Curriculum Action Request University of Alaska …Curriculum Action Request University of Alaska...

Curriculum Action Request University of Alaska Anchorage

Proposal to Initiate, Add, Change, or Delete a Course or Program of Study

1a. School or College CTC

1b. Division APRS

1c. Department DEVL

2. Course Prefix PRPE

3. Course Number A 072

4. Previous Course Prefix & Number

5a. Credits/CEU 1-3 credits

5b. Contact Hours (Lecture + Lab) (0+2-6)

6. Complete Course/Program Title Individualized Reading Lab Abbreviated Title for Transcript (30 character)

7. Type of Course Academic Non-credit CEU Professional Development

9. Repeat Status Y Limit Max Hours 3 credits 10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: Spring/2005 To: /9999

8. Type of Action Course Program

Add Prefix Course Number Change Credits Contact Hours

(mark appropriate boxes) Title Repeat Status Delete Grading Basis Cross-Listed/Stacked

Course Description Course Prerequisites Test Score Prerequisites Co requisites Other Restrictions Registration Restrictions Class Level College Major Other

12. Cross Listed with NA Stacked with NA Cross-Listed Coordination Signature

13. Coordinate with Affected Units: Extended sites, English Department, Listserve Department, School, or College _______________________________________ ____________ Initiator Signature Date 14. List any programs or college requirements that require this course NA 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences

16. Course Description Provides individualized instruction in basic reading skills, text comprehension, vocabulary development, dictionary skills and readjustment of reading rate in an open lab format. 1 NA

7a. Course Prerequisite(s) (list prefix and number) 17b. Test Score(s) NA

17c. Corequisite(s) (concurrent enrollment required) NA

17d. Other Restriction(s) College Major Class Level

17e. Registration Restriction(s) (non-codeable) Appropriate score on reading placement test

18. Mark if course has fees

19. Justification for Action The test score statement change reflects the move to a new placement test and allows for the use of different placement tests in Anchorage and outlying campuses. Approved Initiator (faculty only) Date Disapproved: Dean/Director of School/College Date Approved Approved Disapproved: Disapproved: Department Chairperson Date Undergraduate or Graduate Date

Academic Board Chairperson

Approved Approved Disapproved: Disapproved: Curriculum Committee Chairperson Date Provost or Designee Date

COURSE CONTENT GUIDE UNIVERSITY OF ALASKA ANCHORAGE

COMMUNITY AND TECHNICAL COLLEGE PROGRAM: College Preparatory & Developmental Studies DATE: Fall 2004 CTC/APRS/DEVL COURSE NUMBER AND TITLE: PRPE A072 Individualized Reading Lab CREDIT: 1.0 - 3.0 I. Course Description

Provides individualized instruction in basic reading skills, text comprehension, vocabulary development, dictionary skills, and readjustment of reading rate, in an open lab format.

II. Course Design

A. This course provides students with methods for increasing comprehension, vocabulary, and reading rate through the use of individualized assessment, instruction, and computer assistance.

B. 1 - 3 credits (variable). C. Total time of student involvement is 45 hours per credit per semester. 1. 2 lab hours per week to total 30 hours per credit 2. 0.5 hours out of outside work per week to total 15 hours per credit D. Not required for degree or certificate. E. A fee of $10 is assessed. F. Course may be taught in any time frame, but not less than one week. G. This is a revised course. H. Course coordinated with extended sites, English Department, and Listserv. I. Course provides supplemental preparation for introductory college

courses.

III. Course Activities Pre and post assessment, individual and small group instruction, and computer assisted practice.

IV. Course Prerequisites

A. Registration Restriction: Appropriate score on reading placement test. V. Course Evaluation

A. Grades will be P/NP. B. Grade is based on participation and assignments. Regular attendance is

necessary for passing grade. C. Instructors will explain their grading policies in class at the beginning of

the semester.

VI. Course Outline 1.0 Safety 1.1 Classroom safety 1.2 Campus safety 2.0 Pre-assessment of skills 2.1 Literal Comprehension 2.2 Critical Comprehension 2.3 Vocabulary 2.4 Reading Rate 3.0 Individualized Instruction in and Practice of Comprehension Skills

3.1 Literal Reading 3.1.1 Main Ideas 3.1.2 Details 3.1.3 Conclusion

3.2 Introduction to Inferential and Evaluative Reading

4.0 Individualized Instruction in and Practice of Vocabulary Development Skills 4.1 Methods of Developing Vocabulary

4.1.1 Contextual Analysis 4.1.2 Structural Analysis

4.2 Dictionary Skills 5.0 Individualized Instruction and Practice for Improving Reading Rate 5.1 Purpose for Reading 5.2 Ability to Comprehend at Efficient Speeds 6.0 Individualized Instruction and Practice in various Reading drills 7.0 Post-assessment of skills VII. Suggested Text

Nist, S. and Mohr, C. (2002). Townsend Press Vocabulary Series. Townsend Press.

