May 17, 2024  
2022-2023 Undergraduate Catalog 
    
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2022-2023 Undergraduate Catalog [ARCHIVED CATALOG]

Courses

 

Computer Science
  

  • CS 2352 Applied Operating Systems

    This course covers the principles and functions of modern operating systems, and applying and using computer operating systems.  Topics include operating system configuration, file systems, I/O systems, security, networking interfacing, multitasking, multiuser, device driver installation, and analyzing operating system performance.  Popular operating systems such as Windows, UNIX/Linux and Mac OS will be used for illustration. 

      Prerequisite(s): CS 2350   with a grade of C- or better
    Credits: 3.0

  

  • CS 2400 Computer Science II

    This course is a continuation of CS 2300  . It introduces object-oriented programming (OOP) in the UNIX/Linux programming environment. The major topics covered in the course include function templates, abstract data types (ADT), data abstraction and information hiding, inheritance and dynamic binding of the functions to function calls, pointers and memory management, and dynamic objects.  This course also emphasizes the object-oriented software design and implementation methodology, the use of C-string library functions, the use of UNIX/Linux basic commands, and programming in the UNIX/Linux environment.  Programming projects are implemented in C++ and developed in the UNIX/Linux programming environment. 
     
      Students will be charged an additional Comp Science Lab Fee when enrolling in this course. Prerequisite(s): CS 2300   with at least a C- andMATH 1160   or MATH 1350   with at least a C-
    Credits: 4.0
  

  • CS 2421 Object-Oriented Program in JAVA

    This course is a continuation of CS 2300. It introduces object-oriented programming (OOP) in Java in the UNIX/Linux programming environment. The major topics covered in the course include standard I/O in Java, static and instance methods, abstract data types (ADT), data abstraction and information hiding, inheritance dynamic binding of the methods to the messages, generic methods and classes, Collections, recursion, exception handling, GUI, and multi-threading This course also emphasizes the object-oriented software design and implementation methodology, the use of UNIX/Linux basic commands, and programming in the UNIX/Linux environment. Programming projects are implemented in Java and developed in the UNIX/Linux programming environment. This is a technology intensive course.

     

      Prerequisite(s): CS 2300   with at least a C- and MATH 1160   or MATH 1350   with at least a C-.
    Credits: 4.0

  

  • CS 2500 C, Unix and Software Desgn

    This course is an introduction to the principles of software design and development methodology. The course will familiarize the student with the programming language C, and the UNIX operating system environment. They will also be familiarized with advanced software design and support tools. Software performance measures and concurrent programming methods will be discussed. Prerequisite(s): CS 2400 
    Credits: 3.0
  

  • CS 2530 Cobol I

    Introduction to the COBOL language with applications to commercial problems. Topics in business information processing such as payroll and inventory management are examined. Students will be charged an additional Comp Science Lab Fee when enrolling in this course.
    Credits: 3.0
  

  • CS 2550 Information Systems

    This course introduces the concepts and methods used in the analysis, design, and implementation of computerized information systems. Major topics include software life cycle, data and process models, basic database design, logical and physical design, prototyping, architecture, and project management in information systems development. The course covers hardware, software, databases, communications, networking, and the Internet in support of the information systems infrastructure in an organization. A significant systems development project is included in this course. Course offered Fall and Spring Semesters. Prerequisite(s): (CS 1300  OR CS 2300 ) AND (CS 2010  OR CS 2150 )
    Credits: 3.0
  

  • CS 2600 Discrete Structures

    Topics include elementary propositional and predicate logics; elementary set theory; relations and their properties; functions; congruence and Euclidean algorithm; combinatorics; mathematical reasoning; matrices; elements of graph theory; trees and their applications; Boolean algebra. Some programming will be required. 
      CS majors only Students will be charged an additional Comp Science Lab Fee when enrolling in this course. Prerequisite(s): CS 2300   with at least a C- and MATH 1160   or MATH 1350   with at least a C- 
    Credits: 3.0
  

  • CS 2650 Discrete Structures for CIT

    Topics include elementary propositional logic; basic inferential reasoning;  elementary set theory; relations and their properties; functions; integer operations and algorithms; binary and other bases;  introduction to combinatorics and discrete probability;  matrices; elements of graphs, trees, and their applications; Boolean algebra. Some programming will be required.

      CIT Majors only Prerequisite(s): CS 2300  andMATH 1160   or MATH 1350  with a grade of C- or better
    Credits: 3.0

  

  • CS 2800 Computer and Assembler Language

    Number systems.  Structure of digital computers and machine language.  Data representation, instruction formats and addressing techniques.  Symbolic coding, assembly systems and programming techniques.  System stack, procedure calls, and program segmentation and linkage. Interrupts and I/O.  Memory organization and addressing.  Program translation and system programs: Assemblers, compilers, interpreters, preprocessors, linkers, loaders and debuggers. Students will be charged a lab fee for this course. 
      Students will be charged an additional Comp Science Lab Fee when enrolling in this course. Prerequisite(s): CS 2300  with at least a C- and MATH 1160  or MATH 1350   with at least a C- 
    Credits: 3.0
  

  • CS 3300 Linear Programming and Operations Research

    An introduction to the concept of operations research and mathematical techniques applied to decision problems when the inputs are known. Topics include linear, nonlinear and dynamic programming with applications to transportation, assignment, resource allocation, production scheduling and inventory problems. Prerequisite(s): CS 2400  AND CS 2600 
    Credits: 3.0
  

  • CS 3350 Fundamentals of Computer Networking

    This course is intended for the non-CS major student with an interest in computer networking. The course presents the fundamentals of data communication and computer networking. Major topics include state-of-the-art local and wide area networking technologies; layered internetworking architecture; TCP/IP protocal suite and the Internet; networking standards and standard organizations; network security, privacy, management, and administration; network applications emphasizing the Internet; networking industry; social impact of networking; and trends and emerging technologies such as the increasingly popular mobile and wireless data communication. Course offered Fall and Spring Semesters. Prerequisite(s): CS 2350 
    Credits: 3.0
  

  • CS 3351 Computer Networks I

    This course introduces the fundamentals of data communication and computer networking. Major topics include state-of-the-art local and wide area networking technologies; layered internet working architecture; TCP/IP protocol suite and the Internet; networking standards and standard organizations; network security, privacy, management, and administration; network applications with an emphasis on the Internet; networking industry; social impact of networking; and new trends and emerging technologies such as the increasingly popular mobile and wireless data communication.

      Prerequisite(s): CS 2350  with a grade of C- or better.
    Credits: 4.0

  

  • CS 3352 Computer Networks II

    This course provides an in-depth and practical understanding of computer data communication and modern computer networks. It also provides students with hands-on training on the design, troubleshooting, modeling, and evaluation of computer networks. Major topics includes network architecture, network protocols, major networking technologies, network security techniques, and the management of routers, switches including switch configuration, router configuration, and firewall configuration.

      Prerequisite(s): CS 2352   andCS 3350   or CS 3351  with a grade of C- or better.
    Credits: 4.0

  

  • CS 3380 Fundamentals of Networking and Information Security

    This course builds a deeper understanding of how networks work, including the topics of LANs, WANs, service providers, packets, hubs, routers, switches, physical layers, and Internet protocols.  It also introduces students to information assurance and security with a major focus on the following information security and information system technologies categories:  firewall, remote access protection, access controls, vulnerability assessment, penetration testing, forensics and anti-forensics, client security, perimeter defense, server security, intrusion detection, network security, and cyber defense.

