Graduate Course Proposal Form Submission Detail - RED6544
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Approved by SCNS
Submission Type: Change
Course Change Information (for course changes only): Change objectives to: a) Identify appropriate curriculum and instruction for enhancing comprehension. (FEAP: 2c,e,g, 5b, 6; CF 2,6; IRA 2; FRC 1.E.3.,2.E.,5.8, 5.9; FLCS 3,8,9;) b) Identify methods for integrating assessment and instruction of comprehension processes. (FEAP 1b,c, f, 3a,b,c,d; CF 2,6; IRA 2; FRC 5.12, 6.8, 6.9) c) Identify factors that relate to comprehension performance including those factors unique to second language learners. (FEAP 2h, 3h; CF 2,4,6; 1,2,3; FRC 5.10, 6.10). D) Identify comprehension processes that guide instruction for all learners from diverse backgrounds and with varying exceptionalities. (FEAP 1h,2h,3h,4d,; IRA 1; FRC 6.6, 6.7,6.8, 6.9; FLCS 1, 3, 7, 9). E) Demonstrate knowledge of professional organizations and publications related to literacy. (ESOL: 1 FEAP 6; CF 2; IRA 1; FLCS 3, 11). F) Understand current theories and strategies concerning the nature of content area reading comprehension. (FEAP 5e; CF 2; IRA 1,6; FRC 1.E.2, 2,5,6; FCLS 3, 8,11) Change Learning outcomes to: a) Students will identify appropriate curriculum and instruction for enhancing comprehension in the Comprehension Paper. (FEAP: 2c,e,g, 5b, 6; CF 2,6; IRA 2; FRC 1.E.3.,2.E.,5.8, 5.9; FLCS 3,8,9;) b) Students will implement methods for integrating assessment and instruction of comprehension processes in the Comprehension Project. (FEAP 1b,c,f, 3a,b,c,d; CF 2,6; IRA 2; FRC 5.12, 6.8, 6.9) c) Students will report on their use of factors that relate to comprehension performance including those factors unique to second language learners. (FEAP 2h, 3h; CF 2,4,6; 1,2,3; FRC 5.10, 6.10). D) Identify comprehension processes that guide instruction for all learners from diverse backgrounds and with varying exceptionalities in the Comprehension Project. (FEAP 1h,2h,3h,4d,; IRA 1; FRC 6.6, 6.7,6.8, 6.9; FLCS 1, 3, 7, 9). E) Students will review professional organizations and publications related to literacy for possible membership. (ESOL: 1 FEAP 6; CF 2; IRA 1; FLCS 3, 11). F) Students will demonstrate their understanding of current theories and strategies concerning the nature of content area reading comprehension in their Comprehension Paper. (FEAP 5e; CF 2; IRA 1,6; FRC 1.E.2, 2,5,6; FCLS 3, 8,11) Change topics to: Themes Assigned Readings Introduction and Foundations of, Cognition, Comprehension and Content Area Reading Vacca, Vacca &Mraz: Chapters 1, 3, 4 Student Selected Journal Article Textbooks, Trade Books, Primary Sources and Other Authentic Reading Materials Vacca, Vacca &Mraz: Chapters 2,4,10,11 Student Selected Journal Article Principles and Contexts for Teaching and Learning in Cognition, Comprehension and Content Area Reading Vacca, Vacca &Mraz: Chapters 5,6, Student Selected Journal Article Checking for Understanding Vacca, Vacca &Mraz: Chapters 7,8,9,10 Student Selected Journal Article Contexts and Celebrations for Cognition, Comprehension, and Content Area Reading Vacca, Vacca &Mraz: Chapter 12 Student Selected Journal Article Change textbooks to: Vaca, R.T., Vacca, J. L. & Mraz, M. (2011). Content Area Reading: Literacy and Learning Across the Curriculum. 10th ed. Boston: Allyn & Bacon. ISBN # 13:978-0-13-70351-3 (Make sure to order this from the USF Bookstore, as the items are packaged together under one ISBN number. The package includes the textbook, & Myeducationlab website access code.)
Comments: Required for MA in Reading Ed. For incorrect. OGS fixed. To GC 5/10. Approved 5/12/16 To USF Sys 5/18/16; to SCNS after 5/25/16. Apprd eff 8/1/16
- Department and Contact Information
Tracking Number Date & Time Submitted 5390 2016-02-17 Department College Budget Account Number Teaching and Learning (T&L) ED 0-1714-000 Contact Person Phone James R. King 8139741062 email@example.com
- Course Information
Prefix Number Full Title RED 6544 Cognition, Comprehension and Content Area Reading: Remediation 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) - Abbreviated Title (30 characters maximum) Comprehension in Content Areas Course Online? Percentage Online O - Online (100% online) 100
In-depth study of reading comprehension in STEM area texts. Emphasis is placed on discussion of the concepts of cognition and learning, metacognition and comprehension of text included in the reading process.
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?
RED 6544 has been offered 2 times each year and has met the College of Education enrollment expectations. The revised course will add specific mention and work within STEM area texts.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Doctorate in Reading or a related field.
- Other Course Information
B. Learning Outcomes
C. Major Topics
E. Course Readings, Online Resources, and Other Purchases
Additional course readings will be posted to the course site in Canvas.
F. Student Expectations/Requirements and Grading Policy
All assignments will be evaluated using holistic scales, constructed for each activity. The numbers will then be added to determine the final grade. Letter grades will be determined according to the following scale:
A 94-100 The student consistently participates in all class discussions, turns in all assignments on or before the due date with only the highest quality.
Additionally, the student provides evidence of thought and synthesis of current research in literacy instruction.
A- 90-93 The student consistently participates in all class discussions, turns in all assignments on or before the due date with high quality (i.e. some errors in content or format). Additionally the student provides evidence of thought and synthesis of current research in literacy instruction.
B+ 87-89 The student participates in the majority of class discussions, turns in assignments in a timely manner and completes work with above average quality. The student also provides evidence of reading and knowledge and current research in literacy instruction, with limited synthesis and application.
B 83-86 The student participates in most class discussions, turns in assignments in a timely manner, and completes work in above average quality. The student also provides evidence of reading and knowledge of current research in literacy instruction, but demonstrates little synthesis and application.
B-80-82 The student participates in many class discussions but does not turn in assignments in a timely manner and/or completes work in a slightly above average manner. The student attempts to provide evidence o reading and knowledge of current research in literacy instruction, but does not demonstrate synthesis and application.
C+74-79 The student has occasional participation in most class discussions and completes most of the assignments. However, the quality of the work is predominately average. The student completes assignments but they may be late and/or contain errors in content and form.
C 70-73 Occasional participation in most class discussions; completion of all assignments but with only adequate performance. The student demonstrates evidence of reading about current research in literacy instruction, but does not synthesize or apply this research to course assignments.
C-0-72 Lack of participation in class discussions; incomplete or poorly completed assignments; little or no evidence that reading about current research in reading instruction was completed and applied to course assignments.
G. Assignments, Exams and Tests
Teachers as Readers
Online Actions in Reading
Comprehension Strategy Paper *
Comprehension Strategy Project *
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,
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 will be allowed to submit make up work within the week of the original due date, with appropriate reductions in point value
J. Program This Course Supports
MA in Reading Educaiton
- Course Concurrence Information
MA programs in Mathematic, English , Science, or Social Studies Education