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2018-2019 Graduate Catalog [ARCHIVED CATALOG]
Course Descriptions
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Education Leadership |
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EDLDRS 710 - The Culture of Urban Schools
3 Credit(s)
Description:
This required course, taken in the student’s second spring, focuses on inquiry into the nature of urban schools, including social contexts and structural inequalities. Participants study social and cultural practices and relations in an urban school site, examine how structural concerns influence school culture and read studies of urban schools that highlight problems, successes, struggles and transformations. Through active dialogue with their peers, they reflect upon the complexities of daily life and change in urban schools and identify questions and directions for further exploration.
014680:1
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EDLDRS 712 - Comparative Study Tour: Educational Change in China and the United States
6 Credit(s)
Description:
This course is designed to provide students with opportunities to explore the educational system and education reforms in China. Recent changes and progress in the People’s Republic of China have been historic and highly significant. As the Chinese continue to improve their economic, political, and social foundations, they also look to strengthen their educational systems. These changes can serve as basis for comparison for educators interested in examining the process of educational change. By examining these reform efforts in China, both in educational systems and instructional practices, educators will develop the ability to assess the impact of educational change and to plan effectively for activities that will enhance the learning experiences in their own schools
037702:1
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EDLDRS 714 - Integrative Seminar I
1 Credit(s)
Description:
This course, offered once a month on Saturdays during the fall and spring semesters, provide opportunities for students to integrate their daily experiences as practitioners with the goals and academic content of their coursework. They also provide a bridging mechanism to form connections between and among courses and to discuss issues which cut across several courses. In them, students continue to develop interpersonal group process and leadership skills helpful to supporting and making change in schools.
014682:1
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EDLDRS 715 - Integrative Seminar II
1 Credit(s)
Description:
This course, offered once a month on Saturdays during the fall and spring semesters, provide opportunities for students to integrate their daily experiences as practitioners with the goals and academic content of their coursework. They also provide a bridging mechanism to form connections between and among courses and to discuss issues which cut across several courses. In them, students continue to develop interpersonal group process and leadership skills helpful to supporting and making change in schools.
014683:1
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EDLDRS 716 - Integrative Seminar III
1 Credit(s)
Description:
This course, offered once a month on Saturdays during the fall and spring semesters, provide opportunities for students to integrate their daily experiences as practitioners with the goals and academic content of their coursework. They also provide a bridging mechanism to form connections between and among courses and to discuss issues which cut across several courses. In them, students continue to develop interpersonal group process and leadership skills helpful to supporting and making change in schools.
014684:1
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EDLDRS 717 - Integrative Seminar IV
1 Credit(s)
Description:
This course, offered once a month on Saturdays during the fall and spring semesters, provide opportunities for students to integrate their daily experiences as practitioners with the goals and academic content of their coursework. They also provide a bridging mechanism to form connections between and among courses and to discuss issues which cut across several courses. In them, students continue to develop interpersonal group process and leadership skills helpful to supporting and making change in schools.
014687:1
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EDLDRS 720 - Teaching, Learning and Curriculum in Urban Contexts
3 Credit(s)
Description:
This required course investigates common concerns in addressing the needs of urban students in elementary and secondary learning environments and community settings. It considers questions of human development in several domains, current problems and controversies about learning and responsive curricula and pedagogies. Readings frame issues across age groups and educational contexts, with additional materials for each topic focusing on particular age groups and levels of schooling.
014688:1
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EDLDRS 730 - Historical Roots of Contemporary Urban Schooling
3 Credit(s)
Description:
This required course, taken in the first fall semester, is built on the premise that most issues of educational policy and practice are rooted in some historical context that is deeply influential but often widely unexamined. This course considers the historical development of several contemporary educational issues, recognizing their roots in intense debates in American history. Although it does not provide explicit guidance for today’s practitioners, this historical understanding should inform their approaches to the complexities of their current concerns. With 19th-21st-century urban schooling as the focus, topics include responses to racial, ethnic and gender identities of students; the development of national standards for curriculum and testing; the relative responsibilities of public and private educational institutions; the professional identities of teachers and school administrators; and schools as the site of social reform.
014691:1
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EDLDRS 732 - Organization and Leadership in Educational Institutions
3 Credit(s)
Description:
This required course, taken in the first spring semester, helps participants develop a diverse set of perspectives for analyzing organizations. Practitioners who are interested in leadership roles in schools and other urban educational settings function in a variety of roles in many large and small organizations: teachers and classroom administrators in buildings or programs, members of a department or team, students in a graduate classroom, union members and leaders, parents of school-aged children and part of a school community. Practitioners also play roles in organizations outside of schools-in community groups, sports teams, religious groups, etc. The course helps look at those organizations and the roles played within them, by offering a broad set of perspectives drawn from the extensive literature on organizations. Learning to understand and use multiple perspectives for analyzing organizations allows us to reflect on our roles in them, even as it expands the set of possible choices for taking action and leadership within them.
014692:1
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EDLDRS 734 - Scholarly Writing in Education
3 Credit(s)
Description:
This three-credit elective helps student sin both Ed.D tracks will induct practitioners into the intricacies of professional writing and scholarly discourse, both to make them better consumers of research and to help them respond to No Child Left Behind’s mandates for administrators and other educational leaders to research and publish through developing forms like Classroom-based Inquiry, Teacher Research, and Action Research. The class is grounded in three theoretical frameworks (Writing Process Theory, Genre theory, Cultural Capital Theory) and conducted primarily as a writing workshop. Students will write, be part of writing response groups in which they share their own writing and respond to the writing of others, and conference with the instructor about work-in progress. Course includes lectures and exercises on academic writing, substantial reading and writing assignments outside of class.
033527:1
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EDLDRS 740 - Research Methods in Educational Leadership I
3 Credit(s)
Description:
This required course, offered in each cohort¿s second year, provides both theoretical grounding and hands-on experience with design and implementation of qualitative and quantitative research methods.
