EDWARDS COLLEGE COURSES WITH A SIGNIFICANT FOCUS IN DIVERSITY, EQUITY, AND INCLUSION
Diversity, Equity, and Inclusion Course Requirement
The Edwards College is dedicated to providing students with opportunities to cultivate an accessible, diverse, equitable and inclusive environment on a local and global level. In order to support the pillar of DEIA+ in our college, faculty are encouraged to develop and promote inclusive pedagogy that will involve students in work that challenges them to engage critically and deeply through diverse perspectives.
Overall purpose of Courses with a DEI designation:
We embrace the diversity of our nation and world. It is imperative that CCU graduates can interact productively with individuals from different cultural backgrounds, racial and ethnic identities, gender identities and expressions, sexual orientations, ability statuses, class backgrounds, and life experiences. A prerequisite to productive engagement across identity is the ability to reflect on one’s own identity, beliefs, and position in society, show curiosity and respect for the identity, beliefs, and positions of others who are different, and be willing to engage collaboratively in discussion regarding past and present barriers to equity and inclusion for marginalized and oppressed people locally, nationally, and globally. The DEI course designation is intended to recognize courses that promote the intellectual and affective prerequisites to successful engagement across difference and a mindset of service towards improving the individual and collective opportunities for all people. In addition, the DEI course designation recognizes the work of faculty who integrate principals of inclusive pedagogy through assignments and assessments that speak to the interests, needs, and experiences of diverse learners, engage students in active communication across difference, and promote collaborative problem-solving regarding issues relevant to the enhancement of diversity, equity, and inclusion.
Courses with a DEI designation must outline course SLO's that align with at least 3 of the following Student Learning Outcomes.
DEI Student Learning Outcomes outlined by the Edwards College DEI Committee
- Recognize and understand the intellectual and creative contributions made by members of diverse cultural and gender groups and other marginalized people in the US and/or globally.
- Understand the impact of historical practices, institutions, and structures on the present situation of marginalized people in the US and/or globally.
- Identify and evaluate current economic, social, and political inequalities in the US and/or globally through a discussion of causes and potential solutions.
- Critically examine their own identity, positionality, as well as beliefs, attitudes, and biases about historically marginalized people and cultures in the United States and/or globally.
- Integrate different perspectives on issues of historical and contemporary importance that reflect the experiences and values of diverse communities in the US and/or globally.
- Produce creative work and/or scholarship that shares the perspectives of marginalized individuals and/or communities to its intended audience.
Courses - Fall 2022/Spring 2023
- Communication, Media, and Culture
- Philosophy and Religious Studies
- Visual Arts
*Please note the section number of courses for DEI Designation.
COMM 380/IDS 380 Sec. D1, D2: Signs Among Us: The Semiotics of Culture
A study of the signs and sign systems produced, exchanged and interpreted in contemporary culture. From toys to cuisine, from comics to video games, from plastic to astrology, the course offers critical approaches to the multiple spheres of meaning in which we move.
COMM 431, Sec. 01– Effects and Representation from Popular Films
Explores identity and representation in popular movies from the perspective of audiences. Topics may include social, political, economic, and historical contexts of films, as well as misrepresentation, exploitation, and appropriation of identities. Students learn about film techniques and uses and effects of popular films.
ENGL 205: Literature and Culture: Black in Literary USA
African-American experiences are varied and multifaceted, yet limited depictions of African American lives exist. This class will focus on expanded representations and understandings of African-American literature in fiction, non-fiction, poetry, and film. We will examine how expressions from white and African American writers have shaped and defined African-American literature. Some texts challenge and shape our working definitions of what African American literature is today, while others present a narrow scope of historical stereotypes. In our searches in familiar and unfamiliar texts, we will explore how the representations of black life grant us better visions of multifaceted identities of African America. We will pay close attention to the ways authors worked to own their own identities and how their texts shaped their identities beyond their control. Throughout the course, we will revisit the question—how does the study of African- American literature change when seen from the perspective of each author? Contributions from Du Bois and contemporary authors will reveal forgotten histories and stories that make complex our understandings of the diversity and breadth of the African-American literary canon. We will culminate the class with a reading of Octavia Butler’s Kindred, which will deepen our discussions about adaptation and African American experiences.
ENGL 205 Sec. 05: Literature and Culture: Immigrants and Exiles
Catalog Description: This course is designed to provoke and cultivate students' imaginative and critical understanding of literature in various cultural contexts. Text (in poetry, drama, fiction, and/or creative nonfiction) will vary by section. Each section will examine compelling themes, styles, and cultural arguments within their literary, historical, and philosophical contexts.
