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Computer Science |
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CPSC 322 - Software Engineering (3)
This is a study of software engineering principles including development methodologies, system design, implementation, and testing. Both technical and management issues will be addressed.
Prerequisite(s): CPSC 304 or permission of the instructor.
Offered Fall 2019 and alternate Fall semesters.
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CPSC 340 - Visual Programming (3)
This course provides an introduction to a visual programming language and associated application development environment. This environment enables the creation of GUI user-interfaces. Topics include visual design and application development, event-driven programming, and Web/database integration.
Prerequisite(s): CPSC 304 or permission of the instructor.
Offered Spring 2020 and alternate Spring semesters.
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CPSC 341 - Networking (3)
An introduction to Networking concepts and practice. Theory is introduced beginning with the major network layers. At each layer, the theory is applied to current Internet technology. Actual experience in the advanced CS lab with networking is an integral part of the course.
Prerequisite(s): CPSC 304 or successful completion of the General Education Quantitative Reasoning Component or permission of the instructor.
Offered Fall 2018 and alternate Fall semesters.
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CPSC 346 - Web Programming: Client Side (3)
This course covers the programming of the client (end user) side of a web application. Students will learn several technologies and languages used to program the client side of web applications with extensive lab experience in the CPSC labs.
Prerequisite(s): CPSC 304 or permission of the instructor.
Offered Spring 2020 and alternate Spring semesters.
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CPSC 347 - Web Programming: Server Side (3)
This course covers the underlying architecture and programming of web servers. Students will learn the protocols used, how to configure a specific web server, and how to write server-based programs in one or more languages.
Prerequisite(s): CPSC 304 or permission of the instructor.
Offered Spring 2019 and alternate Spring semesters.
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CPSC 401 - Programming Languages (3)
This course covers concepts underlying the design of computer programming languages. Topics include language history, describing syntax, names, data types, scopes, bindings, control structures, subprograms, object-oriented programming, concurrency, exception handling, functional programming, and logic programming. Given the fundamental concepts, students compare and contrast various programming languages.
Prerequisite(s): CPSC 304 or permission of the instructor; MATH 210 is recommended.
Offered Fall 2018 and alternate Fall semesters.
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CPSC 411 - Server Operating Systems: LINUX Systems (3)
This course will cover the basic concepts of current LINUX and UNIX systems and will include extensive lab work using a version of LINUX. Students will learn operating system concepts, system administration, script creation, and other programming concepts.
Prerequisite(s): CPSC 304 or permission of the instructor.
Offered Spring 2020 and alternate Spring semesters.
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CPSC 414 - Server Operating Systems: Enterprise Systems (3)
In this course, students will study a specific operating system used in large scale enterprises. The course will include the architectural and design issues unique to large scale systems and provide practical lab work on using the operating system.
Prerequisite(s): CPSC 304 or permission of the instructor.
Offered Spring 2019 and alternate Spring semesters.
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CPSC 420 - Research (1-3)
An investigation of a topic of the student’s choice in consultation with a faculty member.
Enrollment by permission of the Department Chair.
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CPSC 430 - Database Design and Implementation (3)
This course investigates the design, creation, modification, and production of a database. A major database system is used. The student will learn the features of a typical database system and the language associated with the system necessary to create and use a database. A significant project will be completed that incorporates many of the features of a typical database. Database design theory will be addressed.
Prerequisite(s): CPSC 304 or permission of the instructor.
Offered Fall 2018 and alternate Fall semesters.
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CPSC 450 - Advanced Topics (1-3)
Selected topics from any of the areas offered in computer science. Open to students with advanced standing in computer science.
Enrollment by permission of the Department Chair.
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CPSC 490 - Internship (1-3)
A variable-credit course for professional, off-campus internship experience. The credit may vary from 1-3 hours depending upon the number of hours worked in the professional environment and extent to which those hours represent computer science topics. Details for each specific case will be arranged with an instructor.
Prerequisite(s): 12 hours of computer science courses.
Offered each semester. Enrollment by permission of instructor.
May be repeated for a maximum total of 3 credit hours.
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Criminal and Restorative Justice |
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CRJ 201 - Introduction to Criminal and Restorative Justice (3)
This course provides an introduction to the American criminal justice system and the concepts of restorative justice. The primary goal of this course is to develop a general understanding of criminal justice and restorative justice responses to crime in society. It will introduce students to the components of the criminal justice system: police, courts, and corrections. Criminal justice goals and procedures and their relationship to the social and behavioral sciences will also be emphasized.
Offered each Fall.
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CRJ 301 - Introduction to Corrections (3)
This course examines sociological and ethical approaches in the search for solutions when dealing with issues of criminality. Consideration is given to the most commonly stated arguments for the enforcing of criminal law with regard to a society’s system of corrections - retribution, deterrence, rehabilitation, and societal protection. Central to the course is an assessment of contemporary policy and implementation of correctional efforts to reduce crime and the search for alternatives.
Offered Fall 2019 and alternate Fall semesters.
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CRJ 320 - Criminal Procedure and Human Dignity (3)
This course develops the basic principles of American criminal procedure, including criminal investigation, pretrial handling of criminal suspects, and the conduct of the various participants of criminal trials. Instead of simply outlining standardized procedure, the course emphasizes the human dignity of all participants in the criminal justice system and addresses current issues and reforms of American criminal procedure.
