1/29/2019 ENGL 221-GE: World Literature Core Curriculum Management Date Submied: 03/07/18 5:47 pm Viewing: ENGL 221-GE 221 : World Literature In Workflow 1. ENGL Department Last edit: 03/07/18 5:47 pm Head Changes proposed by: ciccolella 2. LA College Dean UG 3. CCC Preparer Contact(s) 4. CCC Chair 5. Faculty Senate Name E-mail Phone Preparer Federica Ciccolella [email protected] 979 703 6524 6. Faculty Senate 7. Provost II Course Prefix ENGL Course Number 221 8. President Academic Level UG 9. Curricular Services Complete Course Title World Literature Abbreviated Course WORLD LITERATURE Approval Path Title 1. 04/05/18 3:25 pm Maura Ives (m-ives): Crosslisted With MODL 221 Approved for ENGL Semester Credit 3 Department Head Hour(s) 2. 04/05/18 4:01 pm Steve Oberhelman (s- Proposal for: oberhelman): Approved Core Curriculum for LA College Dean UG How frequently will the 3. 05/16/18 1:34 pm class be offered? Barbara West (barbwest): Approved for CCC Preparer Number of class 2 4. 01/28/19 4:37 pm secons per semester Krisn Harper Number of students (kharper): Approved for per semester CCC Chair Historic annual enrollment for the last three years Last year: Previous year: Year before: Recerfy for Core Yes No Curriculum? Core curriculum Foundaonal Core Lang, Phil, Culture(KLPC) Component Area TCCN prefix/number Foundaonal Component Area: Lang, Phil, Culture How does the proposed course specifically address the Foundaonal Component Area definion above? Core Objecves: Crical Thinking (to include creave thinking, innovaon, inquiry, and analysis, evaluaon and synthesis of informaon): Communicaon (to include effecve development, interpretaon and expression of ideas through wrien, oral and visual communicaon): https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty%20Senate 1/3 1/29/2019 ENGL 221-GE: World Literature Social Responsibility (to include intercultural competence, knowledge of civic responsibility, and the ability to engage effecvely in regional, naonal, and global communies): Personal Responsibility (to include the ability to connect choices, acons and consequences to ethical decision - making): Addional Comments Approved for core? No Recerficaon for Foundaonal Component Area: Lang, Phil, Culture Describe how this course met the Foundaonal Component Area descripon for Language, Philosophy, and Culture. Courses in this category focus on how ideas, values, beliefs, and other aspects of culture express and affect human experience. Courses involve the exploraon of ideas that foster aesthec and intellectual creaon in order to understand the human condion across cultures. This course provided an introducon to and a survey of the canonical works of the Western literary tradion from the epics of Homer to the mock-epic novel of Cervantes, taking into account texts from other literatures. We considered the social and historical contexts that gave rise to these works, and compared and contrasted them with our own modern culture. The learning objecves as specified on the syllabus were: a) acquaintance with the major works of the Western literary canon from anquity to the Renaissance, as well as the core vocabulary and concepts of literary analysis; b) close examinaon of works that originated in other mes and places, in order to compare systems of values and modes of expression that are both like and unlike those of modern cultures; c) development of crical thinking and communicaon skills through wrien essays and class discussion; d) ability to analyze literary sources, and syntheze and communicate ideas interpreng literature clearly and persuasively. For one representave course secon (open to all majors, including a general populaon of students, not an Honors Secon) taught in the year prior to this recerficaon request: Describe how students Students were made aware of the curricular core objecves during the first week of classes. The instructor devoted the first are informed of the class explaining objecves and expectaons with the help of a powerpoint presentaon posted on the course's ecampus core objecves being website. addresses in this core curriculum course. Describe how the a) Crical Thinking Skills were enhanced through reading of literature, class discussion, and wring assignments concerning course fostered the analysis and interpretaon of the literary texts examined during the course. Students were given study quesons student development related to their assignments and class discussion consisted of confronng their observaons and ideas. related to each of the b) Communicaon Skills were promoted through small or large group discussion of major ideas and issues emerging from four core objecves. the texts examined during the course c) Social Responsibility was encouraged by providing students with opportunies to collaborate with classmates on projects involving wrien essays, as well as oral presentaons with audio-visual material d) Personal Responsibility was taught by encouraging students to use sources ethically, as well as respect backgrounds and opinions differing from their own Describe how student Assessment of all the four core objecves was based on