Directed Reading/The Rose Model
When a student, in consultation with his/her advisor, determines that an educational goal cannot be met through courses offered, the student may propose to meet this goal through a directed reading. The student must be in good academic standing to pursue a directed reading elective. Directed reading electives are generally not open to summer-term students.
The student must identify a faculty member willing and qualified to direct the work. Only regular members of the School of Theology faculty may supervise directed reading courses or outside projects. Working with the faculty member, the student develops a written proposal to submit to the faculty. The proposal must conform to the ROSE Model and include a substantial bibliography. See details below.
The proposal is submitted by the student, through the proposed instructor, to the dean’s assistant for consideration by the faculty. It must be submitted no later than one week before the last, regularly scheduled faculty meeting of the semester prior to the one in which the student intends to pursue the directed reading.
The associate dean for academic affairs will communicate the results of the faculty’s consideration to the coordinator of academic affairs, who will register the student for the course or will communicate the faculty’s rejection of the proposal to the student.
The Rose Model
The ROSE Model is a planning design for educational events aimed at describing and facilitating the clearest and most efficient planning and execution of courses of study and learning events. The term ROSE is an alliteration for rationale, objective(s), strategy(ies), and evaluation, the four steps in preparing a “ROSE” for a given study.
Efficiency is achieved by a mutually agreed upon statement in which the educational event to take place is described in such a way that at the completion of the experience learning may be measured in appropriate ways. A strategy is pro¬vided by which the instructor is guided in accomplishing the teaching. The ROSE gives the student a guide by which they may know what is intended to be taught, what strategies may be used, and what evaluation will take place. This measurement, or evaluation, customarily results in a grade given for the course of study to report the extent to which the objectives of the course have been accomplished by the student.
A carefully designed ROSE Model assures the student that the instructor has planned a course with a specific direction in mind and with the contents of the course fully disclosed from the beginning. The student is saved from a meander¬ing course, which moves at the whim of the instructor. A carefully designed ROSE Model assures the instructor that the students are aware of the requirements of the course. The evaluation to be accomplished is determined in advance so that there are no complaints of unjustified surprise by the students at the completion of the study.
The ROSE Model for any given course of study should be stated as briefly as possible in clear and precise language. The following guidelines are aimed at helping accomplish this clarity and precision:
The RATIONALE indicates why the topic, course title, or lesson is important to the curriculum and the situation of the student at the moment. It may indicate why the learning event comes at the point at which it does in the total learning process of the curriculum.
The OBJECTIVE indicates the specific learning expectation for the student. It indicates what skills, knowledge, or ex¬pertise is sought under the general topic of the course or lesson. Where will the student be in their thinking at the end of the course, or what will they know that they did not know at the beginning of the study? Insofar as is possible, the objectives should be stated in behavioral terms. In courses of cognitive study, however, this is not always convenient or possible.
The STRATEGY is the manner in which the objective or objectives will be accomplished. Here is stated step by step what will take place in the teaching. At The School of Theology, the customary strategies include lectures and semi¬nars, but other kinds of teaching and learning may be included. The reading of texts, interviews with knowledgeable persons, library research, and classroom presentations by the students are other strategies, which may be used.
The EVALUATION is the instrument or activity used to measure the extent to which the student has accomplished the objectives. This instrument or activity may include writing a paper, taking a test, or accomplishing the classroom presentation mentioned above. The evaluation may include classroom participation in discussions. Whatever evalua¬tion is chosen to be accomplished should let the instructor know to what extent the objectives of the course have been achieved by the student. (Practically speaking, it is difficult for the evaluation to cover all elements of the objectives.)