Education

In conjunction with the Horace H. Rackham School of Graduate Studies, the College of Education, Health, and Human Services of the UM-Dearborn offers a Master of Arts in Education degree. This is a degree, which is designed for educators who desire to fulfill all requirements for a University of Michigan master's degree, including residency, at UM-Dearborn. Courses are offered in the late afternoon, the early evening, and the summer in order to accommodate working students. Classes are taught by the faculty of the College of Education, Health, and Human Services and CASL as well as by selected adjunct faculty who are specialists in their field.

The program is designed for educators, enabling them to (a) strengthen their knowledge of established research and best practices in their specific disciplines; (b) to become reflective, caring, and effective leaders within their respective disciplines at the classroom, school, and/or district level; and, (c) continue to develop their knowledge of research and best practices that lead to effective instructional strategies for all student achievement subject specialization. There are six areas of focus within the program: Education, in which students can design their own focus area of study, Mathematics Education Enhancement and Leadership, English as a Second Language, K-8 Mathematics, and Reading Specialist. The last four can also satisfy the State Of Michigan Specialty Area Endorsements. For additional information visit the website at: umdearborn.edu/cehhs/cehhs_maed/.

Rules and Procedures

Since the Master of Arts in Education is authorized through the Horace H. Rackham School of Graduate Studies, it is the responsibility of each graduate student to be thoroughly familiar with the Rackham academic policies which can be found at: www.rackham.umich.edu/policies/

Admission Requirements & Application

Eligibility for regular admission includes:

  • Completed application form
  • $60.00 application fee
  • Official transcript(s) from each college/university attended
  • Completion of a bachelor's degree
  • 3.0 (B) undergraduate/graduate grade point average or better
  • Three letters of recommendation using required form 
  • Statement of purpose
  • Teaching certificate required if seeking an additional endorsement

 Individuals who wish to apply for this program may initiate the application process online at: umdearborn.edu/gradapplynow/

Minimum Grade Point

A cumulative grade point average of 3.0 (B) is required for continuation in the program. Courses in which grades of D, E, or U are earned cannot be used to fulfill degree requirements. Students whose cumulative grade point average falls below a 3.00 (B) will be placed on probation. Continued deficiencies will result in a required withdrawal from the Rackham program.

Readmission

Students not registered for classes within one calendar year must submit a readmission form. Approval for readmission must be obtained in order to register for classes.

Residency Requirements and Time Limits

Students seeking a master's degree must fulfill the residency requirement by completing at least one-half of the degree in courses offered by the UM-Dearborn. All coursework toward the master's degree must be completed within five (5) consecutive years from the date of first enrollment in the Graduate School.

Transfer of Credits

Students may apply for transfer of credit of a maximum of fifteen semester hours from any University of Michigan campus or six semester hours from another accredited collegiate institution. Only graduate credit hours earned during the last five years that relate to the program and for which a grade of B or better was received can be considered for transfer. Transfer credit can be requested only after admission to the program and completion of eight hours of Rackham graduate-level letter graded coursework. Correspondence and extension courses as well as Continuing Education Units (CEU) are not considered for transfer of credit. All courses to be transferred must be approved by the Director of Masters Degree Programs. A "Request for Transfer of Credit" form and two official copies of the transcript must be submitted. Enrolled students must obtain prior approval of the Director of Masters Degree Programs to elect classes off campus.

Program of Study

This 30 (minimum) semester hour master's degree is divided into three parts: 1) Core Themes, 2) Professional Studies, and 3) Cognate Studies. Considerable flexibility is available in the professional and cognate areas to satisfy individual interests and needs.

Core Courses

The core sequence provides continuity and integration for all programs. Ideas of policy, change, growth and diversity are developed in the following courses.

Nine credit hours in the Core are required for all. In some cases, EDC 560 Reading: Diagnosis and Assessment Techniques, K-12, may replace EDC 556.

EDA 501Adv Social Fndations of Ed3
EDC 556Learning & Classrm Assessment 13
or EDC 560 Rdg:Diag/Assessment Tech K-12
EDK 500Intro to Research in Education3
Total Credit Hours9
1

With the exception of the MA in Ed in Reading Specialist, and MA with no endorsement, EDC 560 and EDC 556 are both required.

Professional Studies

The professional studies courses are offered through the College of Education, Health, and Human Services. These courses are to be selected with the advisor's approval in consideration of the student's academic background and/or teaching assignments. The number of credits within this category varies.

Cognate Studies

Cognate studies are approved graduate courses offered in the College of Arts, Sciences, and Letters, or College of Business. Courses should be selected with the advisor's approval in consideration of the student's academic background and/or teaching assignment.

Professional studies and cognate studies courses may be selected to enhance the student's current areas of specialty in elementary or secondary education or to obtain an additional area of specialization. These courses may be used to add a major or minor to the certificate. If an additional major or minor is to be added to the certificate, students must meet all the State of Michigan and UM-Dearborn certification requirements for that major or minor. Only courses required for the major or minor, which are approved for graduate credit may be applied toward the MA program. Professional and cognate studies courses may also be used toward meeting the requirements for State teaching endorsements.

Details concerning the requirements and the appropriate coursework can be secured from the student's assigned advisor, the Master of Arts in Education program secretary, or from the College of Education, Health, and Human Services Office of Student Success. A more definitive description of the program is available from the College of Education, Health and Human Service’s web page at: umdearborn.edu/cehhs/cehhs_maed/

Advising

Students must plan their program with their assigned advisor. Contact the College of Education, Health, and Human Services at 313-593-5090 for an advising appointment.

Petition

All graduate policies have been formulated by the Horace H. Rackham Graduate School and by the UM-Dearborn College of Education, Health, and Human Services with the goal toward academic quality. This goal requires that policies be equitably and uniformly applied. However, there may be an infrequent extenuating circumstance that warrants individual consideration. In such a case, a petition to waive or modify a policy may be filed by the graduate student. Please see the Rackham Graduate Secretary for information and forms regarding the petition process.

MA Exit Essay

The purpose of the MA Exit Essay is to provide the College of Education, Health, and Human Services with valuable information for program evaluation and program development. The completion of the MA Exit Essay may provide the students with an opportunity for reflection, synthesis and evaluation of their educational experiences at UM-Dearborn.  The Exit Essay form is available on the program website at: umdearborn.edu/cehhs/cehhs_maed/

Graduation

Once students apply to graduate a Degree Works audit will be completed by the Director of Masters Degree Programs. A diploma application must be submitted at the time of registration for the final semester.

Program Options in the Master of Arts in Education

No Additional Endorsement

Core Courses
EDA 501Adv Social Fndations of Ed3
EDC 556Learning & Classrm Assessment3
EDK 500Intro to Research in Education3
Professional Studies
Select graduate level courses from the College of Education, Health, and Human Services:10-16
Electives
EDC 560Rdg:Diag/Assessment Tech K-123
Cognates
In consultation with their advisor, students may select graduate level courses in a discipline other than education that are mainly offered in the College of Arts, Sciences, and Letters.6-12
Total Credit Hours28-40

Mathematics Education Enhancement and Leadership Program

This program welcomes teachers who are certified at the elementary or secondary level with a mathematics endorsement (EX), who are interested in becoming more learned in the teaching and learning of mathematics across all levels, K-12, and who may in the future seek mathematics education leadership roles in schools or school districts. The program is 30 credit hours (ten 3-hour courses) and provides stimulating, collegial, research- and practice-based learning centered on national and state frameworks. 

I. Core Courses

The core sequence provides continuity and integration for all programs. Ideas of policy, change, growth and diversity are developed in the following courses.

EDA 501Adv Social Fndations of Ed3
EDC 556Learning & Classrm Assessment3
or EDC 560 Rdg:Diag/Assessment Tech K-12
EDK 500Intro to Research in Education3
Total Credit Hours9

Students are strongly recommended to elect at least one core class during the first year of work. Completion of all core classes is recommended within the first 20 credit hours. All core classes must be elected on the UM-Dearborn campus.

II. Professional Studies

Required
EDMA 511Lrng & Tchg Middle Grade Math3
EDMA 512Comm and Assmt in Math Lrng3
EDMA 521Leadership in Mathematics Educ3
EDMA 525Currm Devt & Rsch in Math Ed3
Total Credit Hours12

III. Cognates

Required
MATH 545Number & Prop'l Rsng for Tchrs3
MATH 546Discrete Math/Modeling for Tch3
MATH 549Concepts of Calc for Teachers3
Total Credit Hours9

Mathematics Endorsement 

This program welcomes teachers certified at the elementary level who seek but do not already hold an endorsement in mathematics (EX) that certifies them to teach mathematics through grade 8. The program is 30 credit hours (ten 3-hour courses) and provides stimulating, collegial, research- and practice-based learning centered on national and state frameworks. Endorsement requires passing the MTTC Test for Elementary Mathematics. Candidates need to be knowledgeable in mathematics through precalculus.

I. Core Courses

The core sequence provides continuity and integration for all programs. Ideas of policy, change, growth and diversity are developed in the following courses.

EDA 501Adv Social Fndations of Ed3
EDC 556Learning & Classrm Assessment3
or EDC 560 Rdg:Diag/Assessment Tech K-12
EDK 500Intro to Research in Education3
Total Credit Hours9

Students are strongly recommended to elect at least one core class during the first year of work. Completion of all core classes is recommended within the first 20 credit hours. All core classes must be elected on the UM-Dearborn campus.

II. Professional Studies

Required
EDMA 511
EDMA 512
Lrng & Tchg Middle Grade Math
and Comm and Assmt in Math Lrng
6
Electives
Select one:3
Currm Devt & Rsch in Math Ed
Topics in Math Education
Teaching with Technology
Concepts & Strat/Tchg:Mdl Lev
Total Credit Hours9

III. Cognates

Required
MATH 542Geometry for Teachers3
MATH 543Algebra for Teachers3
MATH 544Data Anlsys,Prob&Stat forTchrs3
MATH 545Number & Prop'l Rsng for Tchrs3
Electives
Select one:0-3
Discrete Math/Modeling for Tch
Microcomp in Math for Teach
Concepts of Calc for Teachers
Sec School Math for Teachers
Topics in Math for Teachers
Indep Study in Math Education
Total Credit Hours12-15

Candidates who have not completed a college level precalculus or calculus course must do so.

To be recommended for the EX endorsement (teaching middle school mathematics), candidates must provide documentation that they have passed the elementary mathematics portion of the Michigan Teacher Test for Certification (MTTC).

English as a Second Language (NS) Endorsement

Core Courses
Required:
EDA 501Adv Social Fndations of Ed3
EDK 500Intro to Research in Education3
EDC 556Learning & Classrm Assessment3
or EDC 560 Rdg:Diag/Assessment Tech K-12
Professional Studies
Required:
EDD 547Tchng English as Second Lang3
EDD 548Pract: Tch Engl as Secnd Lang1
EDC 555Assmt: Sec Lang Learning K-122
Cognates
Required:
ENGL 574Second Lang Acquisition:Engl3
LING 580Concepts in Linguistics3
LING 576Sociolinguistics3
Select two of the following:6
Lang,Cultre,Litrcy&Power in Ed
Language and Society
Modern English Grammar
History of the English Lang
World Englishes
Total Credit Hours30

Reading Specialist K-12 (BR) Endorsement

Core Courses
EDA 501Adv Social Fndations of Ed3
EDC 556Learning & Classrm Assessment3
EDK 500Intro to Research in Education3
Professional Studies
Required:
EDA 519Early Literacy/Language Devel3
EDB 503Reading Programs: K-123
EDC 560Rdg:Diag/Assessment Tech K-123
EDD 560Reading:Clinical Pract Int/Sem3
Select one of the following:3
For Holders of Elementary Teaching Certificates:
Reading in the Content Areas
Adol Devl & Classroom Mgmt
For Holders of Secondary Teaching Certificates:
Teach Read/Lang Arts- Elem Grd
Advanced Child Development
Cognates
To be selected with an advisor3
Total Credit Hours27

The Education Specialist (EdS) degree program is designed to meet a critical need for educational leaders who can transform education at the PK-12 community college and university levels. The Education Specialist (EdS) degree is an advanced professional degree program that assists veteran educators to enhance their knowledge of theory and best practice, to acquire skills in interpreting and using educational scholarship and research, and to understand processes of change and leadership in education settings. The degree program is ideal for educators who seek new skills and new opportunities for leadership and for those seeking the Michigan Central Office Administrator Certificate.

Coursework can be completed on either a full or part time basis. Three courses for a total of 9 credits will be in the core areas; an additional 18 credits will be in one of three concentration areas that will specifically target their professional interests. The final 6 credits will focus on an applied studies or research project. The three concentration areas are: Educational Leadership, Metropolitan Education, and Curriculum and Practice.

Admission

Minimum requirements for admission in the EdS program include:

  1. A Master’s degree from an accredited institution of higher education with at least an overall 3.3 on a four point scale or equivalent.
  2. Official copies of transcripts of all undergraduate and graduate coursework.
  3. Applicants whose native language is not English must demonstrate English proficiency and are required to provide an official score report of an accepted English Proficiency Test. See umdearborn.edu/684363/ for details.
  4. At least three years teaching experience or the equivalent experience working in a professional setting.
  5. Three recommendation letters from faculty and/or employer. Standard questions will be asked of all references and may include:
    • Potential for quality doctoral work
    • Potential for leadership impact in the field upon completion of the program
    • Other areas may be included such as: collegiality, ability to complete quality work on time, work etc.
  6. A letter or statement of academic interests, professional goals and the applicant’s personal/unique potential for contribution to a doctoral cohort.
  7. The application fee is $60.00 USD.

Meeting the minimum requirements qualifies an applicant for admissions consideration but does not guarantee admission to the program. Admissions will be granted on a competitive basis.

Individuals who wish to apply for the Education Specialist may obtain application and recommendation forms from the website at: umdearborn.edu/admissions/graduate/how-apply

Satisfactory Progress Towards a Degree

Each EdS student is expected to maintain satisfactory progress towards the degree by maintaining a “B” average in coursework and passage of all required examinations within two attempts. Students who fall below a “B” grade point average in any one term will be placed on academic probation and notified of this in writing. Students who do not make satisfactory progress may be removed from the program in writing. Policies established by CEHHS will determine criteria for disqualification from the program.

Readmission

Students not registered for classes within one calendar year must submit a readmission form to the EdS program coordinator. Approval for readmission must be obtained in order to register for classes.

Residency Requirements

Students seeking an EdS degree fulfill the residency requirement by completing at least one-half of their degree in courses offered by the University of Michigan-Dearborn. All coursework toward the Central Office Administration Certificate must be completed within five consecutive years from the date of first enrollment in the program.

Normative Time from Matriculation to Degree

Total registered time in the program is not expected to exceed five years, but an extension can be requested by the student.

Transfer Credit

Courses may receive transfer credit if:

  • Graduate credits were completed within five years of application to the EdS program at another accredited institution.
  • Graduate credits were completed at another University of Michigan School or College (including Flint and Ann Arbor).
  • Graduate Extension courses were completed at any of these campuses; the University of Michigan, Wayne State University, Michigan State University, Western Michigan University, Central Michigan University, Eastern Michigan University, Northern Michigan University, and Oakland University.
  • Courses were taken at an undergraduate institution, only if students completed the course during their junior or senior year and they were approved for graduate credit by the graduate school of the institution where and when the student took the course; and the courses were not used in whole or in part, in any way, to meet requirements for a degree, and the student’s program adviser approves the transfer of the course.

Up to six credit hours from another (non University of Michigan) accredited university will be accepted as transfer credits; however, the EdS program coordinator must approve the acceptance of transfer credits. Students may transfer up to one-half (1/2) the minimum number of credit hours required for the EdS degree from the Ann Arbor and Flint University of Michigan campuses.

Program of Study

The 30 (minimum) semester hour specialist degree is divided into three parts: 1) Core Courses, 2) Concentration Area Courses, and 3) Research or Applied Studies Project. Considerable flexibility is available in the concentration areas to satisfy individual interests and needs. Courses leading to the Michigan Department of Education Central Office Administrator Certificate are available to students who choose the Educational Leadership concentration.

Core Courses

The core courses are designed to provide students with a global perspective of education in contemporary schools and to prepare them for higher-level courses in the specialization area.

Required Concentration Area Course Plus Select One Additional:6
Seminar in Ed Psych/Spec Educ
Seminar in Educ Leadership
Sem in Curiculum and Practice
Seminar in Metropolitan Educ
Select one:3
Quantitative Research Methods
Qualitative Research Seminar
Total Credit Hours9

Note: An Introduction to Research course must have been completed and credited on graduate transcript to enroll in one of the above research courses or must be completed prior to enrolling in a research methods course.

All three core courses or their equivalent must be completed. Any substitution of course(s) for a core course(s) must be approved in writing by the program advisor before the action research courses.

Concentration Area Courses (18 hrs)

Six specialist level courses must be selected in the area of concentration with the guidance of the student’s respective EdS program advisor. The professional studies courses are offered through the College of Education, Health, and Human Services and other units of the University.  Student will work with their faculty advisor to determine which concentration area courses are appropriate to the students’ needs and professional goals.

