Mar 29, 2024  
2010-2011 Catalog 
    
2010-2011 Catalog [ARCHIVED CATALOG]

Courses


 
  
  • EDN 500 - Individuals with Special Needs.


    (Formerly EDU 508).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.
  
  • EDN 501 - Special Education in American Schools.


    (Formerly EDU 509).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.
  
  • EDN 502 - Family, School and Community Collaboration for Students with Special Needs.


    (Formerly EDU 514).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.
  
  • EDN 510 - Teaching in the Inclusive Classroom.


    (Formerly EDU 532).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 .
  
  • EDN 520 - Early Childhood Special Education.


    (Formerly EDU 506).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 .
  
  • EDN 540 - Behavioral and Instructional Methods in Special Education.


    (Formerly EDU 513).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.
  
  • EDN 541 - Assessment, Identification, and Program Planning for Students with Special Needs.


    (Formerly EDU 511).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.
  
  • EDN 544 - Assistive Technology for Students with Special Needs.


    (Formerly EDU 533).Prior or concurrent election of EDN 500  or EDN 501 .(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 .
  
  • 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 maximum of 4 credits.
  
  • 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 repeated to a maximum of 6 credits when topics vary.
  
  • EDN 600 - Comprehensive Overview of Learning Disabilities.


    (Formerly EDU 600).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.
  
  • EDN 601 - Comprehensive Overview of Cognitive Impairments.


    (Formerly EDU 602).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.
  
  • EDN 602 - Issues and Trends in Special Education.


    (Formerly EDU 612).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.
  
  • EDN 640 - Methods-Learning Disabilities.


    (Formerly EDU 601).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.
  
  • EDN 641 - Methods-Cognitive Impairments.


    (Formerly EDU 603).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.
  
  • 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/Y.
  
  • 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/Y.
  
  • 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/Y.
  
  • 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/Y.
  
  • EDR 343 - Literacy Learning in the Elementary and Middle School.


    (Formerly EDU 335).Prior or concurrent election of EDE 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.
  
  • EDR 344 - The Integrated Language Arts: Reading, Writing and Oral Language.


    (Formerly EDU 333).Prior or concurrent election of EDE 360 .(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.
  
  • EDR 430 - Children’s Literature.


    (Formerly EDU 448).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.Also listed as ENG 448 .
  
  • EDR 435 - Folklore and Storytelling.


    (Formerly EDU 449).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 .
  
  • EDR 437 - Adolescent Literature.


    (Formerly EDU 474).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 .
  
  • EDR 441 - Literacy Assessment in the Elementary/Middle School.


    (Formerly EDU 481).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.
  
  • EDR 445 - Improvement of Reading in the Middle and Secondary School.


    (Formerly EDU 410).Prior or concurrent election of EDE 360  or EDS 360 , or consent of instructor.(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.  Should be elected as EDR 445 by English teacher’s certificate majors; may be elected as ENG 410  or EDR 445 by English teacher’s certificate minors.Also listed as ENG 410 .
  
  • EDR 446 - Writing for Middle and Secondary School Teachers.


    (Formerly EDU 412).Prior or concurrent election of EDE 360  or EDS 360 , or consent of instructor.(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.Also listed as ENG 412 .
  
  • 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 maximum of 4 credits.
  
  • 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 maximum of 6 credits when topics vary.
  
  • EDR 520 - Reading and Writing Development of Young Children.


    (Formerly EDU 543).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.
  
  • EDR 530 - Children’s Literature.


    (Formerly EDU 548).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 .Also listed as ENG 548 .
  
  • EDR 532 - Multicultural Children’s Literature.


    (Formerly EDU 547).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.
  
  • EDR 535 - Folklore and Storytelling.


    (Formerly EDU 549).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 .
  
  • EDR 537 - Adolescent Literature.


    (Formerly EDU 574).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 .

  
  • 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.
  
  • 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.
  
  • EDR 543 - Foundations of Literacy.


    (Formerly EDU 545).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.
  
  • EDR 544 - Integrated Language Arts throughout the Curriculum: Theory into Practice.


    (Formerly EDU 546).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.
  
  • EDR 545 - Improvement of Reading in the Middle and Secondary School.


    (Formerly EDU 510).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 EDR 445  or ENG 410 .Also listed as ENG 510 .
  
  • EDR 546 - Writing for Middle and Secondary School Teachers.


    (Formerly EDU 512).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 .
  
  • 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.
  
  • 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.
  
  • 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 repeated to a maximum of 4 credits.
  
  • 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 repeated to a maximum of 6 credits when topics vary.
  
  • EDR 641 - Literacy Assessment in Elementary/Middle School.


    (Formerly EDU 581).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 .
  
  • EDR 645 - Literacy Instruction for Students Identified with Special Needs.


    (Formerly EDU 580).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.
  
  • EDR 699 - Seminar in Literacy.


    (Formerly EDU 535).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.
  
