Description
Objectives
Schedule
Texts
Speakers 
Requirements
Policies
Resources
Instructor

Symposium in Reading Education
READING 775
Summer 2006
3 Graduate Credits

Class number 1496

On-campus meetings May 23, June 13, and June 27 (Tuesdays)
5:30-7:30 p.m.
Winther 3006

Online discussions take place in Desire2Learn.  

Off-campus meeting takes place  all day June 16 and 17. 

For registration information, please visit the UW-Whitewater Summer Session Web site,
or call (262) 472-1100 or (800) 621-5376. 

Conference registration fee is required (see below). 

Class meets Tuesdays, May 23, June 13, and June 27 from 5:00 to 7:30 p.m. in Winther 3006.   The first meeting will include an orientation, the second meeting a discussion of symposium papers, and the final meeting a presentation of student projects.  

The Symposium meets at Sr. Camille Kliebhan Conference Center at Cardinal Stritch University, 6801 N. Yates Rd., Milwaukee, WI, 53217 all day Friday and Saturday, June 16 and 17.

The remainder of the course will take place online using discussion forums and email. 

The purpose of this course is (a) to examine current research and theory related to selected factors that appear to influence students' reading performance and (b) to seek implications from this work for reading education and classroom practice. The keystone of the course will be the conference  where students will be able to extend their background knowledge and exchange ideas with researcher-scholars and reading practitioner-specialists from across the country. All reading, discussions, and class presentations will relate to the topics identified for consideration at the conference. 

This year's theme is Language Matters: Language that Shapes Literacy, Learning, and Identity.

Course Objectives

Students will:

A. Examine current research and theory related to selected factors that appear to influence students' reading performance and

B. Seek implications from this work for reading education and classroom practice.

This course may yield artifacts that can be included in the Professional Development Portfolio for the MSE-Reading. 

Related Wisconsin Standards for Teacher Development and Licensure:

(3) The teacher understands how pupils differ in their approaches to learning
(4) The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children's development of critical thinking, problem solving, and performance skills.
(9) The teacher is a reflective practitioner who . . . actively seeks out opportunities to grow professionally.

From the International Reading Association Standards for Reading Professionals:
Candidates will
1.1. Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction.
1.2 Demonstrate knowledge of reading research
1.3 Demonstrate knowledge of language development and reading acquisition and the variants related to cultural and linguistic diversity
2.1 Use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development, and from differing cultural and linguistic backgrounds.
4.4 Motivate learners to be lifelong readers
5.2 Continue to pursue the development of professional knowledge and dispositions

Papers presented at the University of Wisconsin Reading Symposium and class handouts serve as background reading.  Course readings will be made available ahead of time online.  Additional library research will also be required for completion of the course project on enhancing reading performance. Speakers will provide their papers several weeks before the Symposium and copies will be provided to students via the electronic reserve system.  (Passwords and instructions will be available to paid convention registrants only.)

In addition to attending and participating in all on-campus classes and the full Symposium in Milwaukee, students will participate in online forums,  prepare a proposal for a project on achieving quality reading instruction in the classroom, school, district, or community and present a report on the proposal to class at the final session on June 27.   Also, individuals or groups will lead a discussion of one of the Symposium papers and submit a written critique of that paper. 

How each component of the course affects the grade: 

Class participation in face-to-face sessions:  20% 
Contributions to online discussions: 25%  May 30-June 12.
Critical analysis of  one of the sessions:  25%  Due June  20.
Literacy instruction project proposal and presentation: 30%  June 27.

Location for online forum:  Desire2Learn at UW-Whitewater. 

Students must register for the Symposium. For registration information, please visit the UW-Whitewater Summer Session Web site, or call (262) 472-1100 or (800) 621-5376. 
 

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. 

It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the “Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures (UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17). 

How attendance affects the grade: It is assumed that students will attend and participate actively in all class meetings, including the all-day meetings in Milwaukee. In specific cases, the instructor may judge absence to be detrimental to a student's performance in class and, in consultation with the student, will determine either appropriate make-up work equivalent to class time missed or a proportionate reduction in grade up to 10% of the total course grade. 

