• MET EN 373: Detective Fiction
    Origins and development of the detective and crime genres in England and America, including works of Collins, Poe, Dickens, Doyle, Christie, Sayers, and Chandler, among others.
  • MET EN 529: The Romantic Age: English Literature in the Age of Revolution
    Blake, Wordsworth, and Coleridge. Emphasis on readings, but the course deals with romanticism both as an historical movement and as a cultural category significantly connected to modernism.
  • MET EN 535: Twentieth-Century British and Irish Poetry
    Close reading of balladic, lyric, and longer poems by Hardy, Yeats, Lawrence, Auden, Rosenberg, Mew, Loy, MacDiarmid, Gurney, Douglas, Larkin, Hill, Harrison, Prynne, others. Poets' essays and opposed schools and approaches. Reference to other arts, and times of political tragedy.
  • MET EN 536: Twentieth-Century American Poetry
    Study of five or six poets from the following: Pound, Eliot, Stevens, Williams, Moore, Frost, Lowell, Bishop, Berryman, Ammons, Ashbery, Plath, Ginsberg, Merrill.
  • MET EN 543: The Nineteenth-Century English Novel
    The novel from Scott to Hardy. Among the works to be discussed: Scott's Waverley, Austen's Emma, Dickens's Bleak House, Eliot's Middlemarch, Brontë's Wuthering Heights, and Hardy's Jude the Obscure.
  • MET EN 544: The Modern British Novel
    Conrad, Woolf, Lawrence, Ford, Forster, Beckett, and other novelists of the period 1895-1956.
  • MET EN 546: The Modern American Novel
    From 1900 to the present, including Dreiser, Hemingway, Fitzgerald, Faulkner, and selected contemporary novelists.
  • MET EN 547: Contemporary American Fiction
    Study of American postmodern fiction and culture since 1950; includes works by Atwood, Barthelme, Burroughs, Coover, DeLillo, Nabokov, Pynchon, and others.
  • MET EN 550: Classics of British and American Literature
    "Classics of British and American Literature" is designed to teach some of the classic books of English-language literature, including several of those most widely read in American high schools, as well as some authoritative literary criticism on each of these works, their authors and genres. The course will include selected poems, short stories, and essays, as well as novels and provide historical background for each work and biographical information about the author. We will look at some film versions of the works studied. The course explicitly introduces students to issues and controversies concerning the nature and purpose of literature curricula in schools. These include the idea of a "classic," a literary canon, and a "high" culture, as opposed to or different from popular, commercial, contemporary, and utilitarian uses and forms of literature. Texts: Shakespeare, Julius Caesar; Douglass, Narrative; Hawthorne, The Scarlet Letter; Twain, Huckleberry Finn; Wharton, Ethan Frome; Fitzgerald, The Great Gatsby. Essays: Lincoln, Emerson,Thoreau. Short Stories: Hemingway, Anderson, Roth, Updike, Oates, Gordimer. Poetry: Whitman, Dickinson, Eliot, Frost, Owen, Larkin. Note: Course does not count for the English major.
  • MET EN 552: English Drama from 1590 to 1642
    The heritage of Marlow and Shakespeare: the collapse of a historic world; Jacobean pessimism and decadence in the plays of Jonson, Webster, Middleton, Ford, and others.
  • MET EN 583: Contemporary Poetry
    Major voices since 1980 who inherit and expand American poetic traditions, selected from Ashbery, Collins, Graham, Hecht, Komunyakaa, Kunitz, Pinsky, Wilbur, and others. Related readings in immediate predecessors such as Justice, Merrill. Opportunity for student choice of emerging poets.
  • MET ES 107: Environmental Geology I: Geologic Hazards and Hostile Environments (N)
    Earthquakes and plate tectonics. Volcanic eruptions. Floods, erosion, and water pollution. Coastal hazards.
  • MET ES 108: Environmental Geology II: Land Use Planning, Environmental Impact, and Global Change (N)
    The course introduces the concept of global climate change and Earth system science by first discussing basic principles of environmental geology and plate tectonics. Groundwater, groundwater pollution, and environmental impact of resource recovery are discussed in the context of health and land-use planning. Other topics include glaciations, desertification, acid rain, global warming, and long-term geologic change.
  • MET ES 141: Special Topics in Earth Science
    Course material and subject matter will vary semester to semester.
  • MET ES 142: Shoreline Processes and Environments (N)
    Primary vs secondary coasts, barrier types, barrier island development, tidal inlet processes, shoreline erosion and depositional problems, coastal dunes, tidal marshes, and estuarine processes and environments.
  • MET HC 750: The American Health Care System for Health Communicators
    A vital component of the Health Communication curriculum, this course explores the health care system in terms of 1)communication within organizations, resources, and processes that constitute structure and operations; 2) relationships among stakeholders that shape it; and 3) resulting policies that impact system performance and influence the future of health care. Given the complexity and dynamics of the health care environment, an understanding of related issues at all levels is essential for effective communication and prevention of error within health care organizations. Without it, organizations must react defensively to environmental and political threats, often at the expense of patient safety and well-being; with it, organizations can act strategically to maximize growth opportunities and anticipate those forces that influence policy. The course draws upon multiple perspectives, including health communication in medicine and public health, health management (access, quality, and cost), politics, healthcare ethics, law, and the complexities of cross-cultural and psychosocial considerations within today's healthcare system. [ 4 cr.]
  • MET HC 751: Introduction to Epidemiology for Health Communicators
    This course is recommended for students who are not Epidemiology concentrators. The purpose of this course is to introduce the basic principles and methods of epidemiology and demonstrate their applicability in the field of public health. A further objective is to provide an introduction to the basic skills needed to critically interpret the epidemiologic literature relevant to public health professionals. [ 4 cr.]
  • MET HC 752: The Biology of Disease
    This course, designed for students who have little or no background in the biological sciences, provides a foundation in the biological mechanisms and principles underlying major health problems. Selected health problems are explored from a biological perspective in order to provide fundamental information about infectious and non-infectious agents of disease, disease transmission, biological defense mechanisms, co-evolution of man and microbes, the effects of nutritional deficiency and excess, effects of respiratory exposures, the biology of cancer, aging, and other topics. Each student completing this course should be able to knowledgeably participate in a discussion of related health problems with a basic understanding of the terminology, and the underlying biological mechanisms. [ 4 cr.]
  • MET HC 753: Nutrition and Health for Communicators
    The course provides an introduction to concepts in human nutrition and their application in the area of public health. In addition to providing basic information regarding nutrients, the design of practical diets that promote health throughout the life cycle will be discussed. Issues such as development of public health nutrition policy, program planning and administration, and nutrition surveillance will also be reviewed. [ 4 cr.]
  • MET HC 754: Ethical Issues in Medicine and Public Health Communication
    This course applies the core principles of bioethics to ethical dilemmas that arise in the context of public health, individualized medicine, and the provision of health care services in order to provide students with the tools necessary (i) to identify the stakeholders and their respective interests; (ii) to analyze those dilemmas from the perspectives of the various stakeholders; (iii) to think critically about the way public policy and public perceptions about the issues are shaped and thus (iv) to become effective agents of information concerning these kinds of controversies.