Marygrove College offers an interdisciplinary certificate program in forensic science. This certificate is intended for people who have completed at least two years of undergraduate course work. It is also designed for pro­fessional practitioners with baccalaureate or advanced degrees, who want to change careers.

To receive a certificate in forensic science, you must complete a minimum of 24 credit hours at Marygrove College, including 24 hours of required courses.

FSC 140     Introduction to Forensic Science
FSC 240     Forensic Biology and Chemistry
FSC 340     Crime Scene Investigation and Evidence Collection 1
FSC 341     Crime Scene Investigation and Evidence Collection 2
FSC 385     Forensic Genetics

                  -or-

FSC 440     Toxicology
CJ 110        Introduction to Criminal Justice
SOC 330     Criminology

Total Credits: 24

A minimum grade of C in each of the required courses must be obtained in order to qualify for the forensic science certificate.

The total credit hour requirement for the certificate is 15 hours, including:

A. Required Courses
SW 237/537 Physical Aspects of Aging 2 hours
SW 299 * Pre-professional Practicum 3 hours
SW 200 A  Special Topics: Substance Abuse 2 hours
SW 378/578  Policies and Services for Older Persons 2 hours
SW 410/610  Working with Older Adults 2 hours
PSY 346/546 Aging Individual in Society

* To be arranged with approval of the director of the gerontology program.

B. Elective Courses
Select a minimum of three credit hours from the following courses:

BIO 141 Nutrition Through the Life Cycle 3 hours
EDU 390/590 The Adult Learner 3 hours
PM 564 Ministry with Older Adults 3 hours
PSY 348 Death and Dying 3 hours
RS 384 Faith and Human Development 3 hours
SOC 306 Ethnic and Racial Diversity 3 hours
SOC 307 Introduction to Ethnic and Cultural Studies 3 hours
SW 325 Professional Communication 3 hours
SW 200C Working with Mental Illness 2 hours

For specific requirements and courses, refer to section Entitled Gerontology in current catalog.

For specific requirements and courses, refer to section Entitled Gerontology in current catalog.

A. A minimum of 20 credits is required.

B. All students interested in obtaining a certifiable Sociology minor for secondary education must take the following courses:
SOC 201 Sociological Perspectives
SOC 202 Social Problems
SOC 306 Ethnic and Racial Diversity -OR- SOC 307 Introduction to Ethnic and Cultural Studies -OR-SOC 368 Inequality in America

C. Students must complete an additional 12 credits in Sociology. The following courses are recommended:
SOC 311 Deviant Behavior
SOC 345 Sociology of the Family
SOC 360 Juvenile Delinquency
SOC 365 Group Dynamics
SOC 368 Inequality in America
SOC 393 Urban Social Issues

Frequently Asked Questions

Q. What is your refund/cancel policy?
A. All registrations require a $50 non-refundable deposit per enrollment. Deposits may be transferred to a new course enrollment being offered in the same semester.

Q. Once my class is completed, when will I get my grade?
A. Within ten business days after the last class period, instructors must submit grades . Late grading will cause a delay in sending transcripts. PLS-Professional Development grade reports will be mailed within 24 -48 hours after grades are received for each class.

Q. Can I receive my grade earlier?
A. Students with a zero balance may mail or fax an early transcript request to the Registrar’s Office. The request should include name, student number, signature as well as the address to where they would like the early transcript mailed. The Registrar’s Fax number is (313)927-1262; the point of contact for transcripts is Raija Ruffin, Registrar Coordinator, (313)927-1263.

Q. Can I receive a letter of completion?
A. Marygrove College does not provide letters of completion.

Q. How do I register?
A. You may register on line (www.plsweb.com) or by calling toll free (866) 757-2527.

Q. How can I pay for classes?
A. Payment may be made by Visa, MasterCard, personal check or money order payable to Performance Learning Systems.

Q. Is there a minimum / maximum number of students allowed per class?
A. Minimum enrollment is twelve (12) students; maximum is thirty-five (35).

Q. If I have questions, whom should I contact?
A. For financial, course materials or location questions, please contact PLS at 1-866-757-2527. For all other questions, please contact the Program Coordinator, Donna Kerry at (313) 927-1276 or dkerry@marygrove.edu.

The 18-credit hour computer graphics certificate program is designed for post-degree art majors who are interested in a general introduction to the field and more in-depth experiences in computer-assisted image production.

