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Categories starting with M

Master in the Art of Teaching (1)

Known for excellence in teaching since 1905, Marygrove College has been offering the convenience of online MAT classes and the flexibility of its Master in the Art of Teaching (MAT) online degree program since 1990. Marygrove's MAT degree provides teachers with the opportunity to link the latest developments in educational research to their own teaching practice. The MAT degree program is designed to empower teachers by focusing on the knowledge and skills required to deliver effective instruction to diverse learners from preschool through high school, including those with special needs.
Master in the Art of Teaching

Master’s in the Art of Teaching with a Focus on Special Education (1)

Marygrove’s MAT degree provides teachers with the opportunity to link the latest developments in educational research to their own teaching practice. The program is designed to empower teachers by focusing on the knowledge and skills required to deliver effective instruction to diverse learners from preschool through high school, including those with special needs. The structure of the MAT program allows working professionals to obtain their master’s degree in less than two years. Special Education courses completed as part of the MAT do not result in an Endorsement, but may be used in conjunction with other Marygrove Special Education coursework to satisfy requirements for Marygrove’s Endorsement Program in Specific Learning Disabilities.
Master’s in the Art of Teaching with a Focus on Special Education

Modern Language Translation (1)

The Modern Language Translation program is designed for professionals who plan to pursue a career in translation and train for the American Translators Association (ATA) certification. The certificate is also intended for individuals who wish to communicate effectively in a multilingual and multicultural work environment. The sequence of courses provides translation training from Arabic, French, or Spanish into English.
Modern Language Translation

Master in the Art of Teaching (28)

Known for excellence in teaching since 1905, Marygrove College has been offering the convenience of online MAT classes and the flexibility of its Master in the Art of Teaching (MAT) online degree program since 1990. Marygrove's MAT degree provides teachers with the opportunity to link the latest developments in educational research to their own teaching practice. The MAT degree program is designed to empower teachers by focusing on the knowledge and skills required to deliver effective instruction to diverse learners from preschool through high school, including those with special needs.
Master in the Art of Teaching

Master of Education + Teacher Certification (2)

Marygrove’s education programs range from Early Childhood Education to Adult Learning. Our goal is to prepare compassionate, reflective teachers who are academically, socially, and technically competent to communicate with all learners in a diverse world.
Master of Education + Teacher Certification

Modern Language Translation (2)

The Modern Language Translation program is designed for professionals who plan to pursue a career in translation and train for the American Translators Association (ATA) certification. The certificate is also intended for individuals who wish to communicate effectively in a multilingual and multicultural work environment. The sequence of courses provides translation training from Arabic, French, or Spanish into English.
Modern Language Translation

Mathematics (10)

The Department of Mathematics offers undergraduate courses in mathematics, a Bachelor of Science and a Bachelor of Arts degree with a major in mathematics, a Bachelor of Arts degree with a major in mathematics for elementary teaching, a minor in mathematics, and a minor in mathematics for elementary teaching. You may take courses designed to build basic math skills, as well as calculus, differential equations, discrete mathematics, linear algebra, probability and statistics, and college geometry. The programs are intended for day and/or evening students.
Mathematics

Modern Language Translation (3)

The Modern Language Translation program is designed for professionals who plan to pursue a career in translation and train for the American Translators Association (ATA) certification. The certificate is also intended for individuals who wish to communicate effectively in a multilingual and multicultural work environment. The sequence of courses provides translation training from Arabic, French, or Spanish into English.
Modern Language Translation

Music (1)

Through our mission of “Musicianship as Leadership, Community and Self-Expression”, the Marygrove Music Department strives to provide talented and motivated students with a challenging and supportive music program that invites engagement with a variety of Western music genres (e.g. classical, jazz, R&B). We are committed to helping students achieve excellence by learning to integrate knowledge and skills into their own unique musical gifts—so that graduates may become confident, well-informed, expressive musical leaders in their chosen fields.
Music

Items starting with M

MINOR IN ENVIRONMENTAL STUDIES

A minor in Environmental Studies consists of a total of 20 credit hours from the following courses:

ENV 135 Earth Science
ENV 201 Ecology and the Environment
ENV 320 Introduction to Environmental Sustainability
ENV 370 Environmental Policy and Regulation

Electives:  Take a minimum of six credits from the courses below

GEO 199 Geography
ENV/CHM 350 Environmental Chemistry
BIO 234 Botany 
PSY 305 Introductory Statistics

Minor in Forensic Science

A minor in forensic science consists of the following components:    

A. Core Requirements
FSC 140 Introduction to Forensic Science
FSC 220 Crime Scene Investigation and Evidence Collection
FSC 385 Forensic Biology
                -OR-
FSC 440 Forensic Chemistry

B. Related Discipline Requirements
CJ 110 Introduction to Criminal Justice
BIO 150 Biology I: From Molecules to Cells
CHM 140 General Chemistry I
CHM 241 General Chemistry II

 

Minor in Health Science

A minor in health science consists of a total of 25-26 credit hours divided as follows:

A. Core Requirements (22 credits)
BIO 118 Medical Terminology
BIO 150 Biology I: From Molecules to Cells
BIO 271 Anatomy & Physiology I
BIO 272 Anatomy & Physiology II
CHM 130 Chemical Science
CHM 230 Introduction to Organic and Biological Chemistry

B. Electives (3-4 credits)
At least one course from the following:
BIO 321 Microbiology
HSC 320 Nutrition & Exercise for Wellness
HSC 327 Pathophysiology

Minor in Psychology

The minor in psychology requires 20 credit hours in psychology. At least nine credit hours must be taken at Marygrove.

A. Required Courses
PSY 205 Introductory Psychology
PSY 225 Methods in Psychology

B. Recommended Courses
PSY 240 Developmental Psychology
PSY 360 Social Psychology

Modern Language Translation Course Descriptions

ARABIC
ARA-500-Principles of Translation – 3 hours
This course, taught in English, serves as an introduction to the Translation Certificate Programs in French, Spanish, and Arabic. The course includes a survey of the main theories of translation and interpretation, a methodology section dealing with the linguistic and cultural aspects of language transfer, and a professional component including an overview of career opportunities and state-of-the art practices.

ARA-501-Translation Workshop I – 3 hours
This course focuses on the translation of journalistic, commercial, legal, and scientific texts from Arabic into English. The course includes the presentation of linguistic and cultural issues affecting meaning transfer from the original text into English. It also introduces the interpretation process.

