This is a course in and about literary editing as a practical, visionary, and collaborative endeavor. Students become essential members of Paperbark's diverse community of thinker-makers, drawing on expertise in the sciences, visual art, poetry, and literary prose. The aim here is confluence; Paperbark's mission - and the purpose of this seminar - is to bring the arts and sciences into legible, lively dialogue, "to build new bridges across traditional divides."

Like many inter/disciplinary fields, both English and WGSS have struggled to frame their subjects and objects of knowledge in constitutively intersectional ways. That is: without continually reverting to cis White heteronormativity as the "universal" default. By centering diverse expressions of Black feminist lives and thought, this course will explore the deep interconnections between storytelling, writing and knowledge production, asking foundational questions such as: What is the relationship between embodiment and bodies of work?

Students will consider the autobiography as a powerful social and cultural document, on that is an index to the ways in which people conceive of and recreate history itself.

This course is not a history of feminist speculative fiction, nor a survey of the genre. Instead, it is a course that takes seriously speculative fiction as a site where commonsense is made strange and, therefore, can be remade. Combining readings in science fiction studies, feminist theory, and the fiction of authors like Octavia Butler, Ursula K.

The purposes and processes used for synthesizing research findings and completing literature reviews for the purpose of evaluating knowlege claims in the field of special education will be covered in this course.

This course will focus on the analysis and understanding of the critical features of a range of empirically validated interventions for achievement and behavior problems. The foundational perspectives for understanding the problem-focused interventions in both areas are instructional design, educational psychology, and learning and behavior theory. In addition, the course will include an over-arching theme of service delivery through collaborative instructional and behavioral consultation methods. This course is primarily intended for students in the School Psychology Program.

Prepracticum experience in a public school classroom analyzing teaching and learning.

Current theory and research on children's development of oral and written language and its implications for reading, writing and language instruction.

Introduction to the theories of second language and literacy development. Critical examination of language learning to develop the ability to analyze classroom discourse and to work collaboratively as an expert and leader in class classroom second-language learning.