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Categories starting with E

Educational Leadership (1)

A Master of Arts in Educational Leadership will provide students with advanced knowledge and skills in managing and leading the modern school. This program focuses on the principal as the instructional leader and the chief architect of change in the school. In addition to a thorough grounding in the fundamental principles of administrative and management theory and capacity building, students will be introduced to the concept of the principal as change agent. Emphasis will be placed on acquiring organizational development, assessment, change skills and identifying and working with the issues facing the urban school administrator.
Educational Leadership

Educational Leadership (1)

A Master of Arts in Educational Leadership will provide students with advanced knowledge and skills in managing and leading the modern school. This program focuses on the principal as the instructional leader and the chief architect of change in the school. In addition to a thorough grounding in the fundamental principles of administrative and management theory and capacity building, students will be introduced to the concept of the principal as change agent. Emphasis will be placed on acquiring organizational development, assessment, change skills and identifying and working with the issues facing the urban school administrator.
Educational Leadership

Educational Technology (1)

Graduates of the program will become leaders in using computers and integrating educational technology in the classrooms. They will also become technology experts in the school and school district. The technology revolution has touched all aspects of teaching and administration in today’s schools. As a result educators—teachers, professionals, and administrators alike—must keep up with changes and make choices among an ever expanding array of technology resources.
Educational Technology

Educational Technology (1)

Graduates of the program will become leaders in using computers and integrating educational technology in the classrooms. They will also become technology experts in the school and school district. The technology revolution has touched all aspects of teaching and administration in today’s schools. As a result educators—teachers, professionals, and administrators alike—must keep up with changes and make choices among an ever expanding array of technology resources.
Educational Technology

English, Graduate (2)

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

Early Childhood Education (14)

The Early Childhood Education (ECE) minor is done in conjunction with the Teacher Certification Program, along with a major leading to Elementary Level teacher certification (Language Arts, Integrated Science, Math, or Social Studies). The successful graduate will qualify for the endorsement in Early Childhood Education being added to an Elementary Level (K-8) teaching certificate. This added endorsement recognizes the graduate as a specialist for Kindergarten and primary level teaching in elementary schools.
Early Childhood Education

Early Childhood Education - Student Resources (2), Early Childhood Education - Specific Information (4)

Economics (3)

The Department of Economics offers courses to meet general education requirements and to serve business majors, students who major in different disciplines in the social sciences, and economics minors.
Economics

Education (4)

The Education Unit, in cooperation with other academic units, prepares students for teaching at the preschool, elementary, and secondary levels. Entrance into the College does not guarantee admission to the Teacher Certification (TCCERT) Program. Students must make a separate application to the Teacher Certification Program. Prior to admission to the TCCERT program, undergraduates will be assigned an advisor who will assist in planning the sequence of certification courses. Students must have a certifiable major and minor and adhere to the certification requirements as listed below in order to obtain teacher certification.
Education

English, Undergraduate (6)

You will be interested in an English major if you want a career in teaching, journalism, law, or business. A major in English will help you become an accomplished writer and critical thinker with skills valued and needed in many professions.
English, Undergraduate

Environmental Studies (3)

The Environmental Science Department has three major objectives: (1) to provide a strong environmental science major within a liberal arts framework for those entering environment-related jobs in industry or the government or preparing for graduate work; (2) to provide cognate backgrounds in environmental science for science educators and others who may require this major; (3) to provide non-science majors with sufficient background to understand advances in technology, environmental implications of new laws and health advances.
Environmental Studies

Ethnic / Cultural Studies (6)

Marygrove College offers minors in Ethnic/Cultural Studies and African-American Studies and certificates in African-American Studies and Women’s Studies designed to foster inter-ethnic understanding and to provide a sound basis for educating students and interested others on the activities, contributions, and impact of African-Americans, Native-Americans, Asians, Arabs, Latinos, and Women on the Americas. This is essential in preparing students for a complex world, given the growing importance of diversity in the workplace and in society at large. The two minors and two certificate programs, though multi-disciplinary in nature, are offered through the Social Science Department.
Ethnic / Cultural Studies

Items starting with E

Ethnic/Cultural Studies Minor

Consisting of survey courses in African-American, Native American, Women, Latin American, Asian and Arab studies, this program offers a broad-based curriculum in general studies in which students will learn essential information to help them understand diversity and multicultural environments.

The requirements for an Ethnic/Cultural Studies minor are 24 credit hours.
A. Required Core Courses

POL/SOC 307 Introduction to Ethnic/Cultural Studies
SOC 368 Inequality in America: Class, Gender, and Race
HIS 311 History of Blacks in America to 1865 -OR-
HIS 312 History of Blacks in America since 1865
HIS 314 Native American History
HUM 330 Arab and Asian Humanities
HUM 332 Latin American Humanities
PSY 320 Psychology of Women

B. Elective Courses
Select one elective
AH 350 Black Art
DAN 379 Ethnic Dance
ENG 222 Introduction to African- American Literature
ENG 370 Literature by Women
GEO 301 Cultural Geography
HIS 335 Women in U. S. History
HIS 359 History of Civil Rights
HUM 150 Contemporary Cultural Studies
HUM 333A African Humanities I
HUM 333B African Humanities II
IS 324 Social Justice Seminar: Women’s Issues
PHL 276 Critical Thinking: Voices of the African Diaspora
POL 309 Ethnicity in Urban America
POL 320 African-American Politics
PSY/SOC 360 Social Psychology
RS 150 Religion in the World
RS 226 Black Religion in the Americas
SOC 306 Ethnic and Racial Diversity
SOC 318 Global Women’s Issues and Policies
SOC 345 Sociology of the Family

 

Consisting of survey courses in African-American, Native American, Women, Latin American, Asian and Arab studies, this program offers a broad-based curriculum in general studies in which students will learn essential information to help them understand diversity and multicultural environments.

The requirements for an Ethnic/Cultural Studies minor are 24 credit hours.

A. Required Core Courses
POL/SOC 307 Introduction to Ethnic/Cultural Studies
SOC 368 Inequality in America: Class, Gender, and Race
HIS 311 History of Blacks in America to 1865 -OR-
HIS 312 History of Blacks in America since 1865
HIS 314 Native American History
HUM 330 Arab and Asian Humanities
HUM 332 Latin American Humanities
PSY 320 Psychology of Women

B. Elective Courses
Select one elective
AH 350 Black Art
DAN 379 Ethnic Dance
ENG 222 Introduction to African- American Literature
ENG 370 Literature by Women
GEO 301 Cultural Geography
HIS 335 Women in U. S. History
HIS 359 History of Civil Rights
HUM 150 Contemporary Cultural Studies
HUM 333A African Humanities I
HUM 333B African Humanities II
IS 324 Social Justice Seminar: Women’s Issues
PHL 276 Critical Thinking: Voices of the African Diaspora
POL 309 Ethnicity in Urban America
POL 320 African-American Politics
PSY/SOC 360 Social Psychology
RS 150 Religion in the World
RS 226 Black Religion in the Americas
SOC 306 Ethnic and Racial Diversity
SOC 318 Global Women’s Issues and Policies
SOC 345 Sociology of the Family

English Overview

CAREER INFORMATION
As an English major, you will find that all areas of the professional world need your skills and knowledge. With this major, you can plan a career in education, law, journalism, technical writing, public relations, advertising, speech writing, grant writing, or publish­ing. Although many English majors choose education or communications, the fields of business, medicine, law, industry, and government also need people who can communicate ideas, analyze information, and solve problems. These are the skills you develop in our English programs.

