May 19, 2024  
2018-2019 Undergraduate Catalog 
    
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2018-2019 Undergraduate Catalog [ARCHIVED CATALOG]

Courses

 

Spanish
  

  • SPAN 3300 Spanish Literature of the Twentieth Century

    Selective study of major literary figures and significant trends in twentieth-century Spanish literature. Emphasis on such figures as Baroja, Unamuno, Azorin, ValleInclan, Ortega y Gasset, Benavente, Perez de Ayala, Machado, Jimenez, Salinas, Lorca Guillen, Aleixandre, Sastre, Gironella, Cela, and Laforet. Prerequisite(s): SPAN 2500  
    Credits: 3.0
  

  • SPAN 3310 Golden Age of Spain

    The great creations of the Spanish Golden Age. El Lazarillo de Tormes and El Buscon are read as examples of picaresque novels. Fray Luis de Leon, Santa Teresa de Jesus, and San Juan de la Cruz are read as examples of mystical literature. An introduction to Novelas Ejemplares and Don Quixote is also included. Prerequisite(s): SPAN 2500 
    Credits: 3.0
  

  • SPAN 3320 Theatre of Golden Age

    A study of the development of the national theatre of Spain through the plays of Lope de Vega, Tirso de Molina, Mira de Amescua, Calderon de la Barca, Alarcon, Guillen de Castro, and others. Prerequisite(s): SPAN 2500 
    Credits: 3.0
  

  • SPAN 3330 The Literature of Spain Until the Renaissance

    A study of the literature of Spain from the fifth through the fifteenth centuries. Periods, genres, styles, and schools, and a selection of major and minor authors and works, such as the Cantar de Mio Cid, Milagros de Nuestra Senora, Libro de Alexandre, Cantigas de Santa Maria, Libro de Buen Amor, Celestina, and the poetry of Jorge Manrique and the Marques de Santillana. Includes an introduction to regional and non-Castilian literature in Spanish translation. Prerequisite(s): SPAN 2500  
    Credits: 3.0
  

  • SPAN 3340 Romanticism in Spain

    A study of poetry and prose of the Spanish romanticists. In the post-romantic period special attention is given to Becquer and the aesthetics of the new poetry. Prerequisite(s): SPAN 2500 
    Credits: 3.0
  

  • SPAN 3350 Modern Latin American Theater

    A study of the evolution of the Latin American theater from its origins in the nineteenth century to the present. Representative works by Arrivi, Buenaventura, Dragun, Gorostiza, Marques, Solorzano, Sigli, Villaurrutia, Wolff, and others are studied. Taught in Spanish. Prerequisite(s): SPAN 2500  Cross Listed Course(s): (Cross-listed with LAS 3350 .)
    Credits: 3.0
  

  • SPAN 3370 Romantic Theatre Spain

    The emergence and development of the romantic theatre in Spain; in-depth study of such works as Don Alvaro o la fuerza del destino, El Trovador, Don Juan Tenorio, Los Amantes de Teruel. Prerequisite(s): SPAN 2500 
    Credits: 3.0
  

  • SPAN 3380 The Literature of Spanish America to Modernismo

    Studies the main literary currents, authors, and works from the Colonial period to the 1870s. Emphasis is given to particular authors who have made a significant contribution to the literary personality of Latin America. The study starts with the diaries of Christopher Columbus and continues until the first literary movement originated in Latin America, Modernismo. Taught in Spanish. Prerequisite(s): SPAN 2500   Cross Listed Course(s): (Cross-listed with LAS 3380 .)
    Credits: 3.0
  

  • SPAN 3390 The Modern Literature of Spanish America

    The course studies the trajectory of Latin American literature from Modernismo to the present. Emphasis is given to the “ismos” of the turn of the century, the “novelas de la tierra,” “indigenismo,” “novelas de la revolucion,” and the contemporary novel among others. Taught in Spanish. Prerequisite(s): SPAN 2500  Cross Listed Course(s): (Cross-listed with LAS 3390 .)
    Credits: 3.0
  

  • SPAN 3400 Narratives of the Mexican Revolution

    An overview of the narratives of the Mexican revolution from those that depict the conditions that prompted the armed movement to those that portray the disillusionment of a failed and betrayed revolution. Prerequisite(s): SPAN 2210 AND SPAN 2500   Cross Listed Course(s): (Cross-listed with LAS 3400 .)
    Credits: 3.0
  

  • SPAN 3410 Contemporary Dominican Literature

    A selective study of the major figures and literary trends of contemporary Dominican literature, the course examines the connections between the most recent narrative and the preceding literacy tradition Prerequisite(s): SPAN 2210 AND SPAN 2500  Cross Listed Course(s): (Cross-listed with LAS 3410 .)
    Credits: 3.0
  

  • SPAN 3430 The Novel of Latin America

    A study of the major authors of the last forty years and their works. The course emphasizes Boom and post-Boom narrative. Historical, aesthetic, and social developments, and philosophical influences are some of the main areas covered in the course. Taught in Spanish. Prerequisite(s): SPAN 2500  Cross Listed Course(s): (Cross-listed with LAS 3430 .)
    Credits: 3
  

  • SPAN 3460 19th Century Novel of Spain

    Selective study of the major novelists and significant trends in nineteenth-century Spanish novel. Emphasis on such figures as Alarcon, Pereda, Valera, Galdos, Pardo Bazan, and Alas. Prerequisite(s): SPAN 2500  
    Credits: 3.0
  

  • SPAN 3510 Introduction to Interlingual Communication

    Presentation of the various factors involved in communication and of the differences between oral and written com-muni-cation. Introduction to translation and interpretation as process of interlingual communication: types of translation; modes of interpretation; work of translators and interpreters. Improvement of active and passive skills in A and B languages. Development of oral/aural skills required for interpretation. Simple oral and written language-switching exercises. Prerequisite(s): SPAN 2500  
    Credits: 3.0
  

  • SPAN 3520 Introduction to Written Translation

    Analysis of source texts: units of meaning, context, situation. Introduction to types of translation equivalence. Translation exercises using general texts. Prerequisite(s): SPAN 3510  
    Credits: 3.0
  