This section: Refugee, migrant, exile, alien: whether seeking to flee war, avoid the effects of climate change, evade political or religious persecution, or increase economic opportunities, those who cross borders often have fascinating stories to tell. Our course will explore accounts of migration in contemporary fiction, film, documentaries, poetry, and memoir centered on characters from Mexico, Ireland, Vietnam, Jamaica, India, Pakistan, Ethiopia, Somalia, and other places. These works provide an opportunity to consider complexities around such concepts as home and homeland; boundaries and belonging; language and translation; race, ethnicity, and tradition; individual freedom vs. family ties; and the powers and failures of memory.
ENGL 334 Sec. 01: Perspectives on British Literature and Culture: Legacies of Empire
This section of ENGL 334 will trace the growth, decline, and legacies of the British empire through the lens of postcolonial studies. We’ll see how personal and political landscapes intersect in a range of works, including fiction, poetry, drama, film, and music. With a focus on subjectivity, diversity, and crosspollination, we’ll discuss how “British” national and postcolonial identities have been constructed and challenged over time through a compelling range of individual voices and stories.
ENGL 443/WGST 301 Sec. 01/Q1:
WebAdvisor Title: Topics in Women Writers/Women of Color
Topical Title is "Bridges to Everywhere: Intersectional Storytelling and Feminist Practice"
This course will introduce students to feminist texts, theories, and practices that, through their intersectional storytelling methods, forge social change in diverse environments across the world. In particular, we will focus on the works of writers and directors who examine the interconnectedness of gender, religion, race, age, ethnicity, class, ability, nationality, sexuality, and locationality in peoples’ lived experiences and everyday struggles. No book purchase needed.
ENGL 485 Sec. D1: Adolescent Literature
We begin the course with an introduction to the historical lack of diversity in books for children and young adults and analyze the most current statistical information on diversity in recent books compiled by the Children's Cooperative Book Center. The factual information from the CCBC demonstrates that a consistently low number of books for young readers each year are by and/or about Black/Indigenous/People of color. Even fewer address LGBTQ+ aspects of identity. We read scholars who argue why and how this inequity can be addressed, and we learn about tools such as book awards and book lists for locating and evaluating diverse books. We learn about why diverse books are more likely to be challenged and banned from public schools and libraries. Our shared course reading list includes a variety of books by and about African Americans, Hispanic Americans, Chinese Americans, and Indigenous People of the Americas. Additionally, students have an opportunity to choose a book of their own from a widely diverse list of recommended books.
ENGL 459 Sec. 01: Advanced Composition and Rhetoric
Writing that involves different aims, types, and audiences. Students learn theory about composition, rhetoric, and reading. Students also read examples, do library research, and review grammar, punctuation, and editing.
More Specifically for this section:
This class is designed to strengthen your base-knowledge within the field of composition and rhetoric, as well as set you up to explore ways of making knowledge that might stretch your thinking a bit. As we do so, I encourage you to work towards creating and sustaining an inclusive classroom space, which is accepting and encouraging of multiple viewpoints and driven by curiosity and inquiry, not stagnation of views or a compulsion towards consensus. We will respect one another by staying present in the space together, keeping the use of electronic devices to times that they are necessitated, and actively engaging in readings. I encourage you to approach learning a new discourse, or way of thinking and talking about a topic, as an exploration; it will be difficult and challenge you, but there may also be an element of joy and surprise. Let's try to cultivate that together.
ENGL 341 Sec. 01: African-American Literature, 1750 – Present
This course surveys the African-American literary tradition, covering the periods of the antebellum U.S., slavery, post-Reconstruction, the Harlem Renaissance, the Black Arts Movement, and postmodernism. Using various genres from and beyond the canon, we will explore the past and the history of African American literary production to engage with speculative futures. Many of our readings will explore topics of resistance to racism and gender discrimination as well as topics about Black life, love, identity, and futures. We will also work to understand the major themes of the African-American literary tradition. These include double-consciousness, uplift, signifying, and more recent speculative understandings of Black futures. Students may take this course to fulfill their English major and minor requirements, and most reading materials will be provided on Moodle.
