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Categories starting with M

Master in the Art of Teaching (1)

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

Modern Language Translation (1)

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

Master in the Art of Teaching (28)

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

Core Courses (6), Specialty Courses (21)

Master of Education + Teacher Certification (2)

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

Modern Language Translation (2)

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

Mathematics (10)

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

Modern Language Translation (3)

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

Music (8)

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

Items starting with M

Master of Arts in Literacy Learning

Mission Statement:

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

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

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

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

General Information

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

Admission Requirements

Admission Process 

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

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

Student Requirements 

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

Transfer Credits

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

Program Application Checklist

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

Application Deadlines

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

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

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

Specific Program Requirements

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

Core Courses

LLE 500          Foundations of Literacy for Liberation  3 Credits

LLE 510         Socio-Cultural Factors and Literacy Learning  3 Credits

LLE  520        Literacy As Social Activism  3 Credits 

RDG 557       Methods for Teaching Intermediate and Secondary Reading  3 Credits

RDG 559       Literature Based Approaches to Reading Instruction  3 Credits

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

RDG 609       Diagnostic Techniques in Reading Instruction  3 Credits

Community Literacy Courses 

LLE 540        Community as a Literacy Learning Center  3 Credits

LLE 541        Leadership in Community Literacy Learning  3 Credits

LLE   639      Research in Literacy and Community Program Development  3 Credits

LLE 500 Foundations of Literacy for Liberation                                   

3 hours

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

LLE  510 Socio-Cultural Factors and Literacy Learning   

3 hours

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

LLE  520 Literacy As Social Activism                                                        

3 hours

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

RDG 557 Methods for Teaching Intermediate and Secondary Reading     

3 hours

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

RDG 559 Literature Based Approaches to Reading Instruction   

3 hours

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

RDG 564 Methods in Elementary Reading and Other Language Arts             

3 hours

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

RDG 609 Diagnostic Techniques in Reading Instruction                    

3 hours

 

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

LLE 540 Community as a Literacy Learning Center                           

3 hours

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

LLE  Leadership in Community Literacy Learning                               

3 hours

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

LLE 639  Research in Literacy and [Community] Program Development   

3 hours

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

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

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

 

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

 

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

FEATURES OF THE PROGRAM
Marygrove’s Master of Education in Special Education with a concentration in 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.

 

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

 

ADMISSION REQUIREMENTS

  • Michigan Teaching Certificate (Elementary or Secondary). Teachers from other states will be accepted into the program, but will need to confirm reciprocity within their state/district.
  • Bachelor’s degree from an accredited institution
  • Minimum 3.0 grand point average
  • Completed application
  • Official transcripts of all undergraduate and graduate work completed
  • Career Plan
  • Two letters of recommendation

 

MASTER OF EDUCATION IN SPECIAL EDUCATION WITH ASD ENDORSEMENT
Minimum of 35 credit hours required; 12 credit hours of Core courses in Special Education, 15 credit hours in the area of Autism Spectrum Disorders, and 8 credit hours of exit courses to include Student Teaching. The endorsement, granted by the State of Michigan, requires a passing score on the subject area test of the Michigan Test for Teacher Certification (MTTC).

 

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

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

AUTISM SPECTRUM DISORDER CONCENTRATION CORSES
SED 651 (3) Characteristics of Students with Autism
SED 655 (3) Pre-professional Practicum in Autism Spectrum Disorder
SED 661 (3) Using Applied Behavior Analysis in the Classroom Setting
SED 664 (3) Language and Communication in Autism Spectrum Disorder
SED 601, 602,603 (1 credit each) Seminar in Autism Spectrum Disorder

EXIT REQUIREMENTS
EDU 602 (3) Introduction to Educational Research
SED 699 (5) Student Teaching in Autism Spectrum Disorders

 

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

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

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

 

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

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

 

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

 

ADMISSION REQUIREMENTS

  • Michigan Teaching Certificate (Elementary or Secondary). Teachers from other states will be accepted into the program, but will need to confirm reciprocity within their state/district.
  • Bachelor’s degree from an accredited institution
  • Minimum 3.0 grand point average
  • Completed application
  • Official transcripts of all undergraduate and graduate work completed
  • Career Plan
  • Two letters of recommendation

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

 

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

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

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

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

Music Minor

A minor in music requires a minimum of 24 hours, including:

A. Required Music Courses
6 credits of Music Theory (MUS 108, MUS 102, MUS 123, MUS 124 as placed)

MUS 100A Piano Class 3 cr.
MUS 105 Encounters with Music 3 cr.

