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2019-2020 Undergraduate Catalog [ARCHIVED CATALOG]
Courses
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Chinese |
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CHIN 4000 Seminar Chinese Literature and Culture
This seminar is designed to expand students’ knowledge of Chinese literature and culture through reading and discussion of major works in Chinese. It delves into major trends and issues, secondary scholarship, and research methodology in the field. The seminar requires students to read critically and to analyze and write about texts of Chinese literature and culture using both traditional Chinese research methods and Western critical approaches. Taught in Chinese. This is a Writing Intensive course. Prerequisite(s): ASN 2000 OR CHIN 2000 OR ASN 200 OR CHIN 200
Credits: 3.0
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CHIN 4990 Independent Study
Chinese independent study as approved and to be arranged.
Credits: 1.0 - 6.0
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Curriculum & Instruction Early Childhood |
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CIEC 2000 Early Childhood Field Experience I
This one-day-per-week, semester-long, early childhood practicum is designed to provide P-3 certification students with the opportunity to work with an experienced, certified teacher in an accredited preschool-to-grade-three classroom. Students are assisted in understanding and implementing developmentally appropriate teaching practices: individual and small group instruction; teaching lessons in each subject area; teaching the class for a full morning or day; and demonstrating progress in classroom management skills. Students meet in frequent seminars and may be observed by a college supervisor who reads weekly student journals. Application needs to be completed through the Office of Field Experiences. Prerequisite(s): CIED 2070 Co-requisite(s): CIEC 3120 , CIEC 3220
Credits: 1.0
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CIEC 2100 The Early Childhood Classroom Environment
This course focuses on preparing and maintaining the early childhood learning environment in various settings from preschool through third grade. Arranging space and materials, scheduling, and organization of time within the context of developmentally appropriate curriculum are the components of the classroom climate. Students explore ways in which to insure that the environment reflects and supports the child’s home environment, diversity, special needs, constructivism, cooperative learning, emergent literacy, play, and various learning styles. Additionally, students examine formal and informal tools for observing, assessing, and evaluating learning in early childhood settings.
Credits: 2.0
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CIEC 2130 Teaching Young Children in A Technological World
This course explores the integration of computers and other technology into the developmentally appropriate early childhood classroom. Teacher-candidates will learn how to select and evaluate software, appropriate werbsites, introduce children to technology, integrate computers across the curriculum, utilize computers to promote an anti-bias curriculum, and to communicate with families. Teacher-candidates will explore universal design and the many hardware and software options available for children with secial needs ( i.e. autism). Additionally, teacher candidates will use computers to plan curriculum and connect with the broader professional community. Prerequisite(s): ANTH 2020 AND PSY 2100
Credits: 2.0
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CIEC 2200 Emergent Literacy in Early Childhood Education
This course focuses on developing literacy (speaking, listening, reading, writing, and viewing) in young children. Theories, materials, and methods that develop literacy in developmentally appropriate environments from preschool through grade three are discussed. Family involvement, cultural and linguistic differences, integrating play, language, and literacy, performance assessments, and adaptations for special needs children are explored.
Credits: 2.0
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CIEC 2300 Curriculum I: Social Studies Integration and Assessment
This course examines the thematic approach to curriculum development and integration through social studies concepts. The research on developmentally appropriate curriculum and authentic (performance based) assessment are presented and discussed. Students design integrated curriculum around social studies concepts and math and reading/language arts skills, connected to core curriculum standards. Students construct pre-K to grade 3 curriculum and performance-based assessment by utilizing children’s literature, divergent questions, conceptual themes, brain research, learning styles, and multiple intelligences.
Credits: 2.0
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CIEC 3000 Practicum in Early Childhood Education
This two-day-per-week, semester-long, early childhood practicum is designed to provide P-3 certification students with the opportunity to work with an experienced, certified teacher in a preschool-grade 3 setting. Students are assisted in understanding and implementing developmentally appropriate teaching practices, individual and small group instruction, teaching lessons in each subject area, teaching the class for a full morning or day, and demonstrating progress in classroom management skills. Students meet in frequent seminars and are observed by a college supervisor who reads weekly student journals. An application needs to be completed through the Office of Field Experiences.