ARA-502-Translation Workshop II – 3 hours
This course, which is a continuation of Translation Workshop I, also includes translations of contemporary literary excerpts and practice tests from the American Translators Association.

ARA-503-BusinessTranslation Workshop – 3 hours
This workshop focuses on the translation of Arabic business texts into English. Texts include printed and online promotional and informational material, as well as various types of business correspondence and transactions.

ARA-588- Cooperative Field Experience – 3 hours
This course provides an opportunity for supervised field experience or free-lance translation work. It includes the preparation of a professional portfolio.

FRENCH
FRE-500-Principles of Translation – 3 hours

This course, taught in English, serves as an introduction to the Translation Certificate Programs in French, Spanish, and Arabic. The course includes a survey of the main theories of translation and interpretation, a methodology section dealing with the linguistic and cultural aspects of language transfer, and a professional component including an overview of career opportunities and state-of-the art practices.

FRE-501-Translation Workshop I – 3 hours
This course focuses on the translation of journalistic, commercial, legal, and scientific texts from French into English. The course includes the presentation of linguistic and cultural issues affecting meaning transfer from the original text into English. It also introduces the interpretation process.

FRE-502-Translation Workshop II – 3 hours
This course, which is a continuation of Translation Workshop I, also includes translations of contemporary literary excerpts and practice tests from the American Translators Association.

FRE-503-BusinessTranslation Workshop – 3 hours
This workshop focuses on the translation of French business texts into English. Texts include printed and online promotional and informational material, as well as various types of business correspondence and transactions.

FRE-588- Cooperative Field Experience – 3 hours
This course provides an opportunity for supervised field experience or free-lance translation work. It includes the preparation of a professional portfolio.

SPANISH
SPA-500-Principles of Translation – 3 hours

This course, taught in English, serves as an introduction to the Translation Certificate Programs in French, Spanish, and Arabic. The course includes a survey of the main theories of translation and interpretation, a methodology section dealing with the linguistic and cultural aspects of language transfer, and a professional component including an overview of career opportunities and state-of-the art practices.

SPA-501-Translation Workshop I – 3 hours
This course focuses on the translation of journalistic, commercial, legal, and scientific texts from Spanish into English. The course includes the presentation of linguistic and cultural issues affecting meaning transfer from the original text into English. It also introduces the interpretation process.

SPA-502-Translation Workshop II – 3 hours
This course, which is a continuation of Translation Workshop I, also includes translations of contemporary literary excerpts and practice tests from the American Translators Association.

SPA-503-BusinessTranslation Workshop – 3 hours
This workshop focuses on the translation of Spanish business texts into English. Texts include printed and online promotional and informational material, as well as various types of business correspondence and transactions.

SPA-588- Cooperative Field Experience – 3 hours
This course provides an opportunity for supervised field experience or free-lance translation work. It includes the preparation of a professional portfolio.

ARABIC
ARA-500-Principles of Translation – 3 hours
This course, taught in English, serves as an introduction to the Translation Certificate Programs in French, Spanish, and Arabic. The course includes a survey of the main theories of translation and interpretation, a methodology section dealing with the linguistic and cultural aspects of language transfer, and a professional component including an overview of career opportunities and state-of-the art practices.

ARA-501-Translation Workshop I – 3 hours
This course focuses on the translation of journalistic, commercial, legal, and scientific texts from Arabic into English. The course includes the presentation of linguistic and cultural issues affecting meaning transfer from the original text into English. It also introduces the interpretation process.

ARA-502-Translation Workshop II – 3 hours
This course, which is a continuation of Translation Workshop I, also includes translations of contemporary literary excerpts and practice tests from the American Translators Association.

ARA-503-BusinessTranslation Workshop – 3 hours
This workshop focuses on the translation of Arabic business texts into English. Texts include printed and online promotional and informational material, as well as various types of business correspondence and transactions.

ARA-588- Cooperative Field Experience – 3 hours
This course provides an opportunity for supervised field experience or free-lance translation work. It includes the preparation of a professional portfolio.

FRENCH
FRE-500-Principles of Translation – 3 hours

This course, taught in English, serves as an introduction to the Translation Certificate Programs in French, Spanish, and Arabic. The course includes a survey of the main theories of translation and interpretation, a methodology section dealing with the linguistic and cultural aspects of language transfer, and a professional component including an overview of career opportunities and state-of-the art practices.

FRE-501-Translation Workshop I – 3 hours
This course focuses on the translation of journalistic, commercial, legal, and scientific texts from French into English. The course includes the presentation of linguistic and cultural issues affecting meaning transfer from the original text into English. It also introduces the interpretation process.

FRE-502-Translation Workshop II – 3 hours
This course, which is a continuation of Translation Workshop I, also includes translations of contemporary literary excerpts and practice tests from the American Translators Association.

FRE-503-BusinessTranslation Workshop – 3 hours
This workshop focuses on the translation of French business texts into English. Texts include printed and online promotional and informational material, as well as various types of business correspondence and transactions.

FRE-588- Cooperative Field Experience – 3 hours
This course provides an opportunity for supervised field experience or free-lance translation work. It includes the preparation of a professional portfolio.

SPANISH
SPA-500-Principles of Translation – 3 hours

This course, taught in English, serves as an introduction to the Translation Certificate Programs in French, Spanish, and Arabic. The course includes a survey of the main theories of translation and interpretation, a methodology section dealing with the linguistic and cultural aspects of language transfer, and a professional component including an overview of career opportunities and state-of-the art practices.

SPA-501-Translation Workshop I – 3 hours
This course focuses on the translation of journalistic, commercial, legal, and scientific texts from Spanish into English. The course includes the presentation of linguistic and cultural issues affecting meaning transfer from the original text into English. It also introduces the interpretation process.

SPA-502-Translation Workshop II – 3 hours
This course, which is a continuation of Translation Workshop I, also includes translations of contemporary literary excerpts and practice tests from the American Translators Association.

SPA-503-BusinessTranslation Workshop – 3 hours
This workshop focuses on the translation of Spanish business texts into English. Texts include printed and online promotional and informational material, as well as various types of business correspondence and transactions.

SPA-588- Cooperative Field Experience – 3 hours
This course provides an opportunity for supervised field experience or free-lance translation work. It includes the preparation of a professional portfolio.

