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2018-2019 Catalog [ARCHIVED CATALOG]

Courses

As a reminder, all courses have been renumbered beginning with the Fall 2018 semester. Click on the new Course Number Look-up Tool and/or go to colum.edu/registrar
 
  

  • DANC 377 Graduate Dance Studies II: The Politics of Postmodernism

    Taken concurrently with Graduate Dancemaking II:, this second course in the Graduate Dance Studies Sequence exposes students to the complicated history of ideas associated with historical yet ongoing shifts from modernism to postmodernism. In particular, readings will reckon with the unique spatial logic of postmodernism, its relationship to history, and the ramifications of postmodern aesthetics on identity formation and community.

    Repeatable: N
    Formerly 33-6752
    Concurrent Requisite DANC 374 Graduate Dancemaking II: Representing Self and Other  
    Minimum Credits 3 Maximum Credits 3

  

  • DANC 399 Advanced Topics in Dance

    Advanced Topics in Dance offers an opportunity for in-depth, collaborative research in domains of performance, choreography and scholarship. Each semester, the course will focus on specific themes or issues submitted to hybrid pedagogical enterprises that may include, choreographic, performative, and scholarly articulations. Semester long course topics may include: Dance for Camera, Post-Colonial Choreographies, Feminist Discourses in Dance, Physical Theatre Workshop, and Site-Specific Dancemaking Strategies. Through extended research processes-which may include extensive viewing of video and live performances, reading of pertinent literature, student driven choreographic workshops, instructor-led movement experiences, and substantial performance and production experience-students will engage with dance as a form that resists compartmentalization by methodological boundaries.

    Repeatable: Y
    Formerly 33-3444
    Requirements Permission Required (DP)
    Minimum Credits 3 Maximum Credits 3

  

  • DANC 425 Advanced Contemporary Techniques

    This course develops physical proficiency in the performance of highly complex dance materials, emphasizing the deepening of technical practices in either Hip-Hop or modern technical forms. Material may draw upon skills acquired in Intermediate Contemporary Techniques but with increasing demands and higher expectations for competent execution. Technical weaknesses are addressed as students’ understanding, range, and body control increase. Emphasis is on building the physical capacities of the body with awareness of alignment, developing rhythmic clarity and spatial intent, and learning skills of focus and concentration. Students must audition for placement at this level.

    Repeatable: Y
    Formerly 33-3093
    Requirements Permission Required (DP)
    Minimum Credits 1 Maximum Credits 1

  

  • DANC 470 Capstone Seminar, BFA in Dance

    This Capstone Seminar is the culminating course in the dance BFA curriculum. Facilitated by the dance faculty, seniors gather together as a community of artists and scholars to support, inspire and challenge one another as they design and execute their individual capstone projects. Project possibilities include: a concert of original work, a teaching placement in the community, an in-depth research project, a series of performances, or another pre-professional project.

    Repeatable: N
    Formerly 33-4001
    Requirements Permission Required (DP)
    Minimum Credits 3 Maximum Credits 3

  

  • DANC 480 Repertory Performance Workshop

    Course offers intensive practical experience to students who work as ensemble members under the direction of different guest artist choreographers. The class functions as a dance company engaged in processes of creation, rehearsal, and performance of dance works. You will learn and practice different rehearsal and performance processes, ensemble skills, repertoire maintenance, and performance disciplines. Each semester culminates with fully produced performances of completed works.

    Repeatable: Y
    Formerly 33-3365
    Requirements Permission Required (DP)
    Minimum Credits 3 Maximum Credits 3

  

  • DANC 495 Directed Study: Dance

    Course consists of learning activities involving student independence within the context of regular guidance and direction from a faculty advisor. Directed Studies are appropriate for students who wish to explore a subject beyond what is possible in regular courses or for students who wish to engage in a subject or activity not otherwise offered that semester by the College. They involve close collaboration with a faculty advisor who will assist in development and design of the project, oversee its progress, evaluate the final results, and submit a grade.

    Repeatable: Y
    Formerly 33-2795
    Minimum Credits 1 Maximum Credits 6

  

  • DANC 496 Independent Project: Dance

    Course requires that students design their own educationally beneficial activities and take advantage of opportunities not represented in the College’s curriculum. Prior to registration, students create a detailed description and outline of their project for approval by a supervising faculty member. Forty-five hours of study activity equals one credit hour.

    Repeatable: Y
    Formerly 33-3998
    Requirements Permission Required (DP)
    Minimum Credits 1 Maximum Credits 6

  

  • DSGN 110 Design Thinking

    This course is an introduction to the theories and methods of design thinking which are empathetic, human-centered, tolerant of ambiguity, and action-oriented. Design thinking is a creative, innovative process to identify and solve complex problems. In this course, students participate in a series of exercises and project challenges that are resolved using a holistic design thinking process.

    Repeatable: N
    Minimum Credits 3 Maximum Credits 3

  

  • DSGN 112 Ceramics I

    This introductory level design/fabrication studio acquaints students with methods of forming and finishing clay into vessels and objects. The design process and material exploration is emphasized through lecture/demonstration and class discussions, where the relationship between design concept, skilled craftsmanship, and aesthetics is explored. Methods of hand building, modeling, and finishing are demonstrated. In addition to studio work, presentations, readings and discussions of traditional and contemporary applications for clay may be introduced. This course is appropriate for students from all majors.

    Repeatable: Y
    Formerly 21-1940
    Minimum Credits 3 Maximum Credits 3

  

  • DSGN 113 Jewelry and Objects I

    This introductory level design/fabrication studio acquaints students with jewelry and object creation. The design process is emphasized through lecture, demonstration, critiques and class discussions, where the relationship between design concept, skilled craftsmanship, and aesthetics is explored. Through a variety of exercises, students explore technical skills including fabrication, cold-joining, soldering, surface embellishment, coloring, and finishing. This course is appropriate for students from all majors.

    Repeatable: Y
    Formerly 21-1942
    Minimum Credits 3 Maximum Credits 3

  

  • DSGN 199 Special Topics in Design:

    This course offers rotating topics within design practices that explore interdisciplinary. Each course introduces material concentrating on new or experimental approaches and issues relative to design and related fields of study.

    Repeatable: Y
    Formerly 21-2901
    Requirements Permission Required (DP)
    Minimum Credits 1 Maximum Credits 6

  

  • DSGN 212 Ceramics II

    This advanced level design/fabrication studio encourages personal expression through the creation of ceramic-based functional or non-functional objects. Building on the skills introduced in Ceramics I, multiple processes and methods for working with clay will be presented and explored. Skilled craftsmanship and an understanding of how design concepts may be reflected in material and constructive choices are emphasized.

    Repeatable: N
    Formerly 21-2941
    Prerequisites DSGN 112 Ceramics I      
    Minimum Credits 3 Maximum Credits 3

  

  • DSGN 213 Jewelry and Objects II

    This advanced level design/fabrication studio encourages personal investigation through the creation of jewelry and functional/non-functional objects. Building on the skills introduced in Jewelry and Objects I, a variety of advanced techniques including etching, enameling, and forming are presented and explored. Skilled craftsmanship and an understanding of how design concepts may be reflected in material and fabrication choices are emphasized.