Suggested Lab Materials

Pre-tests

Nelson Denny Reading Test. (1981). Publisher: The Riverside Publishing Company. Measures vocabulary, reading rate, and comprehension. ACCUPLACER Computerized Placement Test. (2001). College Board. Books Jamestown Publishers, Contemporary Books, Inc. Department AE995, 180 North Stetson Avenue, Chicago Illinois 60601-6790. Reading materials for underprepared college students to increase essential skills of rate, comprehension, vocabulary, and critical reading. Barnell-Loft Specific Skill Series. Nonconsumable reading program specifically designed to develop eight crucial reading skill areas (i.e. Getting the Main Idea, Using the Context, Drawing Conclusions, Locating the Answer). Computer-Aided Software Learning Plus. Comprehensive diagnostic and individualized program of interactive computer instruction. Reading Road Trip - Longman Publishing Reading Critically: Non-Fiction, College Prep, Set 3: reading level 8-9, Set 4:

reading level 10-11 Developing Critical Thinking Skills for Effective Reading, Set 1 and Set 2: skill level 5-8 Diagnostic Prescriptive Reading (Vocabulary, Sequence, Main Idea, Fact/Opinion, Factual Recall, Inference) Skill Levels 3-8 Developing Critical Thinking Skills for Effective Reading for Upper Grades, Set 3 and Set 4: skill level 8-11

All Write, the McGraw-Hill Writing Program

Writer's Toolkit - Longman Publishing (Summaries, Practice Questions, Test Simulation, Diagnostic Reports, Vocabulary, Practice Handbook

VIII. Bibliography Bohr, L. (1994-1995). College courses which attract and generate good readers.

Journal of College Reading and Learning, 26(2) 30-44. Bohr, L. (1996, Spring-Summer). College and precollege reading instruction:

What are the real differences. The Learning Assistance Review 1, (1), 14-28.

Boylan, H. (1999). Exploring alternatives to remediation. Journal of

Developmental Education, 22(3), 2-11.

Boylan, H. (2002). What works: Research-based best practices in developmental education. Boone, NC: Continuous Quality Improvement Network/National Center for Developmental Education.

Casazza, M., & Silverman, S. (1996). Learning assistance and developmental

education. San Francisco, CA: Jossey-Bass. Gunning, Thomas G. (1998). Assessing and Correcting Reading and Writing

Difficulties. Boston: Allyn and Bacon.

Higbee, J., & Dwinell, P. (Eds.). (1998). Developmental education: Preparing successful college students. Columbia, SC: National Resource Center for the First-Year Experience and Students in Transition.

Lipson, M. Y. & Wixson, K. Assessment and Instruction of Reading and Writing

Disability: An Interactive Approach. 2nd ed. New York: Longman, 1997. Maxwell, M. (1997). Improving student learning skills. Clearwater, FL: H & H

Publishing. McCabe, R. (2000). No one to waste. Washington, D.C.: Community College

Press. McCabe, R., & Day, P. (1998). Developmental education: A twenty first

century social and economic imperative. Mission Viejo, CA: League for Innovation in the Community College and the College Board.

Roueche, J., & Roueche, S. (1993). Between a rock and a hard place.

Washington, DC: Community College Press. Roueche, J., & Roueche, S. (1999). Remedial education: High Stakes, high

performance. Washington, DC: Community College Press. Silverman, S., & Casazza, M. (1999). Learning and development: Making

connections to enhance teaching. San Francisco, CA: Jossey-Bass. Simpson, M. (2002). Program evaluation studies: Strategic learning delivery

model suggestions. Journal of Developmental Education, 26(2), 2-11. Smith, B.D., & Commander, N.E. (1997). Ideas in practice: Observing academic

behaviors for tacit intelligence. Journal of Developmental Education, 21(1), 30-36.

Smittle, P. (2003). Principles for effective teaching in developmental education.

Journal of Developmental Education, 26(3), 10-15.

Stahl, N., Simpson, M., & Hayes, C. (1992). Ten recommendations from research for teaching high- risk college students. Journal of Developmental Education, 16(1), 2-10.

Stracher, Dorothy A. (1993). Providing Strategies for Learning Disabled College

Students: Continuous Assessment in Reading, Writing and Reasoning. Research and Teaching in Developmental Education. 10.1 65-84.

Tinto, V. (1997). Classrooms a communities: Exploring the educational

character of student persistence. Journal of Higher Education, 68(6), 599-623.

Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco, CA: Jossey-Bass.

IX. Instructional Goals, Student Outcomes, and Assessment Procedures

A. Instructional Goal: Increases reading abilities in basic skills of comprehension, vocabulary and reading rate as needed.

B. Student Outcomes and Assessment Procedures:

Student Outcomes Assessment Procedures Upon successful course completion the student will be able to do the following:

The student outcomes can be assessed by one or more of the following:

Increase reading comprehension Pre and Post Reading Assessment Increase vocabulary Pre and Post Reading Assessment Increase reading rate Timed readings




1b. Division APRS

1c. Department DEVL




5a. Credits/CEU 1-3credits

5b. Contact Hours (Lecture + Lab) (3+0)

6. Complete Course/Program Title Speed Reading Speed Reading Abbreviated Title for Transcript (30 character)










16. Course Description Introduces skills to increase reading speed and comprehension. Presents techniques for efficient reading of different types of material. 1 NA






19. Justification for Action The test score statement change reflects the move to a new placement test and allows for the use of different placement tests in Anchorage and outlying campuses. Approved Disapproved: Initiator (faculty only) Date Dean/Director of School/College Date Approved Approved Disapproved: Disapproved: Department Chairperson Date Undergraduate or Graduate Date



COURSE CONTENT GUIDE Department: College Preparatory & Developmental Studies Date: Fall 2004 Course Number: PRPE A075 Course Title: Speed Reading Credits: 1.0-3.0 variable I. Course Description:

Introduces skills to increase reading speed and comprehension. Presents techniques for efficient reading of different types of material.

