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LSA Course Guide Search Results: UG, GR, Winter 2007, Dept = ELI
 
Page 1 of 1, Results 1 — 33 of 33
Title
Section
Instructor
Term
Credits
Requirements
ELI 120 — Academic Writing for International Undergraduates
Section 001, LEC

Instructor: Dyer,Judy A

WN 2007
Credits: 2

Credit Exclusions: A maximum of four ELI credits may be counted toward a degree.

This course helps strengthen the writing skills of international undergraduate students through critical reading and follow-up writing of text-types such as summary, critique and argument. The course focuses on

  1. organization, style and accuracy of academic writing;
  2. editing and correcting one's own writing and the writing class peers; and
  3. using, integrating and documenting academic sources in one's writing.

Activities include individual and small- group writing in addition to whole-class workshops of individual students' essays.

ELI 120 — Academic Writing for International Undergraduates
Section 002, LEC

WN 2007
Credits: 2

Credit Exclusions: A maximum of four ELI credits may be counted toward a degree.

This course helps strengthen the writing skills of international undergraduate students through critical reading and follow-up writing of text-types such as summary, critique and argument. The course focuses on

  1. organization, style and accuracy of academic writing;
  2. editing and correcting one's own writing and the writing class peers; and
  3. using, integrating and documenting academic sources in one's writing.

Activities include individual and small- group writing in addition to whole-class workshops of individual students' essays.

ELI 300 — Writing and Grammar in Academic Contexts
Section 001, LEC

Instructor: Reinhart,Susan M

WN 2007
Credits: 2

Credit Exclusions: A maximum of four ELI credits may be counted toward a degree.

This course focuses on writing with grammatical accuracy in order to produce academic papers. The course provides instruction on short texts including extended definitions, introductions and data commentary; grammatical focus is on article usage, tense choice, transition words, and relative clauses. Classroom activities include individual and small-group writing exercises. Students may also meet in small groups for self-and peer editing; individual conferences with the instructor may also be scheduled.

ELI 312 — Spoken and Written Grammar in Academic Contexts
Section 001, LEC

Instructor: Choi,Sonya Ahn

WN 2007
Credits: 1

Credit Exclusions: A maximum of four ELI credits may be counted toward a degree.

This advanced-level grammar course focuses on speaking and writing in academic contexts. Students learn to use English grammatical structures more accurately, meaningfully, and appropriately in their oral presentations and in their written work. Activities include writing and speaking production, text analysis, error identification, editing, grammatical consciousness-raising, and focused exercises. Two projects, each having speaking and writing components, are required.

ELI 312 — Spoken and Written Grammar in Academic Contexts
Section 002, LEC

Instructor: Axelson,Elizabeth Ruth; homepage

WN 2007
Credits: 1

Credit Exclusions: A maximum of four ELI credits may be counted toward a degree.

This advanced-level grammar course focuses on speaking and writing in academic contexts. Students learn to use English grammatical structures more accurately, meaningfully, and appropriately in their oral presentations and in their written work. Activities include writing and speaking production, text analysis, error identification, editing, grammatical consciousness-raising, and focused exercises. Two projects, each having speaking and writing components, are required.

ELI 320 — Writing for Academic Purposes I
Section 001, LEC

Instructor: Des Jardins,Deborah Hollands

WN 2007
Credits: 1

Credit Exclusions: A maximum of four ELI credits may be counted toward a degree.

This course focuses on the skills needed for writing academic papers. The course provides instruction and practice in the writing of a range of texts for academic purposes (e.g., extended definitions, introductions, descriptions of processes, and data commentaries). Students become aware of text-types and styles related to particular disciplines and develop skills and strategies to produce cohesive and coherent academic writing. In-class activities include individual and small-group writing tasks. Short papers are assigned each week and students are expected to rewrite in response to editing comments. Individual conferences with the instructor may also be scheduled.

ELI 320 — Writing for Academic Purposes I
Section 002, LEC

Instructor: Reinhart,Susan M

WN 2007
Credits: 1

Credit Exclusions: A maximum of four ELI credits may be counted toward a degree.