    Repeatable: Y
    Formerly 21-2943
    Prerequisites DSGN 113 Jewelry and Objects I  
    Minimum Credits 3 Maximum Credits 3

  

  • DSGN 265 Furniture I

    This introductory level design/fabrication studio acquaints students with the requirements of furniture making, primarily concentrating on wood constructive techniques. Design planning and material exploration is emphasized through lecture/demonstration and class discussions, where the relationship between design concept, skilled craftsmanship, and aesthetics is explored. Instruction includes hand and power tools and covers skills from conceptualization to hand finishing. This course is appropriate for students from all majors.

    Repeatable: Y
    Formerly 21-2946
    Prerequisites ARTS 105 Foundation Studio  or 22 1920 Making 2  
    Minimum Credits 3 Maximum Credits 3

  

  • DSGN 268 Metal Fabrication

    This course introduces technical skills and processes for metal fabrication in contemporary art and design practice. Metalworking skills will be applied to the creation of objects and prototypes with emphasis on innovation and experimentation. Materials other than metal may be introduced.

    Repeatable: N
    Formerly 21-2961
    Prerequisites   ARTS 105 Foundation Studio  or 22 1920 Making 2  
    Minimum Credits 3 Maximum Credits 3

  

  • DSGN 315 Digital Presentation Techniques

    Effective presentation is a central component of the designer’s skill set, communicating everything from research and ideation to final concepts and user experience. This course introduces students to the practical conceptual and technical skills required to create effective and compelling presentations. Using the Creative Suite (Illustrator, Photoshop, and InDesign), the course covers the planning and execution of presentations for output to PDF and Keynote.

    Repeatable: N
    Formerly 21-3715
    Prerequisites ARTS 105 Foundation Studio  or ARTS 210 Drawing I  or 22 1920 Making 2  
    Minimum Credits 3 Maximum Credits 3

  

  • DSGN 350 Portfolio

    Portfolio is a focal course designed to utilize work from other required courses within a student’s major. Students explore concepts and professional techniques to develop, document, and curate a body of work for different audiences (think entering the job market), demonstrating a range of work, conceptual sophistication and technical proficiency. The course will allow students to demonstrate professionalism, verbal skills, and conceptual and critical thinking, while communicating a personal creative story in a compelling manner. Topics include archiving and curating a sequence, researching a target market, and self-branding.

    Repeatable: N
    Formerly 21-4385
    Requirements Junior Standing or Above (JR) Design Majors Only (4DSG)
    Minimum Credits 3 Maximum Credits 3

  

  • DSGN 365 Furniture II

    This advanced level design/fabrication studio acquaints students with the requirements of advanced furniture making. Building on the skills introduced in Furniture I, a variety of advanced techniques which may include steam-bending, veneering, digital fabrication, limited-edition production, and spray-finishing are presented and explored. Primarily concentrating on wood constructive techniques, students are provided the opportunity to design and fabricate a piece of their choosing and may incorporate additional/alternative materials. The design process, incorporating model and full-scale mock-ups, continues to be emphasized.

    Repeatable: N
    Formerly 21-3946
    Prerequisites DSGN 265 Furniture I  
    Minimum Credits 3 Maximum Credits 3

  

  • DSGN 495 Directed Study: Design

    Course consists of learning activities involving student independence within the context of regular guidance and direction from a faculty advisor. Directed Studies are appropriate for students who wish to explore a subject beyond what is possible in regular courses or for students who wish to engage in a subject or activity not otherwise offered that semester by the College. They involve close collaboration with a faculty advisor who will assist in development and design of the project, oversee its progress, evaluate the final results, and submit a grade.

    Repeatable: N
    Formerly 21-3990
    Requirements Permission Required (DP)
    Minimum Credits 1 Maximum Credits 6

  

  • DSGN 496 Independent Project: Design

    Course is an independent project designed by the student, with the approval of a supervising faculty member, to study an area that is not presently available in the curriculum. Prior to registration, student must submit a written proposal that outlines the project.

    Repeatable: Y
    Formerly 21-3998
    Requirements Permission Required (DP)
    Minimum Credits 1 Maximum Credits 6

  

  • EASC 101 Geology: Earth as a Planet

    This course examines the basic scientific principles governing Earth and its operation. Through numerous hands-on activities, students study earth materials and how they form, surface processes and how they shape the land, and internal processes and how they lead to earthquakes, volcanic activity, and even movement of whole continents. Topics also include geologic time, the history of Earth and life on it, climate and climate change, and the impact of human activities on Earth.

    Repeatable: N
    Formerly 56-1310
    SL
    Minimum Credits 4 Maximum Credits 4

  

  • EASC 105 Oceanography and the Marine Environment

    This introductory course explores the oceans of the world, the living organisms of the ocean, and the vast mineral wealth of the ocean floor. New discoveries in the ocean sciences are discussed. The dynamic, growing field of oceanography and the physical, chemical, and biological aspects of oceans are investigated.

    Repeatable: N
    Formerly 56-1311
    SC
    Minimum Credits 3 Maximum Credits 3

  

  • EASC 110H The Science of Global Change: Honors

    This course examines the idea of global environmental change and the mechanisms by which global change occurs. We will use an approach combining Earth history with modern Earth processes (Earth systems) to understand changes in the physical environment like plate movement and climate change, and changes in the biological environment like evolution and extinction. We will analyze some of the relationships between physical and biological changes on Earth (physical mechanisms for extinction, biological inputs to climate change, and others). Students will be challenged to use their knowledge to better inform public awareness of global change, and public policy on global change issues.

    Repeatable: N
    Formerly 56-1312
    SC
    Requirements 3.5 or Higher GPA (35GP)
    Minimum Credits 3 Maximum Credits 3

  

  • EASC 115 Natural Disasters

    Both geologic and climatic natural disasters are explored in this course. Central focus is on causes and effects of disasters, particularly on the results of human attempts to prepare for these disasters. Topics include meteorite impacts, volcanoes, earthquakes, landslides, floods, and the effects of floods on human and animal life.

    Repeatable: N
    Formerly 56-1320
    SC
    Minimum Credits 3 Maximum Credits 3

  

  • EASC 120 Meteorology

    This course provides an introduction to the dynamics of the atmosphere and the methods of forecasting weather. Topics include theories of Earth’s climate, effects of pollution on the weather, applications to marine and aviation agencies, and careers in meteorology. Activities include graphing, weather forecasting, and maintenance of a weather log.

    Repeatable: N
    Formerly 56-1330
    SC
    Minimum Credits 3 Maximum Credits 3

  

  • EASC 125 Vertebrate Paleontology

    Vertebrates have been around for more than 500 million years and are one of the most successful groups of organisms inhabiting the Earth today. This course explores the fossil evidence for the evolution and diversification of vertebrates, including fishes, crocodiles, dinosaurs, birds, and mammals. How vertebrate evolution is conveyed in scientific and popular literature, the arts, and museum exhibits will be examined in the context of the science and methods behind how fossils are discovered, collected, analyzed, reported, and displayed.

    Repeatable: N
    Formerly 56-1350
    SC
    Minimum Credits 3 Maximum Credits 3

  

  • EASC 125H Vertebrate Paleontology: Honors

    This is an Honors course and students need special permission to register. Vertebrates have been around for more than 500 million years and are one of the most successful groups of organisms inhabiting the Earth today. This course explores the fossil evidence for the evolution and diversification of vertebrates, including fishes, crocodiles, dinosaurs, birds, and mammals. How vertebrate evolution is conveyed in scientific and popular literature, the arts, and museum exhibits will be examined in the context of the science and methods behind how fossils are discovered, collected, analyzed, reported, and displayed. This is an Honors class. In addition to other possible pre-requisites, students need a minimum G.P.A. of 3.50 or higher to enroll.