  • 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 .Graded Pass/Fail.
  
  • EDS 300 - Developmental Psychology for Secondary Education.


    (Formerly EDU 305).PSY 100 ; admission tn 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.
  
  • 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.
  
  • EDS 341 - Teaching Mathematics in Middle and Secondary Schools.


    (Formerly EDU 360).Prior or concurrent election of EDS 360  or consent of instructor.(3).

    Objectives of mathematics programs in relation to (a) recent literature; (b) new instructional materials, methods, and curricular trends; (c) development and improvement of designs and plans for teaching.
  
  • EDS 342 - Issues, Methods and Materials in K-12.


    (Formerly EDU 307).ART 300  or EDE 342  or consent of instructor.(3).

    Student participation in art educational experiences and teaching of seminars in a real classroom setting, based on study of course texts and resources addressing K-12 contemporary issues in art education, the history of art education, issues of “special needs” students, classroom management skills, and instructional practices for elementary, middle and high school level courses.Offered Winter semester.Also listed as ART 303 .
  
  • EDS 343 - Teaching Social Science in Middle and Secondary Schools.


    (Formerly EDU 363).Prior or concurrent election of EDS 360 .(3).

    Outstanding problems in the teaching of social science in middle and secondary schools. General and specific objectives; trends in methods, materials of instruction and their uses; provision for individual differences; evaluation of pupil progress; procedures in curriculum construction; contributions of research.
  
  • EDS 344 - Teaching Science in Middle and Secondary Schools.


    (Formerly EDU 364).Prior or concurrent election of EDE 360  or EDS 360 .(3).

    Teaching strategies and objectives of science education as related to the middle and secondary school student, the science curriculum, and the science teacher. Practical experience through peer group interaction.
  
  • EDS 345 - Teaching Foreign Languages in Middle and Secondary Schools.


    (Formerly EDU 365).FRN 212  or GER 212 or SPN 212 ; prior or concurrent election of EDE 360  or EDS 360 .(3).

    Designed for prospective teachers of foreign language in the middle and secondary schools. Classroom layout for foreign language instruction. Teaching pronunciation and grammar. Teaching demonstrations by class members. Choosing and using textbooks; various theories of foreign language teaching; testing language skills.Also listed as FRN 365  and SPN 365 .
  
  • EDS 346 - Methods and Materials for Teaching Secondary School Performance Classes.


    (Formerly EDU 382).MUS 130 , MUS 241 , MUS 242 , MUS 243 , MUS 252 , MUS 261 , MUS 262 .(3).

    Organization, methods, materials, and testing procedures for secondary vocal and instrumental performance groups. Basic objectives, principles, and minimum standards of music education, teaching-learning environment, relationship of music to total school curriculum, recruiting, and public relations. Laboratory experiences in conducting vocal and instrumental groups.Also listed as MUS 382 .
  
  • EDS 347 - Teaching English in Middle and Secondary Schools.


    (Formerly EDU 361).Prior or concurrent election of EDS 360 .(3).

    Outstanding problems in the teaching of English composition, literature, and language in middle and secondary schools.  Required of all candidates for the secondary teacher’s certificate with a major or minor in English. Strongly recommended that this course be completed prior to student teaching in secondary English. Should be elected as EDS 347 by English teacher’s certificate majors; may be elected as EDS 347 or ENG 361  by English teacher’s certificate minors.Also listed as ENG 361 .
  
  • EDS 348 - Teaching Speech in Middle and Secondary Schools.


    (Formerly EDU 368).Prior or concurrent election of EDE 360  or EDS 360 .(3).

    Methods, materials, and objectives of speech education in middle and secondary schools; modern trends in instruction; problems and procedures in teaching and directing theatre, debate, discussion, and other speech activities.Also listed as COM 368  and THE 368 .
  
  • EDS 360 - Secondary Teaching Field Experience/Seminar.


    (Formerly EDU 306).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.
  
  • EDS 361 - Community Building through Educational Involvement.


    (Formerly EDU 375).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 .
  
  • EDS 442 - Middle School Teaching.


    (Formerly EDU 411).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.
  
  • 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 EDS 469 .
  
  • EDS 469 - Student Teaching in the Secondary School.


    (Formerly EDU 369).EDS 300 , EDS 302 , EDS 360 , all with grades of C (2.0) or better; concurrent election of EDS 499 . Open only to students with 110 or more credits, who are within 8 credits of completing their major and within 8 credits of completing their minor prior to student teaching, and who have been formally admitted to a teacher certification program and completed an application to student teach. (At the time of application, students must have passed the State of Michigan basic skills tests and have grade point averages of at least 2.75 overall, in education courses, and in the major and minor subject areas to be eligible to student teach.) Application procedures include an online application and a mandatory orientation meeting. The application period is in December for Fall student teaching, and in late April/early May for Winter student teaching. Missing the deadline will result in waiting until the next application period. The application site is posted to the Education Department’s website and on the Department’s bulletin board. The mandatory orientation is held in August for Fall student teaching, and in December for Winter student teaching. Dates and times are listed in the student’s eligibility letter and posted on the application site and to the Student Teaching organization in Blackboard. It is strongly urged that students elect only 12 credits while student teaching.(3-10).

