Ortega, la otra cara de la desmovilización y La Derrota

SPED 216. Introduction to Exceptional Children 3(3,0). An introductory course to study the characteristics and needs of exceptional children, the competencies needed to work with special abilities and disabilities, and an overview of appropriate educational program and delivery of services. Designed for special-education students and those students who are preparing to teach individuals with disabilities. Twenty hours of preclinical experiences are required in an appropriate school or agency setting. (F, S)

SPED 217. Psychology of the Mentally Disabled. 3(3,0). An in- depth study of mental disabled nature, diagnosis, learning characteristics, parental considerations, and therapeutic aspects of various degrees of mental retardation. The social and psychological impact on the individual and his environment are observed to provide background information.

Prerequisite: SPED 216. (F)

SPED 218. Characteristics of Learning Disabilities. 3(3,0). Anintroductory course to specific learning disabilities that includes the identification and characteristics of those factors that may impinge upon effective learning. Emphasis will be placed on research, theoretical approaches, psycho evaluation, and differential diagnosis. Prerequisite:

SPED 216. (F)

SPED 219. Nature or Psychology of the Emotionally Disabled. 3(3,0). This course is designed to provide intensive study of the characteristics and types of emotional disturbances. Biochemical psychoanalytical, social, behavioral and cultural etiological theories and strategies will be examined. Focus will be on screening, identification, placement and procedures for individuals with emotional disabilities.

Prerequisite: SPED 216. (F)

SPED 304. Behavior Problem. 3(3,0). The development and nature of behavior disorders in children are surveyed. Emphasis is placed on the functional behavior disorders and emotional inhibitions of childhood: differential diagnosis, prognosis, and psychotherapy.

Prerequisite: SPED 216. (S)

SPED 319. Teaching of Language Arts for the Exceptional Child. 3(3,0). This course is designed to provide a comprehensive overview of the language arts for learning disabilities, mentally disabled and individuals with emotional disabilities. Emphasis will be placed on evaluation techniques, teaching strategies, and the development of materials for listening, speaking, reading, and writing skills. Pre-clinical experiences are required (twenty hours). Prerequisites: SPED 216, 217,

218, 219.

SPED 320. Psychological and Sociological Aspects of the Disabled. 3(3,0). This survey course offers study of the biological, sociological, and psychological aspects of the individual with disabilities.

Prerequisite: SPED 216, and 217, or 218, or 219 (S)

SPED 321. Educational Procedures for the Moderately-Severely Mentally Disabled. 3(3,0). Course emphasizes the curriculum, educational practices, teaching approaches, materials, and services appropriate to the needs of the moderately and severely disabled individual. Consideration is given to legal implications and vocational training. Pre-clinical experiences are required (twenty to forty hours).

Prerequisites: SPED 216 and SPED 217. (F)

SPED 322. Educational Procedure for the Mildly Mentally Retarded 3(3,0). Course is designed to prepare persons to work with individuals identified ad mentally disabled. It presents theories, program practices, curricular considerations, teaching strategies, and materials geared to the individual needs of the mildly mentally retarded. Consideration is given to placement procedures, reports, records, observation and participation, guidance procedures and legal implications. Pre-clinical experiences are required (twenty to thirty hours). Prerequisite: SPED 216 and SPED 217. (F)

SPED 325. Educational Procedures for Students with Learning Disabilities 3(3,0). Course will present a variety of teaching strategies and educational materials designed to meet the individual needs of the student with learning disabilities. It will concentrate on academic, language and perceptual-motor programs as well as curriculum development for the educational environment. Prerequisites: SPED 216

and SPED 218. (F)

SPED 327. Educational Procedures for Students with Emotional Disabilities. 3(3,0). Strategies and techniques for the management of emotional and behavioral problems that interfere with learning will be the major emphasis of this course. Consideration will be given to curriculum development, intervention strategies, and instructional materials. Prerequisites: SPED 216 and SPED 219. (F)

SPED 332. 3(3,0). Educational Diagnosis and Prescription for Learning Problems (Formerly SPED 432. 3(3,0). Experiences in children, writing prescriptions and developing educational evaluations. Study of assessment teaching used for psychological and educational evaluation. Interpretation and translation of data into corrective instructional plans for special needs children. Prerequisites: SPED 216,

