Archived Courses – Michael J. Cripps, Ph.D.

Since 2001 I have prepared course websites for all of my classes. Included here are links to the websites for courses taught during much of that period.

CMM 225 A – Topics in Digital Storytelling: Podcasts – Spring 2024

The practices of digital storytelling bring the digital creation tools of the current age together with the varied traditions of storytelling. Digital storytelling connects the creative energies of the author-artist to the digital media techniques through which the artist expresses their creativity. Students in the course will exercise their creative energy in telling stories digitally as they develop their ability to use relevant digital (hardware and software) tools. Digital storytelling encompasses storytelling through sound, video, image, the intersection of word and image, and more. Accordingly, it lends itself well to the topics-based approach. PODCASTS TOPIC: Focuses on the techniques involved in telling engaging audio stories: Story structure, interviewing, sound capture, mixing, and editing. Students work individually and collaboratively to pitch and produce a variety of shorter- and longer-form audio stories. Meets the Core Creative Arts Expression and electives in Art and Design Media, Communication and Media Arts, English, and Writing. 3.000 cr.

Internships in Arts and Humanities – Spring 2024

An internship is a high impact learning experience where knowledge and theory from students’ program of study are integrated with shadowing, volunteering, or paid employment with a private company, not-for-profit organization or government agency toward the intentional development of transferable knowledge, skills and abilities and practical application of professional competencies. The semester prior to the internship, Academic and Career Advising Center staff assist students with preparing their application materials and searching and applying for English Studies related internships within the local community, stateside or abroad, as well as in defining learning objectives, educational and career goals, and professional deliverables to be met throughout the course of training and practice. During the semester of the internship course, under the mentorship of a dedicated professional who has the education and/or background and expertise of the students’ discipline of study, students immerse in a remote, hybrid or in-person professional setting. Through guidance, support and regular feedback from the mentor and the internship course instructor, students strive to satisfactorily learn and practice their internship position and achieve their learning objectives. Students follow a course curriculum including: 40 contact hours at the host site per credit hour registered; participation in classes, meetings or workshops as scheduled by the course instructor; timely completion of homework assignments in support of student learning outcomes, professional readiness and career exploration; and end of semester evaluations. Internships culminate in a letter grade determined by the above criteria. Written pre-approval of the internship by the course instructor and Academic Director is required.
3.000 TO 9.000 Credit hours

LIL 120 A – Introductory Arts and Humanities Seminar – Fall 2023

The Introductory Arts and Humanities Seminar introduces students to questions about the place of the arts, humanities, and communication in a life well lived, in the university, and in the broader society. How do we make sense of the world through art and literature? How does familiarity with history help us place current events in a meaningful context? What concepts and terms do we use to arrive at our moral, ethical, aesthetic, and religious values? How might we communicate that meaning and those concerns to others in oral, written, and visual ways? Students participate in small group work, regular reading and writing, engaging discussions, and campus events. Over the term, they develop an academic ePortfolio, where they collect, select, and reflect on their learning. Throughout the class, students work closely with faculty and peers to critically examine the place of the liberal arts in higher education, relate their own goals to the curriculum, and become active participants in the School of Arts and Humanities. 3.000 Credit hours.

CMM 225 A – Topics in Digital Storytelling: Podcasts – Spring 2023

The practices of digital storytelling bring the digital creation tools of the current age together with the varied traditions of storytelling. Digital storytelling connects the creative energies of the author-artist to the digital media techniques through which the artist expresses their creativity. Students in the course will exercise their creative energy in telling stories digitally as they develop their ability to use relevant digital (hardware and software) tools. Digital storytelling encompasses storytelling through sound, video, image, the intersection of word and image, and more. Accordingly, it lends itself well to the topics-based approach. This course meets the Creative Arts Experience requirement in the Core and will fulfill an elective requirement in the Art and Design Media major, the Communications major, and the Writing Minor. 3.000 cr.

“Topics in Digital Storytelling: Podcasts” focuses on the techniques involved in telling engaging audio stories: Story structure, interviewing, sound capture, mixing, and editing. Students will work individually and collaboratively to pitch and produce a variety of shorter- and longer-form audio stories.

LIL 120 A – Introductory Arts and Humanities Seminar – Fall 2022

LIL 120 A, Fall 2022, Header Graphic.

FYS 110 C – GUST First Year Seminar – Fall 2022

Screenshot of Header Image for FYS 110C - Fall 22.

