DEFINITION: an Option Is a Subdivision of a Major Academic Field of Study

DEFINITION: An option is a subdivision of a major academic field of study. It provides a greater specificity within the broad body of knowledge of that major field of study. The curriculum requirements may include both specific required courses and elective courses from which the student makes selections in order to meet the total credit hour requirements for the major.

SPECIFICATION: The requirements for an option should include a set of unique required courses which students must take in addition to those specific courses required for the major field of study. An option may appear on the student’s transcript. An option will be considered as a reasonable and moderate extension of an existing major with a major core of 15 hours or more within the minimum of 32 hours required for a major. The option should consist of approximately one third to one half of the total hours for the major. The 40-hour minimum for upper division courses must be maintained.

APPROVAL SIGNATURES REQUIRED BELOW:

Dept. Chair: ______Date: ______

Dean: ______Date: ______

UTEC:______Date:______

CIE (if applicable) ______Date: ______

CCPI: ______Date: ______

WID: ______Date: ______

Senate: ______Date: ______

Provost: ______Date: ______

Comprehensive Major in English-Teacher Certification

Give number, name and hours of all courses listed in each area.

Mark all new courses which do not presently exist: *. Mark all Gen. Ed. Courses: #.

Mark all WID courses: +.

If there is no change from Existing Requirements, put SAME in Proposed column.

EXISTING Option/Major Requirements / Semester Hours / PROPOSED Option/Major Requirements / Semester Hours
1. University General Ed.: / 43 / 43
2. Core Courses: / 199 Intro to Literary Studies
228 Intro to British Literature
238 Intro to American Literature
258 Intro to World Literature / 12 / 228 Intro to British Literature
238 Intro to American Literature
258 Intro to World Literature
299 Critical Reading and Writing*
476 Senior Seminar*+ / 15
3. Option Courses: / Option of Study:
Comprehensive Major in English-Teacher Certification
1. Special Courses
a. One upper-division early British literature course, chosen from among the following:
311 Studies in Medieval Brit Lit
312 Studies in Renaissance and 17th Century Brit lit
319 Studies in Nineteenth-Century Literature
324 Studies in Twentieth-Century British Literature
326 Studies in the British Novel I
327 Studies in the British Novel II
410 Chaucer
412 Shakespeare
414 Milton;
and
400 Topics in Literature
401 Major Authors
409 Independent Study when appropriate
b. One upper-division American Literature course, chosen from among:
331 Studies in 19th Century American Lit
334 Studies in 20th Century American Lit
335 Studies in American Poetry
336 Studies in American Fiction I
338 Studies in American Fiction II
340 American Nature Writing
341 Studies in American Drama
346 African American Fiction
348 Ethnic Literatures of the US#
and
400, 401, 409 when appropriate
c. 358: Non-Western Literature#
d. 466: Literature for Teachers
e. 471: Language Diversity and Grammar for Teachers
f. 372: English Language in Historical and Social Contexts
g. 384+: Composition for Teachers
h. 499: Topics in English Education
2. Departmental Elective / 3
3
3
3
3
3
3
3
3 / Option of Study:
Comprehensive Major in English-Teacher Certification
1. Special Courses
a. Choose one of the following:
202# Introduction to Drama
290# Introduction to Film
b. One upper-division courses in Traditions, chosen from among the following:
301 Women and Literature#
311 Studies in Medieval British Literature
312 Studies in Renaissance and Seventeenth-Century Literature
314 Shakespeare
319 Studies in 19th Century British Lit
324 Studies in Modern and Contemporary British Lit
331 Studies in Nineteenth Century American Lit
334 Studies in Twentieth Century American Lit
335 Studies in American Poetry
337 Contemporary American Lit*
340 American Nature Writing
347 The Novel in Context*
353 Great Books
355 Myths, Legends & Literature
390 Film History;
and
400 Topics in Literature
401 Major Authors
409 Independent Study when appropriate
c. One upper-division course in Social Justice, chosen from among the following:
346Studies in African-American Fiction
348 Ethnic Literature of the US#
350 Postcolonial Literature*
358 Non-Western Literature
392 World Cinema*;
and
400 Topics in Literature
401 Major Authors
409 Independent Study when appropriate
d. 466: Literature for Teachers
e. 471: Language Diversity and Grammar for Teachers
f. 372: English Language in Historical and Social Contexts

