Courses+Taught

Southeastern Oklahoma State University
Spring 2016

Social Studies Elementary Language Arts Adolescent Literacy Literacy Intermediate Grades

Fall 2015

Emergent and Developing Literacy -Pre K and K/ (ELED 3513 Course Wiki) Literacy in the Primary Grades 1-3/ (ELED 3523 Course Wiki) Diagnosis Remedial Reading (ELED 4444)

===This course is designed to improve a student’s reading comprehension, vocabulary and thinking skills as they apply to being successful in college. This class can improve a student’s fluency and flexibility within reading and especially learning to master written material in college. ===

===This course is designed to provide students with insights into factors that are associated with college success. It provides a structure for focusing on strengths, challenges, learning styles, learning strategies, time management, decision making, and other techniques for maximizing one’s potential. An exploration of college resources, services, expectations, and processes is included.===

HU 105
=== HU105 is a collaborative effort between Educational Service District 105 in Yakima, Washington and Heritage University located in Toppenish, Washington and is intended to re-invent teacher preparation programs. ===

The role of faculty in the HU 105 program offers a unique opportunity for faculty to shift through various roles supporting the program and success of the teacher candidates. Faculty dedicate 40 hours/week required by the project. Activities are flexible throughout the scheduled 8-5 week. Faculty attends Monday meetings to address the various concerns of the program and decide how best to resolve specific items on the agenda through collaborative discussion. Should the need arise, sub groups of faculty develop committees or artifacts that are needed for example, Student Data Rubric, HU105 Candidate Advocacy and Support committee. Time spent on these activities, are decided by those involved and their respective schedules. Faculty works in the schools; observing, monitoring, teaching specific to candidate needs while in the schools, giving feedback to teacher candidates’ three days a week and time is utilized preparing for Friday seminars.

Traditional Program Courses

ED 325 Human Development and Learning
A survey of the physical, cognitive, and psychosocial factors influencing human beings throughout the life span, with emphasis on prenatal through age 18. Includes major theoretical approaches to human development and human learning, the practical applications of each, and the influence of language and cultural variables.

Student Artifact
Students developed Info-graphic using Glogster

ED 345 Methods in Language Arts: K-2/ED 548-A
Students will address what is needed in the realm of language arts for students in kindergarten through second grade. In accordance with the recommendations from the National Reading Panel, heavy emphasis will be placed on phonemic awareness, phonics, and fluency. Penmanship, early writing, developmental spelling, and developmentally appropriate children’s literature will also be included. Students will address ways to assess reading performance and to prevent reading difficulties. The state’s standards for students at each grade level will be an integral part of this course. Field experience required.

Student Artifact
Students used wiki to develop course content and personal blog pages for reflective learning. Students created their own wiki for cohort group in TriCities Student ePublished Children book appropriate to reading k-2 level Students created group Alphabet book using Google docs. The book was printed and bound as a hard copy for each student. Students researched Educational applications and compared to traditional reading strategies in the classroom Students videoed their Read-a-Loud Students prepared case study assessment for reading aligning with TPA

ED 346 Methods in Language Arts: 3-5/ED548B
Students will address what is needed in the realm of language arts for students in grades 3-5. This course emphasizes the writing process, six-trait writing, vocabulary development, and comprehension strategies. Elements of literature across the genres and modes of writing are an integral part of this course. Participants will address ways to assess reading and writing performance and to work with students who have reading/writing difficulties. The state’s grade level will be an integral part of this course. Prerequisite: ED 345 or permission of the program chair. Field experience required.

Student Artifact
Students created class book of Poetry Students created Digital Stories Students prepared case study assessment for writing aligning with TPA

ED 402W Literacy Across the Curriculum 6-12
Students will address what is needed in the realm of literacy for grades 6-12. This class stresses strategies for reading and writing in the content areas. Technical writing, critical thinking, and researching skills will also be addressed. Participants will learn strategies to help students in grades 6-12 use reading and writing more effectively to learn content area concepts and to express themselves effectively in all the content areas. The state’s grade-level expectations will be an integral part of this course. Field experience required. Students create Assessment Report aligning with TPA
 * Student Artifact**

ENG 360 Literature for Youth Series
This series is designed primarily for education majors and includes an examination of books that form a part of the imaginative experience of children or adolescents, as well as part of a larger literary heritage, viewed in the light of social, psychological, political, and moral implications.

