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Categories starting with C

Core Courses (6)

Core Courses
Each of the MAT degrees consists of 10 courses. Six core courses focus on content that all teachers need to know regardless of grade level and/or subject area and four specialty courses focus on the content specific to each program. Descriptions for each of the courses are listed on the following pages.
  • EDU 568 Teacher as Leader 
  • EDU 622 Meeting the Needs of All Students 
  • EDU 570 Instructional Design 
  • EDU 618 Effective Assessment 
  • EDU 501 Teacher as Researcher 
  • EDU 5604 Evidence-Based Interventions 

CIS Faculty Pages (2)

CIS Faculty Pages
Contact Information: Professor James P Boron Marygrove College 8425 W. McNichols Detroit, Mi 48221 Email: jboron@marygrove.edu

Continuing Education (5)

Continuing Education
At Marygrove College, our Continuing Education programs are designed to fit your schedule, your budget and your life!

Continuing Education (8)

Continuing Education
Learning new skills can make a huge difference in your career, your paycheck—or even your quality of life. Marygrove College offers high quality, short term affordable programs to provide you with the education to ensure that whatever you want to be, we can get you there.

Continuing Education (5), Online Learning (1)

Certificate Programs (14)

Certificate Programs
Marygrove offers 13 areas of certification to help you gain the professional knowledge and experience you need to help you determine your own professional destiny. Why not find out more about one of the certifications that interests you?

Chemistry (4)

Are you curious? Do you like to explore problems? Do scientific questions fascinate you? Do you enjoy working in a laboratory? Do you want to better understand matter, molecules, atoms, and how they react? If so, you will be interested in a chemistry major or minor.

Child Development (4)

Child Development
The Child Development program prepares the successful student for a career working with children from birth to age eight (8). Courses emphasize understanding the development of the young child, the best approaches to educating young children, and the importance of family and community in developmental and educational processes.

Child Welfare (3)

Child Welfare
The Child Development program will prepare you to teach or work with children from birth to age eight (8). Your courses will have an emphasis on understanding the development of the young child, the best approaches to educating that child, and the importance of family and community in the entire developmental process.

Computer Information Systems (9)

Computer Information Systems
You may major or minor in Computer Information Systems toward the fulfillment of requirements for a bachelor’s degree. You may also attain a Bachelor of Applied Science degree.The Department offers a Post-Degree certificate program. Whatever your choice of degree or program, you will take courses that are both professionally-oriented and academically rooted in the liberal arts, theoretical and practical, comprehensive and specialized.

CIS Faculty Pages (2)

Computer Graphics (2)

Computer Graphics
The Computer Graphics program is offered through the Art Department Please refer to the Art Minor programs for additional information.

Criminal Justice (4)

Criminal Justice
Welcome to the Criminal Justice Program web site. We are building an exciting new program in an emerging field and invite you to be a part of it! As a unique feature, the criminal justice major will offer cutting-edge courses in restorative justice. Restorative Justice emphasizes the ways in which crime harms relationships in the context of community. (Minnesota Dept. of Corrections) Restorative justice is a victim-centered response to crime that provides opportunities for those most directly affected by crime—the victim, the offender, their families and representatives of the community—to be directly involved in responding to the harm caused by the crime.

Items starting with C

Certificate in Gerontology

For specific requirements and courses‚ please refer to section entitled Gerontology in this catalog.

Certificate Program in Computer Graphics

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

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

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.

CIA 601 Instructional Strategies For Successful Learning

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

CIA 605 Student-Directed Learning to Foster Motivation and Engagement

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

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

CIA 615 Teacher as Everyday Hero

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


The total credit hour requirement for the certificate is 17 hours, including:

A. Required Courses

PSY 205                Introductory to Psychology   4 hours
BIO 141                Nutrition through the Life Cycle   3 hours
SW 200A              Special Topics: Substance Abuse   2 hours
SW 200B              Special Topics: Working with Children and Families   2 hours
CD/SW 268          Child Welfare Policies and Services   2 hours
*SW 299               Pre-professional Practicum   3-4 hours

*To be arranged with approval of the director of the child welfare certificate program.

