Master of Education in Urban Education

This course explores research on effective teaching practices with emphasis on direct instruction. Additional topics of study include assessment of learning and use of technology in instruction. Candidates will also explore ethical requirements for educators and themes of diversity in the teaching profession. Prerequisite(s): Admission to the Master of Urban Education program

This course will introduce candidates to the historical, sociological, and political factors both locally and writ large that have led to today's urban schools. A particular emphasis will be placed on equity as so far as it pertains to attendance, school funding, pedagogy, assessment, standardized testing, classroom management and family involvement. This module helps fulfill credit hours requirements in the area of Diverse Learners. Prerequisite(s): Acceptance to the Urban Education Program

This course teaches candidates how to use student, school and community data to draw conclusion about that information. Data Analytics teaches students how to use large-set databases to create predictive models of academic achievement. The course applies concepts provided in the book Driven by Data by Paul Bambrik-Santoyo Prerequisite(s): Acceptance to the Urban Education Program

Students must master the general principles of American school law with particular emphasis upon Michigan statutes. The course will examine the legal bases of federal, state and local administrative levels. The course will review the salient legal provisions of the Education Code respecting administration of schools, the rights of patrons and employees, torts, contracts, certification, tenure, school planning and the rights and obligations of pupils. Prerequisite(s): Acceptance to the Urban Education Program

This course will examine the importance of community viability as a part of school success. The course teaches how and why it is important to see families and communities as vital to educating the "whole child." We will examine how to leverage the unique assets in urban communities that can help educate the whole child. This course helps fulfill credit hours requirements in the area of Family and Community Relationships. Prerequisite(s): UEDU610, UEDU630, UEDU656 and successful completion of the first 3 credits of the Core methods class

In this course, candidates will examine psychological theories and practices that enhance task performance particularly among youth in urban settings. This course teaches candidates effective strategies to combat task performance subversion, which describes the phenomenon in which capable individuals are hindered when a social-psychological threat is presented at the time of performance. This course also covers techniques in positive psychology literature, which can be used to help urban youth maximize achievement through identifying and embracing their own personal and academic strengths. Education Psychology in Urban Environments helps fulfill credit hours requirements in the area of Child Development or Child Psychology. Prerequisite(s): UEDU610

In this course, candidates learn how to create and maintain a positive learning environment in their classrooms. Additional topics for study include cultural dimensions of classroom management, motivating student achievement, fostering cooperation among students, reinforcing appropriate behavior, and ethics and law governing teacher-student relations. Candidate will be exposed to a variety of classroom management styles and strategies. Prerequisite(s): UEDU610, UEDU630, UEDU656 and the successful completion of the first 3 credits of the Core Methods class

This course prepares candidates with clear action steps for implementing a college and career-ready curriculum in urban schools. Special emphasis will be placed on implementing Common Core State Standards. Successful completers will be able to assess school capacity, organize faculty and staff for implementation, align instructional materials to standards, use technology to assess and collect data, use data to monitor students' progress, and use data to solve school-wide problems. Prerequisite(s): UEDU610

This course provides an advanced understanding, design, and implementation of differentiated instruction across content areas for a range of student ability levels found in urban settings. It examines classroom instructional management strategies that will positively impact lesson delivery and student learning in diverse classrooms and in classrooms with high levels of poverty. This course helps fulfill credit hours requirements in the area of Instructional Strategies. Prerequisite(s): UEDU682, UEDU715, UEDU730, UEDU742 and the successful completion of the second 3 credits of the Core Methods class

Improving student achievement and learning happens during individual lessons. This course will develop and facilitate the teachers' abilities to map what their students need to know and learn by the end of each lesson as well as the end of the year. This course will also provide real time feedback of strategies employed to help students meet their individual learning goals. Specifically, the course will help teachers identify grade-level learning targets, student's individual goals, learning activities and strategies to gauge student's progress towards the goal. This course helps fulfill credit hours requirements in the area of Instructional Strategies. Prerequisite(s): UEDU682, UEDU715, UEDU730, and UEDU742

This course is designed for educators to explore and integrate existing and emerging technologies into classroom practice. It will teach educators how to use technologies to assess and deliver content, provide organizational structure in the classroom while enhancing student performance. It will emphasize the critical role of integrating technology in the instructional process, the importance of exploring theories of learning, using and repurposing technologies to guide and influence curricular decisions. These learning modules will fulfill credit hour requirements in the area of Instructional Strategies. Prerequisite(s): Completion of Transformational Module