    Full-time 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 full-time participation in classroom work. Weekly seminar provides opportunity for discussion and evaluation of the student teaching experience. Additional clinical experiences and independent study may be required on an individual basis where deemed necessary by University and school personnel.Students should keep other course elections to a minimum during the semester in which they take student teaching.Graded Pass/Fail/Y.
  
  • 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 maximum of 4 credits.
  
  • 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 maximum of 6 credits when topics vary.
  
  • EDS 499 - Secondary Student Teaching Seminar.


    (Formerly EDU 359).Concurrent election of EDE 469  or EDS 469 .(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 Pass/Fail/Y.
  
  • 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 educationStudents should consult with advisor about applying credits to an MA in Education specialization. May be repeated to a maximum of 4 credits.
  
  • EDS 585 - Special Topics in Secondary Education.


    Graduate standing.(1-6).

    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 studyStudents should consult with advisor about applying credits to an MA in Education specialization. May be repeated to a maximum of 6 credits when topics vary
  
  • EDT 220 - Interactive Communications & Simulations.


    (Formerly EDU 225).Consent of instructor.(3).

    Participation in web-based educational project that encourages thoughtful and socially responsible interaction among peers, both online and offline.May be elected twice. Meets online. Does not satisfy Education Department technology requirement.
  
  • EDT 242 - Investigations in Project Design.


    (Formerly EDU 223).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.Graded ABCDE/Y.
  
  • EDT 243 - Advanced Investigations in Project Design.


    (Formerly EDU 224).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.
  
  • EDT 401 - Using Technology in Education.


    (Formerly EDU 421).Prior or concurrent election of EDE 360 .(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.
  
  • EDT 420 - Mentor Seminar for Educational Programs.


    (Formerly EDU 427).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.
  
  • EDT 444 - Technology Application in Science Education.


    (Formerly EDU 415).At least junior standing.(3).

  
  • 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 maximum of 4 credits.
  
  • 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 not be elected for more than six credits and may not repeat the same topic for credit.
  
  • EDT 501 - Using Technology in Education.


    (Formerly EDU 521).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 .
  
  • EDT 510 - Foundations of Technology in Education.


    (Formerly EDU 522).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.
  
  • EDT 520 - Mentor Seminar for Educational Programs.


    (Formerly EDU 527).EDT 542 .(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 .
  
  • EDT 521 - Technology Skills for Educators.


    (Formerly EDU 529).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.
  
  • 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.
  
  • 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.
  
  • EDT 542 - Educational Project Design.


    (Formerly EDU 523).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.
  
  • EDT 543 - Advanced Educational Project Design.


    (Formerly EDU 524).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.
  
  • EDT 544 - Assistive Technology for Students with Special Needs.


    (Formerly EDU 533).Prior or concurrent election of EDN 500 , EDN 501 .(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 .
  
  • EDT 580 - Independent Study in Technology Education.


    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 repeated to a maximum of 4 credits.
  
  • EDT 585 - Special Topics in Technology Education.


    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 repeated to a maximum of 6 credits when topics vary.
  
  • EDT 640 - Digital Video Production.


    (Formerly EDU 542).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.
  
  • EDT 641 - Technology: Focus on Literacy Learning and Instruction.


    (Formerly EDU 544).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.
  
  • EDT 644 - Technological Applications in Science Education.


    (Formerly EDU 516).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 .
  
  • EDT 660 - Classroom Enactment of Educational Programs.


    (Formerly EDU 526).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.
  
  • 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.
  
  • EDT 699 - Leadership of Educational Programs.


    (Formerly EDU 528).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.
  
  • 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.
  
  • EGR 102 - Introduction to Engineering and Engineering Problem Solving.


    (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.Graded ABCDN.
  
  • EGR 110 - The Engineering Profession.


    (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. 
  
  • 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.
  
  • EGR 230 - Statics.


    PHY 243  with a grade C (2.0) or better; MTH 122  with a grade of C (2.0) or better or concurrent election of MTH 122 .(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.
  
  • 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 .(3).

    Deformable solids, stress and strain, principal axes, material behavior (elastic, plastic, viscoelastic, temperature dependent). Boundary value problems, torsion, beams. Instability, columns.
  
  • EGR 265 - Computer-Aided Engineering Analysis.


    EGR 165  with a grade of C (2.0) or better;  EGR 260  with a grade of C (2.0) or better or concurrent election of EGR 260 ; or consent of instructor.(3).

    Introduction to geometric element analysis, deformation, stresses, strains, buckling, von Mises stresses, steady state and transient thermal analysis, and design optimization using Pro/Mechanica.
 

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