Action Research Studies (3 hrs)

Students will complete an action research project with approval of their advisor following successful completion of the core and concentration area courses.

Central Office Administration Certificate Program

The Central Office Administration Certificate Program is designed to prepare students for roles in PK-12 school district central office administration/leadership.The program is approved by the Michigan Department of Education and meets MDE Standards for the Preparation of Central Office Administrators. Upon successful completion of the program, students will be eligible for recommendation to the Michigan Department of Education for the Central Office Administration Certificate.

The program curriculum emphasizes the knowledge and skill base required to meet the opportunities and challenges of central office leadership in PK-12 school systems. The courses are designed to develop educational leadership competency and skills in organizational development, labor relations, human resource development, strategic planning, applications of technology, policy development, school community relations, data analysis, legal and regulatory issues, and evaluation of programs. An internship in central office administration is required in the final year of the program. Courses are offered in the evening, on-line, and Saturdays to accommodate the working professional.

Admission Requirements

Eligibility for admission to the Central Office Administration Certificate program requires a bachelor’s degree from an accredited college or university with an undergraduate GPA of 3.0 or better on a 4.0 scale, submitted scores on the Graduate Record Exam (GRE), a valid elementary or secondary teaching certificate, a minimum of three years classroom teaching experience, completion of a master’s degree in educational administration/leadership with a GPA of 3.3 or better on a 4.0 scale, and a valid K-12 school administration certificate. Upon successful completion of the program, students will be eligible for recommendation to the Michigan Department of Education for the Michigan Department of Education Central Office Administrator Certificate.

Application Process

Formal application to the Central Office Administration Certificate Program must be submitted to the College of Education, Health, and Human Services Educational Leadership Program. Applications are available on-line at the College of Education, Health, and Human Services web site or can be obtained at the College of Education, Health, and Human Services Office of Student Success. Applications should be completed and submitted to the College of Education, Health, and Human Services Office of Student Success along with the following supporting materials:

  1. Official copy of the applicant’s baccalaureate degree transcript;
  2. Official copy of the applicant’s master’s degree transcript;
  3. Official transcripts from all other colleges or universities attended;
  4. Submission of Graduate Record Exam (GRE) test score results on the analytical, quantitative, and verbal tests;
  5. A copy of the applicant’s current Michigan Teaching Certificate;
  6. A copy of the applicant’s current Michigan School Administrator Certificate;
  7. Three letters of recommendation attesting to the applicant’s quality level of graduate work, potential for leadership impact in the field upon completion of the program, and other area related to ability to complete the program;
  8. A one page Statement of Purpose including academic interests, professional goals, and personal/unique potential for contribution to the field of central office administration;
  9. A $60.00 non-refundable application fee.

The Statement of Purpose should be a concise, well written essay addressing applicant’s educational background, academic interests, career goals, and service to PK-12 schools. For answers to specific questions regarding the program or application process, applicants are invited to contact the Office of Student Success at 313-593-5090.

Transfer of Credit

A limit of six (6) credit hours that are applicable to the program of study and approved by the program coordinator can be transferred from a non-University of Michigan accredited college or university. Only graduate course credit hours with a grade of B or better (3.0 on a 4.0 point scale) and earned in the five year period prior to acceptance into the program will be considered for transfer. Transfer credits may be requested only after admission to the Central Office Administration Certificate program and successful completion of six (6) credit hours of letter-graded program coursework. A Request for Transfer of Credit form and official course descriptions and course syllabi must be submitted. Non-letter grades, e.g. pass-fail or satisfactory/unsatisfactory are not eligible for transfer credit. Courses cannot be transferred for credit if: a) they were not graduate level courses; b) they were already applied in whole or in part toward a degree; c) they were taken more than five years before beginning the certificate program; or d) a grade below B  (3.0 on a 4.0 scale) was earned. Enrolled students must obtain prior approval of the program coordinator to elect classes off campus.

Residency Requirements and Time Limits

Students seeking a Central Office Administration Certificate  fulfill the residency requirement by completing at least one-half of their degree in courses offered by the University of Michigan-Dearborn. All coursework toward the Central Office Administration Certificate must be completed within six consecutive years from the date of first enrollment in the program. Students whose grade point average falls below a B (3.0 on a 4.0 scale) will be placed on probation. Continued deficiencies will result in a required withdrawal from the program.

The Central Office Administration Certificate program of study is part of the 36 credit hour Education Specialist degree program or Doctor of Education degree program beyond an earned master’s degree in educational administration/leadership. A minimum cumulative GPA of B (3.0 on a 4.0 scale) must be maintained to continue enrollment in the program. Candidates must hold a valid and current elementary or secondary teaching certificate and a valid and current school administrator certificate. The program requires successful completion of the following courses:

EDB 721Central Office Internship2-3
EDB 722Seminar in Educ Leadership3
EDB 724Superintendency3
EDB 725Leadership Ethics3
EDB 762Labor Rel in School Setting3
EDB 807Strategic Comm for Admin3
EDB 861Organization Dev & Theory2-3
EDB 881Strategic Plng/Needs Assess2,3
EDB 882Policy Analysis & Development3
EDT 785Technology for Administrators3
Total Credit Hours27-30

The Internship in Central Office Administration requires sustained practice in multiple central office positions under the mentorship of a practicing central office administrator. This program remains under on-going review to insure quality and compliance with University and Michigan Department of Education standards and requirements. Contact the Office of Student Success at 313-593-5090 for additional information or consult the College of Education, Health, and Human Services web page at: umdearborn.edu/cehhs/cehhs_eds_ed_leadership/

Advising

Students must plan their program with their assigned advisor or with the EdS Program Coordinator. Contact the College of Education, Health, and Human Services at  313-593-5090 for an advising appointment.

Petition

All graduate policies have been formulated by the UM-Dearborn College of Education, Health, and Human Services with the goal toward academic quality. This goal requires that policies be equitably and uniformly applied. However, there may be an infrequent extenuating circumstance that warrants individual consideration. In such a case, a petition to waive or modify a policy may be filed by the specialist student. Please contact the Office of Student Success for information and forms regarding the petition process.

Graduation

A diploma application must be submitted at the time of registration for the final semester.

The Doctorate in Education (EdD) degree is designed for working professionals who aspire to be leaders in education. Students will complete 60 credit hours beyond a Master’s degree in course and field work that lead to the EdD degree. Coursework can be completed on either a full or part time basis. Eight classes for a total of 24 credits will be in the core areas; an additional 24 credits will be in one of three concentration areas that will specifically target their professional interests. The final 12 credits will focus on dissertation research or an applied studies project. The three concentration areas are: Educational Leadership, Metropolitan Education, and Curriculum and Practice.

Admission

Minimum requirements for admission in the EdD program include:

  1. A Master’s degree from an accredited institution. Official copies of transcripts of all undergraduate and graduate coursework.
  2. Applicants whose native language is not English must demonstrate English proficiency and are required to provide an official score report of an accepted English Proficiency Test. See umdearborn.edu/684363/ for details.
  3. Applicants must submit scores on the analytical, quantitative and verbal tests of the Graduate Record Examinations (GRE). Scores may not be more than five years old.
  4. At least three years teaching experience or the equivalent experience working in a professional setting.
  5. Three recommendation letters from faculty and/or employers. Standard questions will be asked of all references and may include:
    • Potential for quality doctoral work
    • Potential for leadership impact in the field upon completion of the program
    • Other areas may be included such as: collegiality, ability to complete quality work on time, work etc.
  6. A letter or statement of academic interests, professional goals and the applicant’s personal/unique potential for contribution to a doctoral cohort.
  7. Applications are due annually on March 1 in order to be considered for admission in the EdD program. Applicants may be interviewed by the EdD committee as part of the selection process.
  8. The application fee is $60.00 USD.

Once applicants have met all of the admissions requirements through step 8 they may be contacted to arrange for a personal interview with a member of the EdD Faculty Advisory  Committee. The interview may be conducted over the telephone or via Skype for students traveling from out of state. During the interview, the applicant can be expected to demonstrate evidence of personal commitment to earn a doctoral degree, evidence of personal professional goals that are aligned with the goals of the EdD program and evidence of professional behavior.

Meeting the minimum requirements qualifies an applicant for admissions consideration but does not guarantee admission to the program. Admissions will be granted on a competitive basis.

Individuals who wish to apply for the Doctorate in Education may obtain application and recommendation forms from the website at: umdearborn.edu/cehhs/cehhs_edd/

Satisfactory Progress Towards Degree

Each doctoral student is expected to maintain satisfactory progress towards the degree by maintaining a “B” average in coursework and passage of all required examinations within two attempts. Students who fall below a “B” grade point average in any one term will be placed on academic probation and notified of this in writing. Students who do not make satisfactory progress may be removed from the program in writing. CEHHS and the EdD Faculty Advisory Committee will determine criteria for disqualification from the program.

Readmission

Students not registered for classes within one calendar year must submit a readmission form to the doctoral program coordinator. Approval for readmission must be obtained in order to register for classes.

Residency Requirements

While there will be no formal residency requirement for part time students, it is expected that they will participate in doctoral program activities on campus or through online discussions. This involvement will foster intellectual development and provide a supportive environment for all program participants.

Normative Time from Matriculation to Degree

The EdD program is designed for completion of the degree requirements at a minimum of three calendar years. However, circumstances may require students to take fewer courses each term. As a result, flexibility is built into the program. Total time to qualifying examination and advancement to candidacy should not normally exceed three years, but students can request additional time. A request for extension needs to be submitted to the EdD Program Faculty.

Total registered time in the program is not expected to exceed six years, but again, an extension can be requested by the student.

Transfer of Credit

Courses may receive transfer credit if:

  • Graduate credits were completed within five years of application to the EdD program at another accredited institution.
  • Graduate credits were completed at another University of Michigan School or College (including Flint and Ann Arbor).
  • Graduate Extension courses were completed at any of these campuses; the University of Michigan, Wayne State University, Michigan State University, Western Michigan University, Central Michigan University, Eastern Michigan University, Northern Michigan University, and Oakland University.
  • Courses were taken at an undergraduate institution, only if students completed the course during their junior or senior year and they were approved for graduate credit by the graduate school of the institution where and when the student took the course; and the courses were not used in whole or in part, in any way, to meet requirements for a degree, and the student’s doctoral program adviser approves the transfer of the course.

Up to six credit hours from another (non University of Michigan) accredited university will be accepted as transfer credits; however, the EdD advisor must approve the acceptance of transfer credits. Students may transfer up to one-half (1/2) the minimum number of credit hours required for the EdD degree from the Ann Arbor and Flint University of Michigan campuses.

Program of Study

The 60 (minimum) credit hour doctoral degree is divided into three parts: 1) Core Courses, 2) Concentration Area Courses, and 3) Dissertation Research or Applied Studies Project. Considerable flexibility is available in the concentration areas to satisfy individual interests and needs.

Core Courses

The core courses are designed to provide students with a global perspective of education in contemporary schools and to prepare them for higher-level courses in the specialization area.

EDK 700Intro to Research in Education3
EDK 823Quantitative Research Methods3
EDK 825Qualitative Research Seminar3
EDC 740Seminar in Ed Psych/Spec Educ3
EDB 722Seminar in Educ Leadership3
EDD 717Sem in Curiculum and Practice3
EDA 725Seminar in Metropolitan Educ3
EDK 850Resrch Dsgn & Proposal Dvlpmt3
Total Credit Hours24

All eight core courses or their equivalent must be completed. Any substitution of course(s) for a core course(s) must be approved in writing by the doctoral program advisor before the qualifying exam.

Concentration Area Courses (24 hrs)

Eight doctorate level courses must be selected in the area of concentration with the guidance of the student’s respective EdD program advisor. The concentration area courses are offered through the College of Education, Health, and Human Services and other units of the University.  Students will work with their faculty advisor to determine which concentration area courses are appropriate to the students’ needs and professional goals.

Qualifying Examination

The qualifying examination is generally taken one semester after the completion of course work upon recommendation of the student’s advisor. Students must be at a point in their studies where the student's’ mastery of the core course work and concentration area can be fairly evaluated. The qualifying exam will be a written assessment of student knowledge.

Unanimous agreement of the qualifying examination committee is required for the student to pass the examination. Students who do not pass on the first attempt have only one other opportunity to take the examination. At least three months must pass before the second attempt and no more than one calendar year. The committee may suggest additional coursework to address weak areas.

Proposal Defense

Proposal Seminar (3 hrs)

The proposal defense  is taken after the student has successfully completed their coursework. The proposal defense is a hearing on the student’s proposal. Typically the same review team for the qualifying examination is used for the entire Dissertation or Applied Studies Committee must be present during the proposal defense and approve the proposal unanimously.

Although the examination is usually an oral hearing, the committee may require that a student respond in writing to questions and/or make revisions in their proposals as a condition of approval. If the student is required to resubmit the proposal, the committee will review the revised proposal and communicate the outcome to the student in writing. The student must receive written approval of the proposal by the committee and written notification by the Institutional Review Board that human subjects review requirements have been met before beginning dissertation or applied studies work.

The proposal must demonstrate a strong scholarly and professional foundation of knowledge and the ability to apply the knowledge to rigorous study of an issue in K-12 or community college, or university level education. The student must submit the dissertation or applied studies proposal for approval following the format and procedures established by the EdD Faculty Advisory Committee. At a minimum, the proposal will contain a description of the problem, a review of the relevant literature, a statement of the question being answered and a description of the research methodology or approach taken to address the question. The proposal must also contain the materials that have been or will be submitted to the Institutional Review Board to meet human subjects requirements.

Dissertation/Applied Studies

Following successful completion of the qualifying exam and proposal defense, the focus will be on the preparation for the dissertation research or applied studies project. This culminating work may focus on a wide range of topics and/or research methods. Whether the candidate decides to do a dissertation or applied studies project, the work will focus on a significant professional problem or issue and have the potential to contribute in a general way or in the context of a particular educational setting to the improvement of PK-12, community college, or university level education.

Candidacy

A student will become a candidate for the EdD degree after completing the required coursework with a minimum GPA of B and after passing the qualifying examination and proposal defense. At this point, the student will be allowed to pursue the dissertation or applied studies work.

Dissertation/Applied Studies Project (9 hrs)

The student must submit a written copy of the dissertation or applied studies project to the dissertation/applied studies committee for approval before the oral defense will be scheduled. All members of the dissertation or applied studies committee are responsible for reading the dissertation or applied studies documents and submitting their written evaluations to the committee chair at least one week prior to the defense.

Oral Defense of Dissertation/Applied Studies Project

The final oral examination is the candidate’s defense of the dissertation or applied studies project. The dissertation/applied studies committee members conduct the oral examination. The final oral examination will be open to other faculty, students and interested public. The dissertation/applied studies committee members must be present at the oral defense. Unanimous agreement of the committee is required for approval of the dissertation/applied study and recommendation that the EdD degree be awarded. If the committee requires substantive changes to the written project, the final vote of the committee will be postponed until after the changes are completed.

Submission of the Written Dissertation/Project

The dissertation/applied studies project must be submitted to the program director by a specified deadline in the semester in which the degree is conferred.

The dissertation/applied studies project must conform to UM - Dearborn approved dissertation/applied studies manuscript guidelines.

Advising

Students must plan their program with their assigned advisor or with the Doctoral Program Coordinator. Contact the College of Education, Health, and Human Services at  (313) 593-5090 for an advising appointment.

Petition

All graduate policies have been formulated by the UM-Dearborn College of Education, Health, and Human Services EdD Faculty Advisory Committee with the goal toward academic quality. This goal requires that policies be equitably and uniformly applied. However, there may be an infrequent extenuating circumstance that warrants individual consideration. In such a case, a petition to waive or modify a policy may be filed by the doctoral student. Please contact the Office of Student Success for information and forms regarding the petition process.

Graduation

A diploma application must be submitted at the time of registration for the final semester.

Education A - Theoretical Foundations (EDA)

EDA 500     Theoretical Foundations of Ed     3 Credit Hours

This is an advanced seminar course in educational theory. It involves a systematic examination of numerous theories that have played a major role in shaping American education. Among these are: 1) ideologies, 2) ethical theories, 3) learning theories, 4) instructional theories, and 5) theories of study. These have provided education with different moral outlooks, different social objectives, different curricula, and different teaching methods.

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate
Can enroll if College is Education, Health, and Human Services

EDA 501     Adv Social Fndations of Ed     3 Credit Hours

This advanced seminar will investigate various aspects of formal education taking into account historical, philosophical, political, social, cultural, religious and economic contexts. Within these contexts, the course will identify and examine school reform and change issues and trends as they relate to complex and rapidly changing local, national and global society.