Credits: 1.0
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CIEC 3100 Inclusion, Second Language Learners, and Differentiated Instruction
This online course will focus on developmentally appropriate methods of differentiating instruction for all students. This class will present theory and strategies to teach students who are English language learners. The course will also present theory and strategies to identify and teach preschool and elementary school students who may have mild to moderate disabilities, including learning disabilities and autism.. Connections will be made between various instructional models and individual student needs. Topics include core content curriculum methodology; second language acquisition; using the curriculum to facilitate second language learning; adaptation and modification strategies to address academic, behavioral, social, and emotional needs; methods to incorporate assessment results in IEP goals and objectives; and ways to develop and implement evaluation procedures to assess student progress. As a Writing Intensive course students will engage in writing-to-learn strategies (such as blackboard discussion, observational journals, and reading logs), as well as learn and apply skills for writing to communicate as professionals in the field of education. Prerequisite(s): CIED 2030 OR CIED 2040
Credits: 2.0
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CIEC 3120 Language and Literacy in Early Childhood Education
This course is designed to help teacher candidates develop an understanding of the theory, research, and practice of young children’s development of language and literacy in preschool- grade 3 classrooms. Teacher candidates will gain an understanding of how children develop as listeners, speakers, readers and writers, as well as instructional practices that support this development. Candidates will demonstrate their ability to blend theory and developmentally appropriate practices in the creation and implementation of learning experiences that that are aligned to the NJ Student Learning standards. In addition, candidates will develop a working knowledge of assessment-driven literacy instruction. Topics and themes woven throughout the course include valuing and supporting linguistic diversity, strategies for working with English language learners and children with special needs, family partnerships, print-rich environments, and current technologies to support all language and literacy learners. Prerequisite(s): CIED 2070 Co-requisite(s): CIEC 2000
Credits: 3.0
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CIEC 3220 Early Childhood Environments and the Arts
This course will focus on the developmentally appropriate early childhood classroom learning environment and the integration of the visual and performing arts across the core content areas (language arts, math, social studies and science) within preschool to grade three classrooms. The integration of the arts in a STEAM curriculum and the design of Makerspaces will be emphasized. Teacher candidates will learn how to design, evaluate and plan for healthy, respectful, and challenging environments and curricula that address children’s development across these domains: aesthetic, affective, cognitive, language, physical, and social and which reflect and support family partnership; diversity, play, children’s home environments, languages spoken, universal design (i.e. environmental supports, access to technology), special needs and various learning styles. Arranging and evaluating space, scheduling, transitions and organization of time are the components of the classroom climate. Candidates will demonstrate their understanding of basic terminology (academic vocabulary), elements, principles, materials and processes utilized in visual art, music, dance and theatre; their understanding of children’s stages of artistic development; their knowledge of why works of art are created and the processes for responding to works of art. Prerequisite(s): CIED 2070 Co-requisite(s): CIEC 2000
Credits: 2.0
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CIEC 3300 Language Arts & Social Studies Integration and Assessment
This course examines the thematic approach to curriculum development and integration through social studies concepts. The research on developmentally appropriate curriculum and authentic (performance-based) assessment is presented and discussed. Students design integrated curriculum around social studies concepts and math and reading/language arts skills, connected to NJ Core Curriculum Content Standards and Preschool Teaching and Learning Expectations. Students construct pre-K to grade 3 curriculum and performance-based assessment by utilizing children’s literature, divergent questions, conceptual themes, brain research, learning styles, and multiple intelligences. Prerequisite(s): CIEC 2000
Credits: 3.0
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CIEC 3510 Math and Science in Early Childhood Education
This course examines teaching and learning in mathematics and science in early childhood (birth through age eight). Students learn how children construct knowledge and develop logical thinking in mathematics and science, with emphasis on creating developmentally appropriate curriculum integrating these experiences with children’s developing language and literacy skills. Students utilize the NCTM (National Council of Teachers of Mathematics) Standards, New Jersey Core Curriculum Standards to explore socio-linguistic and constructivist ways of enriching children’s match and science experiences in settings from preschool through grade three. Prerequisite(s): CIEC 2000 Co-requisite(s): CIED 3140
Credits: 2.0
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CIEC 3650 Creative Arts and Children’S Literature in Early Childhood Education
This course focuses on the exploration of methods of curriculum development that weave children’s literature and the arts (fine arts, dramatic play, and music/movement) in programs for young children (preschool-grade 3). A thematic, multicultural approach is stressed. Students will learn to choose and evaluate literature for children and to plan and implement developmentally appropriate music, dramatic play, and art experiences that extend exemplary literature (folktales, fairytales, contemporary picture books, poetry, etc.) into the child’s world.
Credits: 2.0
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CIEC 3680 Curriculum Planning and Assessment in Early Childhood Education
This course examines the thematic approach to curriculum development and integration across content domains and specifically geared to curriculum planning in the preschool classroom. The research on developmentally appropriate curriculum and authentic (performance-based) assessment is presented and discussed. Students design integrated curriculum around social studes and science concepts and math and reading/language arts skills connected to Preschool Teaching and Learning Expectations. Students construct pre-K curriculum and performanced-based assessment by utilizing children’s literature, divergent questions, conceptual themes, brain research, learning styles, and multiple intelligences.
Credits: 2.0
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CIEC 3700 Technology in Early Childhood Education
This course explores the integration of computers and other technology into the developmentally appropriate early childhood classroom. Students learn how to select and evaluate software, introduce children to technology, integrate computers across the curriculum, and utilize computers to promote an anti-bias curriculum, and to communicate with families. Additionally, students use computers to plan curriculum and connect with the broader professional community.
Credits: 2.0
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CIEC 3990 Selected Topics
This course is designed to help preservice early childhood education majors explore ways to enhance literacy in classrooms. Students will engage in activities that include storytelling, puppetry, and bookmaking. Emphasis is on integration of the language arts in developmentally appropriate classrooms.
Credits: 1.0 - 6.0
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CIEC 4990 Independent Study
As approved and to be arranged.
Credits: 1.0 - 6.0
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Curriculum & Instruction Education |
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CIED 2030 Teaching As A Profession
This course examines the historical and philosophical foundations of education, including introductory knowledge of lesson planning, classroom management, generic teaching methods, special education, learning styles, child development, legal issues, a code of ethics, multicultural education, and the role of reflection in teaching. Current issues are discussed such as vouchers, charter schools, and the roles of local, state, and federal governments in funding public education. Students conduct twenty hours of observations in P-3 (early childhood), K-5 (elementary), 5-8 (middle schools), or 9-12 (subject field) classrooms and assess their own abilities in relation to WPU Competencies and New Jersey Professional Teaching Standards. Students are introduced to e-portfolios, assess their dispositions, and develop an educational philosophy.As this is a Writing Intensive course, teacher candidates learn and apply skills that will allow them to write successfully for multiple audiences in the profession (students, parents, colleagues, and administrators). Teacher candidates also develop lesson plans and philosophy statements, creating multiple drafts and revisions of work based on peer and instructor feedback. They also engage in writing-to-learn strategies such as Double Entry Journals, free-writing activities, concept mapping, and journaling to reflect upon key concepts in education. Sophomore standing is recommended. Prerequisite(s): ANTH 2020 AND CS 2150 AND PSY 1100
Credits: 3.0
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CIED 2050 Foundations of Bilingual and Multicultural Education
This course will provide participants with the knowledge necessary for understanding the historical, political, legal, social and educational aspects of bilingual and multicultural education and how such knowledge influences teacher practices in Bilingual and ESL progams. Critical discussion of historical and current stuggles for access to education in American history is central to this course. Another key focus of this course is learning about methods through which teachers can effectively explore and celebrate the diversity in language, culture, religion, gender, ability and other areas inherent in American classrooms through engaging in culturally relevant instruction; incorporating meaningful, authentic assessment; and including multiple perspectives throughout the curriculum. New research in the areas of bilingual and multicultural educatIon will be examined, and students will analyze and apply best practices based on this research. This course fullfills UCC Area 4-Diversity and Justice.