1. 384+: Composition for Teachers

h. 499: Topics in English Education / 3
3
3
3
3
3
3
3
4. Minor: / Option for Minor or Emphasis in Speech or Journalism (choose a, b, or c)
a. Any Approved Minor
b. Emphasis in Speech
Comm 241#
Two of the following:
Comm 170, 341, or 344
c. Emphasis in Journalism
Jour 232, 232, 328 / 16
3
6
9
(9-16) / Option for Minor or Emphasis in Speech or Journalism (choose a, b, or c)
a. Any Approved Minor
b. Emphasis in Speech
Comm 241#
Two of the following:
Comm 170, 341, or 344
c. Emphasis in Journalism
Jour 232, 232, 328 / 18
3
6
9
(9-18)
5.Other: / a. ENG 433: Literature for Young Adults
b. Rdg 468: Reading in High School and College
c. Professional Education Sequence
EIS 201, 301, 302, 303 (2 s.h.), 401
d. SpEd 310 and SpEd 390 or Psy 425 and SpEd 383
e. Educ 439 English Methods
f. STch 480: Student Teaching / 3
3
13
4
3
12 / a. ENG 433: Literature for Young Adults
b. Rdg 468: Reading in High School and College
c. Professional Education Sequence
EIS 201, 301, 302, 303 (1 s.h.), 304 (1 s.h.), 401
d. SpEd 310 and SpEd 390 or Psy 425 and SpEd 383
e. Educ 439 English Methods
f. STch 480: Student Teaching / 38
TOTAL EXISTING S. H.: / 129-136 / TOTAL PROPOSED S.H.: / 129-138

* New course # Gen. Ed. course + WID course

Changes in WID course requirements or inclusion of new WID courses must go to WID Committee.

JUSTIFICATION OF OPTION:

1. STUDENT NEEDS TO BE SERVED: The changes to this option of study are driven by the revision of the English Literature and Language Option. Both options share the same core, and the goal for the revision of both programs is to better reflect the current state of English Studies and serve the needs of our students. For English Education majors, the key needs reflected in these changes include the following:
2. Reading: Graduating students should be active readers who understand how form, culture, and history affect the process of interpretation, able to recognize and critically reflect on their own positions and assumptions.
3. Writing: Graduating students should be able to develop ideas through writing clearly and concisely, to recognize their own writing processes, and to develop strategies to improve those processes.
4. Critical thinking: Graduating students should be able to understand and locate themselves within a variety of literary and critical traditions, integrating multiple approaches to interpretation into their continuing intellectual development.
5. Language: Graduating students should understand how basic elements of the English language developed historically or individually and how membership in specific social and geographic groups affects the functions of those elements in reading, writing, and speaking.
6. Teaching: Graduating students specializing in English Education should be able to create and teach dynamic curriculums for a range of diverse middle school and high school students.

1. RELATIONSHIP TO EXISTING OFFERINGS WITHIN THE DEPARTMENT: The proposed changes do not affect the other options of study offered in the department. The changes to the core, and the structure of directed electives have been changed because of the comprehensive revisions to the entire English Major. The rational below will address this in detail.
   
2. RELATIONSHIP TO OFFERINGS IN OTHER DEPARTMENTS:
   Because the English major includes many areas that are also taught in other academic departments, we have consulted and obtained letters of support from the following:
3. Broadcasting has given us their full support for our offerings in film, including proposed courses or changes to existing courses: ENG 389 “Film Criticism;” ENG 392 “Film and Literature;” ENG 393 “American Film Genres;” ENG 390, “Film History;” ENG 392, “World Cinema.”
4. Foreign Languages and Literatures have given us their full support for our course, ENG 357, “Nation and Literature.”
5. Theater has given their full support to our course ENG 310, “Forms of Drama.”
6. Women’s Studies has given their full support to ENG 307, “Issues for Women’s Writing.”
   
7. INDICATE THE EXTENT TO WHICH THE NEW OPTION REQUIREMENTS WILL MEET THE 40 HOUR MINIMUM FOR UPPER DIVISION COURSES: With the addition of 476 “Senior Seminar” to the core required course, as well as the new structure for directed electives described below, students will more than meet the minimum upper-division hours requirement.