  • SPAN 3630 Span Methodology and Pedagogy

    This course is designed to provide students the opportunity to learn about the methods used in teaching Spanish. The first part focuses on various pedagogical points and areas of applied linguistics, and the second half emphasizes different approaches and methods, as well as techniques and activities for the classroom. Prerequisite(s): SPAN 2210 AND SPAN 2500 
    Credits: 3.0
  

  • SPAN 3710 Cinema of Spain: Nation, Exile

    Introduces the cinema of Spain from the political allegories and exile films of the Franco era to the cultural renaissance of the 1980s. Cinema is viewed as an inherent part of twentieth-century Peninsular literary/cultural production. Special attention is devoted to the unique situations of Spanish history which render the country’s cinema considerably distinct from other European national traditions. Topics to be discussed include the representation of nation in film, surrealist visions, women and cinema, and minority discourses. Course taught in Spanish. May count for Spanish major if no other courses in student’s major program have been taught in English. Prerequisite(s): SPAN 2210 AND SPAN 2500 
    Credits: 3.0
  

  • SPAN 3720 Spanish Cinema

    Course presents an introduction to the cinema of Spain from the political allegories and exile films of the Franco era to the cultural renaissance of the 1980s. Cinema is viewed as an inherent part of twentieth-century Peninsular literary/cultural production. Special attention is devoted to the unique situations of Spanish history which render the country’s cinema considerably distinct from other European national traditions. Topics to be discussed include the representation of nation in film, surrealist visions, women and cinema, and minority discourses. Course taught in English. May count for Spanish major if no other courses in student’s major program have been taught in English.
    Credits: 3.0
  

  • SPAN 3740 Changing Directions in Latin American Cinema

    Course explores the historical and aesthetic development of Latin American cinema from its origins to the current post-national era. Taught in Spanish. Prerequisite(s): SPAN 2210 AND SPAN 2500  Cross Listed Course(s): (Cross-listed with LAS 3740 .)
    Credits: 3.0
  

  • SPAN 3960 History and Literature of Medieval Spain

    A historic, literary, and intellectual survey of the three principal religious communities of Medieval Spain (Christians, Jews, and Moslems), from approximately 500 to 1500 A.D. Prerequisite(s): ENG 1500  AND HIST 1010 
    Credits: 3.0
  

  • SPAN 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
  

  • SPAN 4350 Cervantes and his Age

    A study of Cervantes’ artistic creation and its relation to the culture of the sixteenth century. Special emphasis is given to Don Quixote and the development of the novel as a genre. Prerequisite(s): SPAN 2500  
    Credits: 3.0
  

  • SPAN 4360 The Modern Latin American Essay

    A selective study of the most representative works by essay writers in Latin America. Emphasis is placed on those writers who have shaped the continental vision of the Latin American society. Writers include Arciniegas, Castro, Fernandez Retamar, Fuentes, Henriquez Urena, de Hostos, Mariategui, Paz, Picon Salas, Reyes, Rojas, Vasconcelos, Varona, and others. Taught in Spanish. Prerequisite(s): SPAN 2500  Cross Listed Course(s): (Cross-listed with LAS 4360 .)
    Credits: 3.0
  

  • SPAN 4370 Modernismo: Prose and Poetry

    A study of the Modernismo literary movement in Latin America from its beginning in the 1870’s to its conclusion in the 1930’s. Different genres, authors, and modalities are emphasized whenever the course is offered. The scope is multinational, and it includes the various generations that constitute the movement. Authors included are del Casals, Dario, Diaz Rodriguez, Gutierrez Najera, Herrera y Reissig, Lugones, Marti, Nervo, Reyes, Santos Chocano, Valencia, and Collado Martell. Taught in Spnaish. Prerequisite(s): SPAN 2500  Cross Listed Course(s): (Cross-listed with LAS 4370 .)
    Credits: 3.0
  

  • SPAN 4510 Interpreting I

    Presentation of interpretation and of different modes of interpretation used in the courtroom. Activities designed to develop oral/aural skills, memory, basic note-taking techniques, public speaking and language-switching skills. Sight translation and consecutive interpretation practice using general texts. Prerequisite(s): SPAN 3520 
    Credits: 3.0
  

  • SPAN 4520 Interpreting II

    Development of note-taking techniques. Practice of sight translation and consecutive interpretation using more difficult and varied texts than in Interpreting I. Introduction to simultaneous interpretation. Prerequisite(s): SPAN 4510 
    Credits: 3.0
  

  • SPAN 4800 Seminar in Latin American Literature

    An in-depth study of a selected author or theme in Spanish American literature. Taught in Spanish with an option for Latin American Studies majors to do work in English. Cross Listed Course(s): (Cross-listed with LAS 4800 .)
    Credits: 3.0
  

  • SPAN 4810 Seminar in Spanish Literature

    An in-depth study of a selected author’s work, or theme from Spanish Peninsular Literature. Prerequisite(s): SPAN 2500 
    Credits: 3.0
  

  • SPAN 4870 Seminar Hispanic Cinema

    Course provides students with an in-depth examination of a specific topic related to Peninsular Spanish cinema. Individual seminars may focus on an in-depth study of a director or movement, feminism and Spanish film, minority discourses, nationalism, etc. Despite the wide scope of issues the seminar may foreground, goals, objectives, outcomes, and assessments remain quite similar. Prerequisite(s): SPAN 2210 AND SPAN 2500 
    Credits: 3.0
  

  • SPAN 4980 Spanish Capstone for Seniors

    This course will synthesize Spanish and Latin American literature and cultural expression from their beginnings to the present. Literary movements and artistic tendencies will be studied along with representative works and authors. Emphasis will be placed on individual students’ career goals and overall career preparedness before graduation. This is a writing and technology intensive course.
    Credits: 3.0
  

