Course Catalog

This course focuses on rigorous evaluation of policies and interventions intended to support children's early learning and success in k-12. Evaluations will be discussed in the context of the current and historical landscape. Specific topics will include theories across developmental psychology and economics, school accountability, teacher-focused policies, and digital learning.

Prerequisites: EDUC / PUBPOL 712
 
Explores methods for causal inference in research on postsecondary education. The focus is on topics relevant to education policy, including student aid, debt, college-match quality, attainment, and the labor-market returns to schooling.

Prerequisites: Permission of instructor.
 
Explores topics in education and psychology based on the interests of faculty and students in the program. The topics addressed change each term. Students should consult the office of the Combined Program in Education and Psychology for the current list of offerings each semester.

Prerequisites: Enforced. Restricted to doctoral students only. Advisory Prerequisite: Combined Program student standing or permiss

(Program students are required to sign up for three credit hours.) An advanced seminar on issues in education perspectives for psychologists. It is primarily for third and fourth-year program students and is a required course. The seminar is designed to identify and review issues critical to "educationalists": researchers, those concerned with issues of training, policy specialists, and practitioners. The major focus is to become broadly conversant with the range of issues associated with the study and practice of education and to use this knowledge to analyze and reflect upon those issues. Participants will be encouraged to relate their scholarly interests to matters of practical significance. 

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 focuses on youth participatory action research (YPAR) as a research methodology, and its undergirding onto epistemologies, in educational research. Through readings, discussion, writing and practical work, students will engage foundational knowledge and practices for designing and engaging in YPAR, while also exploring its ethical and relational considerations.

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.