EDUC 102

Middle and Secondary Education and Educational Leadership Department

Fall 2015


Edinboro University prepares highly qualified teacher candidates and related professionals who effectively facilitate student learning. Through knowledge, skills, dispositions, experiences, and understanding of our diverse and global society, our candidates successfully contribute to the future of their students, to their own professional development, and to the well-being of the larger community.


The successful professional education program prepares educators and related professionals who . . .

  1. Accept the requirement to build a civil society that focuses on respect and embraces diversity.
  2. Demonstrate pedagogical skills built on a solid foundation of discipline-specific content, reinforced by a broad liberal arts education and supervised clinical experiences.
  3. Effectively utilize community resources to support the educational and personal growth of learners.
  4. Engage in a professional learning community committing themselves to excellence, continual study, practice, reflection, and self-improvement.
  5. Exhibit continual informed decision-making, planning, and facilitation of learning based on knowledge of research, best practices, state and national student performance standards and ethical standards of the profession.
  6. Give back to the community through civic action.
  7. Lead and monitor all student learners using motivational and management skills.
  8. Recognize the importance of technology and are able to utilize current and appropriate technology for instruction, administration, and facilitation of learning.
  9. Strive for congruence of professional and interpersonal dispositions to interact, communicate, and collaborate effectively with students, families, colleagues, and the community.
  10. Utilize personal creativity, flexibility, and skill in assessing, creating and adapting instruction that provides opportunities for every student to be successful.

SEDU 102: College Reading and Study Skills

Instructor: Marc D. Smith

Phone Number: 540 850 8396

Email: TBA

Other email:

Course Description

This course helps students improve essential reading and study skills. It emphasizes proper reading strategies and attitudes, refines study techniques and vocabulary, and helps students navigate through the university’s technology environment.

Course Prerequisites

College approval

Course Meeting Days/Times

Course meetings: Mondays and Wednesdays at Porreco College at 4:00 pm.

Important Semester Dates

Required Materials.

  1. Main Text: McWhorter, Kathleen. (2013). College Reading and Study Skills 12th ed.
  2. Do not purchase until assigned to reading groups
  1. Delisle, G. (2012). Pyongyang: A journey in North Korea. Richmond, BC: Drawn & Quarterly.
  2. Doller, T. (2013). Something like normal. New York, NY: Bloomsbury.
  3. Foster, M. (2013). Have no shame. Lexington, KY: World Literary Press.
  1. Access to your campus email.  


Course Objectives

This course is designed to enable the Teacher Candidate to:        

The student will:




Increase reading comprehension through various techniques: SQ3R, pre-reading, mapping, note taking, outlining, inferring, processing.




Increase reading speed through skimming, scanning, previewing




Improve study skills in relation to current coursework – note taking, test taking, reporting.




Become aware of reading and studying strengths/weaknesses and identify personal learning styles and adaptation to learning environment.




Increase personal vocabulary by identifying and defining new vocabulary




Develop a more positive attitude toward reading and studying.




Become aware of specific content area reading techniques.




Investigate an area of concern/interest in teaching children, write a brief paper, and develop an oral presentation with an outline and note cards (technology to enhance is optional).



Course Policies/ Procedures/Grading

Attend classes regularly. Attendance will be taken every day.  Records will be kept in accordance with Edinboro University policy.  Continual tardiness will result in the loss of participation points.  More than three unexcused absences (MWF classes) or two unexcused absences (TTH classes) will result in the loss 10 % with each additional unexcused absence.  Class absences for university functions are excused only when advance notice and official verification is given.  In an emergency, or for an illness requiring an extended absence, notify the Student Support Office (732-5555, Ext. 234) so that all of your instructors can be notified of the reason and duration of your absence by email.   A phone call or email to me is appreciated but does not indicate an absence is an excused absence.  See more on absenteeism below.

