Undergraduate Course Catalog
Effective Term
Requirement or Grouping
Listings Per Page
  or   Department
Show Descriptions Show Course Guide Term Links For Past Two Years
Note: For descriptions of classes each term, see the LSA Course Guide
   Page 1 of 1, Results 1 - 10 of 10   
Courses in School of Education
Courses in the School of Education are listed in the Schedule of Classes under the School of Education. The following courses count as LSA courses for LSA degree credit.
Education D – Curriculum and Instruction (EDCURINS)
EDCURINS 382 / ENVIRON 382. Introduction to Environmental Education for Sustainable Development
(4). May not be repeated for credit.

As a result of this course, students become certified by the School of Education to teach leading environmental education programs. They learn how to educate a citizenry able and willing to work towards environmental and sustainable development goals, as well as how to develop, implement, and evaluate their own education efforts.

EDCURINS 421 / LATIN 421. Teaching of Latin
Junior standing in Latin and permission of instructor. (3; 2 in the half-term). May not be repeated for credit. F, W, Sp.

EDCURINS 431 / GERMAN 531. Teaching Methods
Senior standing; and candidate for a teaching certificate. (3). May not be repeated for credit. F.

EDCURINS 455 / ROMLING 413 / SPANISH 413. Teaching Spanish/Applications of Linguistics
Nine credits chosen between SPANISH 279 and 399; or two RCLANG 324 and six credits chosen between SPANISH 279 and 399. (Prerequisites enforced at registration.) One of: SPANISH 298, ROMLING 298, LING 210. (3). May not be repeated for credit. F.

Principles of phonological, morphological, syntactic, and semantic analyses applied to the teaching of Spanish.

Education (EDUC)
EDUC 333. Video Games and Learning
(3). (SS). May not be repeated for credit.

Why are videogames fun? The answer isn't as obvious as you might think. Good games draw you in, teach you how to succeed, and keep you engaged with a "just right" level of challenge. Most importantly, players *learn* while playing a well-designed game. Why isn't school like that? This class takes a hard look at videogames, a hard look at education, and considers ways that each can be improved to maximize learning.

EDUC 390 / ELI 390 / LING 390 / RCSSCI 390. Community-Engaged Learning in ESL Teaching Contexts
(3). (EXPERIENTIAL). May be elected three times for credit.

This course focuses on communicative language teaching and learning in community contexts. It prepares participants to teach ESL in local communities and provides them with hands-on teaching practice experiences in local service organizations. Participants explore the overall theme of "Language and Community" as they learn ESL teaching methods & techniques.

EDUC 461 / MENAS 461. Web Based Mentorship: Earth Odysseys
(3). May be repeated for a maximum of 6 credits.

Students serve as mentors to a worldwide network of middle school and high school participants in cultural issues forum linked to vicarious travel. As the forum participants respond to reports from various global settings, mentors seek to deepen, challenge and honor student thinking, and to help forum participants make connections to their own lives. Mentors learn about the country being explored, develop curriculum for use by network teachers, and participate in ongoing reflection on the teaching and learning dimensions of their mentoring work.

EDUC 462 / MENAS 462. Web Based Mentorship: Place Out of Time
Consent of instructor required. (3). (EXPERIENTIAL). May be repeated for credit. (non-LSA).

Students serve as teaching mentors for a web-based character-playing simulation involving high school and middle school students on a worldwide network, and they themselves also research and portray historical figures. The Place Out of Time simulated trial is different every term, but mentors and students are always presented with a contemporary problem that they must think through in the role of their characters, one that frames an array of social, political, cultural and moral question. Mentors are active participants in a dynamic, writing-intensive enterprise that is aimed at enlivening the study of history through juxtaposing historical perspective and sensibilities. The course employs purposeful "play" to frame a hands-on teaching experience that is supported by extensive in-class and written reflective work.

EDUC 463 / MENAS 463. Web Based Mentorship: Arab-Israeli Conflict Simulation
(3). May be repeated for a maximum of 6 credits.

This course is linked to a web-based simulation that engages high school students worldwide in exploring the Arab-Israeli Conflict through portraying current political leaders and representing stakeholder nations. Course participants facilitate this diplomatic simulation, working closely with the simulation participants to offer a window into the diplomatic process. Course participants learn about the contemporary politics of the region, and work in teams as gatekeepers and facilitators, helping their student mentees to thoughtfully assume character, and to think and write purposefully and persuasively. This course is a hands-on teaching experience that is supported by extensive in-class and written reflective work.

EDUC 485 / MATH 485. Mathematics for Elementary School Teachers and Supervisors
One year of high school algebra or permission of the instructor. (3). May not be repeated for credit. No credit granted to those who have completed or are enrolled in MATH 385.

The history, development and logical foundations of the real number system and of numeration systems including scales of notation, cardinal numbers and the cardinal concept, the logical structure of arithmetic (field axioms) and their relations to the algorithms of elementary school instruction.

College of Literature, Science, and the Arts 500 S. State Street, Ann Arbor, MI  48109 © 2012 Regents of the University of Michigan