The course teaches candidates how to lead the development of a school improvement plan that addresses student achievement needs. The course also teachers candidates how to monitor the implementation of an improvement plan and revise it when appropriate. Specifically, it will give candidates the skills to analyze data, clarify the problem, create an action plan, monitor progress, and act on needed changes. This course helps fulfill credit hours requirements in the area of Instructional Strategies. Prerequisite(s): UEDU682, UEDU715, UEDU730, UEDU742 and the successful completion of the second 3 credits of the Core Methods class

Candidates in the College of Urban Education are required to have clinical practicum experiences throughout the program. Candidates? professional competencies are measured through on-site faculty observations using instruments that assess teaching practice. These instruments describe the observed performance by determining mastery of specific items within rubrics for each performance area. The observations provide candidates knowledge regarding areas of teaching that need to be developed, based on ratings in performance areas. Additionally, the observations provide the framework to guide conversations about methodologies and strategies teachers can use to develop and grow. This course is a required practicum every Fall and Winter semester for the Certificate in Urban Education until all the requirements have been satisfied to be recommended for the State of Michigan Standard Teaching Certificate and for the Master of Urban Education until completion of the program.

This course teaches candidates how to introduce change in a school, advocate for students and best practices, positively influence key stakeholders and ensure achievement of the best possible outcomes. Leading Change draws from education and business literature on change theory. It also identifies the habits of effective leaders in urban school settings. Prerequisite(s): All previous UEDU courses successfully completed

This course presents an in-depth study in the teaching of literacy for improving reading skills in all students. The course will present characteristics and factors contributing to struggling readers and provide teachers with strategies to remediate Pre-referral guidelines of federal and state laws will be discussed, including RTI, scientifically research-based and evidence-based instruction, and on-going progress monitor of student performance. An emphasis on instructional tools, guidelines for instruction, organizational and teaching strategies, remedial methods and techniques for the child with a disability in preschool through secondary education will be introduced in this course. Instructional activities will be aimed at promoting the subject literacy of their students. Teachers will gain insights into methods of effective communication and interaction with students, utilization of technology for laboratory research and reference, and methods of evaluating student achievement. Process skills as well as content will be strongly emphasized. Note: Any unexcused non-attendance or dismissal from an internship, practicum, clinical or fieldwork experience will result in a grade of F.  Prerequisite(s): Acceptance to the Urban Education Program

This course prepares secondary teaching certificate candidates to become effective mathematics educators. Current issues, approaches and materials in school mathematics teaching are addressed. This is an applied course in that students will come away from the course with specific activities, lessons, and teaching techniques that can be used in secondary school mathematics classrooms. Teachers will gain insights into methods of effective communication and interaction with students, utilization of technology for laboratory research and reference, and methods of evaluating student achievement. Process skills as well as content will be strongly emphasized. Note: Any unexcused non-attendance or dismissal from an internship, practicum, clinical or field work experience will result in a grade of F. Prerequisite(s): Acceptance to the Urban Education Program

Teaching Mathematics is designed to prepare Master of Urban Education candidates to become effective mathematic educators ? particularly in urban schools. This course focuses on current issues and trends influencing K-12 mathematics pedagogy, including, but not limited to teaching strategies, utilization of technolo-gies, classroom materials, evaluation and research, methods of evaluating student achievement, content knowledge, and effective communication techniques. In the second semester, students will learn how to communicate mathematical concepts and demonstrate skills in K-12 mathematics. The course will complement the active teaching style of the overall program in that students will prepare unit and lesson plans that include student-centered assessment plans, as well as participate in observations of other math teachers. The overall goal of the two-semester course is for students to develop capacities for teaching mathematics that integrate specific activities, lessons, and teac

Candidates will become proficient in skills germane to effective teaching in science classrooms including assessing students’ knowledge before instruction, designing curriculum, planning lessons, determining and adapting appropriate teaching methods, promoting inquiry, fostering dialogue, meeting district and national standards, using technology to promote learning, and assessing students' learning. This course explores both the teacher's and the students' role in K-12 science classrooms. Candidates will focus on the role of the teacher, but always with reference to the ways in which teachers interact with students to create positive environments that foster inquiry and promote meaningful learning. Candidates will gain insights into methods of effective communication and interaction with students, utilization of technology for laboratory research and reference, and methods of evaluating student achievement. Science process skills will also be strongly emphasized. Note: Any unexcused non-attendance or dismissal from an internship, practicum, clinical or fieldwork experience will result in a grade of F.
Prerequisite(s): Acceptance to the Urban Education Program