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 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.
|EDUC 605||3||Internship in Learning Technologies
Students enrolling in Internship in Learning Technologies will be paired with area educational institutions where they will focus on solutions to real, ongoing issues and challenges in the uses of technology to support learning. A University instructor and an on-site internship director/mentor will supervise interns. A reflective analytical paper must be completed.
|EDUC 606||0.5-3||Developmental and Psychological Perspectives on Education
Discusses developmental theories and psychological research and their application to educational problems at the classroom and school levels. Theories and research are presented from cognitive-developmental, cognitive science, social constructivist, and motivational perspectives.
|EDUC 607||3||Contemporary Approaches to Educational Assessment
Prerequisites: Graduate standing at the doctoral level.
In our current age of accountability, developing an appreciation and understanding of the complexities of the design, evaluation and interpretation of educational assessment is paramount. In this graduate seminar we will draw on contemporary research papers, a range of existing tests, and multi-media resources to examine, understand, discuss and evaluate current theory, practice, and instruments associated with assessment systems used to evaluate learning.
The course has three goals: 1) to acquaint students with essential concepts in educational measurement such as reliability, validity, error, and bias; 2) to provoke inquiry into a number of important issues in the field including (a) assessment and accountability, (b) classroom-based assessment, especially formative assessment, (c) assessing students with special needs, (d) standards for educational assessment, (e) technology-based approaches to assessment, and (f) assessing teachers and teaching; and 3) to examine contemporary educational assessment practices in the Unites States with reference to the practices in other countries.
This course is designed as a fundamental graduate seminar on the principles, analysis, interpretation and appropriate use of educational measurement approaches and test design and it is not intended for individuals interested in a statistics-based methods course.
For questions, please contact Ed Silver at email@example.com.
|EDUC 611||3||Classroom Assessment Seminar
Assessment is an integral part of teaching and learning. Teachers use informal and formal assessments on an ongoing basis to make decisions about their students, evaluate the success of their instruction, and to monitor classroom climate. The typical teacher spends about a third of his/her professional time engaged in assessment-related activities. Because classroom-based assessment is so critical to the instructional process, learning about assessment is essential to learning about teaching.
In this course, you will develop and evaluate formative and summative assessments of simple and complex student knowledge, beliefs, and/or attitudes associated with classroom activities associated with a subject-matter domain and a particular target audience. You will learn how to design assessments that are carefully aligned with educational objectives. This course will also include hands on activities to guide the creation, revision and use of quality assessment rubrics and coding schemes that work with the assessments of your design.
|EDUC 615||N/A||The Evolving Bargain Between Research Universities & Society
This seminar will examine these broad questions, current issues, and controversies, including the value of undergraduate education, research, the role(s) of the research university in promoting economic and social opportunity, controversies over the content and quality of education and student life, and much more.
|EDUC 616||1.5-3||Learning Experience Design
Learning Experience Design is a six credit hour course offered in two parts over the entire academic year. The course requires students complete a residency within the Center for Academic Innovation (CAI) where they will work under the guidance of the Learning Experience Design team. In addition to their placement in CAI, students will expand their knowledge of learning theory, digital pedagogy, assessment of learning, and curriculum design. Students will also develop practical skills in a variety of software tools used to develop materials for online learning.
|EDUC 621||3||Teaching Writing in the Elementary and Secondary Schools
Examines in depth factors related to the development and implementation of instructional programs in writing at the elementary and secondary levels; explores specific instructional techniques.
|EDUC 622||3||Proseminar in Higher Education
Orients entering doctoral students to the Center for the Study of Higher and Postsecondary Education. Acquaints graduate students with the study of higher education as an interdisciplinary field of study that bridges practice, theory, and empirical research. Enhances students’ abilities in the areas of critical reading, critical thinking and analysis, writing, and inquiry.
|EDUC 626||3||Principles of Software Design for Learning (SI 548)
Prerequisites: EDUC 601 (SI 548) or elected concurrently.
Students are introduced to the process of designing computer-based learning environments. Students work in groups to design and prototype learning environments for real classrooms. Attention is focused on ensuring designs are based upon sound pedagogical theory and that learning environments are embedded into curriculum. If possible, this course should be taken in conjunction with EDUC 603.
|EDUC 628||3||Democracy and Education (PUBPOL 628)
When Americans write about democracy and education, they typically write about the constructive effects that education can have for democracy by improving future citizens' knowledge, political judgment, capacity for independent thought, and by building common political values. Very few Americans put the question the other way around: What effects has U.S. democracy had on education? This course will examine those effects in several domains: equality and inequality in the provision of schooling and educational resources; the structure of the occupation of teaching; the content of curriculum; the extent to which teaching and curriculum encourage independent thought and political judgment; and what students learn about democracy in school.