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Subject:

Re: Doctoral programs in Dev. Ed.

From:

Michelle Francis <[log in to unmask]>

Reply-To:

Open Forum for Learning Assistance Professionals <[log in to unmask]>

Date:

Fri, 16 Feb 2007 10:21:42 -0800

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (165 lines)

Nic and All-

I definitely agree with what Norm and Nic have said. I did my graduate work 
in reading at the University of Georgia with Dr. Michele Simpson and I 
really feel that I am more well-rounded for it. I was able to take classes 
that were broad enough to offer me a vision of the reading field in general, 
and then I was able to focus my research and literature reviews on 
developmental reading issues as I saw fit. I really believe that reading 
educators in higher education, whether slated as developmental or not, need 
to be aware of the worldwide issues that are facing all reading instructors, 
not just those teaching developmental courses at the college level.

Michelle Andersen Francis
Academic Skills Center Coordinator
Western Nevada Community College
Carson City, NV
----- Original Message ----- 
From: "Nic Voge" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Friday, February 16, 2007 9:55 AM
Subject: Re: Doctoral programs in Dev. Ed.


>I simply want to underscore  what Norm explains so well below. There are 
>some real benefits to pursuing your interests in developmental reading in a 
>program that does not have that field as its primary (or even secondary) 
>focus.
>
> In my doctoral studies I had very few courses that dealt even indirectly 
> with developmental education. The closest I can think of was one taught by 
> Glynda Hull whose area of expertise is writing (among other things) which 
> was called reconceiving remediation. This title suggests my point in this 
> post. By taking courses, reading literature, and adopting approaches 
> outside the typical developmental education paradigm, we can help to 
> rethink what we are doing in our profession. We make our field stronger, 
> and, as individuals, we can bring important--often 
> unexplored--perspectives to bear on the issues, problems and questions of 
> the field if we step out of the field. Most advances in disciplines and 
> spcializations come from individuals or groups crossing or redrawing 
> disciplinary boundaries. For instance, my graduate training is primarily 
> in socio-cultural approaches to language and literacy and I think that 
> helps me bring a useful and somewhat unconventional perspective to college 
> reading, learning strategies and learning support and developmental 
> education. I had to make linkages between what I was learning and  my 
> personal interests in my seminar papers and through my own explorations. 
> That's a challenge, but I think it's extremely valuable.
> Nic
>
>>We should not think that the only option for training in the field of
>>developmental reading should/must come out of matriculation in a program 
>>of
>>such narrow focus. The vast majority of the individuals who have offered
>>the most in the way of theory, research, and even best practice across the
>>past 35 years did not train in programs that target college reading. Some
>>did--most didn't (or couldn't).
>>
>>If you are not able to relocate to take on a program of studies specific 
>>to
>>developmental reading, look at the programs that provide generalist
>>training in reading at the doctoral level within your region (travel
>>ability). Determine if that program has an individual on board who knows
>>the field of developmental reading. If the answer is yes, determine the
>>degree to which you can undertake independent research -- independent
>>studies with that person as part of your studies. Determine if you would 
>>be
>>allowed to focus major projects in classes and various research
>>requiremenst on postecondary literacy. Determine if the ed psych program
>>has faculty members who understand strategic learning with college 
>>students
>>-- can such an individual be on your program or doctoral committee.
>>Determine if the program might allow you to have an external member from
>>another school (a person with high expertise---e.g., Caverly with devo rdg
>>and tech) on the dissertation committee when you reach that level.
>>
>>Understand that a good doctoral course in the psychology of reading or the
>>sociology of reading or etc. will naturally cross developmental levels.
>>Reading the Handbook of Reading Research is a lifespan oriented activity
>>(not that it takes that long it only seems that way).
>>
>>You want to have the opportunity to work with individuals from varied
>>backgrounds (your student colleagues will likely teach you more than your
>>professors in ever so many ways). Write your papers on postsecondary
>>reading. Eventually begin to focus papers on the dissertation area.
>>
>>Individuals with too much breadth will be in trouble. Individuals with too
>>much depth will be in trouble. There is a happy medium that permits you to
>>be well-rounded yet an expert in an area.
>>
>>Go where you will learn to conduct research -- whether basic or applied. A
>>doctorate is all about research and theory (at all of Bloom's levels).
>>
>>The bottom line is that individuals never went wrong by selecting a
>>doctoral program in reading that had a legacy of national class graduates
>>and a faculty internationally valued for its contributions. The former 
>>will
>>be your family and the latter will be your heroes. Good luck----it's a big
>>decision. It will change your life!
>>
>>But, what the heck do I know.....
>>
>>Norman A. Stahl
>>Professor and Chair
>>Literacy Education
>>GA 147
>>Northern Illinois University
>>DeKalb, IL 60115
>>
>>President-Elect
>>National Reading Conference
>>
>>Phone: (815) 753-9032
>>FAX:   (815) 753-8563
>>[log in to unmask]
>>
>>~~~~~~~~~~~~~~~
>>To access the LRNASST-L archives or User Guide, or to change your
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>>browser to
>>http://www.lists.ufl.edu/archives/lrnasst-l.html
>>
>>To contact the LRNASST-L owner, email [log in to unmask]
>
>
> -- 
>
> Knowledge emerges only through invention and reinvention,  through the 
> restless, impatient, continuing, hopeful inquiry men pursue in the world, 
> with the world, and with each other. --Paolo Freire
>
> Dominic (Nic) J. Voge
> Study Strategies Program Coordinator
> University of California, Berkeley
> Student Learning Center
> 136 Cesar Chavez Student Center  #4260
> Berkeley, CA 94720-4260
>
> (510) 643-9278
> [log in to unmask]
> http://slc.berkeley.edu
>
> Spring 2007 Office Hours
>       By Appointment:
>          Monday 10-11
>          Wednesday 10-11
>          Thursday 11-1
>          Friday 10-11, 2-4
>       Drop-in:
>          Tuesday 3-4
>          Wednesday 4-5
>
> ~~~~~~~~~~~~~~~
> To access the LRNASST-L archives or User Guide, or to change your
> subscription options (including subscribe/unsubscribe), point your web 
> browser to
> http://www.lists.ufl.edu/archives/lrnasst-l.html
>
> To contact the LRNASST-L owner, email [log in to unmask]
> 

~~~~~~~~~~~~~~~
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