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

This course is designed to provide students with conceptual understanding of structural equation modeling (SEM) and guided experience running these analyses. The emphasis in this course is more applied than technical. At the end of this course, students will have the conceptual and analytic stills to specify, analyze, and interpret SEMs. A second goal of the course is for students to have sufficient conceptual, technical, and syntactic understanding of SEM to solve the methodological problems that will come up in your future work. 
 

Prerequisites: Graduate standing and graduate-level courses in STAT 500 and STAT 501.
 
Considers methodological issues that arise in research in the social sciences. Themes for each meeting will arise from on-going research projects at U-M. Visiting researchers will provide a brief account of their aims and data before defining the methodological challenge for which they desire discussion.
 

 
This course explores the use of experiments and quasi-experiments in education research. We will examine papers that use advanced research methods such as instrumental variables, regression discontinuity, propensity score matching, natural experiments, differences-in-differences, and randomized trials. Students will produce a substantial, original piece of research. The class is intended for PhD students early in their dissertation phase, as well as for advanced master’s students who plan to work with empirical research in a professional setting.

Examines the ways in which science education has developed over the last century; looks at the history of science education through an extensive review of significant documents; and considers critically the ways in which changing views of the history, philosophy, and sociology of science have affected, and continue to affect, science education practice and research.

Discusses past and current issues in research on learning and instruction in science. Focuses on philosophical issues and theoretical frameworks used to understand how students learn science. Examines approaches to empirical work investigating students’ learning in classrooms. Students will conduct a small study examining conceptual development that will help them relate the discussions about the applications of research to theory and practice in science education.

Discusses theory and research on science teacher learning and development. Examines contemporary and historical frameworks for characterizing teacher learning and development, focusing on teacher knowledge, particularly subject matter and subject-specific pedagogical knowledge. Examines the use of computer-based tools for promoting teacher learning and development. Students will interview teachers regarding their knowledge and beliefs about teaching and learning science, observe their classroom practice, and analyze how knowledge and beliefs influence their practice.

The course allows students to explore issues in designing science learning environments that promote deep understanding of science content and inquiry. Emphasis is placed on promoting learning through inquiry, collaboration, and the use of technology. In addition, students focus on issues of meeting the needs of diverse learners.

N/A

Prerequisites: Graduate standing.
 
Considers the processes by which both long-range and short-range decisions may be made in institutions of higher education ; especially considers the uniqueness of planning, governing, and decision-making processes occasioned by participation of expert and semi-autonomous professional employees.

Prerequisites: Graduate standing.
 
Examines various theoretical and working models for assessment and evaluation in postsecondary education at several levels: assessing student outcomes, reviewing program outcomes, and conducting program and institutional accreditation. Prepares students to design and interpret evaluative research and assessment procedures.
 

Prerequisites: Graduate standing. CSHPE core.
 

 
Furnishes the opportunity for each student to identify and defend a set of principles that will guide his or her action as an academic administrator on the fundamental issues of higher and continuing education. Analyzes classic philosophical works and applies them to such issues as right of access to postsecondary education, the nature of a liberal education, the participation of colleges and universities in social issues, and ethical obligations in research.

Prerequisites: Graduate standing.
 
The goal of this course is to build students' knowledge and skills related to conceptualizing and critiquing research. Students analyze theoretical framing and methods of inquiry into the academic aspects of colleges and universities, and prepare critical integrative literature reviews on topics of interest.