GENERAL INFORMATION|
The general English major will help to develop your abilities to examine the world responsibly, engage with diverse voices and experiences, and understand the purposes of storytelling and creative expression. The English pro­gram offers a variety of options to help you become a more accomplished writer, reader, and critical thinker with skills valued and needed in any profession.

SPECIFIC INFORMATION
As a student in this department’s program, you will have a core of required courses, and may also select from a variety of courses in literature, writing, and film. You may complete this major as a day or evening student.

The Bachelor of Arts with a major in English (36 required credit hours) is designed for students who want a sound background in literature and writing as preparation for graduate study or for your individual career goals.

The English major for students interested in secondary education consists of a core of required literature and writing courses, and a variety of English electives that complete the 36 re­quired credit hours. You must combine this major with a certifiable minor.

The Bachelor of Arts with a major in Language Arts is designed for those students interested in elementary teaching (39 required credit hours). This is a group major in which you have a core of literature and writ­ing courses, and then choose from many courses in English and other courses as noted in the Language Arts section.

A minor in English (23 required credit hours) or language arts (26 required credit hours) provides students in any major with a foundation in literature, humanities, and oral and written communications.

Students interested in writing may select from a variety of writing courses, including such offerings as creative writing, professional writing, and writing online, and can work with their advisors to tailor a writing concentration specific to their interests.

Only courses in which the student has attained a grade of C or better can be counted toward a major or a minor in all English or Language Arts courses.

 

SPECIAL ELEMENTS OF THE PROGRAM
Contemporary American Authors Lecture Series
Every spring the English and Modern Languages Department brings a noted author to the campus for a public reading or lecture. Students may take ENG 320, a course in the guest author’s works, and at­tend a master class with the author. Previous guests in the quarter-century-long series have been Gloria Naylor, Mary Helen Washington, John Edgar Wideman, Octavia Butler, Jamaica Kincaid‚ Rita Dove, Virginia Hamilton, Ernest J. Gaines, Merle Collins, Lucille Clifton, Toi Derricotte, Edwidge Danticat, Cornelius Eady, Pearl Cleage, Ed­ward P. Jones, Charles Johnson, Marilyn Nelson, Samuel R. Delany, Elizabeth Alexander, Walter Mosley, Harryette Mullen, Paul Beatty, and Terrance Hayes. As an English major or minor you will have the oppor­tunity to serve on the host committee for this event.

The Amy S. McCombs and Frederick P. Currier Writing Awards
These are cash prizes given annually to students whose essays, fiction, or poetry best express the spirit of the work of the visiting author in the Contemporary American Authors Lecture Series.

The Dr. Barbara Johns, IHM Award
This annual award is presented at the College’s annual Honors Convocation to recognize students whose work demonstrates the highest standards of scholarly excellence and appreciation of the powers of language.

The Dr. Lynne Schaeffer Award
This annual award is presented to recognize an outstanding essay written by an undergraduate English and Modern Languages student.

The DeVlieg Foundation English and Modern Languages Scholarship
This annual scholarship award is given to a promising first- or second-year student in English and Modern Languages.

Sigma Tau Delta
Alpha Zeta Zeta is Marygrove’s chapter of Sigma Tau Delta‚ the International English Honor Society. Its members sponsor poetry readings and book drives, host coffee-houses, and support English and Modern Languages Department activities like the Contem­porary American Authors Lecture Series. Sigma Tau Delta also offers an annual scholarship to a sopho­more, junior, or senior who is majoring or minoring in English or language arts. To be eligible for the scholar­ship, students must be registered for at least 9 credit hours and have a cumulative grade average of 3.5.

Study Abroad
Under the guidance of an English and Modern Lan­guages Department faculty member, students have op­portunities to take travel seminars in which they study the literature and culture of other countries, then make a ten-day on-site visit over spring break. Students also have the opportunity to spend an entire semester on-site studying the literature and culture of another country. Marygrove English majors have studied in Australia, England, France, and Scotland.

Research and Publication Opportunities
Students have opportunities to work closely with professors on research and publications, and to publish their work in course anthologies and other outlets connected with coursework in the department. Students have many opportunities to present their research at national, regional, and local conferences including the College's annual academic symposium named in honor of our late colleague, Dr. Chaepyong Song.

The Literary Map of Detroit
In partnership with the Marygrove Institute for Detroit Studies, faculty, students, alumni, and friends of the Marygrove English and Modern Languages Depart­ment develop and maintain this online resource to highlight Detroit-area literary sites. Visit the map at: http://www.marygrove.edu/ids/Detroit_literary_map.asp.

Annual Department Events
The English and Modern Languages Department sponsors a variety of social and academic events for students throughout the year. You will have the opportunity to join with department faculty and other students at an annual welcome-back event in the fall, an annual party at the end of the winter semester, special workshops, and colloquia designed specifically for the needs and interests of our majors and minors. Each year, the English and Modern Languages Department co-hosts Dramafest, an evening of staged readings of original dramatic works written and performed by Marygrove faculty, students, and staff, as well as playwrights and actors from the community.

 

Ethnic/Cultural Studies Overview

POTENTIAL CAREERS

Each minor and certificate enhances the career preparation for social work, psychology, social science, allied health and business majors.

GENERAL INFORMATION

Marygrove College offers minors in Ethnic/Cultural Studies and African-American Studies and certificates in African-American Studies and Women’s Studies designed to foster inter-ethnic understanding and to provide a sound basis for educating students and interested others on the activities, contributions, and impact of African-Americans, Native-Americans, Asians, Arabs, Latinos, and Women on the Americas. This is essential in preparing students for a complex world, given the growing importance of diversity in the workplace and in society at large. The two minors and two certificate programs, though multi-disciplinary in nature, are offered through the Social Science Department. Ethnic and Cultural Studies offers both day and evening courses.

SPECIFIC INFORMATION

The minor in Ethnic/Cultural Studies requires a minimum of 24 credit hours, including five (5) core courses and three (3) elective courses.

The minor in African-American Studies requires a minimum of 24 credit hours, including five (5) core courses, and three (3) electives courses.

The certificate programs in African-American Studies and in Women’s Studies require 18 credit hours each. The African-American Studies certificate requires five (5) core courses and one (1) elective. The Women’s Studies certificate requires three (3) core courses and three (3) electives. At the conclusion of your coursework, apply to the Social Science Group Major coordinator for the certificate.

The two minors and both certificates recommend two pre-requisites: LS 105 and ENG 108

CAREER INFORMATION

The two minors and two certificates can each serve as a useful background for individuals whose careers may involve extensive contact with diverse communities. Knowledge of various cultures improves career flex­ibility. Given the increasing diversity of the workplace, employers hire employees whose knowledge of ethnic­ity can benefit the organization by facilitating positive work relationships and improving productivity. An Ethnic/Cultural Studies program adequately prepares students to become these employees. If your major is social work, psychology, social science, allied health, or business, you can enhance and combine your ca­reer preparation with a minor in Ethnic/Cultural Studies or African- American Studies or a certificate in either African-American Studies or Women’s Studies.

