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2021-2022 Graduate Catalog [ARCHIVED CATALOG]
Courses
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Business Analytics |
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Chemistry |
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CHEM 6004 Theoretical and Physical Methods
Fundamentals and applications of theoretical and physical methodologies for elucidating the properties of materials that underpin their optical, thermal, mechanical, or chemical behaviors will be covered. This course will extend students current understanding of the theoretical laws that determine material properties, and will familiarize them with (1) computational methods and models applying these laws to predict material properties and (2) complementary experimental techniques to measure material
properties. Theoretical methods covered will include quantum mechanical methods, including mean-field theories, correlated-methods, and real-time quantum dynamics, classical molecular dynamics, and continuum electrodynamics methods. The theoretical underpinnings of common experimental techniques for materials characterization will also be covered. This course covers many of the key physical principles and theoretical methodologies used in
materials research.
Prerequisite(s): CHEM 3160, undergraduate sequence in Physical Chemistry (thermodynamics, statistical mechanics, quantum mechanics) or equivalent coursework and
permission of the department.
Credits: 3.0
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CHEM 6008 Biomaterials and Polymers
Biomaterials as a discipline deals with the natural/synthetic materials and their interactions with biological tissues. These materials are chemically inert, compatible with living tissues and generally bioactive in nature. Biomaterials constitute one of the most important areas in the broad and interdisciplinary field of materials science, which applies engineering concepts and methods to medicine, engineering, biology, and agriculture. This master’s course is a multi-disciplinary course that provides students with a rich understanding about current clinically relevant biomaterials and polymer-based materials. This course will introduce the concepts, synthesis, chemical structure, and surface properties of such biomaterials. In particular, this course will discuss the interaction of biomaterials with cells, tissues, and other biological systems, as well as their applications in various fields like tissue regeneration, drug delivery, and biosensors. On successful completion of this course, the students will learn about the current field of biomaterials, latest discoveries, basic properties of biomaterials and their applications. Students will gain extensive knowledge of concepts such as biocompatibility, testing of biomaterials and biodegradation as well as biomechanics. Students will also gain knowledge of critical characteristics of biomaterials surfaces and methods of analysis, as well as the importance of these materials in various fields such as medicine, biotechnology, scientific research and public health.
At least one of the following: Chem. 6001, Chem. 6002, Chem. 6004, or Chem.
6010. Prerequisite(s): At least one of the following: CHEM 6001 , CHEM 6002 , CHEM 6004 , or CHEM 6010
Credits: 3.0
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CHEM 6011 Laboratory Research I
This is the first in the series of laboratory research courses, and is designed to explore, understand
and practice the exciting science of materials. In this course emphasis is placed on hands-on
training of students in the areas of synthesis, properties, characterization, and theoretical
approaches to materials and biomaterials. The major goal is to provide students with research,
synthetic and analytical skills for careers in the global chemical and materials industry. This course
educates students in peer review publishing procedures, publication writing, and transmittal
protocols. In this course, students will learn how to summarize research findings in the form of
written reports, oral as well as poster presentations.
Prerequisite(s): CHEM 6001 , CHEM 6002 , CHEM 6010 and/or CHEM 6004 , or instructor’s permission
Credits: 3.0
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Curriculum & Instruction Early Childhood |
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CIEC 5010 Practicum and Seminar P-3
The graduate practicum and seminar for P-3 alternate route certification students is designed to apply learnings about professional knowledge, developmentally appropriate and humanistic practices, and reflective thinking to their P-3 classroom at their place of employment for two academic semesters. Students are observed a minimum of two times each semester by a University supervisor who regularly reviews student journals. A seminar accompanies the practicum and meets for a minimum of eight hours over the course of four seminars during the year (two per semester). The seminar provides a basis for discussion and reflection upon teaching experiences and coursework. Each student will develop a portfolio demonstrating his/her teaching ability.
Credits: 1.0
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CIEC 5070 Pre-Entry Seminar for P-3 Alternate Route Candidates
This Post-baccalaureate seminar serves as an introduction to the teaching profession for participants who are exploring the possibility of becoming a teacher and/or who are seeking a P-3 Certificate of Eligibility (CE). Students who participate and complete the 24 hours of coursework and successfully complete all assignments will receive a certificate of completion from WPU. Completion of a 24-hour pre-training program is required to receive a P-3 CE from the New Jersey State Department of Education. This course has been designed to incorporate the four topics delineated in N.J.A.C. 6A: 9-8.1 (a) 5, i.e., classroom management, lesson planning, introduction to New Jersey’s Core Curriculum Content Standards P-3 (which would include the Preschool Teaching and Learning Standards), and authentic child assessment. Students conduct two observations in a P-3 early childhood classroom. In addition, the course is intended to introduce students to professional knowledge, developmentally appropriate and humanistic practices, and reflective thinking. The seminar provides a basis for discussion and reflection upon observations, and best practices in teaching. Each student will develop a mini-portfolio demonstrating a beginning understanding of early childhood education. Pre/Corequisite(s): Bachelor’s degree
Credits: 2.0
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CIEC 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 relevant to Early Childhood Education.
