Faculty-promoted Courses: ARCHIVES

Winter 2008

EDUC 771-002 Assessing Self-Authorship - Patricia King
EDUC 771-003 Diversity and Coping in College Success - Phillip Bowman
EDUC 775 Research in Teacher Education: Exploring Conceptual Foundations - Donald Freeman
EDUC 883-001 (MEDEDUC 883) Instructional Methods in Professional Postsecondary Education: Theory and Application - Casey White
EDUC 860 Technology in Higher Education - Eric Dey
EDUC 886-001 (MEDEDUC 886) Program Evaluation - Patricia Mullan

Winter 2008

EDUC 771-002 Assessing Self-Authorship - Dr. Patricia King

The construct of self-authorship (Kegan, 1994) has stimulated a great deal of interest in the last decade, both for theory-building about college student and adult development and as a conceptual foundation for educational innovations. As with many complex developmental constructs, its assessment requires sustained training. This seminar will begin with an in-depth exploration of the construct of self-authorship and research on its evolution. We will then explore dynamics of assessing this concept through the study of three major self-authorship interviews: Kegan’s Subject-Object Interview (Lahey, Souvaine, Kegan, Goodman & Felix, 1988); Baxter Magolda’s (2001) longitudinal interview; and the Wabash National Study of Liberal Arts Education (WNSLAE) interview (Baxter Magolda & King, 2007). The third major section of the course will focus on training students to conduct and code the WNSLAE self-authorship interviews.

Prerequisite: Successful completion of ED662, Learning and Development in Higher Education. Students who have completed a comparable course or have deep familiarity with college student development theories or self-authorship may request a waiver of this requirement and will be asked to document their prior learning in this area.

References
Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus.

Baxter Magolda, M. B. & King, P. M.(2007). Interview strategies for assessing self-authorship. Journal of College Student Development, 48(5), 491-508.

Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.

Lahey, L. L., Souvaine, E., Kegan, R., Goodman, R., & Felix, S. (1988). A guide to the Subject-Object Interview: Its administration and interpretation: Available from: Subject-Object Research Group, 201 Nichols House, HGSE, Cambridge, MA 02138

EDUC 771-003 Diversity and Coping in College Success (3)
Dr. Phillip Bowman ( pjbowman@umich.edu), Thursdays, 1-4pm

This course is designed as a graduate seminar to provide a critical review of literature on the role of non-cognitive or psychosocial factors in college success among students from diverse racial/ethnic backgrounds. With particular relevance for the growing “diversity debate” in higher education, over 40 years of research reveal that such psychosocial factors are often stronger predictors of college success than standardized admission test scores. This debate raises fundamental questions about the role of admissions tests vs. other indicators of merit and/or predictors of college success – especially among students from underrepresented racial/ethnic groups. Guided by a stress-coping framework, emphasis will be placed on improving theory and empirical research to guide multilevel student development strategies during the often stressful college transition. A multi-ethnic perspective will consider the differential role of psychosocial factors among White, African, Latino, and Asian ancestry students within a rapidly diversifying college student population. We will critically examine research and scholarly literatures from educational research, psychology, and other social sciences. This seminar should be of relevance for both doctoral students interested in theory-driven research as well as masters-level students interested in bridging such scholarship with leadership roles in policy, administration, or professional practice in higher education.

EDUC 775 - Research in Teacher Education: Exploring Conceptual Foundations
or
EDUC 737 - Special Topics in ES: Exploring Conceptual Foundations of Research, Design, and Policy in Teacher Education" -
Donald Freeman (donaldfr@umich.edu) - Thursdays 2 to 5PM; open to all.

This course explores some of the key foundational concepts that are used in research, design, and policy making in teacher education in the U.S. and around the world. These concepts, which are often assumed and therefore go unexamined, can shape both explicitly and implicitly the ways in which policies are drawn up, projects developed, and research is proposed and carried out. Among others, Deweys concepts of "learning in and from experience", Lorties of "the apprenticeship of observation" and "the egg-carton profession", the Berlaks "dilemmas of schooling", Jacksons "hidden curriculum" and Denscombes "hidden pedagogy", Schons "reflection in/on action", Shavelson and Sterns "teaching as decision-making", Polanyis "tacit knowledge" (leading to Shulmans "pedagogical content knowledge"), or Wengers "communities of practice" are some examples of foundational ideas that have--- and continue to- shape how the study of teacher education is conceptualized and how its implementation is carried out. In fact many of these ideas have become so commonplace and so much part of the educational vernacular that they are taken for-granted. But this lack of analytical understanding of the original concept can lead to ineffective policy-making, sloppy or incomplete research, and can hamper the effective design and monitoring of education projects.

The course will be organized around a sequence of work with the concepts we select. We will read the original text closely in order to understand the context, power, and limitations of the concept, and then we will examine how it has been used in three design domains: program development, research, and policy-making. The intent is threefold: to support habits of close reading of key ideas, to learn to follow those ideas into different domains of research, design, and policy, and to deepen and extend understanding of the ideas and how they have been used in these domains.