217, 219; ED 308. Twenty (20) of pre-clinical experiences are required in an appropriate school and/or agency setting. (S)

SPED 350- Special Education Seminar. 1(1,0). This seminar is designed to assess special education teaching candidates comprehension and mastery of the subject content area. A series of tests based on the SOCKET Model and other programs will be used to assess content specific pedagogy. (F,S)

SPED 423. Art Education for Children with Disabilities. 3(3,0). This course is designed to integrate into the daily curriculum experiences

197 of of social living, enjoyment, reading, writing, spelling, and arithmetic

for children identified as having a disability. Prerequisite: SPED 216. (F) SPED 429. Introduction to Rehabilitation and Community Service. 3(3,0). This is a survey of community resources and local, state and national rehabilitation programs serving persons with disabilities. Consideration will be given to vocational training and placement services lectures and supervised field experiences. (S)

SPED 440. The Psychology of the Gifted and Talented. 3(3,0). Course reuses on intellectual, creative, emotional factors and other psychological needs of gifted and talented children and youth. Attention will be placed on observation and participation. Prerequisite: SPED 216.

(F)

SPED 441. Education of the Gifted and Talented. 3(3,0). Course deals with the characteristics of the gifted and talented and their implications it identification, curriculum planning, teaching strategies, instructional resources, counseling and guidance. Special attention will be given to the needs of the underachiever and minority gifted and talented students. Prerequisites: SPED 216 and 440. (F)

SPED 442. Programs, Methods and Materials for Teaching the Gifted and Talented. 3(3,0). Course will focus on learning theories, methods, models, and techniques utilized in developing differential curriculum for the gifted and talented. Creative writing, individualized strategies, and integration of mentorship will be employed. Prerequisites:

SPED 216 and 440.

SPED 443. Classroom Instruction and Management for the Academically Gifted and Talented. 3(3,0). This course is designed to assist in the identification of individual learning styles of the gifted and talented. A variety of curricula models and program approaches will be utilized to teach. (F)

SPED 444. Creative Movement for the Gifted and Talented. 3(3,0). This course acquaints students with movement education methodology in the teaching of recreation, dance, gymnastics, rhythmic activities, and body management for the gifted and talented. (S)

SPED 499. Teaching of Mathematics for Students with Disabilities. 3(3,0). Adaptations of materials and methods to the use for students with disabilities. Emphasis is placed on the teaming patterns of students with disabilities. Prerequisite: SPED 216, 217. (S)

DEPARTMENT OF ENGLISH AND

MODERN LANGUAGES

ENGLISH

E 150. English Composition and Communication. 3(3,0). This course deals with the English language as a means of expression. Emphasis is placed on the main types of writing: exposition, argumentation, description, and narration. Attention is also given to grammar, usage, and mechanics.

(F,S)

E 151. English Composition and Communication. 3(3,0). This is a literature-based course with emphasis on critical writing. A research

paper is required. Attention is also given to grammar, usage, and mechanics as needed. Prerequisite: “C” in English 150. (F.S)

English 152. Practical English. 3(3, 0). This course gives the student who has failed the English Proficiency Examination, the opportunity to improve his/her communication skills. Attention is given to usage, mechanics, structural and grammatical relationships, and idiomatic expressions or word choice. This course also provides intensive practice in writing. This course is not to be used as a substitute for any other English course or as a free elective. Prerequisite: Failure of the English Proficiency Examination

English 200. Sophomore Seminar. This is a required course for those who major in Professional English. It is designed to introduce the beginning major to the characteristics of literary genres, the components of literature, essential critical terms, and basic literary theory. Students will write several critical essays and perform close reading of literary texts. Prerequisites: English 150, 151 and completion of the English Proficiency requirement.