000752:1
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EDLDRS 741 - Research Methods in Educational Leadership II
3 Credit(s)
033104:1
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EDLDRS 742 - Team Research Project
3 Credit(s)
033105:1
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EDLDRS 743 - Measurement and Research Instrument Design
3 Credit(s)
Description:
This course is designed to provide doctoral student with knowledge and skills needed for developing a research instrument. Various methods and strategies of instrument design will be explored, with an emphasis on developing qualitative interview protocols and quantitative survey questionnaires in the educational environment. Through a series of brainstorming activities, direct, hands-on exercises, students will become more confident and competent in integrating instrument design into their dissertation study.
Enrollment Requirements:
EDLDRS 740 & 741
038744:1
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EDLDRS 748 - Evaluation: Theory and Practice
3 Credit(s)
Description:
This course is designed to introduce students to the theory and practice of educational evaluation by reviewing evaluation reports and papers, preparing evaluation designs, and developing evaluation instruments. Throughout the course, students will be introduced to major evaluation theories and the practice of program evaluation. These practices include determining which evaluation approach to use in a given context, developing an evaluation plan on data collection and analysis, and considering the ethical issues surrounding the role of the evaluator.
Enrollment Requirements:
EDLDRS 740 and EDLDRS 741
038955:1
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EDLDRS 750 - Education Policy for School Leaders
3 Credit(s)
Description:
This course will provide students with a deep understanding of the characteristics of K-12 education policies and the issues to which they apply. Students will be given an introduction to several central educational policy debates, from both an American and international/comparative perspective, and many policy issues will be examined from an urban context. The course will be taught from a critical perspective and aims to give students the tools to critique policies through a variety of lenses. Themes to be covered include: characteristics of an education policy; unique attributes of urban education policies; issues/problems that K-12 educational policies are meant to solve; the determinants of and influences on educational policies; theories of policy change and policy analysis; how to critique and analyze policies; the distinctions between local, rational, and global level policies. The course is divided into three sections: (1) Concepts and Policy Analysis; (2) Policy Contexts; (3) Policy Issues. Both primary and secondary sources will be used (i.e. Policy documents and critiques of such policies), and as well texts which assist in guiding students on doing policy analysis. The course is designed to foster discussion and debate around policy issues and offer potential alternatives to our current educational policy landscape.
038745:1
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EDLDRS 751 - International and Comparative Perspectives on Urban Education
3 Credit(s)
Description:
This course engages global and cross-cultural analyses to examine critical issues in urban education within a variety of contexts, and from a number of stakeholder perspectives. Employing various units or levels of analysis, the course pays special attention to different theoretical frameworks used to explain the relationship between education and economic, political, and social development and related policies and the interventions in urban contexts. It also explores the workings of institutions involved in educational reform at the sub-national, national, and international levels.
038956:1
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EDLDRS 752L - International Education Policy and Leadership
3 Credit(s)
Description:
This course covers a range of theories that apply to the study of globalization and international education policies, as well as the history of aid to education. Students will study the characteristics and critiques of major institutions that design policies and conduct operations which impact education globally, including multilateral agencies, non-governmental organizations, and private foundations. Students will furthermore study key issue areas that are targeted by international education policies, including testing, privatization, education in fragile states, and gender equity.
038957:1
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EDLDRS 753 - Cognition & Context: Social, Psychological and Cultural Dynamics of Teaching and Learning
3 Credit(s)
Description:
In this course, students in the leadership in urban schools programs engage in depth with sociological, psychological and anthropological theories about how people learn. Course texts will provide various interpretations about learning as a life-long process that is individual and collective, cognitive and contextual, occurring in the home, peer groups, classroom, workplace and community. The course will pay particular attention to the implications of learning theories for research, policy, and leadership in diverse communities and urban education settings.
038958:1
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EDLDRS 754 - Dialogical Learning Communities and Praxis
3 Credit(s)
Description:
In this course, students in the leadership in urban schools program will examine and engage with structural and constructivist approaches to framing learning as a socially dynamic and dialogical learning, students trace the historical, cultural and social specificities that situate contemporary educational phenomena as composited, not single, instances. The course will pay particular attention to the implications of critical pedagogy, dialogism, and place-based learning theories for research, policy and leadership in diverse communities of practice in urban education.
Enrollment Requirements:
EDLDRS 753
038959:1
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EDLDRS 757 - Leadership & Public Engagement
3 Credit(s)
Description:
This course addresses the intersection between two complex and well-researched areas of interest. As a leadership course, this course will build on the knowledge, dispositions and skills offered through the two leadership workshops. As a course in public engagement for educational leaders, this course will focus on collaboration with parents, students and private, public and non-profit community partners with the understanding that course participants might represent any one of these three sectors. Course models for study include community schools, professional development schools, large-scale interorganizational urban partnerships for education and philanthropy-driven projects. A variety of theoretical perspectives introduce students to neoliberalism, regime theory, conflicting motivations for interorganizational collaboration, and civic engagement with an emphasis on social justice.
Enrollment Requirements:
EDLDRS 701 and EDLDRS 702
038960:1
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EDLDRS 760 - Qualifying Paper Seminar
3 Credit(s)
Description:
This required course taken in the student’s third fall semester supports the work of developing the Qualifying Paper.
014697:1
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EDLDRS 796 - Independent Study
1 - 6 Credit(s)
Description:
This course involves the comprehensive study of a particular topic or area of literature determined by the student’s need; the study is pursued under the guidance and subject to the examination of the instructor. An application or outline of study should be submitted to the prospective instructor by the end of the semester previous to that in which this course will be taken. The instructor must agree to supervise the student, and the program director must approve the independent study.
014700:1
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EDLDRS 797 - Special Topics
1 - 6 Credit(s)
Description:
This advanced course offers intensive study of selected topics in the field of educational leadership. Course content and credits vary according to topic and are announced before the advanced pre-registration period.
014702:1
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EDLDRS 798 - Internship
3 Credit(s)
Description:
A one-semester, field-based internship experience designed by the student in collaboration with a faculty member. The internship must meet the following four criteria: it must focus on action; it must provide a student with mentoring; it must take place in an organizational context outside the student’s current professional role; and it must involve written reflection.
000753:1
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EDLDRS 891 - Dissertation Seminar
3 Credit(s)
Description:
This seminar is designed to assist students in developing research ideas, writing their research plan, preparing a dissertation proposal and forming a dissertation committee. Satisfactory completion of the seminar requires submission of a dissertation proposal acceptable to the instructor and the chair of the student’s dissertation committee.
