Proposal #
AY15-111 Proposal #
(Academic Affairs use only)
(College use only)
REQUEST FOR A NEW COURSE
University of Central Oklahoma
Course Subject (Prefix), Number, and Title:
Course
Subject
Recommended
Number
ENG
5xx3
Course Title (maximum of 30 characters)
*Remember when abbreviating names, this is how they will appear on student’s transcripts.
African American Women Writers
Course Title: (full title of course if longer than 30 characters)
For information regarding CIP codes contact your department chair or visit: http://www.uco.edu/academic-affairs/ir/program_inventory.asp
CIP Code:
23.0101
For graduate courses, please attach a syllabus for this course. (See syllabus requirement policy 2.2.)
Course description as it will appear in the appropriate catalog.
Course description only Do not include prerequisites or enrollment restrictions, these should be added under questions 6-12.
(Please use standard American English including full sentences.)
African American Women Writers is a survey of African American women writers. In addition to
slave narratives, writers included are Zora Neale Hurston, Terry McMillan, Toni Morrison, and Alice
Walker.
English
Department submitting the proposal
J. David Macey, Jr., Ph.D.
Person to contact with questions
dmacey@uco.edu
x5641
email address
Ext. number
Approved by:
Department Chairperson
Date
College Curriculum Committee Chair
Date
(Please notify department chair when proposal is forwarded to dean.)
College Dean
Date
Academic Affairs Curriculum or Graduate Council Date
(Please notify the department chair when proposal is forwarded to AA.)
Office of Academic Affairs
Academic Affairs Form
May, 2014
Date
Effective term for this new course
(Assigned by the Office of Academic Affairs.)
Functional Review ____________
undergraduate proposals only)
1. Does this course have an undergraduate / graduate counterpart?
X Yes
No
2. Is this proposal part of a larger submission package including a program change?
X No
Yes
3. Does this new course affect a teacher preparation program?
(All courses required for any teacher preparation
program must have approval from the Council on Teacher Education (CTE) before approval from AACC or Graduate Council.)
Yes
X No
If yes, send copy of proposal to the Director of Teacher Education, Dr. Bryan Duke.
CTE Approval (Stamp or initial)______________________
4. Has this course been previously taught as a common course (4910 seminar, 4960 institute, etc.)?
X No If yes, when was the most recent offering?
Yes
5. Does this course affect majors or minors outside the department?
X No If yes, provide name(s) of department chair(s) contacted, dates, and results of discussion.
Yes
N/A
6. Prerequisite courses:
Example 1: MATH 1213 and (MATH 2165 or MATH 2185) and CHEM 1213 Example 3: 8 hours of biology including BIO 1404
Example 2: (ACCT 2113 and 2213) and (MGMT 3013 or ISOM 3613)
None
7. Co-requisite(s):
Which of the above prerequisite courses, if any, may be taken in the same semester as the proposed new
course?
None
8. Concurrent enrollment:
None
Courses that must be taken the same semester. Example: lab courses.
9. Will this course have enrollment restrictions?
X
Yes
No
If No, go to question 13.
10. Specify which major(s) may or may not take this course.
Specifying a major, excludes all other majors from
enrolling.
Check one:
Major Code:
May
X
May not
All
11. Which of the following student classification(s) may enroll in this course?
Graduate
Graduate
Post Baccalaureate *
Senior
Junior
Sophomore
Freshman
Check all that apply:
X
(2) 19 + hours
X
(1) 0-18 hours
* Graduate level courses are not open to Post Baccalaureate students.
12. Check or list other restrictions for this course.
Admission to Graduate Programs
Admission to Nursing Program
Admission to Teacher Education
X
Other
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
13. Course objectives: Objectives should be observable, measurable and include scholarly or creative activities to meet the
course level characteristics. Course objectives should also be in line with the course description. (Please refer to instructional
objectives documents at: http://www.uco.edu/academic-affairs/faculty-staff/aacc.asp#FAQ/Helpful%20Hints.)