Credits: 1.0 - 6.0
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CIEC 6010 Technology in Early Childhood Education
The primary focus of this hybrid class is for students to examine and use technology more extensively in their own early childjhood classrooms and for professional development. Technology skills and concepts are defined as productivity tools, digital tools, the World Wide Web, weblogs, adapttive and assistive technologies, ethical and legal responsibilities and software applicatons. Graduate students will integrate the NJ Core Curriculum Content Technology Standards, the preschool teaching and Learning Technology Standards, and the ISTE Technology Standards into early childhood classrooms.
Credits: 3.0
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CIEC 6015 Child Development and Learning
This course will focus on child development and learning and knowing and understanding the characteristics and needs of children from birth through age 8. The course examines current theories on diverse learning styles, multiple intelligences, and the range of cognitive and linguistic factors that influence development and learning in all children, including those with special needs. The use of assistive technology to support learning for children with disabilities will be discussed.
Credits: 3.0
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CIEC 6020 Curriculum, Environment and Assessment in Pre-K & K Classrooms
This course focuses on using developmental knowledge to plan meaningful curriculum, and to create healthy, respectful, supportive, and challenging learning environments in pre-k and kindergarten and to observe, document and assess student learning. Arranging space and materials, ensuring safety and health, and scheduling and organization of time within the context of developmentally appropriate curriculum are the components of the classroom climate. Graduate students will explore ways in which to ensure that the environment reflects and supports the child’s home environment, diversity, languages spoken, special needs, constructivism, cooperative learning, emergent literacy, play, and various learning styles. Curriculum is the plan for learning including adult/child interactions, materials, written models, child centered, emergent ideas and teacher guided activities. Active student participation, motivation, critical thinking, cooperative learning, and meeting the needs of diverse learners are emphasized. Graduate students will also explore the goals, benefits, and developmentally appropriate uses of assessments in pre-k and kindergarten, and how to use documentation and performance assessment as part of the teaching, learning, assessment cycle. A major emphasis will be understanding content knowledge and resources in academic disciplines (language and literacy, the arts, mathematics, science, physical activity and physical education, and social studies.) and how to use developmentally effective strategies to integrate the content areas into meaningful, challenging curriculum for all children in pre-k and kindergarten. Prerequisite(s): Must be a graduate student and permission of department.
Credits: 3.0
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CIEC 6030 Curriculum, Environment and Assessment in grades 1-3
This course focuses on using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments in grades one through three. Graduate students will also explore the goals, benefits, and developmentally appropriate uses of assessments, and how to use documentation and performance assessment as part of the teaching, learning, assessment cycle. A major emphasis will be understanding content knowledge and resources in academic disciplines (language and literacy, the arts, mathematics, science, physical activity and physical education, and social studies.) and how to use developmentally effective strategies to integrate the content areas into meaningful, challenging curriculum for all children in grades 1-3. Prerequisite(s): Graduate Students only. Permision of the department is required.
Credits: 3.0
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CIEC 6040 Integrating Science, Technology, Engineering & Mathematics in P-3 Classrooms.
This course will focus on content knowledge, pedagogical strategies, and integration of science, technology, engineering, and mathematics into the curriculum in P-3 classrooms. Additionally, the use of technology to support documentation, assessment, and data collection, and the developmentally appropriate uses of technology with young children, and as a resource for one’s own professional development and with other professionals, will be explored Prerequisite(s): Permission of the department is required.
Credits: 3.0
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CIEC 6110 Parenting and Parent Involvement in School and Community
This course will review the literature on parent-child relationships and parent involvement in P-3 classrooms. The course examines parenting from the humanistic, behavioral, social, and developmental perspectives. Issues related to preschool, elementary children will be studied along with related topics such as discipline, temperament, stress, self-esteem, and school readiness. Techniques for involving families in the school and communicating through parent-teacher conferences will also be examined through lecture, discussion, and videotapes.
Credits: 3.0
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CIEC 6180 Language Development and Emergent Literacy
The natural development of language in early childhood ( birth-age 8) is examined as part of the reading/literacy program of the preschool and primary grade child. Emergent literacy is studied from the perspective of the whole child including the child’s physical, cognitive, social, and emotional domains as well as cultural and linguistic backgrounds. Explorations of current research, theory, strategies and resources enable the graduate students to understand and design literacy activities and environments. The course places special emphasis on understanding critical literacy, implementing literacy centers, working with diverse populations and integrating literacy through the curriculum. Consistent with NJCCCS, teachers are encouraged to integrate all the language arts: listening, speaking, reading, writing, and viewing and media literacy. Topics explored include family involvement; cultural and linguistic differences; English language learners; integrating play, anguage and literacy; performance assessments; and adaptations for children with special needs. Learning and teaching theories are ntegrated with practical applications.
Credits: 3.0
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CIEC 6230 Management Issues Child Development Program
This course examines the management responsibilities associated with a child development center and addresses assessment and evaluation techniques, financing, staff training and development, supervision, and the design and implementation of programs. It presumes knowledge of early childhood education and focuses on administrative concerns in the organization and implementation of programs for young children.
