College of Education, Health, and Human Services

Our Work: Education, Health, and the human Services

The College of Education, Health, and Human Services aims to prepare and sustain exemplary practitioners and administrators for work in the interrelated fields of education, human health, and human services. We do this through emphasis on scholarship, diverse clinical experiences, and practice in effective service delivery.

The College draws broadly upon institutional resources including faculty and programs in other colleges of the University. Additionally, facilities in local school districts, health-related settings, and other public agencies and private corporations regularly provide students with a spectrum of rich experiences. 

The College contributes to the University of Michigan-Dearborn's identity as a dynamic metropolitan university where teaching and research interact to develop leaders and new knowledge in the tradition of the University of Michigan and in pursuit of impact in the metropolitan region. 

Students in the College of Education, Health, and Human Services participate in the affairs of the unit in a variety of ways including programmatic advisory committees, student groups such as the Student Michigan Education Association (SMEA), and honor groups like the Phi Lambda Theta.   

History of the College

Shortly after UM-Dearborn opened in 1959, a small teacher certification program was added to the liberal arts division. By 1969, under the leadership of its first faculty chairman, Paul D. Carter, the teacher certification program had grown into one of the largest academic departments on the campus. With the academic reorganization of the campus in the spring of 1973, the department became the Division of Urban Education with its own regentally appointed associate dean, Richard W. Morshead. By 1987, the Division of Urban Education had become the School of Education led by Dean Morshead, and, soon, the School was granted authority to offer graduate programs, which expanded under subsequent deans John Poster (who served from 1990 to 2005), Paul Zionts (2005 to 2009), and Edward Silver (2010 to 2013). Graduate degree programs in the unit now include a MA in Early Childhood Education, an MA in Education, a MA in Educational Technology, an MA in Teaching, an MS in Science Education, an MA in Educational Leadership, an MEd in Special Education, an Education Specialist and a Doctor of Education. During the 2012-13 academic year, the Regents of the University of Michigan approved a change in the scope and the name of the School of Education, and, since September 1, 2013, the unit has been known as the College of Education, Health, and Human Services (CEHHS). The CEHHS fosters connectedness among the academic endeavors in the unit, providing a unique focus on the interrelated nature of education, human health, and human services.  In this way, the College mirrors the intermingling of these spheres in the lives of the professionals who work within them, and addressing the historically fractured nature of the preparation of professionals in these critically important fields. 

Accreditation

The College of Education, Health, and Human Services is a fully accredited professional unit of the University of Michigan-Dearborn. Along with the rest of UM-Dearborn, it carries the approval of the Higher Learning Commission. As a teacher preparation institution, it is a member of the American Association of Colleges for Teacher Education and the Michigan Association of Colleges for Teacher Education. It is approved as a teacher certification institution by the Michigan Department of Education.

On February 29, 2012, the College of Education, Health and Human Service’s teacher education activities were accredited by the Teacher Education Accreditation Council (TEAC) for a period of seven years, ending on February 28, 2019. This accreditation certifies that our teacher preparation program meets TEAC's quality principles.  In addition, with this accreditation we are in compliance with the state expectation that, by December 31, 2013, all approved Michigan teacher preparation institutions are required to attain national accreditation through one of the two United States Department of Education-approved teacher preparation accrediting bodies--either the National Council for Accreditation of Teacher Education (NCATE) or the Teacher Education Accreditation Council (TEAC). 

The College of Education, Health and Human Service’s Early Childhood Education Center (ECEC) recently had its accreditation renewed through the National Association for the Education of Young Children. (NAEYC).

COATT

The College of Education, Health, and Human Services at the UM-Dearborn is a charter member of the Consortium for Outstanding Achievement in Teaching with Technology.

Post-Degree Programs

Certification Only Program

Persons already holding earned degrees may acquire an elementary or secondary provisional teacher's certificate through the post-degree Certification Only Program. Applicants to this program are required to meet the certification requirements in force at the time they are admitted.

Admission Requirements

To be admitted to the program, an applicant must have:

  1. A baccalaureate degree from a regionally accredited institution.
  2. A minimum grade point average of 2.75/4.0 in the undergraduate degree.
  3. A minimum GPA of 2.75 in the selected teaching major and minor.
  4. A passing score on the Michigan Test for Teacher Certification Professional Readiness Exam.

Professional Education Certificate Program

This program is ideal for the teacher who wants to maintain a valid teaching credential but is not interested in a Master's degree program. Upon the expiration of the provisional certificate, teachers are required by state law to secure a Professional Education Certificate. This certificate may be earned through either a planned 6-hour program or a program leading to an additional major, minor, or endorsement. Upon completion of the post-degree Professional Education Certificate Program, the University makes the recommendation for certification to the Michigan Department of Education.

The Michigan Professional Education Certificate is issued to teachers who have held a provisional certificate provided they have: 1) taught successfully for three years according to the validity of their provisional certificate, 2) earned 6 semester hours in a planned program applicable to their professional development, 3) met other state requirements, and 4) are recommended for certification by a recommending university.

