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Categories starting with M

Master in the Art of Teaching (1)

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

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

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

Modern Language Translation (1)

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

Master in the Art of Teaching (28)

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

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 of Education in Special Education with Concentration in Autism Spectrum Disorders

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

Specific Program Information

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

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

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

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

At a Glance

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

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


Core Requirements

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

Autism Spectrum Disorder Concentration Courses

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

Exit Requirements

  • Introduction to Educational Research
  • Student Teaching in Learning Disabilities




Courses
EDU 551: Curriculum, Instruction, & Assessment

Prerequisite: Acceptance into Teacher Certification Program as a Pre-Candidate
3 Credits
This course offers approaches to curriculum, instruction and assessment designed to engage students in an integrated process of teaching and learning. Students design units and create supporting lesson plans based on Grade Level Content Standards that focus on using differentiated instructional strategies, assessment practices, and technology integration.
Students practice collaboration skills, applying peer review processes aimed at improving unit design and lesson plans.

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

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

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

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

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

SED 651: Characteristics of Students with Autism Spectrum Disorder

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

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

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

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

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

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

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

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

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


EDU 602: Introduction to Educational Research

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

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


SED 699   (5) Student Teaching in Special Education


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

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

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

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

 

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

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

 

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

 

ADMISSION REQUIREMENTS

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

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

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

 

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

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

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

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

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