Course Proposal

College Literature Course

Would you prefer this course to be scheduled in twice/week 75-minute sessions, or a once/week 150-minute session?

1x/week, 150-minute sessions

Full title of the course.

204: Theoretical Perspectives: Children’s Literature and Identity Development

Provide a student-facing, marketable, paragraph-length course description. Indicate a) the humanities and/or social sciences theories that configure the course's framework and b) how these theories will be applied in this specific section. List pedagogical and content highlights of the course. Conclude with the primary learning goals, which are framed around the circumstances of applying in real-life condition.

“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!

Explain how your section draws from different disciplinary approaches (at least three) and how you plan to exercise and facilitate interdisciplinary perspectives.

In this course, students will explore both psychological and artistic theories through disciplines such as literature, creative writing, psychology, sociology, and education. Lectures and readings will include topics such as Erik Erikson’s theory of identity development and Lawrence Kohlberg’s theory of moral development. There will be significant conversation around the development of social justice beliefs, as well as readings on the topic. We will also explore literary theories, such as reader-response theory, new criticism, authorial intent, narrative empathy, and the Hero's Journey. We will open each class by reading aloud a picture book and discussing ways this book may impact both self and society; there will be heavy focus on social justice picture books. A midterm project will involve meeting in literary circles to discuss a middle grade novel in relation to developmental theories and literary theories, in particular, reader-response theory. Then, groups will collectively write a multi-faceted autoethnography on how their book specifically affects the developmental identity formation of children and in turn, society.  

On the artistic side, students will discuss what makes a children’s book effective, in particular, discussing the difference between theme and moral with regards to literature. We will explore techniques children’s authors use to emphasize the reader’s emotional experience, such as embedded stories, endowed objects, voice, character agency, theme over morals, and more. One craft book we will examine will be Marion Dane Bauer’s “What’s Your Story?” We will also examine Vermont College of Fine Arts’ Writing for Children and Young Adults Graduate Program’s “Elements of Literary Craft” to determine ways of engaging young readers. A final project will involve writing a picture book or writing a first chapter of a middle grade or young adult novel with a brief synopsis of their idea for the rest of the novel. They will also write a reflective essay on how their book affects the developmental identity formation of children and in turn, society, as well as how it respects and honors the transformation experience of growing up through the use of elements of literary craft.

Classes will be spent reading aloud and analyzing picture books, listening to light lectures on developmental psychology and elements of literary craft, discussing middle grade novels in literary circles, and sharing original stories in writing workshop critiques. Homework assignments will include psychological, educational, and creative writing readings, as well as reflections and notes on those readings. They will also include readings of various children’s novels.

At an interdisciplinary level, this course will touch on disciplines such as psychology, education, sociology, creative writing, and literature.

An abbreviated list of articles, books,  and children’s books we will read or discuss is below:

Books:

“What’s Your Story? A Young Person's Guide to Writing Fiction” By Marion Dane Bauer

Selections of “Childhood and Society” by Erik Erikson

Article: "Theory in Practice: The Legacy of Louise Rosenblatt" by Heidi Mills and Diane Stephens

Article: "Children's Literature Opens the Door to Conversations About Identity, Race, and Eequity" by Jinnie Spiegler

Article: "Children Literature in Shaping Gender Identities" by Iqra Jabeen, Asad Mehmood, and Rabia Faiz

Article: "A Theory of Narrative Empathy" by Suzanne Keen

Article: "Fictional Escapism and Identity Formation: A Duoethnographic Exploration of Stories and Adolescent Development" by Cammie J. Lawton and Leia K. Cain

Article: Simply Psychology: Erikson’s theory of psychosocial development 

Article: Simply Psychology: Kohlberg’s theory of moral development 

Resource: Vermont College of Fine Arts’ Writing for Children and Young Adults MFA Program Core Topics