Master in the Art of Teaching

Master in the Art of Teaching

Earn an MAT Degree at Marygrove College Master in the Art of Teaching

Known for excellence in teaching since 1905, Marygrove College has been offering the convenience of online MAT classes and the flexibility of its Master in the Art of Teaching (MAT) online degree program since 1990. Marygrove's MAT degree provides teachers with the opportunity to link the latest developments in educational research to their own teaching practice. The MAT degree program is designed to empower teachers by focusing on the knowledge and skills required to deliver effective instruction to diverse learners from preschool through high school, including those with special needs.

 

With over 28,000 MAT degree graduates from the Master in the Art of Teaching (MAT) degree program, Marygrove has a history of serving K-12 teachers with an online MAT program that is relevant to today’s working educators, with outcomes that improve classroom practice and help online MAT degree graduates fulfill their career aspirations. 

The online MAT degree is available as the following programs of study with a focus on:

  • Curriculum, Instruction & Assessment, K-12
  • Elementary Reading & Literacy, K-6
  • Elementary Mathematics, K-5
  • Middle Level Mathematics, 6-8
  • Effective Teaching for the 21st Century

learn-more

 

Master of Arts in Literacy Learning

Mission Statement:

The Marygrove College Education Department collaboratively prepares educators committed to the success of all students believing that quality education is vital to wholeness of persons, sustainability of communities, and a vibrant, just democratic society.  To that end, and grounded in the college’s goals of competence, compassion, and commitment, the Education Department prepares educators through the development of professional habits of mind, heart, and practice:

Habits of Mind – Demonstrating flexibility in thinking about key theories and conceptual frameworks to address complex, adaptive challenges

Habits of Heart – Demonstrating behaviors and beliefs that connect learning to life, liberating the power and creativity of the human spirit.

Habits of Practice – Demonstrating the capacity to effectively engage and contribute to learning communities and systems within which education is embedded.

General Information

The Master of Arts in Literacy Learning is designed for individuals who have an interest in experiential learning and a commitment to community change through literacy development. Students explore literacy as transformative of socio-cultural, political and economic factors that impact individuals, families, and communities. Paulo Friere’s approach to literacy learning as social activism serves as this program’s framework. Individuals completing the program are prepared to work in a variety of community settings such as literacy centers, private tutoring, community literacy organizations, and faith-based literacy ministries and academic literacy paraprofessionals.

Admission Requirements

Admission Process 

Applicants must meet all of the general graduate admission requirements (see the “Graduate Admissions” section of this catalog). 

Applicants must have earned a Bachelor’s Degree from an accredited institution.  Applicants are NOT required to have a teaching certification for admission into the program.  Please note - the Masters in Literacy Learning does NOT lead to the Elementary or Secondary Michigan Teaching Certification.

Student Requirements 

In addition to the admission requirements explained in the “Graduate Admissions” section of the Marygrove College Graduate Catalog, for program acceptance all applicants must submit a typed 3-5 page essay that describes (1) a personal statement about his/her own literacy experiences (2) the rationale for selecting the MALL program and select a focus area: family literacy, adult literacy or community literacy, and (3) experiences, if any, with tutoring or working in some capacity with reluctant or struggling readers and writers.

Transfer Credits

A request for consideration of transfer of appropriate graduate credit from another institution (or program) may be made as part of the application process. Applicant may submit transcripts, along with course descriptions and syllabus to be reviewed for course substitutions. Only six credits will be accepted.

Program Application Checklist

  • Completed application, including signature and date
  • Official transcript(s) received directly from the college or university attended with grades posted for ALL undergraduate and graduate courses.

Application Deadlines

This program may be started only during the Fall or Winter term.

The Application deadline for Fall term, which starts in September, is the first Wednesday in August.

The application deadline for Winter term, which starts in January, is the first Wednesday in December.

Specific Program Requirements

To complete the Masters of Arts in Literacy Learning, students must complete 30 credits of approved coursework including an action research project.

Core Courses

LLE 500          Foundations of Literacy for Liberation  3 Credits

LLE 510         Socio-Cultural Factors and Literacy Learning  3 Credits

LLE  520        Literacy As Social Activism  3 Credits 

RDG 557       Methods for Teaching Intermediate and Secondary Reading  3 Credits

RDG 559       Literature Based Approaches to Reading Instruction  3 Credits

RDG 564       Methods in Elementary Reading and Other Language Arts  3 Credits

RDG 609       Diagnostic Techniques in Reading Instruction  3 Credits

Community Literacy Courses 

LLE 540        Community as a Literacy Learning Center  3 Credits

LLE 541        Leadership in Community Literacy Learning  3 Credits

LLE   639      Research in Literacy and Community Program Development  3 Credits

LLE 500 Foundations of Literacy for Liberation                                   

3 hours

This course is a historical, theoretical and sociological exploration of the foundation of literacy learning from a global and Western perspective.  It also examines Paulo Friere’s pedagogical principles for utilizing literacy as a form social activism and liberation.

LLE  510 Socio-Cultural Factors and Literacy Learning   

3 hours

This course is an introduction to social and cultural factors, and diverse languages as underpinnings of issues diverse learners face in varied environments, including home, community, and school. Emphasis is on the social, cultural, linguistic, and academic challenges and opportunities, and research based strategies that support culturally responsive teaching.

LLE  520 Literacy As Social Activism                                                        

3 hours

This course explores global literacy, theories and issues related to traditional and nontraditional community engagement in reading and writing to create space for social activism and change. Participants engage in community literacy projects using multi-modal literacies.

RDG 557 Methods for Teaching Intermediate and Secondary Reading     

3 hours

This course specifically addresses adapting content instruction to meet the needs of intermediate and secondary school students with reading problems; analyzes the variations in vocabulary, format, comprehension, and study procedures in various content areas; presents teaching strategies for improving basic reading skills, content reading and writing proficiency of all students; and explores strategies for supporting literacy instruction across the curriculum. 

RDG 559 Literature Based Approaches to Reading Instruction   

3 hours

This course examines the history, description, rationale, and criteria for selection and evaluation of classic, contemporary, and culturally diverse literature for children and young adults. This course also presents specific strategies for using culturally conscious literature in literature based reading instruction, and explores a variety of strategies to foster literacy development and promote an enjoyment of literature.

