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EDR 341 - Teaching in the Linguistically and Culturally Diverse Classroom.
LIN 200 /ENG 200 . (3).
Introduction to teaching English to speakers of other languages (TESOL). Examination of principles, theories and current practices in the field of TESOL; linguistic and cultural needs of English language learners (ELLs); application of standards-based curriculum and instruction for ELL students in mainstream classrooms; assessment of English language proficiency and content area learning; resources and professionalism for teachers working with ELL students.
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EDR 343 - Literacy Learning in the Elementary and Middle School.
Admission to Education program; concurrent election of EDR 360 . (3).
Familiarization of prospective elementary and middle school teachers with important aspects of reading instruction. Emphasis on current views of the reading process as it relates to instructional strategies and techniques for improving student learning.
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EDR 344 - The Integrated Language Arts: Reading, Writing and Oral Language.
Admission to Education program; concurrent election of EDR 361 . (3).
Examination of the interrelated nature of reading, writing, speaking, and listening. Includes strategies and techniques for developing language arts skills using an integrated instructional approach in elementary and middle schools.
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EDR 360 - Language Arts and Social Studies Practicum I.
Admission to Education Program; concurrent election of EDR 343 . (1).
Provides candidates with opportunities to observe, evaluate, create and teach literacy and social studies lessons in one-on-one, small group, and whole class settings. In planning for these experiences, teacher candidates learn to consider a wide range of abilities, implement a variety of classroom management techniques, integrate classroom technology and a variety of learning aids, and collaborate with classroom teachers and professionals. Graded Pass/Fail.
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EDR 361 - Language Arts and Social Studies Practicum II.
Concurrent election of EDR 344 . (1).
Provides candidates with opportunities to observe, evaluate, create and teach literacy and social studies lessons in one-on-one, small group, and whole class settings. In planning for these experiences, teacher candidates learn to consider a wide range of abilities, implement a variety of classroom management techniques, integrate classroom technology and a variety of learning aids, and collaborate with classroom teachers and professionals. Graded Pass/Fail.
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EDR 430 - Children’s Literature.
At least junior standing. (3).
Survey of content and literary merit of books read by the elementary school child. Common and divergent elements of the various forms of literature. Criteria to be considered in selecting books for children.
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EDR 435 - Folklore and Storytelling.
At least junior standing. (3).
Study of folklore and its relationship to the storytelling process. Emphasis on techniques of preparing and telling stories. Involves attendance at the Michigan Storytellers’ Festival. Also listed as THE 449 .
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EDR 437 - Adolescent Literature.
At least junior standing. (3).
Survey of the content and literary merit of books read by middle and high school students. Consideration of criteria for the selection of reading material; emphasis on approaches for teaching with such materials in a variety of school contexts. Also listed as ENG 474 .
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EDR 440 - Assessment-based K-8 Language Arts Instruction.
Admission to teacher education program. (3).
Current approaches for support of reading and writing development of K-8 students. Assessment-focused planning and instruction for students with diverse reading abilities and needs; use of informal and formal assessment materials to diagnose difficulties and strengths. Includes development of an assessment portfolio and a case study report on differentiated instruction and support of literacy development for individual students. Addresses requirements of Public Law 32 (PA 119).
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EDR 441 - Literacy Assessment in the Elementary/Middle School.
EDR 343 or consent of instructor. (3).
Examination of the role of assessment in students’ reading and writing in the K-8 classroom. Informal assessment measures, individualized and small group instructional strategies, standardized testing, and their function in students’ literacy development. Offered infrequently.
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EDR 480 - Independent Study in Reading and Language Arts.
Consent of instructor. (1-3).
Research, readings or special projects tailored to academic needs and interests of the student in a topic related to literacy education. May be reelected to a total of four credits.
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EDR 485 - Special Topics in Reading and Language Arts.
(1-6).
Focus on various topics, including intensive study of specific areas related to literacy education. May follow a non-traditional university calendar schedule and may be delivered in non-traditional formats. The title for each section varies, based on the topic of study. May be reelected to a total of six credits when topics vary.