      CS majors only Prerequisite(s): CS 2600   with a grade of C- or better and CS 2800   with a grade of C- or better.
    Credits: 3.0

  

  • CS 3400 System Administration

    Fundamental principles, problem solving, and best practices in configuring, integrating, upgrading, diagnosing, and managing computer systems software in stand-alone, networked, and multi-user contexts. Topics include: operating system fundamentals, understanding boot mechanism, system and device installation/configuration, user support, shell and Perl scripting for automating/facilitating management, systems services, applications software installation and support, security policies and practices, backup procedures, disaster recovery, establishing networking contexts, client-server issues, maintenance, operating system performance tuning, emulation, virtualization, multi-booting, multi-core & multi-processor load balancing, distributed computing, cloud computing environments, and current issues. Windows and Linux with X-Windows will be the primary platforms for exploration, hands-on work and preparation for certification exams.
    Credits: 4.0
  

  • CS 3401 System Administration

    Fundamental principles, problem solving, and best practices in configuring, integrating, upgrading, diagnosing, and managing computer systems software in stand-alone, networked, and multi-user contexts. Topics include: operating system fundamentals, understanding boot mechanism, system and device installation/configuration, user support, shell and Perl scripting for automating/facilitating management, systems services, applications software installation and support, security policies and practices, backup procedures, disaster recovery, establishing networking contexts, client-server issues, maintenance, operating system performance tuning, emulation, virtualization, multi-booting, multi-core & multi-processor load balancing, distributed computing, cloud computing environments, and current issues. Windows and Linux with X Windows will be the primary platforms for exploration, hands-on work and preparation for certification exams.

      Prerequisite(s): CS 2352   with at least a C-
    Credits: 3.0

  

  • CS 3410 Digital Logic and Computer Organization

    This course introduces the principles of design and analysis of digital components found in digital systems. It also discusses the design of functional units and how these units are organized into a computer system. Other topics such as typical architectures of computer systems, VLSI technology, and digital design software tools are also introduced. Course offered Fall and Spring Semesters. Students will be charged an additional Comp Science Lab Fee when enrolling in this course. Prerequisite(s): CS 2600  AND CS 2800 
    Credits: 3.0
  

  • CS 3420 Data Structure

    Concepts and implementations of lists, stacks, queues, trees, graphs, sorting and searching algorithms, hashing, memory management, and advanced data structure applications using object-oriented technology. Course offered Fall and Spring Semesters. Students will be charged an additional Comp Science Lab Fee when enrolling in this course. Prerequisite(s): CS 2400  AND CS 2600 
    Credits: 4.0
  

  • CS 3450 Operating Systems

    A course in operating systems with a system software perspective. Topics include computer system over-view; history, evolution, and philosophies; tasking and processes; process coordination and synchronization; scheduling and dispatch; physical and virtual memory organization; device managment; file systems and naming; security and protection; communications and networking; distributed operating systems; and real time concerns. Course offered Fall and Spring Semesters. Students will be charged an additional Comp Science Lab Fee when enrolling in this course. Prerequisite(s): CS 2800  AND CS 3420 
    Credits: 3.0
  

  • CS 3500 Software Engineering

    The course provides a hands-on experience with the issues and techniques of software engineering. A team project applying the techniques covered is the main focus of the course. This course introduces the fundamental principles and practices of software development process to produce quality software systems. Several development paradigms, processes, models, and methods will be discussed. The topics cover the entire software lifecycle that include requirement analysis and specification, design, implementation, testing, integration, maintenance/evolution, documentation, and project management. The course also introduces APIs, CASE tools and environments, as well as the UML (Unified Modeling Language). This course is both writing and technology intensive.  CS majors only Prerequisite(s): CS 3420   with a grade of C- or better 
    Credits: 3.0
  

  • CS 3550 Data Management Concepts and Applications

    This course provides an overview of data organization, data management, and data manipulation by applications. It will explore the enterprise perspective of managing data. The students will learn data integrity, data models, security, database integration, and various database administration issues. A significant data management project in query processing within a database environment will be included in the course.

      Prerequisite(s): CS 2010   with at least a C- and CS 2600  or CS 2650   with at least a C-
    Credits: 3.0

  

  • CS 3570 Fundamentals of Web-Based Information Technology

    Introduction to the Web Management, Web Page Design, and Website Development Topics:   Review of client-server model,  web-server configuration (in Linux and Windows), web protocols, HTML5 and several of its API’s, CSS formatting, JavaScript,  AJAX, Web2.0, server-side scripting (PHP, Node.js…), and other current technologies.  Programming will be required.


      Prerequisite(s): CS 2352   and CS 2400   or CS 2420   or CS 2421  with a grade of C- or better.
    Credits: 3.0

  

  • CS 3600 Parallel and Distributed Computing

    An introduction to the concepts, models, architectures, and programming methodologies for parallel and distributed computation.  Parallel algorithm design strategies (with patterns such as divide-and-conquer, map and reduce, master-workers) for multi-core, multi-processor, and network-based concurrency and parallelism by applying OpenMP. MPI, threads, semaphores, message-passing, and other coordination tools, both in tightly-coupled and networked environments.  Issues in shared memory, racing, and deadlock, and other problems will be addressed and resolved.         
    Actual coding projects will be in C++, Java, Hadoop, and other languages in support of these paradigms with appropriate API’s (application program interfaces).  Performance will be determined both by experimentation and analytic methods with respect to several measures such as time and space complexity.  


      Prerequisite(s): CS 3420   with a grade of C- or better 
    Credits: 3.0

  

  • CS 3660 Fundamentals of Information Assurance and Security

    This course introduces the fundamental theories and practices of information assurance and security. Topics include fundamentals of security principles, basic cryptography, security management, risk assessment, operations and physical security, software and network security, as well as ethical and legal issues.

     

      Prerequisite(s): CS 3350  or CS 3351   with at least a C- andCS 2352   with at least a C-
    Credits: 3.0

  

  • CS 3720 Design and Analysis Algorithms

    An introduction to the concepts, methodologies, and constructive models for formulating algorithms. Use of analytic techniques to determine the relative efficiency of algorithms with respect to several measures such as time and space complexity. Later topics introduce alternate models of computation such as probabilistic algorithms, parallel processing, and complexity classes (such as NP). Course offered Fall and Spring Semesters. Prerequisite(s): CS 3420  AND MATH 3240 
    Credits: 3.0
  

  • CS 3820 Programming Languages

    Design issues relevant to the implementation of programming languages. Topics include in-depth study and comparison of mechanisms for sequence control, data structure implementation and run-time storage management; conceptual study of programming language syntax, semantics, and translation; survey of major programming paradigms including procedural, functional, object-oriented, and logical; introduction to language constructs that support distributed and parallel computing. Course offered Fall and Spring Semesters. Prerequisite(s): CS 2800  AND CS 3420 
    Credits: 3.0
  

  • CS 3900 CIT Work Experience

    This course inculcates and reinforces professionalism, high standards of ethical deportment/character, productivity, and work experience in Computer Information Technology profession. This course requires successful completion of one of the following criteria in a CIT context for a minimum span of one semester: prior work experience, Student Technology Consultant (working for the Instruction & Research Technology office at WPUNJ), CS lab team work (with CS/CIT activities as assigned by the CS Lab Coordinator in the CS/CIT Department at WPUNJ), or completion of CS 3950  
    Credits: .0
  