Credits: 3.0
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CIEC 6340 Issues and Trends in Early Childhood Education
This course is designed to examine recent issues and trends in early childhood education. Supporting culturally responsive education, examining one’s own biases, professional ethics, and advocacy are some of the topics that are explored. Integrating multicultural and anti-bias perspectives as well as incorporating the diverse cultures of children and families into the early childhood classroom are important concepts for all early childhood teachers to understand. Additionally, the course includes studying educators’ ethical responsibilities and how to use the National Association for the Education of Young Children’s Code of Professional Conduct and Statement of Commitment as a guide for solving ethical dilemmas. Graduate students will also learn their legal and professional responsibilities regarding reporting abuse and neglect to the NJ Division of Children and Families. The role of the early childhood teacher as advocate for children, families, schools, communities and the profession is explored, as well.
Credits: 3.0
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CIEC 6350 Creativity and Play in Early Childhood Education
Creativity and play are examined with emphasis on their relationship to the development and education of young children. Theory and current research are discussed, as well as active exploration of the ways in which these processes can be used to develop creative learning experiences. Hands-on activities, analysis of current research and case studies, and individual and group projects are included. Specific topics include art, music and movement, creative drama, room arrangement and the environment, open-ended play materials, divergent thinking, play and literacy development, observations, and assessment.
Credits: 3.0
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CIEC 6360 Learning Environment and Authentic Assessment
This course focuses on preparing and maintaining the early childhood learning environment. Arranging space and materials, ensuring safety and health, and scheduling and organization of time within the context of developmentally appropriate curricula are the components of the classroom climate. Students will explore ways in which to ensure that the environment reflects and supports the child’s home environment, diversity, languages spoken, special needs, constructivism, cooperative learning, emergent literacy, play, and various learning styles. Students will examine strategies for enhancing social and emotional development in a psychologically supportive environment. Additionally, students will examine formal and informal tools for observing and assessing children’s learning and development.
Credits: 3.0
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CIEC 6370 Curriculum Design in Early Childhood
This graduate course examines the design and development of curriculum for preschool - grade 3 educational environments. Graduate students will evaluate and create culturally responsive curriculum for preschool, kindergarten, and the primary grades (1-3) that is aligned to state and national standards, integrates content areas, supports diverse learners, and is developmentally appropriate, according to the National Association for the Education of Young Children guidelines.
Credits: 3.0
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CIEC 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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Curriculum & Instruction Education |
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CIED 5550 Pre-Professional Seminar for Alternate Route Candidates
This zero-credit seminar meets the NJ DOE requirements for 50 hours of pre-professional training (including 20 hours of clinical experience). It is open to those who already hold a Certificate of Eligibility (CE), and those without a CE who are interested in exploring the possibility of becoming a teacher. Participants who successfully complete this seminar will receive a Certificate of Completion. This seminar has been designed to incorporate the four topics delineated in N.J.A.C. 6A:9B, i.e., classroom management, teaching diverse learners, NJ education law, and lesson planning. In addition, topics include an introduction to the NJ Student Learning Standards (NJSLS), NJ Professional Standards for Teachers (NJPST), and College and Career Ready Practices (C&CRP).
Additional fees are assessed Prerequisite(s): This course may be taken concurrently with acceptance into a WP alternate route program and in the first academic semester of courses for those with a CE and employment as a teacher, or prior to admission in the program for participants currently enrolled as a non-degree student. Completion of this seminar is required prior to NJDOE issuing a Provisional License and beginning the PTP program in their school/district. Permission of Instructor required.
Credits: 0
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CIED 5555 Seminar in Professionalism, Ethics and Leadership
This 20-Hour graduate seminar is for alternate route teacher certification candidates and provides a basis for discussion and reflection upon teaching experiences, dispositions, ethics, leadership, and professionalism. Teacher-Candidates explore family involvement in the education of English language learners, and school leadership within a variety of of educational settings. Teacher-candidates also focus on the area of meeting the learning needs of English language learners and special populations of students (including but not limited to students with autism; learning disabilities; gifted and talented students). Candidates will complete the WP HIB (Harassment, Intimidation, and Bullying) online training module. This seminar includes supervision in the field, and is the third of a series of four seminars in the Alternate Route program. Prerequisite(s): Permission Required
Credits: 1.0
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CIED 5556 Seminar in Professionalism:Ethics and Leadership
This graduate seminar is for alternate route teacher certification candidates and provides a basis for discussion and reflection upon teaching experiences, dispositions, ethics, leadership and professionalism. Teachers of record problem-solve solutions to classroom situations by applying theoretical and practical knowledge from coursework and authentic experiences. Teachers of record engage in professional development activities and plan for their roles as classroom teacher, leader and advocate. Each teacher of record submits a portfolio demonstrating professionalism and leadership. Prerequisite(s): Permission Required
Credits: 1.0
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CIED 5557 Seminar in Professionalism, Ethics and Leadership
This 20-hour graduate seminar is for alternate route teacher certification candidates and provides a basis for discussion and reflection upon teaching experiences, dispositions, ethics, leadership, and professionalism. Teacher-candidates explore family involvement in the education of English Language Learners, and school leadership within a variety of educational settings. Teacher-candidates also focus on the area of meeting the learning needs of English Language Learners and special populations of students (including but not limited to students with autism; learning disabilities; gifted and talented students). Candidates will complete the WP HIB (Harassment, Intimidation, and Bullying) online training module. This seminar includes supervision in the field, and is the third of a series of four seminars in the Alternate Route program.