    Repeatable: N
    Formerly 56-1350HN
    SC
    Requirements 3.5 or Higher GPA (35GP)
    Minimum Credits 3 Maximum Credits 3

  

  • EASC 130 Mammal Evolution

    This course explores the evolution and diversification of mammals through time, focusing on evidence from the fossil record and from living mammals. Humans are one of about 4,600 species of diverse mammals sharing the planet today. What are the origins of this amazing diversity We will examine the evolutionary history of the group to which we belong beginning with our ancestors almost 300 million years ago. Fossil and extant mammal morphology, physiology, behavior, ecology, and biogeography, as well as specific evidence for a shared evolutionary history will be compared and analyzed in lecture and lab. Prior experience with Earth Science and/or Biology courses is strongly recommended (e.g. Vertebrate Paleontology, Biology, Zoology, Animal Physiology, Physical Geology, Marine Biology, etc.).

    Repeatable: N
    Formerly 56-1351
    SL
    Minimum Credits 4 Maximum Credits 4

  

  • EASC 135 Dinosaur Evolution and Extinction

    Dinosaurs were one of the most successful groups of organisms on Earth, and still exist today as birds. What is the evidence for diet, running speed, or for behavior associated with bizarre adaptations like head ornaments or super long necks? You will explore fossil evidence and scientific methods to answer questions about evolutionary relationships, physiology, behavior, past environments and extinction. Labs provide a hands-on introduction to fossils, rocks and fundamental concepts of natural history, geology and paleontology.

    Repeatable: N
    Formerly 56-1352
    SL
    Concurrent Requisite EASC 136 Dinosaur Evolution and Extinction: Lab  
    Minimum Credits 2 Maximum Credits 2

  
  

  • EASC 140H Paleontology Field Observations & Methods: Honors

    This course provides a hands-on introduction to paleontology field methods, including fossil reconnaissance, identification, and collection during a two-week field expedition to the Petrified Forest National Park, Arizona. You will learn about the paleontology and geology of the park by reading and interpreting popular and scientific literature. Emphasis will be placed on detailed observation and documentation of vertebrate fossils and geologic context in a field notebook that will provide the basis for a final project interpreting your field experience.

    Repeatable: N
    Formerly 56-1354HN
    SL
    Requirements Permission Required (DP)
    Minimum Credits 3 Maximum Credits 3

  

  • EASC 145 Historical Geology

    Students investigate the geological processes that have shaped the environment and life on Earth over the past 4.5 billion years. The course explores the theory of Plate Tectonics and follows the development of common fossil forms and prehistoric life with a special focus on the Chicago geological record. Laboratory experience includes mineral/rock identification, analysis of fossils, and interpretation of geologic maps.

    Repeatable: N
    Formerly 56-1380
    SL
    Minimum Credits 3 Maximum Credits 3

  

  • ECON 101 Introduction to Economics

    General theory and specific real-world applications illuminate the economic functions of our society. Topics covered include basic concepts of workings of markets, supply, demand, fiscal and monetary policy, and governmental roles. Class discusses current personal, business, governmental, and contemporary economic issues and problems.

    Repeatable: N
    Formerly 50-1201
    SS
    Minimum Credits 3 Maximum Credits 3

  

  • ECON 310 Ethics and Economics: Controversial Policy Issues of Our Time

    Conventional economic justification for policies embodies a particular moral logic despite its claim to value-neutrality. This course surveys alternate moral/political perspectives from which legitimacy (or moral acceptability) of contemporary economic policies could be debated. Students will be invited to apply these theoretical arguments to a set of contemporary policy issues in the U.S.

    Repeatable: N
    Formerly 50-3202
    SS WI
    Prerequisites ENGL 112 Writing and Rhetoric II  or ENGL 122 International Writing and Rhetoric II  
    Minimum Credits 3 Maximum Credits 3

  

  • ECON 310H Ethics and Economics: Controversial Policy Issues of Our Time: Honors

    Conventional economic justification for policies embodies a particular moral logic despite its claim to value-neutrality. This course surveys alternate moral/political perspectives from which legitimacy (or moral acceptability) of contemporary economic policies could be debated. Students will be invited to apply these theoretical arguments to a set of contemporary policy issues in the U.S. This is an Honors class. In addition to other possible pre-requisites, students need a minimum G.P.A. of 3.50 or higher to enroll.

    Repeatable: N
    Formerly 50-3202HN
    SS WI
    Prerequisites ENGL 112 Writing and Rhetoric II  or ENGL 122 International Writing and Rhetoric II  
    Requirements 3.5 or Higher GPA (35GP)
    Minimum Credits 3 Maximum Credits 3

  

  • ECON 311 Irrational Economics: Why We Make Bad Decisions

    We may not be the rational calculating machines maximizing their satisfaction to perfection, as economists would like to believe. This course sheds lights on the psychological and evolutionary foundation of our apparently irrational economic decisions. A more nuanced understanding of the intricacies of our decision-making process could potentially inform an array of policies that would improve our well-being.

    Repeatable: N
    Formerly 50-3203
    SS WI
    Prerequisites ENGL 112 Writing and Rhetoric II  or ENGL 122 International Writing and Rhetoric II  
    Minimum Credits 3 Maximum Credits 3

  

  • ECON 311H Irrational Economics: Why We Make Bad Decisions: Honors

    We may not be the rational calculating machines maximizing their satisfaction to perfection, as economists would like to believe. This course sheds lights on the psychological and evolutionary foundation of our apparently irrational economic decisions. A more nuanced understanding of the intricacies of our decision-making process could potentially inform an array of policies that would improve our well-being. This is an Honors class. In addition to other possible pre-requisites, students need a minimum G.P.A. of 3.50 or higher to enroll.

    Repeatable: N
    Formerly 50-3203HN
    SS WI
    Prerequisites ENGL 112 Writing and Rhetoric II  or ENGL 122 International Writing and Rhetoric II  
    Requirements 3.5 or Higher GPA (35GP)
    Minimum Credits 3 Maximum Credits 3

  

  • ECON 312 Urban Economics of Creative Industries

    This course analyzes the emergence and the growth of creative and cultural industries, such as fashion or performing arts in contemporary cities. Drawing on the field of Urban Economics’ primary concepts, such as agglomeration and clustering, students will explore the specific economic and geographic factors that make modern cities magnetic destinations for creative individuals and cultural enterprises/institutions. The city of Chicago will be used as a case study for our investigations.

    Repeatable: N
    Formerly 50-3204
    SS
    Prerequisites ENGL 112 Writing and Rhetoric II  or ENGL 112H Writing and Rhetoric II: Honors  or ENGL 122 International Writing and Rhetoric II  
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 105 Introduction to Early Childhood Education

    This course provides an overview of early childhood care and education with emphasis on historical, cultural, political, and theoretical implications related to perspectives of young children, the learning process, teaching, and social justice. Introductions to the variety of programs, the role of the teacher, career opportunities, and professional organizations are included. Emphasis will be given to developmentally appropriate practice, the learning context, the role of art and play, the Reggio Emilila approach, and trends and issues within the field.

