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Professional Counseling |
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CSP 6600 Elementary School Guidance
Services of the counselor in an elementary setting are explored_ particularly the counselor, consultant and coordinator roles. Additional functions, such as fostering child growth and development, teaching coping behavior, curriculum development and communication, are surveyed.
Credits: 3.0
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CSP 6700 Student Per Sev High Ed
Focuses on contemporary issues and recent developments in student personnel work in colleges and universities. The changing philosophies and problems of young people in the current American environment are explored as clues to the personnel policies and practices of the present and the future. The enhancement of the educational process through specialized services such as counseling, placement, financial aid and housing is the focus. Prerequisite(s): Permission of the instructor
Credits: 3.0
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CSP 6830 Administration and Supervision of Guidance Program
The roles of various pupil personnel workers in the modern school are examined. Particular attention is placed on developing the organization and administration of the various services into an interpretive whole. The role of the director as leader and coordinator is explored. Prerequisite(s): Counselor certification or permission of the instructor
Credits: 3.0
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CSP 6870 Internship in Counseling II
: This course consists of the student’s final internship experience. As counselor trainees, students continue to learn in an applied setting, developing advanced counseling skills. Counselor trainees continue to hone their basic counseling skills by use of review and critiquing of audio and video taped client sessions. Counselor trainees continue to have individualized supervision by course instructors and site supervisors. This experience is a 300 hour placement in either a clinical mental health or school setting. Students will need to have professional counseling liability insurance in order to continue their placements. Prerequisite(s): Permission of Practicum/Internship Coordinator
Credits: 3.0
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CSP 6900 Advanced Case Studies and Techniques
This course offers an in-depth look at abnormal behavior, diagnosis of mental and emotional disorders, and techniques used in treating these disorders. Case studies will be used to explore appropriate use of diagnostic criteria found in the Diagnostic and Statistical Manual, Fourth Edition (DSM IV). Techniques and treatments will include exploration of the use of psychopharmacology. Special issues in a multicultural society as well as ethical issues specific to treating emotional and mental disorders will be discussed. Prerequisite(s): Permission of counseling faculty
Credits: 3.0
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CSP 6920 Psychopharmacology
This online course examines psychotropic medications. Principles of drug actions, drug absorption, and drug administration will be presented. Counselors will learn how drugs related to different diagnostic categories from the Diagnostic and Statistical Manual IV (DSM IV). Prerequisite(s): CSP 6010 AND CSP 6020 AND CSP 6030 AND CSP 6060 AND CSP 6210
Credits: 1.0
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CSP 6930 Telemental Health
This online course will explore the delivery of clinical mental health services via technology-assisted media. The impact of technology in the field and technology-assisted relationships will be explored. Students will examine the ethical and legal implications of telemental health. Topics on Internet based addictions and disorders, intake and assessment considerations, evidence-based delivery methods, theory, termination, risk management, and the business of telemental health.
Credits: 3.0
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CSP 6940 Counseling For Grief and Loss
This hybrid course explores counseling strategies and interventions for working with clients experiencing grief for both death and non-death loss. the course will explore personal reactions to grief and how those reactions influence the counselor’s work with grieving clients. There will be an in class grief group experience where personal experiences with grief and loss will be discussed.
Credits: 3.0
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CSP 6950 Counseling Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, Asexual Clients
The emphasis of this hybrid course is counseling with Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, and Asexual (LGBTQIA) clients. Film and video will be used to show issues that face the LGBTQIA population. Techniques and ethical considerations for working with this population will be discussed.
Credits: 3.0
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CSP 6960 School Law and Mental Health Code
This course addresses legal issues of importance to counseling and/or clinical directors in both school and agency settings. Federal and state codes will be examined. Prerequisite(s): Permission of counseling faculty
Credits: 3.0
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CSP 6980 Creativity in Counseling
This hybrid course aims to introduce students to creative approaches for counseling clients across the lifespan. Students will be introduced to the application of creativity in counseling, including the rationale for its utility and methods of using creative activities to address diverse presenting problems. Students will examine a variety of creative mediums to incorporate into counseling such as visual art, music, writing, literature, and drama.
Credits: 3.0
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CSP 7000 Independent Study
As approved and to be arranged.
Credits: 1.0 - 6.0
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Early Childhood Ed for Paraprofessionals |
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Economics |
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ECON 5500 Math Methods for Business
This course reviews mathematical skills that are requisite knowledge for M.B.A. students. Students are exposed, in a business context, to the application of equations and graphs, functions, matrix algebra, exponential and logarithmic functions, and differential and integral calculus.
Credits: 2.0
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ECON 5990 Selected Topics
Exploration of a topic not covered by an existing course.
Credits: 1.0 - 6.0
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ECON 6090 Economic Analysis for Managers
This course is a comprehensive analysis of the micro- and macro-economic forces that shape and modify corporate goals. Government regulations of trade, wages, employment, safety and taxation are discussed as they affect corporate production, prices, and profits.
Credits: 3.0
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ECON 6095 Economic Analysis
This course will help students to develop a comprehensive analysis of the micro and macroeconomic forces that shape and modify our economy. Supply and Demand, Revenue and Cost, wages, employment, regulations and taxation are discussed as they affect production, consumption, investment, trade, prices, quantities, profits, inequality, and the economy as a whole.
