GLENDON — CURRICULUM COMMITTEE NEW COURSE PROPOSAL
Date of submission: (dd/mm/yy) 30/10/17 Department or Program: (e.g. History) Economics Course number: (e.g. GL/HIST 2XXX 6.00) GL/ECON 4400 3.00 Course title: (The official name of the course as it will appear in the TOPICS IN ECONOMIC ORGANIZATION AND STRATEGY Undergraduate Calendar & on the Repository) Short course title: (Appears on any document where space is limited - e.g. transcripts TOPICS IN ECONOMIC ORGANIZATION AND STRATEGY and lecture schedules — max 40 characters) Language of instruction: English Academic term: (e.g. FALL 2012) Calendar description (40 words): The course description should be carefully written to convey what the course is about. For editorial consistency, and in consideration of the various uses of the Calendars, verbs should be in the present tense (i.e., "This course analyzes the nature and extent of...," rather than "This course will analyze...") This course presents to students a set of business case studies for analysis and reflection. The cases deal with managerial decision-making in situations that lead to either positive or negative outcomes for an organization.
Cross-listings: GL/ AP/ES/FA/HH/SC/
Prerequisites: GL/ECON2100 6.00 & GL/ECON2200 6.00 AP/ES/FA/HH/SC/ Corequisites: GL/ Integrated course: GS/ Course Credit Exclusions: GL/ AP/ES/FA/HH/SC/ Is this course required for the major/minor in the program, and/or in other programs? YES x NO The course fits into the following specific category regarding program requirements (e.g. for major/minor): YES x NO Course specific category: Brief course outline: Indicate how the course design supports students in achieving the learning objectives; the evaluation scheme; and, if course is integrated, indicate additional requirements for graduate students.
The course in economic organization and strategy is designed to assist students in understanding three themes: - the strategic organization of firms, - strategies firms employ to build and secure supply, and - strategies used to build and expand demand. The objective for students will be on building oral presentation and written skills. A case study for analysis is scheduled for each week. Students will do group presentations and as a final assignment, write a case study.
Is this a General Education course? (If yes, please attach rationale): YES x NO Department/Program approval for the course: Department/Program Name Signature Date Economics Vincent Hildebrand Signature received 30/10/17 Department/Program approval for Cross-listings/Course Credit Exclusions: Faculty & Department/Program Name Signature Date
Attached with submission: x Department Overview (Compulsory) x Library Statement (Compulsory)
Department Overview: TOPICS IN ECONOMIC ORGANIZATION AND STRATEGY will present to students a diverse set of business case studies. Students will be asked to draw lessons from the cases and, more particularly, to identify the kinds of organizational decision-making which leads to either positive or negative outcomes for the organization. Case studies are widely used in business education as a powerful inductive learning method. This course blends conceptual material from economics with “real life business examples” to further develop students’ research, writing and oral presentation skills in an experiential way. This course, thus, strengthens our curriculum in Business Economics in a manner consistent with the experiential education strategy of the University. It also responds to recommendations from the 2013 CPR to enhance opportunities offered to our students to improve their (business) writing skills.
1 TOPICS IN ECONOMIC ORGANIZATION AND STRATEGY
GOAL :
The aim of this course in economic organization and strategy is to provide students in their senior year with a course which will help to analyse and synthesize analytical concepts in economics and business.
The course material will include three units:
- The first is on the organization of a firm for its future by way of macroeconomic scanning tools such as strategic analysis and planning; accurate measurement of financial and non-financial performance; Political, Economic, Social, and Technological awareness (PEST analysis); and Professor Michael Porter’s 5-factor competitive analysis model. This unit will answer the question, “How do successful firms organize their planning?”
-The second unit will answer the question, “How do successful firms organize and secure their supply?” If a firm cannot provide quality supply to customers where and when consumers want it, it will not succeed in the markets. Thus, Wal-Mart and Amazon flourish while Bombardier and Target falter.
-The third unit will answer the question, “How do successful firms build Demand?” Firms which have been most successful in building demand have carefully developed new kinds of relationships with their customers. These are frequently based on the use of social media and personalized messages.
The course content will blend conceptual material from economics with case studies designed to teach key economic concepts in an experiential way.
TEXTS: A text entitled “Course Materials for Topics in Economic Organization and Strategy” will be made available to students which will include materials of an academic nature on the topics given below in “Detailed Course Outline”, as well as ten case studies.
EVALUATION: Evaluation will be based on the academic concepts explained and discussed in the course as well as on the case study content. A group Presentation on a case will be worth 20%, the mid-term will be worth 40%, and the remaining 40% will be graded on a case study which the student will write. This case study paper will be due during Week 11. The case study topic written by the student will be agreed to by a student and the Professor. Some ideas for such topics are “The State of the Canadian Automobile Industry,” “The Dispute between Boeing and Bombardier,” “Factors which explain the Closure of Sears Stores,” “Infrastructure Issues and Funding in Canada,” “Controversies over Canada’s Energy Resources Pipelines," “Why is Apple the leading Technology Company?” and “The Benefits and Costs of the Shared Economy.” Other topics suggested by a student will be considered.
Students will be expected to do reading from the text before each class, answer questions on the cases, and form groups to do an analysis of one of the case studies.
2
DETAILED COURSE OUTLINE:
Unit 1: EFFECTIVE ORGANIZATION OF A FIRM
Week 1 Introduction to the course. Slides and discussion of the case study method of learning using Chapter 1, Cawfield, Scott. “A Guide for Students to the Case Study Method of Learning,” published by Nelson Education, August, 2017
Week 2. Strategic Planning Successes in Organizations. Strategic planning exercises are a guide for action in many progressive firms. We will discuss: What is strategic planning? What are the methods which are employed in successful strategic planning exercises such as at WestJet? What are some of the pitfalls relating to overly-centralized planning? We will discuss an interesting case on a very innovative Canadian firm called “Successful Strategic Planning at WestJet Airlines in Canada.”
Week 3. Strategic Planning Failures in Organizations Some firms have lost demand for their product (eg for consumer cell phones) by not providing any resources to strategic planning exercises, especially macroeconomic scanning of the competition’s actions. How can the competition be measured by firms? We will discuss the reasons for neglect of competition by firms, its results, and discuss a case called “A Failure to do Strategic Planning at RIM/Blackberry.”
Unit 2: MICROECONOMIC STRATEGIES TO BUILD AND SECURE SUPPLY
Week 4 Effective Supply Chain Management Some firms, such as Wal-Mart and Amazon, have mastered techniques to ensure complete continuity of supply to their customers. Thus, consumers regard such firms as totally reliable, and their sales expand. How do they do this? How important is supply to firms? We will discuss what is required of firms to organize efficient supply chain management, and illustrate concepts through discussion of a case called “The Very Ordinary Superstar: Efficient and Effective Supply Chain Management at Wal-Mart.”
Week 5 Ineffective Supply Chain Management Some firms have created billions of dollars in losses by errors in supply chain management. We will discuss the reasons some firms have failed in this area, and a case study called “How to lose $2 Billion: Supply Chain Failures at Target Canada.”
Week 6 Mid-term exam (40%) on the first 5 lessons.
Week 7 Supply Issues at Toyota Motors Some firms have lost a major portion of their market share through poor relationships with stakeholders such as suppliers. Such is the case with Toyota Motors, once the “quality management” champion, but recently plagued with supply issues through which consumers lost confidence in the firm’s philosophy of “quality first”. We will discuss the need for effective relationships with stakeholders, and a case study entitled “Building a Reliable Supply Chain: Supply Issues at Toyota Motors.”
Week 8 The Causes and Results of Supply Chain Issues The Tim Hortons organization has been rocked by disputes and failures by management to do proper planning in recent years. These mistakes led directly to the Canadian company being sold to Burger King in 2014 and reorganized under “Restaurant Brand International” (owned by 3G Capital and Warren Buffet) with its partner being Burger King. In 2017, the Canadian franchisees have sued RBI over what they call intimidation by management, excessive cost-cutting, and fraudulent operations of an advertising fund We will discuss various dimensions of the operations of the Tim Hortons3 firm through a case called “The Results of the Acquisition of Tim Hortons by 3-G Capital.”
Unit 3: MICROECONOMIC STRATEGIES TO BUILD AND EXPAND DEMAND
Week 9 Demand Concepts: What explains the Demand curve for firms? What are Comparative Advantage & Competitive Advantage? ; Aspects of Porter’s 5 factor Model; What is proper Macroeconomic Scanning? ; We will discuss a case on “Building Demand for Green Food Products at the Loblaw’s Group.”
Week 10 Successful Building of Demand at Amazon & other E-Commerce Giants Firms such as Amazon and Zappos use successful and often unique marketing techniques to build demand for their products. They also use vast warehouses to prepare goods for shipment, and partner with complementary companies who do not have their e-commerce networks, but wish to work in a strategic alliance. We will discuss a case called “How to Build Demand through Personalization: The E-Commerce Success of Amazon and Zappos”
Week 11: A Struggle for Quick Service Restaurant Dominance In recent years, McDonalds and Tim Hortons in Canada have been locked in a competitive struggle for quick service restaurant dominance in Canada. This is a “game” with high consequences for both firms. We will discuss the business strategies used by each firm, and their relative success. We will discuss a case called “A Struggle for Comparative Advantage in the Quick Restaurant Service Industry.”
Week 12: The Demand for Urban Transportation Alternatives: Can an “Outsider” Firm solve the Urban Transportation Problem? Uber has proposed shared rides, market segmentation, and hostility toward regulators as their solution to the urban transportation problem. What are the dimensions of the urban transportation problem? What are Uber’s solutions? Can a firm consistently ignore the regulators? What are the effects for a firm which does this? An analysis of Uber’s benefits and costs. We will discuss a case called “Uber: An Analysis of the Costs and Benefits of a new Transportation Provider”
Library Statement: • There is no “outside” text requirement for this course. A text called “Course Readings for Topics in Economic Organization and Strategy” will be made ready and published. A copy will be put on reserve at the Frost Library.
Brief Statement of Purpose of the Course: • The goal of this course is to provide students in their senior year with a course which will assist them in analyzing and synthesizing concepts in economics and business.
4 GLENDON — CURRICULUM COMMITTEE NEW COURSE PROPOSAL
Date of submission: (dd/mm/yy) 30/10/2017 Department or Program: (e.g. History) English
Course number: (e.g. GL/HIST 2XXX 6.00) GL/EN 3331 3.00/6.00 Course title: (The official name of the course as it will appear in the Into the Fray: British Literature from the Romantic Undergraduate Calendar & on the Repository) Period Short course title: (Appears on any document where space is limited - e.g. transcripts and lecture schedules — max 40 characters) British Romantic Literature Language of instruction: EN Academic term: (e.g. FALL 2012) Fall 2018 Calendar description (40 words): The course description should be carefully written to convey what the course is about. For editorial consistency, and in consideration of the various uses of the Calendars, verbs should be in the present tense (i.e., "This course analyzes the nature and extent of...," rather than "This course will analyze...") This course focuses on British literary works from the Romantic Period (1770-1832), a period of literal and literary revolutions with writers actively engaging with real world issues. Topics under consideration include the role of the individual in society, the effects of technology, poverty, race relations, class, gender expectations, and the question of what “counts” as literature.
Cross-listings: GL/ AP/ES/FA/HH/SC/ Prerequisites: GL/ AP/ES/FA/HH/SC/ Corequisites: GL/ Integrated course: GS/ GL/EN 3322 3.00/6.00; GL/EN 3330 Course Credit Exclusions: AP/EN 3560 6.00 6.00; Is this course required for the major/minor in the program, and/or in other programs? YES X NO
The course fits into the following specific category regarding program requirements (e.g. for major/minor): X YES NO Course specific category: Literature 1660-1900 Brief course outline: Indicate how the course design supports students in achieving the learning objectives; the evaluation scheme; and, if course is integrated, indicate additional requirements for graduate students. This course focuses on British literary works from the Romantic Period (1770-1832). It is a period of literal and literary revolutions with writers actively engaging with real world issues which continue to resonate in our time—the role of the individual in society, the effects of technology, poverty, race relations, class, gender expectations, and the question of what “counts” as literature. Recognizing the prominence of poetry in the Romantic Period, works by both canonical and lesser-known poets such as Joanna Baillie, William Blake, George Gordon Byron, Samuel Taylor Coleridge, Felicia Hemans, Letitia Elizabeth Landon, Percy Bysshe Shelley, Charlotte Smith, and Dorothy and William Wordsworth will be studied. Attention will also be given to novelists including Jane Austen, Maria Edgeworth, Gregory Lewis, Walter Scott, and Ann Radcliffe; essayists like Edmund Burke, William Hazlitt, Richard Price, and Mary Wollstonecraft; and journalists like William Cobbett and Leigh Hunt. Evaluation includes classroom participation, an annotated bibliography, essay assignments, seminar presentations, and a final exam.
Is this a General Education course? (If yes, please attach rationale): YES X NO Department/Program approval for the course: Department/Program Name Signature Date English Department Igor Djordjevic Signature received October 2, 2017 Department/Program approval for Cross-listings/Course Credit Exclusions:
Faculty & Department/Program Name Signature Date LA&PS English Department Elizabeth Pentland (UPD) Signature received October 23, 2017 Attached with submission: X Department Overview (Compulsory)
Please see attached document (rational for Course-creation and Addition to the Program, expanded description with the evaluation for the 3.0/6.0 credits version of the course, and the bibliography).