I will choose the initial round of foundational concepts to start the course, and then together we chart the others. And, after looking across all three domains of research, design, and policy, you will be encouraged to focus according to your interests and needs. In the contexts of these examinations, I plan to bring in examples in all three domains from various international educational reform projects and research programs in which I have been involved.

You can register for the course as either ED775 (Research in Teacher Education: Exploring Conceptual Foundations) or ED737 (Special Topics in ES: Exploring Conceptual Foundations of Research, Design, and Policy in Teacher Education).

If you have questions about the course, please feel free to email or come by 1228B.

EDUC 860 Technology in Higher Education
Eric Dey ( dey@umich.edu), Tuesdays, 1-4 pm, 2334 SEB

EDUC 883-001 (MEDEDUC 883) Instructional Methods in Professional Postsecondary Education: Theory and Application
Dr. Casey White ( bcwhite@umich.edu), Mondays, 9am-12noon

Professional education, with its focus on introducing students to simulated and authentic environments in which they will be practicing, has historically employed active, practice-based learning formats that include internships, clerkships, interactions with standardized patients/clients, computer- and mannequin based simulation, and case- or problem-based learning. The goal of this course is to introduce students to research and theory underlying these active, practice-based instructional methods, and to apply these methods across higher and professional education including medicine, dentistry, nursing, law and pharmacy. Along with this broad, multi-disciplinary approach to the course material, students will also study in depth a particular discipline and the common instructional methods within that discipline. Learning methods will be active and student-centered, and will include peer teaching, peer feedback and self-assessment

EDUC 886-001 (MEDEDUC 886) Program Evaluation.
Dr. Patricia Mullan ( pbmullan@umich.edu), Wednesdays, 9am-12noon

This course offers a conceptual and practical introduction to program evaluation. The course will make extensive use of recent applied examples of evaluations, drawing from a wide range of applications. Students will examine techniques for involving stakeholders in the planning process, identifying questions that evaluations can address, selecting evaluation strategies, anticipating ethical challenges, and reporting and disseminating evaluation findings. The course will include examples of quantitative and qualitative methods used in program evaluation. The rationale and standards for assessing outcomes, effectiveness, and quality of evaluations will be examined. Students in this course will critically examine examples of prominent program evaluation models, to promote their ability to choose models that anticipate barriers and decisions important to stakeholders. The course does not assume or require that students have previous coursework or experience in program evaluation, research design, or statistics. Intended learning outcomes for the course include

enhancing students' knowledge and skills in identifying major purposes and approaches for conducting program evaluation;
providing students with opportunities to apply standards to program evaluations, to determine the utility, practicality, appropriateness and accuracy of program evaluations.

Fall 2007

EDUC 706/737 - Vygotsky's Legacy to Educational Research
Addison Stone
EDUC 715-001 Special Topics in Education & Psychology/EDUC 737-006 Special Topics in Educational Studies - Phyllis Blumenfeld
EDUC 737: Classroom Interaction Research - Lesley A. Rex
EDUC 737: Advanced Qualitative Research -Jay Lemke
EDUC 737 Topics in Educational Studies: Equity in K-12 Public Education - Elizabeth Mimms
EDUC 882 - Introduction to Medical and Professional Education - Dr. Casey White

EDUC 706/737 - Vygotsky's Legacy to Educational Research
Addison Stone
Fall 2007 - Wednesday 9-12

This seminar will explore contemporary sociocultural approaches to educational research in the context of a critical reading of early sociohistorical/sociocultural theory. We will first trace the evolution of sociocultural conceptions of learning and development, beginning with selected readings from Vygotsky and his contemporaries focused on language and social institutions as mediators of children's development. We will then examine more recent efforts to build on Vygotsky's agenda by incorporating richer notions of social experience, discourse, and schooling. Finally, we will apply these ideas to recent theory and research on instruction and learning both in and out of school settings.

Selected Readings (tentative):

Bakhtin, M. M. (1981). The dialogic imagination. Austin, TX: University of Texas Press.

Daniels, H. (2003). Vygotsky and pedagogy. Taylor & Francis.

Engstrom, Y. (1987). Learning by expanding.

Gee, J. P. (1999). Social linguistics and literacies, 2nd Ed. Taylor & Francis. (SLL)

D. Hicks (Ed.) )1996), Discourse, learning, and schooling . New York: Cambridge University Press.

Lave, J. & Wenger, E. (2002). Situated learning. New York: Cambridge University Press.

Lee, C. D., & Smagorinsky, P. (2000). Vygotskian perspectives on literacy research. New York: Cambridge University Press. (VP)

Vygotsky, L. S. (1986). Thought and language, revised ed. (A. Kozulin, ed.). Cambridge: MIT Press. (TL)

Vygotsky, L.S. (1997). The collected works of L. S. Vygotsky, vol. 4: The history of the development of higher mental functions (R. W. Rieber, ed.; M. J. Hall, transl.). New York: Plenum Press. (HMF)

Wertsch, J. V. (1991). Voices of the mind. Cambridge: Harvard University Press. (VM)

EDUC 715-001 Special Topics in Education & Psychology/EDUC 737-006 Special Topics in Educational Studies
Phyllis Blumenfeld
Thursday 9 -12

The goal of this seminar is to explore the interplay of theory and practice in the design and implementation of classroom and school interventions.