    Repeatable: N
    Formerly 38-1100
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 110 Integrating Literature in ECE

    Students will explore various books/stories for infants/toddlers, preschool, and early elementary aged children. This course will investigate quality board and picture books, as well as beginning reading books while considering nursery rhymes, fiction and non-fiction, fairytales, and folktales. Students will better understand quality elements of books/stories, respected authors, and developmentally and culturally appropriate books/stories. Ultimately students will become more competent with selecting, evaluating, and presenting children’s books/stories while learning to instill a love of reading with children.

    Repeatable: N
    Formerly 38-1101
    Minimum Credits 1 Maximum Credits 1

  

  • EDUC 115 Human Development Across the Lifespan

    Students survey theories of holistic human development spanning the cognitive, physical, and social emotional domains. Emphasis is on the earlier stages of development, but encompasses the entire lifespan. Attention will be given to the application of theory to personal experience; the impact of an anti-bias approach; and the role of family, culture, and community on development.

    Repeatable: N
    Formerly 38-1125
    SS
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 120 Brain Development in Childhood

    Course uses the emerging brain development research as the organizing principle for an exploration of the physical, cognitive, social, and emotional growth of children from birth to age eight. Topics of exploration include pre- and post-natal development, sensory processing, nutrition, stress, disease and disorders, and developmental milestones. Emphasis is placed on the physical and cognitive realms of development. Course was designed to provide students with the scientific information that will support their interactions with young children.

    Repeatable: N
    Formerly 38-1530
    SC
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 210 Language Learning and Linguistic Development

    This course develops students’ understandings of typical and atypical speech and language development from birth through age eight in monolingual and multilingual children with a focus on the rights of the learner. Students explore the relationships between linguistic and language development, and other areas of development and learning are explored. Since language is integral to thinking and learning processes, the course frames students’ examination of the biological, environmental, social, and cultural components of language learning and linguistic development.

    Repeatable: N
    Formerly 38-2130
    Prerequisites EDUC 115 Human Development Across the Lifespan 
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 215 Child, Family & Community: Critical Perspectives

    This course contributes to students’ knowledge and skills necessary to work successfully with diverse families in individual, group, and community settings. The course emphasizes strategies for strengthening adult-child relationships and collaborative partnerships between educators, families, community members, and agencies. This content is examined critically to understand how some children and their families are often perceived and treated inequitably and how these inequities are embedded in US history.

    Repeatable: N
    Formerly 38-2140
    PL
    Prerequisites EDUC 115 Human Development Across the Lifespan 
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 220 Teaching English Language Learners: Theoretical Foundations

    This course provides the foundations necessary for making informed decisions about the education of English Language Learners (ELLs), their characteristics and challenges, and English language acquisition. Students will explore the connections among theory, diversity, and equity, and the research and policies that inform instructional designs and practices.

    Repeatable: N
    Formerly 38-2150
    PL
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 225 Education of Learners with Exceptional and Diverse Needs

    This course introduces the concept of exceptionality, providing an overview of various forms of atypical growth and development and teaching methods. The emphasis is on children having a variety of disabilities and/or delays and the implications for learning and growth. The roles of legislation; collaboration between parents, schools, and teachers; children’s cultures; and the rights of learners identified as having exceptional needs will be explored.

    Repeatable: N
    Formerly 38-2155
    Prerequisites EDUC 115 Human Development Across the Lifespan  
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 230 Culture in Young Children’s Literature

    This course offers students the opportunity to learn how children’s literature, as text and art, has been used to teach youth throughout history; how it has been appropriated by societies; and how children’s authors and illustrators have become authors of the culture of their times. The course embodies elements of traditional literary analysis where students will study historical trends, literary and artistic devices, cultural ideologies, and elements of text quality present in multicultural children’s literature for audiences aged birth through nine years.

    Repeatable: N
    Formerly 38-2601
    HL
    Prerequisites ENGL 112 Writing and Rhetoric II  or ENGL 122 International Writing and Rhetoric II  
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 299 Topics in Early Childhood Education

    Topics courses allow the Early Childhood program to offer individual courses outside of its core curriculum as faculty expertise becomes available. Permission of Program Director required.

    Repeatable: Y
    Formerly 38-2175
    Minimum Credits 1 Maximum Credits 3

  

  • EDUC 305 Pre-Primary Methods for Math and Science

    This course is designed to develop understandings and practical applications of principles and techniques that promote supportive learning environments and foster children’s active engagement. It introduces the role of play and major curriculum approaches including the Reggio Emilia approach. Through observation of children and application of knowledge of child development, students construct understandings of planning, documenting, and assessing interdisciplinary, inquiry-based, and developmental learning opportunities. Special emphasis will be given to math, science, and technology for young children.

    Repeatable: N
    Formerly 38-3100
    Concurrent Requisite EDUC 315 Seminar I: Preprimary Methods for Language, Literacy and the Arts 
    Requirements Permission Required (DP)
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 315 Seminar I: Preprimary Methods for Language, Literacy and the Arts

    Students will focus on planning, implementing, and evaluating a rich and engaging learning environment that stresses language and emergent literacy, visual arts, drama, music, and movement experiences for young children. Additionally, students will develop further understanding of the role of play, the Reggio Emilia approach, and the teacher as a professional within a preprimary educational context.

    Repeatable: N
    Formerly 38-3110
    Requirements Permission Required (DP)
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 320 Infant, Toddler, and Two-Year- Old Programming and Methods

    This course will apply knowledge of young children’s development in planning for growth and learning for infant and toddler through two-year-old children. Students will gain experience with curricular opportunities and gain knowledge of programming that include health and safety.

    Repeatable: N
    Formerly 38-3115
    Prerequisites EDUC 105 Introduction to Early Childhood Education   and EDUC 115 Human Development Across the Lifespan   
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 325 Seminar II: Environments and Relationships that Cultivate Learning

    This seminar is taken concurrently with Preprimary Practicum (38-3105). Students explore the role of the learning environment, children’s developing identities, connections with the community, and social interactions in shaping educational experiences.

    Repeatable: N
    Formerly 38-3130
    Prerequisites EDUC 315 Seminar I: Preprimary Methods for Language, Literacy and the Arts  
    Concurrent Requisite EDUC 480 Preprimary Practicum  
    Requirements Permission Required (DP)
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 350 Documenting and Assessing Children’s Learning

    This course provides an overview of Early Childhood assessment principles and practices. Students develop knowledge and skills to assess learning and development of young children, including those with special and diverse learning needs. Students learn how and why to document children’s learning processes. Students will develop strategies for assessing young children’s social, emotional, cognitive, and motor development using both formal and informal means.

    Repeatable: N
    Formerly 38-3135
    Requirements Permission Required (DP)
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 355 Methods for Teaching Language Arts in Primary Grades

    This course prepares students to guide children from diverse backgrounds as they learn how to read, write, and communicate in printed and digital contexts. Students learn how to plan for standards-based and assessment-driven curricula in English and the Language Arts and in the content areas. They also learn how to apply developmentally appropriate literacy practices across content areas. The methods explored are intended for children five through eight years of age. Students fulfill field experience requirements for this course within a practicum experience in a Kindergarten, first, or second grade classroom.

