Dr. Jodi Patrick Holschuh is a Professor and Chair of the Department of Curriculum and Instruction. Dr. Holschuh received her Ph.D. in Reading Education from the University of Georgia. She teaches undergraduate and graduate courses in Reading and Developmental Education. Her research interests include students’ beliefs about learning, making the transition from high school to college learning, strategies for academic success, word learning, and motivation.
RDG 1300 Reading Improvement. A content-based learning strategies course for students who require compensatory instruction in vocabulary, reading comprehension, critical reading, study skills, and test-taking skills. Required for students who fail to make passing scores on the TASP reading subtest. Concurrent enrollment in specific sections of appropriate general education courses is required. Credit earned for this course will not count toward any baccalaureate degree offered by the University.
US 1100 University Seminar. This course is designed to help meet transitional needs of new Texas State University students. The course encourages reflection upon the value and nature of a university education, as well as helping students to develop strategies for life-long learning. Course content includes class discussion, student participation, and involvement in the university community.
RDG 5320 Foundations of Literacy Instruction. Course surveys reading and writing theories, processes, and models; theoretical bases of literacy instruction, stages of literacy development; the relationship between oral language and literacy; and classic and current quantitative and qualitative literacy research.
RDG 5324 Developing Content Area Literacy in Middle and Secondary Schools. Course examines literacy development in middle and secondary school content areas. Topics include classroom assessment, development of strategic literacy, fluency, critical thinking, lifelong attitudes, interests, study strategies, and literacy in multiple sources of narrative and information text ranging from textbooks to electronic texts.
Holschuh, J. P. (2006). Assessing Beliefs: The Epistemological Scenario. Academic Exchange Quarterly, 10, 172-176.
Nist, S. L., & Holschuh, J. P. (2005). Practical Applications of the Research on Epistemological Beliefs. Journal of College Reading and Learning, 35(2), 84-92.
Hynd-Shanahan, C. R., Holschuh, J. P., Hubbard, B. P. (2004). Thinking like a historian: College students’ reading of multiple historical documents. Journal of Literacy Research, 4, 238-250.
Holschuh, J. P., Nist, S. L., & Olejnik, S. (2001). Attributions to failure: The effects of effort, ability, and learning strategy use on perceptions of future goals and emotional responses. Reading Psychology, 22, 153-173.
Holschuh, J. P. (2000) Do as I say, not as I do: High, average, and low performing students’ strategy use in biology. Journal of College Reading and Learning, 31, 94-107.
Hynd, C., Holschuh, J. L., & Nist, S. L. (2000). Learning science: What motivates students to learn complex scientific information. Reading and Writing Quarterly, 16, 23-57.
Holschuh, J. P., & Nist, S. L. (2010). Effective College Learning, 2nd Edition. New York: Longman/ Dorling Kindersley.
Nist, S. L., & Holschuh, J. P. (2009). College success strategies, 3rd Edition. (Penguin Academic Series) New York: Longman.
Nist, S. L., & Holschuh, J. P. (2007). College rules! How to study, survive, and succeed in college, 2nd Edition. Berkeley, CA: Ten Speed Press.
Nist, S. L., & Holschuh, J. P. (2000). Active learning: Strategies for college success. Needham Heights, MA: Allyn & Bacon.
Holschuh, J. P., & Aultman, L. (2009) Comprehension development. In Flippo, R. F., & Caverly, D. C. Handbook of College Reading and Study Strategy Research (2nd Ed.). New York: Routledge.