Offered Spring 2019 and alternate Spring semesters.
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CRJ 430 - Criminal and Restorative Justice Seminar (3)
An opportunity to review the major themes and applications of the core content areas of the major and to further pursue the concepts of restoration and reconciliation in the field of criminal studies. Required of all criminal and restorative justice majors.
Prerequisite(s): Junior or Senior standing or permission of the instructor.
Offered each Spring.
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CRJ 443 - Adolescence and Juvenile Justice (3)
An in-depth study of the variables underlying the development of adolescents and emerging adults. Special emphasis is placed on status and juvenile offenses (e.g., substance use/abuse, covert/overt antisocial behavior), and young law transgressors’ accountability and rehabilitation. Focus is on the interaction of the physical, cognitive, emotional, and social processes as they impact the individual’s transition into adulthood.
Prerequisite(s): Understanding Persons in Society course (from General Education Program; i.e., ECON 202 or PSYC 121 or SOC 201).
Cross-listed with PSYC 443.
Offered each Spring.
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CRJ 480 - Internship (3)
Students undertake an off-campus internship in an applied work environment pertinent to the CRJ program’s field of study. Arrangements are made through the course instructor.
Prerequisite(s): Junior or Senior standing or permission of the instructor.
Offered each semester.
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Degree Completion for RNs |
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NRN 202 - Nursing Perspectives (4)
This course explores person, society, health, nursing education, environment, teaching, and learning as included in the Malone University School of Nursing and Health Sciences philosophy and as related to the Neuman Systems Model. The necessary development of characteristics that support nursing as a profession in research, education, and practice is discussed. Professional accountability is addressed through legal practice issues and ethical dimensions in nursing. The process of leadership, management, and dimensions of change as a basis for professional responsibility is introduced. Health promotion across the lifespan, cultural diversity, and use of nursing informatics are emphasized.
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NRN 301 - Health Assessment and Health Promotion (4)
Participants utilize the nursing process, based on the Neuman Systems Model, as the methodology to promote health, manage care for health maintenance, and evaluate patient outcomes. Emphasis is on health assessment in culturally diverse populations and the synthesis and generalization of nursing concepts for patients with needs. Clinical validation and application of nursing concepts and skills are provided in the nursing-clinical laboratory with the use of simulation.
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NRN 306 - Mathematics and Statistics in Health Care (3)
This course provides a review and testing of mathematical skills and then focuses on descriptive and inferential statistics. A conceptual approach is used including terminology and the interpretation and utilization of statistics for research purposes. Opportunities are provided to analyze data and conduct selected statistical problems.
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NRN 353 - Pathophysiology and Applied Therapeutics (3)
This course is a comprehensive study of human pathophysiology with application in the areas of diagnostic studies, diet therapy, and pharmacotherapeutics. Simulated and actual case scenarios of persons across the lifespan who are experiencing single or multisystem disease processes are discussed. Diagnostic studies specific to disease processes are examined. Pharmacologic agents and nutrition therapy appropriate for maintenance and promotion of health are studied. Nursing care appropriate to the disease processes are discussed.
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NRN 391 - Communication and Group Theory (2)
This course presents selected communication theories and facilitates the exploration of topics such as self-concepts, conflict, group process, and group culture. Application of theory is accomplished as students examine interpersonal relationships and communication principles as essential components for effective professional practice. Students analyze both a formal group and their own communication styles. The continued use of nursing informatics is emphasized.
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NRN 425 - Nursing Research (3)
The primary mission of this course is to develop a student’s ability to synthesize theoretical and empirical knowledge from the liberal arts, sciences, humanities, Christian faith, and nursing as a source for making practice decisions in a variety of nursing contexts and settings. This is accomplished by providing the student with an overview of knowledge development, a focused study of the research process and quantitative methodology, as well as statistical applications.
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NRN 430 - Community and the Nursing Process (4)
This course applies the nursing process, based on the Neuman Systems Model, to persons, families, groups, and communities with a focus on primary, secondary, and tertiary levels of prevention. Selected theories pertaining to families and community are applied in homes, schools, public health, and other community settings. Clinical application of learned concepts occurs in various community settings.
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NRN 431 - Management and Leadership in Complex Environments (4)
Management and leadership are addressed within the health care system. Total quality management and Quality and Safety Education for Nurses (QSEN) are discussed and related to the Neuman Systems Model. Evaluations of actual and hypothetical management and leadership situations are completed. Self-evaluations are completed relating to nurse manager roles and the continuation of professional nurse career plans. Clinical application of learned concepts occurs in selected health care settings.
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NRN 461 - Capstone: Liberal Arts and Nursing (3)
A capstone course that assists students in the integration of previous liberal arts, science, and nursing education in order to formulate and implement a personal philosophy of nursing. This course emphasizes a professional commitment in the areas of accountability in personal practice, ensuring the quality of health care practices, and the promotion of nursing as a profession. Nursing professionals facilitate the exploration of current issues and trends in nursing.
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Economics |
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ECON 202 - Principles of Macroeconomics (3)
A study of macroeconomics taking a broad view of the American economy, exploring topics such as money, total output and spending, national income, inflation, unemployment, and economic stabilization methods. This course meets the Understanding Persons in Society requirement of the general education program.
Offered each semester.