RDG 564 Methods in Elementary Reading and Other Language Arts             

3 hours

This course presents criteria and procedures for reading, writing, listening, viewing, and speaking processes, and examines teaching strategies and materials that are consonant with human growth and development. This course also discusses research and management of classroom reading programs, grades K-8.

RDG 609 Diagnostic Techniques in Reading Instruction                    

3 hours

 

This course examines identification of reading disabilities and possible causative factors through the use of formal and informal tests and case study methods. This course also develops a comprehensive testing vocabulary in order to administer, interpret, and evaluate tests.

LLE 540 Community as a Literacy Learning Center                           

3 hours

This course is an introduction to the study of diverse literacy experiences within community spaces.   It examines the complexity of social, cultural and literacy practices imbedded in diverse urban communities and explores literacy strategies and techniques to document and sustain viable communities of practice. Participants explore past and current events that shape communities, and examine how people engage in new literacy practices to understand and facilitate sustainable social change.

LLE  Leadership in Community Literacy Learning                               

3 hours

This course is an analysis of communities and literacy learning, as well as characteristics of community literacy leadership. It examines social, political and economic factors that impact community viability, and organizational planning for sustainable community literacy development. Participants will work with a mentor recognized as a community literacy leader. The signature assignment for this course is for participants to develop a plan for a community literacy center.           

LLE 639  Research in Literacy and [Community] Program Development   

3 hours

This course provides opportunities for research that focuses on effective literacy instruction, and factors involved in successful curriculum development in community based programs. This course also covers techniques for formal and informal research. Students will design, conduct, and present a [field practice project].

Master of Arts, English

CONTACT

Audrey Becker, Ph.D
Program Coordinator
Madame Cadillac Bldg., Room 288
Direct: (313) 927-1272
E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

PROGRAM OFFERED

Master of Arts (M.A.) in English

GENERAL INFORMATION

The Master of Arts in English is designed to provide both theoretical and practical foundations for teaching English in community colleges or high schools and/or preparing for advanced graduate study in the field. It is a 33-credit-hour program whose courses are offered in the evening and on weekends. Two required core courses will give a solid base for graduate English studies, while two 600-level advanced seminars will offer rigorous opportunities to explore various disciplinary topics in depth. The flexibly conceived Master’s Project will provide an opportunity for students to further explore their topic of interest in literary works or in teaching composition.

ADMISSION REQUIREMENTS

The Master of Arts in English is open to any applicant who has successfully completed the requirements for a bachelor’s degree from an accredited institution of higher education. In addition to the admission requirements as explained in the “Graduate Admissions” section of this catalog, all applicants should submit two letters of recommendation and a substantial writing sample that demonstrates adequate preparation and potential for graduate work in English. After reviewing the completed application package, the Graduate Coordinator will schedule a personal interview.

DEGREE REQUIREMENTS

To complete the master’s degree, students must complete 33 credits of approved coursework from the following requirements:

Required Courses (6 credits)

ENG 501 Foundations of Graduate English Studies (3)

ENG 514 Literary Criticism (3)

Electives (21 credits)

Select a minimum of 21 credits from the following list in consultation with your graduate coordinator. Must choose at least 6 credits of Advanced Seminar coursework (600 level). No more than 3 credits of Independent Study may be counted toward graduation requirements.

ENG 510 Detroit in Literature (3)

ENG 520 Dickinson and Frost (3)

ENG 521 Adolescent Literature: Realism, Fantasy, and Historical Fiction (3)

ENG 524 Selected Topics (3)

ENG 525 Contemporary Drama 1970-Present (3)

ENG 529 Studies in African American Literature (3)

ENG 530 19th Century Novel (3)

ENG 534 Studies in Modern British Literature (3)

ENG 535 Studies in Multi-Ethnic Literature (3)

ENG 538 The Romantic Poets (3)

ENG 539 Witchcraft and Gender (3)

ENG 541 Approaches to Composition (3)

ENG 542 Practicum in Teaching Writing (3)

ENG 551 Shakespeare: Text and Theory (3)

ENG 561 Shakespeare on Film (3)

ENG 565 Writing Creative Nonfiction (3)

ENG 570 Literature by Women (3)

ENG 601 American Modernist Poetry (3)

ENG 603 Postcolonial Re-imaginings: “The Empire Writes Back” (3) 

ENG 604 The Harlem Renaissance (3)

ENG 605 Studies in Medieval Literature: Women Writers of the Middle Ages (3)

ENG 606 Experimental Literature by Women (3)

ENG 610 Nineteenth Century American Authors (3)

ENG 620 Novel and Nation (3)

ENG 691 Independent Study (1-3)

Master’s Project (6 credits)

ENG 660 Directed Reading (3)

ENG 665 Masters Project (3)

Master of Arts, English Course Descriptions

ENG 501: Foundations of Graduate English   3 credits

Prerequisites: none

This course introduces students to graduate studies in English literature and language. It focuses on current professional issues in the field, various contemporary theoretical approaches to literature and language, their practical implications in writing and teaching, and the principles and procedures of scholarly research.

ENG 510: Detroit in Literature                        3 credits

Prerequisites: none

This course examines representations of Detroit in poetry and fiction produced between the 1930s and the present. By reading and discussing works of such authors as Robert Hayden, Harriet Arnow, Dudley Randall, Joyce Carol Oates, Philip Levine, Lawrence Joseph, Jim Daniels, Jeffrey Eugenides, and others, the course studies the translation of a familiar environment into literature and “places” Detroit in modern American culture.

ENG 514: Literary Criticism 3 credits

Prerequisites: none

This course will focus on examination and application of the theoretical concepts and contexts that are critical to success in graduate literary studies, including such concepts as deconstruction, formalism, new historicism, and Marxism.

ENG 520: Dickinson and Frost 3 credits

Prerequisites: none

This course examines the work of two New England poets who share not only the imagery of a common natural landscape but also a set of common philosophical and literary traditions. Course sessions will consist of close reading and explication of individual poems by the entire class and discussion of the issues raised in them.

ENG 521: Adolescent Literature: Realism, Fantasy, and Historical Fiction 3 credits

Prerequisites: none

This course will concentrate on analyzing literary works whose primary audience is middle and high school age students. The course will focus on works in the genres of realistic fiction, historical fiction, and fantasy/science fiction. Literature will be broadly defined to include printed texts, films, television, and games, including works by authors such as Lois Duncan, Rosa Guy, Virginia Hamilton, S.E. Hinton, Ursula K. Le Guin, Mildred D. Taylor, and Cynthia Voigt.