Credits: 1.5
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ECON 6990 Internship in Economics
This is a cooperative education / field work experience. The mission of the intership program is to provide students with a valuable employment experience by working, uninterrupted for a significant amount of time, with a public, private, or governmental entity in the student’s geographical area.
Credits: 3.0
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ECON 7000 Independent Study
Arranged with a faculty sponsor and agreed upon by the department chair and dean.
Credits: 1.0 - 6.0
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ECON 7050 Managerial Economics
The application of microeconomic theories to managerial decisions with respect to production, pricing, and investment. This includes optimization techniques, demand and cost functions, and utilization of market and cost information in pricing and production decisions. Other topics include market structure analysis (perfect competition, monopoly, oligopoly) and government intervention. Prerequisite(s): BSCO 6030 OR ECON 6090 and BSCO 6050 OR MGT 6050
Credits: 3.0
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ECON 7400 Economic Analysis for Health Care Managers
This course is an introduction to the fundamental concepts and economic principles that are relevant to decision making for health care managers. It is intended to provide students an overview of the basic concepts and principles of managerial decision making and will show the linkages of economics with other business functions, while maintaining a focus on the heart of managerial economics: the micro-economic theory of the behavior of consumers and firms in competitive markets. Heavy emphasis is placed on a working knowledge of those ideas and concepts and their applications on the health care industry. Through lectures, class discussions, homework assignments and case analyses, the students will learn how the application of economic theory and concepts helps health care managers to make allocation decisions that are in the best economic interests of their organizations. Prerequisite(s): ECON 6095 and MBA 6055
Credits: 3.0
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ECON 7550 International Economics and Finance
This course deals with the environment in which international business is conducted, including both economic relations and environmental factors that affect business operations within different nations. Topics include international trade, the balance of payment, exchange rate determination, tariffs and other trade restrictions, economic development, economic integration and international economic organizations within different nations. Also reviewed are the economic, political, and cultural conditions that influence international business. Prerequisite(s): FIN 6070 OR BSCO 6070 AND ECON 6090 OR BSCO 6030
Credits: 3.0
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ECON 7600 Health Economics & Policy
Health Economics & Policy studies the economic models explaining behavior of patients, physicians, and other stakeholders in the U.S. healthcare. In addition, it broadly introduces the quantitative techniques used in evaluating how local, state, and federal government health laws and interventions influence health outcomes. The course will then provides a literature review on a number of policies which substantially influenced population health among different population groups. This course provides information on the U.S. healthcare system. Prerequisite(s): MBA 6055
Credits: 3.0
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ECON 7990 Selected Topics
A topic not covered by an existing course is offered as recommended by the department and approved by the dean. Prerequisite(s): Permission of the chairperson
Credits: 1.0 - 6.0
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Education |
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EDUC 5010 Curriculum and Evaluation I
A study of the total school curriculum and its relevance to the learner. Emphasis is placed on recent developments i the vrious subject fields and the teacher’s role in the process of curriculum change.
Credits: 2.0
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EDUC 5020 Student Learning Development I
An analysis of the needs and interests of students is requisite to the development of a successfull learning involvement. This course will emphasize the place of needs, interests, values, learning styles, skills and performance in the classroom. Assessment and evaluation will be related to the cognitive, affective and psycho-motor domains.
Credits: 2.0
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EDUC 5030 Classroom and School I
An examination of the social and bureaucratic structure of the school. The student evaluates his/her school system on the basis of accepted educational practices.
Credits: 2.0
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EDUC 5040 Curriculum/Evaluation II
A study of major aspects of school curriculum and its relation to student performance. Emphasis is placed on the use of textbooks and teacher guides, and on the organization and presentation of subject matter.
Credits: 2.0
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EDUC 5050 Student Learning Development II
This course is designed to further explore aspects of student development and motivation first introduced in EDUC 502. Emphasis is upon the development of language and cognitive abilities through the use of class management, small group, and individual learning techniques that are developmentally appropriate and inherently motivational.
Credits: 2.0
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EDUC 5060 Classroom and School II
An examination of the classroom in the legal and organizational context of the school district, county and state; and of the role of the teacher as decision-maker and manager in the classroom. Emphasis is upon teacher and school effectiveness.
Credits: 2.0
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EDUC 5070 Curriculum/Evaluation III
A study of interactive modes and methods of teaching, and of continuouis evaluative methods for gaging and improving student performance. Emphasis is upon the “teaching intelligence” approach.
Credits: 2.0
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EDUC 5080 Student Learning Development III
A study of ways and means of controlling behavior and directing student attention that are developmentally based and more non-coersive. Approaches and programs will be presented that have proven to be effective in producing classrooms which emphasize learning rather thatn control.
