Abstract
This article examines how a small, regional comprehensive university located in a geographically isolated context reinvigorated its master’s degree in reading. The process began with articulating a vision for the program that was centered in understanding the unique geographic context of the region. Coherent program goals were then developed to align with state and national standards. Following goal development, curriculum was developed which addressed methods of teaching reading grounded in rich theoretical underpinnings. This article will also address how partnerships with K–12 stakeholders helped shape the curriculum redesign. Finally, this article also addresses how quality online pedagogies bridge relationships across rural regions and ultimately helps to bring research-based interventions to children across the state.
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