General Education Course Template for a New Course
Department: English Course Prefix and Number: ENGL 336
Course Title: Literature and the Environment
Instructor(s): Linda Helstern
This form was completed by: Linda Helstern
Date:3 August 2005
Campus phone #: 231-5387E-mail:
1. Course Information
Categories: Humanities and Arts (A) Global Perspectives (G)
Title/number/credits: Literature and the Environment – English 336 – 3 credits
Catalog description: Milestones of American writing about nature and culture from Thoreau to the present. Reading and analysis of literary encounters with place and issues that arise when the local is global.
2. Textbooks/Course Materials
Required
Thoreau, Henry David. Walden; Or, Life in the Woods (Dover, 1995)
Kimmerer, Robin Wall. Gathering Moss: A Natural and Cultural History of Mosses(Oregon
State UP, 2003)
Ehrlich, Gretel. The Future of Ice : A Journey Into Cold (Vintage, 2005)
Williams, Terry Tempest. Refuge : An Unnatural History of Family and Place(Vintage, 1992)
Price, John. Not Just Any Land: A Personal and Literary Journey into the American
Grasslands (U of Nebraska P, 2004)
Orion(Spring 2001) [also available on-line from the magazine archive:
Deming, Alison Hawthorne. The Monarchs: A Poem Sequence (Lousiana State UP, 1997)
Course Pack
Optional:
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th ed. (Modern Language
Association, 2003)
3. Intended Course Outcomes and Their Relationship to General Education
Outcome 1. Communicate effectively in a variety of contexts and modes, using a variety of communications skills. Environmental writers are motivated by their desire to communicate, whether giving witness to the mysteries of the nonhuman world or addressing a threat to life on earth. It is only appropriate, then, that students in this class will develop theirown oral and written communications skills. They will develop a vocabulary that recognizes environmental literature as the cross-pollination of literature and science and recognizes the importance of translating scientific findings into memorable stories comprehensible to non-scientists. They will utilize analytical skills to discern what makes this literature both important and memorable, ponder a range of place-based environmental problems in discussions and written work, share the literature they have come to appreciate with a larger community, and make a personal contribution to the genre of environmental prose.
Outcome 6. Integrate knowledge and ideas in a coherent and meaningful manner. The integration of ideas is the very basis of environmental literature, which utilizes the techniques of literature to express the truths of science. Students in this class will employ the vocabulary of literary criticism and ecocritical theory as they develop analytical skills to help them understand how writers, both historical and contemporary, have shaped meaning for their audiences. They will become attuned to the ways in which everyday life experiences are interwovenwith academic scientific knowledge and experiment in developing the broader environmental implications of a personal story.
Humanities.American writers, many but not all working scientists/naturalists, are largely responsible for the creation of the environmental movement worldwide. Since the mid-nineteenth century, their personal witness has provided a major impetus to reshaping our social values and the implementation of environmental conservation and preservation programs.
Global Perspectives. The study of environmental literature offers students the opportunity to see through the eyes of major writers the many ways that nature and culture impact one another at the global level. Viewing migratory species as local species denies the true complexity of their intercultural connections, for example.Compellingpersonal observations may offer new models for American nature/culture interactions or reveal that technologies apparently successful in solving localized problemsactually create a host of major problems when viewed from the larger perspective.Sustaining life on earth ultimately depends upon understanding the fragility of both interspecies and intercultural relationships and our responsibility as human beings for maintaining these global relationships.
4. Student Activities to Promote General Education Outcomes
This course promotes Outcome 1 through active class discussion of assigned readings, a small group oral presentation, annotated critical bibliography, four brief exploratory essays, a creative research essay, and a class project in literary activismthat will require students to organize and publicize a literary event for a specific target audience of their choice.
This course promotes Outcome 6 through active class discussion, a small group oral presentation, four brief exploratory essays, and creative research essay, as well as responses to quiz and exam questions. The creative research essay demands the broadest range of integration by incorporating students’ personal experiences along with information gleaned from scholarly research and less traditional community-based research into aliterary narrative.
This course promotes Global Perspectives through assigned readings (concerned with such issues as food webs, lifestyle economics, global warming, North and South American rain forests, and the impact of agricultural technologies on migratory species), class discussion, brief exploratory essays, small group oral presentation, and creative research essay.
