IntegratedReading & Writingin the Adult Learning Academy

A faculty-driven committee envisioned an innovative curriculum that would:

be contextualized for healthcare

field

integrate reading & writing into one seamless

course

meet competency

standards of dev reading & writing courses on credit

side

employ a hybrid format

be accelerated & self-paced

allow for continuous,

rolling admissions

be developed & taught

collaboratively

A faculty-driven committee envisioned an innovative curriculum that would:

be contextualized for healthcare

field

integrate reading & writing into one seamless

course

meet competency

standards of dev reading & writing courses on credit

side

employ a hybrid format

be accelerated & self-paced

allow for continuous,

rolling admissions

be developed & taught

collaboratively

A faculty-driven committee envisioned an innovative curriculum that would:

be contextualized for healthcare

field

integrate reading & writing into one seamless

course

meet competency

standards of dev reading & writing courses on credit

side

employ a hybrid format

be accelerated & self-paced

allow for continuous,

rolling admissions

be developed & taught

collaboratively

A faculty-driven committee envisioned an innovative curriculum that would:

be contextualized for healthcare

field

integrate reading & writing into one seamless

course

meet competency

standards of dev reading & writing courses on credit

side

employ a hybrid format

be accelerated & self-paced

allow for continuous,

rolling admissions

be developed & taught

collaboratively

A faculty-driven committee envisioned an innovative curriculum that would:

be contextualized for healthcare

field

integrate reading & writing into one seamless

course

meet competency

standards of dev reading & writing courses on credit

side

employ a hybrid format

be accelerated & self-paced

allow for continuous,

rolling admissions

be developed & taught

collaboratively

A faculty-driven committee envisioned an innovative curriculum that would:

be contextualized for healthcare

field

integrate reading & writing into one seamless

course

meet competency

standards of dev reading & writing courses on credit

side

employ a hybrid format

be accelerated & self-paced

allow for continuous,

rolling admissions

be developed & taught

collaboratively

A faculty-driven committee envisioned an innovative curriculum that would:

be contextualized for healthcare

field

integrate reading & writing into one seamless

course

meet competency

standards of dev reading & writing courses on credit

side

employ a hybrid format

be accelerated & self-paced

allow for continuous,

rolling admissions

be developed & taught

collaboratively

Initial IRW Team

Dianne Lee,

Academic Lead

Lori Hirst,

Writing Faculty

Juliet Scherer, Context.

Lead

Chris Niemoell

er, Reading Faculty

Current IRW Team

Dianne Lee,

Academic Lead

Layla Goushey, Writing Faculty Christine

Padberg, Reading Faculty

Mat Favre, Writing Faculty

Mark Chmiel, Writing Asst.

J’Ann Allen,

Writing Asst.Carol

Leslie, Writing Asst.

Marty King, Rdg. Asst.

Eleanor Taborn,

Rdg. Asst.

Juliet Scherer,

Rdg. Asst.

Chris Niemoell

er, Reading Faculty

• Before, during, and after reading strategies for expository texts

• Introduction to Blackboard and other digital literacy skills

• Diagnostic test and creation of personalized learning plan in Connect Reading 2.0

Unit A – Intro to Reading StrategiesIRW Curriculum

• Introduction to the recursive nature of reading & writing

• Learn to recognize and identify the structure & organization of texts

• Introduction to common editing marks for writing revisions

• Establish individualized writing improvement plan

Unit B – Intro to the Writing ProcessIRW Curriculum

• Guided practice in annotation of longer pieces of expository text

• Transformation of a reading strategy into a pre-writing tool (KWL+)

• Application of recursive writing process in creation of a reader’s response essay

Unit C –Technology in Health CareIRW Curriculum

• Practice digital annotation of longer expository texts.

• Learn to analyze, outline, and condense information in a text to reflect its ideas & structure.

• Learn to apply reading strategies to the writing process.

Unit D – Public Health & EpidemiologyIRW Curriculum

Project-Based Learning Unit

Mission: Interview someone in a healthcare field•demonstrate professionalism in correspondence & interactions with their interviewee• read & conduct research into careers in health care•compose appropriate interview questions & follow-up essay

Unit E – Careers in Health CareIRW Curriculum

Public Service Announcement

• Research a health-related subject of interest and relevance

• Create a video PSA using the web tool Animoto

Capstone ProjectIRW Curriculum

Public Service Announcement

Students demonstrate ability to:•conduct basic research• interpret & graphically represent research data• select most appropriate & effective supporting materials•write & design for a particular audience & purpose•effectively navigate a web tool•present their project to the class

Capstone ProjectIRW Curriculum

ALA Blackboard Site

ALA Blackboard Site

• Review & strengthen links between ALA outcomes and ENG/RDG 030 outcomes

• Continue to develop flexible delivery methods

• Determine ALA best practices

• Develop assessment plans

Next Steps for the IRW

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