Category: Nursing

NR511: Differential Diagnosis and Primary Care – OLDCARTS, Evidence-Based Treatment (EBP) & SOAP note

Family practice clinic which employs physicians and nurse practitioners.

Today is another busy in your family practice clinic. You note your next visit is a “2fer”. This means you have two patients to see in this visit. You ask your medical assistant to tell you why they are here. Your medical assistant tells you the patients are daughter and father. The daughter has burning with urination and the dad came along for the visit because he has some back pain. You review the chart before entering the room to familiarize yourself with these patients.

When you enter the room you note a Caucasian woman who appears to be about 40 years old. She is well groomed and appropriately dressed for the weather. She is sitting in the chair. The man is well groomed, appears to be about 70 years old, and is sitting on the exam table leaning forward. You introduce yourself as you always do and ask what brings them to the clinic today.

Mary

HPI

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Reports burning with urination and feeling very itchy and uncomfortable in that area.

PMH

Age 44. No chronic illness or injuries. Recently treated for strep throat with a 10 day course of penicillin. Completed 1 day ago. Hospitalized x 2 for childbirth, no surgeries. NKDA. Drinks alcohol socially, denies tobacco or illicit drug use. Sleeps 6-7 hours/night. No current medications. Takes a daily multivitamin and a B complex vitamin.

Social history

Mary is married with four children ages 4-9. She works full time. Mary’s parents Katie and John also live in the home. Both are retired and help with childcare and household needs since both parents work full time. Her husband and father both smoke but not in the house. NR511: Differential Diagnosis and Primary Care – OLDCARTS, Evidence-Based Treatment (EBP) & SOAP note

Family history

Mary has 2 siblings who are in good health. Mother has a history of HTN, hyperlipidemia and osteopenia. Father has HTN and hyperlipidemia. They share their home with 2 dogs and a cat.

John

HPI

States he has had some back pain for three days that has not gotten better. He has taken Tylenol three times per day and though it takes the edge off it has not helped much and the pain is still there.

PMH

Age 75. Has HTN and hyperlipidemia. No previous injuries. No hospitalizations or surgeries. Takes Lipitor 40 mg daily and Lisinopril/HCTZ 20, 12.5 daily. Allergic to Bactrim. Sleeps 6-7 hours a night.

Social

Born in Ireland, has lived in America for 45 years. Lives with his wife in his daughter and son in laws home. Retired carpenter. Helps with the kids by taking them to school and after school activities. Enjoys gardening and fixing things around the house. Drinks ETOH on the weekends and smokes 1 pack a day. Denies other drug use.

FMH

Parents lived until their 80’s. Has 13 siblings, most are alive. One brother died suddenly of a heart attack age 45 and lost a sister at age 4 to consumption. No family health problems except for high blood pressure when they get older.

Discussion part one:

What further questions do you have for
Mary
at this visit? Use OLDCARTS to guide your questions. Link the questions to your differential diagnoses.

What is your differential diagnosis list with ICD 10 for this visit thus far? Each differential diagnosis should include a one sentence pathophysiology statement supported by the literature. List the patient’s signs and symptoms and include a rationale statement that explains how the diagnosis is appropriate for your patient.

Based on your differential diagnoses list, what focused PE would you perform? What labs or diagnostic tests, if any, would you order?

What further questions do you have for
John
at this visit? Use OLDCARTS to guide your questions. Link the questions to your differential diagnoses.

What is your differential diagnosis list with ICD 10 for this visit thus far? Each differential diagnosis should include a one sentence pathophysiology statement supported by the literature. List the patient’s signs and symptoms and include a rationale statement that explains how the diagnosis is appropriate for your patient.

Based on your differential diagnoses list, what focused PE would you perform? What labs or diagnostic tests, if any, would you order?

Week 5: Discussion Part Two

Before proceeding with some delicate questioning about Mary’s condition you ask if she is comfortable discussing her condition in front of her father. Mary states she does not mind and continues the interview.

Mary

Interview: Her last menstrual period (LMP) was two weeks ago.

No reports of headache or vision changes. No fever, chills, nausea or vomiting. No ear pain. No reports of nasal congestion, or discharge No report of wheezing or shortness of breath. No reports of chest pain, palpitation, dizziness or enlarged lymph nodes. No reports of heartburn, or indigestion. Reports vulvar itching and burning with urination x 2 days. No reports of incontinence. No back pain. Feels “not right”. Is sexually active, denies dyspareunia. Has tried drinking more water, Monistat cream and cranberry pills. Nothing has really seemed to work, nothing makes it feel better.

VS

Height: 64 inches, weight 149 pounds BP 128/72, T 101.2, P 100, regular and R 14.

Focused exam

General: Alert, oriented and cooperative. Cardiopulmonary: Heart S1 and S2 noted, RRR, no murmurs, noted. Lungs clear to auscultation bilaterally. Respirations unlabored. Abdomen soft, slight tenderness noted over suprapubic region, bowel sounds auscultated in all four quadrants fields. No organomegaly noted. No CVAT.

Labs: Urine dip: + leukocyte esterase. Small. Positive nitrites. Small blood. Trace protein, pH 7.0 specific gravity 1.020, negative ketones, and negative glucose. Urine HCG negative.  NR511: Differential Diagnosis and Primary Care – OLDCARTS, Evidence-Based Treatment (EBP) & SOAP note

Based on reports of vulvar itching you perform a pelvic exam. Vulva with erythema and excoriation noted, most likely due to scratching. Urethra without swelling or discharge noted. Bartholin glands nontender, no enlargement bilaterally. Thick white curdy discharge noted in vagina, vaginal walls, erythema noted. Cervix pink, midline, smooth without excoriation, parous os, secretions cloudy, thick, stringy without odor. Bimanual exam: no pain with cervical palpation, uterus and ovaries not enlarged.

Wet prep: negative clue cells, positive hyphae. pH 4.0 Whiff negative

John

No fever, chills, nausea or vomiting. No ear pain. No reports of nasal congestion, or discharge No report of wheezing or shortness of breath. No reports of chest pain, palpitation, dizziness or enlarged lymph nodes. No reports of heartburn, or indigestion. Stated he has not had this back pain problem in the past, he does not remember an injury. It is difficult to stand up straight. Pain is in left lower back, no radiation. Pain is worse with standing and bending over. Pain is less when sitting. No reports of trouble with his bladder or bowels.

VS

Height 5 feet 7 inches weight 195 pounds T 98.4, BP 150/84, P 90, R 20.

Focused exam

General: Alert, oriented and cooperative. Cardiopulmonary: Heart S1 and S2 noted, RRR, no murmurs, noted. Lungs clear to auscultation bilaterally. Respirations unlabored. Back: skin intact, warm and dry, no petecchiae, lesions or masses noted. Patellar reflexes brisk bilaterally. Normal spinal curvature. Tenderness noted upon palpation of left side lateral to lumbar spine. Straight leg raise is negative bilaterally. ROM: Unable to touch his toes, flexion is about 45 degrees. Gait is slow and appears unable to stand up straight, he is leaning forward slightly when walking.

Discussion Part Two

Summarize the history and results of the physical exam for each patient in a separate SOAP note for each case study patient.

Calculate the BMI for each patient.

List the primary diagnosis with ICD10 code. Include your rationale for choosing the primary diagnosis. The diagnostic rationale in the assessment section should include your patients’ symptoms, exam findings and the interpretation of all presented lab findings. Include one evidence-based journal article or clinical guideline that supports your rationale for each patient. Develop a complete evidence-based treatment (EBP) plan for each patient that includes medications, any additional diagnostic tests, patient education, possible referrals, and a plan for follow up with you, the PCP. Each step of the plan must include an in-text citation to an approved reference as listed on the Reference Guidelines document. The guidelines for SOAP note documentation is located under Course Resources and can assist you in writing this post and your SOAP note.

NR511: Differential Diagnosis and Primary Care – OLDCARTS, Evidence-Based Treatment (EBP) & SOAP note

DDBA 8151 – Organizational Leadership: Doctoral Theory and Practice

Successful business leaders create a positive organizational culture based on personal ethical behavior, ethical expectations, training, and transparency. Business leaders use a range of leadership styles, including transformational, transactional and servant leadership, based on the organizational situation. Regardless of leadership style, one thing that business leaders have in common is the ability to identify and develop leadership strategies that lend to the success and sustainability of their business. In this four-module course, students cover a wide range of different topics on business leadership. Students focus on the practical application of APA writing, critical thinking, and the integration of professional leadership practice at the doctoral level as they develop sustainable solutions from the perspective of a business leader. Students examine the relationship between leadership and management, evaluate the impact and utility of leadership styles assessments, and analyze different leadership styles. Additionally, students evaluate and investigate various leadership theories, sources of power, and motivation theories to gain a better understanding into the nature and practice of leadership. Students evaluate and assess ethical dilemmas, organizational stress, and craft an organizational strategy to shape a successful business culture. They assess current articles, engage in online discussions, and complete application assignments based on organizational culture, ethics, strategy, stress, and leadership theories.

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DDBA 8151 – Organizational Leadership: Doctoral Theory and Practice

Course Readings

After clicking on a citation below, enter your myWalden user name and password at the prompt.

Please Ask a Librarian if you have any questions about the links.

Albert, L., Reynolds, S., & Turan, B. (2015). Turning inward or focusing out? Navigating theories of interpersonal and ethical cognitions to understand ethical decision-making. Journal of Business Ethics, 130(2), 467–484.

Barbuto, J. E., Jr., & Story, J. S. P. (2011). Work motivation and organizational citizenship behaviors. Journal of Leadership Studies, 5(1), 23–34.

Benson, D. (2015). The five fundamental tasks of a transformational leader. Physician Leadership Journal, 2(5), 58–62.

Buble, M., Juras, A., & Matić, I. (2014). The relationship between managers’ leadership styles and motivation. Management: Journal of Contemporary Management Issues, 19(1), 161–193.

Chatman, J. (2014). Culture change at Genentech: Accelerating strategic and financial accomplishments. California Management Review, 56(2), 113–129.

Dwyer, P. C., Bono, J. E., Snyder, M., Nov, O., & Berson, Y. (2013). Sources of volunteer motivation: Transformational leadership and personal motives influence volunteer outcomes. Nonprofit Management & Leadership, 24(2), 181–205.

Effelsberg, D., Solga, M., & Gurt, J. (2014). Getting followers to transcend their self-interest for the benefit of their company: Testing a core assumption of transformational leadership theory. Journal of Business & Psychology, 29(1), 131–143.

Fehr, E., Herz, H., & Wilkening, T. (2013). The lure of authority: Motivation and incentive effects of power. American Economic Review, 103(4), 1325–1359.

Gustafson, A. (2013). In defense of a utilitarian business ethic. Business & Society Review (00453609), 118(3), 325–360.

Hartog, D., & Belschak, F. (2012). Work engagement and Machiavellianism in the ethical leadership process. Journal of Business Ethics, 107(1), 35–47.

Heifetz, R. A., & Laurie, D. L. (1997). The work of leadership. Harvard Business Review, 75(1), 124–134.

Hoover, K., & Pepper, M. (2015). How did they say that? Ethics statements and normative frameworks at best companies to work for. Journal of Business Ethics, 131(3), 605–617.

Jenkins, S., & Delbridge, R. (2013). Context matters: Examining “soft” and “hard” approaches to employee engagement in two workplaces. International Journal of Human Resource Management, 24(14), 2670–2691.

Kotter, J. P. (2001). What leaders really do. Harvard Business Review, 79(11), 85–96. 
Not available in the library.

Latham, J. R. (2013). A framework for leading the transformation to performance excellence part I: CEO perspectives on forces, facilitators, and strategic leadership systems. Quality Management Journal, 20(2), 12–33.

Latham, J. R. (2014). Leadership for quality and innovation: Challenges, theories, and a framework for future research. Quality Management Journal, 21(1), 11–15.

Lawton, A., & Páez, I. (2015). Developing a framework for ethical leadership. Journal of Business Ethics, 130(3), 639–649.

McCleskey, J. A. (2014). Situational, transformational, and transactional leadership and leadership development. Journal of Business Studies Quarterly, 5(4), 117–130.

Moldovan, O., & Macarie, F. C. (2014). How to change the informal side? A comparative analysis of organizational culture transformation models. Managerial Challenges of the Contemporary Society, 7(2), 40–45.

Nel, J. A. (2014). South African psychology can and should provide leadership in advancing understanding of sexual and gender diversity on the African continent. South African Journal of Psychology, 44(2), 145–148.

Niţă, M. A. (2015). The new intelligence, the new leader and the organizational stress. Review of International Comparative Management / Revista de Management Comparat International, 16(3), 335–342.

Prentice, R. (2014). Teaching behavioral ethics. Journal of Legal Studies Education, 31(2), 325–365.

Raven, B. H. (1993). The bases of power: Origins and recent developments. Journal of Social Issues, 49(4), 227–251.

Ready, D. A. (2014). Is your company failing its leaders? Business Strategy Review, 25(2), 78–81.

Saxena, S. (2014). Are transformational leaders creative and creative leaders transformational? An attempted synthesis through the Big Five Factor Model of personality lens. Aweshkar Research Journal, 18(2), 30–51.

Schriesheim, C. A., Podsakoff, P. M., & Hinkin, T. R. (1991). Can ipsative and single-item measures produce erroneous results in field studies of French and Raven’s (1959) five bases of power? An empirical investigation. Journal of Applied Psychology, 76(1), 106–114.

Schultz, J. R. (2014). Creating a culture of empowerment fosters the flexibility to change. Global Business & Organizational Excellence, 34(1), 41–50.

Skerker, M. (2014). Seeking a variable standard of individual moral responsibility in organizations. Ethical Theory & Moral Practice, 17(2), 209–222.

Thiel, C., Bagdasarov, Z., Harkrider, L., Johnson, J., & Mumford, M. (2012). Leader ethical decision-making in organizations: Strategies for sensemaking. Journal of Business Ethics, 107(1), 49–64.

Vroom, V. H., & Jago, A. G. (2007). The role of the situation in leadership. American Psychologist, 62(1), 17–24.

Westcott, R. (2014). Leadership challenges. Journal for Quality & Participation, 37(1), 8–32.

Wilson, E. (2014). Diversity, culture and the glass ceiling. Journal of Cultural Diversity, 21(3), 83–89.

Zubair, A., & Kamal, A. (2015). Authentic leadership and creativity: Mediating role of work-related flow and psychological capital. Journal of Behavioural Sciences, 25(1), 150–171.

DDBA 8151 – Organizational Leadership: Doctoral Theory and Practice

R 511 Week 6 Part 2 Discussion

Michael:

With furthering questioning of Mom you find that Michael has not wanted to play outdoors. He says he can’t keep up with the other kids in gym class. He says he gets dizzy sometimes too.

PE

VS

Height: 48 inches weight 78 pounds BP 110/70 T 98.2 P 65 R 16.

General

Caucasian male child, appears stated age, Alert and cooperative, appears tired and distracted. Skin: color is pale pink, no cyanosis or pallor. Skin cool, dry and intact. Poor turgor. No moles or skin changes.

HEENT: head normocephalic. Hair thick and distribution even throughout scalp. Eyes: Sclera clear. Conjunctiva: white, PERRLA, EOMs intact. Ears: Tympanic membranes gray and intact with light reflex noted. Pinna and tragus nontender Nose: Nares patent without exudate. Sinuses nontender to palpation.Throat: Oropharynx dry, no lesions or exudate. Tonsils ¼ bilaterally. Teeth in good repair, no cavities noted. Neck supple. No cervical lymphadenopathy or tenderness noted. Thyroid midline, small and firm without palpable masses. Lungs: Lungs clear to auscultation bilaterally. Respirations unlabored.CV: Heart S1 and S2 noted, RRR, no murmurs, noted. PMI at 5th ICS. Peripheral pulses equally bilaterally. Abdomen: Abdomen round, soft, with hypoactive bowel sounds noted. No organomegaly noted. MS: reflexes WNL. Gait steady.

Labs

CBC
:
WBC 7, Hgb 14 Hct 40 RBC 4.3 MCV 78 MCHC 34 RDW 11.5

Fasting glucose 136 mg/dL

TSH: 2.6
mIU/L
free T4 15 pmol/L

Mary

With further questioning Mary reports feeling more short of breath when doing regular activities, finding it harder to keep up with the kids. Her appetite is less and she is finding it harder to concentrate. At times she feels lightheaded. She says her periods have been heavier since she had her twins but there has been no increased flow or irregular bleeding. LMP was one week ago and lasted four days.

VS

Height: 64 inches, weight 155 pounds BP 115/86 T 99.0 P 62 R 16

General

Caucasian female, appears stated age. Alert, oriented and cooperative. Gait normal. Skin: Skin warm, dry and intact, color is pale pink, no cyanosis or pallor. HEENT: head normocephalic. Hair thick and distribution even throughout scalp. Eyes: .Sclera clear. Conjunctiva: white, PERRLA, EOMs intact. Slight periorbital edema noted. Ears: Tympanic membranes gray and intact with light reflex noted. Pinna and tragus nontender Nose: Nares patent without exudate. Sinuses nontender to palpation. Throat: Oropharynx moist, no lesions or exudate. Tonsils ¼ bilaterally. Teeth in good repair, no cavities noted. Tongue noted to have teeth indentations around the edges. Neck supple. No cervical lymphadenopathy or tenderness noted. Thyroid midline, small and firm without palpable masses. Lungs: Lungs clear to auscultation bilaterally. Respirations unlabored.CV: Heart S1 and S2 noted, RRR, no murmurs, noted. Peripheral pulses equally bilaterally. Abdomen: Abdomen round, soft, with bowel sounds noted in all four quadrants. No organomegaly noted.

Labs:

CBC
:
WBC 8 Hgb 10.1 Hct33 RBC 3.2 MCV 74 MCHC 27.8 RDW 18.1

TSH:6.5mIU/L antithyroid antibodies
:
1:1,800

Discussion part two:

Summarize the history and results of the physical exam for each patient in a SOAP note for each case study patient. List the primary diagnosis with ICD 10 code. Include your rationale for choosing the primary diagnosis. The diagnostic rationale in the assessment section should include your patients’ symptoms, exam findings and the interpretation of all presented lab findings. Include one evidence-based journal article or clinical guideline that supports your rationale for each patient. Develop a complete evidence-based treatment plan for each patient that includes medications, any additional diagnostic tests, patient education, possible referrals, and a plan for follow up with you, the PCP. Each step of the plan must include an EBP citation. The guidelines for SOAP note documentation is located under Course Resources and can assist you in writing this post and your SOAP note.

 

R 511 Week 6 Part 2 Discussion

MHA 6501, Advanced Health Care Management Essay Assignment Papers

MHA 6501, Advanced Health Care Management 1

Course Description

An exploration of administrative practice in health care with emphasis on long-term and acute care services. Topics include healthcare structures and systems, managerial processes, operations, planning, marketing, human resources, finance, productivity and control, and the emerging trends in health services.

Course Textbook

Maccoby, M., Norman, C., Norman, C. J., & Margolies, R. (2014). Transforming health care leadership: A systems guide

to improve patient care, decrease costs, and improve population health. San Francisco, CA: Jossey-Bass.

Course Learning Outcomes

Upon completion of this course, students should be able to:

1. Compare and contrast health services organizations within the health care system.

2. Discuss effective leadership strategies used by healthcare managers in the health services setting to include

adaptation and transformation, communication strategies, and conflict resolution.

3. Describe methods of managing conflict in the healthcare organization to include, concepts of negotiation, and third-party intervention.

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4. Relate the concepts of work design, motivation, and information flow.

5. Analyze the decision-making process for designing and redesigning organizational structures in health services organizations.

6. Explain the role of strategic alliances in enhancing organizational performance.

7. Discuss the concept of learning organizations in health services organizations.

8. Compare the approaches of quality assurance and quality improvement.

9. Analyze strategies to achieve an effective healthcare organization.

Credits

Upon completion of this course, the students will earn three (3) hours of college credit.

Course Structure

1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,

required reading assignments, and supplemental resources.

2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge

students should gain upon completion of the unit.

3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.

4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.

5. Suggested Reading: A Suggested Reading is listed in the Unit V study guide. Students are encouraged to read the resource listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested

Reading.

6. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications

can be found in the Student Resources link listed in the Course Menu bar.

7. Unit Assignments: Students are required to submit for grading Unit Assignments in Units I-VIII. Specific

information and instructions regarding these assignments are provided below. Grading rubrics are included with each assignment. Specific information about accessing these rubrics is provided below.

MHA 6501, Advanced Health

Care Management

Course Syllabus

MHA 6501, Advanced Health Care Management 2

8. Final Exam: Students are to complete a Final Exam in Unit VIII. All Final Exams are proctored—see below for

additional information. You are permitted four (4) hours to complete this exam in the presence of your approved

proctor. This is an open-book exam. Only course textbooks and a calculator, if necessary, are allowed when

taking proctored exams. The Final Exam is composed of written response questions.

9. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or course content related questions.

10. Student Break Room: This communication forum allows for casual conversation with your classmates.

CSU Online Library

The CSU Online Library is available to support your courses and programs. The online library includes databases,

journals, e-books, and research guides. These resources are always accessible and can be reached through the library

webpage. To access the library, log into the myCSU Student Portal, and click on “CSU Online Library.” You can also access the CSU Online Library from the “My Library” button on the course menu for each course in Blackboard.

