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Categories starting with S

Special Education, ASD (1)

Marygrove’s Master of Education in Special Education with a concentration in Autism Spectrum Disorders 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 Disorders. This program is available completely online. 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.
Special Education, ASD

Science & Math (1)

Prepare K-12 teacher education candidates in the content and practice of science as well as the principles and best practices of imaginative science education. This goal will be met by implementing several American Association for the Advancement of Science (AAAS) recommendations regarding the preparation of prospective science teachers.
Science & Math

Special Education, LD (3)

The Masters of Education Degree (M.Ed.) in Special Education with Concentration in Learning Disabilities prepares K-12 teachers for leading effective differentiated instruction for students with learning disabilities.
Special Education, LD

School Administrator Certificate (1)

The Administrative Certification program is designed to prepare candidates with advanced knowledge and skills in leading and managing a school committed to the success of all students. The program focuses on preparing candidates to serve as the instructional leader in the school, ensuring both a supportive environment and rich learning experiences for students and adults.
School Administrator Certificate

Social Justice (4)

Social justice education is important. The Master’s Program in Social Justice flows from the mission of Marygrove College. The program is ideal for those interested in learning and promoting social justice/change. It provides for analysis and reflection in the ways of thinking, the values, assumptions, and the actions that maintain the economic, political, and cultural structures that shape our lives. It also seeks to build competencies and skills to transform these structures toward a more just society. In addition, this program seeks to create an internal culture of justice among the candidates.
Social Justice

Social Studies (3)

The social studies group major is designed for any student who plans to teach social studies at the elementary or secondary level. The social studies major meets the requirements of the State of Michigan social studies endorsement (RX) and is in compliance with the No Child Left Behind federal legislation.
Social Studies

Social Work (9)

The mission of the Social Work Program at Marygrove College is to educate highly competent, compassionate, committed and ethical bachelor level social workers who are known by their ability to right social wrongs through empowerment of themselves and others. The motto that the Social Work Program places before our students is: “Be prepared to get involved!”
Social Work

Social Science (4)

Like many students, you may find it difficult to select a single discipline for a major. Therefore, a major in social science may suit you best. You will be part of an interdisciplinary program, which examines society’s institutions – their structures, theoretical foundations, evaluation, and interrelation – and how they affect and are affected by human behavior.
Social Science

Sociology (4)

Sociology is a field committed to understanding human social life. It prepares students to become thoughtful and engaged citizens in our ever-changing world. The study of Sociology develops an understanding of and appreciation for the diversity of human experience as well as promoting social justice.
Sociology

Spanish (4)

You will be interested in a Spanish minor if you want to teach or work in a multicultural environment. A Spanish minor can also prepare you for graduate school in many fields.
Spanish

Items starting with S

Special Education Course Descriptions

SED 355 Pre-professional Practicum in Learning Disabilities 3 hours
Prerequisites: SED 364, SED 365
Thirty-five hours of supervised observation and participation with students labeled learning disabled in a school or community setting; seminar discussion of theories of learning disabilities, ethical issues, and development of personal theoretical framework.

SED 364 Characteristics of Students with Learning Disabilities 3 hours
Prerequisites: SED 250, Admission to Teacher Certification Program or
Permission of Instructor
Emphasis on the etiology, legal definition and regulations, the negative effects on learning and curriculum methods and techniques used to facilitate remediation. Research dealing with multicultural influences on diagnosis, as well as social organization and structure.

SED 365 Teaching Students with Disabilities 3 hours
Prerequisites: SED 250, SED 364; completion of regular education methods courses
Methods and techniques for the educational needs of students with mild disabilities. Psychological information about group and individual; strategies for achieving integration in regular education; organizational structure of the school, and strategies for teaching reading, math, and study skills.

SED 366 Assessment of the Exceptional Child 3 hours
Prerequisite: EDU 241
Educational assessment of exceptional individuals, focusing on both standard and alternative measures, appropriate and effective use of test results, and multiple methods of documenting mastery of curriculum/goals and objectives.

SED 370 Students With Disabilities: School, Family, 3 hours and Community Interaction
Prerequisite: Admission to Teacher Certification Program
Develop flexible theoretical frameworks, practical skills and sensitivity in working with families of students with disabilities. Theoretical bases for current approaches to supporting families, anomalies and challenges presented by the growing diversity of U.S. society, development of a critical awareness of formal and informal supports for families.

SED 373 Assistive Technology in Special Education 3 hours
Prerequisite: EDU 330
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 375 IEP Development 3 hours
Prerequisite: Admission to Teacher Certification Program
Covers prereferral and referral processes, assessment, plans, eligibility criteria for services, due process, and development of the individual education plan (IEP). Includes transition, consideration of assistive technology needs, modifications, functional behavior analyses and intervention plans.

SED 376 Classroom Management and Intervention Strategies for 3 hours Students with Disabilities
Prerequisite: EDU 324
Create and manage productive and positive classroom environments. Examine the roles of teachers in preventing and minimizing problem behaviors, as well as in utilizing behavioral difficulties as learning opportunities. Preventing and maintaining prosocial behavior and applying supports through functional behavior assessment and intervention planning. Develop an understanding of the larger social contexts of behavior management and social control.

SED 425 Teaching Language Arts to Students with Disabilities 3 hours
Prerequisite: SED 365
Offers a wide range of research based, multisensory, technology-enhanced strategies and techniques for teaching reading, spelling, and written expression skills in an integrated process. Includes practicum.

SED 450 Teaching Mathematics to Students With Disabilities 3 hours
Prerequisite: SED 365
Introduces approaches to teaching and assessing mathematics for special needs students. Learn to examine, evaluate, and apply teaching approaches used in both general and special education settings.

SED 456 Language Development and Disorders 3 hours
Prerequisite: EDU 240
Relationship of language development and psycholinguistics to the child’s motor, emotional, and cognitive development. Special reference to the educational process and difficulties of students with learning disabilities. Focus on teaching strategies and multi-media approaches.

SED 496 Special Education Senior Seminar 3 hours
Prerequisites: Senior status, Admission to Teacher Certification Program
Examine trends and issues facing special educators. Emphasis on current problems that affect students with disabilities.