 

Early Childhood Education Overview Bachelor of Arts, Early Childhood Education Minor
The Early Childhood Education (ECE) minor is done in conjunction with the Teacher Certification Program, along with a major leading to Elementary Level teacher certification (Language Arts, Integrated Science, Math, or Social Studies). The successful graduate will qualify for the endorsement in Early Childhood Education being added to an Elementary Level (K-8) teaching certificate. This added endorsement recognizes the graduate as a specialist for Kindergarten and primary level teaching in elementary schools.

BACHELOR OF ARTS, EARLY CHILDHOOD EDUCATION MINOR Plus TEACHER CERTIFICATION (ZA endorsement)
A. General Education Requirements
See Undergraduate Catalog

B. Required Major Courses - Certifiable Major
Student must complete a certifiable elementary major from the list in the Teacher Certification section of this catalog, and must fulfill all Teacher Certification Program requirements. Early Childhood Education minor coursework is listed below.

C. Required Courses for Early Childhood Education Minor
EDU 205 Children's Literature
ECE 223 Young Child Guidance and Parent Advocacy
ECE 350 Play Theory and Aesthetics
ECE 333 Math/Science Methods for Early Childhood
ECE 375 Literacy Methods for Early Childhood Education
ECE 433 Young Child Assessment
ECE 456 Language Development and Disorders
ECE 499 Student Teaching: Preschool

D. Early Childhood Electives
(Select minimum of one course)
ECE 326 Administration of Developmental Centers
-OR-
BIO 141 Nutrition through the Life Cycle

E. Required Elementary Level Professional Education Courses:***
EDU 203 The Teaching Profession
EDU 240 Developmental Psychology
EDU 241 Educational Psychology
EDU 275 Foundations of American Education
SED 250 Education of the Exceptional Learner
EDU 324 Principles of Classroom Management
EDU 330 Technology in the Classroom
EDU 344*** Methods for Teaching Elementary School Mathematics
EDU 348 Teaching Writing and Speaking in the Elementary and Secondary Classroom
EDU 354*** Methods for Teaching Elementary School Social Studies
EDU 364A*** Methods in Elementary Reading and Other Language Arts
EDU 364B*** Methods in Elementary Reading: Practicum
EDU 374*** Methods for Teaching Elementary School Science
EDU 499 Student Teaching

***Generally offered once per academic year

Students must also complete each field-based experience and practicum as required in Professional Education Courses. Additional courses and requirements for admission and completion may be required with changes in Divisional policies and/or State of Michigan certification rules.

Bachelor of Arts, Early Childhood Education Minor
The Early Childhood Education (ECE) minor is done in conjunction with the Teacher Certification Program, along with a major leading to Elementary Level teacher certification (Language Arts, Integrated Science, Math, or Social Studies). The successful graduate will qualify for the endorsement in Early Childhood Education being added to an Elementary Level (K-8) teaching certificate. This added endorsement recognizes the graduate as a specialist for Kindergarten and primary level teaching in elementary schools.

BACHELOR OF ARTS, EARLY CHILDHOOD EDUCATION MINOR Plus TEACHER CERTIFICATION (ZA endorsement)
A. General Education Requirements
See Undergraduate Catalog

B. Required Major Courses - Certifiable Major
Student must complete a certifiable elementary major from the list in the Teacher Certification section of this catalog, and must fulfill all Teacher Certification Program requirements. Early Childhood Education minor coursework is listed below.

C. Required Courses for Early Childhood Education Minor
EDU 205 Children's Literature
ECE 223 Young Child Guidance and Parent Advocacy
ECE 350 Play Theory and Aesthetics
ECE 333 Math/Science Methods for Early Childhood
ECE 375 Literacy Methods for Early Childhood Education
ECE 433 Young Child Assessment
ECE 456 Language Development and Disorders
ECE 499 Student Teaching: Preschool

D. Early Childhood Electives
(Select minimum of one course)
ECE 326 Administration of Developmental Centers
-OR-
BIO 141 Nutrition through the Life Cycle

E. Required Elementary Level Professional Education Courses:***
EDU 203 The Teaching Profession
EDU 240 Developmental Psychology
EDU 241 Educational Psychology
EDU 275 Foundations of American Education
SED 250 Education of the Exceptional Learner
EDU 324 Principles of Classroom Management
EDU 330 Technology in the Classroom
EDU 344*** Methods for Teaching Elementary School Mathematics
EDU 348 Teaching Writing and Speaking in the Elementary and Secondary Classroom
EDU 354*** Methods for Teaching Elementary School Social Studies
EDU 364A*** Methods in Elementary Reading and Other Language Arts
EDU 364B*** Methods in Elementary Reading: Practicum
EDU 374*** Methods for Teaching Elementary School Science
EDU 499 Student Teaching

***Generally offered once per academic year

Students must also complete each field-based experience and practicum as required in Professional Education Courses. Additional courses and requirements for admission and completion may be required with changes in Divisional policies and/or State of Michigan certification rules.

Economics Overview

GENERAL INFORMATION
The Department of Economics offers courses to meet general education requirements and to serve business majors‚ students who major in different disciplines in the social sciences‚ and economics minors.

SPECIFIC INFORMATION
The minor in economics provides students who major in other disciplines a broader perspective. This minor is highly recommended for business majors and majors in other social sciences. The economics minor consists of a minimum of 20 credit hours in economics.

Environmental Studies Overview

CAREER INFORMATION

In lieu of needed changes in the economy, energy production, business practices, environmental issues and governmental programs and incentives, “Green Jobs” have become a common phase in the job market.  People with an interdisciplinary background ranging from science, business, economic, and politics are going to be needed to examine and create solutions to complex issues and problems. With an environmental studies minor you will have a wide variety of excellent career opportunities available to you: from environment-related jobs with corporations, government departments at the federal, state, and local level, and environmental organizations.

POTENTIAL CAREERS

Environmental Biologist • Environmental Chemist • Field Technician • Hazardous Waste Manager • Laboratory Technician • Lawyer • Pollution Inspector • Refuse Manager • Risk Assessor • Writer Environmental Manager • Environmental Program Director

GENERAL INFORMATION

The challenge of maintaining and creating a sustainable environment is one of the most pressing problems facing our society and world today. The Environmental Studies Program draws information, ideas and concepts from the natural sciences and social sciences to deal with complex and interdisciplinary environmental issues. The program is based upon the recognition that environmental and resource problems are not just biological, geological, economic, or political but a complex combination of many disciplines. Therefore, this program is structured as an interdisciplinary study of natural and social sciences to combine knowledge across traditional disciplinary lines. This information is essential for an interdisciplinary assessment, analysis and evaluation of environmental problems.

SPECIAL ELEMENTS OF THE PROGRAM

Program Scheduling

The Environmental Studies minor is primarily a day program, although some courses are offered in the evening on a rotating schedule.

Transfer Student Information:

The department accepts transfer credits according to the college guidelines.  However, major coursework older than 10 years, from time of admittance, will be transferred in as elective credit and may not be applied to the major. Students may petition to the department chair for the older credits to be applied towards the major.

Credit for Prior Learning

Learning derived from life experiences and from individual study is of significant academic value and can often be equated with college-level studies.  Students may earn credit by examination, tutorial study and cooperative work experience. Permission of the department chair is required to select these options. Not more than four credit hours in cooperative work experience may be counted within the 128 credit hours required for a degree.

Academic Performance Standard

Only required courses with a grade of C or better can be applied to fulfill the Environmental Studies minor.