This course focuses on the skills needed for writing academic papers. The course provides instruction and practice in the writing of a range of texts for academic purposes (e.g., extended definitions, introductions, descriptions of processes, and data commentaries). Students become aware of text-types and styles related to particular disciplines and develop skills and strategies to produce cohesive and coherent academic writing. In-class activities include individual and small-group writing tasks. Short papers are assigned each week and students are expected to rewrite in response to editing comments. Individual conferences with the instructor may also be scheduled.

ELI 320 — Writing for Academic Purposes I
Section 004, LEC

Instructor: Choi,Sonya Ahn

WN 2007
Credits: 1

Credit Exclusions: A maximum of four ELI credits may be counted toward a degree.

This course focuses on the skills needed for writing academic papers. The course provides instruction and practice in the writing of a range of texts for academic purposes (e.g., extended definitions, introductions, descriptions of processes, and data commentaries). Students become aware of text-types and styles related to particular disciplines and develop skills and strategies to produce cohesive and coherent academic writing. In-class activities include individual and small-group writing tasks. Short papers are assigned each week and students are expected to rewrite in response to editing comments. Individual conferences with the instructor may also be scheduled.

ELI 320 — Writing for Academic Purposes I
Section 005, LEC

Instructor: Salehzadeh,Julia R

WN 2007
Credits: 1

Credit Exclusions: A maximum of four ELI credits may be counted toward a degree.

This course focuses on the skills needed for writing academic papers. The course provides instruction and practice in the writing of a range of texts for academic purposes (e.g., extended definitions, introductions, descriptions of processes, and data commentaries). Students become aware of text-types and styles related to particular disciplines and develop skills and strategies to produce cohesive and coherent academic writing. In-class activities include individual and small-group writing tasks. Short papers are assigned each week and students are expected to rewrite in response to editing comments. Individual conferences with the instructor may also be scheduled.

ELI 321 — Writing for Academic Purposes II
Section 001, LEC

Instructor: Feak,Christine A Beer

WN 2007
Credits: 1

Credit Exclusions: A maximum of four ELI credits may be counted toward a degree.

This course focuses on the skills needed for writing research papers based on source material. Students learn to recognize and use patterns of organization common to academic writing in their field, to read critically, and to argue a point of view. They learn to use structures that promote coherence and a smooth flow of ideas, and to choose academically appropriate vocabulary. Students write summaries, critiques, and syntheses of material from written sources as well as an introduction to a research paper. Classroom activities include analyzing, critiquing, and revising academic texts.

Advisory Prerequisite: Placement based upon performance in ELI 320 or the Academic English Evaluation (AEE).

ELI 321 — Writing for Academic Purposes II
Section 002, LEC

Instructor: Salehzadeh,Julia R

WN 2007
Credits: 1

Credit Exclusions: A maximum of four ELI credits may be counted toward a degree.

This course focuses on the skills needed for writing research papers based on source material. Students learn to recognize and use patterns of organization common to academic writing in their field, to read critically, and to argue a point of view. They learn to use structures that promote coherence and a smooth flow of ideas, and to choose academically appropriate vocabulary. Students write summaries, critiques, and syntheses of material from written sources as well as an introduction to a research paper. Classroom activities include analyzing, critiquing, and revising academic texts.

Advisory Prerequisite: Placement based upon performance in ELI 320 or the Academic English Evaluation (AEE).

ELI 333 — Interactive Listening and Communication
Section 001, LEC

Instructor: Salehzadeh,Julia R

WN 2007
Credits: 1

Credit Exclusions: A maximum of four ELI credits may be counted toward a degree.

This introductory level oral skills course focuses on listening strategies, negotiation of meaning, and relationship building in conversation in the academic community. Students learn how to get a turn in sometimes highly competitive conversation, to give encouragement and effective responses to their interlocutors, to get an give clarification of possible misunderstandings, and to recognize and utilize typical conversational patterns. Activities include analysis of conversations on videotape and in transcripts, role plays and practice activities in class; homework assignments put skills learning in class to use in the students' own academic environment. For example, students prepare for a visit to a professor's office hours, make the visit, and report to the class on what happened. In addition, students participate in and lead discussions, practicing skills of turn-taking and turn allocation, agreement and disagreement, and persuasion.

ELI 333 — Interactive Listening and Communication
Section 002, LEC

Instructor: Choi,Sonya Ahn

WN 2007
Credits: 1

Credit Exclusions: A maximum of four ELI credits may be counted toward a degree.

