Course Catalog

Prerequisites: EDUC 593 or ELI 593

This course offers students an overview of second language learning incorporating perspectives from linguistics, education, and psychology in analyzing and understanding and social context of second language learning. Students will learn about the major theories of second language acquisition and their application to children and adolescents learning language in school settings.
 

An interdisciplinary approach to disability studies, including focus on the arts and humanities, natural and social sciences, and professional schools. Some topics include history and cultural representation of disability, advocacy, health, rehabilitation, built environment, independent living, public policy. Team taught with visiting speakers. Accessible classroom with realtime captioning.  Variable credit.

Provides graduate students from a variety of backgrounds (e.g. education, environmental science/studies, natural resource management, other) with the knowledge and skills to lead and manage environmental education programs. Students will learn about theories, methods, and resources for effective environmental education as well as gain essential grant writing and program evaluation skills.

Now that you are completing your master's program, you may have identified a project you would like to pursue. You may have a topic you would like to explore further, experiences from your internship that you would like to write about, a course paper that you would like to revise and publish, or ideas for a curriculum that you wish to develop. This directed study course is designed to support you to accomplish these goals.

This class will provide an opportunity for participants to undertake a self-selected project in consultation with the course instructor and their class colleagues. Each participant will complete a significant project, such as a substantial research paper on a topic or question of interest, a research proposal, an assessment, a publication, a workshop, or an instructional unit. The project should serve as an opportunity to synthesize learning across the master’s program and to develop an artifact for a professional or academic portfolio. Each week, participants will meet as a group and individually with the course instructor to make progress toward completion. This course is open only to master’s students in the Marsal School. To be considered for the class, please submit a brief description of the project you would like to undertake to Gina Cervetti.

This fully online virtual synchronous course is an opportunity for current K-12 teachers and/or administrators to complete a competency-based program that aligns with the ISTE Standards for Educators. This course develops educators who will use educational technologies for learning in meaningful and transformative ways. The program has a strong focus on pedagogy and how to design instruction to enhance learning goals when integrating technology tools. Through this course, educators will participate in professional learning activities (which will align with technology tools and use in their K-12 classrooms).

Prerequisites: EDUC 593; Permission of instructor required

Through opportunities to work with multilingual learners in class settings, supervised by U‐M instructors, and participate in seminar sessions, teacher candidates engage in and critically examine the work of English Language Development teachers. Teacher candidates design, teach, and analyze lessons and create materials to meet the needs of multilingual children and adolescents, collaborate and reflect with and course instructors.

This course would provide an introduction to major theories of learning and how they have guided educational practice historically and currently. Students will read texts written by featured theorists, and then analyze educational artifacts and learning environments to look for traces of various learning theories. In addition, students will explore how existing artifacts and learning environments might be altered to better align with different theoretical perspectives on learning.

Prerequisites: EDUC 593 or ELI 593

This course draws on linguistic theories to design lessons in listening, speaking, reading and writing for beginning English language learners. Builds on teacher candidates’ ability to analyze and understand language, assess students’ needs, and design appropriate instruction by providing them with opportunities supervised by U‐M instructors to integrate theory and practice by working with teachers in classrooms or other field settings.

Prerequisites: Graduate standing and permission of instructor

Educational Linguistics deals with training and research in linguistics as it relates to educational theory and practice, specifically the teaching and learning of K-12 English as a Second Language (ESL) students.  Topics include English structures and analysis, identification of multilingual learners' learning challenges, and pedagogical strategies to promote language acquisition.

Prerequisites: EDUC 593

This course examines the role of social structure in interaction, language use, and educational practice in school settings that include multilingual learners. Teacher candidates engage in critical reflective process that draws on teaching practica and field experiences to discern the sociolinguistic issues that affect multilingual learners' experience and learning in our schools and communities. Particular emphasis is placed on the role of families in multilingual learner's children's education.

Prerequisites: EDUC 593

Critical perspectives on the leadership roles of K-12 teachers of emerging bilingual students that promote high-quality, culturally responsive instruction. Addresses program models at the classroom, school, district and state levels; coaching, collaboration, and advocacy strategies for working with K-12 school communities; and professional development models.

What role does technology play in high-performance learning and teaching environments? What are the most common mistakes schools, parents, and communities make when integrating technology into learning and teaching? How does policy at the federal, state, local, and institutional level affect what is possible with technology? We will explore the answers to these questions in this class as we examine ways technology has been used successfully (and not so successfully) in a variety of educational contexts. Students are encouraged to develop critical perspectives about the uses of technology for learning and teaching.

Prerequisites: None

Why are videogames fun?  Why do so many students think that school isn't fun?  The answers are not as obvious as you might think.  Good games draw you in, teach you how to succeed, and keep you engaged with a "just right" level of challenge.  Most importantly, players learn while playing a well-designed game.  Why isn't school like that?  This class takes a close look at videogames, a close look at education, and considers ways that each can be improved to maximize learning and performance.  Core topics include motivation, engagement, learning theories, and learning environment design.
 

Prerequisites: Permission of instructor.

EDUC 603 will examine different issues and methods involved in the evaluation of learning environments (including, but not limited to learning technology aspects of those environments). Specifically, the course will focus on assessment from a design-based research (DBR) approach, which involves methodological approaches in which instructional design and research are cyclical and interdependent to solve practical problems and to develop sharable theory that connect design features to valued outcomes. Students will review the components of learning environments and discuss the issues and goals for assessing those environments. Students will also discuss DBR, the motivations for this approach, and different case studies to see examples of how DBR is used for assessment. 
 

Using the State of Michigan as a focus example, this course explores general guidelines, issues, and other foundations for curriculum  development and evaluation at elementary, middle, and secondary school levels.  Included are the strands, objectives and evidence for their attainment, instructional strategies, and formative evaluation procedures for each subject.  Curriculum articulation and instructional improvement receive special attention.