Internship/Cooperative Education

It is strongly encouraged that students participate in a summer undergraduate research experience either with a Marygrove College faculty member, or by securing an off-campus internship or fellowship before they graduate.  Students may receive elective credit for an internship through ENV 388, ENV 488, and/or ENV 491.

Ethnic/Cultural Studies Minor

Consisting of survey courses in African-American, Native American, Women, Latin American, Asian and Arab studies, this program offers a broad-based curriculum in general studies in which students will learn essential information to help them understand diversity and multicultural environments.

The requirements for an Ethnic/Cultural Studies minor are 24 credit hours.

A. Required Core Courses

HIS 311                       History of Blacks in America to 1865   

                                    -OR-

HIS 312                       History of Blacks in America since 1865
HUM 330                     Arab and Asian Humanities
HUM 332                     Latin American Humanities
POL/SOC 306             Ethnic & Racial Diversity
PSY 320                      Psychology of Women

B. Elective Courses

Select three electives

AH 350                    Black Art
DAN 379                 Ethnic Dance
ENG 222                 Introduction to African- American Literature
ENG 370                 Literature by Women
GEO 301                 Cultural Geography
HIS 335                    Women in U. S. History
HIS/POL 359           History of Civil Rights
HUM 150                Contemporary Cultural Studies
HUM 333A              African Humanities I
HUM 333B              African Humanities II
IS 324B                   Social Justice Seminar: Global Women’s Issues
PHL 276                  Critical Thinking: Voices of the African Diaspora
POL 308                 Contemporary Indian Issues
POL 309                 Ethnicity in Urban America
POL 315                 Third World Politics
POL 318                 Global Women’s Issues and Policies
POL/320                 African-American Politics
PSY/SOC 360         Social Psychology
RS 150                     Religion in the World
RS 226                     Black Religion in the Americas
SOC 345                 Sociology of the Family

Education Leadership

Education Leadership

PROGRAM OFFERED

Master of Arts in Educational Leadership leading to School Administrator Certification

GENERAL DESCRIPTION

A Master of Arts in Educational Leadership is a State Approved Administrative Certification Program that provides candidates with the knowledge, dispositions, and skills to manage and lead today’s schools. Courses are offered both on-line and on-campus. It prepares the educational leader to promote the success of all students by facilitating a vision of success that engages the school staff, families, and community members in research based practices that lead to increased student achievement. The program prepares administrators for the K-12 school principal, supervisory, and director opportunities. Candidates completing the program will be eligible for Administrative Certification K-12. The program focuses on the principal as the instructional leader and the chief architect of change in the school. In addition to a thorough grounding in the fundamental principles of administrative and management theory and capacity building, students will be introduced to the concept of the principal as change agent working closely with teachers, parents, and community members to create a supportive environment where teachers can teach and students can learn. The program is consists of 36 credit hours of course work, consisting of 11 core classes and one sociology elective. 

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Education Overview

The Education Department works in collaboration with academic departments in the Arts and Sciences, schools, and community agencies to professionally prepare undergraduate students for teaching. The first teaching certificate that can be earned is the Provisional Certificate, specified for teaching either at the Elementary or Secondary Level.

It is important to determine the desired teaching level at the beginning of one’s program. Elementary and Secondary Level requirements are different, as are Elementary and Secondary classroom environments.

The Elementary Level teaching certificate allows the holder to teach all subjects in a self-contained classroom, grades K-8. The Secondary Level certified teacher is allowed to instruct grades 6-12 in endorsed subjects. Art and Music teachers are certified to teach their subject areas across the K-12 spectrum, minors are not required in these two comprehensive teaching majors. The elementary minor is open to all undergraduate students.

An Elementary or Secondary Education student must have a certifiable teaching major for which Marygrove is authorized to recommend for Provisional Certification. 

SPECIAL ELEMENTS OF THE PROGRAM
Specialized Accreditation
Marygrove College is accredited by the Higher Learning Commission (HLC) of the North Central Association, and the Teacher Education Program holds accreditation from the Teacher Education Accreditation Council (TEAC) through 2018. The Council for the Accreditation of Education Preparation (CAEP) recognizes this positive accreditation status. Marygrove College’s teacher preparation programs are approved by the Michigan Department of Education.

Specific Requirements for Admission to a Teacher Certification Program
After completing the Exploratory Phase courses and successfully passing the Michigan Test for Teacher Certification (MTTC) Professional Readiness Exam, a student must submit a separate application to the Teacher Certification Program. Application forms and directions are available in the Education Department Office. Beginning in 2016 there are specific ACT/ SAT entrance requirements. Check with the Education Office for details.

Program Schedule
Courses are offered during the day, evening and weekends on a rotating schedule.

Transfer Student Information
The department accepts transfer credits according to the college guidelines. However, major coursework older than 6 years, from time of admittance, will be transferred in as elective credit and may not be applied to the major. Students may petition to the department chair for the older credits to be applied towards the major. 

PROGRAMS

ELEMENTARY: (28 CREDITS)
AIE 344 Arts Infused Education (3 credits)
EDU 348 Teaching Writing and Speaking in elementary Classrooms (3 credits)
EDU 205 Children’s Literature (3 credits)
EDU 200 Introduction to Teaching Health and Physical Education (3 credits)
ISC 211 Integrated Science II (4 credits) Prerequisite: ISC 210 – See General Education Requirements
MTH 310 Concepts in Elementary Math I (3 credits)
MTH 311 Concepts in Elementary Math II (3 credits)
EDU 350 Social Studies for Elementary Classrooms (3 credits)
EDU 366 Literacy in Elementary Education (3 credits)

Required General Education Courses for the Elementary Minor:
HIS 252 United States to 1877
ENG 160 Introduction to Literature
ISC 210 Integrated Science I
PSY 205 Introductory Psychology
GEO 199 World Geography: Regions & Concepts

ELEMENTARY EDUCATION CERTIFICATION (38 CREDITS)
An Elementary Education student must have a certifiable teaching major for which Marygrove is authorized to recommend for Provisional Certification. An Elementary Education student also must complete the Elementary Education minor offered by Marygrove.

Those endorsed majors and minors for which Marygrove is authorized by the state are listed below:

Elementary Teaching Majors (31-45 credits)
Integrated Science (40-45 credits)
Language Arts (39 credits)
Mathematics (31 credits)
Social Studies (40 credits)

A four-phase process is utilized for progressing in the Teacher Certification Program; all requirements for each phase must be completed before advancing to the next phase. Aspiring Teacher Certification Program students’ work in the Exploratory Phase to be accepted as Pre-Candidates through specific introductory course work and testing, explained below. To become Teacher Certification Candidates, students must fulfill further requirements. The final phase is student teaching, a full time, supervised, professional residency teaching in a school. 

Elementary and Secondary Teacher Certification Program progressions in four phases:

I. Exploratory
II. Pre-Candidate
III. Candidate
IV. Student Teaching

Phase 1: Exploratory Phase Requirements – Courses Open to all Undergraduates
The following abbreviated list explains the fundamental Exploratory Phase requirements for admission to the undergraduate Teacher Certification Program as a Pre-Candidate. Exploratory Phase I courses introduce aspiring teacher education students to the dynamic scope of considerations that must be applied in the teaching profession.