Restriction(s):
Can enroll if Class is Post-baccalaureate NCFD or Graduate
Can enroll if College is Education, Health, and Human Services

EDA 515     Comm & Schools: Partnerships     3 Credit Hours

Communities and Schools: Building and Sustaining Partnerships offers an examination of the role that communities play in schools' achieving public aims and the value that alliances have on the overall delivery of instruction. Thus, the course reviews various arguments and presents the student learner with the opportunity to connect the theory to practice so that she/he can develop her/his own views on the need and value of these methods. (YR)

EDA 519     Early Literacy/Language Devel     3 Credit Hours

This course examines early language development, the factors that contribute to its growth and the role that it plays in the development of literacy. Diagnostic techniques for assessing language and literacy and teaching strategies and materials to facilitate language and literacy growth in children birth through third grade will be discussed.

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Post-baccalaureate NCFD or Graduate

EDA 520     Community Action: Detroit     3 Credit Hours

Using the Detroit Metropolitan region as a case study, students will examine the local history of different types of community organization-grassroots citizen action groups, non-profit social service agencies, issue coalitions, and government-sponsored councils-as a way of understanding the concepts of self-interest, power, institutional change, community control, and leadership. The class will examine how history, ecology, culture, economics and indiviuals working in groups shape communities including Detroit. Through this examination, students will develop the understanding and skills needed to act as collaborators and leaders in the community working with different organizations to help empower citizens and affect social change. (YR)

EDA 521     Comm Based Edu Seminar     1 Credit Hour

This seminar is designed to support students pursuing the MA in Community Based Education. By developing an extended learning community the course will help students build connections between theory and practice by hosting regular research talks with local experts and professionals in the field. It will also support students in developing essential skills that will help them be successful in the field such as responding to an RFP, developing a conference proposal, writing for publication, and preparing a proposal for a foundation. (F) (W)

EDA 530     Loc Govt for Teach/Admin     1 to 3 Credit Hours

At the seminar, teachers participate in interactive learning activities with local government staff members. Officials serve as resource people, not lecturers. Teachers experience each lesson through the eyes of their students. All participants provide complete lesson plans for each activity, making it easy to share favorites from the course/academy with colleagues. Teachers work on developing coordinated learning experiences in local government including field trips, case studies and class visitations drawn from both school district and local government resource-bases.

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Post-baccalaureate NCFD or Graduate

EDA 550     Hist/Theory of Bilingual Educ     2 to 3 Credit Hours

This course provides an extensive background on bilingual education (programs where two languages are used as media of instruction) in the United States, and events that led to the inception of such programs on the Federal as well as the State levels. The course provides a background on the concept itself, its rationale and implementation. (OC)

Restriction(s):
Can enroll if Class is Graduate

EDA 555     Lang,Clture,Litrcy&Power in Ed     3 Credit Hours

During this course we will examine the social/cultural functions of language with an emphasis on schools and other applied educational settings. Through our readings, discussions, and class activities, students will gains a greater appreciation for the ways in which language varies across cultures, social settings, and situations.

Restriction(s):
Can enroll if Class is Graduate
Can enroll if Level is Rackham or Graduate

EDA 610     Seminar in Critical Pedagogy     3 Credit Hours

This course will engage students in an in-depth study of pedagogy and will allow for the examination their own disciplines through a critical theory lens. Students will be expected to problematize their disciplines core tenets and consider teaching for today's urban/metropolitan schools and curriculum.

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDA 620     Public Pedagogy     3 Credit Hours

This course examines the out-of-school spaces and experiences in an effort to revision our understanding of what counts as education. Participants will complete case studies of the physical, social, and political places inhabited by the people in Detroit and the surrounding communities as a source for re-imaging teaching and learning in ways that connect the school and the community to empower students, teachers and the community to create educative experiences that cultivate their own agency in the community. (YR)

EDA 655     Lang,Cultre,Litrcy&Power in Ed     3 Credit Hours

During this course we will examine the social/cultural functions of language with an emphasis on schools and other applied educational settings. Through our readings, discussions, and class activities, students will gains a greater appreciation for the ways in which language varies across cultures, social settings, and situations.

Restriction(s):
Can enroll if Class is Graduate

EDA 701     Adv Social Founds of Educ     3 Credit Hours

This advanced seminar will investigate various aspects of formal education taking into account historical, philosophical, political, social, cultural, religious and economic contexts. Within these contexts, the course will identify and examine school reform and change issues and trends as they relate to complex and rapidly changing local, national and global society.

Restriction(s):
Can enroll if Class is Specialist or Doctorate
Can enroll if College is Education, Health, and Human Services

EDA 725     Seminar in Metropolitan Educ     3 Credit Hours

This seminar will take a social justice approach and systems analysis in viewing educational issues relevant to Metropolitan/Urban areas. It aims to understand education and schooling through a critical examination of the unequal power dynamics in society and offers alternatives.

Restriction(s):
Can enroll if Class is Graduate
Can enroll if Level is Doctorate

EDA 750     History/Theory Bilingual Ed     2 or 3 Credit Hours

This course provides an extensive background on bilingual education (programs where two languages are used as media of instruction) in the United States, and events that led to the inception of such programs on the Federal as well as the State levels. The course provides a background on the concept itself, its rationale and implementation. (OC)

Restriction(s):
Can enroll if Class is Specialist or Doctorate
Can enroll if College is Education, Health, and Human Services

EDA 810     Seminar in Critical Pedagogy     3 Credit Hours

This course will engage students in an in-depth study of pedagogy and will allow for the examination their own disciplines through a critical theory lens. Students will be expected to problematize their disciplines core tenets and consider teaching for today's urban/metropolitan schools and curriculum.

Restriction(s):
Can enroll if Class is Specialist or Doctorate
Can enroll if College is Education, Health, and Human Services

EDA 820     Public Pedagogy     3 Credit Hours

This course examines the out-of-school spaces and experiences in an effort to revision our understanding of what counts as education. Participants will complete case studies of the physical, social, and political places inhabited by the people in Detroit and the surrounding communities as a source for reimaging teaching and learning in ways that connect the school and the community to empower students, teachers and the community to create educative experiences that cultivate their own agency in the community.

Prerequisite(s): EDK 823 and EDK 825 and EDK 820

Restriction(s):
Can enroll if Level is Graduate or Specialist or Rackham or Doctorate

EDA 855     Lang,Cultre,Litrcy,Power in Ed     3 Credit Hours

During this course we will examine the social/cultural functions of language with an emphasis on schools and other applied educational settings. Through our readings, discussions, and class activities, students will gains a greater appreciation for the ways in which language varies across cultures, social settings, and situations.

Restriction(s):
Can enroll if Class is Specialist or Doctorate
Can enroll if College is Education, Health, and Human Services

Education B - Educational Administration (EDB)

EDB 500     Multicult Ed in US Classroom     3 Credit Hours

The theoretical concepts from the history of education, educational research, and the social sciences will form a base for studying educational trends, issues, and reforms in our society of diverse origins and outlooks. Topics for discussion may include: issues in reform movements; social, economic, pedagogical, and ethical problems related to education; and problems and prospects in international educational competition. The focus will be on institutional problems and processes related to quality education for pupils in our multicultural society.

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate
Can enroll if College is Education, Health, and Human Services

EDB 501     Leadership and Administration     3 Credit Hours

Administration and supervision of elementary, middle, and secondary school entails the analysis of organizational arrangements at both the classroom and school level. This course will deal with applications and practices that develop competencies and behaviors that educators need to supervise, evaluate, and lead organizational and instructional improvement efforts for school, staff, and students.

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate

EDB 502     School and Community Relations     2 or 3 Credit Hours

Examines interactions of schools and their communities: citizens' role/involvement in governance of education, internal and external communication concepts and practices, politics of education, community power and pressure groups, and organizational culture and climate.

Restriction(s):
Can enroll if Level is Rackham or Graduate
Can enroll if Degree is Doctor of Education, MA in Educational Leadership, Education Specialist

EDB 503     Reading Programs: K-12     3 Credit Hours

Overview of K-12 reading programs. Examines district, building, and classroom models, program development, implementation, and assessment/evaluation. Analysis of supervisory roles and leadership alternatives. Writing and technology connections will be explored.

Prerequisite(s): EDD 519

Restriction(s):
Can enroll if Class is Post-baccalaureate NCFD or Post-baccalaureate Cert only or Graduate
Can enroll if College is Education, Health, and Human Services

EDB 505     Intro to Educ Administration     3 Credit Hours

The course will provide an overview of educational administration and cover basic issues facing school administrators. It provides an introduction to the role of the school leader in contemporary educational programs and services. Students will examine opportunities in school administration and begin to develop a knowledge base for leadership in a variety of educational settings.

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate

EDB 507     Strategic Comm for Admin     3 Credit Hours

This Internet course addresses three levels of administrative communications - individual, group and organization - and examines the concepts and skills needed to be an effective communicator. Students will develop applications emphasizing goal-oriented communications and making strategic choices in content, structure, style and delivery. An emphasis is given to the design and best use of computer technologies such as Word and PowerPoint applications. The course also covers basic ethical and legal issues of work-place communications.

Restriction(s):
Can enroll if Class is Graduate

EDB 521     Current Issues in Early Ed     2 Credit Hours

Examines the expanding field of early childhood in order to understand major issues which are shaping the development and support of early education and child care programs. Designed for present and future teachers, administrators, and other workers in the field of early childhood, and for the general public who must participate in major pending decisions relating to such questions as proposed changes in state licensing, teacher certification, and funding sources.

Restriction(s):
Can enroll if Class is Graduate

EDB 522     Lead Advoc Admin Early Child     3 Credit Hours

This course promotes the role of the early childhood educator as a leader and advocator for young children and families. It is designed for present and future teachers, administrators and other professionals who participate in decisions relating to public policy legislation, state licensing, teacher certification, funding resources, parental involvement and other issues affecting young children and families.

Prerequisite(s): EDC 240

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate
Can enroll if Level is Rackham or Graduate

EDB 523     Legal and Reg Issues in Ed     2 or 3 Credit Hours

This class will focus on important legal and regulatory issues related to public, education, and nonprofit organizations. It will consider the various court and administrative decisions which affect these. Numerous case situations will be used to facilitate the student's learning.

Restriction(s):
Can enroll if Level is Rackham or Graduate

EDB 524     Site-Based Management     2 Credit Hours

Site-based management in organizations is an evolving type of organizational improvement effort. Shared planning and participative decision-making are other related vehicles for enabling local organizational units to plan and execute their own processes, goals, and outcomes. An examination of the policies, practices, evolving research, impediments, and promoters of site-based management will be reviewed, along with case studies of success stories.

Restriction(s):
Can enroll if Level is Graduate or Rackham

EDB 540     School Budgeting and Finance     3 Credit Hours

Basic principles and actual practices of financial administration and accounting for state/local governments, public school systems, and non-profit organizations, particularly budgeting and financial reporting within the context of other organizational processes and political demands and/or requirements. As one of the required seminars for the Educational Administration Certification, the case method will be employed to illustrate issues and problems of school financial administration.

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate

EDB 560     Admin of Human Resources     3 Credit Hours

This seminar will examine human resource administration activities in public, educational and nonprofit settings. Issues such as recruiting, selection, planning, performance appraisal, contracting and collective bargaining will be related to the overall administrative activities. Emphasis will be placed on the connections between human resource issues in public, education, and nonprofit organizations.

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate

EDB 561     Organizational Dev and Theory     2 or 3 Credit Hours

Students will learn how organizations are structured and shaped, know what features of organizations vary and the parameters on which they vary, and be able to analyze, synthesize, and apply concepts to reduce organizational uncertainty, and to improve and regulate organization behaviors and outcomes. Attention will also focus on top down and participatory administration in organizations, and change in public, educational, and nonprofit organizations and agencies.

Restriction(s):
Can enroll if Class is Graduate

EDB 562     Labor Relat in School Settings     3 Credit Hours

The seminar will consider the impact of collective bargaining on traditional human resource administration in public, education, and nonprofit settings. It also will focus on developing an initial competency in the various activities associated with collective bargaining situations.

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate

EDB 580     Info Sys and Stats for Admin     3 Credit Hours

This course will introduce Educational Administration students to descriptive and basic inferential statistics. Participants will use micro-computers and software to perform elementary statistical analyses, and to prepare presentation quality reports and graphics making use of statistical information.

Restriction(s):
Can enroll if Level is Graduate or Rackham or Professional Development

EDB 581     Strategic Plng/Needs Assess     2 or 3 Credit Hours

This course develops the strategic planning and needs assessment competencies of participants. Emphasized in the course is the "cascade" process of information gathering involving interviewing, focus groups, and surveys as applied in strategic planning.

Restriction(s):
Can enroll if Class is Graduate

EDB 582     Policy Analysis & Development     3 Credit Hours

Policy formulation involves two different activities: 1) identifying and assessing alternative courses of action, i.e., deciding what, if anything, needs to be done about a problem; and 2) developing the policy, regulation or law that will carry an agreement in principle into effect. Both aspects of policy development will be covered in the course. (AY).

Restriction(s):
Can enroll if Class is Graduate

EDB 583     Program Evaluation     2 or 3 Credit Hours

This class will examine procedures for evaluating programs in public, education, and nonprofit settings. The concern will be to examine the various techniques available to determine whether a program is doing what it was intended to do. Students will utilize various techniques in examining a variety of case situations.

Restriction(s):
Can enroll if Level is Rackham or Graduate
Can enroll if Degree is MA in Educational Leadership, Doctor of Education, Education Specialist

EDB 586     Curriculum Delib and Develop     2 or 3 Credit Hours

Study of teaching, learning, evaluation, and outcomes of education in relation to curriculum study and development. Focus on policy issues, utilization of research and current effective practices related to the successful articulation and implementation of curricula.

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate

EDB 650     Assessment Seminar     1 to 3 Credit Hours

This class will focus on assessing the performance of individuals in administrative settings. There will be a variety of exercises which will provide an assessment of the students with regard to different administrative circumstances. Students will also evaluate their career plans and situation.

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate
Can enroll if College is Education, Health, and Human Services

EDB 700     Multicult Educ in U.S. Classrm     3 Credit Hours

The theoretical concepts from the history of education, educational research, and the social sciences will form a base for studying educational trends, issues, and reforms in our society of diverse origins and outlooks. Topics for discussion may include: issues in reform movements; social, economic, pedagogical, and ethical problems related to education; and problems and prospects in international educational competition. The focus will be on institutional problems and processes related to quality education for pupils in our multicultural society.

Restriction(s):
Can enroll if Class is Specialist or Doctorate
Can enroll if College is Education, Health, and Human Services

EDB 701     Leadership and Administration     3 Credit Hours

Administration and supervision of elementary, middle, and secondary school entails the analysis of organizational arrangements at both the classroom and school level. This course will deal with applications and practices that develop competencies and behaviors that educators need to supervise, evaluate, and lead organizational and instructional improvement efforts for school, staff, and students.

Restriction(s):
Can enroll if Class is Specialist or Doctorate
Can enroll if College is Education, Health, and Human Services

EDB 702     School and Community Relations     2 to 3 Credit Hours

Examines interactions of schools and their communities: citizens' role/involvement in governance of education, internal and external communication concepts and practices, politics of education, community power and pressure groups, and organizational culture and climate.

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDB 705     Intro to Educ Administration     3 Credit Hours

The course will provide an overview of educational administration and cover basic issues facing school administrators. It provides an introduction to the role of the school leader in contemporary educational programs and services. Students will examine opportunities in school administration and begin to develop a knowledge base for leadership in a variety of educational settings.

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDB 720     Internship     1 to 3 Credit Hours

Students who lack the necessary experience in responsible administration will be afforded the opportunity to gain the experience in an internship. The class and the number of hours will be arranged to fit the needs of the students as determined by the program coordinator.

Restriction(s):
Can enroll if Level is Graduate or Rackham
Can enroll if College is Education, Health, and Human Services

EDB 721     Central Office Internship     2 to 3 Credit Hours

Students who lack the necessary experience in central office administration will be afforded the opportunity to gain the experience in an internship. The class and the number of hours will be arranged to fit the needs of the students as determined by the program coordinator.

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDB 722     Seminar in Educ Leadership     3 Credit Hours

This course provides an examination of the theoretical background, current practices and applications associated with transformational leadership and futures-oriented management in a variety of educational and nonprofit organizations. The course addressed leadership theory, application, and practices to develop competencies and behaviors required of organizational leaders to lead, supervise, implement, and evaluate performance and practices in a variety of organizational settings.

Restriction(s):
Can enroll if Class is Doctorate
Can enroll if Level is Doctorate or Specialist
Can enroll if Degree is Education Specialist, Doctor of Education

EDB 723     Legal & Reg Issues in Educ     2 to 3 Credit Hours

This class will focus on important legal and regulatory issues related to public, education, and nonprofit organizations. It will consider the various court and administrative decisions which affect these. Numerous case situations will be used to facilitate the student's learning.

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDB 724     Superintendency     3 Credit Hours

This course in designed to explore the role of the public school superintendent, the challenges and conflict of the position, and the educational, political, cultural, and social influences of the superintendent. The course examines the basic functions, duties, and responsibilities facing the modern superintendent, while effectively responding to instructional leadership needs, fiscal affairs, government legislation, labor relations, and evaluation and accountability of and by the superintendent.

