{"id":1480,"date":"2025-12-01T01:10:00","date_gmt":"2025-12-01T01:10:00","guid":{"rendered":"https:\/\/instruction.austincc.edu\/lead\/?page_id=1480"},"modified":"2026-03-26T16:16:32","modified_gmt":"2026-03-26T16:16:32","slug":"liberal-arts","status":"publish","type":"page","link":"https:\/\/instruction.austincc.edu\/lead\/liberal-arts\/","title":{"rendered":"Lead Courses"},"content":{"rendered":"","protected":false},"excerpt":{"rendered":"","protected":false},"author":133,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-1480","page","type-page","status-publish","hentry"],"acf":{"layouts":[{"acf_fc_layout":"one_column","heading":"Composition and Literary Studies","column_1":"

English 1301<\/h1>\n
\nAcademic Inquiry and Democratic Engagement, <\/strong>Chris Berni<\/summary>\n

This course explores how curiosity fuels academic research and how research enters the public arena to affect our democracy. We will examine the recipe for a thriving democracy by looking at the role of universities, think tanks, political action committees, and media outlets old and new. Past case studies have included food insecurity among college students, twenty-first century mental health challenges, and climate science. Students will explore topics that they are passionate about via the academic ideal of engaged and open-minded debate, producing a range of written and multimodal texts.<\/p>\n<\/details>\n

\nAgainst the Odds: Stories of Survival, <\/strong>Tessa Livingstone<\/summary>\n

In \u201cAgainst the Odds: Stories of Survival,\u201d students will study real-life survival stories where people faced extreme adversity and triumphed against the odds. The course reading list features narratives from throughout history such as Shackleton\u2019s expedition to the Antarctic, Apollo 13, the sinking of the <\/span>U.S.S. Indianapolis, <\/span><\/i>and the Donner Party. Students will also study more contemporary examples such as Jon Krakauer\u2019s account of the 1996 Mt. Everest Disaster, Aron Rolston\u2019s canyoneering accident in Utah, and Bethany Hamilton\u2019s shark attack in 2003. Through a combination of literary analysis, psychological exploration, and ethical considerations, students will ultimately analyze how survival stories reflect and shape our understanding of courage, determination, and the will to live.<\/span><\/p>\n<\/details>\n

\nBeliefs,<\/strong> Kari Conness<\/summary>\n

In \u201cBeliefs\u201d students will examine texts to discover the ideologies that create the collective and individual lenses of our lives. By exploring underlying values, beliefs and attitudes, students will deepen an understanding of why something is rather than just accepting that it is.\u00a0 Through such discussion and analysis, we will loosen our grasp on the binary dichotomies forced upon us and instead learn to filter from ourselves.<\/p>\n<\/details>\n

\nConsidering Tech<\/strong>, Susan Meigs<\/summary>\n

In Considering Tech, students examine their sometimes complex relationships with technology. Through discussions, readings, blog posts, and research, they develop positions about how technology relates to our world, and particularly to their areas of interest. Students have explored topics such as artificial intelligence, social media, autonomous vehicles, online privacy, immersive gaming, and the effects of digital devices on learning.<\/p>\n<\/details>\n

\nCritical Thinking in the Age of Information Overload<\/strong>, Anne-Marie Thomas<\/summary>\n

In “Critical Thinking in the\u00a0Age of Information Overload,” students will learn how to sort the signals from the noise in our sometimes overwhelming cultural moment. Students will\u00a0examine and reflect upon contemporary issues from a variety of angles, developing a critical lens that they employ in their analysis of essays, blogs, videos, memes, ads, podcasts, speeches, and other kinds of media. Topics include automation, artificial intelligence, digital technology, food production and culture, and American dreams and divisions.<\/p>\n<\/details>\n