    Repeatable: N
    Formerly 38-3140
    Prerequisites  EDUC 210 Language Learning and Linguistic Development  
    Requirements Permission Required (DP)
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 360 Methods for Teaching English as a Second Language

    This course focuses on approaches, methods, and materials for teaching English as an additional language to English Language Learners (ELLs). Additionally, application of such skills will be applied to content-area learning. Class sessions will focus on theory and practice related to the important components of language learning from a developmental perspective. In addition, students will analyze second language unit and lesson plans, develop instructional units, engage in short in-class demonstration lessons that illustrate state-of-the-art second-language teaching techniques, and participate in required field experiences in classrooms in which there are ELLs. Special attention will be given to culturally relevant pedagogy.

    Repeatable: N
    Formerly 38-3145
    Requirements Permission Required (DP)
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 365 Methods for Teaching Mathematics in Primary Grades

    This course provides students with ideas, techniques, and strategies for teaching math at the Kindergarten through second grade levels. An active and developmentally appropriate approach is emphasized so that students gain experience using manipulatives and technology, and participate in constructing or revising their own understanding of math concepts. Students will reflect on and discuss theory, research, and practice related to how young children learn mathematics. Students fulfill field experience requirements for this course within a practicum experience in a Kindergarten, first, or second grade classroom.

    Repeatable: N
    Formerly 38-3150
    Prerequisites EDUC 325 Seminar II: Environments and Relationships that Cultivate Learning  
    Requirements Permission Required (DP)
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 375 Methods for Teaching Social Studies and Science in Primary Grades

    This course focuses on methods for teaching social studies and science. Per the National Council for the Social Studies, this course fosters the integrated study of the social sciences and humanities to promote civic competence. Students will reflect, in-depth, about what it means to be a good citizen within a culturally and socio-economically diverse society. The science component of the course provides students with ideas, techniques, and strategies for applying understandings of science, technology, and engineering practices within the major content areas of science (Life, Physical, Earth, and Space Sciences). Students are exposed to a variety of science curricular materials that emphasize a hands-on, inquiry-based approach. Field experiences occur within a practicum in a Kindergarten, first, or second grade classroom.

    Repeatable: N
    Formerly 38-3160
    PL
    Prerequisites EDUC 325 Seminar II: Environments and Relationships that Cultivate Learning  
    Requirements Permission Required (DP)
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 380 The Teaching Artist in School and Community Settings

    This course engages students in the theory and practice of the teaching artist. Students will explore the role of the teaching artist in arts education in an historical context as well as in current practice with children, adolescents, adult and senior populations. This exploration is anchored in study, reflection, and direct experience in Chicago Public Schools, arts organizations and community settings. Students will spend class time studying teaching artist fundamentals including: building partnerships, developing and implementing inquiry-based arts curricula and lesson plans, creating community in the classroom, designing inclusive experiences in the arts, working within community and school cultures, and understanding classroom management in a variety of settings and populations. Guest teaching artists, from a range of disciplines, will lead sessions introducing a range of effective teaching artist strategies. Students will observe and/or assist in the delivery of arts instruction in a variety of settings.

    Repeatable: N
    Formerly 38-3580
    HU
    Prerequisites ENGL 112 Writing and Rhetoric II  or ENGL 122 International Writing and Rhetoric II  
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 385 Arts Integration: Interdisciplinary Learning K-12

    This course will take an in-depth look at the impact of interdisciplinary arts teaching on student learning. It will engage students in the theory, history, research, and practice of interdisciplinary arts teaching and learning in the schools. Students will learn how to create interdisciplinary curriculum across core academic subjects and the arts, connect to the Common Core Standards, develop assessment tools, and build documentation into teaching practice. They will study the connections between arts-integration, the Reggio Emilia approach, as well as inquiry and project-based learning. They will develop an interdisciplinary unit plan, have the opportunity to teach and revise curriculum with one another, and observe and reflect on interdisciplinary arts learning in Chicago Public School classrooms. Guests will include teaching artist and classroom teacher partners, and leaders in the field of teaching artistry.

    Repeatable: N
    Formerly 38-3581
    HU
    Prerequisites EDUC 380 The Teaching Artist in School and Community Settings  
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 390 Teaching Artist Internship

    This internship provides students with direct experience working as a Teaching Assistant under the mentorship of a veteran Columbia College Chicago teaching artist. In this internship, students spend a minimum of 75 hours on-site working with a Teaching Artist in school classrooms, after school programs, and/or community organizations. Time on-site will include all aspects of the Teaching Artist’s job, such as planning and implementing arts integrated activities; reflection, documentation, and collaboration; and preparation and clean-up. The internship might also include opportunities to support program staff at either the Center for Community Arts Partnerships, the Museum of Contemporary Photography or another community-based arts organization to learn about the coordination and implementation of Arts Partnership programs.

    Repeatable: Y
    Formerly 38-3588
    Prerequisites EDUC 380 The Teaching Artist in School and Community Settings  
    Concurrent Requisite EDUC 385 Arts Integration: Interdisciplinary Learning K-12  
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 405 The Reflective Professional

    Investigation of young children’s and teachers’ learning and teaching through the lens of the Reggio Emilia approach continues in this course. Students will thoughtfully and critically reflect on their entire program experience, further developing a vocabulary to convey its meaning to a variety of audiences: orally, in written form, and visually. Each student will develop an individual product to represent personal and professional understandings to a variety of audiences.

    Repeatable: N
    Formerly 38-4005
    HU WI
    Concurrent Requisite EDUC 490 Primary Student Teaching Internship  and EDUC 410 Seminar IV: Primary Student Teaching  
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 410 Seminar IV: Primary Student Teaching

    This course accompanies concurrent requisite 38-4000 Primary Student Teaching Internship and provides students with a supportive environment, helpful resources, and thought-provoking presentations and discussions on all aspects of the K-2 classroom experience. Students independently prepare and submit artifacts for a performance-based state licensure requirement: the edTPA.

    Repeatable: N
    Formerly 38-4010
    Concurrent Requisite EDUC 490 Primary Student Teaching Internship  
    Minimum Credits 3 Maximum Credits 3

  

  • EDUC 480 Preprimary Practicum

    This practicum focuses on methods of teaching and learning with preschool children through the lens of social constructivism. Communication, creativity, collaboration, and critical thinking are key to the learning process. Students will plan, implement, and assess approved learning experiences for young children that consider both developmental domains and content areas appropriate for individual and group abilities, contexts, and cultures. Students will engage in field work at a preschool for three hours a day for four days a week to observe examples of the ways in which methods are implemented in such settings.

    Repeatable: N
    Formerly 38-3105
    Prerequisites EDUC 305 Pre-Primary Methods for Math and Science  or EDUC 315 Seminar I: Preprimary Methods for Language, Literacy and the Arts  

     
    Co-requisites EDUC 325 Seminar II: Environments and Relationships that Cultivate Learning  

     

     
    Requirements Permission Required (DP)
    Minimum Credits 3 Maximum Credits 3

  
  

  • EDUC 490 Primary Student Teaching Internship

    Students participate in an internship of full-time student teaching experiences at the Kindergarten, first, or second grade level. They are supported and assessed through regularly scheduled visits from college-based field-experience supervisors, and they participate in periodic evaluations in a cooperative setting with their K-2 cooperating teacher. This course accompanies concurrent requisite 38-4010 Seminar IV: Primary Student Teaching.