II. Course Design: A. This course is intended to introduce a variety of speed-reading techniques for college and day-to-

day reading materials. B. 1-3 credit variable. C. Total time of student involvement is 45 hours per credit

1. Lecture: 15 hours per credit 2. Out of Class: 30 hours per credit

D. Not required for degree or certificate. E. No fee will be assessed. F. This course may be taught in any time frame, but not more than one credit per week. G. This is a revised course. H. Coordinated with Department of English (CAS), extended sites, and UAA List serve. I. This is a pre-100 level course because it develops basic reading skills.

III. Course Activities:

Lectures, small/large group discussions, exercises, teacher/student conferences, demonstrations, quizzes, and computer activities

IV. Course Prerequisites:

A. Registration Restriction: Appropriate score on reading placement test

V. Course Evaluation:

A. Course graded P/NP. B. Students are graded based on course assignments, exercises, and quizzes. C. At the beginning of the course, instructors will explain in writing and in class the grading

policies. VI. Course Curriculum:

1.0 Safety

1.1 Campus Safety 1.2 Classroom Safety

2.0 Essential Reading Skills 2.1 Main Idea 2.2 Supporting Details 2.3 Organizational Patterns 2.4 Summarizing

3.0 Rapid Reading Techniques

3.1 Eye-Pacing 3.2 Hand Movement

4.0 Rapid Reading with Informational Material 4.1 Informational

4.1.1 Academic 4.1.2 Professional

4.2 Structure and Organizational Patterns 4.3 Concentration

5.0 Rapid Reading with Leisure Material 5.1 Leisure

5.1.1 Newspapers and Magazines 5.1.2 Novels

5.2 Structure and Organizational Patterns 5.3 Concentration

6.0 Adjusting Reading Rate 6.1 Previewing 6.2 Flexibility 6.3 Skimming 6.4 Scanning

7.0 Reading for Meaning 7.1 Survey 7.2 Question 7.3 Read 7.4 Recite 7.5 Review

VII. Suggested Text(s):

Sotiriou, P. & Phillips, A. (2000). Steps to Reading Proficiency. 5th ed. Belmont, CA:

Wadsworth/Thomson. Wenick, L. (1990). Speed Reading Naturally. 2nd ed. New Jersey: Prentice Hall. Brown, J. & Fischco, V. (2002). Reading Power. 6th ed. New York: Houghton Mifflin.

VIII. Bibliography:

Brozo W., & Johns J. (1986) A content and critical analysis of forty speed reading books.

College Reading and Learning Assistance Technical Report 86-04

Carver, R.. (1990). Reading rate: A review of research and theory. San Diego, CA: Academic Press.

O’Reilly, R., & Walker, J. (1990). An analysis of reading rates in college students. Reading

Research and Instruction. 29(2), 1-11 Rasinski, T. (1999). Exploring a method for estimating independent, instructional, and

frustration reading rates. Reading Psychology: An International Quarterly, 20, 61-69. Schreiber, P. (1980). On the acquisition of reading fluency. Journal of Reading Behavior, 12,

177-186.

IX. Instructional Goals, Student Outcomes, and Assessment Procedures:

A. Instructional Goal: Improves reading rate and comprehension using techniques for efficient and flexible management of informational and leisure reading materials.

B. Student Outcomes/Assessment Procedures: Student Outcomes After successful completion of the course, the student will be able to do the following:

Assessment Procedures

Identify main ideas, supporting details, and organizational patterns in readings

Exercises, quizzes, demonstrations

Increase rate of reading using a range of pacing techniques

Exercises, quizzes, Pre and Post Test

Demonstrate rapid reading strategies with various kinds of reading materials


Adjust reading rate based on level of difficulty and type of reading material


Adapt SQ3R reading mastery system for academic material





1b. Division APRS

1c. Department DEVL



4. Previous Course Prefix & Number PRPE 076

5a. Credits/CEU 3 credits


6. Complete Course/Program Title Reading Strategies Reading Strategies Abbreviated Title for Transcript (30 character)


9. Repeat Status N Limit Max Hours 10. Grading Basis A-F P/NP NG








16. Course Description Provides basic strategies for reading comprehension, vocabulary development, and textbook skills necessary for success in freshman college classes. 1 NA










COMMUNITY AND TECHNICAL COLLEGE Department: College Prep & Developmental Studies Date: Fall 2004 CTC/APRS/DEVL COURSE NUMBER AND TITLE: PRPE A076 READING STRATEGIES CREDIT: 3.0 I. Course Description

Provides basic strategies for reading comprehension, vocabulary development, and textbook skills necessary for success in freshman college classes.

II. Course Design

A. Basic reading course covering comprehension, vocabulary development and textbook reading skills. Lecture, group, and individualized instruction are used to encourage wide reading and development of skills necessary for success in freshman college courses.