The GUST First-Year Seminar (FYS) welcomes students to UNE and helps them transition from high school into their new roles as engaged, resourceful, and responsible college learners. Coming together in small groups, students work closely with faculty, peer mentors, and each other to learn about the CAS/undergraduate curriculum, discover and refine their individual academic goals and interests, respectfully engage with new ideas and different perspectives, and situate themselves within the vibrant, diverse terrain of higher education. Through small group interactions in class, exploration of the campus environment and resources, participation in campus cultural events, regular reading and writing, and the creation of an academic ePortfolio, students develop the practices of work and habits of mind that ensure an enriching academic experience and a lifetime of curiosity and learning. 3.000 Credit hours.

CMM 240 A: Social Media, Theory and Practice – Spring 2022

Screenshot of Homepage for CMM 240, Spring 2022.

This course explores the role of media and mediated communication in shaping human interaction and society. Students will engage with social media and mediated communities in a variety of contexts in the process of reflecting on and critiquing the effect of communication technology on everyday life. The course will evaluate a variety of current events and topics of debate in media culture shaped by social, mobile, and digital communication technology. 3.000 Credit hours

FYS 110 B: GUST First Year Seminar, Fall 2021: The GUST First-Year Seminar (FYS) welcomes students to UNE and helps them transition from high school into their new roles as engaged, resourceful, and responsible college learners. Coming together in small groups, students work closely with faculty, peer mentors, and each other to learn about the CAS/undergraduate curriculum, discover and refine their individual academic goals and interests, respectfully engage with new ideas and different perspectives, and situate themselves within the vibrant, diverse terrain of higher education. Through small group interactions in class, exploration of the campus environment and resources, participation in campus cultural events, regular reading and writing, and the creation of an academic ePortfolio, students develop the practices of work and habits of mind that ensure an enriching academic experience and a lifetime of curiosity and learning. 3.000 Credit hours.
LIL 120 A: Introductory Arts and Humanities Seminar, Fall 2021: The Introductory Arts and Humanities Seminar introduces students to questions about the place of the arts, humanities, and communication in a life well lived, in the university, and in the broader society. How do we make sense of the world through art and literature? How does familiarity with history help us place current events in a meaningful context? What concepts and terms do we use to arrive at our moral, ethical, aesthetic, and religious values? How might we communicate that meaning and those concerns to others in oral, written, and visual ways? Students participate in small group work, regular reading and writing, engaging discussions, and campus events. Over the term, they develop an academic ePortfolio, where they collect, select, and reflect on their learning. Throughout the class, students work closely with faculty and peers to critically examine the place of the liberal arts in higher education, relate their own goals to the curriculum, and become active participants in the School of Arts and Humanities. 3.000 Credit hours.
Reading and Writing in Digital Environments (WRT 304 01), Summer 2021: This course takes a hands-on approach to exploring reading and writing in digital (Web) environments. Students in the course consider ways that digital writing environments create opportunities for writers to address multiple audiences, to bring together visual and alphabetic texts, and to involve readers in the construction of those texts. Students in the course will develop a variety of digital texts, including blogs, websites, and wikis. Students’ work will be collected in an e-portfolio designed and assembled over the course of the term. 3.000 Credit hours.
English Composition (ENG 110 H7), Spring 2021: This course introduces students to writing as a conscious and developmental activity. Students learn to read, think, and write in response to a variety of texts, to integrate their ideas with those of others, and to treat writing as recursive process. Through this work with texts, students are exposed to a range of reading and writing techniques they can employ in other courses and are introduced to fundamental skills of information literacy. Students work individually and collaboratively, participate in peer review, and learn to take more responsibility for their writing development. Placement into this course is determined by multiple measures, including high school achievement and SAT scores. 4.000 Credit hours.
GUST First Year Seminar (FYS 110 B), Fall 2020: The GUST First-Year Seminar (FYS) welcomes students to UNE and helps them transition from high school into their new roles as engaged, resourceful, and responsible college learners. Coming together in small groups, students work closely with faculty, peer mentors, and each other to learn about the CAS/undergraduate curriculum, discover and refine their individual academic goals and interests, respectfully engage with new ideas and different perspectives, and situate themselves within the vibrant, diverse terrain of higher education. Through small group interactions in class, exploration of the campus environment and resources, participation in campus cultural events, regular reading and writing, and the creation of an academic ePortfolio, students develop the practices of work and habits of mind that ensure an enriching academic experience and a lifetime of curiosity and learning. 3.000 Credit hours.