Many efforts to improve academic and social outcomes of schooling are based on psychological assumptions about learning, instruction, motivation, development, and individual differences. These assumptions reflect general principles derived from research which usually do not incorporate contextual influences or strategies that must be considered during design and implementation of interventions. As a result successful translation of the results of psychological research to educational settings is complex. For example, the widespread use of cooperative learning is based on assumptions that working with peers is motivating, that interaction among diverse students improves group relations, and that group discussion enhances learning. Research on practice demonstrates that success of cooperative learning programs depends on task complexity and on group composition, norms, interdependency and accountability. These latter findings led to refinement of the theoretical assumptions resulting in improvements in the design of cooperative learning programs and demonstrate the benefits of the interplay of theory and practice.

Examples of psychologically based whole school interventions include Comer's Child Development Project and Connell's First Things First. Both presume that learning climate and positive relationships with adults improve attitudes and thereby enhance achievement. A more recent innovation, reported in the NY Times, is that 9th graders are being asked to declare a high school major. The assumption is that studying one subject in depth will increase interest and result in greater disciplinary understanding. Whether these assumptions are reasonable for adolescents and how contextual influences affect their translation into practice remain to be seen.

Other programs aimed at increasing student motivation and learning use innovative approaches and curriculum like problem and project based learning. These include authentic tasks, technologies, inquiry and collaborative learning. Guidelines for combining these features to form a coherent and successful innovation is not specified by either learning or motivation principles. Findings from research on practice have contributed to improved design of these programs and increased their success. The findings also add to our theoretical knowledge of learning and motivation.

Class members will select interventions to study based on their interests. We will identify theoretical assumptions underlying these interventions , examine how the interventions are designed to implement these assumptions, and consider how findings from research on applications point to contextual factors and design features are necessary for the innovation to succeed. As a result of these steps, class members will gain insight into how research on practice can inform psychological theory and result in more effectively designed interventions. Members also will learn how research on effectiveness of design and implementation is conducted.

EDUC 737 - Classroom Interaction Research - Lesley A. Rex

In Fall 2007, instead of “Introduction to Discourse Analysis,” I will offer a new course. The two courses will alternate each fall, if there is sufficient interest, so that Intro to DA will be offered again in fall 2008.

The new 3 hour seminar is “Classroom Interaction Research.” (Ed 737) to be held on Thursdays 1- 4pm.

This course will be of interest to PhD students whose research includes the study of classroom interactions, who want to understand the variety of methodologies for that purpose. My goals in organizing the course are to

--provide a historical overview of research on classroom interaction. --understand the perspectives and methodologies of seven dominant approaches to studying classroom interaction. --support class members in constructing a perspective and methodology for their own research.

We will begin by reading Rex, L., Steadman, S., & Graciano, M (2006). Researching the complexity of classroom interaction. In J. L. Green, G. Camilli, & P. B.. Elmore (Eds.), (2006) Handbook of Complementary Methods for Research in Education (3rd edition). Washington, DC: American Educational Research Association. From the seven approaches provided in this chapter, we will read illustrative studies, many of them considered classics. Then, each class members will find research articles in his or her area of interest.

During the course, members will write memos to note and reflect upon constructs, methodologies, knowledge, and reflections of use to them in their individual work. We will work as a class and in groups, so that by the end of the seminar each member will have produced a written text that serves their research.

Please email me with any questions about the seminar. I would also appreciate knowing if you intend to register for the course.

EDUC 737 - Advanced Qualitative Methods - Jay Lemke

In Fall 2007 the new Advanced Qualitative Methods course, building on Ed 792, will be offered for the first time.

The purpose of the course is to support students in the process of designing qualitative research projects and to provide practice in using a range of sophisticated data analysis methods and software tools for working with interview, fieldnote, document, audio, video and transcript data, image data, and multimedia data. The course builds on and assumes familiarity with the content of ED 792 or equivalent. (It will not include ethnographic or grounded theory methods, except incidentally, but does cover techniques for the analysis of ethnographic data and is consistent with critical, sociocultural, semiotic, phenomenological, or hermeneutic research paradigms).

The course is appropriate for students who:

(a) are designing a research study that will incorporate the data types above (b) have collected data and are looking for appropriate analysis tools and methods (c) are working with research projects where rich-data types are important

We will read exemplary studies and articles on methods and techniques, but most work will be centered on learning to actually use the techniques in students' own research planning and projects. Students may bring existing data to the course or conduct small pilot studies during the course. (Keep in mind that data obtained specifically for the purposes of this course does not require prior IRB approval, but IRB approval is required for data that will become the primary basis of published research or a UM dissertation.)

This course builds on Ed 792 and prepares for other advanced qualitative research courses, but will also be useful to students who may have already taken other qualitative research courses. You should have taken Ed 792 or another introductory course in qualitative research methods prior to this course.