  • CS 3950 Computer Information Systems Internship

    This course provides field experience in the Computer Information Systems profession. An agency provides the environment and general supervision during the experience while a faculty member meets with the student on an ongoing basis to relate the field experience to the Computer Information Systems profession. Course offered Fall and Spring Semesters. Prerequisite(s): CS 2550 
    Credits: 3.0
  

  • CS 3990 Selected Topics

    The course covers current topics of interest and importance in computer science that are not covered in any other course. The precise topics to be covered in this course are announced in the semester prior to the offering of the course. Course offered Fall and Spring Semesters.
    Credits: 1.0 - 6.0
  

  • CS 4020 Numerical Methods

    An introduction to numerical approximation methods and their analysis. Topics include non-linear equation solution, iterative methods, sets of equations, relaxation methods, interpolation, splines, numerical differentiation and integration, Euler’s method, curve fitting, and function approximation. The algorithmic design approach is emphasized. Course offered Spring Semester only. Prerequisite(s): CS 2600  AND MATH 1610 
    Credits: 3.0
  

  • CS 4035 Systems Analysis and Design

    This course provides a hands-on experience with the issues and techniques of systems analysis and design. A team project applying the methodologies covered is the main focus of the course. This course gives a comprehensive overview of systems analysis and design concepts and techniques, as well as the application of these techniques to information technology projects. Students will learn to analyze, model, and design information system using the latest tools and methodologies.
        
      CIT majors only Prerequisite(s): CS 2400   or CS 2420   or  CS 2421   with a grade of C- or better.
    Credits: 3.0
  

  • CS 4040 Computer Simulation

    Theory, programming methodology, algorithm design, and practical applications of computer simulation. Topics include: modeling of deterministic systems, stochastic systems, generation of random variables and distributions, queuing models, collection and analysis of statistics from runs. Applications in computer system and network design and performance. Assigned projects concentrate on programming simulation models using C/C++ and simulation languages such as GPSS or SIMSCRIPT. Course offered Fall Semester only. Prerequisite(s): CS 3420 
    Credits: 3.0
  

  • CS 4050 Systems Programming

    The course familiarizes the student with the organization, system libraries, and tools for software development in the Unix system. The student should leave this course with the ability to use system level facilities provided by Unix. Course offered Fall Semester only. Prerequisite(s): CS 3450 
    Credits: 3.0
  

  • CS 4051 Internet Applications With Java

    This course introduces Internet-based applications development with Java technology.  Topics include threads, concurrent programming, Internet applications, Java Database connectivity (JDBC), and GUI.  
      Prerequisite(s): CS 2400   or CS 2420   or CS 2421   with at least a C-. 
    Credits: 3.0
  

  • CS 4060 Applied Cryptography

    This course introduces students to the theories and practices of cryptography. Topics includes classical ciphers, modular arithmetic, hash functions, stream and block ciphers, public-key cryptography, key exchange, digital signatures, message authentication and their application to computer system and networking.

      Prerequisite(s): CS 3660   or CS 3380 ​  with a grade of C- or better.
    Credits: 3.0

  

  • CS 4066 Penetration Testing & Ethical Hacking

    This course introduces the principles and techniques associated with the cybersecurity practice known as penetration testing or ethical hacking. The course covers planning, reconnaissance, scanning, exploitation, post-exploitation, and result reporting. Students will learn how system vulnerabilities can be exploited and how to avoid such problems.

      Prerequisite(s): CS 3660   or CS 3380   with a grade of C- or better. 
    Credits: 3.0

  

  • CS 4070 Data Science Analytics

    This course provides a comprehensive coverage of data science and its application. Every stage of the CRISP-DM (Cross Industry Standard Process for Data Mining) process, which includes business understanding, data understanding, data preparation, modeling, evaluation, and deployment, will be studied. Students will learn the concepts of data warehousing, multi-dimensional data cubes, and OLAP (On-Line Analytical Processing) technologies. The topics of analytical techniques of association, classification, clustering, and anomaly detection in data mining and machine learning will be covered. Ethical and security issues in data science will be introduced.
         CS 3550   or CS 4400   with at least a C-
    Credits: 3.0
  

  • CS 4075 Data Mining and Data Analytics

    This course provides a comprehensive coverage of data analytics and its application. Every stage of the CRISP-DM (Cross Industry Standard Process for Data Mining) process, which includes business understanding, data understanding, data preparation, modeling, evaluation, and deployment, will be studied. To make sense of data (i.e., data analytics), data mining and machine learning techniques of association, classification, clustering, and anomaly detection will be covered. Students will also learn the concepts of data warehousing, OLAP (On-Line Analytical Processing), neural networks, as well as deep learning. Ethical and security issues in data science will be introduced. Prerequisite(s): CS 3550   or CS 4400  with at least a  C- and MATH 2300   with a minimum grade of C-.
    Credits: 3.0
  

  • CS 4080 Data Mining and Machine Learning

    This course covers the major topics in data science, emphasizing on knowledge discovery. The knowledge discovery process of data mining and machine learning - their concepts, principles, and techniques will be studied in depth. The various data mining and machine learning algorithms will be presented and their applications will be demonstrated using the R and Python programming languages and their machine learning packages.
        
      Prerequisite(s): CS 4070 with at least a C-
    Credits: 3.0
  

  • CS 4090 Parrallel and Distributed Systems

    The course provides a comprehensive coverage of the theories, practices, system architectures, information technologies, applications, and the latest developments of parallel and distributed systems. Topics include modern distributed computing technology such as computer clusters, virtualization, service-oriented architecture (SOA), massively parallel processors, peer-to-peer systems, cloud computing, social networks, and the Internet of Things.

      Prerequisite(s): CS 3352  or CS 3600   with a grade of C- or better 
    Credits: 3.0

  

  • CS 4100 Artificial Intelligence

    A study of classical and modern approaches to artificial intelligence including knowledge representation, search strategies, inference systems, logic programming, list processing, machine learning, natural language processing, and neural nets. Exercises in programming using current tools, COMMON LISP, or PROLOG. Students will be charged an additional Comp Science Lab Fee when enrolling in this course. Prerequisite(s): CS 3420   with a grade of C-
    Credits: 3.0
  

  • CS 4200 Compiler Construction

    An in-depth study of the principles and design aspects of programming language translation. The major components of a compiler are discussed: lexical analysis, syntactic analysis, semantics routines, and code generation. Alternative parsing strategies are presented and compared with respect to space and time tradeoffs. Course offered Fall Semester only. Prerequisite(s): CS 3820 
    Credits: 3.0
  

  • CS 4201 Database Driven Web Applications

    This course introduces the fundamentals of database-driven web applications as well as the programming technologies and techniques used to build them. Topics include extended coverage of HTML, JavaScript, Web server administration, database concepts, VB .NET, ASP.NET, and PHP. Students will be charged an additional computer science lab fee when enrolling in this course.  
       Prerequisite(s): CS 2400   or CS 2420  with at least a C- 
    Credits: 3.0
  

  • CS 4250 Computer and Network Security

    This course provides a comprehensive and balanced coverage of the basic concepts, principles, and practices of computer and network security. Topics include vulnerabilities of computer and information systems; privacy and integrity of information; security goals, policies, planning, implementation, and administration; legal and ethical issues security. Closely integrated into the above topics are technologies used to secure systems including access controls, cryptographic algorithms and tools; public key infrastructure and certificates for entity authentication; firewalls; VPNs;; intrusion detection and prevention systems.
    Credits: 3.0
  

