Teaching Post-Secondary English

In June 2015, the Higher Learning Commission (HLC) adopted a clarification to its Assumed Practices regarding faculty roles and qualifications: faculty teaching gen ed courses, who do not have a graduate degree in the field they are teaching, must have an MA degree and at least 18 graduate credit hours in the field they are teaching (before it was 18 upper-division hours).The HLC has set September 1, 2017 as the date for all faculty to be qualified under this clarification.

Do you, or other faculty in your program, suddenly need a few more graduate credit hours in English to stay certified? If so, the Department of English at the University of Arizona is excited to work with you!

 

Spring 2016, January 25-March 6

[ENGL 517A] Topics in the Teaching of English: Teaching Writing with Technology, Dr. Shelley Rodrigo

This course will focus on answering the question "How do various technologies impact the teaching and learning of writing in the 21st century?" As we explore this question we will also discuss and experiment with various types of technological applications for producing, publishing, teaching, and learning writing.

[ENGL 596K] Methods and Materials: Reading Poetry/Teaching Poetry, Dr. Tenney Nathanson

In this course, we will develop strategies for analyzing poems which can be directly applied in your teaching.  We'll "demystify" poetry by working on poems as a speaker's attempt to accomplish something in a particular situation, moving to related aspects of a poem’s rhetoric and , finally, to consideration of how formal features such as rhyme and meter function in particular poems.

Summer 2016

SS1:

Lauren Mason: 596F: The Post-Modern Condition: Visual Culture and Global Urbanism in Literature of the Twenty-First Century

The late twentieth and early twenty-first century are marked by two driving forces: urbanization and visual technology. As urban geographer Mike Davis reminds us in Planet of the Slums, nearly ninety percent of the world’s population are city dwellers and, in many cases, inhabit “megacities” or large-scale slums such as Lagos, Manila, Mumbai, and Southside Chicago. At the same time, however, movies like Slumdog Millionaire and City of God remind us that widespread urbanism is itself marked and mediated by visual media and technology. That is, characters see themselves and articulate their identities through visual narratives (film and television) of urban spaces. While once the written narrative was the primary means of articulating culture and identity and the urban space in the literary texts was static, we now find texts that are invested in making the written narrative itself move like the bustling urban slum and flow like a film narrative. To this end, we have an emerging literary post-postmodernism that pushes the boundaries of the written text, incorporates urban life into its narrative frame, and relies heavily on references to visual culture. In this course, we will explore texts (written and visual) and critical theory that are on the bleeding edge of this still undefined post-postmodernist movement.

Julie Iromuanya 596H : Creative Writing Pedagogy

The rise of creative writing programs across the nation and throughout the world requires instructors of creative writing to frequently engage in reflection over our teaching practices. This course will provide an opportunity for both novice and veteran creative writing faculty to study the history, theory, and pedagogy of creative writing as well as corollary issues that impact the writing classroom (e.g., identity, activism, and advocacy). We will examine a variety of topics: the traditional workshop model and beyond; facilitating inclusive learning environments; determining course goals, from the introductory through the advanced level; teaching creative writing in digital environments; and more.
 

SS2:

Susan Miller-Cochran: ENGL 517A: Topics in the Teaching of English: Teaching Basic Writing

This online graduate seminar focuses on current theories, research, and practices of teaching basic writing at the postsecondary level. We will discuss curricular design, assessment, and programmatic models for basic writing, and we will focus on the ways basic writing courses address the needs of diverse students at many different types of institutions. This seminar is designed for all interested MA and PhD students, and it is also designed to meet the needs of current faculty teaching writing at the postsecondary level.
 

 

Registration Info

It’s just two easy steps to register:

  1. Apply as a graduate non-degree seeking student to the UA Graduate College.  Application deadline: January 1, 2016
  2. Register online via student account (you will receive instructions by email). Registration deadline: January 11, 2016

 

 

Program(s): 

College of Social and Behavioral Sciences