NEW COURSE FORM 1. General Information. a. Submitted by the College of: Arts and Sciences Today’s Date: 24 Jan 2011 b. Department/Division: English michelle.sizemore@u c. Contact person name: Dr. Michelle Sizemore Email: Phone: 7-8446 ky.edu d. Requested Effective Date: Semester following approval OR Specific Term/Year1 : 2. Designation and Description of Proposed Course. a. Prefix and Number: ENG 191 b. Full Title: Literature and the Arts of Citizenship c. Transcript Title (if full title is more than 40 characters): d. To be Cross‐Listed2 with (Prefix and Number): Courses must be described by at least one of the meeting patterns below. Include number of actual contact hours3 e. for each meeting pattern type. 3 Lecture Laboratory1 Recitation Discussion Indep. Study Clinical Colloquium Practicum Research Residency Seminar Studio Other – Please explain: f. Identify a grading system: Letter (A, B, C, etc.) Pass/Fail g. Number of credits: 3 h. Is this course repeatable for additional credit? YES NO If YES: Maximum number of credit hours: If YES: Will this course allow multiple registrations during the same semester? YES NO A survey and investigation of contemporary literature of modern American citizenship, with an emphasis on questions of race, religion, gender, sexuality, and i. Course Description for Bulletin: socioeconomic class. Provides General Education credit for either U.S. Citizenship or Intellectual Inquiry in the Humanities. j. Prerequisites, if any: k. Will this course also be offered through Distance Learning? YES4 NO l. Supplementary teaching component, if any: Community‐Based Experience Service Learning Both 3. Will this course be taught off campus? YES NO 4. Frequency of Course Offering. 1 Courses are typically made effective for the semester following approval. No course will be made effective until all approvals are received. 2 The chair of the cross‐listing department must sign off on the Signature Routing Log. 3 In general, undergraduate courses are developed on the principle that one semester hour of credit represents one hour of classroom meeting per week for a semester, exclusive of any laboratory meeting. Laboratory meeting, generally, represents at least two hours per week for a semester for one credit hour. (from SR 5.2.1) 4 You must also submit the Distance Learning Form in order for the proposed course to be considered for DL delivery. Rev 8/09 NEW COURSE FORM a. Course will be offered (check all that apply): Fall Spring Summer b. Will the course be offered every year? YES NO If NO, explain: 5. Are facilities and personnel necessary for the proposed new course available? YES NO If NO, explain: 6. What enrollment (per section per semester) may reasonably be expected? 90-100 7. Anticipated Student Demand. a. Will this course serve students primarily within the degree program? YES NO b. Will it be of interest to a significant number of students outside the degree pgm? YES NO This course is designed to offer a literature course for the new General Education U. S. If YES, explain: Citizenship requirement, as well as the Intellectual Inquiry in the Humanities requirement. Students from any program can take the course for these required credits. 8. Check the category most applicable to this course: Traditional – Offered in Corresponding Departments at Universities Elsewhere Relatively New – Now Being Widely Established Not Yet Found in Many (or Any) Other Universities 9. Course Relationship to Program(s). a. Is this course part of a proposed new program? YES NO If YES, name the proposed new program: b. Will this course be a new requirement5 for ANY program? YES NO If YES5, list affected programs: 10. Information to be Placed on Syllabus. a. Is the course 400G or 500? YES NO If YES, the differentiation for undergraduate and graduate students must be included in the information required in 10.b. You must include: (i) identification of additional assignments by the graduate students; and/or (ii) establishment of different grading criteria in the course for graduate students. (See SR 3.1.4.) The syllabus, including course description, student learning outcomes, and grading policies (and 400G‐/500‐ b. level grading differentiation if applicable, from 10.a above) are attached. 