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ECON 203 - Principles of Microeconomics (3)
A study of microeconomics dealing with individual and social choices, economic analysis, supply and demand, and price determination. Theories of specialization, trade, income distribution, and the optimization decisions of business are also studied.
Offered each Spring.
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ECON 347 - The Global Economy (3)
This course explores the current system of globalized consumption, production, trade, finance, and ecology that shapes our daily economic lives. Critical reflection on Christian participation in that economy is also a key part of the course.
Cross-listed with POL 347.
Offered Fall 2019 and alternate Fall semesters.
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ECON 353 - Public Finance (3)
A survey of the field of government finance; expenditures, revenues and debt management; and the effects of these governmental activities upon other segments of the economy.
Prerequisite(s): ECON 202.
Offered Spring 2020 and alternate Spring semesters.
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ECON 380 - Entrepreneurship and the American Enterprise System (3)
This course will focus on the role of entrepreneurship in the American enterprise system. Entrepreneurship should be considered to be more than just starting a business. The perspective of this class will be to view entrepreneurship as a process that adds economic and social value to society. The economic and societal value of government involvement and regulation will also be considered. Students will participate in activities that illustrate the entrepreneurship process.
Prerequisite(s): Sophomore standing or higher.
Cross-listed with BUS 380.
Offered each Fall.
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ECON 401 - Money and Banking (3)
A study of the development and function of American monetary and banking practices.
Prerequisite(s): ECON 202, 203.
Offered Fall 2019 and alternate Fall semesters.
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ECON 450 - Advanced Topics (1-3)
An opportunity for the superior student to pursue, under supervision, an area of special interest either on his/her own initiative or in a seminar group. Open to juniors or seniors in this area who have completed or are taking regularly scheduled courses.
Enrollment by permission of the Department Chair.
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Education |
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EDUC 112 - Teaching in a Diverse Society (3)
An introduction to teaching emphasizing the opportunities and challenges of educating children in an increasingly diverse society. Social, historical, cultural, and economic factors are considered as teacher candidates develop a personal philosophy of education which includes the influence of a Christian worldview on professional practice. Includes 30 hours of field experience.
Prerequisite(s): COMM 110; PSYC 121. Co-requisite(s): EDUC 122.
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EDUC 122 - Learners in a Diverse Society (3)
This course emphasizes the philosophical, historical, and legal foundations of special education with particular consideration given to the principles and practices of inclusion. A personal philosophy regarding the acceptance and professional commitment to individuals with exceptional learning needs will be developed. Characteristics of learners with exceptionalities will be explored.
Co-requisite(s): EDUC 112.
Offered each semester.
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EDUC 232 - Psychology of Human Learning (3)
A course which focuses on the psychology of early through adolescent human development and topics related to how learning occurs and key differences among various types of learners including the influences of gender, intelligence, personality, learning style preferences, cultural backgrounds, and exceptionalities. Instructional implications of learning theory are also examined including behaviorism, constructivism, moral development, and opportunities for developmentally appropriate technology integration into the classroom setting.
Prerequisite(s): EDUC 112, 122.
Offered each semester.
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EDUC 245 - Teaching the Young Child (3)
An overview of appropriate practices which support physical, social, emotional, language, cognitive, and aesthetic development of all children from birth through age eight. The impact of classroom physical environment (including technology), schedule, routines, transitions, and external aspects such as family and cultural backgrounds are presented. Includes 20 field hours.
Prerequisite(s): EDUC 112.
Offered each Fall.
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EDUC 252 - Phonics (3)
This course emphasizes the importance of phonological and phonemic awareness as the foundation for phonics instruction. Teacher candidates will explore the implications of how the brain learns and the effects on the ability to read. Current research and evidence-based instructional practices will focus on methods of teaching and assessing phonemic awareness, alphabetic principle, structural analysis, derivational patterns, spelling, writing, and fluency. The teaching of diverse learners and utilizing various instructional approaches will be emphasized. Systematic, analytic, and analogical approaches to phonics instruction will be presented and practiced.
Prerequisite(s): EDUC 112, 122. Co-requisite(s): EDUC 232.
Offered each Fall.
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EDUC 267 - Content Reading Strategies 3
This course provides a multidisciplinary support of reading development with an emphasis on content area reading with diverse learners in mind. Attention is given to the development of skills in comprehension, vocabulary, word identification, the reading and writing process, grammar skills, and effective strategies for reading instruction across the content areas. This course is required for students pursuing Adolescence to Young Adult licensure (i.e., Integrated Language Arts, Integrated Mathematics, Integrated Social Studies, Life Science Education, Life Science/Chemistry Education) or Multi-age Licensure (i.e., Music Education). Includes 30 field hours.
Prerequisite(s): EDUC 122.
Cross-listed with SPED 267.
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EDUC 270 - Expressive Arts for Young Children (3)
The exploration and application of creative and aesthetic expression across the early childhood education curriculum with emphasis on art, music, drama, and movement. The focus is on designing environments and teaching methods which value play, small group projects, open-ended questions, group discussion, problem solving, cooperative learning, and inquiry experiences. Course fee.
Offered each semester.
Prerequisite for Early Childhood Education majors: EDUC 245
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EDUC 293 - Emergent and Early Reading Instruction (3)
An overview of theories of language acquisition and development of reading. Emphasis is placed upon the development of a balanced literacy program including, but not limited to, teaching strategies for the sequential evolvement of spelling skills, grammar skills (oral and written), handwriting, and the use of various cueing systems to enhance reading comprehension. Attention is given to the reading and writing process and to the model/methods appropriate for reading instruction. Includes 20 field hours.
