This course is an overview of historical and current reading theories and models, and how the theories have been and continue to be linked to reading instruction in K-12 schools. It also attends to the development of teachers’ own theoretical orientations: how they develop and change with teaching experience, and how they manifest themselves in the classroom.

A study of evidence-based practice regarding fundamental nursing interventions and the professional nursing role. The knowledge, skills, and attitudes that are necessary to perform procedures and assess healthcare outcomes related to therapeutic interventions are presented and student understanding is verified through testing and return-demonstrations. Special emphasis is given to the delivery of ‘‘relationship-centered care’’ within a holistic framework as it applies to proficient nursing knowledge and psychomotor skills. Competency with drug calculation and safe medication administration are also required proficiencies. Learning experiences occur through lecture/discussion, assignments (including online learning), and the simulated laboratory setting. 

Offers advanced study in the area of patient safety and quality. The importance of human interaction as the foundation of any therapeutic or healing activity is explored. Emphasized is the model of ‘just culture’ as a conceptual framework that leads to improvement of patient safety outcomes through managing human behavior and system design. “Quality & Safety Education for Nurses” (QSEN) and the “Institute of Medicine” (IOM) reports are utilized. The application of informatics is explored as an avenue to enhance healthcare outcomes. 

This course will apply reading theory to age-appropriate practice for middle and secondary literacy in English, social studies, science, and mathematics. The content of this course includes assessments, teaching methods, discipline specific comprehension and vocabulary strategies, as well as materials appropriate for this age and stage of reader. This course picks up where Intermediate Reading Methods leaves off and expands into research-based teaching strategies used with students in grades 6-12.

The Assessment and Instruction of Reading And Writing Difficulties course provides the foundation for assessment, diagnosis and instruction of reading and writing for struggling students K-12. It promotes application of knowledge and competencies in the use of teaching methods and materials in the treatment of specifically identified reading needs of individual students. Two supervised case study practicums in planning and implementing diagnostic lessons, based on an analysis of assessments, will follow this course. This experience provides teachers with guided practical experiences in diagnostic procedures and developing targeted instruction in common reading difficulties. (Pre- Requisites: All Reading Content courses; EDUC7853 must be completed prior to EDUC 7801 and 7811.)

This advanced course is one of two practicum courses in the Reading Specialist program designed to prepare graduate students to teach and support middle/secondary remedial reading and writing. This supervised case study practicum allows teachers to go through the process of conducting literacy assessments and collecting data, analyzing it, then designing specific lessons which are targeted at student needs. The course content is based on the latest theory, research, and pedagogy related to the development and remediation of reading and writing. (Pre- Requisites: All Reading Content courses and EDUC7853 Assessment and Instruction of Reading and Writing Difficulties must be completed prior to EDUC 7801 and 7811.)

This advanced course is one of two practicum courses in the Reading Specialist program designed to prepare graduate students to teach and support elementary remedial reading and writing. This supervised case study practicum allows teachers to go through the process of conducting literacy assessments and collecting data, analyzing it, then designing specific lessons which are targeted at student needs. The course content is based on the latest theory, research, and pedagogy related to the development and remediation of reading and writing. (Pre- Requisites: All Reading Content courses and EDUC7853 Assessment and Instruction of Reading and Writing Difficulties must be completed prior to EDUC 7801 and 7811.)

Servant Leadership in Literacy prepares the reading specialist to be a school and/or district leader in literacy. This course addresses the main themes of literacy leadership and focuses on the roles of literacy leaders, leading and mentoring teachers in effective literacy practices, designing effective school-wide professional development, and advocating for literacy both in school contexts and community settings. Finally, it promotes change for 21st century learning, and participation in professional organizations and conferences.

Advanced Children’s and Adolescent Literature focuses on the study of classic and contemporary literature for children, with an emphasis on selecting and incorporating a wide variety of literature into the curricula for children and students. This course is designed to help teachers acquire knowledge of characteristics of recently published children’s/ literature adolescent literature, increase awareness of literary texts available for children/students, develop understanding of literary response and criticism, and familiarize the lives and philosophies of notable authors of children’s and adolescent literature.

The Intermediate Reading Methods course includes the application of theory to appropriate practices with intermediate age students in literacy including assessments, teaching methods, instructional strategies, and materials. Students at this age and stage of reader development must develop the ability to comprehend complex texts and participate in tasks that require the ability to discuss and write about what they have read. Motivation, engagement, word recognition, fluency, and vocabulary are also key aspects to supporting deep understanding. This course picks up where the Emergent and Early Literacy course leaves off and expands into research-based teaching strategies used with students in grades 3-6.

Writing and Reading Connections focuses on establishing a writing program in your classroom as well as integrating the writing process recursively into reading development instruction. Students examine the writing process as a recursive, contextualized, and individual process of developing increasingly sophisticated communicative literacy. They will also apply research-based instructional strategies to integrate writing into all subject areas. Specific techniques such as mini-lessons, shared and guided writing, writing to learn, and conferencing are addressed.