Proposal To Offer the Certificate
in Teaching Post-Secondary
Through
College of Extended Learning
At
Helen P. Gillotte-Tropp,
Professor Patty
Baldwin, Lecturer
English Department English
Department
The Composition Program of the
English Department,
In May 1988
Many
community colleges looking for qualified instructors had made inquiries of us
regarding such a program and supported our initial and final stages of
approval. Also, subsequent to the
approval of our certificate, the State Legislature mandated and approved that
graduates with MA degrees, who planned to teach in community college, should
have units in the teaching of reading for positions at the community colleges.
Thus, SFSU's certificate was on the cutting edge as no other university offered
this certificate. Today, in 2004, SFSU
remains the only University offering this advanced training in teaching
post-secondary reading. We have seen
wonderful results for our graduates. More than 65 students have applied and
received the certificate and have been hired in various educational settings,
e.g., as community college instructors in composition, literature and reading
programs, coordinators of literacy centers, high school teachers, adult
education center instructors and teachers of English to students of other
languages. Approximately 30 students are currently completing their courses or
have completed coursework and will apply for their certificate upon receiving
their M.A. degrees.
Because
our courses in the reading program have continued to be heavily subscribed to,
these courses are now offered each semester rather than once an academic
year. As an example, this semester,
there are 17 students enrolled in each of the reading program seminars: the
reading theory course, the reading practicum course, and the reading writing
connections course.
This
certificate program in Teaching Post-Secondary Reading is the only program of
its kind in
1. Why offer the program through CEL?
A
program on the Cañada campus will provide a site for teachers, living and/or
working in
We
propose to offer the graduate Certificate in Teaching Post-Secondary Reading at
Cañada on a self-support basis. Students
will apply for the program through CEL and will comply with all regular
admission and certificate requirements and procedures. Students will not need
to apply to the University. The
reason: They would only apply to the
University if they wish to use the units earned toward a graduate degree
program, in which case they should apply to the particular degree program they
are seeking. The students would then
take the courses through Special Sessions.
This means we establish new sections of the courses at Cañada through
CEL, with the instructors being paid (through CEL) by the students' fees (See
Appendix A – 2004-2005 Revenue; Appendix
D – Proposal to CEL & Cañada).
2. What impact of the proposed program would be on other
programs?
We know
from past history that the majority or 75% of our students are matriculated
graduate students in the M.A. Composition, M.A. Literature, M.A. TESOL, and
M.A. Adult Education programs. The remaining 25% are community college
teachers—and high school teachers—who live within a 25 miles radius, often
commuting from Contra Costa,
Our student population on the Cañada campus will be drawn
primarily from
3. What steps have been taken to let other faculty review and
approve the proposal. Supporting
documents.
Between
April and July 2003, the certificate proposal was listed as an agenda item for
discussion by the members of the Composition Program where the SFSU Certificate
in Teaching Post-Secondary Reading program is housed. After discussion, it was requested that all members
of the composition faculty receive a copy of the full proposal. A draft of the “Proposal For SFSU/ Cañada
College Partnership: Certificate Program
in Teaching Reading at the Post-Secondary Level” was sent to all composition
faculty members in April 2003 (See attached memo). Each faculty member read and responded with
approval and/or questions. Responses
were given in detail to those who asked specific questions, ranging from the
impetus for the program to who would teach the courses. We have now received the full approval and
support from the faculty of the SFSU Composition Program.
The
Chair of the English Department, Steve Arkin, and the Dean of the
Current
Procedures For Program Concerns (Curriculum, Advising) And Changes In Proposed
Program
The
current procedure for advising remains in place. Just as
To
ensure program continuity, oversight remains the same. Professor Gillotte-Tropp, Reading Program
Coordinator at SFSU, will oversee the Cañada Program. Her involvement will include on-site visits,
occasional guest lecture appearances, participation in the on-line course
component, additional advising and general monitoring of all aspects of the
program.
