The School of Education Student Advisory Board's purpose is to provide advice and feedback on important student issues related to the School of Education. The Advisory Board is comprised of undergraduate and graduate students associated with the SOE, and is advised by Shamille Orr, the Interim Director of Students Affairs. The Board meets monthly throughout the academic year and encourages continued discussion on SOE climate, diversity, improvement initiatives, as well as emergent issues. The recommendations of the Board help to influence student experiences and services.
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Contact the Student Advisory Board anonymously
This committee is charged with advising on practices and protocols related to diversity and equity in the school, specifically in the core areas of faculty and staff hiring, student recruitment and support, initiatives focused on professional development and community learning, organizational climate and culture, and school policies. The committee advises program chairs on issues related to curriculum, instruction, and assessment.
This group manages and coordinates the Teacher Education Program.
This group's charge is to assist in making recommendations for the school regarding plans and proposals for building renovations.
Dear School of Education community:
In order to work with you to build a more inclusive, welcoming, and collaborative community, it is vital that I hear and understand the many perspectives and experiences of SOE community members. I deeply value your insights on things that are working, things that need improvement, and things that require immediate attention. Although some faculty members, students, and staff members might wish to share their perspectives with me directly, others might prefer a safe, confidential, and anonymous way to contact me. The following form is one such way.
The information that you submit using this form will remain anonymous (unless you elect to provide your email address) and will be sent directly to me. I take seriously any information submitted here and hope that you will use this form to share concerns, ask questions, report problematic experiences, and point to things that are working.
Your experience in our school and school community matters. Classroom and office climate matters. Your interactions with others matter. I look forward to hearing from you and continuing our collective efforts to build an inclusive and welcoming community. Of course, if you prefer to contact me directly, I can be reached at email@example.com or 734.647.9571 (office).
Elizabeth Birr Moje
Dean of the School of Education
Type your message to Patricio Herbst here. What you write here will be anonymous unless you would like to add your name below. You are also still welcome to send Pat an email at firstname.lastname@example.org
To help us fill your request, please be sure to give us complete contact information.
We expect that the room will be left clean after your event and that the furniture will be returned to the original arrangement. Please see the meeting room descriptions.
You can also schedule a classroom for your meeting. Regularly scheduled classes have priority for classrooms. Meetings during a particular term will not be scheduled in classrooms until all regular classes have been scheduled for that term. Please see classroom descriptions.
Building hours are Monday-Friday 7am-9pm.
The School of Education is not open over the weekends or holidays. Meeting rooms and classrooms requested on these days will not be permitted.
Requesting a room for your dissertation defense? Fill Dissertation Defense Announcement Form instead of the form below.
Need audio or video equiplment for your event? To request equipment, please either submit the A-V Requests form or call Technology Services at 734.764.5427.
If you are using the Tribute room, Brownlee room, Dean's Conference Room, or 3002 you will need to sign out a key from room 1002 on the day of your event. Keys should be signed out within an hour of the event but exceptions may be made depending on room availability. You can find room availability by clicking on your room of interest located at our Meeting and Classroom Descriptions page and clicking the blue tab marked "Room Availability".
Space in the School of Education may be reserved only by members of the School of Education community for events and activities related to the schools mission.
If you'd like to visit the school to see the facilities, meet some of the people, and learn more about life as a School of Education student, please complete this form or conatc us at email@example.com and we will contact you very soon.
The Office of Research & Community Engagement, led by Edward A. Silver, serves the school as a collaborative partner to help faculty write the best possible proposals and run the best grants. The office helps faculty with the proposal submission process and with monitoring awards. The office staff can provide assistance with:
The school's research staff play major roles in the budget approval process, ensuring that budgets contain adequate funds for the proposed research, that the university obligations are clear, and that the budget is structured to meet university and funder requirements. Because this takes time, faculty are strongly encouraged to contact the Research Office early in the grant application process.
Principal investigators should submit all proposals and preproposals to Patricia Kraus, the grants administrator for the School of Education. Patricia will work with the university's Office of Research and Sponsored Projects in submitting the proposal to the granting and founding agency.
