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EDL 762 - Practicum II.
EDL 761 , concurrent election of EDL 790 . (3).
Continuation of the practical experience of EDL 761 . The candidate identifies a school district challenge, undertakes scholarly research on means to address it, and analyzes needs and resources. Foundation for EDL 790 project. Graded Satisfactory/Unsatisfactory/Y.
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EDL 780 - Special Topics - Educational Specialist.
Admission to Ed. Specialist program, consent of instructor. (1-3).
Special topics addressing core objectives of the Education Specialist program. May be reelected when topics vary. Offered on an as need basis.
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EDL 790 - Capstone Seminar.
EDL 761 , concurrent election of EDL 762 . (3).
Culmination of the Education Specialist program. The candidate demonstrates integration of knowledge, skills and dispositions through development and implementation of an Action Research project, disseminating results through a variety of means.
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EDM 100 - Problem Solving for College Students.
(4) FQ.
Students acquire and internalize mathematical problem-solving strategies as they solve a wide variety of puzzles and brainteasers. Techniques include drawing diagrams, making systematic lists, and eliminating possibilities; pattern and relation recognition; modeling problems in multiple formats and solving in various ways, including algebra.
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EDM 120 - Mathematics for K-8 Teachers I.
(4).
Exploration of content and methods relevant to whole number arithmetic in the K-5 classroom, with emphasis on how children learn. Topics include exploration of place value and arithmetic operations and analysis of children’s work. A portion of the course is held in a local elementary school classroom.
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EDM 121 - Mathematics for K-8 Teachers II.
(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.
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EDM 122 - Mathematics for K-8 Teachers III.
(Formerly EDM 341). (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.
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EDM 220 - Algebraic Thinking in the Early Grades.
EDM 121 and EDM 122 . (3-4).
Algebraic thinking and its application to the K-8 classroom. Topics include the teaching of number and operation; proportional reasoning; variables and unknowns; the concept of function; modeling of real world situations using algebraic language; linear functions.
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EDM 222 - Geometry and Measurement for K-8 Teachers.
EDM 120 and EDM 121 . (3-4).
Euclidean geometry and its applications, for the K-8 classroom. Extended investigation of geometry and measurement topics introduced in EDM 121, studied in part with an axiomatic proof-based approach.
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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.
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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.
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EDM 322 - Probability and Statistics for K-8 Teachers.
EDM 121 and EDM 122 . (3-4).
Investigation of descriptive statistics and probability concepts relevant to the K-8 classroom. 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.
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EDM 390 - Methods of Teaching Algebra and Functions in Middle School.
Acceptance into teacher education program; EDM 100 , EDM 220 , EDM 222 , EDM 322 ; concurrent election of EDE 344 , EDT 401 . (3).
Lesson and unit planning for the teaching of middle grades algebra. Topics include: exponential, quadratic, polynomial and rational functions; the unit circle and basic trigonometric functions; function transformations; basic concepts of calculus. Part of the course will be held in a local middle school.
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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.
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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.
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EDN 410 - Teaching in the Inclusive Classroom.
Concurrent election of EDR 440 and EDE 460 . (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.
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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 , ECE 340 , EDE 360 . (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 .
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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.
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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.
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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.
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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.
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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.
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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 .
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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 .
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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.
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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.
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EDN 544 - Assistive Technology for Students with Special Needs.
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 .
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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/Y.
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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/Y.
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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/Y.
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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/Y.
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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.
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EDR 260 - Development, Diversity and Children’s Literature Practicum.
Concurrent election of EDR 230 , ECE 200 . (3).
Practicum providing teacher candidates opportunities to observe, recognize and apply concepts of child development while teaching with diverse children’s literature. Emphasis on interaction with children in different developmental stages to demonstrate and integrate criteria for building, evaluating and sharing an equitable and balanced literature collection for use in classroom settings.
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EDR 341 - Teaching in the Linguistically and Culturally Diverse Classroom.
