Course credit
1-3 credit hours; may be repeated for a maximum of 6 hours
Course description
This course consists of directed readings and individual projects in a selected area within literacy education. It is intended for students who are licensed practicing teachers, preK-12, with teaching responsibilities that include the teaching of reading and writing.
Delivery
This course is available in a web-based format, utilizing web pages and MyCourses, a computer conferencing program. MyCourses requires Internet access and a web browser — no additional software is required. Students may need access to someone who can assist with computer set-up.
Prerequisites
A bachelor’s degree in education or closely related field is required. Instructor and department head approval are also required.
Instructor
Dr. Rick Traw, Literacy Education, Department of Curriculum & Instruction
Dr. Traw has been teaching literacy education courses at the University of Northern Iowa since 1991. During that time, he has taught numerous courses at both the graduate and undergraduate level. At various times he has served as coordinator of the Literacy Education program and as Department Chair for Curriculum and Instruction.
Dr. Traw received his doctoral degree in Curriculum and Instruction (with focus in Literacy) in 1991 from the University of South Dakota while serving as the Reading/Language Arts Supervisor for the Sioux Falls, SD school district. Prior to that time he had served as an assistant high school principal and English teacher in Kansas. He holds a Master of Science degree from Emporia State University and a Bachelor of Arts degree from Ottawa University.
Evaluation
5 assignments
Overview
Literacy teachers often encounter specific professional challenges or have specific areas of professional interest that may be addressed by the opportunity to read and reflect on theoretical, research, and/or pedagogical literature. This course is designed to allow teachers to pursue these challenges or interests by working with a Literacy Education professor to (a) refine and focus the interest area and establish learning objectives, (b) select a body of readings related to the interest area, (c) complete the readings and submit written abstracts, and (d) construct a project based on application of what has been learned from the readings. In general, “readings” may be understood to consist of articles from professional journals, chapters or excerpts from professional books, and/or professional texts in electronic format.
The nature of the project that results from the student’s reading of the selected literature may vary according to the agreement reached by the instructor and the student. For example, a teacher who is interested in improving her/his teaching of vocabulary might study theory, research, and methodologies related to vocabulary instruction, and then apply what was learned to her/his practice. The physical form of this project might take the shape of unit and/or lesson plans that reflect appropriate forms of vocabulary instruction, accompanied by abstracts or summaries of the readings. Other project formats are also possible, including traditional reports.
Course Organization
This course consists of 5 assignments. All written assignments will be submitted via MyCourses. Please refer to the assignments for specific instructions.
Assignments
Assignment 1 - Definition of the Topic
Assignment 2 - Relationship of Topic to Literacy Education
Assignment 3 - Selecting the Readings – Search Strategies
Assignment 4 - Writing the Abstracts
Assignment 5 - Curriculum Development
NOTE on page length requirements: Some of the assignments will include a requirement regarding the number of pages of writing to be produced. A “page” is defined by your instructor as consisting of 12-point double-spaced text.
Possible Topic Areas:
Topic areas include, but are not limited to:
Reading Comprehension
Vocabulary
Word recognition, phonics, and spelling
Writing process and product
Social aspects of language, including authenticity, engagement, audience, and purpose.
In consultation with the instructor, students would need to narrow any of these areas to arrive at a manageable topic.
Credit Hours and Work Load
Attention will be given to establishing an appropriate level of rigor based on the number of credit hours selected.
Readings and Abstracts:
One aspect of work load and credit hours will relate to the number and type of readings and written abstracts that are assigned.
The following guidelines apply:
One credit hour: 2-3 readings assigned by the instructor, 2-3 readings located and selected by the student.
Two credit hours: 4-6 readings assigned by the instructor, 4-6 readings located and selected by the student.
Three credit hours: 6-9 readings assigned by the instructor, 6-9 readings located and selected by the student.
Number of readings may be adjusted according to the length and complexity of the selected readings. For example, if the instructor or student selects a full-length book as one of the readings, the number of other readings might be reduced.
Project:
Projects related to teaching methods, curriculum planning, etc., do not easily lend themselves to page-length requirements. They will often vary based on the complexity of the topic, the age of the students, and a variety of other factors. A determining factor in setting requirements for projects is that they should be detailed, organized, and coherent to the degree that other teachers could use them.
Grading
Please note that UNI Guided Independent Study requires that must complete all assignments in order to pass the course.
Grading will be based on the degree to which the student accomplishes the learning objective(s).
A total of 200 points are possible during the semester, broken out in the following manner:
Each of the first four assignments (Definition of the Topic, Establishment of Learning Objectives, Selecting the Readings, and Writing the Abstracts) will be valued at 25 points.
The fifth assignment (Curriculum Design) will be valued at 100 points.
In this manner, the relative value of the assignments leading up to the project and the project itself will be balanced.
Textbook(s)
as arranged
Texts are available from www.bookfinder.com
University Book and Supply carries most books used in guided independent study.
To search for textbooks by course, click on "Select a Campus Term" and select Univ.Northern Iowa - Guided Independent Study
Visit the store at 1009 West 23rd Street, Cedar Falls, IA 50613
Phone: 319-266-7581 or 800-728-7581
Fax: 319-277-1266
E-mail: bookstore@panthersupply.com
To enroll
ONLINE
GIS enrollment information
IN PERSON
UNI Continuing and Distance Education
2637 Hudson Road (corner of 27th St. and Hudson Rd.)
Cedar Falls, IA 50614-0223
Campus map (Look for Building 31)
For more information
Cindy Klodt, Guided Independent Study
UNI Continuing and Distance Education
319-273-2123 or 800-772-1746
ContinuingEd@uni.edu