Contact Us

For more information regarding the degree in Adolescent Literacy, please contact the program director:

Dr. Karen M. Wieland
Plassmann B28
St. Bonaventure University
St. Bonaventure, NY 14778
(716) 375-2369
Email: kwieland@sbu.edu

To Apply

For application instructions and materials, please visit our site:


 Or contact:

Phone: (716) 375-2021

MSED IN ADOLESCENT LITERACY

This degree is designed for middle or secondary teachers who wish to acquire greater expertise in developing the literacy proficiencies of adolescent learners across academic disciplines.

The degree provides teachers with extended research-based knowledge in the areas of literacy development and processes, diagnosis and remediation of literacy difficulties, teaching linguistically and culturally diverse learners, disciplinary literacy, Response to Intervention, schoolwide assessment, and literacy/instructional coaching.

The 30-credit hour degree can be completed in as little as a year on the Main Campus (summer, fall, spring) or at the Buffalo Center (fall, spring, summer). Buffalo Center candidates start the literacy program in the fall (with occasional exceptions), while Main Campus candidates may start in the summer, fall or spring terms. Candidates may matriculate full-time or part-time.

The MSED in Adolescent Literacy meets the criteria for, and may be used in partial fulfillment of, the requirements for initial and professional Literacy Teacher Grades 5-12 certification in the state of New York.

Between 2008 and 2012, SBU's Literacy program graduates achieved a pass rate of 99% on New York State's Content Specialty Test for Literacy (146 test takers). This is a testament to both the quality of the program and its focus on International Literacy Association Standards for Reading Professionals at the Reading Specialist/Literacy Coach level.

The only candidates recommended for Literacy Teacher Grades 5-12 certification in New York by the School of Education are those who have completed the master's degree in its entirety.

Students pursuing Literacy Teacher Grades 5-12 certification may be eligible for the Federal Teach Grant.

A Note about the Teacher Certification Entrance Requirement

The MSED in Adolescent Literacy program requires certification for full admission. We understand that currently enrolled college students — and many who have recently graduated — will not be certified at the time of application. In these cases, St. Bonaventure offers conditional admission that becomes finalized once certification is confirmed.

If you have not yet submitted the edTPA, apply for admission to the graduate program anyway so you can start classes this fall. We provide edTPA support as you move to finish the portfolio.  You must submit the edTPA portfolio before starting your second semester of classes.
 
If you are still in the process of taking some of the new certification exams, apply for admission to the graduate program anyway, so you can start classes this fall. We offer information sessions, exam prep workshops and support to help you prepare for the exams. You must register for and attempt each required test before starting your second semester of classes.

News, Publications & Research

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Get more information about our MSED in Adolescent Literacy program.

Dodge, Autumn M.

TITLES/RESPONSIBILITIES Assistant Professor
ACADEMIC SCHOOL
School of Education
ACADEMIC DEPARTMENT Literacy
CONTACT INFORMATION Office Phone: (716) 375-2387
Email: adodge@sbu.edu
OFFICE LOCATION Plassmann Hall, B34
COURSES TAUGHT
  • READ 501. Theories and Foundations of Literacy
  • READ 525. Problems in Secondary School Literacy
  • READ 560. Literacy in the Content Areas
  • EDUC 500. Education Research Methods
  • READ 550. Teaching Linguistically and Culturally Diverse Learners
ACADEMIC DEGREES
  • Ph.D., Educational Psychology and Educational Technology with Language and Literacy Specialization. Michigan State University, 2013
  • M.A.,Teaching English to Speakers of Other Languages (TESOL), Monterey Institute of International Studies, 2007   
  • B.A., English Literature/Journalism, Albion College, 2004   
OTHER EDUCATION
PROFESSIONAL BACKGROUND
ACCOMPLISHMENTS

Publications:

  • Dodge, A. (2013). From research to practice: Understanding self-regulation. http://www.youblisher.com/p/627218-ETMA-e-Magazine/
  • Dodge, A. M., Husain, N., & Duke, N. K. (2011). Connected kids? K-2 children’s use and understanding of the Internet. Language Arts, 89(2), 86-98.

Awards:

  • Michigan State University College of Education Dissertation Completion Fellowship Award. (2012).

Conference Presentations:

  • Dodge, A., & Kato, C. (2013). Building a sense of community within and outside the classroom: Two instructors’ reflections on integrating Facebook into face-to-face instruction. Barcelona, Spain: EDULEARN Conference.
  • Dodge, A. (2012). Understanding and Use of the Internet: A Comprehensive Review Across Childhood and Adolescent Development. San Diego, California: Literacy Research Association Conference.
  • Dodge, A. (2012). Relationship of self-efficacy and anxiety to elementary students’ reading comprehension. Dissertation proposal presented at Michigan State University Literacy Colloquy.
  • Halladay, J., & Dodge, A. M. (2009). Reading “over their heads”: Profiles of second graders reading difficult texts. Albuquerque, New Mexico: National Reading Conference.
Grants
  • Keenan Research Grant $4113.60 awarded in Spring of 2014 for project entitled “Studying the Affective Outcomes of Participants in Bona’s Reading Center Programs: A Graduate Candidate/Graduate Faculty Research Collaboration,” co-principal investigator Dr. Karen M. Wieland.
TEACHING PHILOSOPHY
CURRENT RESEARCH INTERESTS/PROJECTS My current research interests include: best practices in content area and disciplinary literacy; using multiple text types including YA literature across content areas to richly address CCSS; addressing, recognizing, and integrating diversity across the curriculum, including LGBTQ identities and experiences; social justice and critical theory in teaching; addressing the needs of ELLs; and apprenticing graduate students in learning about research methods. 
PERSONAL INTERESTS/COMMUNITY INVOLVEMENT