B. This is a 3 credit course. C. Total time of student involvement: 135 hours per semester. 1. Three hours in-class work per week for 45 hours total 2. Six hours out of class work per week, including Computer Assisted

Writing Lab, for 90 hours total. D. Not required for degree or certificate. All objectives for this course are on

the list from the National Center for Developmental Education. E. A Computer Assisted Writing Lab fee of $25 is assessed. F. Course may be taught in any time frame, but not less than three weeks. G. This is a revised course. H. Course coordinated with extended sites, Listserv, and English Department. I. Course provides supplemental preparation for introductory college

courses. III. Course Activities

Lectures, conferences with instructor, group learning, Computer Assisted Writing Lab, weekly tests, writings and readings, and group presentations.

IV. Course Prerequisites

A. Registration Restriction: Appropriate score reading placement test V. Course Evaluation

A. Grades will be A/F.

B. Student grades are based on frequent testing, written assignments, and group projects and presentations. Regular attendance is necessary for passing grade.

C. Instructors will explain their grading policies in class at the beginning of the semester.

VI. Course Outline 1. Safety 1.1 Classroom safety 1.2 Campus safety 2.0 Metacognitive Thinking and Learning Styles 2.1 Define metacognitive thinking 2.2 Define learning styles 2.3 Monitor self-comprehension 2.4 Respond orally and in writing to readings 3.0 Text Comprehension 3.1 Examine and activate prior knowledge 3.2 Determine prereading goals 3.3 Predict an author’s ideas 3.4 Ask questions 4.0 Application of Reading 4.1 Adapt techniques to different materials 4.2 Apply real life experiences 4.3 Use textbooks and materials from other college courses 5.0 Writing Conventions of Text 5.1 Distinguish between topic and main idea 5.2 Determine function and location of main ideas 5.3 Understand stated vs. implied main idea 5.4 Recognize directional/transitional words/phrases 5.5 Determine function and location of major and minor supporting details 6.0 Reading/Writing Connection 6.1 Identify patterns in writing 6.2 Learn and apply marking techniques 6.2.1 Learn notetaking 6.3 Learn and apply outlining techniques 6.3.1 Learn mapping techniques 6.4 Learn to paraphrase 6.5 Learn and write summaries of different texts 7.0 Memory and Retention

7.1 Learn nature of short-term and long-term memory for retention 7.2 Apply strategies for short and long-term memory retention and retrieval 8.0 Dictionary Study 8.1 Use pronunciation guide 8.2 Use etymological information 8.3 Understand dictionary abbreviations and symbols 8.4 Select correct definition from multiple listings 8.5 Understand Inflectional forms 9.0 Vocabulary Development 9.1 Improve vocabulary acquisition 9.1.1 Learn context clues 9.1.2 Understand sentence structures 9.1.3 Learn prefixes, suffixes, roots 9.2 Develop personal vocabulary system 10.0 Reading as a Social Activity 10.1 Collaborate on reading and learning activities 10.1.1 Class book 10.1.2 Group book 10.2 Collaborate on vocabulary 10.3 Collaborate on writing 10.4 Collaborate on reading activities VII. Suggested Texts

A. Elder, J. (2004). Exercise Your College Reading Skills: Developing More Powerful Comprehension, 1st ed. McGraw Hill.

B. Hancock, Ophelia H. (2005). Reading Skills for College Students, 6th ed.

Prentice Hall.

C. Smith, Brenda. (2004). Breaking Through College Reading, 7th ed. Pearson Longman.

D. Spears, D. (2004). Improving Reading Skills: Contemporary Readings for

College Students, 5th ed. McGraw Hill.

VIII. Bibliography

Bohr, L. (1994-1995). College courses which attract and generate good readers. Journal of College Reading and Learning, 26(2) 30-44.

Bohr, L. (1996, Spring-Summer). College and precollege reading instruction: What are the real differences. The Learning Assistance Review 1, (1), 14-28.


Developmental Education, 22(3), 2-11. Boylan, H. (2002). What works: Research-based best practices in

developmental education. Boone, NC: Continuous Quality Improvement Network/National Center for Developmental Education.


education. San Francisco, CA: Jossey-Bass. Gaither, G. (1999, Winter). Promising practices in recruitment, remediation, and

retention. New Directions in Higher Education, Number 108. San Francisco, CA: Jossey-Bass.

Grubb, W. N., & Associates. (1999). Honored but invisible: An inside look at

teaching in community colleges. New York, NY: Routledge. Gunning, Thomas G. (1998). Assessing and Correcting Reading and Writing



Institute for Higher Education Policy. (1998, December). College remediation:

What it is, what it costs, what’s at stake. Washington, DC: The Institute for Higher Education Policy.




Press. McCabe, R., & Day, P. (1998). Developmental education: A twenty first

century social and economic imperative. Mission Viejo, CA: League for Innovation in the Community College and the College Board.

Roueche, J., & Roueche, S. (1993). Between a rock and a hard place. Washington, DC: Community College Press.

Roueche, J., & Roueche, S. (1999). Remedial education: High Stakes, high

performance. Washington, DC: Community College Press. Silverman, S., & Casazza, M. (1999). Learning and development: Making





Journal of Developmental Education, 26(3), 10-15. Stahl, N., Simpson, M., & Hayes, C. (1992). Ten recommendations from

research for teaching high- risk college students. Journal of Developmental Education, 16(1), 2-10.






