1. Diversity & Collaboration: Reading in the Disciplines Jason S. Todd, Ph.D. Xavier University of Louisiana CRLA 45 th Annual Conference November 8, 2012 Hyatt Regency Hotel Houston, Texas

2. Session Objectives Become familiar with our reading-focused quality enhancement plan Understand framework for discipline-specific active reading program Learn about the different approaches being taken within different disciplines Learn about the faculty development activities designed to assist this project Explore ways in which such a program might be introduced at other institutions

3. Read Today, Lead Tomorrow Fall 2010-Spring 2015 Active reading Comprehension Interpretation Analysis Engaged reading Interaction Appreciation

4. Reading in the Disciplines Mandate: All academic units Entry-level courses, Fall 2011 Upper-level courses, Fall 2012 Implementation: At department level Outcome(s) Method(s) Measure(s) Assessment: 80% of students at proficiency

5. Reading in the Disciplines Textbook reading Biology Pharmacy Physics Psychology Primary source interpretation English History Philosophy Languages Theology

6. Reading in the Disciplines Concept application Art Business Chemistry Communications Studies Education Music Political Science Speech Pathology Word problem interpretation Computer Science Mathematics

7. Case study: Philosophy First-year results Completeness of textual exposition 36% at proficiency Accuracy of textual exposition 38% at proficiency Response to data Sharing techniques/methods Re-evaluating rubric

8. Case study: Education First-year results Synthesis of secondary sources 100% at proficiency 83% at mastery Response to data Continue to monitor

9. Upper-level Courses Being implemented now Major focus on scholarly texts Smaller, less common classes Less non-major impact

10. Faculty Development Seminars=> Theory Workshops=> Methods Mini-grants=> Innovation Course Portfolio WG=> Course redesign FaCTS fellowships=> Course redesign

11. Successes Faculty buy-in Reconsideration of faculty expectations Almost 100% implementation Diversity of approaches Cross-pollination Assessment training

12. Roadblocks "Don't tell me how to run my classroom" Departmental leadership Departmental conflicts Data collection

13. How would this work at your school?

14. Resources Burrows, V., McNeil, B., Hubele, N., & Bellamy, L. (2001). Statistical Evidence for Enhanced Learning of Content through Reflective Journal Writing. Journal of Engineering Education, 90(4), 661-667. Cerbin, W. (1994). The course portfolio as a tool for continuous improvement in teaching and learning. Journal on Excellence in College Teaching, 5(1), 95-105. Cunningham, A. & Stanovich, K. (2001). What reading does for the mind. Journal of Direct Instruction, 1(2), 137-149. Horning, A. (2007). Reading Across the Curriculum as the Key to Student Success. Across the Disciplines, 4. Retrieved from http://wac.colostate.edu/atd/articles/horning2007.cfmhttp://wac.colostate.edu/atd/articles/horning2007.cfm Maaka, M. J., & Ward, S. M. (2000). Content area reading in community college classrooms. Community College Journal of Research and Practice, 24, 107-125. New, R. J., Clawson, J. G., & Hoyle, J. B. (2008). How course portfolios can advance the scholarship and practice of management teaching. Journal of Management Education, 32(1), 8-22. Richlin, L. (2006). Blueprint for learning: Constructing college courses to facilitate, assess and document learning. Sterling, VA: Stylus Publishing. Sidell, N. (2003). The course portfolio: A valuable teaching tool. Journal of Teaching in Social Work, 23, 91-106. Shanahan, T., & Shanahan, C. (2008, Spring). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59. Tobia, S., & Howard, J. (1990). How to strengthen a faculty development program: Before, during, and after. Paper presented at the annual meeting of the International Reading Association, Atlanta, GA, May 6-11, 1990. (ERIC Document Reproduction Service No. ED 322 488)