The course will be offered initially under the Ed 737 number and my name as instructor. More details will be available in the next few weeks regarding specific syllabus topics, section number, day/time, etc. and a link to them will be sent by email. Please feel free to contact me if you have any immediate questions.

EDUC 737 Topics in Educational Studies: Equity in K-12 Public Education - Elizabeth Mimms - 3 Credits
Fall 2007 - Monday, 4-7 p.m.

This course focuses on race, gender, and national origin equity in public elementary and secondary schools in the United States. It purpose is to
increase participants’ awareness of the historical and legal background for equal educational opportunity; need areas related to school integration; and national, state, district, and classroom approaches and resources for achieving educational equity. It touches on relevant social justice issues and brings in an international perspective. The instructor and guest lecturers for this course are from the Programs for Educational Opportunity (http://www.umic.edu/~eqtynet), a federally funded, regional, equity assistance center in the University of Michigan School of Education that serves Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin.

EDUC 882 Introduction to Medical and Professional Education - Instructor: Dr. Casey White
Tuesdays 4 - 7 pm.

Students in this course will explore professional education in the U.S., including medicine, dentistry, law, business, nursing and pharmacy. Specific topics to be covered across these professions and their educational programs include:

1. History of the profession and of education in the profession.
2. Curriculum: current content, pedagogy, learning and assessment formats (and also ideal, if different from current).
3. Struggles/issues students experience traversing through the program.
4. Accreditation (i.e., how are educational programs credited; what influence does accreditation have on curriculum).
5. Socialization into the profession.
6. Current social, legal or ethical issues, and how they influence education.
7. Experiences as a member/teacher/researcher in the profession.

Students will participate in a constructivist approach to learning the material; i.e., the classes will be active and will include discussion, peer sharing and teaching, and peer feedback. Underlying theories and practices related to education in specific disciplines will be presented by experts in each of the fields, and students will learn through interactive presentations accompanied by in-class and out-of-class activities, and an out-of- class project chosen by each student. This is a course for students who want to gain an in-depth understanding of education for and within the professions, as well as knowledge about the similarities and differences between professional and higher education in general, and knowledge about similarities and differences in education among the professional disciplines.

Winter 2007

EDUC 547 Current Issues in Education: Differentiating Instruction in Reading at the Secondary Level -Joanne F. Carlisle
EDUC 706: Popular Culture and New Media Literacies - Jay Lemke
EDUC 737-002: Developing Social Justice Based Teacher Education Courses
EDUC 737-003 -Mark D. Rosenbaum
EDUC 739 Differentiating Instruction in Reading at the Elementary Level -Joanne F. Carlisle
EDUC 771-001 Reflective Practice in the Professions - Edward P. St. John, Constance E. Cook
EDUC 884 / MEDED 884: Professional Expertise and Education
EDUC 886/MEDED 886: Program Evaluation in Medical and Professional Education - Patricia Mullan

EDUC 706 - Popular Culture and New Media Literacies - Jay Lemke
Winter 2007 -- Weds, 1 - 4 pm

This course will examine new directions in research on literacy and identity, focusing on student engagement with popular/youth culture and new media. We will examine three key questions:
-How are new media and emerging online and web-based genres changing our conceptions of literacy for the future? E.g. CHAT, SMS, blogs, MMOs and computer/video games, fan fiction websites, zines, MySpace, YouTube, etc.
-What roles do new media literacy practices and related popular/youth culture participation play in the construction of studentsí identities?
-How should education respond to the importance of these new literacies and new influences on studentsí developing identities and interests?
Readings for the course will include recent work by such scholars as Donna Alvermann, James Gee, Kevin Leander, Colin Lankshear & Michele Knobel, Elizabeth Moje, Mimi Ito, Henry Jenkins, and others. We will also study diverse examples of media that project or construct potential identities for school- and college-age youth as well as those in which they directly participate. Students in the course will be encouraged to make connections to your own projects, agendas, interests, and new media experience.

Course credit counts for LLC students as Advanced Topics in Literacy Education, but is open to all UM graduate students. It may also be listed as an ED 737 special topics course, if doing so would better fit your program.

More information will be posted to my Courses website in a few weeks. If you have suggestions or questions regarding topics or readings, please email me.

EDUC 737-002: Developing Social Justice Based Teacher Education Courses

The purpose of this course is to provide graduate students with theoretical
and conceptual understandings and practical skills needed to plan a teacher education course with a social justice perspective. We will address
instructors' self-awareness; knowledge of the students we teach; multiple
forms of privilege and oppression; student resistance; issues of classroom
climate; pedagogical practices (focusing attention on discussion, group
work, and in-class activities); curriculum transformation; teacher activism
and challenges and opportunities when teaching from a social justice
perspective.

EDUC 737-003 - Mark D. Rosenbaum

This seminar will focus on substantive law as to ensuring students achieve equal educational opportunity and adequate education. Exercises will be constructed calling upon students to evaluate differing approaches and strategic decisions to produce meaningful results at the classroom level. Emphasis will also be placed on reaching conclusions as to theory formation and development in public interest litigation.