Using the Macintosh environment, these students study paint/draw processes, electronic page layout and scanning techniques. Emphasis is given to skill-building and developing a digital aesthetic.

SJ 500: Social Foundations 2 credits

This seminar provides an overview of the program. Students identify issues, concepts and the systems that define, influence and shape the world, as well as the values associated with a just world. Opportunities to create an internal culture of justice among the candidates are provided.

SJ 503: Human Rights and the Literature 2 credits

The course is designed to enhance the understanding of human rights from the legal, historical, literary and cultural perspective. Students approach literature both as an ethical and political project, and consider the connection between human rights and literature. This course also explores whether emotions such as empathy — what literary works evoke among the readers — have a necessary relation to justice. Finally, students examine how narratives (including films) enable or disable memory, truth telling, and justice in the aftermath of atrocity.

SJ 505: Economic Analysis of Structures: Globalism 2 credits

The aim of this course is to foster understanding of the major relationships involved in the functioning of the global economy today and the perspectives of various groups that impact the realization of more just, humane and sustainable societies in the USA and in the world. Ethical evaluation in light of the principles of the human rights tradition will under gird the economic analysis.

SJ 510: Campaigns and Elections 2 credits

This course is an exploration of major facets of the US political campaigns and elections, including voter turnout and choice, grassroots activity, lobbying, and the role of money and media with special focus on the potential for reform.

SJ 520: Values in Society: Sources and Resources 2 credits

This course explores the origins and functions of values in personal and social life, including a survey of some of the principal concepts used in contemporary discussions of justice. In the collaborative framework of the seminar, students focus on how values arise, how they are articulated, how they figure in our decision making, how they shape our social institutions, how they conflict, and how those conflicts are addressed.

SJ 524: Environmental Justice 2 credits

This course is designed to introduce students to the law and policy of environmental justice. Environmental justice is at the confluence of the civil rights movement and the environmental movement.  Students will develop an understanding of the scientific, economic, ethical, and legal underpinnings of environmental justice decision-making with a focus on Detroit.

SJ 525: Special Topics 3 credits

This course was designed to cover special interest areas in depth. Topics are developed each year depending upon the interests of the students and/or the community. Students may substitute this course, when offered, for the practicum requirement.

SJ 530: The Role of Psychology in Social Justice 2 credits

This seminar will investigate the psychology of social justice and consumerism with respect to local and international implications.  The seminar will further provide an understanding of the impact of materialism on groups and individuals. Examination of race and racism will be presented from the lenses of Colonialism, Post Traumatic Slavery Syndrome and the dysfunctional side of White Privilege. In addition, it will explore contemporary perspectives on spiritual and emotional intelligence as they relate to social injustices.  

SJ 605: Justice in U.S. Economic Structures 2 credits

This course provides an overview of the current system of economic relations within the United States from the perspective of increasing social justice. Students review the actors and relationships that govern the domestic economic system focusing on macroeconomic issues such as income distribution, unemployment, poverty, government policies, and the implications of corporate power. Questions related to the social and political implications of our economic system and policies, which might improve the well-being of individuals marginalized by the system, are examined.

SJ 620: Religion and Justice: Conflict and Congruence   2 credits

In this course students explore the place of religious traditions in human affairs, examine some typical religious institutions and their practices, scan a number of relevant religious documents, and discern the ways in which religion shapes, promotes, or hinders the practice of justice in society. Historical examples help clarify our current situation. The course seeks to analyze some religious values, evaluate the congruence or dissonance of professed values with policy and practice, and assess the contribution of religion in its cultural settings.

SJ 625: Leadership and Organizational Development I 2 credits

Leadership for Social Justice is a course that deepens an appreciation for the context and styles of leadership at the forefront of struggles for social justice. The course will illuminate how values and principles underpin critical leadership. Students become familiar with social justice theorists, and explore concepts such as democratic decision-making, civic engagement, and structural inequality. Students are introduced to tools needed by today’s leaders, such as systems thinking, strategic thinking, and organizational and community diagnosis.

SJ 630: Understanding through Empiricism 2 credits

In this seminar students learn about the use of psychological empiricism to support social justice issues. Differences between a subjective approach and an empirical approach are examined. Additional topics include the utility of a social science/social justice approach, the impact of under-represented groups, stereotyping, pseudo-science, and human behavior experiments. Skills to be practiced in this seminar include grant writing, bibliographic search, and presentation of a persuasive empirically based argument.