While
Course Approval is still subject to the SFSU’s approval and review process,
curriculum is the only area of change from SFSU’s Certificate Program. The three current core courses remain the
same. However, offering the Certificate in Teaching Reading at the Post‑Secondary
Level on the
4. Program Design
The
Certificate in Teaching Post-Secondary Reading is designed to provide 12‑units
of reading coursework for working professionals in community colleges, high
schools and other related post-secondary institutions. The four required courses are: English 701, Theoretical Background in Teaching Post-Secondary Reading, English
702, Reading-Writing Connections,
English 715, Projects in the Teaching of
Reading and English 705, Issues in Teaching
Post-Secondary
Where. The
entire program, including all four classes and advising will be offered at
Cañada’s
When. The
program, assuming approval, would start in the fall of 2004. Two courses would be offered each
semester--English 701 and English 715 in the fall and English 702 and English
705 in the spring--in a cohort model.
Each course would meet one evening per week, tentatively Monday and
Wednesday evenings. Since educators
working in the field are the targeted population, the classes will begin after
Who. This
is a graduate level certificate program, primarily targeting current teachers
living and/or working in the South Bay, who want to improve their understanding
of reading instruction and wish to engage in continued professional
development, yet have access issues preventing them from attending weekly
classes on SFSU’s campus.
How
Many. As the sequence of courses suggests, this
program is designed as a cohort model.
As the budget indicates, a minimum of 12 students would be necessary for
the program to be self-supporting.
Instructionally, 12 to 15 students would provide an optimal learning
environment.
5. Criteria And Procedure Used To Select, Evaluate, And Retain
Faculty To Teach In The Program
Patty
Baldwin (See Appendix D – CV) has been selected by Professor Gillotte-Tropp to
teach courses for the certificate program on the
(See
Appendix C – Curriculum Vita).
6. Impact On Teaching Assignments And Teaching Loads.
There will be no impact on the
teaching assignment or load of either Patty Baldwin or Helen Gillotte-Tropp.
7a. Access To Academic Resources
Provisions
are in place to ensure that students have access to advising, technology, and
library resources. Students will have
access to an on-site, designated advisor at Cañada’s
7b. Access to Financial Aid and Other Assistance
Students in this program are not
eligible for federal financial aid.
They can apply for alternative loans from outside lenders, certified by
CEL staff.
8. Access to an Academic Community Setting
Because
of location, program design, and expected student population, students will be
supported within several academic communities.
Since
the program is being administered at the
Because
the Cañada program is designed along a cohort model, the same group of students
will be taking all four courses together over the course of the year,
encouraging interaction, creating a professional, classroom community, and
offering collegial support. They will also interact with their counterparts in
courses being offered on SFSU’s campus via Blackboard Learning System™.
Finally,
as the students in this program are likely to be teachers or individuals with
teaching experience, they will bring their individual academic community
experiences and knowledge to enrich our classroom community.
9. Program Review
Process
The
program review process will remain the same.
There will be monthly meetings to ensure continuity in curriculum,
instruction, and classroom activities.
Specifically, we envision these meetings as opportunities for review of
course syllabi, including assignments, practical online instruction, thus
ensuring that the academic integrity and
quality of student learning is safeguarded and maintained. At the end of each semester, students will
complete instructor evaluations.
As has
already been mentioned, the same procedure for course approval or revision that
is in place at SFSU will be followed.
And this program will be evaluated in the same review cycle as the SFSU
program.
10. “Off Campus Degree/Credential Coursework in Cooperation with
The
information presented in all the above categories, as well as the approval signatures, ensure
that the Department of English and the College of Humanities will work closely
with the College of Extended Learning to prepare and provide all the necessary
documents and support for the Off Campus Degree/Credential (and Certificate) Coursework.
CURRICULUM
1a) Overview of Proposed
Curriculum
Offering
the Certificate in Teaching Reading at
the Post‑Secondary Level on the Cañada campus means students won’t
have easy access to the elective courses, which are primarily taught on the
SFSU campus. This access issue, paired
with SFSU’s Reading Faculty’s long-term desire to offer additional coursework
in the issues of teaching reading that graduates will encounter in their own
classrooms, has lead to replacing the elective with a fourth, required course (English 705).