X Library Statement (Compulsory) All the works listed in the provided bibliographies are currently available through the Libraries at York. As the Libraries actively collect scholarly monographs published within the subject areas of 18th century English literature, 19th century English literature, romanticism, love in literature, women and literature, literary history, English poetry, and other related areas, a strong variety of research materials will be available to students through our collections. The Libraries also offer access to a number of subject and multidisciplinary databases such as MLA International Bibliography, Arts and Humanities Citation Index, Literature Criticism Online, and Literature Online for the retrieval of journal literature in these areas. Frost Library will secure a copy of the Greenblatt (2018) anthology set listed in the supplied bibliographies when it becomes available for purchase in June 2018. The Libraries at York are in a strong position to support these new courses.5 GL/EN 3331 3.0/6.0: Into the Fray: British Literature from the Romantic Period
Departmental overview:
This course, along with its companion (GL/EN 3332 3.00/6.00 Down the Rabbit Hole: British Literature from the Victorian Period), is intended to revise and replace the Department’s “old” offerings in nineteenth-century British literature (GL/EN3322 and GL/EN3330). The division of the century into two coherent wholes, the “Romantic” and the “Victorian,” enables the program to cover two distinct and rich literary periods in greater depth and breadth, and introduces the students to the history of ideas in an age of revolution and accelerated social change through a heightened emphasis on the socio-cultural and political contexts informing the production and reception of the works. The course will typically be offered in a full-year format, but the emphasis on a single subfield of the nineteenth century does allow for a coherent delivery of the material (with an adjustment for depth and breadth of knowledge) even in the one-term format. The possibility of teaching the course as a 3.00 is a vital component of the redesigned English program in which a category can be satisfied by 3 credits, and it offers greater flexibility in departmental staffing in any year.
Expanded Course Description
This course focuses on British literary works from the Romantic Period (1770-1832). It is a period of literal and literary revolutions with writers actively engaging with real world issues which continue to resonate in our time—the role of the individual in society, the effects of technology, poverty, race relations, class, gender expectations, and the question of what “counts” as literature. Recognizing the prominence of poetry in the Romantic Period, works by both canonical and lesser-known poets such as Joanna Baillie, William Blake, George Gordon Byron, Samuel Taylor Coleridge, Felicia Hemans, Letitia Elizabeth Landon, Percy Bysshe Shelley, Charlotte Smith, and Dorothy and William Wordsworth will be studied. Attention will also be given to novelists including Jane Austen, Maria Edgeworth, Gregory Lewis, Walter Scott, and Ann Radcliffe; essayists like Edmund Burke, William Hazlitt, Richard Price, and Mary Wollstonecraft; and journalists such as William Cobbett and Leigh Hunt.
Evaluation and assessment includes classroom participation, annotated bibliography and essay assignments, seminar presentations, and a final examination.
Evaluation 3.0
Seminar presentation 15%; Annotated bibliography 15%; Essay 30%; Participation 15%; Final exam 25%
Evaluation 6.0
Fall seminar presentation 10%; Winter seminar presentation 10%; Fall annotated bibliography 10% Fall Essay 20%; Winter Essay 20%; Participation 10%; Final exam 20%
Required Texts
The Norton Anthology of English Literature. 10th ed. Vol. D and a selection of non-fiction prose and novels from, but not limited to, the following list: Austen, Jane. Emma or Pride and Prejudice or Northanger Abbey or Mansfield Park. Burke, Edmund, On Empire, Liberty and Reform or Reflections on the Revolution in France. Cobbett, William, Political Register or Rural Rides. Hazlitt, William, The Spirit of the Age or Lectures on the English Poets. Hunt, Leigh, The Examiner or The Reflector. Lewis, Matthew Gregory, The Monk. Price, Richard, A Discourse on the Love of Our Country. Radcliffe, Ann, The Mysteries of Udolpho or The Romance of the Forest. Scott, Walter, Ivanhoe or Waverley or Rob Boy. Wollstonecraft, Mary, Mary, A Fiction and A Vindication of the Rights of Woman.
6 GLENDON — CURRICULUM COMMITTEE NEW COURSE PROPOSAL
Date of submission: (dd/mm/yy) 30/10/2017 Department or Program: (e.g. History) English
Course number: (e.g. GL/HIST 2XXX 6.00) GL/EN 3332 3.00/6.00 Course title: (The official name of the course as it will appear in the Down the Rabbit Hole: British Literature from the Victorian Undergraduate Calendar & on the Repository) Period
Short course title: (Appears on any document where space is limited - e.g. British Victorian Literature transcripts and lecture schedules — max 40 characters) Language of instruction: EN Academic term: (e.g. FALL 2012) Fall 2018 Calendar description (40 words): The course description should be carefully written to convey what the course is about. For editorial consistency, and in consideration of the various uses of the Calendars, verbs should be in the present tense (i.e., "This course analyzes the nature and extent of...," rather than "This course will analyze...") This course focuses on British literary works from the Victorian Period (1832-1901); a period of vast and fast-paced social, cultural, and technological change. Topics under consideration include the effects of science and technology, changing social and political conditions, the Empire, class and race issues, and gender and sexuality anxieties.
Cross-listings: GL/ AP/ES/FA/HH/SC/ Prerequisites: GL/ AP/ES/FA/HH/SC/ Corequisites: GL/ Integrated course: GS/ GL/EN 3322 3.00/6.00; GL/EN 3330 Course Credit Exclusions: AP/EN 3550 6.00 6.00; Is this course required for the major/minor in the program, and/or in other programs? YES X NO
The course fits into the following specific category regarding program requirements (e.g. for major/minor): X YES NO Course specific category: Literature 1660-1900 Brief course outline: Indicate how the course design supports students in achieving the learning objectives; the evaluation scheme; and, if course is integrated, indicate additional requirements for graduate students. This course focuses on British literary works from the Victorian Period (1832-1901). It is a period of vast and fast-paced social, cultural, and technological change—positive and negative—which saw a dramatic rise in literacy rates. This expanding readership created new “markets” and triggered debates about the very nature of literature. The resulting atmosphere of anxiety and anticipation, confusion and clarity, was both disorienting and inspiring. Poets such as Emily Bronte, Elizabeth Barrett Browning, Robert Browning, Thomas Hardy, Rudyard Kipling, Christina Rossetti, Dante Gabriel Rossetti, Alfred Tennyson, and Oscar Wilde, and essayists including Matthew Arnold, Thomas Carlyle, John Stuart Mill, and John Ruskin offer a wide range of responses to these conditions. The novel, in its various manifestations—Bildungsroman, historical, regional, industrial, sensation, detective, fantasy, and science fiction—dominates in this period. Canonical and lesser-known novelists like Mary Elizabeth Braddon, Charlotte Bronte, Emily Bronte, Wilkie Collins, Charles Dickens, Benjamin Disraeli, Arthur Conan Doyle, George Eliot, Elizabeth Gaskell, George Gissing, Thomas Hardy, Robert Louis Stevenson, William Makepeace Thackeray, H. G. Wells, and Oscar Wilde will contribute the majority of our readings, with additional non-fiction prose and poetry texts. Evaluation and assessment includes classroom participation, annotated bibliography and essay assignments, seminar presentations, and a final examination. Is this a General Education course? (If yes, please attach rationale): YES X NO Department/Program approval for the course: Department/Program Name Signature Date English Department Igor Djordjevic Signature received October 2, 2017 Department/Program approval for Cross-listings/Course Credit Exclusions:
Faculty & Department/Program Name Signature Date LA&PS English Department Elizabeth Pentland (UPD) Signature received October 23, 2017 Attached with submission: X Department Overview (Compulsory)
Please see attached document (rational for Course-creation and Addition to the Program, expanded description with the evaluation for the 3.0/6.0 credits version of the course, and the bibliography).
X Library Statement (Compulsory) All the works listed in the provided bibliographies are currently available through the Libraries at York. As the Libraries actively collect scholarly monographs published within the subject areas of 18th century English literature, 19th century English literature, romanticism, love in literature, women and literature, literary history, English poetry, and other related areas, a strong variety of research materials will be available to students through our collections. The Libraries also offer access to a number of subject and multidisciplinary databases such as MLA International Bibliography, Arts and Humanities Citation Index, Literature Criticism Online, and Literature Online for the retrieval of journal literature in these areas. Frost Library will secure a copy of the Greenblatt (2018) anthology set listed in the supplied bibliographies when it becomes available for purchase in June 2018. The Libraries at York are in a strong position to support these new courses.7 GL/EN 3332 3.0/6.0: Down the Rabbit Hole: British Literature from the Victorian Period
Departmental overview:
This course, along with its companion (GL/EN 3331 3.00/6.00 Into the Fray: British Literature from the Romantic Period), is intended to revise and replace the Department’s “old” offerings in nineteenth-century British literature (GL/EN3322 and GL/EN3330). The division of the century into two coherent wholes, the “Romantic” and the “Victorian,” enables the program to cover two distinct and rich literary periods in greater depth and breadth, and introduces the students to the history of ideas in an age of revolution and accelerated social change through a heightened emphasis on the socio-cultural and political contexts informing the production and reception of the works. The course will typically be offered in a full-year format, but the emphasis on a single subfield of the nineteenth century does allow for a coherent delivery of the material (with an adjustment for depth and breadth of knowledge) even in the one-term format. The possibility of teaching the course as a 3.00 is a vital component of the redesigned English program in which a category can be satisfied by 3 credits, and it offers greater flexibility in departmental staffing in any year.
Expanded Course Description
This course focuses on British literary works from the Victorian Period (1832-1901). It is a period of vast and fast- paced social, cultural, and technological change—positive and negative—which saw a dramatic rise in literacy rates. This expanding readership created new “markets” and triggered debates about the very nature of literature. The resulting atmosphere of anxiety and anticipation, confusion and clarity, was both disorienting and inspiring. Poets such as Emily Bronte, Elizabeth Barrett Browning, Robert Browning, Thomas Hardy, Rudyard Kipling, Christina Rossetti, Dante Gabriel Rossetti, Alfred Tennyson, and Oscar Wilde, and essayists including Matthew Arnold, Thomas Carlyle, John Stuart Mill, and John Ruskin offer a wide range of responses to these conditions. The novel, in its various manifestations—Bildungsroman, historical, regional, industrial, sensation, detective, fantasy, and science fiction—dominates in this period. Canonical and lesser-known novelists like Mary Elizabeth Braddon, Charlotte Bronte, Emily Bronte, Wilkie Collins, Charles Dickens, Benjamin Disraeli, Arthur Conan Doyle, George Eliot, Elizabeth Gaskell, George Gissing, Thomas Hardy, Robert Louis Stevenson, William Makepeace Thackeray, H. G. Wells, and Oscar Wilde will contribute the majority of our readings, with additional non-fiction prose and poetry texts.
Evaluation and assessment includes classroom participation, annotated bibliography and essay assignments, seminar presentations, and a final examination.
Evaluation 3.0 Seminar presentation 15%; Annotated bibliography 15%; Essay 30%; Participation 15%; Final exam 25%
Evaluation 6.0 Fall seminar presentation 10%; Winter seminar presentation 10%; Fall annotated bibliography 10% Fall Essay 20%; Winter Essay 20%; Participation 10%; Final exam 20%
Required Texts
The Norton Anthology of English Literature. 10th ed. Vol. E and a selection of non-fiction prose and novels from, but not limited to, the following list: Braddon, Mary Elizabeth, Lady Audley’s Secret. Bronte, Charlotte, Jane Eyre. Bronte, Emily, Wuthering Heights. Collins, Wilkie, The Woman in White or The Moonstone. Dickens, Charles, Oliver Twist or David Copperfield or Bleak House or Great Expectations. Disraeli, Benjamin, Sybil. Doyle, Arthur Conan, The Adventures of Sherlock Holmes. Eliot, George, The Mill on the Floss or Middlemarch or Daniel Deronda. Gaskell, Elizabeth, Mary Barton and Cranford. Gissing, George, New Grub Street. Hardy, Thomas, The Mayor of Casterbridge or Tess of the D’Urbervilles or Jude the Obscure. Stevenson, Robert Louis, The Strange Case of Dr. Jekyll and Mr. Hyde. Thackeray, William Makepeace, Vanity Fair. Wells, H. G., The Time Machine or The Island of Dr. Moreau. Wilde, Oscar, The Picture of Dorian Gray. 8 GLENDON — CURRICULUM COMMITTEE NEW COURSE PROPOSAL
Date of submission: (dd/mm/yy) 30/10/2017 Department or Program: (e.g. History) English
Course number: (e.g. GL/HIST 2XXX 6.00) GL/EN 3471 3.00/6.00 Course title: (The official name of the course as it will appear in the Undergraduate Calendar & on the Repository) Contested Origins: American Literature to the Civil War Short course title: (Appears on any document where space is limited - e.g. transcripts and lecture schedules — max 40 characters) American Literature to the Civil War Language of instruction: EN Academic term: (e.g. FALL 2012) Fall 2018 Calendar description (40 words): The course description should be carefully written to convey what the course is about. For editorial consistency, and in consideration of the various uses of the Calendars, verbs should be in the present tense (i.e., "This course analyzes the nature and extent of...," rather than "This course will analyze...") This course surveys American literature from the beginnings of European settlement through to the end of the Civil War. Topics under consideration include first encounters; American exceptionalism/Puritan origins; racism, slavery, and the paradox of democracy; issues of national identity; and Manifest Destiny.
