Course Descriptions

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Sample Syllabi

Course Descriptions

Children's Literature and Identity Development


“To live will be an awfully big adventure,” declares one of our most beloved childhood characters–Peter Pan (J.M. Barrie). The best works of children’s literature speak to both the magical and, at times, deeply terrifying transitional period of “growing up”—and the very best works stay with us long after childhood and into adulthood. These works are the first forms of media that we as humans consume, and as such, they shape the way we form, view, and interact with not only our own identities, but our society as a whole. In this class, you will read a variety of works of children’s literature from picture books to young adult novels and research theories on human identity and moral development, as well as learn about elements of literary craft specifically within children’s literature. Students will engage in literary discussion, analyze psychological, educational, and political themes, as well as creative techniques, within children’s books. You may even get a chance to write your own!

Making Stories

How do we tell stories—as individuals, communities, and cultures—and retell them in ways we may not realize, whether through different mediums or variations in elements of literary craft? How do stories evolve, from draft to finished product, and from original folklore to modern twisted tale? What place do stories have in our lives and how do we continue to create them and grow the ones we have? Within this course, you will explore a world of stories through oral, visual, written, and theatrical storytelling and have a chance to create your own.

Interdisciplinary Perspectives on the Creative Process

How many ways can you describe a color? Can you write a poem about it? Can you explain it through science? Can you express your feelings about it through a dance? Can you research the history of its usage and cultural symbolism? How might people from different disciplines approach this question, and how might they collaborate to create a cohesive, multi-disciplinary response? You have a unique way of viewing the world around you that has the potential to spark advancements through the use of the creative process. Many processes mirror the creative process. In this course, you will explore your own process in creating and expressing new ideas through the intersection and integration of varying subjects such as visual art, dance, creative writing, science, and cultural studies. You will learn how you can develop your own process and merge your process with others’ processes to create new and innovative projects through a collaborative experiment of “ekphrastic” art.

Theoretical Perspectives on Disability

Is “disabled” a bad word? What does it mean to experience disability in a capitalistic society that values physical and financial productivity above all else? What implications does disability have on someone beyond their physical health—social, financial, mental, emotional, and educational—and why are disabled people too often considered unreliable narrators of their own experiences? What truths about humanity can we learn from this often-overlooked minority group? And what if, in fact, we as a society are the broken ones—not disabled citizens themselves? Using a variety of texts, this class will explore the real-life experiences and struggles of disabled people and possible solutions to the problems they face by examining the social model vs. the medical model theories of disability and listening to first-hand experiences of disabled people.

Sample Syllabus

Course Overview
COR-204 Theoretical Perspectives: Children’s Literature and Identity Development

Instructor: Prof. Fiadhnait “Fia” Moser-Hardy, MFA (she/her) Fia’s Email: fmoser-hardy@champlain.edu

Course Description:

“To live will be an awfully big adventure,” declares one of our most beloved childhood characters–Peter Pan (J.M. Barrie).

Approach to Course:

As an educator, I highly value students’ ability to connect their current learning with their individual life experiences and interests. I believe that this is how students learn best. Throughout this course, students will engage in focused discussions exploring new ideas and concepts, interest-based projects, reflective written responses, and hands-on activities. Students will actively reflect on discussions, readings, and visual materials and learn to make connections to their own lives, other texts, and the broader world. I believe in taking on the role of facilitator in classroom activities, bringing an inquiry-based approach and allowing students to take agency in discussions.

Diversity, Equity, Belonging, Inclusion, and Justice Policy:

This is a space in which we respect each other’s unique identities, lived experiences, and varied beliefs. Classroom members will refer to each other by their correct preferred pronouns and names. Classroom members will engage in active and respectful listening and learning. Classroom members will allow a safe and inviting space for diverse voices to be heard. Racism, sexism, homophobia, transphobia, ableism, ageism, etc., including microaggressions, will not be tolerated.

