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EDM 101 - Developing a Mathematical Mindset
Not open to Elementary Education students. (3).
A variety of activities and experiences selected from the Elementary Education Mathematics curriculum. Designed to help everyone, from those who have struggled with mathematics to those who have not, demystify the rules and procedures of mathematics that are generally taught, and to become rational, informed citizens of mathematical practice in today’s schools. Graded ABCDE. [“”]
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EDM 120 - Mathematics for K-8 Teachers I
ECE 344 . (4).
Exploration of content and methods relevant to whole number arithmetic in elementary classrooms. Mathematical topics include additive and multiplicative reasoning; pedagogical topics include mathematical mindsets, equity in mathematics education, analysis of student thinking, and selection of tasks. A portion of the course is held in a local elementary school classroom. Graded ABCDE. [“”]
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EDM 121 - Mathematics for K-8 Teachers II
(3-4).
Exploration of content and methods relevant to mathematics in the K-8 classroom, with emphasis on how children learn. Topics include patterns, two-and three-dimensional geometry and measurement, data, and chance. A portion of the course is held in a local elementary school classroom. Graded ABCDE. [“”]
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EDM 122 - Mathematics for K-8 Teachers III
(Formerly EDM 341). Concurrent enrollment in EDM 163 . (3-4).
A foundation for understanding and teaching rational number arithmetic in the K-8 classroom is provided through explorations of content and methods. Topics include fractions, decimals and percents, and multiplicative structures. A portion of the course is held in a local elementary school classroom. Graded ABCDE. [“”]
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EDM 163 - Mathematics Education Practicum l
Concurrent election of EDM 122 . (1).
Provides candidates with opportunities to observe, evaluate, create and teach mathematics lessons in one-on-one, small group, and/or 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 colloborate with classroom teachers and professionals. Graded [“”]
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EDM 220 - Algebraic Thinking in the Early Grades
EDM 122 , EDM 163 ; or consent of instructor. (3).
Early algebraic thinking and its application to elementary classrooms. Mathematics topics include patterns, proportional reasoning, variables and unknowns, the concept of function, modeling of real world situations using algebraic language, and linear relationships; pedagogical topics include standards of mathematical practices. Graded ABCDE. [“”]
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EDM 222 - Geometry and Measurement for K-8 Teachers
EDM 121 , EDM 220 . (3).
Euclidean and spherical geometry and its applications for elementary and middle school classrooms. Extended investigation of geometry and measurement topics introduced in EDM 121, studied in part with an axiomatic proof-based approach. Graded ABCDE. [“”]
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EDM 230 - Algebraic Thinking in the Middle School
EDM 122, EDM 220; or consent of instructor. (3).
Mathematics content for middle school teachers. Topics include: variables and patterns; linear relationships; exponential, quadratic, polynomial and rational functions; the unit circle and basic trigonometric functions; function transformations; basic concepts of calculus. Graded ABCN/Y [“”]
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EDM 300 - Essential Mathematics for Elementary Teachers
EDM 122 or equivalent determined by EDM qualifying test; admission to Elementary Education program; or consent of instructor. (3).
Study and review of mathematics relevant to elementary education licensing test. Graded ABCN/Y [“”]
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EDM 320 - Concepts of Calculus for Elementary Education
EDM 220 . (4).
One-variable calculus and its relevance to the K-8 classroom. Topics include functions, limits, derivative, integrals, and the Fundamental Theorem of Calculus. Guided discovery-based activities in a cooperative group setting. Part of the course may involve interaction with school children. Graded ABCDE. [“”]
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EDM 321 - Discrete Structures for Elementary Education
EDM 120 . (4).
Discrete mathematics and its application to the K-8 classroom. Topics may include graph algorithms, induction, recursion, and permutations and combinations. Guided discovery-based activities in a cooperative group setting. Part of the course may involve interaction with school children. Graded ABCDE. [“”]
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EDM 322 - Probability and Statistics for Elementary and Middle School Teachers
EDM 222 , EDM 230 ; or consent of instructor. (3).
Investigation of descriptive and inferential statistics and probability concepts. Topics include: collecting, summarizing, and displaying descriptive data; measures of central tendency; simple and conditional probabilities; probability and normal distributions; confidence intervals. Computer and calculator technology used to support main ideas. Graded ABCDE. [“”]
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EDM 365 - Mathematics Education Practicum ll
EDM 322 , concurrent enrollment in EDM 390 ; or consent of instructor. (1).
Provides candidates with opportunities to observe, evaluate, create and teach mathematics 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/Y [“”]
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EDM 390 - Methods for Teaching Mathematics in the Middle School
EDM 322 , concurrent enrollment in EDM 365 ; or consent of instructor. (3).