  • SPAN 4990 Independent Study

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

Special Education Core
  

  • SPC 2550 Foundations of Education in A Diverse Society

    This introductory course for teacher candidates seeking dual licensure in regular and special education provides an educational knowledge base consisting of the philosophy, principles, theories, legislation, court decisions, and historical foundations for educating citizens, including those with disabilities, in a democratic society. State and CEC standards are used to define current practice and the expectations held for teacher candidates who in turn begin to construct their personal philosophies of education. Characteristics of learning and intellectual disabilities, emotional/behavioral disorders, and autism are presented. Particular attention is given to ways in which these characteristics impede the progress in the general education curriculum and the methods and strategies employed by teachers to maximize student success in inclusive settings. Candidates understand how primary language, culture and familial backgrounds interact with the k-12 student’s disability to impact his/her academic skills, social abilities, attitudes, values, interests and career options. Elements of instructional planning are introduced. A 20-hour unsupervised field observation engaging k-12 students in an urban classroom setting is required as part of this course. In this writing intensive course, candidates receive instruction and practice in learning to write for multiple audiences in the field of education. Candidates apply their writing skills to express their ideas on education, to organize and summarize information on disabilites, to plan lessons, and to analyze factors that inform insturction. Multiple drafts with feedback are critical components of the writing process.
    Credits: 3.0
  

  • SPC 3130 Adaptive and Assistive Technologies in the Inclusive Classroom

    This lab-based course explores technologies that enhance the educational experience for learners in the 21st century classroom. Technologies and strategies based on The Principles of Universal Design for Learning will be addressed in order to equitably support student learning according to the diversity and ability of each learner. Students will explore various no, low, mid and high tech assistive technology tools designed to assist learners in achieving academic goals and objectives. The integration of assistive technologies in lesson plans and asessments will be a main focus, as well as the integration of augmentative/alternative communication systems for learners with limited functional communication skills. Prerequisite(s): SPC 2550  
    Credits: 3.0
  

  • SPC 3200 Specially Designed Instruction and Assessment

    Assessment is an integral part of teaching and learning. This course is designed to provide candidates with knowledge of how to design and teach learning objectives to students with diverse needs and abilities, including those with disabilities, in a variety of educational settings while measuring student learning through the utilization of research-based assessment techniques. Techniques for utilizing and analyzing informal and formal assessments on an ongoing basis to make decisions about students evaluate the success of their instruction, and to monitor classroom climate will be focused upon.  Candidates will develop and evaluate assessments of simple and complex student knowledge, skills, behaviors and/or attitudes associated with aligned standards-based objectives. This course will also include hands-on activities to guide the creation, revision and use of quality objectives and assessment rubrics and coding schemes that the promote learning of students with disabilities.  The development and writing of Individualized Education Programs (IEPs) will be focused on including the selection, adaptation, and development of instructional goals, objectives and assessment across curricular areas; as well as the role of the special educator in the school community.   

    Prerequisites: 
    •    Passing score on the PRAXIS II Core Academic Skills for Educators; 60 credits; 3.0 GPA
    Corequisites:
    •    CIED 2070 Educational Practices in the Inclusive Classroom
    Credits: 3.00

  

  • SPC 3300 Collaboration and Co-Teaching in Inclusive Classrooms

    The course will introduce teacher candidate to the knowledge and skills required to work as part of a multidisciplinary team to provide comprehensive educational services for students with disabilities.  Teacher candidates will develop strategies for collaborating with parents and/or guardians and families, general and special educators, paraprofessionals, related service providers, and other individuals (e.g. community members) in order to support students with disabilities in the least restrictive environment.  Also, teacher candidates will develop an understanding of transition planning, including transitioning between educational environments (e.g. elementary to middle school, middle school to high school) and post-school transition. 


    Prerequisites:
    •    3.0 GPA; 60 credits; passing score on the PRAXIS Core Academic Skills for Educators
    •    CIED 2070 Educational Practices in the Inclusive Classroom
     
    Credits: 3.0

  

  • SPC 3410 Numeracy for Individuals with Exceptionalities

    Numeracy is the ability to effectively use the mathematics required to meet the general demands of life at home and at work, and for participation in community and civic life. Numeracy is a fundamental component of learning across all areas of the curriculum.  This course is designed to provide candidates with knowledge of the best practices and interventions for teaching numeracy skills when working with students with diverse needs and abilities, including those with disabilities, in a variety of educational settings.  

    Prerequisites 
    •    3.0 GPA; 60 credits; passing score on the PRAXIS Core Academic Skills for Educators
    •    CIEE 3290 Mathematics Methods and Assessments for Teaching K-6 OR Secondary Education Major
    Credits: 3.0

  

  • SPC 3420 Literacy for Individuals with Exceptionalities

    Literacy, as defined by the International Literacy Association, is the ability to identify, understand, interpret, create, compute, and communicate using visual, audible, and digital materials across disciplines and in any context. This course is designed to provide teacher candidates with knowledge of research-based practices and interventions and for teaching and assessing literacy when working with students with diverse needs and abilities, including those with disabilities, in a variety of educational settings.  

      Prerequisite(s): CIEE 3120  or Secondary Education Major;3.0 GPA; 60 credits; passing score on the PRAXIS Core Academic Skills for Educators

     
    Credits: 3.0

  

  • SPC 3520 School-Based Assessment for Diverse Learners

    This course provides a comprehensive foundation to understand the many pruposes of formal and informal assessment, recognize the integral relationship between different types of assessments, and use assessment data to enhance educational decision making for diverse learners. The legal, ethical, and cultural considerations in assessment will be discussed as will the potential for test bias and inappropriate use of assessments for particular populations. The administration and interpretation of formal, informal and differntiated assessments is the focus of this course. Teacher Candidates will have the opportunity to evaluate, develop, and adapt assessment materials for children with special needs. Technical skills and descriptive statistics will be covered. Teacher candidates will also learn how to use multiple assessment methods to analyze student learning, make instructional decisions, determine teacher impact on student learning, and evaluate program effectiveness. Prerequisite(s): PSY 1100  AND SOC 1010  AND ANTH 2020  AND SPC 2550  
    Credits: 3.0
  