The CSU Online Library offers several reference services. E-mail (library@columbiasouthern.edu) and telephone

(1.877.268.8046) assistance is available Monday – Thursday from 8 am to 5 pm and Friday from 8 am to 3 pm. The library’s chat reference service, Ask a Librarian, is available 24/7; look for the chat box on the online library page.

Librarians can help you develop your research plan or assist you in finding relevant, appropriate, and timely information. MHA 6501, Advanced Health Care Management Essay Assignment Papers

Reference requests can include customized keyword search strategies, links to articles, database help, and other services. MHA 6501, Advanced Health Care Management Essay Assignment Papers

LibGuides

Click here for the LibGuide for this course.

Think of a LibGuide (a Library Guide) as a mini-website to help you with your assignments. It has relevant information

such as databases, ebooks, and websites specific to your courses. If you have any questions, please reach out to your

friendly library staff.

Unit Assignments

Unit I Literature Review

You are required to complete a research paper for this course, which is due in Unit VII. The research paper is a significant

portion of your grade, so you should consider it a very important activity.

The final research paper must be a minimum of six to eight pages in length, including at least the following sections (you

may want to include others if you deem them appropriate):

1. Introduction

2. Challenges and Problems (associated with your topic)

3. Review of the Literature

4. Critical Analysis of Challenges/Problems

5. Recommended Solutions

6. Implementation of Solutions

7. Conclusion

8. References

The topic for the research paper must relate to this course. Some possible titles for your consideration include:

 Components of the U.S. Healthcare System

 Commonalities and Differences Between Health Services Organizations

 Effective Leadership Strategies Used by Healthcare Leaders

 Managing Conflict in a Healthcare Organization

 Concepts and Strategies with Negotiation

 Strategies for Increasing Employee Motivation

MHA 6501, Advanced Health Care Management 3

 Effective Organizational Structure in a Specific (your choice) Health Service Organization

 The Role of Strategic Alliances in Health Care

 The Importance of Having a Culture of a Learning Organization in Health Care

 Approaches for Quality Improvement in Health Care

 Strategies to Achieve a Successful Healthcare Organization

If you do not find a course project topic of particular interest on this list, you are permitted to propose your own topic for

approval.

You are encouraged to use personal examples and focus your paper on a topic that will help you at work or help you

personally.

For this assignment, you will select a topic for your research paper and conduct a literature review on your chosen topic.

You must include at least five outside sources for your research paper, beyond the course textbook. At least one

reference must come directly from the CSU Online Library. Web resources and professional journal articles will be key

sources in researching your topic. APA 6th edition formatting is required. Each scholarly reference should be summarized

in one paragraph.

Your assignment is to select a topic for your Final Paper. Submit a Word document indicating which topic you have

chosen, why it interests you, and how the concepts will help you as a healthcare leader.

Your paper should be a minimum of two pages in length. All sources used, including the textbook, must be referenced;

paraphrased and quoted material must have accompanying citations per APA guidelines.

Information about accessing the Grading Rubric for this assignment is provided below.

Unit II PowerPoint Presentation

Consider that you are a healthcare manager or supervisor in a skilled nursing facility. Create a presentation on leadership

strategies that you can share with your colleagues. Each slide must list one strategy and an example of a situation in

which it would best be used.

The presentation will need to be a minimum of five slides, not including title and reference slides. In addition, a minimum

of four scholarly sources must be used, cited, and referenced, with at least one from the CSU Online Library. All sources

used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations

per APA guidelines. MHA 6501, Advanced Health Care Management Essay Assignment Papers

Information about accessing the Grading Rubric for this assignment is provided below.

Unit III Annotated Bibliography

In Unit VII, you will have a research paper due. As a building assignment toward that research paper, your assignment is

to prepare an annotated bibliography listing five sources you will use.

 At least one of your articles must come from the CSU Online Library.

 At least one source must relate to managing conflict, negotiation, or third-party intervention.

 Under each source, include the following information:

o a summary of the reference or article,

o an evaluation of the reference or article, including any methods or main concepts, and

o three to five sentences on why you feel the source will be helpful to you for the content of your final research

paper. MHA 6501, Advanced Health Care Management Essay Assignment Papers

Your annotated bibliography must be a minimum of two pages in length. All sources used, including the textbook, must be

referenced; paraphrased and quoted material must have accompanying citations per APA guidelines. If you have any

questions on how to write an annotated bibliography, please refer to the CSU Writing Center for resources.

Information about accessing the Grading Rubric for this assignment is provided below.

MHA 6501, Advanced Health Care Management 4

Unit IV Essay 1

If you could do anything you wanted in your current organization without constraints, how would you design your

organization, and what would you change? If you are not currently working, or would like to use another organization, that

is also acceptable. Please provide specific examples as they relate to the topics of this unit.

Your paper should be a minimum of one page in length. All sources used, including the textbook, must be referenced;

paraphrased and quoted material must have accompanying citations per APA guidelines.

Information about accessing the Grading Rubric for this assignment is provided below.

Unit IV Essay 2

Provide three theories on motivation. Include a summary of each theory, and provide your thoughts.

Your paper should be a minimum of one page in length. All sources used, including the textbook, must be referenced;

paraphrased and quoted material must have accompanying citations per APA guidelines.

Information about accessing the Grading Rubric for this assignment is provided below.

Unit V Research Paper Outline

For this assignment, you will need to submit a draft of your research paper with these components to ensure you are on

the right track:

 an outline of your research and the intended direction of your argument,

 at least five scholarly resources you have found that contribute to your topic, and

 an abstract outlining your topic and your subsequent findings.

This outline should use appropriate APA style writing. While there is no minimum requirement for your outline, you should

be thorough in your research so your professor (or a colleague) could adequately determine your intended research and

the direction of your research paper.

Information about accessing the Grading Rubric for this assignment is provided below.

Unit VI Article Review

Locate and review an article related to topics covered in this unit (e.g., business alliances, building alliances, healthcare

alliances, strategic alliances in health care, healthcare acquisitions, or healthcare mergers). The article you select must be

at least two pages in length, and no more than five years old.

Write a summary of the article. Include the following:

 purpose for the article,

 how research was conducted (if any),

 the results, and other pertinent information,

 how the article relates to what you are learning in this unit,

 the meaning or implications of the article’s contents, as well as any flaws you find in the article, and

o What could have made the article better?

o Was any information left out?

o Could the author expand on the results?

 the relation of the article to your professional or personal life.

Your review must be at least two pages in length, not counting cover page and reference page. All sources used,

including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations per APA guidelines. The CSU Online Library’s databases are a good source for reliable articles.

Information about accessing the Grading Rubric for this assignment is provided below.

MHA 6501, Advanced Health Care Management 5

Unit VII Research Paper

Your research paper is due in this unit. The paper must include at least the following sections (you may want to include others if you deem them appropriate):

1. Introduction

2. Challenges and Problems (associated with your topic)

3. Review of the Literature

4. Critical Analysis of Challenges/Problems

5. Recommended Solutions

6. Implementation of Solutions

7. Conclusion

8. References

Your paper must be a minimum of six to eight pages in length. You must include at least five outside sources for your

paper beyond the course textbook. At least one reference must come directly from the CSU Online Library. Internet

resources and professional journal articles will be key sources in researching your topic. APA 6th edition formatting is

required. MHA 6501, Advanced Health Care Management Essay Assignment Papers

Information about accessing the Grading Rubric for this assignment is provided below.

Unit VIII Scholarly Activity

To create an effective healthcare organization, there must be effective leaders. To be the most effective leader you can be, you must continually be observing and learning new leadership skills and techniques. One way to observe and learn is

to keep a work journal of leadership lessons, into which you can make entries each day or week. You might even choose

to write leadership lessons learned in a notebook, then type them out later in the day or week.

For this assignment, create your own Work Journal of Leadership Lessons Learned. Create as many entries as you want

and have your entries be alphabetized by topic, for example if you chose to write on Accountability and leadership lessons

you have learned there, that topic would come before Communication techniques learned.

Your journal must be at least 400 words in length and submitted as a word document. There is no APA requirement for

this assignment, since these will be your words in your journal. You can have as many journal entries in this document as

you want, but you are only required to submit a minimum of 400 words. If you write on one topic for 400 words, that is fine,

or you can choose multiple topics.

Based on your observations and lessons you have learned, there are hundreds of leadership topics you might choose for

a journal entry. For example, see the unit lecture on the topics under Formula for Success, or the topics under Effective

People & Leadership Skills.

Redact any personal names from your journal entry. If you want to speak of someone, just speak generally (a manager

you reported to, an employee who reported to you, etc.). Also, redact any workplace identifiers (names of workplaces can

be mentioned in generalities).

You are encouraged to continue to use the Work Journal as a tool and working document for yourself, adding to it your

observations and lessons learned. These leadership observations can come from things you have seen done well, or not

done well, and they can be things you have observed in others or in yourself.

This Work Journal of alphabetized topics will help you see where you have been and will force continual observation and

learning. The act of writing things down in a journal helps us be observant, and it helps us to remember and to learn better so we can be effective leaders. MHA 6501, Advanced Health Care Management Essay Assignment Papers

Information about accessing the Grading Rubric for this assignment is provided below.

APA Guidelines

The application of the APA writing style shall be practical, functional, and appropriate to each academic level, with the

primary purpose being the documentation (citation) of sources. CSU requires that students use APA style for certain

papers and projects. Students should always carefully read and follow assignment directions and review the associated

MHA 6501, Advanced Health Care Management 6

grading rubric when available. Students can find CSU’s Citation Guide by clicking here. This document includes examples

and sample papers and provides information on how to contact the CSU Success Center.

Grading Rubrics

This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each

rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each

level of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your

efforts to meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics

because these are the primary tools your professor uses for assessing learning activities.

Rubric categories include: (1) Discussion Board, (2) Assessment (Written Response), and (3) Assignment.

However, it is possible that not all of the listed rubric types will be used in a single course (e.g., some courses may

not have Assessments).

The Discussion Board rubric can be found within Unit I’s Discussion Board submission instructions.

The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit

Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment.

Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics

are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the

Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be

submitted. Students may also access the rubric through the course menu by selecting “Tools” and then “My Grades.”

Again, it is vitally important for you to become familiar with these rubrics because their application to your

Discussion Boards, Assessments, and Assignments is the method by which your instructor assigns all grades.

Final Examination Guidelines

Final Exams are to be administered to students by an approved Proctor. CSU approves two flexible proctoring options: a

standard Proctor, who is chosen by the student and approved by the university, or Remote Proctor Now (RP Now), an ondemand,

third-party testing service that proctors examinations for a small fee.

Students choosing RP Now must have an operational webcam/video with audio, a high-speed Internet connection, and

the appropriate system rights required to download and install software.

To review the complete Examination Proctor Policy, including a list of acceptable Proctors, Proctor responsibilities,

Proctor approval procedures, and the Proctor Agreement Form, go to the myCSU Student Portal from the link below.

http://mycsu.columbiasouthern.edu

You are permitted four (4) hours to complete this exam in the presence of your approved Proctor. This is an open book

exam. Only course textbooks, writing utensils, and a calculator, if necessary, are allowed when taking proctored exams.

Other materials are not permitted unless specified in the examination instructions.

You may use only your textbook as source material for your response.

Communication Forums

These are non-graded discussion forums that allow you to communicate with your professor and other students.

Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in

the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below.

Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums.

MHA 6501, Advanced Health Care Management 7

Ask the Professor

This communication forum provides you with an opportunity to ask your professor general or course content questions.

Questions may focus on Blackboard locations of online course components, textbook or course content elaboration,

additional guidance on assessment requirements, or general advice from other students.

Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal

accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a nonpublic nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the professor within 48 hours. MHA 6501, Advanced Health Care Management Essay Assignment Papers

Before posting, please ensure that you have read all relevant course documentation, including the syllabus,

assessment/assignment instructions, faculty feedback, and other important information.

Student Break Room

This communication forum allows for casual conversation with your classmates. Communication on this forum should

always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to

share assessment answers.

Grading

Discussion Boards (8 @ 2%) = 16%

Unit I Literature Review = 6%

Unit II PowerPoint Presentation = 8%

Unit III Annotated Bibliography = 10%

Unit IV Essays (2 @ 4%) = 8%

Unit V Research Paper Outline = 12%

Unit VI Article Review = 5%

Unit VII Research Paper = 20%

Unit VIII Scholarly Activity = 5%

Final Exam = 10%

Total = 100%

Course Schedule/Checklist (PLEASE PRINT)

The following pages contain a printable Course Schedule to assist you through this course. By following this schedule,

you will be assured that you will complete the course within the time allotted.

MHA 6501, Advanced Health Care Management 8

MHA 6501, Advanced Health Care Management Course Schedule

By following this schedule, you will be assured that you will complete the course within the time allotted. Please keep this

schedule for reference as you progress through your course.

Unit I Components of a Healthcare System

Review:  Unit Study Guide

Read:

 Chapter 2: Why and How Health Care Organizations Need to Change, pp. 13-34

 Chapter 11: Leading Change: First Steps in Employing Strategic Intelligence to Get Results, pp. 259-

310

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday,

11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, 11:59 p.m. (Central Time)

Submit:  Literature Review by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

Unit II Leadership Strategies

Review:  Unit Study Guide

Read:  Chapter 3: Leading Health Care Change. pp. 35-44

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, 11:59 p.m. (Central Time)

Submit:  PowerPoint Presentation by Tuesday, 11:59 p.m. (Central Time)

 Proctor Approval Form

Notes/Goals:

MHA 6501, Advanced Health Care Management 9

MHA 6501, Advanced Health Care Management Course Schedule

Unit III Managing Conflict and Negotiation

Review:  Unit Study Guide

Read:

 Chapter 8: Understanding the Psychology of Collaborators. pp. 137-165

 Appendix:

Leadership Personality Survey, pp. 311-317

Social Character Questionnaire, pp. 318-319

Understanding Leadership Personality, pp. 320-321

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, 11:59 p.m. (Central Time)

Submit:  Annotated Bibliography by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

Unit IV Motivation, Workflow Design

Review:  Unit Study Guide

Read:  Chapter 5: Leading with Strategic Intelligence and Profound Knowledge, pp. 61-76

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, 11:59 p.m. (Central Time)

Submit:  Essay 1 by Tuesday, 11:59 p.m. (Central Time)

 Essay 2 by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

Unit V Decision Making, Designing Organizational Structures

Review:  Unit Study Guide

Read:

 Chapter 6: Changing Health Care Systems with Systems Thinking, pp. 77-103

 Chapter 10: Three Case Studies: Mastering Change, pp. 191-256

 Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, 11:59 p.m. (Central Time)

Submit:  Research Paper Outline by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

MHA 6501, Advanced Health Care Management 10

MHA 6501, Advanced Health Care Management Course Schedule

Unit VI Strategic Alliances in Organizational Performance

Review:  Unit Study Guide

Read:  Chapter 1: Introduction: From Management Myths to Strategic Intelligence, pp. 1-12

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, 11:59 p.m. (Central Time)

Submit:  Article Review by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

Unit VII Learning Organizations and Quality Improvement

Review:  Unit Study Guide

Read:  Chapter 7: Statistical Thinking for Health Care Leaders: Knowledge About Variation, pp. 107-132

 Chapter 9: A Health Care Leader’s Role in Building Knowledge, pp. 169-189

Discuss: MHA 6501, Advanced Health Care Management Essay Assignment Papers

 Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, 11:59 p.m. (Central Time)

Submit:  Research Paper by Tuesday, 11:59 p.m. (Central Time)

 Request to take Final Exam

Notes/Goals:

Unit VIII Strategies for Effectiveness

Review:  Unit Study Guide

Read:  Chapter 4: Developing a Leadership Philosophy pp 45-56

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, 11:59 p.m. (Central Time)

Submit:  Scholarly Activity by Tuesday, 11:59 p.m. (Central Time)

 Final Exam by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals: MHA 6501, Advanced Health Care Management Essay Assignment Papers

NR511: Differential Diagnosis and Primary Care Discussion

Setting
: large urban city family practice clinic which employs physicians and nurse practitioners.

It is the end of a long day and you are ready to go home. Your last patient of the day is here with chief complaint of fatigue. You review the chart, you know this patient. You saw her last month. You wonder could fatigue be related her previous illness?

You enter the room and see Katie sitting in the chair. She looks up at you as you enter the room and responds quietly to your greeting. You ask Katie what brings her in today. NR511: Differential Diagnosis and Primary Care Discussion

Katie states” I had pneumonia last month and I have not gotten my energy back. I feel like I got somewhat better, my cough is gone but I didn’t get my energy back. I just don’t feel like doing anything now. It’s hard to get up and get moving in the morning and I don’t sleep very well now. I keep waking up about 4 AM every day and I can’t get back to sleep. I try to go back to sleep but then I start thinking about all the things I need to do and being so tired and wanting to go back to sleep and then I can’t get back to sleep. I have not been to Curves since I had pneumonia”

PMH

Had chicken pox, measles and rubella as a child. Katie has a history of osteopenia, HTN and hyperlipidemia. Takes a multivitamin, Evista 60 mg daily and HCTZ 25 mg daily. No reports of past injuries. Previous surgeries include a tonsillectomy and cholecystectomy. Hospitalized for surgeries and childbirth. Has seasonal allergies to pollen and reports hayfever in the fall. Takes Allegra when needed. NKDA. No alcohol or tobacco use. Up to date on vaccines. Received the pneumonia vaccine last week.

Social

Married to John for 45 years, they live with married daughter and her family. Takes care of the kids and home as Mary and her husband work. Her husband and son both smoke but not in the house.

Family

Her parents died of old age. Siblings are well with same HTN problems she has.

Discussion part one:

What further questions do you have for Katie at this visit??

Use OLDCARTS to guide your questions. Link the questions to your differential diagnoses.

What is your differential diagnosis list with ICD 10 for this visit thus far? Each differential diagnosis should include a one sentence pathophysiology statement supported by the literature. List the patient’s signs and symptoms and include a rationale statement that explains how the diagnosis is appropriate for your patient.

Based on your differential diagnoses list, what focused PE would you perform? What labs or diagnostic tests would you order?

NR511: Differential Diagnosis and Primary Care Discussion

MHA 5201, Health Resources and Policy Analysis 1

Course Description

An analysis of public policies impacting healthcare programs, services, organizations, and program accessibility to

citizens. Explores health policy generation, legislation, and implementation.

Course Textbook

Sultz, H., & Young, K. (2011). Health care USA: Understanding its organization and delivery (7th ed.). Sudbury, MA:

Jones & Bartlett Learning.

Course Learning Outcomes

Upon completion of this course, students should be able to:

1. Define health and health policy and make the connection between health policies and health.

2. Describe the role and importance of political competence in the pursuit of health.

3. Identify the impact of health policy on individuals, organizations and systems, and interest groups.

4. Explore and discuss the real world of health policy and the concept of healthy people in 2010.

5. Explain the context of policy making, which consists of the political market place, demanders, and suppliers of health policies and the interplay among them. MHA 5201, Health Resources and Policy Analysis

6. Describe the concept of agenda setting as a part of policy formulation and the role of CEOs in agenda setting.

7. Discuss the development of legislation and the process from formulation to implementation.

8. Identify the cyclical relationship between rule-making and operation and describe the managerial challenges of

policy implementation.

9. Distinguish policy modification from policy initiation.

10. Define policy-making as a cyclical process.

11. Explain the role of “incrementalism” in policy-making.

12. Ascertain the identity of key structural features of policy modification.

13. Recognize and describe the political competences and the advantage of lead time.

14. Analyze and interpret public policy environments and the influence they experience by political competence.

15. Define the concept of good corporate citizenship.

Credits

Upon completion of this course, the students will earn three (3) hours of college credit.

Course Structure

1. Unit Learning Outcomes: Each unit contains Unit Learning Outcome that specify the measurable skills and

knowledge students should gain upon completion of the unit.

2. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.

3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.

Suggested Readings are provided in the unit study guides to aid students in their course of study.

4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units II-IV and VI-VIII

to aid students in their course of study.

5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular

attention to Key Terms as they represent important concepts within the unit material and reading.

MHA 5201, Health Resources and

Policy Analysis MHA 5201, Health Resources and Policy Analysis

Course Syllabus

MHA 5201, Health Resources and Policy Analysis 2

6. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications

can be found in the Student Resources link listed in the Course Menu bar.

7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit.

Assessments are composed of written response questions.

8. Unit Assignments: Students are required to submit for grading Unit Assignments in Units I-VI, and VIII. Specific

information and instructions regarding these assignments are provided below. Grading rubrics are included with

the Unit I-VI, and VIII Assignments. Specific information about accessing these rubrics is provided below.

9. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or

course content related questions.

10. Student Break Room: This communication forum allows for casual conversation with your classmates.

CSU Online Library

The CSU Online Library is available to support your courses and programs. The online library includes databases,

journals, e-books, and research guides. These resources are always accessible and can be reached through the library

webpage. To access the library, log into the myCSU Student Portal, and click on “CSU Online Library.” You can also

access the CSU Online Library from the “My Library” button on the course menu for each course in Blackboard.