  • CS 4300 Data Communications and Computer Networks

    Topics include basic concepts, principles, design procedures, and applications of data communication systems. ISO reference model for open system interconnection is used as the basis to discuss the functions and protocols of layered network structures. Also introduced are the evolutions trends of networking technologies, various types of networks from LAN to WAN, internetworking architectures, network security, management, and applications. Course offered Spring Semester only. Prerequisite(s): CS 3410  AND CS 3450 
    Credits: 3.0
  

  • CS 4400 Data Base Management

    Topics include data collection, representation, modeling, and storage; file versus database approach to data management; database environment; principles of logical and physical database design. Emphasis is placed on Entity-Relationship and relational data models. Other topics include client-server environment, database security and integrity, and database administration. A substantial project on the design and implementation of a database is assigned. Course offered Fall Semester only. Students will be charged an additional Comp Science Lab Fee when enrolling in this course. Prerequisite(s): CS 3420 
    Credits: 3.0
  

  • CS 4410 Computer Architecture

    An introduction to the architecture of digital computer systems. Structures of systems using processors memories, input/output devices, and interfaces as building blocks. Computer system instruction set design and implementation, including memory hierarchies and pipe-lining. Parallel processing and computer networking. Course offered Spring Semester only. Prerequisite(s): CS 3410  AND CS 3450 
    Credits: 3.0
  

  • CS 4450 Theory of Computation

    This course investigates formal machine models of computation, formal languages, and computability. This includes finite state automata, pushdown automata, Turing machines, languages and grammars, and how they are useful within computer science. Course offered Spring Semester only. Prerequisite(s): CS 3420 
    Credits: 3.0
  

  • CS 4500 CIT Seminar

    This course introduces professional issues and responsibilities in the field of information technology; IT governance and resource management, risk identification and evaluation, environmental issues, ethical, legal, and privacy issues, intellectual property, project management principles, communications, teamwork and conflict management, employability skills and careers in IT, and information systems principles.

       CIT majors; Seniors only Prerequisite(s): CS 3660  
    Credits: 3.00

  

  • CS 4610 Computer Graphics

    A rigorous study of concepts, theory, and algorithmic aspects of two and three dimensional computer graphics. Topics include graphics hardware and programming, file formats, algorithms for curves and image generation, splines, transformations, perspectives, illumination, shading, depth, solid-modeling, ray-tracing, animation, fractalization, texturing, and alternate rendering models. Programming in both general-purpose and ray-tracing languages. Course offered Fall Semester only. Students will be charged an additional Comp Science Lab Fee when enrolling in this course. Prerequisite(s): CS 3420 
    Credits: 3.0
  

  • CS 4700 Cloud Computing

    A rigorous study of the fundamental concepts, principles, and practices in the establishment, programming, and effective administration/management in Cloud Computing. We will review how Infrastructure, Software, and Platform are Services in various cloud models, modern aggregate and distributed computer systems, and networking. Analytic aspects for inquiry and critical assessment include several models
    of performance, scheduling, resource allocation, scalability, cost, configuration, maintenance, trouble-shooting, privacy, security, monitoring, availability, energyefficiency, and legal issues in the creation and application of cloud platforms. This course will focus on the theory, principles, algorithms, practices, applicationsprogrammingin, trade-offs and problem-solving in Cloud Computing, including hands on
    laboratory experiments and homework projects using preexisting clouds, specifically from Amazon, Google, and Microsoft. Case studies will be drawn from businesscontexts (IBM, Yahoo, Twitter, Facebook), scientific computation, and databases.  Students will be expected to set-up and explore several virtual machine models (in both Windows and Linux) and very small-scale clouds using OpenStack as part of the projectwork.
    Several programs will be written to run on these clouds both in class and as homework. Prerequisite(s): CS 3420  with a grade of C-  or CS 3380  or CS 3400  System Administration or permission of instructor
    Credits: 3.0
  

  • CS 4800 Computer Science Seminar

    This is the capstone course required of all computer science majors. The course is conducted in seminar form featuring internal as well as external speakers. Approximately two-thirds of the course covers current topics of interest in computer science and computing technology; the remaining one-third of the course is dedicated to social impact of computers and ethical issues faced by today’s computer professionals. Students are required to select a relevant topic and complete a substantial research-oriented project either individually or as a team. As the end of the project, students are expected to submit a substantial written report and orally present it to the public. Course offered Fall and Spring Semesters.  

    This is the capstone course for CS majors. One third of the course is dedicated to social impacts of computers and ethical issues faced by today’s computer professionals.  Students will also complete a major project that requires integration and application of knowledge and skills acquired in earlier course work.  Students will be charged an additional Comp Science Lab Fee when enrolling in this course. This course is writing intensive. 

      Computer Science Major with Senior Standing Students will be charged an additional Comp Science Lab Fee when enrolling in this course. Prerequisite(s): CS 3420   with at least a C-
    Credits: 3.0

  

  • CS 4900 Computer Science Senior Project

    This course provides qualified students an opportunity to work with faculty members in research and development projects in areas of current interest in Computer Science. Students are expected to carry out a meaningful project to be reviewed and approved by a panel of advisors. Course offered Fall and Spring Semesters.
    Credits: 3.0 - 6.0
  

  • CS 4950 Computer Science Internship

    This course provides a field experience in the Computer Science profession. An agency provides the environment and general supervision during the experience while a faculty member meets with the student on an ongoing basis to relate the field experience to the Computer Science profession. Course offered Fall and Spring Semesters.
    Credits: 1.0 - 3.0
  

  • CS 4990 Independent Study

    This course allows a student to pursue a topic of interest in computer science that is not covered by existing courses. Course offered Fall and Spring Semesters.
    Credits: 1.0 - 6.0

Curriculum & Instruction Early Childhood
  

  • CIEC 2000 Early Childhood Field Experience I

    This one day per week, semester long early childhood clinical experience is designed to provide P-3 certification teacher candidates with the opportunity to work with an experienced teacher in a preschool to grade 3 classroom. Candidates will develop an understanding of developmentally appropriate teaching practices and the elements of effective curricular design in P-3 classrooms. They will also gain experiences in leading individual, small group and whole group instruction, creating and selecting materials to facilitate learning, and developing classroom management skills. Candidates will develop and implement lessons designed for diverse learners in preschool to grade 3 settings. Course topics include lesson planning using backwards design, the cycle of assessment-planning-teaching, NJ state learning standards; professional dispositions of effective teachers; context for learning; and developmentally appropriate practices. Clinical supervisors will support reflective practice as evidenced in student journals, observe a minimum of two times and provide the candidate with written and oral feedback. An advanced application to the Office of Field Experiences is required for field placement, which will take place one full day per week.  Prerequisite(s): CIED 2070   Co-requisite(s): CIEC 3120  , CIEC 3220  
    Credits: 1.0
  

  • CIEC 2100 The Early Childhood Classroom Environment

    This course focuses on preparing and maintaining the early childhood learning environment in various settings from preschool through third grade. Arranging space and materials, scheduling, and organization of time within the context of developmentally appropriate curriculum are the components of the classroom climate. Students explore ways in which to insure that the environment reflects and supports the child’s home environment, diversity, special needs, constructivism, cooperative learning, emergent literacy, play, and various learning styles. Additionally, students examine formal and informal tools for observing, assessing, and evaluating learning in early childhood settings.
    Credits: 2.0
  