Prerequisite(s): CIED 5554
Credits: 1.0
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Curriculum & Instruction Elementary Education |
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CIEE 5110 Educational and Psychological Theories and Applications
This course examines the historical and philosophical foundations of education, including introductory knowledge of lesson planning, classroom management, 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 rolesof local, state, and federal governments in funding public education. Students conduct 10 hours of observations in K-5 (elementary) or 5-8 (middle school) classrooms and assess their own abilities in relation to professional teaching standards. Students are introducted to e-portfolios, assess their dispositions, and develop an educational philosophy. Prerequisite(s): Graduate standing and admission into the M.A.T. program
Credits: 3.0
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CIEE 5120 Reading, Language Arts, and Literature in Inclusive Classrooms
This course provides a comprehensive overview of major theories and instructional approaches related to (1) the understanding of language and literacy development, and (2) the teaching of literacy to children in inclusive elementary classrooms. To achieve this goal, students will be expected to actively apply theories to classroom practice in their field experience. They will also be expected to critically examine and reflect on ways in which teachers can provide the environment and experiences needed to promote literacy development and learning of diverse children in inclusive classrooms. Part of the course requirement is a within-course supervised field experience. Prerequisite(s): CMAT 511 or CIEE 511
Credits: 3.0
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CIEE 5130 Mathematics Methods and Assessments for Teaching K-5
The purpose of this course is to develop pre-service teachers’ competence in planning, conducting, and assessing mathematics learning experiences with chidren from kindergarten through fifth grade. The content of the course is based on the New Jersey Core Curriculum Content Standards in Mathematics (NJCCCS, 2004), Principles and Standards for School Mathematics, developed by the National Council of Teachers of Mathematics, and performance expectations of K-5 students on statewide and other standardized assessments. It is part of the practicum semester package and is coordinated with a field experience in which students apply their learning in a K-5 classroom. Prerequisite(s): CMAT 511 or CIEE 511
Credits: 2.0
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CIEE 5140 Teaching Strategies in Social Studies and Gobal Issues
This course examines methods and materials for teaching grade K-5 social studies. Social studies are definied 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 emphasized 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. Prerequisite(s): CIEE 5110
Credits: 3.0
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CIEE 5150 Integrating Strategies for Teaching and Assessing Science
This course develops students’ abilities to help elementary school children acquire knowledge, skills, and attitudes essential for scientific literacy in a learning environment that is healthy, respectful, supportive, and challenging for all children. Emphasis is placed on using inquiry processes to acquire conceptual understanding of science and its relevance to real life while promoting positive development and growth of children. The course includes the planning of elementary school science curricula and the use of pedagogy consistent with the nature of science and sensitive to the needs of diverse learners. Course content is based on national and state standards for curricula and teaching. Curriculum coherence will be emphasized through the mapping of science concepts and skills across the elementary grades and the introduction of ideas for science-based interdisciplinary, thematic instruction. Prerequisite(s): CMAT 511 and CIEE 511
Credits: 2.0
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CIEE 5160 Integrating Technology into the Curriculum
This is an introductory course in the use of technology in the teaching/learning process. Students learn how to infuse technology in classrooms across grades and curricula. They explore and investigate the various uses of computers, including on-line applications, software applications, and other technologies. Students discuss contemporary technology issues, read relevant literature, and use technology appropriately in an interdisciplinary unit plan that addresses NJCCCS as well as technology literacy standards. Prerequisite(s): Admission to the M.A.T. program
Credits: 2.0
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CIEE 5170 Practicum and Seminar
The practicum is a graduate, one day per week, 16 week experience. It is designed to provide K-5 certification students with the opportunity to work with an experienced teacher in developing professional knowledge, humanistic and reflective practices. Students 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. Students meet in a seminar in which they discuss classroom issues and work on reflective statements and artifacts for their e-portfolios. Students are formally observed twice during the semester by a University supervisor who requires the writing of journals. Advanced application in the Office of Field Experiences is required. Prerequisite(s): CMAT 511 or CIEE 511
Credits: 1.0
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CIEE 5180 Art and Creativity: Methods and Assessment in K-5
Explore the visual arts, movement, sound, and theater. Discover how the arts and other expressive media 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 classroom teachers. They learn how to integrate the arts and use them as tools or mediums for teaching other core subjects in the curriculum. Students are provided with an understanding of the creative and aesthetic potential in children. They are given opportunities to experiment with appropriate media, and consider programmatic and curricular possibilities for implementation in a school setting. Prerequisite(s): CMAT 511 or CIEE 511
Credits: 2.0
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CIEE 5190 Integrating Strategies for Teaching and Assessing Science
This course develops students’ abilities to help elementary school children acquire knowledge, skills, and attitudes essential for scientific literacy in a learning environment that is healthy, respectful, supportive, and challenging for all children. Emphasis is placed on using inquiry processes to acquire conceptual understanding of science and its relevance to real life while promoting positive development and growth of children. The course includes the planning of elementary school science curricula and the use of pedagogy consistent with the nature of science and sensitive to the needs of diverse learners. Course content will be based on national and state standards for curriculum and teaching. Curriculum coherence iwill be emphasized through the mapping of science concepts and skills across the elementary grades and the introduction of ideas for science -based thematic instruction. Prerequisite(s): CIEE 5110
Credits: 2.0
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CIEE 5220 Inclusion and Second Language Learners
This course focuses on developmentally appropriate methods of differentiating instruction for all students. It presents theory and strategies to teach students who are English language learners, as well as presenting theory and strategies to identify and teach preschool and 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, adapatation and modification strategies to address academic, behavioral, 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. Prerequisite(s): CMAT 511 or CIEE 511
Credits: 2.0
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CIEE 5500 Strategies of Teaching Substance Abuse Prevention
A presentation of strategies for teaching and substance abuse prevention. Factual presentation and working curriculum models are employed to help teachers implement the New Jersey Department of Education’s Curriculum Policies and Procedures for the classroom.