IX. Instructional Goals, Student Outcomes, and Assessment Procedures

A. Instructional Goal: Introduce strategies to enhance comprehension, improve vocabulary, and utilize skills for reading and understanding college texts. Emphasizes finding the main idea and details in short readings and writing single-paragraph summaries of these readings.




Identify main ideas of short readings Written assignments, quizzes and in-class

activities Write single-paragraph summaries of short readings

Written assignments, quizzes and in-class activities

Apply different strategies to enhance reading comprehension


Use an assortment of strategies to improve vocabulary


Use various strategies for reading and understanding college textbooks


Use dictionary, thesaurus, and other appropriate resources





1b. Division APRS

1c. Department DEVL






6. Complete Course/Program Title Writing Strategies Writing Strategies Abbreviated Title for Transcript (30 character)










16. Course Description Introduces composition of paragraphs and short essays that conform to Standard American English for college writing. Emphasizes basic reading skills to enhance students' writing. Reviews the basics of grammar, effective sentences, and sentence combining. 1 NA




17e. Registration Restriction(s) (non-codeable) Appropriate score on English placement test.





COURSE CONTENT GUIDE Department: College Preparatory & Developmental Studies Date: Fall 2004 Course Number & Title: PRPE A086 Writing Strategies Credits: 3.0 I. Course Description:

Introduces composition of paragraphs and short essays that conform to Standard American English for college writing. Emphasizes basic reading skills to enhance students’ writing. Reviews the basics of grammar, effective sentences, and sentence combining.

II. Course Design:

A. This course is designed for students who are able to compose sentences in Standard American English and are ready to develop unified and coherent paragraphs and short essays. These students are preparing for 100-level composition at the university level.

B. 3 credits C. Total time of student involvement: 135 hours

1) Lecture: 45 hours total 2) Outside: 90 hours total

D. Not required for degree or certificate. E. Fees: $25 Computer-Assisted Writing Lab fee is assessed. F. This course may be taught in any time frame, but not less than three weeks. G. This a revised course. H. Coordinated with Department of English, extended sites, and UAA Listserve. I. This course is at a pre-100 level because it is designed to develop basic

composition skills needed for success in 100-level college courses.


Lecture, demonstration, large and small group discussions, grammar exercises, editing and writing assignments, conferences with teacher.


A. Registration Restriction: Appropriate score on English placement test.

V. Course Evaluation:

A. Course graded A-F.

B. Students are graded on their work as demonstrated in class exercises, quizzes/tests, and writing assignments.

C. At the beginning of the semester, instructors will explain in writing and in class their grading policies.

VI. Course Curriculum:

1.0 Safety 1.1 Campus 1.2 Classroom

2.0 The Writing Process 2.1 Definition 2.2 Prewriting 2.3 Outlining 2.4 Drafting 2.5 Revising 2.6 Proofreading 2.7 Editing

3.0 Grammar and Usage 3.1 Punctuation 3.2 Capitalization 3.3 Diction 3.4 Basic sentence patterns 3.5 Correction of common sentence errors

4.0 Paragraph Development 4.1 Topic development

4.1.1 Choosing a topic 4.1.2 Limiting a topic

4.2 Generating details 4.3 Organizing the paragraph 4.4 Writing introductory and concluding sentences

5.0 Introduction to Multi-Paragraph Development 5.1 Topic development

5.1.1 Choosing a topic 5.1.2 Limiting a topic

5.2 Determining audience and purpose 5.3 Formulating a thesis 5.4 Generating details 5.5 Organizing the essay 5.6 Writing introductions and conclusions

6.0 Academic Writing 6.1 Introduction to summaries 6.2 Reading responses

6.3 Narration 6.4 Description 6.5 Example and illustration 6.6 Process Analysis

7.0 Elements of College Reading 7.1 Previewing 7.2 Main ideas and supporting details 7.3 Annotating 7.4 Inferring

8.0 Introduction to Standard Resources 8.1 Dictionaries, thesauri, basic style manuals 8.2 Computer-Assisted Writing Lab and Learning Resource Center


Boeck & Rainey. (2004). Connections: Writing, Reading, and Critical Thinking. USA: Pearson.

Choy & Clark. (2002). Basic Grammar and Usage 6th ed. Massachusetts: Thomson Harcourt.

Garcia. (2004) Digging In: Literature for Developing Writers. USA: Pearson Prentice Hall.

VIII. Bibliography:

Bartholomae, David. “The Tidy House: Basic Writing in the American Curriculum.” Journal of Basic Writing 12 (Spring 1993): 4-21.

Beason, Larry. “Ethos and Error: How Business People React to Errors.” College Composition and Communication 53.1 (September 2001): 33-64.

Coleman, Charles F. “Our Students Write With Accents—Oral Paradigms for ESD Students.” College Composition and Communications 48.4 (December 1997): 486-500.

Enos, Theresa, ed. A Sourcebook for Basic Writing Teachers. New York: Random House, 1987.

Harris, Joseph. “Negotiating the Contact Zone.” Journal of Basic Writing 41.1 (1995): 27-42.

Hatch, Evelyn. Discourse and Language Education. New York: Cambridge University Press, 1992.

Horner, Bruce, and Min-Zhan Lu. Representing the “Other”: Basic Writers and the Teaching of Basic Writing. Urbana, Ill.: NCTE, 1999.