SJ 635: Leadership and Organizational Development II 2 credits

Leaders are knowledgeable about how to work with and motivate people at the interpersonal, group and community levels. This course links social justice leadership and the roots of organization development. It highlights change theory, terminology, and literature for social justice professionals pursuing an advocacy role. Students are given opportunities to build such practical skills as how to best use oneself in the service of social justice, dealing with diverse situations, active and empathic listening, strategic thinking, and more.

SJ 640: Organizing for Social Change 2 credits

This course focuses on theories, and fundamental strategies and skills for community organizing and change. Topics include the power of language, identification of social problems, understanding values and ethics within the context of community work, and frameworks for policy analysis and solutions. It also explores the basics for creating a non-profit organization.

SJ 645: The Media and Its Effects on Social Issues 2 credits

In this course students explore the impact of various media sources on societal reaction to popular social problems. Having determined the extent to which popular images create and recreate problems, policies and programs that attempt to address societal problems, students explore the pursuit of justice via media sources. A plethora of techniques and strategies is discussed to pursue and promote justice oriented solutions via media outlets.

SJ 650: Reflection Seminar 2 credits

This is the last weekend of the program. In this seminar students have the opportunity to share their social justice projects and reflect upon their transformation in the program and their role as a social advocate. Future direction and collaboration for the work that has begun is explored. Students are also encouraged to evaluate the process and content of the program.

SJ 655: Social Justice Practicum 3 credits

This course is intended to provide experience based learning in an area of special interest to the student. Candidates will work with both an on-site supervisor and a college mentor to foster growth in their areas of needed skills.

SJ 660: Master’s Project 3 credits

This course provides the opportunity for students to create their own synthesis of advanced learning while putting it into action. A college mentor offers supportive guidance throughout the process.

Instructional Strategies for Successful Student Learning supports development of skillful teacher leaders by focusing on research-based teaching strategies that result in improved student achievement. Participants explore the results and classroom implications of brain-based learning, cooperative learning structures, and nine research-based instructional strategies by analyzing the instructional practices in real classrooms and customize the use of the strategies to their own teaching situations.

Student-Directed Learning to Foster Motivation and Engagement digs deeper into concepts and theories introduced in prior courses. Now that the participants have common understanding of backward design (Wiggins & McTighe, 2006), effective assessment and how to meet the needs of all students, they are ready to hone in on ways to motivate their students to be more self-directed in their learning. 

This course focuses on helping students develop the skills necessary to thrive in and out of the classroom. Participants learn strategies for helping their students develop flexible knowledge, as well as problem-solving, cooperative learning and self-motivation skills. Special attention is given to ways to engage all students in opportunities to examine and evaluate their own work and learn from the work of their peers.

The final course of the program, Teacher as Everyday Hero, is a culmination of many strands covered throughout the degree. This course strikes a balance between the macro-and micro-concepts of teaching. Participants will have the opportunity to demonstrate how they are no longer just surviving as teachers but thriving as teacher leaders. Throughout Teacher as Everyday Hero, participants examine case studies of truly inspirational teachers who have transformed the lives of their students. Through the use of biographies, narratives, profiles and interviews with top educators and scholars, participants explore and reflect on the problems and satisfactions of teaching, which culminates in the writing of their personal teacher story.

EDU 203 The Teaching Profession 3 hours

Exploration of attitudes, perspectives and skills crucial to the growth of the developing teacher. A 25-hour lab experience in an elementary or secondary school is integral to the course. Not offered Summer Term.

EDU 240 Developmental Psychology 3 hours

Human development and factors that influence it with particular emphasis on infancy, childhood, and adolescence.

EDU 241 Educational Psychology 3 hours

Introductory course in the psychology of learning and teaching (Grades K-12), emphasizing mental abilities, individual differences, motivation and application of psychological theory and research in learning. Appropriate laboratory experiences.

EDU 275 Foundations in American Education 3 hours

Prerequisites: None

Structure, function and purposes of American education, examination of the philosophical, social, political and economic contexts of educational systems; role and characteristics of the teaching profession.

EDU 324 Principles of Classroom Management 3 hours

Prerequisites: Full acceptance as a Teacher Certification Candidate

Analysis and discussion of the social and psychological dimensions of classroom environments: the design and implementation of effective instruction‚ roles of teacher and students in group dynamics‚ techniques for management and design of classroom instruction and student behavior. Techniques for developing effective communication with parents and community. Selected observation opportunity.