000750:1
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EDLDRS 892 - Dissertation Seminar II
2 Credit(s)
Description:
This seminar follows Dissertation Seminar 891, providing structured support as students gather data, research and analyze their dissertation topics; write the dissertation; prepare for its defense; and submit the final dissertation.
014728:1
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EDLDRS 893 - Dissertation Seminar
2 Credit(s)
Description:
This seminar follow Dissertation Seminar 891, providing structured support as students gather data, research and analyze their dissertation topics; write the dissertation; prepare for its defense; and submit the final dissertation.
014729:1
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EDLDRS 899 - Dissertation Research
1 - 9 Credit(s)
Description:
Research conducted under the supervision of faculty and the dissertation committee leading to the presentation of a doctoral dissertation.
014732:1
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Education and Administration |
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ADM G 601 - Organizational Analysis
3 Credit(s)
Description:
This course examines a selected number of the most important concepts comprising organizational theory and relates them to the structure and operational management of educational institutions. Field experience is a required component of the course.
009061:1
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ADM G 603 - Organizational Change
3 Credit(s)
Description:
Principles and practices drawn from behavioral science theory are employed as means of studying the processes of change and renewal in educational organizations. Field experience is a required component of the course.
009065:1
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ADM G 604 - Professional Expertise
3 Credit(s)
Description:
Teacher leaders will learn about the vital role they play in creating a learning organization. Starting with a specific instructional focus, participants will learn to lead teams of teachers to improved practice, based upon collective expertise, combined with the most recent research literature and relevant educational policy. Field experience is a required component of the course.
038386:1
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ADM G 610 - Research Design
3 Credit(s)
Description:
This course introduces quantitative and qualitative methods of research and evaluation to help educational administrators use data for school improvement. Emphasis is laid on question formulation, data analysis, observation and inquiry, and interview and questionnaire design. Field experience is a required component of the course.
009068:1
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ADM G 611 - Using Data
3 Credit(s)
Description:
The purpose of the “Using Data” module is to ensure that teachers have a solid understanding of assessment literacy and that they can use that foundation to help their peers strengthen their capacity for data-based decision-making. The secondary goal of this work is to support teachers to find greater satisfaction in the teacher leadership roles they hold, opportunities which offer advancement but do not lead them out of the classroom. Course participants will gain the knowledge, skills, resources and tools to use data on teaching, learning and school culture; quantitative and qualitative data; and using data for monitoring and evaluation progress as well as to inform decision -making.
037834:1
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ADM G 613 - Personnel: Administration, Supervision and Evaluation
3 Credit(s)
Description:
This course examines staff development and supervisory approaches that can assist in the creation of improved teaching-learning climates in classrooms. Field experience is a required component of the course.
009069:1
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ADM G 621 - Curriculum: Theories, Development, and Evaluation
3 Credit(s)
Description:
Beginning with an examination of the definition of curriculum from multiple perspectives, this course focuses on the interrelationships among curriculum, instruction, and assessment. Participants examine the implications for curriculum development and evaluation of the research on cognition and of alternative approaches to assessment. Field experience is a required part of the course.
009074:1
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ADM G 622 - Curriculum: Status, Issues, and Trends
3 Credit(s)
Description:
While meaningful change happens at the local school level, national standards and state curriculum frameworks influence local reform efforts by establishing “world class” standards for student achievement. This course draws both on research on how children learn and on the standards movement that defines what children need to know and be able to do. Field experience is a required component of the course.
009076:1
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ADM G 627 - Legal Issues In Educ
3 Credit(s)
Description:
Current legal concepts and practices concerning the rights, liabilities, duties, and responsibilities of all personnel employed by public schools and school systems are explored. Particular attention is given to these matters as they pertain to those who are, or aspire to be, administrators or supervisors.
009079:1
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ADM G 632 - Facility Design and Fiscal Management
3 Credit(s)
Description:
This course explores three related areas. The first is the process of design, construction, and equipping of school facilities to meet the needs of a given community. Second, the course focuses on topics related to fiscal management: strategic planning, analysis of resources, and developing a budget through an integrated approach to school management. Finally, the course examines legal issues pertaining to facility and fiscal concerns. Field experience is a required component of the course.
009085:1
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ADM G 646 - Leadership Development
3 Credit(s)
Description:
Concepts drawn from the behavioral sciences are used as a basis for leadership skill development. Participants engage in a series of leadership strategies in simulated situations which will enable them to better understand, predict, and modify their own behavior and that of others in organizational settings.
009114:1
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ADM G 655 - Advanced Seminar in Supervision
3 Credit(s)
Description:
Both traditional and contemporary practices of supervising teachers and related support staff in educational settings are examined in the light of municipal budgets, collective bargaining positions, legal rights, and other such factors generally perceived as playing significant roles in the supervisory process.
009098:1
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ADM G 656 - Supporting Instruction
3 Credit(s)
Description:
The purpose of the Supporting Instruction course is to ensure that teachers have a solid understanding of adult learning principles and can use that foundation to help their peers strengthen their instructional practice as they simultaneously work on their own practice. The secondary goal of this work is to support teachers to find greater satisfaction in the teacher leadership roles they hold, opportunities which offer advancement but do not lead them out of the classroom.
038123:1
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ADM G 670 - Special Education Law for PreK-12 School Leaders
3 Credit(s)
Description:
This course addresses the accountability requirements of the most recent federal and state legislation in regards to educating students with disabilities aged 3-22 along with the associated federal and state regulations and court decisions. Students will explore the variety of supports students with disabilities require in order to receive Free Appropriate Public Education (FAPE) including assistive technology and related services. The critical roles school leaders play in the implementation of current best practices in parental engagement, inclusion, universal design for instruction, transition services, and the importance of providing a continuum of educational services for students with disabilities will be explored. The course is designed for aspiring school principals, directors of special education and other PreK-12 administrators. Field work is a required component.
