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Graduate Course Proposal Form Submission Detail - LAE7735

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Current Status: Approved, Permanent Archive - 2011-02-15
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 12/10/10; Approved 1/24/11. To USF System for Concurrence 1/27/11; to SCNS 2/7/11; SCNS approved. Effective 3/11/11.


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2405 2010-11-03
     
    Department College Budget Account Number
    ED 172400
     
    Contact Person Phone Email
    Jane Applegate 9740383 applegat@usf.edu

  2. Course Information

    Prefix Number Full Title
    LAE 7735 Advanced Seminar in English Education

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? Y
    Is this course repeatable?
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3-15 C - Class Lecture (Primarily) S - S/U Only
     
    Abbreviated Title (30 characters maximum)
    Adv Sem in English Edu
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    Corequisites

    Course Description

    Doctoral seminar explores theories, perspectives and research related to the study of the English Language Arts. Topics vary by semester. Doctoral standing only.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Replacing Selected Topics with Permanent number; already listed in program

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    Yes, 3 or more times

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)


  4. Other Course Information

    A. Objectives

    Objectives include:

    Review of research on the aspects of English Language Arts Education which include but are not limited to reading, writing speaking, listening and mediacy

    Select appropriate theoretical frameworks for analyzing English Language Arts teaching and learning

    Discuss ethical issues in teaching the English Language Arts

    Practice developing questions/problems appropriate for research in the English Language Arts classroom

    Explore the place and purpose of professional organizations in the continuing education of English Language Arts teachers

    Discuss alternative perspectives on the education of English Language Arts teachers.

    Keep a learning log of readings related to a research topic/question

    Complete assigned readings

    B. Learning Outcomes

    Identify quality research in the English Language Arts including strengths and limitations of these studies

    Define, describe and explain a concept or problem worth studying related to teaching and learning in the ELA classroom

    Present orally and in writing an argument for conducting a piece of research

    Identify a theoretical framework appropriate for the study described earlier

    Analyze a variety of research questions taken from published studies in ELA

    Critique a research concept or problem

    Present orally and in writing a review of literature

    C. Major Topics

    Research in adolescent literacy

    Research about the teaching of writing

    Analysis of English Education programs

    Research approaches in the English Classroom

    D. Textbooks

    • Handbook of Research on Teaching the English Language Arts (Second Edition) James Flood, ed. 2003. New Jersey: Lawrence Earlbaum Associates.

    • What Research has to say about Reading Instruction (Third Edition) Alan Farstrup,ed. 2003. Newark,Del.: International Reading Association.

    • Mills,G.E. Action Research: A Guide for the Teacher Researcher (Second Edition).2003.New Jersey: Pearson Education Inc.

    • Myers, M. Changing our Minds.1996. Illinois: National Council of Teachers of English.

    • Handbook of Adolescent Literacy Research. Leila Christenbury,Ed.2009. New York: The Guilford Press.

    E. Course Readings, Online Resources, and Other Purchases

    F. Student Expectations/Requirements and Grading Policy

    Reading Log 25%

    Paper #1 25%

    Paper #2 25%

    Class Participation 25%

    G. Assignments, Exams and Tests

    H. Attendance Policy

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    J. Program This Course Supports

    Ph.D. in English Education


  5. Course Concurrence Information

    Doctoral study in Literacy



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.