Reading & Writing in Digital Environments (WRT 304 O1), Summer 2020: This course takes a hands-on approach to exploring reading and writing in digital (Web) environments. Students in the course consider ways that digital writing environments create opportunities for writers to address multiple audiences, to bring together visual and alphabetic texts, and to involve readers in the construction of those texts. Students in the course will develop a variety of digital texts, including blogs, websites, and wikis. Students’ work will be collected in an e-portfolio designed and assembled over the course of the term. 3.000 Credit hours.
Justice (ENG 221A), Spring 2020: What is justice? How is justice represented in literature? How do literary texts connect with and illuminate contemporary questions of justice? Readings may include texts by novelists, playwrights, essayists, and philosophers such as Machiavelli, Sophocles, Coatzee, Le Guin, Rawls, Mills, and Coates. It will work flexibly across a range of humanities disciplines. This course is an elective for the English major and minor, and the Interdisciplinary Studies in the Humanities major. 3.000 Credit hours.
English Composition (ENG 110 B), Fall 2019: This course introduces students to writing as a conscious and developmental activity. Students learn to read, think, and write in response to a variety of texts, to integrate their ideas with those of others, and to treat writing as a recursive process. Through this work with texts, students are exposed to a range of reading and writing techniques they can employ in other courses. Students work individually and collaboratively, participate in peer review, and learn to take more responsibility for their writing development. Placement into this course is determined by multiple measures, including high school achievement and SAT scores. 4.000 Credit hours.
Reading and Writing in Digital Environments (ENG 304 O1), Summer 2019: This course takes a hands-on approach to exploring reading and writing in digital (Web) environments. Students in the course consider ways that digital writing environments create opportunities for writers to address multiple audiences, to bring together visual and alphabetic texts, and to involve readers in the construction of those texts. Students in the course will develop a variety of digital texts, including blogs, websites, and wikis. Students’ work will be collected in an e-portfolio designed and assembled over the course of the term. 3.000 Credit hours. Course Attribute: Advanced Studies.
English Composition (ENG 110 B), Spring 2019: This course introduces students to writing as a conscious and developmental activity. Students learn to read, think, and write in response to a variety of texts, to integrate their ideas with those of others, and to treat writing as a recursive process. Through this work with texts, students are exposed to a range of reading and writing techniques they can employ in other courses. Students work individually and collaboratively, participate in peer review, and learn to take more responsibility for their writing development. Placement into this course is determined by multiple measures, including high school achievement and SAT scores. 4.000 Credit hours.
English Composition (ENG 110 I), Fall 2018: This course introduces students to writing as a conscious and developmental activity. Students learn to read, think, and write in response to a variety of texts, to integrate their ideas with those of others, and to treat writing as a recursive process. Through this work with texts, students are exposed to a range of reading and writing techniques they can employ in other courses. Students work individually and collaboratively, participate in peer review, and learn to take more responsibility for their writing development. Placement into this course is determined by multiple measures, including high school achievement and SAT scores. 4.000 Credit hours.
English Composition (ENG 110 J), Fall 2018: This course introduces students to writing as a conscious and developmental activity. Students learn to read, think, and write in response to a variety of texts, to integrate their ideas with those of others, and to treat writing as a recursive process. Through this work with texts, students are exposed to a range of reading and writing techniques they can employ in other courses. Students work individually and collaboratively, participate in peer review, and learn to take more responsibility for their writing development. Placement into this course is determined by multiple measures, including high school achievement and SAT scores. 4.000 Credit hours.
Reading and Writing in Digital Environments (ENG 304 – O2) – Summer II, 2018: This course takes a hands-on approach to exploring reading and writing in digital (Web) environments. Students in the course consider ways that digital writing environments create opportunities for writers to address multiple audiences, to bring together visual and alphabetic texts, and to involve readers in the construction of those texts. Students in the course will develop a variety of digital texts, including blogs, websites, and wikis. Students’ work will be collected in an e-portfolio designed and assembled over the course of the term. 3.000 Credit hours. Course Attribute: Advanced Studies.
Reading and Writing in Digital Environments (ENG 304 – O1) – Summer I, 2018: This course takes a hands-on approach to exploring reading and writing in digital (Web) environments. Students in the course consider ways that digital writing environments create opportunities for writers to address multiple audiences, to bring together visual and alphabetic texts, and to involve readers in the construction of those texts. Students in the course will develop a variety of digital texts, including blogs, websites, and wikis. Students’ work will be collected in an e-portfolio designed and assembled over the course of the term. 3.000 Credit hours. Course Attribute: Advanced Studies.