All federal grant proposals (USDOE, NSF, NIH, MDE) must be submitted to the Research Office prior to the sponsor's due date. Nine days are required for NIH grants and seven days for all other federal grants. For all other grants, including non-federal, foundation, etc., the grant proposals must be submitted to the office seven days prior to the sponsor's deadline.
At the point where you are planning to submit a grant, please email Patricia Kraus (firstname.lastname@example.org) with the following information:
Reports of website problems or requests for revisions to the website should be sent via email to our web administration team. Submit report or request: email@example.com
To request equipment, please either submit the following form or call Information Technology at 734.764.5427. Or you can come to the Brandon Center (room 2007) during the following hours:
* Monday through Thursday: 8:00 a.m. - 9:00 p.m.
* Friday: 8:00 a.m. - 5:00 p.m.
IMPORTANT: this service is only for SOE faculty, staff, and students.
You must have a umich.edu email account to submit a request.
Welcome to the Information Technology Assistance Request Form; here you can request help with your printing, email, system problems, or hardware and software configuration.
Once you fill out your contact information and click on the "Send" button below, an email will be sent to firstname.lastname@example.org so that an IT representative can contact you. That's all there is to it! For faster service or to report an urgent issue, call the IT Service Center at 734-764-4357.
(TIP: use the [ TAB ] key to move easily between fields, and [ SHIFT ] + [ TAB ] together to move backwards.)
IMPORTANT: this service is only for SOE faculty, staff, and students. You must have a umich.edu email account.
The Office of Development, Communications, and Alumni Relations offers graphic design, writing, editing, and photography services to School of Education faculty and staff. Submit request »
To make revisions to the directory on the School of Education website, and to the digital displays found throughout the building, Submit a request »
To update a listing on the university's website, please visit the MCommunity Directory webpage.
Please note that changes made to the School of Education directory are not automatically made to the university's directory, nor are changes to the university's directory reflected in the School of Education directory. Separate changes need to be submitted to both directories.
The staff of this office is responsible for internal and external communications, including media relations, marketing, events, website, digital signage, hallway displays, and publications. In addition, the staff develops and implements graphic, style, and editorial standards.
All requests for web, print, design, and photos should be sent via email to email@example.com.
The School of Education’s brand is in strict alignment with the University of Michigan branding.
Logos, stationery, and PowerPoint templates are all available and ready to download from our website. See Related Forms & Guidelines below.
Business cards for the School of Education departments and units are available to order through University of Michigan Printing Services.
If you need a custom logo for a School of Education academic program(s) or if you have any questions, please contact firstname.lastname@example.org.
The financial management team provides support, leadership and resources to encourage responsible stewardship of financial resources as outlined in the UM Statement on Stewardship and UM Standard Practice Guide (SPG). Team members provide summary reports and projections to facilitate financial planning, monitoring and processing financial activity for the School of Education administration and academic units.
This committee is comprised of staff members from throughout the school who administer the school's research grants.
This group, comprised of faculty, staff, and students, identifies needs and drives support for school-wide information and audio-video technologies and environments.
The Academic Leadership Group is comprised of the deans, program chairs, and senior administrative directors and works on academic program issues and policies.
This group supervises school-wide competitive grants and awards programs the master's and doctoral levels. In addition, the committee advises the associate dean for academic affairs on policy and procedural matters that affect the quality of the school's graduate education programs.
Staff leaders from the school's administrative offices and academic departments work together on interdepartmental issues and policies.
This committee evaluates credentials of tenure-track faculty, clinical faculty, and research scientists for reappointment, tenure, and promotion to higher ranks.
This group is charged with investigating and formulating educational, research, and instructional policies for consideration by the faculty and acts for the faculty in matters of budgets, promotions, and appointments. The committee also acts for the faculty on matters related to academic programs and curriculum, including the review and approval of proposals for new academic programs or major curriculum changes.
In an effort to update the SOE community about the work of the Executive Committee (EC) EC agendas are posted by the Monday preceding each EC meeting, and provide details about each topic (as appropriate). Agendas are annotated after each meeting to include any decisions that were made. If you see something of interest or concern during your review of the agendas, we encourage you to contact a member of the Executive Committee to share your thoughts.