  • SPC 3530 Instructional Management in Diverse and Inclusive Settings

    This course examines the multiple facets of managing instruction for diverse learners in a variety of educational settings. The course stresses New Jersey’s Core Curriculum Content Standards (NJ CCCS) and district curriculum requirements as foundations for teacher candidates to learn to develop units and differentiated lesson plans to facilitate long- and short-term instructional planning for all learners. For students with disabilities, the development of Present Levels of Academic Achievement and Functional Levels, Individualized Education Plan (IEP) goals, objectives, and supplementary aids and services are emphasized. Teacher candidates study techniques to individualize teaching strategies, testing accomodations, and curriculum adaptations to assist learners in maintaining access to the NJ CCCS. The creation and organization of shared classroom environments that facilitate learning and collaboration with peer-colleagues in all instructional settings are highlighted. A co-requisite supervised practicum is required (SPC 3550 ). Prerequisite(s): PSY 1100  AND SOC 1010  AND ANTH 3290 AND SPC 2550  AND CIEE 2290 AND CIEE 2130 
    Credits: 3.0
  

  • SPC 3540 Behavior Management in Diverse Educational Settings

    This course focuses on creating learning environments that foster learning, safety, positive dispositions, social interactions and acceptance of diversity. It is based the ability to understand exceptional conditions and use this knowledge to respond to the behaviors of individuals with special needs. Methods to manage group behavior are presented with emphasis on developing systematic classroom management practices that foster cultural understanding, safety, emotional well being, effective communication, and collaboration. Use of assessment information to identify supports for children whose behaviors disrupt learning is emphasized through Functional Behavioral Assessments, and Behavior Intervention Plans. Observation and recording measures to assess and analyze the communicative intent of inappropriate behaviors are examined, with emphasis placed on strategies to promote self-management that can be generalized to all settings. Collaboration with families, other educators and personnel from community agencies is demonstrated.

      Prerequisite(s): 3.00 GPA; 60 Credits; passing score on the PRAXIS Core Academic Skils for Educators; CIED 2070   Co-requisite(s): SPC 3550  
    Credits: 3.0

  

  • SPC 3550 Special Education Practicum and Seminar

    In this supervised field experience teacher candidates spend one full day per week in a school under the supervision of a cooperating special education teacher.  Candidates gain experience in planning, teaching and assessing the results of lessons aligned with the NJ Student Learning Standards, and fostering a positive learning environment that promotes emotional well-being and respects all learners, including those from diverse cultural and linguistic backgrounds.  Candidates learn to use their knowledge of individual learning differences, evidence-based teaching practices, educational technology, and the principles of Universal Design for Learning to enable students with disabilities to reach their full potential.  Candidates experience the value of collaboration with other educators and families and practice the dispositions expected of professionals in an educational setting.  A weekly seminar is held in conjunction with the field experience.    Prerequisite(s): CIED 2070  ; 3.0 GPA; 60 credits; passing score on the PRAXIS Core Academic Skills for Educators
     

      Co-requisite(s): SPC 3540  
    Credits: 1.0

  

  • SPC 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
  

  • SPC 4290 Individualized Instructional Content and Strategies for Learners with Academic Challenges K-5

    This course provides teacher candidates with appropriate curriculum alternatives and a repertoire of evidence-based instructional strategies to address the twin goals of accommodating individual differences while promoting meaningful access to curriculum content (both NJ CCCS and alternative content) for students with significant cognitive and learning disabilities, K-5. Teacher candidates review learner characteristics as the basis to mesh curriculum and instruction, and placement options for delivery of instruction with learner needs. Curriculum emphases that depart from traditional academics to encompass life skills, career development, and development of social learning competence are explored in depth. The course guides teacher candidates to promote positive student learning outcomes in both skills and content areas through integration of the NJ CCCS, adaptive/assistive technologies, alternative curriculum, and modified assessment and materials, as appropriate. Making data-based professional decisions that employ technologies to make the general education more accessible for students with disabilities is an emphasis of this course. Prerequisite(s): CIEE 2290 AND CODS 3710  AND (PSY 2950  OR CIEE 2950)
    Credits: 3.0
  

  • SPC 4560 Lifespan Transitions: Home

    The course examines life issues and their impact on individuals with disabilities and their families, extending from preschool through adulthood. Political, economic, and cultural beliefs of individuals from diverse cultures are explored in depth, focusing on positive communication models for the promotion of collaboration between home, school, and community. Life span issues affecting all individuals are reviewed, with attention to self-advocacy and career education. Teacher candidates learn to access services provided through school, community, state, and federal agencies that contribute to all students attaining a positive quality of life.
    Credits: 2.0
  

  • SPED 2010 Introduction to Exceptionalities

    A study of the social, emotional, physical and learning characteristics of handicapped children. Methods of diagnosis and differentiation, curriculum and teaching techniques, materials, resources and their employment for education. Psychological basis of the suitable curriculum. Introductory course for special education majors.
    Credits: 3.0
  

  • SPED 2020 Prepracticum in Special Education

    During their sophomore year, students are required to take this prepracticum or first practicum in special education. One full day per week should be scheduled for this experience. Students may request a particular location, but this cannot be guaranteed. SPED 2010  must be taken prior to SPED 2020. They may not be taken concurrently. The 120-hour volunteer requirement must be met before SPED 2020 is taken. This course may be offered only once yearly. Please consult an advisor.
    Credits: 2.0
  

  • SPED 2060 Introduction Assistive Tech

    This course is designed to provide undergraduate students with a broad background into the use of Assistive Technology for students with developmental or acquired disabilities. The course will address the role of Assistive Technology in enabling- and enhancing the communication and cognitive potentials of the student with disabilities, across his or her lifespan. It will address the impact of Assistive Technology on program selection, curriculum design, IEP planning and instructional modifications. Students will review and practice low-tech and high-tech communication systems, software and adaptive computer devices. They will become familiar with assessment, agencies, and funding sources, relevant legislaton, and the link between home and school.
    Credits: 3.0
  