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EDR 520 - Reading and Writing Development of Young Children.
Graduate standing. (3).
Focus on the development of young children’s literacy in the home, the developmental patterns of reading and writing that precede conventional literacy, and the ways in which this development may be fostered.
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EDR 522 - Teaching English Language Learners in the K-12 Classroom.
Graduate standing, EDR 543 , LIN 520 . (3).
Focus on application of standards-based curriculum and instruction for ELL students in mainstream classrooms, assessment of both English language proficiency and content area learning, and resources and professionalism for teachers working with ELL students.
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EDR 530 - Children’s Literature.
Graduate standing. (3).
Survey of content and literary merit of books read by the elementary school child. Common and divergent elements of the various forms of literature. Criteria to be considered in selecting books for children. Not open to students with credit for EDR 430 or ENG 448.
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EDR 532 - Multicultural Children’s Literature.
Graduate standing. (3).
Study of multicultural literature for elementary and middle school children. Focus on literature by and about African Americans, Asian Americans, Native Americans, and Hispanic Americans.
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EDR 535 - Folklore and Storytelling.
Graduate standing. (3).
Study of folklore and its relationship to the storytelling process. Emphasis on techniques of preparing and telling stories. Course involves attendance at the Michigan Storytellers’ Festival. Not open for students with credit for EDR 435 or THE 449 . Also listed as THE 549 .
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EDR 537 - Adolescent Literature.
Graduate standing. (3).
Survey of the content and literary merit of books read by middle and high school students. Consideration of criteria for the selection of reading material; emphasis on approaches for teaching with such materials in a variety of school contexts Not open to students with credit for EDR 437 or ENG 474 . Also listed as ENG 574 .
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EDR 540 - Assessment-Based Literacy Instruction in Elementary Classrooms.
Graduate standing. (3).
Overview of classroom literacy assessment for teachers of grades K-8 addresses all requirements in PA 118. Provide literacy assessment tools and methods of differentiating instruction in secondary classrooms. Fieldwork required.
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EDR 541 - Assessment-Based Literacy Instruction in Secondary Classrooms.
Graduate standing. (3).
Overview of classroom literacy assessment for teachers of grades 6-12 addresses all requirements in PA 118. Provides literacy assessment tools and methods of differentiating instruction in secondary classrooms. Fieldwork required.
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EDR 543 - Foundations of Literacy.
Graduate standing. (3).
Overview of the reading process with emphasis on theoretical perspectives and their application to classroom instruction. Language acquisition, word recognition, comprehension, reading-writing connections, and methods of enhancing all students’ literacy. Emphasis on study of practices relevant to contemporary classroom.
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EDR 544 - Integrated Language Arts throughout the Curriculum: Theory into Practice.
Graduate standing, EDR 543 . (3).
Current approaches to an integrated language arts curriculum, including such topics as connecting literacy instruction to all content areas, whole language, interdisciplinary teaching, materials selection to meet the needs of diverse learners, and authentic assessment. Students apply concepts and methods to unit, course, and curriculum design.
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EDR 545 - Improvement of Reading in the Middle and Secondary School.
Graduate standing. (3).
Designed to acquaint middle and secondary school teachers with the nature of the reading process, reading curriculum, methods of teaching reading for special content, classroom diagnostic and remedial procedures, materials and equipment, and current reading programs at the middle and secondary school levels. Not open to students with credit for SEC 445 or ENG 410. Also listed as ENG 510 .
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EDR 546 - Writing for Middle and Secondary School Teachers.
Graduate standing. (3).
Rationale, theory, and methods for teaching composition to middle and secondary school students in both language arts and content area fields. Concepts of the writing process; techniques for generating, responding to, and evaluating writing; writing across the curriculum; structuring writing courses and programs. Requires field experience in local schools or preparation of an in-service presentation. Not open to students with credit for EDR 446 or ENG 412. Also listed as ENG 512.
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EDR 548 - Reading and Writing Across the Content Areas.
Admission to MAC program. (3).