040472:1
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ADM G 686 - Internship I Ed Adm
1.5 - 3 Credit(s)
Description:
A laboratory course providing practical experience in educational administration on a part-time basis, with special focus on the role of the principal/assistant principal, the supervisor/director, or the administrator of special education. This course combines field experience in an appropriate setting with a seminar focused on relevant issues and concerns. It is designed for part-time students who are able to devoted ten hours per week over a 15-week span to administrative or supervisor duties and responsibilities.
001198:1
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ADM G 687 - Practicum II in Educational Administration
1.5 - 3 Credit(s)
Description:
A continuation of ADM G 686, which must be taken within two years of completing ADM G 686.
033017:1
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ADM G 691 - Advanced Seminar in Administration
3 Credit(s)
Description:
Through group discussions, this course explores the major features of important issues facing school systems today and the implications of these issues for individuals in school leadership roles.
009099:1
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ADM G 693 - Shared Leadership
3 Credit(s)
Description:
The purpose of the “Shared Leadership” module is to ensure that teachers have a solid understanding of the relationship between their teacher leadership roles, the system of distributed leadership within their schools, and district reform; and to support them to strengthen the skills they need to boost their effectiveness in their teacher leadership roles. Course participants will have the knowledge, skills, resources and tools to participate productively and lead in shared leadership structures in all the ways their teacher leadership role requires. This may include, for example, facilitating efficient meetings, supporting effective communication, supporting adult learning, strengthening school culture, monitoring and evaluation progress, and facilitation shared decision-making.
037835:1
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ADM G 696 - Research Project
1 - 6 Credit(s)
Description:
In close consultation with a staff member, students undertake a research project treating an actual problem or concern in an educational institution.
009100:1
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ADM G 697 - Special Topics in Educational Administration
1 - 6 Credit(s)
Description:
An advanced course offering intensive study of selected topics in educational administration. Course content varies according to the topic and will be announced prior to the advance pre-registration period.
009101:1
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English |
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ENGL 600 - Studies in Criticism
3 Credit(s)
Description:
Study of the nature and function of literature, the terms and methods of analysis and evaluation of literature, and the various approaches possible in the criticism of literature.
Enrollment Requirements:
Graduate students in ENGL only
016093:1
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ENGL 601 - Studies in Poetry
3 Credit(s)
Description:
Studies of poetry movements, individual poets, or particular formal or thematic topics in poetry. Topics have included: Contemporary Women Poets,Seamus Heaney, Elizabeth Bishop.
Enrollment Requirements:
Graduate students in ENGL only
016094:1
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ENGL 602 - Studies in Fiction
3 Credit(s)
Description:
Studies in the nature of prose fiction and its major kinds; topics in the history and sociology of narrative fiction, such as the working class novel, the short story, the prose romance, the historical novel; and studies of representative British and American types in international contexts.
Enrollment Requirements:
Graduate students in ENGL only
016096:1
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ENGL 603 - Studies in Drama
3 Credit(s)
Description:
A course for those who want a broad view of the sweep of Western drama, offering a study of the art of drama as it has evolved from classical Greece. Representative plays are drawn from various periods (medieval, Renaissance, Augustan, romantic, and modern) and from the major modes (tragedy, comedy, farce, realism, expressionism, and the absurdist and social theater). Selected critical works are also considered.
Enrollment Requirements:
Graduate students in ENGL only
016099:1
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ENGL 605 - Studies in Literature and Film
3 Credit(s)
Description:
This course examines the relationship between fiction and film, examining issues of representation, adaptation, narrative, composition, and cultural construction. Students will explore how these verbal and visual genres connect by asking questions such as: How does storytelling operate in each genre? How does each genre rely on narrative structures such as causality and chronology? How does film develop and change literary elements such as symbolism? How does literature and film create an audience that knows its conventions? This course addresses topics such as modern life as created by fiction and film, and internationalism in contemporary British fiction and film.
038551:1
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ENGL 606 - Books, Manuscripts, Libraries
3 Credit(s)
Description:
From theory to hands-on work on : 1) the history of the book as artifact and agent of cultural change, and 2) the scholarly work of preserving, editing, circulating, and exhibiting manuscripts and printed materials. The course will include on site work in the Rare Books Room of the BPL and the Mass State Archives.
033523:1
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ENGL 607 - The History of the Book
3 Credit(s)
Description:
This course will examine the book as an artifact, exploring its manuscript, print, and digital forms, students will engage with the questions asked by “history of the book” scholarship by working with rare books at area libraries and archives. By literally getting their hands dirty by working with old, new, hyper, and rare texts, students will ask how historical changes in the book’s form connect to larger cultural changes. For example, what happened when printing press technology made books inexpensive and readily available to a buying public? The course will also analyze the way “history of the book” studies are being transformed due to the digital reproduction of archival materials. What does it mean to interact with a rare book online? In addition, as the course examines rare books and manuscripts, students will uncover the role of the literary scholar and his/her ability to shape the form given to the literary work. What happens to a rare book when it is edited for publication?
038552:1
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ENGL 608 - Introduction to Critical and Research Methods
3 Credit(s)
Description:
This course introduces the beginning graduate student to research strategies, provides an introduction to bibliographic, textual, and a range of critical methods, contrasting, for instance, the historical method with new historicism. The aim is to explore the kinds of interpretations each critical method enables and limits. This course also explores literature, literary scholarship, and teaching as material practices and explores the consequences of different ways of conceiving of those practices. (Course offered in the fall only.)
Enrollment Requirements:
Graduate students in ENGL only
016101:1
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ENGL 609 - Graduate English Colloquium
3 Credit(s)
Description:
This course meets once a week, alternating between public colloquia and seminar tutorials, throughout either the spring or fall semester. The public sessions are led by members of the graduate faculty, while the tutorials are conducted by the graduate faculty member in charge of the colloquium seminar that semester. The colloquia concern issues of interest to scholars, teachers, and writers in English, including representative texts, literary genres and practices, literary theory, pedagogy, creative writing, editorial and archival work. The course increases students’ familiarity with a variety of forms and periods, introduces problems of literary history and cultural context, and demonstrates various approaches to advanced work in literature, composition/rhetoric, and creative writing. It gives students a sense of the range of literary studies and provides active examples of intellectual community. Texts are selected by colloquium faculty and by the faculty supervisor of the colloquium seminar. This is a graded seminar.
