Elementary School Certification Program

This program has been specifically developed for students intending to teach in either the elementary school or the middle school. It permits them to meet the requirements for both a bachelor's degree and the Michigan Elementary Provisional Certificate. The curriculum consists of two parts, the first involving academic study, and the second consisting of professional preparation.

Certification

In recommending students for teacher's certificates, the College of Education, Health, and Human Services functions, indirectly, as an arm of the Michigan Department of Education. All such certificates awarded to students at the UM-Dearborn are issued at the request of an appropriate faculty body by the Michigan Department of Education in Lansing irrespective of the particular campus attended (Ann Arbor, Dearborn, Flint).

Elementary Provisional Certificates

The initial teaching certificate awarded the beginning elementary school teacher is the Michigan Elementary Provisional Teacher's Certificate. This certificate is valid for teaching all subjects in kindergarten through fifth grade and in subject areas (majors and minors) if an endorsement on the certificate has been obtained in grades six through eight. One is also qualified to teach all subjects in self-contained classrooms through grade eight. The Provisional Teacher’s Certificate is valid for six years and may be renewed twice (for three years each time) provided that renewal conditions are met. Legislative or other state action may change these specifications. Therefore, students are advised to contact the College of Education, Health, and Human Services’ Office of Student Success, located in room 262 Fairlane Center South (FCS), to learn of the most recent policies.

General Requirements for a Teacher's Certificate

In order to be awarded an elementary or secondary provisional teacher's certificate, students at UM-Dearborn must be recommended for the certificate by the Governing Faculty of the College of Education, Health, and Human Services. The general procedure to be followed in obtaining such a recommendation is outlined below. It should be noted, however, that progression from one step to another is not automatic; students are expected to be individually responsible for understanding and meeting the requirements and provisions of the programs they pursue.

Qualifying for a Provisional Teacher's Certificate

To qualify for certificate recommendation, an individual must fulfill the following requirements:

  1. Earn a bachelor's degree from UM-Dearborn or another accredited institution with an overall GPA of 2.75; a minimum GPA of 2.75 in the major; a minimum GPA of 2.75 in the minor; and a minimum GPA of 2.75 in the Professional Sequence. Irrespective of where the degree is earned, each candidate shall satisfactorily complete directed teaching and all required methods courses and practica at UM-Dearborn.
  2. If acquiring both the bachelor's degree and a teacher's certificate from UM-Dearborn, the individual shall complete the degree with the appropriate number of semester hours depending on the program selected.
  3. Comply with the four-phase program described below.
  4. Meet all Michigan Department of Education Teacher Certificate requirements including state mandated tests.
  5. Satisfy the College faculty that the applicant possesses attributes that are necessary and desirable for successful teaching.

College of Education, Health, and Human Services Four-Phase Checklist

The College of Education, Health, and Human Services at the UM-Dearborn is committed to the ideal of quality in the field of teacher education. It recognizes that not everyone who wishes to be a teacher is capable of meeting program requirements that relate to teacher competency. Therefore, the College of Education, Health, and Human Services is selective in admitting students into its teacher preparation programs and in making recommendations for teacher certification.

A four-phase screening procedure is employed to help identify those people most likely to perform at the level of excellence defined by the College. Further, this procedure is useful in assisting students with career decisions. The screening procedure is divided into four successive phases, each with its own set of academic and professional admission standards. Students are expected to have successfully met all of the requirements at one phase before entering the next. Each student is responsible for knowing and meeting all program requirements as listed in theUndergraduate Catalog. The "College of Education, Health, and Human Services Four-Phase Checklist" is as follows:

Phase 1 - Admission to the College of Education, Health, and Human Services

Three types of students are considered for admission to the College of Education, Health, and Human Services at this entry level phase:

  1. First time in any college (FTIAC) students
    Campus admission standards for SAT, ACT, and high school Grade Point Average (GPA) are used in determining admission.
  2. Transfer students
    Campus admission standards are used for students transferring 54 or fewer semester hours. College of Education, Health, and Human Services admission standards (a minimum cumulative GPA of 2.75/4.0 scale) are used for students transferring 55 or more semester hours.
  3. Degreed persons seeking certification only
    College of Education, Health, and Human Services admission standards are used for individuals with a bachelor's degree earned at a regionally accredited institution. The individual must have a cumulative GPA of 2.75 or higher in their major, minor, and overall to be admitted to the College of Education, Health, and Human Services and the Teacher Certification Program.

Important: Fingerprinting and criminal background checks are required for work in school settings. Such work is required of all certification students. All background checks must be completed in the first semester of admission to the College of Education, Health, and Human Services. Live Scan fingerprinting is being offered by Integrated Biometric Technology (IBT) by appointment only. Instruction/application forms are available at the College of Education, Health, and Human Services Field Placement Office (Room 264 FCS). To make an appointment for your Live Scan fingerprinting, contact IBT at 1-866-226-2952.

Note: Admission to a Teacher Certification program--see Phase 2--is a separate procedure from admission to the College of Education, Health, and Human Services itself.

Phase 2 - Admission to the College of Education, Health, and Human Services Teacher Certification Program

Admission to a College of Education, Health, and Human Services Teacher Certification program (elementary/secondary) requires all of the following:

  1. meeting minimum score requirements on the Michigan Test for Teacher Certification (MTTC) Professional Readiness Examination (Reading, Mathematics, Writing) or alternative scoring measures,
  2. a minimum of 55 semester credit hours or an earned degree with a cumulative GPA of 2.75/4.0 scale. Grades earned at all institutions are used in this calculation for students transferring into the College of Education, Health, and Human Services with the exception of degreed persons seeking certification only (see Phase 1, number 3),
  3. submission to College of Education, Health, and Human Services of results from the Campus Composition Placement Test 313-593-5100 to arrange for the exam), This test must be taken within the first semester that a student is enrolled classes.
  4. completion of COMP 105 and COMP 106 (and COMP 227 when required). 
  5. Major(s) and/or minor(s) must be formally declared on a Change of Degree/Concentration Petition form.
  6. submission of completed Application for Admission Teacher Certification Program form (available in College of Education, Health, and Human Services Office of Student Success, 262 FCS). This form includes a statement of intent regarding allowing or not allowing MTTC score reporting to advisors in the College of Education, Health, and Human Services and College of Arts, Sciences and Letters.
  7. valid Internet Criminal History Access Tool (ICHAT).  A criminal background check will be conducted using ICHAT before placement in any field experience. If any offense is found, students must make an appointment with the Associate Dean.

Note: When all Phase 2 requirements have been met, students receive a formal letter of admission to the Teacher Certification Program.

Phase 3 - Eligibility for Student Teaching

Eligibility for directed (student) teaching (elementary/secondary) requires all of the following:

  1. passing scores from pertinent MTTC Subject Area Tests. Elementary certification students must pass the MTTC Elementary Education test.  Secondary certification students must pass the MTTC tests in their major and their minor,
  2. senior student status (minimum of 85 semester hours earned),
  3. completion of at least one full term (12 semester hours) of study at UM-Dearborn,
  4. a minimum cumulative GPA of 2.75/4.0 scale as well as a minimum GPA of 2.75 in the major(s), minor(s), and the professional sequence,
  5. completion of professional sequence courses,
  6. submission of a signed "Evaluation of Oral Expression" form to the College of Education, Health, and Human Services Field Placement Office, (264 FCS),
  7. attendance at a Student Teaching Application and Placement meeting and submission of all forms distributed,
  8. valid TB clearance, criminal background check, CPR certification, and evidence of training for dealing with infectious diseases/blood borne pathogens on file,
  9. Valid Internet Criminal History Access Tool (ICHAT). A criminal background check will be conducted using ICHAT before placement in any field experience.  If any offense is found, you must make an appointment with the Associate Dean.

Phase 4 - Eligibility for a Recommendation for a Degree and/or a Michigan Teaching Certificate

Recommendation for a degree and/or a Michigan Teaching Certificate (secondary) requires all of the following:

  1. submission of completed Degree/Diploma Application form to Enrollment Services /Registration and Records (1169 UC). The form and applicable deadlines are available online at http://umdearborn.edu/rr_apply-graduate. Note: Secondary Certification students must submit their Degree/Diploma Application form as a student in the College of Arts, Sciences and Letters and fill out a Program Completer Form to be submitted to the College of Education, Health, and Human Services certification officer
  2. acceptable scores from all relevant Michigan Tests for Teacher Certification (MTTC),
    1. to be recommended for any additional major(s), minor(s), endorsement(s), all relevant tests must be taken and passed. Results must be in by the time recommendations are prepared for the state by the UM-Dearborn certification officer.
    2. Secondary Certification students: Subject area tests for which student wishes to be recommended. (At least one major and one minor are required.)
  3. successful completion of the chosen program, major(s), minor(s), professional sequence, and supplementary requirements,
  4. a minimum cumulative GPA of 2.75/4.0 scale as well as a minimum GPA of 2.75 in the major(s), minor(s) and professional sequence.

Based on this  record of achievement, a decision to recommend or not to recommend and/or certification will be made.

Professional Semester/Directed Teaching (Student Teaching)

Each student enrolled in a teacher certification program at UM-Dearborn, whether pursuing an elementary or a secondary provisional certificate, is expected to spend one full academic term exclusively in professional work. This period of time is called the "professional semester." Directed Teaching (student teaching) and its related seminar serve as the core for this particular term. This entails a full day's teaching load and all school-related activities at a University-negotiated site. Most students elect their professional semester courses during the second half of the senior year. The professional semester for elementary and secondary certification students is as follows:

Elementary Professional Semester

EDD 435Dir Teaching: Elementary Sch12
EDD 437Sem: Teaching Elementary Grds1
Total Credit Hours13

Secondary Professional Semester

EDD 421Directed Teach Secondary Sch12
EDD 424Sem: Teaching Secondary Grds1
Total Credit Hours13

Opportunities for directed teaching are available only in the University's fall and winter terms. Students wishing to elect directed teaching in the fall term are required to attend an application meeting the preceding September and those desiring to elect it during the winter term are required to attend an application meeting the preceding March. Meeting dates, times, and locations will be posted on the Field Placement Office website and in the Fairlane Center South. Requirements for acceptance into the professional semester are outlined in the Four-Phase program.

Incompletes, Unsatisfactory Grades, and Withdrawals

No student will be assigned to, or registered for, directed teaching with incomplete work in the Professional Sequence of courses. Moreover, once a student has been assigned to a directed teaching contact and then has had registration denied because of incomplete work, the student will be prohibited from receiving any future directed teaching assignment for that semester.