  • SPED 2070 Disabled in America

    The intent of this course is to define the disabled population in the United States and to identify their present legal rights and protections in regard to housing, financial aid, job discrimination, barrier-free environments, social settings and education. The history of the disabled is reviewed so that the student can better understand present value systems and ethical viewpoints. This is an elective for those students who have room in the program. This course is given only periodically.
    Credits: 3.0
  

  • SPED 2100 Education of the Profoundly Disabled

    Provides students the developmental model of training and educating profoundly retarded children and adults. Examines homes, schools and institutions, as well as new alternatives for delivering care. It may not be substituted for a general education elective or the upper level elective. This course is given only periodically.
    Credits: 3.0
  

  • SPED 3010 Education of the Trainable Developmentally Disabled

    Techniques and materials for conducting programs for the moderately and severly developmentally disabled. Attention to public school, day training, residential and similar settings for ages 3 to 21. Stress is given to task analysis, behavior management, alternate communications, adapted devices and related topics.
    Credits: 3.0
  

  • SPED 3020 Education of the Educable Developmentally Disabled I

    Introduction to procedures, techniques, materials and curricula appropriate for the mildly developmentally disabled of elementary school age. Specific attention to special and adapted methodologies in basic academics, social studies and science. Coverage of personal and interpersonal social skills development. Instruction in mainstreaming and consultative processes. Parental and community concerns also included.
    Credits: 3.0
  

  • SPED 3030 Education of the Educable Developmentally Disabled II

    Procedures, techniques and curricula appropriate for the mildly disabled of secondary school age, including attention to transition and postschool programs. Applied and practical academics and life skills education are emphasized. Specifics include vocational development, job analysis, vocational evaluation, finding and holding a job, and preparation for adult and/or family responsibilities.
    Credits: 3.0
  

  • SPED 3040 Teaching Reading to the Handicapped

    Advanced coverage of adapted and specialized techniques that are used to teach traditional and alternate communication skills to the learner with mild and moderate disabilities. Pre-reading, reading and corrective reading levels are included. Emphasis on research applications. Current experimental techniques for literacy enhancement are included.
    Credits: 3.0
  

  • SPED 3070 Assessment of Children with Disabilities

    Addresses the various aspects of both formal and informal assessment, as well as related to cultural diversity. Exploration of the concepts important to an understanding of the evaluation, diagnosis and placement process will occur. In examining the nature of these interactions, steps in the measurement process and procedures of assessment are viewed in a way that assures the educational judgments and decisions required for effective instruction. Assessment procedures and issues related to Child Study Team functioning will be covered as well as informal classroom assessment measures designed to facilitate instruction. A clinical experience will be required.
    Credits: 3.0
  

  • SPED 3080 Managing Challenging Behaviors in the Classroom

    This course focuses on the implementation of appropriate classroom management stategies, instructional techniques with curricular approaches which address the needs of children with challenging behaviors. Observation and recording measures to assess and analyze the functional value and communicative intent of these behaviors are examined. Strategies to enhance the repertoire of socially appropriate behaviors in these children will be discussed. Emphasis will be plced on pro-active and non-aversive approaches for changing behaviors. A co-requisite practicum experience will be required.
    Credits: 3.0
  

  • SPED 3090 Instructional Management

    This course examines the multiple facets of managing instruction for children with disabilities in a variety of settings. The course focuses on the implementation of teaching strategies, classroom management procedures and organizational strategies which will enhance the academic and social outcomes for children with disabilities. Planning, writing and implementation of IEP programs will be addressed. Organizational and clerical issues related to the delivery of instruction will be addressed. Instructional techniques which support the identification and implementation of IEP objectives such as task analysis, prescriptive teaching, functional assessment and so on will be discussed. The course will also focus on curricular adaptations, instructional modifications and classroom arrangements that support the needs of children with disabilities in a variety of placements ranging from inclusive settings to self contained classrooms. Implementation of collaborative teaching techniques will be emphasized. A co-requisite practicum will be required.
    Credits: 3.0
  

  • SPED 3100 Practicum I in Special Education

    This course is intended to provide students with their first formal school experience with students classified as having a disability. Students are given an opportunity to discuss and reflect upon their observations and experiences in their placement. Issues related to the variouis aspects of the delivery of services for children with disabilities, identification of student needs, use of appropriate teaching strategies as well as the social and cultural construction of disability will be examined through group discussions.
    Credits: 2.0
  

  • SPED 3110 Foundation of Curriculum in Special Education

    Introduces theoretical, conceptual and practical foundations of curriculum, using the current state and national standards as points of departure to understand scope and sequencing of instructional content. Strategies are provided to adapt and/or modify the regular education curriculum, or to identify alternative curriculum content for students with disabilities who require it. An integrated perspective on curriculum emphasizes selecting relevant content and linking subjects together to furnish optimum conditions to enhance learning. Extensive opportunities to plan integrated instructional units are provided.
    Credits: 3.0
  

  • SPED 3120 Programs and Practices for Secondary Special Education and Transition

    This course examines the characteristics of adolescents and young adults with mild disabilities from the standpoint of expectations for adult performance in today’s society. An in-depth view of secondary special education is provided as a foundation for the study of curriculum and instruction. Approaches to academics, life skills, vocational/career development, post-secondary education and training, and the development of social learning competence are emphasized. Particular attention is given to research concerning follow-up studies and related transition issues.
    Credits: 3.0
  

  • SPED 3130 Educating Preschool Children with Special Needs

    This course examines current service delivery models of educating children (age 3-5) with disabilities in various settings. It is designed to acquaint students with laws, strategies, curriculum materials, assessment and methods used in meeting the particular needs of preschoolers with disabilities.
    Credits: 3.0
  

  • SPED 3200 Practicum II in Special Education

    A one-day-weekly field experience in an off-campus program for exceptional students. This course is taken concurrently with SPED 301-302-304 and provides an opportunity to apply their content to actual instructional situations. A weekly on-campus seminar is held in conjunction with the field work. Students must reserve one full day per week for this practicum. This course may not be waived.
    Credits: 3.0
  

