Courses and Syllabi
|Code Number||Hours||Name of the Course|
|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 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 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 240||3||Coaching as Leading and Leading as Coaching
Everyone agrees that our best coaches are some of our best leaders. But why? What do they do differently from leaders in other fields, and why are they so effective? In this course, we will study the best coaches, their philosophies, and why they work so well, through a half-dozen books and a substantial course pack. We will study what theories, policies, and practices are transferrable to the "real world," and which are not. We will explore what works best (and what doesn't), through a few guest lectures, group activities, and two papers.
|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.
|EDUC 260||3||Tutoring Literacy and Language in the Elementary Grades
This course will develop literacy tutors’ skills in working with students in the elementary grades. In this course, participants will learn to develop engaging tutoring sessions and to enact a range of instructional routines for working with students in support of their literacy and language development.
|EDUC 275||3||Wellness for Learning, Teaching, Coaching and Leadership
This course examines factors that contribute to (or detract from) our ability to reach peak performance in everything we do. Mental, emotional, psychological, and physical wellness are key to performance and productivity. Students will learn practices to promote wellness, in themselves and others, to support learning, teaching, coaching, and leadership.
|EDUC 601||3||Transformative Learning and Teaching with Technology (SI 549)
What role does technology play in high-performance learning and teaching environments? What are the most common mistakes schools, parents, and communities make when integrating technology into learning and teaching? How does policy at the federal, state, local, and institutional level affect what is possible with technology? We will explore the answers to these questions in this class as we examine ways technology has been used successfully (and not so successfully) in a variety of educational contexts. Students are encouraged to develop critical perspectives about the uses of technology for learning and teaching.
|EDUC 602||3||Videogames, Learning and School Design
Why are videogames fun? Why do so many students think that school isn't fun? The answers are not 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 close look at videogames, a close look at education, and considers ways that each can be improved to maximize learning and performance. Core topics include motivation, engagement, learning theories, and learning environment design.
|EDUC 603||3||Design-Based Research for Assessing Learning Environments
Prerequisites: Permission of instructor.
EDUC 603 will examine different issues and methods involved in the evaluation of learning environments (including, but not limited to learning technology aspects of those environments). Specifically, the course will focus on assessment from a design-based research (DBR) approach, which involves methodological approaches in which instructional design and research are cyclical and interdependent to solve practical problems and to develop sharable theory that connect design features to valued outcomes. Students will review the components of learning environments and discuss the issues and goals for assessing those environments. Students will also discuss DBR, the motivations for this approach, and different case studies to see examples of how DBR is used for assessment.
|EDUC 604||3||Curriculum Development & Evaluation
Using the State of Michigan as a focus example, this course explores general guidelines, issues, and other foundations for curriculum development and evaluation at elementary, middle, and secondary school levels. Included are the strands, objectives and evidence for their attainment, instructional strategies, and formative evaluation procedures for each subject. Curriculum articulation and instructional improvement receive special attention.