Special Topics Course Proposal Form
SUFFOLK COUNTY COMMUNITY COLLEGE
SPECIAL TOPICS COURSE PROPOSAL FORM
ORIGINATING CAMPUS: ( ) Ammerman ( ) Eastern
( x ) Grant
Date Submitted to Campus Dean: _____mm/yy_____
To meet the ideals of Suffolk County Community College, new courses should, if appropriate, consider issues arising
from elements of cultural diversity in areas of textbook choice, selection of library and audio-visual materials, and
teaching methodology.
CAMPUS DEAN E-MAILS ENTIRE PROPOSAL PACKET TO THE COLLEGE CURRICULUM
COMMITTEE CHAIR AS A WORD DOCUMENT UPON ITS APPROVAL.
____________________________________________________________________________________________________________
PROCEDURES
1. Instructor downloads and drafts proposal and syllabus from Special Topics link on the Curriculum Website
2. Proposer sends the files (proposal and syllabus) electronically to the Academic Chair for distribution and support
from Academic Department.
3. Academic Chair initials the proposal upon approval and electronically forwards file and syllabus to the Campus
Dean.
4. Upon approval, the Campus Dean initials the proposal and electronically forwards file and syllabus to the College
Curriculum Committee Chair for posting on the Curriculum Website.
5. The College Curriculum Chair will electronically forward the files (including syllabus) to the College Associate Dean
for Curriculum and Assessment.
___________________________________________________________________________
Proposed by Dawn Tracy-Hanley
Date of Proposal March 13, 2013
Department/Discipline Communication and Language Arts/Reading
Course # RDG 095
I.
Course Title Essential College Reading Skills
RELATIONSHIP TO STUDENTS
A.
Credits and Contact Hours
(Provide a rationale for proposed credits and contact hours. See the formula for credit
and contact hours on the Curriculum Website.)
hours
In accordance with SUNY policy, memo to SUNY Presidents dated June 30, 1976, a semester
credit hour is granted for one 50 minute session of instruction per week for a minimum of 15
semester weeks. This five credit course would meet for 250 minutes per week at
recommended sessions of two 75-minute sessions and two 50-minute sessions to fit into the
master schedule and maximize student scheduling options.
Credit Hours_5___
Lecture_____
B.
Contact Hours__5_____
Lab_____
Studio_____ Internship_____
Class Size
The maximum number of students in RDG 095 is recommended to be 22, non-forcible. This
course would be modeled after the current MAT 006, Pre-Algebra and Algebra I, which has
been offered at SCCC for approximately 15 years (Fall 1996) and currently has a maximum hard
limit class size of 22 students.
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
9/2006
Special Topics Course Proposal Form
C.
Course Fees
(Will the student be charged additional fees for this course?)
Lab Fees ___
II.
Course Fees__________
RELATIONSHIP TO MASTER SCHEDULE
A. **Proposed Semesters Course will run:
Fall 2013
Spring 2014
B. **Projected Termination Date
Fall 2014
**Special Topics courses may run for only two semesters. Upon the completion of the second semester, the
course must be withdrawn from the schedule unless it has been re-approved as a Special Topics course or
approved as a permanent course. Under no circumstances may a Special Topics course run for more than four
semesters.
III.
Rationale for Course:
To strengthen the Reading Program at SCCC and better serve our developmental studies students, we seek to
propose a combined developmental reading course, RDG 095 Combined RDG 098 and RDG 099, with a
curriculum inclusive of the collective learning outcomes from RDG 098 Introduction to College Reading and RDG
099 Reading in the Content Areas. This course would be a five credit course modeled after the current MAT 006,
Pre-Algebra and Algebra I, which has been offered at SCCC for approximately 15 years (Fall 1996). Students with
CPT scores that fall into the upper RDG 098 target range of 60-65 would be eligible to benefit from this course.
Currently, students in this particular range complete a semester of RDG 098 and an additional semester of
developmental reading RDG 099 prior to enrolling in college level courses that have RDG 099 as the prerequisite, more specifically, introductory level courses in the social science area such as PSY 101, SOC 101, ANT
101, HIS 101, HIS 102, HIS 103 and HIS 104. Students enrolled in RDG 095 would have the opportunity to review
the basic college reading skills of RDG 098 and enhance their reading in the content area skills of RDG 099,
preparing them for college level, credit bearing courses in one semester.