Prerequisite(s): EDUC 252.
Cross-listed with SPED 293.
Offered each Spring.
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EDUC 300 - Children’s Literature (3)
This course is designed to provide a survey of literary genres, historical aspects, current trends, and critical stances related to children’s literature. Emphasis is placed on both the literary study of these bodies of work and their uses in educational settings. Assigned readings will relate to all major world cultures (African, European, Asian, Middle Eastern, Hispanic, and American), various age and ability groups, and to both male and female student readers.
Prerequisite(s): EDUC 232.
Offered each Fall.
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EDUC 305 - Adolescent Literature (3)
This course deals with the critical evaluation of adolescent and young adult books and their appropriateness to the needs and interests of students at the middle and secondary school levels. Students complete assigned readings of various genre that are reflective of all major world cultures including African, European, Asian, Middle Eastern, Hispanic, and American. Students will read complete texts that appeal to both male and female adolescent and young adult readers.
Prerequisite(s): EDUC 232.
Offered each Spring.
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EDUC 324 - Nature and Needs of Adolescents (4)
Examines the physical, social, emotional, intellectual, and moral development of early adolescents and the corresponding implications for curriculum, instruction, and school organization for middle childhood education. Includes 30 hours of field experience.
Prerequisite(s): EDUC 232.
Offered each Spring.
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EDUC 327 - Communication, Collaboration, and Advocacy (2)
This course emphasizes essential knowledge and strategies concerning diverse family needs and appropriate methods to address them through effective communication, decision making, and professional and community relationships. Avenues of advocacy for all students, regardless of individual differences and the various roles that support students and families across all levels of education are also addressed. Attention is given to ethical and professional practices for confidential and responsible communication. Includes 20 hours of volunteer-related experience approved by the course instructor.
Prerequisite(s): EDUC 232.
Offered each semester.
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EDUC 416 - Curriculum, Assessment, and Instruction (2)
The focus of this course is the alignment of curricular goals, assessment, and instructional design. Candidates develop a theoretical and practical understanding of contemporary curriculum and the application of backward design to develop a meaningful synergy between instructional intentions and assessment. Topics include measurement statistics to appropriately interpret standardized test scores; knowledge and application of educational standards; the development of authentic assessment activities; and the social, legal, and ethical implications of testing.
Prerequisite(s): EDUC 232, 327. Co-requisite(s): EDUC 417.
Offered each Fall.
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EDUC 417 - Management Strategies in Education (2)
Course content focuses on conceptual models of discipline, management methods and strategies, systematic interventions, and classroom procedures/routines that lead all students, including students with mild to moderate educational needs, to make constructive social/behavior choices. Other topics include legal requirements and social/behavior planning in the IEP process, methods to teach socials skills, and strategies to motivate students. Ethical considerations inherent in behavior management are also considered.
Prerequisite(s): EDUC 232, 327. Co-requisite(s): EDUC 416.
Offered each Fall.
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EDUC 419 - Teaching Integrated Mathematics in the Secondary School (4)
A comprehensive methods course which integrates various branches of mathematics with applications for mathematics instruction at the secondary level. Attends to NCTM standards and Ohio academic content standards for mathematics. This course includes 60 hours of field experience.
Prerequisite(s): EDUC 232, 327. Co-requisite(s): EDUC 416, 417.
Offered each Fall.
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EDUC 425 - Literacy Assessment and Instruction (3)
An overview of standard and alternative assessments designed for the identification of reading difficulties with attention given to specific intervention strategies, including the use of technology. Strategies for assisting and accommodating readers with speech, linguistics, and cultural differences. Case studies, the development of individualized education plans (IEPs), and the 504 plan in reading is a significant focus for 20 field hours.
Prerequisite(s): EDUC 293.
Cross-listed with SPED 425.
Offered each Spring.
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EDUC 429 - Teaching Integrated Social Studies in the Secondary School (4)
A comprehensive social studies methods course which integrates the broad areas of history, economics, political science, and sociology, with applications for instruction at the secondary level. Attends to NCSS standards and Ohio academic content standards for social studies. This course includes 60 hours of field experience.
Prerequisite(s): EDUC 232, 327. Co-requisite(s): EDUC 416, 417.
Offered each Fall.
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EDUC 435 - Integrated Methods for Social Studies and Language Arts for Intermediate Grades (3)
Developmentally appropriate content and strategies for teaching adolescent children (grades 4 and 5) in social studies and language arts are stressed with careful attention given to inquiry-based and problem-solving approaches. The Ohio Learning Standards in social studies and language arts will be carefully followed for grades 4 and 5.
Offered each Spring.
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EDUC 438 - Integrated Methods for Math and Science for Intermediate Grades (3)
Developmentally appropriate content and strategies for teaching adolescent children (grades 4 and 5) in math and science are stressed with careful attention given to inquiry-based and problem-solving approaches. The Ohio Learning Standards in mathematics and science will be carefully followed for grades 4 and 5.
Offered each Fall.