  • CIEC 2130 Teaching Young Children in A Technological World

    This course explores the integration of computers and other technology into the developmentally appropriate early childhood classroom. Teacher-candidates will learn how to select and evaluate software, appropriate werbsites, introduce children to technology, integrate computers across the curriculum, utilize computers to promote an anti-bias curriculum, and to communicate with families. Teacher-candidates will explore universal design and the many hardware and software options available for children with secial needs ( i.e. autism). Additionally, teacher candidates will use computers to plan curriculum and connect with the broader professional community. Prerequisite(s): ANTH 2020  AND PSY 2100  
    Credits: 2.0
  

  • CIEC 2200 Emergent Literacy in Early Childhood Education

    This course focuses on developing literacy (speaking, listening, reading, writing, and viewing) in young children. Theories, materials, and methods that develop literacy in developmentally appropriate environments from preschool through grade three are discussed. Family involvement, cultural and linguistic differences, integrating play, language, and literacy, performance assessments, and adaptations for special needs children are explored.
    Credits: 2.0
  

  • CIEC 2300 Curriculum I: Social Studies Integration and Assessment

    This course examines the thematic approach to curriculum development and integration through social studies concepts. The research on developmentally appropriate curriculum and authentic (performance based) assessment are presented and discussed. Students design integrated curriculum around social studies concepts and math and reading/language arts skills, connected to core curriculum standards. Students construct pre-K to grade 3 curriculum and performance-based assessment by utilizing children’s literature, divergent questions, conceptual themes, brain research, learning styles, and multiple intelligences.
    Credits: 2.0
  

  • CIEC 3000 Practicum in Early Childhood Education

    This two-day-per-week, semester-long, early childhood practicum is designed to provide P-3 certification students with the opportunity to work with an experienced, certified teacher in a preschool-grade 3 setting. Students are assisted in understanding and implementing developmentally appropriate teaching practices, individual and small group instruction, teaching lessons in each subject area, teaching the class for a full morning or day, and demonstrating progress in classroom management skills. Students meet in frequent seminars and are observed by a college supervisor who reads weekly student journals. An application needs to be completed through the Office of Field Experiences.
    Credits: 1.0
  

  • CIEC 3100 Inclusion, Second Language Learners, and Differentiated Instruction

    This online course will focus on developmentally appropriate methods of differentiating instruction for all students. This class will present theory and strategies to teach students who are English language learners. The course will also present theory and strategies to identify and teach preschool and elementary school students who may have mild to moderate disabilities, including learning disabilities and autism.. Connections will be made between various instructional models and individual student needs. Topics include core content curriculum methodology; second language acquisition; using the curriculum to facilitate second language learning; adaptation and modification strategies to address academic, behavioral, social, and emotional needs; methods to incorporate assessment results in IEP goals and objectives; and ways to develop and implement evaluation procedures to assess student progress. As a Writing Intensive course students will engage in writing-to-learn strategies (such as blackboard discussion, observational journals, and reading logs), as well as learn and apply skills for writing to communicate as professionals in the field of education. Prerequisite(s): CIED 2030  OR CIED 2040
    Credits: 2.0
  

  • CIEC 3120 Language and Literacy in Early Childhood Education

    This course is designed to help teacher candidates develop an understanding of the theory, research, and practice of young children’s development of language and literacy in preschool- grade 3 classrooms. Teacher candidates will gain an understanding of how children develop as listeners, speakers, readers and writers, as well as instructional practices that support this development. Candidates will demonstrate their ability to blend theory and developmentally appropriate practices in the creation and implementation of learning experiences that that are aligned to the NJ Student Learning standards. In addition, candidates will develop a working knowledge of assessment-driven literacy instruction. Topics and themes woven throughout the course include valuing and supporting linguistic diversity, strategies for working with English language learners and children with special needs, family partnerships, print-rich environments, and current technologies to support all language and literacy learners. Prerequisite(s): CIED 2070   Co-requisite(s): CIEC 2000  
    Credits: 3.0
  

  • CIEC 3220 Early Childhood Environments and the Arts

    This course will focus on the developmentally appropriate early childhood classroom learning environment and the integration of the visual and performing arts across the core content areas (language arts, math, social studies and science) within preschool to grade three classrooms. The integration of the arts in a STEAM curriculum and the design of Makerspaces will be emphasized. Teacher candidates will learn how to design, evaluate and plan for healthy, respectful, and challenging environments and curricula that address children’s development across these domains: aesthetic, affective, cognitive, language, physical, and social and which reflect and support family partnership; diversity, play, children’s home environments, languages spoken, universal design (i.e. environmental supports, access to technology), special needs and various learning styles. Arranging and evaluating space, scheduling, transitions and organization of time are the components of the classroom climate. Candidates will demonstrate their understanding of basic terminology (academic vocabulary), elements, principles, materials and processes utilized in visual art, music, dance and theatre; their understanding of children’s stages of artistic development; their knowledge of why works of art are created and the processes for responding to works of art. Prerequisite(s): CIED 2070 Co-requisite(s): CIEC 2000  
    Credits: 2.0
  

  • CIEC 3300 Language Arts & Social Studies Integration and Assessment

    This course will examine an integrated approach to language arts and social studies preschool to grade 3 curricula. Critical literacy will serve as a vehicle for the integration of social studies and language arts content, including the acquisition of literacy and 21st century skills. Teacher candidates will demonstrate their understanding of the cyclical relationship among planning, instruction and assessment with consideration to children’s personal, cultural and community assets, as well as readiness, interests, learning styles and accommodations for special needs and English language learners. Teacher candidates will also demonstrate the ability to design authentic assessments, and to reflect upon and analyze student learning using assessment data to inform future teaching and learning.  Prerequisite(s): CIEC 2000   Co-requisite(s): CIED 3140  
    Credits: 3.0
  

  • CIEC 3510 Math and Science in Early Childhood Education

    This course examines teaching, learning, and assessment of mathematics and science concepts in early childhood (birth through age eight).  Teacher-candidates will learn how children construct knowledge and develop logical thinking in mathematics and science, with emphasis on creating developmentally appropriate curricula that integrate math and science experiences with children’s developing language and literacy skills and other content domains. Students utilize the NCTM (National Council of Teachers of Mathematics) Standards, New Jersey Student Learning Standards in Mathematics and Science, and New Jersey Preschool Teaching and Learning Standards to explore socio-linguistic and constructivist ways of enriching children’s math and science experiences in settings from preschool through grade three.   Prerequisite(s): CIEC 2000   Co-requisite(s): CIED 3140  
    Credits: 3.0
  

  • CIEC 3650 Creative Arts and Children’S Literature in Early Childhood Education

    This course focuses on the exploration of methods of curriculum development that weave children’s literature and the arts (fine arts, dramatic play, and music/movement) in programs for young children (preschool-grade 3). A thematic, multicultural approach is stressed. Students will learn to choose and evaluate literature for children and to plan and implement developmentally appropriate music, dramatic play, and art experiences that extend exemplary literature (folktales, fairytales, contemporary picture books, poetry, etc.) into the child’s world.
    Credits: 2.0
  

  • CIEC 3680 Curriculum Planning and Assessment in Early Childhood Education

    This course examines the thematic approach to curriculum development and integration across content domains and specifically geared to curriculum planning in the preschool classroom. The research on developmentally appropriate curriculum and authentic (performance-based) assessment is presented and discussed. Students design integrated curriculum around social studes and science concepts and math and reading/language arts skills connected to Preschool Teaching and Learning Expectations. Students construct pre-K curriculum and performanced-based assessment by utilizing children’s literature, divergent questions, conceptual themes, brain research, learning styles, and multiple intelligences.
    Credits: 2.0
  