EDU 203 The Teaching Profession
EDU 321 Educational Psychology for Elementary Teachers (PSY 205 is a prerequisite for EDU 321)

During Exploratory Phase, student must meet all of the following requirements to be admitted as a Pre-Candidate
1. Complete all foundational courses or tests in Reading, Writing and Math with a grade of “C” or better

2. Satisfactorily complete 12 credits in Major with no grade less than a “B”

3. Earn a minimum grade of “C” in Phase I Education courses

4. Maintain an overall GPA of 2.7 or better, with a “B” in all teaching Major and Elementary Minor coursework and have no more than one semester on academic probation

5. Pass all three sections of the MTTC Professional Readiness Exam (PRE).

6. Have satisfactory Professional Behaviors and Dispositions Assessments in Exploratory courses, and no more than one notice of academic probation.

7. Submit an acceptable Pre-Candidate application to the Education Department, along with all necessary documentation including two letters of recommendation. This application packet can be obtained in the Education Department Office.

8. Receive positive application review, including a student interview with Education Department faculty. Students will be notified of program acceptance after their interviews, and will be assigned an Education faculty advisor at that time. 

Phase II: Pre-Candidate Phase Requirements – Courses Open Only to Accepted Pre-Candidates
EDU 330 Technology in the Classroom
EDU 351 Curriculum, Instruction, and Assessment
EDU 353 Designing and Managing Effective Learning Environments for Diverse Learners

During Pre-Candidate Phase, student must meet all of the following requirements to be accepted as a Candidate:
1. Complete all Elementary Minor courses and all but one Teaching Major course.

2. Maintain an overall GPA 2.7.

3. Earn a minimum grade of “C” in Phase II Education courses.

4. Have satisfactory Professional Behaviors and Dispositions Assessments and no more than one notice of academic probation.

5. Attend test preparation sessions as approved by advisor(s).

6. Apply to the Education Department for full acceptance as a Phase III Teacher Certification Candidate. The Elementary Level Candidate Application packet can be obtained in the Education Department office, Madame Cadillac Building, Room 215. The Candidate Application packet includes the student application and two Candidacy recommendation forms. Recommendation forms must be filled out by the teaching major liaison faculty member and the student’s Education faculty advisor and must be submitted as part of the Candidacy application.

7. Positive faculty review of Phase III Application Packet required. Students will be notified of full acceptance as Candidates in a letter from the Elementary Education Advisor.

Phase III: Candidate Phase Requirements – Courses Open Only to Accepted Candidates
EDU 344 Clinical Experiences and Methods for Teaching Mathematics in Elementary Schools
EDU 354 Clinical Experiences and Methods for Teaching Social Studies in Elementary Schools
EDU 367 Clinical Experiences and Methods for Teaching Literacy in Elementary Schools
EDU 374 Clinical Experiences and Methods for Teaching Integrated Science in Elementary Schools

During Candidate Phase, students must meet all of the following requirements to be accepted for Student Teaching:
1. Submit Student Teaching Application at the beginning of Candidate Phase – must be accepted into Student Teaching.

2. Maintain an overall GPA of 2.7

3. Each teaching Clinical Experiences/Methods course passed with a grade of “B” or better and all undergraduate coursework completed.

4. Attend test preparation sessions as approved by advisor(s)

5. Obtain Phase III Approval for MTTC Elementary Education Testing form from your Education Advisor.

6. Gather all necessary signatures and deliver above form to Teacher Certification Officer.

7. Pass MTTC Elementary Education Test during the semester of final Phase III courses.

8. All undergraduate coursework is completed except for Student Teaching and Seminar. 

Phase IV: Student Teaching and Seminar – Open Only to Accepted Student Teachers
EDU 499 Student Teaching and Seminar

UNDERGRADUATE SECONDARY CERTIFICATION PROGRAM (38 CREDITS)
A Secondary Education student must have a certifiable teaching major for which Marygrove is authorized to recommend for Provisional Certification. A secondary Education student must complete a certifiable Marygrove teaching minor.

Secondary Teaching Majors: (30 – 60 Credits)
Art Education – Comprehensive Group Major (To teach Art to grades K-12, teaching minor not required) (60 credits)
Biology – Major (39 credits)
English – Major (36 credits)
History – Major (30 credits)
Mathematics – Major (35 credits)
Political Science – Major (30 credits)
Social Studies - Major (40 credits)

Secondary Teaching Minors (20-23 Credits)
Biology (23 credits)
Chemistry (20 credits)
Economics (20 credits)
English (23 credits)
French (20 credits)
History (20 credits)
Mathematics (21 credits)
Political Science (20 credits)
Spanish (20 credits)

A four-phase process is utilized for progressing in the Teacher Certification Program; all requirements for each phase must be completed before advancing to the next phase. Aspiring Teacher Certification Program students’ work in the Exploratory Phase to be accepted as Pre-Candidates through specific introductory course work and testing, explained below. To become Teacher Certification Candidates, students must fulfill further requirements. The final phase is student teaching, a full time, supervised, professional residency teaching in a school.

Elementary and Secondary Teacher Certification Program progressions in four phases:

I. Exploratory
II. Pre-Candidate
III. Candidate
IV. Student Teaching

Phase I: Exploratory Phase Requirements – Courses Open to all Undergraduates
The following abbreviated list explains the fundamental Exploratory Phase requirements for admission to the undergraduate Teacher Certification Program as a Pre-Candidate. Exploratory Phase I courses introduce aspiring teacher education students to the dynamic scope of considerations that must be applied in the teaching profession

EDU 203 The Teaching Profession
EDU 322 Educational Psychology for Secondary Teachers (PSY 205 is a prerequisite for EDU 322)

During Exploratory Phase, student must meet all of the following requirements to be admitted as a Pre-Candidate
1. Complete all foundational courses or tests in Reading, Writing and Math with a grade of “C” or better

2. Satisfactorily complete 12 credits in Major with no grade less than a “B”

3. Earn a minimum grade of “C” in Phase I Education courses

4. Maintain an overall GPA of 2.7 or better, with a “B” in all teaching Major and Minor coursework.

5. Pass all three sections of the MTTC Professional Readiness Exam (PRE).

6. Have satisfactory Professional Behaviors and Dispositions Assessments in Exploratory courses, and no more than one notice of academic probation.

7. Submit an acceptable Pre-Candidate application to the Education Department, along with all necessary documentation including two letters of recommendation. This application packet can be obtained in the Education Department Office.

8. Receive positive application review, including a student interview with Education Department faculty. Students will be notified of program acceptance after their interviews, and will be assigned an Education faculty advisor at that time.

Phase II: Pre-Candidate Phase Requirements – Courses Open Only to Accepted Pre-Candidates
EDU 330 Technology in the Classroom
EDU 348 Teaching Writing and Speaking in the Elementary and Secondary Classroom
EDU 351 Curriculum, Instruction, and Assessment

During Pre-Candidate Phase, student must meet all of the following requirements to be accepted as a Candidate:
1. Complete all Minor Courses and all but one Teaching Major Course

2. Maintain an overall GPA of 2.7.

3. Pass designated Gateway course in Major with a grade of “B” or better (see Major Advisor for information)

4. Earn a minimum grade of “C” in Phase II Education courses

5. Have satisfactory Professional Behaviors and Dispositions Assessment.

6. Attend test preparation sessions as approved by advisor(s).

7. Apply to the Education Department for full acceptance as a Phase III Teacher Certification Candidate. The Secondary Level Candidate Application packet can be obtained in the Education Department Office. The Candidate Application packet includes the student application and two Candidacy recommendation forms. Recommendation forms must be filled out by the teaching major liaison faculty member and the student’s Education faculty advisor and must be submitted as part of the Candidacy application.