College Reading and Writing II (ENG 123 A) – Spring 2018: This course is the second part of a two-course sequence that is equivalent to English 110, English Composition. The course continues students’ introduction to writing as a conscious and developmental activity. Students learn to read, think, and write in response to a variety of texts, to integrate their ideas with those of others, and to treat writing as recursive process. Through this work with texts, students are exposed to a range of reading and writing techniques they can employ in other courses and are introduced to fundamental skills of information literacy. Students work individually and collaboratively, participate in peer review, and learn to take more responsibility for their writing development. Prerequisites: ENG 122. 3.000 Credit Hours
College Reading and Writing II (ENG 123 D) – Spring 2018: This course is the second part of a two-course sequence that is equivalent to English 110, English Composition. The course continues students’ introduction to writing as a conscious and developmental activity. Students learn to read, think, and write in response to a variety of texts, to integrate their ideas with those of others, and to treat writing as recursive process. Through this work with texts, students are exposed to a range of reading and writing techniques they can employ in other courses and are introduced to fundamental skills of information literacy. Students work individually and collaboratively, participate in peer review, and learn to take more responsibility for their writing development. Prerequisites: ENG 122. 3.000 Credit Hours
College Reading and Writing I (ENG 122 A) – Fall 2017: This course is the first part of a two-course sequence that is equivalent to English 110, English Composition. The course begins students’ introduction to writing as a conscious and developmental activity. Students learn to read, think, and write in response to a variety of texts, to integrate their ideas with those of others, and to treat writing as a recursive process. Through this work with texts, students are exposed to a range of reading and writing techniques they can employ in other courses. Students work individually and collaboratively, participate in peer review, and learn to take more responsibility for their writing development. Students enrolled in the course must also register for SAS 011, Engaging with Text Writing Lab, a one-credit lab that supports work in ENG 122. Placement into this course is determined by multiple measures, including high school achievement and SAT scores. Corequisites: SAS 011. 3.000 Credit Hours
College Reading and Writing I (ENG 122 B) – Fall 2017: This course is the first part of a two-course sequence that is equivalent to English 110, English Composition. The course begins students’ introduction to writing as a conscious and developmental activity. Students learn to read, think, and write in response to a variety of texts, to integrate their ideas with those of others, and to treat writing as a recursive process. Through this work with texts, students are exposed to a range of reading and writing techniques they can employ in other courses. Students work individually and collaboratively, participate in peer review, and learn to take more responsibility for their writing development. Students enrolled in the course must also register for SAS 011, Engaging with Text Writing Lab, a one-credit lab that supports work in ENG 122. Placement into this course is determined by multiple measures, including high school achievement and SAT scores. Corequisites: SAS 011. 3.000 Credit Hours
English Composition (ENG 110 O) – Summer 2017: This course introduces students to writing as a conscious and developmental activity. Students learn to read, think, and write in response to a variety of texts, to integrate their ideas with those of others, and to treat writing as a recursive process. Through this work with texts, students are exposed to a range of reading and writing techniques they can employ in other courses. Students work individually and collaboratively, participate in peer review, and learn to take more responsibility for their writing development. Placement into this course is determined by multiple measures, including high school achievement and SAT scores. 4.000 Credit hours
4.000 Credit hours
Reading and Writing in Digital Environments (ENG 304 O) – Summer 2017: This course takes a hands-on approach to exploring reading and writing in digital (Web) environments. Students in the course consider ways that digital writing environments create opportunities for writers to address multiple audiences, to bring together visual and alphabetic texts, and to involve readers in the construction of those texts. Students in the course will develop a variety of digital texts, including blogs, websites, and wikis. Students’ work will be collected in an e-portfolio designed and assembled over the course of the term. 3.000 Credit hours. Course Attribute: Advanced Studies.
College Reading and Writing II (ENG 123 A) – Spring 2017: This course is the second part of a two-course sequence that is equivalent to English 110, English Composition. The course continues students’ introduction to writing as a conscious and developmental activity. Students learn to read, think, and write in response to a variety of texts, to integrate their ideas with those of others, and to treat writing as recursive process. Through this work with texts, students are exposed to a range of reading and writing techniques they can employ in other courses and are introduced to fundamental skills of information literacy. Students work individually and collaboratively, participate in peer review, and learn to take more responsibility for their writing development. Prerequisites: ENG 122. 3.000 Credit Hours