1. ADDITIONAL EQUIPMENT REQUIRED: None.

1. WIU LIBRARIES OFFERS AN ARRAY OF INSTRUCTIONAL SUPPORT FOR CLASSES. WHAT LIBRARY MATERIALS (INCLUDING MONOGRAPHS, BOOKS, DATABASES, ELECTRONIC RESOURCES, OR AUDIOVIDUAL MATERIALS) OR INSTRUCTION WILL BE HELPFUL TO SUPPORT THIS OPTION?

The Department of English and Journalism has worked with the library over the years to keep its resources in literature and criticism current, and will continue to do so. In addition, our Education specialists work closely with the library to keep our resources current. Thus, library holdings in literature, criticism, and Education are adequate for this course. Additionally, online resources such as Project Muse, JSTOR, and other databases offer a wide range of materials to support our courses.

1. OTHER IMPLICATIONS (e.g. GRADTRAC, etc.): None.

EFFECTIVE DATE: Fall 2007

REDISTRIBUTION OF TEACHING LOAD: None.

PROJECTED ENROLLMENT IN OPTION: 125

LIST COURSES (IF ANY) TO BE DELETED IN CONJUNCTION WITH APPROVAL OF THIS REQUEST: Some courses, such as ENG 199 and ENG 406 will be deleted when we implement our new program, but because of current scheduling requirements and the need to phase in the new program while accommodating current students, we will wait to delete the older courses until Fall 2008.

RATIONALE: This proposed revision reflects both changes dictated by the revision of the English Major and changes made in response to perceived deficiencies that English Education students identified during their student teaching.

RATIONALE: Below, we will first outline the changes to the English Major that are driving the changes to the English Education option. Then, we will discuss in detail the specific implications of this revision for changes to the English Education option.

Proposed Revision to the English Major

Though there were a myriad of concerns both large and small that informed our choices, we believe the following reflect the most important needs and goals of this proposed revision:

• Incorporate the best innovations and transformations in English studies from the past thirty years.
• Create a more intellectually challenging and transformative experience for students.
• Better prepare students for careers or further schooling.

To achieve these goals, the department proposes the following:

• Changing the required core courses.
• Significantly transforming the structure of directed electives.
• Offering new courses that reflect changes in the field of English studies.
• Changing titles, descriptions, and divisions of existing courses to support this new approach.

Innovations, Transformation, and Changes to the Core and Directed Electives:

Over the past thirty years, English studies have undergone striking changes. Historically, studying English meant above all the national traditions of British and American literature, but a changing world has challenged this paradigm. Literatures in English from around the world have become far more important to the discipline, rivaling British and American traditions. Thus literatures written in English from around the globe are now the focus of vast scholarly attention. The past thirty years have simultaneously seen scholars emphasizing methods of interpretation equally with reading national traditions. Thus methods of reading and interpretation have become a primary focus of study at every level of the discipline. Often such scholarship emphasizes what are essentially theoretical, rhetorical, and formal approaches to the study of texts. Further, because strategies of interpretation and forms of literature exist and develop beyond the limit of any one national literature, such approaches demand comparisons beyond the scope of any single, national tradition. The scholarship of the past thirty years also emphasizes the critical potential of literature and literary studies to raise questions of social justice. The entire field of postcolonial studies and the growing importance of marginalized literatures is moving the field of English studies towards the articulation of ethical questions and the consideration of literature (and literary modes of analysis) as a force in the politics of everyday life.

The structure of the current English Major emphasizes the national traditions of British and American Literature, and it emphatically centers on the first few years a student is in the major. It does not include a capstone experience or make professional development a priority.

The current core:

• Eng 199 Intro to Literary Studies
• Eng 228 Intro to British Lit
• Eng 238 Intro to American Lit
• Eng 258 Intro to World Lit

The emphasis of this curriculum is on introductory courses, national literatures, and a model of historical coverage.

Similar to the current core, the current directed electives put British and American national traditions at the center of the curriculum, with courses in literary forms, world literature, writing, and language as additions in support of this central mission of historical coverage.