ENGL 102 – Composition and Critical Reading
In this Diversity, Equity, and Inclusion (DEI) section of English 102, students read and analyze a variety of texts written across disciplinary lines as they compose functional, rhetorical, and critical analyses that consider the importance of context. Students also refine their approaches to research as they extend their understandings of all aspects of the writing process. As a hybrid course, English 102 includes a parallel online component, Coastal Composition Commons, which provides uniform and digitally delivered content reinforcing a common set of student learning outcomes.
ENGL 102, Sec. 04, 05, 53 & 68 – Composition and Critical Reading
In ENGL 102, students read and analyze a variety of texts written across disciplinary lines as they compose functional, rhetorical, and critical analyses that consider the importance of context. Students also refine their approaches to research as they extend their understandings of all aspects of the writing process. As a hybrid course, English 102 includes a parallel online component, Coastal Composition Commons, which provides uniform and digitally delivered content reinforcing a common set of student learning outcomes.
The daily assigned readings will be structured around local and national culture which students will then make larger meaning from to speak towards global cultural perspectives. The formal assignments include an essay asking students to analyze assigned articles related to voices heard less often in both mainstream and social media (voices from minority and diverse groups including but not limited to LBGTQ+, Black, indigenous, and Asian American) in order to point to a larger context that grounds the text's meaning and function; an essay that requires students to complete a cultural critique and claim their own position to extend their thinking about concerns central to assigned articles from diverse voices to develop their own perspective on the larger cultural concern the article highlights; and a position/argumentative paper where students will look at an issue, concern, or question related to diverse cultures and populations and formulate their own stance on the topic in light of the larger public conversation that occurs surrounding this topic
ENGL 332, Sec. 01 – Perspectives on American Literature and Culture: Octavia Butler’s Speculative Fiction
Deemed the godmother of Afrofuturism, the celebrated African American writer Octavia Butler left behind a career that changed the science-fiction world entirely after her unexpected passing in 2006. As the first ever science fiction writer to receive the MacArthur Fellowship, Butler wrote with an eye toward the future and consistently offered an honest observation of humanity. Though one of a few Black women writers publishing in the white-male dominated science fiction genre, Butler transcended conventions and offered outlooks on not only issues of race, gender, sex, and power, but of empathy, social normativity, environmentalism, and many more. This course will examine Butler’s work alongside some of her contemporaries, Samuel R. Delany, and Charles Saunders, as well as those inspired by it to contextualize the impact of her body of work in the twentieth century. Butler’s legacy, as students will see, speaks for itself as she is an early pillar of Afrofuturism
ENGL 205, Sec. 05 – Literature and Culture: Black Speculative Fiction
This course introduces students to the popular and critical genre of Black Speculative fiction and engages students in honing their own interpretative skills. Students will engage with one of the earliest anthologies featuring Black Speculative fiction from the nineteenth and twentieth centuries. The class will culminate with a reading of Tananarive Due's award-winning text, My Soul To Keep.
Digital Culture and Design (DCD)
DCD 316, Sec. 01 – Digital Resources in the Humanities
An intermediate course that provides students both an overview of digital resources in humanities projects, and an opportunity to build practical skill sets in utilizing these resources. This course focuses not only on how digital resources have evolved in humanities disciplines and humanities-centered interdisciplinary research, but also explores the use of these resources through the examination of existing projects, including interdisciplinary databases, electronic texts, mapping and digital history projects, and New Media projects. Students will also develop practical skill sets through hands-on exercises utilizing humanities-based digital resources.
DCD 300, Sec. 01 – Special Topics in Digital Studies
An upper-level open topics course, where DCD students explore the critical theories and practical methods of variable topics across the expanded field of digital humanities, according to the instructor’s expertise and research agenda. All sections provide an introductory basis for more advanced methods and theory in the DCD curriculum, and DCD majors should take this course at the beginning of their upper-level course sequence, after they have completed the Foundations sequence. This course may be repeated for credit once under a different topic.
HIST 492, Sec. 01 – U.S. Immigration History
U.S. Immigration History will offer an exciting exploration of how the idea of America as a “Nation of Immigrants” emerged and changed over time. The course will evaluate immigration diversity and migration patterns since the founding of the United States to the present. The course will evaluate immigration policy and immigration history. It will do so by discussing politics, law, economics, and culture. In a sober, critical, and analytical way, Immigration History will offer a comprehensive overview and selected case histories of this story using an array of sources including film, music, and many more primary and secondary sources.
HIST 339, Sec. 01 & D1 – The Great War
The Great War (3). An interdisciplinary examination of the conflicts of 1914-1918, which may emphasize private memoirs, combat narratives, professional histories, public forms of remembrance, and representations of violence.