Credits: 3.0
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CIEE 5880 New Jersey Studies I
Provides an opportunity for teachers and teacher candidates to acquire the content and instructional techniques to teach about the life and culture of the people of New Jersey. Stresses the social, political, geographic, economic and cultural aspects of life of the state’s citizens in the past, present and future.
Credits: 3.0
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CIEE 5890 New Jersey Studies II
A companion to CIEE 588, New Jersey Studies I. Provides opportunities to investigate, in depth, individual concerns and interests of students and/or the needs of the school systems relating to the life and culture of the people of New Jersey. A major aspect is a select series of field trips to sites in New Jersey that have particular value for an understanding of the social, political, economical, geographical and cultural life of the state’s citizens in the past, present and future.
Credits: 3.0
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CIEE 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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CIEE 6060 Curriculum Development in Public Education
The curriculum of the elementary school is reviewed based upon overviews of the latest research in child development, academic content recommendations and curriculum practices. Historical perspectives are developed and future educational needs anticipated. Particular emphasis is placed on the process of curriculum development integrating the elements identified above.
Credits: 3.0
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CIEE 6180 Cpp: Language Arts and Social Studies
Creates an awareness of the nature and scope of language arts and social studies content in the elementary school. Students investigate and review the most recent reports of research and practices in these areas.
Credits: 3.0
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CIEE 6210 Math Clinic II: Reconstructing Children’s Math Conceptions
This course is a continuation of Diagnosis of Math Misconceptions. During this semester students implement the remediation plan developed in the previous course for students referred to the Clinic. Remediation sessions are videotaped for later analysis of techniques. Case supervision is done both individually and in groups with colleagues. Applications to classroom instruction is explored and implemented. Prerequisite(s): CIEE 620
Credits: 3.0
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CIEE 6220 Problem Solving and Problem Posing Seminar
Using a variety of exercises, journal writings, and discussion questions, students reflect on prior and everyday mathematical experiences of pattern, space, measurement, quantity, possibility, and the relations among them. Immersion in authentic mathematical activities is coupled with reflection upon those activities toward the goals of understanding the roles of problem solving and problem posing in mathematics education.
Credits: 3.0
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CIEE 6240 Educational Media and Telecommunications
This course examines the use of new media and telecommunications in education environments. Students explore ways to use Internet resources for professional and classroom use, successfully integrate Internet resources in teaching and learning, and gain knowledge about digital video production and distance learning. The course has a theoretical basis, but there is a hands-on component as well to enable students to have practical experiences. Students demonstrate knowledge through action research and assess the potential impact of Web-based projects. Individual and group projects are assigned. Prerequisite(s): Matriculation in the Learning Technologies concentration of M.Ed. in education program Pre/Corequisite(s): CIEE 605
Credits: 3.0
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CIEE 6260 Adapting Mathematics Instruction for the Inclusive Classroom
This course provides general and special education mathematics teachers with an opportunity to explore techniques for adapting mainstream mathematics curricula, instruction, and assessment strategies to meet the learning needs of all students. The course is designed to clearly delineate the role that specific learning difficulties play in meeting expectations for mathematics success in terms of current curricular standards and inclusive educational practices. Students focus on identifying the learning difficulties their own students have in particular mathematics curricular content and collaborative planning of specific methods for adapting instruction for these learners. These cases are analyzed in class using students’ own knowledge of curriculum, readings on relevant psychological and educational theories, as well as current research. The culminating project for the course is the collaborative production of a curriculum and assessment guide for mathematics teachers working in inclusive or heterogenously grouped clasrooms. The course may be team-taught by math education and special education faculty. Prerequisite(s): Matriculation in an M.Ed. program or post-master’s status
Credits: 3.0
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CIEE 6280 Mathematics Education Research Seminar
This course focuses on the examination and critique of existing published studies in the field of mathematics education and on the development of research paradigms in this field. Classroom research projects and methods for assessing effects of curricular change on students, teachers, and school structures are emphasized. National and local standards for teaching mathematics are examined from the perspective of research methods and empirical outcomes. Prerequisite(s): Permission required
Credits: 3.0
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CIEE 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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Curriculum & Instruction Library Media |
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CIEM 5150 Technical Process in School Library Media Centers
An examination of the technical processes (acquisitions, cataloging, processing, and circulation) necessary for the access, organization, and maintenance of media materials in the school library media center.
Credits: 3.0
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CIEM 5170 Information Sources and Services
A general conceptual foundation for client-centered information services and instruction in library media centers. Includes discussion of the accessibility of all types of resources and equipment by identifying, establishing, and using delivery systems to retrieve information in all formats. Special emphasis is placed upon developing positive attitudes towards reading, both in school and at home. Candidates examine sources in the humanities, social sciences, and technology with the view of meeting the information needs of various targeted audiences.