EDU 330 Technology in the Classroom 3 hours

Prerequisites: Acceptance into Teacher Certification Program as a Pre-Candidate

Use multimedia as a teaching tool. Develop a plan of action integrating technology in support of instruction/learning. Explore, evaluate, and use technology to accomplish learning tasks independently and cooperatively. With appropriate field based experiences.

EDU 343 Adolescent Psychology 3 hours

Prerequisite: PSY 205

Physical, psychological and social factors in personality development from the preadolescent through the late-adolescent period. Problems of adjustment, achievement of identity, and acceptance of the adult role.

EDU 344 Methods for Teaching Elementary and Middle School Mathematics 3 hours

Prerequisites: Full acceptance as a Teacher Certification Candidate

Techniques for teaching mathematics including K-8. Emphasis is on developing concepts through understanding, discovery, problem solving, observing patterns and relationships, and meeting the individual needs of children of various abilities and experience levels. Field based experiences required.

EDU 347 General Secondary Methods 3 hours

Prerequisite: Full acceptance as a Teacher Certification Candidate

Techniques for developing lesson plans, unit plans and course overviews which incorporate objectives, evaluation and a variety of teaching-learning strategies. Field experiences and simulations in lesson presentation and classroom management. Field based experiences required.

EDU 348 Teaching Writing and Speaking in the Elementary and Secondary Classroom 3 hours

Prerequisite: Acceptance into Teacher Certification Program as a Pre-Candidate

An introduction to the theories and practices of teaching written and oral literacy at the elementary and secondary levels.

EDU 351 Curriculum, Instruction, and Assessment 3 hours

Prerequisite: Acceptance into Teacher Certification Program as a Pre-Candidate

This course is an approach to curriculum, instruction and assessment designed to engage students in an integrated process of teaching and learning.  Students design a unit and create supporting lesson plans based on Grade Level Content Standards that focus on using differentiated instructional strategies, assessment practices, and technology integration.  Students practice collaboration skills when applying a peer review process aimed at improving unit design and lesson plans.

EDU 352 Assessment and Differentiation 3 hours

Prerequisite: Acceptance into Teacher Certification Program as a Pre-Candidate

This course builds upon content introduced in EDU 551 Curriculum Instruction and Assessment to prepare candidates to assess both affects of instruction as well as student performance. Emphasis is placed on theories and concepts related to differentiation of instruction and assessment in order to meet the needs of a wide range of learners, including those in special education and speakers of English as a second language. Universal Design for Learning and Response to Intervention will be discussed in terms of structuring individual, small group, and whole group instruction.

EDU 353 Designing and Managing Effective Learning Environments for Diverse Learners 3 hours

Prerequisites: Full acceptance as a Teacher Certification Candidate

This course addresses the design and management of time, students, instruction, and curriculum to provide effective and meaningful learning for diverse students.  The educational implications of the characteristics of students with various exceptionalities will be explored.  Research in practices of effective teaching will be examined with specific emphasis on teacher and student behaviors related to aspects of diversity in urban settings. Techniques for developing effective communication with parents and community will be explored.  Appropriate field-based experiences are required.

EDU 354 Methods for Teaching Elementary and Middle School Social Studies 3 hours

Prerequisites: Full acceptance as a Teacher Certification Candidate

Combination of theoretical and practical models, grades K-8, providing multicultural approaches to activities, materials, and resources necessary for teaching social studies. Field based experiences required.

EDU 357 Methods for Teaching Intermediate and Secondary Reading 3 hours

Prerequisite: Full acceptance as a Teacher Certification Candidate

Analyzes the variations in vocabulary, format, comprehension, and study procedures in various content areas and develops teaching strategies for improving basic reading skills and reading proficiency. Addresses adapting content instruction to meet the needs of middle school and secondary school students with reading problems. Field based experiences required.

EDU 364A Methods for Elementary Reading and Other Language Arts 3 hours

Prerequisite: Full acceptance as a Teacher Certification Candidate

Addresses the reading, writing, listening, and speaking processes in literacy development. Presents and examines teaching strategies and materials that support integrated language arts instruction. Strategies for organization and management of classroom reading programs providing for individual differences in grades K-8 are developed. Related software applications will be explored. Guided observation and field-based experience required.