The 4
required core courses of the Certificate program, English 701, 702, 705 and 715, emphasize both theory and practice. While students receive
theory primarily in English 701,
coursework in English 702, 705 and 715 provide opportunities for immediate benefits in the practice of
teaching. Each course carries three
semester units of credit. English 701 is the prerequisite to English 702 and 705. A cumulative GPA of 3.0 (B) is required, with
at least a 2.7 GPA (B-) in each course, in order to be eligible for the
Certificate.
1b) Required Course Numbers and Titles
English 701: Theoretical Backgrounds in Community College and College
Reading Instruction
*
English 702: Reading/Writing Connections
* English 705: Issues in Teaching Post-Secondary
(currently, Seminar in Teaching
Developmental Writing)
English 715: Projects in the Teaching of
Note: * English 701 is a prerequisite for this course
1c) Course Descriptions
English 701: Theoretical Backgrounds in Community College and College Reading
Instruction
This
seminar explores the theoretical background and recent research influencing
secondary and college-level reading instruction. Students will read and discuss
books, journal articles and research reports relating to the acquisition of
literacy at all levels. Among others, topics will include current observations
concerning the role of prior knowledge and reader's "schema" in the
reading process, general linguistic processes involved in developing reading
and other basic literacy skills, and reading and writing relationships.
Students participate in planning individual and group presentations as well as
classroom lessons, which translate some aspect of research into effective
teaching practice. This course can be taken concurrently with English 715. Although not a
prerequisite, some prior or concurrent experience in teaching or tutoring is
desirable.
English 715: Projects in Teaching
This
course combines an introduction to theory and specific techniques in reading
instruction for low-level readers, ESL learners, and college students with
"hands-on" experience and observation. Through tutoring assignments*,
students will learn to identify and diagnose specific reading/basic-literacy
problems (including those related to initial writing and spelling skills) and
develop effective strategies for attacking these problems. In addition, class
participants will research and report on areas of particular professional or
practical interest. Although not a
prerequisite, concurrent enrollment in English
701 would be useful.
Note: * Practicing teachers may
substitute work with their own students for this requirement.
English 702: Reading/Writing Connection
Within
the last twenty years major research emphasis in education has focused on the
relationship between the cognitive processes of learning to read and to write.
This seminar will explore this interest through an intensive study of the
language processes with particular focus on the reading and composing
processes. The "Connections" between reading and writing and their
influence on the teaching of writing will be a main topic of discussion. We
will; 1) survey major theories of reading and writing as well as contemporary
innovations in the teaching of composition and reading, 2) investigate and
review recent research carried out to examine the relationships between reading
and writing, and, 3) evaluate recently developed reading/writing programs which
are purported to work, both in developmental and remedial classes, with the
goal of establishing criteria for a successful reading/writing curriculum in
the post-secondary classroom. Enrollment
in English 701 is a prerequisite for
this course.
English 705: Issues in Teaching Post-Secondary
This
seminar continues the practical applications of methods and practices presented
in English 715. The seminar will be divided into 5 units,
each exploring and addressing issues that arise in secondary and post-secondary
reading instruction: 1) assessment; 2) learning differences and disabilities;
3) ESL concerns; 4) technology; and 5) instructional and support
resources. English 715[2]
is a prerequisite for this course. ** This course number is currently
assigned to the Seminar in Teaching
Developmental Writing, which
1d) Credit Hours
Each
course carries 3 units of post-Baccalaureate credit, or 48 credit hours.
1e) 4-Year Schedule[3]
Two
courses will be offered each semester.
Although considered a 2-year course of study, it would be possible to
complete the required courses in 1 year.
Fall 2004 English 701 and English 715
Spring 2005 English 702 and English 705
2) Not Applicable. This is Not a Bachelor’s Program.
3) Course Meetings & Delivery
Format
Each
course will require 16 weeks of instruction, meeting one evening a week for 3
hours.
Each course will meet in person for the full 16 weeks. Each course also includes web-enhanced
instruction, both during the face-to-face sessions and between meetings in
order to facilitate communication among students and with the instructor.