College Reading and Writing II (ENG 123 E) – Spring 2017: This course is the second part of a two-course sequence that is equivalent to English 110, English Composition. The course continues students’ introduction to writing as a conscious and developmental activity. Students learn to read, think, and write in response to a variety of texts, to integrate their ideas with those of others, and to treat writing as recursive process. Through this work with texts, students are exposed to a range of reading and writing techniques they can employ in other courses and are introduced to fundamental skills of information literacy. Students work individually and collaboratively, participate in peer review, and learn to take more responsibility for their writing development. Prerequisites: ENG 122. 3.000 Credit Hours
College Reading and Writing I (ENG 122 A) – Fall 2016: This course is the first part of a two-course sequence that is equivalent to English 110, English Composition. The course begins students’ introduction to writing as a conscious and developmental activity. Students learn to read, think, and write in response to a variety of texts, to integrate their ideas with those of others, and to treat writing as recursive process. Through this work with texts, students are exposed to a range of reading and writing techniques they can employ in other courses. Students work individually and collaboratively, participate in peer review, and learn to take more responsibility for their writing development. Students enrolled in the course must aslo register for SAS 011, Engaging with Text Writing Lab, a one-credit lab that supports work in ENG 122. Placement into this course is determined by entering SAT (or ACT) writing scores. Corequisites: SAS 011. 3.000 Credit Hours
3.000 Credit hours
College Reading and Writing I (ENG 122 D) – Fall 2016: This course is the first part of a two-course sequence that is equivalent to English 110, English Composition. The course begins students’ introduction to writing as a conscious and developmental activity. Students learn to read, think, and write in response to a variety of texts, to integrate their ideas with those of others, and to treat writing as recursive process. Through this work with texts, students are exposed to a range of reading and writing techniques they can employ in other courses. Students work individually and collaboratively, participate in peer review, and learn to take more responsibility for their writing development. Students enrolled in the course must aslo register for SAS 011, Engaging with Text Writing Lab, a one-credit lab that supports work in ENG 122. Placement into this course is determined by entering SAT (or ACT) writing scores. Corequisites: SAS 011. 3.000 Credit Hours
3.000 Credit hours
English Composition (ENG 110 O) – Summer 2016: An introduction to active and critical reading, and to academic, source-based writing. Students work to analyze and to synthesize ideas in readings, and to develop their own positions on these ideas. Students write for each class meeting. While some of that writing is collected and graded, much of it is preparation for class or for formal paper assignments. Classes are discussion based, involving both collaborative small group work and brief presentations. Peer review is integral to the course. 4.000 Credit hours
English Composition (ENG 110 G) – Spring 2016: An introduction to active and critical reading, and to academic, source-based writing. Students work to analyze and to synthesize ideas in readings, and to develop their own positions on these ideas. Students write for each class meeting. While some of that writing is collected and graded, much of it is preparation for class or for formal paper assignments. Classes are discussion based, involving both collaborative small group work and brief presentations. Peer review is integral to the course. 4.000 Credit hours
Digital Humanities Faculty Seminar – Spring 2016: The third of three grant-funded iterations of the seminar. Although this course is called a “Digital Humanities Faculty Seminar,” it actually brings together the digital humanities (DH) and digital literacies. With a dose of some of the conceptual debates and developments in DH, the seminar engages faculty in both the humanities and social sciences in important questions involving knowledge, meaning making, and the technologies of DH. It’s ultimate focus, though, is on revising curricula to embed digital engagement in general education courses in the humanities and social sciences. As such, it also engages with a range of frameworks and tools to cultivate digital literacy through project-based work. This seminar, funded in part by a generous grant from the Davis Educational Foundation, offers faculty either a course reassignment for the course or overload compensation. In the year following the seminar, faculty implement their digitally inflected course redesign, assess the outcomes, and appear together on a panel to present their work to the campus community.
English Composition (ENG 110 I) – Fall 2015: An introduction to active and critical reading, and to academic, source-based writing. Students work to analyze and to synthesize ideas in readings, and to develop their own positions on these ideas. Students write for each class meeting. While some of that writing is collected and graded, much of it is preparation for class or for formal paper assignments. Classes are discussion based, involving both collaborative small group work and brief presentations. Peer review is integral to the course. 4.000 Credit hours