Credits: 2.0
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EDUC 5140 Graduate Senior Teaching Internship
The internship is a sixteen-week teaching experience in a field placement for students enrolled in the MAT program. It is designed to apply learning about professional knowledge, humanistic practices, and reflective thinking to classroom situations on a full-time basis for one semester. Students are observed a minimum of eight times by a University supervisor who regularly reviews student journals. A once-a-week (for 16 weeks), one-hour-and-forty-minute seminar accompanies the internship and has three goals: 1) discussion and reflection of current issues and students’ teaching experiences, while brainstorming solutions to classroom problems; 2) creation of an employment e-portfolio with artifacts linked to the ten New Jersey Teaching Standards and written reflective statements for each standard; the Seminar instructor provides evaluations and feedback on each portfolio using a rubric; and 3) career development information is also made available (e.g., resume writing, interviewing skills, organizing credential files). Advanced application in the Office of Field Experiences is required. Prerequisite(s): CMAT 5170 or CIEE 5170 (10 credits; pass/fail) or CMAT 6800 or CISE 6020 .
Credits: 10.00
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EDUC 5150 Urban Teacher Residency I
This course is Part I of a year long Internship as part of the Garden State Partnership for Teacher Quality Program.
Credits: .0
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EDUC 5160 Urban Teacher Residency II
This course is Part II of a year long Internship as part of the Garden State Partnership for Teacher Quality Program.
Credits: .0
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EDUC 5171 Internship and Seminar for Elementary Education
This course provides a seminar and supervision for alternate route elementary teachers of record completing the Elementary MAT degree. Supervision and seminars are designed to assist the alternate route candidate in applying professional knowledge, humanistic practices and reflective thinking to classroom situations. Candidates are observed a minimum of four times by a Clinical Supervisor (university professor) who assists them in developing professional knowledge, including the ability to plan, instruct, assess and reflect on practice using content and skills from all prerequisite courses. Candidates also begin work on their edTPA performance assessment, required for licensure in New Jersey. The seminars, held face-to-face and online, provide additional support and assistance during the first year of teaching and afford time for discussion of classroom issues such as the context for learning, student factors, characteristics of students, selecting learning segments, assessing student learning, and reflecting on the teaching-learning continuum.
Acceptance into Elementary Education MAT program.
Prerequisite(s): CMAT 5100 ,CMAT 5070 ,CMAT 5310 and submission of a Clinical Practice I Application. Co-requisite(s): CMAT 5320 ,CMAT 5330
Credits: 3.0
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EDUC 5180 Student Teaching and Intrn Sem/Port Asmt
The internship is a sixteen-week teaching experience in a field placement for students enrolled in the MAT program. It is designed to apply learning about professional knowledge, humanistic practices, and reflective thinking to classroom situations on a full-time basis for one semester. Students are observed a minimum of eight times by a University supervisor who regularly reviews student journals. A once-a-week (for 16 weeks), one-hour-and-forty-minute seminar accompanies the internship and has three goals: 1) discussion and reflection of current issues and students’ teaching experiences, while brainstorming solutions to classroom problems; 2) creation of an employment e-portfolio with artifacts linked to the ten New Jersey Teaching Standards and written reflective statements for each standard; the Seminar instructor provides evaluations and feedback on each portfolio using a rubric; and 3) career development information is also made available (e.g., resume writing, interviewing skills, organizing credential files). Advanced application in the Office of Field Experiences is required. Prerequisite(s): CMAT 5170 or CIEE 5170 (10 credits; pass/fail)
Credits: ####
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EDUC 5251 Internship and Seminar II for Elementary Edcuation
This course provides supervision for alternate route elementary teachers of record completing the Elementary MAT degree. Supervision and seminars are designed to assist the alternate route candidate in applying professional knowledge, humanistic practices and reflective thinking to classroom situations. Candidates are observed a minimum of four times by a Clinical Supervisor (university professor) who assists them in developing professional knowledge, including the ability to plan, instruct, assess and reflect on practice using content and skills from all prerequisite courses. Candidates also begin work on their edTPA performance assessment, required for licensure in New Jersey. The seminars, held face-to-face and online, provide additional support and assistance during the first year of teaching and afford time for discussion of classroom issues such as the context for learning, student factors, characteristics of students, selecting learning segments, assessing student learning, and reflecting on the teaching-learning continuum. Candidates complete a portfolio linking artifacts to the eleven New Jersey Teaching Standards and are guided in writing reflective statements for each standard; the seminar instructor evaluates and provides feedback on each portfolio using a rubric; and 3) career development information is also made available (e.g., resume writing, interviewing skills, organizing credential files).
Acceptance into the K-6 Master of Arts in Teaching program Prerequisite(s): CMAT 5070 , CMAT 5100 ,CMAT 5310 , CMAT 5320 CMAT 5330 , EDUC 5171 Co-requisite(s): CMAT 5340 and CMAT 5290
Credits: 3.0
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EDUC 5400 Student Teaching Internship and Seminar
This five-days-per-week seminar is designed to apply learning about professional knowledge, humanistic practices, and reflective thinking to classroom situations on a full-time basis for one semester. Students are observed eight times by a University supervisor who regularly reviews student journals. A seminar accompanies the internship and meets on a weekly basis for discussion and reflection of the students’ teaching experience. Students brainstorm solutions to classroom problems. Career development information is also made available (e.g., resume writing, interviewing skills, and organizing credential files). Each student develops an e-portfolio demonstrating his/her teaching abilities. Prerequisite(s): Completion of all courses and practicum in program (10 credits) CISE 5100 AND CISE 5120 AND CISE 5140 AND CISE 5200 AND CISE 5220 AND CISE 5300
Credits: ####
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EDUC 5650 Inservice Teaching and Seminar I
A course designed to meet the needs of the beginning teacher already employed on a full-time annual contract who has not met the student teaching requirements. Areas of attention include planning, instruction knowledge of subject areas, classroom mnagement, interpersonal skills and student assessment. Particular attention will be given to developing the student/teacher as a reflective decision-maker and role model in facilitating meaningful learning. This course incorporates seminar meetings, which are held bi-weekly, and evaluation visits by the college supervisor to each student’s classroom. (Open only to students enrolled in a certification sequence at this college.