Credits: 3.0
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CIED 2070 Educational Practices in Inclusive Classrooms
This writing intensive course provides a knowledge base in teacher dispositions, national and state standards that provide the framework and sequence for academic achievement, lesson plan development, differentiated teaching strategies and assessments, family/school connections, learning environment, and classroom management. Teacher candidates explore how teachers can build upon the personal, cultural, and community assets that P-12 students bring to school to design varied learning experiences that contribute to the success of every student in school, regardless of their learning needs. Candidates will examine the intersection of influences upon learning of cultural and linguistic status and learner characteristics of different disabilities in physical, emotional, cognitive, and socio-behavioral domains. Teacher candidates examine the procedures for identifying, assessing, and providing services for P-12 students with disabilities. The course meets at WPU and has a 20-hour school observation component where students observe classroom practices in special education or inclusive classrooms. All sections are writing intensive.
Prerequisites
• Met all requirements to progress in the professional education sequence: requirements include completion of 60 or more credits, a GPA of 3.0 or above; a passing score on the PRAXIS Core Academic Skills for Educators; an interview.
Prerequisite(s): • Met all requirements to progress in the professional education sequence: requirements include completion of 60 or more credits, a GPA of 3.0 or above; a passing score on the PRAXIS Core Academic Skills for Educators; an interview.
Credits: 3.0
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CIED 2130 Introduction to Educational Technology and Assessment
This course focuses on two areas: the use of assessment and technology to inform instruction and enhance student learning.
In Part I, teacher candidates are introduced to foundational concepts and skills in assessment, emphasizing the principles of design, selection, and validation, and the appropriate use of formal and informal developmentally appropriate assessments that are integrated with and support learning and align with classroom instruction in P-12 settings. This course focuses on methods for selecting, designing, and differentiating assessments which are aligned with New Jersey Student Learning Standards including but not limited to rubrics, formative assessment, performance assessments, and assessments of higher-order thinking. Candidates will also be introduced to concepts and skills related to the grading and evaluation of students, and interpreting state-mandated and other standardized testing scores. The course also discusses fundamental principles of assessment such as reliability and validity.
In Part II, teacher candidates are introduced to the appropriate use of educational and assistive technology as well as the history, theoretical foundations, and current research on critical issues and trends in this field. Specifically, teacher candidates will learn how to incorporate a variety of content-neutral and content-specific technologies into the curriculum and assessment efforts to address New Jersey Student Learning Standards, technology literacy standards and the national educational technology standards. Additionally, this course will provide an opportunity for teacher candidates to explore the usage of assistive technologies in inclusive classrooms and environments. The exploration of the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools will also be studied. Consequently, teacher candidates will be able to identify, develop and apply a variety of technologies and discover the ways in which technology use shapes teachers, learners, pedagogical practices, and even the fundamental meanings of education, learning, and schooling. Prerequisite(s): CIED 2120 and 60 or more credits with a minimum GPA of 3.00; Passing CORE ot passing score on SAT or ACT and an interview.
Credits: 3.0
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CIED 2200 Globalization and Education
Globalization and Education: Perspectives on Teaching and Learning examines teaching and learning practices at play in a dynamic global context. The course aims to develop a foundation for global understanding of national education systems from a comparative point of view and places teaching and learning in social, economic, cultural, religious, and political contexts. The course of study provides students foundational knowledge in relation to global, transnational and national schooling policies and practices that, once implemented, become local instruments of national education policy. Students will identify and explore critical global education issues and national policies such as privatization, corporatization, and public investment that impact local school traditions and often result in cultural and political conflict. Students will explore in depth global education reform and global understanding which are essential foundations for teaching and learning in the 21st century. The course content will be based upon an examination of national systems of education from UNESCO Education for All findings, member countries and partners in the Organization for Economic Cooperation and Development (OECD) and the reported outcomes from the Programme for International Student Assessment (PISA).
Credits: 3.0
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CIED 3050 Teaching Methods English Language Learners
This course examines the theory and practice, materials, techniques and assessment necessary for the teaching of English to linguistically diverse children. The course employs a realistic, application-based approach, encouraging teacher candidates to create lesson plans and assignments and then modify them to meet ELLs’ learning needs. Teacher candidates will engage in meaningful learining experiences with a student learning English. Learning to structure the mainstream classroom environment so that its climate and culture address the emotional and academic needs of all students is also a primary focus of this course. Prerequisite(s): CIED 2030 and CIED 2050 .
Credits: 3.0
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CIED 3100 Children’s Book Illustration: Visual Literacy and Social and Emotional Learning
This online course aims to introduce students to creative approaches for PreK-12 classroom instruction through the study of children’s book illustration. Students will be introduced to aesthetic perspectives of diverse illustrators and examine how words and images coalesce in celebrated children’s books. Students will explore illustrators use of collage, photography, watercolor, acrylic, ink, and calligraphy in the design of children’s books in the content areas of science, math, social studies and language arts. Aligned with an understanding of the artistic components of children’s book illustration, students will learn about the social and emotional messages in text and illustrations and how to promote them in the classroom. This course is designed for students with a wide range of intellectual interests advancing visual literacy.
Credits: 3.0
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CIED 3990 Selected Topics
A topic not covered by an existing course is offered as recommended by the department and approved by the dean.
Credits: 1.0 - 6.0
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CIED 4990 Independent Study
As approved and to be arranged with instructor and by chairperson.