\nDignity and Global Human Rights<\/strong>, Carla Coleman<\/summary>\n

In Dignity and Global Human Rights, students will use the Universal Declaration of Human Rights and its founding principle of human dignity to explore topics ranging from the way the language we use affects individual dignity to the local, national and global impact of various social and political policies, practices, and beliefs can have on the dignity of larger groups of people. Students will have significant input on the issues on which we will focus, and they will engage with these issues as a class and individually through discussion, informal writing, and formal essays.<\/p>\n<\/details>\n

\nEthics and the Art of Persuasion<\/strong>, Heidi Juel<\/summary>\n

In Ethics and the Art of Persuasion you\u2019ll develop and support your positions on various controversies with solid reasoning, evidence, and an appropriate persuasive style. We will read arguments that model the process for analyzing current problems in the world. We will expand on the analysis of the assigned readings to consider our duties and responsibilities as members of society. I ask that you listen to each other and to what the authors are saying. I encourage you to speak your mind and ask that you defend your opinions and interpretations with persuasive evidence and reasoning.<\/p>\n<\/details>\n

\nFood as Narrative<\/strong>, Jenifer Hernandez<\/summary>\n

Food as Narrative: We can\u2019t live without food and it plays an important role in all areas of life on this planet as well as numerous areas of study: history, economics, health, science, art, literature, anthropology, sociology, and environmental science, to name a few. English 1301: Food as Narrative will focus on an exploration of food cultures and the depiction of food culture in local and national media. You will then be prompted to write your own food narratives, essays, short journal assignments, and a research paper, moving you from the position of consumer of food narratives to producer of this material.<\/p>\n<\/details>\n

\nHome and the (Virtual) World,<\/strong> Arun John<\/summary>\n

What does it mean to feel at home\u2014or to lose that feeling? This Composition I course examines “home” as more than a place, exploring it as a constellation of memory, identity, belonging, and loss. Students will read and write about displacement in its many forms: geographic, cultural, psychological, and emotional. Through essays, discussions, journals, and immersive VR experiences, \u201cHome and the (Virtual) World\u201d will invite students to articulate their own relationships to home while considering how displacement shapes individual and collective identities. The centerpiece of the course is an oral history project in which students conduct an in-depth interview with someone who has experienced displacement, then compose a researched narrative that honors their subject’s story while reflecting critically on themes of migration, exile, nostalgia, and resilience. This course develops skills in interview methodology, narrative craft, research-based writing, and other course learning outcomes.<\/p>\n<\/details>\n

\nHot Topics and Cool Heads<\/strong>, Wendy Elle<\/summary>\n

In Hot Topics, Cool Heads, students use persuasive writing skills to tackle a local problem, by identifying a specific individual who can address their problem or concern and documenting a practical solution to the problem. Many share their work and have advocated for themselves and their community, arguing for such diverse things as better products to decontaminate fire-fighting gear, more equitable rules from managers at their public housing, and better accommodation for parents who work night shifts and want to eat breakfast with their elementary school kids on the school campus.<\/p>\n<\/details>\n

\nI am Social Justice<\/strong>, Diane Whitley Grote<\/summary>\n

In I Am Social Justice, students focus on social justice issues that they relate to and affect their lives. Students select issues to discuss during class and use as the focus for essays and video\/visual journals, often in connection to their community.<\/p>\n<\/details>\n

\nIs Language Even Alive?<\/strong>, Sarah DeVilliers<\/summary>\n

Humans are storytelling creatures, and we build our worlds with language. But what do we know about words, and how can we tell new stories by drawing on evidence and experimentation? This course aimed to explore modes of storytelling and the ways in which we use language to build understanding, cultivate community and contribute to a reimagined world. Using recognizable & wonderful scenarios as frames, the assignments prioritize in-depth research, critical thinking, narrative voice & creative presentation. How would you exhibit the life of a word in a museum? Are your research & script-writing skills up to John Oliver\u2019s standard? What words are floating around your mind?<\/p>\n<\/details>\n