Because of Winn Dixie by Kate DiCamillo

Over the Moon by Natalie Lloyd

The One and Only Ivan by Katherine Applegate

Wishtree by Katherine Applegate

El Deafo by Cece Bell

Front Desk by Kelly Yang

The Giver by Lois Lowry

West of the Moon by Margi Preus

Each Little Bird that Sings by Deborah Whiles

Peter Pan by J.M. Barrie

The Proudest Blue by Ibtihaj Muhammad

I Talk Like a River by Jordan Scott

The Snowy Day by Ezra Jack Keats

Something Happened in Our Town by Marianne Celano and Marietta Collins

Fancy Nancy by Jane O'Conner

Not Quite Narwhal by Jessie Sima

My Shadow is Pink by Scott Stuart

Eyes that Kiss in the Corners by Joanna Ho

We Are Water Protectors by Carole Lindstrom

Shrek! by William Steig

Where the Wild Things Are by Maurice Sendak

Wolf in the Snow by Matthew Cordell

The Day the Crayons Quit by Drew Daywalt

Click, Clack, Moo, Cows that Type by Doreen Cronin

The Adventures of Beekle: The Unimaginary Friend by Dan Santat

Describe how you plan to achieve the Learning Outcomes elaborated in the corresponding "Course Guidelines" (see links above) through experiential, project-based, and place-based pedagogy in discussions, assignments, field work etc.

CLO1: Define key terms and concepts associated with certain theoretical perspectives: 

We will learn the basic principles of Erikson’s theory of identity development, Kohlberg’s theory of moral development, and VCFA’s elements of literary craft for writing for children and young adults. 

CLO2: Situate the theoretical perspectives within relevant social, geographical, and cultural contexts: 

We will focus on books featuring themes of deep importance to societal development: politics, diversity/equity/inclusion/justice, religion, etc.

CLO3: Apply theoretical perspectives to a specific topic, collection of texts, or cultural phenomena

We will focus on children’s literature through the lenses of developmental psychology and literary craft. See above for specific articles/books. Students will apply the theories themselves as they create their own works of children’s literature.

CLO4: Interrogate systems of power and power relationships using theoretical perspectives

This will be met through reading and analyzing picture books and children/young adult novels focusing on topics of social justice and self/societal development such as immigration, race, religion, gender identity, disability, abuse, trauma, mental illness, etc.

Analysis: Students will analyze various works of children’s literature and reflect on these analyses in small literary circles, in short reflections, and in long essays. They will also utilize their analyses in their own practice of writing children’s literature.

Inquiry: Students will form questions about how children’s literature affects identity formation, how children’s literature affects societal formation, how best to engage young readers, and how to respect young readers’ experiences through elements of literary craft.

Diversity, Equity, and Inclusion: Students will focus on reading diverse works of children’s literature and analyze the ways in which exposing children to such works affects their development and the development of society. They will, at minimum, read a diverse picture book aloud at the start of each class and reflect on it in small and large groups. There will be multiple choices for diverse middle grade novels for literary circles. (See reading list for examples)

Briefly explain how your section builds connections with other Core and/or Major courses of the same curricular year or lower.

This class connects with multiple CORE courses and disciplines. This class connects with SoSI classes (psychology and education) as we will discuss the ways children’s literature connects to human and societal development and education.This class also connects with creative majors, such as game design, professional writing, and visual arts in gaining an understanding of storytelling structures and techniques, as well as learning connections between words and pictures (when studying picture books). This class connects with COR-202, as we utilize an interdisciplinary approach, connecting subjects such as literature, psychology, sociology, education, and creative writing.

Describe how the themes, analytical frameworks, texts, and assignments/activities in your section will meet the DEI competency and other corresponding College Competencies mapped at Level 3* for your course.

Students will focus on reading diverse works of children’s literature and analyze the ways in which exposing children to such works affects their development and the development of society. They will, at minimum, read a diverse picture book aloud at the start of each class and reflect on it in small and large groups. A selection of diverse middle grade novels will be offered for literary circles. Students’ midterm essays will focus on ways in which their literary circle book affects political identity formation and DEI belief formation. In their final project, they will create a picture book or beginning of a children’s novel of their own and write a reflective essay on the ways in which their book affects the formation of children’s beliefs with regards to politics, religion, race, immigration, gender, diverse languages, disability, mental illness, general moral beliefs, and other DEI topics.

