ENG 395


Document Type

Course Change

Publication Date

Spring 2010


KEENE STATE COLLEGE 2008-2009 COURSE PROPOSAL FORM DATE: February 10, 2009 SPONSORING PROGRAM AND CHAIR: Identify the department and chair. Include phone number and email address. William Stroup, Department of English, wstroup@keene.edu, 358-2692 PROPOSAL SPONSOR: Identify the person(s) who should be contacted regarding the proposal. Include phone number and email address. This person is expected to attend Divisional and/or Senate Curriculum meetings to discuss the proposal. Kirsti Sandy, Department of English, ksandy@keene.edu , 358-2898 TITLE SUMMARY: ENGLISH 395: SEQUENCE I PROPOSED ACTION: Underline proposed changes. Course Addition Number Change Title Change Credit Change Description Change Prerequisite Change Course Deletion Course Replacement Other: EXISTING (OLD) DATA: Insert the course information, as it exists in the current KSC Catalog. You may copy the information electronically from the KSC Web page: http://www.keene.edu/catalog/mdc.cfm ENGLISH 395: SEQUENCE I This course is the first of a full-year sequence. The Sequence I course acquaints students with a particular aspect of the field of English studies and exposes them to primary and secondary texts, as well as historical and cultural contexts. This course prepares students for the advanced seminar, ENG 495 Sequence II, which completes the yearlong sequence. Prerequisites: ITW 101, ENG 200, and ENG 300. Fall, Spring PROPOSED (NEW) COURSE TITLE: Limit the course title to 30 characters, including spaces. If more characters are absolutely necessary for clarity, the sponsor should submit an abbreviated title to assure an intelligible abbreviated title of choice (for use in student information system, on transcripts, etc.). ENGLISH 395: SEQUENCE I PROPOSED (NEW) COURSE: Limit the Course Description to 50 words, not including prerequisites. Prerequisites should be clear and specific, e.g., as courses (e.g., ENG 101) or number of credits required. Finally, specify semester(s) the course will be offered. English 395 Sequence I 4 credits Acquaints students with a particular aspect of the field of English studies and exposes them to primary and secondary texts, as well as historical and cultural contexts. Prepares students for the advanced seminar, ENG 495: Sequence II, that completes the year%long sequence. Prerequisites: ITW 101, ENG 215, ENG 315. English majors only. Fall, Spring. LEARNING OUTCOMES: State knowledge and/or skills students will be expected to demonstrate by completion of this course. For more information, see Guidelines for Developing Program Objectives, Course Objectives, and Learning Outcomes: http://www.keene.edu/senate/proposals/help/Writing4.cfm Students will demonstrate the ability to: • Read closely and analyze the relevant primary texts in the subject area in preparation for advanced work in ENG 495: Sequence II • Identify productive questions or problems using secondary writings • Use textual evidence from primary and secondary texts to articulate ideas • Lead a discussion in preparation for the seminar format of ENG 495: Sequence II • Write evidence-based essays that integrate and analyze primary and secondary sources • Break down, interpret, and comment upon evidence in primary and secondary sources • Select and evaluate different forms of textual evidence (electronic indices, databases, internet sources) • Write evidence-based essays that effectively incorporate textual evidence • Write with an ability to use titles, epigraphs, introductions, transitions, paragraph development, and conclusions • Use MLA in-text citation and a works cited page • Write with correctness and style RATIONALE: Explain why this change is being made. Address the connection with institutional mission, and/or department, program, and course objectives. The change from ENG 200 to ENG 215 is an issue of oral communication. It stems from confusion in conversations among members of the department and in advising conversations with students about ENG 200 and other 200-level English courses. When discussing “offering enough 200s,” for example, it is not clear if we are talking about enough sections of ENG 200 or enough 200-level courses. When we say to students, we are offering two “200s,” it not clear to them that we are only referring to ENG 200 and not all 200-level courses. Having a specific number attached to this course will make discussions about requirements, scheduling, our offerings, and advising much simpler. RESOURCES: For course proposals, include the name of the faculty member(s) who will be teaching this course, whether tenure-track, full-time, or adjunct. Indicate whether additional staffing, facilities, and/or equipment will be required. Also, consider the long-term impact of adding a course or altering a program. When a proposal has staffing, space or monetary implications, the VPAA must be consulted and his or her comments should be included in this section. No new resources are needed, since the change is a change in prerequisite number only. What additional library resources will be required? Has the library been consulted to determine the adequacy of library holdings or to estimate the cost to improve these sufficiently? No new resources will be required. ADVISORY OPINIONS: List the names of affected departments and include department responses. Advisory opinions are required whenever a proposal affects the curricula of other programs. A proposal must list all affected departments. An Advisory Opinion must be solicited at least two weeks prior to delivery of the proposal to the DCC. Affected departments have two weeks to respond to the request for an Advisory Opinion. Responses should be attached to the proposal. In the event that affected departments do not respond, evidence of the request for an Advisory Opinion from non-respondents must be provided. If a proposal affects a curriculum in a division other than that of the sponsor, each relevant department and the DCC in that division must review and approve the proposal as well. (The electronic curriculum review process tracks votes, advisory opinions and comments as required at each stage of the review.)


Senate Curriculum Committee




Keene State College

ENG 395