Current directed electives:

• 2 courses in British Literature
• 2 courses in American Literature
• 1course in World literature
• 1 Writing course
• 1 language course

We believe that our proposal for a new core and directed electives will better reflect the state of our discipline and provide a more intellectually diverse and challenging experience for our students. It includes a greater emphasis on literary forms and critical approaches to language and interpretation, and while national traditions are still a key part of the program, they now occupy a much different place in the curriculum, providing a foundation that will be dramatically expanded by our new directed electives.

New core requirements:

• 228 Introduction to British Literature
• 238 Introduction to American Literature
• 258 Introduction to World Literature
• 299 Critical Reading and Writing
• 476 Senior Seminar (WID)

In addition to changing the emphasis of content, the proposed core now includes courses at the junior and senior level. In particular, we have included a new and much more rigorous methods course to better prepare students for upper division work. Finally and most importantly, a required senior seminar serves as intensive intellectual capstone experience. This core more fully prepares students for upper-division work, and it also emphasizes participation in the major in the senior year.

Our proposed directed electives also reflect both changes in the discipline and our desire to provide a more intellectually challenging experience to our students. Formerly, directed electives could be in British Literature, American Literature, Linguistics, Literary Theory, and World Literature. In our proposed directed electives, we have created four categories to distinguish our offerings and ask that students take at least 3 hours in each :

• Forms
• Traditions
• Social Justice
• Language and Theory

These categories reflect the major approaches that define the study of language and literature today. Forms emphasizes rhetorical and structural descriptions and analysis, and it provides students precise language and concepts to understand how the structures of literature inform its meaning. Traditions emphasizes the historical development of literature, particularly in terms of national histories. Language and Theory courses give students the tools to precisely understand language and reflect on how texts come to mean in a variety of discourses, cultural contexts, and philosophical perspectives. Social Justice has become one of the most important aspects of writing and reading literature. Over the past thirty years, literary scholars have emphasized issues of justice as the central question of literary studies, claiming that literature has a unique force and potential to understand and address issues of cultural power and politics. Examples would include the role of literature in responding to racism, gender identities, class conflict, and disability to name only a few. We propose that students must take at least one course from each category in their directed electives, for a minimum of twelve hours in these upper-division offerings. Beyond providing a more intellectually diverse experience for students, we also believe these new requirements will better serve the varied goals that students bring to our major.

Our directed electives also include a newly revised course, 376, “Professional Development Workshop.” This course will help our majors prepare for their transitions to careers or further schooling, helping them frame the meaning of their experience as English majors, explore career and education options, and create the documents and applications necessary for a smooth and successful transition to the next phase of their professional or educational lives.

Previously, majors in this option had only 3 s. h. of departmental electives. With this proposal, they now have 12 s.h., (at least 9 s.h. of these must be taken in upper-division courses). Thus, students have the freedom to choose among any upper division courses in the department, including courses in creative and professional writing, to complete their final 12 hours. Students most interested in national traditions might well choose to immerse themselves in those courses. However, many of our students go on to careers where courses in language, theory, and forms would better serve their needs as they apply for jobs as technical writers, editors, publicists, managers, etc.

Changes to the English Education Option:

With changes to the core of the major, English Education Majors must now take both ENG 299 “Critical Methods of Reading and Writing,” along with 476, “Senior Seminar.” We believe these more rigorous requirements will be an asset to Education option providing a more intellectually challenge series of core courses. However, we are not asking Education students to take 376 “Professional Development Workshop,” since the Education program already has in place excellent courses and other professional development activities.

With the importance of both drama and film to secondary curriculums, the education major now requires that students take either 299 “Introduction to Film” or 202, “Introduction to Drama.” This change was made because of feedback from our graduates.

The most exciting and sweeping change to the Education option is in the directed electives. With the new categories and courses in the department, students will be able to select from a broader range of courses, giving them more choices. We believe this is a positive change in a program that previously offered little opportunity for students to follow their interests beyond the very traditional categories of English and American literary traditions. Students may now select from a wider range of courses that far better reflect the state of English Studies emphasizing rhetorical approaches in a global context. We believe this will give our graduates diverse strengths and help them develop intellectual interests that will help them development more vibrant and dynamic curriculum and praxis relevant to the needs of the contemporary world.