KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name: EDRD 7716: Young Adult Literature in Middle & Secondary
Schools
Department: Secondary and Middle Grades Education
Degree Title (if applicable): M.Ed. in Adolescent Education/Language and Literacy
Proposed Effective Date: Fall, 2010
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a
new course with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as
part of a new program. Current catalog information (Section I) is required for each
existing course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
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Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
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Dean, Graduate College
Date
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Vice President for Academic Affairs Date
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President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog:
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number: _EDRD 7716_____________________
Course Title: Young Adult Literature in Middle & Secondary
Schools________________
________
Credit Hours: 3
Prerequisites:
Description (or Proposed Degree Requirements):
In this course, candidates will build upon their understanding and use of young adult literature in middle
and secondary classrooms. Candidates will read, review, and evaluate a wide-range of contemporary
young adult literature genres, trends and issues, while concurrently reviewing and evaluating
methodologies for teaching. Candidates will be asked to design and develop classroom and school-based
literature activities and programs to enhance instruction and foster motivation.
VII. PURPOSE & RATIONALE
III.
Justification
Mastery of reading skills is basic to successful learning in every school subject. Content teachers can
further their education by pursuing an advanced degree in Language and Literacy. The M.Ed. in
Adolescent Education/Concentration in Language and Literacy will facilitate teacher acquisition of skills
and competencies needed to help students read, write and understand content material; it will also aid
teachers in identifying literacy problems, providing required interventions, and assisting all students in
improving literacy skills. A M.Ed. in Adolescent Education/Language and Literacy will provide the
incentive, as well as the opportunity, for teachers to become effective teacher leaders who assist their
colleagues in improving literacy among adolescent students in Georgia.
The market for young adult literature is enormous and continues to grow with hundreds of titles being
released each year. New and innovative instructional activities use contemporary young adult literature in
middle and secondary classrooms and schools. This course will provide candidates with the resources to
stay informed of a variety of genres, trends and issues in contemporary young adult literature and in
methodologies for teaching with young adult literature. In addition to professional resources, candidates
will read contemporary young adult literature over a wide range of genres and styles. Candidates will
implement various new strategies within their own classrooms and reflect on the implementation. Further,
this course will push candidates to see themselves in the role of a reading specialist who can provide
support for other classroom teachers and organize school-based literature activities and programs.
IV.
Additional Information (for New Courses only)
Instructor: Faith H. Wallace
Text:
(1) Cole, Pam (2008). Young Adult Literature in the 21st Century. Boston, MA: McGraw
Hill;
(2) Most current issue of SIGNAL Journal and/or The ALAN Review (both are nationally
recognized, scholarly journals that focus on young adult literature);
(3) a selection of young adult literature titles will also be required (Titles will be subject
to change each semester as new titles are released and national awards are given.)
Prerequisites: None
Objectives:
Course Objectives/IRA
Professional Reading
Standards
NCATE
(KSD)
2.2 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.
Pedagogical
Content
Knowledge,
Content
Knowledge,
Disposition
(KSD)
CPI
2.4 Uses multiple methods,
technologies, recourses, and
organizational arrangements
to meet goals articulated for
individual students, class
instruction and the overall
school improvement plan.
Evidence
Literature Activity
Implementation
School-Based Literature
Program
2.3 Use a wide range of
curriculum materials in
effective reading instruction
for learners at different stages
of reading and writing
development and from
different cultural and
linguistic backgrounds.
Pedagogical
Content
Knowledge,
Content
Knowledge,
Disposition
1.2 Possesses broad, current
and specialized knowledge
of subject matter and
communicates this
understanding to colleagues,
parents and students.
(KSD)
2.2 Treats students
equitably and provides
equitable access to the full
curriculum by respecting
individual differences and
adjusting (or assisting
teachers in adjusting)
practices accordingly.
Professional Book Reviews
Literature Activity
Implementation
Analysis of Student
Interests
School-Based Literature
Program
2.4 Uses multiple methods,
technologies, recourses, and
organizational arrangements
to meet goals articulated for
individual students, class
instruction and the overall
school improvement plan.