    Repeatable: N
    Formerly 38-4000
    WI
    Prerequisites EDUC 375 Methods for Teaching Social Studies and Science in Primary Grades  
    Concurrent Requisite EDUC 410 Seminar IV: Primary Student Teaching  
    Requirements Permission Required (DP)
    Minimum Credits 6 Maximum Credits 6

  

  • EDUC 495 Directed Study

    No description available.



    Repeatable: Y
    Formerly 38-3176
    Minimum Credits 1 Maximum Credits 9

  

  • EDUC 496 Independent Project: ECE

    An independent project is designed by the student, with the approval of a supervising faculty member, to study an area that is not presently available in the curriculum. Prior to registration, the student must submit a written proposal that outlines the project.

    Repeatable: Y
    Formerly 38-3175
    Requirements Permission Required (DP)
    Minimum Credits 1 Maximum Credits 6

  

  • ENGL 108 Writing and Rhetoric Stretch A

    Writing and Rhetoric I Stretch A introduces students to key concepts in writing and rhetoric. These concepts comprise an intellectual framework that enable students to approach a variety of writing tasks in college, in their creative professions, and in their lives as citizens. While the primary focus is on reading and writing alphabetic text, Writing and Rhetoric I Stretch A encourages students to explore the affordances of a variety of genres, media, platforms, and technologies. Along with Writing and Rhetoric I Stretch B, this course provides students with ample opportunity for revision and reading assignments, exercises that guide students through longer assignment sequences, instruction about the role of various technologies in writing, and extra one-on-one support from the instructor. Upon registering for and successfully completing Writing and Rhetoric I Stretch A, students understand and agree to be administratively registered for the same section (same day and time) of Stretch B in the Spring semester.

    Repeatable: N
    Formerly 52-1101S
    Prerequisites   TWC-T-3 EXAM-TWC WRITING MINIMUM SCORE = 3  
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 109 Writing and Rhetoric I Stretch B

    Writing and Rhetoric I Stretch B continues the work begun in Writing and Rhetoric I Stretch A, introducing students to key concepts in writing and rhetoric. These concepts comprise an intellectual framework that enable students to approach a variety of writing tasks in college, in their creative professions, and in their lives as citizens. While the primary focus is on reading and writing alphabetic text, Writing and Rhetoric I Stretch B encourages students to explore the affordances of a variety of genres, media, platforms, and technologies. Along with Writing and Rhetoric I Stretch A, this course provides students with ample opportunity for revision and reading assignments, exercises that guide students through longer assignment sequences, instruction about the role of various technologies in writing, and extra one-on-one support from the instructor. Students are administratively registered for Writing and Rhetoric I Stretch B. To drop or withdraw from this course, please contact the English and Creative Writing department.

    Repeatable: N
    Formerly 52-1151S
    EN
    Prerequisites ENGL 108 Writing and Rhetoric Stretch A  
    Minimum Credits 3 Maximum Credits 3

  
  

  • ENGL 111 Writing and Rhetoric I

    Writing and Rhetoric I introduces students to key concepts in writing and rhetoric. These concepts comprise an intellectual framework that enable students to approach a variety of writing tasks in college, in their creative professions, and in their lives as citizens. In Writing and Rhetoric I, students use the key concepts to compose texts of their own and to analyze the work of other authors. While the primary focus is on reading and writing alphabetic text, Writing and Rhetoric I encourages students to explore the affordances of a variety of genres, media, platforms, and technologies.

    Repeatable: N
    Formerly 52-1151
    EN
    Prerequisites TWC-T-4 EXAM-TWC WRITING MINIMUM SCORE = 4  
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 111H Writing and Rhetoric I: Honors

    Writing and Rhetoric I helps students understand and refine their own writing processes. Designed to assist students in making connections between their knowledge, cultures, worlds, and the multiple-literacies and discourses of academic, communicative and performing life, the course encourages students to develop their distinctive voices as they learn to make conscious rhetorical decisions. Writing and Rhetoric I connects personal reflection with critical analysis, providing plentiful and varied opportunities for writing, strengthening reading skills, and becoming a member of a writer-reader community. This is an Honors class. In addition to other possible pre-requisites, students need a minimum G.P.A. of 3.50 or higher to enroll.

    Repeatable: N
    Formerly 52-1151HN
    EN
    Prerequisites TWC-T-4 EXAM-TWC WRITING MINIMUM SCORE = 4  
    Requirements 3.5 or Higher GPA (35GP)
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 112 Writing and Rhetoric II

    Writing and Rhetoric II helps students use writing to develop and sustain an in-depth personal and intellectual inquiry into a subject of their choosing. The course unfolds in a series of assignments designed to lead students through a continually deepening creative research process that ripens into a written project of considerable length and complexity. Focusing on methodology, rather than specific course theme, students learn to generate worthwhile questions, collect primary data, locate secondary resources, and form original research insights.

    Repeatable: N
    Formerly 52-1152
    EN
    Prerequisites ENGL 109 Writing and Rhetoric I Stretch B  or ENGL 111 Writing and Rhetoric I  or ENGL 121 International Writing and Rhetoric I  or TWC-T-7 EXAM-TWC WRITING MINIMUM SCORE = 7  
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 112H Writing and Rhetoric II: Honors

    Writing and Rhetoric II helps students use writing to develop and sustain an in-depth personal and intellectual inquiry into a subject of their choosing. The course unfolds in a series of assignments designed to lead students through a continually deepening creative research process that ripens into a written project of considerable length and complexity. Focusing on methodology, rather than specific course theme, students learn to generate worthwhile questions, collect primary data, locate secondary resources, and form original research insights. This is an Honors class. In addition to other possible pre-requisites, students need a minimum G.P.A. of 3.50 or higher to enroll.

    Repeatable: N
    Formerly 52-1152HN
    EN
    Prerequisites ENGL 111 Writing and Rhetoric I  or ENGL 111H Writing and Rhetoric I: Honors  or TWC-T-7 EXAM-TWC WRITING MINIMUM SCORE = 7  
    Requirements 3.5 or Higher GPA (35GP)
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 120 U.S. Academic Language and Culture

    U.S. Academic Language and Culture for EAL is designed to address the needs of the cohort of international exchange students and degree-seeking students who do not formally live in the U.S. In this course, we will work to (1) improve and refine students? academic English skills including productive skills (i.e., writing, speaking) and receptive skills (i.e., reading, listening); (2) enhance students? intercultural competency; and (3) develop their digital literacy.

    Repeatable: N
    Formerly 52-1120
    Requirements Permission Required (DP)
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 121 International Writing and Rhetoric I

    Writing and Rhetoric I for Non-Native Speakers of English is reserved for students who do not speak English as their first language. Identical to Writing and Rhetoric I, with respect to course content and LAS Core credit, Writing and Rhetoric I offers students with heritage languages other than English curricular support via specialized teaching, smaller class size (12), individual teacher-student conferences, and regular time in the computer classrooms. Students are required to attend weekly sessions with an English as a Second Language (ESL) Specialist in the Writing Center.

    Repeatable: N
    Formerly 52-1121
    EN
    Prerequisites TWC-T-2 EXAM-TWC WRITING MINIMUM SCORE = 2  
    Concurrent Requisite ENGL 110 EAL Tutoring in Writing  
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 122 International Writing and Rhetoric II

    Writing and Rhetoric II for Non-Native Speakers of English is reserved for students who do not speak English as their first language. Identical to Writing and Rhetoric II, with respect to course content and LAS Core credit, Writing and Rhetoric II offers students with heritage languages other than English curricular support via specialized teaching, smaller class size (12), individual teacher-student conferences, and regular time in the computer classrooms (once a week). Students are required to attend weekly sessions with an English as a Second Language (ESL) Specialist in the Writing Center.

