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Outside Classes

Disclaimer

These courses may have been taken by previous Social Work students or may have been identified as of possible interest to Social Work students. Some courses may be restricted and/or not open to Social Work students. There are many other courses not listed offered elsewhere in the university that may be of interest. Interest in courses numbered below 500 should be checked for graduate level status since many are only offered for undergraduate credit. You can check this by contacting the department offering the course or contacting the SSW Registrar.

The information may not be up to date or complete. Please seek additional information from the department where the course is offered and from the instructors of the course. We strongly recommend you discuss your plans to take outside courses with your advisor to make sure they are a good fit for your educational program.

Approaches to American Culture AMCULT 697

School: American Culture (Graduate)
Credits: 3
Prerequesites: Permission of instructor
Course Description: This course concentrates on a variety of ways of studying American society and its culture and provides an introduction to the conceptual frameworks and intellectual history of American Studies.

Offerings

SectionInstructorDaysLocationU-M Class #
003Cotera, Maria EWed3505 HH28282

Intermediate Macroeconomic Theory ECON 402

School: Economics
Credits: 4
Prerequesites: ECON 101 and 102, and MATH 115. It is strongly recommended that students take ECON 401 before 402.
Course Description: This course in macroeconomics deals with the determination of broad economic aggregates such as national income, employment, the price level, and the balance of payments in both the short run and the long run. Rigorous analysis is used to understand the forces that determine these economic variables, and how they are affected by public policies. ECON 402 is a prerequisite for many other courses offered in Economics. Concentrators in economics are required to elect this course and are encouraged to complete it early in their concentration program. It is strongly recommended that students take ECON 401 before 402.

Offerings

SectionInstructorDaysLocationU-M Class #
100House, Christopher L-140 LORCH11124
101Verdugo Pedreros, Esteban IgnacioFri2229 SEB11125
102Haxhiu, Elird-373 LORCH11126
104Yadav, Anirudh SinghFri180 TAP11128
105Haxhiu, ElirdFri142 LORCH11129
106Rojas Olivares, MarcoFriR0240 BUS11130
107Yadav, Anirudh SinghFri1028 DANA11131
108Verdugo Pedreros, Esteban IgnacioFri1405 EQ11132
109House, Christopher L-G127 AH19283
110House, Christopher L-1405 EQ25594
200Kulczycki, Theodor-1449 MH36953
201Dudek, Maciej KonradFriG040 TISCH36961
202Dudek, Maciej KonradFriG040 TISCH36962

Government Expenditures ECON 683

School: Economics
Credits: 3
Course Description: Emphasizes theory and evidence on government expenditure policy. Topics covered include the theory of public goods, state and local public goods, welfare economics and income distribution, political economy and voting mechanisms, and the design and evaluation of social insurance programs.

Offerings

SectionInstructorDaysLocationU-M Class #
001Kowalski, AmandaMon, Wed2320 SEB16510

Seminar in Educational Psychology EDBEHAVR 800

School: Education C Behavioral Sciences in Education
Credits: 3
Prerequesites: Permission of instructor
Course Description: This first semester of the proseminar encourages discussions of current topics in educational psychology with emphasis on classroom learning, motivation, and psychoeducational assessment. Invited speakers from education, psychology, and related departments present on their current research. A major focus of the course is on research methods and helping students initiate and complete their first-year research projects.

Offerings

SectionInstructorDaysLocationU-M Class #
001Kovelman, Ioulia-2234 EH20188

Current Issues in Educational Studies EDUC 547

School: Education
Credits: 3
Course Description: Explores scholarship and research relevant to current issues in education. Issues vary by term and faculty.

Offerings

SectionInstructorDaysLocationU-M Class #
002Bain, Bob-4212 SEB22676
001Morman, Katelyn-2328 SEB31364

Administrative Leadership in Schools EDUC 553

School: Education
Credits: 3
Course Description: The ways in which schools are organized, and the priorities and behaviors of school leaders, have profound implications for how students (and adults) act and learn in schools. This course considers organizational and administrative strategies which school leaders can employ to develop an effective school program. Topics include: organizational structure, resource allocation, student services, staff personnel support, organizational culture and climate, school relations with family and community, and school monitoring and accountability.