8. Positive faculty review of Phase III Application Packet and approval to take MTTC Secondary Content Area Test (CAT) required

9. Pass MTTC Secondary Major Content Area Test (CAT).

10. Students will be notified of full acceptance as Candidates in a letter from the Education Department.

Phase III: Candidate Phase Requirements – Courses Open Only to Accepted Candidates
EDU 347 General Secondary Methods (MAJOR) 347 Teaching Major Methods Course(s)
EDU 353 Designing and Managing Effective Learning Environments
EDU 357 Methods of Intermediate and Secondary Reading

During Candidate Phase, student must meet all of the following requirements to be accepted for Student Teaching:
1. Submit Student Teaching Application at beginning of Candidate Phase – must be accepted into Student Teaching

2. Maintain an overall GPA of 2.7 and have no more than one academic probation

3. Each teaching methods course passed with a grade of “B” or better and all undergraduate coursework completed

4. All undergraduate coursework is completed except for Student Teaching and Seminar 

Phase IV: Student Teaching and Seminar – Open Only to Accepted Student Teachers
EDU 499 Student Teaching and Seminar

 

Elementary Course List

Elementary Education Minor

  • AIE 344             Arts Infused Education
  • EDU 348           Teaching Writing and Speaking in Elementary Classrooms (3)
  • EDU 358           Language Acquisition and ELL (1)
  • ENG 205           Children’s Literature (3)
  • HSC 200           Introduction to Teaching Health and Physical Education (2)
  • ISC 210             Integrated Science I (4)
  • ISC 211             Integrated Science II (4)
  • MTH 310           Concepts in Elementary Math I (3)
  • MTH 311           Concepts in Elementary Math II            (3)
  • SST 350            Social Studies for Elementary Classrooms (3)

Elementary Education Minor

  • AIE 344             Arts Infused Education
  • EDU 348           Teaching Writing and Speaking in Elementary Classrooms (3)
  • EDU 358           Language Acquisition and ELL (1)
  • ENG 205           Children’s Literature (3)
  • HSC 200           Introduction to Teaching Health and Physical Education (2)
  • ISC 210             Integrated Science I (4)
  • ISC 211             Integrated Science II (4)
  • MTH 310           Concepts in Elementary Math I (3)
  • MTH 311           Concepts in Elementary Math II            (3)
  • SST 350            Social Studies for Elementary Classrooms (3)

Early Childhood Education Course Descriptions

EDU 203 The Teaching Profession 3 hours
Not offered Summer Term; Prerequisites: LS 105, ENG 107
Exploration of attitudes, perspectives and skills crucial to the growth of the developing teacher. A lab experience in an elementary or secondary school is integral to the course.

EDU 240 Developmental Psychology 3 hours
Prerequisite: PSY 205
Human development and factors that influence it with particular emphasis on infancy, childhood, and adolescence.

EDU 241 Educational Psychology 3 hours
Prerequisites: EDU 203, EDU 240 or 343
Introductory course in the psychology of learning and teaching (Grades K-12), emphasizing mental abilities, individual differences, motivation and application of psychological theory and research in learning. Appropriate laboratory experiences.

SED 250 Education of the Exceptional Learner 3 hours
Prerequisites: None
An overview of the legislative rules and policies for children and youth with exceptional needs, including those with disabilities, the gifted and talented, and those with cultural
and linguistic differences. Development of an awareness of the characteristics indigenous to exceptional students and their relationship to teaching methodologies in the least restrictive environment. Concepts of inclusion. Observation in special settings that service exceptional children mandatory.

EDU 324 Principles of Classroom Management 3 hours
Prerequisites: EDU 241
Analysis and discussion of the social and psychological dimensions of classroom environments: the design and implementation of effective instruction‚ roles of teacher and students in group dynamics‚ techniques for management and design of classroom instruction and student behavior. Techniques for developing effective communication with parents and community. Selected observation opportunity.

EDU 330 Technology in the Classroom 3 hours
Prerequisites: None
Use multimedia as a teaching tool. Develop a plan of action integrating technology in support of instruction/learning. Explore, evaluate, and use technology to accomplish learning tasks independently and cooperatively. With appropriate field based experiences.

EDU 340 Technology Tools for Teachers 3 hours
Prerequisites: None
Applies appropriate technologies to critical thinking, creative expression and decision-making skills. Evaluates the societal and environmental impacts of technology.

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

EDU 344 Methods for Teaching Elementary and Middle School Mathematics 3 hours
Prerequisites: EDU 241; Admission to Teacher Certification TCCERT Program
Techniques for teaching mathematics including K-8. Emphasis is on developing concepts through understanding, discovery, problem solving, observing patterns and relationships, and meeting the individual needs of children of various abilities and experience levels. Appropriate field based experiences.

EDU 347 General Secondary Methods 3 hours
Prerequisite: Admission to Teacher Certification TCCERT Program.
Techniques for developing lesson plans, unit plans and course overviews which incorporate objectives, evaluation and a variety of teaching-learning strategies. Field experiences and simulations in lesson presentation and classroom management. Appropriate field based experience.

ENG 348 Methods of Teaching Writing and Speaking, K-12 3 hours
Prerequisite: ENG 108.
An introduction to the theories and practices of teaching written and oral literacies at the elementary and secondary levels.

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

Prerequisites: Admission to Teacher Certification TCCERT Program.
Combination of theoretical and practical models, grades K-8, providing multicultural approaches to activities, materials, and resources necessary for teaching social studies. Appropriate field based experience.

EDU 357 Methods for Teaching Intermediate and Secondary Reading 3 hours
Prerequisite: Admission to Teacher Certification TCCERT Program.
Analyzes the variations in vocabulary, format, comprehension, and study procedures in various content areas and develops teaching strategies for improving basic reading skills and reading proficiency. Addresses adapting content instruction to meet the needs of middle school and secondary school students with reading problems. Appropriate field based experiences.

EDU 364A Methods for Elementary Reading and Other Language Arts 3 hours
Prerequisite: Admission to Teacher Certification TCCERT Program.
Addresses the reading, writing, listening, and speaking processes in literacy development. Presents and examines teaching strategies and materials that support integrated language arts instruction. Strategies for organization and management of classroom reading programs providing for individual differences in grades K-8 are developed. Related software applications will be explored. Guided observation and field-based experience.

EDU 364B Methods for Elementary Reading: Practicum Strategies 3 hours
Prerequisites: EDU 364A; Admission to Teacher Certification TCCERT Program.
Strategies for developing and implementing detailed lesson plans based on a diagnostic-instruction model for both developmental skills in reading and reading in the content areas. First half of the course will prepare the student for field-based experience. Peer, instructor, and self-evaluation of lessons.

EDU 374 Methods for Teaching Elementary and Middle School Science 3 hours
Prerequisites: EDU 241; Admission to Teacher Certification TCCERT Program
Methodology appropriate for teaching scientific concepts. Also teaching demonstrations, projects, daily and unit planning. One field trip. Extensive use of A/V media in Marygrove’s Library Resources Room. Emphasis on content and methods for grades K-8. Appropriate field based experience.