Credits: 5.0
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EDUC 5660 Inservice Teaching and Seminar II
This is a continuation of EDUC 5650 . A course designed to meet the needs of the beginning teacher already employed on a full-time annual contract who has not met the student teaching requirements. Areas of attention include planning, instruction knowledge of subject areas, classroom mnagement, interpersonal skills and student assessment. Particular attention will be given to developing the student/teacher as a reflective decision-maker and role model in facilitating meaningful learning. This course incorporates seminar meetings, which are held bi-weekly, and evaluation visits by the college supervisor to each student’s classroom. (Open only to students enrolled in a certification sequence at this college. Prerequisite(s): EDUC 5650
Credits: 5.0
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Education Foundations Leadership |
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EDLF 5610 Social Foundations Education
A study of educational problems in a sociocultural context with emphasis on education as a social institution and as a profession; the relationship between the school and nonschool educational agencies; and issues of educational policy resulting from the changing realities of contemporary American culture.
Credits: 3.0
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EDLP 5990 Selected Topics
Courses offered to cover a topic or topics not covered by an existing graduate level course. Includes varying subject matter deemed appropriate for developing skills and knowledge.
Credits: 1.0 - 6.0
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Education Leadership |
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EDLP 5000 Teachers as Leaders
This course focuses on providing opportunities for teachers to develop their capacity for leadership within the context of their current teaching environments. We must strengthen opportunities for both college students who are aspiring to teach and newly appointed teachers. Recognizing that we will will need more than two million teachers within the next decade throughout our country, it is critical that we have the capacity to support both student and non-tenured teachers. This course strengthens the leadership skills of teachers who want to validate their own practices as well as strengthen their skills as coaches and critical friends for student teachers and newly-appointed teachers.
Credits: 3.0
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EDLP 6010 Leadership in Learning Communities:From Theory to Practice
This graduate course is designed to introduce candidates to theories and styles of leadership, leadership ethics and professional norms, and leadership for equity, inclusiveness, and cultural responsiveness. The purpose of this course is for candidates to acquire the content knowledge and educational leadership skills to promote the success and well-being of each student and adult by advocating for ethical decisions, cultivating and enacting professional norms, and developing and maintaining a supportive, equitable, culturally responsive, and inclusive school culture. Prerequisite(s): Advisor’s approval
Credits: 3.0
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EDLP 6040 Curriculum Design:Theory and Practice
This graduate course is designed to develop an understanding of the philosophies,
societal influences, current theories, and historical trends that affect curriculum design.
The course will provide candidates with the content knowledge and educational
leadership skills to apply the knowledge, skills, and commitments necessary to evaluate,
develop, and implement coherent systems of curriculum, instruction, data systems,
supports, and assessment. The purpose of this course is for candidates to develop an
understanding of the school leader’s role in curriculum design for improved learning and
instruction. Prerequisite(s): Advisor’s Approval
Credits: 3.0
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EDLP 6050 Understanding Group Process and the Psychology of Organizations
This graduate course is designed to provide a theoretical basis for understanding the
school as a social system. The content knowledge and educational leadership skills
specific to school mission and vision, and supportive, inclusive, and professional school
cultures are emphasized in the context of organizational dynamics and change. The
purpose of this course is for candidates to understand the school leader’s role in
evaluating, designing, and communicating a school mission and vision; evaluating,
cultivating, and advocating for a supportive and inclusive school culture; and developing
a professional staff culture. Prerequisite(s): Advisor’s Approval
Credits: 3.0
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EDLP 6060 The Principalship:The Person and the Profession
This graduate course is designed to provide candidates with the content knowledge and
educational leadership skills that principals need to engage the community and practice
external leadership. The purpose of this course is for candidates to understand the
principal’s role in promoting the success and well-being of each student and adult by
engaging families, community, and school personnel to strengthen student learning,
support school improvement, and advocate for the needs of their school and
community. Prerequisite(s): Advisor’s Approval/ Permission Required
Credits: 3.0
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EDLP 6070 Current Topics/Global Issues
Designed to examine the purposes of education and schooling in other societies. This course also examines the historical background and current status of a variety of social issues that affect schooling in other societies. Candidates are encouraged to look at possibilities for effective solutions to a variety of educational issues in our country, state, and their school systems while comparing and contrasting these issues to similar issues in other countries. Current reform movements and trends in other countries are identified. Questions from the perspective of educators in other countries about educational processes and structures, student achievement, and the school-to-work connection are also examined in this course. Prerequisite(s): EDLP 6040 AND EDLP 6050
Credits: 3.0
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EDLP 6080 Clinical Projects