  • CIEC 3700 Technology in Early Childhood Education

    This course explores the integration of computers and other technology into the developmentally appropriate early childhood classroom. Students learn how to select and evaluate software, introduce children to technology, integrate computers across the curriculum, and utilize computers to promote an anti-bias curriculum, and to communicate with families. Additionally, students use computers to plan curriculum and connect with the broader professional community.
    Credits: 2.0
  

  • CIEC 3990 Selected Topics

    This course is designed to help preservice early childhood education majors explore ways to enhance literacy in classrooms. Students will engage in activities that include storytelling, puppetry, and bookmaking. Emphasis is on integration of the language arts in developmentally appropriate classrooms.
    Credits: 1.0 - 6.0
  

  • CIEC 4990 Independent Study

    As approved and to be arranged.
    Credits: 1.0 - 6.0
  

  • CIED 2150 Professional Reading and Writing Strategies for Educators

    This course aims to deepen future educators research-based nonfiction composition and comprehension strategies. Students will analyze various modes of nonfiction writing and reading. In reading, students will examine nonfiction passages to identify author’s purpose, theorize the main idea, make text-based inferences using supporting details, and determine word meaning using context clues. Students will then apply the close-reading strategies to an analysis of school communication documents ( i.e., educator newsletters; educator websites; notices to families/guardians; statements regarding educator philosophies; and responses to family emails). In writing, students will learn to write within various modes (research-based expository, persuasive, educator professional communication) and review the rules of grammar, capitalization, and punctuation. Students will review student work samples for language errors and practice the art of presenting constructive and caring feedback. Throughout the course, students will be engaged in observing teacher modeling; participating in guided practice; and independently practicing new strategies with the support of peer-peer conferences and teacher-peer conferences. Permission required
    Credits: 3.0

Curriculum & Instruction Education
  

  • CIED 2030 Teaching As A Profession

    This course examines the historical and philosophical foundations of education, including introductory knowledge of lesson planning, classroom management, generic teaching methods, special education, learning styles, child development, legal issues, a code of ethics, multicultural education, and the role of reflection in teaching. Current issues are discussed such as vouchers, charter schools, and the roles of local, state, and federal governments in funding public education. Students conduct twenty hours of observations in P-3 (early childhood), K-5 (elementary), 5-8 (middle schools), or 9-12 (subject field) classrooms and assess their own abilities in relation to WPU Competencies and New Jersey Professional Teaching Standards. Students are introduced to e-portfolios, assess their dispositions, and develop an educational philosophy.As this is a Writing Intensive course, teacher candidates learn and apply skills that will allow them to write successfully for multiple audiences in the profession (students, parents, colleagues, and administrators). Teacher candidates also develop lesson plans and philosophy statements, creating multiple drafts and revisions of work based on peer and instructor feedback. They also engage in writing-to-learn strategies such as Double Entry Journals, free-writing activities, concept mapping, and journaling to reflect upon key concepts in education. Sophomore standing is recommended. Prerequisite(s): ANTH 2020  AND CS 2150  AND PSY 1100  
    Credits: 3.0
  

  • CIED 2050 Foundations of Bilingual and Multicultural Education

    This course will provide participants with the knowledge necessary for understanding the historical, political, legal, social and educational aspects of bilingual and multicultural education and how such knowledge influences teacher practices in Bilingual and ESL progams. Critical discussion of historical and current stuggles for access to education in American history is central to this course. Another key focus of this course is learning about methods through which teachers can effectively explore and celebrate the diversity in language, culture, religion, gender, ability and other areas inherent in American classrooms through engaging in culturally relevant instruction; incorporating meaningful, authentic assessment; and including multiple perspectives throughout the curriculum. New research in the areas of bilingual and multicultural educatIon will be examined, and students will analyze and apply best practices based on this research. This course fullfills UCC Area 4-Diversity and Justice. 
    Credits: 3.0
  

  • CIED 2070 Educational Practices in Inclusive Classrooms

    This writing intensive course provides a knowledge base in teacher dispositions, national and state standards that provide the framework and sequence for academic achievement, lesson plan development, differentiated teaching strategies and assessments, family/school connections, learning environment, and classroom management.   Teacher candidates explore how teachers can build upon the personal, cultural, and community assets that P-12 students bring to school to design varied learning experiences that contribute to the success of every student in school, regardless of their learning needs.  Candidates will examine the intersection of influences upon learning of cultural and linguistic status and learner characteristics of different disabilities in physical, emotional, cognitive, and socio-behavioral domains.  Teacher candidates examine the procedures for identifying, assessing, and providing services for P-12 students with disabilities.  The course meets at WPU and has a 20-hour school observation component where students observe classroom practices in special education or inclusive classrooms.   All sections are writing intensive.

    Prerequisites
    • Met all requirements to progress in the professional education sequence: requirements include completion of 60 or more credits, a GPA of 3.0 or above; a passing score on the PRAXIS Core Academic Skills for Educators; an interview.
      Prerequisite(s): • Met all requirements to progress in the professional education sequence: requirements include completion of 60 or more credits, a GPA of 3.0 or above; a passing score on the PRAXIS Core Academic Skills for Educators; an interview.
     
    Credits: 3.0

  

  • CIED 2120 Child Development and Learning

    This course explores child development and learning in physical, cognitive, linguistic, social, moral and emotional domains from birth through adolescence, and the application of knowledge of child development in educational settings spanning preschool through high school.  In addition to exploring issues central to developmental theories and principles, the role of children’s context and culture, as well as research on child development will be examined. Within the course embedded P-12 school field experience, students will have opportunities to observe children, understand their development and learning, and analyze classroom practices and children’s behavior through the lenses of a range of psychological theories.  The course employs a combination of readings, concept elucidating activities, observations, virtual and field based case study analyses, mini-research projects, and self-examination.

    Prerequisites: None
    Credits: 3.0

  

  • CIED 2130 Introduction to Educational Technology and Assessment

    This course focuses on two areas: the use of assessment and technology to inform instruction and enhance student learning.

    In Part I, teacher candidates are introduced to foundational concepts and skills in assessment, emphasizing the principles of design, selection, and validation, and the appropriate use of formal and informal developmentally appropriate assessments that are integrated with and support learning and align with classroom instruction in P-12 settings.  This course focuses on methods for selecting, designing, and differentiating assessments which are aligned with New Jersey Student Learning Standards including but not limited to rubrics, formative assessment, performance assessments, and assessments of higher-order thinking. Candidates will also be introduced to concepts and skills related to the grading and evaluation of students, and interpreting state-mandated and other standardized testing scores.  The course also discusses fundamental principles of assessment such as reliability and validity. 