Be aware of all due dates for assignments and projects.  Changes/adjustments may be announced in class.  If you are absent, check with the instructor.  All assignments must be turned in to the instructor on time (the beginning of the class period) in order to receive full credit.  Late work is not acceptable.  All circumstances of lateness will be dealt with on an individual basis. Chronic assignment lateness will not be tolerated and will be addressed. I highly recommend you communicate an assignment’s lateness prior to the due date of that assignment.

Complete all assignments and projects in a professional manner.  Neatness is of extreme importance in any work produced by a university student, as is the correct use of grammar, spelling, writing mechanics and accurate content.  All written assignments must be word-processed and double-spaced and submitted according to requirements.

Be prepared for each class.  Read any assigned readings before class and be ready to actively participate in discussions and/or in-class activities.  Students who consistently cause in-class disturbances for other students by carrying on private conversations when class is in progress, or remain off-task during group work, will be marked, and appropriate consequences will apply.

Demonstrate ethical decision-making.  Students are expected to display professionalism by being trustworthy, respectful, responsible, fair, caring, and good citizens.  Your entrance into the classroom indicates you are prepared to engage in appropriate dress, language, and attitude. Plagiarism or any kind of cheating will be processed in full accordance with the policies of the Middle & Secondary Education and Educational Leadership Department and Edinboro University of Pennsylvania.  

The use of cell phones, text messaging or earphones/portable listening devices in the classroom can be disrespectful within a classroom setting if not used as a tool for learning within the class. Please be mindful your use of the cell phone. If an emergency arises, please excuse yourself from the class and take the call outside of the class. Otherwise, the cell phone is solely a tool focused on our learning environment, and outside distractions like phone calls, texts, and social networking updates are not appropriate. Please be sure upon entry of the class your phones are on silence or turned off.  The continual disregard for this policy will result in counseling and other appropriate consequences.

Be prepared to treat all members of the class and the instructor with respect, even if you disagree with something.  Please bring all issues to the instructor’s attention immediately after class.  This classroom should be considered a safe place for all students and the instructor.  Students should respectfully articulate different perceptions as discussions occur.  The use of inappropriate behavior and/or language at any time will result in the student being asked to leave the classroom for the duration of the class period.  Failure to do so quickly and quietly will result in the student being reported to the CSP program directors and the Judicial Affairs Office Coordinator and may result in a disorderly conduct charge.


Course Assignments

*Note: The above assignments and points are subject to change at the discretion of the professor.

Course Schedule

The schedule is subject to change depending on class knowledge, instructional time and/or the discretion of the instructor.


In class – We do

Home Study – You do

Week 1


Topics: Introduction to Course – Me, you, the class; Technology and you – what is your access?; Where are you right now? – diagnostic testing in Writing, reading, and vocabulary

Activities: Class discussion introducing class, getting to know you activities, Lecture – Technology and you and Learning Styles

  1. Join Edmodo class
  2. Complete Assignment 1: Learning Styles (See assignment sheet on Edmodo)
  3. Watch Procrastination videos on Edmodo and respond to questions
  4. Purchase Texts by the end of next week


Topics: D2L – accessing; technology expectations

Activities: Group discussion

  1. Purchase Texts by the end of this week

Week 2


Topics: Procrastination; Learning Styles; Testing Outcomes;

Activities: Small group discussion on procrastination; Lecture: On being a College Student

  1. Review syllabus and email me with two comments or questions
  1. Research the books for reading groups
  2. Compose a reflection on your diagnostic outcomes and submit to Edmodo.


Topics: Organization strategies, Technology and Learning

Activities: Individual discussion about diagnostics;

  1. Purchase texts by the end of next week

Week 3


No Class – Labor Day

No Class


Topics: Learning Strategies; Learning and Memory

Activities: Group Activity; class discussion

  1. Chapter 2: Complete exercise 4, 5, 6, and 7.
  2. Submit Narrative Directions: Describe any memory your desire (school appropriate). Use sensory details to help your audience see your memory. Explain the importance of this memory, and why it is so vividly engrained in your memory. Print off and bring to class on Monday.