2 ensemble credits from following:
MUS 202/302 Marygrove College Chorale 1 cr.
MUS 211/311 Chamber Singers 1 cr.
MUS 204/404 Foundations of Ringing I, II 1 cr.

B. Applied Music
Six credits are required in voice, piano, organ or guitar.

C. Electives
Additional courses are elected in consultation with an advisor.

Education majors at the secondary level may not elect music as a minor, due to state certification requirements.

 

Minor in Sociology

The requirements for the minor in Sociology are:

A. A minimum of 21 total credits is required.

B. Required Courses in Sociology include:
SOC 201 Sociological Perspectives
SOC 202 Social Problems
SOC 306 Ethnic and Racial Diversity

C. Additional 12 hours in Sociology to total at least 21 credits.

Recommended courses include:
SOC 311 Deviant Behavior
SOC 345 Sociology of the Family
SOC 375 Sociological Theory
SOC 393 Urban Social Issues

MTTC Testing

All teacher certification candidates must pass the Michigan Test for Teacher Certification (MTTC) Basic Skills (96) test.

In addition, Marygrove College is recognized by the Michigan Department of Education for competency testing in the following areas at the levels indicated ( E = Elementary; S = Secondary). This will be a guide so that you are sure to take the correct test for certification! Note that competency tests must be taken within 5 years of the time credentials are submitted to the state.

Objectives for each test are on reserve in the Marygrove College Library. Tutoring support can often be arranged through the Teacher Certification Officer.

>> Go to the Michigan Test for Teacher Certification Web site for more information.

>> MTTC Web site Frequently Asked Questions (FAQ)

** The Elementary Education test certifies teachers for K-5 all subjects and K-8 self-contained classroom. The subject area tests certify elementary teachers from 6-8 and secondary teachers from 7-12.

MTH 505 Problem Solving and Number & Operations, K-5

Based on the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics, this course establishes a foundation of mathematical content knowledge and problem-solving skills. Participants develop deeper understanding of mathematical concepts they are required to teach and engage in mathematical discourse as a means to explain their thinking and share strategies.

Based on the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics, this course establishes a foundation of mathematical content knowledge and problem-solving skills. Participants develop deeper understanding of mathematical concepts they are required to teach and engage in mathematical discourse as a means to explain their thinking and share strategies. 

COURSE OUTCOMES 

Participants will be able to: 

• Deepen personal understanding of mathematical content found in elementary grades, such as place value, the operations, fractions, decimals and percents 

• Develop strategies to teach in a problem-based classroom 

• Engage in and learn to lead mathematical discourse 

• Integrate formative assessment techniques into mathematics instruction 

MTH 515 Measurement & Geometry, K-5

Covering the Van Hiele levels of geometric thought and focusing on shapes and properties, transformations, location and visualization, as well as measurement concepts and skills, this course allows teachers to develop a profound understanding of key mathematical concepts as outlined in the NCTM Principles and Standards for School Mathematics. Participants engage in hands-on problem-solving activities that allow them to apply new understanding to their instructional planning and decision making.

Covering the Van Hiele levels of geometric thought and focusing on shapes and properties, transformations, location and visualization, as well as measurement concepts and skills, this course allows teachers to develop a profound understanding of key mathematical concepts as outlined in the NCTM Principles and Standards for School Mathematics. Participants engage in hands-on problem-solving activities that allow them to apply new understanding to their instructional planning and decision making. 

COURSE OUTCOMES 

Participants will be able to: 

• Apply effective problem-solving strategies to real-world problems and situations 

• Deepen understanding of mathematical concepts such as length, area, volume, angles and coordinate geometry 

• Apply instructional strategies that help develop geometric thinking 

MTH 525 Algebra, K-5

This course focuses on developing algebraic thinking, which includes studying patterns and functions, understanding the structure of the number system, using symbolism meaningfully and using mathematical modeling to solve problems. Participants study many common misconceptions about the learning of algebra to better understand the potential gaps in students’ understanding.

This course focuses on developing algebraic thinking, which includes studying patterns and functions, understanding the structure of the number system, using symbolism meaningfully and using mathematical modeling to solve problems. Participants study many common misconceptions about the learning of algebra to better understand the potential gaps in students’ understanding. 

