EDU 700 Introduction to Research Design and Statistics (3)
Prerequisite(s): Admittance to the Doctoral Program
Introduction to Research Design and Statistics provides understanding of how to improve study design, collection and analyze data, and promote reproducible research. It includes a detailed overview of scientific inquiry, examples of various research designs, a discussion of data management methods, and an introduction to statistical analysis. Dissertation requirements and methodology will be outlined.
EDU 701 Intermediate Research Design and Statistics (3)
Prerequisite(s): EDU 700
Intermediate Statistics explores statistical analysis and sound approaches to optimize the reproducibility of research results. Topics discussed include displaying and describing data, the normal curve, regression, probability, statistical inference, confidence intervals, and hypothesis tests with applications in the real world.
EDU 702 Behavioral Research and Accountability Methods (3)
Prerequisite(s): EDU 700 & EDU 701
Behavioral Research and Accountability Methods provides an overview of single-case design procedures for use in academic intervention research and practice. The course presents a number of behavioral research designs that can be applied to reading intervention research in school settings and can be used in the program's dissertation. The course is designed to cultivate the ability to critically review research studies so that graduate students can become active producers and/or consumers of research.
EDU 703 Program Evaluation (3)
Prerequisite(s): EDU 702
This course is a study of the methods and tools used in program evaluation. Students further their understanding of how to interpret data for educational decision-making and learn how to design and implement effective program evaluations. The course prepares students to conduct program evaluations in schools and presents a methodology that can be used in the program's dissertation.
EDU 710 Developing a Deeper Understanding of Leadership and Systems Change (3)
This course is a study of leadership and systems change. Students will explore what leadership is, characteristics of effective leaders, and reflect upon their own skills, knowledge, and disposition as leaders. Emphasis will be placed on understanding how to lead systems change to create inclusive educational environments for all students.
The course is designed to allow students, using various media, to examine skills required to be critical consumers of educational research, to understand theories of leadership and systems change, to review universal design of instructional supports, and learn about practices validated by research to be responsive to all students, and in particular culturally diverse students.
EDU 730 Communication, Collaboration, and Coaching (3)
Prerequisite(s): EDU 710, EDU 720
This course is a study of 3 Cs of leadership: communication, collaboration, and coaching. Effective leadership and systems change is not possible without the skill and strategy to effectively communicate vision and needs, work interactively with others and facilitate change via coaching. Students will learn about and explore their own skill development in each of these areas.
The course is designed to allow students, using various media, to examine skills required to be effective communicators and collaborators including intentional listening and communication techniques. Students will also explore coaching models and research on effective feedback. Emphasis will be placed on coaching of strategies fostering educational equity.
EDU 801 Dissertation Seminar (3)
Prerequisite(s): EDU700, EDU701, EDU702, EDU710, EDU720, RDG740, RDG745, RDG750, RDG755, RDG760, RDG762, RDG765, RDG775, RDG700a/b
This course clarifies and supports the development of the dissertation proposal to facilitate timely and successful completion of the dissertation. The course reviews the dissertation process, including requirements, procedures, timelines, and research topics.
EDU 805 Dissertation Guidance (3-6)
Prerequisite(s): EDU 801
The purpose of these graduate hours is to provide coaching and support for doctoral students as they implement their research projects and write their corresponding dissertation. Stu dents will produce their scholarly research and writing under the direction of members of the Reading Science Faculty.
RDG 740 Cognitive and Neuro Psych's Contributions to Understanding Reading and Learning (3)
Prerequisite(s): Admittance into the Doctoral Program
This course reviews seminal research in the science of reading and deeply explores research contributions from cognitive psychology and neurological psychology. Topics include understanding skilled reading, reading development, brain bases of reading (parts of the brain involved in reading, how the brain processes reading, four part processor model, etc.), anatomical and functional neuroimaging techniques, the causes of developmental reading impairments and how such impairments can be treated, and how technology effects reading. The research will be discussed in light of its applications for teaching and instruction.
RDG 745 Linguistics (3)
Prerequisite(s): RDG 740, RDG 750
The purpose of this course is to increase awareness and understanding of the complex organization and systematic nature of language. The focus is on the major core subfields of linguistics: orthography, phonetics, phonology, morphology, syntax, semantics, discourse and pragmatics. This course intends to clarify these forms and functions of language in order to apply this disciplinary knowledge base to instruction.
RDG 750 Language Development: Research and Practice (3)
This course examines the research on language acquisition. It starts with an overview of first language acquisition, with an in-depth examination of the components of language development and their relationship to reading and writing. It then covers second language acquisition, and effective instruction and assessment of English Language Learners.