The CSU Online Library offers several reference services. E-mail (library@columbiasouthern.edu) and telephone

(1.877.268.8046) assistance is available Monday – Thursday from 8 am to 5 pm and Friday from 8 am to 3 pm. The

library’s chat reference service, Ask a Librarian, is available 24/7; look for the chat box on the online library page.

Librarians can help you develop your research plan or assist you in finding relevant, appropriate, and timely information.

Reference requests can include customized keyword search strategies, links to articles, database help, and other

services.

Unit Assignments

Unit I Case Study

Access and review “A Prescription for America’s Health Care System” by clicking the link provided below:

Wilson, C. (2010). A prescription for America’s health care system. Vital Speeches of the Day, 76(9). Retrieved from

https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=b

th&AN=53426580&site=ehost-live&scope=site

Here Dr. Cecil Wilson provides his “prescriptions” for the major challenges and the key stakeholders in U.S. health care

reform. Dr. Wilson’s 30+ years of medical leadership has given him a broad view of this topic.

After reading his speech, write a case study that addresses the following areas:

Discuss Dr. Wilson’s “prescriptions” for what he considers the four biggest challenges:

 medical liability,

 skyrocketing costs,

 inefficiencies in health care delivery, and

 Medicare underpayment.

MHA 5201, Health Resources and Policy Analysis

Do you concur with his prescriptions? Why, or why not?

Next, discuss Dr. Wilson’s “prescriptions” for the stakeholders he identifies:

 health plans, insurance companies, pharmaceuticals and device manufacturers,

 government,

 businesses,

 physicians, medical students and residents, and

 patients.

Do you concur with his prescriptions? Why, or why not?

Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

MHA 5201, Health Resources and Policy Analysis 3

Unit II Case Study

Go to your favorite search engine and search for “Hospitalists”. You may want to try some variations on your search to

find more information about their role, trends, and impact on hospital care.

Part 1: There is a major new trend in American medicine—an entire new professional physician group known as

“hospitalists.” Currently the American public has a very poor understanding of what a hospitalist is and what role he or she

performs in patient care. Describe the role of the hospitalist today, and discuss some trends in this new profession.

Part 2: Hospitalists are a rapidly growing new professional group in American medicine, and they are changing everything

about how medicine is practiced in the inpatient setting. But is there any evidence to suggest that hospitalists are having a

positive impact on hospital care? Report your findings.

Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

Unit III Case Study

Access and review “Physicians Moving to Mid-Sized, Single-Specialty Practices” by clicking the link provided below: MHA 5201, Health Resources and Policy Analysis

Physicians moving to mid-sized, single-specialty practices. (2007). Medical Benefits, 24(19), 6-7. Retrieved from

https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=b

th&AN=27036635&site=ehost-live&scope=site

Part 1: What does this research indicate about trends for physician group practice? Are doctors likely to practice alone

these days, with one partner, or in larger groups? Explain the trend you are seeing in this data. Why is it happening?

Part 2: Study the trends reported here for doctors in solo or duo practice versus for those in larger group practice. Pay

special attention to the Supplementary Table at the end of the report, which breaks this data down into physician

specialties. Which types of specialties are most likely to continue in solo or duo practice? Which specialties are showing

the strongest trends in forming groups? Why do you feel that this is the case?

Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

Unit IV Case Study

Go to http://www.aha.org, and search for “Workforce Challenges.” Select “[PDF] WkforceChallenge10_Layout1.” This link

will lead you to the article title “Advancing Excellence in Patient Care: Workforce Challenges.”

Part 1: What is your view of the AHA position on workforce issues?

Part 2: Select any one of the “workforce challenges” presented here. Read the AHA’s position on the challenge, and then

share your own view. Support your position on the challenge selected.

Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

Unit V Case Study

Go to http://www.hfma.org/

Part 1: What is the process for earning credentials from HFMA in the field of health care finance? What kinds of

professional roles would individuals earning these credentials typically be able to achieve? Would you personally be

interested in pursuing a career in medical finance? Why, or why not?

Part 2: What types of resources does this organization provide to its members and others in the health care community?

As a health care manager, what HFMA resources would you see yourself utilizing for your own facility and career?

Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

Unit VI Case Study

Review the website http://www.alfa.org

MHA 5201, Health Resources and Policy Analysis 4

Part 1: What do you consider the role of assisted living programs in America? How is assisted living different from

residence receiving care in a nursing home or rehabilitation center? Why is assisted living such a growing field of health

care today?

Part 2: One of the career fields that should definitely come to the attention of CSU students is assisted living

administration. Your training at CSU is a great start toward managing an assisted living facility, or perhaps even owning

such a center. What could you do to prepare yourself for a career as administrator or CEO of an assisted living facility?

What kinds of job opportunities currently exist in this field?

Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

Unit VIII Project

Management Action Plan (MAP)

This assignment is due in Unit VIII. Please include documentation of all seven steps in your submission of your

MAP assignment.

I. Clarify the problem or Opportunity For Improvement (OFI)

Clearly describe the problem or OFI that you have selected for your MAP. Why is it important to resolve this

problem right now? What are the consequences of not resolving this problem right now? (10% of your grade for

this assignment) MHA 5201, Health Resources and Policy Analysis

II. Clarify your Measureable Goal

Clearly describe the desired outcome from your MAP implementation. What are you trying to accomplish? How

will successful MAP implementation be measured and assessed? What realistic constraints do you have as you

begin creation of your plan? Consider limits on time, money, and other resources that are specific to your MAP.

(10% of your grade for this assignment)

III. Prepare a List of Possible Actions

Consider possible root causes of the OFI. Why do you believe the problem exists? Brainstorm and present a list

of all possible actions that you may need to take in order to achieve your MAP goal. At this stage, focus on

generating as many different options and ideas as possible. It is likely that not all of your ideas will make it into

you final MAP. Write down your ideas just as they come to your mind, trying not to judge or analyze them at this

stage. (10% of your grade for this assignment)

In your brainstorming, be sure to consider ideas involving:

 Leadership governance clinical performance

 Physicians

 Nurses

 Clinical Support services

 Knowledge management

 Human resources

 Financial management

 Internal consulting

 Marketing

*It is understood that some of these areas may not apply to your particular MAP, but all areas should at least be

considered in this process.

IV. Analyze and Prioritize Key Action Steps

Review your list of possible actions. What are the absolutely necessary steps that are most likely to be effective in

achieving your MAP goal? Bold these Key Action Steps. Also, determine which possible action items can be

dropped from your list without significant consequences to the outcome; strike through these actions. (10% of

your grade for this assignment)

MHA 5201, Health Resources and Policy Analysis 5

V. Organize your Key Action Steps into a Management Action Plan

Decide on the sequencing of your Key Action Steps. Start by reviewing your bolded Key Action Steps. For each

Key Action Step, what other steps must be completed before that specific action can be taken? Rearrange your

Key Action Steps into a sequence of ordered activity. Then, look at your plan once again. Are there any ways to

simplify the plan further before presenting it? (40% of your grade for this assignment)

VI. Accountability

For each Key Action Step, assign a responsible party or group within your hypothetical or actual organization (by

position, department, or team name, not by individual name), and assign a suspense date by which the Key

Action Step must be completed. Then, based upon all of your Key Action Steps and their suspense dates, provide

a realistic completion date for the entire MAP. (10% of your grade for this assignment)

VII. Measurement and Monitoring

Explain in detail how you will measure the success of your MAP following implementation and how you will

monitor ongoing performance to prevent regression and loss of the positive change that has taken place. (10% of

your grade for this assignment)

Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

APA Guidelines

The application of the APA writing style shall be practical, functional, and appropriate to each academic level, with the

primary purpose being the documentation (citation) of sources. CSU requires that students use APA style for certain

papers and projects. Students should always carefully read and follow assignment directions and review the associated

grading rubric when available. Students can find CSU’s Citation Guide by clicking here. This document includes examples

and sample papers and provides information on how to contact the CSU Success Center.

Grading Rubrics

This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each

rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each

level of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your

efforts to meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics

because these are the primary tools your professor uses for assessing learning activities.

Rubric categories include: (1) Discussion Board, (2) Assessment (Written Response), and (3) Assignment. However, it is

possible that not all of the listed rubric types will be used in a single course (e.g., some courses may not have

Assessments).

The Discussion Board rubric can be found within Unit I’s Discussion Board submission instructions.

The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit

Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment.

Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics MHA 5201, Health Resources and Policy Analysis

are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the

Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be

submitted. Students may also access the rubric through the course menu by selecting “Tools” and then “My Grades.”

Again, it is vitally important for you to become familiar with these rubrics because their application to your

Discussion Boards, Assessments, and Assignments is the method by which your instructor assigns all grades.

MHA 5201, Health Resources and Policy Analysis 6

Communication Forums

These are non-graded discussion forums that allow you to communicate with your professor and other students.

Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in

the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below.

Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums.

Ask the Professor

This communication forum provides you with an opportunity to ask your professor general or course content questions.

Questions may focus on Blackboard locations of online course components, textbook or course content elaboration,

additional guidance on assessment requirements, or general advice from other students.

Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal

accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a nonpublic

nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the

professor within 48 hours.

Before posting, please ensure that you have read all relevant course documentation, including the syllabus,

assessment/assignment instructions, faculty feedback, and other important information.

Student Break Room

This communication forum allows for casual conversation with your classmates. Communication on this forum should

always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to

share assessment answers.

Grading

Discussion Board (8 @ 2%) = 16%

Assessments (8 @ 3.5%) = 28%

Case Studies (6 @ 5%) = 30%

Unit VIII Project = 26%

Total = 100%

Course Schedule/Checklist (PLEASE PRINT)

The following pages contain a printable Course Schedule to assist you through this course. By following this schedule,

you will be assured that you will complete the course within the time allotted.

MHA 5201, Health Resources and Policy Analysis 7

MHA 5201, Health Resources and Policy Analysis Course Schedule

By following this schedule, you will be assured that you will complete the course within the time allotted. Please keep

this schedule for reference as you progress through your course.

Unit I Overview of U.S. Health Care

Review:  Unit Study Guide

Read:  Chapter 1: Overview of Health Care: A Population Perspective

 Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)

 Case Study by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

Unit II History of U.S. Health Care and the Role of Benchmarking

Review:  Unit Study Guide

 Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 2: Benchmark Developments in U.S. Health Care

 Chapter 3: Hospitals: Origin, Organization, and Performance

 Suggested Reading: See Study Guide

Discuss: MHA 5201, Health Resources and Policy Analysis

 Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)

 Case Study by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

MHA 5201, Health Resources and Policy Analysis 8

MHA 5201, Health Resources and Policy Analysis Course Schedule

Unit III Ambulatory Care and Medicine

Review:  Unit Study Guide

 Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 4: Ambulatory Care

 Chapter 5: Medical Education and the Changing Practice of Medicine

 Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)

 Case Study by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

Unit IV Health Care Personnel

Review:  Unit Study Guide

 Learning Activities (Non-Graded): See Study Guide

Read:  Chapter 6: Health Care Personnel

 Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)

 Case Study by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

Unit V Financing Health Care

Review:  Unit Study Guide

Read:  Chapter 7: Financing Health Care

 Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)

 Case Study by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

MHA 5201, Health Resources and Policy Analysis 9

MHA 5201, Health Resources and Policy Analysis Course Schedule

Unit VI Long-Term and Mental Health Care

Review:  Unit Study Guide

 Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 8: Long-Term Care

 Chapter 9: Mental Health Services

 Suggested Reading: See Study Guide

Discuss: MHA 5201, Health Resources and Policy Analysis

 Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)

 Case Study by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

Unit VII Medical Research

Review:  Unit Study Guide

 Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 10: Public Health and the Role of Government in Health Care

 Chapter 11: Research: How Health Care Advances

 Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

Unit VIII The Future of U.S. Health Care

Review:  Unit Study Guide

 Learning Activities (Non-Graded): See Study Guide

Read:  Chapter 12: Future of Health Care

 Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, 11:59 p.m. (Central Time)

Submit:

 Assessment by Tuesday, 11:59 p.m. (Central Time)

 Project by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals: MHA 5201, Health Resources and Policy Analysis

MHA 5101, Legal Foundations of Health Care

Course Description

This course provides an analysis of the legal aspects of health care delivery and the impact on health care institutions.

Students will examine tort law, professional liability, cost controls, liability insurance, antitrust, and health care access.

Course Textbook

Pozgar, G. (2012). Legal aspects of health care administration (11th ed.). Sudbury, MA: Jones & Bartlett.

Course Learning Outcomes

Upon completion of this course, students should be able to:

1. Analyze law, ethics, bioethics, and related dilemmas in the health care environment.

2. Identify the sources and classifications of laws as well as the structure of the U.S. court system.

3. Describe the role of the medical practice acts, licensure, and laws designed specifically for the healthcare

environment.

4. Explain the features of managed care and federal assistance programs.

5. Examine the rights and responsibilities of the patient, physician, and medical practice.

6. Discuss the characteristics of negligence and the tort of negligence, malpractice, and professional liability.

7. Interpret issues concerning public health information, vital statistics, abuse reporting, and management of

controlled substances.

8. Examine laws designed to protect the healthcare worker, the environment, and the healthcare consumer.

9. Explain the purpose, contents, and ownership of the medical record.

10. Describe the objectives, implementation, and concerns associated with HIPAA.

11. Identify issues related to key bioethical areas including organ transplants, contraception, sterilization, artificial

insemination, surrogate motherhood, genetics, and abortion.

12. Articulate issues surrounding death and dying including its five stages, euthanasia, advance directives, viatical

settlements, and end of life care.

Credits

Upon completion of this course, the students will earn three (3) hours of college credit.

Course Structure

1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and

knowledge students should gain upon completion of the unit.

2. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.

3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.

Chapter presentations are provided in each unit study guide as Suggested Reading to aid students their course of

study.

4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their

course of study.

5. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit.

Assessments are composed of written response questions.

MHA 5101, Legal Foundations

of Health Care

Course Syllabus

MHA 5101, Legal Foundations of Health Care 2

6. Unit Assignment: Students are required to submit for grading Unit Assignments in Units I and VIII. Specific

information and instructions regarding these assignments are provided below. Grading rubrics are included with

the Unit I and VIII Assignments. Specific information about accessing these rubrics is provided below.

7. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or

course content related questions.

8. Student Break Room: This communication forum allows for casual conversation with your classmates.

Unit Assignments

Unit I Case Study

In this unit, we have discussed negligence and tort law in the healthcare field. Using your favorite search engine (such as

http://www.scholar.google.com), locate a case study involving one or both of these topics. Once you have read the case,

you will compose a paper consisting of a minimum of three pages. Your paper should consist of the following:

 Details of the case

 Summary of each side’s argument during the case

 Summary of the ruling in the case

Which party in the case had the best legal argument? Why? What were the pros and cons of each side’s argument? MHA 5101, Legal Foundations of Health Care

All sources used, including the textbook, must be referenced; paraphrased and quoted material must have

accompanying citations. Any references or citations used should be in APA style.

Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

Unit VIII Course Project

The course project provides you with an opportunity to choose one medical law or medical ethics issue of special

interest and to study that issue at a deeper level for further understanding and application. This five to seven page

(double-spaced) paper must critically analyze the issues related to the selected topic, with the textbook, web

resources, and professional journal articles (which may also be found online) being utilized to complete the project.

Please be sure to cite all references using APA format to avoid plagiarism. The paper must be submitted in APA

format. Please contact the Student Success Center for complimentary assistance with APA formatting and writing

tutoring.

In your Course Project, be sure to include:

 Description of your selected issue

 Discussion of how the issue impacts healthcare professionals and healthcare organizations

 Impact of your selected issue on patients and families

 Critical analysis of the issue, including at least one specific case example

 Significance of the issue to the practice of healthcare administration

 Recommendations for approaches to deal with the issue

Possible Course Project Issues:

 Medicare-funded organ transplants

 Medicaid-funded organ transplants

 Death with Dignity Act of Oregon

 Genetic engineering

 Institutional review boards and medical research

 Hospital ethics committees – roles and responsibilities

 Medical staff credentialing

 Disruptive physicians

 Living wills

 Durable power of attorney for healthcare

 Ethics of managed care

 Legal aspects of managed care

 Universal healthcare – Is it right for America?

 Cost-shifting in healthcare

MHA 5101, Legal Foundations of Health Care

 The Joint Commission – role in healthcare

MHA 5101, Legal Foundations of Health Care 3

 The Joint Commission – alternatives

 Patient safety in healthcare

 Complementary and alternative healthcare – ethical issues

 Complementary and alternative healthcare – legal issues

 Nursing practice – ethical issues

 Nursing practice – legal issues

 Allied health practice – ethical issues

 Allied health practice – legal issues

 Medical practice – ethical issues

 Medical practice – legal issues

 New reproductive technology – ethical issues

 New reproductive technology – legal issues

 Landmark cases – Select any one landmark case in healthcare law and present your own summary of the

facts, issue, finding and reason. Critically analyze the case, and explain your agreement or disagreement with

the court’s finding.

 Other topics – The course project can certainly be completed on another issue not listed above. If you are

selecting a topic which is not listed above, please obtain approval from your professor before beginning your

work.

The Course Project is worth 100 points and is due by the end of Unit VIII.

Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

CSU Online Library

There is a virtual library with resources, including both journals and ebooks, to support your program and your course at

Columbia Southern University. eResources are accessible 24 hours a day/7 days a week from the CSU Online Library

gateway page. To access the library, log into myCSU, and then click on CSU Online Library. Resources are organized in

the library by title, but if you click on Research Guides, you will find eResources arranged by subject.

The Library Reference service is available 7 days a week; you can reach CSU’s virtual librarians by e-mailing

thevirtuallibrarian@columbiasouthern.edu. These professional librarians will be glad to help you develop your research

plan or to assist you in any way in finding relevant, appropriate, and timely information.

Librarian responses may occur within minutes or hours, but it will never take more than 24 hours for a librarian to send

a response to the e-mail address you have provided. Replies to reference requests may include customized keyword

search strategies, links to videos, research guides, screen captures, attachments, a phone call, live screen sharing,

meeting room appointments, and other forms of instruction.

APA Guidelines

CSU requires that students use APA style for papers and projects. Therefore, the APA rules for formatting, quoting,

paraphrasing, citing, and listing of sources are to be followed. Students can find CSU’s Citation Guide in the myCSU

Student Portal by clicking on the “Citation Resources” link in the “Learning Resources” area of the myCSU Student Portal.

This document includes examples and sample papers and provides information on how to contact the CSU Success

Center.

Grading Rubrics

This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each

rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each

level of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your

efforts to meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics

because these are the primary tools your professor uses for assessing learning activities.

Rubric categories include: (1) Assessment (Written Response) and (2) Assignment. However, it is possible that not all of

the listed rubric types will be used in a single course (e.g., some courses may not have Assessments).

MHA 5101, Legal Foundations of Health Care 4

The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit

Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment.

Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics

are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the

Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be

submitted. Students may also access the rubric through the course menu by selecting “Tools” and then “My Grades.”

Again, it is vitally important for you to become familiar with these rubrics because their application to your

Assessments and Assignments is the method by which your instructor assigns all grades.

Communication Forums

These are non-graded discussion forums that allow you to communicate with your professor and other students.

Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in

the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below.

Once you have completed Unit VIII, you MUST unsubscribe from the forum; otherwise, you will continue to

receive e-mail updates from the forum. You will not be able to unsubscribe after your course end date.

Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums.

Ask the Professor

This communication forum provides you with an opportunity to ask your professor general or course content questions.

Questions may focus on Blackboard locations of online course components, textbook or course content elaboration,

additional guidance on assessment requirements, or general advice from other students.

Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal

accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a nonpublic

nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the

professor within 48 hours.

Before posting, please ensure that you have read all relevant course documentation, including the syllabus,

assessment/assignment instructions, faculty feedback, and other important information.

Student Break Room

This communication forum allows for casual conversation with your classmates. Communication on this forum should

always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to

share assessment answers.

Grading

Unit Assessments (8 @ 5%) = 40%

Unit I Case Study = 20%

Unit VIII Course Project = 40%

Total =100%

Course Schedule/Checklist (PLEASE PRINT)

The following pages contain a printable Course Schedule to assist you through this course. By following this schedule,

you will be assured that you will complete the course within the time allotted.

MHA 5101, Legal Foundations of Health Care 5

MHA 5101, Legal Foundations of Health Care Course Schedule

By following this schedule, you will be assured that you will complete the course within the time allotted. Please keep

this schedule for reference as you progress through your course.