Enhancement Program

Through the post-degree Enhancement Program, teachers who already have earned a Michigan Permanent, Continuing, or Professional Education Certificate may add another major, minor, or endorsement to their current teaching certificate.

Six endorsements are available to certified teachers. These are as follows: 1) early childhood (ZS), 2) English as a Second Language (NS), 3) Ed Tech (NP) 4) special education/learning disabilities (SM), 5) special education/emotional impairments (SE), and 6) Reading Specialist K-12 (BR).

Graduate Non-Canidadate for Degree (GNCFD)

Graduate Non-Candidate for Degree (GNCFD) are for those students who have missed the application deadline date to apply for the program or for those who would like to take a course to see what the program is like. GNCFD status allows you to take some graduate-level courses for graduate credit, but does not admit you to the Master of Education in Special Education Program. Further, GNCFD status does not guarantee admission to the Master in Special Education Program. Once the student has been accepted to the Master of Education in Special Education Program, those courses taken as a GNCFD can be transferred into the program. Six hours as a GNCFD are the maximum allowed to transfer, and the student must achieve a B or better in each course that transfers.

For further information regarding the GNCFD status, please contact::

The Office of Student Success,
262 Fairlane Center South,
19000 Hubbard Drive,
Dearborn, MI 48126-2638
Telephone 313-593-5090

Course Descriptions

The following lists include all courses normally offered at UM-Dearborn. However, not all courses are offered every year and periodically courses are added and deleted. For details, students should consult the Schedule of Classes for each term.

Administration

Janine E. Janosky, PhD, Dean

Laura Reynolds, PhD, Associate Dean

Paul Bielich, MLS, Instructional Learning Manager

Karen Claiborne, MPA, Administrative Specialist

Judy Garfield, Customer Service Assistant

Jonathan Larson, MA, Academic Advsor

Claudia Lugo-Meeks, MEd, Instructional Learning Assistant

Elizabeth Morden, Customer Service Assistant

Joann Otlewski, Regional School Registrar (Teacher Certification)

Lori Petrick, Assistant to the Dean

Tahnee Prokopow, MPH, Director of Health Professions Advising

Julie Stahl, Administrative Assistant

Lindsey Tarrant, MA, Student Success Supervisor/Academic Advisor

Carolyn Williams, Field Placement Coordinator

Chairs and Directors

Martha A. Adler, Director, Field Placement

Debalina Bandyopadhyay, Director, Health Professions Advising, Pre Professional Health Advisor

Bonnie M. Beyer, Co-Director, EdD, EdS Program

Seong Bock Hong, Director, Early Childhood Program

Donald Bord, Interim Chair, Health and Human Services

Stein Brunvand, Director, Masters Degree Programs

Christopher J. Burke, Co-Director, EdD, EdS Program

Susan A. Everett, Chair, Education

Professors Emeriti

Cepuran, Joseph, PhD, Associate Professor of Public Administration

Collin, Claudia, PhD, Assistant Professor of Education

Kachaturoff, Grace, EdD, Professor of Education

Kettel, Raymond P., EdD, Associate Professor of Education

Lazarus, Belinda, PhD, Professor of Education

Lipson, Greta B., EdD, Associate Professor of Education

Moyer, Richard, EdD, Professor of Science Education

Otto, Charlotte, PhD, Professor of Chemistry and Education

Poster, John, PhD, Professor of Public Administration and Education

Romatowski, Jane A., EdD, Professor of Education

Saltz, Rosalyn, PhD, Professor of Education

Sayles, Daniel G., PhD, Associate Professor of Education

Trepanier-Street, Mary, EdD, Professor of Education

Van Tiem, Darlene, PhD, Associate Professor of Education

Verhey, Roger, PhD, Professor of Education

Faculty

Department of Education

Adler, Martha A., PhD, University of Michigan, Associate Professor of Education

Beyer, Bonnie M., EdD, Vanderbilt University, Professor of Education and Educational Administration

Bock Hong, Seong, EdD, University of Massachusetts Amherst, Professor of Education

Brunvand, Stein, PhD, University of Michigan, Associate Professor of Educational Technology

Burke, Christopher J., PhD, University of Illinois at Urbana-Champaign, Associate Professor of Science Education

Dara Hill, Kirsten, PhD, Michigan State University, Associate Professor of Education

DeFauw, Danielle, PhD, Oakland University, Assistant Professor of Education

Duran, Mesut, PhD, Ohio University, Professor of Education

Everett, Susan A., PhD, University of Iowa, Professor of Science Education

Fossum, Paul, PhD, University of Minnesota, Associate Professor of Education

Hill, David, PhD, University of Pittsburgh, Assistant Professor of Education

Killu, Kim, PhD, Ohio State University, Professor of Education

Luera, Gail R., PhD, University of Michigan, Associate Professor of Science Education