Cross-listings: GL/ AP/ES/FA/HH/SC/ Prerequisites: GL/ AP/ES/FA/HH/SC/ Corequisites: GL/ Integrated course: GS/
Course Credit Exclusions: GL/EN 3470 6.00 AP/EN 2230 6.0, AP/EN 3319 6.0, AP/EN 3320 6.0 Is this course required for the major/minor in the program, and/or in other programs? YES X NO
The course fits into the following specific category regarding program requirements (e.g. for major/minor): X YES NO Course specific category: Literature 1660-1900; Brief course outline: Indicate how the course design supports students in achieving the learning objectives; the evaluation scheme; and, if course is integrated, indicate additional requirements for graduate students. This course surveys American literature from the beginnings of European settlement through to the end of the Civil War. Designed to introduce students to a wide variety of both canonical and lesser-known writers, this course looks at the ways in which both literary production and culture in what is today the United States changed from the colonial period through to the early Republic and antebellum period. A range of texts are examined, such as discovery and exploration narratives, histories, political speeches, sermons, autobiographies, short stories, poems, non-fiction prose and novels. Discussions will consider a wide range of issues, such as first encounters; American exceptionalism/Puritan origins; racism, slavery, and the paradox of democracy; issues of national identity; and Manifest Destiny. This course traces the political, intellectual, and cultural histories of the United States in order to help students understand its contested values and rich literary traditions. Evaluation and assessment includes classroom participation, annotated bibliography and essay assignments, seminar presentations, and a final examination.
Is this a General Education course? (If yes, please attach rationale): YES X NO Department/Program approval for the course: Department/Program Name Signature Date English Department Igor Djordjevic Signature received October 2, 2017 Department/Program approval for Cross-listings/Course Credit Exclusions:
Faculty & Department/Program Name Signature Date LA&PS English Department Heather Campbell Signature received October 3, 2017 Attached with submission: X Department Overview (Compulsory)
Please see attached document (rationale for Course-creation and Addition to the Program, expanded description with the evaluation for the 3.0/6.0 credits version of the course and the bibliography).
X Library Statement (Compulsory)
The Libraries at York are in a strong position to support these new courses. Frost Library and Scott Library offer access to strong print and electronic collections in the area of American literature and will purchase a copy of the Levine (2017) anthology set listed in the supplied bibliographies. As the Libraries actively collect scholarly monographs published within the subject areas of 19th century American literature, 20th century American literature, African American literature, American prose literature, American poetry, American drama, and other related areas, a strong variety of research materials will be available to students through our collections. The Libraries also offer access to a number of subject and multidisciplinary databases such as MLA International Bibliography, Arts and Humanities Citation Index, Literature Criticism Online, and Literature Online for the retrieval of journal literature in these areas. 9 GL/EN 3471 3.0/6.0: Contested Origins: American Literature to the Civil War
Departmental overview:
This course, along with its companions (GL/EN 3472 3.00/6.00 Fractured Identities: American Literature from the Civil War to World War II; GL/EN 3473 3.00/6.00 Navigating Nationhood: American Literature Since World War II), is intended to revise and replace the Department’s “old” offering in American Literature (GL/EN 3470 6.00). The division of the long history of American literature from its colonial beginnings to the present into three coherent wholes enables the program to cover an extraordinarily rich national literature across the periods in greater depth and breadth, while introducing the students to the evolution of American national and cultural identity through a heightened emphasis on the socio-cultural and political contexts informing the production and reception of the literature. The course will typically be offered in a full-year format, but the emphasis on a historical period in each course does allow for a coherent delivery of the material (with an adjustment for depth and breadth of knowledge) even in the one-term format. The possibility of teaching the course as a 3.00 is a vital component of the redesigned English program in which a category can be satisfied by 3 credits, and it offers greater flexibility in departmental staffing in any year.
Expanded Course Description
This course surveys American literature from the beginnings of European settlement through to the end of the Civil War. Designed to introduce students to a wide variety of both canonical and lesser-known writers, this course looks at the ways in which both literary production and culture in what is today the United States changed from the colonial period through to the early Republic and antebellum period. A range of texts are examined, such as discovery and exploration narratives, histories, political speeches, sermons, autobiographies, short stories, poems, non-fiction prose and novels by such authors as James Fenimore Cooper, Ralph Waldo Emerson, Olaudah Equiano, Nathaniel Hawthorne, Elizabeth Oakes Smith, Harriet Beecher Stowe, Henry David Thoreau, and Mark Twain. Discussions will consider a wide range of issues, such as first encounters; American exceptionalism/Puritan origins; racism, slavery, and the paradox of democracy; issues of national identity; and Manifest Destiny. This course traces the political, intellectual, and cultural histories of the United States in order to help students understand its contested values and rich literary traditions. Evaluation and assessment includes classroom participation, annotated bibliography and essay assignments, seminar presentations, and a final examination.
Evaluation 3.0
Seminar presentation 15%; Annotated bibliography 15%; Essay 30%; Participation 15%; Final exam 25%
Evaluation 6.0
Fall seminar presentation 10%; Winter seminar presentation 10%; Fall annotated bibliography 10% Fall Essay 20%; Winter Essay 20%; Participation 10%; Final exam 20%
Required Texts
The Norton Anthology of American Literature. 9th ed. Vols. A-B and a selection of non-fiction prose and novels from, but not limited to, the following list: Cooper, James Fenimore, The Last of the Mohicans. Emerson, Ralph Waldo, Selected Writings. Equiano, Olaudah, The Interesting Narrative of the Life of Olaudah Equiano. Foster, Hannah Webster, The Coquette and The Boarding School. Hawthorne, Nathaniel, The Scarlett Letter. Poe, Edgar Allan, The Narrative of Arthur Gordon Pym of Nantucket. Smith, Elizabeth Oakes, The Western Captive and other Indian Stories. Stowe, Harriet Beecher, Uncle Tom’s Cabin. Thoreau, Henry David, Civil Disobedience. Twain, Mark, Pudd’nhead Wilson and Those Extraordinary10 Twins. GLENDON — CURRICULUM COMMITTEE NEW COURSE PROPOSAL
Date of submission: (dd/mm/yy) 30/10/2017 Department or Program: (e.g. History) English
Course number: (e.g. GL/HIST 2XXX 6.00) GL/EN 3472 3.00/6.00 Course title: (The official name of the course as it will appear in the Fractured Identities: American Literature from the Civil War Undergraduate Calendar & on the Repository) to World War II Short course title: (Appears on any document where space is limited - e.g. American Literature, Civil War - WWII transcripts and lecture schedules — max 40 characters) Language of instruction: EN Academic term: (e.g. FALL 2012) Fall 2018 Calendar description (40 words): The course description should be carefully written to convey what the course is about. For editorial consistency, and in consideration of the various uses of the Calendars, verbs should be in the present tense (i.e., "This course analyzes the nature and extent of...," rather than "This course will analyze...") This course surveys the diverse scope of American literature from the end of the Civil War to the brink of World War II, considering a wide range of issues such as the effects of modernization and urbanization on racial, ethnic, and gender relations; the question of national identity/identities; class structures; and the struggle to achieve literary and social diversity.
Cross-listings: GL/ AP/ES/FA/HH/SC/ Prerequisites: GL/ AP/ES/FA/HH/SC/ Corequisites: GL/ Integrated course: GS/
Course Credit Exclusions: GL/EN 3470 6.00 AP/EN 2230 6.0, AP/EN 3321 6.0, AP/EN 3322 6.0 Is this course required for the major/minor in the program, and/or in other programs? YES X NO
The course fits into the following specific category regarding program requirements (e.g. for major/minor): X YES NO Course specific category: Literature 1660-1900; 1900 to Present Brief course outline: Indicate how the course design supports students in achieving the learning objectives; the evaluation scheme; and, if course is integrated, indicate additional requirements for graduate students. This course surveys the diverse scope of American literature from the end of the Civil War to the brink of the Second World War. Designed to introduce students to a wide variety of both canonical and lesser-known writers of short stories, poems, and novels, this course looks at the ways in which both literary production and culture in the United States has changed from the Realism of the late nineteenth-century through to Modernism. Discussions will consider a wide range of issues such as the effects of modernization and urbanization on racial, ethnic, and gender relations; the question of national identity/identities; class structures; and the struggle to achieve literary and social diversity. This course traces the cultural histories of the United States in order to help students understand its contested values and rich literary traditions. Evaluation and assessment includes classroom participation, annotated bibliography and essay assignments, seminar presentations, and a final examination.
Is this a General Education course? (If yes, please attach rationale): YES X NO Department/Program approval for the course: Department/Program Name Signature Date English Department Igor Djordjevic Signature received October 2, 2017 Department/Program approval for Cross-listings/Course Credit Exclusions:
Faculty & Department/Program Name Signature Date LA&PS English Department Heather Campbell Signature received October 3, 2017 Attached with submission: X Department Overview (Compulsory)
Please see attached document (rationale for Course-creation and Addition to the Program, expanded description with the evaluation for the 3.0/6.0 credits version of the course, and the bibliography).
X Library Statement (Compulsory)
The Libraries at York are in a strong position to support these new courses. Frost Library and Scott Library offer access to strong print and electronic collections in the area of American literature and will purchase a copy of the Levine (2017) anthology set listed in the supplied bibliographies. As the Libraries actively collect scholarly monographs published within the subject areas of 19th century American literature, 20th century American literature, African American literature, American prose literature, American poetry, American drama, and other related areas, a strong variety of research materials will be available to students through our collections. The Libraries also offer access to a number of subject and multidisciplinary databases such as MLA International Bibliography, Arts and Humanities Citation Index, Literature Criticism Online, and Literature Online for the retrieval of journal literature in these areas. 11
GL/EN 3472 3.0/6.0: Fractured Identities: American Literature from the Civil War to World War II
Departmental overview:
This course, along with its companions (GL/EN 3471 3.00/6.00 Contested Origins: American Literature to the Civil War; GL/EN 3473 3.00/6.00 Navigating Nationhood: American Literature Since World War II), is intended to revise and replace the Department’s “old” offering in American Literature (GL/EN 3470 6.00). The division of the long history of American literature from its colonial beginnings to the present into three coherent wholes enables the program to cover an extraordinarily rich national literature across the periods in greater depth and breadth, while introducing the students to the evolution of American national and cultural identity through a heightened emphasis on the socio-cultural and political contexts informing the production and reception of the literature. The course will typically be offered in a full-year format, but the emphasis on a historical period in each course does allow for a coherent delivery of the material (with an adjustment for depth and breadth of knowledge) even in the one-term format. The possibility of teaching the course as a 3.00 is a vital component of the redesigned English program in which a category can be satisfied by 3 credits, and it offers greater flexibility in departmental staffing in any year.
Expanded Course Description
This course surveys the diverse scope of American literature from the end of the Civil War to the brink of the Second World War. Designed to introduce students to a wide variety of both canonical and lesser-known writers of short stories, poems, and novels, this course looks at the ways in which both literary production and culture in the United States has changed from the Realism of the late nineteenth-century through to Modernism. Discussions will consider a wide range of issues such as the effects of modernization and urbanization on racial, ethnic, and gender relations; the question of national identity/identities; class structures; and the struggle to achieve literary and social diversity. This course traces the cultural histories of the United States in order to help students understand its contested values and rich literary traditions. Evaluation and assessment includes classroom participation, annotated bibliography and essay assignments, seminar presentations, and a final examination.
Evaluation 3.0
Seminar presentation 15%; Annotated bibliography 15%; Essay 30%; Participation 15%; Final exam 25%
Evaluation 6.0
Fall seminar presentation 10%; Winter seminar presentation 10%; Fall annotated bibliography 10% Fall Essay 20%; Winter Essay 20%; Participation 10%; Final exam 20%
Required Texts
The Norton Anthology of American Literature. 9th ed. Vols. C-D and a selection of non-fiction prose and novels from, but not limited to, the following list: Alcott, Louisa May, Little Women. Anderson, Sherwood, Winesburg, Ohio. Buck, Pearl S., The Good Earth. Cather, Willa. O Pioneers! Or My Ántonia. Chopin, Kate, The Awakening. Crane, Stephen, The Red Badge of Courage. Dreiser, Theodore, Sister Carrie. Faulkner, William, The Sound and the Fury. Fitzgerald, F. Scott, The Great Gatsby. Gilman, Charlotte Perkins, Herland. Hemingway, Ernest, A Farewell to Arms. Hurston, Their Eyes Were Watching God. James, Henry, What Maisie Knew or The Aspern Papers. Larsen, Nella, Passing. Steinbeck, John, The Grapes of Wrath. Twain, Mark, The Adventures of Huckleberry Finn. Weldon, James Johnson, The Autobiography of an Ex-Colored Man. Wharton, Edith, The Custom of the Country or The Age of Innocence or Tales of Men and Ghosts Wright, Richard, Uncle Tom’s Children. 12 GLENDON — CURRICULUM COMMITTEE NEW COURSE PROPOSAL
Date of submission: (dd/mm/yy) 30/10/2017 Department or Program: (e.g. History) English
Course number: (e.g. GL/HIST 2XXX 6.00) GL/EN 3473 3.00/6.00 Course title: (The official name of the course as it will appear in the Navigating Nationhood: American Literature Since Undergraduate Calendar & on the Repository) World War II Short course title: (Appears on any document where space is limited - e.g. transcripts and lecture schedules — max 40 characters) American Literature Since World War II Language of instruction: EN Academic term: (e.g. FALL 2012) Fall 2018 Calendar description (40 words): The course description should be carefully written to convey what the course is about. For editorial consistency, and in consideration of the various uses of the Calendars, verbs should be in the present tense (i.e., "This course analyzes the nature and extent of...," rather than "This course will analyze...") This course examines American fiction from the Second World War to the present. Discussions will consider such themes such as family, home, cultural hybridity; the search for identity; the consequences of war; forms of social oppression; and the increasing technological saturation of American life.