Teacher candidates examine ways in which secondary reading and writing instruction can enhance student learning, provide a variety of instructional methods, and allow students to make real world connections with subject matter. Designed to prepare teacher candidates to work with students who demonstrate a range of reading and writing competencies.
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EDR 553 - Foundations of Literacy for Elementary and Middle School.
Admission to the MAC program. (3).
Exploration of current views of the reading process as it relates to instructional strategies and techniques for improving student learning. Emphasis on language acquisition, word recognition, comprehension, and reading-writing connections as they relate to elementary and middle school teaching. Offered infrequently.
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EDR 554 - Integrated Language Arts for Elementary and Middle School.
Admission to the MAC program. (3).
Examination of the interrelated nature of reading, writing, speaking, listening, viewing and visually representing. Includes strategies and techniques for developing literacy instruction across content areas, selection of materials to meet the needs of diverse learners, and appropriate classroom assessment techniques. Offered infrequently.
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EDR 580 - Independent Study in Reading and Language Arts.
Graduate standing, consent of instructor and advisor. (1-3).
Research, readings or special projects tailored to academic needs and interests of the student, on a topic related to literacy education. Students should consult with advisor about applying credits to an MA in Education specialization. May be reelected to a total of four credits.
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EDR 585 - Special Topics in Reading and Language Arts.
Graduate standing. (1-6).
Focus on various topics, including intensive study of specific areas related to literacy education. May follow a non-traditional university calendar schedule and may be delivered in nontraditional formats. Section titles vary based on topic of study. Students should consult with advisor about applying credits to an MA in Education specialization. May be reelected to a total of six credits when topics vary.
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EDR 645 - Literacy Instruction for Students Identified with Special Needs.
EDR 543 . (3).
Introduction to and critique of current practices in literacy (reading, writing, listening, speaking) instruction for children identified as having special instructional needs. Focus on the current theories and understandings of child development and literacy acquisition that support practices in literacy instruction. Use this theoretical framework to investigate literacy practices that will support the success in the area of literacy for all students.
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EDR 646 - Literacy Assessment in Elementary/Middle School.
(Formerly 641) EDR 543 . (3).
Examination of the role of assessment in students’ reading and writing in the K-8 classroom. Informal assessment measures, individualized and small group instructional strategies, standardized testing, and their function in students’ literacy development. Not open to students with credit for EDR 441 .
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EDR 672 - The Literacy Specialist.
Graduate standing, EDR 543 . (3).
Candidates synthesize what they have learned throughout their coursework as they examine professional and leadership roles of the Literacy Specialist and skills necessary for Reading Specialist endorsement.
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EDR 699 - Seminar in Literacy.
Graduate standing. (3).
In-depth study of particular issues related to literacy, with topics chosen by the instructor, varying from semester to semester. Specific emphasis on emerging issues, current research, and new perspectives on literacy.
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EDS 201 - Women, Education and Globalization
(3) GS.
Insights on the importance of many aspects of women’s issues in the context of globalization. Also listed as EDE 201 and WGS 201 .
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EDS 300 - Developmental Psychology for Secondary Education.
PSY 100 ; admission to secondary teacher education program; at least junior standing; prior or concurrent election of EDE 360 or EDS 360 . (3).
Exploration of issues of learning and development through a variety of theoretical lenses. Various facets of human development, diversity and motivation, as applied to learning and teaching. Special attention to learning and development issues in the middle and secondary school setting.
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EDS 302 - Social Foundations of Secondary Education.
Admission to secondary or K-12 teacher education program; at least junior standing; prior or concurrent election of EDE 360 or EDS 360 . (3).
Critical issues in education. Organizations; control and support of schools; problems of culture and race; teacher organizations; alternatives in education.
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EDS 360 - Secondary Teaching Field Experience/Seminar.
Prior admission to secondary teacher education program; at least junior standing. (3).
Field placement in middle or secondary school, accompanied by a seminar designed as an introduction to secondary teaching profession. Students learn about teaching by participating in a public classroom under the guidance of a mentor to describe and analyze the role of the secondary classroom teacher in teaching and learning. Graded Pass/Fail/Y.