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EDUC 444 - Integrated Social Studies and Language Arts for Children (3)
Explores the principles, techniques, and resources for teaching language arts in the context of social studies to children pre-kindergarten through grade three, incorporating technology and other non-print media. Course work includes the examination of strategies for selecting, integrating, and translating knowledge and methods from history, geography, and social science disciplines appropriate for early childhood. Planning an integrated social studies curriculum and providing intervention for children with various educational needs, including the gifted, are emphasized. Attends to Ohio academic content standards for social studies and English/language arts. Includes 20 hours of field experience. This course must be taken concurrently with EDUC 446.
Prerequisite(s): EDUC 425. Co-requisite(s): EDUC 446.
Cross-listed with SPED 444.
Offered each Fall.
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EDUC 446 - Integrated Math and Science for Children (3)
Presents the current developments and methods of teaching math and science to children pre-kindergarten through grade three, with content and learning activities reflecting national standards and the Ohio academic content standards for mathematics and science. Emphasis is placed upon materials, techniques, and research-based practice for effective instruction of content, process, and real-world applications. Intervention strategies for children who are at-risk, gifted, or those with mild/moderate educational needs, including the gifted, are practiced. Includes 20 hours of field experience. This course must be taken concurrently with EDUC 444. Course fee.
Prerequisite(s): MATH 215; general education science elective. Co-requisite(s): EDUC 444.
Cross-listed with SPED 446.
Offered each Fall.
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EDUC 448 - Teaching Language Arts in the Middle Grades (3)
This course examines effective strategies for instruction and evaluation in middle level language arts and provides the opportunity to apply strategies to meet the diverse needs of students through middle school field experience. Attends to NCTE standards and Ohio academic content standards for English/language arts. Includes 20 hours of field experience.
Prerequisite(s): EDUC 324.
Offered each Fall.
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EDUC 449 - Teaching Integrated Language Arts in the Secondary School (4)
A comprehensive methods course which integrates the broad areas of language, writing/composition, reading and literature, and media, with applications for instruction at the secondary level. Attends to NCTE standards and Ohio academic content standards for English/language arts. This course includes 60 hours of field experience.
Prerequisite(s): EDUC 232, 327. Co-requisite(s): EDUC 416, 417.
Offered each Fall.
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EDUC 450 - Advanced Topics (1-3)
An opportunity for the exceptional student to pursue, under supervision, an area of special interest either on his/her own initiative or in a seminar group. Open to juniors or seniors who are majors in the area and who have completed or are taking regularly scheduled courses.
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EDUC 456 - Teaching Mathematics in the Middle Grades (3)
Examines effective strategies for instruction and evaluation in middle level mathematics and provides the opportunity to apply strategies to meet the diverse needs of students through middle school field experience. Attends to NCTM standards and Ohio academic content standards for mathematics. Includes 20 hours of field experience.
Prerequisite(s): EDUC 324.
Offered each Fall.
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EDUC 457 - Teaching Science in the Middle Grades (3)
Examines effective strategies for instruction and evaluation in middle level science and provides the opportunity to apply strategies to meet the diverse needs of students through middle school field experience. Attends to NSTA standards and Ohio academic content standards for science. Includes 20 hours of field experience.
Prerequisite(s): EDUC 324.
Offered each Fall beginning Fall 2018.
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EDUC 458 - Teaching Social Studies in the Middle Grades (3)
This course examines effective strategies for instruction and evaluation in middle level social studies and provides the opportunity to apply strategies to meet the diverse needs of students through middle school field experience. Attends to NCSS standards and Ohio academic content standards for social studies. Includes 20 hours of field experience.
Prerequisite(s): EDUC 324.
Offered each Fall.
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EDUC 459 - Teaching Integrated Science in the Secondary School (4)
A comprehensive methods course which integrates the different subject areas contained within the sciences, with applications for science instruction at the secondary level. Attends to NSTA standards and Ohio academic content standards for science. This course includes 60 hours of field experience.
Prerequisite(s): EDUC 232, 327. Co-requisite(s): EDUC 416, 417.
Offered each Fall.
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EDUC 460 - Student Teaching Seminar (1)
The student teaching seminar meets once a week during the student teaching semester. The seminar encourages reflection and provides opportunities for students to interact regarding their student teaching experiences. Discussions on issues and trends affecting the profession and preparations for the professional role will occur. The professional portfolio and student teaching work sample capstones are developed and submitted.
Offered each semester.
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EDUC 463 - Teaching and Assessing English Language Learners (3)
This course develops students’ understanding of and ability to utilize assessments and design instruction for English language instruction. Acquiring knowledge of students, designing assessments, and planning and implementing appropriate standards-based learning experiences for English Language Learners are addressed as well as various theories of testing, and knowledge of the nature of testing, its parameters and its pitfalls.
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EDUC 465 - Differentiation through Data-Driven Decisions (2)
This course is a focused, clinical and class experience that prepares teacher-candidates to meet the needs of diverse learners by collecting, analyzing, and using data to differentiate instruction.
Co-requisite(s): EDUC 460.
Offered each semester.
This course occurs during the first three (3) weeks of the Student Teaching Semester.
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EDUC 498 - Student Teaching (10)
For those seeking teacher licensure, this course is a full-time clinical experience providing opportunities to observe, plan, conduct, and evaluate instruction in a school setting and receive professional feedback from university supervisors and experienced cooperating teachers in the appropriate licensure area for a minimum of 12 weeks. Attendance at additional duties associated with the teaching role is expected (i.e., parent-teacher conferences, professional meetings, etc.). Those registering for student teaching must also register for EDUC 460 - Student Teaching Seminar . Application for student teaching should be made in November preceding the academic year in which student teaching is to be completed.