SED 499 LD Student Teaching 4-6 hours
Prerequisites: Admission to student teaching, completion of EDU 499
Observation and guided full-time, 8-12 week professional laboratory experience in public, private, or community setting with students labeled LD for six credit hours.

SED 355 Pre-professional Practicum in Learning Disabilities 3 hours
Prerequisites: SED 364, SED 365
Thirty-five hours of supervised observation and participation with students labeled learning disabled in a school or community setting; seminar discussion of theories of learning disabilities, ethical issues, and development of personal theoretical framework.

SED 364 Characteristics of Students with Learning Disabilities 3 hours
Prerequisites: SED 250, Admission to Teacher Certification Program or
Permission of Instructor
Emphasis on the etiology, legal definition and regulations, the negative effects on learning and curriculum methods and techniques used to facilitate remediation. Research dealing with multicultural influences on diagnosis, as well as social organization and structure.

SED 365 Teaching Students with Disabilities 3 hours
Prerequisites: SED 250, SED 364; completion of regular education methods courses
Methods and techniques for the educational needs of students with mild disabilities. Psychological information about group and individual; strategies for achieving integration in regular education; organizational structure of the school, and strategies for teaching reading, math, and study skills.

SED 366 Assessment of the Exceptional Child 3 hours
Prerequisite: EDU 241
Educational assessment of exceptional individuals, focusing on both standard and alternative measures, appropriate and effective use of test results, and multiple methods of documenting mastery of curriculum/goals and objectives.

SED 370 Students With Disabilities: School, Family, 3 hours and Community Interaction
Prerequisite: Admission to Teacher Certification Program
Develop flexible theoretical frameworks, practical skills and sensitivity in working with families of students with disabilities. Theoretical bases for current approaches to supporting families, anomalies and challenges presented by the growing diversity of U.S. society, development of a critical awareness of formal and informal supports for families.

SED 373 Assistive Technology in Special Education 3 hours
Prerequisite: EDU 330
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 375 IEP Development 3 hours
Prerequisite: Admission to Teacher Certification Program
Covers prereferral and referral processes, assessment, plans, eligibility criteria for services, due process, and development of the individual education plan (IEP). Includes transition, consideration of assistive technology needs, modifications, functional behavior analyses and intervention plans.

SED 376 Classroom Management and Intervention Strategies for 3 hours Students with Disabilities
Prerequisite: EDU 324
Create and manage productive and positive classroom environments. Examine the roles of teachers in preventing and minimizing problem behaviors, as well as in utilizing behavioral difficulties as learning opportunities. Preventing and maintaining prosocial behavior and applying supports through functional behavior assessment and intervention planning. Develop an understanding of the larger social contexts of behavior management and social control.

SED 425 Teaching Language Arts to Students with Disabilities 3 hours
Prerequisite: SED 365
Offers a wide range of research based, multisensory, technology-enhanced strategies and techniques for teaching reading, spelling, and written expression skills in an integrated process. Includes practicum.

SED 450 Teaching Mathematics to Students With Disabilities 3 hours
Prerequisite: SED 365
Introduces approaches to teaching and assessing mathematics for special needs students. Learn to examine, evaluate, and apply teaching approaches used in both general and special education settings.

SED 456 Language Development and Disorders 3 hours
Prerequisite: EDU 240
Relationship of language development and psycholinguistics to the child’s motor, emotional, and cognitive development. Special reference to the educational process and difficulties of students with learning disabilities. Focus on teaching strategies and multi-media approaches.

SED 496 Special Education Senior Seminar 3 hours
Prerequisites: Senior status, Admission to Teacher Certification Program
Examine trends and issues facing special educators. Emphasis on current problems that affect students with disabilities.

SED 499 LD Student Teaching 4-6 hours
Prerequisites: Admission to student teaching, completion of EDU 499
Observation and guided full-time, 8-12 week professional laboratory experience in public, private, or community setting with students labeled LD for six credit hours.

Social Science Minor

A social science group minor consists of 24 credit hours in the following courses:

A. Social Science Core Courses (13 credit hours)
SOC 201 Sociological Perspectives
                -OR-
SOC 202 Social Problems
ECN 202 Economic Dimensions
                -OR-
ECN 200 Introductory Macroeconomics
                -OR-
ECN 203 Introductory Microeconomics
PSY 205 Introductory Psychology
POL 149 American Political Systems
                -OR-
POL 203 Political Reality & Public Policy
                -OR-
POL 385 Community & Organizational Change

B. Electives
Additional hours from anthropology, economics, geography, history, political science, psychology and sociology for a total of 24 credit hours in social science.

SPECIFIC INFORMATION FOR STUDENTS SEEKING TEACHER CERTIFICATION

A social science minor does not apply to students in elementary or secondary teaching. These students should refer to the Social Studies group minor.

Social Work Minor within a Bachelor of Arts Program

If you are considering a minor in social work, you should talk with your advisor about the possible benefits. The Social Work Minor requires 20 hours in 300-level social work courses, specifically: POL/SOC/SW 306, SW 312, SW 312L, SW 314, SW 325, SW 340, POL/SOC/SW 385, plus 3 credits of social work electives (e.g., SW 200, SW 355, SW 378, SW 410, etc.) No more than two grades below a “C” will be accepted in courses toward the social work minor. You can successfully combine a minor in social work with political science, psychology, sociology, social science, criminal justice and other majors as well. However, you are forewarned that a social work minor is not adequate preparation for entry-level social work employment, nor for competent social work practice. You will not be eligible for social work licensure in the State of Michigan with a social work minor. The program, therefore, only recommends B.S.W. graduates for employment within the field of human services.

Student Teacher Resources

Professional Standards for Michigan Teachers

Professional Standards for Michigan Teachers

Adopted MAY, 2008 By SBE

  1. Subject Matter Knowledge-Base in General & Liberal Education
  2. Instructional Design & Assessment
  3. Curricular & Pedagogical Knowledge Aligned with State Resources
  4. Effective Learning Environments
  5. Responsibilities & Relationships to the School, Classroom and Student
  6. Responsibilities & Relationships to the Greater Community
  7. Technology Operations & Concepts
Portfolio Informaiton Guidelines

What is a Portfolio?
A portfolio is a collection of a student’s work that illustrates, defines and documents the student’s development over time. The content may show the development in a particular area, such as reading, writing or understanding scientific concepts. Or the portfolio may be used to show development in several areas, such as reading and writing in the sciences.