\nLearning in the (Mis)Information Age<\/strong>, Karen Eisman<\/summary>\n

In this course, students will learn about\u00a0common misinformation tactics, and develop critical thinking skills focused on evaluating information in an information ecosystem that includes misinformation both unintentional and malicious.<\/p>\n<\/details>\n

\nThe Power of Pop Culture<\/strong>, Aimee Mackovic<\/summary>\n

Let\u2019s face it; pop culture is everywhere. And, whether we realize it or not, it can impact our lives. This course looks at the power of pop culture, its influence through the past half century and how it has affected economic, social, and philosophical change. Through the study of literature, op-eds, videos, and podcasts, we will look at and question the role of pop culture in our society and in our own lives.<\/p>\n<\/details>\n

\nThe Power of Storytelling<\/strong>, Brinda Roy<\/summary>\n

This course is designed to help you explore issues related to social and cultural identities within the broader framework of storytelling. We will study a variety of texts from different media, spanning traditional literary materials like short stories and poems, to popular media like YouTube videos, movies, and TED talks, in order to investigate the central theme of the course – the myriad ways in which storytelling often becomes the only way for people to bridge their differences. All classroom conversations and course materials will reflect the Liberal Arts Guiding Principles.<\/p>\n<\/details>\n

\nThe Power of Words<\/strong>, Kendall Dingee<\/summary>\n

In The Power of Words, students will study how impactful words are on our overall understanding as a society through the use of readings, documentaries, podcasts, music, and more. Students will take a deep dive into how language plays a roll in basic communication skills, music, bullying, fake news, motivation, and self-reflection. The course goal is to build responsible consumers of information that understand the power of their own words through the creation of writing assignments, podcasts, and various other products.<\/p>\n<\/details>\n

\nProfessionals, Pandemics, and Panaceas: Exploring Current Issues in Healthcare<\/strong>, Diane Whitley Grote<\/summary>\n

In Professionals, Pandemics, and Panaceas: Exploring Current Issues in Healthcare, students explore various health-related issues. Through class discussions, essays, and video\/visual journals, students express their understanding and concerns about these issues, especially in connection to their own lives.<\/p>\n<\/details>\n

\nThe Questions Hidden in Art<\/strong>, Katie McClendon<\/summary>\n

Art shapes the world around us. From public sculptures to paintings to popular music, art influences how we understand life and the human experience. This course explores the power of art to foster critical thinking and academic inquiry. We will analyze different artistic genres as inspiration for research questions about topics like the definition of art, art\u2019s impact on society, and assessing artistic value. Moving from curiosity to formal research, students will practice research skills including developing questions, finding sources, evaluating credibility, synthesizing information, and crafting written claims. This course invites students to discover how art can inform academic study and enhance inquisitiveness.<\/p>\n<\/details>\n

\nReimagining Education For The 21st Century<\/strong>, Amy Rostvold<\/summary>\n

This class facilitates critical thinking and writing development through a deep-dive into all things education.\u00a0Through class discussions, journals and multimedia projects, students will explore\u00a0different aspects of our education system, reflect\u00a0on their own personal experiences with education, redefine\u00a0the purpose of education in the 21st century, and reimagine\u00a0our education system to better meet the needs of 21st century children.<\/p>\n<\/details>\n

\nThe Smartphone Generation<\/strong>, Brian Fonken<\/summary>\n

As a dual credit student, you are part of a generation that has grown up after the appearance of the modern smartphone. The many effects of this technology on our lives have been hotly debated by educators, technologists, social scientists, and other researchers. In this course, we will explore major areas of contention about the risks of a phone-centered life, including the effects of social media on mental health, the privacy risks associated with online activity, and the educational and social effects of being swept up in a digital economy of attention.<\/p>\n<\/details>\n

\nTell Your Story: How Research and Composition Construct Identity<\/strong>, Robert Crowl<\/summary>\n