Week 4


Topics: Note Taking and Communications in the and out of the Classroom

Activities: Group Discussion; Cornell Notes activity

  1. Read Chapter 4 on Note-taking pages 71- 90.
  2. Read Chapter 5 on Communicating in the Classroom pages 91 - 111. We will discuss this on Wednesday, so have this read and outline (Optional to outline) the chapter to prepare for Wednesday's class and activities 


Topics: Note Taking and Communications in the and out of the Classroom

Activities: Group Discussion; In class work Chapter 5 - exercise 1 and exercise 7

  1. Complete a Cornell notes on another class lecture or reading. Submit to dropbox by Wednesday of next week
  2. Complete chapter 4 online quiz (D2L).
  3. Chapter 5 - Analyzing a Study situation pg. 103 due Sunday at 12am submit to dropbox

Week 5


Topics: Active Reading Strategies; Discussion Board: How to and expectations

Activities: Group Discussion;

  1. Chapter 6 pgs - 120 - 124 (Stop reading at the heading FORMULATING THE RIGHT GUIDE QUESTIONS) and complete exercises 4, 5, and 10


Topics: Active Reading Strategies;

Activities: Model discussion board; group discussion

  1. Chapter 6: Exercises 13, 15, 17
  2. Watch any of Thomas Frank's videos . Bring in a brief description of the video and why you chose that one and what you took away from it. 

Week 6


Topics: discuss the Thomas Frank video activity, Analyzing a Study Situation on page 134, Sentence Variety

Activities: Class Notes: Sentence Variety (Cornell Notes example)

  1. Read 137 to 143 in chapter 7 and complete exercises one and two for Wednesday,
  2. Complete the Cornell activity by next class


Topics: Sentence Variety continued

Activities: In class work on sentence formations and sentence variety

  1. Complete the quiz on sentence variety, sentence types, formations, and combining - 3 attempts; complete
  2. Discussion board 2 due by Friday
  3. Chapter 7: read pages 143 – 147 be prepared to complete exercise 3 in class on Monday. 

Week 7


Topics: Understanding paragraphs

Activities: Exercise 3 Chapter 7; Group Discussion

  1. Discussion board 2 due by Friday


Topics: Understanding paragraphs; grade discussion; Group Reading Project

Activities: In class text activity; Group Discussion

  1. Complete Chapter 7 exercises 5 an 7 submit to dropbox
  2. On page 161 compose a strong response (1 paragraph 7 to 8 sentences with transitions) responding to any one of the discussion questions. Submit to dropbox

Week 8


Topics: Chapter 8: textbook organization, recognizing types of supporting information, and identifying organizational patterns.

Activities: complete exercises 1, 2, and 4. Lecture on Organizational Patterns.

  1. Homework complete the 2 worksheets on Identifying organizational patterns


Topics: Chapter 8: textbook organization, recognizing types of supporting information, and identifying organizational patterns.

Activities: review homework on Organizational patterns

  1. Complete the “Analyzing the Study Situation” on page 193 and submit to the Dropbox
  2. Quiz over chapter 8

Week 9


Topics: Midterm reflection; Goal Setting assignment

Activities: Lecture on Goals

  1. None – focus on midterms


Topics: Midterm reflection; Goal Setting assignment

Activities: Lecture on Goals

  1. Compose two midterm goals using the SMART template. Submit to dropbox

Week 10


Topics: Reading Group Project; Google Slides; Timeline, and Presentation

Activities: Group – Daily Reading schedule with Weekly Work Assignments

  1. Prepare for next Monday, Begin reading schedule and complete round 1 reading role sheet. Prepare for First Reading Workshop on Monday.
  2. Turn in Midterm Reflection by next class to dropbox
  3. Bring in your novels


Topics: College Skills – Improve your Reading Rate (Chapter 27); Intro to Research project; Research Skills 1: Using the Library Tools;

Activities: Group Discussion; Reading rate exercise; Q & A about research project