5 In order to change a program, a program change form must also be submitted. Rev 8/09 NEW COURSE FORM Signature Routing Log General Information: Course Prefix and Number: ENG 191 Dr. Michelle Email: Proposal Contact Person Name: Phone: 7-8446 Sizemore [email protected] INSTRUCTIONS: Identify the groups or individuals reviewing the proposal; note the date of approval; offer a contact person for each entry; and obtain signature of person authorized to report approval. Internal College Approvals and Course Cross‐listing Approvals: Reviewing Group Date Approved Contact Person (name/phone/email) Signature E. Rosenman, M. Giancarlo / 7‐2901, 7‐1587 / English Dept. Chair & DUS 24 Jan 2011 [email protected], [email protected] / / / / / / / / External‐to‐College Approvals: Approval of Council Date Approved Signature Revision6 Undergraduate Council Graduate Council Health Care Colleges Council Senate Council Approval University Senate Approval Comments: 6 Councils use this space to indicate approval of revisions made subsequent to that council’s approval, if deemed necessary by the revising council. Rev 8/09 Course Review Form Reviewer Recommendation Intellectual Inquiry in the Humanities Accept Revisions Needed Course: ENG 191, “Literature and the Arts of Citizenship” Using the course syllabus as a reference, identify when and how the following learning outcomes are addressed in the course. Since learning outcomes will likely be addressed multiple ways within the same syllabus, please identify a representative example (or examples) for each outcome. Activities that enable students to demonstrate their ability to present and critically evaluate competing interpretations through written and oral analysis and argumentation. Example(s) from syllabus: Essay 1 (Week 5), Midterm Exam (Week 8), Final Project/Essay 2 (Week 14), Final Exam (Week 17) Brief Description: The four major assignments in this course ask students to analyze the texts on the syllabus, as well as others' interpretations of these texts, and to write well-supported arguments based on their own and others' readings. Students will also gain valuable practice with oral analysis and argumentation through weekly discussion section and the final project, which includes an oral presentation. Activities that enable students to demonstrate their ability to distinguish different artistic, literary, philosophical, religious, linguistic, and historical schools or periods according to the varying approaches and viewpoints characterized therein. Example(s) from syllabus: I'll provide the literary, artistic, philosophical, and historical contexts for our literature and film during my lectures. In addition, I will work with T.A.s to develop small group actitivites in discussion section. Brief Description: I will not only introduce these concepts but also reinforce them throughout the semester. As we transition from one literary movement to another, I plan to set aside a few minutes for review and comparison/contrast. For expediency and efficiency, I may enlist classroom technology such as clickers in order to poll the class about the charactersitic features of postmodernism, for example, (Don DeLillo's White Noise, Weeks 2-3) or magical realism (Toni Morrison's Beloved, Weeks 6-8; Junot Diaz's Oscar Wao, Weeks 15-16). We'll also distinguish between various narrative forms (novel, memoir, short story), poetry, and drama. For instance, when I introduce drama (Moises Kaufman's The Laramie Project, Week 9), we'll discuss the differences between reading a play and viewing it, between reading a play and reading a narrative, etc. Activities that enable students to demonstrate their ability to identify the values and presuppositions that underlie the world-views of different cultures and peoples, as well as one's own culture, over time through the analysis and interpretation of at least one of the following: works of art, literature, folklore, film, philosophy and religion, language systems or historical narratives (or the primary sources of historical research). Example(s) from syllabus: The great majority of primary readings focus on the challenges faced by various marginalized groups to acquire full citizenship in the United States. Through these readings and my lectures, students will learn the historical, societal, and cultural contexts for these struggles. (Weeks 5-16) 1 Debra Granik, A Winter’s Bone (2010). Degrees of Elevation: Short Stories of Contemporary Appalachia (2010) Toni Morrison, Beloved (1987). Moises Kaufman, The Laramie Project (2000). Luis Alberto Urrea, The Devil’s Highway (2004). Jhumpa Lahiri, Interpreter of Maladies (2000). Maxine Hong Kingston, The Woman Warrior (1976). Junot Diaz, The Brief Wondrous Life of Oscar Wao (2008) Brief Description: As for specific activities, each of the four major assignments--as well as weekly discussion--will ask students to grapple with the competing values, assumptions, worldviews, and experiences of individuals from different cultures across time. Activities that enable students to demonstrate disciplinary literacy (vocabulary, concepts, methodology) in written work, oral presentations, and classroom discussions. Example(s) from syllabus: In lecture, I will define necessary literary terms and intellectual concepts. I will