LIS 122 Sec. D1, D2, D3: Introduction to Intercultural Studies: Transnational Cinema
In this course students will have the opportunity to view and appreciate the distinctive character of different lands and peoples and acquire a basic intercultural communicative awareness that will prepare them for the study of a language. In addition, students will become familiar with scholarly approaches used in the discipline, which may include linguistics, second language acquisition, cultural studies, film studies, literary studies, interdisciplinary approaches, and/or pedagogy. Content will focus on a particular topic or theme within the context of non-English-speaking cultures.
LIS 398: Asian Diasporas in the Francospheres
The immigration waves of the late twentieth century have witnessed the emergence and success of a group of Asian Francophone writers who, originally from Asia, publish in France and Quebec, Canada. While French has become their authoring language, linguistic idioms, poetic imagery, and classical thought from Asian cultural heritage permeate their French texts and visual artworks, reflecting a strong translingual and intercultural sensibility. In this course, we explore the Asian experience of displacement, memory, belonging, and otherness in the literary works and cultural productions of the most acclaimed contemporary Asian Francophone writers. Together, we discuss the construction of Asian diasporic identities through the lens of diaspora, translinguality, and global mobility.
LIS 486 Sec. D1: Studies in World Film
Course gives students the opportunity to study masterwork of world film and to explore how these works are connected to broader cultural, social and historical processes. This course will also explore important monuments of film criticism and theory.
MUS 207, Sec. 01 – Introduction to World Music
This course introduces the fundamentals of music to the non-music major through a survey of world music traditions. Music making within specific cultural settings that give context and meaning to performance will be examined. This course draws upon the broad interdisciplinary field of ethnomusicology, which provides insights into music's role as a rich form of human creative expression. Experience in music is not required.
RELG 104, Sec. 01 & 02 – Introduction to Asian Religious Traditions
This course provides an introduction to the most prevalent and enduring ideas, images, and personalities of Asian religious traditions including Daoism, Confucianism, East Asian Shamanism, Shinto, and Buddhism. The regions of focus include India, Tibet, China, Korea, and Japan, with some reference to other areas of Asia.
THEA 130 Sec. 02: Principles of Dramatic Analysis
This course is designed to cultivate the students understanding of contemporary cultural/literary theories, critical evaluation, analysis, and interpretation of dramatic literature and performance. The class emphasizes the traditional and non-traditional canons of dramatic literature, traditional structures and forms of drama and cultural arguments within their literary, historical and philosophical context.
THEA 363 Sec. 01/H1: Musical Theatre History
A survey of the playwrights, composers, lyricists, directors, choreographers, performers and productions of the American musical theatre from its European beginnings to the present; specific works are studied.
Students will develop an understanding for the historical development of the American Musical through an examination of the historical elements of musical and dramatic style as well as the socio, political and economic world outside the theatre. Performances will be viewed with an effort to highlight artists of different genders, ages, sexual orientations, racial and ethnic backgrounds with a strong emphasis on performances from BIPOC and LGBTQIA+ artists.
THEA 425: World Dramatic Literature
A critical and historical survey of cardinal works of dramatic literature across the epochs of theatrical performance. The course accents analysis and interpretation.
VPA 103-07 HONORS: Topics in the Fine Arts: LGBTQ Theatre
This course is designed to provide the student with the basic understanding of how arts critically influence and culturally enhance our everyday experience. Each section will present a variety of modes that are rooted in artistic expression. Topics will draw from one or more of the following disciplines: Creative Writing. Music, Theatre, and the Visual Arts. This section will have a specific focus on LGBTQ Theatre History and important works.
ARTH 360, Sec. H1 – Gender & Ethnicity in Art
A critical examination of how gender and ethnicity have been represented in visual culture within the Western tradition.
ARTS 420, Sec. 420 – Exploring Action: Performance Art
This course explores action and the utilization of the body as a material in contemporary art. In this course, students create both in process and developed performance artworks presented in class for critique. This course is experimental in nature and is open to a wide range of possibilities and interpretations of what performance art is and could be. We investigate audience-performer relationships, site-specificity, working with extended duration, body awareness, personae work and documentation strategies. We engage texts and other media to gain an understanding of the history of performance art. We look to local, national, and international perspectives from living/contemporary artists and thinkers in varying stages of their careers alongside historic notables. We also explore contemporary climate around the medium’s inclusion and/or exclusion from institutional art contexts, public spaces, and artist-run initiatives.