Enrollment Requirements:
Graduate students in ENGL only
016104:1
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ENGL 610 - The Teaching of Composition
3 Credit(s)
Description:
This course defines the role of composition in the English curriculum in both college and secondary schools; develops a philosophy of language as a foundation for a method of composing; studies psychological and linguistic aspects of the composing process. The course is offered once each year.
Enrollment Requirements:
Graduate students in ENGL only
015158:1
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ENGL 611 - The Teaching of Literature
3 Credit(s)
Description:
This course develops a theory and practice for the teaching of literature, applicable to both secondary and post-secondary education. The class reads, discusses, and analyzes sample presentations on literary texts in a variety of genres. The course serves teachers, prospective teachers, and non-teachers who seek an introduction to literature from pedagogical points of view.
Enrollment Requirements:
Graduate students in ENGL only
016108:1
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ENGL 613 - Teaching English with Technology
3 Credit(s)
Description:
This course explores the potential uses of technology in the teaching of classes in English Studies. It situates this work within disciplinary pedagogical theory as it relates to the traditional areas of English Studies–composition, literature, and language.
033832:1
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ENGL 614 - Teaching Lit in Urban Settings
3 Credit(s)
Description:
This course showcases literary themes that are relevant to urban students’ lives and to their experiences as students of English language and literature, selecting exciting materials that capture issues of identity, class, language, and culture. Urban classrooms are often enriched by high percentages of learners from various cultural and socioeconomic backgrounds, including many who are multilingual or have special needs. In this course we examine the ways in which language and literacy are acquired within urban contexts and consider how teachers can use compelling literary texts to promote this process of acquisition. The course readings-which include novels, poetry, plays, short stories, autobiographical accounts, graphic novels, film, and theoretical articles-enrich and illuminate our understanding of this process. Central to the course is a range of contemporary and classic literary texts that encourage engaged literary inquiry, emphasizing close reading and comprehension, interpretation and analysis, integration of knowledge and ideas, and understand of craft and structure.
038554:1
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ENGL 615 - Teaching Literary History and Culture
3 Credit(s)
Description:
This course directly confronts a question our students often ask: why study “old” literature? Starting with this basic question, this seminar encourages its students to think critically about the joys, challenges, and responsibilities of teaching the historical development of literature and the cultural contexts of literature. This class examines the idea of “literary history” and the practice of teaching literature by embracing the historical and cultural worlds that create and are created by literature. Emphasizing making literature accessible and exciting to students, the course explores issues such as the literary canon, the periodization of literature, the multiethnic contexts of literature, and the use of primary source databases in literary study.
038553:1
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ENGL 618 - Life Writing
3 Credit(s)
Description:
This course takes as its province a wide range of biographical forms, ranging from biography, autobiography, and the memoir to personal essay, letters, case studies, and the obituary. Works may range across centuries, languages, and cultures, or be narrowly grouped. Both critical analysis and practical experiments in life writing may be required.
Enrollment Requirements:
Graduate students in ENGL only
016117:1
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ENGL 619 - Bestial Philosophy: Critical Animal Studies
3 Credit(s)
Description:
The classical and medieval bestiary was an encyclopedic account of species, their attributes, and in medieval Bestiarum vocabulum, their moral meaning in God’s book of the world. Animal Studies began in opposition to allegorical readings as such (including anthropomorphized and anthropocentric renderings of the animal) as a differential perspective on the self-other relation. Today, however, with the Posthuman Turn, Animal Studies connects speculative philosophies such as Object-Oriented Ontology with older forms of speculative thought, and queries the Anthropocene and its limits (as in Thing Theory), at the same time that it opens a return to a spiritually-infused understanding of the world in the Spinozan sense. In considering what we’ll call a ‘bestial philosophy,’ we’ll focus on why literary writers have long been fascinated by animals’ world experience as an alternative to the anthropocentric and logocentric universe of our own construction. Animals stand in for a range of sentient life that philosophers such as Spinoza and writers such as Kafka have assumed has been interacting with us and without us all along. We will take a set of representative literary texts and read them in conjunction with a genealogy of sorts of philosophical and theoretical texts in order to understand what Animal Studies has been (both Continental and American strains) and what it is becoming in light of new understandings and sentientism.
039927:1
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ENGL 621 - Literary Theory Today
3 Credit(s)
Description:
What is “literary theory” and why should it matter? Pursuing a rigorous course of readings and writings, this course will seek to answer these related questions by introducing graduate students to several traditions of twentieth and twenty-first century thought that have been of fundamental importance to the study of literature. Literary theory has made possible a much broader and richer encounter with texts of all kinds, from novels, poems, and plays to films, media, and the visual arts; this course seeks to understand how and why literary theory encourages new experiences and understandings of texts.
038555:1
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ENGL 622 - Ecocriticism: Environmental Criticism and Literature
3 Credit(s)
Description:
Ecocriticism is an emerging branch of literary criticism concerned with the relationships between literature and the physical world. This course will explore how theoretical understandings of the environment can be brought to literature of the environment. In the seminar students will develop a critical vocabulary and range of methodologies for discussing such topics as: the cultural construction of nature; the poetics and politics of nature writing; land as readable text; the idea of wilderness; land as economic and spiritual resource; Native American literature; “green” pedagogy; sense of place; nature and community; gender and nature; ecofeminism; and the relationship of natural science and nature writing.
039504:1
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ENGL 623 - The Nature of Narrative
3 Credit(s)
Description:
This course explores a variety of ways in which modern and contemporary fiction challenge traditional narrative forms. While comparative study of experimentation is the course’s main concern, it also examines theories of narration (narratology) as these illuminate the art, reception, and ideologies of twentieth-century fiction.
Enrollment Requirements:
Graduate students in ENGL only
016122:1
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ENGL 624 - Language of Film
3 Credit(s)
Description:
This theory-based study in the “languages” of film, American and international, concerns the ways films signify. Emphasizing the crafting of films more than any particular thematic content, it explores mise-en-scene, framing, lighting, editing, camera work, sound, editing, genre, and acting as these mediate film narratives an , so, comprise their discourses. The course also explores structures of film narration as they relate to literary narration; it includes contextual consideration of history and ideology as these interact with film production and reception. Primary texts will include readings in literary and film theory, films and film excerpts, and literature.
