Courses and Syllabi
|Code Number||Hours||Name of the Course|
|EDCURINS 382||3||Introduction to Environmental Education for Sustainable Development (ENVIRON 382)
As a result of this course, students learn how to educate a citizenry able and willing to work towards environmental and sustainability goals, as well as how to develop, implement, and evaluate their own education efforts. Student will teach in local formal and non-formal settings and have the option to become certified in popular national environmental education programs.
|EDCURINS 575||3||Information Literacy for Teaching and Learning (SI 641)
The primary purpose of this course is to bring together students and faculty who are engaged in all kinds of community and public interest projects, to make connections between projects, to read and discuss social and political theory articles, and to meet interesting outside guests. Permission of instructor.
|EDUC 118||3||Introduction to Education: Schooling and Multicultural Society
Education affects the lives of everyone in this country. As future professionals, voters, teachers, parents, and leaders, students at the University of Michigan will help shape the quality of life in the United States, and education will matter – a lot. This course will introduce students to the role of education in today’s world. Topics will include the implications for schooling our increasingly diverse population; principles of how kids learn; ways schools facilitate student achievement (or not); and the changing nature of literacy in the information age. In addition to readings and discussions, there will be opportunities for hands-on experience and interactions with K-12 students in schools.
EDUC 118 is an approved course to satisfy the LSA Race and Ethnicity Requirement.
|EDUC 119||3||Education Policy in a Multicultural Society
This class meets the Race & Ethnicity requirement.
Education Policy in a Multicultural Society explores policy and school improvement, and focuses in particular on the U.S. public school system, with an emphasis on both equity and access. In this course we begin by asking: what is public education for, and then consider how schools can be improved so that educational outcomes are ambitious and equitable. We build on students' understandings of the practice of teaching, developed in ED118, to investigate the dynamics of education reform.
We closely examine authentic texts – including artifacts from our own experiences in schools, as well as mandates and legislative texts, policies, data on school improvement, and other resources designed for the improvement of schools. We critically examine each of these, looking for assumptions about teaching and learning and their improvement, assessing the key levers for improvement that they provide, and extrapolating implications for the design and valuation of change. In so doing students will develop critical skills of analysis and interpretation that will enable them to (1) better understand and evaluate efforts to improve schooling in the United States, (2) collaborate substantively, (3) and write and speak about educational policy persuasively. Given the courses strong focus on equity and access, issues of inclusion, voice, and rigor will be consistent through-lines.
|EDUC 120||3||Children Learning in Mathematics and Beyond (CLiMB)
Service-Learning in Mathematics Tutoring
|EDUC 200||3||Learning for Social Change
Students in this course will explore various ideas about what it means to learn and how those ideas have impacted educational practice. They will explore relationships among learning, education, and power, in addition to investigating the design of learning environments that promote empowerment and/or social change.
|EDUC 208||3||Visual Texts: Picturebooks, Comics, Graphic Novels
This course focuses on children's and adolescent illustrated texts—including picturebooks, comics, and graphic novels—in elementary, middle, and high school learning contexts. Multiple theoretical and pedagogical aspects will be explored throughout the course, with a focus on the changing position of visual and multimodal literacies in this era of political, cultural, and social change.
|EDUC 210||3||Mathematics and Social Justice
Introduces students to current issues in educational practice, policy, and theory. Provides opportunities to investigate issues of teaching and learning to broader social/cultural trends. Topics vary with each offering. No prerequisites.
|EDUC 211||3||Introduction to Educational Policy, Inquiry and Advocacy
This course aims to support students in becoming critical consumers of educational policy issues in both media and educational research. We examine ideologies and levers used in past and current educational reform efforts that reflect multiple views on the purpose of schools, the role of educators, and the functions of policies and policy makers.
|EDUC 212||3||The History of College Athletics
Why is our nation the only one in the world to take school sports so seriously, and what are the implications of this practice? This course attempts to answer these questions by starting with Thomas Jefferson’s Northwest Ordinance, moving to Britain’s “Oxbridge” model of “sound mind, sound body,” then demonstrating how numerous forces combined these elements into a distinctly American concoction. The story is continued to the present day with a look at the business of school sports and at educational contributions that sports provide to these institutions, including high schools and colleges.
|EDUC 218||3||Homelessness in Schools and Society: Engaged Practice in School Serving Organizations
In this course students extend what they have learned about U.S. schools and the institutions that serve public schools through extensive and varied practicums in these organizations and institutions. Students will acquire hands-on experience, in work nested inside an institution that serves and supports children, schools, and their communities.
|EDUC 220||3||Coaching for Today's Society
Coaching for Today's Society is a course designed to aid students in reaching people where they currently are. You will not be a successful coach if you do not know and understand your audience. In order to be effective when reaching out to your audience you must be able to paint a picture or create a shared vision that resonates with your audience on all sensory levels. During this course we will identify and discuss the basic tenets associated with our targeted groups from same age/similar thought processes to multi-generational influencers (Boomers). Coaching in the broad sense deals with basic interpersonal skill sets to help you build a solid foundation however understanding how to coach in today's complex society goes beyond the foundation. We will identify and discuss the roles of family/life experiences, cultural nuances and how social norms play in helping or inhibiting us from connecting with people whether at the high school level, college level or in the workforce. At the end of the course you will feel confident working with diverse groups of people in any given setting.
|EDUC 225||4||Education and the Social Development of Youth of Color
In EDUC 225, students will examine the social, cultural, and emotional experiences of Black and Latinx youth, the unique challenges they face within urban and segregated schools, and the relationships, cultural assets, and psychological mindsets that help them thrive despite marginalization. EDUC 225 is a hybrid course that includes both a seminar and a fieldwork component. The seminar will include course readings, analysis, and discussions on the above issues. In the fieldwork component, students, equipped with the knowledge and skills from the seminar, will serve as mentors for Black and Latinx adolescent boys at a local middle school to co-construct and implement character development curriculum (i.e. THREADS) that affirms the adolescent mentees and reinforces them with strategies to navigate the rigors of their learning environment and social community. Working together as allies, the student-mentors, and the mentee-boys will strategize culturally sustaining mentoring to work towards developing positive future goals, socio-emotional behaviors, and healthy racial-ethnic identities.
|EDUC 240||3||Coaching as Leading and Leading as Coaching
For many, some of the best athletic coaches provide great examples of leadership. But why? What do they do differently from leaders in other fields, and what helps them to lead effectively? We will explore the concepts of coaching (athletically and in general) and leadership; their juxtaposition and inter-relationship. We will explore coaching and leadership across various industries and platforms including sports, business, and healthcare. Our expert guest speakers will share their own philosophies and experiences. Through a series of readings, guest speakers, lectures, and small group interactions, we hope students grow in their understanding of the keys to becoming an effective leader and coach. Many, if not all of you, will be charged with coaching and leading in various capacities during your personal and professional lives (e.g. parent, coach, mentor, manager, educator, consultant, etc). Through this course, you will assess and start to develop your own coaching and leadership philosophies through theories, policies, and practices.
|EDUC 250||3||Growing Up in School – Education and Development from a Global Perspective
This course will compare the development of children in schooling systems cross-culturally, looking at the period from preschool to college entrance selection. By comparing education in diverse societies we will identify both universal features of development and particular ways that different societies promote the development of healthy, competent adults.