Course Catalog

Students serve as mentors to a worldwide network of middle school and high school student participants in a cultural issues forum linked to vicarious travel. As the forum participants respond to reports from various global settings, mentors seek to deepen, challenge and honor student thinking, and to help forum participants make connections to their own lives. Mentors learn about the country being explored, develop curriculum for use by network teachers, and participate in ongoing reflection on the teaching and learning dimensions of their mentoring work.

Prerequisites: Permission of instructor.

Students serve as teaching mentors for a web-based character-playing simulation involving high school and middle school students on a worldwide network, and they themselves also research and portray historical figures. The Place Out Of Time simulated trial is different every term, but mentors and students are always presented with a contemporary problem that they must think through in the role of their characters, one that frames an array of social, political, cultural and moral questions. Mentors are active participants in a dynamic, writing-intensive enterprise that is aimed at enlivening the study of history through juxtaposing historical perspectives and sensibilities. The course employs purposeful "play" to frame a hands-on teaching experience that is supported by extensive in-class and written reflective work. (Meets together with MENAS 591-002)

This course is linked to a web-based simulation that engages high school students worldwide in exploring the Arab-Israeli conflict through portraying current political leaders and representing stakeholder nations. Course participants facilitate this diplomatic simulation, working closely with the simulation participants to offer a window into the diplomatic process. Course participants learn about the contemporary politics of the region, and work in teams as gatekeepers and facilitators, helping their student mentees to thoughtfully assume a character, and to think and write purposefully and persuasively. The course is a hands-on teaching experience that is supported by extensive in-class and written reflective work. (Meets together with MENAS 591-001)

This course introduces students to the principles and practice of turning complex datasets into clear, compelling visual narratives. The course emphasizes real-world applications such as visualizing educational data, equity gaps, and policy impacts. Through hands-on projects, students will develop skills in data interpretation, visual design, and storytelling to communicate insights that support informed decision-making and social change.

Understanding Digital Wellness: Creating Peer-to-Peer Interventions with Middle School Students. The course includes a community-based learning component where U-M students visit local middle schools. U-M students will explore issues of digital wellness, as well as teaching, mentoring and group facilitation pedagogy, and lead a two day on-campus Digital Wellness Symposium for local middle school youth.

Comprises supervised reading, research, or other inquiry regarding higher and continuing education.  This offering is primarily targeted for upper-division undergraduates and introductory in nature for master’s level graduate students.

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.
 

An introductory seminar focused on current issues and topics in higher education.  Accordingly, the topic and instructor may vary each time the seminar is offered. This seminar is primarily targeted for upper-division undergraduates and master’s level graduate students.

The capstone course provides students with the opportunity to consider their experiences across all courses completed and reflect on how the totality of these experiences informs their thinking about the role of education in the empowerment of children, youth, and/or adults.

The history, development and logical foundations of the real number system and of numeration systems including scales of notation, cardinal numbers and the cardinal concept, the logical structure of arithmetic (field axioms) and their relations to the algorithms of elementary school instruction.

Crosslisted with MATH 485.

Topics concerning professional issues and methods in education. Topics change each term.

Credit Hours: Undergraduates 0.5-6; Graduates 0.5-6

Focuses on the child in her or his own varying life contexts, including home, school, clinic, and community. Studies the ways individual children who are experiencing literacy problems understand and express their knowledge of literacy within and across these contexts. Uses this portfolio of information in the design of effective interventions and assessments for young children in their classrooms.

This course surveys new media and literacies and examines definitions of learning in classroom and out-of-class contexts. Each week, we will examine various media, the literacies they demand or produce, and methods for studying new media effects, and consider debates about the value of new media and literacies for learning.

Prepares secondary education students to critically examine the teaching and learning applications of a variety of technology tools and resources, situating this examination in the context of contemporary and historical issues related to technology use, access, and the broader purposes of schooling. Explores notions of what it means for both a teacher and learner to have a digital presence by developing an understanding of oneself as a professional, and offers hands-on experience and opportunities for engaged reflection.

Enables students to successfully meet the needs of middle and high school students with literacy problems with regard to assessment, instruction, and curriculum development/modification. Attends to the transition from learning to read and write to using reading and writing to learn, the literacy demands of the context areas (science, history, and mathematics), the relationship between in and out-of-school literacies, and developmentally appropriate technological tools that enhance the learning of students experiencing learning difficulties.

Introduces students to current theory and research in the processes of learning and teaching in schools. Focuses primarily on educational psychology; emphasis placed on urban education and diversity. This course is closely tied to EDUC 650, which entails an internship in schools in an urban area.