Lu, Min-Zhan. “Conflict and Struggle: The Enemies or Preconditions of Basic Writing?” College

English 54 (December 1992): 887-913. Lunsford, Andrea A. “The Content of Basic Writers’ Essays.” College

Composition and Communication 31 (October 1980): 278-90. Lyons, Scott Richard. “Rhetorical Sovereignty: What Do American Indians Want

from Writing?” College Composition and Communication 51.3 (February 2000): 447-468.

Moran, Michael G., and Martin J. Jacobi, Eds. Research in Basic Writing: A Bibliographic Sourcebook. Westport, Conn.: Greenwood Press, 1990.

Morgan, Dan. “Ethical Issues Raised by Students’ Personal Writing.” College English 60.3 (March 1998): 318-325.

Morrow, Nancy. “The Role of Reading in the Composition Classroom.” A Journal of Composition Theory 17.3 (Fall 1997): 453-472.

Rose, Mike. Lives on the Boundary: The Struggles and Achievements of America’s Underprepared. New York: Free Press, 1989.

Shaughnessy, Mina P. Errors and Expectations: A Guide for the Teacher of Basic Writing. New York: Oxford University Press, 1977.

Soliday, Mary. “From the Margins to the Mainstream: Reconceiving Remediation.” College Composition and Communication 47.1 (February 1996): 85-100.

-----. “Towards a Consciousness of Language: A Language Pedagogy for Multicultural Classrooms.” Journal of Basic Writing 16.2 (Fall 1997): 62-73.

White, Edward M. Teaching and Assessing Writing. 2nd ed. California: Jossey-Bass Inc., 1994.


A. Instructional Goal: Teaches students to successfully write well-organized paragraphs that conform to Standard American English and to understand the development of multi-paragraph essays. Prepares students for PRPE A108 and/or ENGL A109. B. Student Outcomes/Assessment Procedures Student Outcomes After successful completion of the course, the student will be able to do the following:

Assessment Procedures

Write paragraphs, including short summaries and reading responses, using Standard American English.

Writing exercises Writing assignments

Identify patterns of errors in assigned texts and rewrite for correctness.

Writing exercises Writing assignments Quizzes

Revise drafts in order to develop ideas, bring coherence and focus to paragraphs, and accomplish intended purposes.

Writing exercises Writing assignments

Develop a short, academic essay. Writing exercises Writing assignments




1b. Division APRS

1c. Department DEVL


3. Course Number A105


5a. Credits/CEU 1-3 credits

5b. Contact Hours (Lecture + Lab) (1-3+0)

6. Complete Course/Program Title Introduction to College Study Skills Intro College Study Skills Abbreviated Title for Transcript (30 character)










16. Course Description Introduces study skills necessary for success in college-level courses. Presents strategies for information processing, lecture and textbook note-taking, and test-taking in academic settings. 1 NA




17e. Registration Restriction(s) (non-codeable) Appropriate score on reading placement test or a C or better in PRPE 076.


19. Justification for Action The test score statement change reflects the move to a new placement test and allows for the use of different placement tests in Anchorage and outlying campuses. The title change more accurately reflects the level of coursework and allows the use of "Basic" in appropriate level courses. Approved Disapproved: Initiator (faculty only) Date Dean/Director of School/College Date Approved Approved Disapproved: Disapproved: Department Chairperson Date Undergraduate or Graduate Date



COURSE CONTENT GUIDE Department: College Preparatory & Developmental Studies Date: Fall 2004 Course Number: PRPE A105 Course Title: Basic College Study Skills Credits: 1.0-3.0 variable I. Course Description:

Introduces study skills necessary for success in college-level courses. Presents strategies for information processing, lecture and textbook note-taking, and test-taking in academic settings.

II. Course Design:

A. This course is designed for students who need higher education academic study skills before enrolling in university General Education Requirements (GER) courses. Intended to establish foundational learning skills such as text and lecture notetaking, test preparation, academic reading and information processing.

B. 1-3 credit variable C. Total time of student involvement is 45 hours per credit

1. Lecture: 15 hours per credit 2. Out-of-class: 30 hours per credit

D. Not required for degree or certificate. E. Fees: $10 Computer-Assisted Writing Lab fee is assessed. F. This course may be taught in any time frame, but not more than one credit per week. G. This a revised course. H. Coordinated with Department of English (CAS), Advising and Testing, Student Services,

UAA schools and colleges, extended sites, and UAA Listserve. I. This course is at the 100-evel because it is designed to introduce basic college academic skills.

It is intended to complement PRPE 107 Basic College Reading and PRPE 108 Basic College Writing. This course is planned to stand-alone and/or paired with courses in other disciplines (i.e. Biology, Psychology, Sociology, Anthropology, History).


Lectures, small/large group discussions, application exercises, individual/group projects, teacher/student conferences, journals, portfolio, demonstrations, and computer activities


A. Registration Restriction: Appropriate score on reading placement test or a C or better in PRPE 076. Course Evaluation:

A. Course graded A-F. B. Students are graded based on course assignments, projects, quizzes/tests, journals, and

portfolios.

