This course will develop literacy tutors’ skills in working with students in the elementary grades. In this course, participants will learn to develop engaging tutoring sessions and to enact a range of instructional routines for working with students in support of their literacy and language development.

This course examines factors that contribute to (or detract from) our ability to reach peak performance in everything we do. Mental, emotional, psychological, and physical wellness are key to performance and productivity. Students will learn practices to promote wellness, in themselves and others, to support learning, teaching, coaching, and leadership.

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.
 

Prerequisites: Permission of instructor and minimum overall GPA of 3.0, junior standing, undergraduate students only.

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 310 elected, maximum is 6 in total for degree.

Education for Empowerment internships give students practical experience in formal or informal education settings dedicated to the learning and/or educational experiences of children, youth, or adults as well as settings focused on policy work related to the field of education and/or the well-being of young people.