WINONA STATE UNIVERSITY
PROPOSAL FOR GENERAL EDUCATION PROGRAM COURSES
Department _________ENGLISH__________________________________
___ENG 220____________
Course No.
Date _____22 Feb. 2012_______
_______Multicultural American Literature_________________
Course Name
______3______
Credits
Prerequisites_________None_____________________________________________
GEP Goal Area(s):*
CORE GOAL AREAS
_____Goal 1: Communication
_____Goal 3: Natural Science
_____Goal 4: Mathematics/Logical Reasoning
_____Goal 5: History and the Social and Behavioral
Sciences
__X___Goal 6: The Humanities and Fine Arts
THEME GOAL AREAS
_____Goal 7: Human Diversity
_____Goal 8: Global Perspective
_____Goal 9: Ethical and Civic Responsibility
_____Goal 10: People and the Environment
* Courses may be submitted for up to two Goal Areas.
[ENG 220 is already approved for Theme Goal Area 7: Human Diversity.
This proposal is for the Humanities sub-category in Core Goal Area 6:
The Humanities and Fine Arts. Documentation is below.]
Additional Requirement Categories:
_____Intensive:
_____ 1. Writing
_____ 2. Oral Communication
_____ 3. a. Mathematics/Statistics
_____ b. Critical Analysis
_____ Physical Development and Wellness
Provide information as specified in the previous directions.
Attach a General Education Program Approval Form.
Department Contact Person for this Proposal:
___________Myles Weber________________________
Name (please print)
_x5441__________
Phone
[Revised 9-6-11]
_____mweber@winona.edu______
e-mail address
English 220: Multicultural American Literature
Outline, Course Goals, Goal Area 6 Competencies, Requirements and
Learning Activities, Assessment Plan
Outline
1.
The Literary Subculture
A.
Its broader contribution to American culture
B.
Major literary figures and texts
2. Literary Genres Produced by the Subculture Under Study and the
Relationship of Those Genres to Other Works in the Arts and Humanities
3.
A.
Novel
B.
Short stories
C.
Essays
D.
Poetry
E.
Drama
F.
Film
The Dynamics of the Literary Subculture Under Study
A.
Gender or Sexual Dynamics in a Racial or Ethnic Subculture
B.
Racial or Ethnic Dynamics in a Gender or Sexual Subculture
C.
Assimilation
Goals
In this course students read and analyze works of literature written
by American authors situated in a racial, ethnic, sexual, or gender
subculture. Course goals include the following:
1. Improving the students’ academic and professional reading
skills and their interpretive abilities.
2.
Familiarizing students with sophisticated literary texts.
3. Placing literature within the larger context of arts and
humanities.
4. Recognizing the rich array of cultures that have contributed
to American history, life, and art.
Competencies
Already placed in Theme Goal Area 7: Human Diversity, ENG 220 also
satisfies 51% of the student competencies for Core Goal Area 6:
Humanities and Fine Arts.
Of the five student competencies in Goal Area 6, the four that ENG 220
addresses are the following.
The students will be able to:
a. Demonstrate awareness of the scope and variety of works in
the arts and humanities.
b. Understand those works as expressions of individual and human
values within an historical and social context;
c.
Respond critically to works in the arts and humanities;
e. Articulate an informed personal reaction to works in the arts
and humanities.
Requirements and Learning Activities
Every section of ENG 220 will require several of the following
learning activities.
1. Students will read sophisticated literary texts outside of
class.
2. Students will provide brief written responses to generate
class discussion. The following sample explanation of the
written-response assignments suggests the nature of the activity.
3. Students will participate in class discussions about the
texts and about their fellow students’ responses.
4. Students will participate in small-group discussions in
class.
5. Students will participate outside of class in discussions of
texts via D2L discussion rooms.
6. Students will complete reading quizzes, identification and
essay exams, and formal papers.
Assessment Plan
As the above list of requirements and learning activities begins to
suggest, the course’s assessment plan includes collecting evidence
through assessment of the following student activities. Each section
of ENG 220 will make use of several of the following:
1.
Reading quizzes.
2.
Short reading responses.
3.
Formal papers.
4. Participation in classroom discussion and small-group
discussions.
5.
Identification and essay exams.
6.
Class presentations.
The following is a sample grading rubric for ENG 220.
Class participation
D2L reading responses
Reading quizzes
Midterm exam
Final exam
10%
20
20
25
25
100%
WINONA STATE UNIVERSITY
GENERAL EDUCATION PROGRAM APPROVAL FORM
Routing form for General Education Program Course approval.
Course_____ENG 220__________
Department Approval
_________________________________
Department Chair
________________
Date
Dean’s Recommendation _____ Yes
_____ No*
_________________________________
Dean of College
________________
Date
____________________________________________
e-mail address
*If the dean does not approve the proposal, a written rationale shall be provided to the General Education Program Subcommittee.
GEPS Recommendation
_____ Approved
_________________________________
General Education Program Director
A2C2 Recommendation
_____ Disapproved
________________
Date
_____ Approved
_________________________________
Chair of A2C2
Faculty Senate Recommendation
_____ Disapproved
________________
Date
_____ Approved
_________________________________
President of Faculty Senate
_____ Disapproved
________________
Date
Academic Vice President Recommendation _____ Approved
_________________________________
Academic Vice President
Decision of President
_____ Approved
_________________________________
President
_____ Disapproved
________________
Date
_____ Disapproved
________________
Date
Please forward to Registrar.
Registrar
_________________
Date entered
Please notify department chair via e-mail that curricular change has been recorded.
[Revised 7-13-11]