LIN 200 /ENG 200 . (3).
Introduction to teaching English to speakers of other languages (TESOL). Examination of principles, theories and current practices in the field of TESOL; linguistic and cultural needs of English language learners (ELLs); application of standards-based curriculum and instruction for ELL students in mainstream classrooms; assessment of English language proficiency and content area learning; resources and professionalism for teachers working with ELL students.
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EDR 343 - Literacy Learning in the Elementary and Middle School.
Admission to Education program; concurrent election of EDE 343 , EDR 344 , EDR 360 . (3).
Familiarization of prospective elementary and middle school teachers with important aspects of reading instruction. Emphasis on current views of the reading process as it relates to instructional strategies and techniques for improving student learning.
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EDR 344 - The Integrated Language Arts: Reading, Writing and Oral Language.
Admission to Education program; concurrent election of EDE 343 , EDR 343 , EDR 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.
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EDR 360 - Language Arts and Social Studies Practicum.
Admission to Education Program; concurrent election of EDE 343 , EDR 343 , EDR 344 . (1).
Provides candidates with opportunities to observe, evaluate, create and teach literacy and social studies lessons in one-on-one, small group, and whole class settings. In planning for these experiences, teacher candidates learn to consider a wide range of abilities, implement a variety of classroom management techniques, integrate classroom technology and a variety of learning aids, and collaborate with classroom teachers and professionals. Graded Pass/Fail.
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EDR 430 - Children’s Literature.
At least junior standing. (3).
Survey of content and literary merit of books read by the elementary school child. Common and divergent elements of the various forms of literature. Criteria to be considered in selecting books for children. Also listed as ENG 448 .
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EDR 435 - Folklore and Storytelling.
At least junior standing. (3).
Study of folklore and its relationship to the storytelling process. Emphasis on techniques of preparing and telling stories. Involves attendance at the Michigan Storytellers’ Festival. Also listed as THE 449 .
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EDR 437 - Adolescent Literature.
At least junior standing. (3).
Survey of the content and literary merit of books read by middle and high school students. Consideration of criteria for the selection of reading material; emphasis on approaches for teaching with such materials in a variety of school contexts. Also listed as ENG 474 .
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EDR 440 - Assessment-based K-8 Language Arts Instruction.
Concurrent election of EDN 410 , EDE 460 . (3).
Current approaches for support of reading and writing development of K-8 students. Assessment-focused planning and instruction for students with diverse reading abilities and needs; use of informal and formal assessment materials to diagnose difficulties and strengths. Includes development of an assessment portfolio and a case study report on differentiated instruction and support of literacy development for individual students. Addresses requirements of Public Law 32 (PA 119).
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EDR 441 - Literacy Assessment in the Elementary/Middle School.
EDR 343 or consent of instructor. (3).
Examination of the role of assessment in students’ reading and writing in the K-8 classroom. Informal assessment measures, individualized and small group instructional strategies, standardized testing, and their function in students’ literacy development.
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EDR 445 - Improvement of Reading in the Middle and Secondary School.
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 .
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EDR 446 - Writing for Middle and Secondary School Teachers.
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 .
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EDR 480 - Independent Study in Reading and Language Arts.
Consent of instructor. (1-3).
Research, readings or special projects tailored to academic needs and interests of the student in a topic related to literacy education. May be reelected to a total of four credits.
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EDR 485 - Special Topics in Reading and Language Arts.
(1-6).
Focus on various topics, including intensive study of specific areas related to literacy education. May follow a non-traditional university calendar schedule and may be delivered in non-traditional formats. The title for each section varies, based on the topic of study. May be reelected to a total of six credits when topics vary.
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EDR 520 - Reading and Writing Development of Young Children.
Graduate standing. (3).
Focus on the development of young children’s literacy in the home, the developmental patterns of reading and writing that precede conventional literacy, and the ways in which this development may be fostered.
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EDR 522 - Teaching English Language Learners in the K-12 Classroom.
