
-
GEN 112 - Composition II: Argumentation and Research Semester Hours: 3
Through a series of assignments, including a lengthy college-level research paper, Composition II builds upon the skills developed in Composition I. Students learn how to construct logical arguments based on reliable evidence. Students develop proficiency with basic practices of research, including evaluating, integrating, and documenting source materials, narrowing a topic to a research question, and communicating results to different audiences.
Pre-requisites: ACT English score above 24 or SAT Verbal score 570 or above or completion of GEN 110 - Composition I: Academic Writing .
|
| |
-
GEN 134 - Humanities I Semester Hours: 3
Introduces, integrates, and places in historical context the literature, drama, philosophy, religion, music, painting, sculpture, and architecture of Mediterranean and European cultures until approximately 1400 A.D.
Pre-requisites: GEN 100 - College Writing Workshop and GEN 101 - Reading Workshop .
|
| |
|
| |
-
GEN 183 - Natural Science Semester Hours: 3
An introduction to the history, major discoveries, and the methods of the natural sciences. The intent of this course is to outline, not only what scientists know, but also how they learn. This course will provide the information to become scientifically literate and the ability to cope with the world of the future.
Pre-requisites: none.
|
General Studies Interdisciplinary Studies: Core Courses |
| |
-
GEN 130K - Core I: Knowing the Self Semester Hours: 3
The first level of the Critical Thinking Core uses the theme of self-discovery to integrate the course’s critical-thinking and skill-building goals. Students will be asked to wrestle with questions of identity, frame of reference, and life goals. They will also be introduced to the academic disciplines they will encounter through readings, discussions, and activities that pertain to the development of a self concept. They will begin working on the skills they will need to develop in their college careers as a means to the larger goal of developing a sense of personhood and identity. Emphasis will be placed on developing analytical skills in written and oral form, in both informal and formal formats.
Pre-requisites: none.
|
| |
-
GEN 310K - Core II: Exploring Vocation Semester Hours: 3
This course examines some of the diverse ways people have explored the question, “What should I do with my life?” in dialogue with their interests, values, goals, abilities, world view and social norms. Students are also invited to engage in their own vocational discernment utilizing critical reflection in conversation with the various resources and perspectives encountered in the course.
Pre-requisites: Core I, sophomore standing or above, and GEN 112 - Composition II: Argumentation and Research .
|
| |
-
GEN 311K - Core II: Ideas of Human Nature Semester Hours: 3
No question is more human than this: “What does it mean to be human?” And few questions have received a wider variety of conflicting and competing answers. This course looks at the topic of human nature through the lenses of various traditions and academic disciplines—including philosophy, sociology, the arts, evolutionary biology, economics, computer science, and psychology. Students are required to test these theories against contemporary issues, as well as their own knowledge and experience. In the process, they learn to question and to support claims about the central facts of the human condition.
Pre-requisites: Core I, sophomore standing or above, and GEN 112 - Composition II: Argumentation and Research .
|
| |
-
GEN 312K - Core II: Gender Studies: Biology, Culture, and Performance Semester Hours: 3
One of the central questions of the human condition is explored in this course: how does biological sex influence the performance and perception of gender and sexual identity? Students will analyze the biological and sociological debates about gender that have persisted throughout history and across cultures through a combination of class discussion, historical study, formal presentations, and written work. Texts are as diverse as the topic, covering formal gender theory, sociological research, biological and evolutionary arguments, personal narrative, art, literature, and film.
Pre-requisites: Core I, sophomore standing or above, and GEN 112 - Composition II: Argumentation and Research .
|
| |
-
GEN 325K - Core II: Love and Lust Semester Hours: 3
We live in a world that celebrates love, but sometimes condemns the feelings and actions that accompany this powerful emotion. This course examines ideas of romantic and erotic love from multiple disciplinary perspectives to explain what exactly love is, how it affects us, and the roles it plays in cultures worldwide. Our class texts will be both academic and popular, from science and philosophy to advertisements and romantic comedies. Overall, the class will try to do the one thing that many say one can never do with love: understand it.
Pre-requisites: Core I, sophomore standing or above, and GEN 112 - Composition II: Argumentation and Research .
|
| |
-
GEN 345K - Core II: Visions of the Afterlife Semester Hours: 3
This course will explore some of the diverse ways people have responded to the mystery of what becomes of human beings after they die. Focused attention will be given to various conceptions of life after death in different traditions and cultures. Drawing from a variety of fields such as anthropology, history, psychology, religion and science, the course will also examine explanations for the pervasiveness of the belief in life after death and different perspectives on the possibility of life after death. Students will be invited to consider how these various perspectives inform their own understanding of what, if anything, comes after their life here on earth.