EDU 390 The Adult Learner 3 hours
Prerequisite: PSY 205
An examination of theories of learning in adulthood and the issues related to life-long learning. The emphasis is on adult learning as a process of transformation.

EDU 404 Guided Experiences With Children 1-3 hours
Prerequisite: Junior or senior status
Field work with children including such activities as tutoring, assisting the teacher‚ camp counseling‚ playground supervision, and other experiences which contribute to a prospective teacher’s professional development. May be taken more than once to a maximum of 3 hours.

EDU 475 Foundations in American Education 3 hours
Prerequisite: Admission to Teacher Certification TCCERT Program
Structure, function and purposes of American education, examination of the philosophical, social, political and economic contexts of educational systems; role and characteristics of the teaching profession.

EDU 491 Independent Study 3 hours
When necessary and with approval of advisor, students are permitted to request an independent study, with appropriate field-based experience.

EDU 499 Student Teaching 10-12 hours
Prerequisites: Admission to Student Teaching; Methods at appropriate level;
Term: 1, 2
Observation and guided, full-time professional laboratory experience in public or private school classrooms at the appropriate level. Seminar required.

EDU 203 The Teaching Profession 3 hours
Not offered Summer Term; Prerequisites: LS 105, ENG 107
Exploration of attitudes, perspectives and skills crucial to the growth of the developing teacher. A lab experience in an elementary or secondary school is integral to the course.

EDU 240 Developmental Psychology 3 hours
Prerequisite: PSY 205
Human development and factors that influence it with particular emphasis on infancy, childhood, and adolescence.

EDU 241 Educational Psychology 3 hours
Prerequisites: EDU 203, EDU 240 or 343
Introductory course in the psychology of learning and teaching (Grades K-12), emphasizing mental abilities, individual differences, motivation and application of psychological theory and research in learning. Appropriate laboratory experiences.

SED 250 Education of the Exceptional Learner 3 hours
Prerequisites: None
An overview of the legislative rules and policies for children and youth with exceptional needs, including those with disabilities, the gifted and talented, and those with cultural
and linguistic differences. Development of an awareness of the characteristics indigenous to exceptional students and their relationship to teaching methodologies in the least restrictive environment. Concepts of inclusion. Observation in special settings that service exceptional children mandatory.

EDU 324 Principles of Classroom Management 3 hours
Prerequisites: EDU 241
Analysis and discussion of the social and psychological dimensions of classroom environments: the design and implementation of effective instruction‚ roles of teacher and students in group dynamics‚ techniques for management and design of classroom instruction and student behavior. Techniques for developing effective communication with parents and community. Selected observation opportunity.

EDU 330 Technology in the Classroom 3 hours
Prerequisites: None
Use multimedia as a teaching tool. Develop a plan of action integrating technology in support of instruction/learning. Explore, evaluate, and use technology to accomplish learning tasks independently and cooperatively. With appropriate field based experiences.

EDU 340 Technology Tools for Teachers 3 hours
Prerequisites: None
Applies appropriate technologies to critical thinking, creative expression and decision-making skills. Evaluates the societal and environmental impacts of technology.

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

EDU 344 Methods for Teaching Elementary and Middle School Mathematics 3 hours
Prerequisites: EDU 241; Admission to Teacher Certification TCCERT Program
Techniques for teaching mathematics including K-8. Emphasis is on developing concepts through understanding, discovery, problem solving, observing patterns and relationships, and meeting the individual needs of children of various abilities and experience levels. Appropriate field based experiences.

EDU 347 General Secondary Methods 3 hours
Prerequisite: Admission to Teacher Certification TCCERT Program.
Techniques for developing lesson plans, unit plans and course overviews which incorporate objectives, evaluation and a variety of teaching-learning strategies. Field experiences and simulations in lesson presentation and classroom management. Appropriate field based experience.

ENG 348 Methods of Teaching Writing and Speaking, K-12 3 hours
Prerequisite: ENG 108.
An introduction to the theories and practices of teaching written and oral literacies at the elementary and secondary levels.

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

Prerequisites: Admission to Teacher Certification TCCERT Program.
Combination of theoretical and practical models, grades K-8, providing multicultural approaches to activities, materials, and resources necessary for teaching social studies. Appropriate field based experience.

EDU 357 Methods for Teaching Intermediate and Secondary Reading 3 hours
Prerequisite: Admission to Teacher Certification TCCERT Program.
Analyzes the variations in vocabulary, format, comprehension, and study procedures in various content areas and develops teaching strategies for improving basic reading skills and reading proficiency. Addresses adapting content instruction to meet the needs of middle school and secondary school students with reading problems. Appropriate field based experiences.

EDU 364A Methods for Elementary Reading and Other Language Arts 3 hours
Prerequisite: Admission to Teacher Certification TCCERT Program.
Addresses the reading, writing, listening, and speaking processes in literacy development. Presents and examines teaching strategies and materials that support integrated language arts instruction. Strategies for organization and management of classroom reading programs providing for individual differences in grades K-8 are developed. Related software applications will be explored. Guided observation and field-based experience.

EDU 364B Methods for Elementary Reading: Practicum Strategies 3 hours
Prerequisites: EDU 364A; Admission to Teacher Certification TCCERT Program.
Strategies for developing and implementing detailed lesson plans based on a diagnostic-instruction model for both developmental skills in reading and reading in the content areas. First half of the course will prepare the student for field-based experience. Peer, instructor, and self-evaluation of lessons.

EDU 374 Methods for Teaching Elementary and Middle School Science 3 hours
Prerequisites: EDU 241; Admission to Teacher Certification TCCERT Program
Methodology appropriate for teaching scientific concepts. Also teaching demonstrations, projects, daily and unit planning. One field trip. Extensive use of A/V media in Marygrove’s Library Resources Room. Emphasis on content and methods for grades K-8. Appropriate field based experience.

EDU 390 The Adult Learner 3 hours
Prerequisite: PSY 205
An examination of theories of learning in adulthood and the issues related to life-long learning. The emphasis is on adult learning as a process of transformation.

EDU 404 Guided Experiences With Children 1-3 hours
Prerequisite: Junior or senior status
Field work with children including such activities as tutoring, assisting the teacher‚ camp counseling‚ playground supervision, and other experiences which contribute to a prospective teacher’s professional development. May be taken more than once to a maximum of 3 hours.

EDU 475 Foundations in American Education 3 hours
Prerequisite: Admission to Teacher Certification TCCERT Program
Structure, function and purposes of American education, examination of the philosophical, social, political and economic contexts of educational systems; role and characteristics of the teaching profession.

EDU 491 Independent Study 3 hours
When necessary and with approval of advisor, students are permitted to request an independent study, with appropriate field-based experience.

EDU 499 Student Teaching 10-12 hours
Prerequisites: Admission to Student Teaching; Methods at appropriate level;
Term: 1, 2
Observation and guided, full-time professional laboratory experience in public or private school classrooms at the appropriate level. Seminar required.

Economics Course Descriptions

ECN 200   Introductory Macroeconomics   3 hours
Prerequisite: MTH 100; Sophomore standing; Term: 1. General Education option
Principles of macroeconomic analysis, determination of national income and employment level; the monetary system; and stabilization policies.

ECN 202  Economic Dimensions   3 hours
Prerequisites: Sophomore standing; Term: 1, 2, summer. General Education option
Fundamentals of micro and macroeconomic analysis presented in the context of contemporary socio-economic problems and policy alternatives. This course is intended to satisfy general education requirements only, and can­not be counted toward a minor in economics.