Students revisit and synthesize key ideas in elementary and middle school mathematics with a focus on how to teach the middle school mathematics topics. May include a capstone project and mathematics assessment of all EDM course knowledge. Part of the course will be held in a local middle school. Graded ABCDE. [“”]
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EDM 480 - Independent Study in Mathematics for Elementary Education
Consent of instructor. (1-4).
Research, readings or special projects tailored to academic needs and interests of the student. May be reelected to a total of four credits. Graded ABCDE/Y. [“”]
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EDM 485 - Special Topics in Mathematics for Elementary Education
Consent of instructor. (1-4).
Intensive study of specific areas related to elementary mathematics education. May follow a non-traditional university calendar schedule and may be delivered in non-traditional formats. Section titles vary by topic; May be reelected to a total of eight credits when topics vary. Graded ABCDE. [“”]
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EDM 490 - Capstone to the Elementary Education Mathematics Major
Completion of 28 credits toward the Elementary Education Mathematics Major, or consent of instructor. (4).
Seminar concerning advanced topics in middle school mathematics. Students develop and present lessons in the areas of calculus, discrete mathematics, and probability and statistics. Part of the course may involve interaction with school children. Graded ABCDE. [“”]
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EDM 500 - Number and Operations I
Graduate standing. (3).
Exploration of content and methods relevant to children’s base ten number system understanding and whole number additive reasoning, with emphasis on how children learn. Includes study of learning trajectories and analysis of children’s work. Graded ABCDE. [“”]
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EDM 502 - Number and Operations II
Graduate standing. (3).
Exploration of content and methods relevant to the development of children’s whole number multiplicative and proportional reasoning and skills, with emphasis on how children learn. Includes study of learning trajectories and analysis of children’s work. Graded ABCDE. [“”]
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EDM 510 - Early Childhood Mathematics
Graduate standing. (4).
Exploration of content and methods relevant to the development of children’s early number understanding. Topics include counting, patterns, measurement, sets, number sense, number operations, and methods of intervention. Includes study of learning trajectories and analysis of children’s work. Graded ABCDE. [“”]
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EDM 512 - Helping Young Children Become Mathematical Thinkers
Graduate standing. (4).
Exploration of content and methods relevant to children’s development as mathematical thinkers, with a focus on understanding of and sensitivity to diverse learners. Topics include observation of children, their marks and visual representations, documentation of their thinking; cultural diversity; students with special needs and struggling learners. Graded ABCDE. [“”]
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EDM 520 - Children’s Algebraic Thinking
Graduate standing. (3).
Exploration of content and methods relevant to the children’s development as early algebraic thinkers who can reason, generalize and prove. Includes study of learning trajectories and analysis of children’s work. Graded ABCDE. [“”]
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EDM 522 - Children’s Geometry and Measurement
Graduate standing. (3).
Exploration of content and methods relevant to the development of children’s geometry and measurement reasoning and skills, with emphasis on how children learn. Includes study of learning trajectories and analysis of children’s work. Graded ABCDE. [“”]
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EDM 530 - Fractions and Formative Assessment
Graduate standing. (4).
Exploration of content and methods relevant to children’s understanding of fractions, with emphasis on how children learn; classroom discussion and discourse; formative assessment in the teaching and learning of fractions. Includes study of learning trajectories and analysis of children’s work. Graded ABCDE. [“”]
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EDM 532 - Curriculum and Leadership in Mathematics Education
Graduate standing. (4).
Exploration of mathematics curriculum development, including historical and contemporary issues that influence curriculum planning and educational change; leadership in mathematics education; building family and community partnerships. Graded ABCDE. [“”]
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EDM 680 - Early Childhood and Elementary Mathematics Education Capstone
EDE 670 . (4).
Students complete three final projects: solution of a mathematical “Habits of Mind” problem, a written reflection on the teaching and learning of mathematics, and a project focused on mathematics teaching practice or on children’s mathematical thinking. Graded ABCDE/Y. [“”]
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EDN 410 - Teaching in the Inclusive Classroom
Admission to Education program. (3).
Introduction to and critique of the theory and practice of inclusion, education of students with disabilities in the regular classroom. Philosophy and goals of inclusive education as they relate to general school and classroom level practices that support the success of all students regardless of ability; skill development in inclusion strategies. Graded ABCDE. [“”]
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EDN 420 - Young Children with Special Needs
ECE 100 , ECE 200 , ECE 225 , ECE 235 ; prior or concurrent election of ECE 240 . (4).