There are two types of portfolios most commonly used: the process portfolio and the showcase portfolio. The process portfolio contains more artifacts; for instance, a student may include a number of samples of written work in their original draft as well as how these samples appeared at various stages of revision. Or it might contain many examples of responses to reading selections, lesson plans, etc. The process portfolio is more casual than that of the showcase portfolio.

Portfolio Contents
Philosophy Statement:

  • What you believe about teaching
  • What you know and believe about children
  • What is the role of schools in society

Self-Assessment:

An evaluation of your lab experience and learning. How these have influence your decision to teach (or your decision to continue teaching)

Vita/Resume

Journal Reflections

Articles of Interest

Instructional Resources

Bibliography Reference: Costantino, Patricia M. & Marie N. DeLorenzo, DEVELOPING A PROFESSIONAL TEACHING PORTFOLIO, A Guide for Success, Allyn and Bacon, Boston, 2002

Student Teaching

Student Teaching Process
Joan Littman
Madame Cadillac Bldg., Rm. 220
Marygrove College
8425 W. McNichols Road
Detroit, MI 48221-2599
Phone: 313.927.1454
Fax: 313.927.1414
Email: jlittman@marygrove.edu

Arrange for an appointment to return three (3) completed applications to:

Admission to Student Teaching - Summary of Steps
Admittance to the provisional certification program does not constitute admittance to a student teaching experience. Admission to student teaching is contingent upon satisfying the requirements outlined below.

  1. An overall grade point average of 2.7 or better in courses taken at Marygrove College
  2. Completion of all professional certification and teaching discipline courses except student teaching
  3. Passing scores on all required MTTC tests
  4. Recommendation by an academic department and the Education Unit
  5. Health record clearance from a physician within six months of student teaching
  6. Admission form for student teaching signed by the advisor and presented to the Director of Student Teaching
  7. Review and approval by the Education Unit

Admission to Student Teaching - Steps
Now that you have completed the required professional courses in the educational sequence, the major and minor coursework and passed the competency tests - you are ready to apply for a school placement to student teach. Review the Policy and Procedures form and sign to verify that you will have completed the necessary preparation to be eligible for the term for which you are applying.

1. Carefully complete the attached application. Be particularly attentive to editing your work as well as the text of your teaching narrative and philosophy statement, because the application packet may be presented to your cooperating/mentor teacher before you have had an opportunity to meet with her/him. Occasionally, the school district and/or principal request this information.

2. Include three (3) current character reference letters from professional experiences and volunteer or youth related services, dated and on letterhead stationery.

3. Attach separate documentation of a TB test result (within the past 6 months).

4. Include a verification of time spent as an uncertified teacher, the level and/or discipline of your experience. The school district(s) may forward the information to my attention.

5. Verification of coursework (official transcripts) and MTTC testing results must be on file with the Griot, Sage, or certification office before the student teaching placement is confirmed.

6. Return three (3) copies of the completed application

7. Notification of your student teaching placement from the Marygrove College Director of Student Teaching (MC 220) is your approval to request a signature to register for Student Teaching. Undergraduate and post degree students register for EDU 499 (10 hours). Graduate Griot students register for EDU 699-OIG (10 hours). Graduate Sage students register for EDU 699-01S (10 hours).

The Director of Student Teaching is responsible for the arrangement and placement of teacher candidates in the schools. Students are asked not to confer with school districts; such placements cannot be honored. You will be notified when the placement IS official.

Student teaching is a full-time commitment. It includes five (5) full days a week. Marygrove College recommends that you neither take academic course work while student teaching nor that you have other work commitments that detract from the full-time service to a student teaching experience. Know that student teaching requires extensive amounts of preparation time.

You will be responsible for a student teaching seminar at Marygrove College every other Saturday morning from 9:00 a.m. - 11:30 a.m. beginning the first week of classes.

Current Student Teaching Application
Please contact student teaching secretary, Eugenia Willis, at ewills@marygrove.edu for a current student teaching application.

Teacher Recertification

18 Hour Recertification
Certified teachers are eligible for renewal and Professional Certification after completion of classes in an 18-hour planned program of study with one teacher preparation institution, along with completion of three years of successful teaching, following the date the provisional teaching certificate was issued. Students holding or working on an appropriate master’s degree may apply the first 18 hours of their degree program toward this. Non-degree students who wish to be recommended by Marygrove for renewal and then Professional Certification may enroll in the 18-hour Reading & Literacy Education Program or develop an 18-credit-hour planned program with the Teacher Certification Officer. This individually designed program may reflect classes taken to add a teaching endorsement or distance-learning graduate classes designed to enhance your teaching skills.

Note that a maximum of 6 credits of appropriate course work completed at another accredited college or university may be accepted as part of the 18-hour planned program.

Download the attached documents for further details on re-certification and the individually designed 18-hour planned program of study.

>> Individual 18 Hour Form (.pdf)

Reading & Literacy Education
Dr. C. Okezie, Chair, Education Department
cokezie@marygrove.edu

Core Courses:

  • EDU 530 (3) Technology in the Classroom
  • RDG 559 (3) Literature Based Approached to Reading Instruction
  • RDG 567 (3) The Writing Process in Literacy Development
  • EDU 524 (3) Principles of Classroom Management

12 Credits

Select 6 credits from:

  • EDU 537 (3) Curriculum Theory & Development
  • EDU 594 (3) Learning Differences: Multiple Intelligences
  • EDT 640 (3) Technology for Teachers

6 Selected Credits

See course listings under Professional Development for Teachers (link to professional development for teachers (graduate)/course listings (grey bar) for additional electives. Three (3) credits are accepted upon approval of program advisor.

>> Recertification Documents (pdf)
Forms to obtain provisional and professional teaching certificates.

>> Certificate Renewals
Link to Michigan Department of Education explanation of teaching certificates.

