Graduate Curriculum Committee Course Proposal Form

Graduate Curriculum Committee

Course Proposal Form for

Courses Numbered 5000 and Higher

Note: Before completing this form, please carefully read the accompanying instructions.

1. Course Prefix and Number: 2. Date:

3. Requested Action (check only one box):

X / New Course
Revision of Active Course
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from / # / to / #

4. Justification (assessment or accreditation based) for new course or course revision or course renumbering:

Based on a review of DPI New Reading Standards, IRA Standards for Reading Professionals, SACS Reports, Advanced Programs Exit Survey data, faculty and student input, the following revisions are being proposed: READ 6405 (Investigations into the Teaching of Reading) will be deleted and the content expanded into two new courses, READ 6406 and READ 6407. This is being proposed in order to provide more opportunities and time for students to develop and implement action research projects. READ 6406 will provide the foundation for identifying current trends and issues in literacy education, for investigating action-based classroom practices in literacy research, and will result in the development of an Action Research Project Proposal.

5. Course description exactly as it should appear in the next catalog:

6406. Preliminary Investigations in Literacy Education (3) P: EDUC 6480 or 6482 or other approved research course. Identification of current issues and trends in literacy education and development of an action research proposal. Students work with the instructor to develop a two-semester action research project that will be included in their final MAEd-READ Electronic Portfolio.

6. If this is a course revision, briefly describe the requested change:

7.  Graduate Catalog Page Number from current Graduate catalog:

172

Course Credit:

Lecture Hours / Weekly / OR / Per Term / Credit Hours / 3 / s.h.
Lab / Weekly / OR / Per Term / Credit Hours / s.h.
Studio / Weekly / OR / Per Term / Credit Hours / s.h.
Practicum / Weekly / OR / Per Term / Credit Hours / s.h.
Internship / Weekly / OR / Per Term / Credit Hours / s.h.
Other (e.g., independent study) Please explain.
Total Credit Hours / 3 / s.h.
40

9. Anticipated annual student enrollment:

10. Affected Degrees or Academic Programs:

Degree(s)/Course(s) / Current
Catalog Page / Changes in Degree Hours
MAED in Reading Education / 159 / none

11. Overlapping or Duplication with Affected Units or Programs:

X / Not Applicable
Notification & response from affected units is attached

12. Approval by the Council for Teacher Education (required for courses affecting teacher education programs):

Not Applicable
X / Applicable and CTE has given their approval.

13.  Statements of Support:

a. Staff

X / Current staff is adequate
Additional Staff is needed (describe needs in the box below):

b. Facilities

X / Current facilities are adequate
Additional Facilities are needed (describe needs in the box below):

c. Library

X / Initial library resources are adequate
Initial resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition of required initial resources):

d. Computer resources

X / Unit computer resources are adequate
Additional unit computer resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition):
X / ITCS Resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Approval from the Director of ITCS attached

14.  Course information: see Instructions for Completing the Graduate Curriculum Committee Course Proposal Form for more detail

a.  TEXTBOOK(S): author(s), name, publication date, publisher, and city/state/country

Farstrup, A.E. & Samuels, S. J., (Eds.) (2002). What Research has to say about Reading Instruction (3rd ed.). Newark, DE: International Reading Association.

Holly, M. L., Arhar, J., & Casten, W. (2005). Action Research for Teachers: Traveling the Yellow Brick Road. Upper Saddle River, NJ: Merrill Prentice Hall.

Kamil, M.L, Mosenthal, P.B., Pearson, P.D., & Barr, R. (Eds.). (2000). Handbook of Reading Research, Volume III. Mahwah, NJ: LEA.

American Psychological Association. (2001). Publication Manual of the American Psychological Association, 5th ed.

b.  Course objectives student –centered behavioral objectives for the course –

The student will be able to:

·  Identify current issues and trends in literacy education.

·  Demonstrate knowledge of how to evaluate and apply literacy research.

·  Demonstrate knowledge of the types of research that can be utilized to investigate literacy.

·  Develop and design an action research project proposal.

c.  A course content outline

·  Review and identification of current topics in literacy education

·  Review of the current literature on issues in reading

·  Study of the Literature Review process and development

·  Review of principles of Action Research (Quantitative and Qualitative)

·  Review of selected studies in literacy education

·  Action research planning

·  Development of action research project proposal

d.  A list of course assignments and weighting of each assignment and the grading/evaluation system for determining a grade.

All assignments will be discussed in detail during the course.

1.  Review of the literature on ten areas of literacy education designated for the current year as “hot topics” by a panel of experts surveyed by the International Reading Association. For each topic, the student will review three recent (from the past two years) studies/articles from professional sources. The review will include full citation, a summary of the paper or study, and a critique. Each review will be shared with class members via Blackboard. (25%)

2.  An in-depth literature review of one of the literacy topics (discussed in number one above) on which the Action Research Project Proposal will be framed. The 12-15 page literature review will use APA style format and will include at least 15 references from the past two years. (50%)

3.  Development and approval of an Action Research Project Proposal. (25%)

A seven-point grading scale will be used.

A = 93-100

B = 85-92

C = 77-84

F = 76 and below

All assignments will be evaluated by the instructor for the course. It is the instructor’s right to deduct points from assignments turned in late. Generally, late assignments will be deducted 10% per calendar day. All materials submitted should be of graduate level quality, virtually free of spelling, grammar, or other writing errors. Failure to meet these expectations may also result in a lowered grade.

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