ENG 524: Selected Topics 3 credits

Prerequisites: none

In-depth study of major authors, periods, or topics as chosen by the instructor.

ENG 525: Contemporary Drama 1970-Present 3 credits

Prerequisites: none

This course examines works of influential drama from the 1970s to the present.

ENG 529: Studies in African American Literature 3 credits

Prerequisites: none

This course examines the work of influential black writers of the 20th century such as Nella Larsen, Toni Morrison, Dorothy West, Paule Marshall, Charles Johnson, Clarence Major, and John Edgar Wideman. The course provides a window into how these innovative writers have documented, critiqued, and responded to the major historical and literary movements that have shaped their ideologies and informed their world views.

ENG 530: 19th Century Novel 3 credits

Prerequisites: none

This course will examine canonical novels of the European 19th Century, such as Crime and Punishment, Madame Bovary, Sons and Lovers, and selections from Dickens, Hardy, Thackeray, Zola, Bronte, and others.

ENG 534: Studies in Modern British Literature 3 credits

Prerequisites: none

This course introduces the student to the historical, intellectual, and formal aspects of British literary modernism. The course will attempt to provide a broad, if necessarily selective, picture of modernist literary works in all its considerable variety, and will also focus on modernism’s recurrent preoccupations, particularly its concern with modernity itself. Readings might include selected works of authors such as Yeats, Joyce, Woolf, Lawrence, Forster, Ford, West, Ishiguro,and Bowen.

ENG 535: Studies in Multi-Ethnic Literature 3 credits

Prerequisites: none

This course will explore a range of texts that reveal the ethnic diversity of North American literature, asking readers to consider both common themes and cultural specificities found in diverse “minority” literatures. The course will explore themes and theories of alienation, fragmentation, dislocation, hybridity, borderlands/border crossing, appropriation, resistance, and generational difference. The course will pay particular attention to language and the role it plays in defining reality, exploring the ways ethnic writers both resist and appropriate dominant languages in an attempt to formulate their own modes of communication.

ENG 538: The Romantic Poets 3 credits

Prerequisites: none

This course will survey the major poets and poetry of the British Romantic period (roughly 1789-1832), with an emphasis on how the poetry responded to the turbulent social, emotional, intellectual, and political dislocations of the times. The course will provide the key terms and texts for the study of Romanticism as both a period of literature and a set of aesthetic practices that may be applied beyond that period.

ENG 539: Witchcraft and Gender 3 credits

Prerequisites: none

This course will explore early American notions of gender, especially as they relate to and inform the infamous witch hunts in Salem and beyond. The course will examine relevant early American literature to connect and complicate the relationship between conceptions of womanhood and the hysteria of the witch-craze.

ENG 541: Approaches to Composition 3 credits

Prerequisites: none

This course examines important contemporary critical theories and questions that have shaped the conversations of writing teachers and researchers, particularly over the last four decades.

ENG 542: Practicum in Teaching Writing 3 credits

Prerequisites: none

This course provides the guidance and support necessary to the practical work of teaching English. Topics for discussion include exploring major theories of teaching writing and how they inform practice, incorporating rhetorical practices in the classroom, crafting successful assignments, evaluating and responding to student writing, creating a learning community in the classroom, and developing a philosophy of teaching English.

ENG 551: Shakespeare: Text and Theory 3 credits

Prerequisites: none

This course introduces the graduate student to Shakespeare’s dramatic and poetic works by approaching the canon with attention to Shakespeare’s language, to historical context, to pedagogical issues, and to major approaches from literary criticism of the twentieth and twenty-first centuries.

ENG 561: Shakespeare on Film             3 credits

Prerequisites: none

This course will examine texts and contemporary film interpretations of such works as Hamlet (Branagh, Zeffirelli, Almereyda), Romeo and Juliet (Zeffirelli and Luhrmann), Branagh’s versions of Henry V, Much Ado About Nothing, Love’s Labours’ Lost, and Trevor Nunn’s Twelfth Night.

ENG 565: Writing Creative Nonfiction 3 credits

Prerequisites: none

This course will explore how to write alternative forms of nonfiction beyond the traditional academic essay. Using readings, discussions, and class workshops, students will use elements from fiction and poetry to write creative nonfiction such as memoirs, personal essays, nature essays, and personal cultural criticism.

ENG 570: Literature by Women 3 credits

Prerequisites: none 

This course considers some established traditions in writing by women, while paying close attention to how these traditions are both revisited and revised by subsequent writers. We will examine how the texts are in dialogue with one another as well as whose voices and experiences remain silenced in various texts.  Using the historical context of the various waves of the women’s movement, along with the framework of feminist theory, the course seeks to highlight both the establishment of and resistance to traditions in literature by women.

ENG 601: American Modernist Poetry 3 credits

Prerequisites: ENG 501, ENG 514

This course attempts to discover the primary characteristics of modernist poetry as reflected in the works of a group of American poets who came to prominence in the first two decades of the twentieth century, including Pound, Eliot, Stevens, Williams, Moore, and Hughes. The course considers the nature of “modernisms,” how their works define the nature of truth, what the works say about the individual’s relationship to the social world, what it means to be an artist in the context of modernism, and what historical, aesthetic, critical and cultural contexts gave rise to modernist poetry.

ENG 603: Postcolonial Re-imaginings: “The Empire Writes Back” 3 credits 

Prerequisites: ENG 501, ENG 514

This course is designed as an introduction to a wide variety of both literary and theoretical works that cover the period of British colonial expansion and its postcolonial aftermath. It is conceived as a comparative literature/culture course—for instance, to put the First World literature in dialogue with that of the Third World or to re-read 18th-century literature with a 20th-century perspective. For such a comparative course, literatures from Africa, India, and the Caribbean as well as from England will be selected. Through these works, we will study what the globalization of modern culture has brought about in such areas as race, gender, language, and nationalism. 

ENG 604: The Harlem Renaissance 3 credits

Prerequisites: ENG 501, ENG 514

This course offers a detailed examination of selected works by major and minor literary voices of the Harlem Renaissance. Specifically, it analyzes these emerging writers in the context of varied cultural, social, and historical influences, which impacted their works. This course also discusses the contemporary scholarship of leading critics, literary and culture theory, and takes a virtual tour of Harlem, to prepare for final research projects and presentations.