COURSE OUTCOMES 

Participants will be able to: 

• Deepen understanding of patterns, functions and algebraic symbols 

• Analyze repeating and growing patterns and represent these patterns in words, pictures and numbers 

• Express mathematical relationships using equations 

MTH 535 Data Analysis & Probability, K-5

This course is structured around the creation and completion of a real-life data analysis project that allows participants to apply knowledge and skills from other mathematical strands. Key concepts such as data collection, graphical representations of data and measures of center are highlighted. 

This course is structured around the creation and completion of a real-life data analysis project that allows participants to apply knowledge and skills from other mathematical strands. Key concepts such as data collection, graphical representations of data and measures of center are highlighted. 

COURSE OUTCOMES 

Participants will be able to: 

• Design an investigation to address a question and consider how data-collection methods affect the nature of the data set 

• Use measures of center, especially the median and understand what each does and does not indicate about a data set 

• Propose and justify conclusions and predictions that are based on data 

MTH 506 Problem Solving and Number & Operations, 6-8

Based on the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics, this course establishes a foundation of mathematical content knowledge and problem-solving skills. Participants develop deeper understanding of mathematical concepts they are required to teach and engage in mathematical discourse as a means to explain their thinking and share strategies.

Based on the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics, this course establishes a foundation of mathematical content knowledge and problem-solving skills. Participants develop deeper understanding of mathematical concepts they are required to teach and engage in mathematical discourse as a means to explain their thinking and share strategies. 

COURSE OUTCOMES 

Participants will be able to: 

• Deepen personal understanding of mathematical content found in middle school mathematics, such as fractions, decimals, percents, ratios, proportions and developing proportional reasoning 

• Develop strategies to teach in a problem-based classroom 

• Engage in and learn to lead mathematical discourse 

• Integrate formative assessment techniques into mathematics instruction 

MTH 516 Measurement and Geometry, 6-8

Covering the Van Hiele levels of geometric thought and focusing on shapes and properties, transformations, location and visualization, as well as measurement concepts and skills, this course allows teachers to develop a profound understanding of key mathematical concepts as outlined in the NCTM Principles and Standards for School Mathematics. Participants engage in hands-on problem-solving activities that allow them to apply new understanding to their instructional planning and decision making.

Covering the Van Hiele levels of geometric thought and focusing on shapes and properties, transformations, location and visualization, as well as measurement concepts and skills, this course allows teachers to develop a profound understanding of key mathematical concepts as outlined in the NCTM Principles and Standards for School Mathematics. Participants engage in hands-on problem-solving activities that allow them to apply new understanding to their instructional planning and decision making. 

COURSE OUTCOMES 

Participants will be able to: 

• Apply effective problem-solving strategies to real-world problems

• Deepen understanding of mathematical concepts such as volume and capacity, similarity and congruence, and solving problems with ratios and proportions 

• Apply instructional strategies that help develop geometric thinking 

MTH 526 Algebra, 6-8

This course focuses on developing algebraic thinking, which includes studying patterns and functions, understanding the structure of the number system, using symbolism meaningfully and using mathematical modeling to solve problems. Participants study many common misconceptions about the learning of algebra to better understand the potential gaps in students’ understanding.

This course focuses on developing algebraic thinking, which includes studying patterns and functions, understanding the structure of the number system, using symbolism meaningfully and using mathematical modeling to solve problems. Participants study many common misconceptions about the learning of algebra to better understand the potential gaps in students’ understanding. 

COURSE OUTCOMES 

Participants will be able to: 

• Identify functions as linear or nonlinear and contrast their properties using tables, graphs and equations 

• Model and solve contextualized problems using graphs, tables and equations 

• Use symbolic algebra to represent situations and solve problems 

MTH 536 Data Analysis & Probability, 6-8

This course is structured around the creation and completion of a real-life data analysis project that allows participants to apply knowledge and skills from other mathematical strands. Key concepts such as data collection, graphical representations of data, and measures of center are highlighted.

This course is structured around the creation and completion of a real-life data analysis project that allows participants to apply knowledge and skills from other mathematical strands. Key concepts such as data collection, graphical representations of data, and measures of center are highlighted. 

COURSE OUTCOMES 

Participants will be able to: 

• Design an investigation that includes data-collection and data analysis 

• Select, create and use appropriate graphical representations of data 

• Find, use and interpret measures of center and spread 

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Science and Math

Socialwork Programs

Dance at Marygrove

MAT Program

English at Marygrove