Cross-listings: GL/ AP/ES/FA/HH/SC/ Prerequisites: GL/ AP/ES/FA/HH/SC/ Corequisites: GL/ Integrated course: GS/
Course Credit Exclusions: GL/EN 3470 6.00 AP/EN 3323 6.0 Is this course required for the major/minor in the program, and/or in other programs? YES X NO
The course fits into the following specific category regarding program requirements (e.g. for major/minor): X YES NO Course specific category: Literature 1900- Present Brief course outline: Indicate how the course design supports students in achieving the learning objectives; the evaluation scheme; and, if course is integrated, indicate additional requirements for graduate students. This course examines American fiction from the Second World War to the present. Our focus will be on questions of gender, race, and sexuality, which have emerged as key social topics both in contemporary American life and a wider globalizing world. For this reason, we examine writers of short stories, poems, and novels from a cross-section of racialized and gendered backgrounds. Discussions will consider such themes such as family, home, cultural hybridity, and the search for identity. We will also study writers who address the more negative aspects of contemporary American society by looking at the consequences of war; forms of social oppression; and the increasing technological saturation of American life. Evaluation and assessment includes classroom participation, annotated bibliography and essay assignments, seminar presentations, and a final examination.
Is this a General Education course? (If yes, please attach rationale): YES X NO Department/Program approval for the course: Department/Program Name Signature Date English Department Igor Djordjevic Signature received October 2, 2017 Department/Program approval for Cross-listings/Course Credit Exclusions:
Faculty & Department/Program Name Signature Date LA&PS English Department Heather Campbell Signature received October 3, 2017 Attached with submission: X Department Overview (Compulsory)
Please see attached document (rationale for Course-creation and Addition to the Program, expanded description with the evaluation for the 3.0/6.0 credits version of the course, and the bibliography).
X Library Statement (Compulsory)
The Libraries at York are in a strong position to support these new courses. Frost Library and Scott Library offer access to strong print and electronic collections in the area of American literature and will purchase a copy of the Levine (2017) anthology set listed in the supplied bibliographies. As the Libraries actively collect scholarly monographs published within the subject areas of 19th century American literature, 20th century American literature, African American literature, American prose literature, American poetry, American drama, and other related areas, a strong variety of research materials will be available to students through our collections. The Libraries also offer access to a number of subject and multidisciplinary databases such as MLA International Bibliography, Arts and Humanities Citation Index,13 Literature Criticism Online, and Literature Online for the retrieval of journal literature in these areas.
GL/EN 3473 3.0/6.0 Navigating Nationhood: American Literature Since World War II
Departmental overview:
This course, along with its companions (GL/EN 3471 3.00/6.00 Contested Origins: American Literature to the Civil War; GL/EN 3472 3.00/6.00 Fractured Identities: American Literature from the Civil War to World War II), is intended to revise and replace the Department’s “old” offering in American Literature (GL/EN 3470 6.00). The division of the long history of American literature from its colonial beginnings to the present into three coherent wholes enables the program to cover an extraordinarily rich national literature across the periods in greater depth and breadth, while introducing the students to the evolution of American national and cultural identity through a heightened emphasis on the socio-cultural and political contexts informing the production and reception of the literature. The course will typically be offered in a full-year format, but the emphasis on a historical period in each course does allow for a coherent delivery of the material (with an adjustment for depth and breadth of knowledge) even in the one-term format. The possibility of teaching the course as a 3.00 is a vital component of the redesigned English program in which a category can be satisfied by 3 credits, and it offers greater flexibility in departmental staffing in any year.
Expanded Course Description
This course examines American fiction from the Second World War to the present. Our focus will be on questions of gender, race, and sexuality, which have emerged as key social topics both in contemporary American life and a wider globalizing world. For this reason, we examine writers of short stories, poems, and novels from a cross-section of racialized and gendered backgrounds. Discussions will consider such themes such as family, home, cultural hybridity, and the search for identity. We will also study writers who address the more negative aspects of contemporary American society by looking at the consequences of war; forms of social oppression; and the increasing technological saturation of American life. Evaluation and assessment includes classroom participation, annotated bibliography and essay assignments, seminar presentations, and a final examination.
Evaluation 3.0
Seminar presentation 15%; Annotated bibliography 15%; Essay 30%; Participation 15%; Final exam 25%
Evaluation 6.0
Fall seminar presentation 10%; Winter seminar presentation 10%; Fall annotated bibliography 10% Fall Essay 20%; Winter Essay 20%; Participation 10%; Final exam 20%
Required Texts
The Norton Anthology of American Literature. 9th ed. Vol. E and a selection of novels from, but not limited to, the following list: Alexie, Sherman, The Lone Ranger and Tonto Fistfight in Heaven or War Dances. Antrim, Donald, The Emerald Light in the Air. Cisneros, Sandra, The House on Mango Street. Danticat, Edwidge, The Dew Breaker or Breath, Eyes, Memory. Delillo, Don, White Noise or Zero K. Diaz, Junot, Drown. Ellison, Ralph, Invisible Man. Franzen, Jonathan, Purity. Goodman, Allegra, The Chalk Artist. Holmes, A. M., May We Be Forgiven. Kerouac, Jack, On the Road. Kingston, Maxine Hong, The Woman Warrior. Lee, Harper, To Kill a Mockingbird. Momaday, Scott N., House Made of Dawn. Morrison, Toni, Paradise. Palahniuk, Chuck, Fight Club. Plath, Sylvia, The Bell Jar. Pynchon, Thomas, Bleeding Edge. Roth, Phillip, The Ghost Writer. Salinger, J.D., The Catcher in the Rye. Vonnegut, Kurt, Slaughterhouse-Five. Walker, Alice, The Temple of my Familiar or The Color Purple. Welty, Eudora, The Optimist’s Daughter or Delta Wedding. Wolfe, Tom, Back to Blood or The Bonfire of the Vanities. 14 GLENDON — CURRICULUM COMMITTEE NEW COURSE PROPOSAL
Date of submission: (dd/mm/yy) 30/10/2017 Department or Program: (e.g. History) English
Course number: (e.g. GL/HIST 2XXX 6.00) GL/EN 3365 6.00 Course title: (The official name of the course as it will appear in the Undergraduate Calendar & on the Repository) Transatlantic Modernisms Short course title: (Appears on any document where space is limited - e.g. transcripts and lecture schedules — max 40 characters) Transatlantic Modernisms Language of instruction: EN Academic term: (e.g. FALL 2012) Fall 2018 Calendar description (40 words): The course description should be carefully written to convey what the course is about. For editorial consistency, and in consideration of the various uses of the Calendars, verbs should be in the present tense (i.e., "This course analyzes the nature and extent of...," rather than "This course will analyze...") This course surveys a diverse body of literary works from the late nineteenth and early twentieth centuries that fall under the rubric of “modernism.” Taking a transnational approach, the course examines the production and dissemination of works by British, American, Irish, and Canadian authors, poets, and playwrights whose competing engagements with modernity have had enormous influence on subsequent generations of writers around the world.
Cross-listings: GL/ AP/ES/FA/HH/SC/ Prerequisites: GL/ AP/ES/FA/HH/SC/ Corequisites: GL/ Integrated course: GS/
Course Credit Exclusions: GL/EN 3360 6.00 AP/EN 3130 6.00/ AP/EN 3132 3.00 Is this course required for the major/minor in the program, and/or in other programs? YES X NO The course fits into the following specific category regarding program requirements (e.g. for major/minor): X YES NO Course specific category: Literature 1900- Present Brief course outline: Indicate how the course design supports students in achieving the learning objectives; the evaluation scheme; and, if course is integrated, indicate additional requirements for graduate students. This course surveys a diverse body of literary works from the late nineteenth and early twentieth centuries that fall under the rubric of “modernism.” Taking a transnational approach, the course examines the production and dissemination of works by British, American, Irish, and Canadian authors, poets, and playwrights whose competing engagements with modernity have had enormous influence on subsequent generations of writers around the world. The course also considers literary development within an interdisciplinary context, drawing on the history of visual art, advertising, music, architecture, psychoanalysis, and philosophy to explore the emergence of modern forms of expression. The bearing that concepts such as race, class and gender had on modernist writers is scrutinized alongside topics that include: the manifesto, the salon, the little review, the Harlem Renaissance, the Depression, and the World Wars. Evaluation and assessment are based on classroom participation, annotated bibliography and essay assignments, seminar presentations, and a final examination. Evaluation Fall seminar presentation 10%; Winter seminar presentation 10%; Fall annotated bibliograph 10%; Fall Essay 20%; Winter Essay 20%; Participation 10%; Final exam 20%
Is this a General Education course? (If yes, please attach rationale): YES X NO Department/Program approval for the course: Department/Program Name Signature Date English Department Igor Djordjevic Signature received October 2, 2017 Department/Program approval for Cross-listings/Course Credit Exclusions:
Faculty & Department/Program Name Signature Date LA&PS English Department Heather Campbell Signature received October 3, 2017 Attached with submission: X Department Overview (Compulsory) This course revises and replaces GL/EN 3360 6.0 Modern Literature in English. The revised interdisciplinary and transnational approach to Modernism in literature and the concept of “modernity” establishes this course as a crucial point of intersection among several national literatures in English, and prepares the way for the program’s transnational courses in contemporary literatures in English. X Library Statement (Compulsory) The Libraries at York are in a strong position to support these new courses. Frost Library and Scott Library offer access to strong print and electronic collections in the area of American literature and will purchase a copy of the Levine (2017) anthology set listed in the supplied bibliographies. As the Libraries actively collect scholarly monographs published within the subject areas of 19th century American literature, 20th century American literature, African American literature, American prose literature, American poetry, American drama, and other related areas, a strong variety of research materials will be available to students through our collections. The Libraries also offer access to a number of subject and multidisciplinary databases such as MLA International15 Bibliography, Arts and Humanities Citation Index, Literature Criticism Online, and Literature Online for the retrieval of journal literature in these areas. GL/EN 3365 6.0: Transatlantic Modernisms
Bibliography
Rainey, Lawrence, ed. Modernism: An Anthology. Blackwell, 2005. Ramazani, Jahan, et al., eds. The Norton Anthology of Modern and Contemporary Poetry. 3rd ed. Vol. 1 Trehearne, Brian. Canadian Poetry, 1920 to 1960. A selection of texts from, but not limited to, the following list: Anderson, Sherwood. Winesburg, Ohio Barnes, Djuna. Nightwood Bowen, Elizabeth. The Last September Brooker, Bertram. Think of the Earth Buchan, John. The 39 Steps Buckler, Ernest. The Mountain and the Valley Callaghan, Morley. Such Is My Beloved Conrad, Joseph. Heart of Darkness ---. Lord Jim ---. The Secret Agent Du Bois, WEB. The Souls of Black Folk Faulkner, William. As I Lay Dying ---. Go Down, Moses ---. The Sound and the Fury Fitzgerald, F Scott. The Great Gatsby ---. Tender Is the Night Ford, Ford Madox. The Good Soldier Forster, EM. Howards End ---. A Passage to India Garner, Hugh. Emily Robins Sharpe, ed. Hugh Garner’s Best Stories Grove, Frederick Philip. Settlers of the Marsh Hemingway, Ernest. For Whom the Bell Tolls ---. The Sun Also Rises Hurston, Zora Neale. Their Eyes Were Watching God Joyce, James. A Portrait of the Artist as a Young Man ---. Dubliners Knister, Raymond. White Narcissus Lawrence, DH. Sons and Lovers ---. Women in Love Ostenso, Martha. Wild Geese Ross, Sinclair. As for Me and My House Roy, Gabrielle. Tin Flute Smart, Elizabeth. By Grand Central Station I Sat Down and Wept Watson, Sheila. The Double Hook Waugh, Evelyn. A Handful of Dust Wilde, Oscar. The Picture of Dorian Gray Woolf, Virginia. Mrs Dalloway ---. To the Lighthouse ---. Orlando ---. The Waves
16 GLENDON — CURRICULUM COMMITTEE NEW COURSE PROPOSAL
Date of submission: (dd/mm/yy) 30/10/2017 Department or Program: (e.g. History) English Course number: (e.g. GL/HIST 2XXX 6.00) GL/EN 3940 3.00/6.00 Course title: (The official name of the course as it will appear in the From Contact to Confederation: Canadian Literatures Undergraduate Calendar & on the Repository) before World War I Short course title: (Appears on any document where space is limited - e.g. Canadian Literatures before World War I transcripts and lecture schedules — max 40 characters) Language of instruction: EN Academic term: (e.g. FALL 2012) Fall 2018 Calendar description (40 words): The course description should be carefully written to convey what the course is about. For editorial consistency, and in consideration of the various uses of the Calendars, verbs should be in the present tense (i.e., "This course analyzes the nature and extent of...," rather than "This course will analyze...") This course surveys literary production in Canada from the beginnings of European colonization to the First World War. Particular attention is paid to the contributions of Indigenous, regional, and women writers to the literary tradition in English Canada, and translated Francophone works are also examined to provide a comparative study of the literary tradition of Quebec. By covering a variety of texts from across the country, the course aims to provide students with a firm grounding in the historical development of literary cultures in Canada.