Professor's Biography:
Mark D. Rosenbaum is legal director of the American Civil Liberties Union in Los Angeles, where he has worked since 1974. He received a B.A. from the University of Michigan and a J.D. from Harvard Law School, where he was vice-president of the Harvard Legal Aid Bureau. Professor Rosenbaum has also taught at UCLA Law School, University of Southern California Law Center, and Loyola Law School, and he has lectured at Harvard and Duke. He began teaching at Michigan in 1993. He has argued on three occasions before the United State Supreme Court, and has frequently appeared before the Ninth Circuit Court of Appeals, the California Supreme Court and the Court of Military Appeals. His areas of expertise include race, gender, poverty and homelessness, education, voting rights, workers' rights, immigrants' rights, the First Amendment and criminal trials. He has received numerous awards and commendations, is regularly selected as one of the most influential lawyers in California and recently was named as California Attorney of the Year in the area of civil rights.

EDUC 739 Differentiating Instruction in Reading at the Elementary Level -Joanne F. Carlisle

EDUC 547 Current Issues in Education: Differentiating Instruction in Reading at the Secondary Level -Joanne F. Carlisle

Course Description:

Background: In April 2006, the Michigan legislature passed a law (Public Act 118) requiring teachers who wish to renew a provisional teaching certificate or to earn a certificate in professional education to complete a course in differentiated reading instruction. For the Winter 2007 term, we are offering a course that is designed to meet the state requirements at both the elementary (ED 739) and secondary (ED 547) levels. We are in the process of applying for state approval of the elementary and secondary level courses.

Rationale and Overview: In classrooms across the United States, teachers provide instruction to diverse groups of students--students who come from different language and cultural backgrounds, and students who vary in their learning capabilities and styles. Teachers in such classrooms face many challenges in their efforts to teach students to read and to use reading to learn--and this is true at every grade level. It is critical that teachers learn how to meet the needs of individual students without sacrificing the quality of instruction overall. The courses are designed for this purpose.

The course will provide teachers with theoretical models, knowledge of principles of differentiated instruction, an understanding of methods to design and implement differentiated instruction, and opportunities to receive guided instruction in and practice with assessment, planning, and short-term instruction for students with diverse reading abilities and needs.

The following topics will be covered in the course:

Theoretical frameworks in reading (models of differentiated instruction; understanding the influence of culture and language on acquisition of literacy).
Effective practices in differentiated instruction
Understanding reading difficulties (causes and characteristics of reading disabilities; problems faced by ELL students in learning to read in English)
Assessment systems and techniques (including response to intervention, understanding methods to diagnose reading disabilities)
Use of assessments to design appropriate instruction for individuals and groups of students
Planning and organizing the classroom for differentiated instruction (varying content, instructional formats, and learning activities)
Understanding instructional interventions (methods to meet the needs of diverse learners and struggling readers in content area courses)
Working with school personnel and parents

Instructor: Joanne F. Carlisle, PhD.

Course numbers and pre-requisites: Elementary teachers should register for ED 739; secondary teachers should register for ED 547. There are no prerequisites for either course.

Class meetings: Thursday 4:30-7:30 PM from January 4 th , 2007 through April 12, 2007. (There is no class meeting on March 1--winter break.)

Credit hours: 3 credits; the course is open to both degree and non-degree students.

EDUC 771-001 Reflective Practice in the Professions - Edward P. St. John, Constance E. Cook

Meeting Time: Mondays, 9 am-12 noon, 2232 SEB

This course examines the relationship between theory and practice in professional education and development. It focuses on the use of action theories and action inquiry in education and other professional fields. It considers theoretical and practical mechanisms for overcoming barriers to organizational change, as well as strategies for promoting professional development and building learning communities within professional organizations. Faculty development theory and method provides the specific topical area of application for this course.

The primary objective of the course is to introduce students to a practice oriented approach to professional development, situated in the theories of professional effectiveness and reflective practice. Additional theories of action and reflection that inform the foundations for the course include:
adult development (i.e. Jung's theory of individuation); critical social theory (i.e. Habermas's theory of communicative action); and moral reasoning (Kohlberg and alternatives). Action inquiry will be introduced as method.

The second objective is to introduce the content area of faculty development as a specialization within the general field of professional development. The specific topics related to faculty development include:
the profession of faculty development and its principles of practice at a research university; interactive theatre as an educational tool for faculty development (with Jeffrey Steiger and an illustrative sketch by the CRLT Players); use of action research to foster faculty development and curricular reform; and leveraging external grants for maximum institutional impact (with Matt Kaplan discussing the Ford Foundation-funded Difficult Dialogues project). In addition, there will be opportunity for Q&A with Connie Cook (Associate Vice Provost and Director, Center for Research on Learning and Teaching ,and co-professor for the course) about the ethics of the profession and the use of faculty development for institutional transformation.