Unit I Introduction to Health Law

Review:  Unit Study Guide

 Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 1: Reflections on the Past

 Chapter 2: Introduction to the Legal System

 Chapter 3: Tort Law

 Suggested Reading: See Study Guide

Submit:  Assessment

 Case Study

Notes/Goals:

Unit II Criminal and Civil Law in Health Care

Review:  Unit Study Guide

 Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 4: Criminal Aspects of Health Care

 Chapter 5: Contracts and Antitrust

 Chapter 6: Civil Procedure and Trial Practice

 Suggested Reading: See Study Guide

Submit:  Assessment

Notes/Goals:

Unit III Medical Staff and Nursing Law

Review:  Unit Study Guide

 Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 7: Corporate Structure and Legal Issues

 Chapter 8: Medical Staff

 Chapter 9: Nursing and the Law

 Suggested Reading: See Study Guide

Submit:  Assessment

Notes/Goals:

MHA 5101, Legal Foundations of Health Care 6

MHA 5101, Legal Foundations of Health Care Course Schedule

Unit IV Allied Health, Information and Informed Consent

Review:  Unit Study Guide

 Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 10: Allied Professionals Legal Issues

 Chapter 11: Information Management

 Chapter 12: Patient Consent

 Suggested Reading: See Study Guide

Submit:  Assessment

Notes/Goals:

Unit V Legal Reporting and Patient Rights

Review:  Unit Study Guide

 Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 13: Legal Reporting Requirements

 Chapter 14: Patient Rights and Responsibilities

 Chapter 15: Acquired Immunodeficiency Syndrome

 Suggested Reading: See Study Guide

Submit:  Assessment

Notes/Goals:

Unit VI Healthcare Ethics and End-of-Life Decisions

Review:  Unit Study Guide

 Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 16: Healthcare Ethics

 Chapter 17: Procreation and Ethical Dilemmas

 Chapter 18: End-of-Life Decisions

 Suggested Reading: See Study Guide

Submit:  Assessment

Notes/Goals:

MHA 5101, Legal Foundations of Health Care 7

MHA 5101, Legal Foundations of Health Care Course Schedule

Unit VII Professional Liability and Employee Relations

Review:  Unit Study Guide

 Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 19: Professional Liability Insurance

 Chapter 20: Labor Relations

 Chapter 21: Employee Discipline and Discharge

 Suggested Reading: See Study Guide

Submit:  Assessment

Notes/Goals:

Unit VIII Employee Rights, Managed Care and Patient Safety

Review:  Unit Study Guide

 Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 22: Employee Rights and Responsibilities

 Chapter 23: Managed Care

 Chapter 24: Tort Reform and Risk Reduction

 Chapter 25: Patient Safety and Zero Tolerance

 Suggested Reading: See Study Guide

Submit:  Assessment

 Course Project

Notes/Goals:

MHA 5101, Legal Foundations of Health Care

MHA 5001, Health Care Financial Management

Course Description

Utilizes standard financial tools to manage health care organization capital resources. Topics include capital funding,

project management, costing and budgetary methods, capital formation, and infrastructure investment strategies.

Course Textbook

Finkler, S. A. (2010). Financial management for public, health, and not-for-profit organizations (3rd ed.).

Upper Saddle River, NJ: Prentice Hall.

Course Learning Objectives

Upon completion of this course, students should be able to:

1. Explain the basic concepts of financial management in health care organizations.

2. Explain and apply the methodology for practical application of financial management procedures in a health care

setting.

3. Explain and illustrate what is necessary for managing short-term and long-term assets and liabilities of health care

firms.

4. Explain and illustrate the similarities and differences among the major approaches to valuation for health care

firms.

5. Distinguish between variable versus fixed costs and direct versus indirect costs for a health service or process.

6. Calculate net present value, internal rate of return, and profitability indexes given assumed cash flows and

discount rates in health care operations.

7. Define and measure total and systematic project risk in health care processes.

8. Compare and contrast the choices for external financing faced by health care organizations.

9. Compare and contrast the relationship between the cost of capital for a not-for-profit healthcare provider and an

equivalent taxable corporation.

10. Discuss and evaluate the basic principles of working capital management as rooted in controlling opportunity

costs in health care firms.

11. Explain and discuss the financial approach to strategic health care planning and how to participate effectively in

that process.

12. Differentiate between change, innovation, and learning within health care organization and cite the tools and

strategies for developing them.

13. Explain organizational performance and the manager’s role in creating high-performance health care

organizations.

14. Discuss the future of individuals and groups within organizations and the managerial role pertaining to future

demands.

Credits

Upon completion of this course, the students will earn three (3) hours of college credit.

Course Structure

1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and

knowledge students should gain upon completion of the unit.

2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.

MHA 5001, Health Care

Financial Management

Course Syllabus

MHA 5001, Health Care Financial Management 2

3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters in the textbook.

Supplemental Readings are provided in the unit study guides to aid students in their course of study.

4. Learning Activities (Non-Graded): There are non-graded Learning Activities in Units I, II, III, IV, VI, and VII to

aid students in their course of study.

5. Key Terms: Key terms are intended to guide students in their course of study. Students should pay particular

attention to Key Terms as they represent important concepts within the unit material and reading.

6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications

regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.

7. Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit.

Assessments for Units I, IV, VI, and VII are composed of written response questions to be completed directly in

Blackboard. Assessments for Units II, III, V, and VIII are composed of Case Studies from the course textbook and

are to be submitted to Blackboard as file responses.

8. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II, III, V, VII, and VIII.

Specific information and instructions regarding this assignment are provided below.

9. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or

course content related questions.

10. Student Break Room: This communication forum allows for casual conversation with your classmates.

Unit Assignments

Unit II Case Study

Read “The DMV” on pages 75-78 of your textbook, and complete questions 1-5 that begin at the bottom of page 77 and

continue to the top of page 78.

Also, complete all sections in problem 3-30 located on page 106 of your textbook.

Unit III Problem Solving

Complete the following problems from your textbook:

 4-34, 4-35, and 4-36 (p. 161)

 4-42 (p. 162)

 4-45 (p. 163)

 4-52 (p. 164)

 4-55 (p. 165)

Unit V Problem Solving

Solve the following problems from page 268 in your textbook: 7-29, 7-31, and 7-33.

Unit VII Case Study

Read “Individual Rehabilitation Services (IRS)” on pages 442-444 and complete the problem on page 443 using the data

provided below it.

Unit VIII Problem Solving

Solve problems 14-10, 14-11, and 14-12 found on pages 554-557 of your textbook.

Submitting Course Paper/Projects

To submit your completed assignments upload to Blackboard using the “Case Study” link located in Units II, III, V and VIII.

Do not e-mail your paper directly to your professor. By uploading your assignment into Blackboard, your university

record will automatically be updated to indicate you have submitted your paper and the paper will be provided to your

professor for grading.

MHA 5001, Health Care Financial Management 3

APA Guidelines

CSU requires that students use the APA style for papers and projects. Therefore, the APA rules for formatting, quoting,

paraphrasing, citing, and listing of sources are to be followed. A document titled “APA Guidelines Summary” is available

for you to download from the APA Guide Link, found in the Learning Resources area of the myCSU Student Portal. It may

also be accessed from the Student Resources link on the Course Menu. This document provides links to several internet

sites that provide comprehensive information on APA formatting, including examples and sample papers.

CSU Grading Rubric for Papers/Projects

The course papers will be graded based on the CSU Grading Rubric for all types of papers. In addition, all papers will be

submitted for electronic evaluation to rule out plagiarism. Course projects will contain project specific grading criteria

defined in the project directions. To view the rubric, click the Academic Policies link on the Course Menu, or by accessing

the CSU Grading Rubric link, found in the Learning Resources area of the myCSU Student Portal.

Communication Forums

These are non-graded discussion forums that allow you to communicate with your professor and other students.

Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in

the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below.

Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums.

Ask the Professor

This communication forum provides you with an opportunity to ask your professor general or course content questions.

Questions may focus on Blackboard locations of online course components, textbook or course content elaboration,

additional guidance on assessment requirements, or general advice from other students.

Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal

accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a nonpublic

nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the

professor within 48 hours.

Before posting, please ensure that you have read all relevant course documentation, including the syllabus,

assessment/assignment instructions, faculty feedback, and other important information.

Student Break Room

This communication forum allows for casual conversation with your classmates. Communication on this forum should

always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to

share assessment answers.

Grading

Discussion Board (8 @ 2%) = 16%

Unit Assessments (8 @ 4%) = 32%

Case Studies (2 @ 11%) = 22%

Problem Solving (3 @ 10%) = 30%

Total =100%

Course Schedule/Checklist (PLEASE PRINT)

The following pages contain a printable Course Schedule to assist you through this course. By following this schedule,

you will be assured that you will complete the course within the time allotted.

MHA 5001, Health Care Financial Management 4

MHA 5001, Health Care Financial Management Course Schedule

By following this schedule, you will be assured that you will complete the course within the time allotted. Please keep this

schedule for reference as you progress through your course.

Unit I Introduction

Review:  Unit Lesson Guide

 Learning Activities: See Study Guide

Read:  Chapter 1: Introduction to Financial Management

 Supplemental Reading: See Study Guide

Discuss:  Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, Midnight (Central Time)

Submit:  Assessment by Tuesday, Midnight (Central Time)

Notes/Goals:

Unit II Planning I

Review:  Unit Lesson Guide

 Learning Activities: See Study Guide

Read:

 Chapter 2: Planning for Success: Budgeting

 Chapter 3: Additional Budgeting Concepts

 Supplemental Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, Midnight (Central Time)

Submit:  Assessment by Tuesday, Midnight (Central Time)

 Case Study by Tuesday, Midnight (Central Time)

Notes/Goals:

MHA 5001, Health Care Financial Management 5

MHA 5001, Health Care Financial Management Course Schedule

Unit III Planning II

Review:  Unit Lesson Guide

 Learning Activities: See Study Guide

Read:

 Chapter 4: Understanding Costs

 Appendix 4-A:Additional Break-Even Analysis Issues

 Supplemental Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, Midnight (Central Time)

Submit:  Assessment by Tuesday, Midnight (Central Time)

 Problem Solving by Tuesday, Midnight (Central Time)

Notes/Goals:

Unit IV Planning III

Review:  Unit Lesson Guide

 Learning Activities: See Study Guide

Read:

 Chapter 5: Capital Budgeting

 Chapter 6: Long-Term Financing

 Supplemental Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, Midnight (Central Time)

Submit:  Assessment by Tuesday, Midnight (Central Time)

Notes/Goals:

MHA 5001, Health Care Financial Management 6

MHA 5001, Health Care Financial Management Course Schedule

Unit V Implementing and Controlling Results

Review:  Unit Lesson Guide

Read:

 Chapter 7: Managing Short-Term Resources and Obligations

 Chapter 8: Accountability and Control

 Supplemental Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, Midnight (Central Time)

Submit:  Assessment by Tuesday, Midnight (Central Time)

 Problem Solving by Tuesday, Midnight (Central Time)

Notes/Goals:

Unit VI Reporting Results I

Review:  Unit Lesson Guide

 Learning Activities: See Study Guide

Read:

 Chapter 9: Taking Stock of Where You Are: The Balance Sheet

 Chapter 10: Reporting the Results of Operations: The Activity and Cash Flow Statements

 Supplemental Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, Midnight (Central Time)

Submit:  Assessment by Tuesday, Midnight (Central Time)

Notes/Goals:

MHA 5001, Health Care Financial Management 7

MHA 5001, Health Care Financial Management Course Schedule

Unit VII Reporting Results II

Review:  Unit Lesson Guide

 Learning Activities: See Study Guide

Read:  Chapter 11: Unique Aspects of Accounting for Not-for-Profit and Health Care Organizations

 Supplemental Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, Midnight (Central Time)

Submit:  Assessment by Tuesday, Midnight (Central Time)

 Case Study by Tuesday, Midnight (Central Time)

Notes/Goals:

Unit VIII Financial Analysis

Review:  Unit Lesson Guide

Read:  Chapter 14: Financial Statement Analysis

 Supplemental Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by

Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by

Tuesday, Midnight (Central Time)

Submit:  Assessment by Tuesday, Midnight (Central Time)

 Problem Solving by Tuesday, Midnight (Central Time)

Notes/Goals:

MHA 5001, Health Care Financial Management

ENGL 147 – Great Moments in English Literature Essay Writing Services

This course concentrates on some of the most influential, exciting, and accomplished works of literature in English. We will study notable authors from Britain, the United States, and Canada from a range of time periods. The works of poetry, prose, and drama that we will investigate are considered essential reading for any student of English literature. In our discussions of these works, we will explore the social and cultural contexts of their production, as well as the various formal and stylistic tools that writers employ to create literary meaning. We will also pay particular attention to how the literature of various periods resonates with our own time.

BUY A PLAGIARISM-FREE PAPER NOW

While the course will be of special interest to prospective majors in English, it should also appeal to those with an interest in the humanities more broadly and to those who love to read. ENGL 147 – Great Moments in English Literature Essay Writing Services

NOTE: It is essential that in addition to the lecture, students register for a tutorial section. If you have not registered for a tutorial, please do so immediately.Attendance at tutorials is mandatory. Each tutorial meets once a week to review and expand upon the material covered in the lecture, to develop writing skills, and to discuss the course assignments. You will receive a tutorial syllabus from your TA in the first tutorial. ENGL 147 – Great Moments in English Literature Essay Writing Services

Required Texts
:

Trans. & ed. R. M. Liuzza, 
Beowulf,
 2nd ed (Broadview)

William Shakespeare, 
Measure for Measure
 (Oxford)

Mary Shelley, ed. MacDonald & Scherf, 
Frankenstein,
 3rd ed. (Broadview)

Adele Wiseman, 
Crackpot
 (New Canadian Library)

All of the texts are available at the UVic Bookstore. It is important that you use the specific editions listed above. ENGL 147 – Great Moments in English Literature Essay Writing Services

English (Engl) Essay Assignment Papers

ENGLISH (ENGL)           1

ENGLISH (ENGL)

ENGL 50. First-Year Seminar: Multimedia North Carolina. 3 Credits.

Each student will complete a service-learning internship and compose a

multimedia documentary about the experience using original text, photos,

audio, and video.

Gen Ed: VP, CI, EE-Service Learning.

Grading status: Letter grade.

ENGL 52. First-Year Seminar: Computers and English Studies. 3 Credits.

How do computers change the study of literature? How do images tell

stories? How is writing evolving through photo essays, collages, and

digital video? Students investigate these and related questions.

Gen Ed: LA, CI.

Grading status: Letter grade.

BUY A PLAGIARISM-FREE PAPER NOW

ENGL 53. First-Year Seminar: Slavery and Freedom in African American

Literature and Film. 3 Credits.

The seminar’s purpose is to explore the African American slave narrative

tradition from its 19th-century origins in autobiography to its present

manifestations in prize-winning fiction and film.

Gen Ed: LA, US.

Grading status: Letter grade.

ENGL 54. First-Year Seminar: The War to End All Wars? The First World

War and the Modern World. 3 Credits.

Examination of literary and cinematic works that expose the cultural

impact World War I had on contemporary and future generations.

Gen Ed: LA, GL, NA.

Grading status: Letter grade.

ENGL 54H. First-Year Seminar: The War to End All Wars? The First World

War and the Modern World. 3 Credits.

Examination of literary and cinematic works that expose the cultural

impact World War I had on contemporary and future generations.

Gen Ed: LA, GL, NA.

Grading status: Letter grade.

ENGL 55. First-Year Seminar: Reading and Writing Women’s Lives. 3

Credits.

This first-year seminar emphasizes contemporary autobiographical

writing by and about women. Students investigate questions of self and

identity by reading and writing four genres of life writing: autobiography,

autoethnography, biography, and personal essay. Both traditional written

and new media composing formats will be practiced. Students may not

receive credit for both ENGL 55H and ENGL 134H.

Gen Ed: LA, CI, EE-Mentored Research.

Grading status: Letter grade.

ENGL 55H. First-Year Seminar: Reading and Writing Women’s Lives. 3

Credits.

This first-year seminar emphasizes contemporary autobiographical

writing by and about women. Students investigate questions of self and

identity by reading and writing four genres of life writing: autobiography,

autoethnography, biography, and personal essay. Both traditional written

and new media composing formats will be practiced. Students may not

receive credit for both ENGL 55H and ENGL 134H.

Gen Ed: LA, CI, EE-Mentored Research.

Grading status: Letter grade.

ENGL 56. First-Year Seminar: Projections of Empire: Colonial and

Postcolonial Fiction and Film. 3 Credits.

The course covers a range of fictions about colonialism and its

aftermath, exploring both narrative and filmic depictions of empire and its

legacies.

Gen Ed: LA, GL.

Grading status: Letter grade.

ENGL 57. First-Year Seminar: Future Perfect: Science Fictions and Social

Form. 3 Credits.

This class will investigate the forms and cultural functions of science

fiction using films, books, and computer-based fictional spaces (Internet,

video games, etc).

Gen Ed: LA.

Grading status: Letter grade.

ENGL 58. First-Year Seminar: The Doubled Image: Photography in U.S.

Latina/o Short Fiction. 3 Credits.

Course will examine the aesthetic and cultural functions and implications

of textual images of photography and photographs in United States

Latina/o short stories from the 1960s to the present.

Gen Ed: VP, NA, US.

Grading status: Letter grade.

ENGL 58H. First-Year Seminar: The Doubled Image: Photography in U.S.

Latina/o Short Fiction. 3 Credits.

Course will examine the aesthetic and cultural functions and implications

of textual images of photography and photographs in United States

Latina/o short stories from the 1960s to the present.

Gen Ed: VP, NA, US.

Grading status: Letter grade.

ENGL 59. First-Year Seminar: Black Masculinity and Femininity. 3

Credits.

This first year seminar will use literature, film, and popular culture to

explore different expressions of masculinity and femininity in the African

American and Black diasporic context. Students will evaluate how artists

use gender and sexuality for social critique and artistic innovation.

Gen Ed: LA, CI, US.

Grading status: Letter grade.

ENGL 63. First-Year Seminar: Banned Books. 3 Credits.

This course will focus on issues of intellectual freedom and censorship,

with particular attention to the ways in which these issues are racialized.

Gen Ed: LA, US.

Grading status: Letter grade.

ENGL 63H. First-Year Seminar: Banned Books. 3 Credits.

This course will focus on issues of intellectual freedom and censorship,

with particular attention to the ways in which these issues are racialized.

Gen Ed: LA, US.

Grading status: Letter grade.

ENGL 64. First-Year Seminar: Ethics and Children’s Literature. 3 Credits.

An investigation of how the tradition of children’s books addresses and

negotiates central questions of existence and conduct, focusing on the

ways ethical problems are formed in such literature.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 65. First-Year Seminar: The Sonnet. 3 Credits.

Students will read more than 100 sonnets, learn the sonnet’s different

forms, and relate them to the cultural environments in which they were

written over the past four centuries.

Gen Ed: LA.

Grading status: Letter grade.

2        ENGLISH (ENGL)

ENGL 67. First-Year Seminar: Travel Literature. 3 Credits.

Students will read examples of several kinds of travel literature, e.g.,

voyage, pilgrimage, exploration, tour, and mission. Special attention to

North Carolina as a tourist venue.

Gen Ed: LA, GL.

Grading status: Letter grade.

ENGL 68. First-Year Seminar: Radical American Writers, 1930-1960. 3

Credits.

The evolution of leftist American literature from the Depression through

the early Cold War. Authors include Mary McCarthy, Clifford Odets, Arthur

Miller, Saul Bellow, and others.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 69. First-Year Seminar: Entrepreneurial on the Web. 3 Credits.

This course explores trends in online communication, emphasizing

composition for the Web. The study of these writing activities is linked

with a focus on innovation and on entrepreneurship.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 70. First-Year Seminar: Courtly Love, Then and Now. 3 Credits.

Study of the medieval concept of courtly love, tracing its classical

antecedents, its expression in Renaissance literature (especially

Shakespeare), and its influence in modern culture.

Gen Ed: LA, NA.

Grading status: Letter grade.

English (Engl) Essay Assignment Papers

ENGL 71. First-Year Seminar: Doctors and Patients. 3 Credits.

This course explores the human struggle to make sense of suffering and

debility. Texts are drawn from literature, anthropology, film, art history,

philosophy, and biology.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 71H. First-Year Seminar: Doctors and Patients. 3 Credits.

This course explores the human struggle to make sense of suffering and

debility. Texts are drawn from literature, anthropology, film, art history,

philosophy, and biology.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 72. First-Year Seminar: Literature of 9/11. 3 Credits.

This first-year seminar will introduce students to college-level critical

analysis, writing, and oral communication by exploring representations

of the 9/11 attacks and the “war on terrorism” in literature and popular

culture.

Gen Ed: LA, CI, GL.

Grading status: Letter grade.

ENGL 73. First-Year Seminar: Literature of War from World War I to the

21st Century. 3 Credits.

This is a course about literature and war and what they might teach us

about each other. Our work will be oriented around one central question:

what, if anything, can a work of art help us see or understand about war

that cannot be shown by other means?

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 74. First-Year Seminar: Epic/Anti-Epic in Western Literature. 3

Credits.

In this course, students will study epic and anti-epic strains in Western

literature, reading key texts in the epic tradition from Homer and Virgil

through the 20th century in light of various challenges to that tradition

and tensions within it.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 75. First-Year Seminar: Interpreting the South from Manuscripts. 3

Credits.

The aim of the course is to give beginning university students the

requisite research skills to allow them to appreciate and to contribute to

an understanding of the past by directly experiencing and interpreting

records from the past. Students will actually get to work with historical

documents, some more than 200 years old.

Gen Ed: HS, CI, EE-Mentored Research.

Grading status: Letter grade.

ENGL 76H. First-Year Seminar: Biography: People and Places, Chapel

Hill. 3 Credits.

This seminar focuses on biography, specifically on persons and places

in Chapel Hill. Students will engage in basic research to create a final

project around a person or place of their choice from any field or

profession. Students will design and produce the biography in any format,

from print to digital.

Gen Ed: LA, CI, EE-Mentored Research.

Grading status: Letter grade.

ENGL 79. First-Year Seminar: Globalization/Global Asians. 3 Credits.