ENG 605: Studies in Medieval Literature: Women Writers of the Middle Ages 3 credits

Prerequisites: ENG 501, ENG 514

This course is an advanced introduction to female authors of the twelfth through fifteenth centuries in England and Western Europe. Our primary texts include poems, treatises, letters, romance, autobiography, mystical and devotional writing.  Major authors represented are Marie de France, Christine de Pizan, Margery Kempe, Julian of Norwich, and the Paston women.

ENG 606: Experimental Literature by Women 3 credits

Prerequisites: ENG 501, ENG 514

Many artists believe that the way to accomplish art which creates social change in the world is to resist the traditional by utilizing new forms, styles, and approaches. Challenging any kind of established literary tradition, however, often results in marginalization; therefore, for an already historically marginalized group like women writers to experiment raises the risk of being silenced, discredited, and attacked. This course considers how various women writers across the twentieth century have experimented with literary form and explores the implications of this experimentation on the authors, on notions of gender, on the world.

ENG 610: Nineteenth Century American Authors 3 credits

Prerequisites: ENG 501, ENG 514

In this seminar, we examine important points of contention between nineteenth century American writers, including Emerson, Hawthorne, Thoreau, Douglass, Melville, Stowe, Dickinson, Whitman, and Twain.  Subjects covered might include war and territorial conquest; race and ethnicity, slavery and freedom; the influence of religious beliefs over behavior; gender roles and sexuality; the relationship between the individual and the community; the relationship between human beings and the environment; accumulation and consumption, wealth and materialism; and the growth of technology.

ENG 620: Novel and Nation 3 credits

Prerequisites: ENG 501, ENG 514

This course will examine literary works that attempt to re-figure the nation in the age of globalization. Some of the questions we will ask are: How is the nation represented in literature? What textual strategies do novels employ in order to disseminate the feeling of national consciousness toward readers? Conversely, what formal narrative elements do novels employ to disrupt or displace the official, hegemonic notion of the nation? What kinds of alternative notions of community and belonging are imagined? What are the political implications of postcolonial fiction that resists novelistic techniques that rely on linear notions of historical progression and economic development? How do the forces of globalization put pressure on the fictions of national culture? How have novels gone beyond national borders for paradigms of home(land)? In the end, students will enhance their appreciation of both the limitations and possibilities of a branch of novel theory that takes the nation-form as its primary object of inquiry. 

ENG 660: Directed Reading 3 credits

Prerequisites: ENG 501, ENG 514

The directed reading gives students the opportunity for exploratory reading and research on the developing thesis project and serves as the precursor for the master’s project. Working in conjunction with the thesis advisor, the student undertakes preliminary research and writing, culminating by semester’s end in the approved thesis proposal.

ENG 665: Master’s Project 3 credits

Prerequisites: ENG 501, ENG 514, ENG 660

The master’s project is a requirement for the completion of the Master of Arts in English degree. Working with a project advisor, students are expected to complete a project that demonstrates original thought and substantial research, and that may take a number of forms: it may be a critical study of literary works and authors; a theoretical exploration of issues related to literature or writing; or an empirical study of composition and/or pedagogy (for example, a case study, composing process analysis, classroom ethnography, or other fieldwork). It is expected that before writing the thesis, students will have completed the majority of their program requirements.

ENG 691: Independent Study Variable credits

Prerequisites: none

The Independent Study gives students the opportunity to undertake an in-depth study of particular authors, periods, genres, or issues. No more than 3 credit hours of Independent Study may be counted toward graduation requirements.

Master's of Education in Special Education with a concentration in Specific Learning Disabilities

Master’s of Education in Special Education with a concentration in Specific Learning Disabilities

CAREER OPPORTUNITIES:
Special Education Teacher
General Education Teacher
Teacher Consultant
Special Education Advocate

 

FOR INFORMATION, CONTACT:
Steffanie N. Bowles, Ph.D.
Associate Professor, Coordinator Special Education
This email address is being protected from spambots. You need JavaScript enabled to view it.
313-927-1482

FEATURES OF THE PROGRAM
Marygrove’s Master of Education in Special Education with a concentration in Learning Disabilities is designed to provide both a strong foundation in the knowledge, skills and dispositions considered foundational to all special education practitioners as well as those more specific to the area of Learning Disabilities. This program combines face-to-face courses on our Detroit campus with hybrid and online course offerings. Student teaching requirements may be satisfied in on-the-job placements or during the summer semester to meet the needs of candidates who work full time during the school year.

 

SPECIFIC PROGRAM INFORMATION
Students in the Special Education program are prepared to utilize a variety of instructional approaches as well as demonstrate what they have learned in a number of ways. By experiencing a wide variety of teaching and learning strategies firsthand, candidates are prepared to model similar techniques in their own classrooms. Special education methods courses have strong practicum components involving candidates with students in K-12 classrooms throughout their educational program.

 

ADMISSION REQUIREMENTS

  • Michigan Teaching Certificate (Elementary or Secondary)*
  • Bachelor’s degree from an accredited institution
  • Minimum 3.0 grand point average
  • Completed application
  • Official transcripts of all undergraduate and graduate work completed
  • Career Plan
  • Elementary or secondary teaching certificate
  • Two letters of recommendation

    *Out of state students should check with their district regarding reciprocity

MASTER OF EDUCATION IN SPECIAL EDUCATION WITH LD ENDORSEMENT
Minimum of 41 credit hours required; 15 credit hours of Core courses in Special Education, 18 credit hours in Learning Disability courses, and 8 credit hours of exit courses to include Student Teaching. The endorsement, granted by the State of Michigan, requires a passing score on the subject area test of the Michigan Test for Teacher Certification (MTTC).