What was the last thing you researched or felt compelled to understand, and what does that exploration say about the things you value, the belief systems you hold, or the goals you have for yourself? What aspects of your identity are on display through the clothes you wear, the organizations you support, the arenas you move through, or the stories you recycle? In \u201cTell Your Story: How Research and Composition Construct Identity,\u201d we\u2019ll explore the different methods, purposes, patterns, and styles authors choose when taking on the vulnerable task of penning narratives and texts that validate, diversify, or disrupt the human experience: events, relationships, genetics, cultures, politics, ethnicities, traumas, and triumphs that make up who we are and are becoming. In this course, we will read and investigate the craft and science of creative and informational nonfiction texts by identifying, imitating, and innovating famous writers\u2019 techniques to suit our own stories.<\/p>\n<\/details>\n

\nWriting about Music and Identity<\/strong>, Tessa Livingstone<\/summary>\n

In \u201cWriting about Music & Identity,\u201d students will explore the intersection between music and identity related to gender, race, class, and culture. Throughout the term, students will read essays and articles spanning a multitude of musical genres and eras, and compose their own essays centered on song analysis, music video analysis, and research related to music history. Through studying a wide variety of musicians from diverse backgrounds, students will deepen their understanding and appreciation of how music ultimately helps musicians practice and preserve their culture while also expressing their individual identities as artists.<\/p>\n

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English 1302<\/h1>\n
\nAdventures in Theory,<\/strong> Jill Bosche<\/summary>\n

In Adventures in Theory, students will use ideas that act as different lenses to view and talk about texts. For example, if you are working with Gender Studies and Queer\u00a0 Theory, you might focus on the masculine\/feminine binary or the problematics of sexual identity within a given text. If you are working with Critical Disability Studies, you might consider the same text but look at how disability is represented and \u201cnormalcy\u201d reinforced. As we look through different lenses, we will use different sets of questions to interrogate cultural artifacts ranging from literature to music to television and film.<\/p>\n<\/details>\n

\nFood and Place,<\/strong> Jenifer Hamilton Hernandez<\/summary>\n

Food and Place will focus on the ways in which food is linked to place (or terroir) and the way in which food and the places and cultures from which foods originated are depicted in poetry, short stories, a novel, and film. This will enable us to discuss questions of representation (i.e. who gets to tell stories and who is left out) while sharpening writing, critical thinking, and analysis skills over the course of the semester. We\u2019ll take a deep dive into individual works of poetry, fiction, and film, but we\u2019ll also make connections between these works, linking them thematically.<\/p>\n<\/details>\n

\nHuman\/Animal\/Monster\/Machine, <\/strong> Chris Berni<\/summary>\n

This course involves students in an exploration of what it means to be human. How have thinkers past and present addressed this question? What are the implications of separating humans from animals? Who defines monsters? What do monsters teach us about ourselves and our societies? What happens when machines begin to challenge our ideas of the human? We will address these questions and more through a range of readings, including fiction, non-fiction, poetry, and film, and students will produce a range of written and multimodal texts.<\/p>\n<\/details>\n

\nHuman as Spectacle,<\/strong> Louisa Spaventa<\/summary>\n

\u201cHuman as Spectacle\u201d will provoke questions about the way we experience other humans and ourselves. Whether we like it or not, every person is on display in society. It behooves us to analyze not only how people present themselves, and whether these statements are intentional or not, but what their perceptions of others say about them. Through fiction, poetry, film, music, and video, we will explore ways to understand and appreciate otherness, as well as ways to rectify societal alienation.<\/p>\n<\/details>\n

\nLiterature & Film: How Authors & Filmmakers Frame the Scene,<\/strong> Robert Crowl<\/summary>\n