Designed to give candidates opportunities to analyze, synthesize, apply, and evaluate theoretical constructs in the context of learning communities. In striking a balance between the competing tensions of management and leadership, candidates have an opportunity through independent research to create a project in a clinical setting that applies leadership and management theories, curriculum design, organizational psychology, and/or supervision and evaluation processes to current issues and challenges facing educational leaders in varied educational settings. Projects are supported by qualitative and/or quantitiative designs. Prerequisite(s): EDLP 6060
Credits: 3.0
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EDLP 6130 Field Experience I
Designed for candidates to apply and evaluate theory within the context of practice. In each of five courses, candidates have the opportunity to engage in action research and application of theory to practice by participating in problem-based learning activities in schools and other institutions/organizations closely related to education and schooling. The experiences in this course enable candidates to construct meaning from knowledge. Ten other courses become a center around which candidates form smaller groups that vary according to needs and interests. Candidates are given opportunitites to become facilitators in each group and lead the other participants in reflective inquiry and problem-based learning activities from their individual field-based experiences. Prerequisite(s): EDLP 6010 and EDLP 6030
Credits: 3.0
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EDLP 6133 Internship in Educational Leadership Part C
This graduate course is designed for candidates to synthesize and apply content
knowledge, and to develop and refine educational leadership skills, with a mentor who
has demonstrated success as an educational leader within a building setting. Candidates
will be engaged in concentrated internship experiences that include authentic
leadership experiences within a school setting. This 75 hour internship is intended to
satisfy, in part, the 300 hour internship in educational leadership requirement for the
New Jersey Principal Certificate of Eligibility, as well as national standards. Prerequisite(s): Advisor’s Approval
Credits: 1.0
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EDLP 6134 Internship in Educational Leadership Part D
This graduate course is designed for candidates to synthesize and apply content
knowledge, and to develop and refine educational leadership skills, with a mentor who
has demonstrated success as an educational leader within a building setting. Candidates
will be engaged in concentrated internship experiences that include authentic
leadership experiences within a school setting. This 75 hour internship is intended to
satisfy, in part, the 300 hour internship in educational leadership requirement for the
New Jersey Principal Certificate of Eligibility, as well as national standards. Prerequisite(s): Advisor’s Approval
Credits: 1.0
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EDLP 6140 Field Experience II
This course is a continuation of the field-based experiences begun in EDLP 613. Prerequisite(s): EDLP 6090 , and EDLP 6100 , and EDLP 6130
Credits: 3.0
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EDLP 6150 Curriculum Design: Language Arts Literacy across the Disciplines
This graduate course is designed to provide candidates with the content knowledge and
educational leadership skills to evaluate, develop, and implement high-quality,
technologically rich curricula, programs, and other supports for academic and
nonacademic student programs. Candidates will explore reading, writing, listening, and
speaking as they design curricula for various disciplines. The purpose of this course is for
candidates to understand the school leader’s role in designing curricula that integrate
language arts literacy across disciplines for learning and instruction aligned to state and
national standards. Prerequisite(s): Advisor’s Approval
Credits: 3.0
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EDLP 6160 Curriculum Design:Integrating Technology across the Disciplines
This graduate course is designed to provide candidates with the content knowledge and
educational leadership skills to evaluate, develop, and implement high-quality,
technologically rich curricula, programs, and other supports for academic and
nonacademic student programs. The purpose of this course is for candidates to
understand the school leader’s role in designing curriculum that integrates technology
across the disciplines for learning and instruction aligned to state and national
standards. Prerequisite(s): Advisor’s Approval
Credits: 3.0
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EDLP 6170 Legal Issues for School Nurses
This course is offered for candidates in the School Nursing Program. It covers school law requirements(N.J.S.A. and N.J.A.C.) including aspects of school nursing. It is designed to examine the various issues confronting school nurses, and the related legal implications. The course examines legal concepts concerning students, staff, the board of education, and the community from the perspective of the role and responsibilities of school nurses. Specific attention is given to issues such as students with special needs, compulsory education, health records, safety, employee rights and benefits, child abuse reporting procedures, and the application of the Family Educational Richts and Privacy Act(FERPA).
Credits: 3.0
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EDLP 6210 Teacher Leadership II
This graduate course is designed to provide candidates with in-depth study of the Teacher Leader Model Standards in domains related to the use of research and data analysis to inform and improve practice and learning that include: Domain II - Accessing and Using Research to Improve Practice and Student Learning, Domain IV - Improving Outreach and Collaboration with Families and Community, Domain V - Promoting the Use of Assessments and Data for School and District Improvement, and Domain VII - Advocating for Student Learning and the Profession. Additionally, this course requires candidates to engage in a minimum of 30 hours of internship activities to gain varied experiences as a curriculum coordinator, instructional coach, teacher facilitator, and mentor in a school setting. Candidates will demonstrate competency based on Teacher Leader Model Standards-aligned assessments pertinent to domains II, IV, V, and VII.
Credits: 3.0
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EDLP 7000 Independent Study
Arranged with a faculty sponsor and agreed upon by the department chair and dean.