Upon completion of “African American Women Writers,” students will be able to
 discuss major writers, movements, and themes within the field of African
American women's literature (Discipline Knowledge);
 analyze the connections among writers in the field of African American
literature and within the larger literary canon (Global and Cultural
Competency);
 assess the ways in which issues pertinent to African American women
have influenced American and world history and culture (Civic
Engagement);
 assess and interpret critical studies of the importance of African American
women writers (Problem Solving/Research and Creative Studies);
 conduct advanced research and produce publication-length and
publication-quality essays on topics within the fields of African American
literature and women’s writing (Problem Solving/Research and Creative
Studies).
Course Detail Information:
14. Contact Hours (per week)
3
Lecture hours (in class)
Lab hours (also studios)
Other (outside activities)
15. Repeatable course.
1
Number of times this course can be taken for credit.
16. Schedule type: (select one only)
X
Activity P.E. (A)
Lab only (B)
Lecture/Lab (C)
Lecture only (L)
Recitation/Lab (R)
Student Teaching (STU)
Studio Art/Design (XSU)
17. List existing course(s) for which this course will be a prerequisite.
an existing course will likely cause enrollment problems.
Adding a “new course” as a prerequisite to
(Please submit a prerequisite change form for each course for
which this course will serve as a prerequisite.)
N/A
18. What resources, technology or equipment must be acquired to teach this course?
List items, which must
be purchased and estimated cost. (Be specific, e.g., technology software, equipment, computer lab; etc.)
Existing classroom and computer laboratory facilities in the Liberal Arts Building and the
university’s Desire to Learn online learning platform are more than sufficient to support the
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
proposed course. No additional resources, technology, or equipment would be required to offer
the proposed course.
19. The UCO Library has the required library resources available for this new course?
No If yes, provide names of Librarian/Faculty Liaisons contacted, dates, and results of discussion.
X Yes
The Department of English, in consultation with its Liaison Librarian, Ona Britton-Spears,
determined in February of 2015 that the Max Chambers Library currently holds more than one
hundred books and subscribes to more than twenty electronic and print journals that address
topics related to African American literature and women’s writing. These resources are more
than sufficient to support the proposed course.
If no, what additional library resources must be acquired for this new course?
List items which must be
purchased and estimated cost. (Be specific, e.g., books, magazines, journals, etc.)
N/A
20. Names of current faculty qualified to teach this course.
Laura Bolf-Beliveau, Ph.D.; Timothy Petete, Ph.D.; Kate Huber, Ph.D.
21. Additional faculty (adjunct or full-time) required and specific competencies required to teach this
course:
Current faculty would be able to teach the proposed course as part of their regular rotation of
classes. No additional faculty would be needed in order to offer the proposed course.
22. How will this course be staffed and equipped? Identify the additional costs associated with this
new course. If no costs, explain why not.
Current faculty will be able to offer the proposed course using existing facilities, technologies,
and library resources, so no additional expenses would be incurred by offering the proposed
course.
23. Identify the source(s) of funds for any additional costs for the new course.
i.e. internal reallocations,
special fees from students, etc. If you plan to propose special fees be assessed for this course, be aware there is a separate
approval process for special fees.
No additional costs will be associated with offering the proposed course.
24. Projected enrollment for two academic years following approval of new course:
Semester
Fall
Spring
Summer
2016
12
2017
12
25. Using State Regents’ definition of liberal arts and sciences (quoted below), characterize the
course as follows:
X
Non-liberal arts and sciences
Liberal arts and sciences
“The liberal arts and sciences are defined as those traditional fields of study in the humanities; social and behavioral
sciences; communications; natural and life sciences, mathematics; and the history, literature, and theory of fine arts
(music, art, drama, dance). Courses in these fields whose primary purpose is directed toward specific occupational or
professional objectives, or courses in the arts which rely substantially on studio or performance work are not
considered to be liberal arts and sciences for the purpose of this policy. Courses required for the General Educational
Program are not necessarily synonymous or mutually exclusive with the liberal arts and sciences.” State Regents
Policy and Procedures. Chapter 2, Section 5, “Degree Requirements” part 1, (2). P. II-2-86
26. Please provide a concise, yet comprehensive, statement that explains the reasons for requesting
the new course. Include documentation or assessment information supporting the specific
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
request (if possible). Indicate the expected source of student enrollment (majors, minors,
programs etc.)
