Component Type	Contact Hours
Lecture	3.0

Enrollment Component	Per Semester	Per Section	Multiple Sections?	Comments
Lecture	90	30	Yes	no comment

SIS Program Code	Program Title	Required or Elective?
16ENGLBA	English BA	Elective
16ENGBA-16LLT	English BA-Literature	Elective
16ENGLBA-16ENGLCRW	English BA-Creative Writing	Elective
16ENGLBA-16ENGLFLM	English BA-Film	Elective
16ENGLBA-16ENGLLWR	English BA-Language, Writing, and Rhetoric	Elective
16ENGLBA-16ENGLTED	English BA-Teacher Education	Elective
16ENGLBA-16ENGLM	English BA-Minor	Elective

Catalog Description

A survey of English literature from 1660 to the present. Poetry, fiction, drama and intellectual prose by such central writers as Dryden, Pope, Swift, Johnson, Wollstonecraft, Wordsworth, Keats, Shelley, Bronte, Carlyle, Tennyson, Browning, Yeats, Woolf, Joyce and Eliot. Credit will not be given for both ENG 262 and ENG 251.

Justification for each revision:

GEP Humanities review

Does this course have a fee?

List amount and justification for fee:

Is this a GEP Course?

Yes

GEP Categories

Humanities

Humanities Open when gep_category = HUM

Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 1:
Obj. 1) Engage the human experience through the interpretation of culture.

Explain how Britain’s hopes and concerns as a rising world power are reflected in its literature.

Measure(s) for the above outcome(s): Describe the assessments that will be used to determine if students have achieved the outcome. Including a relevant example assignment/question/prompt is encouraged for clarity.

Measure, first paper assignment, second question:

[quote from Gulliver’s Travels, p.172]

In this book, evidently engaged with the idea of exploration and discovery of new lands and peoples, does Gulliver himself represent the modern colonizer? Is he more like those who are colonized by others? Is he both? Choose whatever you think makes the best evidence from any of the 4 voyages to make your case.

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 2:
Obj. 2): Become aware of the act of interpretation itself as a critical form of knowing in the humanities.

Analyze the key role of representation and figurative language in the ways British writers and poets imagined the world within their literature.

Measure: First paper assignment, first question:

Explain, by using whatever evidence in the story you find most persuasive, how Behn consistently represents Oroonoko as always internally divided, torn between differing and often conflicting peoples, races, genders, and cultural values. Does this repeated pattern of divisions in the story help to explain the peculiarly grisly and vivid detail in Behn’s depiction of Oroonoko’s death?

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 3:
Obj. 3) Make academic arguments about the human experience using reasons and evidence for supporting those reasons that are appropriate to the humanities.

Express literary interpretations in focused, coherent writing that draws upon evidence from class texts.

Measure: second paper assignment follows a draft/revision of draft process; second question
Second Paper Topics.
· Paper due as a draft at the start of class
· Revised paper due at the start of the final exam
· You are to pick only one of these questions and write a well-organized essay about it.
·
Option 2. What is the significance of those strange, echoing Marabar caves in the middle of the story in Forster’s A Passage to India? Develop an interpretation of the novel that considers the “Boum” of these caves (heard by Mrs. Moore, Dr. Aziz, and Adela) in relation to the rest of the story that unfolds both in and beyond the caves. Why is this odd sound at the center of the story?

Attach Additional GEP Information if applicable

Mathematical Sciences Open when gep_category = MATH

Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Mathematical Sciences Objective 1:
Obj. 1) Improve and refine mathematical problem-solving abilities.

List the Instructor's student learning outcomes that are relevant to the GEP Mathematical Sciences Objective 2:
Obj. 2) Develop logical reasoning skills.

Attach Additional GEP Information if applicable

Natural Sciences Open when gep_category = NATSCI

Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Natural Sciences Objective 1:
Obj.O 1) Use the methods and processes of science in testing hypotheses, solving problems and making decisions

List the Instructor's student learning outcomes that are relevant to the GEP Natural Sciences Objective 2:
Obj. 2) Make inferences from and articulate, scientific concepts, principles, laws, and theories, and apply this knowledge to problem solving.

Attach Additional GEP Information if applicable

Social Sciences Open when gep_category = SOCSCI

Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 1:
Obj. 1) Examine at least one of the following: human behavior, culture, mental processes, organizational processes, or institutional processes.

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 2:
Obj. 2) Demonstrate how social scientific methods may be applied to the study of human behavior, culture, mental processes, organizational processes, or institutional processes.

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 3:
Obj. 3) Use theories or concepts of the social sciences to analyze and explain theoretical and or real-world problems, including the underlying origins of such problems.

Attach Additional GEP Information if applicable

Interdisciplinary Perspectives Open when gep_category = INTERDISC

Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 1:
Obj. 1) Distinguish between the distinct approaches of two or more disciplines.

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 2:
Obj. 2) Identify and apply authentic connections between two or more disciplines.

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 3:
Obj. 3) Explore and synthesize the approaches or views of two or more disciplines.

To assist CUE in evaluating this course for inclusion on the Interdisciplinary Perspecitves list, please answer these additional questions.
1. Which disciplines will be synthesized, connected, and/or considered in this course?