Professional Standards for Michigan Teachers

Professional Standards for Michigan Teachers

Adopted MAY, 2008 By SBE

  1. Subject Matter Knowledge-Base in General & Liberal Education
  2. Instructional Design & Assessment
  3. Curricular & Pedagogical Knowledge Aligned with State Resources
  4. Effective Learning Environments
  5. Responsibilities & Relationships to the School, Classroom and Student
  6. Responsibilities & Relationships to the Greater Community
  7. Technology Operations & Concepts
Portfolio Informaiton Guidelines

What is a Portfolio?
A portfolio is a collection of a student’s work that illustrates, defines and documents the student’s development over time. The content may show the development in a particular area, such as reading, writing or understanding scientific concepts. Or the portfolio may be used to show development in several areas, such as reading and writing in the sciences.

There are two types of portfolios most commonly used: the process portfolio and the showcase portfolio. The process portfolio contains more artifacts; for instance, a student may include a number of samples of written work in their original draft as well as how these samples appeared at various stages of revision. Or it might contain many examples of responses to reading selections, lesson plans, etc. The process portfolio is more casual than that of the showcase portfolio.

Portfolio Contents
Philosophy Statement:

  • What you believe about teaching
  • What you know and believe about children
  • What is the role of schools in society

Self-Assessment:

An evaluation of your lab experience and learning. How these have influence your decision to teach (or your decision to continue teaching)

Vita/Resume

Journal Reflections

Articles of Interest

Instructional Resources

Bibliography Reference: Costantino, Patricia M. & Marie N. DeLorenzo, DEVELOPING A PROFESSIONAL TEACHING PORTFOLIO, A Guide for Success, Allyn and Bacon, Boston, 2002

Student Teaching

Student Teaching Process
Joan Littman
Madame Cadillac Bldg., Rm. 220
Marygrove College
8425 W. McNichols Road
Detroit, MI 48221-2599
Phone: 313.927.1454
Fax: 313.927.1414
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

Arrange for an appointment to return three (3) completed applications to:

Admission to Student Teaching - Summary of Steps
Admittance to the provisional certification program does not constitute admittance to a student teaching experience. Admission to student teaching is contingent upon satisfying the requirements outlined below.

  1. An overall grade point average of 2.7 or better in courses taken at Marygrove College
  2. Completion of all professional certification and teaching discipline courses except student teaching
  3. Passing scores on all required MTTC tests
  4. Recommendation by an academic department and the Education Unit
  5. Health record clearance from a physician within six months of student teaching
  6. Admission form for student teaching signed by the advisor and presented to the Director of Student Teaching
  7. Review and approval by the Education Unit

Admission to Student Teaching - Steps
Now that you have completed the required professional courses in the educational sequence, the major and minor coursework and passed the competency tests - you are ready to apply for a school placement to student teach. Review the Policy and Procedures form and sign to verify that you will have completed the necessary preparation to be eligible for the term for which you are applying.

1. Carefully complete the attached application. Be particularly attentive to editing your work as well as the text of your teaching narrative and philosophy statement, because the application packet may be presented to your cooperating/mentor teacher before you have had an opportunity to meet with her/him. Occasionally, the school district and/or principal request this information.

2. Include three (3) current character reference letters from professional experiences and volunteer or youth related services, dated and on letterhead stationery.

3. Attach separate documentation of a TB test result (within the past 6 months).

4. Include a verification of time spent as an uncertified teacher, the level and/or discipline of your experience. The school district(s) may forward the information to my attention.

5. Verification of coursework (official transcripts) and MTTC testing results must be on file with the Griot, Sage, or certification office before the student teaching placement is confirmed.

6. Return three (3) copies of the completed application

7. Notification of your student teaching placement from the Marygrove College Director of Student Teaching (MC 220) is your approval to request a signature to register for Student Teaching. Undergraduate and post degree students register for EDU 499 (10 hours). Graduate Griot students register for EDU 699-OIG (10 hours). Graduate Sage students register for EDU 699-01S (10 hours).

The Director of Student Teaching is responsible for the arrangement and placement of teacher candidates in the schools. Students are asked not to confer with school districts; such placements cannot be honored. You will be notified when the placement IS official.

Student teaching is a full-time commitment. It includes five (5) full days a week. Marygrove College recommends that you neither take academic course work while student teaching nor that you have other work commitments that detract from the full-time service to a student teaching experience. Know that student teaching requires extensive amounts of preparation time.

You will be responsible for a student teaching seminar at Marygrove College every other Saturday morning from 9:00 a.m. - 11:30 a.m. beginning the first week of classes.

Current Student Teaching Application
Please contact student teaching secretary, Eugenia Willis, at This email address is being protected from spambots. You need JavaScript enabled to view it. for a current student teaching application.

Teacher Recertification

18 Hour Recertification
Certified teachers are eligible for renewal and Professional Certification after completion of classes in an 18-hour planned program of study with one teacher preparation institution, along with completion of three years of successful teaching, following the date the provisional teaching certificate was issued. Students holding or working on an appropriate master’s degree may apply the first 18 hours of their degree program toward this. Non-degree students who wish to be recommended by Marygrove for renewal and then Professional Certification may enroll in the 18-hour Reading & Literacy Education Program or develop an 18-credit-hour planned program with the Teacher Certification Officer. This individually designed program may reflect classes taken to add a teaching endorsement or distance-learning graduate classes designed to enhance your teaching skills.

Note that a maximum of 6 credits of appropriate course work completed at another accredited college or university may be accepted as part of the 18-hour planned program.

Download the attached documents for further details on re-certification and the individually designed 18-hour planned program of study.

>> Individual 18 Hour Form (.pdf)

Reading & Literacy Education
Dr. C. Okezie, Chair, Education Department
This email address is being protected from spambots. You need JavaScript enabled to view it.

Core Courses:

  • EDU 530 (3) Technology in the Classroom
  • RDG 559 (3) Literature Based Approached to Reading Instruction
  • RDG 567 (3) The Writing Process in Literacy Development
  • EDU 524 (3) Principles of Classroom Management

12 Credits

Select 6 credits from:

  • EDU 537 (3) Curriculum Theory & Development
  • EDU 594 (3) Learning Differences: Multiple Intelligences
  • EDT 640 (3) Technology for Teachers

6 Selected Credits

See course listings under Professional Development for Teachers (link to professional development for teachers (graduate)/course listings (grey bar) for additional electives. Three (3) credits are accepted upon approval of program advisor.