For additional information, please contact:
Edward St. John (edstjohn@umich.edu), 647-2013

EDUC 884 / MEDED 884: Professional Expertise and Education

3 credits
Thurs 9-12
Location TBD

Much of education in post-secondary and professions education is fundamentally focused on developing expertise in a specific domain of knowledge and skills. Although a variety of educational methods and curricular designs may be appropriate for this goal, it is critically important that educators understand the nature and development of expertise as a cognitive and social phenomenon. In this course, we will review critical literature in research and theory on expertise and will examine the implications this has for educational and learning efforts to develop expertise.

Each class participant will identify a specific content domain (e.g., teaching, dentistry, law) which will they use as a target for applying the course content. Participants will use this domain to analyze learning and educational practice, and design a research study to investigate that form of expertise. This application will enable the participant to develop skills in critically analyzing the characteristics of the domain and how interventions can be designed to facilitate the development of expertise. The class will be highly interactive, with participants and faculty sharing insights and observations from their own domains of expertise, including a reflective component that gets participants to examine the development of their own expertise.

EDUC 886/MEDEDUC 886: Program Evaluation in Medical and Professional Education - Patricia Mullan

* enhancing students' knowledge and skills in identifying major purposes and approaches for conducting program evaluation;

* providing students with opportunities to apply standards to program evaluations, to determine the utility, practicality, appropriateness and accuracy of program evaluations.

For additional information, please contact:

Patricia Mullan ( pbmullan@umich.edu), 936-1644

For Fall Session 2006

EDUC 118 Intro to Education: Schooling and Multicultural Society - Anne Gere

EDUC 737-002: Approaches to Educational Assessment - Vilma Mesa & Nancy Songer

EDUC 737-003: Analyzing Video in Education Research - Jay Lemke

EDUC 737-006: Topics in ES: Language Analysis in Education – Mary J. Schleppegrell

EDUC 737-007: Learning In, From, and For Practice in Professional Education - Magdalene Lampert

EDUC 737-008: Implications of No Child Left Behind for Policy and Research - Susan Neuman

EDUC 737-009: Evidence and Decisionmaking - Pamela Moss

EDUC 118 Intro to Education: Schooling and Multicultural Society - Anne Gere

Education affects the lives of everyone in this country. As future professionals, voters, teachers, parents, and leaders, students at the University of Michigan will help shape the quality of life in the United States, and education will matter--a lot. This course will introduce students to the role of education in today's world. Topics will include the implications for schooling our increasingly diverse population; principles of how kids learn; ways schools facilitate student achievement (or not); and the changing nature of literacy in the information age. In addition to readings and discussions, there will be opportunities for hands-on experiences and interactions with K-12 students in schools.

EDUC 737-002: Contemporary Approaches to Educational Assessment - Vilma Mesa & Nancy Songer

Assessment is a crucial aspect of an educational system; it is defined as the process of documenting, usually in measurable terms, an individual's knowledge, skills, attitudes, and beliefs. In the current age of accountability, developing an appreciation and understanding of the complexities of the design, evaluation and interpretation of educational assessment is of paramount importance. In this graduate seminar which serves as an introduction to basic issues and themes in educational assessment, we will draw on contemporary research papers and multi-media resources to examine, critique, discuss and evaluate current theory, practice, and instruments associated with assessment systems used to evaluate learning in the content areas (science, mathematics, reading, and history). Some of the major topics discussed will include: classroom assessment, large-scale assessment, and the relation between cognition and the design of educational assessments, including the development of tasks and the interpretation of outcomes. We will explore some of the controversies that have shaped policy, instruction, and learning practices at the local, state, and national level. Multimedia resources will draw from an extensive resource developed in association with the text, "Knowing What Students Know" (Pellegrino, Chudowsky, & Glaser, 2001) and will include classroom video excerpts, task analysis, short documentaries of successful assessment projects, and interviews with leading assessment researchers such as Jim Pellegrino, Bob Mislevy, Mark Wilson, and Jim Minstrell.

This course will be offered by Nancy Songer and Vilma Mesa on Mondays from 1:00-4:00pm in room 2232.

Pellegrino, J. W., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press.

For further information, contact Nancy (songer@umich.edu) or Vilma (vmesa@umich.edu).

EDUC 737-003: Analyzing Video in Education Research - Jay Lemke, Thursdays, 4 -7 pm

The purpose of this course is to discuss issues and methods in the use of
video in education and related social science research. This includes not
only classroom video and video of interviews, focus groups, meetings, etc., but also screen-capture video from the use of software programs and video of any kind used as a prompt to elicit responses (e.g. in stimulated recall).

Issues and methods to be discussed and illustrated include: good practice
guidelines for making classroom and ethnographic video, approaches to
multimodal transcription, software tools for transcription and analysis,
methods of analysis, theory of video as a medium, our own video culture and history as researchers and how this influences our analyses; epistemology of video as data and evidence; ethics of producing, using, and archiving video data; mass media video and film culture and its relevance to students and education.