Prerequisite(s): Acceptance as a candidate for clinical experience and satisfactory completion of all professional education course work. Co-requisite(s): EDUC 460.
Cross-listed with SPED 498.
Offered each semester.
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English |
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ENG 120 - Elements of English (3)
Emphasizes writing as a recursive process and the interconnected nature of reading and writing. Offers practice with organizing and developing ideas, and provides opportunities to refine drafting, revising, and editing skills through in-class workshops and one-on-one tutoring sessions in the campus writing center. Grading is limited to A through C- and No Credit. Open to all students; required for those with ACT English score < 15 and overall high school gpa < 3.0.
Offered each semester.
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ENG 200 - Literature in Society (3)
Examination of enduring issues through the evaluation and interpretation of a variety of literature from different critical approaches.
Prerequisite(s): ENG 145 (Not available for credit/proficiency by exam).
Offered each semester.
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ENG 206 - English Seminar and Retreat (1)
The image of the writer escaping to the woods for solitude and inspiration has become emblematic and powerfully represents certain ideals about art and the self. This course, a general introduction for English, Creative Writing, and ILA majors which culminates in a required off-campus retreat, explores issues foundational to the study of writing and literature-disciplinary challenges and trends as well as personal ones-with the goal being to orient students toward their course of study, their vocations, and lifelong growth. Course fee.
Prerequisite(s): ENG 145.
Offered each Fall (Term A).
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ENG 231 - Introduction to Creative Writing (3)
An exploration of imaginative writing and the writing life: literary art and the creative process, techniques of poetry and narrative fiction, readings in modern and contemporary literature.
Prerequisite(s): ENG 145.
Offered each semester.
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ENG 260 - Professional Writing (3)
Emphasizes the rhetorical principles and writing practices necessary for producing effective business letters, memos, reports, and collaborative projects in professional contexts.
Prerequisite(s): ENG 145, 200.
Offered each Summer.
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ENG 270 - World Cinema (3)
Students will view and analyze western and non-western movies, taking narrative cinema as the principal conduit into the lives, times, and cultures of other persons. As a foundation for film studies, we will explore the artistic and technical components of the cinema: narrative, mise en scène, cinematography, editing, and so on. Through this engagement with world cinema, the course will underline the connection between analyzing our experiences of film and a richer, more sophisticated enjoyment of it.
Prerequisite(s): ENG 145.
Cross-listed with COMM 270.
Offered each semester.
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ENG 306 - Teaching Grammar and Composition (3)
An overview of composition theories, with consideration given to major pedagogical approaches, research on English Language Learners (ELL), “basic” writers, constructivist and collaborative learning, and issues pertaining to the teaching of revision and the conventions of the English language.
Prerequisite(s): ENG 200.
Offered Spring 2019 and alternate Spring semesters.
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ENG 308 - English in the City (2)
The course will be an experiential encounter with discourses of the city, of the realms of politics and planning, of the corporate workplace, of the arts, of the church, of people on the margins of the community. It is a course about taking stock of the surrounding wider community, its ideals, its collective work, and its shortcomings and contradictions, with an eye toward considering where and how we each fit in, either in Canton or in the place each of us chooses to live. And while it’s not just a course about how to get a job, practical career skills will be addressed.
Prerequisite(s): ENG 206, Sophomore standing.
Offered each Spring.
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ENG 311 - Essay Writing (3)
An advanced writing course designed to use essay writing as a means of inquiry, exploration, and dialogue with sources. Students will analyze and critique the rhetorical strategies and techniques used by both classical and contemporary essayists and then apply these in a variety of forms such as the narrative, analytical, and persuasive essay.
Prerequisite(s): ENG 200.
Offered each Fall.
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ENG 315 - Style and Usage (3)
A writing-intensive course that focuses on assisting the writer in developing an effective style and gaining control over the conventions of the language.
Prerequisite(s): ENG 200.
Offered each Spring.
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ENG 322 - World Literature (3)
This course emphasizes a close reading of texts from diverse historical, cultural, and religious contexts. Through this literature we can explore the key institutions and social dynamics that link the nations and communities of our world so that we can understand our commonalities and come to terms with those with whom we share this world.
Prerequisite(s): ENG 200.
Offered each semester.
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ENG 325 - Writers Series Seminar (1)
Read and study the works of writers visiting campus with the University Writers Series. Opportunities to meet with the writers for discussion and instruction will be arranged whenever possible. Repeatable to 6 hours. Creative Writing majors must repeat to 2 hours.
Offered each semester.
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ENG 331 - Poetry Writing (3)
A writing workshop focused on poetic craft and tradition. Readings in modern and contemporary poetry as well as criticism and theory combine with intensive work in the practice of writing poems.
Prerequisite(s): ENG 200.
Offered each Spring.
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ENG 332 - Fiction Writing (3)
A writing workshop devoted to the art of fiction. Diverse readings across the spectrum of narrative prose-classic stories, experimental forms, craft essays by writers-augment student writing.
Prerequisite(s): ENG 200.
Offered each Fall.