Credits: 1.0 - 6.0
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EDUC 4200 Clinical Practice I - Early Childhood
This clinical internship course provides teacher candidates with the opportunity to connect theory to practice through observing, teaching and reflecting upon their teaching within a P-12 school setting. Mentored by the clinical educator and clinical supervisor, teacher candidates work with a clinical educator within a P-12 classroom setting that is appropriate for his/her certification three days per week to practice the effective cycle of teaching and expectations of professional practice. Teacher candidates are observed and are provided feedback on planning, implementing, assessing and reflecting on their teaching by a clinical supervisor a minimum of four times. Through practicing the cycle of effective teaching candidates prepare for formal submission of edTPA by implementing and reflecting on a learning segment as detailed edTPA handbook. This clinical internship requires the teacher candidate to attend their clinical placement a minimum of seven (7) hours per day, three (3) days per week for the length of a full semester. Prerequisite(s): All pre-clinical practice courses in the professional sequence including
CIEC 2000
CIED 2070
CIED 2130
CIEC 3220
CIEC 3120
Have taken all appropriate PRAXIS Subject Assessment(s) for certification(s) sought Co-requisite(s): CIED 3140 ,CIEC 3510 ,CIEC 3300
Credits: 1.0
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Curriculum & Instruction Elementary Education |
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CIEE 2050 New Jersey Studies Teachers
Develops the student’s understanding of the comprehensive scope of New Jersey studies. Its content is drawn from the social and natural sciences, incorporating significant concepts and generalizations. Provides a content base for prospective teachers preparing to meet state studies requirements and needs.
Credits: 3.0
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CIEE 2100 Growth Processes of The School Aged Child
A study of the principles and applications of growth and learning processes as they affect the child in the school setting. Specific units on positive and negative exceptionality, physical education, health education and substance abuse are included.
Credits: 3.0
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CIEE 2130 Teaching in A Technological World
This is an introductory course in the use of educational and assistive technology in the teaching and learning process. Teacher candidates will learn how to infuse technology into the curriculum to address NJCCCS and technology literacy standards as well as meet the needs of learners from diverse backgrounds (e.g., differences in social class, gender, race, ethnicity, language, sexual orientation, age, and special needs). Toward the end of the course, candidates will also explore the use of technology to create and electronic protfolio for their own professional development. Prerequisite(s): ANTH 2020 AND PSY 1100
Credits: 2.0
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CIEE 3010 Practicum and Seminar
The practicum is a two-day per week, 13 week experience, including two full weeks at the end of the semester. During the last two weeks of Practicum, teacher candidates implement their Teacher Work Sample lesson plas woich they have developed during the semester. Practivcum is designed to provide K-5 and K-5/5-8 certification students with the opportunity to work with an experienced teacher in developing professional knowledge, as well as humanistic and reflective practices. Teacher candidates are assisted in identifying and meeting major goals: small group instruction, managing the classroom for a full morning or day, and demonstrating classroom management skills. Teacher candidates meet in a weekly seminar in which they discuss classroom issues and reflections described in their Contextual Factor Journals. Also, they discuss the development of their e-portfolios.. Students are formally observed a minimum of two times during the semester by a University Supervisor who also reads their Contextual Factor Journals.. By advanced application in Office of Field Experiences.
Credits: 1.0
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CIEE 3110 Inclusion, Second Language Learners, and Differentiated Instruction
This course focuses on developmentally appropriate methods of differentiating instruction for all students. This class presents theory and strategies to teach students who are English language learners. This course also presents theory and strategies to identify and teach elementary students who may have mild to moderate disabilities. Connections are made between various instructional models and individual student needs. Topics include core content curriculum methodology, second language acquisition, using the curriculum to facilitate second language learning, adaptation and modification strategies to address academic, behavioral, social, and emotional needs, methods to incorporate assessment results to IEP goals and objectives, and ways to develop and implement evaluation procedures to assess student development.
Credits: 2.0
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CIEE 3120 Literacy and Learning in Inclusive Classrooms
This course focuses on selected research-based language arts instructional approaches and models used in elementary classrooms. Teacher candidates explore the research base and theoretical rationales for different approaches to teaching reading and writing, and examine key components of literacy instruction in the different models. They study and practice methods for assessing learners, and planning instruction in foundational skills, language, speaking and listening, comprehending text, content area literacy, and writing. Special emphasis is placed on the Readers and Writers Workshop model, in which teachers model reading and writing strategies and guide students’ independent application of strategies to comprehension and composition of texts. This course is part of the second semester series of education courses and 2/3 of the course is held in the field, in a K-6 literacy classroom. Teacher candidates plan and implement literacy lessons and reflect on the impact of their instruction in their field setting. Prerequisite(s): CIED 2070 and CIED 2130
Credits: 3.0
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CIEE 3200 Language Arts and Literature
This language arts and literature course is designed for preservice teachers who are working with or will be working with students in an N-8 setting. The major foci of the course are an exploration of methods that weave language arts and literature through the curriculum and the development of critical thinking skills. A thematic/multicultural approach to language arts, literature and aesthetics in life is stressed. Concepts developed in Literacy and Learning are applied to each language mode (listening, speaking, reading and writing) in relation to a literature core.
Credits: 2.0
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CIEE 3230 Arts and Creativity Methods and Assessment For K-5
Candidates will explore the visual arts, movement, sound, and theater. They will discover how the arts and other expressive media that contribute to creative forces and critical thinking in elementary school students. Through the use of different art forms and materials, future teachers learn that they can become more creative, interesting and thought-provoking teachers.They learn how to integrate the arts and use themas tools or medums for teaching other core subjects in the curriculum. Candidates are provided with an understanding of the creative and aesthetic potential in children. They are given opportunities to experiment with appropriate media and to consider programmatic and curricular possibilities for implementation in a diverse school setting.