>> Recertification Documents (pdf)
Forms to obtain provisional and professional teaching certificates.

>> Certificate Renewals
Link to Michigan Department of Education explanation of teaching certificates.

Spanish Translator Certification

This is a five-course sequence that will provide you with training to translate from Spanish into English. You will also gain some familiarity with oral interpretation, and you will have the opportunity to complete an internship.

Required Courses

Students must complete each of the following courses with a grade of B or better.
SPA 400 Principles of Translation
SPA 401 Translation Workshop I
SPA 402 Translation Workshop II
SPA 403 Business Translation Workshop
SPA 488 Cooperative Field Experience

School Administrator Certificate

GENERAL INFORMATION

The Administrative Certification program is designed to prepare candidates with advanced knowledge and skills in leading and managing a school committed to the success of all students. The program focuses on preparing candidates to serve as the instructional leader in the school, ensuring both a supportive environment and rich learning experiences for students and adults. Candidates learn to effectively engage the systems within which schooling is embedded by understanding and applying principles of system theory in their planning, decision making, and change processes. They examine the relationships among social justice, school culture and student achievement and are challenged to work for a school vision and culture of high expectations and equitable opportunities for all students.

SPECIFIC PROGRAM INFORMATION

The Administrative Certificate Program is a 21-24 credit program open to certified teachers who already hold a Master’s degree from an accredited institution and are interested in becoming a K-12 principal. The program is offered online. Candidates can complete the program in 4 semesters if they register for a minimum of six credits a term. Students who are currently principals are able to submit a professional portfolio to be reviewed for consideration of waiving Internship II (EDL 687).

ADMISSION REQUIREMENTS

  • Certificate program requires a master’s degree from an accredited higher education institution
  • Minimum 3.0 grade point average
  • Official transcripts of all undergraduate and graduate work completed
  • Official transcripts of all undergraduate and graduate work completed
  • Career plan
  • Two letters of recommendation from individuals who can speak to the candidate’s leadership potential
  • Completed application
  • Elementary or secondary teaching certificate
  • Beginning with Fall 2015 entrants, candidates will be required to take the Praxis test (or similar exam) during their Internship I course. Test fees for the Praxis test are currently $115 plus some additional fees for reports. It might be prudent to estimate $200 for test related costs.

 

For Information, Contact:
Dr. Mary Katherine Hamilton, IHM
Associate Professor / 
Coordinator of Educational Leadership 
Program
This email address is being protected from spambots. You need JavaScript enabled to view it.

At a Glance

Core Courses

  • Executive Leadership and Decision Making
  • Managerial Finance
  • Introduction to Management and Leadership
  • Curriculum Theory and Development
  • Legal Issues in Education
  • Supervision of Staff and Staff Development
  • Internship I
  • Internship II (required for all students who are not currently principals)

Special Requirements

  • 21-24 credit hours
  • Must complete an Administrative Practicum/Internship II if you are not currently in a principal role

Courses

EDL 515: Executive Leadership and Decision Making

3 credits

Prerequisites: none

This course will focus on the theories of leadership and their influence on educational systems. It will develop problem analysis and solution skills and ethical approaches to decision making. The role of decision-making and appropriate models for the executive will be stressed. The student will gain an understanding of and information needs of education decision-makers and how such needs can be met. The emphasis is on data driven decision-making and organizational learning.

EDL 516: Managerial Finance

3 credits

Prerequisites: none

This course will focus on sources of funding for schools with an emphasis on equity and adequacy of funding formulas for all students. It includes both human and financial resource allocation to improve student learning. It will cover reporting financial operations, the preparation and utilization of financial data for internal applications including decision-making and budget preparation, with an emphasis on long range and strategic planning forecasting.

EDL 529: Introduction to Management and Leadership

3 credits

Prerequisite: completion of 24 hours of approved course work with an overall GPA of 3.0 or higher.

The course is designed to analyze the components of educational and curriculum leadership necessary to improve instruction in K-12 education institutions.  The focus is on the development of a personal and coherent vision of effective institutions including knowledge of alternative visions, the design of steps to achieve a vision, the knowledge and attitude needed to affect changes in programs.  Students will be introduced to the concept of the “principal as change agent.”  Issues facing educational leaders, with a focus on principals in K-12 education will be considered in the context of the educational administrator as the chief architect of school improvement and change.

EDL 537: Curriculum Theory and Development

3 credits

Prerequisites: none

This course studies the theories of curriculum, curricula development reform, multiculturalism, school reform, and diversity issues for the principal role as instructional leader. This includes the implications of curriculum theory for supervision of instruction, staff development and school improvement as a means to improve student learning. A review of philosophical, cultural, and technological foundations underlying curriculum development is also presented. This course is appropriate for administrators, school supervisors of specific content areas, and personnel involved with staff development, curriculum development and instructional leadership responsibilities.

EDL 627: Legal Issues in Education

3 credits

Prerequisites: none

This course will focus on the legal rights and responsibilities of administrators, students, teachers and community. It emphasizes pertinent and landmark court cases that have shaped educational policy and individual rights and responsibilities of students, teachers, parents, and community. It focuses primarily on all schools funded by federal, state and local government. This class is appropriate for administrators and teachers.

EDL 647: Supervision of Staff, Staff Development and Negotiations

3 credits

Prerequisites: none

This course will focus on the ways of facilitating staff effectiveness in achieving professional goals and improving instruction. This course includes skill building with regard to choosing or designing programs for staff development, supervisory skills, evaluating performance, and conducting follow-up conferences.

EDL 677: Issues in Education

3 credits

Prerequisites: none

This course is an in-depth study of one or more organizational, school improvement or curriculum issues not covered in the regular curriculum but has significance based on data analysis. It requires the student to attend a summer work session on the Marygrove campus. During this session students will select an action research topic that will form the basis for a Plan of Work for the Practicum course. This Action Research Plan of Work will include:

  1. Description of Needs Analysis of the school site for their Internship.
  2. Data Driven Component to measure and act upon the gap analysis discovered.
  3. Evidence of Interviews with key stakeholders to validate data gathered on the Issue examined.
  4. Literature Review using theory, research and best practices on Issue to be examined.
  5. Communication of results to the College Advisor and Site Administrator to gain support for their findings and Project to be implemented in the Practicum class. 