Learning Outcomes:

  1. Define key terms and concepts associated with certain theoretical perspectives

  2. Situate the theoretical perspectives within relevant social, geographical, and cultural contexts

  3. Apply theoretical perspectives to a specific topic, collection of texts, or cultural phenomena

  4. Interrogate systems of power and power relationships using theoretical perspectives

Champlain College Competencies Addressed:

  1. Analysis: The ability to separate and organize complex topics or issues into their component parts and terms.

  2. Inquiry: The ability to identify, formulate, and communicate questions that guide investigation and reflection toward discovery; the ability to critically and thoroughly examine one's own assumptions and the assumptions of others.

  3. Diversity, Equity, and Inclusion: The ability to evaluate intersections, influences, and social contexts from a position of shared humanity and openness toward difference, in order to integrate one's values and belief systems into action.

  4. The course also includes some level of understanding of Global and Cultural Understanding, Integration, Information Literacy, and Communication.

Work Expectations:

  • Written Material and Projects:

    • MLA Format, 12 pt. black Times New Roman Font, double spaced

    • Plagiarism will result in a 0.

    • You are expected to fully participate in group projects. Lack of participation may result in a 0.

    • Some projects are started in class. If you miss class or don’t finish your work in class, you will have to finish outside of class. Check due dates/times carefully.

    • Expect and be prepared to share all projects with the class on the date it is due.

  • Late Work/Extension Policy:

    • Extensions Part 1: Email Fia to request an extension. If you need to extend your extension, email Fia. Missing an extension will result in receiving the usual late policy as if you never had the extension (see section 2c). If you and Fia agree on an extension verbally, email to confirm. If you do not confirm via email, the extension is invalid and will result in 0. You must request an extension at least 24 hours in advance.

    • Extensions Part 2: If you choose to leave during an in-class workday because you are “done,” you are forfeiting your right to an extension. That is time I am giving you that you are choosing to throw away and then ask for again when it is convenient for you but inconvenient for me. You are expected to be prepared with all your work materials on in-class work days—laptop, chargers, art supplies, books, etc. You will not be excused from in-class work days if you do not have your materials. If you are truly “done” with your project, it will be turned in on Canvas. If you are truly “done” except for one external resource that you cannot bring to class (large desktop monitor, large scale art supplies, etc.), you may be excused but will not be allowed an extension as your remaining work is so small/insignificant that you should be able to do it outside of class in a timely manner.

    • Late work: 10/100 pts. off for under 24 hours late; additional 1/100 pt. off every day after that; after 14 days, late work will result in 0.

      1. If your work is late, expect to receive no comments (only a grade).

      2. Resubmission: Resubmission is allowed for grades D+, D, D-, and F within 5 days of the date graded for a maximum of 10/100 pts. added. You are allowed 1 resubmission only. If your assignment was originally turned in late, you are not allowed a resubmission. Resubmissions for final assignments are not allowed. I do not accept late submissions of any work within 14 days of the final day of the semester.

  • Attendance Policy:

    • You are expected to attend each class in person unless you are sick or have an

      emergency. In the event of online-only summer courses, classes will take place on

      Google Meet.

    • If you need to join class via Google Meet instead of attending in-person (if not an

      online summer course) due to illness/exposure/weather, etc., you must email Fia in advance. The Google Meet link is posted on the front page of the Canvas course.

    • If you miss class without communicating ahead of time, your participation grade will drop, along with any in-class assignments that were missed. Communicate with Fia in advance if you need to miss class.

    • If you are sick or have an emergency, do NOT attend class. Your health and wellbeing, and the health of your classroom members, are more important. Contact Fia via email about making up classwork or joining class on Google Meet. You are responsible for obtaining class notes from a peer if you are unable to make class via Google Meet. Be sure to check Canvas Modules for possible class notes.

    • If you receive 3 unexcused absences, you will receive a 0% Participation grade.

    • If you are absent both in-person and via Google Meet for more than 50% of the course, you will receive an F for the semester. I cannot excuse more than 50% of absences (if you are sick, you may attend via Google Meet to avoid an absence).

  • Participation Policy:

    • Attend class and arrive on time

    • Follow tech policy

    • Actively collaborate on group projects

    • Participate actively, constructively, kindly, and respectfully in critiques and discussions

    • Come to class prepared with materials

    • Come to class prepared with readings pre-read

    • Ask questions and bring ideas to class

    • Display active listening and engagement during lectures

    • *If blatant disrespect is shown towards peers and professors, especially if that disrespect violates my DEIBJ policy, you may be dismissed from class

  • Tech Policy:

    • If you need to take a call, go to the hall.

