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.

Hunt, Christine A.

TITLES/RESPONSIBILITIES Assistant Professor
Chair, Elementary Education
ACADEMIC SCHOOL
School of Education
ACADEMIC DEPARTMENT Elementary Education
CONTACT INFORMATION Office Phone: (716) 375-2315
E-Mail: chunt@sbu.edu
OFFICE LOCATION Plassmann Hall, B12
COURSES TAUGHT
ACADEMIC DEGREES
  • Ph.D., Curriculum, Teaching, and Educational Policy, Michigan State University
  • M.S., Elementary Education, Purdue University
  • B.S., Elementary Education, Grace College
OTHER EDUCATION
PROFESSIONAL BACKGROUND
ACCOMPLISHMENTS
  • September 2007: Dissertation defense
  • March 2006: Co-facilitated a staff in-service with Dr. Bell at Lincoln Elementary School in Hammond, IN, on the integration of science and literacy

 Presentations 

  • A Tale of Two Voices:  PDS Journeys of Junior Faculty:  National Association for Professional Development Schools, March 9-12, 2011 New Orleans, LA (With Claudette Thompson) 

  • Professional Development Schools National Conference . March 2006 (With Dr. Cheryl Bell)
TEACHING PHILOSOPHY

The central tenet of my teaching philosophy is that learning is something that occurs throughout life. As an adult and teacher, I am continuously learning and re-learning concepts as well as applying them in a variety of situations. This requires me to have a base of knowledge in order to learn the concepts and know how to apply them in a wide array of circumstances.

As a teacher it is my responsibility to provide my students with the basics they will need in order to become lifelong learners. In other words, I am responsible for guiding my students in the discovery of knowing how to learn new concepts and how to use them in new ways. They need to learn how to learn on their own. Teaching students to learn how to learn requires a teacher to play a variety of roles as well as knowing when and how to employ them.

First, there are times when the teacher is the “sage on the stage” presenting relevant information for students in the form of lectures. Didactic instruction is necessary at times to quickly and concisely present essential information that students will need. Another role the teacher has is that of facilitator. In this role the teacher needs to be an active listener in order to come to an understanding of what the student knows in order to know how best to direct instruction for the student.

It also means that the teacher needs to use observational skills as well to see how the student is using information. In this role the teacher is evaluating what knowledge the student has and how it is being put to use. This allows the teacher to determine if there are any misperceptions that need to be corrected as well as how the information is being used at present and how it could be furthered. This provides the teacher with information that leads to the choice of appropriate instruction.

Guiding students in academic content knowledge and application is one role the teacher plays. Lifelong learning also includes how to be good citizens. 

CURRENT RESEARCH INTERESTS/PROJECTS
  • Educational Policy
  • Teachers and Assessment
  • School Reform
  • Curriculum and Instruction
PERSONAL INTERESTS/COMMUNITY INVOLVEMENT
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