Credits: 2.0
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CIEE 3240 Learning and Assessment in Mathematics
Students explore principles and theories of mathematics education as well as techniques for teaching and assessing mathematics knowledge in grades N-8 that are consistent with the NCTM’s Curriculum and Evaluation Standards for Teaching Mathematics (1989). The course emphasizes teaching mathematics from the point of view of the learner and covers topics ranging from preschool counting skills to algebra concepts and procedures in middle school. Cooperative problem solving, experience with manipulative materials, writing about mathematics, and case study analysis prepare prospective teachers to work with diverse learners. The course work is coordinated with a field experience in which students apply their learning to the classroom.
Credits: 2.0
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CIEE 3250 Arts and Creativity in Education
Exploration and discovery in the arts, movement, sound and other expressive media that contribute to influencing the creative forces in children. Future teachers are provided with an understanding of the creative and aesthetic potential in children. They are given opportunities to experiment with appropriate media, and they consider programmatic possibilities for implementation in the school setting.
Credits: 2.0
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CIEE 3270 Science Education and Natural Phenomenon
Students will develop their abilities to introduce scientific facts, ideas, and methods of problem-solving in the classroom. The course includes planning a science program for the elementary school, selecting and presenting information and ideas in the classroom, the selection of appropriate books, media, supplies and equipment, and the use of field trips. Work is related to field experiences.
Credits: 2.0
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CIEE 3290 Mathematics Methods and Assessments K-6
The purpose of this course is to develop teacher candidate competence in planning, conducting, and assessing mathematics learning experiences with children from kindergarten through sixth grade to ensure the success of all children in meeting the standards. The course makes use of relevant readings and video to show the experiences of diverse children to enable teachers to interpret children’s mathematical behavior in meaningful ways. It considers mathematical thinking as part of a developmental process and explores the origins of elementary students’ mathematical ideas before school begins and in formal school settings. The content of the course follows the recommendations for the Common Core State Standards for Mathematics (National Governors Association Center for Best Practices (NGA) & Council of Chief State School Officers, (CCSSO) 2010), principles and standards for school mathematics developed by the National Council of Teachers of Mathematics, (NCTM, 2000, NCTM, 2002), and reflects performance expectations for K-6 students on statewide and other standardized assessments. This course is part of the second semester series of education courses and 1/3 of the course is held in the field, in a K-6 classroom.
Prerequisite(s): CIED 2070; CIED 2130 ; Completion of two approved General Education mathematics courses
Credits: 3.0
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CIEE 3400 Strategies of Effective Classroom Management
This class will focus on the fundamentals of organizing and managing the elementary classroom. The class will present theories and strategies for establishing environments for learning based on the cognitivie, physical, emotional and social needs of students. The courses will address the challenges facing classrooms in the 21st century,
Credits: 2.0
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CIEE 3990 Selected Topics
A topic not covered by an existing course is offered as recommended by the department and approved by the dean.
Credits: 1.0 - 6.0
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CIEE 4130 Technology Across The Curriculum
This is an introductory course in using technology in the teaching/learning process. Students will learn how computers are used in classrooms across the grades and subjects. They will investigate the uses of computers in the school in which they are interning. They will explore and evaluate educational software relevant to the curriculum of their assigned student teaching class and will develop and implement cooperative, computer-based learning experiences.
Credits: 2.0
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CIEE 4990 Independent Study
As approved and to be arranged.
Credits: 1.0 - 6.0
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Curriculum & Instruction Library Media |
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CIEM 3990 Selected Topics
A topic not covered by an existing course is offered as recommended by the department and approved by the dean.
Credits: 1.0 - 6.0
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CIEM 4990 Independent Study
As approved and to be arranged with instructor and by chairperson.
Credits: 1.0 - 6.0
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Curriculum & Instruction Middle School |
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CIMS 3290 Reading and Writing Across The Grades 6-8 Curriculum
This course is designed for pre-service teachers who are planning to teach students in grades 5-8. The course helps prospective teachers construct a theoretical knowledge base and a practical conceptual understanding of content area reading and writing instruction. Specifically, students will learn different teaching and learning strategies in the grade 5-8 content areas and will select, plan, and design materials for content area instruction.
Credits: 2.0
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CIMS 3320 Language Arts Methods/Assessment for Teaching 5-8
This online course is a required course for students seeking K-5 certification with a 5-8 endorsement. It gives prospective teachers a theoretical knowledge base and conceptual understanding of content area reading. Students will learn different teaching and learning strategies in the content areas and will select, plan and design materials for content area instruction.
Credits: 2.0
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CIMS 3330 Social Studies Methods/Assessment for Teaching 5-8
This online course examines methods and materials for teaching social studies in grades 5-8. Social studies is defined as an interdisciplinary field which includes history, geography, sociology, psychology, anthropology, political science and economics, and which examines social problems over time and in different times and places. Social studies is presented as a means of understanding the diversity and unity of peoples and their societies worldwide. The course emphasizes methods of teaching democratic and multicultural values, cooperative interaction and personal social responsibility. The course also explores interdisciplinary connections between social studies and other elementary school subjects such as math, science, language arts and fine arts.
Credits: 2.0
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CIMS 3340 Methods/Assessment for Teaching Mathematics in Grades 5-8
The purpose of this course is to prepare teacher candidates as specialists in the learning and assessment of mathematics at the middle school level (grades 5-8). The course extends students’ professional knowledge for teaching and assessing mathematics learned in CIEE 3290 for grades K-5 and emphasizes the appreciation of mathematics from the point of view of the cognitive and social changes that occur in early adolescence. Consistent with the principles, standards, and pedagogical techniques in the Common Core Mathematics Standards, adopted by New Jersey(CCMS, 2010) and the National Council of Teachers of Mathematics “Principles and Standards for School Mathematics” (NCTM, 2000), students explore learning in algebra and geometry that go beyond concerns with number. The course places special emphasis on issues of equity, working with diverse student populations, the importance of peer relations in middle school learning, inquiry-based learning, and meeting expectations for standardized state assessments. Prerequisite(s): CIEE 2290
Credits: 2.0
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CIMS 3350 Science Methods for 5-8
Students will develop their abilities to help learners acquire knowledge, skills, and attitudes essential for scientific literacy in grades 5-8. Emphasis is placed on using inquiry processes to acquire conceptual understanding of science and its relevance to real life. The course includes the planning of middle school science curriculum and the use of pedagogy consistent with the nature of science and sensitive to the needs and interests of diverse learners. Course content is based on national and state standards for curriculum and teaching. Curriculum coherence across the grades will be emphasized, with references to elementary skills and content on which the middle school curriculum builds, and references to secondary science skills and content for which the middle school curriculum should prepare learners.