E 201. English Literature. 3(3,0). Reading and discussion of representative masterpieces of English literature. Emphasis upon types of literature and the relation of writing to other arts. Lectures on historical and literary backgrounds. A survey of English literature from the Old English Period through the Neo-Classical Period. Prerequisites: English 150,151, and completion of the English Proficiency requirement. (F,S) (F)

E 202. English Literature. 3(3,0). Reading and discussion of representative masterpieces of English Literature from the Romantic, Victorian, and Modern Periods. Emphasis upon types of literature and the relation of writing to other arts. Prerequisites: English 150,151, and completion of the English Proficiency requirement. (F,S) (S) E 250. World Literature, Part I 3(3,0). Selected world masterpieces, with emphasis on Western civilization and historical, literary and philosophical antecedents of twentieth-century United States culture. The course introduces students to the concepts and vocabulary required for reading, analyzing, and interpreting literature. Prerequisites: English 150,151, and completion of the English Proficiency requirement. (F,S) E 251. World Literature, Part II. 3(3,0). A survey of literary masterpieces of the world. From the Age of the Enlightenment to the Twentieth Century, this course presents classical selections for reading, interpretation and critical analysis through lectures, discussions and rhetorical assignments. Prerequisites: English 150, 151, and completion of the English Proficiency requirement.(F,S)

E 302. Advanced College Grammar and Composition. 3(3,0). A detailed study of classical and modern rhetorical methods to be used in the various forms and levels of discourse; also, some consideration of traditional, structural, and transformational grammars as a means of achieving greater skills in composition. Prerequisites: English 150 and 151, passing score on the English Proficiency Examination. (F,S). E 305. Romantic Movement. 3(3,0). This course examines the essence of the Romantic Movement in English literature. Emphasis is on the major poets such as Wordsworth, Coleridge, Byron, Shelly and

Keats, the major shift in literary history the movement initiated, and the social and intellectual context of the movement. (S,E)

E 306. Victorian Period. 3(3,0). A course of study in Victorian literature that introduces students to the literary scene with an emphasis on the major poets and novelists whose works reflect the changing temper of the era. Attention is paid to the social and intellectual climate that produced these writers and those significant writers of prose whose works complement those of the creative writers. (S,0). E 310. An Introduction to Human Language. This is an essentially introductory course that is designed to provide candidates with introductory theoretical and descriptive knowledge of the nature of human language. This knowledge is not only important, but is essential for English language studies, disciplines in the humanities and social sciences and special areas in education. It presents some basic concepts in linguistics and relates linguistics to applied areas like language acquisition and language in social contexts.

E 312. The Development of Modern English. 3(3,0). A study of the origins and development of the English language and its growth and spread worldwide. The forces and factors that have shaped its grammar, phonology, vocabulary and orthography are traced and explored in the various stages-Old, Middle, Modern English-of this growth. Attention is given to complexity and variation, especially native and non-native varieties, in modern English. (F)

E 314. The Novel. 3(3,0). A course designed to bring into prominence the natural steps in the development of the novel. (S)

E 315. Black American Writers. 3(3,0). A survey course in American Negro literature from 1746 to the present. (S)

E 316. Literary Criticism. 3(3,0). An introduction to literary analysis with particular emphasis upon the terminology, language, and techniques of literary criticism; emphasis placed upon direct examination and study of literary texts; special attention given to developing skills in close reading of a text in poetry, fiction, and drama. The writing of critical papers. Texts selected from significant writings of American, English, and European authors. (S)

E 317. American Literature, Part I. 3(3,0). A study of American Literature from 1660 to 1860. (F)

E 318. American Literature, Part II.3 (3,0). A study of American writers 1860 to present. (S)

E 319. Contemporary African American Literature. This is an upper level course in the study of African American literature from the mid 1960s to the present. Students will be exposed to a variety of texts, poetry, drama, fiction, and essays and a variety of writers and writing styles. The writers and works will be studied within the context of the cultural, economic, social, and political environment that helped to shape and define the language and literature of contemporary American society.

E 320. The Harlem Renaissance in Literature and the Arts. This

is an upper level, three credit English course designed to support the English and Liberal Arts majors. Students will make a study of works representative of the cultural capital of African-American life that flourished between approximately 1919 and 1934. Focusing on the social, musical, artistic, and literary origins of this movement, as well as the different literary and artistic genres created during this era, this course is designed to introduce students to the analysis of major literary works and genres within the context of the larger culture and debates of the Harlem or New Negro-Renaissance. We will focus on the ways in which literature represents, responds to, and shapes intellectual and political transformations in American society and African American culture during the period, with special attention to the meaning of migration, constructions of black identity, and issues of difference within black America. We will also consider the impact of the Harlem Renaissance, including its representation in contemporary culture. E 321. Ethnic Writers. This course concerns ethnic writers from Asian-American, Native-American, and Hispanic-American literary traditions.

