As a result of this course, students learn how to educate a citizenry able and willing to work towards environmental and sustainability goals, as well as how to develop, implement, and evaluate their own education efforts. Student will teach in local formal and non-formal settings and have the option to become certified in popular national environmental education programs.

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.

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.

Service-Learning in Mathematics Tutoring

Prerequisites: EDUC 307(6), 391, 392, 401, 403, 406, 411, 421, 431.

Develops the special knowledge and competencies required of nursery and elementary school teachers through observation and teaching in elementary school classrooms 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.
 

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.

Prerequisites: Must be elected concurrently with EDUC 301.
Draws upon experiences in elementary directed teaching; considers characteristics and experiences of pupils in the school, classroom environment, teaching competencies and professional responsibilities, school curriculum and policies, and administrative/organizational problems. Open only to students who are enrolled in 301 and who are thereby observing and teaching in the regular classroom.
 

Prerequisites: Must be elected concurrently with EDUC 302.
Draws upon resources found in the directed teaching environment; considers problems and issues in four broad areas: students in the school, the teacher’s professional responsibilities, curriculum understandings, and administrative/organizational problems. Open only to students enrolled in 302.

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.

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 320 is elected, the maximum is 6 hours in total for degree.

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.

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:

• The long history of Detroit, as well as its contemporary relevance (Miles, Sugrue, Foley)
• Detroit’s outsized contribution to 20th and 21st century poetry (Blair, Levine, moore, Hughes, Murray, Langford, Rogers)
• A multiple award-winning dramatic cycle (Morriseau)
• Books for young readers (Shapiro and Brantley-Newton, Yoo, LaDelle)
• Literary novels (Flournoy, Eugenides, Foley)
• Graphic novels (Ahmed, other)
• Literary communities in Detroit (Source Booksellers, others)

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.

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.
 

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.
 

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.