In accordance with SUNY policy, memo to SUNY Presidents dated June 30, 1976, a semester credit hour is
granted for one 50 minute session of instruction per week for a minimum of 15 semester weeks. This five credit
course would meet for 250 minutes per week at recommended sessions of two 75-minute sessions and two 50minute sessions to fit into the master schedule and maximize student scheduling options. Students who
successfully complete RDG 095 would receive an S and commence their college level, credit bearing courses for
which RDG 099 is a pre-requisite. Students who unsuccessfully complete RDG 095, but master the learning
outcomes of RDG 098 would receive an R for RDG 095 and have the option of either repeating RDG 095 or
enrolling in RDG 099. Students who unsuccessfully complete RDG 095, and do not master the learning
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
9/2006
Special Topics Course Proposal Form
outcomes of RDG 098 or RDG 099 would receive a U for RDG 095 and have the option of repeating RDG 095 or
enrolling in RDG 098. Students who unsuccessfully complete RDG 099, receiving an R or U, would also be
eligible to take this course. The class size would have a seat limit of 20 students, in congruence with the seat
limit of MAT 006.
Over the past three years inclusive of fall 2010, an average of 8.83% first time SCCC students placed in the 60-65
CPT reading range, which equates to an average of 445 students/year, thus validating that student population
can support enrollment in the course. Students in the upper RDG 098 CPT range of 60-65 are generally highly
motivated to succeed and complete their developmental reading courses. RDG 095 affords this cohort group of
students an opportunity that would allow them to master their developmental reading skills in one semester,
minimizing student drop-out and alleviate frustration of another semester of developmental reading prior to
college credit bearing courses. Furthermore, offering this course would change the dynamics of the RDG 098
course, where the students with CPT scores less than 60 would receive a more targeted, intensive introduction
to reading.
We aim to educate admissions, counseling and teaching faculty on student criteria for the course and grading
procedures to ensure that students are appropriately placed. The motivation to create this course is to increase
graduation and retention rates for first time students who place in developmental studies courses by minimizing
the number of developmental studies courses a student has to take to reach the academic level of college level,
credit bearing courses.
IV.
Description of Course:
RDG 095:
Enhances and strengthens reading skills through the development of vocabulary and comprehension,
with a progression toward higher level skills necessary for success in college level courses. The course
will focus on expanding students’ background knowledge, literacy skills, and critical reading skills. In
addition, it provides students who fall into a specific CPT range the opportunity to complete their
developmental reading requirement in one semester rather than two. Requires completion of a
mandatory on-line lab component. Graded on an S-R-U-W basis. Not applicable toward any degree or
certificate
V.
Approvals
Department Approval__Bernadette Garcia
Date__3/19/13_________
Academic Chair
Campus Dean Approval__James M. Keane___
Date____March 22, 2013_
Campus Dean
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
9/2006
Special Topics Course Proposal Form
SPECIAL TOPICS • COURSE SYLLABUS
RDG 095 Sample Course Outline
Course Title: Essential College Reading
Catalog No.: RDG 095
Semester:
Section No:
Instructor:
Office Phone:
E-Mail:
Office Hours:
COURSE GOALS:
This course is designed to help develop and strengthen reading skills through development of vocabulary and
comprehension, with a progression to an emphasis on higher level reading skills necessary for success in
college level courses. The course will enable the student to become more aware of themselves as readers and
to develop strategies and skills to meet the demands of college reading. The course is designed around the
premise that that the reader constructs meaning as he or she engages with the written word. During the first
half of the semester, students will explore various readings, expanding both their background knowledge and
their literacy abilities. The second half of the semester will focus on advanced reading skills necessary to read
critically. Utilizing both reading and writing students will effectively apply literacy strategies to reading from
diverse academic course disciplines.
LEARNING OUTCOMES:
Through the use of text and outside readings, the students will be able to:
 Identify reading as an active process of communication involving the author and the reader.
 Apply the before, during, and after reading strategies to construct meaning from the text.
 Apply various strategies to increase vocabulary knowledge and comprehension of the text.
 Recognize the stated main idea of a reading selection.
 Identify the major and minor supporting details in a reading selection.
 Using the supporting details identify the implied main idea
 Identify the patterns of organization used by authors to help construct meaning from text.
Through the analysis of content area readings, the student will be able to:
 Identify textbook features and features of additional types of text.
 Employ a variety of reading and study methods.
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
9/2006
Special Topics Course Proposal Form
 Record notes from lectures, textbook chapters, and other printed materials.
 Identify principles and strategies for test preparation and taking exams.
Through an analysis and application of critical reading skills, the student will be able to:
 Determine the difference between statements of fact and statements of opinion, as well as
recognize statements that mix both fact and opinion.
 Formulate logical inferences based on text and prior knowledge.
 Draw logical conclusions that are clearly suggested by the text.
 Identify an author’s purpose and tone and recognize how the two are related.
 Evaluate an author’s argument.