4) Intended Student Population
& Delivery Strategy
The Certificate in Teaching Reading at the Post‑Secondary
Level is designed to assist prospective and already practicing
post-secondary teachers in meeting specific individual professional needs in
the areas of basic literacy and reading instruction. The certificate can help
prepare students for teaching position in the community colleges and community
agencies where specialized background and techniques in reading instruction are
desirable.
The
Certificate meets new requirements for teaching reading in the community
colleges (Assembly Bill 1725) which specify that new instructors must possess a
master's degree in Education with a specialization in reading, or master's in
English or ESL with additional certification in the teaching of reading.
The
courses will be offered in the evenings to allow already practicing teachers
and working adults to attend outside of work hours. The use of technology within the classroom
will help students learn to use technology and integrate it effectively into their
classrooms or tutoring sessions. The
extension of “virtual” office hours and on-line discussion forums allow
students additional, yet flexible opportunities to interact more fully with the
instructor and classmates. The format is
well-suited to students who learn most comfortably in an in-person, interactive
classroom environment and offers regular opportunities for discussion with
faculty and classmates.
FACULTY AND STAFF
1) Faculty and Key Program
Personnel
Helen Gillotte, Professor of English; Ed.D.,
Reading and Cognition, Harvard GSE, Cambridge; Coordinator of Developmental
Reading, responsible each semester for the operations of the Developmental
Reading Program, including scheduling classes for 15 or more faculty members ,
evaluating curriculum, observing classes.; Coordinator of Certificate in
Teaching Post-Secondary Reading Program, including providing instruction of
graduate courses in reading, job counseling, certifying competence for receipt
of the certificate, interviewing prospective students, and writing letters of
recommendation; Co-director of a FIPSE-funded project, "Literacy
Unleashed: An Integrated Approach to
Reading/Writing," a project to determine how well
university freshmen most at-risk perform as readers/writers/critical
thinkers in an accelerated environment in which reading and writing instruction
is fully integrated; Director of the Reading Assistance Program (R.A.P.), a
privately-funded reading program for at-risk first through fifth graders;
Consultant, presenting workshops for faculties at local community colleges
(e.g., Foothill/DeAnza, Merritt, Alameda, and Peralta Community Colleges) and
local school districts ( San Frauncisco, Santa Clara, and Redwood City),
exploring ways to effectively improve reading in the content areas and to
integrate reading in the composition and English literature classrooms;
Credentials Advisor and supervisor for secondary teachers of English; Team
evaluator of reading specialist credential programs for the Commission on
Teacher Credentialing.
Patty Baldwin, MA, San Francisco State
University; Lecturer for English and Liberal Studies Departments; Instructor of
Developmental Reading and Composition; Instructor for "Literacy
Unleashed: An Integrated Approach to
Reading/Writing," a FIPSE-funded project
designed to determine how well university freshmen most at-risk perform as readers/writers/critical
thinkers in an accelerated environment in which reading and writing instruction
is fully integrated; Coordinator of the Reading Assistance Program (R.A.P.), a
privately-funded reading program for at-risk first through fifth graders; Tutor
Coordinator for SFSU/Lincoln High School Partnership, training tutors to work
with at-risk freshmen in remedial English classes; Consultant, presenting
workshops for faculties at local community colleges (e.g., Los Positas and
Peralta Community Colleges) and local school districts (San Francisco and Santa
Clara), exploring ways to effectively improve reading in the content areas,
metacognitive awareness, and the integration of reading, writing, and critical
thinking in the curriculum; Member of
Liberal Studies Council, designing a Gateway and a Capstone course for
pre-service teachers; and Educational Therapist, offering assessment and
remediation to students with learning disabilities.
2) Staffing Plans
Each
course will be offered by in-person faculty, either lecturers or professors
from
[1] The course title has been amended to include “Post-Secondary.” This change has been made throughout.
[2] English 701 was originally listed as the prerequisite. However, as this is a continuation of material presented in English 715 that is a more appropriate prerequisite.
[3] Since the writing of the original proposal, the starting date has been revised. We are aiming to offer the program in Fall 2004, assuming approval by all parties.