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.
| School: |
Anthropology - Cultural |
| Prerequisites: |
400-level coursework in Anthropology; and graduate standing. |
| Course Description: |
Critical Theories of Criminalization and Punishment
Now more than ever, the phrases “prison industrial complex,” “mass incarceration,” “carceral state” and “abolition” are deployed frequently - evidence of heightened concern about the use of surveillance, policing, and imprisonment as catch-all responses to social, political and economic problems. While encouraging, there is also a danger that in “mass awareness,” analytic specificity may be lost. With an emphasis on ethnographic and anthropological contributions, this course will draw from a range of critical scholarship to examine the numerous processes, institutions, and techniques through which people are criminalized, caged, and controlled. In doing so, the course provides an opportunity to “deep dive” into distinct (and sometimes competing) explanatory frameworks on nature, purpose, and logic that uphold and expand the U.S. carceral regime, as well as its human impacts. Throughout, we will forefront the ways people have resisted and are resisting and consider the political stakes of different ways of understanding, explaining, and addressing the problem. |
Offerings
| Section | Instructor | Days | Location | U-M Class # |
|---|
| 001 | Dua, Jatin | Wed | G421B MH | 20102 |
| 005 | Hsieh, Jennifer C | - | 242 WH | 35031 |
| School: |
Ross School of Business, Business Administration |
| Course Description: |
Develop a toolkit for social innovation that is also desired by top employers across industries. In the interdisciplinary Impact Studio course, BA670, you’ll gain a mindset, a process, and a set of tools and experiences for developing impactful solutions to societal challenges. The course combines the management principles and acumen of business with design thinking, design tools, and interdisciplinary expertise and scholarly insights.
We know the pandemic is imposing new demands and constraints and creating new norms and needs for our community. So we asked ourselves – how can we use the knowledge and resources of the University of Michigan and its students to build back better – to reimagine business and the social sector to be more rewarding, just, and democratic? And how might we design for this new reality with resilience and equity in mind? |
Offerings
| Section | Instructor | Days | Location | U-M Class # |
|---|
| 001 | Johnson, Cat | Wed | B2560 BUS | 26604 |
| School: |
Economics |
| Credits: |
4 |
| Prerequisites: |
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
| Section | Instructor | Days | Location | U-M Class # |
|---|
| 001 | Zamulin, Oleg | Mon, Wed | 140 LORCH | 11208 |
| 003 | Zamulin, Oleg | - | 1427 MH | 11209 |
| 004 | Zamulin, Oleg | Fri | 1518 NUB | 11210 |
| 005 | Lam, Michelle | - | 1255 NQ | 11211 |
| 006 | Wagar, Clay | Fri | 3330 MH | 11212 |
| 007 | Zamulin, Oleg | Fri | 3330 MH | 11213 |
| 008 | Zamulin, Oleg | Fri | 3463 MH | 11214 |
| 009 | Zamulin, Oleg | - | 1469 MH | 11215 |
| 010 | Zamulin, Oleg | - | 1505 NUB | 17263 |
| 002 | Zamulin, Oleg | Fri | G040 TISCH | 18944 |
| School: |
Education C Behavioral Sciences in Education |
| Credits: |
3 |
| Prerequisites: |
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
| Section | Instructor | Days | Location | U-M Class # |
|---|
| 001 | Ryan, Allison Murphy | Wed | 2228 SEB | 30876 |
| School: |
Education |
| Credits: |
3 |
| Course Description: |
Explores scholarship and research relevant to current issues in education. Issues vary by term and faculty. |
Offerings
| Section | Instructor | Days | Location | U-M Class # |
|---|
| 001 | Kubi, Gabrielle | Wed | 2340 SEB | 22702 |
| 004 | Miller, Kevin F | - | 2334 SEB | 27659 |
| 005 | Hearn, Kendra L | - | ARR | 27904 |
| 002 | | Sat | | 35455 |
| 006 | Stockdill, Darin | Fri | 2218 SEB | 36570 |
| School: |
Education |
| Credits: |
3 |
| Course Description: |
An examination of alternative approaches to instructional leadership in K-12 schools, with special attention to problems of curriculum development, supervision and evaluation of teaching, assessment of student learning, and the design and implementation of school improvement programs. |
Offerings
| Section | Instructor | Days | Location | U-M Class # |
|---|
| 001 | Coolican, Maria | Mon | 2340 SEB | 34295 |
| School: |
Education |
| Credits: |
3 |
| Course Description: |
Students will acquaint themselves with the central problems of making, implementing and doing research on education policy; with the governmental systems in which policy is made and executed and with the influences on those systems; and with some of the important research on these matters and leading problems in that research. |
Offerings
| Section | Instructor | Days | Location | U-M Class # |
|---|
| 001 | Goldin, Simona | - | REMOTE | 35505 |
| 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
| Section | Instructor | Days | Location | U-M Class # |
|---|
| 001 | Perez, Rosemary Jane | Mon | 2334 SEB | 30800 |
| 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
| Section | Instructor | Days | Location | U-M Class # |
|---|
| 002 | Gupta, Nikhil | Wed | 2310 SEB | 22382 |
| 003 | Bowman, Phillip Jess | - | 2340 SEB | 25785 |
| 001 | Bastedo, Michael | - | 2340 SEB | 34423 |
| 004 | Lattuca, Lisa Rose | Mon | ARR | 35645 |
| School: |
Health Behavior & Health Education |
| Credits: |
3 |
| Prerequisites: |
Permission of instructor |
| Course Description: |
This course is for the student who is interested in gaining knowledge and skills about different methodological approaches to doing need assessment for health and human service organizations. The course will focus on the use of both secondary (e.g. agency statistics, census) and primary (survey, forums, informants, focus groups) data. The course emphasizes feasible and inexpensive methods, which can be used by internal evaluators. Students will learn how community epidemiologic surveys (e.g. the National Institute of Mental Health Epidemiologic Catchment Area Program) can be used in conjunction with local secondary data for synthetic estimation of health needs. Need assessment will be conceptualized as a political process as well as a research methodology. Three class sessions will be devoted to an in-depth analysis of a major mental health need assessment conducted by the instructor for the Michigan Department of Corrections. By using this study as a case example, students will be provided with an "inside look" at the social side of need assessment. The case study will also focus on using need information for program development. |
Offerings
| Section | Instructor | Days | Location | U-M Class # |
|---|
| 001 | Mehdipanah, Roshanak | Mon, Wed | 2610 SPH1A | 34453 |