wrien essays, parcipaon in class discussion, and a final project. learning of each During the semester, students were given five tests, each consisng of a quiz (ten mulple-choice quesons) based on class objecve was lectures and readings, and a short wrien essay based on issues emerging from class discussion. For the midterm exam, evaluated. students had to read a scholarly arcle on one of the topics examined in the course (specifically, the gods in Homer) and answer five quesons in the form of short essays. Four quesons were related to the arcle's contents and ideas, and one queson invited them to express their personal opinions. For the final project, students were able to choose between a wrien essay and a visual project on themes related to the course. As for the wrien essay, they were given the opportunity to choose among different formats (research paper, outline of class lecture, text for presentaon, journal arcle, creave work, etc.). Visual projects included powerpoint presentaons, videos, painngs, posters, etc. The raonale was to smulate students to elaborate on one or more topics covered by the course in a personal and creave way. All projects had to be previously approved by the instructor, who provided instrucons, basic informaon, and suggesons on approaches and methodology to follow. Teamwork was strongly encouraged. In the evaluaon of each assessment, I considered mainly: a) the noons acquired and the ability to elaborate on them by proposing original ideas and interpretaons b) the ability to communicate thoughts and ideas effecvely and correctly. Addional Comments For assessment of core objecves, from the same representave course secon used above, provide a sample of student work (a complete course set for the secon being used) that demonstrates the required core objecves from each student enrolled in that secon. https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty%20Senate 2/3 1/29/2019 ENGL 221-GE: World Literature Recerficaon date: Please ensure that the aached course syllabus sufficiently and specifically details the appropriate core objecves. Aach Course Syllabus ENGL-MODL221-2 rev.docx ENGL-MODL221-2 rev.pdf Reviewer Comments Key: 90 https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty%20Senate 3/3 ENGL/MODL 221, Sections 502: World Literature Fall 2017 ACAD 130, MWF 11:30 a.m. – 12:20 p.m. Course Description and Prerequisites This course provides an introduction to and a survey of the canonical works of the Western literary tradition from the epics of Homer to the mock-epic novel of Cervantes, taking into account texts from other literatures. We will consider the social and historical contexts that gave rise to these works, and compare and contrast them with our own modern culture. The course will have its website on ecampus.tamu.edu. Learning Objectives a) acquaintance with the major works of the Western literary canon from antiquity to the Renaissance, as well as the core vocabulary and concepts of literary analysis; b) close examination of works that originated in other times and places, in order to compare systems of values and modes of expression that are both like and unlike those of modern cultures; c) development of critical thinking and communication skills through written essays and class discussion; d) ability to analyze literary sources, and synthetize and communicate ideas interpreting literature clearly and persuasively. Core Curriculum Objectives a) Critical Thinking Skills will be enhanced through reading of literature, class discussion, oral presentations, and writing assignments concerning the analysis and interpretation of the literary texts examined during the course. b) Communication Skills will be promoted through small or large group discussion of major ideas and issues emerging from the texts examined during the course c) Teamwork will be encouraged by providing students with opportunities to collaborate with classmates on projects involving written essays, as well as oral presentations with audio-visual material d) Personal Responsibility will be taught by encouraging students to use sources ethically, as well as respect backgrounds and opinions differing from their own. Assessment Assessment of a), b), c), and d) will be based on written essays, presentations, and participation in class discussion. Instructor Information Dr. FEDERICA CICCOLELLA Phone: (o.) (979) 845 2124 (INTS dept. main office); (h.) (979) 703 6524 Email: [email protected] Office: ACAD 229B Office Hours: MW 12:30-1:30 pm, or by appointment Textbooks 1) The Iliad of Homer, transl. R. Lattimore, University of Chicago Press 2) The Odyssey of Homer, transl. by R. Lattimore, Harper Perennial 3) Sophocles, The Three Theban Plays, transl. by R. Fagles, Penguin Classics 4) Plato, Phaedrus, Penguin Classics 5) Virgil, Aeneid, transl. by R. Fagles, Penguin Classics 6) Chaucer, The Canterbury Tales, Penguin Classics 7) Dante Alighieri, The Divine Comedy, New American Library 8) Cervantes, Don Quixote, Penguin Classics or any other English translation in print or online. Other texts will be made available online on the ecampus course site.