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EDS 361 - Community Building through Educational Involvement.
AFA 101 or ANT 100 /INT 100 or SOC 100 or SWR 100 , at least junior standing; or consent of instructor. (3).
Participation and observation in schools and community-based organizations, integrated with an interdisciplinary seminar on urban social issues and cultural variation. Skills required for various forms of community action; techniques including qualitative research methods, assessment, planning, intervention, and evaluation. Also listed as AFA 375 and SWR 361 . Offered infrequently.
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EDS 442 - Middle School Teaching.
EDE 360 or EDS 360 . (3).
In-depth analysis of the middle school, with special emphasis on the students, curriculum and instruction, and governance issues. Foundation for meeting the challenges of teaching grades 6-8. Offered infrequently.
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EDS 468 - Student Teaching Secondary-International.
Consent of instructor. (1-5).
Full-time teaching in a classroom outside the U.S. to fulfill part of the 14-week student teaching requirement as described for SEC 469 .
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EDS 480 - Independent Study in Secondary Education.
Consent of instructor. (1-3).
Research, readings or special projects tailored to academic needs and interests of the student in a topic related to secondary education. May be reelected to a total of four credits.
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EDS 485 - Special Topics in Secondary Education.
(1-6).
Focus on various topics, including intensive study of specific areas related to secondary education. May follow a non-traditional university calendar schedule and may be delivered in non-traditional formats. The title for each section varies, based on the topic of study. May be reelected to a total of six credits when topics vary.
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EDS 500 - Developmental Psychology for Secondary Education.
Admission to MAC program, concurrent election of EDS 515 . (3).
Exploration of issues of learning and development through a variety of theoretical lenses. Various facets of human development, diversity and motivation, as applied to learning and teaching. Special attention to learning and developmental issues in the middle and secondary school setting.
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EDS 515 - Urban Education.
Admission to MAC program. (1-3).
Field placement in a small urban high school environment, accompanied by a seminar focusing on various aspects of the environment as a context for teaching. Teacher candidates observe and demonstrate increasing levels of responsibility for teaching under the guidance of a mentor/teacher and a university faculty member. Emphasis on culture as it relates to pedagogy and learning, critical thinking, reflection, and use of clinical observation to describe and analyze the role of the classroom teaching in teaching and learning. Early in the program, candidates rotate between classrooms and schools in order to gain a broad range of perspectives; later field placements center on classrooms relevant to the candidate’s major. May be reelected to a total of nine credits.
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EDS 520 - Mathematics for Secondary Education.
Admission to MAC program. (4).
An exploration of content and methods relevant to the teaching and learning of secondary mathematics.
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EDS 530 - Teaching Numeracy Across the Curriculum.
Admission to MAC program. (3).
Introduction to teaching and incorporating numeracy skills across the curriculum in small urban high schools. Focus on innovative numeracy teaching methodologies to support student learning. Teacher candidates design and implement lesson plans and student activities that incorporate numeracy and focus on numeracy skill-building across disciplines. Assumes basic mathematics proficiency.
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EDS 547 - Teaching English in Middle and Secondary Schools.
Admission to MAC program. (3).
Focus on understanding problems in the teaching of English composition, literature and language in middle and secondary schools.
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EDS 580 - Independent Study in Secondary Education.
Graduate standing, consent of instructor and advisor. (1-3).
Research, readings or special projects tailored to academic needs and interests of the student, on a topic related to secondary education Students should consult with advisor about applying credits to an MA in Education specialization. May be reelected to a total of four credits.
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EDS 585 - Special Topics in Secondary Education.
Graduate standing. (1-12).
Focus on various topics, including intensive study of specific areas related to secondary education. May follow a nontraditional university calendar schedule and may be delivered in non-traditional formats. Section titles vary based on topic of study Students should consult with advisor about applying credits to an MA in Education specialization. May be reelected to a total of twelve credits when topics vary.
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EDS 665 - Alternative Route Track-Student Teaching I.
Admission to MAC program, consent of instructor. (4-7).