Any student, who has withdrawn from or received an unsatisfactory grade in directed teaching, whether through the action of a school district, the University, or by personal choice, will have a request for future placement carefully reviewed by the College’s Executive Committee. Reassignment to directed teaching is not guaranteed, nor is it an automatic process.

Students must file petitions for reassignment consideration.

General Field Placement Policy

Students in the teacher preparation program are assigned field placements, either as practicum students or as student teachers, in public or private schools. Field placement shall be made in accordance with the policies and procedures set forth by the College of Education, Health, and Human Services and to be in compliance with accreditation standards.

The student is expected to maintain a professional attitude in order to conform to the expectations of the placement school and the University. Appropriate academic preparation is required as outlined in the elementary and secondary programs of the School. Professional responsibilities during the Directed Teaching term are detailed in the "UM-Dearborn Directed Teaching Handbook" which is located on the CEHHS Field Placement website.

The public and private schools exercise the right to screen the University's students. Acceptance or rejection of students is not controlled by the University. A placement school may reject a University student for several reasons, including a lack of placement positions in the school or a determination that the University student's presence in the school or classroom may disrupt or interfere in some way with the educational process.

Currently there is no way in which the University can require the placement school to state specific reasons for rejection.

If a University student is repeatedly denied placement by the field schools, the College of Education, Health, and Human Services will recommend career counseling and terminate matriculation in the teacher certification program.

Academic Program Requirements (Majors and Minors)

Students entering this program are required to complete all core courses pre-professional and all requirements for a selected major(s). Academic majors and/or minors can be selected from the following fields: English as a Second Language (ESL)-minor only, Language Arts, Mathematics, Integrated Science, Reading and Social Studies – major only. Students desiring to pursue an Early Childhood major with elementary certification should follow the program outlined under "Early Childhood Education." Students desiring to pursue the Learning Disabilities major with elementary certification should follow the program outlined under “Elementary Education Learning Disabilities Program.” Courses in the major and/or minor may not be elected on a pass/fail basis. Courses that apply to the majors and minors are listed below under "Areas of Study for Majors and Minors."

Dearborn Discovery Core Requirement

The minimum passing grade for a Dearborn Discovery Core (DDC) course is 2.0. The minimum GPA for the program is 2.0. In addition, the DDC permits any approved course to satisfy up to three credit hours within three different categories. Please see the General Education Program: The Dearborn Discovery Core section for additional information.

Foundational Studies

Written and Oral Communication (GEWO) – 6 Credits

Upper Level Writing Intensive (GEWI) – 3 Credits

Quantitative Thinking and Problem Solving (GEQT) – 3 Credits

Critical and Creative Thinking (GECC) – 3 Credits

Areas of Inquiry

Natural Science (GENS) – 7 Credits

  • Lecture/Lab Science Course
  • Additional Science Course

Social and Behavioral Analysis (GESB) – 9 Credits

Humanities and the Arts (GEHA) – 6 Credits

Intersections (GEIN) – 6 Credits

Capstone

Capstone (GECE) – 3 Credits

Core Course Requirements

Core courses are generally completed in the freshman and sophomore year.

Selections must be from courses numbered 100-200 unless otherwise stated.   

COMP 105Writing & Rhetoric I3
COMP 106Writing & Rhetoric II3
ENGL 327Advanced Exposition3
LIBR 465Literature for Children3
EXPS 282History & Civics Elem Schools3
EXPS 283Geography & Econ Elem Schools3
EXPS 220Science in the Elem School3
NSCI 231Inquiry: Physical Science 13
NSCI 232Inquiry:Earth/Planet Science 13
NSCI 233Inquiry: Life Science 13
EXPS 420Science Capstone3
MATH 385Math for Elemen Teachers I3
MATH 386Math for Elem Teachers II3
MATH 387Math for Elem Teachers III3
Total Credit Hours42
1

Two of the three NSCI distribution courses may be transferred to UM-Dearborn. Great Experiments 240, 242, or 340, 342 and NSCI 120, NSCI 121 may not be used to satisfy Science distribution requirements. NSCI 233 and BIOL 100 may not both be elected for credit in the College of Education, Health, and Human Services.

Pre-Professional Requirements

Pre-professional courses are generally completed in the freshman and sophomore year.  

EDA 205Introduction to Education3
EDC 240Psych of Child Development3
EDC 241Psych: Child Devel Practicum1
EDF 450Hlth, Nutr, & PE/Clsrm Tchrs2
EDT 211Design Tech-Based Learn Solutn3
EXPS 250Elem Ed Vis & Perf Arts3
Total Credit Hours15

Professional Requirements

The professional sequence of education courses consists of a minimum of 44 semester hours of credit. This concentration of study represents the core of professional preparation. At least two practica are required prior to student teaching. The semester hours are distributed as follows:

Foundations
EDA 340Foundations of American Ed3
Multicultural Education
EXPS 410Multicult in School and Soc3
Psychology
EDC 300Educational Psychology3
EDC 460Educating the Exceptional Chld3
EDC 417Mgmt of Classroom Behavior3
or EDC 412 Social Devl/Pos Guidnce Techn
Methodologies (See Note #1 below)
EDD 452Methods of Teaching Math K-83
EDD 468Teach Read/Lang Arts- Elem Grd 13
EDD 467Practicum in Reading Instruct 11
EDD 471Reading Instr: Models and Meth 13
EDD 485Teach Science in the Elem Grd3
EDD 491Soc Std Elem Grades Practicum1
EDD 495Social Studies in the Elem Grd3
Professional Semester (See Notes #3 & #5 below)
EDD 435Dir Teaching: Elementary Sch12
EDD 437Sem: Teaching Elementary Grds1
Total Credit Hours45
1

 EDD 467 and EDD 471 are to be taken concurrently. Both require EDD 468 as a prerequisite.

Notes:

  1. Enrollment in all the required EDD courses is open only to those who are officially enrolled and in good academic standing in a certification program at UM-Dearborn (junior standing required) with a cumulative GPA of 2.75 or higher.
  2. A UM-Dearborn cumulative GPA of 2.75 or better is required overall for the Professional Sequence.
  3. Passing the MTTC Professional Readiness Examination or alternative scoring measures is required.
  4. Eligibility for directed teaching requires passing scores from the MTTC (Michigan Tests for Teacher Certification) subject area test: Elementary Education.
  5. Recommendations for other certification endorsements require passing scores from relevant MTTC subject area tests.

Other Requirements

  1. The Campus Composition Placement Exam (CCPT) is required of all students, i.e., UM-Dearborn undergraduates and transfer students. Transfer students who have been given credit for COMP 105 and COMP 106 but receive a prescription from the CCPT for COMP 099 must enroll in an additional composition course (COMP 227).
  2. Application to the College of Education, Health, and Human Services Teacher Certification Program is required of all students. The timing of this  application is detailed on the four-phase checklist.
  3. The Michigan Professional Readiness Examination or alternative scoring measures must be taken and scores must be at the state-approved level for admission.
  4. A cumulative grade point average (GPA) of 2.75 on a 4.0 scale is required overall, in the major, in the minor(s), and in the professional sequence courses.
  5. All requirements as identified in the College’s four-phase screening program must be met for a teacher certification. (See four-phase checklist.)
  6. Minimum number of hours to graduate is 128 semester hours.

Areas of Study for Majors

Elementary School Certification Program

The program as outlined above meets the state's teacher certification requirements at the time of this writing. However, changes by the University or the State may affect some program requirements. Therefore, the student is strongly advised to inquire about possible changes by checking with their advisor in the College of Education, Health, and Human Services.

Child Life (CLS)

CLS 401     Hospitalized Child     3 Credit Hours

This Hospitalized Child course is a requirement for those who would like to sit for Child Life Professional Certification Examination and become Certified Child Life Specialist. The course is taught by a Certified Child Life Specialist and focuses on children in the health care environment. Topics of study include: 1. Child Life documents, 2. Scope of practice, 3. Impact of illness, injury and health care on patients and families, 4. Family-centered care, 5. Therapeutic play and 6. Preparation. (W)

Restriction(s):
Can enroll if Class is Junior or Senior

Community Health Education (CHE)

CHE 101     Intro to Health Education     3 Credit Hours

This course is designed to introduce students to the field of community health education. Students will explore the theoretical and practical issues of health education and will identify and apply health education principles to health challenges facing individuals, groups and communities.

CHE 201     Medical Terminology     3 Credit Hours

This course will focus on an in-depth presentation of medical language to serve as a solid foundation for students interested in health care, medicine, nursing, pharmacy, physical therapy, or related careers. Medical terminology for both health and disease is presented in relation to human structure and function. Understanding of the course content builds a framework by introducing the key terms as they are applied to specific body systems.

CHE 401     CHE Methods     3 Credit Hours

This course is designed to prepare students with skills necessary to implement health education programs within the context of community health settings. Emphasis will be placed on a variety of community health education methods and strategies including but not limited to educational presentations and material development, mass media and media advocacy, legislative action and involvement, community organization, and working with groups.

Prerequisite(s): CHE 101 and CHE 201 and EDC 400

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

CHE 402     Internship CHE     3 Credit Hours

CHE 402 Internship in Community Health Education is designed to provide opportunities for students to develop, enhance, and assess health education skills and competencies in the direct application of community health education. Students will observe an academically prepared health educator within a health service agency/organization and be directly involved in the delivery of health education and will reflect on learning experiences and discuss health education issues within the seminar sessions.

Prerequisite(s): CHE 101

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

Education A - Theoretical Foundations (EDA)

EDA 205     Introduction to Education     3 Credit Hours

This course is designed to introduce students to the field of education. In this course students will gain a working knowledge of teacher certification and professionalism, state standards, and high-stakes testing. Additionally, students will be introduced to basic forms of lesson planning, classroom assessment, and instructional techniques. As a part of the course, all students will begin to use the M-Portfolio system. Students will also carryout assignments in schools and therefore must complete required clearance forms prior to field placement. For more information access the Field Placement Office website at: www.umdearborn.edu/cehhs/cehhs_fpo

Restriction(s):
Cannot enroll if Class is Post-baccalaureate NCFD or Undergraduate NCFD or Undergraduate NCFD or Graduate
Can enroll if Level is Undergraduate

EDA 340     Foundations of American Ed     2 to 3 Credit Hours

A general survey of education's theoretical and structural foundations. This course introduces students to the history and philosophy of education as well as to the organization and financing of schools in America. Particular attention will be given to the role of education in a democratic society and to the notion of teaching as a profession.