Authors and filmmakers use similar devices when telling stories. Authors use crafted points of view and vivid imagery; whereas, directors and filmmakers use language and a diverse arsenal of visual elements. Despite their unique mediums, both artforms share elements of storytelling. In this age, when visual media is at its peak in terms of technological capabilities, authors and visual artists are constantly teaming up to bring literature to the silver screen. Writers transform some of our most influential and iconic literature into film adaptations & movie scripts. Even social media platforms have evolved in such a way that many users are constantly prioritizing stories: crafting micro-narratives about their lives to connect with followers, to share their personal slice of the human experience. In \u201cLiterature & Film: How Authors & Filmmakers Frame the Scene,\u201d students will analyze classical and contemporary authors, so they can grasp the fundamental building blocks of fiction, creative nonfiction, and poetry. Students will also watch various films and visual media, and the course will culminate in students creating their own short stories, film adaptations, and short films.<\/p>\n<\/details>\n

\nLiterature in Conflict,<\/strong> Carla Coleman<\/summary>\n

In \u201cLiterature and Conflict,\u201d students will read, discuss and analyze the various ways authors use their works to help us (their readers) engage with important \u201creal world\u201d conflicts of the past and present. Our topics are varied and may range from segregation and social oppression as explored in the poetry of the Harlem Renaissance, to rebellion against unjust laws in Ancient Greek drama, to environmental destruction and artificial intelligence as explored through the lens of global science fiction.<\/p>\n<\/details>\n

\nLiving Your Bildungsroman: Coming of Age Through Literature,<\/strong> Karen Eisman<\/summary>\n

In this course, students will use The Social Identity Wheel and a variety of critical approaches to analyze a variety of coming-of-age stories. By reading a variety of personal journeys across many different identities defined by history, geography, economics, gender, faith, and purpose, we\u2019ll endeavor to define what it means to grow up (or not). We\u2019ll use this new knowledge to link the stories to our own, lived (and living) coming of age experiences.<\/p>\n<\/details>\n

\nNCIS: New Orleans Culture in Selected Literature,<\/strong> Diane Whitley Grote<\/summary>\n

In NCIS: New Orleans Culture in Selected Literature, students learn how culture is conveyed in music, festivals, spirituality, food (and various other areas). They listen to music, review visual arts, watch videos, and read specific works which serve as the focus of personal responses, class discussions, essays, and a creative final project.<\/p>\n<\/details>\n

\nNew Voices, New Vistas,<\/strong> Sean Nighbert<\/summary>\n

New Voices, New Vistas: By accessing different forms of art, we will explore what it means to be alive in this world. By exploring new and evolving genres in fiction, poetry, and non-Western oriented films, we will develop a better understanding of our place and others in this world.<\/p>\n<\/details>\n

\nPurpose, Passion, and Power,<\/strong> Wendy Elle<\/summary>\n

Purpose, Passion, and Power emphasizes analysis of texts that fuel the human spirit\u2013from social justice to matters of identity and romance to the pathos of poetry and the drama of the human condition.<\/p>\n<\/details>\n

\nRealities and (Im)mortality, <\/strong> Heidi Juel<\/summary>\n

We will focus on two themes: Realities and (Im)mortality. As part of the Realities unit, we will analyze problems and discuss controversies in education, technology, and environmental justice. We\u2019ll also discuss mental health and read about the diverse realities of the human experience. In the (Im)mortality unit, we\u2019ll read and discuss cultural beliefs regarding death and take a look at the subject from a magical realism perspective. Both of these units contain difficult and sometimes controversial subjects, but we are studying the human condition; we all are touched in some way by these realities. Through your peers\u2019 experiences and those that the authors share with us, you will learn and grow, as a scholar and as a person. Students have said that this class is eye-opening, therapeutic and helpful in developing a sense of community\u2013that no one is alone in their experiences.<\/p>\n<\/details>\n

\nSaving the World: Pursuing Justice through Reading, Writing, and Research,<\/strong> Meagan Pike Dean<\/summary>\n

This course aims not just to prepare students for future academic endeavors, but to offer a chance for students to apply their research and writing skills to issues that matter to them \u2013 to make the here and now more just. The course readings and assignments will ask students to critically consider diverse communities, audiences, and purposes for writing. Course assignments will ask students to draw upon their unique knowledge and experiences, choosing topics and communities that matter to them and examining an array of human experiences to determine what we can do to save the world.<\/p>\n<\/details>\n