English Composition (ENG 110 P) – Fall 2015: An introduction to active and critical reading, and to academic, source-based writing. Students work to analyze and to synthesize ideas in readings, and to develop their own positions on these ideas. Students write for each class meeting. While some of that writing is collected and graded, much of it is preparation for class or for formal paper assignments. Classes are discussion based, involving both collaborative small group work and brief presentations. Peer review is integral to the course. 4.000 Credit hours
English Composition (ENG 110 O) – Summer 2015: An introduction to active and critical reading, and to academic, source-based writing. Students work to analyze and to synthesize ideas in readings, and to develop their own positions on these ideas. Students write for each class meeting. While some of that writing is collected and graded, much of it is preparation for class or for formal paper assignments. Classes are discussion based, involving both collaborative small group work and brief presentations. Peer review is integral to the course. This is an online, asynchronous section of the course run through WordPress, Google Apps for Education, and Medium. 4.000 Credit hours
Digital Humanities Faculty Seminar (Grant Funded) – Spring 2015: This was the second of at least three grant-funded iterations of the seminar. Although this course is called a “Digital Humanities Faculty Seminar,” it actually brings together the digital humanities (DH) and digital literacies. With a reasonably healthy dose of some of the conceptual debates and developments in DH, the seminar engages faculty in both the humanities and social sciences in important questions involving knowledge, meaning making, and the technologies of DH. It’s ultimate focus, though, is on revising curricula to embed digital engagement in general education courses in the humanities and social sciences. As such, it also engages with a range of frameworks and tools to cultivate digital literacy through project-based work. This seminar, funded in part by a generous grant from the Davis Educational Foundation, offers faculty either a course reassignment for the course or overload compensation. In the year following the seminar, faculty implement their digitally inflected course redesign, assess the outcomes, and appear together on a panel to present their work to the campus community.
English Composition (ENG 110 R) – Fall 2014: An introduction to active and critical reading, and to academic, source-based writing. Students work to analyze and to synthesize ideas in readings, and to develop their own positions on these ideas. Students write for each class meeting. While some of that writing is collected and graded, much of it is preparation for class or for formal paper assignments. Classes are discussion based, involving both collaborative small group work and brief presentations. Peer review is integral to the course. 4.000 Credit hours.
English Composition (ENG 110 S) – Fall 2014: An introduction to active and critical reading, and to academic, source-based writing. Students work to analyze and to synthesize ideas in readings, and to develop their own positions on these ideas. Students write for each class meeting. While some of that writing is collected and graded, much of it is preparation for class or for formal paper assignments. Classes are discussion based, involving both collaborative small group work and brief presentations. Peer review is integral to the course. 4.000 Credit hours
English Composition Online (ENG 110 O) – Summer 2014: An introduction to active and critical reading, and to academic, source-based writing. Students work to analyze and to synthesize ideas in readings, and to develop their own positions on these ideas. Students write for each class meeting. While some of that writing is collected and graded, much of it is preparation for class or for formal paper assignments. Classes are discussion based, involving both collaborative small group work and brief presentations. Peer review is integral to the course. This was an online, asynchronous section of the course run entirely through WordPress.4.000 Credit hours
Digital Humanities Faculty Seminar (Grant Funded) – Spring 2014: Although this course is called a “Digital Humanities Faculty Seminar,” it actually brings together the digital humanities (DH) and digital literacies. With a reasonably healthy dose of some of the conceptual debates and developments in DH, the seminar engages faculty in both the humanities and social sciences in important questions involving knowledge, meaning making, and the technologies of DH. It’s ultimate focus, though, is on revising curricula to embed digital engagement in general education courses in the humanities and social sciences. As such, it also engages with a range of frameworks and tools to cultivate digital literacy through project-based work. This seminar, funded in part by the Davis Educational Foundation, offers faculty either a course reassignment for the course or overload compensation.
English Composition (ENG 110 A) – Spring 2014: An introduction to active and critical reading, and to academic, source-based writing. Students work to analyze and to synthesize ideas in readings, and to develop their own positions on these ideas. Students write for each class meeting. While some of that writing is collected and graded, much of it is preparation for class or for formal paper assignments. Classes are discussion based, involving both collaborative small group work and brief presentations. Peer review is integral to the course. 4.000 Credit hours
English Composition (ENG 110 E) – Spring 2014: An introduction to active and critical reading, and to academic, source-based writing. Students work to analyze and to synthesize ideas in readings, and to develop their own positions on these ideas. Students write for each class meeting. While some of that writing is collected and graded, much of it is preparation for class or for formal paper assignments. Classes are discussion based, involving both collaborative small group work and brief presentations. Peer review is integral to the course. 4.000 Credit hours.