E 399. Independent Study/Internship. 2-3(2-3, 0). An elective for juniors or seniors with the ability to design or organize and complete a creative scholarly project as an extension of English courses. Petitions to engage in a creative project, scholarly research, extensive reading, development and experimentation with teaching materials, or another legitimate, individualized activity can be submitted for approval. Under this rubric, students may also engage in an approved Internship program. (F,S)

E 400. Milton. 3(3,0). A study of the poetry and prose of Milton. Emphasis on selections representative of Milton’s poetic development. (S) E 401. Sixteenth-century Drama. 3(3,0). A study of the most significant non-Shakespearean drama and dramatists of the Elizabethan and early Jacobean period. The course also looks at their contribution in shaping dramatic idiom and traditions, and the crucial role of the professional acting companies and playhouses that influenced them. (F) English 402. Chaucer. 3(3,0). This course will focus on close reading and discussion of The Canterbury Tales by Geoffrey Chaucer, the father of English poetry. Emphasis will be on reading and pronouncing the text in the original Middle English and contextual analysis of the work. (S, E)

E 403. Shakespeare. 3(3,0). This course introduces Shakespeare as dramatists, his preeminent standing in Renaissance drama, and his achievement in the theater, as well as his exploitation of and contribution to the English language. Selected plays and sonnets are studied critically, analyzed and interpreted to demonstrate Shakespeare’s continued relevance and the quality of his work. (F)

E 405. Modern Grammar. 3(3,0). A study of the three major grammatical systems (traditional, structural, and transformational- generative) with emphasis on syntax, morphology, and semantics of English sentences. (F)

199 to acquaint prospective teachers of English, and other students in the

discipline, with the range of literature appropriate to the needs and capabilities of junior and senior high school students. (F)

E 407. Literature of the American South. This is a one-semester course for which students receive three credits. The course surveys Southern writing from the Old South to the present, encountering the Civil War, Reconstruction, the New South, Southern Renaissance, and Post-Renaissance along the way. Using slave narratives, short stories, poetry, novels, and critical essays, students trace the development of Southern literature in close relation to cultural factors that shape the production of texts.

E 408. Modern American Poetry. This is an upper level course designed to give students an intense experience in the reading, analysis, and interpretation of Modern American poetry, a demanding field that can challenge and delight even the most sophisticated reader. Students are expected to demonstrate how Modern American poets use formal elements of poetry (e.g., rhyme, meter, form, connotation, imagery, voice, etc.) to contribute to the total meaning of a poem, but also to understand the artful ways contemporary poets deconstruct these elements, or engage elements (i.e., politics) outside the text. Critical papers analyzing the form and content of significant poems are required. Both major and minor poets, representing diverse cultures, are studied.

E 410 American Women’s Writing. This course will define and explore the long literary tradition known as American women’s writing, discussing the various forms it can take and the critical language appropriate to analysis of those forms. A brief survey of the rise of American women’s writing from the eighteenth century to the present will be presented as the course progresses, with the reading of appropriate texts to illustrate the variety of genres within this area. E 412 Senior Capstone Seminar. In the Senior Capstone Seminar, the Professional English major will integrate the skills and knowledge acquired during her/his course of study. This course is both a culmination of baccalaureate work in English and preparation for further work in academic or non-academic environments. Students in this course will demonstrate proficiency with the English language, as well as knowledge of writing, literature, culture, and the conventions of Research in English.

WAC 399. Practicum in Tutoring Writing. This course will explore paradigms and practices of supplemental instruction, while establishing principles for constructive criticism and providing practical experience in offering critiques of student writing in diverse disciplines during a one-to-one conference. Required for PUSH Writing studio leaders and Writing Center tutors. Prerequisite: Grade of A or B in English 150 and 151, and the recommendation of an English instructor.