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

EDA 419     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):
Cannot enroll if Class is Freshman or Graduate

EDA 450     Hist/Theory of Bilingual Educ     2 to 3 Credit Hours

The course provides an extensive background on bilingual education (programs where two languages are used as media of instruction) in the United States, and the 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.

Restriction(s):
Can enroll if Class is Junior

Education B - Educational Administration (EDB)

EDB 421     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 Undergrad Certification only or Post-baccalaureate Cert only or Junior

EDB 422     Lead,Advoc, Admin Early Ch Prg     3 Credit Hours

This course promotes role of the early childhood educator as a leader and advocator for young children and families. Designed for present and future teachers, administrators and other professionals who participate in decisions relating to public policy and 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 Undergrad Certification only or Junior or Senior

Education C - Psychological Foundations (EDC)

EDC 240     Psych of Child Development     3 Credit Hours

An introductory presentation of facts and theories concerning the development of the child from birth to adolescence. The practical applications of present knowledge in this field will be examined. Field observations and directed interactions with children are required. Limited to undergraduates. Not open to students with credit in C540.

Corequisite(s): EDC 241

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

EDC 241     Psych: Child Devel Practicum     1 Credit Hour

A supervised field experience related to the study of child development involving a minimum of 45 clock hours of observation and work spread over a semester in an early childhood setting.

Corequisite(s): EDC 240

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

EDC 300     Educational Psychology     3 Credit Hours

Consideration of research findings relevant to the learner in the classroom with emphasis on factors that influence learning. Topics include: the teacher trainer's role in motivation; formulation of generalizations pertaining to the physical, mental, social, and emotional development of learners; analysis of selected aspects of the teaching- learning situation including the dynamics of interaction, classroom control, guidance, and appraisal of growth.

Corequisite(s):

Restriction(s):
Can enroll if Class is Undergrad Certification only or Post-baccalaureate Cert only or Sophomore or Junior or Senior
Can enroll if College is Business or Engineering and Computer Science or Arts, Sciences, and Letters or Education, Health, and Human Services

EDC 301     Practicum in Ed Psychology     1 Credit Hour

A supervised field experience related to the study of educational psychology involving a minimum of 45 clock hours of participation/observation and work spread over a semester in a school setting. TB clearance and criminal background check are required.

Corequisite(s):

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

EDC 302     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. Significant materrial will be included addressing classroom management of the middle school and high school classroom using simulation, case studies and videos of actual classrooms.

Corequisite(s): EDC 304

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

EDC 304     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.

Corequisite(s): EDC 302

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

EDC 306     Applied Behavior Analysis I     3 Credit Hours

This is the first in a two course sequence in applied behavior analysis, focusing on best practices and current research. General topics to be covered include principles of learning, research methods in applied behavior analysis, skills training and stimulus control techniques, interventions for problem behavior, ethical issues, and the application of behavior analysis across a wide range of populations, settings, and behaviors. (F,S)

EDC 307     Applied Behavior Analysis II     3 Credit Hours

This is the second of a two-course sequence in applied behavior analysis. This course covers advanced behavior change procedures and processes including maintenance and generalization of behavior chaining, staff training, and Functional Communication Training. The course also provides advanced consideration of ethical and legal issues related to behavioral intervention. (Prerequisite ABA I). (F, W)

Prerequisite(s): EDC 306 and EDC 308 or EDC 309

EDC 308     Intro Dev Disabilities     3 Credit Hours

Full Title: Introduction to Developmental Disabilities This course will provide an overview of the issues related to the diverse group of individuals with developmental disabilities. Topics include the history and public policy issues related to this population. Special consideration will be given to familial issues within the context of socio-cultural issues and the role of families in the provision of services across the lifespan. Students will be exposed to the range of assessment practices for developmental disabilities, including intellectual, adaptive behavior, psychosocial, behavioral, psychoeducational, and developmental. Specific conditions under the category of developmental disabilities are covered, along with the diagnostic criteria for these conditions. Other topics include educational and behavioral interventions, person centered planning/family centered support, post-school and adult issues, physical and mental health issues, services and supports to improve quality of life, controversial therapies, and ethical issues for individuals with developmental disabilities. (F, S)

EDC 390     Observ and Particip in Ed Set     1 to 3 Credit Hours

An opportunity for supervised observations of, and participation with, children and adolescents in educational settings. For students who need additional laboratory experience prior to student teaching.

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

EDC 400     Adult Learning: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 Undergrad Certification only or Post-baccalaureate NCFD or Sophomore or Junior or Senior

EDC 401     Introduction to LD     3 Credit Hours

Introduction to LD is designed to provide students with an overview of the field of learning disabilities. Discussions will include physical, social, emotional, and cognitive comparisons of developmental differences and similarities between persons of all ages with and without LD, historical and theoretical perspectives, current trends and issues, assessment, and collaboration among educators.

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

EDC 402     Research Methods Beh Analysis     3 Credit Hours

The purpose of this course is to introduce you to the fundamentals of behavior-analytic research methods. The course will review single-case time series methodologies to assess various dimensions of behavior and evaluate the effects of interventions of behavior. Single-case research has played an important role in developing and evaluating interventions designed to modify some aspect of human behavior. This course will encompass a broad range of research areas that utilize single-case designs within both the behavior analytic literature and other disciplines including school psychology, medicine, and business. (F, S)

Prerequisite(s): EDC 306

EDC 410     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.

Prerequisite(s): EDC 340 or EDC 240

EDC 412     Social 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 Cert only or Sophomore or Junior or Senior
Can enroll if Degree is Bachelor of Arts, *Teacher Certificate
Can enroll if College is Education, Health, and Human Services
Can enroll if Major is Elementary Certification, Child&Fam:Early Childhood Educ, Early Childhood, Children & Families, Child&Families:Family Support

EDC 414     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 areas. Suitable for classroom teachers, childcare directors, and teachers in training.

Prerequisite(s): EDC 540 or EDC 340 or EDC 240

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

EDC 417     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. Course will focus on classroom management in early chidhood and elementary environments, allowing a more focused examination of topics and case studies geared to those grade levels. (OC)

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

EDC 420     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.

Restriction(s):
Can enroll if Class is Junior or Senior
Can enroll if Level is Undergraduate

EDC 431     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. The major focus will be the application of constructivist theory to educational goals, teaching strategies and curriculum. (OC)

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

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

EDC 439     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 of 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)

EDC 440     The Child: Birth to Three     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.

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

EDC 442     EC: Fam/Sch/Comm Collaboration     3 Credit Hours

Focuses on factors that 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 that 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 Undergrad Certification only or Post-baccalaureate Cert only or Junior or Senior

EDC 443     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 Post-baccalaureate Cert only or Undergrad Certification only or Junior or Senior

EDC 445     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. For graduate credit elect EDC 545. (AY)

Prerequisite(s): EDC 240 or EDC 340

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

EDC 446     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 240 or EDC 340

Restriction(s):
Can enroll if Class is Junior or Senior
Can enroll if Level is Undergraduate

EDC 454     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. (OC)

Restriction(s):
Can enroll if Class is Junior or Senior

EDC 455     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 assessments 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 447 and EDD 448

Restriction(s):
Can enroll if Class is Junior or Senior

EDC 456     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; 3) decision-making based on the results of the assessments. (YR)

EDC 460     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 Undergrad Certification only or Post-baccalaureate Cert only or Sophomore or Junior or Senior

EDC 476     Literacy Assessmt for Instr     4 Credit Hours

Topics include various diagnostic tools for reading, writing, speaking, and listening. Students will learn to implement a variety of diagnostic techniques for assessing literacy for instructional purposes and communication with parents, other professionals, and paraprofessionals about student progress.

Prerequisite(s): EDD 468 and (EDD 419 or EDA 419)

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

Education D - Curriculum & Instruction (EDD)

EDD 301     Directed Teach in Second Schls     6 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 brief period of observation followed by several weeks of responsible teaching including the writing, implementing, and evaluation of lesson plans using University-approved practices. Official admission and good standing in the certification program are required. Methods courses in the major and minor and valid TB clearance required.

Prerequisite(s): EDC 300 and EDC 301 and EDC 302 and EDA 340 and EDC 460 and EDD 469

Corequisite(s): EDD 304

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

EDD 304     Seminar: Teach Secondary Grds     1 to 2 Credit Hours

Draws upon the resources found in the directed teaching environment. Considers problems and issues in four broad areas: students in the school, the teacher's professional responsibilities, curriculum understandings, and administrative/organizational problems. Open only to students enrolled in EDD 301.

Corequisite(s): EDD 301

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

EDD 305     Direct Teach in Elem School     6 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 brief observation followed by several weeks of responsible teaching including the writing, implementing, and evaluation of lesson plans using University-approved practices. Official admission to and good standing in certification program as well as valid TB clearance are required.

Prerequisite(s): EDC 300 and EDC 301 and (EDC 340 or EDC 240) and EDC 460 and EDD 452 and EDD 467 and EDD 468 and EDD 471 and EDD 485 and EDD 495 and EDF 450

Corequisite(s): EDD 307

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

EDD 307     Seminar: Teaching Elem Grades     1 to 2 Credit Hours

Draws upon experience in elementary directed teaching. Considers pupils in the school, classroom environment, teaching competencies, professional responsibilities, school curriculum and policies, and administrative/ organizational problems. Open only to students enrolled in EDD 305.

Corequisite(s): EDD 305

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

EDD 404     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) and MIBR with a score of P or (EDC 240 and PIII with a score of 1 and EDC 241) and MGPA with a score of 2.75 and MIBM with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 106 or COMP 220 or COMP 280 or COMP 270)

Corequisite(s): EDD 410

Restriction(s):
Can enroll if Class is Junior or Senior

EDD 406     Teach Strategies Early Child     3 Credit Hours

Focuses on the developmentally appropriate educational practices for children from infancy through the primary grades. Introduces various procedures and strategies to stimulate inquiry in the early childhood classroom. Observation skills, planning, and implementing of lessons in the field will be emphasized. Class seminar designed to correlate theory with observation and field work.

Prerequisite(s): (EDC 240 or EDC 340) and (EDC 341 or EDC 241) and PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 105 or COMP 110 or COMP 280 or COMP 270)

Corequisite(s): EDD 410

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

EDD 407     Workshop: Global Ed Soc Stds     1 to 3 Credit Hours

A course designed to help elementary and secondary teachers develop strategies that will help them to teach about an interdependent and changing world. Concepts such as change, the culture, and interdependence will be introduced and examined in terms of implementation within the framework of the existing social studies curricula.

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 106 or COMP 110 or COMP 280 or COMP 270)

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

EDD 410     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, FIA clearance, criminal background check, and physician's statement of good health are required. (F,W).

Prerequisite(s): (PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and CPAS with a score of 40) or (COMP 105 or COMP 110 or COMP 280 or COMP 270)

Corequisite(s): EDD 406

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

EDD 411     Directed Tchg: Early Childhood     3 or 4 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 Early Childhood Education program or Children and Families Program who have been approved by the program director. Must be elected concurrently with EDD 412. TB clearance, FIA clearance, criminal background check, and physician's statement of good health are required.

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (COMP 105 or COMP 110 or CPAS with a score of 40 or COMP 280 or COMP 270) and EDD 406 and EDD 410

Corequisite(s): EDD 412

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

EDD 412     Seminar in Early Childhood Ed     2 Credit Hours

Focuses on developmentally appropriate educational practices for children in early childhood programs. With an emphasis on writing developmentally appropriate lesson plans, the Reggio Emilia Inspired Approach, assessment of young children, classroom and staff management, multiculturalism, family centered approaches, children with special needs and professional development. The seminar provides a theoretical foundation for the field placement (D411, D418 and D494). Open only to students in Early Childhood or Children and Families program who have been approved by the program director. TB clearance and physician's statement of good health required. EDD 406 and 410 are required for undergraduates.

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 105 or COMP 110 or COMP 280 or COMP 270) and EDD 406 and EDC 410

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

EDD 413     LD Elem Directed Teaching     2 Credit Hours

Field experience with elementary students with learning disabilities in general and special education classrooms. Experiences include delivery of direct instruction through observation, tutoring, small and large group instruction, curriculum development and adaptations, 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. Pre-requisite: Grade of "B" or better in C401, N401, N403, N404, and N402 General Ed. Directed Teaching: EDN 408 and EDD 420.

Prerequisite(s): EDC 401 and EDN 401 and EDN 403 and EDN 404 and EDN 402

Corequisite(s): EDD 420, EDN 408

Restriction(s):
Can enroll if Class is Senior
Can enroll if Level is Undergraduate
Can enroll if College is Education, Health, and Human Services
Can enroll if Major is Special Education

EDD 416     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 and PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 106 or COMP 220 or COMP 280 or COMP 270)

Restriction(s):
Can enroll if Class is Junior or Senior or Graduate

EDD 417     Wrkshp: Biling/Bicult Pupils     1 to 4 Credit Hours

The course will focus on developing a) an understanding of bilingual and bicultural pupils by examining their ethnic and racial backgrounds in terms of their values and institutions and how these affect their adjustment in the school and community environments, and b) effective learning strategies, techniques, and materials to use in various content areas.

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 106 or COMP 220 or COMP 280 or COMP 270)

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

EDD 418     Children and Families Intern     4 Credit Hours

Supervised observation and teaching in an Early Childhood classroom setting, or parent education program in a Family Service Agency under the joint direction of University and school or Agency personnel. Open only to students in the Children and Families program who have been approved for the course by the program director. Must be elected concurrently with EDD 412. TB clearance, FIA clearance, criminal background check, and physician's statement of good health required.

Prerequisite(s): EDD 411 and EDD 412

Corequisite(s):

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

EDD 419     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): PIII with a score of 1 and MGPA with a score of 2.75 and MIBR with a score of P and MIBM with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 106 or COMP 220 or COMP 280 or COMP 270) and EDA 340

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

EDD 420     LD Sec Directed Teaching     2 Credit Hours

Field experience with elementary students with learning disabilities in general and special education classrooms. Experiences include delivery of direct instruction through observation, tutoring, small and large group instruction, curriculum development and adaptations, 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. Pre-requisite: Grade of ?B? or better in C401, N401, N403, N404, and N402 General Ed. Directed Teaching Co-requisite: EDN 408.

Prerequisite(s): EDC 401 and EDN 401 and EDN 403 and EDN 404 and EDN 402 and EDD 413

Corequisite(s): EDN 408, EDN 413

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

EDD 421     Directed Teach Secondary Sch     6 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 brief period of observation followed by several weeks of responsible teaching including the writing, implementing, and evaluation of lesson plans using University-approved practices. Official admission and good standing in the School of Education certification program are required. Completion of methods courses in the major and minor and passing appropriate MTTC tests required. Students cannot receive credit for both EDD 421 and EDD 301.

Prerequisite(s): EDC 300 and EDC 301 and (PSYC 407 or EDC 302) and EDC 460

Corequisite(s): EDD 424

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

EDD 424     Sem: Teaching Secondary Grds     1 Credit Hour

This course draws upon the resources found in the directed teaching environment. Students will consider problems and issues in four broad areas: students in the school, the teacher's professional responsibilities, curriculum understandings, and administrative/organizational problems. Open only to students enrolled in EDD 421.

Corequisite(s): EDD 421

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

EDD 427     Workshop: Art in Elem School     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.

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 106 or COMP 220 or COMP 280 or COMP 270)

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

EDD 429     Tch Cntrv Iss at Elem/Sec Lvl     2 to 3 Credit Hours

This course is designed to provide the classroom teacher with the rationale, various approaches, and strategies and techniques to use in teaching controversial issues at the elementary and secondary levels.

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 106 or COMP 220 or COMP 280 or COMP 270)

Restriction(s):
Can enroll if Class is Junior or Senior
Can enroll if Level is Undergraduate

EDD 435     Dir Teaching: Elementary Sch     6 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 brief period of observation followed by several weeks of responsible teaching including the writing, implementing, and evaluation of lesson plans using University-approved practices. Official admission and good standing in the School of Education certification program are required. Completion of methods courses in the major and minor and passing appropriate MTTC tests required. Student may not receive credit for both EDD 435 and EDD 305.

Corequisite(s): EDD 437

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

EDD 437     Sem: Teaching Elementary Grds     1 Credit Hour

This course draws upon the resources found in the directed teaching environment. Students will consider problems and issues in four broad areas: students in the school, the teacher's professional responsibilities, curriculum understandings, and administrative/organizational problems. Open only to students enrolled in EDD 435.

Corequisite(s): EDD 435

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

EDD 440     Teach English in Second Grds     2 to 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. EDD 441 required concurrently for undergraduate only.

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 105 or COMP 110 or COMP 280 or COMP 270)

Corequisite(s): EDD 441

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

EDD 441     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. For graduate credit elect EDD 502.

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 105 or COMP 110 or COMP 280 or COMP 270)

Corequisite(s): EDD 440

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

EDD 442     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. (OC).

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 106 or COMP 220 or COMP 280 or COMP 270)

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

EDD 443     Tchg Writ at the Secondary 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. (OC)

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 106 or COMP 220 or COMP 280 or COMP 270)

Restriction(s):
Can enroll if Class is Undergrad Certification only or Junior or Senior
Can enroll if College is Education, Health, and Human Services

EDD 445     New Mthds,Strat/Mat Soc Stud     2 Credit Hours

Examines new developments in methodology in relation to learning theory. Investigates systems for evaluating curricular materials. Explores experimental programs, new courses of study, multimedia approaches and current research in the social studies. (OC).

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 106 or COMP 220 or COMP 280 or COMP 270)

Restriction(s):
Can enroll if Class is Junior or Senior
Can enroll if Level is Undergraduate

EDD 446     Intervention Strat EC Spec Ed     3 Credit Hours

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).

Prerequisite(s): EDC 414 and (EDC 340 or EDC 240) and PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 105 or COMP 110 or COMP 280 or COMP 270)

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

EDD 447     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 a teacher certification program are required.

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 105 or COMP 110 or COMP 280 or COMP 270)

Corequisite(s): EDD 448

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

EDD 448     Pract: Tchng Engl 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).

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 105 or COMP 110 or COMP 280 or COMP 270)

Corequisite(s): EDD 447

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

EDD 450     Teach Math in Second Grades     3 Credit Hours

This course discusses: 1) the more 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 a teacher certification program are required. EDD 451 required concurrently for undergraduates only. For graduate credit elect EDD 565.

Prerequisite(s): MATH 331 and PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and (CPAS with a score of 40 or COMP 105 or COMP 110 or COMP 280 or COMP 270)

Corequisite(s): EDD 451

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

EDD 451     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. TB clearance and physician's statement of good health required. For graduate credit, elect EDD 566.

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 105 or COMP 110 or COMP 280 or COMP 270)

Corequisite(s): EDD 450

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

EDD 452     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 alternative assessment will be explored as tools for meeting the special needs of every child in grades K-8. Required of all preservice elementary teachers. Official admission to and good standing in teacher certification program required. The course includes a field experience in an assigned school setting.

Prerequisite(s): MATH 387 and PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 105 or COMP 110 or COMP 280 or COMP 270)

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

EDD 454     Wrkshp: Newspaper in Education     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. (OC)

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 106 or COMP 220 or COMP 280 or COMP 270)

Restriction(s):
Can enroll if Class is Junior or Senior

EDD 463     Tchng Giftd Stdnt Reglr Classr     2 Credit Hours

This course introduces classroom teachers to the education of gigted 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 then ways of effectively addressing these needs along with those of the other students presrnt. It will offer specific proposals for structuring the learning environment as well as for selecting appropriate levels and types of subject matter. (OC).

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 106 or COMP 220 or COMP 280 or COMP 270)

Restriction(s):
Can enroll if Class is Junior or Senior
Can enroll if Level is Undergraduate

EDD 466     Tchg Coll Sci: Clssrm Dynamics     3 Credit Hours

A seminar analyzing current methods of college science teaching. Students will be paired with a senior faculty mentor and participate in the planning and teaching of introductory courses. Recommended for advanced undergraduates planning to attend graduate school and/or those interested in teaching. Written permission of instructor required. (OC).

Prerequisite(s): (NSCI 390 or EDD 390) and PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 106 or COMP 220 or COMP 280 or COMP 270)

EDD 467     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 468 and EDD 471 will be applied to reading and language arts instruction. Official admission to and good standing in teacher certification program required. TB clearance, criminal background check, and physician's statement of good health required.

Prerequisite(s): EDD 468 and PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 105 or COMP 110 or COMP 280 or COMP 270)

Corequisite(s):

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

EDD 468     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 School of Education certification program are required.

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 105 or COMP 110 or COMP 280 or COMP 270)

Corequisite(s):

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

EDD 469     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 School of Education certification program are required. For graduate credit, elect EDD 569.

Prerequisite(s): (COMP 106 or COMP 220 or COMP 280 or COMP 270)

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

EDD 471     Reading Instr: Models and Meth     3 Credit Hours

Various approaches to reading instruction are required. The teaching of reading/study skills in content areas and an introduction to different forms of testing will be addressed. Students will be required to complete a reading tutorial 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 SOE certification program are required.

Prerequisite(s): EDD 468 and PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 105 or COMP 110 or COMP 280 or COMP 270)

Corequisite(s): EDD 467

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

EDD 474     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.

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 105 or COMP 110 or COMP 280 or COMP 270)

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

EDD 480     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.

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 105 or COMP 110 or COMP 280 or COMP 270)

Corequisite(s): EDD 481

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

EDD 481     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.

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 105 or COMP 110 or COMP 270)

Corequisite(s): EDD 480

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

EDD 482     Teach of Sci in Second Grd 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. Students seeking graduate credit should enroll in EDD 582.

Prerequisite(s): EDD 480 and EDD 481

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Undergrad Certification only or Junior or Senior
Can enroll if Level is Undergraduate
Can enroll if College is Arts, Sciences, and Letters or Education, Health, and Human Services

EDD 483     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 credits. (OC).

Restriction(s):
Can enroll if Class is Junior or Senior
Can enroll if Level is Undergraduate

EDD 485     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. For graduate credit, elect EDD 585.

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 105 or COMP 110 or COMP 280 or COMP 270)

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

EDD 486     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 Junior or Graduate

EDD 489     Practicum in Soc Stud:Sec Sch     1 Credit Hour

A supervised field experience in a selected middle or high school social studies classroom. The course requires a minimum of 45 hours of observation of an experienced teacher as well as the writing, implementation, and assessment of one or more lessons. Official admissions to and good standing in the teacher certification program in required.

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 105 or COMP 110 or COMP 280 or COMP 270)

Corequisite(s): EDD 490

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

EDD 490     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.

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 105 or COMP 110 or COMP 280 or COMP 270)

Corequisite(s): EDD 489

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

EDD 491     Soc Std Elem Grades Practicum     1 Credit Hour

A supervised field experience related to the methods and strategies associated with the teaching of social studies in grades K-5. This experience requires 45 clock hours of observation and participation spread over one semester.

Prerequisite(s): EXPS 282 and EXPS 283 and PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (COMP 105 or COMP 110 or COMP 270 or COMP 280 or CPAS with a score of 40)

Corequisite(s): EDD 495

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

EDD 493     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.

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 106 or COMP 220 or COMP 280 or COMP 270)

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

EDD 495     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.

Prerequisite(s): PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 105 or COMP 110 or COMP 280 or COMP 270)

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

EDD 496     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) and PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 105 or COMP 270 or COMP 280 or COMP 110)

Corequisite(s): EDD 497

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

EDD 497     Second Lang Tchg: Sec Level     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 required. 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) and PIII with a score of 1 and MGPA with a score of 2.75 and MIBM with a score of P and MIBR with a score of P and MIBW with a score of P and (CPAS with a score of 40 or COMP 105 or COMP 110 or COMP 280 or COMP 270)

Corequisite(s): EDD 496

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

EDD 498     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 that facilitate the writing of prose and poetry will be emphasized.

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

Education F - Physical Education (EDF)

EDF 270     Physical Activity and Health     2 to 3 Credit Hours

Discussion of topics related to attaining a healthy lifestyle including nutrition, stress management techniques, physical training programs, cardiovascular disease, risk factors and other health-related topics.

EDF 450     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 Undergrad Certification only or Post-baccalaureate Cert only or Sophomore or Junior or Senior

EDF 455     Principles of Coaching     2 Credit Hours

Instruction 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 athletic/sports, the qualities and qualifications of coaches, and the administration of programs and organized practices. For graduate credit, elect EDF 555. (OC).

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

Education K - Independent Study (EDK)

EDK 380     Undergraduate Reading Research     1 to 2 Credit Hours

Permits qualified students to pursue a program of reading under the direction of a staff member selected by the student. The faculty member must agree to serve prior to the course election. May be elected twice for total of two hours credit.

EDK 480     Independent Action Research     1 to 4 Credit Hours

Requires the student to initiate and pursue to completion an informal field-based research study under faculty supervision. The faculty member must agree to supervise prior to course election. May be elected twice for a total of two hours credit.

EDK 490     Education Internship     2 to 10 Credit Hours

This internship provides the student with opportunity for supervised, non-classroom experience in a school, college, or other educational setting. Between eight and forty clock hours of unpaid work per week, in conjunction with an arranged seminar, are required. The course may be elected twice for a total of four to ten semester credit hours.

Education M - Community & Bilingual (EDM)

EDM 405     TESOL Strategies for Classrm     2 Credit Hours

This course examines instructional strategies and assessment for teaching English to speakers of other languages (TESOL). These strategies are intended for students who are learning English as a foreign language. This course is specifically designed for individuals planning on teaching English to children and adults in non-English speaking communities abroad.

Restriction(s):
Can enroll if Class is Junior

Education N - Special Education (EDN)

EDN 227     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 Undergraduate NCFD or Undergraduate NCFD or Freshman or Sophomore or Junior or Senior

EDN 401     Strategies for LD     3 Credit Hours

Content includes strategies for teaching K-12 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 with instruction, inclusion, and generality of behavior change will also be included.

Prerequisite(s): EDC 401

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

EDN 402     Socio-vocational Transitions     3 Credit Hours

This course includes strategies that teach age-appropriate social skills to students with disabilities in a variety of social settings found in the school, home and community. This course will also focus on issues relevant to vocational and community transitions for students with disabilities. As opposed to rote learning of material the course intends to provide students with a conceptual understanding of issues related to social and vocational transitions.

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

EDN 403     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 operational aspects of standardized testing, curriculum based assessment, and informal strategies are described.

Prerequisite(s): EDC 401

Corequisite(s): EDN 404

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

EDN 404     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 interpretation 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. Must be taken with EDN 403 for the LD endorsement.

Prerequisite(s): EDC 401

Corequisite(s): EDN 403

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

EDN 406     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. As opposed to rote learning of material, the course will provide students with a conceptual and practical understanding of issues relevant to collaboration.

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

EDN 408     LD Directed Teaching Seminar     2 Credit Hours

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 directed teaching sites. Topics will include academic and behavior assessment and strategies, curriculum, child study teaming, service delivery options and inclusion strategies. Co-requisite: EDD 415 and EDD 413. Pre-requisite: Grade of ?B? or better in a C401, N401, N403, N404, and N402 General Ed. Directed Teaching.

Prerequisite(s): EDC 401 and EDN 401 and EDN 403 and EDN 404 and EDN 402

Corequisite(s): EDD 413

Restriction(s):
Can enroll if Class is Senior
Can enroll if Major is Special Education

EDN 410     Intro to Cognitive Impair I     3 Credit Hours

Historical perspectives, definition, terminology, and assessment of the full spectrum of cognitive impairments are addressed. Identification of the behavioral, social, intellectual, communicative, vocational, adaptive, psychological, and educational/instructional needs of individuals with mild cognitive impairments across the lifespan.

Prerequisite(s): EDC 460

Corequisite(s): EDN 411

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

EDN 411     Cognitive Impair Pract I     1 Credit Hour

Experience in an educational setting with students with mild cognitive impairments for no less than 45 clock hours. Activities include working with the cooperating teacher on tasks such as individual instruction, data collection, informal assessment and program implementation and evaluation of IEP goals and objectives.

Prerequisite(s): EDC 460

Corequisite(s): EDN 410

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

EDN 412     Intro to Cognitive Impair II     3 Credit Hours

This course is an extension of introduction to Cognitive Impairments I. Identification of the behavioral, social, intellectual, communicative, vocational, adaptive, psychological and educational/instructional needs of individuals with moderate and severe cognitive impairments across the lifespan.

Prerequisite(s): EDC 460 and EDN 401 and EDN 411

Corequisite(s): EDN 413

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

EDN 413     Cognitive Impair Pract II     1 Credit Hour

Experience in an educational setting with students with moderate and severe cognitive impairments for no less than 45 clock hours. Activities include working with the cooperating teacher on tasks such as individual instruction, data collection, informal assessment and program implementation and evaluation of IEP goals and objectives.

Prerequisite(s): EDC 460 and EDN 410 and EDN 411

Corequisite(s): EDN 412

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

EDN 414     Assessment Cognitive Impair     3 Credit Hours

Course discusses different theories of intelligence and intellectual development. Students learn to identify and describe different instruments used to assess the intellectual, adaptive behavior, academic, language/communication, vocational and social needs of students with mild, moderate and severe cognitive impairments.

Prerequisite(s): EDC 460 and EDN 410 and EDN 411 or EDN 412 and EDN 413

Corequisite(s): EDN 415

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

EDN 415     Assessment Pract Cogn Impair     1 Credit Hour

Clinical experience with formal and informal assessment strategies currently used by special educators to identify needs and develop programming for students with mild, moderate and severe cognitive impairments. Activities include practicing observational techniques, completing, analyzing and interpreting various formal and informal assessments, including norm referenced and criterion referenced tests, achievement tests, rating scales and checklists.

Prerequisite(s): EDC 460 and EDN 410 and EDN 411 and EDN 412 and EDN 413

Corequisite(s): EDN 414

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

EDN 416     Strategies Cognitive Impair I     3 Credit Hours

Course content includes strategies for teaching students with mild cognitive impairments. Strategies for effective teaching and the development of instructional materials and learning environments for students with mild cognitive impairments is addressed. Functional academics, positive behavior supports, community based instructional support, self-determination, the use of instructional technology and supports, communication skills, adaptive behavior skills are covered within the context of the IEP, development of goals and objectives linking assessment with instruction, designing effective learning environments, and integrating students with mild cognitive impairments into the least restrictive environment.