This course will explore the concept of globalization by focusing on the

Asian diaspora, particularly the artistic and cultural productions that

document, represent, and express Global Asians.

Gen Ed: CI, GL.

Grading status: Letter grade.

ENGL 80. First-Year Seminar: The Politics of Persuasion: Southern

Women’s Rhetoric. 3 Credits.

Narratives of women spies, social reformers, missionaries, teachers,

blockade runners, and escapees from slavery help uncover persuasive

strategies used to challenge the limited roles to which women were

assigned.

Gen Ed: LA, CI, US.

Grading status: Letter grade.

ENGL 81. First-Year Seminar: Jane Eyre and Its Afterlives. 3 Credits.

Class members will reflect upon Brontë’s Jane Eyre (1847) in its

original contexts and study subsequent novels and films that engage

with it. What makes a literary work a “classic”? How do later readers’

concerns affect their responses? Lovers of Jane Eyre are welcome, as are

newcomers and skeptics.

Gen Ed: LA, CI, NA.

Grading status: Letter grade.

ENGL 85. First-Year Seminar: Economic Saints and Villains. 3 Credits.

Our objective throughout will be to analyze how literary art

simultaneously demonizes and celebrates the “miracle of the

marketplace” and those financial pioneers that perform its magic.

Gen Ed: LA, CI, WB.

Grading status: Letter grade.

ENGLISH (ENGL)           3

ENGL 85H. First-Year Seminar: Economic Saints and Villains. 3 Credits.

Our objective throughout will be to analyze how literary art

simultaneously demonizes and celebrates the “miracle of the

marketplace” and those financial pioneers that perform its magic.

Gen Ed: LA, CI, WB.

Grading status: Letter grade.

ENGL 86. First-Year Seminar: The Cities of Modernism. 3 Credits.

This course is a cross-cultural and intermedial exploration of the imagery

of the Great City in high modernist works of literature, art, and film.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 87. First-Year Seminar: Jane Austen, Then and Now. 3 Credits.

This course focuses on the fiction of Jane Austen and its representations

in film.

Gen Ed: VP.

Grading status: Letter grade.

ENGL 87H. First-Year Seminar: Jane Austen, Then and Now. 3 Credits.

This course focuses on the fiction of Jane Austen and its representations

in film.

Gen Ed: VP.

Grading status: Letter grade.

ENGL 88. First Year Seminar: The Legacy of the Japanese American

Internment: from WWII to 9/11. 3 Credits.

This course will explore stories about the Japanese American internment

from first person memoirs to contemporary fiction. We will also examine

the ramifications, historic and legal, of the internment post-9/11.

Gen Ed: LA, US.

Grading status: Letter grade.

ENGL 89. First-Year Seminar: Special Topics. 3 Credits.

Content varies by semester.

Repeat rules: May be repeated for credit; may be repeated in the same

term for different topics; 6 total credits. 2 total completions.

Grading status: Letter grade.

ENGL 89H. First-Year Seminar: Special Topics. 3 Credits.

Content varies by semester.

Repeat rules: May be repeated for credit; may be repeated in the same

term for different topics; 6 total credits. 2 total completions.

Grading status: Letter grade.

ENGL 100. Basic Writing. 3 Credits.

Required for incoming students with SAT I Writing scores of 460 or lower.

Provides frequent practice in writing, from short paragraphs to longer

papers, focusing on analysis and argument. Workshop format.

Gen Ed: CR.

Grading status: Letter grade.

ENGL 105. English Composition and Rhetoric. 3 Credits.

This college-level course focuses on written and oral argumentation,

composition, research, information literacy, and rhetorical analysis.

The course introduces students to the specific disciplinary contexts for

written work and oral presentations required in college courses. Students

may not receive credit for both ENGL 102 and ENGL 102I, 105, or 105I.

Gen Ed: CR.

Grading status: Letter grade.

ENGL 105I. English Composition and Rhetoric (Interdisciplinary). 3

Credits.

This college-level course focuses on written and oral argumentation,

composition, research, information literacy, and rhetorical analysis.

The course introduces students to one specific disciplinary context

for written work and oral presentations required in college courses:

natural sciences, social sciences, humanities, law, business, or medicine.

Students may not receive credit for both ENGL 105 and ENGL 102, 102I,

or 105I. English (Engl) Essay Assignment Papers

Gen Ed: CR.

Grading status: Letter grade.

ENGL 120. British Literature, Medieval to 18th Century. 3 Credits.

Required of English majors. Survey of medieval, Renaissance, and

neoclassical periods. Drama, poetry, and prose.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 120H. British Literature, Medieval to 18th Century. 3 Credits.

Required of English majors. Survey of medieval, Renaissance, and

neoclassical periods. Drama, poetry, and prose.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 121. British Literature, 19th and Early 20th Century. 3 Credits.

This course (or ENGL 150) is required of English majors. Seminar

focusing on later British literature. Students learn methods of literary

study and writing about literature.

Gen Ed: LA, CI, NA.

Grading status: Letter grade.

ENGL 122. Introduction to American Literature. 3 Credits.

Representative authors from the time of European colonization of the

New World through the 20th century.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 123. Introduction to Fiction. 3 Credits.

Novels and shorter fiction by Defoe, Austen, Dickens, Faulkner, Wolfe,

Fitzgerald, Joyce, and others.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 124. Contemporary Literature. 3 Credits.

The literature of the present generation.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 125. Introduction to Poetry. 3 Credits.

A course designed to develop basic skills in reading poems from all

periods of English and American literature.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 126. Introduction to Drama. 3 Credits.

Drama of the Greek, Renaissance, and modern periods.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 127. Writing about Literature. 3 Credits.

Course emphasizes literature, critical thinking, and the writing process.

Students learn how thinking, reading, and writing relate to one another by

studying poetry, fiction, drama, art, music, and film.

Gen Ed: LA, CI.

Grading status: Letter grade.

4        ENGLISH (ENGL)

ENGL 128. Major American Authors. 3 Credits.

A study of approximately six major American authors drawn from

Emerson, Thoreau, Hawthorne, Melville, Stowe, Whitman, Clemens,

Dickinson, Chesnutt, James, Eliot, Stein, Hemingway, O’Neill, Faulkner,

Hurston, or others.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 129. Literature and Cultural Diversity. 3 Credits.

Studies in African American, Asian American, Hispanic American, Native

American, Anglo-Indian, Caribbean, gay-lesbian, and other literatures

written in English.

Gen Ed: LA, NA, US.

Grading status: Letter grade.

ENGL 130. Introduction to Fiction Writing. 3 Credits.

Sophomores only. A course in reading and writing fiction. Close study

of a wide range of short stories; emphasis on technical problems. Class

criticism and discussion of student exercises and stories. Students may

not receive credit for both ENGL 130 and ENGL 132H.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 131. Introduction to Poetry Writing. 3 Credits.

Sophomores only. A course in reading and writing poems. Close study

of a wide range of published poetry and of poetic terms and techniques.

Composition, discussion, and revision of original student poems.

Students may not receive credit for both ENGL 131 and ENGL 133H.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 132H. First-Year Honors: Introduction to Fiction Writing. 3 Credits.

First-year honors students only. A close study of the craft of the short

story and novella through a wide range of reading, with emphasis on

technical strategies. Class discussion of student exercises and stories.

Students may not receive credit for both ENGL 130 and ENGL 132H.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 133H. First-Year Honors: Introduction to Poetry Writing. 3 Credits.

First-year honors students only. A close study of a wide range of

published poems and of the basic terms and techniques of poetry.

Composition, discussion, and revision of a number of original

poems.Students may not receive credit for both ENGL 131 and

ENGL 133H.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 134H. First-Year Honors: Women’s Lives. 3 Credits.

First-year honors students only. This course focuses on women’s life

writing, including autobiography, biography, autoethnography, personal

essay. Includes theories of life writing. Students will read contemporary

works in each genre and write their own versions. Students may not

receive credit for both ENGL 55 and ENGL 134H.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 135H. First-Year Honors: Types of Literature. 3 Credits.

First-year honors students only. Study of literary forms (epic, drama, lyric,

novel), beginning in the fall term and concluding in the spring, with three

hours credit for each term. Students should consult the assistant dean

for honors or the Department of English and Comparative Literature for

offerings.

Gen Ed: LA.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGL 137. Literature in a Digital Age: Books, E-books, and the Literary

Marketplace. 3 Credits.

In this course students learn to study emergent relationships between

print and digital literary cultures. In addition to reading and discussion,

the course requires that students conduct original research (individual

and also collaborative) in both print and digital formats.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 138. Introduction to Creative Nonfiction. 3 Credits.

A course in reading and writing creative nonfiction, prose based in fact,

but treated in a literary manner, e.g., personal essays, travel narratives,

science and nature writing, immersive interviews and profiles, reportage,

and belles-lettres. Composition, class discussion, and revision of work

written for this class.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 139. Currents in Sexuality Studies. 3 Credits.

This course provides a systematic introduction to the field of sexuality

studies, using a broad range of disciplinary perspectives to study human

sexuality in its various functions and forms.

Gen Ed: US.

Grading status: Letter grade.

ENGL 140. Introduction to Gay and Lesbian Culture and Literature. 3

Credits.

Introduces students to concepts in queer theory and recent sexuality

studies. Topics include queer lit, AIDS, race and sexuality, representations

of gays and lesbians in the media, political activism/literature.

Gen Ed: LA, US.

Grading status: Letter grade

Same as: WGST 140.

ENGL 141. World Literatures in English. 3 Credits.

This course will be a basic introduction to literatures in English from

Africa, the Caribbean, South Asia, Canada, Australia, New Zealand, and

other Anglophone literary traditions.

Gen Ed: LA, GL.

Grading status: Letter grade.

ENGL 142. Film Analysis. 3 Credits.

This course offers an introduction to the technical, formal, and narrative

elements of the cinema.

Gen Ed: VP.

Grading status: Letter grade.

ENGL 142H. Film Analysis. 3 Credits.

This course offers an introduction to the technical, formal, and narrative

elements of the cinema.

Gen Ed: VP.

Grading status: Letter grade.

ENGLISH (ENGL)           5

ENGL 143. Film and Culture. 3 Credits.

Examines the ways culture shapes and is shaped by film. This course

uses comparative methods to contrast films as historic or contemporary,

mainstream or cutting-edge, in English or a foreign language, etc.

Gen Ed: VP, GL.

Grading status: Letter grade.

ENGL 144. Popular Genres. 3 Credits.

Introductory course on popular literary genres. Students will read and

discuss works in the area of mystery, romance, westerns, science fiction,

children’s literature, and horror fiction.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 145. Literary Genres. 3 Credits.

Studies in genres including drama, poetry, prose fiction, or nonfiction

prose, examining form, comparing that genre to others (including popular

genres), placing works within a tradition or a critical context.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 145H. Literary Genres. 3 Credits.

Studies in genres including drama, poetry, prose fiction, or nonfiction

prose, examining form, comparing that genre to others (including popular

genres), placing works within a tradition or a critical context.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 146. Science Fiction/Fantasy/Utopia. 3 Credits.

Readings in and theories of science fiction, utopian and dystopian

literatures, and fantasy fiction.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 147. Mystery Fiction. 3 Credits.

Studies in classic and contemporary mystery and detective fiction.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 148. Horror. 3 Credits.

From its origins in Gothic and pre-Gothic literatures and arts, this course

examines the complexities and pleasures of horror. Topics include

psychology, aesthetics, politics, allegory, ideology, and ethics.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 149. Networked and Multimodal Composition. 3 Credits.

This class studies contemporary, networked writing spaces. The class

will investigate electronic networks, linking them with literacy, creativity,

and collaboration. The course also explores multimodal composing.

Students will develop projects using images, audio, video, and words.

Topics include the rhetoric of the Internet, online communities, and digital

composition.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 150. Introductory Seminar in Literary Studies. 3 Credits.

Sophomore English majors only. This course (or ENGL 121) is required

of English majors. Introduces students to methods of literary study.

Students learn to read and interpret a range of literary works, develop

written and oral arguments about literature, and conduct literary

research.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 155. The Visual and Graphic Narrative. 3 Credits.

This course examines a number of visual texts, including graphic novels

and emerging narrative forms that include visuals as well as words. The

course explores how meaning can be conveyed through the composition,

juxtaposition, and framing of images as well as through the relationship

between words and images.

Gen Ed: LA, GL.

Grading status: Letter grade.

ENGL 191. Introduction to Literary Studies. 3 Credits.

Introduces students to the field of literary studies while emphasizing

a single writer, group, movement, theme, or period. Students conduct

research, develop readings, and compose literary interpretations.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 202. Introduction to Folklore. 3 Credits.

An introduction to the study of creativity and aesthetic expression in

everyday life, considering both traditional genres and contemporary

innovations in the material, verbal, and musical arts.

Gen Ed: SS, US.

Grading status: Letter grade

Same as: ANTH 202, FOLK 202.

ENGL 206. Intermediate Fiction Writing. 3 Credits.

Permission of the program director. Substantial practice in those

techniques employed in introductory course. A workshop devoted to the

extensive writing of fiction (at least two short stories), with an emphasis

on style, structure, dramatic scene, and revision.

Requisites: Prerequisite, ENGL 130 or 132H.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 207. Intermediate Poetry Writing. 3 Credits.

Permission of the program director. An intensification of the introductory

class. A workshop devoted to close examination of selected exemplary

poems and the students’ own poetry, with an emphasis on regular writing

and revising.

Requisites: Prerequisite, ENGL 131 or 133H.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 208. Reading and Writing Creative Nonfiction. 3 Credits.

Permission of the program director. A course in reading and writing

creative nonfiction, focusing on three of its most important forms,

including the personal essay, travel writing, and writing on the natural

world.

Requisites: Prerequisite, ENGL 130, 131, 132H, or 133H.

Gen Ed: LA, CI.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions. English (Engl) Essay Assignment Papers

Grading status: Letter grade.

ENGL 209. Reading and Writing Children’s Fiction. 3 Credits.

Permission of the program director. A course in reading and writing

children’s fiction, focusing on five important forms: folk tale, fairy tale,

picture book, young adult, and biography.

Requisites: Prerequisite, ENGL 130, 131, 132H, or 133H.

Gen Ed: LA, CI.

Grading status: Letter grade.

6        ENGLISH (ENGL)

ENGL 210. Writing Young Adult Literature. 3 Credits.

Permission of the program director. A course in reading and writing

young adult fiction, with a focus on the crafting of a novel.

Requisites: Prerequisites, ENGL 130, 131, 132H, or 133H.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 216. Introduction to Rhetoric and Composition. 3 Credits.

Introduction to the study of rhetoric, composition, and digital literacy.

Students will survey the history of the discipline of rhetoric and

composition, from its roots in ancient rhetoric to its current status,

practice different approaches to composing, and/or perform rhetorical

criticism and analysis of texts, images, and multimedia.

Gen Ed: CI.

Grading status: Letter grade.

ENGL 225. Shakespeare. 3 Credits.

A survey of representative comedies, tragedies, histories, and romances

by William Shakespeare.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 225H. Shakespeare. 3 Credits.

A survey of representative comedies, tragedies, histories, and romances

by William Shakespeare.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 226. Renaissance Drama. 3 Credits.

A survey of Renaissance drama focusing on contemporaries and

successors of Shakespeare during the Elizabethan and Jacobean

periods.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 226H. Renaissance Drama. 3 Credits.

A survey of Renaissance drama focusing on contemporaries and

successors of Shakespeare during the Elizabethan and Jacobean

periods.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 227. Literature of the Earlier Renaissance. 3 Credits.

Poetry and prose of the earlier Renaissance, including More, Wyatt,

Sidney, Spenser, Bacon, and Marlowe.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 227H. Literature of the Earlier Renaissance. 3 Credits.

Poetry and prose of the earlier Renaissance, including More, Wyatt,

Sidney, Spenser, Bacon, and Marlowe.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 228. Literature of the Later Renaissance. 3 Credits.

Poetry and prose from the late Elizabethan years through the “century of

revolution” into the Restoration period after 1660: Donne, Jonson, Bacon,

Herbert, Burton, Browne, Marvell, Herrick, and others.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 228H. Literature of the Later Renaissance. 3 Credits.

Poetry and prose from the late Elizabethan years through the “century of

revolution” into the Restoration period after 1660: Donne, Jonson, Bacon,

Herbert, Burton, Browne, Marvell, Herrick, and others.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 230. Milton. 3 Credits.

A study of Milton’s prose and poetry in the extraordinary context of 17thcentury

philosophy, politics, religion, science, and poetics, and against

the backdrop of the English Civil War.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 230H. Milton. 3 Credits.

A study of Milton’s prose and poetry in the extraordinary context of 17thcentury

philosophy, politics, religion, science, and poetics, and against

the backdrop of the English Civil War.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 240. Caribbean Literature. 3 Credits.

An introductory exploration of key topics in the literatures of the

Caribbean basin, Bermuda, and the Caribbean diaspora.

Gen Ed: LA, BN.

Grading status: Letter grade.

ENGL 246. Introduction to American Indian Literatures. 3 Credits.

Students will develop a working knowledge of American Indian cultural

concepts and historical perspectives utilizing poetry, history, personal

account, short stories, films, and novels.

Gen Ed: LA, NA, US.

Grading status: Letter grade.

ENGL 248. Intersectionality: Race, Gender, Sexuality, and Social Justice.

3 Credits.

The first goal of this super course is to give students real tools for how

to address multiple modes of difference and identity formations like race,

gender, class, and sexuality.

Gen Ed: CI, US.

Grading status: Letter grade

Same as: AMST 248, POLI 248.

ENGL 260. Creative Reading. 3 Credits.

Practice of “close reading” over a diverse selection of novels, short

stories, and lyric poems. Intended for students who have declared, or who

will soon declare, the English major.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 261. An Introduction to Literary Criticism. 3 Credits.

An introduction to literary criticism in English studies, with an emphasis

on historical developments from Plato to the present.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 261H. An Introduction to Literary Criticism. 3 Credits.

An introduction to literary criticism in English studies, with an emphasis

on historical developments from Plato to the present.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 263. Literature and Gender. 3 Credits.

Intensive study, focused on gender issues of criticism and writing.

Gen Ed: LA.

Grading status: Letter grade

Same as: WGST 263.

ENGL 263H. Literature and Gender. 3 Credits.

Intensive study, focused on gender issues, of criticism and writing.

Gen Ed: LA.

Grading status: Letter grade

Same as: WGST 263H.

ENGLISH (ENGL)           7

ENGL 264. Healing in Ethnography and Literature. 3 Credits.

This course brings together literary and ethnographic methods to explore

narratives of illness, suffering, and healing, and medicine’s roles in

these processes. Themes include illness narratives, outbreak narratives,

collective memory and healing from social trauma, and healers’ memoirs.

Gen Ed: SS.

Grading status: Letter grade

Same as: ANTH 272.

ENGL 265. Literature and Race, Literature and Ethnicity. 3 Credits.

Considers texts in a comparative ethnic/race studies framework

and examines how these texts explore historical and contemporary

connections between groups of people in the United States and the

Americas.

Gen Ed: LA, US.

Grading status: Letter grade.

ENGL 265H. Literature and Race, Literature and Ethnicity. 3 Credits.

Considers texts in a comparative ethnic/race studies framework

and examines how these texts explore historical and contemporary

connections between groups of people in the United States and the

Americas.

Gen Ed: LA, US.

Grading status: Letter grade.

ENGL 266. Science and Literature. 3 Credits.

Introductory exploration of the relation between science and literature, as

well as the place and value of both in the contemporary world.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 266H. Science and Literature. 3 Credits.

Introductory exploration of the relation between science and literature, as

well as the place and value of both in the contemporary world.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 267. Growing Up Latina/o. 3 Credits.

This interdisciplinary course will examine what it means to grow up

Latina/o through an exploration of childhood narratives, linguistic

debates, education policies and legislation, and censored books.

Gen Ed: LA, US.

Grading status: Letter grade.

ENGL 268. Medicine, Literature, and Culture. 3 Credits.

An introduction to key topics that focus on questions of representation at

the intersections of medicine, literature, and culture.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 268H. Medicine, Literature, and Culture. 3 Credits.

An introduction to key topics that focus on questions of representation at

the intersections of medicine, literature, and culture.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 269. Introduction to Disability Studies. 3 Credits.

This course will introduce students to the key critical concepts, debates,

and questions of practice in the emerging scholarly field of disability

studies.

Gen Ed: SS, US.

Grading status: Letter grade.

ENGL 270. Studies in Asian American Literature. 3 Credits.

This course introduces students to the study of Asian American literature

and culture. The focus of the course may include examining coming-ofage

novels, immigration narratives, or other genre explorations.

Gen Ed: LA, US.

Grading status: Letter grade.

ENGL 271. Mixed-Race America: Race in Contemporary American

Literature and Culture. 3 Credits.

This service-learning course is partnered with a charter school, and

together UNC-Chapel Hill and high school students will explore issues of

race in American literature and culture.

Gen Ed: LA, EE-Service Learning, US.

Grading status: Letter grade.

ENGL 274. Approaches to Drama: Regional Productions. 3 Credits.

Approaches to the literary interpretation of drama, stressing original

research into literary history, genre, and social and cultural contexts, with

an emphasis on current plays staged in area theater.