Teaching internship in a classroom for 14 weeks, under the joint supervision of University and school personnel. Designed to develop the special knowledge and skills required of teachers through supervised participation in classroom work. Graded Satisfactory/Unsatisfactory/Y. Offered Fall and Winter.
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EDS 667 - Alternative Route Track-Student Teaching II.
Admission to MAC program, consent of instructor. (4-7).
Teaching internship in a classroom for 14 weeks, under the joint supervision of University and school personnel. Designed to develop the special knowledge and skills required of teachers through supervised participation in classroom work. Graded Satisfactory/Unsatisfactory/Y. Offered Fall and Winter.
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EDS 668 - Student Teaching I.
Admission to MAC program, consent of instructor. (4-7).
Teaching internship in a classroom for 14 weeks, under the joint supervision of University and school personnel. Designed to develop the special knowledge and skills required of teachers through supervised participation in classroom work. Graded Satisfactory/Unsatisfactory/Y. Offered Fall and Winter.
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EDS 669 - Student Teaching II.
Admission to MAC program and consent of instructor. (4-7).
Teaching internship in a classroom for 14 weeks, under the joint supervision of University and school personnel. Designed to develop the special knowledge and skills required of teachers through supervised participation in classroom work. Offered Fall and Winter. Graded Satisfactory/Unsatisfactory/Y.
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EDS 698 - Student Teaching Seminar I.
Admission to MAC program, consent of instructor. (2).
Group discussions, projects and activities designed by students in student teaching to aid in looking beyond the details of the student teaching experience and in conceptualizing the teaching and learning process. Graded S/U/Y.
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EDS 699 - Student Teaching Seminar II.
Admission to MAC program, consent of instructor. (2).
Group discussions, projects and activities designed by students in student teaching to aid in looking beyond the details of the student teaching experience and in conceptualizing the teaching and learning process. May be reelected to a total of four credits when topics vary. Graded Satisfactory/Unsatisfactory/Y.
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EDT 201 - Using Technology in the Global Community.
(3) T.
Exploration of use of technological applications in real world contexts. Introduction to online audio, visual and other multimedia sources that can be used to interact and communicate across global communities. Focus on meaningful and purposeful use of technology, the development of formal and informal social networks, and the impact of technology on the global world.
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EDT 220 - Interactive Communications & Simulations.
Consent of instructor. (3) T.
Immersive exploration of the impact of technology on deliberative communication, collaborative problem-solving, and community engagement. Through experiential and conceptual approaches, students investigate the design of technologies for learning and social engagement, and the potential of technological tools to change the way we approach knowledge, discourse, and group decision-making. May be reelected to a total of six credits. Meets online. Does not satisfy Education Department technology requirement.
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EDT 242 - Investigations in Project Design.
Consent of instructor. (3).
Design, creation, and implementation of web-based educational programs. Students enrolled in this course will apply fundamental concepts in teaching and learning while learning to employ sophisticated web-based technologies in constructing online educational environments. Emphasis is given to designing web environments and encouraging thoughtful and socially responsible interaction among peers, both online and offline. Does not satisfy Education Department technology requirement. May be reelected to a total of six credits. Graded ABCDN/Y. Offered infrequently.
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EDT 243 - Advanced Investigations in Project Design.
EDT 242 . (3).
Advanced design, creation, and implementation of web-based educational programs. Students enrolled in this course will apply knowledge of online educational project design to the construction of sophisticated online educational environments. Does not satisfy Education Department technology requirement. Offered infrequently.
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EDT 401 - Using Technology in Education.
Admission to teacher education program. (3).
Introduction to uses of technology in education and technological resources for teaching. Focus on innovative uses of computers and the Internet to support student learning. Students participate in or design an educational project that uses technology, and discuss possibilities and challenges of integrating technology into teaching. Assumes basic word processing skills.
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EDT 420 - Mentor Seminar for Educational Programs.
Consent of instructor. (3).
Online mentoring and management of a web-based educational project, while addressing pedagogy and content in social studies, language arts, science, or visual arts. Students taking this course meet in seminar format and interact online with K-12 students in diverse geographic locations.