RDG 755 Learning Disabilities (3)
Prerequisite(s): RDG 740, RDG 750
This course reviews the research on learning disabilities and its implications for practice, systems' change, and policy. Key topics include: history of learning disabilities, understanding laws and key policies, symptoms and characteristics of dyslexia and related learning disabilities, implications for screening, diagnosis, and intervention design.
RDG 760 Multi-Tiered Systems of Support (3)
Prerequisite(s): RDG 740, RDG 750
This course covers advanced topics in educational assessment and intervention design within a Multi-Tiered Systems of Support (MTSS) model. Coursework includes the study of criterion referenced and norm referenced assessments at both the systems and individual child level. Students evaluate assessments based on the technical adequacy of individual assessment's designed purpose, analyze assessment results, and understand implications for systems change and individual child educational planning.
RDG 762 Testing, Evaluation, and Intervention Design- Reading Clinic (3)
Prerequisite(s): RDG 740, RDG 750, RDG 745, RDG 755, RDG 760
This course involves the study of criterion referenced and norm referenced assessments at the individual child level. Coursework includes the administration and interpretation of clinical reading assessments to individuals with suspected reading concerns. Students work with a supervisor to choose, administer, and interpret assessments and then write an assessment report and create intervention plans. Plans are shared with the individual's caregivers and educational team. The reading clinic occurs during the doctoral program's summer institute.
RDG 765 Teaching and Evaluating PreK-12 Writing (3)
Prerequisite(s): RDG 740
This course examines seminal research regarding the teaching and evaluation of Pre-Kindergarten through 12th grade writing. Evidence based instructional practices are explored along with interventions that will enhance writing outcomes for a variety of students within diverse contexts.
RDG 770 Special Topics-Foundations of the Science of Reading Seminar (3)
Prerequisite(s): Admittance into the Reading Science Doctoral Program
The hybrid format of this class requires some online work along with face-to-face work at the on-campus institute. The mandatory on campus one to two-week institute requires: a) online preparation work related to the special topic to prepare for the summer institute; b) participation in seminar class meetings connected to the special topic; c) attendance at on-campus lectures of Reading Science experts; d) participation in presentations by Reading Science faculty and doctoral students; e) participation in collaborative discussion opportunities with peers; and f) participation in the institute's book study (a new Reading Science book is chosen each summer). In this seminar students are oriented to the doctoral program, discuss program expectations, examine seminal research in the field and develop a model of practice guided by the science of reading.
RDG 771 Special Topics-Advancing the Science of Reading in Educational Practice Seminar (3)
Prerequisite(s): RDG 740, EDU 700, EDU 710, RDG 745
Special topics courses (a, b, and c) are offered each summer. The hybrid format of this class requires some online work along with face-to-face work at the on-campus institute. The mandatory on campus one to two-week institute requires: a.) online preparation work related to the special topic to prepare for the summer institute; b.) participation in seminar class meetings connected to the special topic; c.) attendance at on-campus lectures of Reading Science experts; d.) participation in presentations by Reading Science faculty and doctoral students; e.) participation in collaborative discussion opportunities with peers; and f.) participation in the institute's book study (a new Reading Science book is chosen each summer). This seminar further develops students' leadership and presentation skills. The seminar also prepares students to choose their dissertation topics.
RDG 772 Special Topics-Preparing for Teaching and Supervision in Higher Education Seminar (3)
Prerequisite(s): RDG 760, EDU 702, EDU 703, RDG 765, RDG 775, RDG 755
The hybrid format of this class requires some online work along with face-to-face work at the on-campus institute. The mandatory on campus one to two-week institute requires: a.) online preparation work related to the special topic to prepare for the summer institute; b.) participation in seminar class meetings connected to the special topic; c.) attendance at on-campus lectures of Reading Science experts; d.) participation in presentations by Reading Science faculty and doctoral students; e.) participation in collaborative discussion opportunities with peers; and f.) participation in the institute's book study (a new Reading Science book is chosen each summer). This seminar deepens students' teaching and supervision skills for work within higher education institutions.
RDG 775 Clinical Practice I: Supervision and Teaching (3)
Prerequisite(s): RDG 740, RDG 750, RDG 745, RDG 755, RDG 765
The practicum experience provides the opportunity to apply and integrate knowledge acquired through the core program. Students will perform activities related to the expectations of individuals with terminal degrees and extensive understanding of literacy and learning. These activities include supervision of explicit, sequential instruction, preparation and presentation of a literacy topic and the teaching of a master's level class.