Introduction to working with young children (birth-8 years old) with special needs. Topics include: Developmental and ecological perspectives on young children with special needs, assessment, identification, IFSPs, IEPs, least restrictive environments, early childhood special education and intervention programs, strategies and techniques, ancillary supports, family supports, transition to primary grades, and ongoing support in the primary grades. Also listed as ECE 420. Graded ABCDE. [“”]
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EDN 480 - Independent Study in Special 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 the education of children with special needs. May be reelected to a total of four credits. Graded ABCDE. [“”]
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EDN 485 - Special Topics in Special Education
(1-6).
Focus on various topics, including intensive study of specific areas related to the education of children with special needs. 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. Graded ABCDE. [“”]
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EDN 500 - Individuals with Special Needs
Graduate standing. (3).
Provides the teacher with an in-depth understanding of the range of disabilities/exceptionalities for a developmental, learning theory, and ecological perspective through life span. Graded ABCDE. [“”]
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EDN 501 - Special Education in American Schools
Graduate standing. (3).
Focus on special education in American schools from organizational, instructional, historical, philosophical, and legal perspectives. Emphasis on range of program delivery systems (inclusion, resource rooms, self-contained classrooms, special and alternative programs), appropriate curriculum and instructional models, including classroom adaptations and assistive technology. Includes site-visits and observations in a variety of programs. Graded ABCDE. [“”]
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EDN 502 - Family, School and Community Collaboration for Students with Special Needs
Graduate standing and prior or concurrent election of EDN 500 or EDN 501 . (3).
Knowledge and skills required for work as part of a multidisciplinary team to provide comprehensive services for individuals with special needs. Working collaboratively within the school setting, using co-teaching, team teaching, consultative and specialist models; strategies for collaborating with family and community agencies. Teachers develop skills in effective team-building, understanding leadership styles, improving communication, problem-solving, advocacy, and decision-making. Graded ABCDE. [“”]
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EDN 505 - Inclusion in Today’s Classrooms and Society
(3).
This course will explore the historical, philosophical, and societal dimensions of inclusions across contexts and the age span. Students will examine, critically reflect on, and refine their philosophy regarding inclusion. Graded ABCDE. [“”]
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EDN 510 - Teaching in the Inclusive Classroom
Graduate standing. (3).
Introduction to and critique of theory and practice of inclusion, education of all students with disabilities in the regular classroom. Philosophy and goals of inclusive education as related to general school and classroom level practices that support the success of all students regardless of ability; skill development in inclusion strategies. Not open to students with credit for EDN 410 . Graded ABCDE. [“”]
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EDN 515 - Teaching Exceptional Students
(3).
This course is designed to provide teachers and other practitioners with a foundational knowledge of the characteristics of students with exceptionalities. The focus is on understanding how the characteristics may be demonstrated in the inclusive classroom. Research based practices for meeting the needs of exceptional children will be emphasized and Individualized Education Plans and Individualized Family Service Plans will be explored. The assignments will be differentiated to meet the needs of teachers who already have significant knowledge on exceptional students (e.g. special education teachers). Graded ABCDE. [“”]
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EDN 520 - Early Childhood Special Education
Graduate standing. (3).
Introduction to working with young children (birth-8) with special needs. Developmental and ecological perspectives on young children with special needs, assessment, identification, IFSPs, IEPs, least restrictive environments, early childhood special education and intervention programs, strategies and techniques, ancillary supports, family supports, transition to primary grades and ongoing supports in the primary grades. Also listed as ECE 520. Graded ABCDE. [“”]
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EDN 525 - Technology in the Inclusive Classroom
(3).
This course is designed to provide professionals with content knowledge on appropriate technology and assistive devices for supporting students with disabilities in the inclusive classroom. Universal Design for Learning and integrating technology into instruction and assessments will also be explored. Graded ABCDE. [“”]
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EDN 540 - Behavioral and Instructional Methods in Special Education
Prior or concurrent election of EDN 500 or EDN 501 . (3).
Techniques for teachers to adapt instruction to meet behavioral and curricular needs of special education students. Interventions including positive behavioral supports, behavioral analysis, development of pro-social, transition, and life skills. Creating effective learning environments to enhance academic success and quality of life including the use of adaptive and assistive technology. Multicultural perspectives on how behavior and learning are shaped within cultural contexts. Graded ABCDE. [“”]
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EDN 541 - Assessment, Identification, and Program Planning for Students with Special Needs
Prior or concurrent election of EDN 500 or EDN 501 . (3).