    Repeatable: N
    Formerly 52-1122
    EN
    Prerequisites ENGL 121 International Writing and Rhetoric I  or TWC-T-7 EXAM-TWC WRITING MINIMUM SCORE = 7  
    Concurrent Requisite ENGL 110 EAL Tutoring in Writing  
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 123 Summer Intensive Program: U.S. Language and Creative Industries in Western Markets

    The Summer Intensive Program for EAL students is an intensive English as an additional language (EAL) course designed to address the needs of incoming international students who will be studying at Columbia College Chicago. The curriculum includes intensive academic language and creative industries in Western markets. The program helps students investigate industry knowledge and experience to identify and develop opportunities for working in and with the cultural and creative sectors in global markets. The language portion of the course will improve and refine students? academic English skills including critical thinking, rhetorical decisions, reading comprehension, and functioning effectively in a community of writer-readers, so that students are better prepared to engage in discussions and presentations in professional and academic situations in the U.S.

    Repeatable: N
    Formerly 52-1230
    Minimum Credits 0 Maximum Credits 0

  

  • ENGL 124 International Oral Expression

    Oral Expression for Non-Native Speakers of English is reserved for students who do not speak English as their first language. This course addresses specific barriers to effective public speaking for English as a Second Language students, such as stage fright, poor pronunciation/rhythm patterns, and intercultural communication difficulties. The course introduces students to basic principles of communication theory and informative, persuasive, and occasional models of public speaking. Instruction focuses on planning, organization, argumentation, delivery and posture, use of gestures and voice, and U.S. academic audience expectations. Oral Expressions for Non-Native Speakers of English meets the LAS Core requirement for Oral Communications. (Requires one hour of tutoring.)

    Repeatable: N
    Formerly 52-1400
    SP
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 130 Oral Expression

    Students overcome difficulties they may have in public speaking, such as stage fright and poor diction. Students are made aware of important elements such as delivery and posture, use of gestures, and good grammar. Course introduces students to informative, persuasive, and occasional modes of public speaking and helps students develop well-organized and purposeful speeches.

    Repeatable: N
    Formerly 52-1401
    SP
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 130H Oral Expression: Honors

    Students overcome difficulties they may have in public speaking, such as stage fright and poor diction. Students are made aware of important elements such as delivery and posture, use of gestures, and good grammar. Course introduces students to informative, persuasive, and occasional modes of public speaking and helps students develop well-organized and purposeful speeches. This is an Honors class. In addition to other possible pre-requisites, students need a minimum G.P.A. of 3.50 or higher to enroll.

    Repeatable: N
    Formerly 52-1401HN
    SP
    Requirements 3.5 or Higher GPA (35GP)
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 241 Writing for the Creative Workplace

    Students are introduced to the study of writing for creative professionals from a rhetorical perspective, gaining a broad sense of issues, topics, genres, and practices that mark the field of professional and technical writing in creative industries. Students also explore professional writing as socially situated art and practice and gain practical hands-on experience through a variety of professional writing projects.

    Repeatable: N
    Formerly 52-2801
    EN WI
    Prerequisites   ENGL 122 International Writing and Rhetoric II  or ENGL 112 Writing and Rhetoric II  
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 242 Writing Digital Content

    Students engage in evaluation, analysis, and preparation of content for the web using a combination of web standard markup and content management/delivery systems. The course covers principles of rhetoric, design, practices of web accessibility, develops basic ability to write in plain text files with web standard markup (HTML and CSS), and offers students practical experience in evaluating, creating, editing, curating, and delivering content for the web.

    Repeatable: N
    Formerly 52-2802
    EN WI
    Prerequisites ENGL 122 International Writing and Rhetoric II  or ENGL 112 Writing and Rhetoric II  
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 244 Careers in Writing

    Introductory course provides students with opportunity to explore various careers available in field of writing. Students investigate job potential, examine demands of various writing professions, and interview professionals who have made writing a career.

    Repeatable: N
    Formerly 52-2804
    WI
    Prerequisites ENGL 122 International Writing and Rhetoric II  or ENGL 112 Writing and Rhetoric II  
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 245 Technical Writing for Creative People

    This is an introductory course in technical writing for students in the arts and media. Students will understand and produce primary genres of technical writing including instructions, technical descriptions and recommendation reports. We will also study the workplace contexts in which these genres function, with a special focus on the role of technical writing in the arts and media. This awareness of the rhetorical context of technical writing will ultimately become a powerful basis for students to make informed choices about the texts they produce.

    Repeatable: N
    Formerly 52-2805
    EN WI
    Prerequisites ENGL 112 Writing and Rhetoric II  or ENGL 122 International Writing and Rhetoric II  
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 246 Reviewing the Arts

    Students write confident and well-researched reviews of visual, performing, and media arts, reviews that can broaden the role of the arts in our daily lives. Students generate content for their reviews by visiting cultural and artistic institutions, attending performances, and / or viewing recordings. They examine selected expert reviews and theoretical perspectives; and they compose and revise their work through a combination of weekly in-class workshops, discussion, and take-home assignments.

    Repeatable: N
    Formerly 52-2816
    HU WI
    Prerequisites ENGL 122 International Writing and Rhetoric II  or ENGL 112 Writing and Rhetoric II  
    Minimum Credits 4 Maximum Credits 4

  

  • ENGL 246H Reviewing the Arts: Honors

    Students write confident and well-researched reviews of visual, performing, and media arts, reviews that can broaden the role of the arts in our daily lives. Students generate content for their reviews by visiting cultural and artistic institutions, attending performances, and / or viewing recordings. They examine selected expert reviews and theoretical perspectives; and they compose and revise their work through a combination of weekly in-class workshops, discussion, and take-home assignments. This is an Honors class. In addition to other possible pre-requisites, students need a minimum G.P.A. of 3.50 or higher to enroll.

    Repeatable: N
    Formerly 52-2816HN
    HU WI
    Prerequisites ENGL 112 Writing and Rhetoric II  or ENGL 122 International Writing and Rhetoric II  
    Requirements 3.5 or Higher GPA (35GP)
    Minimum Credits 4 Maximum Credits 4

  

  • ENGL 247 Writing Comedy

    Course provides overview of various aspects of writing comic prose, including writing for growing field of business humor. Students learn how to structure the comedic scene and are introduced to various comedic forms, including parody and satiric humor.

    Repeatable: N
    Formerly 52-2814
    WI
    Prerequisites ENGL 122 International Writing and Rhetoric II  or ENGL 112 Writing and Rhetoric II  
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 248 Introduction to Writing Satire and Parody

    Course presents an in-depth analysis of twentieth-century satire and parody from several disciplines, including works written for film, television, print media, and fiction. Students write short comedic pieces that exemplify the various types of satire and parody covered in the course. Over the first eight weeks, students deconstruct many different genres to create original works that celebrate these source materials. The last seven weeks of the course revolve around the creation of a full-length script for an original parody of satire.