No existing graduate-level English courses focus exclusively on African American women
writers, whose work has emerged as an important subject of study within the field of English
Studies. Assessment results, including focus group discussions and graduating student exit
surveys, indicate a strong desire among students for coursework in this area. The Department
of English therefore proposes to add ENG 5xx3 (African American Women Writers) to the
Graduate Catalog. This course will serve as a guided elective within the proposed Master of
Arts program in Literature and will be available to all students, regardless of major, as an
elective.
27
Which of the six transformative learning tenets does this course incorporate?
(check all that apply or
only those that apply) This question was a directive from the Provost and is used for informational purposes.
Discipline Knowledge
Leadership
Research, Scholarly and Creative Activities
Service Learning and Civic Engagement
Global and Cultural Competencies
Health and Wellness
X
X
X
X
X
28. Clearly explain how the characteristics of this course meet or exceed those outlined in Course
Level Characteristics. (Copy and paste table from “Course Level Characteristics” document for the appropriate course level
of proposed course. Document may be found on: http://www.uco.edu/academic-affairs/files/aacc/forms/CLCtable4-07.doc .
5000-LEVEL COURSES
Course Level Characteristics
Please describe how this course meets this
requirement.
1. It is assumed that students in these
courses have acquired the ability to use
verbal and written communication
effectively, to engage in analytical thought
and creative processes, and to use
information and bibliographic sources with
skill.
Students in ENG 5xx3 (African American
Women Writers) would be expected to
create media projects (video, recorded
PowerPoint, etc.) that present research on
and then analyze the Black Arts Movement
as it relates to African American women
writers. These projects would be shared via
the discussion tab within the university’s
Desire to Learn (D2L) online learning
platform.
In concluding the proposed course,
students would be required revisit their
initial essential questions posed at the
beginning of the semester and, citing
specific texts and details, to analyze the
ways in which these “big picture” questions
have been answered throughout the
course.
Students in ENG 5xx3 (African American
Women Writers) would be expected to
display mastery of the general tenets of
literary theory and to develop advanced,
specialized knowledge of African American
literary theory in order to read and analyze
Toni Morrison’s provocative theoretical text,
Playing in the Dark. Students in the
2. It is assumed that students in these
courses have achieved a significant level of
maturity in the discipline, evidenced by a
considerable background of knowledge.
3. These courses should be more than a
mere extension of undergraduate courses.
Rather, they should be qualitatively
different. At a minimum:
a. Students should be required to
undertake original scholarly/creative
activity, or research
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
b. Students should assume greater
responsibility for independently
mastering more of the subject matter.
c. Close working relationships should
exist between instructors and students
to analyze and synthesize course
material.
Academic Affairs Form
May, 2014
proposed course, working with the
professor, would be required plan a
research project connecting Morrison’s
critical essay to a work of literature not
included on the course syllabus to submit a
formal essay of 10-15 pages on this topic.
Students in this course would also be
encouraged to submit this paper to a
regional or national conference.
Functional Review ____________
undergraduate proposals only)
African American Women Writers
Department of English
University of Central Oklahoma
SYLLABUS
COURSE NUMBER: ENG 5xx3
COURSE DESCRIPTION: African American Women Writers is a survey of African American
women writers. In addition to slave narratives, writers included are Zora Neale Hurston, Terry
McMillan, Toni Morrison, and Alice Walker.
