UCC/UGC/YCC
Proposal for New Course
1. Effective BEGINNING of what term and year?: / Spring 2013See effective dates calendar.
2. College: / College of Education / 3. Academic Unit: / Teaching & Learning
4. Course subject and number: / ECI 687 / 5. Units: / 3
6.Long course title: / Supervised Applied Reading Research Project
(max 100 characters including spaces)
7. Short course title: / Appld Reading Rsrch Proj
(max. 30 characters including spaces)
8. Catalog course description (max. 60 words, excluding requisites):
Capstone course for the Reading Endorsement program. Students demonstrate through a student designed applied research project, the knowledge, skills, strategies and understanding of reading assessments learned from previous reading courses.
9. Grading option: Letter grade Pass/Fail Both
10. Co-convened with: / N/A / 10a. UGC approval date*:
(For example: ESE 450 and ESE 550)
*Must be approved by UGC before UCC submission, and both course syllabi must be presented
11. Cross-listed with: / N/A
(For example: ES 450 and DIS 450)
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
12. May course be repeated for additional units? / Yes No
12a. If yes, maximum units allowed?
12b. If yes, may course be repeated for additional units in the same term?
/ Yes No
13. Prerequisites: / ECI 531, ECI 541, ECI 551 ECI 661
14. Co requisites:
15. Is this course in any plan (major, minor or certificate) or sub plan (emphasis or concentration)? Yes No
If yes, describe the impact and attach written responses from the affected academic units prior to college curricular submission.
This course is an important part of the revised NAU Reading Endorsement Program per the new requirements adopted by the Arizona Department of Education on July 11, 2011. This course will not impact any other department or college on campus.
16. Is there a related plan or sub plan proposal being submitted? Yes No
If no, explain.
The catalog wording does not change for the ADE Reading Endorsement requirements.
17. Does this course include combined lecture and lab components? Yes No
If yes, note the units specific to each component in the course description above.
18. Does this course duplicate content of existing courses? Yes No
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why NAU should establish this course.
19. Names of the current faculty qualified to teach this course: / Dr. Ward Cockrum,
Dr. Jennifer Prior,
Dr. Pamela Powell,
Dr. Sherry Markel
20. Justification for new course.
After 3 years of committee work, the Arizona Department of Education revised and approved major revisions to the requirements for a reading endorsement. These changes have led to the revised NAU K-8 Reading Endorsement (24 hrs.). The ADE revisions included 6 semester hours in reading assessment systems as well as 3 semester hours in the theoretical and research foundations of language and literacy and 3 semester hours in the essential elements of elementary reading and writing instruction. A total of 24 hours is now required for this endorsement certification. (see attached ADE guidelines and NAU Reading Endorsement Course List). The proposed capstone course, ECI 687 combines a focus on practitioner research and assessment strategies to integrate and apply all of the course work within this endorsement program, combining theory with practice. (see attached syllabus)
Answer 21-22 for UCC/YCC only:
21. Is this course being proposed for Liberal Studies designation? Yes No If yes, forward this form along with the appropriate supporting documentation to the
Liberal Studies Committee.
22. Is this course being proposed for Diversity designation? Yes No
If yes, forward this form along with the appropriate supporting documentation to the
Diversity Committee
Scott Galland 09/21/2012
Reviewed by Curriculum Process Associate Date
Approvals:
Department Chair/ Unit Head (if appropriate) DateChair of college curriculum committee Date
Dean of college Date
For Committee use only:
UCG/UGC/YCC Approval Date
:
Approved as submitted: Yes No Approved as modified: Yes No
:
Approved as submitted: / Approved as modified
:
Please attach proposed Syllabus in approved university format.
College of Education
VISION
We develop educational leaders who create tomorrow's opportunities.
MISSION
Our mission is to prepare competent and committed professionals who will make positive differences for children, young adults, and others in schools.