Gen Ed: LA, CI, EE-Mentored Research.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGL 278. Irish Writing, 1800-2000. 3 Credits.

This course introduces major texts and current themes, from Joyce to the

postcolonial, in Irish writing from 1800 to 2000.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 281. Literature and Media. 3 Credits.

This course investigates the rich and complex relationship between

literature and other mass media.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 282. Travel Literature. 3 Credits.

Students will analyze various types of travel literature, such as voyage,

pilgrimage, and tour, in terms of literary conventions, historical

conditions, and considerations of gender, ethnicity, economics, empire,

and religion.

Gen Ed: LA, GL.

Grading status: Letter grade.

ENGL 282H. Travel Literature. 3 Credits.

Students will analyze various types of travel literature, such as voyage,

pilgrimage, and tour, in terms of literary conventions, historical

conditions, and considerations of gender, ethnicity, economics, empire,

and religion.

Gen Ed: LA, GL.

Grading status: Letter grade.

ENGL 283. Life Writing. 3 Credits.

Exploration of different forms of life writing such as autobiography,

biography, and autoethnography. Readings will include theories of

autobiography and selected literature.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 283H. Life Writing. 3 Credits.

Exploration of different forms of life writing such as autobiography,

biography, and autoethnography. Readings will include theories of

autobiography and selected literature.

Gen Ed: LA, CI.

Grading status: Letter grade.

8        ENGLISH (ENGL)

ENGL 284. Reading Children’s Literature. 3 Credits.

An overview of the tradition of children’s literature, considering the ways

those books point to our basic assumptions about meaning, culture, self,

society, gender, economics.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 285. Classical Backgrounds in English Literature. 3 Credits.

A survey of Greek and Roman epic and lyric poetry, literary criticism and

philosophy designed for the undergraduate English major.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 288. Literary Modernism. 3 Credits.

In this course students will read early 20th-century poetry, fiction, films,

and criticism, and consider the ways these works constituted, defined,

and challenged the phenomenon known as literary modernism.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 289. Jewish American Literature and Culture of the 20th Century. 3

Credits.

Through readings in a wide range of genres, this course will examine

major factors and influences shaping Jewish American literature and

culture in the 20th century.

Gen Ed: LA, NA.

Grading status: Letter grade

Same as: JWST 289.

ENGL 291. The Illustrated Book: History of Illustration in Children’s Texts.

3 Credits.

A history of illustrated books for children within the larger tradition of

illustrated texts in Britain and America.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 292. Depictions of Childhood in Literature and the Visual Arts. 3

Credits.

This course considers a range of texts, including children’s literature, to

focus on the aesthetic, historical, and social factors grounding depictions

of childhood. Other material includes literature and visual texts in various

forms. The course stresses original student research.

Gen Ed: LA, EE-Mentored Research.

Grading status: Letter grade.

ENGL 295. Undergraduate Research Seminar. 3 Credits.

Guides students through the processes of developing an original

research topic, conducting research, and analyzing research, leading

students to produce a high-quality presentation of their findings. Topic

varies by instructor but may focus on literary studies or closely-related

arenas such as medical humanities, digital humanities, and creative

writing, among others.

Gen Ed: LA, CI, EE-Mentored Research.

Repeat rules: May be repeated for credit; may be repeated in the same

term for different topics; 9 total credits. 3 total completions.

Grading status: Letter grade.

ENGL 295H. Undergraduate Research Seminar. 3 Credits.

Guides students through the processes of developing an original

research topic, conducting research, and analyzing research, leading

students to produce a high-quality presentation of their findings. Topic

varies by instructor but may focus on literary studies or closely-related

arenas such as medical humanities, digital humanities, and creative

writing, among others.

Gen Ed: LA, CI, EE-Mentored Research.

Repeat rules: May be repeated for credit; may be repeated in the same

term for different topics; 9 total credits. 3 total completions.

Grading status: Letter grade.

ENGL 300. Advanced Expository Writing. 3 Credits.

Advanced practice with critical, argumentative, and analytic writing,

including forms of the essay. Special attention to style, voice, and genre.

Gen Ed: CI.

Grading status: Letter grade.

ENGL 300I. Advanced Expository Writing (Interdisciplinary). 3 Credits.

Advanced practice with critical, argumentative, and analytic writing,

including the essay. Special attention to writing in the disciplines of

life and applied sciences, social sciences (including business), and

humanities. English (Engl) Essay Assignment Papers

Gen Ed: CI.

Grading status: Letter grade.

ENGL 301. Advanced Expository Writing for the Humanities. 3 Credits.

Advanced practice with the oral and written discourse of the humanities.

Special attention to disciplinary rhetoric, style, genre, format, and citation.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 302. Advanced Expository Writing for the Social Sciences. 3

Credits.

Advanced practice with the oral and written discourse of the social

sciences. Special attention to disciplinary rhetoric, style, genre, format,

and citation.

Gen Ed: CI.

Grading status: Letter grade.

ENGL 303. Advanced Expository Writing for the Natural Sciences. 3

Credits.

Advanced practice with the oral and written discourse of the natural

sciences. Special attention to disciplinary rhetoric, style, genre, format,

and citation.

Gen Ed: CI.

Grading status: Letter grade.

ENGL 304. Advanced Expository Writing for Business. 3 Credits.

Advanced practice with business and professional oral and written

discourse. Special attention to disciplinary rhetoric, style, genre, format,

and citation.

Gen Ed: CI.

Grading status: Letter grade.

ENGL 305. Advanced Expository Writing for Law. 3 Credits.

Advanced practice with legal oral and written discourse. Special attention

to disciplinary rhetoric, style, genre, format, and citation.

Gen Ed: CI.

Grading status: Letter grade.

ENGLISH (ENGL)           9

ENGL 306. Playwriting. 3 Credits.

Permission of the program director. A workshop for people interested in

writing plays, focusing on elements that make them work on stage, such

as characterization, climax, dialogue, exposition, momentum, setting, and

visual effects.

Requisites: Prerequisite, ENGL 130, 131, 132H, or 133H.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 307. Studies in Fiction and Poetry: Stylistics. 3 Credits.

Permission of the program director. Creative writing minors only. An

occasional intermediate course that may focus on such topics as living

writers, poetic forms, and imitation, but which is offered every fall as

Gram-o-Rama, the study of language and grammar as stylistic tools.

Requisites: Prerequisite, ENGL 130, 131, 132H, or 133H.

Gen Ed: LA.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGL 309. Theatrical Writing for the Puppet Stage. 3 Credits.

Instructor permission required. This course emphasizes puppetry

arts as an expression of literary craft, offering students an immersive,

collaborative experience in dramatic writing culminating in scripts acted

by puppets. Writing focus will be elements of scene, including character

and plot development, and communication by gesture. Puppet building

from recyclable materials.

Gen Ed: VP, CI, EE-Performing Arts.

Grading status: Letter grade.

ENGL 310. Fairy Tales. 3 Credits.

A study of fairy tales as historical artifacts that reveal the concerns of

their times and places, as narrative structures capable of remarkable

transformation, and as artistic performances drawing upon the

expressive resources of multiple media, intended to challenge

conventional presuppositions about the genre.

Gen Ed: LA, NA.

Grading status: Letter grade

Same as: FOLK 310.

ENGL 311. The Art of the Book: Artists’ Books, Zines, and the

Bibliographic Imaginary in the Digital Age. 3 Credits.

This course examines the burgeoning field of the book arts, including

artists’ books, book sculpture, and zines. Working with the Sloane Art

Library’s extensive collection, students will examine how the structure

of the codex has been used to model radical new forms of creativity,

subjectivity, and political engagement.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 311H. The Art of the Book: Artists’ Books, Zines, and the

Bibliographic Imaginary in the Digital Age. 3 Credits.

This course examines the burgeoning field of the book arts, including

artists’ books, book sculpture, and zines. Working with the Sloane Art

Library’s extensive collection, students will examine how the structure

of the codex has been used to model radical new forms of creativity,

subjectivity, and political engagement.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 313. Grammar of Current English. 3 Credits.

An introductory course in descriptive English linguistics that studies the

sounds, word-building processes, and sentence structures of current

English as well as general notions of correctness and variation.

Grading status: Letter grade.

ENGL 314. History of the English Language. 3 Credits.

A study of the development of English from its Proto-Indo-European

origins to modern English, with emphasis on how events and contacts

with other languages influenced the vocabulary of English.

Gen Ed: HS, WB.

Grading status: Letter grade.

ENGL 315. English in the U.S.A.. 3 Credits.

A historical and critical examination of regional, social, and stylistic

variation in English in the United States, including correctness, legal and

educational issues, and the influence of mass media.

Gen Ed: US.

Grading status: Letter grade.

ENGL 315H. English in the U.S.A.. 3 Credits.

A historical and critical examination of regional, social, and stylistic

variation in English in the United States, including correctness, legal and

educational issues, and the influence of mass media.

Gen Ed: US.

Grading status: Letter grade.

ENGL 316. Rhetorical Traditions. 3 Credits.

Examines histories of rhetorical theory and practice. Students will

develop original research projects that expand our understanding of

rhetorical traditions. Historical periods, critical perspectives, genres, and

topics will vary.

Gen Ed: CI, EE-Mentored Research.

Grading status: Letter grade.

ENGL 316H. Rhetorical Traditions. 3 Credits.

Examines histories of rhetorical theory and practice. Students will

develop original research projects that expand our understanding of

rhetorical traditions. Historical periods, critical perspectives, genres, and

topics will vary.

Gen Ed: CI, EE-Mentored Research.

Grading status: Letter grade.

ENGL 317. Networked Composition. 3 Credits.

This class explores writing in contemporary networked composing

spaces. The course focuses on developing writing projects that study

and participate in online social networks. Topics include the rhetoric of

the Internet; collaboration online; information ethics; amateur content

creation; networks and social interaction; networks and literacy; and

remix composition.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 318. Multimedia Composition. 3 Credits.

This class studies composing in a variety of modes, including visuals,

moving images, gestures, sounds, and words. Students develop projects

using image, audio, and video editors, examining how multimedia fits

within the history of rhetoric and writing and relates with concerns such

as purposes, audiences, contexts, arguments, genres, and mediums.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 318H. Multimedia Composition. 3 Credits.

This class studies composing in a variety of modes, including visuals,

moving images, gestures, sounds, and words. Students develop projects

using image, audio, and video editors, examining how multimedia fits

within the history of rhetoric and writing and relates with concerns such

as purposes, audiences, contexts, arguments, genres, and mediums.

Gen Ed: LA, CI.

Grading status: Letter grade.

10        ENGLISH (ENGL)

ENGL 319. Introduction to Medieval English Literature, excluding

Chaucer. 3 Credits.

An introduction to English literature from the eighth to the 15th century,

focusing on the primary works of Old English and Middle English

literature.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 319H. Introduction to Medieval English Literature, excluding

Chaucer. 3 Credits.

An introduction to English literature from the eighth to the 15th century,

focusing on the primary works of Old English and Middle English

literature.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 320. Chaucer. 3 Credits.

An introduction to Chaucer’s major poetry: Troilus and Criseyde, the

“dream” poems (e.g., Parliament of Fowls) and The Canterbury Tales.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 320H. Chaucer. 3 Credits.

An introduction to Chaucer’s major poetry: Troilus and Criseyde, the

“dream” poems (e.g., Parliament of Fowls), and The Canterbury Tales.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 321. Medieval and Modern Arthurian Romance. 3 Credits.

Representative examples of Arthurian literature from the Middle Ages and

19th and 20th centuries, with some attention to film, art, and music.

Gen Ed: LA, NA, WB. English (Engl) Essay Assignment Papers

Grading status: Letter grade

Same as: CMPL 321.

ENGL 321H. Medieval and Modern Arthurian Romance. 3 Credits.

Representative examples of Arthurian literature from the Middle Ages and

19th and 20th centuries, with some attention to film, art, and music.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 322. Medieval England and Its Literary Neighbors. 3 Credits.

A study of the external literary influences which shaped Old and Middle

English, notably the vernacular literatures of England’s Celtic neighbors

(Wales, Brittany, Scotland, and Ireland) and/or France.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 322H. Medieval England and its Literary Neighbors. 3 Credits.

A study of the external literary influences which shaped Old and Middle

English, notably the vernacular literatures of England’s Celtic neighbors

(Wales, Brittany, Scotland, and Ireland) and/or France.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 325. Shakespeare and His Contemporaries. 3 Credits.

This course explores the wide range of drama produced in England

between the 1570s and 1640s, including work by Shakespeare and his

many rivals.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 325H. Shakespeare and His Contemporaries. 3 Credits.

This course explores the wide range of drama produced in England

between the 1570s and 1640s, including work by Shakespeare and his

many rivals.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 326. Renaissance Genres. 3 Credits.

This course traces the historical evolution/devolution of Renaissance

literary genres. Each offering will focus on a single generic kind or set of

kinds.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 327. Renaissance Literature and Its Intellectual Contexts. 3

Credits.

A focused study of one or two intellectual movements of the Renaissance

through the literary and nonliterary texts of the period.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 330. Perspectives on the Renaissance. 3 Credits.

Students will study Renaissance literature while assessing the

usefulness and status of a theoretical approach, such as feminist theory,

queer theory, cultural materialism, new historicism, or psychoanalytic

theory.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 331. 18th-Century Literature. 3 Credits.

A survey of British literature from Dryden to Paine.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 331H. 18th-Century Literature. 3 Credits.

A survey of British literature from Dryden to Paine.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 332. 18th-Century Drama. 3 Credits.

A survey of Restoration and 18th-century drama from Etheredge to

Sheridan.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 332H. 18th-Century Drama. 3 Credits.

A survey of Restoration and 18th-century drama from Etheredge to

Sheridan.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 333. 18th-Century Fiction. 3 Credits.

A survey of 18th-century fiction from Behn to Austen.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 333H. 18th-Century Fiction. 3 Credits.

A survey of 18th-century fiction from Behn to Austen.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 337. The Romantic Revolution in the Arts. 3 Credits.

This course examines the technical and aesthetic revolutions in the fine

arts of the English Romantic Period, focusing on lyrical poetry, landscape

painting, and original printmaking and works by Wordsworth, Turner, and

Blake.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGLISH (ENGL)           11

ENGL 337H. The Romantic Revolution in the Arts. 3 Credits.

This course examines the technical and aesthetic revolutions in the fine

arts of the English Romantic Period, focusing on lyrical poetry, landscape

painting, and original printmaking and works by Wordsworth, Turner, and

Blake.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 338. 19th-Century British Novel. 3 Credits.

Important novelists in the tradition, from Austen to Wilde.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 338H. 19th-Century British Novel. 3 Credits.

Important novelists in the tradition, from Austen to Wilde.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 339. English Romantic-Period Drama. 3 Credits.

Covers the history of the British theater, 1780 to 1840, with representative

plays and closet dramas by playwrights such as Holcroft, Cowley,

Inchbald, Baillie, Coleridge, P. B. Shelley, and Byron.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 340. Studies in Jane Austen. 3 Credits.

This course focuses on both the novels of Jane Austen and their fate

since publication in the early 19th century. They have inspired countless

imitations, over 150 sequels and continuations, and more than 30 fulllength

films. We will trace the transmission and transformation of the

original texts across time and cultures.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 343. American Literature before 1860. 3 Credits.

Selected topics or authors in American literature from the period of

European colonization of the New World through the onset of the Civil

War.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 343H. American Literature before 1860. 3 Credits.

Selected topics or authors in American literature from the period of

European colonization of the New World through the onset of the Civil

War.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 344. American Literature, 1860-1900. 3 Credits.

Instructors choose authors or topics from the period 1860-1900. The

course may be organized chronologically or thematically but is not

intended as a survey.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 344H. American Literature, 1860-1900. 3 Credits.

Instructors choose authors or topics from the period 1860-1900. The

course may be organized chronologically or thematically, but is not

intended as a survey.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 345. American Literature, 1900-2000. 3 Credits.

Instructors choose authors or topics from the period 1900 to 2000.

The course may be organized chronologically or thematically but is not

intended as a survey.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 345H. American Literature, 1900-2000. 3 Credits.

Instructors choose authors or topics from the period 1900 to 2000. The

course may be organized chronologically or thematically, but is not

intended as a survey.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 347. The American Novel. 3 Credits.

The development of the American novel from the late 18th century

through the 20th century. May proceed chronologically or thematically.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 347H. The American Novel. 3 Credits.

The development of the American novel from the late 18th century

through the 20th century. May proceed chronologically or thematically.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 348. American Poetry. 3 Credits.

Content of course varies with instructor, but students are given a sense

of the chronological, stylistic, and thematic development of American

poetry over two centuries.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 348H. American Poetry. 3 Credits.

Content of course varies with instructor, but students are given a sense

of the chronological, stylistic, and thematic development of American

poetry over two centuries.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 350. 20th-Century British and American Poetry. 3 Credits.

Poetry in English from the middle of the 19th century to the present,

approached historically, thematically, technically, politically, and

aesthetically; concentration on analysis, comparison, and synthesis.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 350H. 20th-Century British and American Poetry. 3 Credits.

Poetry in English from the middle of the 19th century to the present,

approached historically, thematically, technically, politically, and

aesthetically; concentration on analysis, comparison, and synthesis.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 354. The Lived Experience of Inequality and Public Policy. 3

Credits.

This course will explore the gap between public policy and the lived

experiences of an reactions to it. Students will explore this gap by

studying the work of social scientists who create public policy and the

work of artists who have lived through and creatively responded to policy

making outcomes.

Gen Ed: SS, US.

Grading status: Letter grade

Same as: PLCY 354.

12        ENGLISH (ENGL)

ENGL 355. The British Novel from 1870 to World War II. 3 Credits.

Students will read novels in English, including Joyce, Woolf, and Proust,

to explore how writers from across cultures created new strategies to

represent the late 19th and 20th century worlds of imperialism, science,

and experiment.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 355H. The British Novel from 1870 to World War II. 3 Credits.

Students will read novels in English, including Joyce, Woolf, and Proust,

to explore how writers from across cultures created new strategies to

represent the late 19th and 20th century worlds of imperialism, science,

and experiment.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 356. British and American Fiction since World War II. 3 Credits.

Course studies contemporary British and American fiction through

representative works. Intellectual and aesthetic, historical and cultural

emphases. May include works from the Anglophone diaspora.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 356H. British and American Fiction Since World War II. 3 Credits.

Course studies contemporary British and American fiction through

representative works. Intellectual and aesthetic, historical and cultural

emphases. May include works from the Anglophone diaspora.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 357. 20th-Century British Literature and Culture. 3 Credits.

This course examines factors shaping British/Commonwealth literature

in the 20th century, especially the world wars and the dismantling of

the British Empire. We will investigate themes of both nostalgia and

anticipation: ways of remembering the past of England and the Empire,

and of describing the future of British culture(s).

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 359. Latina Feminisms. 3 Credits.

This course introduces students to United States Latina feminist theories,

literatures, and cultures. Through a blend of genres, students explore

historical foundations of Latina feminisms, examining the relationship

between Latina feminisms and United States Third World feminisms, and

analyze literary and cultural representations of feminist praxis.

Gen Ed: LA, US.

Grading status: Letter grade.

ENGL 360. Contemporary Asian American Literature and Theory. 3

Credits.

This course will explore contemporary Asian American literature and

theory and will examine how Asian American literature fits into, yet

extends beyond, the canon of American literature.

Gen Ed: LA, US.

Grading status: Letter grade

Same as: ASIA 360.

ENGL 361. Asian American Women’s Writing. 3 Credits.

This course covers writings by Asian American women and examines

issues of gender, race, and sexuality.

Gen Ed: LA, CI, US.

Grading status: Letter grade

Same as: WGST 361.

ENGL 363. Feminist Literary Theory. 3 Credits.

Theories of feminist criticism in relation to general theory and women’s

writing.

Gen Ed: LA.

Grading status: Letter grade

Same as: WGST 363.

ENGL 363H. Feminist Literary Theory. 3 Credits.

Theories of feminist criticism in relation to general theory and women’s

writing.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 364. Introduction to Latina/o Studies. 3 Credits.

Introduction to the major questions within Latina/o studies in terms of

transnationalism, transculturation, ethnicity, race, class, gender, sexuality,

systems of value, and aesthetics.

Gen Ed: SS, BN.

Grading status: Letter grade.

ENGL 364H. Introduction to Latina/o Studies. 3 Credits.

Introduction to the major questions within Latina/o Studies in terms of

transnationalism, transculturation, ethnicity, race, class, gender, sexuality,

systems of value, and aesthetics.

Gen Ed: SS, BN.

Grading status: Letter grade.

ENGL 365. Migration and Globalization. 3 Credits.

Covers literary works associated with one or more of the major historical

migrations, forced and voluntary, and present-day works engaged with

globalization.

Gen Ed: LA, GL.

Grading status: Letter grade.

ENGL 365H. Migration and Globalization. 3 Credits.

Covers literary works associated with one or more of the major historical

migrations, forced and voluntary, and present-day works engaged with

globalization.

Gen Ed: LA, GL.

Grading status: Letter grade.

ENGL 366. Literature and the Other Arts. 3 Credits.

Course examines relationship of literature to the other arts, especially

music and the visual arts, in terms of similar period characteristics,

distinct material, and formal constraints.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 366H. Literature and the Other Arts. 3 Credits.