4.1 Use students’ interests,
reading abilities, and
backgrounds as foundations
for the reading and writing
program.
Pedagogical
Content
Knowledge,
Content
Knowledge,
Disposition
1.1 Possesses broad, current
and specialized knowledge
of subject matter and
communicates this
understanding to colleagues,
parents, and students.
(KSD)
1.3 Demonstrates a passion
for education and creates
environments conducive to
the development of
powerful approaches to
instruction challenges.
2.3 Creates a safe, wellmanaged, supportive,
inclusive, and challenging
learning environment.
Analysis of Student
Interests
School-Based Literature
Program
4.2. Use a large supply of
books, technology-based
information, and nonprint
materials representing
multiple levels, broad
interests, and cultural and
linguistic backgrounds.
Content
Knowledge,
Disposition
4.3 Model reading and
writing enthusiastically as
valued lifelong activities.
Pedagogical
Content
Knowledge,
Disposition
(SD)
(KD)
2.4 Uses multiple methods,
technologies, recourses, and
organizational arrangements
to meet goals articulated for
individual students, class
instruction and the overall
school improvement plan.
Professional Book Reviews
1.3 Demonstrates a passion
for education and creates
environments conducive to
the development of
powerful approaches to
instruction challenges.
Professional Book Reviews
Analysis of Student
Interests
School-Based Literature
Program
Self-Evaluation
3.2 Reflects regularly upon
daily practice, and draws
upon experience and the
professional literature to
design and conduct research
aimed at improved student
achievement.
4.4 Motivate learners to be
lifelong readers.
Pedagogical
Content
Knowledge,
Disposition
(KD)
1.3 Demonstrates a passion
for education and creates
environments conducive to
the development of
powerful approaches to
instruction challenges.
2.2 Treats students
equitably and provides
equitable access to full
curriculum by respecting
individual differences and
adjusting (or assisting
teachers in adjusting)
practices accordingly.
Analysis of Student
Interests
School-Based Literature
Program
5.1 Display positive
dispositions related to reading
and the teaching of reading.
Disposition
(D)
3.2 Reflects regularly upon
daily practice, and draws
upon experience and the
professional literature to
design and conduct research
aimed at improved student
achievement.
Professional Book Reviews
3.4. Engages in on-going
professional development
by joining professional
organizations, participating
in conference, mentoring
new staff, etc.
Self-Evaluation
Analysis of Student
Interests
School-Based Literature
Program
Instructional Methods:
The following instructional strategies will be used to collaboratively and interactively present
course material and engage students in critical thinking and discourse at the graduate level:







Collaborative group work
Class and small group discussion
Simulation activities
Book club/literature circle methods
Research: surveying and case study approaches
Web Quests
Lecture
Methods of Evaluation:
The following assessments will be used to monitor the progress of candidates in meeting course
objectives and professional standards. (See Evidence section of table above.)
Assessment
Assignment
Professional Book Reviews: Candidates will read,
evaluate, and write professional book reviews.
Models from national scholarly journals will be
provided.
Rubric: Professional Book Review
Literature Activity Implementation: Candidates
will create three literature-based classroom
activities. These activities will be implemented in
their classrooms. Candidates will have a chance to
reflect upon these experiences.
Rubric: Literature Activity Implementation
Analysis of Student Interest: Candidates will
work with students to uncover interests, attitudes,
and motivations for reading.
Rubric: Analysis of Student Interest
School-Based Literature Program: Using data
from the Analysis of Student Interest assignment,
candidates will develop a school-based literature
program.
Rubric: School Based Literature Program
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
-0- 0-0- 0- 0- 0- 0- 0-
TOTAL
- 0-
Funding Required Beyond
Normal Departmental Growth
- 0-
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Adolescent Education/Language and Literacy
7716
Young Adult Literature
3-0-3
Fall, 2010
Regular
N/A
N/A
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee
VII Attach Syllabus
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus