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LSA Course Guide Search Results: UG, GR, Fall 2007, Dept = EDUC
 
Page 1 of 1, Results 1 — 10 of 10
Title
Section
Instructor
Term
Credits
Requirements
EDUC 118 — Introduction to Education: Schooling and Multicultural Society
Section 001, REC

Instructor: Moje,Elizabeth B

FA 2007
Credits: 3
Reqs: RE

In this elective course, we will use written texts, discussions, and experiential learning to explore critical issues of schooling in today's world:

  • How students learn
  • Literacy in the information age
  • Education in a diverse society
  • Facilitating student achievement

We will also visit local classrooms to work with elementary, middle, and high school students and teachers

EDUC 390 — Community Service and Language, Education, and Culture
Section 001, SEM

Instructor: Axelson,Elizabeth Ruth; homepage
Instructor: Madden,Carolyn

FA 2007
Credits: 3
Other: Expr

In this course, students teach or assist in a local ESL classroom or tutoring program for at least four hours per week or 48 hours during the semester. The course will employ an academic service learning framework in preparing for and reflecting on this experiential practice. Students will receive training and supervision in teaching English as a Second Language and discuss issues as they emerge from the practica and readings. Likely themes include lesson planning, task design, individual learner differences, and socio-cultural factors in teaching ESL. In addition, students will meet with the instructor in small groups based on site placement at least once per month. Students who have experience working with English language learners and a background in applied linguistics or second language education are preferred.

Students assist in a local ESL classroom or tutoring program for at least four hours per week or 48 hours during the semester. Potential site placements include:

  • UM Family Housing English as a Second Language program
  • Family Learning Institute
  • English Language Institute
  • Latino academic tutoring organizations
  • Ann Arbor Public School ESL classrooms
  • Migrant Farmcamps outside of Ann Arbor (car required)

EDUC 462 — Instruc Simulations
Section 001, LAB
Arab-Israel Conflict

Instructor: Stanzler,Jeffrey Adam

FA 2007
Credits: 4

This class is based on a computer-mediated simulation that engages middle school and high school students in exploring the Arab-Israeli Conflict through participating in it themselves. Students in high schools in Michigan, elsewhere in the US, and even outside the U.S. could be interacting with one another, and with you, over the course of the term. University student "mentors" (that's you) facilitate this diplomatic simulation (in which we create a scenario that becomes the "reality" of our world) and serve as gatekeepers, pushing the students to act in ways that are in keeping with the beliefs/constraints that the person they are portraying would hold and operate under. There is a complex structure in place for them to communicate with others, to issue press releases and otherwise express their interests and trade influence, and finally to introduce possible new actions into the simulated world. All of this is done with the support and with the assistance of the mentors.

Fundamentally, the exercise is an attempt to give students a tangible window into the diplomatic process, with it's slow, thorny inner-workings. This course, and the Arab-Israeli Conflict (AIC) simulation itself, are based on the idea that the most meaningful learning often happens when one is actively engaged in a purposeful activity. By participating in AIC as a mentor, we hope that you will get a chance to think deeply about (among other things) how people learn to take diverse perspectives, what it takes to foster thoughtful discourse, and the nature of diplomacy itself.

AIC is also a project in the School of Education, and part of its purpose is to develop new ways that technology can support meaningful learning experiences with high school students. Within the context of the seminar, then, we start with a basic grounding in the history of the conflict, and then move on to figuring out how to let that grounding inform your ongoing efforts to both support and challenge the student participants.

Advisory Prerequisite: PER. INSTR.

EDUC 462 — Instruc Simulations
Section 002, LAB
Place Out of Time

Instructor: Stanzler,Jeffrey Adam
Instructor: Fahy,Michael A

FA 2007
Credits: 4

This class is based on a computer-mediated simulation that engages middle school and high school students in exploring the Arab-Israeli Conflict through participating in it themselves. Students in high schools in Michigan, elsewhere in the US, and even outside the U.S. could be interacting with one another, and with you, over the course of the term. University student "mentors" (that's you) facilitate this diplomatic simulation (in which we create a scenario that becomes the "reality" of our world) and serve as gatekeepers, pushing the students to act in ways that are in keeping with the beliefs/constraints that the person they are portraying would hold and operate under. There is a complex structure in place for them to communicate with others, to issue press releases and otherwise express their interests and trade influence, and finally to introduce possible new actions into the simulated world. All of this is done with the support and with the assistance of the mentors.

Fundamentally, the exercise is an attempt to give students a tangible window into the diplomatic process, with it's slow, thorny inner-workings. This course, and the Arab-Israeli Conflict (AIC) simulation itself, are based on the idea that the most meaningful learning often happens when one is actively engaged in a purposeful activity. By participating in AIC as a mentor, we hope that you will get a chance to think deeply about (among other things) how people learn to take diverse perspectives, what it takes to foster thoughtful discourse, and the nature of diplomacy itself.

AIC is also a project in the School of Education, and part of its purpose is to develop new ways that technology can support meaningful learning experiences with high school students. Within the context of the seminar, then, we start with a basic grounding in the history of the conflict, and then move on to figuring out how to let that grounding inform your ongoing efforts to both support and challenge the student participants.

Advisory Prerequisite: PER. INSTR.

EDUC 580 — Topics in Disability Studies
Section 001, SEM

Instructor: Mulhorn,Kristine A; homepage
Instructor: Brown,Susan Holly Curwin

FA 2007
Credits: 1 — 3

This course provides an interdisciplinary approach to disability studies, including focus on the arts and humanities, natural and social sciences, and professional schools. Some topics include history and cultural representation of disability, advocacy, health, rehabilitation, built environment, independent living, public policy. The point of departure of the course is the idea that disability provides a critical framework that reorients the basic assumptions of various fields of knowledge, from political science to architecture, from engineering to art history, from genetics to law, from public policy to education, from biology to poetry, and so on. Disability Studies views people with disabilities not as objects but as producers of knowledge whose common history has generated a wide variety of art, music, literature, and science infused with the experience of disability. Students will have the opportunity to interact with visiting speakers from a broad range of fields. The course is offered for 1 or 3 credits. Accessible classroom with realtime captioning. For more information, please contact Tobin Siebers at tobin@umich.edu.

Advisory Prerequisite: Graduate standing

EDUC 593 — Educational Linguistics
Section 001, LEC

Instructor: Larsen-Freeman,Diane E; homepage

FA 2007
Credits: 3

This applied linguistics course focuses on issues of language and its application to educational theory and practice. Students learn to analyze the major subsystems of English, identify ESL students' learning challenges, and develop strategies for promoting language acquisition. Students are evaluated on their attendance and participation. They also keep regular language awareness journals, do readings after every class, and complete short papers on an assigned topic every week. Two oral presentations are also required.

Advisory Prerequisite: Graduate standing and permission of instructor

EDUC 593 — Educational Linguistics
Section 002, LEC

Instructor: Schleppegrell,Mary J; homepage

FA 2007
Credits: 3

This applied linguistics course focuses on issues of language and its application to educational theory and practice. Students learn to analyze the major subsystems of English, identify ESL students' learning challenges, and develop strategies for promoting language acquisition. Students are evaluated on their attendance and participation. They also keep regular language awareness journals, do readings after every class, and complete short papers on an assigned topic every week. Two oral presentations are also required.

Advisory Prerequisite: Graduate standing and permission of instructor

EDUC 741 — Topic in Hist of Ed
Section 001, LEC
Hist of Urban Educ

Instructor: Mirel,Jeffrey E; homepage

FA 2007
Credits: 3

Examines aspects of the historical development of education; selects certain problems and periods for study each time the course is offered; places emphasis on the historiography of the selected topic.


EDUC 841 — Adv Std Hist&Soc Ed
Section 001, SEM
Historical Research & Writing

Instructor: Mirel,Jeffrey E; homepage

FA 2007
Credits: 3

Intended for advanced graduate students in educational foundations, provides training and experience in the design and implementation of research projects in the history or sociology of education.

Advisory Prerequisite: Educ. 641 or 643.

EDUC 890 — Multi-level Analysis of Survey Data
Section 001, LEC

Instructor: Lee,Valerie E; homepage

FA 2007
Credits: 3

Students are introduced to an increasingly common statistical technique, hierarchical linear modeling (HLM). Multi-level methods and the HLM software can be used to analyze nested data and multi-level research questions. Although the course demonstrates multiple uses of the HLM software, including growth-curve modeling, the major focus is on the investigation of organizational effects on individual-level outcomes.

Advisory Prerequisite: At least one graduate-level course in statistics or quantitative methods, and experience with multivariate regresion models, including both analysis of data and interpretation of results.

 
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