Course Descriptions

Description

Please note: Revised departmental policies and/or State of Michigan certification rules may necessitate additional courses or changes in admission or program completion requirements.

EDU 203: The Teaching Profession 3 credits

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 530: Technology in the Classroom 3 credits

Prerequisites: EDU 203, EDU, 541, EDU 575 and program acceptance as a 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 541: Educational Psychology 3 credits

Prerequisites: none

This is an introductory course in the psychology of learning and teaching (Grades K-12), emphasizing mental abilities, individual differences, motivation and application of psychological theory and research in learning. The course emphasizes constructivist theories of learning and cognition, examining the effects of culture and gender on learning, and studies the classroom as a social setting.

EDU 544: Methods for Teaching Elementary and Middle School Mathematics 3 credits

Prerequisites: EDU 203, EDU 530, EDU 541, EDU 551, EDU 552, EDU 602 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 547: General Secondary Methods 3 credits

Prerequisites: EDU 203, EDU 530, EDU 541, EDU 548, EDU 551, EDU 575, EDU 602 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 548: Teaching Writing and Speaking in the Elementary and Secondary Classroom 3 credits

Prerequisites: EDU 203, EDU 541, EDU 575 and program acceptance as an Elementary or Secondary Pre-Candidate

This course presents an introduction to the theories and practices of teaching written and oral literacy at the elementary and secondary levels. 

EDU 551: Curriculum, Instruction, and Assessment 3 credits

Prerequisites: EDU 203, EDU 541, EDU 575 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 using the backward design framework geared toward meeting Grade Level Content Standards. Students use Internet resources, practice collaboration skills, and apply peer review processes aimed at improving unit design and lesson plans. 

EDU 552: Assessment and Differentiation 3 credits

Prerequisites: EDU 203, EDU 541, EDU 575 and program acceptance as an Elementary Pre-Candidate

This course builds upon content introduced in EDU 551 to prepare candidates to assess the effects of instruction on student performance. Emphasis is placed on theories and concepts of assessment 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 and Managing Effective Learning Environments for Diverse Learners 3 credits

Elementary Level

Prerequisites: EDU 203, EDU 530, EDU 541, EDU 551, EDU 552, EDU 575, EDU 602 and program acceptance as an Elementary Pre-Candidate

Secondary Level 

Prerequisites: EDU 203, EDU 530, EDU 541, EDU 548, EDU 551, EDU 575, EDU 602 and program acceptance as a Secondary Pre-Candidate

This course addresses the design and management of the classroom environment to provide meaningful learning for diverse groups of students. The educational implications of the characteristics of diverse learners are explored. Research in practices of effective teaching is examined, with specific emphasis on teacher and student behaviors. Techniques for developing effective communication with parents and community are explored. Field-based experiences required. 

EDU 554: Methods for Teaching Elementary and Middle School Social Studies 3 credits

Prerequisites: EDU 203, EDU 530, EDU 541, EDU 551, EDU 552, EDU 575, EDU 602 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 557: Methods for Teaching Intermediate and Secondary Reading 3 credits

Prerequisites: EDU 203, EDU 530, EDU 541, EDU 548, EDU 551, EDU 575, EDU 602 and program acceptance as a Secondary Pre-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 564A: Methods for Elementary Reading and Other Language Arts 3 credits

Prerequisites: EDU 203, EDU 530, EDU 541, EDU 551, EDU 552, EDU 575, EDU 602 and program acceptance as an Elementary Candidate

This course addresses the reading, writing, listening, and speaking processes in literacy development. Students 

exam-ine 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 564B: Methods for Elementary Reading: Practicum Strategies  3 credits

Prerequisites: EDU 203, EDU 530, EDU 541, EDU 551, EDU 552, EDU 564A, EDU 575,EDU 602 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 574: Methods for Teaching Elementary and Middle School Science 3 credits

Prerequisites: EDU 203, EDU 530, EDU 541, EDU 551, EDU 552, EDU 575, EDU 602 and program acceptance as 

an Elementary Candidate

This course presents methodology appropriate for teaching scientific concepts. Teaching demonstrations, projects, daily and unit planning are approaches addressed in this course. Students participate in one field trip. The course makes extensive use of media in Marygrove’s Library Resources Room. Emphasis is placed on the inquiry-based strategies, problem-solving activities, hands-on activities, the interdisciplinary nature of science, children’s understandings, objectives of school science programs, science education reform, methods of instruction, assessment practices, experimental programs, and content in the physical, life, and earth sciences. Emphasis is on con-tent and methods for grades K-8. Field based experience required. 