Credits: 2.0
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CIMS 3360 World Language Methods for K-5
This course is designed to inform pre-service teachers of the current theories and practices of teaching a world language in grades 5-8. Students will gain in-depth pedagogical knowledge and understanding of language acquisition, literacy development, and assessment in a second language. Specifically, students will apply their theoretical understanding and pedagogical knowledge to classroom situations. They will analyze and critique curricula, engage in inquiry-driven discussions about theory and methodology, and plan innovative instruction.
Credits: 2.0
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CIMS 4990 Independent Study
As approved and to be arranged with instructor and by chairperson.
Credits: 1.0 - 6.0
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Curriculum & Instruction Reading & Language Arts |
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CIRL 3250 Literature For Children and Young Adults
A survey of literature, past and present. Techniques for critiquing various genres of literature, telling stories, preparing study guides, using book selection aids and creating interest in literature. Strategies for bringing students and books together are emphasized.
Credits: 3.0
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CIRL 3300 Reading Strategies For The Content Areas
Reading skills and knowledge needed by the content area teacher: the subject area materials, different modes of learning, causes of reading difficulties and methods of preparing materials and students for improved reading performance. Students develop a case study of a reader as he or she interacts with appropriate content area materials.
Credits: 3.0
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CIRL 3350 Literacy, Technology, and Instruction
This course is offered as a required course for students seeking secondary certification. The course is designed to help prospective teachers construct a theoretical knowledge base and a practical conceptual understanding of content area reading instruction. Specifically, students will learn different teaching and learning strategies in the content areas and will select, plan, and design materials for content area instruction. Candidates will develop their teaching skills, and particularly their ability to identify and address the educational needs of individual students, by tutoring a K-12 student during a supervised field experience. ART, PE, and Music students can complete the tutoring in K-12 classrooms. All other subject areas must complete the field work in 6-12 classrooms. Prerequisite(s): CIED 2030
Credits: 3.0
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CIRL 3990 Selected Topics
A topic not covered by an existing course is offered as recommended by the department and approved by the dean.
Credits: 1.0 - 6.0
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CIRL 4990 Independent Study
As approved and to be arranged.
Credits: 1.0 - 6.0
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Curriculum & Instruction Secondary Education |
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CISE 2950 Educational Psychology and Classroom Management
This course provides prospective teachers with an understanding of psychological theories and their behavioral implications in the classroom. Methods for adapting instruction to diverse learners’ needs are explored. An exploration of many perspectives of classroom management enables students to reflectively construct a well organized, productive learning environment for all students.
Credits: 3.0
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CISE 3100 Educational Psychology
This course provides prospective teachers with background in applying psychological theories, principles, and research to educational settings. Emphasis is on examining the role that teachers play in facilitating students’ learning and social development. Methods for adapting instruction to diverse needs are explored.
Credits: 3.0
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CISE 3210 Teaching Methods in Secondary Education
This course is designed to provide students in the secondary (N-12) education certification program the knowledge required to translate theories into practice; to reflect upon how past educational practices continue to affect current practice; to intelligently select and utilize appropriate teaching methods; to manage effectively the classroom; and to select, administer, and grade appropriate evaluation instruments. Students will also meet in seminar to discuss their CISE 2900 subject field experiences.
Credits: 2.0
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CISE 3250 Teaching As Learning
This course is designed to help teacher candidates learn how to translate academic content into classroom materials, unit plans, assessment, and curricula that match the New Jersey Core Curriculum Content Standards and the national standards of their academic disciplines. Knowledge about self and students, life-long learning, critical and creative teaching skills, and meaningful assessments are explored. This course is taken in conjunction with the subject-specific methods course and a two day per week in-school practicum experience.
Credits: 2.0
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CISE 3350 Working Within Schools
This course deals with schools as social institutions that teachers must learn to negotiate in order to be successful. The course is taken in conjunction with CISE 3520/Practicum in which teacher candidates work two days per week in a school and teacher candidates in this course use their practicum as social institutions. The goal of this course is for students to gain an understanding of teaching as a social activity conducted within political, social, and cultural systems and on terrain that is often contested by competing social groups. Students explore the legal, economic, and institutional constraints on schools, and the intellectual, cultural, and social possibilities of schools. Students examine schools as complex systems to which they must adapt but which they can also change in order to be effective teachers.
Credits: 2.0
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CISE 3520 K-12 Subject Field Experience
The K-12 subject field experience is a two-day per week practicum with an experienced cooperating teacher under the supervision of an education professor. Teacher candidates are expected initially to observe the classroom and work one-on-one with students, then to work with the classroom teacher and gradually take on whole class responsiblities. Teacher candidates must take this course concurrently with the subject-specific methods course, CISE 4110 , et seq. Teacher candidates will meet periodically in seminar to discuss their field experiences. It is recommended that teacher candidates take the Praxis exam in their respective content area during the semester of this field experience.
Credits: 2.0
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CISE 3700 Multiple Literacies
This course examines multiple literacies including but not limited to visual, media, critical, and print literacies for content area teaching and learning in diverse, inclusive settings. Topics such as content standards, interdisciplinary digital projects, social justice and advocacy, social media, and teaching diverse learners in inclusive classrooms are addressed. Prerequisite(s): CIED 2130 , CISE 2955 , CISE 4110 , CISE 4120 , CISE 4130 CISE 4170 , CISE 4190 Co-requisite(s): CIED 3140: EDUC 4190 CISE 4190 , CISE 4220, CISE 4230, CISE 4270 and CISE 4290
Credits: 3.0
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CISE 3990 Selected Topics
A topic not covered by an existing course is offered as recommended by the department and approved by the dean.