  1.  Bring in 3 topics to research to share with the class
  2. Continue your reading schedule and complete your Reading Role Sheet for your first Reading Group Meet 1

Week 11


Topics: Research Skills 2: Using tech tools

Activities: Group Discussion; Choosing your topic; Reading Group Meet 1

  1. Complete an initial Library search on your topic and submit Initial Research Template to dropbox
  2. Continue your reading schedule and complete your Reading Role Sheet for your Reading Group Meet 2


Topics:  Narrowing research; Developing Thesis

Activities: Group Discussion;

  1. Narrow your research to 3 sources to be used in research project
  2. Continue your reading schedule and complete your Reading Role Sheet for your Reading Group Meet 2

Week 12


Topics: Evaluating Author’s Techniques (Chapter 9/10) and Working with Word (Chapter 11/12)

Activities: Reading Group Meet 2

  1. Submit Working Thesis to dropbox
  2. Continue your reading schedule and complete your Reading Role Sheet for your Reading Group Meet 3


Topics: Evaluating Author’s Techniques (Chapter 9/10) and Working with Word (Chapter 11/12) continued

Activities: Group Discussion; Final Goal Reflection activity

  1. Continue your reading schedule and complete your Reading Role Sheet for your Reading Group Meet 3
  2. Submit research outline to dropbox

Week 13


Topics: Writing Workshop on Wed; Developing research topic and MLA formatting

Activities: Reading Group Meet 3

  1. Compose rough draft of research essay
  2. Bring in all content related to research project
  3. Continue your reading schedule and complete your Reading Role Sheet for your Reading Group Meet 4


Topics: Presentation techniques

  1. Finalize Essay and submit to dropbox by Monday before class 11/30
  2. Continue your reading schedule and complete your Reading Role Sheet for your Reading Group Meet 4

Week 14


Topics: Workshop: Group Presentation

Activities: Reading Group Meet 4

  1. Prepare for presentation and complete Goal Essay




  1. Prepare for presentation and complete the Goal Essay

Week 15


Group Presentations; final goal reflection due to dropbox


End of Semester 


Course Response Time

I will normally respond to e-mail and questions posted on the Course Question Board within 24 hours, unless otherwise indicated. For all other assignments, they will be graded within four to seven days of the submission.

Title IX Reporting Requirements and the Faculty Member

Edinboro University and its faculty are committed to assuring a safe and productive educational environment for all students. In order to meet this commitment and to comply with Title IX of the Education Amendments of 1972 and guidance from the Office for Civil Rights, the University requires faculty members to report incidents of sexual violence shared by students to the University's Title IX Coordinator. The only exceptions to the faculty member's reporting obligation are when incidents of sexual violence are communicated by a student during a classroom discussion, in a writing assignment for a class, or as part of a University-approved research project. Information regarding the reporting of sexual violence and the resources that are available to victims of sexual violence is set forth at: .

Office of Social Equity

Reeder Hall, Third Floor, 219 Meadville Street, Edinboro, PA 16444


Course-related Policies at Edinboro University

Edinboro University has multiple course-related policies addressing issues such as accommodations for students with disabilities, class attendance, and grade appeal, among others. The Student Code of Conduct also addresses issues of cheating and plagiarism, and the consequences of such behaviors. You may use keywords: COMMON COURSE POLICIES at the University web page ( for links to this information.

Student Disability Accommodations

Edinboro University of Pennsylvania offers services to meet the accommodation needs of students with many types of disabilities. The Office for Students with Disabilities (OSD) provides services to students based upon documentation of a disability and a request for accommodations based on this disability.  Please refer to Edinboro University Policy A008 (Reasonable Accommodations for Students with Disabilities) which may be found at the following link: This policy is in compliance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973.

Office for Students with Disabilities

Crawford Center, 200 Glasgow Road, Edinboro, PA  16444


Academic Integrity

It is expected that all work submitted through this course is the student’s original work, generated for the express purpose of completing the requirements of this course. All papers submitted in this course may be screened for originality using Turnitin’s plagiarism detection software. This software checks submissions for text matches, Web content, books including classic works of literature, and newspapers, magazines and scholarly journals.