Restriction(s):
Can enroll if Class is Specialist or Doctorate
Can enroll if College is Education, Health, and Human Services

EDB 725     Leadership Ethics     3 Credit Hours

This course examines concepts and skills required by organizational leaders in ethical decision-making and professional behavior. The course will cover ethical issues that leaders encounter and will analyze means by which they can respond ethically and professionally to difficult situations. The course will explore strategies for influencing a culture of high ethical and professional standards within organizations.

Restriction(s):
Can enroll if Level is Doctorate or Specialist or Rackham or Graduate

EDB 740     School Budgeting & Finance     3 Credit Hours

Basic principles and actual practices of financial administration and accounting for state/local governments, public school systems, and non-profit organizations, particularly budgeting and financial reporting within the context of other organizational processes and political demands and/or requirements. As one of the required seminars for the Educational Administration Certification, the case method will be employed to illustrate issues and problems of school financial administration.

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDB 750     Assessment Seminar     1 to 3 Credit Hours

This class will focus on assessing the performance of individuals in administrative settings. There will be a variety of exercises which will provide an assessment of the students with regard to different administrative circumstances. Students will also evaluate their career plans and situation.

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDB 760     Admin of Human Resources     3 Credit Hours

This seminar will examine human resource administration activities in public, educational and nonprofit settings. Issues such as recruiting, selection, planning, performance appraisal, contracting and collective bargaining will be related to the overall administrative activities. Emphasis will be placed on the connections between human resource issues in public, education, and nonprofit organizations.

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDB 762     Labor Rel in School Setting     3 Credit Hours

The seminar will consider the impact of collective bargaining on traditional human resource administration in public, education, and nonprofit settings. It also will focus on developing an initial competency in the various activities associated with collective bargaining situations.

Restriction(s):
Can enroll if Class is Specialist or Doctorate
Can enroll if College is Education, Health, and Human Services

EDB 783     Program Evaluation     2 or 3 Credit Hours

This class will examine procedures for evaluating programs in public, education, and nonprofit settings. The concern will be to examine the various techniques available to determine whether a program is doing what it was intended to do. Students will utilize various techniques in examining a variety of case situations.

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDB 786     Curriculum Delib and Develop     2 or 3 Credit Hours

Study of teaching, learning, evaluation, and outcomes of education in relation to curriculum study and development. Focus on policy issues, utilization of research and current effective practices related to the successful articulation and implementation of curricula.

Restriction(s):
Can enroll if Class is Doctorate

EDB 807     Strategic Comm for Admin     3 Credit Hours

This Internet course addresses three levels of administrative communications - individual, group and organization - and examines the concepts and skills needed to be an effective communicator. Students will develop applications emphasizing goal-oriented communications and making strategic choices in content, structure, style and delivery. An emphasis is given to the design and best use of computer technologies such as Word and PowerPoint applications. The course also covers basic ethical and legal issues of work-place communications.

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDB 861     Organization Dev & Theory     2 to 3 Credit Hours

Students will learn how organizations are structured and shaped, know what features of organizations vary and the parameters on which they vary, and be able to analyze, synthesize, and apply concepts to reduce organizational uncertainty, and to improve and regulate organization behaviors and outcomes. Attention will also focus on top down and participatory administration in organizations, and change in public, educational, and nonprofit organizations and agencies.

Restriction(s):
Can enroll if Class is Sophomore or Doctorate

EDB 881     Strategic Plng/Needs Assess     2 or 3 Credit Hours

This course develops the strategic planning and needs assessment competencies of participants. Emphasized in the course is the "cascade" process of information gathering involving interviewing, focus groups, and surveys as applied in strategic planning.

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDB 882     Policy Analysis & Development     3 Credit Hours

Policy formulation involves two different activities: 1) identifying and assessing alternative courses of action, i.e., deciding what, if anything, needs to be done about a problem; and 2) developing the policy, regulation or law that will carry an agreement in principle into effect. Both aspects of policy development will be covered in the course. (AY).

Restriction(s):
Can enroll if Class is Specialist or Doctorate

Education C - Psychological Foundations (EDC)

EDC 500     The Human Learner     2 Credit Hours

The growth and development of the human learner is studied, with stress upon teaching and learning from preschool through adulthood. Consideration will be given to theories of learning, development, and motivation, with the goal of identifying the implications of theory for educational practice.

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate
Can enroll if College is Education, Health, and Human Services

EDC 501     Intro to Learning Disabilities     3 Credit Hours

Overview of characteristics, identification, service delivery models, and issues pertaining to persons from preschool to adulthood with learning disabilities. Required course for Special Education-Learning Disabilities Certification.

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate
Can enroll if College is Education, Health, and Human Services

EDC 502     Adol Devl & Classroom Mgmt     3 Credit Hours

An examination of the current theories and research findings concerning the physical, social, emotional and cognitive development during the early and late adolescent years. Theory will be related to educational and parenting practices. Course includes significant material addressing classroom management of the middle school and high school classroom using simulations, case studies and videos of actual classrooms.

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate

EDC 503     LD Practicum K-12     1 Credit Hour

The K-12 LD Practica will provide beginning students with initial exposure to the practical aspects of teaching LD students in a variety of general and special education settings. Students will be required to observe and actively participate in instructional planning, teaching, managing, and monitoring LD students in K-12 settings. Students will also observe a variety of service delivery models including the resource room, inclusive settings, and tutorial situations. Graduate standing or permission of the instructor; concurrent enrollment in C501.

Corequisite(s): EDC 501

EDC 504     Pract Adol Devl&Clsrm Mgmt     1 Credit Hour

This one credit practicum consists of 45 clock hours of observation over the course of the semester in a secondary classroom. Reflective journals and guided assignments will focus the observations on an understanding of developmental concepts and classroom management policies. Active participation with secondary students will ensure the application and critique of these concepts in an educational setting.

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate

EDC 505     Adult Lrning:Theory & Practice     3 Credit Hours

This course introduces students to current theory and practice for understanding and working with adult learners in today's society.

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate

EDC 511     Dev Peer/Social Relationships     2 Credit Hours

Students will examine the processes of peer relations and socio-emotional development from birth to adolescence. Topics to be covered in this course include attachment, peer popularity and intimacy. As well, students will discuss the importance of the family on social development. Classroom environment and peers as educators will also be covered. (OC)

Prerequisite(s): EDC 340*

Restriction(s):
Can enroll if Class is Graduate

EDC 512     Soc Devl & Pos Guidnce Techn     3 Credit Hours

This course will examine the process of social and emotional development in childhood through adolescence. Positive strategies to promote and guide this development in the classroom will be explored using behaviorist and constructivist frameworks. Topics will include character education, discipline models, conflict resolution and family collaboration. Guiding the development of emotional regulation, perspective taking and peer relationships in children including children with special needs will be investigated.

Restriction(s):
Can enroll if Class is Post-baccalaureate NCFD or Post-baccalaureate Cert only or Graduate
Can enroll if College is Education, Health, and Human Services

EDC 514     Early Child Ed Special Needs     3 Credit Hours

Focuses on the psychological and educational needs of the young child with special needs. Discusses identification techniques and educational strategies for teaching in a regular early childhood classroom with young children having special needs. Special emphasis will be placed on behavioral, linguistic, and intellectual needs. Suitable for classroom teachers, child care directors, and teachers in training.

Prerequisite(s): EDC 540 or (EDC 340 or EDC 240 and (EDC 341) or EDC 241)

Restriction(s):
Can enroll if Class is Graduate

EDC 517     Mgmt of Classroom Behavior     3 Credit Hours

Provides intervention and management techniques for teachers and teacher candidates using principles of behavior modification. Includes examination of theoretical foundations, research and field reports, participation in self-management projects, and consideration of various applications in regular and special classrooms. Field experience is optional. Will focus on classroom management in early childhood and elementary environments, allowing a more focused examination of topics and case studies geared to those grade levels.

Prerequisite(s): EDC 300

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate

EDC 520     Hum Sexuality:Psyc-Ed Concepts     2 Credit Hours

The course is intended to acquaint elementary and secondary teachers with the elements that comprise sexuality as it relates to their lives and those of their students. Although a basic core of information is to be covered, the content of each class will provide for the needs and interests of the teachers. Teachers will be directly involved in identifying problems and the development and collection of strategies for problem resolution. Teachers who complete this program will meet the state requirements for certification in sex education/reproductive health.

Restriction(s):
Can enroll if Class is Graduate

EDC 531     Constructivist Education     3 Credit Hours

An examination of constructivist theory and its application to educational practices. The nature and stages from birth through adolescence of cognitive and social development from the constructivist viewpoints of Piaget, Vygotsky, and others will be discussed. A major focus will be the application of constructivist theory to educational goals, teaching strategies and curriculum.

Prerequisite(s): (EDC 340 or EDC 240) and (EDC 341 or EDC 241)

Restriction(s):
Can enroll if Class is Graduate

EDC 539     Child Maltreatment and Trauma     3 Credit Hours

This course will examine adverse childhood experiences, including the impact of physical abuse, neglect, sexual abuse, and other forms of psychological trauma. Particular emphasis will be placed on the role of trauma informed professionals to identify, assess, and support the needs children, youth, and families impacted by trauma and child maltreatment. This course will explore various levels of prevention, intervention, and collaborative response to suspected cases of child maltreatment by multi-disciplinary teams, including investigation and treatment. (YR)

Restriction(s):
Can enroll if Level is Graduate or Doctorate or Rackham

EDC 540     Advanced Child Development     3 Credit Hours

An advanced study of the development of the child from conception through adolescence. Research on physical, cognitive, and psychosocial development will be explored and analyzed. Current applications of knowledge in this field will be examined as well as new innovations in both research and practice.

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate

EDC 541     The Child: Birth to Three     2 to 3 Credit Hours

An examination of current theories and findings concerning the physical, social, emotional and intellectual development of the young child from prenatal to three years of age. Topics include fetus maturation, capabilities of the newborn, language, cognition, and environmental influences on development. Theory will be related to infant care practices in the home and in early childhood centers.

EDC 542     EC:Fam/Sch/Com Collab Mult Soc     3 Credit Hours

FULL COURSE TITLE: Early Childhood: Family School Community Collaboration in a Multicutural Society. Focuses on factors which influence the building of partnerships among early childhood professionals, families and communities. Includes understanding and working with culturally and linguistically diverse families. Various communication and problem-solving strategies which promote family involvement and community outreach are practiced through discussion and role play.

Prerequisite(s): (EDC 340 or EDC 240) and (EDC 341 or EDC 241)

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDC 543     Family/School/Community Collab     2 Credit Hours

Characteristics, roles, and functions of contemporary families are described. Various communication and training strategies designed to promote collaboration and teamwork within and between the school staff, the families, and community are described and practiced through discussion, problem-solving activities, and role playing. Family effectiveness assessment instruments and strategies are also described and practiced.

Restriction(s):
Can enroll if Class is Graduate

EDC 545     Develop Assess of Young Child     3 Credit Hours

Survey and demonstrations of formal and informal measures to assess young children's physical, social, intellectual, and emotional development. Instruction in some techniques appropriate for use by classroom teachers, childcare directors, health care professionals, and others who are interested in assessing the development of children aged birth to nine years. Students cannot receive credit for both EDC 545 and EDC 445.

Prerequisite(s): EDC 340 or EDC 240

Restriction(s):
Can enroll if Class is Graduate

EDC 546     Cog/Memory Dev in Children     3 Credit Hours

Examines the theories and recent research on the development of cognition and memory. Selected topics include: perception, language, representation, social cognition and problem solving. Educational implications and strategies for developing children's thinking and memory are explored.

Prerequisite(s): EDC 340 or EDC 540

Restriction(s):
Can enroll if Class is Graduate

EDC 554     Formal & Informal Testing&Eval     2 to 3 Credit Hours

In this course students will develop their knowledge and skills in traditional and non-traditional methods for evaluating classroom learning, performance technology and training. Students will learn how to construct evaluations, tests, analyze evaluation results, conduct program evaluation and educational assessment in relation to performance technology, training and teaching and learning.

Restriction(s):
Can enroll if Class is Graduate

EDC 555     Assmt: Sec Lang Learning K-12     2 Credit Hours

In this course, students will learn to identify, assess, and place second language learners for appropriate instruction and instructional programs. Students will review, evaluate, and implement a variety of assessment instruments and strategies intended for use with limited English proficient students, K-12. Students will also examine the impact and issues regarding high-stakes assessments on English language learners. Official admission to and good standing in the teacher certification program are required. (W).

Prerequisite(s): EDD 596 and EDD 597 and EDD 547 and EDD 548

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDC 556     Learning & Classrm Assessment     3 Credit Hours

In this course students will examine the relationship between curriculum, instruction and assessment. Students will review different forms of assessment and evaluate the strengths and weaknesses of each format. Students gain experience in 1) selection of assessment formats based on curricular focus and student developmental levels; 2) development of assessments; and 3) decision-making based on the results of the assessments.

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Post-baccalaureate NCFD or Graduate
Can enroll if College is Education, Health, and Human Services or Arts, Sciences, and Letters

EDC 560     Rdg:Diag/Assessment Tech K-12     3 Credit Hours

Overview of K-12 reading diagnostic and assessment techniques. Review of state-mandated tests. Use of criterion referenced tests, norm-referenced tests, and informal inventories to develop individual reading profile. Results of diagnostic instruments will be interpreted to suggest appropriate instructional strategies. (YR).

Restriction(s):
Can enroll if Class is Graduate

EDC 561     Educating the Exceptional Chld     3 Credit Hours

Characteristics, identification, assessment and instruction of students with exceptionalities are addressed. Includes students with learning disabilities, behavior disorders, emotional impairment, mild mental retardation, communicative disorders, visual and hearing impairments, orthopedic impairments, giftedness, and chronic medical conditions. Service delivery models, general assessment procedures, and curricular and instructional adaptations that help integrate students with exceptionalities into the general education classroom will also be addressed.

Restriction(s):
Can enroll if Class is Graduate

EDC 616     Needs Assessment     3 Credit Hours

Full Title: Needs Assessment Evaluation Capstone This course is designed to provide students with the theoretical and practical knowledge to design, complete and report a needs assessment evaluation for an organization. A culminating assignment requires the students to integrate the knowledge and skills they have developed over the course of their graduate studies in a capstone project. (YR)

EDC 620     Survey Research and Design     3 Credit Hours

This course provides an advanced focus on the theories, methods, and procedures for conducting survey research in education. Topics explored include advanced design of survey instruments, interview and focus group protocols, planning and budgeting survey research, and survey data analysis techniques. Sampling and mixed method design will be addressed.

Prerequisite(s): EDK 500 and EDC 556

Restriction(s):
Can enroll if Class is Graduate
Can enroll if Level is Graduate or Rackham or Doctorate

EDC 630     Portfolio and Performance     3 Credit Hours

This course in an introduction to the theory and practice of performance and portfolio assessment. It examines the theory behind both forms of assessment including issues of validity, scoring, and the relationship to standards-based objectives. Topics include portfolio types, structures, contents and uses, as well as visual, written, oral, electronic and performance assessment. Students will create both a performance and a portfolio task, associated rubrics, and gain an understanding of how these types of assessments can impact teaching and learning.

Prerequisite(s): EDK 500 and EDC 556

Restriction(s):
Can enroll if Class is Graduate
Can enroll if Level is Graduate or Rackham or Doctorate
Can enroll if College is Education, Health, and Human Services

EDC 645     Transdisc Appr: Assess/Collab     3 Credit Hours

Culturally sensitive and family-centered approaches to assessing infants, toddlers, and young children with a variety of disabilities as well as determining family resources, needs and priorities will be the focus. Selecting and using assessment instruments and procedures in order to guide decision-making about determining eligibility for services, planning intervention goals and objectives, monitoring progress, and evaluating program effectiveness will be included. (YR).

Prerequisite(s): EDC 414 or EDC 514

Restriction(s):
Can enroll if Class is Graduate

EDC 701     Intro to Learning Disabilities     3 Credit Hours

Overview of characteristics, identification, service delivery models, and issues pertaining to persons from preschool to adulthood with learning disabilities. Required course for Special Education-Learning Disabilities Certification.

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDC 714     Early Child Ed Special Needs     3 Credit Hours

Focuses on the psychological and educational needs of the young child with special needs. Discusses identification techniques and educational strategies for teaching in a regular early childhood classroom with young children having special needs. Special emphasis will be placed on behavioral, linguistic, and intellectual needs. Suitable for classroom teachers, child care directors, and teachers in training.

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDC 731     Constructivist Education     3 Credit Hours

An examination of constructivist theory and its application to educational practices. The nature and stages from birth through adolescence of cognitive and social development from the constructivist viewpoints of Piaget, Vygotsky, and others will be discussed. A major focus will be the application of constructivist theory to educational goals, teaching strategies and curriculum. Additional course work differentiates this course from the master's level course.