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ENG 334 - Professional Writing and Editing (3)
This course explores and practices the skills necessary for a career as a professional writer-freelance or otherwise-and editor. Learn the ins and outs of professional writing markets, from investigative longform essays in magazines, to trade and corporate publications, to pitching book-length proposals at publishers. On the editing side, dig into the Chicago Manual of Style-by far the most widely used style guide-and learn how to edit and copyedit manuscripts for academic, artistic, and professional publication: from fact-checking, attending to the minute particulars of grammar and punctuation, to getting right the various kinds of formatting and styling required to prepare manuscripts for press.
Offered Fall 2019 and alternate Fall semesters.
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ENG 350 - Advanced Topics (1-3)
Individual or small group study. Open only to junior or senior majors in this area who have completed or are taking regularly scheduled courses.
Enrollment by permission of the Department Chair.
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ENG 363 - Literary Publishing (3)
Study the history of publishing and learn about the contemporary publishing landscape-literary, academic, and commercial-while developing an array of skills, on the writing and editing side as well as publishing production and economics. Learn about forms of submission and their review in a variety of contexts, and how to carry a project through to its final form, be it digital or print. Avenues for marketing and promotion will be explored as will emerging and sustainable business models.
Offered each Spring.
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ENG 381 - Applied Linguistics (3)
This course offers insight into one of the most fundamental parts of being human: the ability to communicate through language. Whether it’s telling a joke, writing a song, naming a baby, or speaking to a relative with a speech impairment, language use is bound up with nearly everything humans do. While examining how words operate in spoken and written contexts-and how our understanding of this phenomenon has changed over time-students will learn and practice ways language facilitates thinking while shaping perception.
Prerequisite(s): ENG 200.
Offered Spring 2020 and alternate Spring semesters.
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ENG 382 - Living Traditions: Henry David Thoreau (3)
Few books are as strange, moving, provocative, and inspiring as Henry David Thoreau’s Walden, and it almost single-handedly created the mode of American nature writing. Taking Thoreau’s work as our gateway and working with Lawrence Buell’s concept of “the environmental imagination,” we
will explore other writers whose works were influenced by Thoreau and have influenced the way in which we engage the natural order. In coming to understand how it is that writers and the texts they create are situated in and influenced by the specifics of place and landscape, we will strive to develop an appreciation of an eco-centric aesthetic in literature and come to a greater awareness of the environmental underpinnings and ecological considerations of texts. We will read the works of nature writers in the tradition of nonfiction prose and narrative with some attention to poetry as well as works by theologians and eco-activist scholars-examining their legacies and seeking the lessons they teach.
Prerequisite(s): ENG 200.
Offered Fall 2018 and Fall 2021.
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ENG 384 - Living Traditions: William Shakespeare (3)
Shakespeare, considered the center of the English-language canon, is a writer so inexhaustible that any attempt to be comprehensive is doomed to failure. This course will focus on his plays (as well as drama, more broadly) and treat them as they as living documents meant to be performed. We will focus on two plays: the tragedy of Hamlet and one of the “problem” plays, The Merchant of Venice. Excerpts from Greek drama, Latin prose, and Danish history will provide the Danish play its deep background, and we’ll compare it with Kyd’s Spanish Tragedy and Twain’s spoof in Huckleberry Finn. How actors and directors have interpreted the play will be a central interpretive lens. With Merchant of Venice, we will track down biblical and Italian sources, and find contrast in Marlowe’s The Jew of Malta, as well as link the drama with anti-Semitism and the Holocaust. Again we will look at contemporary productions, focusing on differing treatments of Shylock. By looking at fewer plays with greater depth, students will gain a method for how to read and understand any other play by Shakespeare-whose poetry, brilliance, and well of empathy know few if any equals.
Prerequisite(s): ENG 200.
Offered Spring 2019 and Spring 2022.
Living Traditions courses illuminate ways in which writers, writing from within their social milieu and in a given form or mode, use art to explore vital questions of human existence. Starting with a representative figure, these courses explore that author’s historical and literary influences as well as the contemporary legacy, examining ways in which literary artists and their ideas continue to transform culture.
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ENG 385 - Living Traditions: Flannery O’Connor (3)
Although she died young and at the height of her visionary talent, Flannery O’Connor left behind a trove of stories and prose which helped define modern fiction and set a standard for articulating the means by which faith can inform art. A lifelong native of Georgia, her novels and short stories are inflected by a fearless confrontation with the idea of the South, with the complexities of religious conviction entwined with a history of racial violence. From her position within the Southern gothic tradition that includes Faulkner, we will examine the influences-from Christian mystics and philosophers to earlier writers of fiction and romance-that inform her storytelling. We will look also at the influence she continues to exert on contemporary writers as varied as Shusako Endo, Joyce Carol Oates, and Raymond Carver, all of whom exemplify her sensibility for graphic naturalism in service to the unseen.
Prerequisite(s): ENG 200.
Offered Fall 2019 and Fall 2022.
Living Traditions courses illuminate ways in which writers, writing from within their social milieu and in a given form or mode, use art to explore vital questions of human existence. Starting with a representative figure, these courses explore that author’s historical and literary influences as well as the contemporary legacy, examining ways in which literary artists and their ideas continue to transform culture.