Cross-listings: GL/ CDNS 3940 3.00/6.00 AP/ES/FA/HH/SC/ Prerequisites: GL/ AP/ES/FA/HH/SC/ Corequisites: GL/ Integrated course: GS/
Course Credit Exclusions: GL/EN 2642 3.00/6.00 AP/EN 2220 6.0 Is this course required for the major/minor in the program, and/or in other programs? YES X NO The course fits into the following specific category regarding program requirements (e.g. for major/minor): X YES NO Course specific category: Literature 1660-1900; Canadian Literature Brief course outline: Indicate how the course design supports students in achieving the learning objectives; the evaluation scheme; and, if course is integrated, indicate additional requirements for graduate students. This course surveys literary production in Canada from the beginnings of European colonization to the First World War. The focus is on the major genres of the period and their historical and cultural contexts: exploration and settlement narratives, the romance, the long poem, Confederation poetry, and social realism. Particular attention is paid as well to the contributions of Indigenous, regional, and women writers to the literary tradition in English Canada, and translated Francophone works are also examined to provide a comparative study of the literary tradition of Quebec. By covering a variety of texts from across the country, the course aims to provide students with a firm grounding in the historical development of literary cultures in Canada. Evaluation and assessment includes classroom participation, annotated bibliography and essay assignments, seminar presentations, and a final examination. Is this a General Education course? (If yes, please attach rationale): YES X NO Department/Program approval for the course: Department/Program Name Signature Date English Department Igor Djordjevic Signature received October 2, 2017 Department/Program approval for Cross-listings/Course Credit Exclusions:
Faculty & Department/Program Name Signature Date LA&PS English Department Heather Campbell Signature Received October 3, 2017 Canadian Studies Program Colin Coates Signature Received October 16, 2017 Attached with submission: X Department Overview (Compulsory) Please see attached document (rationale for Course-creation and Addition to the Program, expanded description with the evaluation for the 3.0/6.0 credits version of the course, and the bibliography).
X Library Statement (Compulsory) Leslie Frost Library and Scott Library offer a variety of materials that will support the research needs of students in these new courses. The Libraries actively collect scholarly monographs published within the subject areas of Canadian literature, French- Canadian literature, Canadian short stories, Canadian fiction, Canadian authors, Canadian poetry, Canadian native literature, and other related areas. The Libraries also offer access to a number of subject and multidisciplinary databases such as MLA International Bibliography, Arts and Humanities Citation Index, Literature Criticism Online, and Literature Online for the retrieval of journal literature in these areas. The Libraries hold print or electronic copies of the greater majority of the resources listed in the bibliographies provided and will purchase copies of the Ozeki (2013) and Winter (2013) texts listed.
17 GL/EN 3940 3.0/6.0: From Contact to Confederation: Canadian Literatures before World War I
Departmental overview:
This course, along with its companions (GL/EN 3941 3.00/6.00 From Dominion to Domain Name: Twentieth-Century Canadian Literatures; GL/EN 3942 3.00/6.00 Postnational Perspectives: Contemporary Canadian Literatures), is intended to revise and replace the Department’s “old” survey in Canadian literature (GL/EN 2642 6.00) at the appropriate 3000-level for surveys of historical periods in national literatures. The division of the long history of Canadian literature from its colonial beginnings to the present into three coherent wholes enables the program to cover our rich national literature across the periods in greater depth and breadth, while introducing the students to the evolution of Canadian national and cultural identity through a heightened emphasis on the socio-cultural and political contexts informing the production and reception of the literature. The course will typically be offered in a full-year format, but the emphasis on a historical period in each course does allow for a coherent delivery of the material (with an adjustment for depth and breadth of knowledge) even in the one-term format. The possibility of teaching the course as a 3.00 is a vital component of the redesigned English program in which a category can be satisfied by 3 credits, and it offers greater flexibility in departmental staffing in any year.
Expanded Course Description
This course surveys literary production in Canada from the beginnings of European colonization to the First World War. The focus is on the major genres of the period and their historical and cultural contexts: exploration and settlement narratives, the romance, the long poem, Confederation poetry, and social realism. Particular attention is paid as well to the contributions of Indigenous, regional, and women writers to the literary tradition in English Canada, and translated Francophone works are also examined to provide a comparative study of the literary tradition of Quebec. By covering a variety of texts from across the country, the course aims to provide students with a firm grounding in the historical development of literary cultures in Canada. Evaluation and assessment includes classroom participation, annotated bibliography and essay assignments, seminar presentations, and a final examination.
Evaluation 3.0
Seminar presentation 15%; Annotated bibliography 15%; Essay 30%; Participation 15%; Final exam 25%
Evaluation 6.0
Fall seminar presentation 10%; Winter seminar presentation 10%; Fall annotated bibliography 10%; Fall Essay 20%; Winter Essay 20%; Participation 10%; Final exam 20%
Bibliography [Final Reading List to be taken from this comprehensive list]
Anthology
Sugars, Cynthia, and Laura Moss, eds. Canadian Literature in English: Texts and Contexts. Vol 1. Pearson Longman, 2009.
Novels
Brooke, Frances. The History of Emily Montague Connor, Ralph. Glengarry School Days De Mille, James. A Strange Manuscript Found in a Copper Cylinder Duncan, Sarah Jeanette. The Imperialist de Gaspé, Phillippe Aubert. Canadians of Old [Les anciens Canadiens] Gérin-Lajoie, Antoine. Jean Rivard Grainger, Martin Allerdale. Woodsmen of the West Haliburton, Thomas Chandler. The Clockmaker Hart, Julia Beckwith, St Ursula’s Convent, or The Nun of Canada Hémon, Louis. Maria Chapdelaine Kirby, William. The Golden Dog Leacock, Stephen. Sunshine Sketches of a Little Town Montgomery, L.M. Anne of Green Gables Moodie, Susanna. Roughing It in the Bush Parker, Gilbert. The Seats of the Mighty Richardson, John. Wacousta Roberts, Charles G.D. The Heart of the Ancient Wood Roberts, Theodore Goodridge. The Harbour Master ---. The Red Feathers. Seton, Ernest Thompson. Wild Animals I Have Known Traill, Catharine Parr. The Backwoods of Canada 18 GLENDON — CURRICULUM COMMITTEE NEW COURSE PROPOSAL
Date of submission: (dd/mm/yy) 30/10/2017 Department or Program: (e.g. History) English
Course number: (e.g. GL/HIST 2XXX 6.00) GL/EN 3941 3.00/6.00 Course title: (The official name of the course as it will appear in the From Dominion to Domain Name: Twentieth-Century Undergraduate Calendar & on the Repository) Canadian Literatures Short course title: (Appears on any document where space is limited - e.g. transcripts and lecture schedules — max 40 characters) Twentieth-Century Canadian Literatures Language of instruction: EN Academic term: (e.g. FALL 2012) Fall 2018 Calendar description (40 words): The course description should be carefully written to convey what the course is about. For editorial consistency, and in consideration of the various uses of the Calendars, verbs should be in the present tense (i.e., "This course analyzes the nature and extent of...," rather than "This course will analyze...") This course surveys literary production in Canada from the First World War to the late twentieth century. Particular attention is paid to the problems of canon-formation, transnational political issues, and the importance of Indigenous and multicultural works within the literary tradition in English Canada. Translated Francophone works are also examined to provide a comparative study of the literary tradition of Quebec. By covering a variety of texts from across the country, this course aims to provide students with a firm grounding in the historical development of literary cultures in Canada. Cross-listings: GL/CDNS 3941 3.00/6.00 AP/ES/FA/HH/SC/ Prerequisites: GL/ AP/ES/FA/HH/SC/ Corequisites: GL/ Integrated course: GS/
Course Credit Exclusions: GL/EN 2642 6.00 AP/EN 2220 6.00; AP/EN 3230 6.00 Is this course required for the major/minor in the program, and/or in other programs? YES X NO
The course fits into the following specific category regarding program requirements (e.g. for major/minor): X YES NO Course specific category: 1900 to Present; Canadian Literature Brief course outline: Indicate how the course design supports students in achieving the learning objectives; the evaluation scheme; and, if course is integrated, indicate additional requirements for graduate students. This course surveys literary production in Canada from the First World War to the late twentieth century. The focus is on the major genres of the period and their historical and cultural contexts: realism, modernism, the long poem, the short story, and postmodernism. Particular attention is paid as well to the problems of canon-formation, transnational political issues, and the centrality of Indigenous and multicultural works within the literary tradition in English Canada. Translated Francophone works are also examined to provide a comparative study of the literary tradition of Quebec. By covering a variety of texts from across the country, the course aims to provide students with a firm grounding in the historical development of literary cultures in Canada. Evaluation and assessment includes classroom participation, annotated bibliography and essay assignments, seminar presentations, and a final examination.
Is this a General Education course? (If yes, please attach rationale): YES X NO Department/Program approval for the course: Department/Program Name Signature Date English Department Igor Djordjevic Signature received October 2, 2017 Department/Program approval for Cross-listings/Course Credit Exclusions:
Faculty & Department/Program Name Signature Date LA&PS English Department Heather Campbell Signature received October 3, 2017 Canadian Studies Program Colin Coates Signature received October 16, 2017 Attached with submission: X Department Overview (Compulsory)
Please see attached document (rationale for Course-creation and Addition to the Program, expanded description with the evaluation for the 3.0/6.0 credits version of the course, and the bibliography). X Library Statement (Compulsory) Leslie Frost Library and Scott Library offer a variety of materials that will support the research needs of students in these new courses. The Libraries actively collect scholarly monographs published within the subject areas of Canadian literature, French- Canadian literature, Canadian short stories, Canadian fiction, Canadian authors, Canadian poetry, Canadian native literature, and other related areas. The Libraries also offer access to a number of subject and multidisciplinary databases such as MLA International Bibliography, Arts and Humanities Citation Index, Literature Criticism Online, and Literature Online for the retrieval of journal literature in these areas. The Libraries hold print or electronic copies of the greater majority of the resources listed in the bibliographies provided and will purchase copies of the Ozeki (2013) and Winter (2013) texts listed. 19 GL/EN 3941 3.0/6.0: From Dominion to Domain Name: Twentieth-Century Canadian Literatures
Departmental overview:
This course, along with its companions (GL/EN 3940 3.00/6.00 From Contact to Confederation: Canadian Literatures before World War I; GL/EN 3942 3.00/6.00 Postnational Perspectives: Contemporary Canadian Literatures), is intended to revise and replace the Department’s “old” survey in Canadian literature (GL/EN 2642 6.00) at the appropriate 3000- level for surveys of historical periods in national literatures. The division of the long history of Canadian literature from its colonial beginnings to the present into three coherent wholes enables the program to cover our rich national literature across the periods in greater depth and breadth, while introducing the students to the evolution of Canadian national and cultural identity through a heightened emphasis on the socio-cultural and political contexts informing the production and reception of the literature. The course will typically be offered in a full-year format, but the emphasis on a historical period in each course does allow for a coherent delivery of the material (with an adjustment for depth and breadth of knowledge) even in the one-term format. The possibility of teaching the course as a 3.00 is a vital component of the redesigned English program in which a category can be satisfied by 3 credits, and it offers greater flexibility in departmental staffing in any year.
Calendar Description
This course surveys literary production in Canada from the First World War to the late twentieth century. Particular attention is paid to the problems of canon-formation, transnational political issues, and the importance of Indigenous and multicultural works within the literary tradition in English Canada. Translated Francophone works are also examined to provide a comparative study of the literary tradition of Quebec. By covering a variety of texts from across the country, this course aims to provide students with a firm grounding in the historical development of literary cultures in Canada.
Expanded Course Description
This course surveys literary production in Canada from the First World War to the late twentieth century. The focus is on the major genres of the period and their historical and cultural contexts: realism, modernism, the long poem, the short story, and postmodernism. Particular attention is paid as well to the problems of canon-formation, transnational political issues, and the centrality of Indigenous and multicultural works within the literary tradition in English Canada. Translated Francophone works are also examined to provide a comparative study of the literary tradition of Quebec. By covering a variety of texts from across the country, the course aims to provide students with a firm grounding in the historical development of literary cultures in Canada. Evaluation and assessment includes classroom participation, annotated bibliography and essay assignments, seminar presentations, and a final examination.
Evaluation 3.0
Seminar presentation 15%; Annotated bibliography 15%; Essay 30%; Participation 15%; Final exam 25%
Evaluation 6.0
Fall seminar presentation 10%; Winter seminar presentation 10%; Fall annotated bibliography 10% Fall Essay 20%; Winter Essay 20%; Participation 10%; Final exam 20%
Bibliography [Final Reading List to be taken from this comprehensive list]
Anthology
Sugars, Cynthia, and Laura Moss, eds. Canadian Literature in English: Texts and Contexts. Vol 2. Pearson Longman, 2009.