This introductory level oral skills course focuses on listening strategies, negotiation of meaning, and relationship building in conversation in the academic community. Students learn how to get a turn in sometimes highly competitive conversation, to give encouragement and effective responses to their interlocutors, to get an give clarification of possible misunderstandings, and to recognize and utilize typical conversational patterns. Activities include analysis of conversations on videotape and in transcripts, role plays and practice activities in class; homework assignments put skills learning in class to use in the students' own academic environment. For example, students prepare for a visit to a professor's office hours, make the visit, and report to the class on what happened. In addition, students participate in and lead discussions, practicing skills of turn-taking and turn allocation, agreement and disagreement, and persuasion.

ELI 333 — Interactive Listening and Communication
Section 003, LEC

Instructor: Des Jardins,Deborah Hollands

WN 2007
Credits: 1

Credit Exclusions: A maximum of four ELI credits may be counted toward a degree.

This introductory level oral skills course focuses on listening strategies, negotiation of meaning, and relationship building in conversation in the academic community. Students learn how to get a turn in sometimes highly competitive conversation, to give encouragement and effective responses to their interlocutors, to get an give clarification of possible misunderstandings, and to recognize and utilize typical conversational patterns. Activities include analysis of conversations on videotape and in transcripts, role plays and practice activities in class; homework assignments put skills learning in class to use in the students' own academic environment. For example, students prepare for a visit to a professor's office hours, make the visit, and report to the class on what happened. In addition, students participate in and lead discussions, practicing skills of turn-taking and turn allocation, agreement and disagreement, and persuasion.

ELI 334 — Speaking in Academic Contexts
Section 002, LEC

Instructor: Rohlck,Theresa N

WN 2007
Credits: 2

Credit Exclusions: A maximum of four ELI credits may be counted toward a degree.

This intermediate-level speaking course focuses on developing strategies for making oral presentations in formal and informal academic environments. Students learn about major speech types and accompanying organizational strategies, audience consideration, the use of non-verbal communication such as appropriate eye contact and hand gestures, developing effective voice control, methods of clarification, and fielding questions. Pronunciation is addressed as needed. Students also learn how to respond to and comment on others' presentations. Students give four to five oral presentations, with the possibility of doing a panel presentation. Presentations are videotaped and critiqued in small groups and/or individually with the instructor.

ELI 337 — Pronunciation II
Section 001, LEC

Instructor: Altman,Roann

WN 2007
Credits: 1

Credit Exclusions: A maximum of four ELI credits may be counted toward a degree.

An low-intermediate course; instruction in the use of English vocal prosodics, mechanics of speech articulation, and speech stylistics; designed to enable students to increase fluency, accuracy, and communicability in spoken English.

ELI 338 — Pronunciation in Context
Section 001, LEC

Instructor: Imber,Brenda Prouser

WN 2007
Credits: 1

Credit Exclusions: A maximum of four ELI credits may be counted toward a degree.

This intermediate/advanced pronunciation course focuses on specific sounds and features of voice and articulation in learner-centered contexts. Students review the English vowel and consonant sound systems and selected features of phrasing, stress, rhythm, and intonation. Activities include a variety of speaking exercises and tasks such as informal, personal-topic talks, story-telling narratives, process or instructional talks, problem-solution talks, informational and persuasive talks or small group panel presentations. Tutorials and individual self-study work in the Language Resource Center (LRC) lab supplement class sessions.

NOTE: One section of this course may be reserved for students in the GSI track and requires permission of instructor. See current academic term Schedule of Classes for details.

ELI 338 — Pronunciation in Context
Section 002, LEC

Instructor: Brenner,Merle J

WN 2007
Credits: 1

Credit Exclusions: A maximum of four ELI credits may be counted toward a degree.

This intermediate/advanced pronunciation course focuses on specific sounds and features of voice and articulation in learner-centered contexts. Students review the English vowel and consonant sound systems and selected features of phrasing, stress, rhythm, and intonation. Activities include a variety of speaking exercises and tasks such as informal, personal-topic talks, story-telling narratives, process or instructional talks, problem-solution talks, informational and persuasive talks or small group panel presentations. Tutorials and individual self-study work in the Language Resource Center (LRC) lab supplement class sessions.

NOTE: One section of this course may be reserved for students in the GSI track and requires permission of instructor. See current academic term Schedule of Classes for details.

ELI 338 — Pronunciation in Context
Section 003, LEC

Instructor: Brenner,Merle J

WN 2007
Credits: 1

Credit Exclusions: A maximum of four ELI credits may be counted toward a degree.

This intermediate/advanced pronunciation course focuses on specific sounds and features of voice and articulation in learner-centered contexts. Students review the English vowel and consonant sound systems and selected features of phrasing, stress, rhythm, and intonation. Activities include a variety of speaking exercises and tasks such as informal, personal-topic talks, story-telling narratives, process or instructional talks, problem-solution talks, informational and persuasive talks or small group panel presentations. Tutorials and individual self-study work in the Language Resource Center (LRC) lab supplement class sessions.

NOTE: One section of this course may be reserved for students in the GSI track and requires permission of instructor. See current academic term Schedule of Classes for details.

ELI 351 — Second Language Acquisition
Section 001, LEC

Instructor: Ellis,Nicholas C

WN 2007
Credits: 3
Reqs: BS

This is an introductory course in Second Language Acquisition (SLA). How adults learn, or fail to learn, a second language is a fascinating question. It involves much of what we know about human cognition, psychology, and language. How best to help learners acquire a second language is an equally important educational issue. In addition to all of the factors which play a role in child language acquisition, SLA also involves effects of variation in second language educational, social and usage environments, ages of acquisition, levels of learner cognitive and brain development, motivation, and language transfer.

This introductory course describes the development of Second Language Acquisition as a research discipline and then reviews current cognitive, linguistic, psychological, educational, and interactional perspectives. The relevance of all of these disciplines motivates the cross-listing of the course across the Departments of Linguistics, Psychology, and the English Language Institute, and one goal of the course is to learn from each others' perspectives. Topics include the description of patterns of second language development and the degree to which there is consistency or variation across learners and languages, the question of modularity and the possibility of contributions of innate linguistic, cognitive, and functional universals, the degree to which language is learned and regularity emerges, connectionist and usage-based approaches to language acquisition, learning and instruction, critical periods and language acquisition, and sociocultural and sociolinguistic determinants.

There are two texts, the first which presents an overview of different theoretical perspectives on SLA, the second which applies SLA research and its implications in classroom contexts. The course is a lecture format with 2 exams and an empirical project, undertaken in groups, which investigates one aspect of SLA. There will be much opportunity for class discussion and participation.

Advisory Prerequisite: LING 210 or 211

ELI 380 — Introduction to Graduate Student Instructor Work
Section 001, LEC

Instructor: Matice,Melinda S

WN 2007
Credits: 2

Credit Exclusions: A maximum of four ELI credits may be counted toward a degree.

This course is designed for and restricted to international graduate students who are being considered for teaching assistantships at the University. The course will familiarize students with the role of GSI activities. Students will present topic introductions, definitions, definitions, explanations, responses to questions, and interactive presentations. The course is graded credit/non credit, and may be repeated for credit with the instructor's permission.

Advisory Prerequisite: Permission of instructor.

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

Instructor: Axelson,Elizabeth Ruth; homepage
Instructor: Bogart,Pamela Susan Hickam

WN 2007
Credits: 3
Other: Expr

This course will employ an academic service learning framework in preparing for and reflecting on this experimental practice. Students will receive training and supervision in teaching English as a Second Language and discuss issues as they emerge from the practica and the 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 twice per month. No experience in teaching ESL or knowledge of the field is required although students with a background in applied linguistics, language education or second language immersion experiences are preferred. Students assist in a local ESL classroom or tutoring program for at least four hours per week or 48 hours during the academic term.

ELI 399 — Individual Research and Study
Section 001, IND

WN 2007
Credits: 1 — 4
Other: INDEPENDENT

Credit Exclusions: A maximum of four ELI credits may be counted toward a degree.

Students pursue individual research on a wide variety of topics related to second language acquisition, teaching or learning. Research projects would be completed done under the supervision of ELI faculty, who should be consulted as to possible topics or ongoing projects in which students could participate.

Advisory Prerequisite: Permission of Instructor.

ELI 420 — Research Paper Writing
Section 001, LEC

Instructor: Altman,Roann

WN 2007
Credits: 2

This advanced writing course for Master's and Ph.D. students focuses on writing research papers or Master's Theses. Students learn to formulate a hypothesis, synthesize material from written sources, organize ideas, and develop arguments. Students investigate writing conventions in their respective fields, work on incorporating devices to improve flow and coherence of writing, and learn the grammar and semantics of academic writing. Activities include small group work, analysis of academic texts, revising of writing, and tutorial sessions.

Advisory Prerequisite: Permission of instructor.

ELI 420 — Research Paper Writing
Section 002, LEC

WN 2007
Credits: 2

This advanced writing course for Master's and Ph.D. students focuses on writing research papers or Master's Theses. Students learn to formulate a hypothesis, synthesize material from written sources, organize ideas, and develop arguments. Students investigate writing conventions in their respective fields, work on incorporating devices to improve flow and coherence of writing, and learn the grammar and semantics of academic writing. Activities include small group work, analysis of academic texts, revising of writing, and tutorial sessions.

Advisory Prerequisite: Permission of instructor.

ELI 434 — Discussion and Oral Argumentation
Section 001, LEC

Instructor: Axelson,Elizabeth Ruth; homepage

WN 2007
Credits: 1

This advanced oral communication course is a seminar that focuses on how to help listeners better understand what you are saying. Students learn how to organize information effectively and how to give oral presentations. Students study elements of effective oral communication, examine how they are used in recorded video samples and adapt them to personal use. Through a variety of speaking assignments, students are responsible for presenting information, either individually or as members of a small panel team, then opening up the floor for group interaction and guiding discussion. Audience members play a reciprocal listener/speaker role by paraphrasing points made, asking for clarification, offering their own viewpoints and raising related issues.

Advisory Prerequisite: Non-native English speaker; advanced Graduate standing, and permission of instructor.

ELI 550 — Teaching Second Language Learners in the K-12 context
Section 001, LEC

Instructor: Madden,Carolyn

WN 2007
Credits: 3

In this class, we will explore theories and practices for understanding how to teach and guide ELL students in the K-8 context. We will study and explore current perspectives on language teaching techniques and current approaches for teaching ESL and discover how they can support curricular objectives in content classrooms. Teacher candidates will work on materials development, lesson planning, technologies and published materials to teach skills and strategies to enhance the ELL students' participation in the multidimensional classroom. We will explore how language and learning influence each other and how the language of the content areas can be exploited to engage the learner in learning both language and content.

Teacher candidates will explore ways to advocate for and build a community of faculty and parents to support a student learning centered context for ELLs within the context of the elementary school context.

Advisory Prerequisite: Permission of Instructor

ELI 584 — Graduate Student Instructors Seminar and Practicum
Section 001, SEM

Instructor: Imber,Brenda Prouser

WN 2007
Credits: 1

IGSI Seminar and Practicum is designed to provide language support instruction to IGSI's who have shown considerable ability (4 on the screening) in using academic English, but who need additional feedback, evaluation, and suggestions for improvement in their language and communicative skills in the laboratory, classroom, or office hour assignments. Participants will be recommended by IGSI workshop coordinators and/or screening evaluators. Individual observation of teaching, with and without video, and consultations are the primary mode of instruction, with additional seminar meeting to discuss issues of common concern to all enrolled, such as getting and using mid-semester feedback from students. Emphasis is placed on whatever weaknesses both the IGSI and instructor identify, such as skills and strategies for effective presentations, negotiations, and other interactions with the students and course faculty.

Individual videoing and consultation will take place as well as seminar discussions on appropriate language and culture for the classroom, lab, and/ or office hour. Emphasis will be on improving presentation skills, i.e., effective use of body language, gestures, stress, intonation, etc., listening and responding skills in the classroom, eliciting and negotiation techniques in the office hours and lab, and general interaction skills needed in the IGSI situation.

Advisory Prerequisite: Graduate standing and permission of instructor. Participants must have an IGSI appointment to register for this course.

ELI 599 — Individual Research and Study
Section 001, IND

WN 2007
Credits: 1 — 3

Graduate students can pursue individual research on aspects of language acquisition learning or teaching individual students will need and consult with faculty about ongoing projects.

ELI 621 — Dissertation Writing and Writing for Publication II
Section 001, LEC

Instructor: Feak,Christine A Beer

WN 2007
Credits: 2

This advanced writing course can either be taken independently or as a follow-up to ELI 620. This content is partly dependent on student interests but usually covers major components of dissertation and dissertation proposal writing, as well as genres such as CVs, application letters, and responses it reviews. Regular one-on-one consultations are an integral part of the course.