Restriction(s):
Can enroll if Level is Specialist or Doctorate

EDC 740     Seminar in Ed Psych/Spec Educ     3 Credit Hours

This course will focus on contemporary topics related to the development of knowledge of current theories in the areas of cognitive development, language, motor, and social development, in particular as they relate to issues in special education.

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDC 756     Learning & Classrm Assessment     3 Credit Hours

In this course students will examine the relationship between curriculum, instruction and assessment. Students will review different forms of assessment and evaluate the strengths and weaknesses of each format. Students gain experience in 1) selection of assessment formats based on curricular focus and student developmental levels; 2) development of assessments; and 3) decision-making based on the results of the assessments.

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDC 845     Transdisc Appr: Assess/Collab     3 Credit Hours

Culturally sensitive and family-centered approaches to assessing infants, toddlers, and young children with a variety of disabilities as well as determining family resources, needs and priorities will be the focus. Selecting and using assessment instruments and procedures in order to guide decision-making about determining eligibility for services, planning intervention goals and objectives, monitoring progress, and evaluating program effectiveness will be included. (YR).

Prerequisite(s): EDC 545

Restriction(s):
Can enroll if Class is Specialist or Doctorate

Education D - Curriculum & Instruction (EDD)

EDD 501     Teach English in Second Grds     3 Credit Hours

Investigates the general and specific goals and objectives of English education. Trends, materials, and strategies are presented. A study of outstanding problems in the teaching of English composition, literature, grammar, and language are discussed. Official admission to and good standing in teacher certification program are required.

Corequisite(s):

Restriction(s):
Can enroll if Class is Graduate

EDD 502     Practicum: English Second Grd     1 Credit Hour

A supervised field experience related to the study of English in the secondary grades involving a minimum of 45 clock hours of observation and work spread over a semester in a school setting. Official admission to and good standing in teacher certification are required. Credit cannot be given for both EDD 502 and EDD 441.

Corequisite(s): EDD 501

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDD 503     Wksp: Art in the Elmentary Sch     2 Credit Hours

A course which presents the rationale, trends, and principles of art education for elementary teachers. Teachers will have ample opportunities to experiment with various art media such as printmaking, puppetry, paints, and clay. Different strategies that focus on the creative growth of children will be developed. (OC)

Restriction(s):
Can enroll if Class is Graduate

EDD 504     Inquiry Based Curr Prim Grades     3 Credit Hours

This course examines how teachers can apply inquiry method to all curriculum areas in the primary grades. Major focus will be designing curriculum to meet state and professional guidelines within a developmentally appropriate context.

Prerequisite(s): (EDC 340 and EDC 341) or (EDC 240 and EDC 241)

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Post-baccalaureate NCFD or Graduate

EDD 508     Practicum in Early Child Ed     1 Credit Hour

A supervised field experience related to the study of early childhood education involving a minimum of 45 clock hours of observation and work spread over a semester in an early childhood school setting. TB clearance, physician's statement of good health, and criminal background check are required. Students cannot receive credit for both EDD 410 and EDD 508. (F,W)

Restriction(s):
Can enroll if Class is Graduate

EDD 509     Workshop in Secnd Sci Educ     1 to 6 Credit Hours

Provides an opportunity for experienced professionals in junior and senior high schools to work on problems and topics related to the teaching of natural science.

Restriction(s):
Can enroll if Class is Graduate

EDD 513     Internship Elementary LD     2 or 3 Credit Hours

Field experience with elementary students with learning disabilities in regular and resource classrooms. Experiences include delivery of direct instruction through observation, tutoring, small and large group instruction, small and large group assessment, curriculum development, participation in the IEP process, collaboration with regular classroom teachers, and other activities under the on-site supervision of a certified teacher of LD and LD-certified university field supervisor.

Prerequisite(s): EDC 501 and EDN 501 and EDN 503 and EDN 504

Corequisite(s): EDN 508

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate

EDD 515     Internship - Secondary LD     2 Credit Hours

Field experience with secondary students with learning disabilities in secondary-general and special education classrooms. Experiences include delivery of direct instruction through observation, tutoring, small and large group instruction, curriculum development and adaptations for secondary settings, participation in the IEP and ITP process, collaboration and co-teaching with regular classroom teachers in various academic content areas, and other activities under the on-site supervision of a certified teacher of LD and LD certified university field supervisor.

Prerequisite(s): EDC 501 and EDN 501 and EDN 503 and EDN 504

Corequisite(s): EDN 508

EDD 516     Creativty/Crit Thnk Yng Childr     3 Credit Hours

This course intends to study the processes and products of creativity for both adults and young children. Strategies for promoting the emerging creative disposition of the young child, birth to eight years, will be explored. Areas of focus will include art, music, movement, dramatic play, improvisation, storytelling, and problem-solving. The importance of understanding and encouraging the young child's capacity for representation skills will be emphasized.

Prerequisite(s): EDC 340

Restriction(s):
Can enroll if Class is Graduate

EDD 517     Sem: Teaching Secondary MAT     1 Credit Hour

Draws upon the resources found in the directed teaching environment. Considers problems and issues in four broad areas: students in the school, teacher's professional responsibilities, curriculum understandings, and administrative/organizational problems. Open only to students enrolled in EDD 518.

Corequisite(s): EDD 518

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services
Can enroll if Program is MAT-Teaching

EDD 518     Directed Tchg (MAT) Second Sch     7 to 12 Credit Hours

Directed teaching consists of a teaching internship in a selected classroom for a full term under the direction of an experienced teacher. Includes a period of observation followed by several weeks of responsible teaching. (F, W).

Prerequisite(s): EDA 500 and EDB 500 and EDC 502 and EDC 561 and EDC 554 and EDC 517 and EDT 511 and EDD 569

Corequisite(s): EDD 517

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services
Can enroll if Major is Teaching

EDD 519     Early Literacy/Language Develp     3 Credit Hours

This course examines early language development, the factors that contribute to its growth and the role that it plays in the development of literacy. Diagnostic techniques for assessing language and literacy and teaching strategies and materials to facilitate language and literacy growth in children birth through third grade will be discussed. (YR)

Prerequisite(s): EDC 340

Restriction(s):
Can enroll if Class is Post-baccalaureate NCFD or Graduate
Can enroll if College is Education, Health, and Human Services

EDD 530     Concepts & Strat/Tchg:Mdl Lev     3 Credit Hours

FULL TITLE: Concepts and Strategies for Teaching at the Middle Level. Introduces current curricular trends and various teaching strategies for use at the middle school level to stimulate inquiry in the classroom. Opportunity will be provided to experiment with these strategies in videotaped, microteaching situations.

Restriction(s):
Can enroll if Class is Graduate

EDD 534     ML Curriculum & Instruction     3 Credit Hours

This course addresses curriculum development and instruction adapted to meet the unique needs and characteristics of the middle level student. Attention is given to instructional planning, presentation, and assessment of learning.

Corequisite(s): EDD 535

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDD 535     Field Exploration: ML     1 Credit Hour

Field exploration involving a minimum of 45 clock hours research activities related to the study of middle level curriculum development, instruction and students.

Corequisite(s): EDD 534

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDD 536     Grad Sem in Early Childhood Ed     3 Credit Hours

This course examines the theories, research, and educational practices developmentally appropriate for children: infancy through primary grades. The seminar provides the theoretical foundation for the field placement (EDD 594). Strategies for planning effective curricular activities, arranging a learning environment, communicating and working with families and staff, and administering early childhood programs will be discussed. The issues of multiculturalism, family centered approaches, addressing the inclusion of children with special needs and professional development will be addressed. Open only to graduate students seeking an early childhood endorsement and approved by the program coordinator. TB test, physician's statement of good health, and criminal background check are required. (W).

Prerequisite(s): EDC 540

Restriction(s):
Can enroll if Level is Rackham or Graduate or Professional Development
Can enroll if Degree is Master of Arts

EDD 537     Administrative Intern in EC     3 Credit Hours

This internship will focus on providing experience in central early childhood office administration. Recruitment, communication skills, financial administration, grant writing, leadership, program evaluation and program development and other topics related to the administration of Early Childhood programs will be developed and practiced. This course studies the procedures for evaluating early childhood programs and for continual program development in their leadership.

Prerequisite(s): EDD 412 or EDD 536

Restriction(s):
Can enroll if Class is Graduate
Can enroll if Level is Rackham or Graduate or Doctorate
Can enroll if College is Education, Health, and Human Services

EDD 542     Differentiating Inst K-12 Clrm     2 to 3 Credit Hours

Individualized instruction combined with the latest information on the brain and our understanding of multiple intelligences leads us to a new method of meeting the needs of students called differentiating instruction. This course will look at the concept of differentiating instruction in-depth.

EDD 543     Tchg Writing at the Scnd Lvl     2 to 3 Credit Hours

This course is designed to help the classroom teacher promote functional and creative writing among students at the secondary school level. Attention will be given to both theory and research with emphasis on the development of instructional strategies, teaching materials and practical resources.

Restriction(s):
Can enroll if Class is Graduate

EDD 546     Intervention Strat EC Spec Ed     3 Credit Hours

Course Title: Family-Centered Intervention Strategies for Early Intervention and Early Childhood Special Education. Strategies and methods which early educators can use when planning and implementing interventions for infants, toddlers and young children with disabilities and their families. Emphasis will be on addressing family identified priorities and the goals and objectives stated on the Individual Family Service Plan (IFSP) or Individual Educational Plan (IEP) using activity-based intervention, adapting materials, modifying environments and using assistive technology. (W, YR)

Restriction(s):
Can enroll if Class is Graduate
Can enroll if Level is Graduate or Rackham
Can enroll if College is Education, Health, and Human Services

EDD 547     Tchng English as Second Lang     3 Credit Hours

This course examines current methodologies and theories for English as a second language learning and instruction. Emphasis will be placed on a standards-based curriculum for English language learners. The use of communicative activities and strategies for developing English language skills in the elementary grades will be emphasized. Official admission to and good standing in teacher certification program are required. (F).

Corequisite(s): EDD 548

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate
Can enroll if College is Education, Health, and Human Services

EDD 548     Pract: Tch Engl as Secnd Lang     1 Credit Hour

This course examines current methodologies and theories for English as a second language learning and instruction. Emphasis will be placed on a standards-based curriculum for English language learners. The use of communicative activities and strategies for developing English language skills in the elementary grades will be emphasized. Official admission to and good standing in teacher certification program are required. TB clearance, physician's statement of good health, criminal background clearance, and bloodborne pathogens/infectious diseases training are required. (F).

Corequisite(s): EDD 547

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate
Can enroll if College is Education, Health, and Human Services

EDD 552     Methods of Teaching Math K-8     3 Credit Hours

The course relates to the teaching of the mathematics curriculum in the elementary and middle school. The emphasis is on the development of teaching techniques that promote problem solving, reasoning, connections, communication, and concept and algorithmic development. Cooperative groups, manipulatives, technology, and meeting the special needs of every child in grades K-8. Required for all preservice elementary teachers. Official admission to and good standing in teacher education program required.

Prerequisite(s): MATH 387

Restriction(s):
Can enroll if Class is Graduate

EDD 554     Wrkshp:Nwspaper in Educ     2 Credit Hours

A course designed to familiarize elementary and secondary teachers with the use of newspapers as a classroom resource. Workshop participants will use the daily newspaper and other resource materials to develop activities appropriate for meeting their own professional needs. Emphasis will be on the enhancement of academic skills, practical life skills and creative expression.

Restriction(s):
Can enroll if Class is Graduate

EDD 560     Reading:Clinical Pract Int/Sem     3 Credit Hours

A supervised field experience in which students will work in a reading program. In this internship students will acquire experience in selecting students for the program, assessing students, working with students to develop reading and writing skills, and in reporting functions. In addition, a weekly seminar to explore issues related to reading programs will be held. (S)

Prerequisite(s): EDA 519 and EDB 503 and EDC 560

Restriction(s):
Can enroll if Class is Graduate
Can enroll if Degree is Master of Arts
Can enroll if College is Education, Health, and Human Services
Can enroll if Program is MA-Education

EDD 563     Tchng Giftd Stdnt Reglr Classr     2 Credit Hours

This course introduces classroom teachers to the education of gifted and talented students in the regular classroom. It is designed to help teachers understand the social, emotional, and intellectual needs of gifted students and to show them ways of effectively addressing these needs along with those of the other students present. It will offer specific proposals for structuring the learning environment as well as for selecting appropriate levels and types of subject matter.

Restriction(s):
Can enroll if Class is Graduate

EDD 565     Teach Math in Second Grades     2 to 3 Credit Hours

This course discusses: 1) the important parts of recent pedagogical literature, 2) new instructional materials, methods, and curricular trends, and 3) procedures useful in the construction of new units and in the improvement of curricular units. Official admission to and good standing in teacher certification program are required.

Prerequisite(s): MATH 412 and MATH 331

Corequisite(s):

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDD 566     Practicum: Math Second School     1 Credit Hour

A required supervised field experience related to the teaching of mathematics in grades 7-12. Involves 45 clock hours of work and observation in a classroom setting. The practicum includes the construction of classroom activities and lesson plans designed to strengthen students' skills in communication, problem solving, making connections, and in the use of technology. Official admission to and good standing in teacher certification program are required. Students cannot receive credit for both EDD 451 and EDD 566.

Corequisite(s): EDD 565

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDD 567     Practicum in Reading Instruct     1 Credit Hour

A required supervised field experience related to the teaching of reading in the elementary and/or K-8. Involves a minimum of 45 clock hours of work and observation in a supervised classroom setting. Techniques learned in EDD 568 will be applied directly to increase the reading competence of elementary school children. Must be elected concurrently with EDD 568. TB test and criminal background check required.

Corequisite(s): EDD 568

Restriction(s):
Can enroll if Class is Graduate

EDD 568     Teach Read/Lang Arts- Elem Grd     3 Credit Hours

Acquaints the student with theory, methods, materials, and research related to the teaching of reading and other communications skills in the elementary and/or K-8. Includes classroom activities designed to strengthen skills in reading comprehension, word recognition, word attack, and the related language arts.Official admission to and good standing in the College of Education, Health, and Human Services certification program are required.

Corequisite(s):

Restriction(s):
Can enroll if Class is Graduate

EDD 569     Reading in the Content Areas     3 Credit Hours

Emphasis on developmental and remedial reading activities at the middle grades and the secondary level; diagnosis, testing, and materials; reading in the content subjects; study habits; independent reading activity; exemplary programs. Some attention will be given to related problems in the teaching of written composition. Official admission to and good standing in the College of Education, Health, and Human Services certification program are required. Students cannot receive credit for both EDD 469 and EDD 569.

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDD 571     Reading Instr: Models and Meth     2 to 3 Credit Hours

The impact of psycholinguistic research on reading instruction will be examined especially as it relates to: reading comprehension, the teaching of phonetic skills, the teaching of reading/study skills in content areas, and in testing. Various approaches to reading instruction will be reviewed. Students electing this course for three credit hours will be required to complete a reading tutorial suitable in meeting the needs of an elementary student. Not open to students who have taken EDD 472, EDD 532, or EDD 570. Official admission to and good standing in the College of Education, Health, and Human Services certification program are required.

Restriction(s):
Can enroll if Class is Graduate

EDD 574     Environmental Education     2 to 3 Credit Hours

An analysis of environmental education at both the elementary and secondary school level particularly stressing the environment as a teaching resource. Community resources as they relate to environmental education also are investigated.

Restriction(s):
Can enroll if Class is Graduate

EDD 575     Integrating Science & Literacy     3 Credit Hours

Students will enhance their understanding of and ability to integrate multiple literacy skills into the science classroom. Students will create integrated classroom activities and lessons based on State of Michigan benchmarks in language arts and science. (F,W).

Restriction(s):
Can enroll if Class is Graduate
Can enroll if Level is Graduate
Can enroll if College is Education, Health, and Human Services

EDD 580     Teach of Sci in the Second Grd     2 to 3 Credit Hours

A survey of the place of science in the secondary school curriculum, an analysis and evaluation of objectives, and a consideration of modern practices in teaching science. Official admission to and good standing in teacher certification program are required.

Corequisite(s):

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDD 581     Practicum in Science:Secnd Grd     1 Credit Hour

A supervised field experience related to the study of science in the secondary grades involving a minimum of 45 clock hours of observation and work spread over a semester in a school setting. Official admission to and good standing in teacher certification program are required.

Corequisite(s): EDD 580

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDD 582     Tch Sci in Secndary Grds II     3 Credit Hours

This course builds upon the concepts and skills developed in EDD 480 as students learn to become effective, reflective science teachers. Students will learn multiple strategies for effective lesson planning, teaching, and assessment in science. Science, technology, engineering and mathematics (STEM) and integration of reading/writing strategies will be emphasized throughout the course. Students cannot receive credit for both EDD 482 and EDD 582. EDD 582 will be distinguished from EDD 482 by additional readings and assignments for the enrolled students.