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EDT 441 - Technology: Focus on Literacy Learning and Instruction.
Admission to Education Program. (3).
Focus on the impact of technology on reading, writing and literacy development. Emphasis on computers, but other technologies also considered. Readings and discussion of theoretical research literature; hands-on use and evaluation of various software packages that support the process of reading and writing.
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EDT 444 - Technology Application in Science Education.
At least junior standing. (3).
Offered infrequently.
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EDT 480 - Independent Study in Technology Education.
Consent of instructor. (1-3).
Research, readings or special projects tailored to academic needs and interests of the student in a topic related to technology in education. May be reelected to a total of four credits.
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EDT 485 - Special Topics in Technology Education.
(1-6).
Focus on various topics, including intensive study of specific areas related to technology in education. May follow a non-traditional university calendar schedule and may be delivered in non-traditional formats. The title for each section varies, based on the topic of study. May be reelected to a total of six credits when topics vary.
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EDT 501 - Using Technology in Education.
Graduate standing. (3).
Introduction to uses of technology in education and technological resources for teaching. Focus on innovative uses of computer and the Internet to support student learning. Students participate in or design an educational project that uses technology, and discuss possibilities and challenges of integrating technology into teaching. Assumes basic word processing skills. Mixed mode: Meets partially on-line and partially on-campus. Not open to students with credit for EDT 401 .
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EDT 510 - Foundations of Technology in Education.
Graduate standing; concentration in Technology in Education. (3).
Introduction to foundational issues of technology in the field of education; innovative uses of computer and the Internet to support student learning; possibilities and challenges of integrating technology into teaching environments. Students design lesson plan units that integrate technology into the classroom. Basic word processing skills assumed.
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EDT 520 - Mentor Seminar for Educational Programs.
Graduate standing. (3).
Online mentoring and management of a web-based educational project, while addressing pedagogy and content in Social Studies, Language Arts, Science, or Visual Arts. Students taking this course meet in seminar format and interact online with K-12 students in diverse geographic locations. Not open to students with credit for EDT 420 .
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EDT 521 - Technology Skills for Educators.
Concentration in Technology in Education and graduate standing or permission of instructor. (1-3).
A series of mini-courses that build skills using computers or other educational technologies. Participants may choose from approved mini-courses offered on-line, on campus, and at off-campus locations. May be reelected to a total of 6 credits.
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EDT 525 - Investigations in Open Education.
Graduate standing. (3).
Guided exploration and reflection on learning through freely available educational resources. May include participation in an open online course. May be reelected to a total of 6 credits. Graded ABCDE/Y.
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EDT 530 - Global Program Seminar.
Admission to the Global Program. (3).
Provides foundation for concepts and skills used throughout the program, including web development and educational project design. Conducted online.
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EDT 532 - Online Communities for Social Change.
Graduate standing. (3).
Students use online tools to promote positive social change, while participating in an online social activism project. Perspectives on online communities, civic education, and use of technology in service learning. Offered online, with some off-line activity as necessary.
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EDT 535 - Online Course Design.
Graduate standing. (3).
Theory and methods of designing online courses and activities for K-12 and higher education. Graded ABCDE/Y.
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EDT 542 - Educational Project Design.
Graduate standing. (3).
Design, creation, and implementation of web-based educational programs. Students enrolled in this course will apply fundamental concepts in teaching and learning while learning to employ sophisticated web-based technologies in constructing online educational environments. Emphasis is given to designing web environments and encouraging thoughtful and socially responsible interaction among peers, both online and offline. May be reelected to a total of six credits.
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EDT 543 - Advanced Educational Project Design.
EDT 542 . (3).
Advanced design, creation, and implementation of web-based educational programs. Students enrolled in this course will apply knowledge of online educational project design to the construction of sophisticated online educational environments.
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EDT 544 - Assistive Technology for Students with Special Needs.
Graduate Standing. (3).
Introduction to appropriate technology and assistive devices for supporting students with special needs. Assessment of individual needs and the appropriate accommodations, adaptations, and use of technology. Recent technological innovations examined in light of research and legislations about special needs learners. Also listed as EDN 544 .