  • SPED 3250 Principles and Techniques of Applied Behavioral Analysis

    This course focuses on the principles of behavior modification and their application in classrooms for students with mild, moderate, and severe levels of disabilities. Included in the course content will be the theoretical constructs underlying classical and operant conditioning, management programs for increasing, decreasing, and maintaining the frequency of behaviors, schedules for reenforcement, and other related topics. Field experiences may be a part of course requirements.
    Credits: 3.0
  

  • SPED 3990 Selected Topics

    Topics of current interest are discussed in a workshop format. This course is given on an occasional basis in order to meet the department’s needs for exploring or updating a particular area of study. This course frequently is given on a one-time basis as an experimental offering. Students are asked to check the current master schedule to determine if this course is to be offered in any particular semester.
    Credits: 1.0 - 6.0
  

  • SPED 4010 Methods for Teaching Reading and Related Language Arts, K-12

    This course is designed to provide an intensive broad-based approach to interventions in reading, spelling and writing. Students will review methodologies, evaluate and plan the appropriate strategies, materials and techniques to match the needs of the student. This course will be collaboratively offered by a field-based practitioner and a professor of special education. A co-requisite practicum experience will be required.
    Credits: 3.0
  

  • SPED 4020 Methods for Teaching Math, Science, Social Studies, K-12

    This course is designed to provide an intensive broad-based approach to interventions in math, science and social studies, grades k-12. Both replacement and adapted curricula will be examined. Students will review methodologies, evaluate, and plan the appropriate strategies, materials and techniques to match the needs of the student. This course will be collaboratively offered by a field-based practitioner and a professor of special education. A co-requisite practicum experience will be required.
    Credits: 3.0
  

  • SPED 4060 Connecting Home, School and the Community

    The course teaches strategies for collaborating with families of individuals with disabilities, regualar classroom teachers, communit agency personnel. Techniques that facilitate shared problem solving are introduced from a child’s point of referral for special education services through major life span milestones. A multicultural perspective is reinforced. Community agency resources are explored. A field experience is required.
    Credits: 3.0
  

  • SPED 4100 Counseling and Vocational Guidance

    A study of existing rehabilitation resources in the community. The contributions and services of the rehabilitation team to children and their families. The availability of those services and guidance as to their uses are stressed. Open to seniors only
    Credits: 3.0
  

  • SPED 4110 Prescriptive Teaching

    Methods for applying various special diagnostic and teaching techniques to children with various handicaps. Integration of perceptual, motor, sensory and management approaches. Open to seniors only
    Credits: 3.0
  

  • SPED 4120 Educational Programs for the Emotionally Handicapped

    The nature and causes of emotional handicap. The identification and education of these students, teaching methods and behavioral techniques that have been proven through research and practice. Classroom organization and overall school structure. Attention also is directed to those students who are classified as socially maladjusted. Open to seniors only
    Credits: 3.0
  

  • SPED 4130 Education of Neurologically Impaired and Physically Handicapped

    Presents learning problems stemming from physical handicaps and neurological impairment in children with basically normal intelligence and sensory abilities. Includes therapies, teaching techniques, procedures for assessment of progress and an exploration of basic and recent literature. Open to seniors only
    Credits: 3.0
  

  • SPED 4140 Education Through Life Span

    This course provides a research based overview of the impact of varying exceptionlities across the life span, including concerns for the individual, the care givers and other family members. The course will focuse on management of critical factors related to the well being of the individual, including: life long planning and managing for medical, physical, legal, educational, vocational social, emotional and living arrangements related to the disabling condition.
    Credits: 3.0
  

  • SPED 4200 Special Education Practicum III

    This course consists of a one-day weekly field experience in an off-campus program for exceptional students. The course is offered to students in the senior year of the program. It is intended to provide them with an extended opportunity to apply Special Education concepts and practices in a field based setting, and to particulary give them an opportunity to apply the knowledge and skills they are learning in the concurrent courses, SPED 4010 Methods for Teaching Reading and Related Language Arts, K-12  and SPED XXX Methods for Teaching Math, Science, Social Studies K-12. A weekly on campus seminar is held in conjunction with the field work. Students must reserve one full day per week for this practicum.
    Credits: 2.0
  

  • SPED 4300 Education of the Exceptional Child

    Planning and organizing instructional materials and activities. The use of environmental resources in working with mentally, physically or emotionally exceptional children. The adaption of programs to the needs of exceptional children in regular classes and in special groups. For non-special education majors.
    Credits: 3.0
  

  • SPED 4990 Independent Study

    In special circumstances, students are allowed to pursue a special research topic that is of interest to them and germane to their curriculum in special education. Independent Study is available only by prior application, which must be made at least two months before the registration period for the following semester in which it is to be taken. Approval forms and directions for applying may be obtained from the department. Independent Study may not be used as a substitute for a major course. A final document must be submitted to the department chair no later than two weeks before the termination of the semester. A grade of P or F is given.
    Credits: 1.0 - 6.0

Special Education Elementary Education
  

  • SPEE 4230 Language Arts/Social Studies Assessment and Instruction for Diverse Learners K-5

    Provides Teacher Candidates with content foundations to intergrate literacy skills with social studies using NJ CCCS, ACEI, and National Social Studies Standards. Integrated unit design is used as Teacher Candidates merge relevant concepts in literacy/language arts, literature and social studies focusing on multicultural and global themes. Performance-based assessments are presented, and instructional strategies that facilitate learning and generalization across content areas are emphasized. Candidates engage in structured decision making to select, plan, implement, and assess instruction, stressing individualized goal setting, adapting/modifying instructional content and teaching/learning strategies for learners with special needs. High and low level technologies are employed to enable all learners to access the general education curriculum while differentiating the levels of difficulty both challenged and gifted students ecounter.
    Credits: 3.0
  