Knowledge and skills required in assessing, teaching, and evaluating students with special needs. Teachers learn to administer and interpret various language, social, emotional, cognitive, academic functional, and adaptive behavior assessments in order to develop individual education plans. Graded ABCDE. [“”]
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EDN 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 EDT 544. Graded ABCDE. [“”]
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EDN 565 - Social and Behavioral Strategies for the Inclusive Classroom
(3).
This course is designed to provide teachers and other practitioners with foundational knowledge in classroom management to address the multifaceted social and behavioral needs of diverse students. The emphasis of this course is using multi-tiered systems of support to prevent and remediate problematic behaviors. Research based strategies for supporting the social and behavioral needs of diverse students will be presented. Students will apply their skills to develop, implement, and assess the efficacy of social and behavioral interventions. Graded ABCDE. [“”]
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EDN 580 - Independent Study in Special 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 the education of children with special needs. Students should consult with advisor about applying credits to an MA in Education specialization. May be reelected to a total of four credits. Graded ABCDE. [“”]
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EDN 585 - Special Topics in Special Education
Graduate standing. (1-6).
Focus on various topics, including intensive study of specific areas related to the education of children with special needs. May follow a non-traditional 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. Graded ABCDE. [“”]
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EDN 600 - Comprehensive Overview of Learning Disabilities
EDN 500 , EDN 501 , EDN 502 , EDN 540 , EDN 541 , EDN 544 . (3).
Comprehensive overview of children, adolescents and adults with learning disabilities. Current research on identification, definitions, characteristics of specific learning disabilities, etiology, prevalence, ways to support individuals and their families. Observations required. Graded ABCDE. [“”]
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EDN 601 - Comprehensive Overview of Cognitive Impairments
EDN 500 , EDN 501 , EDN 502 , EDN 540 , EDN 541 , EDN 544 . (3).
Comprehensive overview of the range of individuals with cognitive impairments. Current research on identification, definitions, characteristics of cognitive impairments, etiology, prevalence, ways to support individuals and their families. Observations required. Graded ABCDE. [“”]
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EDN 602 - Issues and Trends in Special Education
Graduate standing. (3).
Students analyze and explore current issues and trends in special education. Required of special education students completing more than one endorsement or with transfer credits from another institution; elective for other graduate students interested in the area. Graded ABCDE. [“Infrequently”]
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EDN 635 - Poverty and Culture in the Classroom
(3).
This course is designed to explore how culture and poverty impact a student’s educational success in the classroom. Teachers and other practitioners will gain practical experiences on what it means to be poor in America while trying to pursue an education, as well as strategies to meet the needs of students in poverty and students with diverse cultural backgrounds. Graded ABCDE. [“”]
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EDN 640 - Methods-Learning Disabilities
Graduate standing; prior or concurrent election of EDN 600 . (3).
Focus on best research based practices involving assessment, IEP planning and methods for specific learning disabilities will be applied in a range of settings. Methods of instruction will involve information-processing, cognitive-developmental, and behavioral approaches including adaptive and assistive technology, academic and curricular modifications, self-determination, transition planning, and community and family supports. In addition, the teacher will learn to apply the skills and roles as a multi-disciplinary team member. Graded ABCDE. [“”]
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EDN 641 - Methods-Cognitive Impairments
Graduate standing; prior or concurrent election of EDN 601 . (3).
Focus on best research-based practices involving assessment, IEP planning and methods for specific cognitive impairments applied in a range of settings. Information-processing, cognitive-developmental, and behavioral approaches; including adaptive and assistive technology, academic and curricular modifications, self-determination, transition planning, and community and family supports. Teachers learn to apply skills and roles as a multi-disciplinary team member. Graded ABCDE. [“”]
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EDN 655 - Reseach Seminar in Special Education
(3).
This course is designed to provide teachers and other practitioners with foundational knowledge in research methods. The course will provide an opportunity for professionals to investigate, formally and systematically, their problems of practice, including questions regarding their teaching, students, or curriculum. Graded ABCDE. [“”]
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EDN 660 - Learning Disabilities Elementary Practicum
Prior or concurrent election of EDN 640 . (3).
Six-week full-time student teaching placement in a K-8 setting serving student with learning disabilities, appropriate placement determined by Director of Educational Field Experiences. Teacher candidates required to develop a professional portfolio and demonstrate reflective practice through seminar/discussions. Graded Satisfactory/Unsatisfactory. [“”]
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EDN 661 - Cognitive Impairments Elementary Practicum
Prior or concurrent election of EDN 641 . (3).
