Course Catalog

Prerequisites: Graduate standing
 
Introduces preservice teachers to school settings where observation, inquiry, and participation in the processes of teaching and learning are possible. Provides opportunities for the development of instructional strategies and teaching practices, as well as for inquiry into the contexts of classrooms and schools.

Develops the special knowledge and competencies required of elementary school teachers through observation and teaching in elementary school classrooms under the joint supervision of university and public school personnel.

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.

Draws upon experiences in elementary directed teaching; considers characteristics and experiences of students in the school, classroom environment, teaching competencies and professional responsibilities, school curriculum and policies, and administrative/organization problems.

Draws upon the resources found in the directed teaching environment; considers problems and issues in the four broad areas: students in the school, the teacher's professional responsibilities, curriculum understandings, and administrative/organization problems.

Prerequisites: Graduate standing
 
Comprises supervised master’s and doctoral research projects; may also be used for supervised work on a master’s thesis, education specialist research project, or field study.

May be elected more than once.

To what degree is English the language of access to social, economic and educational capital across national contexts? This course explores who uses English globally and why and critically examines the role and impact of English on educational policy, curriculum and assessment, materials, and teacher education.

Prerequisites: Graduate standing
 
Enables application of knowledge and theory through supervised field experience. The student, supervising faculty member, and field supervisor design, implement, and evaluate the experience.

May be elected more than once.

Prerequisites: Graduate standing
 
Considers basic problems in school administration using workshop format and procedures.

May be elected more than once.

The Master’s Research Opportunity Program (MROP) offers a distinctive opportunity for master’s students that sets apart the Higher Education program at the University of Michigan. Through MROP, master’s students build analytical skills, apply classroom learning, and further important research in our field around a topic of interest to them.

Read more about MROP

Prerequisites: Graduate standing
 
Reviews the history and development of higher and continuing education in the United States, with special attention to forces that have shaped its development; examines the history of critical philosophical debates about and issues concerning the nature and role of higher and continuing education.

Prerequisites: Graduate standing.

Examines patterns of intellectual, social and emotional development and change among older adolescents and adults; reviews and research on learning and development among college and university students.

Examines institutional strategies for organizing, staffing, and funding the extensive array of programs and services designed to meet students’ economic, social, developmental, and academic needs. Also focuses on the nature and purpose of student affairs functions and support services and how they can be effectively managed, coordinated, and integrated with the academic purposes of the institution. Intended for master’s students with an interest in student affairs and doctoral students attempting to develop an awareness of this important area of institutional functioning.

This course provides a theoretical framework and academic underpinning of institutional advancement. The history and current challenges which shape contemporary practice in alumni relations, marketing communications and development will be explored. The relationship of these activities to academic priorities, government relations, and policy initiatives will also be discussed.

Power, Privilege, and the Politics of Difference in Higher Education examines how systems and relationships of power shape research, policy, and practice in higher education and its social contexts. The course uses historical and sociopolitical perspectives from a variety of fields and disciplines to interrogate how institutionalized systems of power and structures of domination, primarily within the United States, work together to drive inequities across social differences of ability, class, gender, race/ethnicity, religion, and sexuality.