EDL 687 Internship II (3) (required for all students who are not currently principals)

3 credits

Prerequisites: none

This course will consist of a supervised Practicum experience for administrative candidates to demonstrate competency of the eight Michigan Standards for the Preparation of School Principals. Candidates will be required to engage in several administrative duties, responsibilities, and activities such as, organizational leadership, curriculum development, and supervision and evaluation of staff during the practicum experience. Students will develop a plan of work that will be approved by the instructor and site administrator. The onsite administrator and college supervisor will evaluate the students’ performance during the practicum experience.

Social Justice Course Descriptions

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.

Social Science Course Descriptions

PSY/SOC 496S Social Science Senior Seminar 3 hours
Psychology and Sociology Concentrations

Prerequisites: Social Science major; senior standing or second semester junior; consultation with advisor; permission of instructor; ENG 312; writing intensive course (PSY 360); Term: I
Broad topic applicable to all the social sciences is chosen by the group taking the course each semester with instructor approval. Each student must address the broad issue using general social science skills, but must also focus on a theme within the broad topic which relates to the specific area of concentration. Required written and oral presentations.

HIS/POL 496S Social Science Senior Seminar 3 hours
History and Political Science Concentrations

Prerequisites: Social Science major; senior standing or second semester junior; consultation with advisor; permission of instructor; ENG 312; writing intensive course (either HIS 309, HIS 320, HIS 335, HIS 340, POL 203, POL/HIS 330); Term: 2
Senior research seminar for social science majors with history and political science concentrations. In-depth research and writing on a history or political science topic related to Detroit.

For additional Course Descriptions, see appropriate sections of this catalog.

Spanish Minor

Required Courses for non-teacher (20 credit hours)
Students must complete each of the following courses with a grade of C or better.

SPA 250 Intermediate Spanish I**
SPA 251 Intermediate Spanish II**
SPA 350 Advanced Grammar & Composition – online
SPA 332 Latin American Humanities *** – online
                -OR-
SPA 354 Iberian History & Culture*** – online
SPA 351 Introduction to Hispanic Literature – online

** These courses are counted as electives toward Teacher Certification.

Required Courses for teacher candidates (20 credit hours)
Students must complete each of the following courses with a grade of C or better.

SPA 350 Advanced Grammar & Composition – online
SPA 332 Latin American Humanities *** – online
SPA 354 Iberian History & Culture*** – online
SPA 351 Introduction to Hispanic Literature – online
SPA 347 Methods in Foreign Language Teaching and Language Acquisition *** – online

*** SPA 332, SPA 354 and SPA 347 are mandatory for Teacher Certification.

Students must complete two additional credit hours, with a grade of C or better, from among the following courses:

SPA 310 Business Spanish – online
SPA 320 Conversational Spanish
SPA 401 Translation Workshop I – online
SPA 402 Translation Workshop II – online
SPA 403 Business Translation Workshop – online
SPA 488 Cooperative Field Experience
SPA 491 Independent Study – online

** Students seeking Teacher Certification are required to complete SPA 347 Methods in Foreign Language Teaching and Language Acquisition and an Oral Proficiency Interview before they take their state certification exam.

Social Justice Curriculum

Required Courses (33 credits)

SJ 500  Social Foundations (2)

SJ 510  Campaigns and Elections (2)

SJ 625  Leadership and Organizational  Development I (2)

SJ 635  Leadership and Organizational Development II (2)

SJ 520  Values in Society: Sources and Resources (2)

SJ 530  The Role of Psychology in Social Justice (2)

SJ 505  Economic Analysis of Structures: Globalism (2)

SJ 524  Environmental Justice (2)

SJ 620  Religion and Justice: Conflict and Congruence (2)

SJ 640  Organizing for Social Change (2)

SJ 630  Understanding through Empiricism (2)

SJ 645  The Media and Its Effects on Social Issues (2)

SJ 605  Justice in U.S. Economic Structures (2)

SJ 503  Human Rights and the Literature (2)

SJ 650  Reflection Seminar (2)

SJ 660  Master’s Project (3)

Electives (3 credits)

Choose one of the following courses.  SJ 525, when offered, can be taken in place of the practicum requirement.

SJ 655  Social Justice Practicum (3)

SJ 525  Special Topics (3)

School Administrator Certificate

School Administrator Certificate

School-Admin-Cert-web.jpg

School Administrator Certificate

GENERAL INFORMATION

The Administrative Certification program is designed to prepare candidates with advanced knowledge and skills in leading and managing a school committed to the success of all students. The program focuses on preparing candidates to serve as the instructional leader in the school, ensuring both a supportive environment and rich learning experiences for students and adults. Candidates learn to effectively engage the systems within which schooling is embedded by understanding and applying principles of system theory in their planning, decision making, and change processes. They examine the relationships among social justice, school culture and student achievement and are challenged to work for a school vision and culture of high expectations and equitable opportunities for all students.

SPECIFIC PROGRAM INFORMATION

The Administrative Certificate Program is a 21-24 credit program open to certified teachers who already hold a Master’s degree from an accredited institution and are interested in becoming a K-12 principal. The program is offered online. Candidates can complete the program in 4 semesters if they register for a minimum of six credits a term. Students who are currently principals are able to submit a professional portfolio to be reviewed for consideration of waiving Internship II (EDL 687).

ADMISSION REQUIREMENTS

  • Certificate program requires a master’s degree from an accredited higher education institution
  • Minimum 3.0 grade point average
  • Official transcripts of all undergraduate and graduate work completed
  • Official transcripts of all undergraduate and graduate work completed
  • Career plan
  • Two letters of recommendation from individuals who can speak to the candidate’s leadership potential
  • Completed application
  • Elementary or secondary teaching certificate
  • Beginning with Fall 2015 entrants, candidates will be required to take the Praxis test (or similar exam) during their Internship I course. Test fees for the Praxis test are currently $115 plus some additional fees for reports. It might be prudent to estimate $200 for test related costs.