View EC agendas »
Numerous research studies have shown that the quality of the teacher in a classroom has a tremendous effect on the students who are being taught. We prepare prospective elementary and secondary schoolteachers to be the superior teachers who make lasting impressions in the lives of young students.
If you want to be the teacher who makes a real difference in students' lives, then pursue your professional education at the University of Michigan School of Education, where you will study with an exceptional group of faculty, instructors, and cooperating teachers, all dedicated to the improvement of schooling and to your professional growth. In our undergraduate and graduate teacher preparation programs, you will progress with a cohort of your peers in a spirit of dialogue, debate, and cooperation; you will, from the start, combine and connect challenging educational and academic coursework with guided experiences in schools; you will put together your intellectual curiosity, your spirit of adventure, and your commitment to young people to excel in one of the most demanding and rewarding professions.
We offer bachelor's and master's degrees. Upon completion of the degree, qualified students are recommended to the Michigan Department of Education for provisional teaching certification. All students must choose major and minor fields. The State of Michigan certifies most fields at either the elementary or secondary level, thus most students are considered either elementary or secondary teacher candidates. There are a few exceptions, however: certification in music and physical education are granted from K-12.
Our bachelor's programs begin in the third year (commonly known as the junior year). Because we do not fully admit students as first-year students (freshmen), all of our undergraduate students are technically transfer students—most transfer from within the University of Michigan, although others transfer from external institutions.
We do accept first-year students in a Preferred Admissions program—these students then complete their first two years at another of the university's schools (usually the College of Literature, Science, and the Arts) while receiving advising from the School of Education, before transferring to our program a the beginning of the junior year. Other University of Michigan students apply to the School of Education during their first two years and formally transfer as juniors. We also accept transfer students from community colleges or other institutions.
There is also an option for University of Michigan students who wish to become secondary teachers that allows them to remain with another unit (the College of Literature, Science, and the Arts, for example) while completing coursework at the School of Education and earning a recommendation for a Michigan provisional teaching certification. Students who are interested in certification in music or physical education do not have the option of transferring to the school of education—they must remain within their home unit.
Our master's degree programs are similarly divided into elementary and secondary programs. The Master of Arts with Certification (MAC) programs are intense 12-month programs that begin in late June of each year, ending the following July.
The Joint Program in English and Education administers the academic program leading to the doctor of philosophy in English and education. Designed for students who hold master's degrees in English or education and who have teaching experience, the program prepares students to become professors of English and/or of education—or to pursue other relevant opportunities in research and administration.
This interdisciplinary program emphasizes research traditions and methods used to study English as well as those followed in the study of educational issues. Students have opportunities to take a range of courses in English and in education, as well in fields relevant to their research interests, such as linguistics, communication, history, anthropology, American culture, and many more. The program provides qualified students with a rich doctoral experience that supports students' individualized goals in a demanding, collegial, and intellectual environment.
To date, all graduates of the program have found tenure-track positions in colleges and universities. These academic jobs have been located in: university English departments focusing on rhetoric and composition, on English education, and/or on English language studies; and in university departments of education, teaching methods courses, adolescent literature, new media, or literacy courses. Some graduates have found joint appointments in English departments and schools of education. A listing of some of the program's alumni and their positions is available.
As with all graduate degree programs, this program is administered through the Rackham Graduate School. Students enter the program with a master's degree in English or education. Over the next two and a half years, they are required to take four to six courses in English and the same number in education. Students design individual programs of study, electing courses and designing exam reading lists in their areas of interest. Students consult regularly about their program of study with the program chairs. Students are encouraged to seek a "specialization" early in the program, as identifying a specialization is useful in planning course selections and in laying the groundwork for the dissertation. At the same time, the program allows students to explore new interests.
For more information about the Joint Ph.D. Program in English and Education: https://jpee.lsa.umich.edu/
The Combined Program in Education and Psychology (CPEP) is a full time, interdisciplinary doctoral program that trains scholars in the development and use of psychological research to understand and address educational issues relevant to learning and development in the context of schools, families, and communities.