ECN 203  Introductory Microeconomics  3 hours
Prerequisites: ECN 200 or 202, MTH 100; Sophomore standing; Term: 2. General Education option
Focuses on theory of the individual firm in short and long run analysis; profit maximization under different market structures; and analysis of resource allocation and income distribution.

ECN/POL/PSY/SOC 305 Introductory Statistics  4 hours
Prerequisite: MTH 100 or equivalent; Term: 1, 2
Fundamental principles of descriptive and inferential statistics with applications to social sciences. May include use of statistical software.

ECN 307  Finance   4 hours
Prerequisites: ACC 234, ECN 200, ECN 203; Term: 2
Study of the basic theoretical framework for decision-making in financial management. Includes financial planning, fund requirements and sources, and fundamentals of capital budgeting.

ECN 310  Money and Banking   3 hours
Prerequisites: ENG 108, ECN 200 or ECN 202; Term: 1
Emphasis on operation and control of monetary and banking system in relation to government fiscal policy and international finance.

ECN/HIS 340  American Labor History  3 hours
Prerequisites: ENG 108; HIS 252 or HIS 253 recommended.
The history of the working class and trade union movement in the United States from the mid-19th century to the present.

ECN 341  Issues in Economics  4 hours
Prerequisite: ECN 200 or 202 or 203. Offered as needed
Examination of various issues and problems in economics at the present time. Writing intensive.

ECN/HIS 345  Problems in American Economic History  3 hours
Prerequisites: ENG 108‚ ECN 200 or 202. Offered as needed
The process of American economic development; historical roots of contemporary economic problems.

ECN 361  International Economics and Finance   4 hours
Prerequisite: ECN 203. Offered as needed
Focuses on international trade‚ investment‚ and finance issues since the end of World War II. Includes the study of important international monetary and trade organizations and the study of the effect of regional integration and cooperation on trade and investment. Writing intensive.

ECN 365  Economics of the Third World   3 hours
Prerequisite: ECN 200 or 202. Offered as needed
Study of the theories of economic development, as well as the economic relationship between developed and third world nations.

ECN 384  Consumer Money Management  3 hours
Prerequisites: ECN 200 or 202. Term: 2; alternate years
Principles of management applied to the financial needs and resources of the individual and family. Emphasis on financial planning, income distribution, consumer financial services and protection, use of credit, insurance and investments.

ECN 388  Cooperative Field Experience   2-6 hours
Prerequisite: Departmental approval; Term: 1, 2
Supervised work experience in activity related to area of specialization, planned in consultation with advisor, co-op supervisor and employer. Recording, reporting and evaluation of experience will be required.

ECN 491  Independent Study  1-4 hours
Prerequisite: At least one course in economics; Term: 1, 2
Advanced research and presentation of critically evaluated data.

English Minor

The requirements for an English minor are 23 credit hours (with at least 9 credit hours at the 300 and 400 level), including:

1. General English Minor

ENG 160        Introduction to Literature

ENG 260        Approaches to Literary Studies

ENG 314        Literary Theory and Criticism

ENG 320        Selected Writers

Four courses from the following:
ENG 203        Literature: The Short Story
ENG 206        Introduction to Poetry
ENG 222        Introduction to African-American Literature
                  -OR-
ENG 322        Studies in African-American Literature
ENG 241        History of the Drama
ENG 275        Introduction to Classical Literature and Mythology
ENG 301        British Writers I
ENG 302        British Writers II
ENG 310        American Literature I
ENG 311        American Literature II
ENG 321        Modern Poetry
ENG 331        Contemporary Drama
ENG 333        Detroit in Literature
ENG 350        World Literature
ENG 351        Shakespeare
ENG 361        Shakespeare on Film
ENG 352        The Novel
ENG 353        Contemporary Literature of Africa
ENG 370        Literature by Women

2. English Minor for Teaching
ENG 160        Introduction to Literature
ENG 205        Children’s Literature
ENG 260        Approaches to Literary Studies
ENG 317        The English Language: History, Structure, and Grammar

Four courses from the following:
ENG 203        Literature: The Short Story
ENG 206        Introduction to Poetry
ENG 222        Introduction to African-American Literature
                -OR-
ENG 322        Studies in African-American Literature
ENG 241        History of the Drama
ENG 275        Introduction to Classical Literature and Mythology
ENG 301        British Writers I
ENG 302        British Writers II
ENG 310        American Literature I
ENG 311        American Literature II
ENG 320        Selected Writers
ENG 321        Modern Poetry
ENG 331        Contemporary Drama
ENG 333        Detroit in Literature
ENG 350        World Literature
ENG 351        Shakespeare
ENG 352        The Novel
ENG 353        Contemporary Literature of Africa
ENG 361        Shakespeare on Film
ENG 370        Literature by Women

Other English courses approved by your academic advisor. Please see additional requirements, including ENG 348, Teaching Writing and Speaking, in the Teacher Certification section of this catalog.

Education Course Descriptions

EDU 203 The Teaching Profession 3 hours
Prerequisites:  None
This course is 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 321 Educational Psychology for Elementary Teachers 3 hours
Prerequisites:  PSY 205
This is an introductory course in the psychology of learning and teaching (Grades K-6), 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 for elementary teachers.

EDU 322 Educational Psychology for Secondary Teachers 3 hours
Prerequisites: PSY 205
This is an introductory course in the psychology of learning and teaching (Grades 6-8), 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 for secondary teachers.

EDU 330 Technology in the Classroom 3 hours
Prerequisites:EDU 203 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 344 Clinical Experiences and Methods for Teaching Mathematics in Elementary Schools 3 hours
Prerequisites: Prerequisites: EDU 203, EDU 321, EDU 330, EDU 351, 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 hours
Prerequisites: EDU 203, EDU 322, EDU 330, 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 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 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 353 Designing and Managing Effective Learning Environments for Diverse Learners 3 credit hours
Prerequisites: EDU 203, EDU 321 or EDU 322, EDU 330, EDU 348, EDU 351, and program acceptance as an Elementary or Secondary Candidate
This course addresses the design and management of curriculum, instruction and classrooms to provide meaningful learning for diverse groups of students. The educational implications of the characteristics of students with exceptionalities are explored. Research in practices of effective teaching is examined, with specific emphasis on teacher and student behaviors related to aspects of diversity in urban settings. Techniques for developing effective communication with parents and community are explored. Field-based experiences required.

EDU 354 Methods for Teaching Elementary and Middle School Social Studies 3 hours
Prerequisites: EDU 203, EDU 321, EDU 330, EDU 351, 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 hours
Prerequisites: EDU 203, EDU 322, EDU 330, 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 366 Literacy in Elementary Education 3 hours
Prerequisites: none
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 367 Clinical Experiences and Methods for Teaching Literacy in Elementary Schools 3 hours
Prerequisites:Prerequisites: EDU 203, EDU 321, EDU 330, EDU 351, 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 Clinical Experiences and Methods for Teaching Integrated Science in Elementary Schools  3 hours
Prerequisites: EDU 203, EDU 321, EDU 330, EDU 351, 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 field experiences. 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 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 8-10 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 winter terms only.

 

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Science and Math

Socialwork Programs

Dance at Marygrove

MAT Program

English at Marygrove