  • SPEE 4240 Math/Science Assessment and Instruction for Diverse Learners K-5

    Examines principles of mathematics and science education K-5. content emphasizes NJ Core Curriculum Content Standards along with the National Council of Teachers of Math’s (NCTM) Curriculum and Evaluation Standards for School Mathematics and the National Science Standards. Mathematics content ranges from counting skills to pre-alegbra, and science topics focus on earth, biologica, and physical science. Integrated unit design is used as Teacher Candidates organize relevant curriculum to exploit concepts in mathematics and science. Preformance-based assessments are presented, and instructional strategies that facilitate learning and generalization across content areas are emphasized. Teacher candidates engage in structured decision making to select, plan, emplement, and assess instruction, stressing individualized goal setting, adapting and modifying instructional content and teaching/learning strategies for learners with special needs. High and low level technologies are employed to enable all learners to access the general education curriculum while differentiating levels of difficulty for both challenged and gifted learners. Prerequisite(s): CIEE 2290 AND CISE 3400 AND CODS 3710  
    Credits: 3.0
  
  

  • SPEE 4290 Individualized Instruction

    Provides Teacher Candidates with appropriate curriculum alternatives and a repertoire of evidence-based instructional strategies to address the twin goals of accommodating individual differences while promoting meaningful access to curriculum content [both NJ CCCS and alternative] for students with significant cognitive and learning disabilities, K-5. Teacher Candidates review learner characteristics as the basis to mesh curriculum and instruction, and placement options for delivery of instruction with learner needs. Curriculum emphases that depart from traditional academics to encompass life skills, career development, and development of social learning competence are explored in depth. The course guides Teacher Candidates to promote positive student learning outcomes in both skills and content areas through intergration of the NJ CCCS, adaptive/assistive technologies, alternative curriculum, and modified assessment and materials, as appropriate. Making data-based professional decisions that employ technologies to make the general education more accessible for students with disabilities is an emphasis of this course. Prerequisite(s): CIEE 2290 AND CISE 3400 AND CODS 3710 
    Credits: 3.0

Sport Management
  

  • SPM 2000 Foundations of Sport Management

    An investigation of the scope, history, and empirical foundations and the philosophical aspects in the development of the sport industry, a growing major business enterprise in the United States and in much of the world. Emphasis is placed on the relationship between the evolution of sport and social institutions including politics and mass media. Fuctions of management, skills, and attributes required of a sports manager, and roles of a manager are discussed. The managerial process is related to sport orginazations and their products. Students become acquainted with career opportunities in the sport management field. Prerequisite(s): MGT 2000  AND KNES 1200 
    Credits: 3.0
  

  • SPM 2100 Diversity on Sport

    This course explores how historical and contemporary forces in society have shaped the opportunities and experiences of various cultural groupings in the realm of sport.  In particular, the class will focus on diversity issues as they relate to race, ethnicity, gender, social class, sexuality, and physical ability.  Additionally, the course will explore discrimination and biases and the way those issues impact sport participation, sport spectating, and managing sport organizations.    
     
    Credits: 3.00
  

  • SPM 2500 Sport Event and Facility Management

    An introduction to the principles, guidelines, and reccommendations for planning sport events as well as constructing, using, and maintaining sports facilites. This course is designed to provide students with an awareness of appropriate planning for sports progams in a variety of facilities and sports venues. Prerequisite(s): SPM 2000 
    Credits: 3.0
  

  • SPM 2800 Sport Ethics and Law

    An investigation of the ethical and legal dilemmas faced by athletes and professionals in sports. Ethics and legal issues that have an impact on the business aspects of sports, such as marketing and management will be discussed. Key concepts include: sportsmanship, fair play, competition, negligence, tort law, collective bargaining, public regulation of sports, athletes’ rights, sports business, labor law, sports agents, and players’ contracts. This course takes a philosophical approach to the ethics of competition, sportsmanship, cheating and violence in sport, the use of peformance-enhancing drugs, equality and gender equity. Prerequisite(s): SPM 2000  
    Credits: 3.0
  

  • SPM 3000 Sport Marketing

    An introduction to marketing concepts and theories that apply to sports and sporting events. This course will include sports marketing plans, behaviors of sport consumers, and an understanding of market segmentation and pricing. Information on promotion, sales, distribution, and public relations in sport will be covered. Prerequisite(s): ACCT 2110  AND SPM 2000  AND MKT 2100 
    Credits: 3.0
  

  • SPM 3400 Sport Economics, Leadership & Governance

    This course takes an intimate look at three prominent areas in sport management and their integration: Economics, Leadership, and Governance. Economics will explore three main functional areas: structure of sports as an industry, finance/ public finance, and labor. Leadership in sports will focus on general concepts of effective leadership (theories, principles, traits, skills, etc.) that are necessary to every sports organization. Success in a leadership position is often related to an individual’s preparation, experience, and knowledge. Governance: Provides students an introduction to the organization and governance of sport services and businesses. It examines sport delivery systems in the United States and expands its focus to examine international sport governance. Prerequisite(s): ACCT 2110   AND SPM 2000   AND MKT 2100  
    Credits: 3.0
  

  • SPM 3500 Finance and Business in Sport

    Basic theory in finance applied to managerial aspects of sport organizations. Included are forms of ownership, taxation, financial analysis, feasibility studies, and economic impact studies. Students will study entrepreneurship and develop an understanding of the financial aspects for owning their own businesses. Prerequisite(s): ACCT 2110  AND SPM 2000  AND MKT 2100 
    Credits: 3.0
  

  • SPM 3600 Sport Technology

    This technology intensive course provides sport management students with the knowledge and skills essential to properly use technology as it relates to the sport industry.  Specific technology covered in this course will include spreadsheet development and management, facility scheduling software, ticketing software, Microsoft Office, Adobe, and a number of new and social media technologies.  Students will develop not only a familiarity with the various tools, but also critically evaluate the use of those technologies and their effects on the functions of sport management.  


      Prerequisite(s): SPM 2000  and SPM 3000  
    Credits: 3.0

  

  • SPM 3700 Risk Management in Sport and Recreation

    This course provides sport management students with the knowledge and skills essential to the development and management of risk in sport and recreation.  This course also delivers a comprehensive resource for those in charge of the responsibility to provide for the safety of participants and spectators in sport settings. This course covers a range of safety issues, including sport facility, finance in sport, media, event, lightning, heat illness, playground safety, drug testing, and emergency action plans. Sport Management students receive clear and detailed explanations on issues to consider before making decisions on risk management. 