2. How will the instructor present the material so that these disciplines are addressed in a way that allows the students "to integrate the multiple points of view into a cohesive understanding"?

Attach Additional GEP Information if applicable

Visual & Performing Arts Open when gep_category = VPA

Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 1:
Obj. 1) Deepen their understanding of aesthetic, cultural, and historical dimensions of artistic traditions.

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 2:
Obj. 2) Strengthen their ability to interpret and make critical judgements about the arts through the analysis of structure, form, and style of specific works.

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 3:
Obj. 3) Strengthen their ability to create, recreate, or evaluate art based upon techniques and standards appropriate to the genre.

Attach Additional GEP Information if applicable

Health and Exercise Studies Open when gep_category = HES

Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 1:
Obj. 1) Acquire the fundamentals of health-related fitness, encompassing cardio-respiratory and cardiovascular endurance, muscular strength and endurance, muscular flexibility and body composition.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 2:
Obj. 2) Apply knowledge of the fundamentals of health-related fitness toward developing, maintaining, and sustaining an active and healthy lifestyle.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 3:
Obj. 3) Acquire or enhance the basic motor skills and skill-related competencies, concepts, and strategies used in physical activities and sport.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 4:
Obj. 4) Gain a thorough working knowledge, appreciation, and understanding of the spirit and rules, history, safety, and etiquette of physical activities and sport.

Attach Additional GEP Information if applicable

Global Knowledge Open when gep_category = GLOBAL

Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 1:
Obj. 1) Identify and examine distinguishing characteristics, including ideas, values, images, cultural artifacts, economic structures, technological or scientific developments, and/or attitudes of people in a society or culture outside the United States.

Please complete at least 1 of the following student objectives.
List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 2:
Obj. 2) Compare these distinguishing characteristics between the non-U.S. society and at least one other society.

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 3:
Obj. 3) Explain how these distinguishing characteristics relate to their cultural and/or historical contexts in the non-U.S. society.

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 4:
Obj. 4) Explain how these disinguishing characteristics change in response to internal and external pressures on the non-U.S. society.

Attach Additional GEP Information if applicable

US Diversity Open when gep_category = USDIV

Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 1:
Obj. 1) Analyze how religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age identities are shaped by cultural and societal influences.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 2:
Obj. 2) Categorize and compare historical, social, political, and/or economic processes producing diversity, equality, and structured inequalities in the U.S.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 3:
Obj. 3) Interpret and evaluate social actions by religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups affecting equality and social justice in the U.S.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 4:
Obj. 4) Examine interactions between people from different religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups in the U.S.

Attach Additional GEP Information if applicable

Requisites and Scheduling

What percentage of the seats offered will be open to all students?

a. If seats are restricted, describe the restrictions being applied.

b. Is this restriction listed in the course catalog description for the course?

List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.

Credit will not be given for both ENG 262 and ENG 251.

List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)

Additional Information

Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.

Title and author of any required text or publications.

Morillo, John. Broadview Anthology of British Literature/ ENG 262: English LIterature II -- Beyond Britain Course Pack. ($21.95)
Forster, E.M. "A Passage to India." Harcourt Brace, 1984 . $18.40

Major topics to be covered and required readings including laboratory and studio topics.

The British Empire.
West Africa, Surinam (South America).
Aphra Behn, biography; "Oronoko, or the Royal Slave."
Holland, France.
Defoe, Daniel. "The True-Born Englishman."
Scotland, Wales.
Pittis, William. "The True-Born Englishman Answer'd."
Johnathan Swift, biography; "Gulliver's Travels."
Ireland, Japan, Australia.
Alexander Pope, biography; "Windsor-Forest."
Ireland, America, Canada.
Oliver Goldsmith, biography; "The Deserted Village," "The Rising Village."
Written Arguments.
Africa, the Carolinas.
Olaudah Equiano, biography; "Narrative of the Life."
The idea of Empire.
Anna Barbauld, biography; "Eighteen Hundred and Eleven."
Scotland, Turkey.
George Gordon (Lord Byron), biography; "The Giaour, A Turkish Tale."
Africa: Mouth of the Nile River, the Mediterranean Sea.
Felicia Hemans, biography; "Casabianca."
Persia/Iran, India.
Edward Fitzgerald, biography; "The Rubiyat of Omar Khayyam."
Ireland.
William Yeats, biography; "The Struggle for Irish Independence," "Easter 1916," "Nineteen Hundred and Nineteen."
India, Afghanistan.
Kipling, Rudyard. "The Man Who Would Be King."
E.M. Forster, biography; "A Passage to India."

List any required field trips, out of class activities, and/or guest speakers.

n/a

Consultation

Instructional Resources Statement

The instructor will teach this class as part of his normal teaching load.

Course Objectives/Goals

Student Learning Outcomes

Student Evaluation Methods

Topical Outline/Course Schedule

Syllabus

ENG_262_SyllabusA.docx

Additional Documentation

Additional Comments

Justification for this request

Completed Workflow

Approval Path

History

Viewing: ENG 262 / : English Literature II

Last approved: Wed, 16 Jan 2019 09:00:44 GMT

Last edit: Tue, 20 Nov 2018 18:53:33 GMT