    In Part II, teacher candidates are introduced to the appropriate use of educational and assistive technology as well as the history, theoretical foundations, and current research on critical issues and trends in this field. Specifically, teacher candidates will learn how to incorporate a variety of content-neutral and content-specific technologies into the curriculum and assessment efforts to address New Jersey Student Learning Standards, technology literacy standards and the national educational technology standards. Additionally, this course will provide an opportunity for teacher candidates to explore the usage of assistive technologies in inclusive classrooms and environments. The exploration of the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools will also be studied.  Consequently, teacher candidates will be able to identify, develop and apply a variety of technologies and discover the ways in which technology use shapes teachers, learners, pedagogical practices, and even the fundamental meanings of education, learning, and schooling. Prerequisite(s): CIED 2120   and 60 or more credits with a minimum GPA of 3.00; Passing CORE ot passing score on SAT or ACT and an interview.
    Credits: 3.0

  

  • CIED 2140 Developing Pedagogical Content Knowledge in K-6 Mathematics

    The purpose of this course is to develop teacher candidates’ specialized content knowledge and pedagogical content knowledge in the mathematics topics taught in the elementary school curriculum. The goal is to provide opportunities for students to explore the eight Standards for Mathematical Practice, outlined in the New Jersey Student Learning Standards for Mathematics. The content of the course follows the recommendations for the New Jersey Learning Standards, principles and standards for school mathematics developed by the National Council of Teachers of Mathematics, (NCTM, 2014, NCTM 2000, NCTM, 2002), and reflects performance expectations for K-6 students on statewide and other standardized assessments. 
        
      Prerequisite(s): Prerequisites:  One college math course; For Early Childhood and/or Elementary Education student. 
    Credits: 3.0
  

  • CIED 2200 Globalization and Education

    Globalization and Education: Perspectives on Teaching and Learning examines teaching and learning practices at play in a dynamic global context. The course aims to develop a foundation for global understanding of national education systems from a comparative point of view and places teaching and learning in social, economic, cultural, religious, and political contexts. The course of study provides students foundational knowledge in relation to global, transnational and national schooling policies and practices that, once implemented, become local instruments of national education policy. Students will identify and explore critical global education issues and national policies such as privatization, corporatization, and public investment that impact local school traditions and often result in cultural and political conflict. Students will explore in depth global education reform and global understanding which are essential foundations for teaching and learning in the 21st century. The course content will be based upon an examination of national systems of education from UNESCO Education for All findings, member countries and partners in the Organization for Economic Cooperation and Development (OECD) and the reported outcomes from the Programme for International Student Assessment (PISA). 
    Credits: 3.0
  

  • CIED 2400 History of Modern Education

    This course introduces students to the discipline of history by exploring the development and uses of education in the context of the formation of the modern world from the 18th century to the present.  It traces how educational ideas, institutions, and policies interacted with political, economic, social, and cultural developments among the principal regions of the world - Europe, the Middle East, Africa, Asia and the Americas - from the Atlantic Revolutions and their aftermath to our contemporary era.  Topics include: how historians study history, and the impact of the Enlightenment, Atlantic Revolutions, Industrialization, “New” Imperialism, Nationalism, Cold War, and globalization on educational ideas, institutions, and policies.  This course meets the UCC Area 3B: Historical Perspectives requirement.

    Pre-requisites:  None
    Credits: 3.0

  

  • CIED 3050 Teaching Methods English Language Learners

    This course examines the theory and practice, materials, techniques and assessment necessary for the teaching of English to linguistically diverse children. The course employs a realistic, application-based approach, encouraging teacher candidates to create lesson plans and assignments and then modify them to meet ELLs’ learning needs. Teacher candidates will engage in meaningful learining experiences with a student learning English. Learning to structure the mainstream classroom environment so that its climate and culture address the emotional and academic needs of all students is also a primary focus of this course. Prerequisite(s): CIED 2030  and CIED 2050 .
    Credits: 3.0
  

  • CIED 3100 Children’s Book Illustration: Visual Literacy and Social and Emotional Learning

    This online course aims to introduce students to creative approaches for PreK-12 classroom instruction through the study of children’s book illustration. Students will be introduced to aesthetic perspectives of diverse illustrators and examine how words and images coalesce in celebrated children’s books. Students will explore illustrators use of collage, photography, watercolor, acrylic, ink, and calligraphy in the design of children’s books in the content areas of science, math, social studies and language arts. Aligned with an understanding of the artistic components of children’s book illustration, students will learn about the social and emotional messages in text and illustrations and how to promote them in the classroom. This course is designed for students with a wide range of intellectual interests advancing visual literacy. 
     
    Credits: 3.0
  

  • CIED 3140 Professonal Learning Seminar I

    This seminar supports teacher candidates during the first semester of their year-long clinical practice.  Guided by faculty, teacher candidates discuss, inquire, reflect and provide peer-to-peer feedback on the expectations of practice and the cycle of effective teaching. Teacher candidates also prepare for the edTPA assessment which will be completed in the second semester of their year-long clinical practice. Seminar sessions are held face-to-face and via online collaborations.


      Co-requisite(s): EDUC 4200   or EDUC 4110   or EDUC 4280  
    Credits: 2.0

  

  • CIED 3240 Professional Learning Seminar II

    This seminar supports teacher candidates during the second semester of their year-long clinical practice.  Guided by faculty, teacher candidates 1) discuss and reflect on current issues in education and their teaching experiences; 2) prepare for their careers as teachers (e.g. resume writing, interviewing skills, organizing credential files; 3) gain a deeper understanding of how schools work and the significance of community and family partnerships, and 4) prepare for the submission of the edTPA portfolio assessment. Seminar sessions are held face-to-face and via online collaborations.

    This course is Writing Intensive.


      Prerequisite(s): CIED 3140   Co-requisite(s): EDUC 4240  or EDUC 4210  or EDUC 4290  
    Credits: 3.0

  

  • CIED 3990 Selected Topics

    A topic not covered by an existing course is offered as recommended by the department and approved by the dean.
    Credits: 1.0 - 6.0
  

  • CIED 4990 Independent Study

    As approved and to be arranged with instructor and by chairperson.
    Credits: 1.0 - 6.0
  

  • EDUC 4200 Clinical Practice I - Early Childhood

    This clinical internship course provides teacher candidates with the opportunity to connect theory to practice through observing, teaching and reflecting upon their teaching within a P-12 school setting.  Mentored by the clinical educator and clinical supervisor, teacher candidates work with a clinical educator within a P-12 classroom setting that is appropriate for his/her certification three days per week to practice the effective cycle of teaching and expectations of professional practice.  Teacher candidates are observed and are provided feedback on planning, implementing, assessing and reflecting on their teaching by a clinical supervisor a minimum of four times. Through practicing the cycle of effective teaching candidates prepare for formal submission of edTPA by implementing and reflecting on a learning segment as detailed edTPA handbook. This clinical internship requires the teacher candidate to attend their clinical placement a minimum of seven (7) hours per day, three (3) days per week for the length of a full semester.   Prerequisite(s): All pre-clinical practice courses in the professional sequence including
    CIEC 2000  
    CIED 2070  
    CIED 2130  
    CIEC 3220  
    CIEC 3120  
    Have taken all appropriate PRAXIS Subject Assessment(s) for certification(s) sought Co-requisite(s): CIED 3140 ,CIEC 3510 ,CIEC 3300  
    Credits: 1.0

Curriculum & Instruction Elementary Education
  

  • CIEE 2050 New Jersey Studies Teachers

    Develops the student’s understanding of the comprehensive scope of New Jersey studies. Its content is drawn from the social and natural sciences, incorporating significant concepts and generalizations. Provides a content base for prospective teachers preparing to meet state studies requirements and needs.
    Credits: 3.0
  

  • CIEE 2100 Growth Processes of The School Aged Child

    A study of the principles and applications of growth and learning processes as they affect the child in the school setting. Specific units on positive and negative exceptionality, physical education, health education and substance abuse are included.
    Credits: 3.0
  