The program is an independent, interdisciplinary unit within the university's Horace B. Rackham Graduate School, supported and co-sponsored through a collaboration between the Department of Psychology in the College of Literature, Science, and the Arts, and the School of Education. The program provides a structure in which students are exposed to a diverse set of faculty with diverse scholarly interests, all working toward the common goal of positively affecting education and learning. Through this program, students have a unique opportunity to work and take courses with faculty members from both the Department of Psychology and the School of Education. Also, students have opportunities for course and research training experiences with faculty from other academic and research institutes on campus, such as the School of Public Health, Institute for Social Research, and the Center for Human Growth and Development.
Faculty in the program focus on research and training in four general areas—human development in the contexts of schools, families, and communities; cognitive and learning sciences; motivation and self-regulated learning; and resilience and development.
The doctor of philosophy in education and psychology program follows an apprenticeship model of graduate training and mentoring. Within this model, students are matched with faculty advisors based on complementary research interests and work closely with their advisors to refine their scholarly interests and research capabilities. Thus, students are required to be active in their faculty mentors' research projects from the first semester of graduate school until degree completion. Because of our program's interdisciplinary focus, students often have the opportunity to work with different faculty members during their graduate careers, such that they are exposed to various theoretical and methodological approaches. In addition, students take a sequence of courses in both psychology and education during their first two to three years of their program. The courses are intended to provide theoretical foundations in psychology and education, as well as grounding in research methodology. Students work with their faculty advisors to select the sequence of courses that best fits their training needs and professional goals.
All students take a first year professional seminar course series to provide an introduction to the field and research process.
Psychology course options include core courses within developmental, cognitive, social or personality and social context psychology areas.
Education course options include foundations/history of education, as well as educational psychology courses in cognition and instruction; learning, thinking, and problem solving; motivation; human development and schooling; and social and personality psychology perspectives in education.
Methodology courses include include required specialized training in statistics, as well as other quantitative or qualitative methods course options.
As part of their professional training, all students are required to teach undergraduates during their doctoral program. This teaching includes serving as graduate student instructors for courses in both the Department of Psychology and School of Education. We view teaching as invaluable to our goal of providing students with broad exposures to primary theories and research within education and psychology. Also, we view teaching as enriching students’ theoretical understanding and enhancing their professional development.
View application information.
The scholars of the Center for the Study of Higher and Postsecondary Education (CSHPE) are dedicated to improving higher education generally; accomplishing this with specific expertise in organizational behavior and management, public policy, academic affairs, and student development, assessment, and evaluation.
The center is a learning community characterized by scholarly rigor, strong connections to broader communities of practice, and a passion for contributing to the betterment of society through education.
The center's faculty are committed to the development of scholars and practitioners who will improve the worlds of higher and postsecondary education, as academic leaders, public policy experts, administrators, members of the professoriate, consultants, or training and development professionals.
Students in the center are trained to think analytically and to excel at scholarship and research, and apply creative solutions to educational issues. Students who graduate from the higher education programs are prepared to lead, with mastery of in-depth knowledge and the competencies to manage the evolving higher-education environment.
Together, faculty, students, and scholars make profound differences in postsecondary education with commitment to diversity and leadership of the highest integrity.
The center offers master's and doctor of philosophy degrees in a variety of concentrations. Other options provide for earning dual degrees with the Stephen M. Ross School of Business or the Gerald R. Ford School of Public Policy. Through coursework and other experiences, students are prepared for leadership in shaping the future of higher education through generating and applying knowledge, advancing the role of higher education in supporting the public good, and improving instructional practice.
Master's degree programs in higher and postsecondary education are structured to provide individuals with a general understanding of higher education as a field of practice and inquiry, while allowing the flexibility for students to probe more deeply into areas of specialized interest. A distinct feature of the CSHPE experience is the interaction among students with different professional backgrounds and diverse career goals. Students are provided with opportunities to work together in master's required courses as well as with doctoral students in cognate and elective courses. As they work together on assignments and discuss issues inside and outside of the classroom, CSHPE master's students come to appreciate and understand the multiple frames of reference that may be brought to bear in higher education decision-making.
Graduates of the program are qualified to participate in a wide range of higher education settings, including: college and university administration, state and national public policy agencies, government offices, higher education systems offices, professional associations, consortia, and regional and coordinating bodies and accrediting agencies. They assume a wide variety of roles and work on key activities such as admissions, advising, administration, and policy analysis.