Prerequisite(s): EDC 460 and EDN 410 and EDN 411 and EDN 414 and EDN 415

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

EDN 417     Strategies Cognitive Impair II     3 Credit Hours

Course content includes strategies for teaching students with moderate and severe cognitive impairments. Strategies for effective teaching and the development of instructional materials and learning environments for students with moderate and severe cognitive impairments are included. Functional academics, positive behavior supports, community based instructional support, self-determination, the use of instructional technology and supports, communication skills, adaptive behavior skills are covered within the context of the IEP, development of goals and objectives linking assessment with instruction, designing effective learning environments and integrating students with moderate and severe cognitive impairments into the least restrictive environment.

Prerequisite(s): EDC 460 and EDN 412 and EDN 413 and EDN 414 and EDN 415

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

EDN 418     Dir Teach I: Mild CI     2 Credit Hours

Field experience with students with mild cognitive impairments in classroom settings. Experiences include the delivery of direct instruction in functional academic, community based skills, functional living skills, and communication skills. Academic and behavioral assessments leading to the development and implementation of IEPs and BIPs are included. Students will also engage in observations, small and large group instruction, curriculum development, program development and implementation and participation in the EIP process. Collaboration with other classroom teachers in general and special education settings, and other activities under the on-site supervision of a certified CI teacher and university field supervisor. Directed teaching also includes weekly seminar.

Prerequisite(s): EDC 460 and EDN 410 and EDN 411 and EDN 414 and EDN 415 and EDN 416

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

EDN 419     Dir teach II: Mod/Sev CI     2 Credit Hours

Field experience with students with moderate and severe cognitive impairments in classroom settings. Experiences include the delivery of direct instruction in functional academic, community based skills, functional living skills, and communication skills. Academic and behavioral assessments leading to the development and implementation of IEPs and BIPs are included. Students will also engage in observations, small and large group instruction, curriculum development, program development and implementation and participation in the EIP process. Collaboration with other classroom teachers in general and special education settings, and other activities under the on-site supervision of a certified CI teacher and university field supervisor. Directed teaching also includes weekly seminar.

Prerequisite(s): EDC 460 and EDN 410 and EDN 411 and EDN 414 and EDN 415 and EDN 417

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

EDN 420     Intro to Emotional Impairments     3 Credit Hours

Identification of the behavioral characteristics and instructional needs of children with emotional impairments/behavior disorders. Causes of emotional impairments and environmental influences as well as 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.

Corequisite(s): EDN 421

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

EDN 421     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, interpretation of psychological data, and program implementation and evaluation. Also included will be the development of individualized instructional strategies, classroom activities, the use of adaptive technology, interdisciplinary approaches and the development of relevant goals and objectives for emotionally impaired students.

Corequisite(s): EDN 420

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

EDN 423     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 are included. The Individualized Education Program (IEP), development of goals and objectives, linking assessment with instruction, and integrating students with emotional impairments into the regular classroom will also be covered.

Prerequisite(s): EDN 320

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

EDN 425     Eco-Behavioral Assessment     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 test, and curriculum based assessment. Technical aspects of assessment, interpretation of data, and diagnostic strategies are also addressed, as well as using adaptive technology and assessment instruments to facilitate more effective individualized instruction for students with emotional impairments. Finally, integrating assessment results from other disciplines will also be addressed.

Prerequisite(s): EDN 320

Corequisite(s): EDN 426

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

EDN 426     Eco-Behav Assessment Pract     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, and 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. Practicum activities will also focus on using assessment results in curriculum design and instructional strategies to meet the individualized instructional needs of EI students.

Prerequisite(s): EDN 320

Corequisite(s): EDN 425

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

Education T - Education Technology (EDT)

EDT 210     Tech in Elementary Education     3 Credit Hours

Introduces students to the application of technology in elementary education. Students experience and become familiar with advanced learning technology tools; learn to use telecommunication tools for emailing, participating in educational listserv and online discussion groups, and accessing electronic resources on the WWW; learn to use productivity tools for word processing, drawing, painting and digital editing, spreadsheet application, database management, and multimedia presentation; learn to use educational multimedia for visual thinking, creativity, and multimedia authoring, learning to practice ethical and legal use of technology resources, and explore the use of such technology tools in the elementary classroom.

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

EDT 211     Design Tech-Based Learn Solutn     3 Credit Hours

EDT 211 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.

EDT 401     Res, Trends,&Issues in Ed Tech     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. (YR)

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

EDT 402     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 environments. Students will also create several technology-based instructional products using various tools, applications, and authoring environments. (YR)

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

EDT 410     Teaching with Technology     3 Credit Hours

Provides student teachers/interns with improved knowledge, skills, and confidence integrating advanced technology tools into the teaching and learning process in meaningful ways. Student teachers/interns design and teach multi-week units of instruction where student learning is enhanced with advanced technology tools. Student teachers/interns create electronic portfolios to present their achievement in teaching with technology demonstrating a superior level of achievement on the Proposed Standard with Related Indicators for the Achievement of Entry-Level Skills in Information Technology for all Michigan Teachers. (F,W,S).

Prerequisite(s): EDT 210 or EDT 211

EDT 414     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. (YR)

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

EDT 420     Intro Teaching Learning 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. (YR)

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

EDT 422     Educating the Digital Learner     3 Credit Hours

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. (YR)

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

EDT 430     Assistive Technology     3 Credit Hours

This course is designed as an introductory course in assistive technology (AT) including the history, relevant legislation and development of assistive technology. Students will be introduced to key AT categories by function including high tech and low tech assistive hardware, software and mobile devices to increase learning opportunities for individuals with disabilities. (YR)

Restriction(s):
Can enroll if Class is Junior or Senior
Can enroll if Level is Undergraduate

Exploratory Studies (EXPS)

EXPS 102     Career Planning     1 Credit Hour

A ten-week seminar exploring strengths, values and motivations in the context of developing career planning and decision-making skills. Career interest assessment and individualized assistance is incorporated in the course. This is especially helpful to students who are deciding on their major.

EXPS 218     Topics in Exploratory Studies     1 to 3 Credit Hours

An examination, at the freshman and sophomore level, in the selected areas of general study. The title as listed in the Schedule of Classes may change according to content. Course may be repeated for credit when specific topics differ.

EXPS 220     Science in the Elem School     2 to 3 Credit Hours

This course is designed for people intending to become elementary school teachers and who have had little or no previous experience in science. The course utilizes a laboratory approach to the study of the concepts, processes, and value of elementary and middle school science.

EXPS 250     Elem Ed Vis & Perf Arts     3 Credit Hours

This course will teach the elementary education student how to incorporate the various visual and performing arts into everyday elementary education curricula. The course will cover the fundamental and formal elements, the major periods, styles and philosophies, as well as the functions and processes of the visual and performing arts, and how to effectively employ those creative processes through collaboration, communication, cooperation and interaction in the elementary classroom.

Restriction(s):
Can enroll if Level is Undergraduate

EXPS 270     Inclusion & Cultural Immersion     1 Credit Hour

The seminar is modeled after New Detroit?s Multicultural Leadership Series. The format offers a highly innovative approach to building competences to address (ethnic, racial, gender, and sexual orientation) topics relevant to the metropolitan Detroit region. Students attend off-campus sessions where they spend the day immersed in that culture. Each session offers an in-depth look at (but not limited to) the history, culture, and socioeconomic issues that are germane but also transcend regional barriers. Goals of the course: 1) Bridge communication gaps; promote better understanding and appreciation among all people. 2) Develop a greater understanding of the distinctive and subtle differences within our community. 3) Explore various tools to enhance communication and collaborations geared towards closing our regional divide.

Restriction(s):
Can enroll if Class is Freshman or Sophomore or Junior or Senior

EXPS 282     History & Civics Elem Schools     3 Credit Hours

A survey of Michigan and United States history and government through Reconstruction. U.S. historical and political topics taught in grades K-8 are explored. Students also examine families, schools, and local communities.

Restriction(s):
Can enroll if Level is Undergraduate

EXPS 283     Geography & Econ Elem Schools     3 Credit Hours

A survey of the geography and economics taught in grades K-6. Particular attention will be paid to the geography of Michigan and the Great Lakes region. Market and other types of economics will be examined in the light of core economic principles. (F,W,S)

Restriction(s):
Can enroll if Level is Undergraduate

EXPS 298     Exp Writing-Comm Learn&Tch     3 Credit Hours

This course provides a theoretical foundation for using writing to communicate and learn for personal and professional purposes. Emphasis will be placed on learning effective instructional strategies including modeling, using mentor text (high-quality writing examples to emulate), conferencing with others about one's writing, and peer-and self-assessing writing to support all writers' development. For the first half of the course, students will focus on developing their own writing skills using the writing process with three genres (narrative, informational/explanatory, and argumentative). Additional application of course knowlege will be demostrated during the second half of the semester through an academic service learning project designed to tutor elementary writers. (F)

EXPS 360     Effectve Comm with Eng Lng Lrn     1 Credit Hour

This course provides students with a structured experience with an international student in the University of Michigan-Dearborn?s English Language Proficiency (ELP) Program. Students are paired with an ELP student to meet on a weekly basis to provide opportunities to engage in conversation appropriate for academic settings. In this course students will have the opportunity to develop their understandings of the complexity of aural/oral language communication for English language learners.

Restriction(s):
Can enroll if Level is Undergraduate

EXPS 400     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 STEM2 activities and will explore how STEM2 disciplines impact society. (YR)

Prerequisite(s): EXPS 220 and MATH 385

Corequisite(s): EXPS 401

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

EXPS 401     STEM2 Teach/Learn Internship     1 Credit Hour

This internship will provide students an opportunity to gain experience with K-8 students in a educational setting such as a K-8 classroom, an afterschool program, museums, etc. Students will participate in 45 clock hours over the semester at the placement site working with the students and the assigned instructor/supervisor on STEM2 activities. (YR)

Prerequisite(s): EXPS 220 and MATH 385

Corequisite(s): EXPS 400

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

EXPS 407     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. Elective for Children and Families Students. Students cannot receive credit for both EXPS 407 and 507. The required lab fee is to cover course materials.

Prerequisite(s): EXPS 220 and MATH 385

Restriction(s):
Can enroll if Class is Post-baccalaureate Cert only or Sophomore or Junior or Senior
Can enroll if College is Education, Health, and Human Services
Can enroll if Major is General Studies, Early Childhood

EXPS 410     Multicult in School and Soc     3 Credit Hours

Examines ways to address the needs of diverse student populations. Issues of race, ethnicity, class, gender, and language are explored. Historic and ongoing issues of equity, particularly in school settings, are considered. The focus is on providing an education of high quality to all students.