Credits: 1.0 - 6.0
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CISE 4140 Methods of Teaching Secondary Creative Arts, K-12
This course is designed for future teachers of creative arts. The course is established to provide opportunities for college teacher candidates to understand teaching and learning obligations of K-12 environments, to provide teaching skills in subject-specific areas, to develop instructional platform skills, to prepare for assignments as student interns, classroom teachers, and ultimately for leadership roles in education.
Credits: 3.0
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CISE 4150 Technology in the Classroom
This is an introductory course in using technology in the teaching/learning process. Students will learn how technology is used in the classroom, and a tool to foster critical and creative thinking. In the context of reflective hands-on exploration, students will evaluate and critically analyze educational software relevant to the curriculum of their assigned student teaching class and will develop and implement cooperative, technology-based learning experiences.
Credits: 2.0
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CISE 4160 Teaching Seminar and Perspectives
This course will be taught in conjunction with the student teaching experience. It includes former areas covered by the student teaching seminar: discussion of and reflection upon the students’ experiences in the classroom, career development information, legal and professional aspects of teaching. In addition, current issues in education will be covered. These would include teaching in a urban school, teaching exceptional students, multicultural issues, relationships with other teachers, innovative practice within a bureaucracy, and other prospective concerns of the students.
Credits: 3.0
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CISE 4210 Methods of Teaching Secondary and Middle School Social Studies II
Methods of Teaching Middle and High School Social Studies II is a 3 credit undergraduate course that runs concurrently with the teacher residency. Students will explore content knowledge relevant to the National Council for the Social Studies standards and the NJ state standards, and design and implement social studies lessons to diverse secondary and middle school students.
Prerequisites: CIED 2070 , CIED 2130 , CISE 2955 , CISE 4110
Corequisites: CISE 3700 , CIED 3140 , EDUC 4190
Credits: 3.0
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CISE 4220 Methods of Teaching Secondary and Middle School English Language Arts II
This course is designed to provide students with an opportunity to articulate their visions of themselves as English teachers and the implications of that vision, and to engage students in developing instructional theories and practices that will help them enact that vision. This course is predicated on the assumption that all teaching is based on theory - that practice reveals theory. Students will learn ways that language is best learned and the ways knowledge and understanding of English Language Arts is constructed, deconstructed, and reconstructed.
Prerequisites: CIED 2070 , CIED 2130 , CISE 2955 , CISE 4130
Corequisites: CISE 3700 , CIED 3140 , EDUC 4190
Credits: 3.0
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CISE 4230 Math Methods II
This course is part II of a two-part course of study in which learning and assessment of mathematics at the high school and middle school levels are understood and applied according to the recommendations of the National Council of Teachers of Mathematics - and all other relevant curriculum content standard guidelines. Strategies of teaching whole class and small groups hands-on problem solving and posing, integrating mathematics across and within the curriculum, technology applications in mathematics, analysis of current mathematics standards, and applications of mathematics in the real world are explored in depth. Candidates’ knowledge, understanding, and application of 7-12 mathematics curriculum, standards, and technology are expanded by in-depth analysis. This course is coordinated with a practicum experience in a 7-12 mathematics classroom. Prerequisite(s): CIED 2070, CIED 2130 , CISE 2955 and CISE 4130 Co-requisite(s): CISE 3700 , CISE 3140 and CISE 4190
Credits: 3.0
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CISE 4240 Art Methods II
This course is part II of a two-part course designed for future teachers of K-12 creative arts. The course is established to provide opportunities for college teacher candidates to understand teaching and learning obligations of K-12 educational environments, to provide teaching skills in the area of the arts, to develop instructional platform skills, to prepare for assignments as student interns, as classroom teachers, and ultimately for leadership roles in art education. Part II focuses of art history and research.
Prerequisites: CISE 4140 , CIED 2070 , CIED 2130 , CISE 2955
Corequisites: CISE 3700 , CIED 3140 , EDUC 4190
Credits: 3.0
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CISE 4270 Methods of Teaching Secondary and Middle School Science II
This course is the continuation of science methods I. It is a hybrid, undergraduate science methods course for K-12 certification that focuses on research, reflection, and successful practices in secondary science classrooms. Candidates study practices of successful teachers through case studies and residency experiences. Lessons planned in the science methods I course are adapted and taught in the field in science methods II. Candidates video and assess their teaching effectiveness through feedback from a variety of sources including peers, learners in the schools, cooperating teachers, and methods professors. Candidates work collaboratively to identify and solve problems associated with teaching science in the schools, and to collect and share resources for teaching and safe management of the learning environment. Candidates are expected to complete the requirements for EdTPA, create a classroom-school reform project, analyze science classroom research articles and personal dispositions, maintain membership in a professional organization, and reflect on future goals in science.
Prerequisites: CIED 2070 , CIED 2130 , CISE 2955 , CISE 4170
Corequisites: CISE 3700 , CIED 3140 , EDUC 4190
Credits: 3.0
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CISE 4290 Methods of Teaching Secondary and Middle School World Languages II
This course is designed to inform pre-service teachers of the current theories, approaches, methods, and practices and techniques of teaching a World Language in grades 6-12. Students will gain in-depth pedagogical knowledge and understanding of these methods and approaches, as well as assessment in a language classroom. Specifically, students will apply their theoretical understanding and pedagogical knowledge to classroom situations. They will analyze and critique curricula, engage in inquiry-driven discussions about theory and methodology, and plan innovative instruction. They will continue to study local, state, national, and international standards and trends for language teaching, and they will learn the finer points of lesson planning for World Language classes, following the William Paterson University of New Jersey COE’s OFE Lesson Plan format, as well as unit planning and assessment. Students will design lesson plans, receive critiques on them, and implement them, by teaching sample lessons to the class.
