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Reading Intensive and Reading Supportive Courses

COURSE DESIGN FOR READING SUPPORTIVE© AND READING INTENSIVE© COURSES


Courses

Resources

Applications

Assessment

Rubric

Reading Intensive Courses © **

Require multiple reading materials including Level 3 materials.    Level 1 didactic texts are de-emphasized or absent.

Non-didactic textbook reading materials are actively used, are essential to studying and interpreting the course, and integral to the outcomes.  (% of grade attached indicates this)

The course final assessment (i. e., exam) must include a significant document-based exercise which specifically demonstrates reading skills in the context of the course content or discipline.

Yes, SCC General Reading Response Rubric©  in addition to any course level criteria

Reading Supportive Courses © **

RS courses will introduce and teach the SCC General Reading Response Rubric©.  

Must include at least one major* Level 2 reading resource.  May also introduce a Level 3 reading with careful faculty guidance.  Still draw from Level 1 didactic texts.

Reading materials supplement texts and may be related to a particular assignment within the course, such as resources for a paper.

One or more assessments within the course such as tests, papers, etc. demonstrate use of 1 or more Level 2 readings.

Yes, SCC General Reading Response Rubric© and may use course specific criteria

Courses/Activities Promoting Reading Engagement Activities  (may be part of RS/RI courses or non RS/RI courses)

Appropriate to the activity, such as a “Book of the Semester” program within a degree program.

Students are put into situations where they demonstrate, share, encourage, support or otherwise engage with reading.

Documentation of the event and participation level, individual reflections, satisfaction surveys, etc.

No

 

 

 

 

 

 

*Major:  (a collection of articles, a novel, or a nonfiction book)

**Courses identified as RI at the 100-200 level may be identified as RS at the 300-400 level and vice versa.

 

Examples of Reading Material Levels

 Non Literature Courses

Level 3 Reading Materials                -Scholarly books or articles in or related to a discipline

                                                               -Advanced professional books or articles in or related to a

                                                                profession

                                                               -Original source materials of major readings; that is, reading

                                                                 from sources the author used to create his text

                                                               -Collegiate level case studies

Level 2 Reading Materials:                -Popular literature in or related to a discipline or profession

                                                               -Anthologies of articles in or related to a discipline or

                                                                 profession (this could include CEU articles as H&S use them)

Level 1 Reading Materials:               -Traditional didactic textbooks


Literature Courses

Level 3 Reading Materials                  - Major works, authors, or themes, and readings in related            

                                                                    literary criticism that are subjects of direct exploration

Level 2 Reading Materials                  -A major work, author, or theme that is subject to direct               

                                                                  exploration; anthologies of a specific theme (short fiction,

                                                                  poetry, etc.)

 

Level 1 Reading Materials                 -Commercially edited general anthologies, didactic texts on

                                                                skills or techniques of reading of literature (fiction and

                                                                nonfiction).     (c.f., How to Read Like a Professor)

Documentation Needs for QEP

Teachers should record:

1.      The quantity of readings

2.      The level of readings (1, 2, 3)

3.      Various skills assessed with Rubric (skills are outlined on rubric) (use 3 or more of the 5 skills included in the rubric)

         Pre-test and post-test using rubric would be ideal with level of improvement noted;

         this is a recommendation for RS/RI courses, not a requirement.  

         (If level of readings changes/raises from pre to post-test, document that, also.)

4.      % of grade attached to readings/responses

5.      Methods of instruction used:

         Discussion, essays, quizzes, role-playing, etc. 

         (see r† Implementation Document in Sharepoint r† Shared Folders)

The revised course syllabus should reflect:

a.      Planned readings

b.      Planned assessments

c.       List of recommended readings

Our goal:  To develop a Degree Reading Map ©, which verifies all students have taken at least 1 RS and 1 RI in core curriculum studies and 1 RS and 1 RI course within their major studies courses.   

The Degree Reading Map © may consist of an expansion of the matrix above to show what courses/activities exist within each degree program to move students though these levels of engagement.  The Map will include a checklist to assure that RS and RI courses have been completed.

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