PREREQUISITES: None
COURSE OBJECTIVES:
Upon completion of “African American Women Writers,” students will be able to
 discuss major writers, movements, and themes within the field of African American women's
literature (Discipline Knowledge);
 analyze the connections among writers in the field of African American literature and within the
larger literary canon (Global and Cultural Competency);
 assess the ways in which issues pertinent to African American women have influenced American
and world history and culture (Civic Engagement);
 assess and interpret critical studies of the importance of African American women writers
(Problem Solving/Research and Creative Activities);
 conduct advanced independent research and produce publication-length and publication-quality
essays on topics within the fields of African American literature and women’s writing
(Leadership; Problem Solving/Research and Creative Activities).
TRANSFORMATIVE LEARNING OUTCOMES:
Transformative learning is a holistic process that places students at the center of their own active and
reflective learning experiences. All students at the University of Central Oklahoma will have transformative
learning experiences in six core areas: discipline knowledge; leadership; research, creative and scholarly
activities; service learning and civic engagement; global and cultural competencies; and health and
wellness.
Students in this course will acquire discipline knowledge through the intensive study of major writers,
movements, and themes within the field of African American women’s literature. Students will develop
leadership skills by conceiving and executing publication-quality scholarly projects within the course’s field
of study. Students will engage in advanced research and scholarly activities as they conduct independent
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
research on the significant historical, social, and interpretive questions addressed by African American
women writers and produce publication-length and publication-quality essays addressing these questions.
Students will also acquire global and cultural competencies as they situate African American women’s
writing in a global literary and cultural context, and they will form a solid foundation for responsible civic
engagement as they examine the social, political, and esthetic arguments advanced by African American
Women Writers.
COURSE OUTLINE:
Unit 1: Overview & Introduction to Course (Total Points: 50)
Section 1: Syllabus
Task 1: Read Syllabus/Ask for Clarification (if needed)
Section 2: Introduction to Course Objectives
Task 1: Read/Study Introduction Tutorial
Task 2: Submit Essential Questions to Dropbox (25 Points)
Section 3: Subjectivity
Task 1: Read/Study Royster’s Subjectivity Essay
Task 2: Complete Introductory Essay (25 Points)
Unit 2: Early African American Women’s Literature (Total Points: 150)
Section 1: Phillis Wheatley’s Influence
Task 1: Read The Trials of Phillis Wheatley by Henry Louis Gates
Task 2: Take the Quiz for Gates’ Book (25 Points)
Task 3: Complete the Short Response Essay (25 Points)
Section 2: African American Women’s Poetry
Task 1: Read/Study Wheatley
Task 2: Write a Comparison/Contrast Essay (100 points)
Unit 3: African American Woman and the United States Slave Narrative (Total Points: 200)
Section 1: Slave Narratives Background
Task 1: Read/Study Slave Narratives Background
Task 2: Take Slave Narratives Background Quiz (25 Points)
Section 2: Harriet Jacobs’ Incidents in the Life of a Slave Girl
Task 1: Read/Study Jacobs
Task 2: Read Incidents in the Life of a Slave Girl
Task 3: Take Jacobs Quiz (50 Points)
Section 3: Octavia Butler’s Kindred
Task 1: Submit Answers about Neo-slave Narratives (25 Points)
Task 2: Read Kindred
Task 3: Submit Unit Essay (100 Points)
Unit 4: Women Writers of the Harlem Renaissance (Total Points: 200)
Section 1: Context of Harlem Renaissance
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