\nShort Stories, Big Journeys,<\/strong> Sarah DeVilliers<\/summary>\n

This course draws on short stories & your lived experiences to explore how experiences & communities shape & are shaped by individuals. The readings are particularly focused on identity markers (race, culture, religion, class & gender), migration (perspectives, challenges & opportunities), the power of empathy and the importance of care-full research. Expect to explore your own identities, engage with international literature, consider contemporary issues, & produce meaningful multimodal stories. What would your book club say about the stories that we read? Whose remarkable life should be spotlighted and how can you easily improve your writing?<\/p>\n<\/details>\n

\nSpeculative Fiction: Imagining \u201cWhat If?” <\/strong>Rebekah Starnes<\/summary>\n

In this class, we will be reading and discussing \u201cSpeculative Fiction\u201d: stories that contain futuristi c, fantastic, magical, or supernatural elements. The stories we will read feature diverse authors and characters who engage \u201creal world\u201d arguments and controversies in sometimes fantastic ways. The assignments allow you a great deal of leeway to consider and respond to controversies and fantastic ideas, as well as the opportunity to connect the material to your own lives and to the \u201creal world\u201d in interesting, creative, and (I hope) fun ways.<\/p>\n<\/details>\n

\nStories as a Reflection of Ourselves, <\/strong>Rebekah Starnes<\/summary>\n

Students will explore stories from different modes, from films, short stories, podcasts, and social media, to build a deeper understanding of the narratives that surround us. By understanding different models of cultural influences, students will discover the significance of the media they consume and create work that reflects their own cultural identity.<\/p>\n<\/details>\n

\nThis is America: Examining Cultural Values Through Literature, <\/strong>Ryan Lopez<\/summary>\n
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In this course, we will refine our reading, writing, and critical thinking skills by reading, discussing, and writing about a broad range of American literature, including short stories, poems, memoir, and persuasive arguments, from a diverse collection of authors, stretching from the mid-1800s to today. We will explore how these authors and texts have thoughtfully reflected, shaped, and challenged American values through the years, research the historical context for a more in-depth understanding of their message and purpose, and evaluate how they continue to influence our understanding of modern issues.<\/p>\n<\/div>\n

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\nTransitions: Coming of Age,<\/strong> Roy Ruane<\/summary>\n
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A young person coming-of-age experiences dramatic emotional and psychological changes that are shaped by social and cultural influences. The course explores how literature reveals and comments upon these influences, some of which facilitate the maturation process while others can impede or even derail the journey to adulthood.<\/p>\n<\/div>\n

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\nWhat\u2019s Love Got To Do With It?<\/strong> Amy Rostvold<\/summary>\n
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In the rich history of human storytelling, the theme of love is perhaps the most ubiquitous and enduring. In this class, we use literature and film to explore the history and sociology of love, relationships, human connection, marriage, friendship and family. We also dive into pop culture \u2013 particularly popular music and film \u2014 as a way of understanding how our society communicates about love.<\/p>\n<\/div>\n

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\nWork It!<\/strong> Anja Ketcham<\/summary>\n
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In Work It! students will explore the nature and value of work and labor from a variety of perspectives. Students will be asked to consider their own experiences with work (both paid and unpaid) as they investigate fiction and non-fiction from across the world. We\u2019ll try to make meaning out of the stories we tell about our work lives and investigate our assumptions about why and how we work in both paid and unpaid capacities.<\/p>\n<\/div>\n<\/details>\n

\nYour Semester\u2019s Guide to Surviving the Dystopia,<\/strong> Arun John<\/summary>\n
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In Your Semester\u2019s Guide to Surviving the Dystopia, students explore what it means to be human while living in an increasingly dystopian world. The class reads a wide range of texts that includes a graphic novel and a film to short stories and poetry that examine the nature of dystopias as well as the ability of human beings to resist dystopian realities. Students develop a survival guide over the course of the semester and even create original academic works inspired by the texts and in-class discussions.<\/p>\n<\/div>\n<\/details>\n