    • Laptops, phones, earbuds, tablets away unless Fia says they can be out (exception for accommodations).

  • Canvas and Projects

    • You are responsible for checking Canvas for due dates and submitting your work on Canvas. All work should be submitted on Canvas with the exception of oral presentations (or specific hard-copy assignments), which are to be presented in class.

  • Conferences and Communication

    • Please make an appointment with Fia if you need additional academic support. If you are unable to make your appointment, let Fia know via email at least 24 hours in advance if possible (unless suddenly sick or emergency). If you do not show to your appointment, Fia may not reschedule with you for that topic/project. If you are late to your appointment and do not let Fia know, she will wait a maximum of 10 minutes for you to arrive.

    • Need an accommodation? Let Fia know in person and over email.

    • Struggling? Let Fia know.

  • Required Texts (To Buy):

    • What’s Your Story? A Young Person’s Guide to Writing Fiction by Marion Dane Bauer

    • Because of Winn-Dixie by Kate DiCamillo

    • Choice literary circle novel (Fia will assign groups and offer choices in first class)

  • Assignments Summary:

    • Homework (15%):

      • Because of Winn-Dixie, Common Text MG Read: Identifying Elements of Literary Craft (Homework)

      • What’s Your Story? Quotes/Reasonings (Homework)

      • Who Am I? Why Am I? (Homework)

      • 3 Theories: I Talk Like A River (Classwork/Homework) -Illustrative Style (Homework)

      • Literary Circle At-Home Notes (Homework)

      • List of 3-5 Ideas for Final Project (Homework)

      • Final Story First Draft (Homework) -Critique Workshop Notes (Homework)

    • Article Readings (10%):

      • Article Readings TBD

    • Classwork (15%):

      • Identify Hero’s Journey Plot Elements in a Picture Book (Classwork)

      • Activity: Categorize the Books Participation (No Submission) (Classwork)

      • You Try: Because of Winn-Dixie/Role of Reader-Response and Narrative Empathy in Identity Formation (Classwork)

      • Voice Assignment (Classwork)

      • Literary Circle Group In-Class Notes (Classwork)

      • Group Midterm Thesis Statement (Classwork)

      • Midterm Collaborative Survey (Classwork)

      • Critique Participation Day 1 (Classwork)

      • Critique Participation Day 2 (Classwork)

    • Picture Book Reflections (10%):

      • Picture Book Reflections (Classwork):

        • Week 2: The Proudest Blue by Ibtihaj Muhammad

        • Week 3: I Talk Like a River by Jordan Scott

        • Week 4: The Snowy Day by Ezra Jack Keats and Something Happened in Our Town by Marianne Celano and Marietta Collins

        • Week 5: Fancy Nancy by Jane O’Conner

        • Week 6: Between Us and Abuela: A Family Story from the Border by Mitali Perkins Week 7: My Shadow is Pink by Scott Stuart

        • Week 8: Eyes that Kiss in the Corners by Joanna HoWeek 10: We Are Water Protectors by Carole Lindstrom

        • Week 15: Not Quite Narwhal by Jessie Sima

    • Midterm (15%):

      • Midterm Literary Circle Group Autoethnography/Presentation

    • Final (15%):

      • Final Story Final Draft (Homework) -Final Story Reflection (Homework)

    • Participation (15%):

      • Midterm Participation

      • Final Participation

    • Final Quiz (5%):

      • Final Quiz: Children’s Literature Basic Concepts (5%)

Grades: A= 93+ A-=90-92 B+=87-89 B=83-86 B-=80-82 C+=77-79 C=73-76 C-=70-72 D+=67-69 D=63-66 D-=60-62 F=0-59

Syllabus

Week 1 1/15
What Is It?/Syllabus
Due:
-Order Books (Homework) (Ungraded) (end of day)