EDU 364B Methods for Elementary Reading: Practicum Strategies 3 hours

Prerequisites: EDU 364A; Full acceptance as a Teacher Certification Candidate

Strategies for developing and implementing detailed lesson plans based on a diagnostic-instruction model for both developmental skills in reading and reading in the content areas. First half of the course will prepare the student for field-based experience. Peer, instructor, and self-evaluation of lessons.

EDU 374 Methods for Teaching Elementary and Middle School Science 3 hours

Prerequisite: Full acceptance as a Teacher Certification Candidate

Methodology appropriate for teaching scientific concepts. Also teaching demonstrations, projects, daily and unit planning. One field trip. Extensive use of A/V media in Marygrove’s Library Resources Room. Emphasis on content and methods for grades K-8. Field based experiences required.

EDU 491 Independent Study 3 hours

Prerequisites: Full acceptance as a Teacher Certification Candidate, Permission of Advisor

When necessary and with approval of advisor, students are permitted to request an independent study,

with appropriate field-based experience.

EDU 499 Student Teaching 10-12 hours

Prerequisites: Completion of all required teacher certification coursework, Admission to Student Teaching

Fall and Spring term only. Observation and guided‚ full-time professional laboratory experience in public or private school classrooms at the appropriate level. Seminar required.

Offered in Partnership with Performance Learning Systems, Inc. To register, please visit www.plsweb.com

EDU 502  Successful Teaching for Acceptance of Responsibility

EDU 5220 Response to Intervention

EDU 526 Building Your Technology Education and Skills (BYTES)

EDU 5310 Foundations of Literacy: Beginning Reading

EDU 533  Instructional Design for Online Educators

EDU 5440 Thinking Mathematically: Elementary Edition

EDU 5500 Teaching the English Language Learner

EDU 5501 Cultural Competence: A Transformative Journey

EDU 5502 Behavioral, Academic and Social Interventions for the Classroom

EDU 5503 Strategies for Middle School Science Teachers

EDU 5506 Facilitating Online Learning Communities

EDU 5510 Teaching Algebra to Middle School Students

EDU 5511 Simulations and Gaming Technologies

EDU 5512 Action Research for the Classroom

EDU 5513 Building Online Collaborative Environments

EDU 5514 Blended and Synchronous Learning Design

COURSES

Offered in Partnership with Teachscape To register, please visit www.teachscape.com

CIA 605 Student Directed Learning to Foster Motivation

CIA 610 Classroom Assessment for Today’s Teacher

EDU 5445 Inquiry Based Science K-8

EDU 568 Teacher as Leader

EDU 569 Understanding Teaching and Learning

EDU 570 Instructional Design

EDU 5851 The Thinking and Learning Brain K-12

EDU 618 Effective Assessment

EDU 622 Meeting the Needs of All Students

ERS 500 Research Based Instructional Strategies to Improve Student Achievement

MTH 500 Fundamentals of Mathematics for Grades 2-6 Teachers

MTH 501 Proportional Reasoning in the Middle Grades

MTH 505 Problem Solving and Operations K-5

MTH 506 Problem Solving and Operations 6-8

MTH 515 Measurement and Geometry K-5

MTH 516 Measurement and Geometry 6-8

MTH 525 Algebra K-5

MTH 526 Algebra 6-8

MTH 535 Data Analysis and Probability K-5

MTH 536 Data Analysis and Probability 6-8

RDG 500 Fundamentals of Reading for Grades K-6 Teachers

RDG 605 Assessment and Intervention

RDG 610 Reading in the Content Areas

RDG 615 Reading and Writing Connection

EDU 5515 Educating the Net Generation

COURSES 

Offered in Partnership with Canter and Associates, LLC. To register, please visit www.canter.net.

Register for Canter courses before April 1, 2012; as of that date, they will no longer be offered.