Fiction
Aquin, Herbert. Next Episode [Prochain épisode] Atwood, Margaret. The Edible Woman ---. Surfacing ---. Cat’s Eye ---. The Robber Bride ---. The Handmaid’s Tale 20 ---. Alias Grace ---. Bodily Harm ---. Wilderness Tips Beauchemin, Yves. The Alley Cat [Le matou] Bergen, David. The Time in Between Blais, Marie-Claire. A Season in the Life of Emmanuel [Une Saison dans la vie d’Emmanuel] Bodsworth, Fred. The Last of the Curlews Brossard, Nicole. Mauve Desert [Le desert mauve] Buckler, Ernest. The Mountain and the Valley Callaghan, Morley. Such Is My Beloved Carrier, Roch. La Guerre, Yes Sir! Choy, Wayson. The Jade Peony Clarke, Austin. The Meeting Point ---. The Polished Hoe Clarke, George Elliott. Wylah Falls Cohen, Leonard. Beautiful Losers Coupland, Douglas. Generation X Davies, Robertson. Fifth Business Engel, Marian. Bear Ferron, Jacques. Tales from the Uncertain Country and Other Stories [Contes du pays incertain] Findley, Timothy. Not Wanted on the Voyage ---. The Wars Gallant, Mavis. The Selected Stories of Mavis Gallant Garner, Hugh. Cabbagetown ---. Storm Below Grove, Frederick Philip. Settlers of the Marsh Hébert, Anne. Kamouraska Highway, Tomson. Kiss of the Fur Queen Hiebert, Paul. Sarah Binks Hood, Hugh. White Figure, White Ground King, Thomas. Green Grass, Running Water Kogawa, Joy. Obasan Knister, Raymond. White Narcissus Kroetsch, Robert. The Studhorse Man Laurence, Margaret. A Bird in the House ---. The Diviners ---. A Jest of God ---. The Stone Angel Lee, Sky, Disappearing Moon Café Laferrière, Dany. How to Make Love to a Negro Without Getting Tired [Comment faire l’amour avec un negre sans se fatiguer] MacLennan, Hugh. Barometer Rising ---. Two Solitudes MacLeod, Alistair. The Lost Salt Gift of Blood Maracle, Lee. Ravensong Marlatt, Daphne. Ana Historic Mistry, Rohinton. Such a Long Journey ---. Tales from Firozsha Baag Mootoo, Shani. Cereus Blooms at Midnight Mowat, Farley. Never Cry Wolf Munro, Alice. Alice Munro’s Best: A Selection of Stories ---. Dance of the Happy Shades ---. Dear Life ---. Friend of My Youth ---. Hateship, Friendship Courtship, Loveship, Marriage21 ---. Lives of Girls and Women ---. Love of a Good Woman ---. The Moons of Jupiter ---. No Love Lost ---. Open Secrets ---. The Progress of Love ---. Runaway ---. Something I’ve Been Meaning to Tell You ---. Too Much Happiness ---. The View From Castle Rock ---. Who Do You Think You Are? O’Hagan, Howard. Tay John Ondaatje, Michael. The English Patient ---. In the Skin of a Lion Ostenso, Martha. Wild Geese Quarrington, Paul. Whale Music Ricci, Nino. Lives of the Saints Richler, Mordecai. The Apprenticeship of Duddy Kravitz ---. Barney’s Version ---. Solomon Gursky Was Here ---. St. Urbain’s Horsman Ringuet. Thirty Acres [Trente arpents] Robinson, Eden. Monkey Beach ---. Trap Lines Ross, Sinclair. As For Me and My House Roy, Gabrielle. Tin Flute Rule, Jane. Desert of the Heart Salvadurai, Shyam. Funny Boy Smart, Elizabeth. By Grand Central Station I Sat Down and Wept Sullivan, Alan. The Great Divide Symons, Scott. Place d’Armes Urquhart, Jane. Away ---. The Whirlpool Vanderhaege, Guy. The Englishman’s Boy ---. Man Descending Watson, Sheila. The Double Hook Wiebe, Rudy. The Scorched Wood People ---. The Temptations of Big Bear Wilson, Ethel. Swamp Angel Wiseman, Adele. Crackpot Young, Phyllis. The Torontonians
22 GLENDON — CURRICULUM COMMITTEE NEW COURSE PROPOSAL
Date of submission: (dd/mm/yy) 30/10/2017 Department or Program: (e.g. History) English Course number: (e.g. GL/HIST 2XXX 6.00) GL/EN 3942 3.00/6.00 Course title: (The official name of the course as it will appear in the Postnational Perspectives: Contemporary Canadian Undergraduate Calendar & on the Repository) Literatures Short course title: (Appears on any document where space is limited - e.g. transcripts and lecture schedules — max 40 characters) Contemporary Canadian Literatures Language of instruction: EN Academic term: (e.g. FALL 2012) Summer 2018 Calendar description (40 words): The course description should be carefully written to convey what the course is about. For editorial consistency, and in consideration of the various uses of the Calendars, verbs should be in the present tense (i.e., "This course analyzes the nature and extent of...," rather than "This course will analyze...") This course examines recent Canadian fiction, poetry, and drama, from the late twentieth century to the present. While course themes vary from year to year, issues of globalization, cultural diversity, and national reconciliation are closely examined. As well, translated Francophone works are also included to provide a comparative study of the literary tradition of Quebec. By covering a variety of texts from across the country, the course aims to establish current trends in literary production in Canada.
Cross-listings: GL/CDNS 3942 3.00/6.00 AP/ES/FA/HH/SC/ Prerequisites: GL/ AP/ES/FA/HH/SC/ Corequisites: GL/ Integrated course: GS/
Course Credit Exclusions: GL/EN 2642 6.00; GL/EN 4450 6.00 AP/ Is this course required for the major/minor in the program, and/or in other programs? YES X NO The course fits into the following specific category regarding program requirements (e.g. for major/minor): X YES NO Course specific category: 1900 to Present; Canadian Literature Brief course outline: Indicate how the course design supports students in achieving the learning objectives; the evaluation scheme; and, if course is integrated, indicate additional requirements for graduate students. This course examines recent Canadian fiction, poetry, and drama, from the late twentieth century to the present. By connecting contemporary literary texts with postwar and contemporary critical theory, this course aims to chart the development of post-canonical, cosmopolitan literary cultures in Canada. While course themes vary from year to year, issues of globalization, cultural diversity, and national reconciliation are closely examined. As well, translated Francophone works are also included to provide a comparative study of the literary tradition of Quebec. By covering a variety of texts from across the country, the course aims to establish current trends in literary production in Canada. Evaluation and assessment includes classroom participation, annotated bibliography and essay assignments, seminar presentations, and a final examination. Is this a General Education course? (If yes, please attach rationale): YES X NO Department/Program approval for the course: Department/Program Name Signature Date English Department Igor Djordjevic Signature received October 2, 2017 Department/Program approval for Cross-listings/Course Credit Exclusions:
Faculty & Department/Program Name Signature Date Canadian Studies Program Colin Coates Signature Received October 16, 2017 Attached with submission: X Department Overview (Compulsory)
Please see attached document (rationale for Course-creation and Addition to the Program, expanded description with the evaluation for the 3.0/6.0 credits version of the course, and the bibliography).
X Library Statement (Compulsory) Leslie Frost Library and Scott Library offer a variety of materials that will support the research needs of students in these new courses. The Libraries actively collect scholarly monographs published within the subject areas of Canadian literature, French- Canadian literature, Canadian short stories, Canadian fiction, Canadian authors, Canadian poetry, Canadian native literature, and other related areas. The Libraries also offer access to a number of subject and multidisciplinary databases such as MLA International Bibliography, Arts and Humanities Citation Index, Literature Criticism Online, and Literature Online for the retrieval of journal literature in these areas. The Libraries hold print or electronic copies of the greater majority of the resources listed in the bibliographies provided and will purchase copies of the Ozeki (2013)23 and Winter (2013) texts listed. GL/EN 3942 3.0/6.0 Postnational Perspectives: Contemporary Canadian Literatures
Departmental overview:
This course, along with its companions (GL/EN 3940 3.00/6.00 From Contact to Confederation: Canadian Literatures before World War I; GL/EN 3941 3.00/6.00 From Dominion to Domain Name: Twentieth-Century Canadian Literatures), is intended to revise and replace the Department’s “old” surveys in Canadian literature (GL/EN 2642 6.00 and GL/EN 4450 6.00) at the appropriate 3000-level for surveys of historical periods in national literatures. The division of the long history of Canadian literature from its colonial beginnings to the present into three coherent wholes enables the program to cover our rich national literature across the periods in greater depth and breadth, while introducing the students to the evolution of Canadian national and cultural identity through a heightened emphasis on the socio-cultural and political contexts informing the production and reception of the literature. The course will typically be offered in a full-year format, but the emphasis on a historical period in each course does allow for a coherent delivery of the material (with an adjustment for depth and breadth of knowledge) even in the one-term format. The possibility of teaching the course as a 3.00 is a vital component of the redesigned English program in which a category can be satisfied by 3 credits, and it offers greater flexibility in departmental staffing in any year.
Expanded Course Description
This course examines recent Canadian fiction, poetry, and drama, from the late twentieth century to the present. By connecting contemporary literary texts with postwar and contemporary critical theory, this course aims to chart the development of post-canonical, cosmopolitan literary cultures in Canada. While course themes vary from year to year, issues of globalization, cultural diversity, and national reconciliation are closely examined. As well, translated Francophone works are also included to provide a comparative study of the literary tradition of Quebec. By covering a variety of texts from across the country, the course aims to establish current trends in literary production in Canada. Evaluation and assessment includes classroom participation, annotated bibliography and essay assignments, seminar presentations, and a final examination.
Evaluation 3.0
Seminar presentation 15%; Annotated bibliography 15%; Essay 30%; Participation 15% Final exam 25%
Evaluation 6.0
Fall seminar presentation 10%; Winter seminar presentation 10%; Fall annotated bibliography 10% Fall Essay 20%; Winter Essay 20%; Participation 10%; Final exam 20%
Bibliography [Final Reading List to be taken from this comprehensive list]
Theory
Barfoot, CC, and Theo D’hean. Shades of Empire Beran, Carol L. Contemporary Canadian Fiction Berger, Carl. The Writing of Canadian History: Aspects of English Canadian Historical Writing Since 1900 Cho, Lily. Eating Chinese: Culture on the Menu in Small Town Canada Davey, Frank. Canadian Literary Power ---. Post-National Arguments: The Politics of the Anglophone-Canadian Novel Since 1967 Dickinson, Peter. Here Is Queer: Nationalisms, Sexualities, and the Literatures of Canada Dobson, Kit. Transnational Canadas: Anglo-Canadian Literature and Globalization Dragland, Stan. The Bees of the Invisible: Essays in Contemporary English Canadian Writing Fee, Margery. Literary Land Claims: The “Indian Land Question” from Pontiac’s War to Attawapiskat Fiamengo, Janice. Home Ground and Foreign Territory: Essays on Early Canadian Literature Grubisic, Brett Josef, and Andrea Cabajsky. National Plots: Historical Fiction and Changing Ideas of Canada Helms, Gabriele. Challenging Canada: Dialogism and Narrative Techniques in Canadian Novels Howells, Coral Ann. Where Are the Voices Coming From?: Canadian Culture an the Legacies of History 24 Hulan, Renée. Canadian Historical Writing: Reading the Remains Hutcheon, Linda. The Canadian Postmodern: A Study of Contemporary English-Canadian Fiction Jaumain, Serge, and Marc Maufort. The Guises of Canadian Diversity: New European Perspecrtives Jones, Manina. That Art of Difference: Documentary Collage and English-Canadian Writing Kamboureli, Smaro, and Roy Miki. Trans.Can.lit: Resituating the Study of Canadian Literature Kerzer, Jonathan. Worrying the Nation: Imagining a National Literature in English Canada McCall, Sophie, Christine Kim, and Melina Baum Singer. Cultural Grammars of Nation, Diaspora, and Indigeneity in Canada McKenzie, Stephanie. Before the Country: Native Renaissance, Canadian Mythology Siemerling, Winfried, and Sarah Phillips Casteel. Canada and Its Americas: Transnational Navigations Stacey, Robert David. Re: Reading the Postmodern: Canadian Literature and Criticism After Modernism Staines, David. Beyond the Provinces: Literary Canada at Century’s End ---. The Cambridge Companion to Alice Munro Sugars, Cynthia. Unhomely Statesl Theorizing English-Canadian Postcolonialism Wesseling, Elizabeth. Writing History as a Prophet: Postmodernist Innovations of the Historical Novel Wyile, Herb. Anne of Tim Hortons: Globalization and the Reshaping of Atlantic Canadian Literature ---. Speculative Fictions: Contemporary Canadian Novelists and the Writing of History Fiction
Adamson, Gil. The Outlander Anderson-Dargatz, Gail. The Cure for Death by Lightning Atwood, Margaret. The Blind Assassin ---. The MaddAddam Trilogy ---. Moral Disorder ---. Stone Mattress Badami, Anita Rau. The Hero’s Walk Baldwin, Shauna Singh. What the Body Remembers Brand, Dionne. What We All Long For Brown, Chester. Louis Riel Boyden, Joseph, The Orenda ---. Three Day Road ---. Through Black Spruce Carson, Anne. Autobiography of Red Catton, Eleanor. The Luminaries Clarke, George Elliott. George and Rue Coady, Lynn. The Antagonist ---. Hellgoing Cohen, Matt. Elizabeth and After Courtemanche, Gil. A Sunday at the Pool in Kigali [Un dimanche à la piscine à Kigali] Crummy, Michael. Galore ---. The River Thieves Cumyn, Alan. Burridge Unbound ---. The Sojourn DeWitt, Patrick. The Sisters Brothers ---. Undermajordomo Minor Edugyan, Esi. Half-Blood Blues Ferguson, Will. 419 Francis, Brian. Fruit Goto, Hiromi. Chorus of Mushrooms 25 ---. The Kappa Child Govier, Katherine. Creation Gowdy, Barbara. The White Bone ---. The Romantic ---. We So Seldom Look on Love Grant, Jessica. Come Thou, Tortoise Hage, Rawi. DeNero’s Game Hay, Elizabeth. Late Nights on Air Helm, Michael. Cities of Refuge Helwig, Maggie. Girls Fall Down Hill, Lawrence. The Book of Negroes Hopkinson, Nalo. Brown Girl in the Ring Itani, Frances. Deafening Johnston, Wayne. The Colony of Unrequited Dreams King, Thomas. The Back of the Turtle ---. Truth and Bright Water Lawson, Mary. Crow Lake Lemire, Jeff. Essex County Lyon, Annabel. The Golden Mean MacDonald, Ann-Marie. As the Crow Flies ---. Fall on Your Knees MacIntyre, Linden. The Bishop’s Man Maharaj, Rabindranath. The Amazing Absorbing Boy Major, Kevin. New Under the Sun ---. No Man’s Land Mandel, Emily St. John. Station Eleven Martel, Yann. The High Mountains of Portugal ---. Life of Pi McKay, Ami. The Birth House Michaels, Anne. Fugitive Pieces Moore, Lisa. Alligator ---. February Nawaz, Saleema. Bone and Bread Ondaatje, Michael. The Cat’s Table O’Malley, Bryan Lee. Scott Pilgrim’s Precious Little Life O’Neill, Heather. Lullabies for Little Criminals Ozeki, Ruth. A Tale for the Time Being Pyper, Andrew. The Wildfire Season Redhill, Michael. Consolation Richards, David Adams. Mercy Among the Children Shields, Carol. Larry’s Party ---. The Stone Diaries ---. Unless Smith, Russell. Muriella Pent ---. Noise Soucy, Gaéten. The Little Girl Who Was Too Fond of Matches [La Petite Fille qui aimait trop les allumettes] Tamaki, Mariko, and Jillian Tamaki. Skim Thien, Madeleine. Certainty Thúy, Kim. Ru Toews, Miriam. A Complicated Kindness Urquhart, Jane. The Stone Carvers Vassanji, MG. The Book of Secrets ---. The In-Between World of Vikram Lall 26 Wagamese, Richard. Indian Horse ---. Medicine Walk Whittall, Zoe. Holding Still for as Long as Possible Winter, Kathleen. Annabel Winter, Michael. The Architects Are Here ---. The Big Why ---. The Death of Donna Whalen ---. Minister Without Portfolio ---. This All Happened Wright, Richard B. Clara Callan York, Alyssa. Effigy ---. Fauna
27 GLENDON — CURRICULUM COMMITTEE NEW COURSE PROPOSAL
Date of submission: (dd/mm/yy) October, 2017 Department or Program: (e.g. History) History Course number: (e.g. GL/HIST 2XXX 6.00) GL/HIST 4250 3.00 EN Course title: (The official name of the course as it will appear in the Cultural Encounters in Early Modern Europe, 1492 Undergraduate Calendar & on the Repository) Short course title: (Appears on any document where space is limited - e.g. Cultural Encounters transcripts and lecture schedules — max 40 characters) Language of instruction: English Academic term: (e.g. FALL 2012) Fall 2017 Calendar description (40 words): The course description should be carefully written to convey what the course is about. For editorial consistency, and in consideration of the various uses of the Calendars, verbs should be in the present tense (i.e., "This course analyzes the nature and extent of...," rather than "This course will analyze...") This seminar course examines European society’s first contact with the world beyond the Mediterranean, a crucial sustained moment in the cultural transformation of Europe, Africa, and the Americas. The course considers questions of power, perception, and understanding in that long cultural encounter.