English Composition (ENG 110 O) – Fall 2013: An introduction to active and critical reading, and to academic, source-based writing. Students work to analyze and to synthesize ideas in readings, and to develop their own positions on these ideas. Students write for each class meeting. While some of that writing is collected and graded, much of it is preparation for class or for formal paper assignments. Classes are discussion based, involving both collaborative small group work and brief presentations. Peer review is integral to the course. 4.000 Credit hours
Doing Humanities Digitally (ENG 425 A) – Fall 2013: The rise of hypertext and the social web, the ability to digitize high-quality images and texts in archives, and the accessibility of low-cost computing power have yielded a range of developments in humanities research and in the production of texts. This advanced humanities seminar, a working tour of the digital humanities, explores these developments from both theoretical and practical perspectives. Students will learn about the Text Encoding Initiative, the role of computing and “big data” in humanities research, the enduring importance of close reading, and tools for curating interactive digital exhibits. Following an approach central to much digital humanities scholarship, students will collaborate on several “live” scholarly projects.This course meets an Advanced Studies Core requirement. 3.000 Credit hours.
English Composition (ENG 110 F) – Spring 2013: An introduction to active and critical reading, and to academic, source-based writing. Students work to analyze and to synthesize ideas in readings, and to develop their own positions on these ideas. Students write for each class meeting. While some of that writing is collected and graded, much of it is preparation for class or for formal paper assignments. Classes are discussion based, involving both collaborative small group work and brief presentations. Peer review is integral to the course. 4.000 Credit hours
English Composition (ENG 110 C) – Fall 2012: An introduction to active and critical reading, and to academic, source-based writing. Students work to analyze and to synthesize ideas in readings, and to develop their own positions on these ideas. Students write for each class meeting. While some of that writing is collected and graded, much of it is preparation for class or for formal paper assignments. Classes are discussion based, involving both collaborative small group work and brief presentations. Peer review is integral to the course. 4.000 Credit hours
English Composition (ENG 110 F) – Fall 2012: An introduction to active and critical reading, and to academic, source-based writing. Students work to analyze and to synthesize ideas in readings, and to develop their own positions on these ideas. Students write for each class meeting. While some of that writing is collected and graded, much of it is preparation for class or for formal paper assignments. Classes are discussion based, involving both collaborative small group work and brief presentations. Peer review is integral to the course. 4.000 Credit hours
English Composition (ENG 110 C) – Spring 2012: An introduction to active and critical reading, and to academic, source-based writing. Students work to analyze and to synthesize ideas in readings, and to develop their own positions on these ideas. Students write for each class meeting. While some of that writing is collected and graded, much of it is preparation for class or for formal paper assignments. Classes are discussion based, involving both collaborative small group work and brief presentations. Peer review is integral to the course. 4.000 Credit hours
English Composition (ENG 110 G) – Fall 2011: An introduction to active and critical reading, and to academic, source-based writing. Students work to analyze and to synthesize ideas in readings, and to develop their own positions on these ideas. Students write for each class meeting. While some of that writing is collected and graded, much of it is preparation for class or for formal paper assignments. Classes are discussion based, involving both collaborative small group work and brief presentations. Peer review is integral to the course. 4.000 Credit hours
English Composition (ENG 110 S) – Fall 2011: An introduction to active and critical reading, and to academic, source-based writing. Students work to analyze and to synthesize ideas in readings, and to develop their own positions on these ideas. Students write for each class meeting. While some of that writing is collected and graded, much of it is preparation for class or for formal paper assignments. Classes are discussion based, involving both collaborative small group work and brief presentations. Peer review is integral to the course. 4.000 Credit hours
English Composition (ENG 110 J) – Spring 2011: An introduction to active and critical reading, and to academic, source-based writing. Students work to analyze and to synthesize ideas in readings, and to develop their own positions on these ideas. Students write for each class meeting. While some of that writing is collected and graded, much of it is preparation for class or for formal paper assignments. Classes are discussion based, involving both collaborative small group work and brief presentations. Peer review is integral to the course. 4.000 Credit hours
English Composition (ENG 110 R) – Fall 2010: An introduction to active and critical reading, and to academic, source-based writing. Students work to analyze and to synthesize ideas in readings, and to develop their own positions on these ideas. Students write for each class meeting. While some of that writing is collected and graded, much of it is preparation for class or for formal paper assignments. Classes are discussion based, involving both collaborative small group work and brief presentations. Peer review is integral to the course. 4.000 Credit hours
