Distributions
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EDUC 302 | 6-12 | Directed Teaching in the Secondary School
Prerequisites: EDUC 307, 391, 392, and appropriate methods course. Guides observation and teaching in secondary school classrooms, as well as involvement in other roles of the secondary school teacher, under the joint supervision of University and public school personnel. Requires a daily uninterrupted block of four to seven hours during the school day. Open only to seniors, special students, and graduate students who have been admitted to the teacher education program.
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EDUC 303 | 2 | Problems and Principles of Elementary Education
Prerequisites: Must be elected concurrently with EDUC 301.
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EDUC 304 | 1-4 | Problems and Principles of Secondary Education
Prerequisites: Must be elected concurrently with EDUC 302. |
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EDUC 307 | 1-7 | Practicum
Prerequisites: Permission of instructor. May only be elected concurrently with an elementary field-based block or concurrently with a secondary methods course. Provides students with supervised opportunities to integrate theory and practice by working with teachers in classrooms or other field settings. |
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EDUC 310 | 1-6 | Independent Study
Comprises supervised reading, research, or other inquiry regarding education. Undergraduate students who wish to register with a Marsal School professor in an independent study are required to submit an Undergraduate Independent Study Agreement form. |
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EDUC 311 | 3 | Home, School & Community: Realities, Interventions and Policies for Young Children in Poverty
This course takes an ecological perspective on the experiences of young children in poverty (ages 0-8) in the U.S. and examines the educational, social, and economic services and policies meant to support them and their families.
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EDUC 313 | 3 | Detroit Vs. Everybody: Stories, Culture, and Making the Motor City
This seminar will provide a deep understanding of the complexity of race, ethnicity, and culture within the stories of historic and contemporary Detroit. Emphasis will be on skills for critical analysis, creativity, and communication, place-based literacies and learning, and learning from and advocating for the city and its people. In this course, we will explore:
Students will engage in a number of high-interest activities throughout the course of the semester, including several field trips and visits with guest speakers, building toward a final project rooted in one of the areas above. |
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EDUC 314 | 1-2 | Directed Teaching Seminar: Physical Education
Prerequisites: PHYSED 444. Drawing on the directed teaching experience, this seminar is designed to explore the theory and practice of physical education as students apply them in their directed teaching environments. |
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EDUC 315 | 6-12 | Directed Teaching in Physical Education
Prerequisites: PHYSED 444 and EDUC 307. Designed to provide practical experience and to develop teaching competencies under the joint supervision of University and K-12 school personnel. Students are placed in elementary and secondary classroom situations. |
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EDUC 317 | 1-8 | Observation and Participation in Educational Settings
Prerequisites: Permission of instructor. Provides an opportunity for supervised observations of and participation with children and adolescents in educational settings. Undergraduate students who wish to register with a Marsal School professor in an independent study are required to submit an Undergraduate Independent Study Agreement form. |
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EDUC 320 | 1-6 | Honors Independent Study
Prerequisites: Permission of instructor and minimum overall GPA of 3.0, junior standing, undergraduate students only. Comprises supervised reading, research, or other inquiry regarding education. Undergraduate students who wish to register with a Marsal School professor in an independent study are required to submit an Undergraduate Independent Study Agreement form. May be elected more than once, for a maximum of 6 hours; if 310 elected, maximum is 6 in total for degree. |
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EDUC 330 | 1-2 | Education for Empowerment Internship
Education for Empowerment internships give students practical experience in formal or informal education settings dedicated to the learning and/or educational experiences of children, youth, or adults as well as settings focused on policy work related to the field of education and/or the well-being of young people. |
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EDUC 332 | 3 | Coaching and Consulting for Social Change
What is social change, what does it look like, and how do we as individuals choose to involve ourselves in social change? During this course we will discuss a brief history of social change, circumstances of societal groups in our country, and what motivates individuals to work toward social change. |
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EDUC 333 | 3 | Video Games and Learning
Why are video games fun? The answer isn’t as obvious as you might think. Good games draw you in, teach you how to succeed, and keep you engaged with a “just right” level of challenge. Most importantly, players *learn* while playing a well-designed game. Why isn’t school like that? This class takes a hard look at video games, a hard look at education, and considers ways that each can be improved to maximize learning. Crosslisted with LSA DIGITAL 333
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EDUC 335 | 3 | Name, Image, and Likeness (NIL)
This course will take an academic approach to Name, Image & Likeness covering the following topics:
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