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Graduate Course Proposal Form Submission Detail - RED6656

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Current Status: Approved by SCNS - 2016-08-02
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): the course has a change in course number (from LAE 6316 to RED 6656) Change title to: Literature for a Diverse Society Change Description to: Focuses on the examination of historical and contemporary multicultural children’s, adolescent and young adult literature in order gain a pluralistic perspective of society. On-line course requires intensive writing and how to write in an Academic Voice. Add Objectives: 1.0 Examine the historical development and current status of literature representing diverse cultures. (FEAP 2d,h, 3d,h; CF 4; ILA 1, 4; FRC 2.G.4; ESOL 2.2.A, 3.1.A,B; FLCS 12.2) 2.0 Develop an awareness of the functions of literature and how literature is shaped by socio-cultural and historical processes. (FEAP 2d,h, 3d,h; CF 4; ILA 4; FRC 1.B.5, 1.C.6, 1.G.2, 2.C.3 , 4.8; FLCS 7.1; ESOL 2.2.C, 2.3.D) 3.0 Explore issues and concerns relating to the authentic portrayal of diverse cultures in literature leading the reader to exhibit an understanding and respect for the similarities and differences of various societies. (FEAP 2d,h, 3d,h; CF 4; FRC 1.9.A., I.C.5; ILA 4; FLCS 8.3; ESOL 1.1.b) 4.0 Explore the thematic concerns, range of literary genre, and major authors, poets, and illustrators who create literature representing various ethnic and cultural groups. (FEAP 3c; CF 4; IRA 4; FRC 2.G.4, 4.8; FLCS 7.1, 8.3; ESOL 4.2.A) 5.0 Demonstrate the ability to accurately select and evaluate poetry, fiction, nonfiction, and drama that represents diverse societies. (FEAP 2d,h, 3d,h; CF 2, 4; ILA 4, 5; FRC 4.8; FLCS 7.1, 10.1; ESOL 3.3.A, 4.2.A) 6.0 Identify techniques for making connections between families and the literature program (FEAP 2d, 4e, 5d; CF 3, 5; ILA 4; FRC 2.B.3, 2.D.2, 4.9, 4.9.10, FLCS 13.1; ESOL 1.1.C) 7.0 Demonstrate the ability to design and implement appropriate literature-based programs in language arts and other content areas to guide all students toward acceptance of and respect for the differences and similarities of all cultural and ethnic groups. (FEAP 2d,h, 3d,h; CF 2; ILA 2, 4, 5; FRC 1.B.4, 2.G.4, 4.9.10; FLCS 8.3, 10.1; ESOL1.1.A, 1.1.C, 1.1.D, 1.1.F., 3.3.2.E, 3.2.I, 3.3.A). Add Learning Outcomes: 1.0 Students will demonstrate understanding of the historical development and current status of literature representing diverse cultures in the Literature Anthology project. (FEAP 2d,h, 3d,h; CF 4; ILA 1, 4; FRC 2.G.4; ESOL 2.2.A, 3.1.A,B; FLCS 12.2) 2.0 Students will demonstrate knowledge of the functions of literature and how literature is shaped by socio-cultural and historical processes in the Text Response assignment. (FEAP 2d,h, 3d,h; CF 4; ILA 4; FRC 1.B.5, 1.C.6, 1.G.2, 2.C.3 , 4.8; FLCS 7.1; ESOL 2.2.C, 2.3.D) 3.0 Students will demonstrate knowledge of diverse cultures in literature leading the reader to exhibit an understanding and respect for the similarities and differences of various societies in the Literature Anthology project. (FEAP 2d,h, 3d,h; CF 4; FRC 1.9.A., I.C.5; ILA 4; FLCS 8.3; ESOL 1.1.b) 4.0 Students will demonstrate knowledge of literary genre, and major authors, poets, and illustrators who create literature representing various ethnic and cultural groups in the Literature Anthology project. (FEAP 3c; CF 4; IRA 4; FRC 2.G.4, 4.8; FLCS 7.1, 8.3; ESOL 4.2.A) 5.0 Students will accurately select and evaluate poetry, fiction, nonfiction, and drama that represents diverse societies in the Literature Anthology project. (FEAP 2d,h, 3d,h; CF 2, 4; ILA 4, 5; FRC 4.8; FLCS 7.1, 10.1; ESOL 3.3.A, 4.2.A) 6.0 Students will identify techniques for making connections between families and the literature program in the Mirror and Windows project. (FEAP 2d, 4e, 5d; CF 3, 5; ILA 4; FRC 2.B.3, 2.D.2, 4.9, 4.9.10, FLCS 13.1; ESOL 1.1.C) 7.0 Students will demonstrate the ability to design and implement appropriate literature-based programs in language arts and other content areas to guide all students toward acceptance of and respect for the differences and similarities of all cultural and ethnic groups in the Literature Anthology project. (FEAP 2d,h, 3d,h; CF 2; ILA 2, 4, 5; FRC 1.B.4, 2.G.4, 4.9.10; FLCS 8.3, 10.1; ESOL1.1.A, 1.1.C, 1.1.D, 1.1.F., 3.3.2.E, 3.2.I, 3.3.A). Add Topics: African American Literature Native American Literature Latino Literature Jewish Literature Middle Eastern Literature Visual Response to Literature Change textbook to: Norton, D. (2009). Multicultural children’s literature: Through the eyes of many children, 3rd ed. Boston: Allyn & Bacon. Most current appropriate book for course. Richards, J., & Miller, S. (2005, Erlbaum) also (2010 on e-books). Doing academic writing in education: Connecting the personal with professional. Draper, S. (2006)*. Copper sun. New York: Atheneum. Literature Soto, G. (1993)*. Too many tamales. New York: Putnam. Literature American Psychological Association (2009). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: APA. Selected children’s, adolescent, and young adult literature
Comments: Required for MA in Reading. Form incorrect. OGS fixed. Error on data. Emailed 5/10. Updated. Back to GC 5/20/16. Approved 5/23/16. To USF Sys 5/23/16. to SCNS after 5/31/16. Apprd 8/2/16


