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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.

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 #
001House, Christopher LMon, WedAUD A AH11316
003House, Christopher L-1437 MH11317
004House, Christopher LFri373 LORCH11318
005House, Christopher L-B852 EQ11319
006House, Christopher LFri2520 CCL11320
007House, Christopher LFriB852 EQ11321
008House, Christopher LFriG040 TISCH11322
009House, Christopher L-G144 AH11323
010House, Christopher L-373 LORCH18271
011House, Christopher L-B137 MLB19938
002House, Christopher LWed142 LORCH20386

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 #
001Goins Jr, Tremell-2218 SEB26178
002Jacobs, James B-2320 SEB28042

Financial and Legal Policies for Schools EDUC 555

School: Education
Prerequesites: Graduate Standing or Permission of Instructor
Course Description: Funding for our nation's schools is a critically important educational policy issue and the subject of intense controversy. Indeed, since 1970, nearly every state in the U.S. has confronted one or more legal challenges to its method of allocating funds to public schools. As schools compete for additional resources, and the public resists higher taxes, many questions arise. These include: " How does money matter to educational outcomes? " Under what conditions are states required to allocate more money to public education to improve educational programs? " How do we measure equity in school funding? " How can states reallocate their public education funds to improve equity? " How do policy analysts analyze funding systems to evaluate and improve state school funding formulas? " Should we rely on the local property tax to fund schools? (Is there a better approach?) " Is there a better way for schools to spend the monies they have to improve educational outcomes? Course activities will involve computer-based applications that allow students to design state systems of school funding employing various formulas to increase the equity and adequacy of school funding. Other activities include the use of computer-based applications to assist with developing school budgets that reallocate resources to make the adoption of various whole school reform programs possible. We will also consider the costs and benefits of class size reduction and ways in which resource reallocation might make reductions in class size possible. In addition to a textbook on school finance, course readings will examine current perspectives on the relationship between money and educational outcomes, legal cases that challenge school funding, and evaluations of various state funding proposals.

Offerings

SectionInstructorDaysLocationU-M Class #
001Covert, Karl T-2229 SEB25815

Sociology of Education EDUC 643

School: Education
Credits: 3
Course Description: Focuses on the role of schooling in reproducing and reinforcing prevailing social, political, and economic relationships and inequities; assesses the potential contradictions between the societal functions of schooling and the professed goals of educators. The course examines sources of educational change, organizational context of schooling, impact of schooling on social stratification, social organization within the school and the classroom, social impact of the formal curriculum, and methods of selection and differentiation in elementary and secondary schools.

Offerings

SectionInstructorDaysLocationU-M Class #
001O'Connor, Carla-2218 SEB32345

Special Topics in Education and Psychology EDUC 715

School: Education
Credits: 3
Course Description: Explores topics in education and psychology based on the interests of faculty and students in the program. The topics addressed change each term. Students should consult the office of the Combined Program in Education and Psychology for the current list of offerings each semester.

Offerings

SectionInstructorDaysLocationU-M Class #
001Miller, Kevin F- 28507

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 #
001Bowman, Phillip JessWed2340 SEB24308
002Torres, Vasti-2346 SEB25340
TBDTBD-2346 SEB28355
TBDTBD-2340 SEB31874
TBDTBDMon2310 SEB31875
TBDTBDFri 32917

Communities in Crisis: Public Health and Disasters HBEHED 661

School: Health Behavior & Health Education
Credits: 3
Prerequesites: Permission of Instructor
Course Description: Disasters are ubiquitous. The frequency of natural and 'man-made' disasters has increased through-out the world during the last two decades. This course will examine how public health can play a vital role in disaster prevention, preparedness, and response. We will examine the topic of disasters from both an analytical and case studies approach. In taking an all-hazards perspective we will examine the impact of disasters on both individuals and communities. In our concern with health outcomes we will explore how public health approaches, can help prevent and mitigate the deleterious impact of extreme events.

Offerings

SectionInstructorDaysLocationU-M Class #
001Zikmund-Fisher, Brian J-3755 SPH121182

Special Topic HBHE Education HBEHED 710

School: Health Behavior & Health Education
Credits: 1-6
Course Description: Master's level seminar designed to provide an extensive review of a number of substantive and methods and skill areas in health behavior and health education. Readings, discussion and assignments are organized around issues of mutual interest to faculty and students. Reviews and reports on topics require in the areas selected. May be elected more than once.

Offerings

SectionInstructorDaysLocationU-M Class #
002Miller, Alison LeslieMon, Wed2610 SPH1A30557
004Patel, Minal Ravindra-2695 SPH1A30762

Topics in Asian History HISTORY 472

School: History
Credits: 3
Course Description: This course is meant to examine an aspect, to be designated in the section title, of topics in Asian history. Colonial Order of Things: SE Asia

Offerings

SectionInstructorDaysLocationU-M Class #
001Rath, Eric Clemence-455 WEISER33286

The Health Services System II HMP 601

School: Health Management & Policy
Credits: 4
Prerequesites: Permission of instructor
Course Description: Second part of two-course sequence focusing on major issues in the organization of a health services system: private and public financing of health services; quality of care assessment; control of the quality and costs of care through market-oriented strategies, professional self-regulation, managerial approaches, and government regulation; and system reform.

Offerings

SectionInstructorDaysLocationU-M Class #
001Ryan, Andrew Michael-1690 SPH1A13538

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