Prerequisites: CIED 2070 , CIED 2130 , CISE 2955 , CISE 4190
Corequisites: CISE 3700 , CIED 3140 , EDUC 4190
Credits: 3.0
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CISE 4500 Reckoning With the Past and Preparing for A Future in Education
This course is the student teaching capstone seminar. Teacher candidates examine their educational experience at William Paterson with specific focus on the secondary certification program. Teacher candidates will also explore their future plans. Teachers from local schools will be invited to discuss the job selection process and how to live as a teacher. This capstone course complements student teaching and requires teacher candidates to collect samples of student work. Teacher candidates also reflect on their lives at and after William Paterson.
Credits: 2.0
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CISE 4990 Independent Study
As approved and to be arranged.
Credits: 1.0 - 6.0
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Clinical Psychology Neuropsychology Honors |
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CLSI 4700 Clinical Science Thesis 1
The central goal of this course is to provide feedback, guidance and oversight of the honors research experience and the process of writing the honors thesis. This course will help provide a brief review of the foundational knowledge, research skills and ethical principles central to the research process. An integral part of this course is providing oversight of the early thesis stages including conceptualization, goal-setting, literature review and method section. As such, the writing component in this course help facilitate learning, critical thinking and collaborative discussion as well as provide an evaluation tool. Overall, this course is a comfortable place for students to learn, discuss issues and make mistakes in a non-judgmental, constructive and mutually supportive environment. Prerequisite(s): Admission into Clinical Science Honors Program or permission of course instructor
Credits: 3.0
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CLSI 4701 Clinical Science Thesis II
The central goal of this course is to provide feedback, guidance and oversight during the final stages of the honors research experience and the process of writing a thesis. The course will monitor progress and help the student solve conceptual, methodological or logistical issues and to do so in constructive and supportive environment. Integral to this course is building on the Thesis I course and providing oversight of thesis writing with particular emphasis on the results and discussion stages. As such, the writing component represents the culmination of the research process and continues to serve in the role of facilitating learning, critical thinking and collaborative discussion as well as provide an evaluation tool. Prerequisite(s): CLSI 4700
Credits: 3.0
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CLSI 4950 Neuropsychology and Cognitive Neuroscience
The purpose of this course is to develop a thorough understanding of the relationship between brain and behavior in helathy and clinical populations with the goal of integrating theory and applied clinical work. The course provides a solid foundation in neuropsychology and cognitive neuroscience and the tools, techniques and methodologies used in these contemporary fields of work. Throughout the course, contemporary and seminal research will be discussed with opportunities for lab-based demonstrations of physiological recording techniques and neuropsychological testing instruments. Finally, the course will also address the many challenges faced by people with disabilities, available state -of-the-art interventions, and corresponding ethical issues. Prerequisite(s): BIO 1140 OR BIO 1200 OR PSY 3530
Credits: 3.0
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Communication Disorders |
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CODS 2610 Speech Disorders
A course for students who are not communication disorders majors. Focuses on the normal acquisition and development of speech and language and on the organic and functional factors that interfere with normal acquisition and development. The role of the special education teacher in the school speech therapy program is considered. Prerequisite(s): CIRL 2290
Credits: 3.0
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CODS 2620 Introduction To Communication Disorders
The purpose of this introductory course is to bring to beginning students of communication disorders an understanding of speech, language and hearing disorders. Emphasis is on the nature and causes of communication disorders. Discussion of treatment is limited to general principles since remedial methods are studied in greater detail in more advanced communication disorders courses. Course offered summer and fall semesters.
Credits: 3.0
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CODS 2640 Phonetics
This course examines how the sounds of American English are produced, the influence of context on sound production, and the suprasegmental aspects of speech (intonation and stress). The course introduces students to transcription with the International Phonetic Alphabet and provides opportunities to practice transcription. Course offered Fall Semester only.
Credits: 3.0
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CODS 2720 Introduction to Language Development and Disorders
This course provides an introduction to the dvelopment of language and the nature, assessment, and treatment of language disorders. It describes the nature and development of communication and the components of language and also includes topics on dialectal and language variation. Training in the analysis of language samples obtained from normally developing children is provided. General behavioral and linguistic characteristics associated with a variety of etiological categories will be discussed. Standardized and non-standardized assessment procedures are described, along with a variety of intervention strategies. Prerequisite(s): CODS 2640
Credits: 4.0
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CODS 3610 Anatomy and Physiology of the Speech and Swallowing Mechanism
This course covers the anatomy and physiology of the speech mechanism, with specific reference to the structures and processes involved in respiration, phonation, articulation, swallowing, and resonance. The components of the nervous system that are involved in the control of the speech mechanism are covered as well. Course offered Fall semester only. Prerequisite(s): CODS 2640
Credits: 3.0
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CODS 3620 Introduction to Hearing and Speech Science
This course deals with materials concerning the physical nature of sound and its measurements, instrumentation related to hearing assessment, micro-anatomy and physiology of the auditory system, and the psychological correlates of sound. Prerequisite(s): CODS 3610
Credits: 3.0
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CODS 3630 Introduction Audiology
Provides a general understanding of contemporary approaches to clinical assessment of hearing. The course will review basic test procedures for estimation of air conduction and bone conduction thresholds, the assessment of the middle ear function, and clinical masking. Prerequisite(s): CODS 3620
Credits: 3.0
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CODS 3670 American Sign Language I
This is an introductory level course in the study of American Sign Language (ASL). The course focuses on developing the basics of fingerspelling and developing both expressive and receptive American Sign Language skills. In addition, students will learn about grammatical features of ASL, and develop an awareness of Deaf culture. Course offered Fall and Spring semesters only.
Credits: 3.0
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