Credits: 1.0 - 6.0
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Educational Leadership Urban Education |
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EDLU 5200 Inner City Family
The problems of the inner-city family, with special attention given to influences by the urban community. Environmental factors are examined in terms of race, ethnic origins and socioeconomic background, showing how these factors affect a child’s capacities, self-concept, motivation and intellectual potential. Opportunities are provided for direct observation and visitations to inner-city schools.
Credits: 3.0
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EDLU 5990 Selected Topics
Courses offered to cover a topic or topics not covered by an existing graduate level course. Includes varying subject matter deemed appropriate for developing skills and knowledge.
Credits: 1.0 - 6.0
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EDLU 7000 Independent Study
Arranged with a faculty sponsor and agreed upon by the department chair and dean.
Credits: 1.0 - 6.0
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Educational Leadership Curriculum & Learning |
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ELCL 5990 Selected Topics
A topic not covered by an existing course will be offered as recommended by the department and approved by the dean.
Credits: 1.0 - 6.0
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ELCL 6011 Curriculum Design and Assessment in STEAM
This graduate course is designed to assist students in interpreting, esigning, writing, and evaluating curriculum. Three essential processes, curriculum development, assessment, and instruction will be considered with respect to relevant theory, research, and practice. Graduates students will produce comprehensive curriculum plan, complete with evaluation and professional development goals necessary to implement the design. Participants will evaluate curriculum that is aligned to state and national standards in the context of STEAM. ELCL 6011 may be completed for a maximum of six credits.
Credits: 3.0
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ELCL 6012 Administration and Supervision of STEAM program
This graduate course is designed to examine theoretical and practical overview of the supervision and evaluation of instruction. Goals, processes and functions of supervision and evaluation are studied in depth and connected to theories of leadership, motivation and change. A strong emphasis is placed on supervision of contemporary teaching and learning strategies, communication skills inclusive of technology and interpersonal qualities of the effective supervisor. This course uses a variety of interactive exercises to assist in the development of practical skills for using the clinical process and developmental approach to supervision. Participants will utilize and align local, state and national standards in supervision and evaluation to their practices.
Credits: 3.0
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ELCL 6020 Foundations of College Mathematics for Middle School Teachers
This course is designed to provide learners with a solid foundation of fundamental mathematical concepts such as real number system, solving algebraic equations and inequalities, polynomials, exponents, radicals, rational expressions. Real world applications are considered which deepen the student’s understanding of the concepts, while graphing calculators are used to visually illustrate algebraic formulations. This course fulfills partial requirement for Middle School Mathematics Teaching Certificate.
Credits: 3.0
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ELCL 6030 Language Arts in the Elementary School
This course focuses on the English-language arts curriculum in the elementary school, including linguistic history, literature, listening and speaking, grammar and usage, writing and reading, spelling and mechanics, poetry, and dramatics. Emphasis is on whole-language programs that reflect the individuality and creativity of the students and teachers. This course meets 3 credits toward the Supervisor’s Certificate.
Credits: 3.0
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ELCL 6040 Writing in the Elementary School
This course focuses on the writing process as it is introduced and developed with elementary school children. The development of the writing-as-process movement and its relation to the other language arts is explored. Students learn through practice the types of activities and the organization that characterizes a writing-process classroom.
Credits: 3.0
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ELCL 6041 Writing in Middle & High School
The course focuses on writing instruction in middle and high school classrooms. It is designed to develop a stronger theoretical and research basis for teaching writing, for mentoring others in the teaching of writing, and for conducting research on writing instruction for middle and high school students. Candidates will engage in diverse activities in order to develop expertise on various types of writing needed for college and career readiness.
Credits: 3.0
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ELCL 6042 Writing Assessment P-12
This course is designed to develop theoretical knowledge in writing development and assessment, an understanding of current research and trends in assessing writing in grades P-12, and practical knowledge for assessing students’ writing in grades P-12. Candidates will learn theoretical framework and research trends in writing assessment. Candidates will also learn how to apply a range of informal and formal assessment instruments in the classroom, analyzing data, and drawing conclusions to inform instruction.
Credits: 3.0
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ELCL 6050 Instructional Technology Foundations and History
This introductory course will expose students to the basic concepts of mediated instruction and the use of technology to enhance learning. Students will become proficient with current technology skills and concepts, explore emerging technologies, and will gain expertise in technological literacy standards and mandates as well as an understanding of the social and legal issues that surround the use of technology in education. In addition, students explore the use of technology resources for their own professional development. Cross Listed Course(s): CIEE 6050
Credits: 3.0
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ELCL 6060 Emerging Technologies
The course provides an in-depth examination of the affordances and limitations of educational technology in enhancing the teaching and learning of mathematics in K-12 environments. It focuses on the use of handheld and computer technology, and introduces web-based mathematical software, dynamic software such as Geometer’s Sketchpad, graphical tools and other software that can be successfully incorporated in the mathematics classroom. As highlighted in the Standards for Mathematical Practice of the Common Core State Standards, this course aims to develop candidates’ strategic use of technological tools that support both the learning of mathematical procedures and skills as well as the development of advanced mathematical proficiencies, such as problem solving, reasoning, and justifying. Additionally, this course offers opportunities to engage, design, and critique technology enhanced mathematical activities and environments, including the creation of video base lessons for flipped mathematics classrooms.