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ENG 386 - Living Traditions: J.R.R. Tolkien (3)
Perhaps no literature participates in the purely imaginative as much as fantasy, and Tolkien’s important ideas about human co-creation underwrite his work, which continues to cast a long shadow on the genre. Tolkien’s invented realm of Middle-earth is deeply rooted in our actual world, grounded in medieval literature and norse mythology, inseparable from the anxieties of pre-war England, participating in the hopeful realism of his faith. In addition to Tolkien’s own writing, we will delve into his medieval and mythological sources, the work of contemporaries such as C.S. Lewis and Charles Williams, and of course exemplars of modern fantasy. Tolkien understood the fantastic not as merely “escapist” literature-a derisive term-but as a vehicle for myth, for enduring images and truths that guide us as we escape into imagined worlds in order to better find a place within our own.
Prerequisite(s): ENG 200.
Offered Spring 2020 and Spring 2023.
Living Traditions courses illuminate ways in which writers, writing from within their social milieu and in a given form or mode, use art to explore vital questions of human existence. Starting with a representative figure, these courses explore that author’s historical and literary influences as well as the contemporary legacy, examining ways in which literary artists and their ideas continue to transform culture.
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ENG 387 - Living Traditions: Jane Austen (3)
Jane Austen’s novels-despite the “chick lit” reputation film treatments have lent them-are anything but light beach reading. Set against backdrops of war, transgressive sexuality, and venomous rivalries, abiding human desires for money and power compete with more virtuous ideals, where heroines of sincere belief in loving marriage parry with oftentimes Byronic heroes struggling to square morality with the demands of their rank and status. We will read a smattering of her minor writings (poetry, prayers, short stories, and a farcical play) before concentrating on her best novels. After reaching back to classical influences like Aristotle and the Bible, and after looking at more immediate precursors like Richardson’s epistolary novel and Mary Wollstonecraft, we will reach forward to the Romantic era and to her influence on popular romance fiction, and ultimately on the Harry Potter series and modern vampyric heroes.
Prerequisite(s): ENG 200.
Offered Fall 2020 and Fall 2023.
Living Traditions courses illuminate ways in which writers, writing from within their social milieu and in a given form or mode, use art to explore vital questions of human existence. Starting with a representative figure, these courses explore that author’s historical and literary influences as well as the contemporary legacy, examining ways in which literary artists and their ideas continue to transform culture.
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ENG 388 - Living Traditions: Emily Dickinson (3)
The writing as well as the person of Emily Dickinson has come to stand for poetry at its most essential and potent: life itself distilled to the bones, the human being as solitary, alert, and alive. Famously reclusive yet fiercely committed, Dickinson wrote poems that on one hand are personal and private, concerned with domestic details of ordinary life, but which hum at the limits of syntax and grammar and diction, with the mysteries that hover beyond the reach of direct expression. In this course, we situate Dickinson within her relationship to American Puritanism and Romanticism as well as within the lyric tradition that stretches from Pindar and Sappho to Levertov and Ashbery. Dickinson explores with wit and courage the deepest perplexities of her age and thereby demonstrates in general the possibilities of poetry-especially poetry of the avant garde-to disrupt the status quo, even as it clarifies and consoles.
Prerequisite(s): ENG 200.
Spring 2021 and Spring 2024.
Living Traditions courses illuminate ways in which writers, writing from within their social milieu and in a given form or mode, use art to explore vital questions of human existence. Starting with a representative figure, these courses explore that author’s historical and literary influences as well as the contemporary legacy, examining ways in which literary artists and their ideas continue to transform culture.
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ENG 390 - African American Literature and Culture (3)
This course examines a selection of literature written by African Americans in an effort to gain greater understanding of various aesthetic, cultural, political, and social issues. Students will explore several central motifs: the African roots of African-American culture, the importance of literacy and “telling lives,” the journey toward freedom and equality, and the inter-relationship between African-American cultural traditions and the larger landscape of American culture.
Prerequisite(s): ENG 200.
Offered each Spring.
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ENG 394 - Editing and Publishing Internship (3)
Professional off-campus experience in the fields of writing and editing, commercial art and design, or corporate communications.
Offered each semester.
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ENG 398 - Applied Writing: On-Campus Internship (1)
Professional, on-campus experience employing writing, editing, and other language arts skills. Grading is limited to credit or no credit. Repeatable to 3 hours.
Prerequisite(s): ENG 200. Enrollment is limited to students with job offers from on-campus entities whose assigned duties meet the stated criteria. See instructor for details.
Offered each semester.
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ENG 399 - Internship (1-3)
Practical, off-campus experience using writing, editing, and other language arts skills. Grading is limited to credit or no credit. Repeatable to 6 hours.
Prerequisite(s): ENG 200. Junior standing.
Offered each semester. Enrollment is limited to students with signed contracts with companies or organizations outside of Malone University. See Department Chair for details.
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ENG 431 - Advanced Creative Writing Workshop (3)
Advanced writing workshop that presents a single theme or craft issue with common readings while students write in a chosen genre. Repeatable to 6 hours.
Prerequisite(s): ENG 231, 331, 332.
Offered each Fall.
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ENG 435 - Creative Writing Senior Portfolio (2)
Independent writing project and senior workshop: create new and revise work from earlier courses into a coherent collection, accompanied by a critical introduction. Explore professional and avocational issues such as publishing, graduate school, and writing after college. Culminates in a public reading.
Prerequisite(s): ENG 231, 331, 332, 431.
Offered each Spring.
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