5. Evaluation of General Education Outcomes
Outcome 1. Communicate effectively in a variety of contexts and formats.
Evaluation of Outcome 1 will be based on student performance on four brief exploratory essays, a small group presentation and annotated critical bibliography on an assigned research topic, a 7-8 page creative research essay grounded in personal experience of the natural world, active participation in planning and carrying out the project in literary activism decided on by the class, active participation in class discussions, and a final examination comprised largely of essay and short answer questions.
Outcome 6. Integrate knowledge and ideas in a coherent and meaningful manner.
Evaluation of Outcome 6 will be based on student performance on four brief exploratory essays, a small group presentation and annotated critical bibliography on an assigned research topic, a 7-8 page creative research essay grounded in personal experience of the natural world, occasional quizzes and a final examination comprised largely of essay and short answer questions, and active participation in class discussions.
Global Perspectives.
Evaluation of students’understanding of global perspectives will be based on four brief exploratory essays, a small group presentation and annotated critical bibliography on an assigned research topic, a 7-8 page creative research essay grounded in personal experience of the natural world, active participation in class discussions, and occasional quizzes and a final examination comprised largely of essay and short answer questions.
6. Schedules and Topics
Please see attached syllabus.
Outcome 1
General Education Outcome 1: Communicate effectively in a variety of contexts and modes, using a variety of communication skills.
In order for a course to meet General Education Outcome 1, student products should be substantial and should constitute at least 50% of the course grade. The course must require that students produce at least three pieces in two of the following three categories: writing, oral presentations, or visual communication. Students should receive structured feedback and at least one revision should be required.
Communicate effectively in a variety of contexts The student has demonstrated the ability to communicate effectively
1. For a variety ofpurposes(to inform/ persuade/ evaluate, etc.) / N/A No Somewhat Yes XEvidence: Students will communicate to inform through four 2-page exploration essays (Attachment A), their oral background report (Attachment B), and their creative research essay (Attachment C), which may also utilize strategies of persuasion, depending upon the student’s choice of subject and point of view. The critical annotated bibliography developed in conjunction with the oral background report (Attachment B) will require students to evaluate their sources. They will further be required to evaluate their group experience in their final project report.
2. With different kinds of audiences (peers, public, individuals, groups, etc.) / N/A No Somewhat Yes X
Evidence: The oral background report (Attachment B) will be presented by students to an audience of their peers. The critical bibliography, which is integral to the project, will address a scholarly audience, while the research essay (Attachment C) will target the general public, as will the class project in literary activism (Attachment D).
3. In different kinds of communication forums (dialogues, committees, public speeches, various publications, electronic communication [email, web pages], etc.) / N/A No Somewhat Yes X
Evidence: The oral background report (Attachment B) will be presented by students in a public forum. The preparation of this report will require communication between individuals and as a de facto committee in face-to-face dialogue and via e-mail. The class project in literary activism (Attachment D) will require the development of committees, and students will utilize appropriate local media and electronic promotional outlets. The creative research essay (Attachment C) will be suitable for publication in journals devoted to nature writing or environmental issues, and students will be encouraged to identify appropriate outlets for their work.
N/A No Somewhat Yes X
Evidence: Students will utilize such traditional academic formats as the essay (Attachments A and C) and annotated bibliography (Attachment B) and make a formal oral presentation (Attachment B). In the course of the group project, they will file one progress report and individual project evaluations. Their class project (Attachment D) will require the use of such promotional tools as the press release and e-mail announcement.
5. Other. Please specify. / N/A No Somewhat Yes
Evidence:
Communicate effectively in a variety of modes
The student has demonstrated the ability to communicate effectively
1. Using oral communication / N/A No Somewhat Yes XEvidence: Students will, as part of a small group, develop a formal oral presentation (Attachment B).
2. Using written communication / N/A No Somewhat Yes X
Evidence: Students will individually prepare four brief essays (Attachment A) and a creative research essay (Attachment C). As part of a small group they will be responsible for developing a critical annotated bibliography (Attachment B).
3. Using visual communication (charts, graphs, illustrations, etc.) / N/A No Somewhat X Yes
Evidence: Students may utilize visuals as part of their formal oral presentation (Attachment B) and develop posters or flyers to promote their literary activism (Attachment D).