Prerequisite(s): EDD 480 and EDD 481

Restriction(s):
Can enroll if Class is Graduate
Can enroll if Level is Professional Development or Graduate
Can enroll if College is Education, Health, and Human Services

EDD 583     Wkshp:Sci Teach Elem/Midd Schl     1 to 3 Credit Hours

Deals with existing and innovative science materials. Offered at various times emphasizing one or more areas from elementary and middle level science. Centers on a laboratory approach. May be elected twice for a total of six hours.

Restriction(s):
Can enroll if Class is Graduate

EDD 585     Teach Science in the Elem Grd     2 to 3 Credit Hours

Explores the objectives, methods, and instructional emphasis of elementary school science. Stresses concept development in several areas of elementary science. Provides opportunity for preparation of materials for classroom use. Official admission to and good standing in teacher certification program are required. Students cannot receive credit for both EDD 485 and EDD 585.

EDD 586     Environmental Interpretation     3 Credit Hours

Course deals with the interpretation of the environment, its characteristics, and its presentation to school groups as well as to the general public. Intended to acquaint students with a variety of skills and techniques necessary for interpreting the environment to others. Extensive use is made of the UM-D Environmental Study Area.

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate
Can enroll if College is Education, Health, and Human Services or Arts, Sciences, and Letters

EDD 589     Practicum in Soc Stud:Sec Sch     1 Credit Hour

A supervised field experience related to the study of social studies in the secondary grades involving a minimum of 45 clock hours of observation and work spread over a semester in a school setting. Official admission to and good standing in teacher certification program are required.

Corequisite(s): EDD 590

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDD 590     Tch of the Soc Stud in Sec Sch     2 to 3 Credit Hours

This course examines theoretical and practical approaches to teaching social studies at the secondary level. Students explore, develop, and evaluate instructional methods. In light of professional standards, they consider diverse strategies for teaching and assessing middle and high school students.

Corequisite(s):

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDD 593     Simulation and Gaming     1 to 3 Credit Hours

This course focuses on simulation and gaming as approaches to learning which are fundamentally different from methods traditionally used in education, industry, business, and psychology. Students will have the opportunity to examine many different types of simulations and games and to participate in selected ones. They will also be able to design one for use in their own area of interest.

Restriction(s):
Can enroll if Class is Graduate

EDD 594     Early Childhood Ed Internship     2 to 3 Credit Hours

Supervised observation and teaching in early childhood programs under the joint direction of university and school personnel. Open only to students in the M.A. in Education Program (Early Childhood Endorsement) who have been approved for the course by the program director. TB clearance, physician's statement of good health, and criminal background check required. Replaces EDD 494 as the graduate level Early Childhood Internship.

Prerequisite(s): EDD 536

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services
Can enroll if Major is Early Childhood

EDD 595     Wkshp:Social Studies Educ     2 to 3 Credit Hours

The workshop is planned to acquaint elementary and secondary teachers with specific trends and/or problems in social studies education. The theme of each workshop will vary according to the needs and interests of the teachers to reflect current interests in social studies education. Teachers will be directly involved in problem definition, literature review, research, and the collection and creation of strategies for classroom use. Students may repeat the course as topics vary up to a maximum of three hours of credit.

Restriction(s):
Can enroll if Class is Graduate

EDD 596     Second Lang Tchg: Sec Level     3 Credit Hours

An examination of current methodologies and techniques for instruction in foreign languages in grades 7-12. Emphasis will be placed on a standards-based curriculum with special attention given to the creation of learning scenarios. The use of communicative activities and the assessment of language skill areas will also be emphasized. Official admission to and good standing in teacher certification program are required.

Prerequisite(s): FREN 301 or GER 301 or SPAN 301

Corequisite(s):

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDD 597     Practicum in Second Lang Tchg     1 Credit Hour

A required supervised field experience related to the teaching of a foreign language in grades 7-12. Involves a minimum of 45 clock hours of work and observation spread over one semester in a supervised classroom setting. Methods and techniques learned in EDD 496 will be used to increase the second language proficiency of learners in grades 7-12. Official admission to and good standing in teacher certification program are rquired. TB clearance, physician's statement of good health, criminal background clearance, and bloodborne pathogens/infectious diseases training are required.

Prerequisite(s): FREN 301 or GER 301 or SPAN 301

Corequisite(s): EDD 596

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDD 598     Writing Meth: Formal&Informal     3 Credit Hours

This course is designed for those wishing to establish or improve creative writing programs in their elementary school classrooms. Theoretical models will be discussed. Strategies and materials which facilitate the writing of prose and poetry will be emphasized. (OC)

Restriction(s):
Can enroll if Class is Graduate

EDD 599     Social Studies in the Elem Grd     2 to 3 Credit Hours

Examination and analysis of various programs and materials currently available for teaching social studies at the elementary level. Critical investigation of new developments and trends. Opportunity is provided to experiment with various techniques and to evaluate their effectiveness. Official admission to and good standing in teacher certification program are required.

Restriction(s):
Can enroll if Class is Graduate

EDD 631     Junior High/Middle Sch Currclm     2 Credit Hours

Relates the junior high and middle school curriculum to the unique needs and characteristics of early adolescence. Gives attention to the scope, organization, and interrelationships of instructional programs as well as trends, experimentation, innovations and reports of research in this field. Designed for pre-service and in-service teachers.

Restriction(s):
Can enroll if Class is Graduate

EDD 650     Internship ECSE     1 to 3 Credit Hours

Supervised observation and teaching in Early Childhood Special Education setting under the joint direction of university and program personnel. Open only to graduate students in the Early Childhood Special Education Inclusion program who have been approved for the course by the program director. (YR).

Prerequisite(s): EDC 645 and EDD 546

Corequisite(s): EDD 651

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDD 651     Seminar in ECSE     1 Credit Hour

The seminar provides a theoretical foundation and support for the Internship in Early Childhood Special Education. Focus is on understanding the supports and barriers to implementing recommended practices in early childhoold special education and early intervention as well as the changing roles of professionals working in early care and education settings. Skills in family-centered service delivery, collaborative consultation, problem-solving, teaming, advocacy and supervising paraprofessionals will be included. (YR).

Prerequisite(s): EDC 645 and EDD 546

Corequisite(s): EDD 650

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDD 680     Adv Science Meth: Secondary     3 Credit Hours

This course is designed for students interested in utilizing the research in science education at the secondary level. Students will study historical and philosophical perspectives that have shaped thinking and research related to science education. They will also be involved in the latest methods and techniques for science teaching and learning. Topics will include the use of inquiry methodologies, science education research, integration of science and other core subject areas, and current science education reform efforts. (F)

Restriction(s):
Can enroll if Class is Graduate

EDD 685     Adv Science Meth: Elem & MS     3 Credit Hours

This course is designed for students interested in utilizing the research in science education at the elementary and middle school levels. Students will study historical and philosophical perspectives that have shaped thinking and research related to science education. They will also be involved in the latest methods and techniques for science teaching and learning. Topics will include the use of inquiry methodolgies, science education research, integration of science and other core subject areas, and current science education reform efforts. (F)

Restriction(s):
Can enroll if Class is Graduate

EDD 717     Sem in Curiculum and Practice     3 Credit Hours

This course will prepare doctoral candidates a framework from which to focus on in their particular field of study. During this course we will review major curriculum theories past and present within U.S. education and work toward applying these models in the practice of developing curriculum and reforming instructional practice. Emphasis is given to considering ways in which teachers and administrators might inquire into curriculum selection and teaching practice at the PK-12 or community college levels.

Restriction(s):
Can enroll if Level is Doctorate

EDD 719     Review of Research on Teaching     3 Credit Hours

The goal of this course is to review the historical and current literature for Research on Teaching. Students will develop an understanding of the critical issues and best practices for teaching and learning. They will also critically analyze the different methods of conducting research on teaching.

Prerequisite(s): EDD 717

Restriction(s):
Can enroll if Level is Graduate or Rackham or Doctorate

Education F - Physical Education (EDF)

EDF 550     Hlth, Nutr, & PE/Clsrm Tchrs     2 Credit Hours

Instruction and participation in health, nutrition and physical education concepts and principles as they relate to elementary school curriculum. The six-dimensional model of wellness will be applied to meet legislative goals and objectives for the various grade levels. Required for elementary education majors.

Restriction(s):
Can enroll if Class is Graduate

EDF 555     Principles of Coaching     2 Credit Hours

Introduction in the basic principles and psychology of coaching all age groups, skill levels, and genders. Emphasis will be placed on many factors which relate to success in athletics/sports, the qualities and qualifications of coaches, and the administration of programs and organized practices. Students cannot receive credit for both EDF 455 and EDF 555. (YR)

Restriction(s):
Can enroll if Class is Graduate

Education K - Independent Study (EDK)

EDK 500     Intro to Research in Education     3 Credit Hours

An introduction for classroom teachers to the process of reviewing, evaluating, conducting, and disseminating educational research. Designed to help teachers evaluate research findings and their applications to classroom practice.

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Undergrad Certification only or Graduate
Can enroll if College is Education, Health, and Human Services

EDK 623     Quantitative Research Methods     3 Credit Hours

This course provides an introduction to quantitative methods for research in education. Topics explored include the logic of research design, using SPSS, graphical displays of both univariate and bivariate distributions, statistical inference and significance testing, contingency tables, t0tests, ANOVA, and regression. (YR)

Prerequisite(s): EDK 500

EDK 625     Qualitative Research Seminar     1 Credit Hour

This course introduces students to qualitative research in education. Using qualitative research in educational settings places the lived experiences of individuals and/or communities as the core of analysis and is grounded in a theoretical framework that relies on multiple perspectives of the smae setting. During this course students will be introduced to the key tools used for qualitative research, through readings, discussions, and application. (YR)

Prerequisite(s): EDK 500

EDK 680     Individual Res in Education     1 to 3 Credit Hours

Requires the student to initiate and carry to completion a research project under the supervision of a staff member. May be elected more than once for a total of not more than three credits as approved by an advisor.

Restriction(s):
Can enroll if Class is Undergrad Certification only or Post-baccalaureate Cert only or Graduate
Can enroll if College is Education, Health, and Human Services

EDK 690     Internship/Directed Field Exp     1 to 3 Credit Hours

Allows the student to practice skills in the field in which the student has been trained. Develops greater competence in skill use. The staff member under whose direction the work is to be done, or a program coordinator, will make arrangements with the field supervisor who will furnish a report of the student's work. May be elected more than once for a total of not more than three credits as approved by an advisor.

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Undergrad Certification only or Graduate
Can enroll if College is Education, Health, and Human Services

EDK 700     Intro to Research in Education     3 Credit Hours

An introduction for classroom teachers to the process of reviewing, evaluating, conducting, and disseminating educational research. Designed to help teachers evaluate research findings and their applications to classroom practice.

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDK 810     Scholarly Writing     1 Credit Hour

This seminar is designed to enhance the capacity of doctoral students in education to write for academic and professional purposes. It guides students through the process of academic writing including: editing, developing their academic voice, following the APA style manual, writing for a specific purpose, developing audience awareness, and using feedback and editing to improve writing. The course will use a writers? workshop model where students will share their writing and provide constructive feedback to each other.

Restriction(s):
Can enroll if Class is Doctorate

EDK 823     Quantitative Research Methods     3 Credit Hours

This course provides an introduction to quantitive methods for research in education. Topics explored include the logic of research design, using SPSS, graphical displays of both univariate and bivariate distributions, statistical inference and significance testing, contigency tables, t-tests, ANOVA, and regression.

Prerequisite(s): EDK 500 or EDK 700

Restriction(s):
Can enroll if Class is Specialist or Doctorate
Can enroll if Level is Doctorate or Specialist
Can enroll if Degree is Doctor of Education

EDK 825     Qualitative Research Seminar     3 Credit Hours

This course introduces students to qualitative research in education. Using qualitative research in educational settings places the lived experiences of individuals and/or communities as the core of analysis and is grounded in a theoretical framework that relies on multiple perspectives of the same setting. During this course students will be introduced to the key tools used for qualitative research, through readings, discussions, and application.

Prerequisite(s): EDK 500 or EDK 700

Restriction(s):
Can enroll if Degree is Doctor of Education, Education Specialist

EDK 850     Resrch Dsgn & Proposal Dvlpmt     3 Credit Hours

This course will provide an introduction and overview of proposal development in preparation for writing a dissertation or applied studies project. It addresses basic proposal development stages faced by pre-doctoral candidates. The course provides an introduction and guidance to the appropriate selection of research design. This is a computer assisted course.

Prerequisite(s): EDK 823 and EDK 825

Restriction(s):
Can enroll if Class is Graduate
Can enroll if Level is Doctorate
Can enroll if Degree is Doctor of Education
Can enroll if College is Education, Health, and Human Services

EDK 880     Individual Res in Education     1 to 3 Credit Hours

Requires the student to initiate and carry to completion a research project under the supervision of a staff member. May be elected more than once for a total of not more than three credits as approved by an advisor.

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDK 890     Intern/Direct Field Experience     1 to 3 Credit Hours

Allows the student to practice skills in the field in which the student has been trained. Develops greater competence in skill use. The staff member under whose direction the work is to be done, or a program coordinator, will make arrangements with the field supervisor who will furnish a report of the student's work. May be elected more than once for a total of not more than three credits as approved by an advisor.

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDK 990     Ed.D. Prelim Exam/Proposal     3 to 6 Credit Hours

EDK 990 is for students planning to complete their preliminary examinations and submit and defend their dissertations or applied studies project proposals. The preliminary examination includes two parts that need to be completed in a one-week period. Students will write a paper that demonstrates the depth of their knowledge in the four concentration areas of the doctoral program and their ability to apply that knowledge in a thoughtful analysis of a case study selected by their Doctoral Committee. Students will write a paper that demonstrates the depth and breadth of their knowledge of the theoretical issues and empirical research related to their area of concentration and the relationship between their area of concentration and the broader field of education. Their Doctoral Committee will establish the goals and guidelines for the paper. To successfully complete the proposal for a dissertation, students will submit and orally defend a paper of sufficient length, depth, and complexity that demonstrates their ability to identify a significant and worthwhile problem, select a method or methods of research, apply these methods properly and present the entire effort in writing that is clear and cogent. To successfully complete the proposal for an applied studies project, students will submit and orally defend a paper of sufficient length and complexity that demonstrates their ability to identify a significant and worthwhile problem, use appropriate theoretical and empirical studies to develop a response to the problem and assess the effectiveness of the response, and present the entire effort in writing that is clear and cogent.

Restriction(s):
Can enroll if Class is Doctorate
Can enroll if Level is Doctorate
Can enroll if Degree is Doctor of Education

EDK 995     Ed.D. Dissertation/Appl Study     3 to 9 Credit Hours

Course for dissertation or applied studies work for students who have been approved for candidacy.

Prerequisite(s): EDK 990

Restriction(s):
Can enroll if Class is Doctorate
Can enroll if Level is Doctorate
Can enroll if Degree is Doctor of Education

Education M - Community & Bilingual (EDM)

EDM 505     ESL Strategies for the Classrm     3 Credit Hours

This course examines a variety of instructional approaches to teaching English as a Second Language (ESL) which are being used throughout the United States. These approaches will be discussed in light of underlying language learning theories. Instructional materials representing various approaches to teaching ESL will be examined. Students will also have the opportunity to construct instructional material for use in teaching ESL.

Restriction(s):
Can enroll if Class is Post-baccalaureate NCFD or Post-baccalaureate Cert only or Graduate

Education N - Special Education (EDN)

EDN 501     Strategies for LD     3 Credit Hours

Content includes strategies for teaching students with learning disabilities in special and regular education classes. Course addresses diagnostic-prescriptive teaching, direct instruction, and specific strategies and materials addressing each academic area. The individualized education program (IEP), development of goals and objectives, linking assessment and instruction, inclusion, and generality of behavior change will also be included.

Prerequisite(s): EDC 501

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDN 502     Social/Vocational Transitions     3 Credit Hours

Course includes strategies that teach age-appropriate social skills to elementary students with learning disabilities. Topics include interactive skills, self-management skills, self-concept, attitude, communication skills particularly pragmatics, assessing social skills, and differential responding in a variety of social settings found in the school, home, and community.

Prerequisite(s): EDN 520 EDC 501

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDN 503     Assessment of the Learner     3 Credit Hours

Formal and informal assessment strategies used in the identification and service of students with handicaps are described. Technical and operations aspects of standardized testing, curriculum-based assessment, and informal strategies are described.

Prerequisite(s): EDC 501

Corequisite(s):

Restriction(s):
Can enroll if Class is Undergrad Certification only or Post-baccalaureate Cert only or Graduate
Can enroll if College is Education, Health, and Human Services

EDN 504     Assessment Practicum     1 Credit Hour

Clinical experiences with formal and informal assessment strategies currently used by special educators to identify and program for students with handicaps. Activities include administration, scoring, and interpetation of norm- and criterion-referenced tests, curriculum-based assessments, and informal assessment strategies. Deriving goals, objectives, activities, and strategies from assessment data are also included.

