Why are video games fun? The answer isn’t 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 hard look at video games, a hard look at education, and considers ways that each can be improved to maximize learning.

Crosslisted with LSA DIGITAL 333

This course will take an academic approach to Name, Image & Likeness covering the following topics:
 

• Explore the historical aspects of college athletics, specifically focusing on compensation, growth, oversight, and issues related to race/gender inequity.
• Examine the funding model of college athletics, including key revenue sources such as conference distributions, brand licensing, apparel deals, and more.
• Analyze the challenges and opportunities presented by the introduction of NIL (Name, Image, and Likeness), considering other concurrent changes like the expanded transfer portal, conference realignment, and the momentum towards revenue sharing.
• Investigate the impact of emerging services from NIL such as Collectives, agents, investment advisors, as well as tax, law, and financial literacy services on college athletes.
• Assess the reactions and influence of external stakeholders tied to schools, such as fans, boosters, and donors, in response to NIL implementation.
• Examine relevant Federal rights and laws (Title IX, free speech, civil rights, IRS, Supreme Court) and their implications for NIL.
• Analyze the complexities of varying state laws, NCAA guidelines, and the process of reconciling them with other areas of oversight, and explore how these factors impact individual school policies.
• Explore the potential for additional athlete compensation through revenue sharing of TV, apparel, and media rights revenue, and evaluate its impact on the overall model of college athletics.
• Assess the overall impact, opportunities, threats, and new challenges faced by student-athletes, with a focus on understanding NIL implementation in both revenue and non-revenue sports.
• Speculate on the mid- and long-term future of college athletics, considering the challenges, influencing factors, and stakeholders discussed throughout the course.
   

PALS is designed to give undergraduate and Master’s students experience working with students, families, teachers, and community members in K-12 public school settings. Students will gain insight into university-school partnerships and the ways that such partnerships can support the academic, social, and emotional development of children and youth. The course is framed from a positive youth development perspective and emphasizes the personal, familial, school, and community factors that promote resilience and optimal development of children and youth typically deemed “at-risk”.

This course is designed to support Wolverine Pathways (WP), a university-sponsored, out of school time program for eligible middle school and high school students. In addition to reading relevant scholarly literature, the course fosters insights and skills through involvement in curriculum development and evaluation activities with and for students, their families and various program stakeholders.

This course focuses on using tools to promote positive social change in Michigan, through student-designed legislative proposals and service activities. Students experience online deliberation and decision-making in an innovative civic education environment, while encountering a range of state-wide issues embedded in topics including public health, justice environment, education, culture, poverty, and economic development. Coursework is done largely online, with some required in-person events.

Students assume character roles in virtual, online storybooks focused on our nation's history and cultural life as they mentor elementary school students. They explore questions of the intelligent use of information resources and engage in reflection on the nature of teaching and learning; students also carry out web-based project design work and interact with classroom teachers across the state in their mentorship activity. The class includes site visits to some participating schools.

Students serve as mentors to middle school and high school student participants in a web-based project focused on poetry. As they read and respond to the work of the young poets, seeking to place the poets at the center of discussions of their work and the creative process, students engage in ongoing reflection on the teaching and learning dimensions of their mentoring work. Students also write extensively, and they explore the professional literature for teachers on supporting student creativity.

Provides an overview of the development of young children's literacy experiences in the home, the developmental patterns of reading and writing that precede conventional literacy, and approaches to fostering this development in early childhood. Includes a practicum component in area preschools.

This course focuses on communicative language teaching and learning in community contexts. It prepares participants to teach ESL in local communities and provides them with hands-on teaching practice experiences in local service organizations. Participants explore the overall theme of "Language and Community" as they learn ESL teaching methods & techniques.

Crosslisted with ELI 390, LING 390, RCSSCI 390, RCSTP 390

Prerequisites: PSYCH 111 and 112 or equivalents.

Discusses human learning, motivation, and development. Considers evaluation theory, both instructional and psychological, including uses of behavioral objectives, criteria-referenced and norm-referenced tests, and observation skills. Investigates individual differences, emphasizing the exceptional learner and including mainstreaming philosophy and theory.

Presents philosophy, history, and sociology of American education in relation to its contemporary settings. Attends to sociopolitical contexts and to roles of technology in society and schooling. Places special emphasis on multicultural thought and experience in American society.

In this service-learning course students explore the language, educational, health, and legal issues facing migrant farmworkers in southeast Michigan. As students come to understand the needs of these communities, they learn and practice methods and techniques for teaching ESL to this mixed-proficiency, primarily Spanish-speaking population.

Crosslisted with AMCULT 361, LATINOAM 361, LING 391, RCSSCI 395, RCSTP 395