032994:1
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ENGL 628 - Comparative Studies of Two Writers
3 Credit(s)
Description:
A comparative study of two major American, British, or postcolonial writers. The pairing of two writers provides a comparison of works that present affinities and oppositions in social context or theme so as to pose theoretically interesting questions for discussion, critical analysis, and further research.
Enrollment Requirements:
Graduate students in ENGL only
016123:1
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ENGL 631 - Medieval to Renaissance Literature
3 Credit(s)
Description:
A course in the transition from medieval to Renaissance literature. A study of the transition in prose from homiletic writings and the romances through Elyot, Ascham, and Lyly; in lyric and narrative verse from Chaucer and the Scottish Chaucerians through Sidney; and in drama from the morality and mystery plays through Hamlet.
Enrollment Requirements:
Graduate students in ENGL only
016124:1
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ENGL 633 - Shakespeare
3 Credit(s)
Description:
This course considers Shakespeare’s dramatic art as an art of coaching an audience (and readers) in how to respond to and understand his make-believes. Multiple plotting, recurring situation, contrasts and parallels in character and character relations (especially the use of theatricalizing characters who stage plays within the play), patterns of figurative language, repetition of visual effects these and other such “structures” will be considered as means whereby Shakespeare coaxes and coaches the perception of his audience, shapes the participation of mind and feeling, and especially, prepares audiences for comic or tragic outcomes. The plays are studied in the light of ongoing critical and/or theoretical debates.
Enrollment Requirements:
Graduate students in ENGL only
016127:1
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ENGL 634 - Elizabethan and Jacobean Literature
3 Credit(s)
Description:
The seminar focuses attention on a select number of English Renaissance works, representing various literary genres, ranging from the age of Elizabeth through the Jacobean era into the Caroline period. Writers such as Shakespeare, Spenser, Sidney, Elizabeth I (and other woman writers), Marlowe, Jonson, Drayton, Daniel, Donne, Marvell, Webster, Marston, Middleton, Ford, Chapman, and Milton are studied in the light of 1) modern critical and scholarly approaches to Renaissance themes and styles, 2) literary manifestations of Neoplatonism, Neostoicism, and political theory, and 3) parallels with developments in the graphic arts (emblem literature, visualized mythology, and the movement toward mannerist and baroque forms). Although the seminar concentrates on a select number of texts, it also provides an overview of the English literary Renaissance and its connections with the continental Renaissance. In short, the seminar serves as both a general grounding in and a specialized study of a major literary period.
Enrollment Requirements:
Graduate students in ENGL only
016128:1
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ENGL 635 - Metaphysical Poetry
3 Credit(s)
Description:
A survey of the major English poets called “metaphysical” in their historical context: Donne, Herbert, Vaughan, Crashaw, Marvell.
Enrollment Requirements:
Graduate students in ENGL only
016131:1
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ENGL 637 - Milton
3 Credit(s)
Description:
A study of the poetry and major prose, with particular attention to Paradise Lost; Milton’s style, his relations to traditional literary forms, his thematic concerns; an examination of Milton criticism.
Enrollment Requirements:
Graduate students in ENGL only
015163:1
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ENGL 639 - Jane Austen: Novels and Cultural Contexts
3 Credit(s)
Description:
Why would a novelist from Regency England, who saw Napoleon’s rise to power and his defeat, who worried about the fate of military men, unmarried women, and social hypocrisy, and yet who confined her plots as much as possible to small villages and small matters, continue to enrich us imaginatively while focusing on the minutiae of everyday life? Does her oeuvre cast a retrospective or a prospective glance? Does it hint at better solutions to gender inequities than those we find ourselves engaged in now? This course will explore this and other questions as we work our way through Austen’s oeuvre and consider what she was reading in terms of philosophies of mind, sexuality, and cultural critique, and in terms of some of her literary peers.
039928:1
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ENGL 640 - The Rise of the Novel
3 Credit(s)
Description:
This course investigates the invention of a new literary form: the novel. Readings will range from the late seventeenth century to early nineteenth century, including authors such as Behn, Defoe, Fielding, Richardson, Sterne, Inchbald, and Austen and sub-genres such as the sentimental novel and gothic tale. The course will trace developments in the novel’s formal structure (such as the narrator), question the goals of the novel (such as “realism”), and connect the novel to cultural practices (such as crime and courtship).
Enrollment Requirements:
Graduate students in ENGL only
016132:1
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ENGL 641 - Studies in Romanticism
3 Credit(s)
Description:
This course examines the different literary movements that make up the Romantic Period (generally 1780-1832). It offers a comparative study of canonical Romantic Period writers and those writers who raised other kinds of questions. In so doing, it explores what it was like to live and write in the culture of this period and asks: What are the stresses on literary production, and what are the terms of aesthetic, subjective, and imagistic difference between male and female writers?
Enrollment Requirements:
Graduate students in ENGL only
016133:1
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ENGL 642 - Victorian Literature
3 Credit(s)
Description:
Studies in the careers and works of major authors such as Carlyle, Tennyson, Dickens, George Eliot, Ruskin, and Wilde, with brief excursions into the works of others. Major themes include the relations of art and society and the problems of faith and doubt, science, and imagination.
Enrollment Requirements:
Graduate students in ENGL only
016136:1
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ENGL 644 - Studies in the Modern British Novel
3 Credit(s)
Description:
This course concerns the development of modern fiction in the first half of the twentieth century. It focuses on literary developments that shaped the novels of the period in relation to their social, political, cultural, and intellectual contexts, both in Britain and abroad. Among the influences affecting this body of fiction are the two World Wars, social changes consequent to industrialization, Britain’s weakening hold over its empire, and the emergence of international modernisms as new modes of expression and inquiry for literature and other arts.