B. Elective Courses

CD 213                    Infant/Toddler: Care/Education   3 hours
CD 223                    Young Child Guidance and Parent Advocacy   3 hours
CD 326                    Administration of Developmental Centers   3 hours
PSY 240                  Developmental Psychology   3 hours
SED 250                 Education of the Exceptional Learner   3 hours
SOC 306                 Ethnic and Racial Diversity   3 hours
SOC 311                 Deviant Behavior   3 hours
SOC 345                 Sociology of the Family   3 hours
SW 200C                Special Topics: Working with Mental Illness   2 hours

Course Descriptions

The Teaching Profession                 
Prerequisites: None
This courseis designed as an in-depth introduction to multiple considerations of the career of teaching. This course provides students with an opportunity to explore the important aspects of teaching, and allows students to observe the teaching profession in action. Course requires 25 service hours in a classroom setting.

EDU 240  Developmental Psychology                                                                                                 3 credit hours
Prerequisites: None. Elementary Level Exploratory Student
Human development and factors that influence it with particular emphasis on infancy, childhood, and adolescence.

EDU 241  Educational Psychology                                                                 
3 credit hours
Prerequisites: EDU 203, EDU 240 or EDU 343, EDU 275 and program acceptance as an Elementary or Secondary Pre-Candidate
This is an introductory course in the psychology of learning and teaching (Grades K-12), emphasizing mental abilities, individual differences, motivation and application of psychological theory and research in learning. The course emphasizes constructivist theories of learning and cognition, examining the effects of culture and gender on learning, and studies the classroom as a social setting.

EDU 275  Foundations in American Education                                                                                   3 credit hours
Prerequisites: None

 In this course, students examine the structure, function, and purposes of American education. These topics include philosophical, social, historical, political, and economic contexts of educational systems, and the role and characteristics of the teaching profession.

EDU 330  Technology in the Classroom                                                                                              3 credit hours
Prerequisites: EDU 203, EDU 240 or EDU 343, EDU 275 and program acceptance as an Elementary or Secondary Pre-Candidate
This course explores the use of multimedia teaching tools. Students develop plans of action integrating technology in support of instruction and learning. They explore, evaluate, and use technology to accomplish learning tasks independently and cooperatively. Course includes appropriate field based experiences.

EDU 343  Adolescent Psychology                                                                                                        3 credit hours
Prerequisite: PSY 205. Secondary Level Exploratory Student
Physical, psychological and social factors in personality development from the preadolescent through the late-adolescent period. Problems of adjustment, achievement of identity, and acceptance of the adult role.

Methods for Teaching Elementary and Middle School Mathematics                                                3 credit hours
Prerequisites: EDU 203, EDU 240, EDU 241, EDU 275, EDU 330, EDU 351, EDU 352, and program acceptance as an Elementary Candidate
This course addresses approaches for teaching mathematics to grades K-8. Emphasis is on developing Math concepts through discovery, problem solving, observing patterns and relationships, and meeting the individual needs of children of various abilities and experience levels. Field based experiences required.

EDU 347  General Secondary Methods                                                                                               3 credit hours
Prerequisites: EDU 203, EDU 241, EDU 275, EDU 330, EDU 343, EDU 348, EDU 351 and program acceptance as a Secondary Candidate
This course focuses on techniques for developing lesson plans, unit plans and course overviews which incorporate objectives, evaluation and a variety of teaching-learning strategies. Field based experiences and simulations in lesson presentation and classroom management required.

EDU 348/ ENG 348
Teaching Writing and Speaking in the Elementary and Secondary Classroom                            3 credit hours
Prerequisites: none
This course presents an introduction to the theories and practices of teaching written and oral literacy at the elementary and secondary levels.