 

FOUNDATION PRE-REQUIREMENTS
Note: Pre-Requirement courses are only needed if you did not take them during your initial teacher certification
EDU 551 (3) Curriculum, Instruction, & Assessment
SED 552 (3) Assessment & Differentiation
EDU 553 (3) Designing & Creating Effective Learning Environments for Diverse Learners

CORE REQUIREMENTS
SED 556 (3) Language Development and Disorders
SED 565 (3) Teaching Students With Disabilities
SED 570 (3) Students With Disabilities: School, Family, and Community Interaction
SED 573 (3) Assistive Technology in Special Education
SED 575 (3) IEP Development

LEARNING DISABILITY CONCENTRATION CORSES
SED 564 (3) Characteristics of Students with Learning Disabilities
SED 555 (3) Pre-Professional Practicum in Learning Disabilities
SED 625 (3) Teaching Reading to Students With Disabilities
SED 650 (3) Teaching Mathematics to Students With Disabilities
SED 567 (3) Teaching Writing to Students With Disabilities
SED 601, 602, 603 (1 credit each) Seminar in Learning Disabilities

EXIT REQUIREMENTS
EDU 602 (3) Introduction to Educational Research
SED 699 (5) Student Teaching in Learning Disabilities

Master’s in the Art of Teaching with a Focus on Special Education

Master’s in the Art of Teaching with a Focus on Special Education

 

FOR INFORMATION, CONTACT:
MAT Admissions
This email address is being protected from spambots. You need JavaScript enabled to view it..
855-628-6279

FEATURES OF THE PROGRAM
Marygrove’s MAT degree provides teachers with the opportunity to link the latest developments in educational research to their own teaching practice. The program is designed to empower teachers by focusing on the knowledge and skills required to deliver effective instruction to diverse learners from preschool through high school, including those with special needs. The structure of the MAT program allows working professionals to obtain their master’s degree in less than two years. Special Education courses completed as part of the MAT do not result in an Endorsement, but may be used in conjunction with other Marygrove Special Education coursework to satisfy requirements for Marygrove’s Endorsement Program in Specific Learning Disabilities.

SPECIFIC PROGRAM INFORMATION
This program is 30 credit hours. Our MAT curriculum is completely online and custom-tailored to fit the needs of working teachers who already have an undergraduate degree and a valid teaching certificate. Our program is designed around certified educators who want to:

  • Work with experienced and caring mentors who are invested in your professional development
  • Enhance your classroom with forward-thinking curriculum ideas you can use right away
  • Complete your coursework online—at your pace & on your schedule (you have 6 years to complete your degree!)
  • Have access to video case studies featuring renowned education experts and classroom practitioners
  • Invest in your own professional development and potentially augment your current pay scale

 

ADMISSION REQUIREMENTS

  • Current teaching certificate or employment in a K-12 school.
  • Full time employment or ongoing regular access to a classroom
  • Minimum 3.0 grade point average
  • Completed application
  • Official transcripts of all undergraduate and graduate work completed
  • Computer with Internet access

 

CORE COURSES
EDU 568 (3) Teacher as Leader
EDU 622 (3)  Meeting the Needs of All Students
EDU 570 (3)  Instructional Design
EDU 501 (3)  Teacher as Researcher
EDU 618 (3)  Effective Design
EDU 5604 (3)  Evidence-Based Interventions

SPECIALTY COURSES
SED 565 (3) Teaching Students With Disabilities
SED 570 (3) Students With Disabilities: School, Family, and Community Interaction
SED 573 (3) Assistive Technology in Special Education
SED 575 (3) IEP Development

EXIT REQUIREMENTS
CAPSTONE A
CAPSTONE B
CAPSTONE C

Master’s of Education in Special Education with a concentration in Autism Spectrum Disorders

Master of Education in Special Education with Concentration in Autism Spectrum Disorders

Marygrove’s Master of Education in Special Education is designed to provide both a strong foundation in the knowledge, skills, and dispositions considered foundational to all special education practitioners as well as those more specific to the area of Autism Spectrum Disorder. Student teaching requirements may be satisfied in on-the-job placements or during the summer semester to meet the needs of candidates who work full time during the school year.

Specific Program Information

Students in the Special Education program are prepared to utilize a variety of instructional approaches as well as demonstrate what they have learned in a number of ways. By experiencing a wide variety of teaching and learning strategies firsthand, candidates are prepared to model similar techniques in their own classrooms. Special education methods courses have strong practicum components involving candidates with students in K-12 classrooms throughout their educational program.

Admission Requirements
• Bachelor’s degree from an accredited institution
• Minimum 3.0 grade point average
• Completed application with $25 application fee
• Official transcripts of all undergraduate and graduate work completed
• Career Plan
• Elementary or secondary teaching certificate
• Interview with program coordinator
• Two letters of recommendation
• Writing sample

Master of Education in Special Education with ASD Endorsement
Minimum of 38 credit hours required; 15 credit hours of Core courses in Special Education, 15 credit hours in Autism Spectrum Disorder courses, and 8 credit hours of exit courses to include Student Teaching. The endorsement, granted by the State of Michigan, requires a passing score on the subject area test of the Michigan Test for Teacher Certification (MTTC).

For More Information, Contact:
 
Steffanie N. Bowles, Ph.D.
Associate Professor,
Coordinator Special Education
This email address is being protected from spambots. You need JavaScript enabled to view it.
(313) 927-1456

At a Glance

Foundation Pre-Requirements (Note: Pre-Requirement courses are only needed if you did not take them during your initial teacher certification)

  • Curriculum, Instruction, & Assessment
  • Assessment & Differentiation
  • Designing & Creating Effective Learning Environments for Diverse Learners


Core Requirements

Teaching Students With Disabilities
Students With Disabilities: School, Family, and Community Interaction
Assistive Technology in Special Education
IEP Development

Autism Spectrum Disorder Concentration Courses

  • Characteristics of Students with Autism
  • Pre-professional Practicum in Autism Spectrum Disorder
  • Using Applied Behavior Analysis in the Classroom Setting
  • Language and Communication in Autism Spectrum Disorder
  • SED 601, 602,603   (1 credit each) Seminar in Autism Spectrum Disorder

Exit Requirements

  • Introduction to Educational Research
  • Student Teaching in Learning Disabilities




Courses
EDU 551: Curriculum, Instruction, & Assessment

Prerequisite: Acceptance into Teacher Certification Program as a Pre-Candidate
3 Credits
This course offers approaches to curriculum, instruction and assessment designed to engage students in an integrated process of teaching and learning. Students design units 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, applying peer review processes aimed at improving unit design and lesson plans.

