Course Catalog

The purpose of the course is to introduce students to the use of digital records of practice (RoP) as a method for understanding their own practice as well as the practice of others. Students will work with new technologies to develop a professional language and theoretical and conceptual frames that will guide them in their gathering, examining, analyzing, and evaluating a variety of RoP.

The purpose of the course is to develop a professional voice and dispositions by examining and learning from one's own practice. In this course, students will work in a technology rich environment to understand how the use of digital records of practice can guide their learning and deepen their knowledge and skills of teaching. Students do this by sharing their digital records of practice in a professional context.

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.

This course meets with EDUC 313.

Provides an overview of behaviorist, constructivist, and sociogenic theories and their application to early childhood education settings. Students use narrative specimen records, structured inquiry, and case studies to explore relationships between theory and practice.

Considers a number of issues of concern to the field such as day care, work and family, readiness testing, and poverty and public responsibility. Course is focused on one or two issues each semester.

This course explores objectives, methods, and content in PK-6 mathematics instruction, emphasizing concept development in several areas of PK-6 mathematics; refers to pertinent contributions from research; and provides opportunities for engaging in core teaching practices around discussion-based mathematics lessons.

This course supports interns in using mathematical practices to deepen their understandings of mathematical content learned in previous mathematics courses and taught during student teaching.

This course provides an orientation to educational inquiry appropriate for a range of education stakeholders. In interdisciplinary work groups students investigate a specific contemporary educational policy/practice issue as it plays out in real-world contexts, conduct a guided inquiry into the issue, and design a response to the issue.

Examines issues of language and learning from pre-school through adolescence. Students learn to analyze language, develop strategies for supporting language development at school, and engage in focused research on language in school settings. Topics include the role of language in the home and community, multilingual language development, oral and written language, and language across school subjects.

Students will analyze spoken and written language focusing on the social, racial, and critical theories around second language learners and their varied experiences in U.S. classrooms, as a part of language analysis, to develop approaches to assessment, pedagogy, curriculum design, and teacher development.

This course explores objectives, methods, and content in PK-6 school science instruction, emphasizing concept development in several areas of PK-6 science, refers to pertinent contributions from research; provides opportunity for engaging in core teaching practices around investigation-based science lessons.

Thriving in a world where increasingly capable generative Artificial Intelligence systems exists will require that you know something about them, and a great deal about yourself - how you can manage learning, working, and forming healthy relationships in this new context. The aim of this course is to help you develop an informed framework for navigating these changes. The course will combine foundational knowledge from cognitive science with practical engagement with AI tools and critical examination of their social, cultural, and ethical implications

The course will provide basic foundational knowledge from trauma research and practitioners' expertise about the adverse cognitive, social-emotional, behavioral, and health outcomes on children and youth who experience trauma. The course will incorporate principles of interprofessional education, which focuses on helping students in the professions work collaboratively in generalist and specialty practice roles. Students will prepare for interprofessional and team-based approaches to prevention and intervention strategies in schools and others systems that serve children and families. A key focus will be applying new knowledge about trauma to better perceive trauma's effects on children in the school setting and to develop strategies to assess their trauma­ related needs, making use of teacher, social worker, and nurse roles.

Crosslisted with SSW 540 and HS 540

This course will provide foundational knowledge about trauma-informed practice, including key principles of a trauma-informed approach. A key focus will be on teachers, social workers, and nurses collaborating to use specific trauma-informed practices for addressing young people’s academic, social-emotional, behavioral, and health needs. An additional focus will be on the impact of trauma on practitioners. 

Crosslisted with SSW 541 and HS 541

This course will provide foundational knowledge about developing and sustaining a school or organizational culture that is trauma-informed. The course will incorporate principles of interprofessional education, which focuses on helping students in the professions work collaboratively in generalist and specialty practice roles. A primary goal of the course is to prepare students to use interprofessional and team-based strategies to achieve organizational change. A key focus will be on teachers, social workers, and nurses going beyond their practice role to collaborate on organizational work. Examples including educating colleagues, planning for a long-term project, evaluating programs, and obtaining resources to sustain collaborative models and programs to address trauma in schools.

Crosslisted with SW 542 & HS 542