EXPS 415     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 Undergrad Certification only or Post-baccalaureate Cert only or Junior or Senior
Can enroll if College is Education, Health, and Human Services or Arts, Sciences, and Letters

EXPS 420     Science Capstone     3 Credit Hours

A capstone course for pre-service elementary teachers with a laboratory component designed to assist students in achieving deep understanding of a broad scientific concept and a discussion component designed to introduce and provide practice in classroom research. Students will use the classroom research to prove misconceptions about the scientific concept explored in the laboratory.

Prerequisite(s): NSCI 231 and NSCI 232 and NSCI 233 and EDD 485*

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

EXPS 443     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 Undergrad Certification only or Post-baccalaureate Cert only or Junior or Senior

EXPS 450     Issues in STEM2 and STEM2 Ed     3 Credit Hours

The content of this course will provide students with experiences in issues related to STEM2 education (STEM2: Science, Technology, Engineering, Mathematics and Medicine). Topics addressed will include definitions of STEM2, the value of STEM2 to society, the integration of STEM2 fields, developmentally appropriate STEM2 activities for K-12 students, misconceptions of STEM2, STEM2 careers and local issues related to STEM2 in Michigan. Students will experience examples of STEM2 activities and will explore how STEM2 disciplines impact society. (YR)

Prerequisite(s): (MATH 104 or MATH 105 or MATH 113 or MATH 114 or MATH 115 or MATH 116 or MATH 131) and (NSCI 101 or NSCI 120 or NSCI 121)

Restriction(s):
Can enroll if Level is Undergraduate

EXPS 460     Capstone: Trnds & Iss Literacy     3 Credit Hours

This course is for pre-service teachers in the elementary certification program majoring in reading. In this course students will explore topical issues relevant to the teaching of literacy in preparation for becoming participating members in the professional community of literacy teachers.

Prerequisite(s): EDD 468 and EDD 419 and EDD 471 and EDD 467 and EDD 447 and EDD 448

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

EXPS 493     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 to use in their own area of interest.

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

EXPS 498     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):
Cannot enroll if Class is Freshman or Sophomore or Graduate

EXPS 499     Individ Res in Lit in Educ     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 3 credits as approved by advisor. Written permission of instructor. (F,W,S).

Restriction(s):
Can enroll if Class is Undergrad Certification only or Junior or Senior
Can enroll if Level is Undergraduate

Health and Human Service (HHS)

HHS 200     Introduction to Public Health     3 Credit Hours

Introduction to Public Health (HHS 200) is the introductory professional course in the Public Health undergraduate program. This course identifies and explores the theoretical and practical issues in public health. Students successfully completing the course will have an understanding of the goals of public health. Students will receive a fundamental understanding of epidemiological study design and the role of data for public health research. They will also understand the impact of individual behaviors and the environment on health. Lastly, students will receive an introduction of the role of governmental agencies and policy on public health practice.

HHS 202     Mental Health Terminology     3 Credit Hours

Mental Health Medical Terminology orients students to mental health disorders. A brief clinical overview from a lay perspective orients students to the various mental disorders including mental retardation and learning disorders, behavioral disorders, anxiety disorders, substance abuse disorders, impulse control disorders and sleep disorders. A special emphasis will be made on the relationship between substance abuse problems and mental illness, as well as the physical aspects of drug use. Students learn the specific criteria for mental illness classification through use of The Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM 5). (OC)

HHS 250     Intro to Environmental Health     3 Credit Hours

This course introduces students to environmental health as a core discipline within the field of public health. It is for any student interested in how the environments where we live, work, and play may affect our health, and it is particularly applicable for those pursuing careers in public health, clinical health, or allied fields. Specifically, the course provides students with an introduction to environmental health science, communication, and policy. Students will examine many case studies to understand the patterning and implications of environmental risks and protective factors in communities through Metro Detroit and the U.S. related to several key pathways (e.g., air, water, climate, built environment). Throughout the semester, considerable attention will be given to causes and consequences of local and national environmental justice issues. Students will gain exposure to methods and resources they may use to assess and address environmental health concerns as scholars, activists, or practitioners. (W)

HHS 349     Sobriety Credit     1 Credit Hour

The course uses a combination of seminar meetings, reflection writing, community engagement and experiential learning to emphasize the barriers and hardships faced by substance users who become involved in treatment, whether that involvement is mandatory or voluntary. Students are required to go through the same documentation procedures as those in treatment (and drug court) which require the presentation of a clean urine report and signed forms of attendance at AA or NA meetings. Students are asked to write weekly reflection papers detailing any difficulties that they experience. The class meets once a month in a seminar fashion to discuss the reflection writing. (OC)

HHS 350     Comm Organizing for Health     3 Credit Hours

Community organizing is a process by which communities and organizations work together to identify common problems and objectives, acquire and mobilize resources, and create and implement actions to achieve their goals. Community organizing is of interest to sociologists, organization theorists, political scientists, health educators, and social psychologists, among others, as scholars who contribute to our knowledge of working in and with communities. Drawing on these various disciplines and real world case studies, this course examines community organizing theories, models, and principles and how they are used to improve community health and address health inequities. Several practical tools, strategies, and skills are also introduced, including: community assessment, coalition-building, participatory research and evaluation, media advocacy, and policy advocacy. A primary component of this course is the field experience, in which students are partnered with community-based organizations to identify, apply, and reflect on course concepts, while contributing to local community building efforts related to various health issues in the Detroit Metropolitan region.

Restriction(s):
Cannot enroll if Class is Freshman or Sophomore

HHS 360     Responsible Drug Policy     3 Credit Hours

A study of the fundamentals needed for identifying both the appearance and effects of controlled substances. Students receive guides to controlled substances; their color, trade names and drug codes. Topics include a critical examination of the physiological, sociological and legal aspects of drug abuse and the many complexities which have developed as a direct or indirect result of drug policy in society. (OC)

HHS 370     Medicine and Addiction I     3 Credit Hours

Medicine and Addiction I is part one in the sequence of introductory coursework in the Addiction Studies Certificate Program. This course provides the clinical orientation for addiction that frames much of the activities associated with screening and assessment of client behaviors as well as aspects of intervention and management of clients with addiction. Students successfully completing the course will identify and apply the assessment principles for individuals and families dealing with addiction. (OC)

HHS 371     Medicine and Addiction II     3 Credit Hours

Medicine and Addiction I is part two in the sequence of introductory coursework in the Addiction Studies Certificate Program. This course provides the clinical orientation for addiction that frames much of the activities associated with screening and assessment of client behaviors as well as aspects of intervention and management of clients with addiction. Students successfully completing the course will identify and apply the treatment principles for individuals and families dealing with addiction. (OC)

Prerequisite(s): HHS 370

HHS 402     Public Health Internship     3 Credit Hours

This internship provides students the opportunity to apply classroom learning and gain hands-on experience inside a public health work environment at the Michigan Department of Community Health. The experience allows students to build valuable networking connections with local and state public health professional leaders as well as explore a career choice within public health. The course focuses on exposure to state and local program analysis while students develop marketable job skills and core public health competencies. (F, W, S)

Prerequisite(s): CHE 101 and HHS 200

Restriction(s):
Can enroll if Class is Freshman

HHS 405     Population Health     3 Credit Hours

Population Health is defined as encompassing the health outcomes of a group of individuals as well as the distribution of those outcomes as related to the social determinants of health. Lectures, discussions, and group exercises focus on the impact of composite indicatiors in relation to population health including medical and health care, policy, genetics, behavior, social structures, and environmental factors. (F, W)

Prerequisite(s): HHS 200 or CHE 101

Restriction(s):
Cannot enroll if Class is Freshman

HHS 406     Program Evaluation     3 Credit Hours

This course will provide an introduction to kep concepts in program evaluation. Students will learn about the systematic steps involved in evaluating public programs for efficiency and effectiveness. The course will rely on case studies, text examples, and discussion.

HHS 470     Information Science and Ethics     3 Credit Hours

Technological innovations in how individuals, organizations, and governments collect and share personal information have raised myriad concerns regarding how that information can be best protected. In today's highly networked world, individuals must acquire the knowledge and skills to engage with technologies in a safe and secure manner. This course provides an interdisciplinary exploration of the social, legal, ethical, and design challenges that arise when it comes to securing personal information and helping individuals maintain desired levels of privacy at home, work, and everywhere in between. (YR)

Prerequisite(s): MATH 115 and MATH 116 and (MATH 227 or MATH 217) and (MATH 205 or MATH 215) and CIS 150 and CIS 200 or CCM 200 or IMSE 200

HHS 480     Arab American Health     3 Credit Hours

This course explores health issues, practices, risk factors, and disease in the Arab world and MENA region, as well as in Arab American communities in the United States and in the State of Michigan. The course focuses on the interaction of culture, geography, and health in the Arab world and the impact of cultural commonalities on the health of the generations of Arab immigrants to the United States. (W)

HHS 490     Topics in Health     1 to 3 Credit Hours

Examination of problems and issues related to Health. Title as listed in Schedule of Classes will change according to specific content. Course may be repeated for credit when specific topics differ.

HHS 490C     Topics in Health     3 Credit Hours

This course provides an overview of health education efforts with women and families, informed by a Maternal and Child Health framework and a life course perspective. Students successfully completing the course will be able to: 1) describe the field of maternal and child health, 2) describe health issues prevalent among both women of childbearing age and children, 3) understand interventions developed to address maternal and child health, and 4) understand how women are engaged in health education efforts targeted to women, children and men. This course will also provide students with means of applying principles in maternal and child health and the life coure perspective in health education practice. This course is appropriate for students in Community Health Education, Public Health, Child Life, and Health Policy Studies.

Library Science (LIBR)

LIBR 465     Literature for Children     3 Credit Hours

The evaluation of books for children aged three to twelve. Fiction, folklore, poetry, illustration, and informational books are considered with emphasis on the development of standards for selecting materials with reference to the interests, needs, and abilities of children and the enrichment of the school curriculum. Designed for librarians, supervisors, and teachers in the elementary school. Students will also carryout assignments with children and therefore must complere required clearance forms prior to completion of academic service learning projects. For more information access the Field Placement Office websire at https://umdearborn.edu/cehhs/cehhs_fpo/.