EDU 575: Foundations in American Education 3 credits

Prerequisites: none

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

EDU 602: Introduction to Educational Research 3 credits 

Identical to EDL 602. Credit may not be earned in more than one of these courses. Prerequisites: EDU 203, EDU 541, EDU 575 and program acceptance as an Elementary or Secondary Pre-Candidate

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. 

EDU 665: Educational Research

Identical to EDT 665. Credit may not be earned in more than one of these courses. 3 credits

Prerequisites: EDU 203, EDU 541, EDU 575, EDU 602

This course provides for an in-depth study of basic techniques of research and educational reporting. 

This course also covers evaluation of current research and trends for implementing change.

EDU 691: Independent Study 3 credits

Prerequisite:  Full acceptance as a Teacher Certification Candidate and permission of Advisor

An Independent Study may enrich and deepen a student’s studies in some specific way, or it may be a research project. Interested students begin the process of developing an Independent Study with their academic advisors, who will have application forms. When necessary and with approval of advisor, students are permitted to request an Independent Study. 

EDU 699: Student Teaching 10-12 credits

Elementary Level 

Prerequisites: EDU 203, EDU 530, EDU 541, EDU 544, EDU 551, EDU 552, EDU 553, EDU 554, EDU 564A, 

EDU 564B, EDU 574, EDU 575, EDU 602 and admission to Student Teaching

Secondary Level 

Prerequisites:  EDU 203, EDU 530, EDU 541, EDU 547, EDU 548, EDU 551, EDU 553, EDU 557, EDU 575, EDU 602 and admission to Student Teaching

This capstone course includes observation and guided‚ full-time professional laboratory experience in public or private school classrooms at the appropriate level. Seminar required. Fall and Spring term only.

FEES IN TEACHER CERTIFICATION PROGRAMS

Several pre-service teacher preparation and evaluation processes require students to be responsible for fees associated with these processes. 

The Michigan Tests for Teacher Certification (MTTC) Basic Skills Test and content area tests in specific subject areas have fees associated with each test attempt. Beginning in 2013 the MTTC test for Elementary Education will be comprised of two separate test sections. 

The Marygrove Education Department requires that, before the student teaching semester begins, all student teachers obtain membership in one of two professional educators’ organizations that provide professional liability insurance with paid membership. These organizations provide professional education materials to student members. Information on can be found on their websites:

Student Michigan Education Association - http://www.mea.org/SMEA

Christian Educators Association International - http://www.ceai.org

Child and adult First Aid and CPR training is required of those becoming certified teachers, and must be done with specially certified trainers. Sessions are now offered on campus at Marygrove for a nominal fee, usually during the student teaching semester. See the Student Teaching Director for more information.

In addition, when a student is ready to be recommended by the College for her/his teaching certificate, in order to issue the certificate there is a fee that must be paid to the State of Michigan.

ACCREDITATION

Marygrove College has full approval of the State of Michigan Department of Education for its teacher certification specialty programs. The College is fully accredited. The Education Division has Candidate Status Membership with The Teacher Education Accreditation Council (TEAC). A copy of Marygrove’s Title II report card is available from the Education Department upon request.

 

MARYGROVE GRIOT PROGRAM

A Griot is a storyteller whose knowledge and wisdom is shared and passed on from generation to generation. The Marygrove Griot Program is designed to increase the number of highly qualified African American male teachers working in K-12 schools who can serve as primary role models for students in urban areas. 

The Griot program provides a personalized learning environment geared toward equipping students with skills needed to become effective teachers and leaders in their respective communities. Students will receive:

One-on-one faculty advising

A “buddy system” that identifies a mentor who will serve as a resource person during the student’s program

Social and cultural networking through planned extra-curricular activities

Griot students are required to meet all M.Ed. Plus Teacher Certification requirements of Marygrove’s Education Department. 

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