MSED IN ADOLESCENT LITERACY

This degree is designed for teachers who wish to address the demanding literacy needs of their students or who may wish to serve in grades 5-12 settings at some point in their careers.

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, and supervision of reading and literacy programs.

The 30-credit hour degree can be completed in as little as a year on campus (summer, fall, spring) or at the Buffalo Center (fall, spring, summer, fall). Buffalo Center students start the literacy program in the fall (with occasional exceptions), while Olean students may start in the summer, fall or spring terms.

The MSED in Adolescent Literacy meets the criteria for, and may be used in partial fulfillment of, the requirements for initial and professional 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 Reading Association Standards for Reading Professionals at the Literacy Specialist/Literacy Coach level.

The only candidates recommended for reading certification in New York by the School of Education are those who have completed the master's degree in its entirety.

Students pursuing Reading Specialist certification may be eligible for the Federal Teach Grant.
 


Information and Application

Application information and links are found here.

Please contact the Graduate Admissions Office at St. Bonaventure University at (716) 375-2021 or gradsch@sbu.edu or submit an online request for graduate admission materials.

For more information regarding the degree in adolescent or childhood literacy, please contact the program director:
 
Dr. Karen M. Wieland
Plassmann B28
St. Bonaventure University
St. Bonaventure, NY 14778
(716) 375-2369

 

News, Publications & Research

More News
Get more information about our MSED in Adolescent Literacy program.
MSEd Adolescent Literacy

Hauser, René

Titles/Responsibilities Program Director, Differentiated Instruction
Accreditation Coordinator
Associate Professor
Academic School
School of Education
Academic Department Differentiated Instruction
Contact Information Office Phone: (716) 375-4078
Email: rhauser@sbu.edu
Office Location Plassmann Hall, B06
Courses Taught
  • DIFF 504. Communication and Collaboration skills for standards based inclusive education
  • DIFF 510. Differentiated Instructional Strategies 
  • DIFF 511. Foundations of Inclusive Education 
  • DIFF 598. Contemporary Field Research and Practicum in Standards-based Differentiated Instruction 
  • SPED 440. Curriculum Adaptation and Instruction for Students with Special Needs
Academic Degrees
  • Ph.D., Education, Special Education, State University of New York at Buffalo
    • Dissertation title: Wroblewski, R. E. (2006). What happens after 3:00?: The social relationships of adolescents with Down syndrome. Dissertation presented to the faculty of the Graduate School of Education at the University at Buffalo. Available at UMI Dissertations [on-line].
     
  • M.S.Ed., Exceptional Education, State University of New York College at Buffalo
  • B.S., Elementary and Exceptional Education, State University of New York College at Buffalo
Personal Interests/Community Involvement
  • Cattaraugus Allegany Teacher Center Policy Board
  • Immanuel Christian Child Care School Board

Other Education
Professional Background
Accomplishments
  • Garrison, R. E. (2011). Book review of: Differentiating Instruction with Technology in Middle School Classrooms by Grace E. Smith and Stephanie Throne. Excelsior: Leadership in Teaching and Learning, 6(1) 55-56. 
  • McPherson, S., Wroblewski, R, E. (in press). The state of preservice teachers’ literacy preparation in New York State. Submitted to Exceptional Individuals.
  • Parmar, R. S., Wroblewski, R. E., Clements, D., & Sarama, J. (2010). Measurement. In C. Fennell (Ed.) Special Education and Mathematics: Helping Students with Learning Difficulties Achieve Mathematical Proficiency. Reston, VA: National Council of Teachers of Mathematics.
  • Clements, D., Sarama, J., Parmar, R., & Wroblewski, R. (2010). Geometry. In C. Fennell (Ed.) Special Education and Mathematics: Helping Students with Learning Difficulties Achieve Mathematical Proficiency. Reston, VA: National Council of Teachers of Mathematics.
  • Gibson, A. & Wroblewski, R. (2008). Plunging into learning. Exceptional Individuals, 32(2), 14-15.  
  • Wroblewski, R. E. (2008). Walking the Walk: How a School-based Team meets the Social Skills Needs of Children with Autism Spectrum Disorders. New York State School Counselor’s Journal. 
  • Gibbs, G. & Wroblewski, R. (2007). A leadership imperative. Conference Proceedings of the Inellectbase International Consortium. Nashville, TN. 
  • Wroblewski, R. E. (April 2007). Through a new looking glass: Social interactions of adolescents with disabilities through an educational/sociological perspective. Paper presented at the 2007 annual meeting of the American Educational Research Association. Chicago, IL.

Teaching Philosophy

My basic philosophy of teaching is based on two firmly held beliefs.

  • First, that all people are capable of learning. I strongly believe that if a student is not learning in my class, then I must change something in order for that student to be successful. I teach courses in Differentiated Instruction, which means providing different opportunities for students to engage in learning given their own background knowledge, interests, and strengths. I strive to practice what I preach and differentiate instruction in my own courses as much as possible, while still holding high standards for all students.
  • Second, I believe that learning should not be a painful experience. I want my students to enjoy learning and try to design class activities that push their thinking and allow them to take academic risks in a safe environment. I believe that if learners are actively engaged and excited about the class, then they can’t help but learn
Current Research Interests/Projects
  • Teacher education
  • Gifted education
  • Differentiated instruction

Website Links