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EDT 575 - Introduction to Web Development.
Graduate standing. (3).
Introduction to website/web application development using coding protocols like HTML and CSS; database systems like MySQL; development environments such as Ruby on Rails; and other design and development tools as applicable. Focus on tools and techniques for rapid prototyping and agile development. Graded ABCDE/Y.
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EDT 576 - Introduction to Mobile App Development.
Graduate standing. (3).
Introduction to software development for phones, tablets, and other mobile device. Focus on tools and techniques for rapid prototyping and agile development. Graded ABCDE/Y.
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EDT 580 - Independent Study in Educational Technology.
Graduate standing, consent of instructor and advisor. (1-3).
Research, readings or special projects tailored to academic needs and interests of the student in a topic related to technology in education. Students should consult with advisor about applying credits to an MA in Education specialization. May be reelected to a total of four credits.
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EDT 585 - Special Topics in Educational Technology.
Graduate standing. (1-6).
Focus on various topics, including intensive study of specific areas related to technology in education. May follow a nontraditional university calendar schedule and may be delivered in non-traditional formats. Section titles vary based on topic of study. Students should consult with advisor about applying credits to an MA in Education specialization. May be reelected to a total of six credits when topics vary.
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EDT 630 - Institute for Innovation in Education.
Graduate standing. (1-6).
Participation in scheduled gatherings of the Institute for Innovation in Education, held multiple times each year in Michigan and various international locations. 1 credit for attendance at and reflection on a public conference; 1 credit for presenting at a public conference; 1-3 credits for project teamwork. May be reelected to a total of 6 credits. Graded ABCDE/Y.
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EDT 631 - Online Project Collaboration Methods and Tools.
Graduate standing. (1).
Survey of tools and techniques for collaboration and project management by distributed work teams. Graded ABCDE/Y.
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EDT 632 - Professional Seminar.
Graduate standing. (1).
Focus on knowledge relevant to careers in educational technology teaching, research, leadership, and development. Topics may include entrepreneurship, grant writing, community-building, curriculum design, etc. May be reelected to a total of 2 credits. Graded ABCDE/Y.
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EDT 640 - Digital Media Production.
Graduate standing. (3).
Intensive, hands-on introduction to creating videos for educational purposes, including basic filming and digital editing techniques. Focus both on creating video as instructional material, and on involving students in video production. Additional topics include using video in web sites, curriculum integration, and ethical and legal issues.
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EDT 641 - Technology: Focus on Literacy Learning and Instruction.
Graduate standing. (3).
Focus on the impact of technology on reading, writing, and literacy development. Emphasis on computers, but other technologies also considered. Readings and discussion of theoretical and research literature; hands-on use and evaluation of various software packages that support the processes of reading and writing. Not open to students with credit for EDT 441. Offered infrequently.
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EDT 644 - Technological Applications in Science Education.
Graduate standing. (3).
How technological tools support new ways of thinking and learning. Assists preservice and inservice teachers of grades 5-12 in evaluating the role of technology, such as robotics, software, web page authoring, and laboratory probeware, in the learning process. Not open to students with credit for EDT 444 . Offered infrequently.
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EDT 650 - Project Design and Fieldwork.
Graduate standing. (3-9).
Supervised work done independently or in teams. May be reelected to a total of 9 credits. Graded ABCDE/Y.
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EDT 660 - Classroom Enactment of Educational Programs.
Graduate standing. (3).
Facilitation of a group of K-12 students participating in a web-based project run by the Interactive Communications and Simulations group. Students will also discuss and reflect on pedagogical issues related to the enactment of the project. A choice of projects for various grade levels and subject matter will be available. This class is designed for practicing educators who can dedicate at least 12 hours of instructional time to a project over the course of a semester. Meets online. Graded ABCDE/Y.
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EDT 690 - Global Program Capstone Seminar.
Admission to the Global Program (3)
Focus on synthesis of concepts introduced throughout the program, dissemination of student projects to a broad audience, and strategies for continuing communities of practice beyond the end of the program.