Enrollment Requirements:
Graduate students in ENGL only
016139:1
|
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ENGL 645 - Modern Poetry
3 Credit(s)
Description:
A study of major figures such as Yeats, Eliot, Pound, Williams, Stevens, H.D., Frost, Brooks, Plath, Bishop, Langston Hughes, Ted Hughes, Ginsberg, and currents such as Imagism, surrealism, projectivism, confessionalism, and Beat in modern British and American poetry.
Enrollment Requirements:
Graduate students in ENGL only
016141:1
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ENGL 646 - Literature and Society
3 Credit(s)
Description:
A study of literature with special reference to its social and historical circumstances and of the theoretical questions raised by such a perspective.
Enrollment Requirements:
Graduate students in ENGL only
016142:1
|
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ENGL 648 - Modernism in Literature
3 Credit(s)
Description:
“On or about December 1910,” Virginia Woolf wrote, “human nature changed.” This course examines the trans-Atlantic modernism(s) that arose in the early twentieth century in response to the epochal shifts that Woolf described. We will read poetry, prose, and theory by American and British modernists such as Woolf, Stein, Joyce, Eliot, Faulkner, Toomer, Lawrence, Williams, H.D., and Hurston in the context of historical, political, social, and scientific changes as well as in the context of the cultural changes-in art, music, film, architecture-that surrounded and influenced their aesthetic projects.
Enrollment Requirements:
Graduate students in ENGL only
016144:1
|
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ENGL 649 - Modern Irish Novel
3 Credit(s)
Description:
“What the symbols of the new Irish writers are we cannot tell,” Sean O’Faolain observed in 1936: “Perhaps they are not so much symbols as typical characters, significant situations.” Using as an essential point of departure (and an occasional point of return) James Joyce’s image of the sensitive individual in conflict with the values of repressive Irish society, this course will trace the thematic and the technical developments of the Irish novel during the twentieth century. Focusing on a variety of representative authors and texts, the course will consider the novels with reference to their political, social, cultural, and literary contexts.
Enrollment Requirements:
Graduate students in ENGL only
016146:1
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ENGL 650 - Colonial American Literature
3 Credit(s)
Description:
This seminar closely examines texts composed by colonial American women and men who - through their writings - tried to understand their contemporaries and themselves during two periods of cultural change: the Puritan 17th century and the revolutionary 18th century. Included are works by such authors as Anne Bradstreet, Mary Rowlandson, Sarah Kemble Knight, Phillis Wheatley, Benjamin Franklin, Thomas Jefferson, and Hector St. John de Crevecoeur.
Enrollment Requirements:
Graduate students in ENGL only
016147:1
|
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ENGL 651 - Nineteenth Century American Literature
3 Credit(s)
Description:
The nineteenth century brought unprecedented growth and change to the United States. Industry, immigration, urbanization, the Civil War, social justice movement, the end of slavery, and reconstruction marked the country’s move from nascent republic to international power. American writers grappled with these changes as they contributed to the development of a national literature: a literature that would, in Walt Whitman’s words, be both transcendent and new. This course will consider both canonized and less familiar texts of the period through a variety of approaches, topics, and themes.
032951:1
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ENGL 652 - American Romanticism
3 Credit(s)
Description:
Primary focus on the major authors of the “American Renaissance” (roughly 1840-1860), with some attention to their antecedents (earlier writers such as Irving and Cooper). Familiarity with famous works such as The Scarlet Letter and Walden will be assumed at the outset, and such texts will be considered from the perspectives provided by other, less-well-known works by the same authors. An attempt will be made to examine the interconnections between these writers, many of whom knew each other personally, and all of them publishing within a very brief period.
Enrollment Requirements:
Graduate students in ENGL only
016149:1
|
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ENGL 653 - Major American Novelists
3 Credit(s)
Description:
An in-depth study of two or three American novelists, considered comparatively. Possible authors to be studied include Hawthorne, Melville, Twain, James, Wharton, Chopin, Cather, Dreiser, Faulkner, Hemingway, Ellison, Morrison.
Enrollment Requirements:
Graduate students in ENGL only
016150:1
|
| |
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ENGL 654 - Modern American Fiction
3 Credit(s)
Description:
This is a course in the study of significant works of American fiction written in the last century, mostly before WW II. The course discusses major American modernists, such as James, Wharton, Fitzgerald, Hemingway, Toomer, Faulkner, Hurston, as well as the critical and cultural contexts in which these works appeared. The focus is on the establishment of American fiction as a major literary form during an era of social flux, economic dislocation, and foreign wars.
Enrollment Requirements:
Graduate students in ENGL only
016151:1
|
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ENGL 655 - The Harlem Renaissance
3 Credit(s)
Description:
This seminar will examine some of the major literary works of the Harlem Renaissance (also known as the New Negro movement), which flourished between the end of the World War I and the 1929 stock market crash. We will consider how the texts interact with one another thematically, politically, and aesthetically; how architects of the movement defined the New Negro and her/his are; and how contemporary critics have reconstructed the Harlem Renaissance as a major American literary period. Through the study of African-American modernism, this seminar will explore its larger implications for literary studies: the role of literature and other cultural expressions in realizing and representing “imagined communities,” in resisting and reinforcing political and social discourses, and in reflecting its own potentials and limitations in defining a social self. Authors will include W.E.B Du Bois, Jessie Redmon Fauset, Langston Hughes, Zora Neale Hurston, Nella Larsen, and Claude Mckay.
038556:1
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ENGL 656 - Contemporary American Fiction
3 Credit(s)
Description:
A study of the scope (times and types) and strains (types and tensions) in the post-World War II, postmodern American novel, with special attention to the persistence of realism, the insistent presence of surrealism, and the occasional combination of the two.
Enrollment Requirements:
Graduate students in ENGL only
016154:1
|
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ENGL 659 - Women in Literature
3 Credit(s)
Description:
A lecture course on the principles of thermodynamics and statistical mechanics. Topics include: fundamentals of thermodynamics, first and second laws, thermodynamic potentials, phase transitions, classic kinetic theory, classical statistical mechanics, and quantum statistical mechanics. Applications of the principles will be made to physical, chemical, and biological systems of special or current interest. Through reading fiction by American authors from the eighteenth to the twentieth centuries, we will attempt to identify the characteristics of female characters and to understand the historical, ideological and aesthetic reasons for both the persistence and modification of the underlying images. The influence of gender, ethnicity, geographical setting, and major literary movements such as romanticism and realism will be examined. Short stories by such authors as Washington Irving, Nathaniel Hawthorne, Herman Melville, Henry James, Sarah Orne Jewett, Alice Cary, Harriet Beecher Stowe, and Alice Walker will be studied first to establish the range and variety of images. Following these, we study novels by such authors as Rowson, Hawthorne, Stowe, James, Wharton, Cather, Roth, Hurston, and Morrison. Some basic acquaintance with American literature is assumed.