EDU 5015 Using Data to Guide School Improvement

EDU 506  Improving Reading in the Content Areas

EDU 513  Classroom Management to Promote Student Learning

EDU 532  Designing Curriculum and Instruction

EDU 5430 The Adolescent Brain

EDU 546  Math: Teaching for Understanding

EDU 549  Supporting the Struggling Reader, Grades K-6

EDU 549B Supporting the Struggling Reader, Grades 6-12

EDU 5540 Motivating Students to Read

EDU 5541 Supporting Students with Learning Disabilities

EDU 5542 The Effective Reading Teacher

EDU 5543 Teaching Developing Readers

EDU 5544 Teaching Beginning Readers

EDU 5545 Using Technology to Engage Diverse Learners

EDU 5805 Advanced Instructional Strategies for Special Educators

EDU 594 Learning Styles/Multiple Intelligences

EDU 595 Building Your Repertoire of Teaching Strategies

EDU 5981 Assessment to Enhance Teaching and Learning

EDU 620 Including Students with Special Needs

EDU 624 Introduction to Teacher Leadership

EDU 626 Teacher Leadership for Learning and Teaching

EDU 628 Meeting the Needs of Culturally and Linguistically Diverse Students

EDU 636 Teacher Leadership: Mentoring, Coaching and Collaborating

EDU 638 Teacher Leadership; Professional Learning Communities

EDU 641 Creativity in the Classroom

EDU 642 Differentiating Instruction for Student Success

EDU 650 Technology and 21st Century Literacy Skills

EDU 651 Technology to Enhance Content Area Learning

EDU 660 Getting Parents On Your Side

EDU 661 Succeeding with Difficult Students

EDU 662 Assertive Discipline and Beyond

EDU 663 High Performing Teacher

EDU 666 Teaching Students to Get Along

EDU 667 Motivating Today’s Learner

EDU 670 Helping Students Become Self-Directed Learner

EDU 5518 Collaborative Inquiry

EDU 5519 Student Engagement and Standards Based Learning

EDU 558 Merging Educational Goals and Interactive Multimedia Projects

EDU 560 Classroom Management: Orchestrating a Community of Learners

EDU 566 Differentiated Instruction for Today’s Classroom

EDU 5670 Writing Across the Curriculum

EDU 580 Designing Motivation for all Learners

EDU 583 Building Communication and Teamwork in the Classroom

EDU 584 Teaching Through Learning Channels

EDU 585 Brain-Based Ways We Think and Learn

EDU 587 Achieving Student Outcomes Through Cooperative Learning

EDU 589 Meaningful Activities to Generate Interesting Classrooms (M.A.G.I.C.)

COURSES 

Offered in Partnership with the Detroit Children’s Museum (The Detroit Science Center) Hybrid, Variable Graduate Credit Courses for Science Educators.

 ISC 520B Topics in Science: Environmental Science

 ISC 520D Topics in Science: Forensic Science and Crime Scene Investigation

 ISC 520F Topics in Science: Amazing Astronomy

 ISC 520G Topics in Science: Nutrition and Kitchen Chemistry

 ISC 502H Topics in Science: Interdisciplinary Science and Project-Based Learning

 ISC 520I Topics in Science: Science, Technology and Society

 ISC 520J Topics in Science: Earth Science Basics

 ISC 520K Topics in Science: The Science behind Dr. Seuss

 ISC 520L Topics in Science: Green Chemistry

 ISC 520M Topics in Science: Nanotechnology

 ISC 520N Topics in Science: The Power of Picture Books

 ISC 520P Topics in Science: Roller Coaster Physics

COURSES 

Offered in Partnership with Cengage Learning (ed2go) To register, please visit www.ed2go.com/mgcteacher

CE 176 Teaching Students with Autism

CE 177 Creating the Inclusive Classroom

CE 178 The Creative Classroom

CE 179 Differentiated Instruction

CE 180 Empowering Students with Disabilities

CE 181 Solving Classroom Discipline Problems I

CE 182 Solving Classroom Discipline Problems II

CE 183 Survival Kit for New Teachers

CE 184 Teaching Preschool - A Year of Inspiring Lessons

CE 185 Teaching Students with Learning Disabilities

CE 186 Teaching ESL/EFL Vocabulary

CE 187 An Introduction to ESL/EFL

CE 188 Teaching ESL/EFL Reading

CE 189 Teaching Students with ADHD

CE 190 Teaching ESL/EFL Grammar

Contact
General Information
Program Coordinator – Professional Development
Donna Kerry
Phone: 313.927.1276
Email:dkerry@marygrove.edu

Transcripts / Grade Reports
Registrar Coordinator
Raija Ruffin
Phone: 313. 927.1263
Email: rruffin@marygrove.edu

Course Registration
Students may register either online or via telephone.

Online Registration
To register for a PLS course, visit www.plsweb.com. Click onto either “onsite” or “online” classes. Click onto a course title. For onsite courses, you may enter your zip code to find convenient locations. When you have chosen a course, click onto “register now”. Online registrations will receive an instant e-mail confirmation.

Phone Registration
Phone registration is available by calling toll free (866) PLS-CLAS [866-757-2527].