Six-week full-time student teaching placement in a K-8 setting serving student with cognitive impairments, appropriate placement determined by Director of Educational Field Experiences. Teacher candidates required to develop a professional portfolio and demonstrate reflective practice through seminar/discussions. Graded Satisfactory/Unsatisfactory. [“”]
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EDN 662 - Learning Disabilities Secondary Practicum
Prior or concurrent election of EDN 640 . (3).
Six-week full-time student teaching placement in a 6-12 setting serving student with cognitive impairments, appropriate placement determined by Director of Educational Field Experiences. Teacher candidates required to develop a professional portfolio and demonstrate reflective practice through seminar/discussions. Graded Satisfactory/Unsatisfactory. [“”]
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EDN 663 - Cognitive Impairments Secondary Practicum
Prior or concurrent election of EDN 641 . (3).
Six-week full-time student teaching placement in a 6-12 setting serving student with cognitive impairments, appropriate placement determined by Director of Educational Field Experiences. Teacher candidates required to develop a professional portfolio and demonstrate reflective practice through seminar/discussions. Graded Satisfactory/Unsatisfactory. [“”]
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EDN 665 - Methods for Differentiation and Remediation
(3).
This course is designed to provide teachers and other practitioners with foundational knowledge in differentiated instruction, academic remediation, and assessment. The emphasis of this course is using multi-tiered systems of support to identify students who need additional support, identify appropriate research based interventions, and monitor students’ progress. Students will apply their skills to develop, implement, and assess the efficacy of academic interventions. Graded ABCDE. [“”]
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EDN 695 - Capstone
(3).
The goal of this course is for students to demonstrate their ability to meet the needs of diverse learners through the design, implementation, and assessment of learning activities. Students will design and implement a unit taking into consideration all the aspects they learned from their coursework. This capstone is the culminating project demonstrating the knowledge, skills, and experience the student possesses as an educator. Graded ABCDE. [“”]
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EDR 230 - Genre and Diversity in Children’s Literature
(3) H
Survey of content and literary merit of literature read by preschool and elementary school children, with emphasis on global and multicultural perspectives. Study of common and divergent elements of the various genres of literature; literary understanding; methods and techniques of teaching with children’s literature; critical and theoretical perspectives on evaluating and selecting diverse children’s literature. Graded ABCDE. [“”]
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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) and culturally diverse students. Examination of principles, theories and current practices in the field of TESOL and best practices in supporting cultural diversity within the classroom; linguistic and cultural needs of all students; application of standards-based curriculum and instruction for ELL students and culturally diverse students in mainstream classrooms; assessment of English language proficiency and content area learning; resources and professionalism for teachers working with linguistically and culturally diverse students. Graded ABCDE. [“”]
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EDR 343 - Literacy Teaching and Learning in Early Elementary School
Admission to Education program; concurrent election of EDR 360 . (3).
Familiarization of prospective elementary and middle school teachers with important aspects of early literacy instruction. Emphasis on current views of literacy as it relates to instructional strategies and techniques for improving student learning. Graded ABCDE. [“”]
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EDR 344 - Literacy Teaching and Learning in Late Elementary and Middle School
Admission to Education program; concurrent election of EDR 361 . (3).
Examination of the interrelated nature of reading, writing, speaking, viewing, and listening for literacy instruction with children in the elementary and middle school grades. Includes strategies and techniques for developing literacy using comprehensive instructional approaches. Graded ABCDE. [“”]
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EDR 360 - Language Arts 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 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. Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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EDR 440 - Assessment-Based K-8 Language Arts Instruction
Admission to teacher education program. (3) CAP.
Current approaches for supporting literacy development of K-8 students. Assessment-focused planning and instruction for students with diverse literacy abilities and needs; use of informal and formal assessment materials to analyze literacy 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). Graded ABCDE.
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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. Graded ABCDE. [“Infrequently”]
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EDR 442 - Literacy Through the Content Areas
Admission to Elementary Education program (3).
Survey of research-based theories, pedagogy, and instructional practices of integrating and teaching literacy across grades PreK-8 in the content areas of science, social studies, and mathematics. Graded ABCN/Y [“”]
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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. Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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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 . Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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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. Graded ABCDE. [“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. Graded ABCDE. [“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. Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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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 . Graded ABCDE. [“”]
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EDR 670 - Reading and Writing Development/Research and the Construction of Meaning
Graduate Standing, EDR 543 . (3).
Candidates develop research insight as they create and implement an action research project focused on literacy development in K-12 literacy settings. Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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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 201andWGS 201. Graded ABCDE. [“”]
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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. Graded ABCDE. [“Infrequently”]
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EDS 442 - Middle School Teaching
Consent of instructor. (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. Graded ABCDE. [“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 . Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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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. Graded ABCDE. [“”]
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