Reading Intensive and Reading Supportive Courses
COURSE DESIGN FOR READING SUPPORTIVE© AND READING INTENSIVE© COURSES
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Courses |
Resources |
Applications |
Assessment |
Rubric |
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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 |
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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 |
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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
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*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† l³ Implementation Document in Sharepoint r† l³Shared 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.