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English 2322 – British Literature I<\/h1>\n
\nA Creative Conversation,<\/strong> Sarah Devilliers<\/summary>\n
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This course prioritizes critical thinking and creativity as students explore the use of language to shape, record and reimagine human histories. This involves reading old texts alongside new theories, comparing fictional Medieval texts to modern events, tracing the etymology of our daily language, and taking on the role of time-traveling reporters. The course design also emphasizes experimenting with ways of presenting and sharing stories, ideas and analyses, while building towards deepening student learning, modeling metacognition and practicing distributed learning.<\/p>\n<\/div>\n<\/details>\n

\nWho Is Man?: A Literary Lens on Mankind\u2019s Nature & Place in the Universe,<\/strong> Ryan Lopez<\/summary>\n
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Is man inherently innocent or corrupt? Do we make our own fate or walk a path already set before us? Is it possible to ever create a perfect society? Discover how these elusive questions were addressed by some of Europe\u2019s greatest thinkers and writers from the Middle Ages to the Enlightenment, as well as how their ideas have echoed throughout the centuries into the present day.<\/p>\n<\/div>\n<\/details>\n

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English 2323 – British Literature II<\/h1>\n
\nA Survey of Women Writers from 1800-The Present,<\/strong> Brinda Roy<\/summary>\n
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A Survey of Woman Writers uses an interdisciplinary approach to survey English women writers from 1800 to the present. Through the careful study of different genres like fiction, poetry, prose, memoirs, essays, and literary criticism, we will explore the larger question of the relationship between literary forms and women\u2019s writing. What were the socio-historical conditions under which women wrote? What obstacles did they have to overcome to even get published? More generally, what is the relation between modes of narration (how women wrote), subject matter (what they wrote about), and the tremendously exciting developments in the fields of science, commerce, trade, education, medicine, law, technology, that were taking place all around them? Plotting the \u201chow-what\u201d connection will lead us to consider the following crucial post-1800 aesthetic and social formations: English Literature, subjectivity, modernity, evolutionism, slavery, capitalism, imperialism, colonialism, feminism, industrialism, sexual labor, and the family. We will look at how works written by and about women were crucial in the creation of early feminist values in post-1800 Britain. These works compelled English audiences to rethink marriage, gender, sexuality, and their own class positioning, even as they encouraged English women writers to balance their own claims against those of other groups like the working class, prostitutes, the colonized, and the disabled, among others.<\/p>\n<\/div>\n<\/details>\n

\nConversations across Centuries,<\/strong> Ryan Lopez<\/summary>\n
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As John Donne famously wrote, \u201cNo man is an island.\u201d In a similar sense, no piece of literature exists in isolation. In this course, we will focus on how major works of British literature from the 18-20th centuries are not only in conversation with each other and their respective cultures, but also with those that preceded them. Moreover, we will explore how these works continue to influence our culture and media into the present day.<\/p>\n<\/div>\n<\/details>\n

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INRW 0340 – Integrated Reading and Writing Strategies<\/h1>\n
\nSuppressed History and Oppressed Voices,<\/strong> Sidonie Phillips<\/summary>\n
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In this Integrated Reading and Writing course, students will learn and apply a variety of comprehension strategies to high-interest texts related to suppressed history and oppressed voices. Then, they will complete two major assignments: an independent research project on a topic of their choice that relates to suppressed history, and a book club project where they will read a novel that connects to the course theme. As with all INRW courses, they will end the semester by completing a portfolio that serves as an opportunity to reflect on their work and synthesize the course content. The portfolio will include a final essay that requires students to utilize multiple sources to address the course theme.<\/p>\n<\/div>\n<\/details>\n

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Additional Offerings from Past Semesters<\/h1>\n