We will read classic work on the film/video medium (e.g. Sergei
Eisenstein), contemporary media theory of video and television (e.g. Paolo Virilio, Gilles Deleuze, John Fiske, Stuart Hall, Raymond Williams), and its extensions to digital video and new media (e.g. Lev Manovich). We will examine advance copies of chapters by leading researchers discussing the use of video in the learning sciences and education research (e.g. Roy Pea, Ricki Goldman, Fred Erickson) and examples and discussions of use of video in particular research studies. We will also view some classic film and video (e.g. Sergei Eisenstein, Dziga Vertov, popular television) relevant to theoretical issues and examine some software analysis tools (e.g. Transana, Atlas.ti) and resources at the University of Michigan (Bluestream, DAMS) along with a few technical issues regarding the capture, storage, coding and compression of digital video (standards, codecs, file formats) for analysis.

Students will have an opportunity to work with their own video data or any accessible source of digital video in exploring the issues raised in the
course. Your course project can be specific to your own research interests
and include production as well as analysis of video.

More information and a preliminary reading list will be posted to:
www.umich.edu/~jaylemke/students.htm
and a more complete syllabus will be available over the summer.

Students in all programs and specializations are welcome.

EDUC 737-006: Language Analysis in Education – Mary J. Schleppegrell

Educational researchers have many reasons for analyzing language, including understanding the challenges of the tasks we give students, responding to student writing, preparing appropriate assessments, examining teacher-student interaction, or analyzing benchmarks or other documents. This seminar will help participants develop a set of functional linguistic tools and strategies for seeing how meaning is constructed in texts of different types. We will examine five discourse-dependent systems in language that help us see language from different angles: the system of Ideation, constructing "content"; Conjunction, constructing the logic; Appraisal, constructing attitudes; Identification, tracking participants; and Periodicity, constructing the flow of information (Martin and Rose, 2003). We will analyze spoken and written texts from different disciplines and contexts, with the selection of texts shaped by the seminar participants. Students will undertake projects that require looking closely at language in a context of interest to them. We will contextualize the functional linguistics approach by comparing it with other discourse-analytic approaches to language in education, including critical discourse analysis and corpus-based approaches to register analysis.

EDUC 737-007: Learning In, From, and For Practice in Professional Education - Magdalene Lampert

This course will investigate the following questions:

What would it look like for practice to be the curriculum for professional education and professional development?
What would it mean for professional education to be about practice, and also be both intellectually rigorous and sensitive to complexity?
How can practice settings be used to learn not only the skills needed to perform interactively with clients or patients or students but also the knowledge and dispositions that guide professional activity?

We will attempt to investigate these questions in three ways.

First, we will examine what can be meant by learning in, from, and for "practice"
Secondly, to illustrate how these conceptual ideas can play out in professional preparation of teachers, school and university administrators, human resource managers, doctors, architects, nurses, social workers and others participants in the course will read case studies of efforts to professional education in their own particular fields that are designed to occur in practice settings
Thirdly, we will consider ideas that pertain across complex, relational practices and examine what we might learn about professional education in general in these practices

EDUC 737-008: Implications of No Child Left Behind for Policy and Research - Susan Neuman

NCLB, the latest iteration of the Elementary and Secondary
Education Act, has had a contentious history. With reauthorization of the
Act coming as soon as 2007, it is time to re-examine the theory, practice,
and assumptions which underlie this law. This course will examine the
research, and policy implications for closing the achievement gap for
economically disadvantaged children. If you have any questions, please contact Susan.

EDUC 737-009: Evidence and Decisionmaking - Pamela Moss

The course will provide participants with opportunities (a) to participate in the real-time process of editing the volume and (b) to learn about routine use of evidence in educational settings from these authors' perspectives. Coursework will include giving feedback to authors on their first drafts and working with me to develop the introduction and conclusion (which will involve additional reading). Given the schedule for publication--draft chapters begin arriving in August and the final manuscript is due to Blackwell in December--most of the work for the course will be completed by the Thanksgiving holiday.

The course--ED 737 009: "Evidence and Decision Making,"--is tentatively scheduled for 1-4 on Tuesdays. If we can find a time that better suits the schedules of everyone who is interested, then I'll be glad to reschedule. The course is open to students who have completed ED 792 or ED 793 or the equivalent. If you have any questions, contact Pamela.

For Spring/Summer Session 2006

ED 317 Observation and Participation Field Placement - Holly K. Craig

ED 642: Philosophy of Education - The Philosophy and Politics of Teaching - Gary Fenstermacher

ED 706:001 Seminar: Literacy as a Cultural Practice - Anne Gere

ED 737-001: Educational effectiveness: Examining influences on student achievement - Heather Hill

ED 772-101 Teacher Education: Policy and Research - Virginia Richardson

ED 890 Multilevel analysis of survey data - Valerie Lee

ED 317 Observation and Participation Field Placement at University Center for the Development of Language and Literacy (UCLL)

Course Instructor: Holly K. Craig, Ph.D.