4. Other. Please specify. / N/A No Somewhat Yes
Evidence:
Evidence= evidence from student activities in course; Revised 10/21/04; Expires 10/21/09;
Communicate effectively using a variety of skills
The student has demonstrated the ability to communicate effectively
Evidence: Students will identify topics for each of their four brief essays (Attachment A) as well as their creative research essay (Attachment C), where finding and incorporating appropriate evidence to support their point will be especially critical.
2. Organizing ideas in a coherent structure / N/A No Somewhat Yes X
Evidence: All five essays (Attachments A and C) and the oral presentation (Attachment B) require students to organize their ideas in a coherent structure.
3. Composing language effectively to convey meaning / N/A No Somewhat Yes X
Evidence: All five essays (Attachments A and C) and the oral presentation (Attachment B) require students to compose language effectively to convey meaning.
4. Employing an appropriate university-level vocabulary / N/A No Somewhat Yes X
Evidence: All five essays (Attachments A and C) and the oral presentation and critical annotated bibliography (Attachment B) require students to employ an appropriate university-level vocabulary. Class discussions will alsohelp students use of appropriate vocabulary.
5. Demonstrating the grammar, spelling, usage, mechanics, and structure of standard English / N/A No Somewhat Yes X
Evidence: All five essays (Attachments A and C) and the critical annotated bibliography (Attachment B) require students to demonstrate the grammar, spelling, usage, mechanics, and structure of standard English.
6. Presenting the text or speech effectively as finished product or performance / N/A No Somewhat Yes X
Evidence: All five essays (Attachments A and C) as well as the oral presentation (Attachment B) require students to present a finished product/performance.
7. Other. Please specify. / N/A No Somewhat Yes
Evidence:
Evidence= evidence from student activities in course; Revised 10/21/04; Expires 10/21/09;
Outcome 6
Outcome 6: Integrate knowledge and ideas in a coherent and meaningful manner.
Integrate knowledge and ideas in a coherent manner.
The student has demonstrated the ability to
1. Identify and organize information relevant to a question or issue. / N/A No Somewhat Yes XEvidence: Students will identify and organize relevant information from a variety of sources both for their oral presentation (Appendix B) and for their creative research essay (Appendix C).
2. Synthesize information to address a question or issue from a variety of sources (such as personal observation, scholarly journals, monographs, electronic media). / N/A No Somewhat Yes X
Evidence: Students will synthesize information from a variety of sources both in their oral presentation (Appendix B) and in their creative research essay (Appendix C), which is especially notable because it is grounded in personal experience amplified through scholarly, mass media, and electronic sources as appropriate.
3. Integrate a variety of perspectives and points of view to address a question or issue. / N/A No Somewhat Yes X
Evidence: Both the oral presentation (Appendix B) and in the creative research essay (Appendix C) require that students integrate a variety of perspectives and points of view.
4. Other. Please specify. / N/A No Somewhat Yes
Evidence:
Evidence= evidence from student activities in course; Revised 10/21/04; Expires 10/21/09;
Integrate knowledge and ideas in a meaningful manner.
The student has demonstrated the ability to
1. Identify significant patternsfrom information relevant to a question or issue. / N/A No Somewhat Yes X
Evidence: Both the oral presentation (Appendix B) and in the creative research essay (Appendix C) require that students identify significant patterns of information relevant to a question/issue.
2. Identify significant patterns
from the variety of points of view and perspectives relevant to a question or issue. / N/A No Somewhat Yes X
Evidence: The creative research essay (Appendix C) requires that students identify significant patterns of information from the variety of points of view and perspectives relevant to a question/issue.
3. Evaluate the significance of various points of view and perspectives relevant to a question or issue. / N/A No Somewhat Yes X
Evidence: The creative research essay (Appendix C) requires that students evaluate the significance of different points of view and perspectives relevant to a specific issue.
4. Integrate information to gain new insights relevant to a question or issue. / N/A No Somewhat Yes X
Evidence: The creative research essay (Appendix C) requires that students integrate information to gain new insights relevant to a question/issue.
5. Integrate perspectives and points of view to gain new insights relevant to a question or issue. / N/A No Somewhat Yes X
Evidence: The creative research essay (Appendix C) requires students to integrate perspectives and points of view to gain new insights relevant to a question/issue.
6. Other. Please specify. / N/A No Somewhat Yes
Evidence:
Evidence= evidence from student activities in course; Revised 10/21/04; Expires 10/21/09