Reynolds, Laura, PhD, University of South Carolina, Associate Professor of Educational Psychology

Shaffer, LaShorage, PhD, University of Illinois at Urbana-Champaign, Assistant Professor of Education

Taylor, Julie, PhD, University of Cambridge, Professor of Education

Thomas-Brown, Karen, PhD, University of the West Indies, Associate Professor of Education

Department of Health and Human Services

Botoseneanu, Anda, PhD, University of Michigan, Assistant Professor of Health Policy Studies

Janosky, Janine E., PhD, University of Pittsburgh, Professor of Health and Human Services

Laws, Terri, PhD, Rice University, Assistant Professor of African an American Studies and Health and Human Services

Martin, Lisa, PhD, University of Michigan, Associate Professor of Health Policy Studies and Women's and Gender Studies

Roddy, Juliette K., PhD, Wayne State University, Associate Professor of Health-Operations

Sampson, Natalie, PhD, University of Michigan-Ann Arbor, Assistant Professor of Public Health

Cooperating Faculty

Cengiz-Phippils, Nesrin, PhD, Associate Professor of Mathematics Education

Krebs, Angela, PhD, Associate Professor of Mathematics Education

Nesmith, Judy, MS, Senior Lecturer of Natural Sciences

Rathouz, Margaret, PhD, Associate Professor of Mathematics Education

Shelly, Michael, EdD, Lecturer of Mathematics Education

Early Childhood Education Center Staff

Seong Bock Hong, PhD, Faculty Director

Kathy Filipiak, MA, ZA, BX, Site Director

Linda Lapansee, AA, Administrative Assistant

Marilyn Miller, BA, Early Childhood Educational Special Needs Liaison

Brenda Moner, BA, Accounting Clerk

LaShorage Shaffer, PhD, Special Needs Consultant

Emily Zimmerman, Administrative Assistant

Danielle Camardese, BS, Teacher

Dana Fennessey, BA, Teacher

Caryn Finklestein, MA, Teacher

Rebecca Hall, BA, Teacher

Charlene Hughes, BA, Teacher

Megan Masserant, BA, Teacher

Cyndi McAuliffe, BA, Teacher

Danielle Muehlenbein, BA, Teacher

Adriana Sanchez, BA, Teacher

Aubrey Smith, BA, Teacher

Lauren Stine, BA, Teacher

Catie Stone, MA, Teacher

Code of Conduct

The College of Education, Health, and Human Services adheres to the University policies regarding the Student Academic and Non-Academic Code of Conduct. Refer to the General Information section of the Graduate Catalog, the UM-Dearborn Undergraduate Catalog, or the Student Handbook of the Horace H. Rackham School of Graduate Studies for further information.

Grading for Graduate Degree Programs

The method of grading graduate students is the letter grade system (A, B, C, D, E,). Courses in which grades of D, E, or U are earned cannot be used in fulfillment of degree requirements.

Grades of + and - may be given to graduate students whenever such fineness of discrimination is possible. These letter grades are translated into honor points for each hour of credit in a course as follows:

Letter Grade Honor Points
A4.0
A-3.7
B+3.4
B3.0
B-2.7
C+2.4
C2.0
C-1.7
D+1.4
D1.0
D-0.7
E0.0

The honor points earned for a course are calculated by multiplying the number of credit hours for which the course was elected by the number of honor points earned on the above grading scale (e.g., if a grade of Bis earned for a three-credit hour course, the total number of honor points for the course is 3 credit hours times 3, or 9 honor points).

To maintain satisfactory academic standing, a student must have a minimum cumulative graduate grade point average (GPA) of 3.0 or B for all graduate courses taken for credit and applied toward the degree program.

Incomplete (I) Grades

An incomplete grade may be assigned to a student only if the unfinished part of the student's work is small, the work is unfinished for reasons acceptable to the instructor and the student's standing in the course is a B grade or higher.

The student and the instructor should discuss a schedule for completing the remaining work prior to the conferral of I. An incomplete contract form signed by the student and by the instructor must be completed. Grades of incomplete can be changed to a letter grade only if the work is completed. Students should contact the instructor, College of Education, Health, and Human Services Office of Student Success, or the Rackham School of Graduate Studies Student Handbook (if applicable) for the deadline date for completion. If the grade of I has not been completed within the allotted time limit, credit can be earned only by re-electing the course, attending classes, and completing all required coursework and examinations.

Center for Mathematics Education

The Center for Mathematics Education (CME) provides professional development for classroom teachers (K-12) of mathematics that is long-term, sustained, collaborative, school-based, linked to curricula, and focused on student learning. The professional development sessions emphasize a deeper understanding of the mathematics the teachers teach and best practices for teaching that mathematics.

Much of the CME’s work is in collaboration with intermediate school districts (ISD). The CME partners with mathematics consultants at the ISD on the content and delivery of the professional development and the sessions are often held at the ISD. Sessions are frequently delivered as courses that may be elected for credit or for Michigan state continuing education clock hours.