In the higher education doctoral programs, all students are expected and encouraged to think rigorously; understand and appreciate the craft of scholarship and research; demonstrate interest in and a capacity to make a difference in postsecondary education; and be actively committed to diversity. It is the goal of this program to develop leaders for institutions of higher and postsecondary education who will steer institutions effectively, conduct scholarly research, and contribute in a meaningful and distinctive way to the overall development of the profession.
Do you want to learn more about education? Do you care about teaching and learning in schools? Are you thinking about a next step in your career?
Earn a master's or doctoral degree in educational studies at one of the best graduate schools in the U.S., where you'll gain the critical knowledge and skills to lead in tackling the educational issues that confront the United States. While K-12 education has been a perennial concern in the U.S., the pressures of providing equitable education to all of our citizens while keeping pace with the rest of the world are rising to alarming levels. With enthusiastic leadership from the federal government and a groundswell of public support, we now have a rare opportunity to significantly improve education in this country.
The Educational Studies program focuses on the improvement of K-12 education. We do this through research and scholarship on educational practice and through the preparation of knowledgeable, skillful, and thoughtful teachers and education administrators. We offer nine PhD specializations, customizable academic master's degree programs, two master's degree with teacher certification programs, and two undergraduate teacher certification programs.
The University of Michigan has a nationally recognized faculty prepared to fuel your curiosity, engage your intellect, and deepen your knowledge about key issues facing education, including equity and social justice in schooling; how students learn and what motivates them to learn; how do effective teachers teach key school subjects, such as reading, mathematics, science, history, and English; how can technology and other educational innovations enhance teaching and learning; what are the social and political contexts and the historical and philosophical foundations of schooling; and how do we use evidence to shape education policy and public discussions on curriculum, teaching, and achievement.
The mission the Educational Studies program is to advance education knowledge and improve educational practice. We prepare highly qualified professionals at the bachelor's and master's-degree levels who are capable of filling leadership roles as educators and policy makers. We provide doctoral researchers with skills to investigate and generate knowledge about schools and schooling from pre-elementary through grade 12 and the preparation of educators for K-12 classrooms and schools.
Graduates of our programs become engaged in academic and research careers in university programs, research organizations, or public agencies; or in administrative positions in school systems, educational centers, or national, regional, and state agencies; or in teacher education, professional development and curriculum positions in local and state systems and educational companies and organizations. Our graduates with teaching certifications assume teaching positions in public or private elementary and secondary schools.
The Facilities Office staff are responsible for the general maintenance of the building, including all repairs of furnishings and fixtures. The facilities staff also coordinate with the university plant department and skilled trades shops. Other activities include working with the building services department to maintain the cleanliness of the building and coordinating with grounds and waste management on upkeep of the exterior. Services include processing and submitting of telephone requests, the distribution of key requisitions for faculty, staff, and students, and coordinating office relocations within the building. The Facilities Office also serves as the school's mailroom.
The Office of Student Affairs is a resource for prospective and current students, student organizations, faculty, administration, staff, and alumni. Through a myriad of services, programs and activities, the office supports and encourages the intellectual, vocational, personal, social, and cultural development of students.
The office's diverse and comprehensive set of responsibilities makes it the perfect place to direct all inquiries. The staff are ready to support inquiries related to admissions, financial aid, registration, advising, course selection, teacher certification, retention concerns, and graduation requirements.
The staff of this office is responsible for the school's fundraising activities.
This office also serves as the connection for the approximately 44,000 living School of Education alumni who have an immeasurablly large influence on education in the United States and who have made significant differences, from helping individuals to developing policies that benefit all. Alumni members are encouraged to maintain ties to the school and to each other.
The Office of Information Technology is the unit that oversees and manages many of the instructional and research resources for the School of Education. Among these resources are Technology Services Resources, as well as Audio-Visual and Multimedia Resources.
Please note that certain classrooms and technology resources in the school require users to be trained in the use of equipment. Appointments for training on the use of specialized classroom or laboratory equipment must be scheduled prior to the first class session during which said classroom or equipment will be used. Use the audio-video request above for assistance.