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

LIBR 470     Literature for Young People     3 Credit Hours

Surveys and develops criteria for appropriate literature for young people in junior high school. Fiction, non-fiction, folklore, poetry and fantasy are considered with reference to the interests, needs and abilities of adolescents. Designed for librarians, supervisors, and teachers in the secondary school.

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

LIBR 475     Issues Lit Child/Yng People     3 Credit Hours

This course is designed to heighten the awareness and sensitivity of teachers to the treatment of issues in modern and traditional literature for elementary and middle school children. Among these issues will be justice, ethics, abuse, conformity, aging, death, sibling problems, alienation, friendship, prejudice, gender, and other areas of concern. Techniques and activities for fostering discourse and open inquiry in the classroom, relative to the literature, will be explored and presented. (OC).

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

Military Science (MILS)

MILS 101     Foundations of Officership     1 Credit Hour

An overview of the United States Army and its organization, customs and traditions, ranking structure, and the roles of the officer and noncommissioned officer. Students will conduct hands-on training in land navigation, rappelling, marksmanship, drill and ceremony, and small unit tactics.

MILS 102     Basic Leadership     1 Credit Hour

This course expands upon the fundamentals introduced in the previous term by focusing on communications, leadership and problem solving. It is designed to build on the experience of the first term and further broaden the introduction to the Army as well as to the leadership skills and "life skills" needed by an Army officer. Learning objectives focus on the following: introduction to communication principles of military briefings and effective writing; the Army Problem Solving Process; goal setting; and communication skills as they relate to listening, speaking and the counseling process; as well as several lessons that provide an overview of Army life.

MILS 201     MILS: Leadership & Teamwork     2 Credit Hours

This course takes the unique approach of placing students in a wide variety of group exercises designed to emphasize various professional leadership competencies and insights. These events are held both inside the classroom and in outdoor settings. The instructor acts as a facilitator, helps guide student processing, or after action reviews of the events to derive the leadership group dynamics, and problem solving lessons that the exercise offer. In addition to military skills, practical 'life skills' are emphasized. The lessons are designed to maximize student participation, inspire intellectual curiosity, stimulate self-study and encourage cadets to interact.

MILS 202     Leadership and Teamwork     2 Credit Hours

This course places students in an experiential learning environment which provides participants the opportunity to 'experience' their learning, rather than simply being told what they are to learn. Students participate in a wide variety of group exercises designed to emphasize various professional leadership competencies and insights. These events, which range from physically challenging to mentally stimulating, are held both inside the classroom and in outdoor settings. The instructor acts as a facilitator, helps guide student processing through after action reviews of the events to facilitate student understanding of leadership principles, group dynamics, and problem solving methods. In addition to military skills, practical 'life skills' are emphasized. Lessons are designed to maximize student participation, inspire intellectual curiosity and introspection, as well as group interaction.

MILS 301     Leading Small Orgs 1     2 Credit Hours

Leading Small Organizations is a continuation to the study of military organizational leadership focusing on leadership development and interpersonal and group dynamics. This lecture-discussion course will provide insights into methods of visualizing, planning and leading organizations to achieve set goals. Students will be given opportunities to progress through a series of projects in which you will lead small groups (10-30 people). These projects are designed to allow students to develop individual decision-making and management skills as well as give them a sensitivity to organizational life. Students receive personal assessments and encouragement in situations of increasing complexity. The vehicles used to achieve these educational objectives are a study of formal planning and decision-making models set in the framework of military organization and doctrine.

Restriction(s):
Can enroll if Class is Junior or Senior

MILS 302     Leading Small Orgs 2     2 Credit Hours

MSL 302 uses increasingly intense situational applying team leadership challenges to build cadet awareness and skills in leading tactical operations at the small unit level. Cadets review aspects of full spectrum operations. They also conduct military briefings and develop proficiency in the operation orders process. The focus is on exploring, evaluating, and developing skills in decision-making, persuading, and motivating team members in the contemporary operating environment (COE). MSL 302 cadets are evaluated on what they know and do as leaders as they prepare to attend the ROTC summer Leader Development Assessment Course (LDAC).

Restriction(s):
Can enroll if Class is Junior or Senior

MILS 401     Military Leadership & Mgmt     2 Credit Hours

This course will focus on a discussion of current issues in Military Ethics, and on those elements identified as indigenous to the military as a profession. It will also concern itself with a presentation and discussion of the basic aspects of Military Justice and its application. The student who registers for this course should also register for the 90 minute Military Skills Laboratory which is conducted once weekly.

MILS 402     Military Prof & Prof Ethics     2 Credit Hours

This course is designed to present a forum for discussion of Military and Leadership issues which will impact most directly on the newly commissioned officer. Its purpose is to discuss items of particular concern to the Junior officer. Much of the thrust of the seminar will come from student concerns and perceptions. It will include some outside readings. The student should also register for the 90 minute military skills laboratory which is taught once weekly.

Professional Education (PDED)

PDED 318     Topics in Education     1 to 3 Credit Hours

An examination, at the undergraduate level, of selected problems, practices or issues in education. The title as listed in the Schedule of Classes may change according to content. Course may be repeated for credit when specific topics differ.

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

PDED 405     Sp Ed Legisltn and Litigation     3 Credit Hours

Content traces the historical development of special education through landmark legislation and litigation, 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.

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

PDED 415     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. (OC)

Restriction(s):
Can enroll if Class is Undergrad Certification only or Junior or Senior
Can enroll if College is Education, Health, and Human Services

PDED 416     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 Sophomore or Junior or Senior
Can enroll if College is Education, Health, and Human Services or Arts, Sciences, and Letters

PDED 418     Topics in Education     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.

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

PDED 418AM     Topics in Education     1 Credit Hour

Topic: Registered Behavior Technician Training. This course provides a practical working knowledge of the basic principles of Applied Behavior Analysis (ABA) in preparation for participants to take the RBT Competence Assessment. This training program is based on the Registered Behavior Technician Task List and is designed to meet the 40-hour training requirement for the RBT credential. The program is offered independent of the BACB.

PDED 418BJ     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 418CB     Topics in Education     1 to 3 Credit Hours

TOPIC TITLE: TESOP Abroad: Best Practices for Teaching English to Speakers of Other Languages This course provides international TESOL instructors with the background to the theory and best practices for teaching English in non-English speaking countries for academic and professional purposes. The course is designed to provide TESOL instructors with strategies that can be effectively implemented in their English language courses to promote their students? English language academic proficiencies.

PDED 425     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. (OC)

Restriction(s):
Can enroll if Class is Undergrad Certification only or Junior or Senior
Can enroll if College is Education, Health, and Human Services

Social Work (SWK)

SWK 200     Intro to Social Work     3 Credit Hours

Introduction to Social Work is intended to provide a basic introductory course to assist professionals in related and relevant fields in the theories, approaches, and practices of social work. Students will be exposed to the art and science of the social work discipline through academic research and case studies, experiential learning, group discussion, and supporting activities.

SWK 300     Theories and Practices     3 Credit Hours

This course is designed to develop the knowledge and skills necessary for students to begin understanding of the practice of social work. The course provides an overview of general practice and theory. Students are introduced to the value, philosophy and knowledge base considerations of social work practice. Generalist social work practice is presented as a process of planned change with various clients and systems as well as the application of ethical and technical principles of practice. Specific emphasis will be given in this course to the integration of material from the student's knowledge of human behavior, social policy, research, life experience, and professional skills. Lessons and exercises are offered to emphasize understanding and relating to persons of diverse backgrounds including oppressed groups, populations-at risk and racial or ethnic minorities.

Prerequisite(s): SWK 200

SWK 301     Intro to Macro Social Work     3 Credit Hours

This course examines generalist community and administrative practice roles, the perspectives of strengths, empowerment, and evidence-based practice along with the values of social justice, diversity, and participation. Specific attention is given to designing intervention programs that address community needs.

Prerequisite(s): SWK 200

SWK 302     Family Preservation     3 Credit Hours

Current methods for family preservation and helping families cope with family problems are the focus of this seminar style course. Through lectures, written assignments and classroom activities, students learn and practice family intervention technique. Emphasis on families with diverse structures is undertaken and diverse practice settings including home, school, child welfare, mental health, family court, corrections and other community environments are explored in detail. Students are instructed in the special issues in work w/families, e.g. minority status, gender and sexual orientation, disabilities, family violence, trauma and addiction.

Prerequisite(s): SWK 200

SWK 305     Case Management for Change     3 Credit Hours

Students learn step-by-step processes of case management from intake and initial referral for services, determination of eligibility for services, writing a formal plan for services, case documentation techniques, and techniques for monitoring a clients progress through the service delivery system, to case closure/follow-up activities. The course instructs on access to community resources, interpreting and utilizing information from other professionals, and development of interviewing, intervention, case recording, and caseload management skills. Legal and ethical issues in service delivery are integrated throughout the course.

Prerequisite(s): SWK 200

SWK 306     Working w Involuntary Clients     3 Credit Hours

Social workers often have to engage clients who would are reluctant to engage with service providers. Often this group includes those who are mandated to engage with service due to legal requirements (for example, substance users and those convicted of domestic violence) however the initiation of service may experience reluctance as well (for example bridge cards and temporary shelter). This course examines the strategies and theories for interventions with reluctant clients and the various populations afflicted. The legalities and ethics of coercive service provision are outlined. Systems reform and enhancement for these clients, programs and services is reviewed in current literatures.

Prerequisite(s): SWK 200

SWK 310     Social Services in Detroit     3 Credit Hours

This course focuses on social service provision and the social work profession within the city of Detroit. The course addresses working with multiple populations and multiple service providers. A significant component of the course consists of guest speakers who have experience working in the city. The class will often meet off-campus at various social service agencies; students will be responsible for their own transportation.

Prerequisite(s): SWK 200

SWK 401     Social Work Seminar     3 Credit Hours

This capstone course integrates the Social Work minor with the major studies of the enrolled students by preparing the student for continued professional development, socialization into the profession, and integration of generalist social work practice into the students chosen profession. This course reinforces the students intention to work with social work professionals and their commitment to working with at-risk populations.

Prerequisite(s): SWK 200

 
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An asterisk denotes that a course may be taken concurrently.

Frequency of Offering

The following abbreviations are used to denote the frequency of offering: (F) fall term; (W) winter term; (S) summer term; (F, W) fall and winter terms; (YR) once a year; (AY) alternating years; (OC) offered occasionally