TEXTBOOK AND OTHER RELATED MATERIAL:
1. Gene Wintner. Textcerpts (CustomEdition for Suffolk County Community College). Pearson, 2012.
2. Kathleen T. McWhorter. Active Reading Skills (3rd edition). Pearson, 2012.
STUDENT REQUIREMENTS FOR COMPLETION OF THE COURSE:
1. Read assigned pages and complete homework and class work assignments. All assignments must
be handed in on time and meet the criteria set by the instructor.
2. Complete project of summary/reaction papers based on selected readings. More details will be
forthcoming.
3. Complete textbook chapter project. Students will choose a chapter from Textcerpts. The chapter
must then be fully annotated and accompanying exercises including “Section Reviews, “Cumulative
Reviews,” “Vocabulary Exercises,” and Critical Response Questions” must be completed. Upon
submission of the project, students will take an exam based on their chosen chapters.
4. Students will share a book presentation with classmates. Guidelines and suggestions for your
presentations will be discussed as the semester progresses.
5. Complete the This I Believe Project and Annotated Bibliography assignment. Details will be
provided at a later date.
6. Complete all exams and quizzes. Exam dates and topics will be announced in class one week prior
to the exam. There will be no make-ups given for missed exams.
7. Requires completion of a mandatory on-line lab component.
 Complete all assignments from Pearson’s Myreadinglab. Students will be completing the
required reading lab on-line. Myreadinglab is mandatory and failure to complete all
required work on-line will result in the student receiving an incomplete for the course.
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
9/2006
Special Topics Course Proposal Form
GRADING PRACTICES:
The instructor’s final analysis of each student’s academic achievement will be in accordance with the
following:
To earn a SATISFACTORY – “S” grade the student must achieve a 75% average on all graded assignments, class
work, quizzes, and exams. The student must submit his/her summaries on time and complete notes project.
Students must participate in his/her assigned reading group and present a book to the class.
Students who are making progress (average grade 60 to 70), and have demonstrated mastery of the student
learning outcomes of RDG 098 but are not able to meet the criteria for a satisfactory grade in RDG 099, will
receive an “R” – REPEAT grade and must re-register for either RDG 095 or RDG 099 in a subsequent semester.
Students who are not meeting all course requirements and are not meeting the criteria for the course
(average grade below 60) will receive a grade of “U” – UNSATISFACTORY.
The instructor’s final analysis of each student’s academic achievement will be in accordance with the
following:
Exams/Quizzes
Writing Assignments (Summary/Reaction)
Projects (This I Believe, Cultural Literacy, and Chapter)
Myreadinglab
40%
20%
30%
10%
____
100%
RULES CONCERNING STUDENT ABSENCE AND LATENESS:
Students are expected to attend each scheduled class. Students who are absent will be held responsible for all
that transpires in class. The instructor reserves the right to drop you from the course if you have three
absences. Two times late to class will be counted as an absence.
STUDENT’S RESPONSIBILITIES



Attend all classes and be punctual. Lateness interrupts the intent and structure of the class.
Come to class fully prepared and ready to participate.
Turn off all electronic apparatus. The instructor reserves the right to remove anyone who
creates a distraction in class. Use of an electronic device during class will result in the student
being marked absent for that class session.
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
9/2006
Special Topics Course Proposal Form
 Show respect for your classmates as well as your instructor by listening attentively,
participating actively, and refraining from side conversations and other disruptions.
 Use appropriate language when addressing classmates and the instructor during the class
session.
 Complete and submit all assignments on time, even when absent.
 Inform your instructor by e-mail or telephone of unexpected emergencies.
WEEKLY OUTLINE OF TOPICS TO BE COVERED RDG 095
Week 1
Introduction to Course
What is Reading?
Reading Process
Week 2
Active Reading and Thinking Strategies
Monitoring and Evaluating Comprehension
Week 3
Vocabulary Building
Strategies for Discipline Specific Vocabulary
Context Clues
Word Parts
Week 4
Stated and Implied Main Ideas
Supporting Details
Week 5
Exam 1
Patterns of Organization
Week 6
Reading/study Methods
Annotating/Highlighting
Summarizing, Outlining, Mapping
Week 7
Making Inferences
Drawing Conclusions
Week 8
Fact and Opinion
Author’s Purpose and Tone
Analyzing Arguments
Exam 2
Week 9
College Disciplines
College Textbook Features
Preparing For and Taking Exams
Week 10
Reading in the Social Sciences
Week 11
Reading in the Arts/Humanities
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
9/2006
Special Topics Course Proposal Form
Week 12
Reading in Mathematics and the Sciences
Week 13
Reading in the Career-Oriented Disciplines
Exam 3
Week 14
Presentations
Chapter Project
Week 15
Review and Final Exam
“A house without books is like a room without windows.”
-
Heinrich Mann
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
9/2006