C. At the beginning of the course, instructors will explain in writing and in class the grading policies.

VI. Course Curriculum:

1.0 Safety

1.1 Campus Safety 1.2 Classroom Safety

2.0 Information Processing 2.1 Learning Styles 2.2 Processing for Learning 2.3 Memory Principles

3.0 Effective Learning 3.1 Time Management 3.2 Goal Setting 3.3 Concentration

4.0 Academic Reading 4.1 Reading Systems for Academic Tasks 4.2 Textbook Mastery 4.3 Vocabulary

5.0 Notetaking Techniques 5.1 Annotating and Marking Academic Materials 5.2 Notetaking for College Lectures

5.2.1 Listening 5.2.2 Recording 5.2.3 Organizing 5.2.4 Reviewing

5.3 Visual Notetaking

6.0 Test-taking Skills 6.1 Test preparation 6.2 Test-taking strategies


Van Blerkom, D. (2003). College Study Skills: Becoming a Strategic Learner, 4 ed. CA: th

Wadsworth/Thompson Learning. Wong, L. (2003). Essential Study Skills, 4th ed. New York: Houghton-Mifflin. Pauk, W. & Owens, R. (2005). How to Study in College, 8th ed. New York: Houghton-Mifflin.

VIII. Bibliography:

Casazza, M.& Silverman, S. (1996). Learning assistance and developmental education. San Francisco, CA: Jossey-Bass.

Boylan, H. (2002). What works: Research-based best practices in developmental education.

Boone, NC: Continuous Quality Improvement Network/National Center for Developmental Education.

Higbee, J., & Dwinnel., P. (1998). Developmental education: Preparing successful college

students. Columbia, SC: National Center for the First-Year Experience and Students in Transition.

Phillips, L. (2001). College Study Skills: Becoming a Strategic Learner. Journal of Adolescent & Adult Literacy; Apr 2001.

Weinstein, C. E., Dierking, D, Husman, J., Roska, L., & Powdrill, L. (1998). "The impact of a

course on strategic learning on long-term retention of college students." In J. Higbee & P. Dwinnel (Eds.), Developmental education: Preparing successful college students (pp. 85-96). Columbia, SC: National Center for the First-Year Experience and Students in Transition.

Young, D.B., & Ketm J. (2001). "Developmental students don’t know that they don’t know:

Bridging the gap." Journal of College Reading & Learning, 31(2), 171-178.


A. Instructional Goal: This course prepares college students for challenging academic requirements by introducing skills and strategies required in general education level courses. B. Student Outcomes/Assessment Procedures: Student Outcomes After successful completion of the course, the student will be able to do the following:

Assessment Procedures The student outcomes can be assessed by one or more of the following:

Discuss safety concerns and emergency procedures both for the classroom and campus

Discussion

Apply study tools using preferred learning styles.

Writing assignments, projects, journals

Create schedules to manage academic and personal tasks.

Time tracker, schedules, journals

Use appropriate strategies for information processing for academic tasks in various disciplines

Projects, portfolios, assignments, demonstrations

Demonstrate strategies to improve concentration

Projects, assignments, journals

Apply textbook reading techniques to variety of academic materials such as journals,

Project, portfolio, demonstrations, journals, quizzes and tests

textbooks, and articles. Utilize notetaking skills in textbooks and lectures.

Demonstration, portfolios, projects, journals

Apply study strategies to prepare for and complete both subjective and objective tests.

Project, assignments, journals, portfolio, quizzes and tests




1b. Division APRS

1c. Department DEVL






6. Complete Course/Program Title Introduction to College Reading Intro College Reading Abbreviated Title for Transcript (30 character)










16. Course Description Improves literal and critical reading skills, academic vocabulary, and textbook comprehension and retension. Explores connection between reading and writing needed for success in college classes. 1 NA




17e. Registration Restriction(s) (non-codeable) Appropriate scores on reading placement test or a C or better in PRPE 076


19. Justification for Action The test score statement change reflects the move to a new placement test and allows for the use of different placement tests in Anchorage and outlying campuses. The title change more accurately reflects the level of coursework and allows the use of "Basic" in appropriate level courses. Approved Disapproved: Initiator (faculty only) Date Dean/Director of School/College Date Approved Approved Disapproved: Disapproved: Department Chairperson Date Undergraduate or Graduate Date




COMMUNITY AND TECHNICAL COLLEGE

PROGRAM: Developmental Education DATE: Fall 2004 CTC/APRS/DEVL COURSE NUMBER AND TITLE: PRPE A107 Introduction to College Reading CREDITS 3.0 I. Course Description

Improves literal and critical reading, academic vocabulary, and textbook comprehension and retention. Explores the connection between reading and writing needed for success in college classes.

II. Course Design

A. Instruction in academic reading skills needed for success in college courses. Includes review of basic reading skills and introduction to critical reading and thinking. Instruction and practice in strategies for text comprehension and retention, the connection between reading and writing, and vocabulary development.

B. Course is a 3 credit course. C. Total time of student involvement: 135 hours per semester. 1. Three hours in-class work per week for 45 hours total 2. Six hours out of class work per week, including Computer Assisted

Writing Lab, for 90 hours total. D. Not required for degree or certificate. E. A Computer Assisted Writing Lab fee of $25 is assessed. F. Course may be taught in any time frame, but not less than three weeks. G. This is a revised course. H. Course coordinated with extended sites, Listserv, and English Department. I. Course provides basic knowledge and skills in college level academic

reading III. Course Activities

Course will include lectures, conferences with instructor, group collaborative learning, tests, projects, written assignments and computer assisted instruction.

IV. Course Prerequisite

A. Registration Restriction: Appropriate score on reading placement test or a C or better in PRPE 076.

V. Course Evaluation

A. Grades will be A/F. B. Student grades are based on frequent testing, written assignments, and

group projects and presentations. Regular attendance is necessary for passing grade.

C. Instructors will explain their grading policies in class at the beginning of the semester.

VI. Course Outline 1.0 Safety 1.1 Classroom safety 1.2 Campus safety 2.0 Strategies for Monitoring Comprehension and Learning 2.1 Metacognitive thinking 2.2 Comprehension monitoring

2.4 Learning styles 2.5 Active learning strategies

3.0 Reading Process- 3 Stages of Reading

3.1 Pre-reading 3.1.1 Prior knowledge 3.1.2 Previewing 3.1.3 Effective Concentration 3.1.4 Goals

3.2 Reading and Integrating Knowledge 3.2.1 Marking techniques 3.2.2 Outlining techniques 3.2.3 Summaries of different texts

3.3 Post-reading 3.3.1 Recall 3.3.2 Review 3.3.3 React

4.0 Effective Reading Skills for Academic Tasks 4.1 Techniques for different academic materials 4.2 Textbooks and materials from other college courses 4.3 Academic task demands

4.3.1 Instructor expectations 4.3.2 Test preparation 4.3.3 Critical analysis

5.0 Writing Conventions Review 5.1 Topic and main idea 5.2 Function and location of main ideas 5.3 Stated vs. implied main idea 5.4 Directional/transitional words/phrases

5.5 Function and location of major and minor supporting details 5.6 Patterns in writing

6.0 Vocabulary Development

6.1 Vocabulary acquisition 6.2 Dictionary usage 6.3 Context clues 6.4 Personal vocabulary system 6.5 Denotative and connotative meaning

7.0 Critical Reading

7.1 Author’s language 7.2 Author’s point of view 7.3 Author’s arguments 7.4 Reader response to reading selections

VII. Suggested Texts

A. Fjeldstad, Mary C. (2002). The Thoughtful Reader, 3rd ed. Harcourt Brace College Publishers.

B. Henry, D. J. (2004). The Master Reader, Longman.

C. McWhorter, Kathleen T. (2004). Academic Reading , 5th ed. Longman

D. Pirozzi, R.(2002). Critical Reading, Critical Thinking: A Contemporary Issues

Approach, 2nd ed. Longman.

E. Spears, D. (2003). Developing Critical Reading Skills, 6th ed. McGraw Hill

F. Wintner, G. (2003). Textcerpts: Mastering College Textbook Reading. Longman.

VIII. Bibliography

Bohr, L. (1994-1995). College courses which attract and generate good readers.

Journal of College Reading and Learning, 26(2) 30-44.

Bohr, L. (1996, Spring-Summer). College and precollege reading instruction: What are the real differences. The Learning Assistance Review 1, (1), 14-28.


Developmental Education, 22(3), 2-11. Boylan, H. (2002). What works: Research-based best practices in

developmental education. Boone, NC: Continuous Quality Improvement Network/National Center for Developmental Education.


education. San Francisco, CA: Jossey-Bass. Gaither, G. (1999, Winter). Promising practices in recruitment, remediation, and

retention. New Directions in Higher Education, Number 108. San Francisco, CA: Jossey-Bass.

Grubb, W. N., & Associates. (1999). Honored but invisible: An inside look at

teaching in community colleges. New York, NY: Routledge. Gunning, Thomas G. (1998). Assessing and Correcting Reading and Writing



Institute for Higher Education Policy. (1998, December). College remediation:

What it is, what it costs, what’s at stake. Washington, DC: The Institute for Higher Education Policy.




Press. McCabe, R., & Day, P. (1998). Developmental education: A twenty first century

social and economic imperative. Mission Viejo, CA: League for Innovation in the Community College and the College Board.

Roueche, J., & Roueche, S. (1999). Remedial education: High Stakes, high performance. Washington, DC: Community College Press.

Silverman, S., & Casazza, M. (1999). Learning and development: Making





Journal of Developmental Education, 26(3), 10-15. Stahl, N., Simpson, M., & Hayes, C. (1992). Ten recommendations from research

for teaching high- risk college students. Journal of Developmental Education, 16(1), 2-10.







A. Instructional Goal: Introduces strategies to meet the academic requirements for reading college texts and for increasing academic vocabulary. Emphasizes active reading, monitoring comprehension, and learning and applying strategies to academic tasks. Focuses on identifying main ideas, writing patterns, and author’s point of view. Practices writing short summaries and responding to a given text.




Identify main ideas of academic readings Written assignments, quizzes and in-class

activities Write summaries of academic readings


Use a variety of strategies to enhance critical reading and comprehension of academic materials


Use a variety of strategies to improve academic vocabulary


Apply strategies to reading and understanding college textbooks and other academic materials


Identify an author’s point of view and respond to a given text


Use dictionary, thesaurus, and other appropriate resources


Curriculum Action Request University of Alaska …Curriculum Action Request University of Alaska...

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