ECI 687
Supervised Applied Reading Project
On-line
General Information
Semester:
Instructor:
Phone:
E-mail:
Office:
Office Hours:
Credits: 3 credits, 45 clock hours
Course Prerequisites: None
Course Description
This is a graduate level course, which demonstrates, through a student designed applied research project, the knowledge, skills, and strategies learned from previous reading courses.
Student Learning Expectations:
The student will design an applied project that will demonstrate:
1. Knowledge of theories of reading and language acquisition.
2. Knowledge of instructional strategies, philosophies, methodologies, and materials in the teaching of reading.
3. The use and interpretation of data for a variety of reading assessments, and exploring the theory and practices of continuous diagnostic assessment.
4. An awareness of second language acquisition and emergent literacy skills in the teaching of reading.
5. An ability to identify strengths and weaknesses of the reading ability of individual students, and knowledge of research-based instructional intervention techniques that can be effectively used in corrective reading instruction.
Course Structure: Students will work their way through several on-line content modules to scaffold their research project with particular focus on collecting and then analyzing data to design specific instructional interventions. Students will be required to submit their on-going work (written format) for review during four stages of development: planning, implementation, analysis, and instructional plan.
Students will network within the class with other students conducting research through the class discussion area. Students will give a power point presentation of their research and conclusions to the instructor and the class for evaluation and discussion.
Textbook and required materials: None. Online readings provided.
Suggested Texts
Deeny, Theresa (2008). Improving literacy instruction with classroom research. Thousand Oaks,
CA: Corwin Press.
Shanker, James L., Cockrum, Ward. (2008) Locating and correcting reading difficulties. Upper
Saddle River, NJ: Prentice Hall.
Wheelock, Warren H., Silvaroli, Nicolas., Campbell, Connie J. (2008) Classroom reading inventory. (11th ed.) Burr Ridge, Ill: McGraw-Hill.
Weaver, Constance, (2002). Reading process and practice. (3rd ed.). Portsmouth, NH:
Heinemann Education Books, Inc.
Course Outline:
Format – self paced. Students must complete the modules in order (1-6)
The BbLearn component of the class has been designed to provide instructional support and scaffolding for students engaged in classroom literacy research.
Module 1 – Research Studies. Students are asked to analyze 8 of the provided literacy research studies to determine the research question, sample, methodology and conclusions. This sets a foundational framework for the development of their own topic and research question. (16 pts.)
Module 2 – Planning. On line reading from Improving Literacy Instruction With Classroom Research
by Theresa Deeney (2008) Corwin Publishers provides a format for developing a research plan. The student will write a formal proposal for their applied literacy research project, in A.P.A. format . The proposal will include an introduction to the problem, a literature review that provides foundation and support for the student's ideas, and a plan of action to be completed during the semester. This proposal will be passed through NAU's Institutional Review Board (IRB) for the Protection of Human Subjects if necessary and this must be done before implementation. (24 pts.)
Module 3 – Implementation of research project. Students will engage in data collection and active research. Careful record keeping and documentation is critical. Students will file reports on their progress on a weekly basis – due by Sunday each week. (20 pts.)
Module 4 – Analysis of data. Students will use appropriate research tools to analyze their data collected during Module 3 implementation. A draft of this analysis will be submitted to the instructor. (10 pts.)
Module 5 - Instructional Plan/Action Plan. The initial instructional plan will be formulated along with the proposal but the plan will need to be adjusted as it is enacted and the data tells you that you need to make some changes.Keep notes - Part of your on-going progress reporting each week will include your instructional plan and any changes you needed to make to it. You will email this to your instructor each week by Sunday.
Module 6 - Conclusions -2 Parts.
1) Part 1 - Power Point – required of each student. The student will formally demonstrate the results of the applied project through an on-line power point presentation made to the mentoring professor and other students in the class. This should summarize the research process and the conclusions. (10 pts.)
2) Part 2 - Final Report - the nature of the applied project is highly personal in nature and may take on many forms. Some forms may be:
§ a traditional-style paper that reports the outcomes of the project
§ an article to be submitted to a reading or literacy journal, or parenting magazine
§ a website designed to inform parents about children's literacy development
§ a portfolio that depicts the work done in the classroom as well as outcomes from the work
§ the design of documents for differing audiences (parents, teachers, community leaders, etc.) that encourage participation in children's literacy programs
This final report is worth 30 pts. For a total of 100 points in this class.