Pre-requisites: Core I, sophomore standing or above, and GEN 112 - Composition II: Argumentation and Research .
|
| |
-
GEN 355K - Core II: Science, Non-Science, and Pseudoscience Semester Hours: 3
“Science, Non-Science, and Pseudoscience” presents the questions and status of science itself as one of these central questions-a question at least as old as the modern era and the rise of empiricism, materialism, and the scientific method. Since that time, science has become an inescapable part of life on the planet. We use it to make our lives easier, but we also use science as a way to understand our world and ourselves. Science has become a primary player in a war of ideas about who we are, how we should live, and what our purpose in life is.
Pre-requisites: Core I, sophomore standing or above, and GEN 112 - Composition II: Argumentation and Research .
|
| |
-
GEN 365K - Core II: Prejudice and Discrimination Semester Hours: 3
This course explores the etiology and effects of prejudice and discrimination from multiple perspectives. Anthropological, economic, historical, psychological, religious, sociobiological, and sociological approaches to understanding will be examined in addition to the depiction of prejudice and discrimination in literature and art. Topics may include well-recognized forms of prejudice and discrimination, such as racism, sexism, anti-Semitism, homophobia, the exploitation and domination of indigenous peoples, and less obvious forms such as ageism, sizeism, and classism. Students will critically evaluate the various approaches to understanding prejudice and the ramifications of discrimination.
Pre-requisites: Core I, sophomore standing or above, and GEN 112 - Composition II: Argumentation and Research .
|
| |
-
GEN 425K - Core III: Excellence and Innovation (WI) Semester Hours: 3 (Writing Intensive)
Students will study the potential of excellence and innovation to yield models of action which advance human endeavor. If excellence is understood as the set of values and goals which define what is beneficial for the individual and/or society and innovation is understood as the creative and practical means by which excellence is achieved, this course explores how excellence and innovation create solutions resulting in the enhancement of cultures in which students live and work.
Pre-requisites: Core II, junior standing or above, and GEN 112 - Composition II: Argumentation and Research .
|
| |
-
GEN 426K - Core III: The Digital Divide (WI) Semester Hours: 3 (Writing Intensive)
This discussion-based course looks at the role that technology plays in our lives, how it is developed, and who has access to it. The factors that impact how accessible technology is, how it is used, and how it impacts individuals and societies, if at all, will be examined through numerous disciplines. Students will develop plans for actions with regard to the development, availability, use, or possible impacts of technology as it relates to current issues.
Pre-requisites: Core II, junior standing or above, and GEN 112 - Composition II: Argumentation and Research .
|
| |
-
GEN 427K - Core III: The Global Child (WI) Semester Hours: 3 (Writing Intensive)
Children’s lives across the globe will be examined through multiple and varied lenses: the arts, literature, human rights and public policy, and the social and natural sciences. The identification of the differences and similarities in children’s lives throughout the world will enable a broad understanding of the status of children today. Globalization is influencing child development through the child rights’ movement and the reality of local geography, politics, and economics. Childhood itself will be defined, as well as its beginning and end. Aspects of children’s lives (e.g., eating, playing learning, working, sleeping, and their relationships) will be examined. Identification of factors that define healthy development, factors that contribute to risk, and factors that allow the strengthening of children’s resilience will be used to design and evaluate approaches and strategies to improve children’s lives
Pre-requisites: Core II, junior standing or above, and GEN 112 - Composition II: Argumentation and Research .
|
| |
-
GEN 442K - Core III: Global Health Issues (WI) Semester Hours: 3 (Writing Intensive)
This course is designed to provide a critical analysis of factors that affect personal and community health throughout the world. General topics may include health care funding, communicable and non-communicable disease, hunger and nutrition, mental health, drug use and abuse, and environmental health. Students will develop plans for future action.
Pre-requisites: Core II, junior standing or above, and GEN 112 - Composition II: Argumentation and Research .
|
| |
-
GEN 443K - Core III: Environment and Consumption (WI) Semester Hours: 3 (Writing Intensive)
This course invites students to explore a web of issues surrounding the relationship between the health of our natural environment and the consumption of goods and services by North Americans. Drawing from numerous disciplines, the course helps students investigate the impact of North American consumerism on ecosystems worldwide, the various rationales behind calls to adopt or reject environmental policies, and concrete solutions to what students identify as specific dimensions of the problem.
Pre-requisites: Core II, junior standing or above, and GEN 112 - Composition II: Argumentation and Research .
|
| |
-
GEN 445K - Core III: Global Conflict and Cooperation (WI) Semester Hours: 3 (Writing Intensive)
Through an examination of current global issues (population, human rights, conflict resolution, culture, etc.), this course explores the themes of global cooperation and planning for the future in a worldwide perspective. Group and individual research projects involve students in original work on selected, unresolved, world issues.
Pre-requisites: Core II, junior standing or above, and GEN 112 - Composition II: Argumentation and Research .
|
History |
| |
-
HIS 101 - World History I Semester Hours: 3
The geographic, social, cultural, ethnic, political, economic, intellectual, and creative history of the world’s people groups from human prehistory into the sixteenth century C.E.
Pre-requisites: none.
|
| |
Page: 1
| 2
| 3
| 4
|
|
|
|
Print this Page