General policy: The notifying of instructors and arranging of make-up work in cases involving absence of students from class are the responsibility of the student. A student who is absent should notify instructors by phone or in person of the absence as soon as possible. If contact with instructors cannot be made directly, the student should see that a note is placed in each instructor's mailbox, explaining the nature of the situation and inquiring about the effect of the absence on the student's course work. If that is impossible, the student should call the academic departments involved. 

In serious situations where the student is incapacitated and temporarily unable to perform the aforementioned responsibilities, family members may contact the Office of Special Programs (phone: 262-472-3205) for assistance with these matters. That office then would provide notification (not verification) of the absence to the instructors involved: however, arrangements for make-up work, make-up exams, or possible assignment adjustments are entirely the responsibility of the student.  THE STUDENT HEALTH SERVICE AND THE OFFICE OF SPECIAL PROGRAMS DO NOT PROVIDE EXCUSES FOR ABSENCES FROM CLASS DUE TO ILLNESS. If students have questions or need consultation regarding specific situations, they are encouraged to contact their instructors or the academic department involved. 

The point value of work submitted late will be reduced by 10%.  In exceptional cases, deadlines may be negotiated in advance. 
 

"The university has a responsibility to promote academic honesty and integrity . . . Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others' academic endeavors" (UWS Chapter 14). Students who violate these standards will be penalized as permitted under UWS Chapter 14. 

If you have a condition that affects your ability to meet any of the requirements outlined in this syllabus, you may request reasonable adaptations (e.g., tape recording of examinations, additional time to complete assignments, etc.) to facilitate your learning and the accurate assessment of your achievement in class. Any information you provide to the instructor about the nature of your disability or the kinds of adaptations you need will be confidential. For further information, contact the Center for Students with Disabilities (262-472-4711) or Project ASSIST (262-472-4788). 

Board of Regents policy states that students' sincerely held religious beliefs shall be reasonably accommodated with respect to scheduling all examinations and other academic requirements. Students must notify the instructor, within the first three weeks of the beginning of classes (within the first week of summer session and short courses) of the specific days or dates on which they will request accommodation from an examination or an academic requirement. For additional information, please refer to the section in the Undergraduate Bulletin entitled Accommodation of Religious Beliefs, and the section of the Schedule of Classes entitled Religious Beliefs Accommodation. 
 

University policy adopted by the Faculty Senate and the Whitewater Student Government states that students will not be academically penalized for missing class in order to participate in university sanctioned events. They will be provided an opportunity to make up any work that is missed, and if class attendance is a requirement, missing a class in order to participate in a university sanctioned event will not be counted as an absence. A university sanctioned event is defined to be any intercollegiate athletic contest or other such event as determined by the Provost. Activity sponsors are responsible for obtaining the Provost's prior approval of an event as being university sanctioned and for providing an official list of participants. Students are responsible for notifying their instructors in advance of their participation in such events. 
 

Copies of the procedure for dealing with academic grievances are available from your advisor or from the office of the Dean, College of Education, Winther 2001, 262-472-1101. 

Codes of Ethics

The Unit supports the codes of ethics published by the specialty organizations.

CONCEPTUAL FRAMEWORK

[The following string of words from Our to principles is copied  verbatim from a College of Education policy document and presented here in compliance with a college rule.] Our conceptual framework, The Teacher is a Reflective Facilitator, is the underlying structure in our teacher preparation program at UW-Whitewater. This structure gives conceptual meanings through an articulated rationale to our operation. It also provides direction for our licensure programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability. In short, our teacher education program is committed to reflection upon practice; to facilitation of creative learning experiences for pupils; to constructivism in that all learners must take an active role in their own learning; to information and technology literacy; to diversity; and to inquiry (research/scholarship) and assessment. Therefore, all syllabi pertaining to courses required for licensure reflect commitment to these underlying principles.

Instructor Information

For further information: Contact John Zbikowski, Department of Curriculum and Instruction, UW-Whitewater, phone 262-472-4860; fax 262-472-1988; email zbikowsj@uww.edu. 

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John Zbikowski, Department of Curriculum and Instruction  Comments on this web page? Email zbikowsj@uww.edu Last updated May 26, 2006   URL: http://facstaff.uww.edu/zbikowsj/sympos.htm