Task 1: Read Chapter 2 in Cambridge
Task 2: Take Harlem Renaissance Quiz (10 Points)
Section 2: Background to Hurston
Task 1: Read/Study Hurston Background
Task 2: Read Walker PDF: “Looking for Zora”
Task 3: Take Hurston Background Quiz (25 Points)
Section 3: Their Eyes Were Watching God
Task 1: Read Novel
Task 2: Analyze Hurston via Walker/Submit to Dropbox (40 Points)
Section 4: Annotated Bibliography
Task 1: Review UCO Library Tutorials/Take Quiz (25 Points)
Task 2: Complete/Submit Annotated Bibliography (100 Points)
Unit 5: Women Writers of the Black Arts Movement (Total Points 200)
Section 1: The Black Arts Movement Project
Task 1: Complete/Submit Project (100 Points)
Section 2: The Black Arts Movement and Drama
Task 1: Read A Raisin in the Sun/Take Test (75 Points)
Task 2: Study Performing Arts/A. Kennedy
Task 3: Take Kennedy Quiz (25 Points)
Unit 6: Contemporary African American Women Writers (Total Points: 200)
Section 1: Context of Contemporary African American Women Writers
Task 1: Read Williams’ Chapter 4
Task 2: Watch Alice Walker Clips
Task 3: Submit Essay on Past, Present, Future of African American Women’s
Writing (100 Points)
Section 2: Toni Morrison’s Sula
Task 1: Read/Study Morrison Background
Task 2: Read Sula/Focus on Guiding Questions
Task 3: Take Blue Book Test on Sula (100 Points)
Unit 7: African American Women Writers of Children’s/ Young Adult Literature (Total Points: 150)
Section 1: Overview of Genre
Task 1: Watch Overview Video
Task 2: Submit Research Paper to Dropbox (50 points)
Section 2: Nappy Hair
Task 1: Read/Study Nappy Hair
Task 2: Complete Nappy Hair Analysis Essay (50 points)
Section 3: The Skin I’m In
Task 1: Read/Study The Skin I’m In
Task 2: Select Essay Prompt
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
Task 3: Submit Essay (50 points)
Unit 8: African American Literary Theory (Total Points: 200)
Section 1: Overview of Theory
Task 1: Watch Overview Video
Task 2: Submit Response to Dropbox (25 points)
Section 2: Playing in the Dark
Task 1: Read Text
Task 2: Take Quiz (25 points)
Section 3: Application of Theory
Task 1: Read/Study Tutorial
Task 2: Select Essay Prompt
Task 3: Submit Essay (150 points)
Unit 9: Conclusion for Course (Total Points: 50)
Section 1: Essential Questions
Task 1: Submit Essay Reviewing Essential Questions from Unit 1(50 Points)
COURSE REQUIREMENTS AND EVALUATION:
Unit 1: Overview & Introduction to Course (Total Points: 50)
Unit 2: Early African American Women’s Literature (Total Points: 150)
Unit 3: African American Woman and the United States Slave Narrative (Total Points: 200)
Unit 4: Women Writers of the Harlem Renaissance (Total Points: 200)
Unit 5: Women Writers of the Black Arts Movement (Total Points: 200)
Unit 6: Contemporary African American Women Writers (Total Points: 200)
Unit 7: African American Women Writers of Children’s/ Young Adult Literature (Total Points: 150)
Unit 8: African American Literary Criticism (Total Points: 200)
Unit 9: Conclusion for Course (Total Points: 50)
Students can earn a total of 1,200 points.
Grades will be calculated on this grading scale:
 1,400 to 1,260 Points = A
 1,259 to 1,120 Points = B
 1,119 to 980 Points = C
 979 to 840 Points = D
 839 and below = F
REQUIRED TEXTS:





The Cambridge Companion to African American Women’s Literature
(Eds. Mitchell and Taylor)
The Trials of Phillis Wheatley: America’s First Black Poet and Her
Encounters with the Founding Fathers (Gates)
Incidents in the Life of a Slave Girl, Written by Herself (Jacobs)
Kindred (Butler)
Their Eyes Were Watching God (Hurston)
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)







Academic Affairs Form
May, 2014
The Black Woman: An Anthology (Ed. Bambara)
A Raisin in the Sun (Hansberry)
Funnyhouse of a Negro (Kennedy)
Sula (Morrison)
Nappy Hair (Herron)
Skin I’m In (Flake)
Playing in the Dark (Morrison)
Functional Review ____________
undergraduate proposals only)