Graduate standing, EDR 543 , LIN 520 . (3).
Focus on application of standards-based curriculum and instruction for ELL students in mainstream classrooms, assessment of both English language proficiency and content area learning, and resources and professionalism for teachers working with ELL students.
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EDR 530 - Children’s Literature.
Graduate standing. (3).
Survey of content and literary merit of books read by the elementary school child. Common and divergent elements of the various forms of literature. Criteria to be considered in selecting books for children. Not open to students with credit for EDR 430 or ENG 448 . Also listed as ENG 548 .
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EDR 532 - Multicultural Children’s Literature.
Graduate standing. (3).
Study of multicultural literature for elementary and middle school children. Focus on literature by and about African Americans, Asian Americans, Native Americans, and Hispanic Americans.
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EDR 535 - Folklore and Storytelling.
Graduate standing. (3).
Study of folklore and its relationship to the storytelling process. Emphasis on techniques of preparing and telling stories. Course involves attendance at the Michigan Storytellers’ Festival. Not open for students with credit for EDR 435 or THE 449 . Also listed as THE 549 .
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EDR 537 - Adolescent Literature.
Graduate standing. (3).
Survey of the content and literary merit of books read by middle and high school students. Consideration of criteria for the selection of reading material; emphasis on approaches for teaching with such materials in a variety of school contexts Not open to students with credit for EDR 437 or ENG 474 .
. Also listed as ENG 574 .
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EDR 540 - Assessment-Based Literacy Instruction in Elementary Classrooms.
Graduate standing. (3).
Overview of classroom literacy assessment for teachers of grades K-8 addresses all requirements in PA 118. Provide literacy assessment tools and methods of differentiating instruction in secondary classrooms. Fieldwork required.
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EDR 541 - Assessment-Based Literacy Instruction in Secondary Classrooms.
Graduate standing. (3).
Overview of classroom literacy assessment for teachers of grades 6-12 addresses all requirements in PA 118. Provides literacy assessment tools and methods of differentiating instruction in secondary classrooms. Fieldwork required.
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EDR 543 - Foundations of Literacy.
Graduate standing. (3).
Overview of the reading process with emphasis on theoretical perspectives and their application to classroom instruction. Language acquisition, word recognition, comprehension, reading-writing connections, and methods of enhancing all students’ literacy. Emphasis on study of practices relevant to contemporary classroom.
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EDR 544 - Integrated Language Arts throughout the Curriculum: Theory into Practice.
Graduate standing, EDR 543 . (3).
Current approaches to an integrated language arts curriculum, including such topics as connecting literacy instruction to all content areas, whole language, interdisciplinary teaching, materials selection to meet the needs of diverse learners, and authentic assessment. Students apply concepts and methods to unit, course, and curriculum design.
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EDR 545 - Improvement of Reading in the Middle and Secondary School.
Graduate standing. (3).
Designed to acquaint middle and secondary school teachers with the nature of the reading process, reading curriculum, methods of teaching reading for special content, classroom diagnostic and remedial procedures, materials and equipment, and current reading programs at the middle and secondary school levels. Not open to students with credit for EDR 445 or ENG 410 . Also listed as ENG 510 .
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EDR 546 - Writing for Middle and Secondary School Teachers.
Graduate standing. (3).
Rationale, theory, and methods for teaching composition to middle and secondary school students in both language arts and content area fields. Concepts of the writing process; techniques for generating, responding to, and evaluating writing; writing across the curriculum; structuring writing courses and programs. Requires field experience in local schools or preparation of an in-service presentation. Not open to students with credit for EDR 446 or ENG 412 . Also listed as ENG 512 .
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EDR 548 - Reading and Writing Across the Content Areas.
Admission to MAC program. (3).
Teacher candidates examine ways in which secondary reading and writing instruction can enhance student learning, provide a variety of instructional methods, and allow students to make real world connections with subject matter. Designed to prepare teacher candidates to work with students who demonstrate a range of reading and writing competencies.
