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SU ENGL 252 - ENGL 252 syllabus

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Course Enhancement RationaleCourse Dept/Number: ENGL 252Instructor: Judith Pike Total Credits: 4Course Name: Aspects of the NovelGen Ed Cr: X Yes or NoIndicate which enhancement(s) will be used for this course by checking the appropriate box. Enhancement COMAR RequirementsX Increased course content and/or collateral readings Additional 45 hours per semester of supervised, documented learning. X Undergraduate Research and Information LiteracyAdditional 45 hours per semester of supervised, documented learning and/or supervised instruction and documented learning through appropriate technology mediums. Technology Supervised instruction and documented learning through appropriate technology mediums. X Higher Level Critical Thinking Exercises Additional 45 hours per semester of supervised, documented learning and/or supervised instruction and documented learning through appropriate technology mediums. Service Learning/Civic Engagement Additional 45 hours per semester of supervised, document learning. International Education/Cultural EnrichmentAdditional 45 hours per semester of supervised, documented learning. Additional hour(s) in class Additional 15 hours per semester of supervised, documented learning. (Complete only questions #1 below) Additional hour(s) in lab or studio Additional 30 hours per semester of supervised, documented learning. 1. Describe the enhancement(s) for this course. Discuss how this enhanced course will differ from the current 3 credit course. Especially address what makes it a more rigorous, focusedand engaging learning experience. The enhancements of this course are centered upon students’ development of undergraduate research and scholarship, which was not a component of this course prior to its enhancement. With this new curricular model, I will be able to take the students to a more advanced and complex level of academic research, writing and critical inquiry. These enhancements will move the students from single, text-based literary analyses to multiple text-bases analyses with the integration of secondary sources. Their first paper will be shorter (5-7 pages) and only requires two outside sources (scholarly articles or chapters in books), while the second essay will be longer (7-10 pages) and requires five outside sources (scholarly articles or chapters in books). Prior to the enhancement, both papers were shorter and did not require students to do outside research and to integratethat research into their essays. With this enhancement the student’s essays will move from single text based literary analyses to the research and integration of secondary sources. Their first paperCourse Enhancement Rationalewill be shorter (5-7 pages) and only require two outside sources (scholarly articles or chapters in books), while the second essay will be longer (7-10 pages) and require five outside sources (scholarly articles or chapters in books). Prior to the enhancement, both papers were shorter and did not require students to do outside research and to integrate that research into their essays. Undergraduate scholarship is extremely rigorous because it requires students to do several enhancements in order to produce a scholarly paper. In the first five weeks, students will be reading more material per class (“Increased Course Content”) along with new written assignments that will introduce students to the methodology ofliterary analysis (“Higher Level of Critical Thinking Exercises”) ( 10 added hours). In the following weeks, we will begin the “Research and Information Technology” component (15 added hours), where students will be learning how to use academic databases and research tools at the library. There will be “library labs” and lab reports that will stair step them through the research process, which will refine their information literacy skills and introduce them to research methodology. Their research will also require them to comb through many sources in order to find ones that are best suited to their project, which leads to the next component. The production of undergraduate, scholarly papers requires both “Increased Course Content and Collateral Readings” of the secondary source materials as well as “Higher Critical Thinking Skills” interms of the integration of their research materials and the writing of their essays (20 added hours: 6.5 for first essay and 13.5 for the second essay). While the new, enhanced paper is only 2 pages longer than the non-enhanced, former paper, the formula of one hour per page formula does not work in this instance. For there will be added hours needed for research and collateral reading. For the students must conduct research outside of class time to find secondary sources. They will also have to read and assess these sources, required by this enhanced essay assignment, which calculates more like 3 hours per page ratio. Moreover, there are other written assignments, such as the writing of a prospectus and abstracts thatfunction as early “drafts” of these essays that need to be folded into the writing process of these final papers. Thus, for the first essay, 7.5 hours is added/needed for this enhanced essay of 5-7 pages with two outside sources, and 13.5 hours would be needed for the second essay which is 7-10 pages along with an increase of outside sources to seven. Inevitably, the students will have to read more than the seven (collateral readings) articles in order to find the best ones suited for their topic. While all of the stages of their research will necessitate higher levels of critical thinking, the most rigorous aspects concern the students’ ability to read critically and assess both the primary and secondary sources and to be able to present a more informed perspective on the novel and criticism in their final essays. 2. Discuss what the faculty member will do to provide appropriate guidance and feedback for the enhancement activity. Since the research and production of a scholarly paper is a critical process that will entail new modes of research, intellectual inquiry and writing for our students, I will be working very closely with the students. For example, I will be setting up a series of training sessions at the library with the students outside of the regular “seat” class time. This new curricular model allows me to have this time to teach the students how to conduct library research using academic databases and


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