Credits: 3.0
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CIEM 7000 Independent Study
As approved and to be arranged.
Credits: 1.0 - 6.0
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Curriculum & Instruction Readling Language Arts |
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CIRL 5220 Literacy and Technology Across the Curriculum
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.
Credits: 3.0
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CIRL 5990 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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CIRL 6010 Theoretical Foundation of Literacy
This course provides a historical perspective on theory and practice in the teaching of reading as well as a survey of current research, theory, and practice related to reading acquisition and reading processes from the perspective of developmental and cognitive psychology, social constructivism, and linguistic and cultural influences.
Credits: 3.0
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CIRL 6040 Recent Trends in Children’s Literature
Focuses on current trends and ways to extend literature with children. Opportunities to study child responses and views in relation to particular literary works are provided. Such topics as author, illustrator and editor roles; child as critic; teaching reading and writing through literature; and multicultural literature are considered.
Credits: 3.0
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CIRL 6050 Advanced Inquiry into Literature for Children and Youth
An investigation of literary and content print and nonprint media. Considers questions related to materials, language sources, instructional systems and organizational arrangements appropriate for use in today’s classrooms. Special attention is given to the preparation of teacher, parent and librarian guides to literature; adaptation of materials for children and youth; and analysis of recent research studies.
Credits: 3.0
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CIRL 6220 Educating the Adult: Basic Reading
This course is designed for those teachers and specialists who wish to work with adults in the field of literacy. The foci of the course are on the following: adults who are functionally illiterate; adults who are semiliterate; adults who are learning English as a second language; and adults who wish to reinforce basic skills. Teachers and specialists examine the characteristics, goals, assessment processes, teaching strategies, evaluations and organizational procedures and resource materials suitable for adult learners.
Credits: 3.0
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CIRL 6230 Practicum in Teaching Reading
This course continues to develop reading specialists who are decision-makers and problem-solvers. Students have the opportunity to grow professionally and become more knowledgeable about reading, writing, and oral language processes through readings, converstions with colleagues, viewing each others’ classrooms, and reflections on practicum teaching and research experiences. Students begin a classroom inquiry project that develops into their master’s thesis.
Credits: 3.0
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CIRL 6240 Administration and Supervision of Reading Programs
This graduate course is designed to study various process models for developing, implementing, and evaluating K-12 reading programs. By examining the roles of classroom teachers, reading specialists, reading supervisors, staff developers and principals, students will understand how personnel responsibilities affect program development. Students will apply this understanding to their evaluation of the total reading program in one school system.
Credits: 3.0
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CIRL 6260 Literature for Adolescents
A critical study of literature and effective ways of using it for junior and senior high school students. Special attention is given to ways of developing recreational reading programs for individual students on the basis of ability and reading interest.
Credits: 3.0
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CIRL 6310 Written Expression Using Technology
This course investigates various forms of written communication including stories, exposition, and poetry. Students identify and research current trends in literacy and use technology as a tool for teaching language arts in the classroom and for personal application.
Credits: 3.0
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CIRL 6340 Teaching Critical Reading in the Content Area
The nature and importance of critical reading in today’s society is considered in relation to thinking. Specific strategies and materials are used to develop critical readers in all areas of the curriculum. Articles, tests and research in the field are examined.
Credits: 3.0
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CIRL 7000 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 5050 Historical and Social Context of American Schooling
This course is designed to introduce post-baccalaureate K-12 teacher certification candidates to the social foundations of American education through a consideration of the social and historical context of American schools. Candidates will explore practical pedagogical issues, such as teaching in urban schools, planning and teaching lessons, developing teacher-parent relationships, using educational technology, and engaging in school reforms, and examine them in their social and historical context. There is a twenty hour field requirement for the course consisting of observations and interviews that candidates will do a K-12 students, teachers and/or administrators in their home communities or the university community.
Credits: 3.0
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CISE 5100 Applications of Psychology for Prospective Teachers
This course provides prospective post- baccalaureate teachers with an introduction to educational psychology theories and principles. Emphasis is on applications to educational settings, the adolescent learner, and students with special needs. Prospective teachers reflect on their roles as facilitators of students’ learning and social development. Methods for adapting instruction to diverse student needs are critically explored. Prospective teachers have opportunities reflect on their roles as facilitators of students’ learning and social development through classroom observations in public schools, role playing, and structured discussions.
Credits: 3.0
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CISE 5110 Social Studies Methods for Middle and Secondary Schools
This course is an introduction for post-baccalaureate students to methods and materials of teaching middle school and high school social studies. The course defines social studies 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 unity and diversity of peoples and societies worldwide. In the course, students examine the history of social studies, various opinions of the goals and methods of social studies, and various approaches to planning and teaching lessons.