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EDR 553 - Foundations of Literacy for Elementary and Middle School.
Admission to the MAC program. (3).
Exploration of current views of the reading process as it relates to instructional strategies and techniques for improving student learning. Emphasis on language acquisition, word recognition, comprehension, and reading-writing connections as they relate to elementary and middle school teaching.
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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.
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EDR 580 - Independent Study in Reading and Language Arts.
Graduate standing, consent of instructor and advisor. (1-3).
Research, readings or special projects tailored to academic needs and interests of the student, on a topic related to literacy education. Students should consult with advisor about applying credits to an MA in Education specialization. May be reelected to a total of four credits.
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EDR 585 - Special Topics in Reading and Language Arts.
Graduate standing. (1-6).
Focus on various topics, including intensive study of specific areas related to literacy education. May follow a non-traditional university calendar schedule and may be delivered in nontraditional formats. Section titles vary based on topic of study. Students should consult with advisor about applying credits to an MA in Education specialization. May be reelected to a total of six credits when topics vary.
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EDR 645 - Literacy Instruction for Students Identified with Special Needs.
EDR 543 . (3).
Introduction to and critique of current practices in literacy (reading, writing, listening, speaking) instruction for children identified as having special instructional needs. Focus on the current theories and understandings of child development and literacy acquisition that support practices in literacy instruction. Use this theoretical framework to investigate literacy practices that will support the success in the area of literacy for all students.
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EDR 646 - Literacy Assessment in Elementary/Middle School.
(Formerly 641) EDR 543 . (3).
Examination of the role of assessment in students’ reading and writing in the K-8 classroom. Informal assessment measures, individualized and small group instructional strategies, standardized testing, and their function in students’ literacy development. Not open to students with credit for EDR 441 .
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EDR 672 - The Literacy Specialist.
Graduate standing, EDR 543 . (3).
Candidates synthesize what they have learned throughout their coursework as they examine professional and leadership roles of the Literacy Specialist and skills necessary for Reading Specialist endorsement.
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EDR 699 - Seminar in Literacy.
Graduate standing. (3).
In-depth study of particular issues related to literacy, with topics chosen by the instructor, varying from semester to semester. Specific emphasis on emerging issues, current research, and new perspectives on literacy.
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EDS 201 - Women, Education and Globalization
(3) GS.
Insights on the importance of many aspects of women’s issues in the context of globalization. Also listed as EDE 201 and WGS 201 .
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EDS 300 - Developmental Psychology for Secondary Education.
PSY 100 ; admission to secondary teacher education program; at least junior standing; prior or concurrent election of EDE 360 or EDS 360 . (3).
Exploration of issues of learning and development through a variety of theoretical lenses. Various facets of human development, diversity and motivation, as applied to learning and teaching. Special attention to learning and development issues in the middle and secondary school setting.
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EDS 302 - Social Foundations of Secondary Education.
Admission to secondary or K-12 teacher education program; at least junior standing; prior or concurrent election of EDE 360 or EDS 360 . (3).
Critical issues in education. Organizations; control and support of schools; problems of culture and race; teacher organizations; alternatives in education.
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EDS 341 - Teaching Mathematics in Middle and Secondary Schools.
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.
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EDS 342 - Issues, Methods and Materials in K-12.
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 .
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EDS 343 - Teaching Social Science in Middle and Secondary Schools.
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.
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EDS 344 - Teaching Science in Middle and Secondary Schools.
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.
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EDS 345 - Teaching Foreign Languages in Middle and Secondary Schools.
FRN 212 or GER 212 or SPN 212 ; prior or concurrent election of 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 .
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EDS 346 - Methods and Materials for Teaching Secondary School Performance Classes.
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 .
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EDS 347 - Teaching English in Middle and Secondary Schools.
Prior or concurrent election of EDS 360 . (3) CAP.
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 .