 

For Information, Contact:
Dr. Mary Katherine Hamilton, IHM
Associate Professor /
Coordinator of Educational Leadership
Program
This email address is being protected from spambots. You need JavaScript enabled to view it.

Social Work Course Descriptions

SW 200 Special Topics 2 hours
SW 200A Special Topics: Working with Substance Abuse
SW 200B Special Topics: Working with Children and Families
SW 200C Special Topics: Working with Mental Illness
SW 200D Special Topics: Working with Health Care
SW 200E Special Topics: Working with Diversity
SW 200F Special Topics: Working with Spanish Speaking Individuals and Communities
SW 200G Special Topics: Working with LGBT Individuals and Communities
Recommended Prerequisites: SOC 201 or 202, PSY 205; Term: 1, 2, 3
Course addresses specific practice areas, populations and/or issues in order to provide an opportunity to delve more deeply into specialized topics that are not fully addressed in other courses. Offered on a rotating basis according to special interests and needs of students. Sometimes offered in on-line format.

SW 237 Physical Aspects of Aging 2 hours
Prerequisite: None; Term: 2
This course relates the concepts of biology to aging. Topics covered include physical theories of aging, cellular aging and the effects of aging on specific human systems. Discussion of diseases associated with aging will be covered.

SW 248 Peer Recovery Mentoring 3 hours
Prerequisite: None; Term 1, 2, 3
This course, based on the International Certification & Reciprocity Consortium (IC&RC) domains provides the educational component to meet the Michigan Certification Board for Addiction Professionals’ (MCBAP) requirements for the State of Michigan’s Certified Peer Recovery Mentor (CPRM-M) credential. The curriculum consists of forty-eight (48) /classroom hours and is offered in a four-week intensive instruction format. Marygrove College meets the MCBAP standards and criteria as an approved training provider. This course is open to all students. However, for State Certification as a Peer Recovery Mentor two or more years of sustained recovery is highly recommended.

SW 268 Child Welfare Policies and Services 2 hours
Prerequisite: None; Term: 2, 3
Examination of major social policies and services addressing the needs and problems of America’s children and their well being. Focus is placed on child-care issues, out-of-home placement and adoption policies, kinship placement, continuum of care and permanency issues, family policies, children’s health needs and services, child protection laws, juvenile diversion and court services, and culturally specific policies and programs.

SW 299 Pre-professional Practicum 1-6 hours
Must be arranged through the Social Work Certificate Director.
Experience in a social work setting such as gerontology, child welfare, mental health. Students are involved in supervised observation and participation in direct practice with individuals, families, small groups, organizations and/ or communities, or in indirect practice with macro systems targeted for change. May be repeated for a maximum total of six credits. Each credit hour equals 40 clock hours of agency work.

SW 306 Ethnic and Racial Diversity 3 hours
Prerequisite: SOC 201 or an introductory Sociology course; Term: 1, 2, 3.
Course cross-listed with SOC 306 and POL 306. Analysis of the social, economic, and political aspects of ethnic/racial relations in the US. Effects of diversity on various ethnic and racial groups.

SW 312 Introduction to Social Work 3 hours
Prerequisites: ENG 108, SOC 201 or 202, PSY 205; Term: 1, 2
Survey of the social work profession – its past and present role within the social welfare institution and the field of human services. Exploration of the nature of social work – its focus, purpose, various tasks, range of practice settings, levels of practice, as well as the base of knowledge, values, and skills for responding to human needs/problems and diverse client populations. Focuses attention on generalist social work practice – with identification of social casework, group-work, community organization and other specializations. Stresses self-assessment of aptitude for social work and explores career opportunities.

SW 312L Introduction to Social Work Laboratory 1 hour
Corequisite: SW 312; Term: 1, 2, 3
Supervised experience in a local social service agency or a field setting where social work is practiced. These include child welfare, gerontology, public welfare, family services, medical and health care, mental health and community services, corrections, schools and others. Participation in and observation of the work day of social workers engaged in direct practice with individuals, families, small groups, organizations, and/or communities, and/or those involved in indirect social work practice with macro systems targeted for change. One (1) credit hour required, concurrent with SW 312. One (1) credit hour equals 40 clock hours of agency work; may be repeated for a maximum of three credits. First experience must be successfully completed before next experience will be allowed. Each credit hour experience explores social work activity with a system of a different size as well as a different field of, or setting for, social work practice.

SW 314 Social Welfare Policy 3 hours
Prerequisites: SOC 201 or 202, PSY 205; Term: 1, 2
Examination of social welfare as an institution and the socioeconomic and political forces that shape social welfare policy throughout history. Emphasis is on the changing conceptions of social welfare, the organizations of existing social welfare programs, and their impact on oppressed and vulnerable client systems. Also considered are the development and implementation of social welfare policy and the evaluation of social welfare responses to human needs according to principles of social justice. Alternative systems are explored. Sometimes offered in on-line or hybrid format.

SW 325 Professional Communication with Individuals and Groups 4 hours
Prerequisites: SOC 201 or 202, PSY 205, ENG 108; SW 312; Term: 1, 2
Laboratory and didactic course emphasizing the development of interactional skills. Focus is on communications skills with individuals, families and groups. Confidentiality and accountability are emphasized. Special emphasis is given to working with diverse client populations. Lab experiences will include group membership, role plays, videotaping of interviews, computerized exercises, critiques of techniques and styles of interacting with others.

SW 340 Human Behavior and the 3 hours Social Environment I
Prerequisites: PHL 126 or PHL 225 or PHL 276, PSY 240 or PSY 321, PSY 346 or SW 410, SW 312; ENG 312; Term: 2, 3 Writing Intensive Course
Integrative study of the biological, psychological, sociocultural and spiritual components of human individuality based upon social systems theory. Examination of reciprocal interaction between human behavior and the social environment throughout the life cycle of diverse client systems. Focus on effects of oppression upon groups and individuals. Emphasis upon respect for diversity in systems’ values, needs and goals, especially in relation to social work practice.

SW 345 Sociology of the Family 3 hours
Prerequisite: SOC 201 or 202; Term: 1, 2
Analyzes the family including marriage and kinship relationships, as both a social institution and a network of small group interactions. Sociological theories will be investigated as well as empirical research. Sometimes offered in on-line format.