Grant Proposal 

Surgeries for Disabled Child’s Medical Service Dog

Request Summary

The [REDACTED] family seeks $6,500.00 to fund two surgeries for their disabled child, [REDACTED]’s Postural Orthostatic Tachycardia Syndrome (POTS) Great Dane service dog. These surgeries include the service dog’s neuter and gastropexy, which are medically necessary to prolong the service dog’s life and allow him to maintain a temperament suitable for service work. The [REDACTED] family is a low-income family.

Background

According to Dysautonomia International, “postural orthostatic tachycardia syndrome (POTS) is a common autonomic nervous system disorder characterized by an excessively fast heart rate and symptoms of lightheadedness upon standing” (Dysautonomia International). Additional symptoms may include “fatigue, headaches, lightheadedness, heart palpitations, exercise intolerance, nausea, diminished concentration, tremulousness (shaking), syncope (fainting), coldness or pain in the extremities, chest pain, and shortness of breath” (Dysautonomia International). While some POTS patients may be able to manage their symptoms and live a normal day-to-day life, others (“approximately 25%”)  are severely impacted by their symptoms and experience disabling symptoms (Dysautonomia International). In fact, some POTS patients’ quality-of-life is “comparable to patients on dialysis for kidney failure” (Dysautonomia International). This can greatly impact a patient’s mental health as well. According to the National Institute of Mental Health, those “who have chronic disease are at a higher risk of developing depression” (NIMH).

One way to mitigate the disabling symptoms of POTS is the use of a service dog. Service dogs are defined by the Americans with Disabilities Act as “dogs that are individually trained to do work or perform tasks for people with disabilities” (ADA). There are many ways a service dog may be able to perform tasks to assist a person with POTS. While the mechanisms of medical alert are still being studied, it has been demonstrated that “dogs are able to sense…change in...blood flow or…heart rate” (Service Dog Training School). This can be through “excellent sense of smell and hearing” as dogs can “recognize chemical variations when the blood pressure, the level of blood sugar, or the heart rate change” and with their hearing, dogs may “detect their owner’s heartbeat” (Service Dog Training School). Some tasks a POTS service dog may perform to mitigate their handler’s disability are as follows (Service Dog Training School, Total K9 Focus):

• Alerting the handler to oncoming syncope (fainting) or seizure by barking, whining, licking, or nudging so the handler can either take medication to prevent the episode, sit or lay down to prevent the episode, alert a safe person about the episode, or so the dog can guide the handler to a safe place before the episode occurs

• Waking the handler from a syncope episode

• Alerting passersby to a medical episode by barking

• Finding and guiding a trusted person or passersby to the handler during a medical episode

• Circling the handler during a medical episode to create space and allow for airflow to the handler

• Preventing physical injury during a fall by slowly guiding the handler’s body to the ground

• Lying under the handler’s head during a seizure to prevent head injury

• Retrieving medication or liquids

• Performing deep pressure therapy by lying on the handler’s chest to reduce tachycardia

• Allowing the handler to counter-balance and stabilize when experiencing vertigo by balancing their hands on the service dog’s back

• Providing mobility assistance through forward momentum while the handler walks

• Retrieving objects lower to the ground and carrying items so the handler does not need to bend resulting in blood pressure changes

• Reducing anxiety through deep pressure therapy and licking

• Displaying licking or whining behavior to allow for a socially acceptable moment for the handler to step outside and receive air or take medication privately 

Neutering and gastropexy are two highly important surgeries for male Great Dane service dogs. According to veterinarians Drs. Charlie Meynier and Dr. Jim Stortz at the Animal Health Foundation, neutering protects male dogs from “prostatic hypertrophy and infections, as well as testicular cancer and certain types of hernias,” prolonging their lives (Animal Health Foundation). It also prevents “territorial aggression,” which would be detrimental in the temperament of a service dog (Animal Health Foundation). 