Week 2 1/22
Categories, Genres, Formats/Spotting Quality
Due:
-Week 2: The Proudest Blue by Ibtihaj Muhammad (Classwork) (end of class) -Activity: Categorize the Books Participation (No Submission) (Classwork)

Week 3 1/29
Critical Literary Theories
Due:
-Because of Winn-Dixie, Common Text MG Read: Identifying Elements of Literary Craft (Homework) (start of class)
-Article: Theory in Practice: The Legacy of Louise Rosenblatt by Heidi Mills and Diane Stephens (Homework) (start of class)
-Article: A Theory of Narrative Empathy by Suzanne Keen (pages 9-20) (Homework) (start of class)
-Week 3: I Talk Like a River by Jordan Scott (Classwork) (end of class)
-You Try: Because of Winn-Dixie/Role of Reader-Response and Narrative Empathy in Identity Formation (Classwork) (end of class)
-3 Theories: I Talk Like A River (Classwork/Homework) (end of day)

Week 4 2/5
Human Development theories and Morals/Plot Theory
Due:
-Article: Children’s Literature Opens the Door to Conversations About Identity, Race and Equity by Jinnie Spiegler (Homework) (start of class)
-Article: Children Literature in Shaping Gender Identities by Iqra Jabeen, Asad Mehmood, and Rabia Faiz (Homework) (start of class)
-Week 4: The Snowy Day by Ezra Jack Keats and Something Happened in Our Town by Marianne Celano and Marietta Collins (Classwork) (end of class)
-Identify Hero’s Journey Plot Elements in a Picture Book (Classwork) (end of class)

Week 5 2/12
Voice, Illustration, Authenticity
Due:
-Who Am I? Why Am I? (Homework) (start of class)
-Week 5: Fancy Nancy by Jane O’Conner (Classwork) (end of class) -Voice Assignment (Classwork) (end of class)

Week 6 2/19

Autoethnography/Literary Circles

Due:
-Illustrative Style (Homework) (start of class)
-Literary Circle At-Home Notes (Homework) (start of class)
-Literary Circle Group In-Class Notes (Classwork) (end of class)
-Article: Fictional Escapism and Identity Formation: A Duoethnographic Exploration of Stories and Adolescent Development by Cammie J. Lawton and Leia K. Cain (Homework) (start of class)
-Week 6: Between Us and Abuela: A Family Story from the Border by Mitali Perkins (Classwork) (end of class)

Week 7 2/26
Literary Circles
Due:
-Week 7: My Shadow is Pink by Scott Stuart (Classwork) (end of class) -Group Midterm Thesis Statement (Classwork) (end of class)

Week 8 3/5
Literary Circles
Due:
-Midterm Participation (No Submission)
-Week 8: Eyes that Kiss in the Corners by Joanna Ho (Classwork) (end of class)

Week 9 SPRING BREAK 3/12

Week 10 3/19
Midterm Presentations/Finals Intro
Due:
-Week 10: We Are Water Protectors by Carole Lindstrom (Classwork) (end of class) -Midterm Literary Circle Group Autoethnography/Presentation (start of class) -Midterm Collaborative Survey (Classwork) (end of class)

Week 11 3/26
Writing Workshop/Prof. Conferences
Due:
-What’s Your Story? Quotes/Reasonings (Homework) (start of class) -List of 3-5 Ideas for Final Project (Homework) (start of class)

Week 12 4/2
Writing Workshop/Prof. Conferences
Due:
- Final Story First Draft (Homework) (end of class)

Week 13 4/9 Critique Week 1 Due:

-Critique Workshop Notes (Homework) (start of class) -Critique Participation Day 1 (No Submission) (Classwork)

Week 14 4/16
Critique Week 2
Due:
-Critique Participation Day 2 (No Submission) (Classwork)

Week 15 4/23
Movie: Saving Mr. Banks/Quiz Prep/Conferences
Due:
-Final Story Final Draft (Homework) (start of class)
-Final Story Reflection (Homework) (start of class)
-Week 15: Not Quite Narwhal by Jessie Sima (Classwork) (end of class)

Week 16: Finals 4/30
Author Readings/Final Quiz
Due:
-Final Participation (No Submission)
-Final Quiz: Children’s Literature Basic Concepts (end of class)

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