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EDS 348 - Teaching Speech in Middle and Secondary Schools.
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 .
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EDS 360 - Secondary Teaching Field Experience/Seminar.
Prior admission to secondary teacher education program; at least junior standing. (3).
Field placement in middle or secondary school, accompanied by a seminar designed as an introduction to secondary teaching profession. Students learn about teaching by participating in a public classroom under the guidance of a mentor to describe and analyze the role of the secondary classroom teacher in teaching and learning. Graded Pass/Fail/Y.
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EDS 361 - Community Building through Educational Involvement.
AFA 101 or ANT 100 /INT 100 or SOC 100 or SWR 100 , at least junior standing; or consent of instructor. (3).
Participation and observation in schools and community-based organizations, integrated with an interdisciplinary seminar on urban social issues and cultural variation. Skills required for various forms of community action; techniques including qualitative research methods, assessment, planning, intervention, and evaluation. Also listed as AFA 375 and SWR 361 . Offered infrequently.
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EDS 442 - Middle School Teaching.
EDE 360 or EDS 360 . (3).
In-depth analysis of the middle school, with special emphasis on the students, curriculum and instruction, and governance issues. Foundation for meeting the challenges of teaching grades 6-8. Offered infrequently.
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EDS 468 - Student Teaching Secondary-International.
Consent of instructor. (1-5).
Full-time teaching in a classroom outside the U.S. to fulfill part of the 14-week student teaching requirement as described for EDS 469 .
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EDS 469 - Student Teaching in the Secondary School.
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) CAP.
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. May be reelected to a total of ten credits. Graded Pass/Fail/Y.
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EDS 480 - Independent Study in Secondary Education.
Consent of instructor. (1-3).
Research, readings or special projects tailored to academic needs and interests of the student in a topic related to secondary education. May be reelected to a total of four credits.
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EDS 485 - Special Topics in Secondary Education.
(1-6).
Focus on various topics, including intensive study of specific areas related to secondary education. May follow a non-traditional university calendar schedule and may be delivered in non-traditional formats. The title for each section varies, based on the topic of study. May be reelected to a total of six credits when topics vary.
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EDS 499 - Secondary Student Teaching Seminar.
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.
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EDS 500 - Developmental Psychology for Secondary Education.
Admission to MAC program, concurrent election of EDS 515 . (3).
Exploration of issues of learning and development through a variety of theoretical lenses. Various facets of human development, diversity and motivation, as applied to learning and teaching. Special attention to learning and developmental issues in the middle and secondary school setting.
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EDS 515 - Urban Education.
Admission to MAC program. (1-3).
Field placement in a small urban high school environment, accompanied by a seminar focusing on various aspects of the environment as a context for teaching. Teacher candidates observe and demonstrate increasing levels of responsibility for teaching under the guidance of a mentor/teacher and a university faculty member. Emphasis on culture as it relates to pedagogy and learning, critical thinking, reflection, and use of clinical observation to describe and analyze the role of the classroom teaching in teaching and learning. Early in the program, candidates rotate between classrooms and schools in order to gain a broad range of perspectives; later field placements center on classrooms relevant to the candidate’s major. May be reelected to a total of three credits.
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EDS 520 - Mathematics for Secondary Education.
Admission to MAC program. (4).
An exploration of content and methods relevant to the teaching and learning of secondary mathematics.
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EDS 530 - Teaching Numeracy Across the Curriculum.
Admission to MAC program. (3).
Introduction to teaching and incorporating numeracy skills across the curriculum in small urban high schools. Focus on innovative numeracy teaching methodologies to support student learning. Teacher candidates design and implement lesson plans and student activities that incorporate numeracy and focus on numeracy skill-building across disciplines. Assumes basic mathematics proficiency.
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EDS 547 - Teaching English in Middle and Secondary Schools.
Admission to MAC program. (3).
Focus on understanding problems in the teaching of English composition, literature and language in middle and secondary schools.
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