016159:1
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ENGL 661 - Native American Literature
3 Credit(s)
Description:
This graduate course examines some of the ways in which Native American writers express their cultural traditions through literature. Readings include contemporary fiction, poetry, and nonfiction, as well as traditional stories and songs. Special attention is given to how these texts help us to better understand and explain the relationships between human beings and the natural world in Native American cultures, including concepts of power, systems of tribal thought and ethics, and culturally based ways of knowing. Problems in cross-cultural understanding, the complex roles of race and ethnicity in defining identity, and competing issues of cultural adaptation, cultural accommodation, and cultural appropriation, are addressed throughout the course. Gender and class, elements closely connected to race and culture, are also frequent topics of discussion.
039503:1
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ENGL 663 - Revolutionary Romanticism
3 Credit(s)
Description:
Who were the really revolutionary thinkers and writers in the “Age of Revolution,” as the Romantic Period is also known? To consider this questions, this course will understand revolution in the sense of a “family affair.” The Family unit was an operative ideological concept for very different kinds of revolutions, from the politics of liberation to the feminist revolution in education and social practices. Orienting this affair will be what we can call “the First Family” of revolutionary thought, which is not that of the French king and his famous queen Marie Antoinette, nor that of the mad George III and his politically rebellious son, later George IV, but that of the Godwin-Shelley Circle. The primary members of this circle are William Godwin, Mary Wollstonecraft, Mary Shelley and Percy Bysshe Shelley (who came to study at Godwin’s feet and instead eloped with his daughter). Behind his family romance of “free love,” revolution, and theories of education lie the political thought of highly influential figures such as Rousseau, and the feminist politics of care, a contribution to the enduring problem of ethical action (best articulated for the Romantics by Spinoza). Both revolution and care as ethical action struggle against the increasingly dominant ideology of the aesthetic for this family that combines and traverses the standard period division into “first generation” and “second generation” Romantics. As we read our primary writers, we will bring in other thinkers and materials to provide both historical and literary contexts, genre contrasts, and contemporary interventions in these dramatic and self-dramatizing issues.
039929:1
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ENGL 664 - Transatlantic Approaches to Literature
3 Credit(s)
Description:
This course studies the ways in which a transatlantic approach to Anglophone writing can reshape our picture of literary history and generate new theoretical models for the study of print culture. Participants will be invited to test influential accounts of the Atlantic world by reading classic British and American texts as well as lesser-known works. The course attends to transnational concerns such as labor, commerce, epidemiology, and the environment, and to the related phenomena of colonialism, slavery, economic expansion, and missionary activity, as well as the resistance to them.
038560:1
|
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ENGL 665 - Literature of the Americas
3 Credit(s)
Description:
This course aims to provide students with an understanding of the relationship between twentieth-century U.S. and Latin American literature. The course focuses on U.S. literary modernism between the two world wars and the Latin American “boom” literatures of the 1950s and the 1960s. Students will not simply compare and contrast each of these literatures in order to mark the similarities between them, but rather to determine why these literary traditions should be examined together in the first place. By examining authors such as Gabriel Garcia Marquez and William Faulkner, students will explore how neither U.S. modernism nor the Latin American “boom” novel can be understood on its own, and that the full significance of each emerges only in relation to the other.
038561:1
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ENGL 667 - Seminar for Tutors
3 Credit(s)
Description:
This course teaches graduate students to tutor undergraduate students who are taking Freshman English 101 and 102 at UMass Boston. It features readings, writing, and discussion on the theoretical and practical issues one encounters in working as a composition tutor. Tutors learn to apply research about tutoring to the specific context of the undergraduate classroom, learning not only about tutoring goals and practices, but also about the UMass Boston Freshman English program’s philosophy and the UMass Boston undergraduate experience. This knowledge provides a foundation for further teaching at UMass Boston. All elements of the course combine to provide an intellectual framework for articulation and synthesis of, as well as reflection on, what is learned in the work experience of the tutor.
038562:1
|
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ENGL 668 - Perspectives on Composition
3 Credit(s)
Description:
This course involves the sustained study of significant theory, concept, issue, or method in composition, whether an historical survey or a timely twenty-first century debate. Such topics might include feminism, multimodality, or process. The selected topic will be examined through multiple theoretical, historical, political, and ethical lenses in order to trace the broader terrain of the field of composition.
Enrollment Requirements:
Graduate students in ENGL only
016164:1
|
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ENGL 669 - Writing Theories in Second Language Instruction
3 Credit(s)
Description:
This course will consider the key issues in writing theory, research, and pedagogy as they are specifically related to writing in a second language. It will introduce students to the existing research and developing theories on the composing process and examine, critique, and evaluate current and traditional theories and practices by exploring the ways in which theory and research can be translated into instruction.
Enrollment Requirements:
Graduate students in ENGL only
000683:1
|
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ENGL 670 - Philosophy and the Composing Process
3 Credit(s)
Description:
Current rhetorical theory emphasizing the process of composing has developed several models (e.g., pre-writing, writing, re-writing) which are nevertheless linear. But writers and teachers of writing need ways of apprehending the all-at-onceness of composition. This seminar offers opportunities to develop philosophical perspectives on perception and forming; language and the making of meaning; interpretation in reading and teaching. The course explores the pedagogical and practical implications of a broad range of theories of language and knowing by means of experimental writing and by the study of essays, letters, talks, and other materials by scientists, artists, and philosophers. This course is recommended for students choosing to concentrate in composition for the English MA, at or near the start of their programs.
Enrollment Requirements:
Graduate students in ENGL only
016165:1
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