Advisory Prerequisite: Non-native English speaker. Graduate standing and permission of instructor.

ELI 994 — College Teaching in the U.S.: Pedagogy, Culture and Language
Section 001, LEC
(Drop/Add deadline=Feb. 8).

Instructor: Rohlck,Theresa N
Instructor: Bogart,Pamela Susan Hickam

WN 2007
Credits: 2

This workshop focuses on classroom language, culture and pedagogy for prospective LSA GSIs whose undergraduate education was not English-medium. The Winter course/workshop is designed for students currently enrolled at the U of M who are candidates to teach the following Fall/Winter term; the three-week August course/workshop is for new students who are candidates to teach their first Fall/Winter term on campus. Students learn:

  1. to increase awareness and control of the language of the classroom;
  2. what the expectations are of GSIs, the University of Michigan's diverse undergraduate population, campus culture and resources; and
  3. a diverse array of teaching skills in a University of Michigan undergraduate setting informed by current pedagogical theories.

Students learn to practice effective classroom communication skills and reflective teaching, with language and teaching feedback from peers, undergraduates and instructors. Course assignments include videotaped practice teaching and feedback, office hour role-plays, observations and discussing with practicing GSIs and GSMs, discussions with undergraduates and individual work based on individual student goals and department-specific teaching contexts.

NOTE: Non-LSA students interested in this type of course should enroll in ELI 380.

Advisory Prerequisite: Graduate standing and permission of instructor. Must be nominated by department.

ELI 994 — College Teaching in the U.S.: Pedagogy, Culture and Language
Section 002, LEC
(Drop/Add deadline=Feb. 8).

Instructor: Bogart,Pamela Susan Hickam

WN 2007
Credits: 2

This workshop focuses on classroom language, culture and pedagogy for prospective LSA GSIs whose undergraduate education was not English-medium. The Winter course/workshop is designed for students currently enrolled at the U of M who are candidates to teach the following Fall/Winter term; the three-week August course/workshop is for new students who are candidates to teach their first Fall/Winter term on campus. Students learn:

  1. to increase awareness and control of the language of the classroom;
  2. what the expectations are of GSIs, the University of Michigan's diverse undergraduate population, campus culture and resources; and
  3. a diverse array of teaching skills in a University of Michigan undergraduate setting informed by current pedagogical theories.

Students learn to practice effective classroom communication skills and reflective teaching, with language and teaching feedback from peers, undergraduates and instructors. Course assignments include videotaped practice teaching and feedback, office hour role-plays, observations and discussing with practicing GSIs and GSMs, discussions with undergraduates and individual work based on individual student goals and department-specific teaching contexts.

NOTE: Non-LSA students interested in this type of course should enroll in ELI 380.

Advisory Prerequisite: Graduate standing and permission of instructor. Must be nominated by department.

ELI 994 — College Teaching in the U.S.: Pedagogy, Culture and Language
Section 003, LEC
(Drop/Add deadline=Feb. 8).

Instructor: Bogart,Pamela Susan Hickam
Instructor: Dyer,Judy A

WN 2007
Credits: 2

This workshop focuses on classroom language, culture and pedagogy for prospective LSA GSIs whose undergraduate education was not English-medium. The Winter course/workshop is designed for students currently enrolled at the U of M who are candidates to teach the following Fall/Winter term; the three-week August course/workshop is for new students who are candidates to teach their first Fall/Winter term on campus. Students learn:

  1. to increase awareness and control of the language of the classroom;
  2. what the expectations are of GSIs, the University of Michigan's diverse undergraduate population, campus culture and resources; and
  3. a diverse array of teaching skills in a University of Michigan undergraduate setting informed by current pedagogical theories.

Students learn to practice effective classroom communication skills and reflective teaching, with language and teaching feedback from peers, undergraduates and instructors. Course assignments include videotaped practice teaching and feedback, office hour role-plays, observations and discussing with practicing GSIs and GSMs, discussions with undergraduates and individual work based on individual student goals and department-specific teaching contexts.

NOTE: Non-LSA students interested in this type of course should enroll in ELI 380.

Advisory Prerequisite: Graduate standing and permission of instructor. Must be nominated by department.

 
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