Proposed Master of Arts in Curriculum and Instruction: Literacy The department is currently working on program revision approvals. The anticipated start of the new MA Literacy program will be fall 2013. For details contact the Student Resource office and schedule an advising session with a faculty advisor.
The Curriculum and Instruction Department recently received approval for the Master of Arts in Curriculum and Instruction: Literacy. The program revision will encompass emphasis in both reading and writing. The program will include core foundation courses that are college-wide offerings and courses that are specific graduate-level in literacy. In addition, we plan to offer a "tiered" program in which MA studens could continue, if desired, their coursework and receive Reading Teacher and Reading Specialist endorsements from the state.
The full Information Binder may be viewed on the Downloads & Forms page.
The Graduate Reading Program at the University of Colorado at Colorado Springs is designed to serve as advanced training for classroom teachers seeking to develop greater competence in the teaching of reading. The program goals are greatly influenced by three sets of guidelines. These are:
The College of Education at CU Colorado Springs identifies seven core goals within its Conceptual Framework. These are:
In concert with the standards of the International Reading Association requirements of the Colorado Department of Education and the Conceptual Framework of the College of Education, the faculty has identified and adopted the following objectives:
Based on these objectives, the Reading Program expects all graduating students to demonstrate the following competencies:
The Reading Program has three basic sets of requirements. These are:
Following is a discussion of each of these requirements.
The Graduate Reading Program at UCCS consists of 40 credit hours. Of these, 33 credits (11 courses) comprise the core requirements and 7 credits (2 courses) comprise the practica experiences. The complete requirements follow:
|Course # |
|CURR 5401 - Teaching Reading in the Elementary School||3|
|CURR 5410 - Informal Diagnostic and Remedial Techniques of Reading||3|
|CURR 5400 - Teaching Reading and Writing in the Content Areas||3|
|CURR 5412 - The Reading/Writing Connection||3|
|CURR 5420 - Literature for Children & Adolescents||3|
|CURR 5413 - Developing and Implementing Literacy Programs||3|
|CURR 5403 - Introduction to Clinical Experiences||3|
|CURR 5701 - Methods and Materialsin ESL / Multicultural Education||3|
|CURR 5411 - Psycholinguistics and Reading||3|
|LEAD 5700 - Introduction to Research and Statistics||3|
|CURR 5090 - Research Project||3|
|Course # |
|CURR 5430/31 - Reading Clinic Procedures: Supervised Practicum I||4|
|CURR 5432/33 - Practicum II: Field Based Practicum in Reading||3|
In an effort to ensure that students indeed gain required competencies, as well as achieve personal and professional goals prior to graduation, the program has the following general requirements:
The Graduate Reading Program requires all graduates to fulfill four professional development requirements. These requirements may be completed at any time after the core reading courses have been completed. (CURR 5400, CURR 5401, CURR 5410, CURR 5411, CURR 5412, CURR 5413, CURR 5420, CURR5430/31 LEAD 570). All program requirements must be completed prior to graduation from the program. These requirements are designed to provide for students opportunities to extend their own professionalism, to interact with other professionals, to share their knowledge and skills with peers, parents and community members and to ensure continued professional growth. The professional requirements are:
It might be helpful for candidates to think of the reading program requirements in four phases and to focus on fulfilling the requirements within these phase timelines.
In order to be admitted to the Graduate Reading Program, all applicants must meet and be able to documentor demonstrate certain skills, dispositions and experiences. These requirements fall in four general categories: Knowledge Base, Experience, Professional Dispositions and Professional Reflection and Expectations.
The Knowledge Base category includes:
The Professional Dispositions category includes:
In order to be considered for Clinical/Practica experiences, each candidate must meet predetermined knowledge base requirements, gain certain skills and demonstrate specific dispositions related to academic coursework and professional practice. These requirements include the following:
In order to proceed to the completion point of the Reading Program, candidates must have completed successfully four courses:
These requirements are designed toensure that candidates are able to demonstrate in practical terms the research based skills and practices as well as the desired dispositions put forth throughout the Reading course of study. All Course Requirements, General Program Requirements and Professional Program Requirements must be completed by the end of Phase 3.
Upon graduation, all graduates are requested tocomplete a follow - up survey that addresses their perceived strengths and weaknesses of the program. They are also asked to evaluate their own growth as a result of their participation in the program. The graduates are encouraged to make constructive suggestions that will assist faculty in making effective changes to the program.
In addition, principals or immediate supervisors are asked to indicate the degree to which the reading course of study has changed the performance of the teachers in the area of literacy development. Principals are also encouraged to make comments and suggestions.