EDU 552: Assessment & Differentiation
This course builds upon content introduced in EDU 351 to prepare candidates to assess the effects of instruction on student performance. Emphasis is placed on theories and concepts of assessment relating them to the backward design framework in order to meet the needs of a wide range of learners. Differentiation is applied in terms of assessment of individual, small group and whole group instruction and learning.
EDU 553: Designing & Creating Effective Learning Environments for Diverse Learners
Prerequisites: Full acceptance as a Teacher Certification Candidate
3 Credits
This course addresses the design and management of curriculum, instruction and classrooms to provide meaningful learning for diverse groups of students. The educational implications of the characteristics of students with exceptionalities are explored. Research in practices of effective teaching is 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 are explored. Field-based experiences required.

SED 565   Teaching Students With Disabilities (3)
SED 565 focuses on the appropriate methods and techniques for meeting the educational needs of students with mild disabilities. Psychological information about groups and individuals; strategies for achieving integration in regular education; organizational structures of schools, and strategies for teaching reading, math, and study skills are covered in this course. Prerequisite: SED 564

SED 570   Students With Disabilities: School, Family, and Community Interaction (3)
In this course candidates develop flexible theoretical frameworks, practical skills and sensitivity in working with families of students with disabilities. The theoretical basis for current approaches to supporting families, the anomalies and challenges presented by the growing diversity of U.S. society, and development of a critical awareness of formal and informal supports for families is investigated.

SED 573   Assistive Technology in Special Education (3)
SED 573 introduces the use of adaptive technology, methods for linking technology and instruction of students with special needs, techniques for selecting and utilizing computer based instructional programs, and methods for developing interactive instructional materials.

SED 575   IEP Development (3)
SED 575 covers pre-referral and referral processes for students, assessment plans, eligibility criteria for services, due process, and development of the individual education plan (IEP). The course includes consideration of students’ assistive technology needs, transitions, modifications, functional behavior analyses and intervention plans.

SED 651: Characteristics of Students with Autism Spectrum Disorder

This course will provide participants with specific knowledge on the characteristics associated with individuals on the Autism Spectrum.  The disorder currently includes Autism, Asperger Syndrome, Pervasive Developmental Disorder Not Otherwise Specified, Rett’s Syndrome, and Childhood Disintegrative Disorder.  This course will also explore a comprehensive history of Autism Spectrum Disorders (ASD) including the etiology, theories and related research regarding the cause, prevalence rates, and the impact of ASD on learning, family systems, and communities.  Additionally, this course provides an introduction to various topics that are both explicitly and implicitly related to ASD such as referral/placement, parental collaboration, cultural variability, health/medical considerations, transitions, language/communication, behavior, sensory processing, social functioning and academics.  The overarching goal of this course is to provide participants with a broad understanding of the impact of ASD on learning, family, and the community across the lifespan.  

SED 655   (3) Pre-professional Practicum in Autism Spectrum Disorder

This course requires thirty-five hours of supervised observation and participation with students with autism spectrum disorder (ASD) in a classroom setting as well as seminar discussion of topics such as the interdisciplinary approach, group dynamics, interpretation of psychometric tests, and behavior modification methods and strategies.

SED 661   (3) Using Applied Behavior Analysis in the Classroom Setting

This course introduces participants to a variety of approaches to behavior analysis and intervention, with an emphasis on students with autism spectrum disorders (ASD).  Participants will be provided with the foundational background, in addition to opportunities to practice and complete a functional behavior assessment, develop a function-based behavior intervention plan, and implement a behavior plan with a student diagnosed with ASD or other disabilities. 

SED 664   (3) Language and Communication in Autism Spectrum Disorder

This course provides students with an overview of the components of communication and strategies to increase an individual’s communication abilities. This course provides an overview of communication, language, and sensory research on etiology and interventions for individuals with ASD in clinic, home, and school. Included are strategies for team building, planning, data-based decision making, and evaluation.

SED 601, 602,603   (1 credit each) Seminar in Autism Spectrum Disorder

This series of one-credit seminar courses is required a minimum of three semesters in the Special Education Master’s Degree Programs. Monthly sessions engage candidates in work around current issues and trends in Special Education. These sessions are supplemented by regular meetings with mentor teachers who model and collaborate with candidates in field-based settings.


EDU 602: Introduction to Educational Research

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

This course prepares teachers in their role as educated consumers of research and as researchers. The course examines principles and procedures for studying and producing educational research. It introduces students to the basic vocabulary, concepts, and methods of research. Students learn to analyze and assess educational research, plan and conduct a review of literature, and compare and contrast quantitative and qualitative research designs, methods, and results.


SED 699   (5) Student Teaching in Special Education


SED 699 includes observation and guided full-time, 8-12 week professional laboratory experience in a classroom or community setting with students on the autism spectrum.

MINOR IN ART

A minor in art provides you with a complementary body of knowledge and experience in visual issues that are considered essential for many other fields. Examples are careers in communications, fashion, education, business, human ecology, humanities and the other arts. Many business owners and business administrators are also looking for those who will fit into the “creative economy”. Examples include many of the new internet related products and services, the fashion industry, entertainment industries, etc. A minor in art consists of 20 studio hours beginning with ART 111 and 115.

Minor in Biology

A minor in biology consists of a total of 20 credit hours in biology and 8 credit hours in chemistry divided as follows:

A. Core Requirements (8 credits)
BIO 150        Biology I: From Molecules to Cells
BIO 151        Biology II: Unity and Diversity of Life

B. Electives (12 credits)
At least three courses from the following:

BIO 226        General Zoology
BIO 234        General Botany
BIO 271        Anatomy and Physiology I
BIO 272        Anatomy and Physiology II
BIO 321        Microbiology
BIO 360        Biochemistry
BIO 485        Genetics
BIO 490        Cell and Molecular Biology

C. Related Discipline Requirements (8 credits)
CHM 140      General Chemistry I
                        -AND-
CHM 241      General Chemistry II
                        -OR-     
CHM 325      Organic Chemistry I


Minor in Biology for Secondary Teacher Certification (35 credits)
BIO 150        Biology I: From Molecules to Cells
BIO 151        Biology II: Unity and Diversity of Life
BIO 201        Ecology and the Environment
BIO 226        General Zoology
BIO 271         Introduction to Anatomy and Physiology
BIO 234        General Botany
BIO 347        The Teaching of Biology
BIO 267        Clinical Anatomy and Physiology
CHM 140      General Chemistry I
                        -AND-
CHM 241      General Chemistry II
                        -OR-     
CHM 325      Organic Chemistry I

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Science and Math

Socialwork Programs

Dance at Marygrove

MAT Program

English at Marygrove