SW 350 Social Work Practice I 4 hours
Prerequisites: MTH 100, SOC 306, SOC 345 or SW 200B, SW 312, SW 325; Pre/Corequisites: SW 340; SW majors officially accepted into the program only; course checklist from your advisor indicating readiness prior to registration; must be taken within 6 months of beginning SW 455; Term: 2,3
A systems frame of reference for generalist social work practice is applied in the problem-solving process with individuals, groups, families, communities and organizations. Emphasis is on the value base of practice and the development of relationships with persons of diverse and oppressed groups. Focus on analytical and interactional skills, interviewing, data collection, problem identification and assessment, especially as related to the beginning and middle phases of the change process. Micro systems practice is emphasized. As a result of assessment, at the end of SW 350, if necessary, you may be required to do a pre-practicum in order to demonstrate your aptitude and skills for Social Work. SW 350 must be re-taken if student is not in a field placement within 6 months of completing the course.

SW 355 Social Research 4 hours
Prerequisites: MTH 100, PSY 205, SOC 201 or 202; ENG 312; Term: 1, 2
Provides a beginning understanding and appreciation of social research. Emphasizes the use and production of research for improving one’s effectiveness as a generalist social work practitioner or social science professional. Students become familiar with different social research approaches, using both quantitative and qualitative data. Includes a series of experiential exercises that lead students step-by-step through the research process: deciding and developing a research question, specifying sampling strategy, selecting or developing appropriate measures, planning and carrying out a data collection, analyzing data, and writing a research paper. Emphasizes important ethical and human diversity issues raised throughout the research process.

SW 365 Research and Statistics for Social Workers 4 hours
Prerequisite: SW 355; Term 1, 2
Provides the opportunity to build on the basic knowledge and skills gained in Social Research (SW 355), combining theoretical and experiential learning. Emphasis is placed on the types of research used most frequently by social workers within an agency setting: needs assessment, practice evaluation, and program evaluation. Use of basic descriptive and inferential statistics in the context of the overall research process is taught. Students also learn how to effectively evaluate research studies. Important ethical and human diversity issues are also addressed throughout the course.

SW 378 Policy and Services for Older Persons 2 hours
Prerequisite: None; Term: 1
Examination of major social policies and services addressing the problems and needs of older persons. Particular attention is given to retirement policies, senior housing, long-term care issues, health care issues and special social services for the aging.

SW 385 Community and Organizational Change 3 hours
Prerequisites: SOC 201 or 202 or ECN 201 or 202. Term: 1,2. Course listed with POL 385 and SOC 385.
Analysis of communities and organizations as social systems, including examination of critical problems. Also examines intervention, change strategies, and skills that appear to be effective and how they can be applied. A service learning component may be included.

SW 410 Working with Older Adults 2 hours
Prerequisite: None. Term: 1,3
Development of analytical and interactional skills needed in working with older adults. Understanding of agencies which provide services to older persons. Themes such as generativity and creativity, intergenerational relationships, minorities and human diversity, separation and loss, and continuum of care will be the backdrop for discussion of service deliveries. Emphasis is placed on development of students’ awareness of personal attitudes, feelings and values in working with elders.

SW 440 Human Behavior and Social Environment II 2 hours
Prerequisites: ECN 200 or ECN 202, SW 314, SW 340; Pre/ Corequisite: POL 385; Term: 1, 2
Second of two courses with a person-in-environment focus. A socio-cultural perspective on human functioning and dysfunction within groups, organizations, communities and government. Examines human diversity in macro systems’ values, policies and goals, and relates this knowledge to social work practice.

SW 450 Social Work Practice II 4 hours
Prerequisites: SW majors only; MTH 100; SW 350; Co-requisite: SW 455; Term: 1
The problem-solving process is further developed through examining specific systems – individuals, families, groups, communities and organizations. Utilizing a client-system based approach; students assess and evaluate theoretical intervention models. Focus is on the middle and ending phases of the change process, as well as on ethical practice dilemmas. Macro system practice is emphasized. If a student has not completed the entire field practicum, SW 455, within 12 months of completing SW 450, then SW 450 must be retaken.

SW 455 Field Practicum 3, 6 or 9 hours
Prerequisites: SW majors only; officially admitted to Field Education Program; MTH 100; SW 350; concurrent with SW 450; Term: 1, 2, 3
Practical application of social work knowledge, values and skills in educationally planned and professionally guided agency service activities (minimum 450 clock hours must be completed in agency work). Students are engaged in direct and/or indirect delivery of social services to individuals, families, groups, organizations and/or communities, generally two-three days per week. Includes a weekly seminar class. Students take the course two semesters, usually Fall and Winter terms, 6 credits each term, for a total of 12 credit hours. A student must be graduating in December, and have a cumulative GPA of 3.2 or higher in order to be approved to complete a Block placement. The Block field practicum is taken in the Summer term for 3 credits and Fall term for 9 credits. (See earlier sections entitled, “Admission to Field Education Program” and “Field Practicum - Block Placement Model” for complete information regarding admission to field education and approval procedure for Block Placement model.) Students must successfully complete SW 450 with a grade of C or higher to continue in the practicum and be eligible for graduation with the BSW degree. A student must complete the number of practicum hours required for the first semester of placement (225 hours) by the end of the week before classes begin for the second semester of placement. If the required hours are not completed by that time, the student will not be allowed to continue in the field practicum for the second semester. If all required field practicum hours (450 hours) have not been completed by the end of the second semester of placement, a student’s graduation will be delayed one semester at minimum. If a student has not completed the entire field practicum within 12 months of completing SW 450, then SW 450 must be retaken. The Field Director reserves the right to delay the start of, interrupt and/or terminate the field practicum experience.

SW 491 Independent Study 1-6 hours
Prerequisites: SW majors only, senior standing or permission of instructor
Advanced research and presentation of critically evaluated data.

SW 496 Social Issues and Policies: Senior Seminar 3 hours
Prerequisites: SW 314, POL 385, ENG 312; social work major or permission of instructor, senior standing; must be taken the winter term prior to graduation; Term: 2
Intensive analysis of social welfare policy. Special emphasis on the relationship of policy with social work practice, and the effects of policy on oppressed and vulnerable populations.

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Science and Math

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