Course examines relationship of literature to the other arts, especially

music and the visual arts, in terms of similar period characteristics,

distinct material, and formal constraints.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 367. African American Literature to 1930. 3 Credits.

Survey of writers and literary and cultural traditions from the beginning of

African American literature to 1930.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 367H. African American Literature to 1930. 3 Credits.

Survey of writers and literary and cultural traditions from the beginning of

African American literature to 1930.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGLISH (ENGL)           13

ENGL 368. African American Literature, 1930-1970. 3 Credits.

Survey of writers and literary and cultural traditions from 1930 to 1970.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 368H. African American Literature, 1930-1970. 3 Credits.

Survey of writers and literary and cultural traditions from 1930 to 1970.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 369. African American Literature, 1970 to the Present. 3 Credits.

Survey of writers and literary and cultural traditions from 1970 to the

present.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 369H. African American Literature, 1970 to the present. 3 Credits.

Survey of writers and literary and cultural traditions from 1970 to the

present.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 370. Race, Health, and Narrative. 3 Credits.

This interdisciplinary course explores how issues of health, medicine,

and illness are impacted by questions of race in 20th-century American

literature and popular culture. Specific areas covered include pain,

death, the family and society, reproduction, mental illness, aging, human

subject experimentation, the doctor-patient relationship, pesticides, and

bioethics.

Gen Ed: LA, CI, US.

Grading status: Letter grade.

ENGL 370H. Race, Health, and Narrative. 3 Credits.

This interdisciplinary course explores how issues of health, medicine,

and illness are impacted by questions of race in 20th-century American

literature and popular culture. Specific areas covered include pain,

death, the family and society, reproduction, mental illness, aging, human

subject experimentation, the doctor-patient relationship, pesticides, and

bioethics.

Gen Ed: LA, CI, US.

Grading status: Letter grade.

ENGL 371. The Place of Asian Americans in Southern Literature. 3

Credits.

This course will consider the themes of globalization and regionalism

through an examination of narratives featuring Asians/Asian Americans

in the American South.

Gen Ed: LA, CI, US.

Grading status: Letter grade.

ENGL 371H. The Place of Asian Americans in Southern Literature. 3

Credits.

This course will consider the themes of globalization and regionalism

through an examination of narratives featuring Asians/Asian Americans

in the American South.

Gen Ed: LA, CI, US.

Grading status: Letter grade.

ENGL 373. Southern American Literature. 3 Credits.

An introduction to Southern literature, with emphasis on the 20th-century:

fiction, poetry, drama, essays. Representative authors include Faulkner,

Wolfe, Williams, Warren, Hurston, Wright, Ransom, Tate, Welty, Chappell,

McCullers, O’Connor.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 373H. Southern American Literature. 3 Credits.

An introduction to Southern literature, with emphasis on the 20th-century:

fiction, poetry, drama, essays. Representative authors include Faulkner,

Wolfe, Williams, Warren, Hurston, Wright, Ransom, Tate, Welty, Chappell,

McCullers, O’Connor.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 374. Southern Women Writers. 3 Credits.

The study of fiction, poetry, plays, and essays by Southern American

women writers of the past 200 years, continuing to the present.

Gen Ed: LA, NA.

Grading status: Letter grade

Same as: WGST 374.

ENGL 375. Contemporary North Carolina Literature. 3 Credits.

A study of the novels, short stories, and poems produced by North

Carolina writers during the literary renaissance of recent decades.

Gen Ed: LA, NA. English (Engl) Essay Assignment Papers

Grading status: Letter grade.

ENGL 377. Introduction to the Celtic Cultures. 3 Credits.

A broad survey of the cultures of the Celtic-speaking areas, notably

Ireland, Wales, Scotland, and Brittany, with special emphasis on language

and literature.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 380. Film History. 3 Credits.

The course offers an introduction to the history of cinema and, in

particular, to a period of film history.

Gen Ed: VP.

Grading status: Letter grade.

ENGL 380H. Film History. 3 Credits.

The course offers an introduction to the history of cinema and, in

particular, to a period of film history.

Gen Ed: VP.

Grading status: Letter grade.

ENGL 381. Literature and Cinema. 3 Credits.

The course introduces students to the complex narrative and rhetorical

relationship between literature and cinema.

Gen Ed: VP.

Grading status: Letter grade.

ENGL 383. Literary Nonfiction. 3 Credits.

An introduction to the many forms of creative nonfiction by contemporary

writers. Will include nonfiction literature as well as theoretical and critical

responses to such literature.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 383H. Literary Nonfiction. 3 Credits.

An introduction to the many forms of creative nonfiction by contemporary

writers. Will include nonfiction literature as well as theoretical and critical

responses to such literature.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 385. Literature and Law. 3 Credits.

Explores various connections of literature and law, including literary

depictions of crime, lawyers, and trials; literary conventions of legal

documents; and/or shared problems in interpretation of law and

literature.

Gen Ed: LA.

Grading status: Letter grade.

14        ENGLISH (ENGL)

ENGL 386. Gender, Sexuality, and the South Asian Diaspora. 3 Credits.

This course explores how gender and sexuality shapes the literature,

politics, and public culture of South Asian immigrant communities in

Europe, Africa, the Americas, and other locations outside the Indian

subcontinent.

Gen Ed: LA, BN.

Grading status: Letter grade.

ENGL 387. Canadian Literature. 3 Credits.

A study of Canadian literature in English from the late 18th century to the

present, with emphasis on 20th-century writing and on the novel.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 388. Modernism: Movements and Moments. 3 Credits.

What was modernism? When was modernism? Where was modernism?

Reading literature and visual art from 1890 to 1940 in Europe, America,

and Africa will be key to finding answers.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 389. Major Film Directors. 3 Credits.

This course introduces students to the aims and concerns of authorship

study in film through discussion of a major filmmaker’s body of work. The

course may focus predominantly on a single figure or may compare two

or more figures who share certain affinities of theme or style.

Gen Ed: VP.

Grading status: Letter grade.

ENGL 390. Studies in Literary Topics. 3 Credits.

An intensive study of a single writer, group, movement, theme, or period.

Gen Ed: LA.

Repeat rules: May be repeated for credit; may be repeated in the same

term for different topics; 9 total credits. 3 total completions.

Grading status: Letter grade.

ENGL 396. Directed Readings in English or Creative Writing. 3 Credits.

Permission of the department. Intensive reading on a particular topic

under the supervision of a member of the staff.

Repeat rules: May be repeated for credit; may be repeated in the same

term for different topics; 6 total credits. 2 total completions.

Grading status: Letter grade.

ENGL 400. Advanced Composition for Teachers. 3 Credits.

This course combines frequent writing practice with discussions of

rhetorical theories and strategies for teaching writing. The course

examines ways to design effective writing courses, assignments, and

instructional materials.

Grading status: Letter grade.

ENGL 401. Advanced Composition for Elementary Teachers. 3 Credits.

This course combines frequent writing practice with an introduction to

teaching writing and reading in the elementary grades. Students explore

composition theory and learn about effective practices for improving

writing.

Grading status: Letter grade.

ENGL 402. Investigations in Academic Writing and Writing Centers. 3

Credits.

This course considers learning to write from three vantage points:

personal, social, and contextual. Emphasis on theory, reflective practice,

and pedagogy for peer tutoring.

Gen Ed: CI.

Grading status: Letter grade.

ENGL 406. Advanced Fiction Writing. 3 Credits.

Permission of the program director. A continuation of the intermediate

workshop with emphasis on the short story, novella, and novel. Extensive

discussion of student work in class and in conferences with instructor.

Requisites: Prerequisite, ENGL 206.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 407. Advanced Poetry Writing. 3 Credits.

Permission of the program director. A continuation of the intermediate

workshop, with increased writing and revising of poems. Extensive

discussion of student poetry in class and in conferences with instructor.

Requisites: Prerequisite, ENGL 207.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 408. Collaboration: Composers and Lyricists. 3 Credits.

This is a course in popular-songwriting collaboration, a workshop with

constant presentation of original songs and close-critiquing of these

assignments. Varied assignments including songs for soloists, duos,

trios, quartets, and chorus; ballads, folk, jazz, blues, art, and musicaltheater

songs, etc.

Gen Ed: VP, CI.

Grading status: Letter grade.

ENGL 409. Lyrics and Lyricists: A Collaborative Exploration of the

Processes of Popular-Song Lyric Writing. 3 Credits.

This course is a collaborative exploration of popular-song lyric writing,

requiring numerous drafts written to varied existing musical models–

narrative ballads; hymns; folk, theater, jazz, art, R&B, R&R, and worldbeat

songs, etc–to be tried out and worked on in class, as well as in

conference.

Gen Ed: VP, CI.

Grading status: Letter grade.

ENGL 410. Documentary Film. 3 Credits.

This course provides a history of documentary cinema since the

beginnings of the medium and surveys different modes and theoretical

definitions; or the course may focus largely on a certain mode (such

as ethnographic, observational, first-person, cinema vérité, politically

activist, found footage compilation, or journalistic investigation).

Gen Ed: VP.

Grading status: Letter grade.

ENGL 410H. Documentary Film. 3 Credits.

This course provides a history of documentary cinema since the

beginnings of the medium and surveys different modes and theoretical

definitions; or the course may focus largely on a certain mode (such

as ethnographic, observational, first-person, cinema vérité, politically

activist, found footage compilation, or journalistic investigation).

Gen Ed: VP.

Grading status: Letter grade.

ENGL 430. Renaissance Literature–Contemporary Issues. 3 Credits.

This course investigates cultural themes or problems across a wide

spectrum of Renaissance authors.

Gen Ed: LA, NA, WB.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGLISH (ENGL)           15

ENGL 436. Contemporary Approaches to 18th-Century Literature and

Culture. 3 Credits.

Focuses on particular forms, authors, or issues in the period.

Gen Ed: LA, NA.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGL 436H. Contemporary Approaches to 18th-Century Literature and

Culture. 3 Credits.

Focuses on particular forms, authors, or issues in the period

Gen Ed: LA, NA.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGL 437. Chief British Romantic Writers. 3 Credits.

Survey of works by Blake, Wordsworth, Coleridge, Byron, Percy and Mary

Shelley, Keats, and others.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 437H. Chief British Romantic Writers. 3 Credits.

Survey of works by Blake, Wordsworth, Coleridge, Byron, Percy and Mary

Shelley, Keats, and others.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 439. English Literature, 1832-1890. 3 Credits.

Poetry and prose of the Victorian period, including such writers as

Tennyson, the Brownings, Arnold, the Brontës, Dickens, G. Eliot.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 439H. English Literature, 1832-1890. 3 Credits.

Poetry and prose of the Victorian period, including such writers as

Tennyson, the Brownings, Arnold, the Brontes, Dickens, G. Eliot.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 440. English Literature, 1850-1910. 3 Credits.

The Pre-Raphaelites, Wilde, Conrad, Shaw, and Yeats.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 440H. English Literature, 1850-1910. 3 Credits.

The Pre-Raphaelites, Wilde, Conrad, Shaw, and Yeats.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 441. Romantic Literature–Contemporary Issues. 3 Credits.

Devoted to British Romantic-period literature’s engagement with a literary

mode (such as the Gothic) or a historical theme (such as war or abolition)

or to an individual author.

Gen Ed: LA, NA.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGL 441H. Romantic Literature–Contemporary Issues. 3 Credits.

Devoted to British Romantic-period literature’s engagement with a literary

mode (such as the Gothic) or a historical theme (such as war or abolition)

or to an individual author.

Gen Ed: LA, NA.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGL 442. Victorian Literature–Contemporary Issues. 3 Credits.

The study of an individual Victorian writer, a group (such as the PreRaphaelites),

a theme (such as imperialism), or genre (such as Victorian

epic or the serialized novel).

Gen Ed: LA, NA.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGL 443. American Literature before 1860–Contemporary Issues. 3

Credits.

A junior- or senior-level course devoted to in-depth exploration of an

author, group of authors, or topic in American literature to 1860.

Gen Ed: LA, NA.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGL 443H. American Literature before 1860–Contemporary Issues. 3

Credits.

A junior- or senior-level course devoted to in-depth exploration of an

author, group of authors, or topic in American literature to 1860.

Gen Ed: LA, NA.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGL 444. American Literature, 1860-1900–Contemporary Issues. 3

Credits.

Intensive study of one or more authors or a topic in American literature

from the Civil War through 1900.

Gen Ed: LA, NA.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGL 444H. American Literature, 1860-1900–Contemporary Issues. 3

Credits.

Intensive study of one or more authors or a topic in American literature

from the Civil War through 1900.

Gen Ed: LA, NA.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGL 445. American Literature, 1900-2000–Contemporary Issues. 3

Credits.

A junior- or senior-level course devoted to in-depth exploration of an

author, group of authors, or a topic in American literature from 1900 to

2000.

Gen Ed: LA, NA.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGL 445H. American Literature, 1900-2000–Contemporary Issues. 3

Credits.

A junior- or senior-level course devoted to in-depth exploration of an

author, group of authors, or a topic in American literature from 1900 to

2000.

Gen Ed: LA, NA.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

16        ENGLISH (ENGL)

ENGL 446. American Women Authors. 3 Credits.

American women authors from the beginnings to the present.

Gen Ed: LA, NA.

Grading status: Letter grade

Same as: WGST 446.

ENGL 446H. American Women Authors. 3 Credits.

American women authors from the beginnings to the present.

Gen Ed: LA, NA.

Grading status: Letter grade

Same as: WGST 446H.

ENGL 447. Memory and Literature. 3 Credits.

This course brings together theories of collective and individual memory

with questions of aesthetics and narrative while exploring global

connections between memory and literature.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 448. Philosophies of Life from Classical Antiquity to 1800. 3

Credits.

This course examines philosophies of life, its nature and origins, from the

ancient Greeks to the enlightenment.

Gen Ed: PH, CI, WB.

Grading status: Letter grade.

ENGL 462. Contemporary Poetry and Theory. 3 Credits.

This course introduces the student to historical and contemporary

thinking about poetry and poetic language. Examines the place of poetry

in theoretical thinking and theoretical thinking about poetry.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 462H. Contemporary Poetry & Theory. 3 Credits.

This course introduces the student to historical and contemporary

thinking about poetry and poetic language. Examines the place of poetry

in theoretical thinking and theoretical thinking about poetry.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 463. Postcolonial Literature. 3 Credits.

This course is a multigenre introduction to postcolonial literatures.

Topics will include postcolonial Englishes, nationalism, anti-imperialism,

postcolonial education, and the intersections between national and

gender identities in literature.

Gen Ed: LA, GL.

Grading status: Letter grade.

ENGL 463H. Postcolonial Literature. 3 Credits.

This course is a multi-genre introduction to postcolonial literatures.

Topics will include postcolonial Englishes, nationalism, anti-imperialism,

postcolonial education, and the intersections between national and

gender identities in literature.

Gen Ed: LA, GL.

Grading status: Letter grade.

ENGL 465. Difference, Aesthetics, and Affect. 3 Credits.

Examines interrelations between cultural difference, aesthetic form,

and the representation, production, and conveyance of subjectivity (in

particular affect or states of feeling) in texts, other media, and material

culture.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 465H. Difference, Aesthetics, and Affect. 3 Credits.

Examines interrelations between cultural difference, aesthetic form,

and the representation, production, and conveyance of subjecitivity (in

particular affect or states of feeling) in texts, other media, and material

culture.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 466. Literary Theory–Contemporary Issues. 3 Credits.

Examines current issues in literary theory such as the question of

authorship, the relation of literary texts to cultural beliefs and values, and

to the formation of identities.

Gen Ed: LA.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGL 466H. Literary Theory–Contemporary Issues. 3 Credits.

Examines current issues in literary theory such as the question of

authorship, the relation of literary texts to cultural beliefs and values, and

to the formation of identities.

Gen Ed: LA.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGL 467. Educating Latinas/os: Preparing SLI Mentors. 3 Credits.

Permission of the instructor. Designed for students accepted as mentors

to the Scholars’ Latino Initiative (SLI). Students will take this course

during their first year as SLI mentors to prepare them as effective

mentors to Latina/o high school students. Students cannot receive credit

for both ENGL 267 and 467.

Gen Ed: LA, CI, EE-Service Learning.

Grading status: Letter grade.

ENGL 472. African American Literature–Contemporary Issues. 3 Credits.

Study of particular aspects of African American literature, such as the

work of a major writer or group of writers, an important theme, a key

tradition, or a literary period.

Gen Ed: LA, NA.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGL 472H. African American Literature–Contemporary Issues. 3

Credits.

Study of particular aspects of African American literature, such as the

work of a major writer or group of writers, an important theme, a key

tradition, or a literary period.

Gen Ed: LA, NA.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGL 475. Southern Literature–Contemporary Issues. 3 Credits.

The study of a particular topic or genre in the literature of the United

States South, more focused than students will find in ENGL 373.

Gen Ed: LA, NA.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGLISH (ENGL)           17

ENGL 481. Media Theory. 3 Credits.

This course investigates the ramifications of the development of mass

media and popular culture, paying special attention to the transformation

of literature.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 481H. Media Theory. 3 Credits.

This course investigates the ramifications of the development of mass

media and popular culture, paying special attention to the transformation

of literature.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 486. Literature and Environment. 3 Credits.

Multidisciplinary, thematic investigations into topics in literature and

environment that cut across boundaries of history, genre, and culture.

Junior/senior level.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 486H. Literature and Environment. 3 Credits.

Multidisciplinary, thematic investigations into topics in literature and

environment that cut across boundaries of history, genre, and culture.

Junior/senior level.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 487. Everyday Stories: Personal Narrative and Legend. 3 Credits.

Oral storytelling may seem old-fashioned, but we tell true (or possibly

true) stories every day. We will study personal narratives (about our own

experiences) and legends (about improbable, intriguing events), exploring

the techniques and structures that make them effective communication

tools and the influence of different contexts and audiences.

Gen Ed: CI, US.

Grading status: Letter grade

Same as: FOLK 487.

ENGL 488. Critical Security Studies. 3 Credits.

Introduces major topics in the interdisciplinary field of critical security

studies. Critically analyzing the public construction of risk and security

in military, technological, informational, and environmental domains,

the course explores major theories that attempt to make sense of

the transnational proliferation of violence and risk in historical and

contemporary contexts.

Gen Ed: CI, GL.

Grading status: Letter grade

Same as: PWAD 484.

ENGL 489. Cultural Studies–Contemporary Issues. 3 Credits.

The student will have an opportunity to concentrate on topics and texts

central to the study of culture and theory.

Gen Ed: LA.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGL 489H. Cultural Studies–Contemporary Issues. 3 Credits.

The student will have an opportunity to concentrate on topics and texts

central to the study of culture and theory.

Gen Ed: LA.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGL 490. Creative Writing: Special Topics. 3 Credits.

Permission of the program director. Creative writing minors only. An

occasional advanced course, which may focus on such topics as

advanced creative nonfiction, editing and publishing, the lyric in song

and collaboration between lyricists and composers, the one-act play, and

short-short fiction.

Gen Ed: LA.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGL 492. Professional Writing Portfolio Development and Publication. 3

Credits.

Students develop, refine, and prepare a portfolio of advanced written work

for professional audiences or publication. Each portfolio will contain an

array of written work that demonstrates the student’s versatility as a

writer, researcher, and editor. The portfolio is intended for presentation

to professional audiences, potential employers, prospective graduate

programs, and/or publication.

Gen Ed: CI.

Grading status: Letter grade.

ENGL 496. Independent Research. 1-3 Credits.

Permission of the department. Recommended for students in junior or

senior year of study. Intensive mentored research, service learning, field

work, creative work, or internship. Requires 30 hours of research, writing,

or experiential activities, or 100 hours of internship work, culminating in a

written project.

Gen Ed: CI, EE-Mentored Research.

Grading status: Letter grade.

ENGL 530. Digital Humanities History and Methods. 3 Credits.

Students will explore the history of computer-assisted humanities

scholarship, from its beginnings in computational linguistics, media

studies, and humanities computing to its current incarnation as “digital

humanities.” The course will provide an introduction to the field and to

digital research methodologies and prepare students to develop their own

digital projects.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 564. Interdisciplinary Approaches to Literature. 3 Credits.

Examines the ways knowledge from other disciplines can be brought to

bear in the analysis of literary works. Questions of disciplinary limits and

histories will also be addressed.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 580. Film–Contemporary Issues. 3 Credits.

This course is designed to introduce students to a particular historical or

cultural aspect of the cinema.

Gen Ed: VP.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGL 580H. Film–Contemporary Issues. 3 Credits.

This course is designed to introduce students to a particular historical or

cultural aspect of the cinema.

Gen Ed: VP.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

18        ENGLISH (ENGL)

ENGL 583. Drama on Location. 3 Credits.

Offered as part of summer study abroad programs in Oxford, London,

and Stratford-on-Avon. Students experience plays in performance and as

texts, and discuss their literary, dramatic, cultural, and historical aspects.

Gen Ed: VP, EE-Study Abroad.

Grading status: Letter grade.

ENGL 583H. Drama on Location. 3 Credits.

Offered as part of summer study abroad programs in Oxford, London,

and Stratford-on-Avon. Students experience plays in performance and as

texts, and discuss their literary, dramatic, cultural, and historical aspects.