Prerequisite(s): EDC 501

Corequisite(s):

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Undergrad Certification only or Graduate
Can enroll if College is Education, Health, and Human Services

EDN 505     Teaching Students with ADD     2 to 3 Credit Hours

Identification of the behavioral characteristics and instructional needs of students with attention deficit disorders and/or hyperactivity will be discussed. Conducting and interpreting assessment, promoting academic skill gains, sustained attention, task involvement, self-management and functional social skills, and managing hyperactive and hypoactive behaviors will be addressed. Strategies to support and promote family involvement and self-esteem will be described.

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDN 506     Collaboration in the Classroom     3 Credit Hours

Techniques for enhancing collaboration between special and regular classroom teachers of mainstreamed exceptional and low-achieving learners at all levels. Included are essential skills for managing and monitoring the learning process and maintaining collaborative partnerships.

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Undergrad Certification only or Graduate
Can enroll if College is Education, Health, and Human Services

EDN 507     Ed of the Emotionally Impaired     2 Credit Hours

Explores educational strategies for the emotionally disturbed and behaviorally disordered. Emphasis is given to etiological factors and prescriptive approaches to teaching. The role of the teacher as a consultant, a modifier of behavior, and a learning strategist is explored.

Prerequisite(s): EDC 561

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDN 508     Internship Seminar - LD     1 Credit Hour

Seminar will focus on the discussion, development, and evaluation of Individualized Educational Programs, Individualized Transition Plans, and Behavior Intervention Plans for students with learning disabilities at a variety of internship sites. Topics will include academic and behavior assessment and strategies, curriculum, child study teaming, service delivery options and inclusion strategies.

Prerequisite(s): EDC 501 and EDN 501 and EDN 503 and EDN 504

EDN 520     Intro to Emotional Impairments     3 Credit Hours

Identification of the behavioral characteristics and instructional needs of children with emotional impairments/behavior disorders will be discussed. Causes of emotional impairments and environmental influences on behavior will also be discussed.Strategies for identification, assessment, and interpreting such instruments will be addressed. Finally, instructional strategies for students with emotional impairments will be described and practiced through classroom activities. (YR).

Corequisite(s):

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate

EDN 521     Practicum at Psych Facility     1 Credit Hour

Experience in a clinical setting with emotionally impaired individuals, for no less than 45 clock hours. Activities include working with cooperating teacher on tasks such as individual tutoring, data collection, informal assessment, and program implementation and evaluation. Also included will be the development of goals and objectives relevant for emotionally impaired students. (YR).

Corequisite(s):

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate

EDN 522     Emotional Impairments Intrnshp     3 Credit Hours

Field experience with elementary/secondary students with emotional impairments in classroom setting. Experiences include delivery of direct instruction, observations, tutoring, small and large group instruction, curriculum development, program development, and implementation and participation in the IEP process. Collaboration with regular classroom teachers, and other activities under the on-site supervision of an EI certified teacher and an EI-certified university field supervisor. Internship also includes weekly seminar. This course has EDN 520, EDN 525, EDN 526, EDN 523 with a "B" or better as prerequisites. (YR).

Prerequisite(s): EDN 520 and EDN 525 and EDN 526 and EDN 523

EDN 523     Strat: Emotional Impairments     3 Credit Hours

Course content includes strategies for teaching students with emotional impairments, including instruction on reading and mathematics. Course also includes strategies to deal with hyperactive behavior, aggressive behavior, socially withdrawn behavior, and delinquency. Strategies for effective teaching, and the development of instructional materials and learning environments for students with emotional impairments is included. The Individualized Educational Program, development of goals and objectives, linking assessment with instruction, and integrating students with emotional impairments into the regular classroom will also be covered. EDN 520 or EDC 501 is a prerequisite. (YR).

Prerequisite(s): EDN 520 or EDC 501

EDN 524     Couns Fam of Studts Emo Impair     2 Credit Hours

Course content focuses on preparing teachers to work with parents and families, to meet the academic, emotional, social and behavioral needs of students with emotional impairments. Issues concerning counseling families and students in educational settings will be discussed. Strategies for individual and group counseling will also be addressed and practiced through classroom activities. (YR).

Prerequisite(s): EDN 520

EDN 525     Eco-Behavioral Assessment     2 or 3 Credit Hours

Formal and informal assessment strategies used in identifying and serving students with emotional impairments are described. Assessment strategies include eco-behavioral assessment, functional analyses, naturalistic observation techniques, norm-referenced and criterion referenced tests, interviewing, achievement tests, and curriculum based assessment. Technical aspects of assessment, interpretation of data, and diagnostic strategies are also addressed, as well as using assessment instruments to facilitate more effective teaching for students with emotional impairments. To be taken concurrently with EDN 526. (YR).

Prerequisite(s): EDN 520 or EDC 501

Corequisite(s):

Restriction(s):
Can enroll if Class is Graduate

EDN 526     Eco-Behav Assessment Practicum     1 Credit Hour

Clinical experiences with formal and informal assessment strategies currently used by special educators to identify and program for students with emotional impairments. Activities include practicing observation techniques, completing and analyzing eco-behavioral assessments and functional analyses. Also included are administration, scoring, and interpretation of norm-referenced and criterion referenced tests, curriculum based assessments, achievement tests, rating scales and checklists, and informal assessment strategies. To be taken concurrently with EDN 525. (YR).

Prerequisite(s): EDN 520

Corequisite(s): EDN 525

EDN 527     Inclusion:Multisen/Direct Inst     2 to 3 Credit Hours

Course addresses developing, implementing, and evaluating teaching strategies and materials that incorporate principles of direct instruction and multi-sensory activities that promote inclusion of students with special needs in general education settings, increase all students' academic achievement, and improve social interaction among students from a wide variety of social, economic, and cultural backgrounds. (F,W,S).

Restriction(s):
Can enroll if Class is Post-baccalaureate NCFD or Graduate

EDN 580     Mentally Impaired Child     2 to 3 Credit Hours

A course specially designed for regular classroom teachers to better equip them for effectively teaching children with mental impairments.

Restriction(s):
Can enroll if Class is Graduate

EDN 701     Strategies for LD     3 Credit Hours

Content includes strategies for teaching students with learning disabilities in special and regular education classes. Course addresses diagnostic-prescriptive teaching, direct instruction, and specific strategies and materials addressing each academic area. The individualized education program (IEP), development of goals and objectives, linking assessment and instruction, inclusion, and generality of behavior change will also be included.

Prerequisite(s): EDC 501

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDN 702     Social/Vocational Transitions     3 Credit Hours

Course includes strategies that teach age-appropriate social skills to elementary students with learning disabilities. Topics include interactive skills, self-management skills, self-concept, attitude, communication skills particularly pragmatics, assessing social skills, and differential responding in a variety of social settings found in the school, home, and community.

Prerequisite(s): EDC 501 or EDN 520

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDN 703     Assessment of the Learner     3 Credit Hours

Formal and informal assessment strategies used in the identification and service of students with handicaps are described. Technical and operations aspects of standardized testing, curriculum-based assessment, and informal strategies are described.

Prerequisite(s): EDC 501

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDN 706     Collaboration in the Classroom     3 Credit Hours

Techniques for enhancing collaboration between special and regular classroom teachers of mainstreamed exceptional and low-achieving learners at all levels. Included are essential skills for managing and monitoring the learning process and maintaining collaborative partnerships.

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDN 720     Intro to Emotional Impairments     3 Credit Hours

Identification of the behavioral characteristics and instructional needs of children with emotional impairments/behavior disorders will be discussed. Causes of emotional impairments and environmental influences on behavior will also be discussed.Strategies for identification, assessment, and interpreting such instruments will be addressed. Finally, instructional strategies for students with emotional impairments will be described and practiced through classroom activities. (YR).

Restriction(s):
Can enroll if Class is Specialist or Doctorate
Can enroll if Level is Doctorate or Specialist
Can enroll if College is Education, Health, and Human Services

EDN 723     Strat: Emotional Impairments     3 Credit Hours

Course content includes strategies for teaching students with emotional impairments, including instruction on reading and mathematics. Course also includes strategies to deal with hyperactive behavior, aggressive behavior, socially withdrawn behavior, and delinquency. Strategies for effective teaching, and the development of instructional materials and learning environments for students with emotional impairments is included. The Individualized Educational Program, development of goals and objectives, linking assessment with instruction, and integrating students with emotional impairments into the regular classroom will also be covered. EDN 520 or EDC 501 is a prerequisite. (YR).

Prerequisite(s): EDC 501 or EDN 520

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDN 725     Eco-Behavioral Assessment     2 to 3 Credit Hours

Formal and informal assessment strategies used in identifying and serving students with emotional impairments are described. Assessment strategies include eco-behavioral assessment, functional analyses, naturalistic observation techniques, norm-referenced and criterion referenced tests, interviewing, achievement tests, and curriculum based assessment. Technical aspects of assessment, interpretation of data, and diagnostic strategies are also addressed, as well as using assessment instruments to facilitate more effective teaching for students with emotional impairments. To be taken concurrently with EDN 526. (YR).

Prerequisite(s): EDC 501 or EDN 520

Restriction(s):
Can enroll if Class is Specialist or Doctorate

Education T - Education Technology (EDT)

EDT 500     Instrl Media Meth and Matrls     1 to 2 Credit Hours

Explores the technology, the production, and the effective use of audiovisual media instructional purposes in a variety of settings.

Restriction(s):
Can enroll if Level is Graduate

EDT 501     Rsrch, Trnds&Iss in Ed Tchnlgy     3 Credit Hours

This course is designed to acquaint the students with research and issues facing education in the digital era. This course will look at the wide range of developments in technology and investigate the trends that are impacting the field of educational technology. Students explore and analyze key issues related to technology in the classroom of the twenty-first century. (F)

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDT 502     Survey of Educ Tech Tools     3 Credit Hours

This course provides students with a general overview of relevant educational software and hardware technologies as well as web-based digital resources that can be used in instructional settings. The students will learn how to identify, select and integrate a broad range of technologies into different learning enrivonments. Students will also create several technology-based instructional products using various tools, applications, and authoring environments.

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDT 510     Teaching with Technology     3 Credit Hours

Introduces students to the management and integration of technology in education. Students experience and become familiar with technologically based teaching and learning materials; learn methodologies for using technology in specific teaching situations including audiovisual and media methods; develop skills in effectively evaluating educational software; explore how technology can be used as a problem-solving tool within the classroom environment; and become familiar with application programs, telecommunications and multimedia. (F, W, S).

Prerequisite(s): EDT 501 and EDT 502 and EDT 514

Restriction(s):
Can enroll if Class is Graduate

EDT 511     Design Tech-Based Learn Solutn     3 Credit Hours

EDT 511 provides students with the opportunity to design and develop technology-based learning solutions for real-world instructional problems. Students will identify an instructional problem, collect data to assess relevant needs of an authentic population of learners and work collaboratively to create learning solutions for face-to-face, blended and/or online environments. Students will also become proficient in the operation of various pieces of hardware and software and develop skills for evaluating and integrating technology into the different learning environments.

Restriction(s):
Can enroll if Class is Graduate

EDT 512     Human Performance Improvement     3 Credit Hours

This course addresses organizational and human behaviors that affect performance. Causes of performace deficits will be examined and possible solutions linking business goals to interventions will be considered.

Restriction(s):
Can enroll if Class is Undergrad Certification only or Post-baccalaureate Cert only or Junior or Senior or Graduate

EDT 513     Analyzing Human Performance     3 Credit Hours

Students will practice research design, sampling, surveys, and statistical analysis in the analysis of performance problems in local companies. Different modes of performance analysis will be demonstrated. (F, W).

Prerequisite(s): EDT 512

Restriction(s):
Can enroll if Class is Graduate

EDT 514     Application of Instrl Design     3 Credit Hours

The course provides students with necessary skills to apply Technological Pedagogical Content Knowledge (TPCK) instructional design process in a specific subject area.

Prerequisite(s): EDT 501 and EDT 502

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Undergrad Certification only or Graduate
Can enroll if College is Education, Health, and Human Services

EDT 516     Application of Distance Learn     3 Credit Hours

Students will use cameras, microphones, VCRs, computers, and other equipment to manage video conferences and other forms of distance education. Students will research distance learners' satisfaction and retention of distance learning applications.

Prerequisite(s): EDT 505 and EDT 512 and EDT 514

Restriction(s):
Can enroll if Level is Graduate

EDT 517     Evaluating PI Interventions     3 Credit Hours

Students will learn several models for evaluating performance interventions. Concepts of validity, reliability, item analysis and culture bias will be included.

Prerequisite(s): EDT 512

Restriction(s):
Can enroll if Level is Graduate

EDT 519     Select & Design Interventions     3 Credit Hours

Students will learn appropriate interventions for remedying typical performance problems. Students will also learn to manage and monitor the implementation process. (F, W).

Prerequisite(s): EDT 512 and EDT 513 and EDT 517

Restriction(s):
Can enroll if Level is Graduate

EDT 520     Intro to Teaching/Learn Online     3 Credit Hours

This course will introduce students to best practices in the design, creation and implementation of instructional materials in an online environment. Students will create and implement several instructional activities and assessments in blended, hybrid and online environments.

Corequisite(s):

Restriction(s):
Can enroll if Class is Graduate

EDT 521     Transitioning to HPI     3 Credit Hours

Students will learn tools for analyzing organizational readiness for change. Students will plan an intervention cycle including preparing for change, designing the intervention, and comparing anticipated and actual results.

Prerequisite(s): EDT 512 and EDT 513 and EDT 517 and EDT 519

Restriction(s):
Can enroll if Level is Graduate

EDT 522     Educating the Digital Learner     3 Credit Hours

This course builds upon knowledge learned in EDT 520. Students are introduced to Universal Design for Learning (UDL) theory and how to apply it to learning activities in the blended, hybrid and online environment. Emphasis is placed on learning how to make accommodations for students in the online environment as well. Students will also learn to critically assess different approaches to online instruction.

Corequisite(s):

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDT 530     Assistive Technology     3 Credit Hours

This course will discuss how individuals learn about and use technology to assist people with disabilities. Discussions and project work will focus on ergonomics, transparency, controls, computer screens, age factors, and associated costs. (F).

EDT 531     Lead. & Prof. devel in Ed Tech     3 Credit Hours

This field-based course provides students with necessary skills to design and practice methods and strategies for providing effective professional development programs for teachers and to demonstrate leadership in technology learning practices and techniques in K-12 environment. This course is designed as a capstone course and should be taken in the final semester of the program.

Prerequisite(s): EDT 510 and EDT 501 and EDT 502 and EDT 514 and EDT 520 and EDT 522

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDT 562     EDT Internship/Seminar     3 Credit Hours

A supervised field experience in which students will work in a K-12 technology program for 120 clock hours. In this internship students will serve as instructional staff, developing knowledge of and experience in managing resources, assessing students, working with students to develop technology literacy, and assisting another teacher in integrating technology into the classroom. In addition, a weekly seminar to explore issues related to K-12 technology programs will be held. (F, W).

Restriction(s):
Can enroll if Class is Graduate

EDT 580     Appl of Tech for Organ Admin     2 or 3 Credit Hours

FULL TITLE: Applications of Technology for Organizational Administrators. This course will focus on the role of organizational administrators in the applications of technology within and organization, including policy development, personnel management, financial planning and budgeting, program planning and evaluation, training, and strategic planning.

Restriction(s):
Can enroll if Level is Rackham or Professional Development or Graduate

EDT 585     Technology for Administrators     3 Credit Hours

This course will focus on the role of educational administrators in the applications of technology within a school, including policy development, personnel/student management, financial planning and budgeting, curricular planning and evaluation and professional development.

Restriction(s):
Can enroll if Class is Post-baccalaureate NCFD or Post-baccalaureate Cert only or Graduate
Cannot enroll if College is Engineering and Computer Science

EDT 702     Survey of Educ Tech Tools     3 Credit Hours

This course provides students with a general overview of relevant educational software and hardware technologies as well as web-based digital resources that can be used in instructional settings. The students will learn how to identify, select and integrate a broad range of technologies into different learning enrivonments. Students will also create several technology-based instructional products using various tools, applications, and authoring environments.

Restriction(s):
Can enroll if Level is Doctorate or Specialist
Can enroll if College is Education, Health, and Human Services

EDT 714     Application of Instrl Design     3 Credit Hours

The course provides students with necessary skills to apply Technological Pedagogical Content Knowledge (TPCK) instructional design process in a specific subject area.

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDT 720     Intro to Teaching/Learn Online     3 Credit Hours

This course will introduce students to best practices in the design, creation and implementation of instructional materials in an online environment. Students will create and implement several instructional activities and assessments in blended, hybrid and online environments.

Prerequisite(s): EDT 505 or EDT 514

Corequisite(s):

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDT 722     Educating the Digital Learner     3 Credit Hours

This course builds upon knowledge learned in EDT 720. Students are introduced to Universal Design for Learning (UDL) theory and how to apply it to learning activities in the blended, hybrid and online environment. Emphasis is placed on learning how to make accommodations for students in the online environment as well. Students will also learn to critically assess different approaches to online instruction.