    Repeatable: N
    Formerly 52-2809
    WI
    Prerequisites   ENGL 122 International Writing and Rhetoric II  or ENGL 112 Writing and Rhetoric II  
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 310 Writing Center Theory and Practice

    Course covers basics of peer tutoring in writing skills. Emphasis is on developing skills in the following areas: 1) peer tutoring techniques and interpersonal communication, 2) writing process–critical analysis, 3) error identification–grammar and punctuation, 4) writing across the curriculum. Students often begin peer tutoring early in the semester, and the dynamics of the sessions are analyzed and discussed in class. This is a hands-on course, combining Writing Center theory and practice. Successful students of this course tutor their peers in Columbia’s Writing Center.

    Repeatable: N
    Formerly 52-3100
    WI
    Prerequisites ENGL 112 Writing and Rhetoric II  
    Requirements Sophomore Standing or Above (SO) and 3.5 or Higher GPA (35GP)
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 341 Rhetoric of Digital Media

    Students explore rhetorical theories and practices that shape digital networked interaction and literacies. In this course students interact with, analyze, and research technologies and literacies that have transformed communication practices and then turn their attention to producing digital artifacts and materials. Issues covered may include the relationship between print and digital culture, creative content licensing, content strategy and curation, perspectives on authorship, the social and cultural dimensions of technology, and professional models of writing associated with digital media. Each section takes a unique approach to the hands-on exploration of exploring, consuming, creating, and even hacking digital networked spaces and cultures.

    Repeatable: N
    Formerly 52-3801
    EN WI
    Prerequisites  ENGL 122 International Writing and Rhetoric II  or ENGL 112 Writing and Rhetoric II  
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 343 Publishers and Writers Seminar

    Course explores the business of writing for publication while students polish manuscripts for submission. Students develop articles, essays, and reports while dealing with a variety of such publishing structures as newsletters, corporate reports, and memos.

    Repeatable: N
    Formerly 52-3803
    Prerequisites ENGL 122 International Writing and Rhetoric II  or ENGL 112 Writing and Rhetoric II  
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 344 Writing, Language, and Culture Seminar

    Students study issues surrounding language, writing, and representation, and produce substantial, complex writing and research projects as they work to build skills in research, prose style, editing, and design. Topics include a rotating series of rhetorical and cultural analyses of consumer, popular culture, networked, and organizational settings. Overall, the course heightens student awareness of the power of writing and representation to shape the way we produce and are produced by the world around us.

    Repeatable: Y
    Formerly 52-3804
    EN WI
    Prerequisites ENGL 122 International Writing and Rhetoric II  or ENGL 112 Writing and Rhetoric II  
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 345 Methods of Discourse Analysis: Understanding Text

    Students are introduced to the study of discourse, which is the study of language in use or what people do with language and how they do it. Practiced by scholars from a range of disciplines, discourse analysis is used to approach a variety of questions, such as how people negotiate power in everyday conversation, how racism or sexism might be communicated in institutional documents, or how news media privileges certain groups through lexical and grammatical choices. Using a variety of tools, students learn how to analyze specific instances of written and spoken communication. Through this analysis, students come to understand the relationship between language and politics, values, and beliefs; how identities are constructed in language; and the way we shape our world through the words we use. Such analysis can help students be attentive to these issues in their own oral and written communication. Theoretical principles informing the practice of discourse analysis and an overview of the various disciplinary approaches to discourse analysis are also briefly covered.

    Repeatable: N
    Formerly 52-3806
    HU
    Prerequisites ENGL 112 Writing and Rhetoric II  
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 346 Cultural Criticism and the Arts

    Students hone fundamental skills for research and writing necessary for insightful, interdisciplinary critical readings of trends or topics in media culture. They will also come to understand how works of art of many kinds can be critiqued to make larger points about society and culture, and how different media can be used to present these kinds of critical pieces. Successful students produce writing of publishable quality and explore options for the distribution and circulation of their work online and in print. The course is designed to increase students’ skills as writers, readers, and consumers of culture; as assertive and perceptive critics; and as careful editors and designers of complex writing projects.

    Repeatable: N
    Formerly 52-3816
    EN WI
    Prerequisites ENGL 122 International Writing and Rhetoric II  or ENGL 112 Writing and Rhetoric II  
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 346H Cultural Criticism and the Arts: Honors

    Students hone fundamental skills for research and writing necessary for insightful, interdisciplinary critical readings of trends or topics in media culture. They also will come to understand how works of art of many kinds can be critiqued to make larger points about society and culture, and how different media can be used to present these kinds of critical pieces. Successful students produce writing of publishable quality and explore options for the distribution and circulation of their work online and in print. The course is designed to increase students’ skills as writers, readers, and consumers of culture; as assertive and perceptive critics; and as careful editors and designers of complex writing projects. This course is part of the Honors program and requires, at a minimum, a cumulative GPA of 3.5 or higher to register (in addition to other possible pre-requisites).

    Repeatable: N
    Formerly 52-3816HN
    EN WI
    Prerequisites ENGL 122 International Writing and Rhetoric II  or ENGL 112 Writing and Rhetoric II  
    Requirements 3.5 or Higher GPA (35GP)
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 347 Writing for Late Night: A Comedy Collaboration

    Writing for Late Night is a 3-credit, Professional Writing comedy-writing class. It is an immersion experience for students pursuing a career on stage or behind the scenes in theatre or television, on multiple platforms. This 10-day course guides participants to delve into the real-time pressures of making a long-form variety show. The course will cover dozens of segments within comedy writing found in: Late Night, Live Sketch Revue, and News Satire/Parody.

    Repeatable: N
    Formerly 52-3814J
    Prerequisites ENGL 112 Writing and Rhetoric II  or ENGL 122 International Writing and Rhetoric II  
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 350 Content Strategy

    This course invites students to step into the roles of leader, manager and editor-in-chief and to practice strategies that effective leaders use for facilitating other authors’ writing. Students will have the opportunity to learn to think strategically about writing as content that can be managed across platforms and digital spaces. Students will also have the opportunity to align content to personal, professional and organizational goals; to collaborate with other authors; to consider the needs of diverse audiences; and to prepare instructions and guides that shape other authors’ writing. Students will also critique the rise of content management systems and discuss tactics to use to leverage imperfect technologies and platforms.

    Repeatable: N
    Prerequisites ENGL 112 Writing and Rhetoric II  or ENGL 112H Writing and Rhetoric II: Honors  or ENGL 122 International Writing and Rhetoric II  
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 450 Capstone in English

    In collaboration with the instructor and classmates, students produce a capstone portfolio that demonstrates the culmination of their work in the major, representing both breadth of achievement and significant intellectual inquiry. Students revise selected works in the portfolio and produce a project that highlights their accomplishments in the major for an external audience. Course texts change from section to section.

    Repeatable: N
    Prerequisites LITR 388 Critical Editions in Literature  or ENGL 350 Content Strategy  
    Requirements Senior Standing (SR)
    Minimum Credits 3 Maximum Credits 3

  

  • ENGL 495 Directed Study

    Course consists of learning activities involving student independence within the context of regular guidance and direction from a faculty advisor. Directed Studies are appropriate for students who wish to explore a subject beyond what is possible in regular courses or for students who wish to engage in a subject or activity not otherwise offered that semester by the College. They involve close collaboration with a faculty advisor who will assist in development and design of the project, oversee its progress, evaluate the final results, and submit a grade.

    Repeatable: Y
    Formerly 52-3899
    Minimum Credits 1 Maximum Credits 3

 

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