Cross -listings: GL/HUMA AP/ES/FA/HH/SC/
Prerequisites: GL/ AP/ES/FA/HH/SC/ Corequisites: GL/ Integrated course: GS/ Course Credit Exclusions: GL/ AP/ES/FA/HH/SC/ Is this course required for the major/minor in the program, and/or in other programs? YES X NO
The course fits into the following specific category regarding program requirements (e.g. for major/minor): YES X NO Course specific category: Brief course outline: Indicate how the course design supports students in achieving the learning objectives; the evaluation scheme; and, if course is integrated, indicate additional requirements for graduate students. The course design concentrates on speaking skills, primary source textual analysis, and reading, research, and interpretive skills necessary for the major paper. Participation (40%)-The seminar is discussion-intensive. Its success depends on each student being prepared and engaged each
week. In addition to general participation in discussion and debate, each student will present a portion of one week’s reading, assessing its major arguments/significance and relating it to the accompanying readings. Research paper (40%)-The primary written requirement for the seminar is a research paper of 15 pages. The research paper can address any of a broad range of cultural encounters, from Marco Polo’s voyages to China, Jesuit missions to China and Japan, the Crusades, the Ottoman Middle East, Islamic north Africa, as well as European internal cultural encounters, most notably between inquisitors and heretics, witches, and other adherents of unorthodox beliefs. Research presentation (20%)-The course concludes with a mini-conference of student presentations in which each student presents his or her research to the class. Schedule and length of presentation to be determined.
Is this a General Education course? (If yes, please attach rationale): YES *****NO Department/Program approval for the course: Department/Program Name Signature Date History Mark Jurdjevic Signature received October 19, 2017 Department/Program approval for Cross-listings/Course Credit Exclusions: Faculty & Department/Program Name Signature Date
Attached with submission: X Department Overview (Compulsory) X Library Statement (Compulsory) Department Overview: I created this course in an effort to enhance our offerings in early modern European history, the field I was hired to teach. I teach upper-level courses on the Renaissance, Reformation, and on Machiavelli, but do not yet have a course on the books that addresses the first contact between Europe and the New World and the colonial regimes that followed. I regularly taught such a course at the University of Ottawa and would like to begin teaching a similar course here. The course examines the literature generated by European contact with the New World, from Columbus’ first letter to Enlightenment exoticism in the eighteenth century.
28 GLENDON — COMITÉ DES PROGRAMMES NOUVEAU COURS
Date de soumission: (jour/mois/année) 25 octobre 2017 Département ou programme: (par exemple: Histoire) Histoire Numéro du cours: (par exemple: GL/HIST 2XXX 6.00) GL/HIST 4617 3.00 Titre du cours: (le titre officiel du cours figurant dans l’annuaire de La France à l’ère de la décolonisation l’université et dans la base des données des cours) Titre abrégé: (Ce titre apparaîtra sur les documents où l’espace est limité, La France à l’ère de la décolonisation par exemple: bulletin de notes ou horaire des cours — maximum 40 caractères) Langue d’enseignement: Français Offert à partir de: (par exemple: Automne 2012) Hiver 2019 Description de l’annuaire (40 mots): La description du cours doit clairement présenter son contenu. Cette description apparaîtra dans l’annuaire. Pour la cohérence des descriptions de cours dans toute l’université, veuillez utiliser le présent (par exemple: « Ce cours analyse la nature et la mesure de ... » et non « Ce cours analysera ... »). Ce séminaire sur l’histoire de la France et de son empire, de la Seconde Guerre mondiale à 1968, étudie les facteurs internes et externes du processus de décolonisation et situe l’exemple français dans le cadre général des expériences impériales. Coinscrit avec: GL/ILST 4617 3.00 AP/ES/FA/HH/SC/
Prérequis: GL/ AP/ES/FA/HH/SC/ Corequis: GL/ Cours intégré: GS/ Cours incompatible(s): GL/ AP/ES/FA/HH/SC/ Le cours est-il obligatoire pour la spécialisation (majeure ou mineure) dans le programme ou dans d’autres programmes? OUI NON Ce cours s’inscrit dans la catégorie spécifique suivante en regard des exigences du programme (ex. pour la majeure/mineure) : OUI NON Synopsis abrégé: Veuillez indiquer (1) comment le contenu de ce cours aidera les étudiants à atteindre les objectifs d’apprentissages; (2) l’échelle d’évaluation et (3) les exigences additionnelles pour les étudiants aux cycles supérieurs, dans le cas d’un cours intégré. Ce séminaire étudie la phase finale du colonialisme et des ambitions impériales de la France durant les années 1945-1968. Cette expérience se situe dans le contexte de la sortie de la Seconde Guerre mondiale alors que la France doit faire face à ses fractures internes et au moment où tous les autres impérialismes européens sont remis en cause. Cette période historique est le cadre d’un vaste processus de décolonisation touchant les colonies et les protectorats au Moyen-Orient, en Asie, en Afrique du Nord et subsaharienne. Les étudiant·es travailleront les questions de politique française et internationale, les notions de légitimité et de violence, les luttes anticoloniales dans la longue durée et le nouvel ordre mondial qui en résulte. Les étudiant·es examineront comment la France a été transformée par ce processus aux dimensions multiples à l’aide de documents fondateurs et en utilisant des approches variées du complexe impérial au 20e siècle. La recherche actuelle inclut des sources et des interprétations provenant de la France, de ses anciennes colonies, ainsi que de nombreux chercheurs du monde anglophone. Ces éléments répondront à l’objectif de l’examen critique des sources historiques. Les travaux et la recherche dirigés permettront aux étudiant·es de développer des projets individuels et d’adapter chacun des segments en vue d’une analyse approfondie. Les exigences du cours combinent les aspects théoriques et la recherche pratique. Les étudiant·es présenteront les résultats de leurs recherches en classe.
Journal de lecture (textes et approches) : 25%. Bibliographie de recherche annotée et ébauche de plan (10%) suivies du travail de recherche (25%) soumis en portfolio (le plan initial corrigé est soumis à nouveau avec le travail final). Session d’affiche (présentation orale et discussion des travaux individuels : 15%. Participation générale : 25%
Est-ce un cours d’éducation générale? (Si oui, veuillez joindre un justificatif) OUI NON L’approbation du cours par le département / programme:
Département / Programme Nom Signature Date
History Mark Jurdjevic Signature received 31-10-2017
L’approbation du département / programme pour les cours coinscrits / cours incompatibles: Fa culté & Département / Programme Nom Signature Date Études internationales Stanislav Kirschbaum 31-10-2017 Signature received
Joindre à la soumission: x Justificatif du département (obligatoire) Commentaires de la bibliothécaire (obligatoire) Department Justification: The History department has decided to increase its offerings in French at the 4000 level. This course was chosen because, among our current 4000 offerings, it has the most suitable content (ie. numerous French primary sources).
29
GLENDON – COMITÉ DES PROGRAMMES CHANGEMENTS À UN COURS EXISTANT
Date de soumission: 19 octobre 2017 (jour/mois/année) Département ou programme: Département d’Histoire (par exemple: Études françaises) Cocher le(s) changement(s) Actuel Proposé (ne spécifier que les changements) x Numéro du cours GL/HIST 2635 6.0 FR GL/HIST 2934 6.00 FR Titre du cours Introduction à l’histoire ancienne Titre abrégé Histoire ancienne Prérequis Corequis Coinscrit avec autre x cours à Glendon GL//HUMA 2635 6.0 FR GL/HUMA/SOSC/ 2934 6.00 FR Coinscrit avec autre AP/ES/FA/HH/SC/ AP/ES/FA/HH/SC/ cours à Keele GL/HIST/HUMA/SOSC2932 3.0 EN/ 2935 3.0 Cours incompatible(s) GL/HIST 2540 6.0 EN X EN Cours intégré GS/ GS/ Statut vis-à-vis del’éducation générale x Réactivation du cours Désactivation du cours Langue d’enseignement Cours inscrit dans une catégorie spécifique Description de Un survol du monde ancien dans le bassin l’annuaire (maximum méditerranéen de la préhistoire jusqu'à la 40 mots). Veuillez utiliser chute de l'Empire romain. Le cours met le présent (par exemple: « Ce l'accent sur l'interdépendance de l'évolution cours analyse la nature et la mesure de… » et non « Ce sociopolitique et de l'évolution culturelle des cours analysera… » civilisations anciennes. Le cours est-il obligatoire pour la spécialisation (majeure ou mineure) dans le programme ou dans d’autres programmes? OUI x NON Synopsis abrégé: Veuillez indiquer les changements mineurs à la description actuelle en caractères gras ou utiliser une feuille supplémentaire pour les reformulations plus substantielles. Le synopsis abrégé devrait inclure les éléments suivants : (1) comment le contenu du cours aidera les étudiants à atteindre les objectifs d’apprentissages; (2) l’échelle d’évaluation et (3) les exigences additionnelles pour les étudiants aux cycles supérieurs, dans le cas d’un cours intégré. See departmental justification below.
L’approbation du cours par le département / programme: Département / Programme Name Signature Date History Mark Jurdjevic Signature received Oct. 24, 2017 L’approbation du département / programme pour les cours coinscrits / cours incompatibles: Faculté & Département / Programme Name Signature Date Multidisciplinary Studies Betsey Price
Joindre à la soumission: X Justificatif du département (obligatoire) Departmental Justification : Our department is hiring a CLA in ancient history this year. Because our ancient specialist, Walter Beringer, retired in 1993, most of our courses in ancient history have expired. We are therefore reviving three courses so that we can build next year’s curriculum to include our future CLA’s courses. This course is the French version of our second-year survey. The second-year survey underwent several changes during Beringer’s time at Glendon, hence the differing course codes. The course initially began as HIST 2540, a six-credit English survey. That course was subsequently restructured as two three credit-courses, HIST 2932 and HIST 2935 (the only ancient courses currently in the system). To the initial HUMA cross-listing, we are adding SOSC as a cross- listing so that the revived French survey maintains symmetry with its counterpart, the two three-credit courses, that are currently cross-listed with HUMA and SOSC. 30 Glendon General Education Rationale for:
This introductory survey course fits comfortably into the description for Humanities courses, e.g. it "deals with the human condition", and with Social Science courses, e.g. it "explores aspects of human society." This Classics course is inherently multidisciplinary in that it provides a combination of approaches to the study of the past: some more social scientific: e.g. social history, economic history; some more cultural/literary. It uses “primary sources” to provide an introduction to Roman history, politics, society, and culture – but at the same time many of these sources are classic works of literature and drama: speeches of Cicero, Tacitus' Annals, but also Pliny's letters and Petronius' Satyricon will all appear on the syllabus. And Virgil's Aeneid will surely be mentioned in talking about the Augustan age. Social Science was not “invented” as a discipline/field of knowledge until modern times, but classics professors from need and use modern social-science methodologies to explore the ancient past. For example, the Cambridge Economic History of the Graeco-Roman World (ed. W. Scheidel et al, 2007) uses all sorts of New Institutional Economics to do ancient economic history, and many modern political theories are rooted in ancient history. This course will expose students to many different methodologies and kinds of sources.