Offerings

SectionInstructorDaysLocationU-M Class #
001Covert, Karl T-2310 SEB22540

Introduction to Higher Education EDUC 561

School: Education
Credits: 3.0
Course Description: Provides an overview of the postsecondary education system in the United States; examines the major features of this system and explores its effects; explores effects of various professional and disciplinary perspectives on the study of postsecondary education viewed as an interdisciplinary field.

Offerings

SectionInstructorDaysLocationU-M Class #
001Cardona, Julio-2218 SEB10241

Management of Student Affairs and Support Services EDUC 665

School: Education
Credits: 3
Course Description: Examines institutional strategies for organizing, staffing, and funding the extensive array of programs and services designed to meet students' economic, social, developmental, and academic needs. Also focuses on the nature and purpose of student affairs functions and support services and how they can be effectively managed, coordinated, and integrated with the academic purposes of the institution. Intended for master's students with an interest in student affairs and doctoral students attempting to develop an awareness of this important area of institutional functioning.

Offerings

SectionInstructorDaysLocationU-M Class #
001Taylor, Simone Himbeault-2310 SEB10246

K-16 Pathways Policy Seminar EDUC 771

School: Education
Course Description: Many national organizations have defined the K-16 'pipeline' as a set of steps that must be taken by students who aspire to attend college. Typically this includes taking preparatory courses in high school, taking college entrance exams, and applying to college and for student aid. Based in part on studies that have considered correlations among variables related to these steps and college outcomes, some states have revised high school graduation requirements and implemented new encouragement and financial aid programs. In this seminar students will examine the policy agendas of various national advocacy groups, as well as the research on which they base their arguments. The course will also explore more complex policy issues and research related to: educational improvement in elementary, middle and high schools; postsecondary transitions, including mentoring, information services and student aid; and programs that encourage and support student engagement and success in colleges. Students and faculty will also explore how advocacy and research are used in, and influence, formulation and revision of education and finance policies in states and at the federal level. We will explore the current political landscape in education, examine political agendas, consider the research designed to support the underlying rationales and consider ways to better conduct research designed to address policy questions. Students will examine and compare research that has been completed by NCES and other groups to inform policy as well as research that evaluates the effects of policies and reform programs. Interestingly, while many groups espouse policy agendas related to K-16 reform, very few studies actually assess the linkages between these policies (i.e., accountability, standards, graduate requirements, etc.) and the outcomes they are designed to influence The seminar will have five separate segments. During the initial sessions(weeks 1-2) we will focus on cross-cutting issues, as well as the overall course design. The remainder of the course will be approached as four modules covering: national policy agendas (weeks 3-5); research used to rationalize policy agendas (weeks 6-8); specific reform topics in K-12, college transitions, and college success (weeks 9-11); research related to the selected reform topics (weeks 12-14). During the last two modules, students will work on independent projects and share their work with each other. Extensive readings will be available through web linkages and there will be guest speakers will consider research and policy agendas, as well as disciplinary perspectives (from economics, sociology, education and policy studies) on policy analysis and research.

Offerings

SectionInstructorDaysLocationU-M Class #
001McCall, Brian P-2218 SEB31480
002Kleinman, Molly AlexandraMon2310 SEB32996
003Webb, Felecia-2340 SEB32999

Race, Ethnicity and Gender in Higher Education EDUC 873

School: Education
Credits: 3
Course Description: Provides a view of the sociological and psychological issues affecting African Americans, Asian Americans, Latinos/as (Hispanics), Native Americans, and women in higher education. Topics include the racial and gender stratification of the higher education system and the emergence of institutions that serve special populations, a critical review of research on minority and women's achievement, research on women and minority faculty, campus race relations, and controversies in the policies and discourse regarding cultural diversity.

Offerings

SectionInstructorDaysLocationU-M Class #
001Bowman, Phillip JessWed2320 SEB24992

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