English Composition (ENG 110 A) – Fall 2010: An introduction to active and critical reading, and to academic, source-based writing. Students work to analyze and to synthesize ideas in readings, and to develop their own positions on these ideas. Students write for each class meeting. While some of that writing is collected and graded, much of it is preparation for class or for formal paper assignments. Classes are discussion based, involving both collaborative small group work and brief presentations. Peer review is integral to the course. 4.000 Credit hours
Writing for Electronic Media – Spring 2010: Writing for Electronic Media (ENG 384) introduces students to communication practices in a variety of electronic writing environments, including blogs, wikis, and websites. The 2010 version of this course included a significant collaborative project in Wikipedia. While I have used blogs in courses for four years, I have always used them as a component of the course. This course website was built within the WordPress blog platform, effectively uniting both the course website (as a CMS) and the course blog component of the class. It was this class experience, more than any other, that sold me on the IDEA of building my course websites within the WordPress blog platform. (It took the launch of WordPress 3, with native support for a network of blogs, to move me to a blog CMS for my entire professional website.)
WAC Faculty Seminar – Spring 2010: The WAC Faculty Seminar, as its name suggests, is a seminar for faculty to explore the literature and practices of Writing Across the Curriculum (WAC). It is generally offered in the spring and it is open to faculty in all disciplines. Faculty participants take on a course redesign that incorporates WAC pedagogies as a core element of the course. I ran the website for this seminar from within the CUNY Academic Commons as a way to introduce faculty at York College to the Commons, and to incorporate a blog element into the work of the seminar.
Writing for Electronic Media – Spring 2009: Writing for Electronic Media (ENG 384) introduces students to communication practices in a variety of electronic writing environments, including blogs, wikis, and websites. The 2008 version of this course engaged students in a major collaborative web project.
The Teaching of Writing (Practicum) – Fall 2008: The Teaching of Writing practicum is a graduate seminar for English students teaching composition for the first time. Fall 2008 was the second semester that York College participated in the seminar.
Writing for Electronic Media – Spring 2008: Writing for Electronic Media (ENG 384) introduces students to communication practices in a variety of electronic writing environments, including blogs, wikis, and websites. In this version of the course, a substantially revised version of a course first taught in Fall 2006, the class collaborated on a major website project.
The Teaching of Writing (Practicum) – Fall 2007: The Teaching of Writing practicum is a graduate seminar for English students teaching composition for the first time. Fall 2007 was the first semester that York College participated in the seminar.
Writing for Electronic Media- Fall 2006: Writing for Electronic Media (ENG 384) introduces students to communication practices in a variety of electronic writing environments. Fall 2006 was the first time this course was offered at York College.
Introduction to College Writing – Spring 2005: Introduction to College Writing (ENG 125) is York College’s First Year Composition Course. The course is an introduction to writing with sources, and helps students develop their ability to read academic texts, select key passages, analyze and synthesize sources, develop a viewpoint and support it with text, and organize their writing.
Research and Writing for Professional Programs – Fall 2004: Research and Writing for Professional Programs (WRIT 303) is an introduction to academic writing and research. Students in this course learn to identify a research topic, conduct library and internet research, and develop a significant research paper in which they develop their own viewpoint on the topic. I take a theme-based approach to the course because most intellectual inquiry occurs within a specific discourse community.
Introduction to College Writing – Spring 2004: Introduction to College Writing (ENG 125) is York College’s First Year Composition course. The focus in this course is on source-based, academic writing.
Research and Writing for Professional Programs – Spring 2004: Research and Writing for Professional Programs (WRIT 303) is an introduction to academic writing and research. Students in this course learn to identify a research topic, conduct library and internet research, and develop a significant research paper in which they develop their own viewpoint on the topic. I take a theme-based approach to the course because most intellectual inquiry occurs within a specific discourse community.
Research and Writing for Professional Programs – Fall 2003: Research and Writing for Professional Programs (WRIT 303) is an introduction to academic writing and research. Students in this course learn to identify a research topic, conduct library and internet research, and develop a significant research paper in which they develop their own viewpoint on the topic. While I generally take a theme-based approach to teaching research and writing, I did not follow that model in this version of the course. My experience teaching this version of the course led me to return to a theme-based approach.
Introduction to College Writing – Fall 2003: Introduction to College Writing (ENG 125) is York College’s First Year Composition course. The focus in this course is on source-based, academic writing.