      Prerequisite(s):  SPM 2000   and SPM 2800  
    Credits: 3.0

  

  • SPM 3990 Selected Topics

    A topic not covered by an existing course is offered as recommended by the department and approved by the dean.
    Credits: 1.00-3.00
  

  • SPM 4000 Global Sport Management

    An examination of worldwide phenomena that impact sport today. Issues discussed include the international economic systems, commercialization, internet and technology and their impact on management within the global sport industry. Prerequisite(s): ACCT 2110  AND SPM 2000  AND MKT 2100 
    Credits: 3.0
  

  • SPM 4500 Contemporary Issues in Sport Management

    This course is a capstone course for senior, graduating students in the sport management program. This course provides students with in-depth knowledge and the structure of the sport industry and contemporary issues facing sport organizations and how management techniques can be applied to solve problems. This course also delivers contemporary issues of staffing, social and ethical responsibility, communication, and leadership skills. Through these topics, students will become familiar with career opportunities in sport management. Students will be involved in the investigation and study of current research topics using directed library research and readings as they apply to sport management. As this is a writing intensive course, students will develop their research and writing process skills to complete a major research paper. Prerequisite(s): SPM 2000  Minimum Grade of D AND SPM 2500  Minimum Grade of D AND SPM 2800  Minimum Grade of D AND SPM 3000  Minimum Grade of D AND SPM 3400  Minimum Grade of D AND SPM 3500  Minimum Grade of D AND SPM 4000  Minimum Grade of D
    Credits: 3.0
  

  • SPM 4600 Internship in Sport Management

    This course is a vital component of the sport management curriculum. It is structured to prepare students to become more effective leaders in their chosen profession in the sport industry. In addition to the student’s classroom experience, this course provides the students an opportunity to obtain relevant, practical, and professional experience. This course will not only help students prepare for a profession in Sport Management, but will also be able to prepare them for an active role in community and civic engagement. Students must have completed all required undergraduate hours in Sport Management except SPM 4500  and receive departmental approval to be eligible for this course.
    Credits: 3.0
  

  • SPM 4990 Independent Study

    An independent project as approved and to be arranged through the department.  1 - 6 credits
    Credits: 1.0 - 6.0

Social Science Honors
  

  • SSH 2010 Social Sciences Honors Seminar I

    As social scientists attempt to decipher human social behavior, they make various moral, theoretical, political, and methodological choices. This seminar, recommended as the first in the honors sequence, makes a special effort to identify where the various social science disciplines differ and where possibilities exist for interdisciplinary cooperation. The course also offers a historical perspective on the development of the social sciences.
    Credits: 3.0
  

  • SSH 2020 Social Sciences Honors Seminar II

    This seminar focuses on the various methodologies of the social sciences. As in SSH 2010, students read important social scientific studies in the original. Here, however, an effort is made to use such works, often drawn from scientific journals, as the basis for discussion of methodological questions. The seminar covers qualitative as well as quantitative approaches. Students will also attend to the problems associated with race, gender, class, culture, and political agendas as sources of bias in social scientific work.
    Credits: 3.0
  

  • SSH 3010 Social Sciences Honors Seminar III

    Each semester, this seminar will examine a selected topic from a variety of social science perspectives. An effort will be made to show how psychologists, sociologists, political scientists, and anthropologists approach the topic. Our plan is to cover different themes on a rotating basis. Seminars will likely focus on: (1) Law and Justice, (2) International Conflict, (3) Family Matters, and (4) Race, Class, and Religion.
    Credits: 3.0
  

  • SSH 4010 Honors Thesis I

    The primary goal of this course is to enable students to launch a significant honors research project that they will complete in SSH 4020 . Prior to enrolling in the course, all students will have completed SSH 2020  - the honors methodology seminar - as well as relevant methodology courses in a particular discipline. In this small group course, students initiate their honors theses by conducting extensive reviews of the applicable social scientific literature. The ultimate goal for the semester is to develop realistic research proposals and, when possible, to begin implementing these proposals. As a group, the class explores various research strategies and, in particular, focuses on overcoming the roadblocks that frequently emerge during the course of any serious research project. Students are required to produce frequent written progress reports and a formal research proposal that should, in most cases, become (with adaptation) a portion of their thesis write-up. Students are encouraged to assist each other when possible and to offer constructive feedback on each other’s proposals. Prerequisite(s): SSH 2010  AND SSH 2020  AND SSH 3010  
    Credits: 3.0
  

  • SSH 4020 Social Sciences Honors Thesis II

    The primary goal of this course is to enable students to complete and successfully defend a significant honors research project (started in SSH 4010 ). Students are required to produce chapters or thesis segments on schedule and to submit a final honors thesis that should (in most cases) be suitable for publication or presentation at a social scientific conference. Class meetings involve group discussions of the research process and collective efforts to solve problems and facilitate successful completion of the projects. Prerequisite(s): SSH 4010  
    Credits: 3.0
  

  • SSH 4990 Independent Study

    Individual research projects under the direction of a faculty member.
    Credits: 1.0 - 6.0

Bilingual Education
  

  • TBED 3420 Cross-Linguistic Approach to Bilingual Development/Bilingualism

    This course will introduce bilingual teachers to the study of cross-linguistic influence in bilingual development. It deals with comparative and contrastive analysis of two languages as a method of investigation into language transfer and interference that occurs in the course of second language acquisition. The course covers the basic techniques for comparing and contrasting English and the native language of English Language Learners, and techniques for predicting and analyzing learners’ language. Pedagogical implications of the cross-linguistic approach and instructional practices are critically discussed.
    Credits: 3.0

Turkish
  

  • TRK 1100 Basic Turkish I

    Course presents the fundamentals of the Turkish language and introduces orthography, present tense formations, the case systems, and past and future tenses. Offers practice in reading, writing, listening, and speaking at a graded level of difficulty. Presents an introduction to Turkish culture. Students can only receive a grade higher than a C- in this course.
    Credits: 3.0
 

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