Applied Literacy Research Project – the focus of the work.
Purpose
The purpose of the applied project is to allow the student to demonstrate the breadth and depth of his or her knowledge of reading acquisition in grades PreK-12. The student, in collaboration with a professor, will design a literacy/action research project that demonstrates the student's ability to synthesize knowledge of theory and practice into practical application in a classroom setting.
Focus
The student, in association with a mentoring professor, will determine the focus of the applied project, based on the individual classes that the student has taken during his or her course of study for the reading endorsement. The applied project may take many different forms and address many different topics, however, it must produce tangible results that demonstrate the skill of the student in designing, applying, and assessing reading programs for use with children.
Some suggested projects could include:
§ designing, implementation, and assessment of a literacy curriculum or instructional program for use with children of a certain age, grade, gender, or ethnicity
§ designing and implementation of a staff development program for teachers in a new/revised instructional program
§ planning, implementation, and assessment a program for parents of students in a particular school, to encourage their involvement in their children's literacy development
§ designing a research project investigating how children use literacy skills in and out of school
§ conducting an in-depth review of literature on reading and literacy education and documenting trends and implications of the research on classroom activity
§ engaging in a classroom or school-based action research project that explores literacy topics/programs as they relate to children's literacy learning and/or skill in reading
§ investigating leadership issues for district/school literacy programs
Assessment of Student Learning Outcomes
· 8 Research studies critiques (Module 1) 2 pts. each = 16 pts.
· Research Proposal (Module 2) 24 pts.
· Implementation Progress Reports (Module 3) 10 pts.
· Analysis of data (Module 4) 10 pts.
· Instructional Plan (Module 5) 10 pts.
· Conclusions: Power Point (Module 6) 10 pts.
· Conclusions: Final Report (Module 6) 30 pts.
Total Possible: 100 pts.
Grading Criteria
A = 90 + points
B = 80 to 89 pts.
C = 70 to 79 pts.
D = 60 to 69 pts.
F = >60 pts.
Course Policies
1. All assignments must be typed or completed on a word processor and submitted in the Assignments link on the BbLearn course site. Writing errors, such as spelling, punctuation, and grammatical errors will be taken into consideration and will lower the grade. All assignments should be professional in appearance and use APA formatting.
2. Back up and make a copy of every assignment before you submit it to the instructor.
3. Assignments cannot be redone for additional credit, nor may additional assignments be done for extra credit.
4. Assignments submitted as a requirement for another class should not be submitted for this class. All assignments should be the original work of the student completed for this class.
5. Any form of academic dishonesty obviously cannot be knowingly permitted in a university course. Academic dishonesty includes plagiarism, cheating, fabrication or fraud. If an individual engages in any one of these activities, the instructor has the right to apply the policy on academic dishonesty in the NAU Student Handbook. This may result in some type of penalty ranging from extra course work to a failing grade in the course.
6. Contact the instructor through BbLearn email with any questions regarding the course content and assignments.
7. It is your responsibility to contact the instructor if you have any emergencies or extenuating circumstances during the semester.
8. An incomplete contract may be negotiated based on compelling need but please be aware that the highest grade that you can earn on this contract is a B.
NAU Classroom Management Statement, Safe Environment Policy, and information concerning Students with Disabilities, the Institutional Review Board, Academic Integrity, and Academic Contact Hour Policy can be found at http://jan.ucc.nau.edu/academicadmin/plcystmt.html
READING ENDORSEMENT COURSE LIST
K-8 Reading Endorsement (24 units)
1. ECI 531 – Foundations of Reading Instruction (taken concurrently or before ECI 541)
2. ECI 599 – The Role of Phonics in Reading (make sure this is title of course)
3. ECI 671 – Reading in the Content Area
4. ECI 541 – Corrective and Remedial Reading (taken concurrently or after ECI 531)