Course Catalog

This is a course offered at the Law School through the Problem Solving Initiative (PSI). Through a team-based, experiential and Interdisciplinary learning model, small groups of U-M graduate and professional students work with faculty to explore and offer solutions to emerging, complex problems.

This course overviews critical race theory (CRT) in education, an analytical framework that examines and challenges race/racism and other forms of subordination shaping disparate educational opportunities for Communities of Color. Students will explore CRT's intellectual genealogies, its origins in schools of law, and its applications to the field of education.

Full Term Credit Hours: Grad Min: 3.00 Grad Max: 3.00 - Half Term Credit Hours: Grad Min: 3.00 Grad Max: 3.00

This mini-seminar is for university instructors interested in moving the concepts of diversity, inclusion, justice, and equity (DIJE) from the theoretical to the practical in undergraduate courses. Participants will analyze scholarly reflections about teaching issues of racial and social justice, and consider how to pedagogically account for DIJE.

Full Term Credit Hours: Grad Min: 1.00 Grad Max: 1.00 - Half Term Credit Hours: Grad Min: 1.00 Grad Max: 1.00

Prerequisites: Enforced. Restricted to doctoral students only. Advisory Prerequisite: EDUC 606 or equivalent.

Discusses the social psychology of classrooms and schools including a focus on gender, ethnicity, social class and cross-cultural differences from a psychological perspective. Examines how different social and psychological characteristics of classroom/school environments influence individual achievement, gender-role development, and moral and personal development.

Prerequisites: Enforced. Restricted to doctoral students only. Advisory Prerequisite: EDUC 606 or equivalent.
 
Discusses the social psychology of classrooms and schools including a focus on gender, ethnicity, social class and cross-cultural differences from a psychological perspective. Examines how different social and psychological characteristics of classroom/school environments influence individual achievement, gender-role development, and moral and personal development.

Prerequisites: EDUC 626 or SI 548 or equivalent.
 
Focuses on the design and production of interactive multimedia materials for education, using resources from the Prechter Laboratory for Interactive Technologies and the Multimedia Classroom. Team projects will be encouraged. Theory and research on learning from multimedia will also be emphasized.
 

This course supports each participant in building and organizing a personal knowledge base of published research and related resources for a scholarly agenda they choose to pursue, in critically evaluating the knowledge base for what can be learned and whose knowledge counts, and in using the knowledge base to support the learning of others.

This course builds on work completed in Reviewing Research I: Building a Knowledge Base to support participants in drafting a manuscript for a systematic review of research through individual mentoring and small group work.

This advanced research course introduces the principles and strategies of critical race methodologies in qualitative inquiry. The interrelated nature of race, intersecting identities, knowledge, power, voice, and representation in research is stressed. Critical race theory, along with complementary critical social theories that inform critical race methodologies, are considered.

Case study research allows for in-depth study of a phenomenon in context over time. The phenomenon orienting a case study can focus on a policy, practice, or program; a learning environment; a person or group;  a community, organization, or network; an event or social movement, and so on. The course will support participants in furthering a case study research project of their own choosing--at whatever stage it is when they begin the course from initial conceptualization to data analysis and reporting--through tailored assignments and mentoring.  The case studies can draw on existing research or other publicly available material, as well as on newly developed data from observation and interaction with research participants (assuming appropriate permissions are in hand). Readings will focus on examples of case study research, relevant research methods, and ethical considerations, including critical questions about the workings of power in knowledge production.  Readings will also support participants in exploring the value of comparisons in case study research--across cases, across time, and across elements of the complex systems within which cases are situated--to develop theory through which case studies can contribute to more general knowledge and be of use elsewhere and elsewhen. Prerequisites are introductory coursework in qualitative and quantitative methods (e.g., EDUC 793/792 or 695) or permission of instructor.  

Prerequisites: Graduate standing.
 
Explores new topics in educational studies based on the interests of faculty and students. Topics change each term. Consult the program office for the current list of offerings.

This course will introduce students to discourse analysis. Students will read and discuss a range of studies that use discourse analysis and be introduced to a set of tools for analyzing discourse. Students will engage in reading and analysis, and learn about different theoretical perspectives on discourse.

This seminar offers an introduction to the theory and discourse analysis tools of systemic functional linguistics (SFL). Participants will learn to analyze spoken and written language and relate linguistic expression to meaning, completing a text analysis project that uses linguistic evidence to argue for an interpretation of language use in a context relevant to their research interests.

Prerequisites: Graduate standing.
 
Comprised of supervised reading, research, or other inquiry regarding educational administration, policy, and leadership. May be elected more than once.