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EDT 699 - Leadership of Educational Programs.
Consent of instructor; EDT 520 or EDT 542 or EDT 660 . (3).
Designed for graduate students who are interested in becoming leaders of web-based educational projects, while addressing fundamental issues of learning theory and pedagogy related to using technology in education.
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EGR 100 - Introduction to Technology.
(3) T.
Concepts and processes of technology, its effects on society, and interrelationships among science, engineering and technology. Processes, resources, tools, products and services used in fields such as communication, transportation, energy, manufacturing, and mechanical and biomedical engineering; with demonstration of selected technologies. Future technologies and potential impacts on society, from local and global perspectives.
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EGR 102 - Introduction to Engineering and Engineering Problem Solving.
MTH 111 with a grade of C (2.0) or better or equivalent as determined by the math placement test; PHY 143 or high school physics. (3) T.
Introduction to engineering problem solving using scientific and mathematical principles, concepts, methods, modeling, design and analysis. Introduction to various engineering disciplines and career opportunities in each discipline and to communicate skills, ethics and professional responsibilities, and engineering analysis tools and techniques such as computer aided design (CAD) and computer aided engineering, etc.
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EGR 110 - The Engineering Profession.
MTH 111 with a grade of C (2.0) or better, PHY 143 or high school physics. (3).
Designed for students interested in the Guaranteed Admit Engineering Transfer Program between the University of Michigan-Flint and the University of Michigan, Ann Arbor College of Engineering. Provides exposure to fundamentals of each engineering discipline offered at the College through formulation and solution of engineering problems. Helps undecided students select a major and first year students make better, more informed and stable choices of major. Graded ABCN.
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EGR 165 - Computer-Aided Design.
(3) T.
Computer-Aided Design using parametric design and modeling. Creation of two-and three-dimensional drawings with geometric and dimensional tolerance. Constraint- and feature-based modeling based on concepts from theoretical computer graphics and related standards. Students exiting the course have increased ability to apply creativity along with constraint-based modeling to develop design and solution of problems. Lecture/laboratory with hands-on exercises using pro/ENGINEER software for creation of models and drawings.
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EGR 166 - Energy and Environment.
(3) T.
Fundamentals of the following energy types: mechanical, wind, hydro, thermal, biomass, fossil fuels, geothermal, solar, nuclear radiation, and electricity. The effect of energy on transportation, economics and sustainability of the environment.
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EGR 203 - Technology and Society.
(3) S.
Examination of social dimensions of technology; how societal factors influence (or impede) development, adoption, and diffusion of technology; how technology, influences societies and social relations. Lectures, readings and class discussions drawing on historical and current examples from a broad range of cultural contexts around the world. Focus on such issues as impacts of technology on everyday life, social interaction, social institutions, social order and conflict, international relations, and ethical/philosophical challenges posed by technological change. Also listed as SOC 203 .
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EGR 230 - Statics.
PHY 243 , MTH 121 , each with a grade C (2.0) or better; prior or concurrent election of EGR 102 . (3).
Understanding of the principles of mechanics and their application to the solution of engineering problems, especially in equilibrium state. Free-body diagrams introduced; equilibrium problems and resultants of general force systems stressed.
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EGR 235 - Global Energy.
(3) GS.
Global energy demand, consumption and supply and its impact on social, environmental and political changes. Analysis of traditional and alternate sources of energy production such as coal, oil, nuclear, hydroelectric, wind and solar. Development and use of alternate energy systems in different parts of the world; government policies, regulations and choices related to energy use and conservation. Also listed as POL 235 .
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EGR 260 - Mechanics of Deformable Solids.
EGR 230 with a grade of C (2.0) of better, MTH 122 with a grade of C (2.0) or better or concurrent election of MTH 122 ; prior or concurrent election of EGR 102 . (3).
Deformable solids, stress and strain, principal axes, material behavior (elastic, plastic, viscoelastic, temperature dependent). Boundary value problems, torsion, beams. Instability, columns.
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