MSU GATE ISHALL (Intensive Studies in Humanities, Arts, Language, and Literature)
Course Description:
ISHALL, in partnership with the Department of English, the Department of Writing, Rhetoric, and American Cultures, and Office of University Outreach and Engagement at Michigan State University provides classroom instruction for qualified middle school students in grades 6-10. ISHALL is designed so that the participating students will complete in two years the English content assigned in Michigan High School Content Expectations (HSCE) for all four years of high school as well as meet the Common Core National Standards.
Students study a wide range of texts and media in literature and the humanities including novels, biographies, plays, poetry, and film. Students will also be exposed to a variety of different historical movements and types of literature, such as romanticism, enlightenment, Shakespearean drama, and comedy, in addition to modern works.
Course Details:
| Course Title (District): | MSU GATE ISHALL (Intensive Studies in Humanities, Arts, Language, and Literature) | ||||||||||
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| Course Title (NCES SCED) : | English/Language Arts I (9th grade) | ||||||||||
| Course Provider : | Michigan State University Office of Gifted and Talented Education (GATE) | ||||||||||
| Content Provided By : | Michigan State University Office of Gifted and Talented Education (GATE) | ||||||||||
| Online Instructor Provided By : | Michigan State University Office of Gifted and Talented Education (GATE) | ||||||||||
| Standards Addressed : | Michigan High School Content Expectations | ||||||||||
| Academic Terms : | Accelerated | ||||||||||
| NCES SCED Code : 01001 |
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How To Enroll:
| Enrollment Website : | gateway.gifted.msu.edu |
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| Email : | [email protected] |
| Phone : | 517-432-2129 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: 517-432-2129
Additional Cost: $200.0
Additional Cost Description:
Program materials and texts
The instructor prepares class activities that provide students with a conceptual and theoretical framework for the skills, processes, genres, concepts, and paradigms involved in reading, writing, speaking and interpreting. Guided discussion encourages students to be active readers, speakers, and questioners, while both creative and expository writing assignments provide opportunities for literary analysis, self-expression, the development of writing, rhetorical, and analytical skills, and the kind of understandings of literary and written expression that come from doing it themselves.
NSQ National Standards for Quality Online Courses: Third Edition (2019)
| Rating | Comments | |
|---|---|---|
| A1. A course overview and syllabus are included in the online course | Fully Met | |
| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* | Fully Met | |
| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. | Fully Met | |
| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. | Fully Met | |
| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* | Fully Met | |
| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. | Fully Met | |
| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* | Fully Met | |
| A8. Learners are offered an orientation prior to the start of the online course. | Fully Met |
| Rating | Comments | |
|---|---|---|
| B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* | Fully Met | |
| B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. | Fully Met | |
| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* | Fully Met | |
| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* | Fully Met | |
| B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* | Fully Met | |
| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* | Fully Met | |
| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. | Fully Met | |
| B8. The online course is free of adult content and avoids unnecessary advertisements.* | Fully Met | |
| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. | Fully Met | |
| B10. Documentation and other support materials are available to support effective online course facilitation.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. | Fully Met | |
| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. | Fully Met | |
| C3. The online course is organized by units and lessons that fall into a logical sequence. | Fully Met | |
| C4. The online course content is appropriate to the reading level of the intended learners.* | Fully Met | |
| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. | Fully Met | |
| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. | Fully Met | |
| C7. The online course provides regular opportunities for learner-learner interaction. | Fully Met | |
| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* | Fully Met | |
| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. | Fully Met | |
| D2. Valid course assessments measure learner progress toward mastery of content. | Fully Met | |
| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* | Fully Met | |
| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* | Fully Met | |
| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* | Fully Met | |
| E2. The online course design facilitates readability.* | Fully Met | |
| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* | Fully Met | |
| E4. Course multimedia facilitate ease of use.* | Fully Met | |
| E5. Vendor accessibility statements are provided for all technologies required in the course.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. | Fully Met | |
| F2. The online course tools support the learning objectives or competencies.* | Fully Met | |
| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* | Fully Met | |
| F4. The course allows instructors to control the release of content.* | Fully Met | |
| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. | Fully Met | |
| G2. The online course is reviewed to ensure that the course is current. | Fully Met | |
| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. | Fully Met |
Review Conducted By: Michigan State University Office of Gifted and Talented Education (GATE)
Date of Review:
12/18/2024
Class time incorporates discussion, model analysis, presentations, group work assignments, and writing workshops with individualized attention. Homework assignments reinforce concepts and skills presented in class; assignments may invite students to engage with texts in specific ways or ask them to define the ways they wish to read. Always, such choices will be discussed in class, underlying assumptions examined, and students may be asked to take an opposing position or come up with an alternate interpretation. Some homework will focus on having students revisit and refine previous writing assignments, as revision is a crucial part of the writing process.
When teaching the concepts and skills of writing and interpretation, the varying initial capabilities of students are taken into consideration. Students soon learn to craft well-supported logical arguments as a way to produce and present interpretations. Creative activities benefit from this critical expertise, and the synergy of the activities together makes students more sensitive readers and more effective writers. Because there are no single answers in this process, but only good questions and arguments, students learn quickly that correctness is less important than communication, and that facts are sometimes less crucial in understanding a text than emotions. These courses strive to help students understand the richness of meaning and expression in literature and their own writing.
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|---|---|---|---|---|---|---|---|---|
| Accelerated | 02/01/2025 | 07/11/2025 | 09/01/2025 | 05/01/2027 | 250 | $1,995 | $200 |
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|---|---|---|---|
| Students are expected to complete the entirety of the program. However, students may drop at any time with no refund. | Students must maintain a B- or above to continue in the program. Tuition is not refundable for any reason. | Accelerated | 02/01/2025 | 07/11/2025 |
Online courses and study labs require the following:
https://gifted.msu.edu/programs/technology-requirements