  • CIEE 2130 Teaching in A Technological World

    This is an introductory course in the use of educational and assistive technology in the teaching and learning process. Teacher candidates will learn how to infuse technology into the curriculum to address NJCCCS and technology literacy standards as well as meet the needs of learners from diverse backgrounds (e.g., differences in social class, gender, race, ethnicity, language, sexual orientation, age, and special needs). Toward the end of the course, candidates will also explore the use of technology to create and electronic protfolio for their own professional development. Prerequisite(s): ANTH 2020  AND PSY 1100  
    Credits: 2.0
  

  • CIEE 3010 Practicum and Seminar

    The practicum is a two-day per week, 13 week experience, including two full weeks at the end of the semester. During the last two weeks of Practicum, teacher candidates implement their Teacher Work Sample lesson plas woich they have developed during the semester. Practivcum is designed to provide K-5 and K-5/5-8 certification students with the opportunity to work with an experienced teacher in developing professional knowledge, as well as humanistic and reflective practices. Teacher candidates are assisted in identifying and meeting major goals: small group instruction, managing the classroom for a full morning or day, and demonstrating classroom management skills. Teacher candidates meet in a weekly seminar in which they discuss classroom issues and reflections described in their Contextual Factor Journals. Also, they discuss the development of their e-portfolios.. Students are formally observed a minimum of two times during the semester by a University Supervisor who also reads their Contextual Factor Journals.. By advanced application in Office of Field Experiences.
    Credits: 1.0
  

  • CIEE 3110 Inclusion, Second Language Learners, and Differentiated Instruction

    This course focuses on developmentally appropriate methods of differentiating instruction for all students. This class presents theory and strategies to teach students who are English language learners. This course also presents theory and strategies to identify and teach elementary students who may have mild to moderate disabilities. Connections are made between various instructional models and individual student needs. Topics include core content curriculum methodology, second language acquisition, using the curriculum to facilitate second language learning, adaptation and modification strategies to address academic, behavioral, social, and emotional needs, methods to incorporate assessment results to IEP goals and objectives, and ways to develop and implement evaluation procedures to assess student development.
    Credits: 2.0
  

  • CIEE 3120 Literacy and Learning in Inclusive Classrooms

    This course focuses on selected research-based language arts instructional approaches and models used in elementary classrooms.  Teacher candidates explore the research base and theoretical rationales for different approaches to teaching reading and writing, and examine key components of literacy instruction in the different models.  They study and practice methods for assessing learners, and planning instruction in foundational skills, language, speaking and listening, comprehending text, content area literacy, and writing.  Special emphasis is placed on the Readers and Writers Workshop model, in which teachers model reading and writing strategies and guide students’ independent application of strategies to comprehension and composition of texts. This course is part of the second semester series of education courses and 2/3 of the course is held in the field, in a K-6 literacy classroom. Teacher candidates plan and implement literacy lessons and reflect on the impact of their instruction in their field setting. Prerequisite(s): CIED 2070 and CIED 2130  
    Credits: 3.0
  

  • CIEE 3200 Language Arts and Literature

    This language arts and literature course is designed for preservice teachers who are working with or will be working with students in an N-8 setting. The major foci of the course are an exploration of methods that weave language arts and literature through the curriculum and the development of critical thinking skills. A thematic/multicultural approach to language arts, literature and aesthetics in life is stressed. Concepts developed in Literacy and Learning are applied to each language mode (listening, speaking, reading and writing) in relation to a literature core.
    Credits: 2.0
  

  • CIEE 3220 Social Studies with Arts Integration

    This course will prepare preservice teacher candidates (TCs) to build a conceptual base in the social studies (history, civics, cultural studies, political science, and other social sciences for elementary and middle school students) and language, visual and performing arts (music, dance, visual arts and theater) for facilitating learning for elementary students.  TCs will explore New Jersey Core Curriculum Content, Common Core, and National Council of Social Studies (NCSS) Standards in order to plan lessons that develop social studies, literacy, and aesthetic knowledge for students in today’s inclusive classrooms. Understanding the New Jersey Core Curriculum Content Standards in the Arts (K-6) will allow TCs to explore, engage in, and evaluate interdisciplinary pedagogies to be implemented in the classroom. Diverse hands-on methodologies, differentiated teaching strategies and reflective assessments focusing on critical thinking and problem-solving skills will be intrinsic to this integrated course.

     

      Prerequisite(s): CIEE 3290  and CIEE 3120  
    Credits: 3.0

  

  • CIEE 3230 Arts and Creativity Methods and Assessment For K-5

    Candidates will explore the visual arts, movement, sound, and theater. They will discover how the arts and other expressive media that contribute to creative forces and critical thinking in elementary school students. Through the use of different art forms and materials, future teachers learn that they can become more creative, interesting and thought-provoking teachers.They learn how to integrate the arts and use themas tools or medums for teaching other core subjects in the curriculum. Candidates are provided with an understanding of the creative and aesthetic potential in children. They are given opportunities to experiment with appropriate media and to consider programmatic and curricular possibilities for implementation in a diverse school setting.
    Credits: 2.0
  

  • CIEE 3240 Learning and Assessment in Mathematics

    Students explore principles and theories of mathematics education as well as techniques for teaching and assessing mathematics knowledge in grades N-8 that are consistent with the NCTM’s Curriculum and Evaluation Standards for Teaching Mathematics (1989). The course emphasizes teaching mathematics from the point of view of the learner and covers topics ranging from preschool counting skills to algebra concepts and procedures in middle school. Cooperative problem solving, experience with manipulative materials, writing about mathematics, and case study analysis prepare prospective teachers to work with diverse learners. The course work is coordinated with a field experience in which students apply their learning to the classroom.
    Credits: 2.0
  

  • CIEE 3250 Arts and Creativity in Education

    Exploration and discovery in the arts, movement, sound and other expressive media that contribute to influencing the creative forces in children. Future teachers are provided with an understanding of the creative and aesthetic potential in children. They are given opportunities to experiment with appropriate media, and they consider programmatic possibilities for implementation in the school setting.
    Credits: 2.0
  

  • CIEE 3260 Science and Arts Integration

    This course will prepare preservice teacher candidates (TCs) to build a conceptual and tactical knowledge base in science (life, physical, earth and space, and engineering content and practices) and the visual and performing arts (music, dance, visual arts and theater) for facilitating learning for elementary students.  TCs will explore the Next Generation Science Standards’ three dimensions in order to plan active inquiry lessons to develop scientific knowledge for all students.  Understanding the New Jersey Core Curriculum Content Standards in the Arts K-6 will allow TCs to explore, engage, explain, and evaluate interdisciplinary pedagogies to be implemented in the classroom. Diverse hands-on methodologies, differentiated teaching strategies and reflective assessments focusing on critical thinking and problem-solving skills will be intrinsic to learning. The science and arts integration course will nurture TCs’ curiosity to enable integrated teaching and learning of the natural and man-made global environment for the inclusive classroom

      Prerequisite(s): CIEE 3290  and CIEE 3120  
    Credits: 3.0

  

  • CIEE 3270 Science Education and Natural Phenomenon

    Students will develop their abilities to introduce scientific facts, ideas, and methods of problem-solving in the classroom. The course includes planning a science program for the elementary school, selecting and presenting information and ideas in the classroom, the selection of appropriate books, media, supplies and equipment, and the use of field trips. Work is related to field experiences.
    Credits: 2.0
 

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