Credits: 3.0
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CISE 5120 Differentiated Instruction in the Content Areas
This is a course in curriculum and instruction - in what teachers teach and how to teach it to diverse students. The purpose of the course is twofold: (1) to help prospective teachers devise strategies for translating their academic knowledge into teachable materials, design curricula that are consonant with the New Jersey Core Curriculum Content Standards and the national standards for their academic disciplines; and (2) to help prospective teachers devise strategies for developing curricula, materials and methods that teach to the multiple intelligences, multi-cultural backgrounds, and other distinct personal characteristics that their students bring to school. The goals are twofold: (1) for prospective teachers to become life-long learners, learning more about themselves, their students and their academic disciplines while they are teaching, and teaching creatively and critically within state and national standards; and (2) for prospective teachers to become familiar with individualized instructional techniques such as Individualized Education Plans (IEPs) for students with disabilities, Gifted and Talented Programs for academically high-performing students, and other specialized programs commonly used in schools today.
Credits: 2.0
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CISE 5130 Teaching Strategies for Middle and Secondary School Mathematics
Learning and assessment of mathematics at the high school and middle school levels are explored and applied according to the standards of the National Council of Teachers of Mathematics and the New Jersey Curriculum Framework for Mathematics, as well as the N.J. Core Curriculum Content Standards K-12. The teaching and learning of mathematics are encountered through hands-on problem-solving and by posting experience exercises that integrate mathematics across and within the curriculum, investigations with technology, the examination of mathematics in real world experiences, and the construction of performance-based assessments. This course is coordinated with a practicum experience in a 7-12 mathematics classroom.
Credits: 3.0
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CISE 5140 Teaching Diverse Learners in Diverse Schools
This course interfaces theory with practice by introducing students to a variety of educational theorists and leaders from traditional and non-traditional schools of thought. This course explores and defines what it means to be a multicultural educator. Theoretical and research information on multiculturalism will be shared along with practical applications. One of the goals of this course is to explore and apply different student learning theories in the field. This course will have a service field component. Students must complete one-to-one or small group tutorials with William Paterson University undergraduate students.
Credits: 2.0
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CISE 5150 English Language Arts in Middle and Secondary Schools
This course focuses on the preparation of teachers who are knowledgeable about language, literature, oral, visual, and written literacy, print and nonprint media, technology, and research theory and findings. Instructional engagements are intended to develop within preservice teachers the dispositions and capacities necessary to teach a variety of discourse including thinking, feeling, acting, believing, valuing, reding, writing, speaking and listening. Current issues and trends in teaching the English language arts in middle and secondary schools and national and regional standards are addressed.
Credits: 3.0
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CISE 5160 Integrating Technology into Middle and Secondary Schools
This is an introductory course in the use of the technology/learning process. Students learn how technology is used in middle and secondary classrooms for their particular subject matter field. Students explore the Internet and the World Wide Web to find activities for the classroom and information for their personal use to foster critical and creative thinking. They evaluate and analyze education softeware and Internet resources relevant to their subject field. Students create and present teaching/learning projects suitable for use in the middle and secondary classroom.
Credits: 2.0
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CISE 5180 Science Education in Middle and Secondary Schools
This course develops the emerging professional’s ability to engage all K-12 students in the study of science, to take advantage of collaborative planning among scientists, and to provide all students with a holistic, interdisciplinary understanding of science. A variety of instructional and assessment stategies, the use of technology, safety in educational environments, the development of laboratory and research skills, and the interpretation of scientific data are emphasized. Making science relevant to students’ everyday lives and developing students’ decision-making and value-analysis skills are underestood in a cultural and social context.
Credits: 3.0
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CISE 5200 Classroom Management
This graduate level course addresses the issues currently affecting secondary learning environments in both regular and special education. The ever shortening attention spans of adolescents combined with the increased pressure to meet and maintain academic standards has created unique classroom management challenges. Now more than ever teachers require an understanding of the factors that contribute to a well-organized, peaceful, productive classroom environment. This requires creativity, resourcefulness and reflection on the part of the teacher. Prospective teachers will reflectively evaluate the history of classroom management techniques and their own styles and philosophies of classroom management in both a seminar and clinical setting.
Credits: 3.0
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CISE 5300 Secondary Education Practicum Experience and Seminar
This course is designed to focus on the practicum (one day a week) field experience. Students 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 responsibilities. Students are required to develop an interdisciplinary lesson plan, participate in a teacher dispositions self-evaluation, and continue to link e-portfolio artifacts to appropriate standards. Students must take this course concurrently with one of our subject-specific methods courses (CISE 531-536). This course will provide students in the secondary (K-12) education certification program with the knowledge required to translate theories into practice; to reflect upon how past educational practices continue to affect current teaching methods; to effectively manage classrooms; and to select, administer, and assess appropriate evaluation instruments. It is recommended that students take the PRAXIS exam during this semester. Co-requisite(s): Co-requisites: CISE 520, CIRL 522, and one methods course (CISE 531-536)
Credits: 1.0
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CISE 5310 Social Studies Methods for Middle and Secondary Schools
This course examines advanced methods and materials of teaching middle school and high school social studies. 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 unerstanding the unity and diversity of peoples and societies worldwide. The course examines the history of social studies, various orientations to the goals and advanced methods of social studies, and various approaches to planning and teaching lessons.
Credits: 3.0
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CISE 5320 Mathematics Methods in Secondary Schools
In this graduate level course, learning and assessment of mathematics at the high school and middle school level is understood and applied according to the latest recommendations of the National Council of Teachers of Mathematics and the guidelines of the New Jersey Core Curriculum Content Standards. Strategies for teaching whole class and small groups, hands on problem solving and posing experiences, integrating mathematics across and within the curriculum, technology applications, and applications of mathematics in the real world are explored in depth. In addition, students conduct research to solve assigned problems. This course is coordinated with a practicum experience in a 7-12 mathematics classroom.