Students will complete this course with a strong sense of the shared histories that unite human experience across boundaries. Lectures, assignments, Q&A periods, and discussion periods are designed to teach students the fundamentals of critical thinking and writing: they require readings of primary sources and recent scholarship, include discussions, tests and exams with short-answer identifications and long-answer essay questions. The course includes instructions for preparing a brief research paper from a selection of assigned essay topics, and will include tutoring on how to identify primary and secondary sources, form a thesis statement, organize an essay, and cite sources. Ancient History Part I, which focuses on Greece and Macedonia, was approved for crosslisting with HUMA/SOSC at the October faculty council meeting and we hope that Part II will be recognized as an equally multidisciplinary training course for students interested
31 GLENDON - CURRICULUM COMMITTEE CHANGES TO EXISTING COURSE
Date of submission: October 19, 2017 (dd/mm/yy) Department or Program: History (e.g. French Studies) Check change(s) Current Proposed (specify only the changes) Course number GL/HIST 3380 6.0 EN Human Relations and the Principles of Course title Order: The Example of the Ancient Greek-Roman World Short Course title Human Relations and Principles of Order GL/HIST 1620 (6.0) or GL/HIST 2530 (6.0) Prerequisite(s) or GL/HIST 2540 (6.0) or permission of No prerequisite instructor Corequisite(s) GL Cross-listing(s) GL/ Non-GL Cross-listing(s) AP/ES/FA/HH/SC/ Course credit GL/AP/ES/FA/HH/SC/ exclusion(s) Integrated course GS/ Gen. Education status X Re-activate course De-activate course Language of instruction EN Course specific category This course on the interaction between Course description (40 words max.) Verbs the individual and society examines should be in the present tense the perennial institutions such as the (i.e., "This course analyzes the nature and extent of...," forms of worship, marriage and the rather than "This course will analyze...") family, property and the methods of administration. Is this course required for the major/minor in the program, and/or in other programs? YES X NO Brief course outline: Please indicate minor changes to the actual course outline in bold letters or use a separate sheet for more substantial modifications. The brief course outline should include the following elements : (1) Indicate how the course design supports students in achieving the learning objectives; (2) the evaluation scheme; (3) and, if the course is integrated, indicate additional requirements for graduate students.
See department justification. Department/Program approval for the course: Department/Program Name Signature Date History Mark Jurdjevic Oct. 25, 2017 Department/ Program approval for Cross-listings/Course Credit Exclusions: Faculty & Department/Program Name Signature Date
Attached with submission: X Department Overview (Compulsory) Department Justification:This year our department is hiring a CLA in ancient history who will teach three full courses next year. Because our former ancient specialist retired in 1993, we only have two courses in the system, both three-credit introductory surveys. We are reviving this course so that we can enter a third-year course in the system for our CLA to teach next year. I have removed all the pre-requisites, as they are all expired courses from an earlier era. This title of this course and the course description will very likely change in January or February. As soon as we have determined the outcome of our search, I will discuss possible third-year offerings with similar content and themes with our CLA and if necessary revise title and content accordingly via a change to existing course request. 32 GLENDON - CURRICULUM COMMITTEE CHANGES TO EXISTING COURSE
Date of submission: October 19, 2017 (dd/mm/yy) Department or Program: History (e.g. French Studies) Check change(s) Current Proposed (specify only the changes) x Course number GL/HIST 4210 6.0 EN GL/HIST 4210 3.0 EN Course title Canada Since the First World War Short Course title Canada Since the First World War GL/HIST 2670 6.0 or permission of the course Prerequisite(s) director Corequisite(s) GL Cross-listing(s) GL/ GL/ Non-GL Cross-listing(s) AP/ES/FA/HH/SC/ AP/ES/FA/HH/SC/ Course credit GL/HIST 4210 6.0 EN GL/AP/ES/FA/HH/SC/ exclusion(s) Integrated course GS/ GS/ Gen. Education status Re-activate course De-activate course Language of instruction Course specific category Course description The economic, social, political and cultural The course will deal with selected history of Canada in the years from 1929 to (40 words max.) Verbs aspects of Canadian economic, social, should be in the present tense 1970. A major research paper is required. X (i.e., "This course analyzes political, intellectual, and cultural the nature and extent of...," rather than "This course will history from the stock market crash of analyze...") 1929 to the era of Pierre Trudeau. Is this course required for the major/minor in the program, and/or in other programs? YES X NO Brief course outline: Please indicate minor changes to the actual course outline in bold letters or use a separate sheet for more substantial modifications. The brief course outline should include the following elements : (1) Indicate how the course design supports students in achieving the learning objectives; (2) the evaluation scheme; (3) and, if the course is integrated, indicate additional requirements for graduate students. The course will deal with selected aspects of Canadian economic, social, political, intellectual, and cultural history from the stock market crash of 1929 to the era of Pierre Trudeau. COURSE FORMAT: There will be a three-hour seminar every week. All students will present one report on an assigned topic each term; such a report should be at least 30 minutes in length. I encourage you to use visual sources available on the internet, such as photos, video, and audio resources, in your presentations. In addition, each week you will be required to submit the brief (one-two paragraphs) identifications asked for. The Canadian Encyclopedia, available online, is an obvious source. In order to gain full credit for your seminar work your participation should be of high quality and should not be marred by frequent absences. More than three unexcused absences will result in a deduction from your final grade of 5 percentage points. The course culminates in a research paper of 5,000-6,000 words (20-25 double-spaced pages). Grade: reports (25%); weekly assignment (25%); participation (10%); essay (40%). Departm ent/Program approval for the course: Department/Program Name Signature Date History Mark Jurdjevic Signature received Oct. 24, 2017 Department/ Program approval for Cross-listings/Course Credit Exclusions: Faculty & Department/Program Name Signature Date
Attached with submission: X Department Overview (Compulsory) Department justification: This course was designed and regularly taught by Michiel Horn, one of our department’s Canadian specialists, as a six-credit course. He is now retired but still teaches one three-credit course on a regular basis for us. He has converted the course to a three-credit version for next fall. We are retiring the six-credit version and will not offer it again.
33 GLENDON - CURRICULUM COMMITTEE CHANGES TO EXISTING COURSE
Date of submission: October 19, 2017 (dd/mm/yy) Department or Program: History (e.g. French Studies) Check change(s) Current Proposed (specify only the changes) Course number GL/HIST 4660 6.0 EN GL/HIST 4560 6.00 Religion and Morality in the Ancient Course title World Religion and Morality in the Ancient Short Course title World GL/HIST 1620 (6.0) or GL/HIST 2540 (6.0) X Prerequisite(s) or permission of instructor No prerequisite
Corequisite(s) GL Cross-listing(s) GL/ Non-GL Cross-listing(s) AP/ES/FA/HH/SC/ AP/ES/FA/HH/SC/ Course credit GL/AP/ES/FA/HH/SC/ exclusion(s) Integrated course GS/ GS/ Gen. Education status X Re-activate course De-activate course Language of instruction EN Course specific category The course explores the nature and Course description function of spiritual life. It centres (40 words max.) Verbs around the analysis of primary sources should be in the present tense (i.e., "This course analyzes that shed light on the essence of the nature and extent of...," rather than "This course will monotheism and polytheism and on analyze...") the practical consequences of adopting either form of spirituality. Is this course required for the major/minor in the program, and/or in other programs? YES X NO Brief course outline: Please indicate minor changes to the actual course outline in bold letters or use a separate sheet for more substantial modifications. The brief course outline should include the following elements : (1) Indicate how the course design supports students in achieving the learning objectives; (2) the evaluation scheme; (3) and, if the course is integrated, indicate additional requirements for graduate students.
See department justification.
Department/Program approval for the course: Department/Program Name Signature Date History Mark Jurdjevic Signature received Oct. 25, 2017 Department/ Program approval for Cross-listings/Course Credit Exclusions: Faculty & Department/Program Name Signature Date
Attached with submission: X Department Overview (Compulsory) Department Justification:This year our department is hiring a CLA in ancient history who will teach three full courses next year. Because our former ancient specialist retired in 1993, we only have two courses in the system, both three-credit introductory surveys. We are reviving this course so that we can enter a fourth-year course in the system for our CLA to teach next year. I have removed both pre-requisites, as they are expired courses from an earlier era. This title of this course and the course description may change in January or February. As soon as we have determined the outcome of our search, I will discuss possible courses with similar content and themes with our CLA and if necessary revise title and content accordingly via a change to existing course request. 34 GLENDON — COMITÉ DES PROGRAMMES NOUVEAU COURS
Date de soumission: (jour/mois/année) 31/10/17 Département ou programme: (par exemple: Histoire) Études internationales Numéro du cours: (par exemple: GL/HIST 2XXX 6.00) GL/ILST 2655 6.00
Titre du cours: (le titre officiel du cours figurant dans l’annuaire de Géographie mondiale : aspects physiques et humains l’université et dans la base des données des cours)
Titre abrégé: (Ce titre apparaîtra sur les documents où l’espace est limité, Géographie mondiale par exemple: bulletin de notes ou horaire des cours — maximum 40 caractères) Langue d’enseignement: Français Offert à partir de: (par exemple: Automne 2012) Automne 2018 Description de l’annuaire (40 mots): La description du cours doit clairement présenter son contenu. Cette description apparaîtra dans l’annuaire. Pour la cohérence des descriptions de cours dans toute l’université, veuillez utiliser le présent (par exemple: « Ce cours analyse la nature et la mesure de ... » et non « Ce cours analysera ... »). Ce cours examine la dimension spatiale des relations humaines, en particulier les approches et les concepts de géographie physique et humaine au niveau local, national et global, notamment la dynamique humains/nature, la distribution humaine et la gestion de l’espace.
Coinscrit avec: GL/SOSC 2655 6.00 AP/ES/FA/HH/SC/ Prérequis: GL/ AP/ES/FA/HH/SC/ Corequis: GL/ Cours intégré: GS/ Cours incompatible(s): GL/ AP/ES/FA/HH/SC/
Le cours est-il obligatoire pour la spécialisation (majeure ou mineure) dans le programme ou dans d’autres programmes? X OUI NON Ce cours s’inscrit dans la catégorie spécifique suivante en regard des exigences du programme (ex. pour la majeure/mineure) : OUI NON Synopsis abrégé: Veuillez indiquer (1) comment le contenu de ce cours aidera les étudiants à atteindre les objectifs d’apprentissages; (2) l’échelle d’évaluation et (3) les exigences additionnelles pour les étudiants aux cycles supérieurs, dans le cas d’un cours intégré. L’étude des approches et des concepts principaux de géographie physique et humaine permet aux étudiants de se familiariser avec et de connaitre différents aspects de la vie physique et humaine sous-entendus ou étudiés dans la plupart des cours en sciences sociales. Ceci est d’autant plus important dans le domaine des études internationales où la compréhension et l’explication des questions et des défis qui touchent la société internationale commencent avec une reconnaissance du rôle de la géographie physique et humaine. L’échelle d’évaluation comprend deux examens (20 % chaque/ 40 %), un compte-rendu de deux ouvrages de géographie (20 %) et une présentation en classe chaque trimestre sur un sujet particulier (20 % chaque/ 40 %). Les deux ouvrages de base sont : Jean-Paul Amat et al, dir., Éléments de géographie physique, Paris : Bréal, 4e édition, 2015 et Jean-Paul Charvet et Michel Sivignon, dir., Géographie humaine. Questions et enjeux du monde contemporain, Paris : Armand Colin, 3e édition, 2016.
Est -ce un cours d’éducation générale? (Si oui, veuillez joindre un justificatif) X OUI NON
L’approbation du cours par le département / programme: Département / Programme Nom Signature Date Études internationales Stanislav J. Kirschbaum Signature received 31/10/17
L’approbation du département / programme pour les cours coinscrits / cours incompatibles:
Faculté & Département / Programme Nom Signature Date Études pluridisciplinaires Betsey Price
Joindre à la soumission: X Justificatif du département (obligatoire)
X Commentaires de la bibliothécaire (obligatoire) Justificatif du département Ce cours de deuxième année est obligatoire pour les étudiants inscrits dans le programme d’études internationales et du double diplôme Glendon/emlyon. La connaissance des concepts de base de la géographie physique et humaine est essentielle pour une meilleure analyse des enjeux et des défis au sein de la société internationale, non seulement au niveau des relations entre États, mais aussi au niveau des relations humaines, soient-elles sociales, économiques, politiques et culturelles, et en particulier dans le domaine des affaires.
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