Course Overview: This field placement will provide students with a broad applied experience in the area of language learning and language disorders. In addition to weekly observation and participation opportunities with clients of all ages, students will receive formal instruction on topics related to clinical methodologies for language assessment and intervention. Students will learn about how UCLL integrates research into clinical application and how data is collected and used for research purposes. Interested students should visit UCLL’s website (www.languageexperts.com) to review the course description and complete a Student Interest Profile.

EDUC 642: Philosophy of Education – The Philosophy and Politics of Teaching

Spring Term, 2006

Gary D Fenstermacher

The focus will be on contemporary philosophy of education, with particular attention to theories and analyses of teaching. The activities of teaching will be examined from moral, epistemological, and political perspectives. In the course of investigating of these domains, extensive consideration will be given to the nature, uses and structure of argument as philosophical method

The course begins with John Dewey’s Democracy and Education, which sets the stage for a broad-brush examination of philosophical approaches to the study of education. Following the reading of Dewey, we will explore the analytic tradition in philosophy, looking carefully at explorations of teaching, learning and schooling. From the strong epistemological theories of the analysts we will turn to the extensive and diverse discussion of the moral dimensions of teaching that occupies so much of today’s literature. These moral inquiries set the stage for examining practical reason and its applications to teaching. The course concludes with an exploration of politics and policy in educational theory, wherein the demands of epistemological, moral and democratic theory are explored for their bearing on teaching, learning and schooling.

Students intending to enroll in the course should read Lewis Menand’s The Metaphysical Club: A Story of Ideas in America prior to start of the course. The book is readily available at modest cost; used versions can be found on the Internet and at many used book stores.

ED 706:001 Seminar: Literacy as a Cultural Practice - Anne Gere

Once used to mark the difference between "savage" and "civilized," literacy is a contested term that shapes and is shaped by our understandings of individuals, social groups and cultural institutions. This seminar will consider various ways of thinking about literacy by addressing questions like these: What can we learn from looking at literacy from an historical perspective, examining its role in imperialism, nation building, and relationships between individuals and seats of power? How did the alphabetic emphasis of literacy in American culture evolve and what are its implications? How do so-called "cultures"--oral, print, digital--interact and define one another? How do shifts in the means of creating, distributing and preserving information shape our ways of knowing?

Day & Time: M 6:00pm -- 9:00pm, Location: AH4207, Meets with English 881.002

ED 737-001: Educational effectiveness: Examining influences on student achievement - Heather Hill

This class is designed to examine the factors affecting student achievement. We will begin with students' influences on their own development and work outward to the effects of families, teachers, and schools, examining whether and how each shape students' academic trajectories. In the last half of the course, we will study programs designed to intervene on students, families, teachers, and schools in order to improve achievement. Throughout, we will attend to issues of equity, considering whether and how policy-makers and educators can design programs to close the achievement gap.

The class will meet from 9-12 on Tuesday mornings. Please don't hesitate to contact Heather with any questions you might have.

Ed 772-101 TEACHER EDUCATION: POLICY AND RESEARCH (Described in the time table as: Politics & Context of Teacher Education)

Faculty: Virginia Richardson

Time: Mondays and Wednesdays, 1-4 p.m. First Class is on Wednesday, May 3

Room: To be Arranged.

Recently, a number of teacher education scholars have called for large-scale, experimental, and assessment-oriented research in teacher education. These calls respond to an increasing policy interest in the relationship between teacher education and teacher quality. This course examines the purpose and nature of this policy interest and the forms of research that respond to it. The research being called for, however, while potentially contributing to policy formation and its assessment does not necessarily lead to the improvement of teacher education practice. We will also, therefore, examine the nature of research that is specifically designed for the improvement of practice. The improvement of practice research, often small scale programmatic self studies, is not seen as useful in policy development by those calling for the assessment-oriented research.

This is an inquiry course that asks its participants to interrogate the new interest in assessment-oriented teacher education research that may be used in policy deliberations. In so doing, we will examine the following questions:

1. What do we mean by "policy"? 2. What is policy in (or around) teacher education? What are exemplars (policy) and negative cases (not policy)? 3. Does research inform policy? How? 4. What is policy research in teacher education? What are the purposes of such policy research? How is this research different from other forms of research in teacher education? What are the purposes of these other forms? 5. What are the normative considerations of the use of research in policy formation and/or assessment? Are there other forms of knowledge/beliefs/values that are better able to inform policy than research? 6. How do differences in levels of aggregation or units of analysis in research have on the types of decisions, analyses, and considerations that they research may inform?

ED 890 Multilevel analysis of survey data

Instructor: Valerie Lee

Schedule: june 5-30, 10:30-12:30

Where: Room 368 ISR

This is an advanced quantitative methods course. students from the school of education should have successfully completed ED-795 or equivalent. If unsure if you're qualified, please contact professor Valerie Lee how to register: contact the SRC summer institute either on the web or Jill Esau on the 4th floor at ISR.

Enrollment is limited to 30 students, only half of whom may be school of education students. there is a waiting list, and students interested in, and qualified for, this course should sign their names. Students on the waiting list students are usually able to enroll, but this is usually at the last minute.