Credits: 3.0
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CISE 5330 Creative Arts Methods in Secondary Schools
This course is designed to further teachers of creative and visual arts. The course is established to provide opportunities for college students 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, and to prepare for assignments as student interns, as classroom teachers, and ultimately for leadership roles in art education.
Credits: 3.0
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CISE 5340 English/Language Arts Methods in Secondary and Middle Schools
This course focuses on the preparation of teachers who are knowledgeable about language, literature, oral, visual, and written literacy, print and non-print media, technology, and research theory. Instructional engagements are intended to develop within preservice teachers the dispositions and capacities necessary to teach a variety of discourses including thinking, feeling, acting, believing, valuing, reading, writing, speaking, and listening. Current issues and trends in teaching the English language arts in middle and secondary schools and national and regional standards are addressed. Co-requisite(s): Co-requisites: CISE 520, CIRL 522, and CISE 530
Credits: 3.0
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CISE 5350 Science Education in Secondary and Middle Schools
This course introduces post-baccalaureate students to methods of teaching science through inquiry processes and constructivist approaches. Teacher candidates will organize learning experiences that include inquiry processes and knowledge construction fundamental to learning science in middle school and high school. K-12 curriculum coherence, maintenance of a safe, supportive learning environment for diverse learners, and use of technology are emphasized. Teacher candidates are required to demonstrate competence in planning instruction with thematic integration, learning cycles, and multiple assessments. Relationships among science, technology and society, issues of equity and multiculturalism, positive dispositions for teaching science, and science teachers’ collaborative roles within schools and with parents, university educators, scientists, and community partners are stressed. Prerequisite(s): SOC 5400 , CISE 5050 , CISE 5100 , CISE 5120 , and CISE 5140 Co-requisite(s): CISE 5200 , CIRL 5220 , and CISE 5300
Credits: 3.0
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CISE 5360 World Language Methods in Secondary Schools
This course is designed to inform subject field K-12 preservice teachers of current theories and practices of teaching a world language in secondary schools. Students will gain in-depth pedagogical knowledge and understanding of language acquisition and literacy development in a second language. Specifically, students will apply their theoretical understanding and pedagogical knowledge to classroom situations. They will analyze and critique curricula, engaging in inquiry-driven discussions about theory and methodology, and plan innovative instruction.
Credits: 3.0
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CISE 5640 Modern Educational Practices
Provides an intensive study of the practices and procedures employed in a modern school. Included are classroom management, teach-pupil planning, integration of subject matter, proper development of a unit, using audiovisual aids, methods of reporting to parents, evaluating the role of the classroom teacher, the professional responsibilities and ethics of the teacher, and current innovations in education.
Credits: 3.0
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CISE 5990 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 department chairperson
Credits: 1.0 - 6.0
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CISE 6010 Teaching Strategies in Subject Fields
Analyzes curriculum and teaching methods in the various fields. General strategies for all subject fields and elements of classroom management are discussed. Students complete an individual study of curriculum and strategies for their own major field. This is the methods course for art, english, mathematics, music, physical educcation, science, social studies and spanish. Not open to non-degree or post-master’s students
Credits: 3.0
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CISE 6020 Practicum Subject Fields
Students participate in specialized fieldwork in their own concentration, as approved by the instructor. Seventy-five hours of supervised practicum, a project log, a research report and attendance at seminar meetings twice a month are required.
Credits: 3.0
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CISE 7000 Independent Study
As approved and to be arranged.
Credits: 1.0 - 6.0
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Communication Disorders |
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CODS 5010 Phonetics
A study of sounds, stress, phrasing and intonation used in English speech. International phonetic alphabet and other systems for recording pronunciation are studied. Analysis of speech patterns and ear training in transcription is provided. Course offered Fall Semester only.
Credits: 3.0
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CODS 5020 Anatomy and Physiology of Speech and Hearing
Studies the basic structures and functions of the auditory and vocal mechanisms. A clinical orientation toward the disorders found in these areas is provided. Course offered Fall Semester only.
Credits: 3.0
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CODS 5030 Speech Sound Disorders
This course examines both typical and disordered phonetic/phonological development in children, the nature of nonorganic articulation and phonological disorders, their evaluation, and intervention. Issues related to therapy for non-mainstream and non-native speakers of English and to oral motor therapy are addressed. Course offered Spring Semester only. Prerequisite(s): CODS 2640(Phonetics),CODS 3210(Speech and Language Aquisition), and CODS 3610(Anatomy and Physiology of the Speech and Swallowing Mechanism)
Credits: 3.0
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CODS 5040 Introduction Audiology
Includes hearing screening procedures, air conduction and bone conduction, threshold testing with pure tones, masking and speech audiometry. Course offered Fall Semester only.
Credits: 3.0
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CODS 5050 Hearing Rehabilitation
Study of auditory training and speech reading methods and materials appropriate for different types and degrees of hearing losses. The selection and use of hearing aids are discussed as they relate to auditory training. Prerequisite(s): CODS 504
Credits: 3.0
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