The aim is to inspire faculty to view their courses as a bridge between what is known (science) and what is done (practice).  University professors have autonomy in the selection of course topics, objectives, readings, assignments, and field experiences. This set of syllabi demonstrates one collaborative example of how the 12-hour Ohio Reading Core in teacher preparation can be organized and coordinated to teach key knowledge and skills based in the science of reading. It is key that faculty work together to create a coordinated reading core that builds the knowledge and skills of our future teachers within a consistent model built on the science of reading. The model syllabi and supporting documents were collaboratively developed by three faculty of Mount St. Joseph University’s Reading Science Program. All three faculty members (two full-time faculty and one adjunct) involved in this work have extensive knowledge of the science of reading as well as a wealth of experience in both K-12 public schools and teaching undergraduate and graduate students.