Distributions
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EDUC 581 | 3 | Advanced Environmental Education: Research, Practice and Professional Skills (NRE 581)
Provides graduate students from a variety of backgrounds (e.g. education, environmental science/studies, natural resource management, other) with the knowledge and skills to lead and manage environmental education programs. Students will learn about theories, methods, and resources for effective environmental education as well as gain essential grant writing and program evaluation skills. |
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EDUC 582 | 3 | Directed Study in Education
Now that you are completing your master's program, you may have identified a project you would like to pursue. You may have a topic you would like to explore further, experiences from your internship that you would like to write about, a course paper that you would like to revise and publish, or ideas for a curriculum that you wish to develop. This directed study course is designed to support you to accomplish these goals. This class will provide an opportunity for participants to undertake a self-selected project in consultation with the course instructor and their class colleagues. Each participant will complete a significant project, such as a substantial research paper on a topic or question of interest, a research proposal, an assessment, a publication, a workshop, or an instructional unit. The project should serve as an opportunity to synthesize learning across the master’s program and to develop an artifact for a professional or academic portfolio. Each week, participants will meet as a group and individually with the course instructor to make progress toward completion. This course is open only to master’s students in the Marsal School. To be considered for the class, please submit a brief description of the project you would like to undertake to Gina Cervetti.
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EDUC 583 | 2 | Advanced Education Technology Class
This fully online virtual synchronous course is an opportunity for current K-12 teachers and/or administrators to complete a competency-based program that aligns with the ISTE Standards for Educators. This course develops educators who will use educational technologies for learning in meaningful and transformative ways. The program has a strong focus on pedagogy and how to design instruction to enhance learning goals when integrating technology tools. Through this course, educators will participate in professional learning activities (which will align with technology tools and use in their K-12 classrooms).
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EDUC 590 | 3 | Applying ELD Theory to Practice
Prerequisites: EDUC 593; Permission of instructor required Through opportunities to work with multilingual learners in class settings, supervised by U‐M instructors, and participate in seminar sessions, teacher candidates engage in and critically examine the work of English Language Development teachers. Teacher candidates design, teach, and analyze lessons and create materials to meet the needs of multilingual children and adolescents, collaborate and reflect with and course instructors. |
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EDUC 591 | 3 | Learning about How People Learn
This course would provide an introduction to major theories of learning and how they have guided educational practice historically and currently. Students will read texts written by featured theorists, and then analyze educational artifacts and learning environments to look for traces of various learning theories. In addition, students will explore how existing artifacts and learning environments might be altered to better align with different theoretical perspectives on learning.
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EDUC 592 | 4 | Methods of Teaching Language and Literacy to PK‐12
Prerequisites: EDUC 593 or ELI 593 |
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EDUC 593 | 3 | Language Development & Second Language Learning
Prerequisites: Graduate standing and permission of instructor Educational Linguistics deals with training and research in linguistics as it relates to educational theory and practice, specifically the teaching and learning of K-12 English as a Second Language (ESL) students. Topics include English structures and analysis, identification of multilingual learners' learning challenges, and pedagogical strategies to promote language acquisition.
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EDUC 594 | 3 | Education in a Multilingual Society
Prerequisites: EDUC 593 This course examines the role of social structure in interaction, language use, and educational practice in school settings that include multilingual learners. Teacher candidates engage in critical reflective process that draws on teaching practica and field experiences to discern the sociolinguistic issues that affect multilingual learners' experience and learning in our schools and communities. Particular emphasis is placed on the role of families in multilingual learner's children's education. |
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EDUC 595 | 4 | Leadership and Advocacy Practices for Teachers of Culturally and Linguistically Diverse Learners
Prerequisites: EDUC 593 Critical perspectives on the leadership roles of K-12 teachers of emerging bilingual students that promote high-quality, culturally responsive instruction. Addresses program models at the classroom, school, district and state levels; coaching, collaboration, and advocacy strategies for working with K-12 school communities; and professional development models. |
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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. |
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EDUC 965 | 1 | Dissertation Research Seminar in Higher and Continuing Education
Prerequisites: Graduate standing as advanced doctoral student. May be elected more than once. |
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EDUC 990 | 1-8 | Dissertation, Precandidacy
Prerequisites: Graduate standing as advanced doctoral student. Credit Hours: 1-8, full term; 1-4, half term |
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EDUC 991 | 1-3 | Scholarly Paper (previously Prelim A)
This course is a scholarly paper of sufficient length, depth, and complexity to demonstrate that the student is able to frame a significant and worthwhile problem, select a method or methods of research appropriate to the resolution of the problem, employ this method or these methods properly, and present the entire effort in writing that is both clear and cogent. May be elected more than once; for Educational Studies doctoral students who began in Summer or Fall of 2008. |
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EDUC 992 | 1-3 | Portfolio (previously Prelim B)
This course is a written examination consisting of a number of questions or assignments designed to assess the breadth and depth of the students understanding of his or her specialty area as well as the place of this specialty field within the larger domain of education. Examples of assignments include an essay review of a book or books, an annotated syllabus for an advanced graduate course, a review of a research proposal, or an analytical review of a body of literature. May be elected more than once; for Educational Studies doctoral students who began in Summer or Fall of 2008. |
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EDUC 995 | 4-8 | Dissertation, Candidacy
Prerequisites: doctoral candidate. Credit Hours: 8, full term; 4, half term |