Credits: 3.0
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ELCL 6070 Exploration of Number and Geometry
The purpose of this course is to provide an inquiry-based experience wi th geometry that is appropriate for elementary and middle schoool teachers. The course will offer opportunities to use basic relationships and facts to solve problems and make sense of situations. The problems in the course will offer experiences with geometry that help anchor and stabilize personal understanding and stimulate individuals to create connections and bridges between basic geometric ideas. Students will explore, observe, describe and conjecture about relationships that appear in models and examples. the topics presented include points and lines in triangle properties of cicles, colinearity, concurrence, transformations, arithmetic and geometric means, isoperimetric theorems and reflections principle. Moreover, this course is the study of geometry as an axiomatic system, which includes the study of postulates, theorems and formal proofs, rules of congruence, angle measurements, similarity, parallelism, and perpendicularity. Furthermore, topics in the research of how students learn geometry and effective teaching methods of geometry will be studied.
Credits: 3.0
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ELCL 6080 Math Content Elementary Entary Teachers
This course will serve as an elective option for TCM students who need to develop more in-depth knowledge of elementary mathematics content. It focuses on the content knowledge elementary teachers need to know in order to be more effective teachers of mathematics at the K-5 level. It incorporates the most current principles and standards for school mathematics as outlined by the National Council of Teachers of Mathematics (NCTM), New Jersey state standards, as well as and national curriculum content standards. The course is designed to engage teachers in understanding the deeper principles underlying elementary mathematics and increase competence in doing and teaching elementary mathematics in order to enable them to become mathematics leaders in their own schools. Among the topics covered are the numeration system, the development of real numbers, integers, decimals and percentages, fractions, proportion and ratios, logic, probability and statistics, and applied problem solving.
Credits: 3.0
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ELCL 6090 Arts Integration: Interactive Strategies for STEAM
This hybrid course explores the aesthetic materiality of the visual arts over the history of human civilization to broaden teachers’ perspectives. The course will introduce K-8 STEAM educators to practical and creative approaches to address the requisite problem-solving interdisciplinary of STEAM thinking, collaboration and assessment. Multiple visual arts-based strategies will be infused in the hands-on workshops that will advance creative thinking in the fields of science, technology, engineering and mathematics. The visualizations of the interdisciplinary course through readings and discussion will focus on such contemporary critical issues as environmental justice as highlighted in the Next Generation Science Standards. Lesson planning, authentic assessments and building a STEAM template inclusive of theoretical understandings will coordinate with school-based practices and new technologies. Teachers will participate in hands-on workshops in the visual arts and observe art-making at the Center of New Art at the WPU campus where robotic, 3D printing and digital technologies are creating unique works of art. Learning to brainstorm, experiment, and extend cross-disciplinary thinking will be enhanced through reflection of case studies utilizing STEAM as part of whole school reform and/or as a way to reach all learners within and between grade levels.
Credits: 3.0
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ELCL 6110 Designing Technology-Mediated Instruction
This course provides students with a solid foundation in instructional design principles and methodology used to create technology-based curriculums and instructional programs. Students will examine the use of information and communication technologies (ICTs) to deliver both guided/formal and flexible/informal instruction and explore the use of traditional, current and emerging ICTs to provide instruction across time and/or space for a range of educational opportunities as well as looking at the different factors that need to be considered when implementing technology-mediated instruction. Prerequisite(s): ELCL 6050 or CIEE 6050
Credits: 3.0
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ELCL 6120 Technology-Based Assessment and Evaluation
This course focuses on the use of technology to assess, evaluate and manage students’ academic development. Students will learn how to use standard office applications including database and spreadsheet programs to chart a learner’s status and progress as well as the use of newer technologies such as handheld and online assessment tools and commercially available integrated learning management systems. This course will also explore the use of technology for facilitating alternative, performance-based assessment methods such as electronic portfolios for evaluating achievement on curriculum content and technology literacy standards. Prerequisite(s): ELCL 6050 OR CIEE 6050
Credits: 3.0
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ELCL 6130 Mathematics for Young Children
The purpose of this course is to increase teachers’ competence in planning, conducting, and assessing mathematics learning experiences with children from preschool through early elementary grades of education. The course makes extensive use of direct observation and video lab experiences in addition to relevant readings to enable teachers to interpret young children’s mathematical behavior in meaningful ways. It considers mathematical thinking as part of a developmental process and explores the origins of young students’ mathematical ideas in natural as well as formal school settings. The content of the course follows the recommendations for mathematics standards developed by NCTM and those in the position paper jointly authored by NAEYC and NCTM. It is expected that teachers who complete this course will be able to function as advanced practitioners and staff developers of colleagues who teach mathematics to young students.
Credits: 3.0
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ELCL 6140 Multiple Representations of Mathematics Across the Curriculum
This course presents an in-depth analysis of multiple forms of representation of concepts and procedures in major strands of K-8 mathematics curriculum. Emphasis is on making connections between symbolic and concrete representations, adapting similar forms of representations to a variety of topics, and developing forms of assessment that are consistent with the representational models of instruction. The theoretical underpinnings of manipulative materials are explored through readings and hands-on experiences. Students are expected to develop projects that can be piloted and evaluated during the semester. This course is offered as a core course for elementary and middle school mathematics teachers. It provides an essential component for understanding contemporary mathematics education consistent with professional and state curriculum standards in the field. This course meets 3 credits toward the supervisor’s endorsement for candidates who complete the master’s program.