Gen Ed: VP, EE-Study Abroad.

Grading status: Letter grade.

ENGL 607. Theory and Practice of Writing in the Disciplines. 1-3 Credits.

Introduction to theories of teaching writing in the disciplines for graduate

instructors. Students will study discipline-specific conventions of

argumentation, genre, and style with attention to pedagogical techniques,

assignments, and activities.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Pass/Fail.

ENGL 610. Science as Literature: Rhetorics of Science and Medicine. 3

Credits.

The goal of this course is to develop skills in analyzing the rhetorical

construction of scientific claims, with a focus on health and medicine

as scientific discourse communities. Topics include the structure,

argument, and style of scientific genres; visual and digital rhetorics; and

the circulation of scientific rhetoric among publics.

Gen Ed: CI. English (Engl) Essay Assignment Papers

Grading status: Letter grade.

ENGL 611. Narrative, Literature, and Medicine: Advanced Interdisciplinary

Seminar. 3 Credits.

Sociologist Arthur Frank asserts that “whether ill people want to tell

stories or not, illness calls for stories.” This seminar explores narrative

approaches to suffering, healing, and medicine’s roles in these processes.

Students learn literary and anthropological approaches to examine

medically themed works from a range of genres.

Gen Ed: PH, CI, US.

Repeat rules: May be repeated for credit. 6 total credits. 2 total

completions.

Grading status: Letter grade.

ENGL 613. Modern English Grammar. 3 Credits.

A study of current English structure and usage using a traditional

approach modified by appropriate contributions from structural and

generative grammar, with some attention to the application of linguistics

to literary analysis.

Grading status: Letter grade

Same as: LING 613.

ENGL 619. Survey of Old and Middle English Literature. 3 Credits.

An introduction to English literature from the eighth to the 15th century,

focusing on the primary works of Old English and Middle English

literature.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 620. Introduction to Old English Language and Literature. 3 Credits.

Students will learn to read Old English, the Germanic language spoken

by the Anglo-Saxons in Britain from about the middle of the fifth century

until the time of the Norman Conquest. Students will study Beowulf,

“Caedmon’s Hymn”, and other selections in poetry and prose.

Gen Ed: LA, WB.

Grading status: Letter grade.

ENGL 621. Arthurian Romance. 3 Credits.

British and continental Arthurian literature in translation from the early

Middle Ages to Sir Thomas Malory.

Gen Ed: LA, NA, WB.

Grading status: Letter grade

Same as: CMPL 621.

ENGL 630. Shakespeare and His Contemporaries. 3 Credits.

This course will examine drama written and performed in England from

1570 to 1640, situating Shakespeare’s plays in relation to others in his

generation.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 631. 18th-Century Literature. 3 Credits.

Studies in a variety of British writers from Rochester to Cowper.

Gen Ed: LA, NA, WB.

Grading status: Letter grade.

ENGL 637. Chief British Romantic Writers. 3 Credits.

A survey of the major British Romantic writers, including Blake,

Wordsworth, Coleridge, Byron, Percy and Mary Shelley, Keats, with an

introduction to the chief scholarly and critical problems of this period.

Gen Ed: LA, NA.

Grading status: Letter grade.

ENGL 638. 19th-Century Women Writers. 3 Credits.

An investigation of important texts by 19th-century women writers that

considers issues of gender in relation to other important considerations–

tradition, form, culture–with an introduction to the chief scholarly and

critical problems of this period.

Gen Ed: LA, CI, NA.

Grading status: Letter grade.

ENGL 657. English and American Literature of the 20th Century. 3

Credits.

A survey of 20th-century English and American drama, poetry, fiction, and

criticism.

Grading status: Letter grade.

ENGL 659. War in 20th-Century Literature. 3 Credits.

A study of literary works written in English concerning World War I, or the

Spanish Civil War and World War II, or the Vietnam War.

Gen Ed: LA, GL.

Grading status: Letter grade

Same as: PWAD 659.

ENGL 659H. War in 20th-Century Literature. 3 Credits.

A study of literary works written in English concerning World War I, or the

Spanish Civil War and World War II, or the Vietnam War.

Gen Ed: LA, GL.

Grading status: Letter grade

Same as: PWAD 659H.

ENGLISH (ENGL)           19

ENGL 660. War in Shakespeare’s Plays. 3 Credits.

The focus is on Shakespeare’s various treatments of war in his plays: all

his Roman histories, most of his English histories, all his tragedies, even

some of his comedies.

Grading status: Letter grade

Same as: PWAD 660.

ENGL 661. Introduction to Literary Theory. 3 Credits.

Examines contemporary theoretical issues and critical approaches

relevant to the study of literature.

Grading status: Letter grade.

ENGL 662. History of Literary Criticism. 3 Credits.

A history of literary criticism from the Greeks to mid-20th century,

focusing on recurrent concerns and classic texts that are indispensable

for understanding the practice of literary criticism today.

Gen Ed: LA.

Grading status: Letter grade.

ENGL 663. Postcolonial Theory. 3 Credits.

This course covers major works of and topics in postcolonial theory.

Gen Ed: BN.

Grading status: Letter grade.

ENGL 665. Queer Latina/o Literature, Performance, and Visual Art. 3

Credits.

This course explores literature, performance art, film, and photography by

Latinas and Latinos whose works may be described as “queer” and that

question terms and norms of cultural dominance.

Gen Ed: VP, NA, US.

Grading status: Letter grade

Same as: WGST 665.

ENGL 666. Queer Latina/o Photography and Literature. 3 Credits.

This course explores Latina/o literature about photography in relation to

photography by “queer” Latina/o artists and, through this double focus,

poses certain questions about identity, subjectivity, and culture.

Gen Ed: VP, NA, US.

Grading status: Letter grade

Same as: WGST 666.

ENGL 670. Being and Race in African American Literature. 3 Credits.

An examination of phenomenology, the “philosophy of experience.”

Taking the perspective that literature helps clarify our experience, we will

engage in readings of various genres–poetry, autobiography, fiction, and

drama–as we examine how literature not only records experience, but

also shapes it through a distinct method of reasoning.

Gen Ed: LA, US.

Grading status: Letter grade.

ENGL 674. Digital Literature. 3 Credits.

Digital literature explores how literary works are composed for, shaped

by, and studied in electronic environments. Course texts range from

books to electronic fiction and poetry to video games. Hands-on activities

give students a chance to develop their own literary projects–either as

electronic literary works or as digital scholarship.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 675. Digital Teaching. 3 Credits.

This course explores issues and methodologies related to the integration

of digital technologies into teaching. Topics include instructor-student

dynamics in the technology-assisted classroom, the role of social media

in education, emerging forms of digital composing, and opportunities for

extending the classroom through online platforms.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 676. Digital Editing and Curation. 3 Credits.

Students will investigate theories and practices of editing in multimedia,

digital environments. Students will explore histories of textual editing,

research major humanities projects, examine trends and toolsets related

to developing scholarly digital materials, and collaborate with one

another and with campus entities to develop an online digital humanities

project.

Gen Ed: LA, CI.

Grading status: Letter grade.

ENGL 680. Film Theory. 3 Credits.

This course offers a rigorous introduction to the various theories

(aesthetic, narratological, historiographic, ideological, feminist,

poststructuralist) inspired by the cinema.

Gen Ed: VP, CI.

Grading status: Letter grade.

ENGL 685. Literature of the Americas. 3 Credits.

Two years of college-level Spanish or the equivalent strongly

recommended. Multidisciplinary examination of texts and other media of

the Americas, in English and Spanish, from a variety of genres.

Gen Ed: LA, NA.

Grading status: Letter grade

Same as: AMST 685, CMPL 685.

ENGL 690. Special Topics. 3 Credits.

Selected topics in literary studies, composition, digital media, and related

fields. Topic varies by semester.

Repeat rules: May be repeated for credit. 9 total credits. 3 total

completions.

Grading status: Letter grade.

ENGL 691H. English Senior Honors Thesis, Part I. 3 Credits.

Restricted to senior honors candidates. First semester of senior

honors thesis. Independent research under the direction of an English

department faculty member.

Gen Ed: EE-Mentored Research.

Grading status: Letter grade.

ENGL 692H. English Senior Honors Thesis, Part II. 3 Credits.

Restricted to senior honors candidates. Second semester of senior

honors thesis. Essay preparation under the direction of an English

department faculty member.

Gen Ed: EE-Mentored Research.

Grading status: Letter grade.

ENGL 693H. Creative Writing Senior Honors Thesis, Part I. 3 Credits.

Permission of the program director. Restricted to senior honors

candidates. The first half of a two-semester seminar. Each student

begins a book of fiction (25,000 words) or poetry (1,000 lines). Extensive

discussion of student work in class and in conferences.

Requisites: Prerequisites, ENGL 130, 131, 132H, or 133H; ENGL 206 or

207; and ENGL 406 or 407.

Gen Ed: EE-Mentored Research.

Grading status: Letter grade.

20        ENGLISH (ENGL)

ENGL 694H. Creative Writing Senior Honors Thesis, Part II. 3 Credits.

Permission of the program director. Restricted to senior honors

candidates. The second half of a two-semester seminar. Each student

completes a book of fiction or poetry. Extensive discussion of student

work in class and in conferences with instructor.

Requisites: Prerequisites, ENGL 130, 131, 132H, or 133H; ENGL 206 or

207; ENGL 406 or 407; and ENGL 693H.

Gen Ed: EE-Mentored Research.

Grading status: Letter grade.

ENGL 695. Research Seminar. 3 Credits.

Guides students through the processes of developing an original

research topic, conducting research, and analyzing research, leading

students to produce a high-quality presentation of their findings. Topic

varies by instructor but may focus on literary studies or closely-related

arenas such as medical humanities, digital humanities, and creative

writing, among others.

Gen Ed: LA, CI, EE-Mentored Research.

Repeat rules: May be repeated for credit; may be repeated in the same

term for different topics; 9 total credits. 3 total completions.

Grading status: Letter grade.

ENGL 701. Introduction to Medieval Studies. 3 Credits.

Introduction to medieval studies for graduate students in any

department. Intended to expose students to research problems, tools,

and techniques in fields other than their own.

ENGL 706. Rhetorical Theory and Practice. 3 Credits.

A study of rhetorical theories and practices from classical to modern

times. Emphasis is on translation of theories into instructional practice

for teaching in the college writing classroom.

ENGL 709. Technologies of Literary Production. 3 Credits.

This course introduces the history of technologies used to produce and

circulate literature, from medieval Europe to the twenty-first-century.

Proceeding chronologically, this history provides a broad overview of the

material conditions of possibility for the emergence of literary form and

genre in the Anglophone tradition.

ENGL 719. Old English Grammar and Readings. 3 Credits.

An introduction to Old English language and literature that also attempts

to relate that language to Modern English and to the larger context of the

history of the English language.

ENGL 720. Old English Poetry. 3 Credits.

Required preparation, a working knowledge of Old English. The

translation and interpretation of Old English poetry including works

such as The Wanderer, The Seafarer, Deor, The Dream of the Rood, and

Beowulf.

ENGL 723. Later Middle English Literature. 3 Credits.

English literature of the late 14th and 15th centuries, including Gower, the

English and Scottish Chaucerians, and Sir Thomas Malory.

ENGL 724. Chaucer. 3 Credits.

A study of Chaucer’s major poetry, including Troilus and Criseyde, at least

some of the ‘dream’ poems such as Parliament of Fowls, and most of The

Canterbury Tales.

ENGL 747. Studies in the American Novel. 3 Credits.

A wide-ranging, graduate-level survey of the American novel from the late

18th century through the 20th century.

ENGL 748. Studies in American Poetry. 3 Credits.

A wide-ranging, graduate-level survey of American poetry from the late

18th century through the 20th century.

ENGL 762. Special Topics in Cultural Studies. 3 Credits.

An introduction to myriad texts, topics, controversies, institutions, and

personalities that make up the ongoing knowledge projects that are

loosely affiliated under the rubric “cultural studies.

ENGL 763. Introduction to Methods in Health Humanities. 3 Credits.

Permission of the Instructor. This course introduces students to topics

and methods in health and humanities. Students will read classics in the

field, engage texts from different disciplines and genres, and conduct

intensive research into a condition or disability of their choosing.

ENGL 764. Medicine Without Borders. 3 Credits.

This course examines texts by medical professionals who practice

in perilous venues, as well as their sponsoring institutions (Christian

missions, the Red Cross, and Doctors Without Borders), investigating the

texts’ representational strategies and the historical and ethical settings of

both texts and institutions.

ENGL 776. Old Irish I. 3 Credits.

The main emphasis of the course will be on mastering the basic grammar

of the language. There will be some readings from selected Old Irish

glosses and from Aislinge Oenguso.

ENGL 777. Old Irish II. 3 Credits.

Readings from a variety of genres of Old Irish literature: Stories from the

Tain, Crith Gablach, Cambrai Homily, Early Irish Lyrics, Scela Mucce Meic

Datho.

Requisites: Prerequisite, ENGL 776.

ENGL 781. Proseminar in British Literature, 1500-1660. 3 Credits.

ENGL 783. Proseminar in British Literature, 1770-1870. 3 Credits.

ENGL 784. Proseminar in American Literature, Prior to the Civil War. 3

Credits.

ENGL 785. Proseminar in Literature after 1870. 3 Credits.

ENGL 786. Introduction to Graduate Study in English and Comparative

Literature. 3 Credits.

This course introduces students to the field of literary studies in English

and comparative literature. Students will survey a range of approaches,

methods, and controversies that have emerged from the field. The

focus on critical and institutional histories will provide a foundation for

graduate work and for developing professional objectives.

ENGL 801. Research Methods in Composition and Rhetoric. 3 Credits.

Course introduces graduate students to methodologies of research in

the field of Rhetoric and Composition. Emphasis is on theoretical and

practical concerns that improve teaching and help develop research

agendas.

ENGL 805. Studies in Rhetoric and Composition. 3 Credits.

Focus varies by semester, but generally investigates intersections

of literacy, pedagogy, and rhetorical theory. Courses range from

explorations of technology and literacy, to investigations of forms of

writing and pedagogy.

ENGL 814. History of the English Language. 3 Credits.

Study of English from its Proto-Indo-European origins through the

18th century focusing on historic events and the major changes to the

structure and usage of English they occasioned.

Same as: LING 814.

ENGL 819. Seminar in Old English Language and Literature. 3 Credits.

Topics in Old English poetry and prose that vary with each seminar and

instructor.

ENGLISH (ENGL)           21

ENGL 821. Seminar in Middle English Literature. 3 Credits.

Intensive study of major Middle English authors or genres or of medieval

cultural influences. Topics have included Malory, Piers Plowman and its

tradition, drama, and intellectual backgrounds of medieval literature.

ENGL 825. Renaissance Literature in Context. 3 Credits.

A study of select works of Renaissance literature, both dramatic and

nondramatic, in its intellectual, social, political, or religious context.

ENGL 827. Studies in Renaissance Authors. 3 Credits.

Concentrated studies of single authors, groups of authors thematically

linked, or authors in their families or coteries.

ENGL 828. Perspectives on Renaissance Literature and Culture. 3

Credits.

Students will study Renaissance literature while assessing the

usefulness and status of a theoretical approach, such as feminist theory,

queer theory, cultural materialism, new historicism, or psychoanalytic

theory.

ENGL 829. Studies in Renaissance Literature: Drama. 3 Credits.

A study of Renaissance drama linked thematically, or framed by select

cultural practices and historical issues.

ENGL 830. Studies in Renaissance Literature: Primarily Nondramatic. 3

Credits.

A focused examination of an aesthetic, historical, or theoretical problem

in the study of Renaissance literature.

ENGL 831. Seminar in 18th-Century Literature. 3 Credits.

Selected topics in 18th-century literature.

ENGL 835. 18th-Century Fiction. 3 Credits.

Studies in eighteenth-century fiction from Behn to Austen.

ENGL 837. Studies in English Literature, 1780-1832. 3 Credits.

Sections: 1) Blake, Wordsworth, Coleridge, 2) Byron, Shelley, Keats.

Examination of the major Romantic poets, supplemented by readings in

other Romantic authors.

ENGL 838. 19th-Century British Novel. 3 Credits.

Examination of important 19th-century British novels, such as those by

Austen, Scott, Dickens, the Brontes, sensation novelists, Gaskell, Carroll,

Thackeray, Eliot, Trollope, Doyle, Hardy, Meredith.

ENGL 840. Studies in Victorian Literature: Poetry. 3 Credits.

Study of Victorian poets, focused on a group or a topic, including figures

such as Tennyson, the Brownings, Arnold, and the Pre-Raphaelites.

ENGL 841. Seminar in 19th-Century Romanticism in England. 3 Credits.

Topics concerning major authors and issues of the Romantic period.

ENGL 842. Seminar in Victorian Literature. 3 Credits.

Topics concerning major authors and issues of the Victorian period.

ENGL 843. Seminar in American Literature to 1860. 3 Credits.

Topics vary: e.g., New England Puritanism, New England response to

American literary nationalism; Emerson; Irving, Hawthorne, and Poe and

the development of the American short story.

ENGL 844. Seminar in American Literature, 1860-1900. 3 Credits.

In-depth exploration for doctoral students of selected topics or authors in

American Literature from 1860 to 1900.

ENGL 847. Seminar in the American Novel. 3 Credits.

Doctoral-level seminar in the selected topics or authors.

ENGL 850. Studies in English and American Poetry of the 20th Century. 3

Credits.

Usually taught as a survey of major poets: Yeats, Frost, Stevens, Williams,

Pound, Eliot, Auden, with some more recent poets.

ENGL 852. Seminar in Modern Drama. 3 Credits.

Explores representative works of contemporary playwrights.

ENGL 857. Studies in 20th-Century English and American Literature. 3

Credits.

Studies in special modern and/or contemporary topics; e.g., the Irish

literary renaissance, Latina/o Studies, Asian American Studies, cultural,

visual culture, postcolonial, gender, and/or ethnic studies, and British

and/or American Literature.

ENGL 858. Studies in English and American Fiction of the 20th Century. 3

Credits.

Usually taught as a survey of major writers: Joyce, Lawrence, Woolf,

Hemingway, Faulkner, with some other writers.

ENGL 860. Seminar in 20th-Century Literature, English and American. 3

Credits.

Seminar examining issues in modern English and American Literature.

ENGL 861. Seminar in Literary and Cultural Theory. 3 Credits.

Seminar with varying topics, focusing on recent developments in literary

and cultural theory, including narratology, feminism, psychoanalysis, and

postcolonial and materialist theory.

ENGL 862. Seminar in Cultural Studies. 3 Credits.

Advanced exploration of myriad tests, topics, controversies, institutions,

and personalities that make up the ongoing knowledge projects that are

loosely affiliated under the rubric ‘cultural studies.’.

ENGL 863. Seminar in Postcolonial Literature. 3 Credits.

Course examines the shifting meanings of postcoloniality in 20th- and

21st- century literature from formerly colonized countries.

ENGL 864. Studies in Latina/o Literature, Culture, and Criticism. 3

Credits.

Representative work by Latina/o writers and critics in relation to

major social and historical trends and critical models-border theory,

biculturalism, mestizaje, tropicalization, diaspora, pan-latinidad, AfroLatina/o

disidentifications, and LatinAsia Studies.

ENGL 868. African American and African Diasporan Literature,

1930-1970. 3 Credits.

Key writers within the context of selected literary, cultural, and critical

traditions from 1930 to 1970.

ENGL 871. Seminar in African American Literature. 3 Credits.

An intensive study of a major writer or text, a group of writers or texts, or

an important trend, tradition, or literary period.

ENGL 872. Studies in African American and African Diasporan Literature.

3 Credits.

An intensive study of a particular aspect of African American literature,

such as speculative fiction, subject formation, comparative diasporan

literatures, gender issues, theoretical and critical approaches, or formal

innovations.

ENGL 874. Literature of the U.S. South: Special Topics. 3 Credits.

An in-depth treatment of selected topics (e.g., the Southern Renaissance,

postmodern southern fiction, the racial conversion narrative) in Southern

literature.

ENGL 876. Introduction to Modern Irish I. 3 Credits.

An introduction to modern Irish grammar.

ENGL 877. Introduction to Modern Irish II. 3 Credits.

Readings in Modern Irish Literature.

Requisites: Prerequisite, ENGL 876.

22        ENGLISH (ENGL)

ENGL 880. Ireland in Modernity. 3 Credits.

This course will examine the relationships between Irish writing, culture,

and modernism, in the context of international developments in literature

and art.

ENGL 881. Studies in Cinema. 3 Credits.

This course offers graduate students the opportunity to investigate, in a

seminar setting, a particular subject within the domain of film studies.

ENGL 886. Seminar in Ecological Theory and Practice. 3 Credits.

In-depth evaluation of ecological theory, ecocritical pedagogy, and literary

criticism.

ENGL 990. Directed Readings. 3 Credits.

Topics vary according to the needs and interests of the individual student

and the professor directing the reading and writing project.

Repeat rules: May be repeated for credit; may be repeated in the same

term for different topics.

ENGL 992. Master’s (Non-Thesis). 3 Credits.

ENGL 993. Master’s Research and Thesis. 3 Credits.

ENGL 994. Doctoral Research and Dissertation. 3 Credits.

English (Engl) Essay Assignment Papers