Distributions
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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.
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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.
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EDUC 120 | 3 | Children Learning in Mathematics and Beyond (CLiMB)
Service-Learning in Mathematics Tutoring |
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EDUC 803 | 3 | Structural Equation Model (SEM) (PSYCH 804)
This course is designed to provide students with conceptual understanding of structural equation modeling (SEM) and guided experience running these analyses. The emphasis in this course is more applied than technical. At the end of this course, students will have the conceptual and analytic stills to specify, analyze, and interpret SEMs. A second goal of the course is for students to have sufficient conceptual, technical, and syntactic understanding of SEM to solve the methodological problems that will come up in your future work. |
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EDUC 817 | 1 | Interdisciplinary Seminar in Quantitative Social Science Methodology (STATS 817, SOC 810, PSYCH 817)
Prerequisites: Graduate standing and graduate-level courses in STAT 500 and STAT 501. |
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EDUC 820 | 3 | Causal Inference in Education Research
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EDUC 830 | 3 | Historical and Philosophical Roots of Science Education
Examines the ways in which science education has developed over the last century; looks at the history of science education through an extensive review of significant documents; and considers critically the ways in which changing views of the history, philosophy, and sociology of science have affected, and continue to affect, science education practice and research. |
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EDUC 831 | 3 | Theory and Research on Learning and Instruction in Science
Discusses past and current issues in research on learning and instruction in science. Focuses on philosophical issues and theoretical frameworks used to understand how students learn science. Examines approaches to empirical work investigating students’ learning in classrooms. Students will conduct a small study examining conceptual development that will help them relate the discussions about the applications of research to theory and practice in science education. |
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EDUC 832 | 3 | Theory and Research on the Development of Expertise in Science Teaching
Discusses theory and research on science teacher learning and development. Examines contemporary and historical frameworks for characterizing teacher learning and development, focusing on teacher knowledge, particularly subject matter and subject-specific pedagogical knowledge. Examines the use of computer-based tools for promoting teacher learning and development. Students will interview teachers regarding their knowledge and beliefs about teaching and learning science, observe their classroom practice, and analyze how knowledge and beliefs influence their practice.
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EDUC 834 | 3 | Designing Science Learning Environments
The course allows students to explore issues in designing science learning environments that promote deep understanding of science content and inquiry. Emphasis is placed on promoting learning through inquiry, collaboration, and the use of technology. In addition, students focus on issues of meeting the needs of diverse learners. |
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EDUC 835 | 1-3 | Independent Study
N/A |
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EDUC 863 | 3 | Planning, Analysis, and Institutional Research
Prerequisites: Graduate standing.
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EDUC 865 | 3 | Evaluation and Assessment in Postsecondary Education
Prerequisites: Graduate standing. |
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EDUC 868 | 3 | Philosophy of Academic Leadership
Prerequisites: Graduate standing. CSHPE core. |
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EDUC 869 | 3 | The Scholarship of Academic Contexts and Success
Prerequisites: Graduate standing. |