Prerequisite(s): EDT 720

Corequisite(s):

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDT 731     Lead. & Prof. devel in Ed Tech     3 Credit Hours

This field-based course provides students with necessary skills to design and practice methods and strategies for providing effective professional development programs for teachers and to demonstrate leadership in technology learning practices and techniques in K-12 environment. This course is designed as a capstone course and should be taken in the final semester of the program.

Prerequisite(s): EDT 510

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDT 785     Technology for Administrators     3 Credit Hours

This course will focus on the role of educational administrators in the applications of technology within a school, including policy development, personnel/student management, financial planning and budgeting, curricular planning and evaluation and professional development.

Restriction(s):
Can enroll if Class is Specialist or Doctorate

Education Mathematics (EDM)

EDMA 511     Lrng & Tchg Middle Grade Math     3 Credit Hours

This course addresses issues central to teaching and learning mathematics in middle grades; building learning communities, how students learn mathematics, use of worthwhile mathematical tasks, instructional modes, technology options, assessment to inform instruction, and professional perspectives. (Y).

Restriction(s):
Can enroll if Level is Rackham or Professional Development or Graduate
Can enroll if College is Education, Health, and Human Services

EDMA 512     Comm and Assmt in Math Lrng     3 Credit Hours

Problems and strategies for making effective the reading, symbolizing, graphing, diagramming, explaining, and writing of mathematical concepts and solutions: multiple uses and forms of assessment.(W)

Restriction(s):
Can enroll if Class is Specialist or Graduate
Can enroll if College is Education, Health, and Human Services
Can enroll if Major is Education

EDMA 521     Leadership in Mathematics Educ     3 Credit Hours

This course focuses on leadership concerns in mathematics education at the middle grades level. Topics may include school reform; staff development; program review; communicating with the community; new teacher induction; proposal writing. Open only to graduate students or by permission of the instructor. (Y).

Restriction(s):
Can enroll if Class is Graduate
Can enroll if Level is Professional Development or Graduate or Rackham
Can enroll if College is Education, Health, and Human Services

EDMA 525     Currm Devt & Rsch in Math Ed     3 Credit Hours

Curriculum Development and Research in Mathematics Education is a capstone course for leadership in mathematics education. It addresses recent research in mathematics education and the design, implementation, and evaluation of research-based curriculum development; action research methods; and applications.

Restriction(s):
Can enroll if Class is Graduate

EDMA 590     Topics in Math Education     1 to 3 Credit Hours

This course focuses on mathematics education topics of current or emerging interest, such as current research; current curriculum development; issues related to school organization; new technologies; new national, state, or local initiatives; focused fieldwork; and equity concerns. Open only to graduate students or by permission of instructor. Course may be repeated for up to six hours when specific topics differ. (OC).

Restriction(s):
Can enroll if Level is Rackham or Graduate or Professional Development
Can enroll if College is Education, Health, and Human Services

EDMA 598     Independent Study in Math Ed     1 to 6 Credit Hours

Independent study in Mathematics Education under the supervision of a faculty member.

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

EDMA 712     Comm and Assmt in Math Lrng     3 Credit Hours

Problems and strategies for making effective the reading, symbolizing, graphing, diagramming, explaining, and writing of mathematical concepts and solutions: multiple uses and forms of assessment.(W)

Prerequisite(s): (MATH 442 or MATH 542) and (MATH 443 or MATH 543)

Restriction(s):
Cannot enroll if Class is Doctorate
Cannot enroll if Major is Education

EDMA 721     Leadership in Mathematics Educ     3 Credit Hours

This course focuses on leadership concerns in mathematics education at the middle grades level. Topics may include school reform; staff development; program review; communicating with the community; new teacher induction; proposal writing. Open only to graduate students or by permission of the instructor. (Y).

Prerequisite(s): EDMA 512

Restriction(s):
Can enroll if Class is Specialist or Doctorate
Can enroll if College is Education, Health, and Human Services

EDMA 725     Curric Devl&Rsch in Math Ed     3 Credit Hours

Curriculum Development and Research in Mathematics Education is a capstone course for leadership in mathematics education. It addresses recent research in mathematics education and the design, implementation, and evaluation of research-based curriculum development; action research methods; and applications.

Prerequisite(s): EDMA 512 and EDMA 521

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EDMA 798     Independent Study in Math Ed     1 to 6 Credit Hours

Independent study in Mathematics Education under the supervision of a faculty member.

Restriction(s):
Can enroll if Class is Specialist or Doctorate
Can enroll if College is Education, Health, and Human Services

Exploratory Studies (EXPS)

EXPS 500     STEM2 Teaching and Learning     3 Credit Hours

The content of this course and the pedagogy employed will provide students with experiences in topics related to the integration of science, technology, engineering, health and mathematics (STEM2). Students will experience examples of STEM activities and will explore how STEM2 disciplines impact society. (YR)

Restriction(s):
Can enroll if Class is Graduate

EXPS 507     Inquiry-based Math and Science     3 Credit Hours

This inquiry-based laboratory course intends to support the learning of early childhood educators (birth to grade 2) in foundations of science and mathematics. The course integrates concepts and processes that arise in both disciplines, such as classification; units and measurements; shapes and structures and their properties; patterns; problem solving; representation; cause and effect; use of evidence (three credits). Required for Early Childhood Comprehensive Major. Elective for Elementary Education Certification Students. Students cannot receive credit for both EXPS 407 and 507. Students seeking graduate credit should elect EXPS 507. The required lab fee is to cover course materials.

Restriction(s):
Can enroll if Class is Graduate
Can enroll if Level is Graduate
Can enroll if Degree is Master of Arts
Can enroll if College is Education, Health, and Human Services
Can enroll if Major is Education, Early Childhood

EXPS 515     Evolution for Teachers     1 to 3 Credit Hours

Course is designed to meet the needs of grade K-12 teachers teaching about evolution. The Michigan Department of Education requires students to be able explain how scientists construct and scientifically test theories concerning the origin of life and evolution of species.

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services or Arts, Sciences, and Letters

EXPS 520     Science Ed Action Research     3 Credit Hours

This is the culminating course that integrates prior experiences in the MSSE program. Each student will identify a research question related to his/her own classroom practice, review relevant literature, collect and analyze data, and complete a scholarly report.

Prerequisite(s): EDK 500

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Arts, Sciences, and Letters or Education, Health, and Human Services
Can enroll if Major is Science Education, Environmental Science, Education

EXPS 543     Family/School/Community Collab     2 Credit Hours

Characteristics, roles, and functions of contemporary families are described. Various communication and training strategies designed to promote collaboration and teamwork within and between the school staff, the families, and community are described and practiced through discussion, problem-solving activities, and roleplaying. Family effectiveness assessment instruments and strategies are also described and practiced.

Restriction(s):
Can enroll if Class is Graduate

EXPS 593     Simulation and Gaming     1 to 3 Credit Hours

This course focuses on simulation and gaming as approaches to learning which are fundamentally different from methods traditionally used in education, industry, business, and psychology. Students will have the opportunity to examine many different types of simulations and games and to participate in selected ones. They will also be able to design one for use in their own area of interest.

Restriction(s):
Can enroll if Class is Graduate

EXPS 598     Exploring Writing/Chld&Yng Ad     3 Credit Hours

This course provides a theoretical foundation for writing instruction of children/adolescents in grades K-8. Emphasis is placed on modeling, instructional strategies, and assessment for supporting student writers that pre-service and in-service teachers can use to facilitate students? development of written language across various genres. TB clearance, criminal background check, and bloodborne pathogens/infectious diseases training required.

Restriction(s):
Can enroll if Class is Post-baccalaureate NCFD or Post-baccalaureate Cert only or Graduate

EXPS 599     Individ Res in Lit in Educatio     1 to 3 Credit Hours

Requires the student to initiate, and carry to completion, a literature in education based research project under the supervision of a faculty member. May be elected more than once for a total of not more than three credits as approved by advisor.

Restriction(s):
Can enroll if Class is Graduate

EXPS 620     Action Research     3 Credit Hours

Students will learn about action research as a means to become a reflective practitioner to make improvements in an educational setting. Students will identify a research question related to his/her own professional practice, review relevant literature, collect and analyze data, develop and implement an action plan, and complete a scholarly report.

Prerequisite(s): EDK 500

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Graduate
Can enroll if College is Education, Health, and Human Services

EXPS 715     Evolution for Teachers     3 Credit Hours

Course is designed to meet the needs of grade K-12 teachers teaching about evolution. The Michigan Department of Education requires students to be able explain how scientists construct and scientifically test theories concerning the origin of life and evolution of species.

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EXPS 720     Science Ed Action Research     3 Credit Hours

This is the culminating course that integrates prior experiences in the MSSE program. Each student will identify a research question related to his/her own classroom practice, review relevant literature, collect and analyze data, and complete a scholarly report.

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EXPS 799     Ind. Res. in Lit in Education     1 to 3 Credit Hours

Requires the student to initiate, and carry to completion, a literature in education based research project under the supervision of a faculty member. May be elected more than once for a total of not more than three credits as approved by advisor.

Restriction(s):
Can enroll if Class is Specialist or Doctorate

EXPS 820     Action Research     3 Credit Hours

Students will learn about action research as a means to become a reflective practitioner to make improvements in an educational setting. Students will identify a research question related to his/her own professional practice, review relevant literature, collect and analyze data, develop and implement an action plan, and complete a scholarly report.

Prerequisite(s): EDK 500

Professional Education (PDED)

PDED 505     Sp Ed Legisltn and Litigation     3 Credit Hours

Content traces the historical development of special education through landmark litigation and legislation, parent advocacy, and national economic and social needs. The provisions of federal and state special education mandates, judicial interpretations, and Michigan state guidelines regulating the delivery of educational and vocational services to persons with handicaps will also be addressed.

Prerequisite(s): EDC 501 or EDN 520

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

PDED 515     Museum Resources for Teaching     3 Credit Hours

Explores the use of museums as educational resources by elementary and secondary teachers. Various museums in the greater Detroit metropolitan area will be visited and studied. Students will review how to plan educational trips and how to use museum resources in meeting their own particular individual needs.

Restriction(s):
Can enroll if Class is Junior or Graduate
Can enroll if College is Education, Health, and Human Services

PDED 516     Internship in Museum Education     2 or 3 Credit Hours

The museum education internship will prepare students with the knowledge and skills they need to plan, implement, and evaluate educational and interpretive programs in the context of museums. The educational functions of museums will be explored. The students will apply their knowledge and experiences to K-12 instruction in the core content areas.

Restriction(s):
Can enroll if Class is Post-baccalaureate NCFD or Post-baccalaureate Cert only or Graduate
Can enroll if Level is Professional Development or Graduate or Rackham
Can enroll if College is Education, Health, and Human Services or Arts, Sciences, and Letters

PDED 518     Tchg Mid Sch Math/Spec Needs     1 to 3 Credit Hours

This course is intended to introduce students to the characteristics and assessment of persons with ASD, as well as the best practices related to educating students with Autism Spectrum Disorders (ASD). Specifically, students will learn evidence based practices for: assessing students with ASD, creating an appropriate educational environment for students with ASD, and providing academic instruction and behavioral interventions to students with ASD in special education and general education settings. Instruction will emphasize specific assessment and teaching tools and behavior management principles and practices associated with educating K-12 student with ASD.

Prerequisite(s): EDD 512

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

PDED 518A     Topics in Education     2 Credit Hours

TOPIC TITLE: Application of Distance Learning. Overview of common types of distance learning covering advantages, disadvantages, and relative costs. Discussion of research regarding student achievement and satisfaction, learner characteristics, and necessary factors for success. Students demonstrate a videoconference lesson, create an internet lesson and write research for internet publication. This course is part of the Adult Instruction and Performance Technology program and activities are based on the Instructional Design Process.

Prerequisite(s): EDT 512 or EDT 400

PDED 518BJ     Topics in Education     1 Credit Hour

TOPIC TITLE: Transdisciplinary Teaming to Support students with Challenging Behaviors This course explores the concept of transdisciplinary teaming for the purpose of supporting children/youth with challenging behaviors. Topics of study in this course include multi-level systems for preventing and remediating inappropriate behaviors, school-wide, class-wide, and individual research-based interventions including Functional Behavior Assessment (FBA).

PDED 518C     Topics in Education     2 Credit Hours

TOPIC TITLE: Teaching Geometry in Secondary School. This summer institute in geometry is modeled after the High School Teacher Program of the Park City Mathematics Institute. The high school teachers from Michigan who are involved in that program will lead sections which enhance teachers' understanding of geometry topics relevant to the new standards, pedagogy that enhances student learning of geometry and the application of technology to the teaching of geometry. Students will complete a project based on the institute.

PDED 518D     Topics in Education     1 Credit Hour

TOPIC TITLE: Technology in Education - Module 1: Teaching and Learning with Basic Technology Skills. The primary focus will be to develop and utilize courseware and class management materials using the word processor, spreadsheet, database, and presentation applications.

PDED 518E     Topics in Education     1 Credit Hour

TOPIC TITLE: Technology in Education - Module 2: Teaching and Learning with the Internet. Participants will cover the basics of electronic communication, the use of the World Wide Web, the creation of Web pages and Web-based activities, and the issues related to the use of the Internet in schools.

PDED 518F     Studies in Education     1 Credit Hour

TOPIC TITLE: Technology in Education - Module 3: Teaching and Learning with Multimedia. Use of the computer to combine text, sound, video, still images, animation, and interactivity to create constructive problem solving will be covered.

PDED 518H     Studies in Education     1 to 2 Credit Hours

TOPIC: Intervention Strategiesn for Young Children with Disabilities. Participants will gain knowledge of ways to plan for and address individualized goals in early education settings. Emphasis will be on developing functional goals and objectives, intervening during classroom routines and activities, and using naturalistic strategies which promote language, social and cognitive development.

PDED 518I     Studies in Education     1 to 2 Credit Hours

TOPIC: Designing Instruction for the Internet. The course is designed for teachers who are competent in word processing and familiar with the Internet and web searches. Each teacher or graduate student wil experience Internet learning through a guided lesson introducint them to UM-D's electronic resources, various teacher oriented web-pages, sample Internet lessons, and guide them through an initial search for possible topics of their own Internet lesson.

PDED 518J     Studies in Education     1 to 2 Credit Hours

TOPIC: An Introduction to the Learning Cycle for Elementary and Middle School Science. This workshop will help teachers become acquainted with the Teaching and Learning Cucle for use in elementary and middle school science. The Learning Cycle is a model for teaching and learning that uses inquiry in and attempt the foster teaching for understanding. The Learning Cycle is an appropriate pedagogy for aligning pedagogy with the NSES, and, therefore the Michigan Goals and Objective in Science Education (MEGOSE) on which the MEAP is derived.

PDED 518K     Studies in Education     1 to 2 Credit Hours

TOPIC: Positive Guidance Techniques for Classroom Management. This workshop will help teachers in early childhood education to apply positive guidance techniques in their classrooms. Strategies that actively promote prosocial behavior and that change inappropriate misbehavior will be discussed. Participants will develop methods of structuring a positive classroom atmosphere in order to faciliate appropriate social behavior, learn techniques to guide and directly teach positive social skills, and learn and practice conflict resolution strategies.

PDED 518M     Topics in Education     2 Credit Hours

This course will provide an intensive review of key concepts in economics, particularly microeconomic princlples. This course will emphasize concepts, methods, and curriculum material that can be incorporated across disciplines and subject matter. Students will review material avaiable from the National Council on Economic Education, services offered by the Michigan Council on Economic Education, and resources available form the University of Michigan-Dearborn Center for Economic Education. Students will review the Michigan Economics Standards and Indicators of Achievement and the Michigan Curriculum Framework. Students will create teaching units relevant to their students based on material from the course.

PDED 518S     Topics in Prof Educ Devl     1 Credit Hour

This course will provide students with the skills and knowledge to integrate technology in their instruction and administrative duties. Students will learn from practicing teachers, administrators and researchers about effective ways to create engaging and interactive learning environments through the use of a variety of technology tools. There will also be an emphasis on using technology for communication and to increase overall productivity.

PDED 525     The Educator and the Law     1 to 2 Credit Hours

Designed to familiarize classroom teachers with school law and its implications for educators, pupils, and parents. Consideration will be given to the legal aspects of such matters as physical threats, teacher liability, codes of conduct, discipline and student rights.

Restriction(s):
Can enroll if Class is Graduate
Can enroll if College is Education, Health, and Human Services

PDED 705     SpEd Legislatn and Litigation     3 Credit Hours

Content traces the historical development of special education through landmark litigation and legislation, parent advocacy, and national economic and social needs. The provisions of federal and state special education mandates, judicial interpretations, and Michigan state guidelines regulating the delivery of educational and vocational services to persons with handicaps will also be addressed. Additional course work differentiates this course from the master?s level.

Restriction(s):
Can enroll if Class is Specialist or Doctorate
Can enroll if College is Education, Health, and Human Services