EDU 351  Curriculum, Instruction, and Assessment                                                                        3 credit hours
Prerequisites: EDU 203, EDU 240 or EDU 343, EDU 275 and program acceptance as an Elementary or Secondary Pre-Candidate
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 352  Assessment and Differentiation                                                                                         3 credit hours
Prerequisites: EDU 203, EDU 240, EDU 275 program acceptance as an Elementary Pre-Candidate
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 related to differentiation of instruction and assessment in order to meet the needs of a wide range of learners, including those in special education and speakers of English as a second language.

EDU 353  Designing and Managing Effective Learning Environments for Diverse Learners       3 credit hours
Prerequisites: EDU 203, EDU 240 or EDU 343, EDU 241, EDU 275, EDU 330, EDU 348, EDU 351, EDU 352 [Elem only], and program acceptance as an Elementary or Secondary CandidateThis 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.

EDU 354  Methods for Teaching Elementary and Middle School Social Studies                           3 credit hours
Prerequisites: EDU 203, EDU 240, EDU 241, EDU 275, EDU 330, EDU 351, EDU 352, and program acceptance as an Elementary Candidate
This course offers a combination of theoretical and practical models, providing multicultural approaches to activities, materials, and resources necessary for teaching social studies grades K-8. Field based experiences required.

EDU 357  Methods for Teaching Intermediate and Secondary Reading                                          3 credit hours
Prerequisites: EDU 203, EDU 241, EDU 275, EDU 330, EDU 343, EDU 348, EDU 351 and program acceptance as a Secondary Candidate
This course addresses adapting content instruction to meet the needs of middle school and secondary school students with reading problems. The course presents analysis of variations in vocabulary, format, comprehension, and study procedures in various content areas, and develops teaching strategies for improving basic reading skills and proficiency. Field based experiences required.

EDU 364A Methods for Elementary Reading and Other Language Arts                                          3 credit hours
Prerequisites: EDU 203, EDU 240, EDU 241, EDU 275, EDU 330, EDU 351, EDU 352, and program acceptance as an Elementary Candidate
This course addresses the reading, writing, listening, and speaking processes in literacy development. Students exam­ine teaching strategies and materials that support integrated language arts instruction. Strategies for organization and management of classroom reading programs in grades K-8 are developed. Related software applications are explored. Guided observation and field-based experience required.

EDU 364B  Methods for Elementary Reading: Practicum Strategies                                               3 credit hours
Prerequisites: EDU 203, EDU 240, EDU 241, EDU 275, EDU 330, EDU 351, EDU 352, and program acceptance as an Elementary Candidate
This course presents strategies for developing and implementing detailed lesson plans based on a diagnostic-instruction model for both developmental skills in reading and reading in the content areas. First half of the course prepares the student for field-based experience. Peer, instructor, and self-evaluation of lessons.

EDU 374  Methods for Teaching Elementary and Middle School Science                                      3 credit hours
Prerequisites: EDU 203, EDU 240, EDU 241, EDU 275, EDU 330, EDU 351, EDU 352, and program acceptance as an Elementary Candidate
This course presents methodology appropriate for teaching scientific concepts. Teaching demonstrations, projects, daily and unit planning are approaches addressed in this course. Students participate in one field trip. The course makes extensive use of media in Marygrove’s Library Resources Room. Emphasis is placed on the inquiry-based strategies, problem-solving activities, hands-on activities, the interdisciplinary nature of science, children's understandings, objectives of school science programs, science education reform, methods of instruction, assessment practices, experimental programs, and content in the physical, life, and earth sciences. Emphasis is on con­tent and methods for grades K-8. Field based experience required.

EDU 491 Independent Study                                                                                                               3 credit hours
Prerequisites: Permission of Advisor and Instructor
When necessary and with approval of advisor, students are permitted to request an independent study.

EDU 499 Student Teaching and Seminar                                                                                           10-12 credit hours
Prerequisites: Completion of all required teacher certification coursework, Admission to Student Teaching
This capstone course includes observation and guided‚ full-time professional laboratory experience in public or private school classrooms at the appropriate level. Seminar required. Fall and Spring term only.

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