ENG 360A Literature for Children 3 credits
Study of literature for elementary level, emphasizing appropriate content, style, and suitability for various ages of children. Extensive reading and sharing of children’s literature required.

ENG 360B Literature for Young Adults 3 credits
Study of literature on the secondary level, emphasizing appropriate content, style, and suitability for young adults. Extensive reading and sharing of young adult literature required. Prerequisite: ENG 102.

Student Artifact
Students developed an annotative bibliography on Google docs for this course Student wrote and illustrated a Children's book.

Introduction to various applications and utility software packages, which may include teaching aids, spreadsheets, graphical presentation of data, and statistical analysis packages. May not be used toward Bachelor of Science in Computer Science requirements. Recommended for teachers and/or educators. Offered fall and spring semesters.
 * CPSC 304 Computers in the Classroom**
 * Student Artifact**


 * Student Wiki-Pages **

Research supported practices of using wiki in the classroom

O'Connor, E. (2010). The Use of a Wiki in Teacher Education: How Does Learning and Instruction Change When Work Can Go Public?. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 2822-2829). Chesapeake, VA: AACE.

Abstract:
This pilot study reports on a multifaceted wiki assignment with associated peer assessment (submitted solely to the instructor) within a blended course for K12 pre-service teachers. The assignment encouraged collaboration, awareness of all team’s work, useful legacy creation, immersion in web 2.0 technologies, and reflection on K12 uses. Students took ownership, responsibility and pride in their work; were thoughtfully supportive of other team’s instructional efforts; and demonstrated learning that went beyond the assignment. The wiki tools allowed the instructor to monitor students’ participation and revisions. Lessons learned included the need to provide more support, time, and scaffolding for the complexities of assignment development and group interactions. The instructor role expanded to include scheduler, interpersonal negotiator, and web-presence mediator. Instructors also need to consider issues of ownership and updating now-public wiki materials.

** College Reading **
Overview of study skills content area prerequisite skills and critical thinking skills necessary to more successfully handle college level reading material. To exit a student must successfully meet all requirements for the course, have a final average of 75 or higher, and score at least a 74 on the COMPASS test.
 * Course Description: **** Prerequisites: None(3 Credit Hours) **

Language Arts and Children’s Literature
Candidates will study and apply pedagogical knowledge and content skills in various areas of language arts and children’s literature. Topics will include spelling, handwriting, grammar, the writing process, and oral communication, as well as the integration of conventional and creative forms of written expression in the classroom. Students will evaluate various types of children’s literature as they support cognitive, social, psychological, ethical, and language development. Strategies for inclusive classrooms will be demonstrated. The course includes a field component.
 * Course Description: **

** Methods for Teaching Reading **
Methods for teaching reading is designed to assist teacher candidates in understanding reading as a developmental, cognitive and interactive process that leads to lifelong literacy. Within a literacy rich environment, the teacher candidate will plan, develop, implement, and assess developmentally appropriate and culturally responsive reading lessons for early childhood/elementary students.
 * Course Description: **

Cultural Images in Children’s Literature
Cultural Images in Children’s Literature is intended to increase the teacher candidate’s knowledge of theories and methods of choosing and evaluating multicultural children’s literature. Through this course, teacher candidates integrate multicultural children’s literature with Language Arts theories and practices in an early childhood/elementary education classroom.
 * Course Description: **

** Educational Uses of Microcomputers and Related Technologies –Online, Hybrid-Adjunct (2005-2008) **
Basic microcomputer literacy course. Focuses on educational applications. Prepares students to use microcomputers and related technologies for career and personal goals.

**Integrating Technology in Secondary Curricula**-Hybrid-Adjunct (2006)
A general personal computer course designed for secondary education students. Students will become proficient users of the World Wide Web and software application tools designed to integrate technology into secondary curricula.
 * Course Description **

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