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5349 2015-12-21
     
    Department College Budget Account Number
    Teaching and Learning (T&L) ED 0-1714-000
     
    Contact Person Phone Email
    James R. King 8139741062 jking9@usf.edu

  2. Course Information

    Prefix Number Full Title
    RED 6656 TRENDS IN LITERATURE IN A DIVERSE SOCIETY

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

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
     
    Course Online? Percentage Online
    - 100

    Prerequisites

    none

    Corequisites

    none

    Course Description

    FOCUSES ON THE EXAMINATION OF HISTORICAL AND CONTEMPORARY MULTICULTURAL CHILDREN'S LITERATURE IN ORDER TO HELP TEACHERS AND STUDENTS GAIN A PLURALISTIC PERSPECTIVE


  3. Justification

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

    Needed to meet state requirements, licensure, etc

    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?

    Offered yearly, this course has met the College enrollment targets.

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

    No

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

    A PhD in Literacy, Children's Literature, or the equivalent.


  4. Other Course Information

    A. Objectives

    B. Learning Outcomes

    C. Major Topics

    D. Textbooks

    NONE

    E. Course Readings, Online Resources, and Other Purchases

    Additional readings are posted on Canvas.

    F. Student Expectations/Requirements and Grading Policy

    Literacy Autobiography 20%

    Text Responses 20%

    Picture Book Eval 4%

    Heritage Poem Response 6%

    Reflections on Academic Writing 6%

    Sequel to Picturebook 6%

    Visual Response 6%

    Novel Critique 6%

    Anthology 20%

    G. Assignments, Exams and Tests

    Literacy Autobiography 20%

    Text Responses 20%

    Picture Book Eval 4%

    Heritage Poem Response 6%

    Reflections on Academic Writing 6%

    Sequel to Picturebook 6%

    Visual Response 6%

    Novel Critique 6%

    Anthology 20%

    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

    Students are expected to submit missed work during the week they return to class. Individual cases can be considered.

    J. Program This Course Supports

    MA in Reading


  5. Course Concurrence Information

    Library Science

    Elementary Education



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