Students are to be aware that academic dishonesty is not tolerated in this course and should be familiar with the following definitions:

Cheating. Behaviors including, but not limited to, use of unauthorized notes or reference materials during examinations; copying answers from another student's paper during an examination; the unauthorized possession of academic materials, including exams; the unauthorized exchange of course assessment materials, including exams; the unauthorized exchange of information or collaboration regarding tests, or other course assignments; aiding another to engage in cheating; and/or all other acts of academic dishonesty that any member of this academic community would reasonably understand to be a breach of this academic integrity statement will be considered cheating and an act of academic dishonesty.

Plagiarism. Plagiarism may be defined as the act of taking the ideas and/or expression of ideas of another person and representing them as one's own. This includes, but is not limited to, using ideas or passages from a work without properly attributing the source, paraphrasing the work of another without giving proper credit, and/or the sale, purchase, or exchange of papers or research. It is the student's responsibility to know what plagiarism is and to properly cite the work of others. If a student is in doubt, it is their responsibility to resolve any ambiguity prior to submitting the work. Plagiarism is nothing less than an act of theft, and, as such, is subject to University disciplinary action.

Potential sanctions associated with academic dishonesty may be found in the University’s Student Code of Conduct and Judicial Procedures at the following link:

Edinboro University Class Attendance Policy

Students are expected to attend each and every class meeting in its entirety, and faculty members shall maintain a record of classroom attendance. Each student is responsible for verifying his or her attendance when arriving late to class and/or justifying early departure. Class absences are excused for medical reasons, university activities approved by the appropriate vice president or designee, and/or for personal exigencies. University activities appropriate to be considered as an excused absence include but are not limited to: scheduled athletic events, cultural events, academic competitions, etc., in which the student is a participant. Other appropriate situations include: military duties, auto accidents, death in immediate family, medical emergencies. Verification of such absences may be required by the instructor, and the student is responsible for make-up work as required by the instructor. The complete policy may be found at the following link:


Brost, B. (2006). Student compliance with assigned reading: a case study. The Journal of Scholarship of Teaching and Learning. 6 (2), 101-111.

Carter, C., Bishop, J., & Kravits, S. (2011). Keys to effective learning: Study skills and habits for success (6th ed.). Boston, MA: A.

Downing, S. (2008). On course: Strategies for creating success in college and in life (5th ed.). Boston, MA: Houghton Mifflin.

Faust, M., Cockrill, J., Hancock, C., & Isserstedt, H. (2005). Student book clubs: Improving literature instruction in middle and high school. Norwood, MA: Cristopher-Gordon Publishers.

Gallagher, K. (2004). Deeper reading: Comprehending challenging texts, 4-12. Portland, ME: Stenhouse Publishers.

Heiman, M. & Slomianko, J. (2010). Learning to learn: Thinking skills for the 21st century (11th ed.). Somerville, MA: Learning to Learn, Inc.

Langan, J. (2008). Ten steps to improving college reading skills. West Berlin, NJ: Townsend Publishing.

Levy, R. J. (2011). Literature circles go to college. Journal of Basic Writing. 30(2), 53-83.

Lipsky, S. (2008). College study: The essential ingredients. Upper Saddle River, NJ: Pearson Education.

McWhorter, K. T. (2012). College reading and study skills (12th ed.). Upper Saddle River, NJ: Longman Publishing.

Rossiter, J. (2006). The college guide to essay writing. Grand Blanc, MI: DW Publishing.

Scarry, S. & Scarry, J. (2008). The writer’s workplace with readings: Building college writing skills. Boston, MA: Wadsworth Publishing.

Sellers, D., Dochen, C. W., & Hodges, R. (2011). Academic transformation: The road to college success. Boston, MA: Pearson.

Smithson, R. (2009). Ghosts of war: The true story of a 19-year-old GI.  New York, NY: HarperCollins.