According to VCA Hospital veterinarians Dr Ryan Llera, Dr. Malcolm Weir, and Dr. Catherine Barnette, “a gastropexy is a surgical procedure sometimes performed in large-breed dogs to prevent gastric dilatation and volvulus (GDV), also known as bloat” (VCA Hospitals). GDV is a “life-threatening condition” that can even be “fatal” without emergency intervention if not prevented with a gastropexy surgery (VCA Hospitals). It is typically found in large-breed dogs such as Great Danes, similar to [REDACTED]’s service dog (VCA Hospitals). A long life is essential for a service dog as service dogs can be expensive, can include long wait lists, and training can take years.

About the [REDACTED] Family

POTS affects seventeen-year-old [REDACTED] by raising her heart rate and lowering her blood pressure. This can result in syncope, nausea, fatigue, and malaise, among other symptoms. She also experiences seizures from her POTS. While [REDACTED] tries to live a normal teenage life, enjoying friends, horseback riding, and being around farm animals, she struggles because of her disability. Socializing can cause exhaustion, and at times, loneliness. Her service dog is her only companion. [REDACTED] misses large amounts of school at a time because of her disability, but when she is able to attend, her service dog allows her a feeling of independence and security, knowing that she will be medically safe with her dog at her side. When she is unable to attend school in-person, her service dog helps [REDACTED] focus on both her academics and her health and keep a positive attitude. 

The [REDACTED] family experiences financial hardship. The family currently receives food stamps and [REDACTED]’s mother receives disability benefits as her form of income, as she is disabled as well. [REDACTED]’s father currently only has been able to work a part time job. They struggle at this time to even afford food.

Potential Outcomes

The potential outcomes of this funding will be astronomical for this family. If [REDACTED]’s service dog can receive these surgeries, he will live longer. With him by her side for years to come, [REDACTED] will be able to gain confidence in the ability to live safely and independently. She will be able to participate in school, hobbies, and social activities–like a normal teenager–and rebuild a social and academic structure to her life that she very much deserves. She will be able to consider the possibility of a future career, possibly future higher education options, and make new friends. With her companion by her side, she will experience the medical and emotional safety she needs to thrive.

References

“Postural Orthostatic Tachycardia Syndrome.” Dysautonomia International: Postural Orthostatic Tachycardia Syndrome, 2019,https://www.dysautonomiainternational.org/page.php?ID=30.

“Understanding the Link Between Chronic Disease and Depression.” National Institute of Mental Health, 2024,https://www.nimh.nih.gov/health/publications/chronic-illness-mental-health.

“ADA Requirements: Service Animals.” ADA.gov, U.S. Department of Justice Civil Rights Division, February 28, 2020,https://www.ada.gov/resources/service-animals-2010-requirements/#how-service-animal-is-defined.

Fairworth, Vincent. “How Can a Service Dog Help Someone with Pots?” Service Dog Training School International, 1 Aug. 2021,https://www.servicedogtrainingschool.org/blog/pots-service-dog?srsltid=AfmBOopVO-QpGZXfwLHkTouhZdNSwbbuAI5HDwJHSHQU9GZaUWUIWM2r.

“The Giant List of Service Dog Tasks.” Total K9 Focus,https://totalk9focus.com/the-giant-list-of-service-dog-tasks/.

“How spaying and neutering benefits pets’ health and behavior.” Animal Health Foundation, 25 Jun. 2012,https://www.animalhealthfoundation.org/blog/2012/06/how-spaying-and-neutering-benefits-pets-health-and-behavior/?gad_source=1&gclid=Cj0KCQiA0fu5BhDQARIsAMXUBOJGOXLO6bqPf3fMAj9pwBppVM8D5dkZh6UQsigqgaQR3Wv9brAenUcaAhjoEALw_wcB. 

Llera, Ryan, BSc, DVM; Weir, Malcolm, DVM, MSc, MPH; Barnette, Catherine, DVM. “Know Your Pet: Gastropexy.” VCA Hospitals,https://vcahospitals.com/know-your-pet/gastropexy.