Credits: 3.0
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ELCL 6150 Exploration of Number and Algebra
This course prepares teachers to present algebra, as a meaningful and tangible area of mathematics in grades K-8. The course focuses on developing algebraic thinking, which includes studying patterns and functions, understanding the structure of the number system, using symbolism meaningfully, and using mathematical modeling to solve problems. A constructivist approach and manipulatives will be used to enhance the teaching and learning of algebra and related concepts. Students will examine and model the NCTM standards pertaining to these areas of mathematics. There wll be a focus on the study of functions and their role in problem solving. Topics include graphing, the linear, quadratic and exponential families of functions, and inverse functions. Students will be required to solve applied problems and communicate their findings effectively.
Credits: 3.0
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ELCL 6160 Contemporary Trends and Research Issues in Mathematics Education
The purpose of this course is to enable students to examine current esearchableissues and trends affecting mathematics education in grades PreK-12. These issues will be studied in the context of professional and public debates about curriculum, learning, and assessment as reflected in national and regional standards as well as in current mathematics education research. The goals of this course are to have what is learned serve to inform candidates’ teaching, provide them ideas for developing their own classroom research master’s thesis projects, and to empower them as potential agents of curricular change in their schools and districts. This course is intended for TCM and MHSM students, but may be taken by others with permission. Prerequisite(s): Open only to teahers of mathematics; permission of the graduate program director required.
Credits: 3.0
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ELCL 6190 Applied Developmental Psychology
This course provides pre-school, elementary, middle, and high school teachers with an opportunity to explore and apply educationally relevant developmental psychology theories and research to their own students and their classroom practices. Theories and research relevant to children and adolescents in schools spanning pre-kindergarten through high school are explored. In addition to exploring issues central to developmental psychology as a discipline, the role of context in cognitive, linguistic, social, and emotional development is examined. The course employs a combination of readings, case study analyses, hands-on activities, mini-research projects, the preparation of videotaped demonstrations, reflective reports, and library research.
Credits: 3.0
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ELCL 6200 Math Clinic
This course provides teachers with a clinical experience in identifying and rebuilding mathematics conceptions of school-age children. Its purpose is to provide teachers with an opportunity to explore and apply current professional standards by examining in-depth the ways in which students interpret and think about school mathematics content. During the course of the semester, each teacher works with one or two children. The primary assessment and teaching tool used is the individual clinical interview in the content of problem solving and scaffolded learning experiences. Technology applications of mathematical concepts and procedures are also used to further understand children’s reasoning. A detailed assessment and instructional plan for each student is developed and implemented during the semester. Prerequisite(s): ELCL 6140 , ELCL 6150 , ELCL 6160 OR CIEE 6140, 6150, 6160
Credits: 3.0
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ELCL 6220 Problem Solving & Mathematical
This course will develop more in-depth knowledge of problem solving and problem posing. It focuses on the content knowledge elementary teachers need to know in order to be more effective teachers of problem solving in mathematics. The course is designed to engage teachers in heuristics underlying problem solving. It engages candidates in higher level thinking skills, formulating, analyzing, modeling problems, choosing relevant information, making conjectures, devising plans and testing solutions. Teachers will be engaged in activities incorporating Common Core Mathematics Practice Standards and the standards for school mathematics as outlined by the National Council of Teachers of Mathematics (NCTM).
Credits: 3.0
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ELCL 6230 Teaching Earth and Space and Life Sciences with the STEAM approach
This course focuses on STEAM curricula (specifically Life Sciences, and Earth and Space Sciences aligned with the Next Generation Science Standards), and arts integrated instructional and assessment practices. Candidates will explore how to create meaningful connections between Earth & Space and Life Sciences that are conducive for gaining conceptual understanding of science concepts as well as the arts. Developing ways to increase learners’ curiosity, motivation, and engagement for learning science through arts integration will also be introduced. Candidates will further discuss STEAM lesson implementation methods in K-12 science classrooms, while sharing best practices around STEAM instruction. Lastly, candidates will investigate classroom practices that contribute to historical and contemporary inequities in learning outcomes and career pursuits in science and discuss whether and how arts integrated teaching of science may advance and empower all students and promote and advance equity as inclusive teaching practices.
Credits: 3.0
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ELCL 6240 Field Experience in Instructional Technologies
This course examines the use of information and communication technologies (ICTs) to deliver both guided/formal and flexible/informal instruction. Students explore the use of traditional, current, and emerging ICTs to provide instruction across time and/or space for a range of educational opportunities (e.g. distance learning/e-learning, open learning, self-didactic options) as well as looking at the different factors that need to be considered when implementing technology-mediated instruction. Matriculation into the Learning Technologies concentration. Prerequisite(s): CIEE 6050 or ELCL 6050 and (ELCL 6110 or CIEE 6110) and (ELCL 6120 or CIEE 6120)
Credits: 3.0
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