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2019-2020 Graduate Catalog [ARCHIVED CATALOG]
Courses
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Education Leadership |
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EDLP 6030 Educational Research
Designed to develop an understanding of qualitative and quantitative research designs. The course focuses on basic descriptive and inferential statistics to assist candidates in designing a quantitative study for their final project; and on qualitative designs to assist candidates who may choose to complete their project using this type of research. It also focuses on quantitative decision-making as it relates to school settings and school issues. During the course, candidates understand the research process and begin to develop a plan for their final project that is required for this program. During each of the subsequent semesters of this program, candidates have continuing opportunities to meet both individually and collaboratively with the other members of the cohort and the faculty as their final project is developed. The fifteen field hours assigned to this course are used for that purpose. Prerequisite(s): EDLP 6010
Credits: 3.0
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EDLP 6040 Curriculum Design
Designed to develop an understanding of the philosophies upon which the curriculum design is built and the societal influences that affect curriculum design. Candidates are guided to understand the curriculum design model as a decision making process: deciding what to do, the conditions under which it is to be done, and how it is to be evaluated. The knowledge, dispositions, and activities in this course provide a framework for understanding curriculum design as both process and content. Current theory as well as historical trends are included. The course extends the participant’s understanding of the process of curriculum design, its implementation and assessment. Current issues as well as historical trends about standards, neuroscience research, conceptual design, and urban education are some of the topics that are analyzed, synthesized, and evaluated through case studies, field experiences, and seminar discussion. Prerequisite(s): EDLP 6010
Credits: 3.0
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EDLP 6050 Understanding Group Process and the Psychology of Organizations
This graduate course is designed to provide a theoretical basis for understanding the school as a social system. Skills in group and organizational dynamics, including covert patterns that impede effectively carrying out the educational mission, will be analyzed in the context of case studies. Candidates will experientially reflect on and examine the cohort’s own group process to come to a deeper understanding of organizational dynamics. Models of organizational change will also be discussed and critiqued. In addition, class members will be encouraged to share their experience in the organizations in which they practice to apply these theories to explain and solve current dilemmas. Prerequisite(s): EDLP 6010 and EDLP 6030
Credits: 3.0
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EDLP 6060 Principalship
Designed to provide participants with an opportunity to identify and reflect upon the assumptions that support their leadership behaviors in four domains: communication, management, leadership, and problem solving. Given the complexity of school leadership, candidates for the principalship need to rely on a strong and deep understanding of themselves and the myths and assumptions that support the theories, models, concepts, strategies and techniques, and that define their approach to school leadership, including but not limited to scheduling, parent/community partnerships, technology, learning theory, observation and evaluation, staff development, and teacher recruitment. Participants identify the specific adapive challenges that must be addressed in order to facilitate the conditions that research indicates support successful schools. Additionally, participants identify, understand, and apply a change model that can be implemented in a school setting to address adaptive challenges. The purpose of this course is to cultivate a deep understanding of the assumptions that support leadership behaviors and to develop an understanding and a means of addressing the issues and adaptive challenges that define and shape the successful school principal. Prerequisite(s): EDLP 6050 AND EDLP 6040
Credits: 3.0
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EDLP 6070 Current Topics/Global Issues
Designed to examine the purposes of education and schooling in other societies. This course also examines the historical background and current status of a variety of social issues that affect schooling in other societies. Candidates are encouraged to look at possibilities for effective solutions to a variety of educational issues in our country, state, and their school systems while comparing and contrasting these issues to similar issues in other countries. Current reform movements and trends in other countries are identified. Questions from the perspective of educators in other countries about educational processes and structures, student achievement, and the school-to-work connection are also examined in this course. Prerequisite(s): EDLP 6040 AND EDLP 6050
Credits: 3.0
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EDLP 6080 Clinical Projects
Designed to give candidates opportunities to analyze, synthesize, apply, and evaluate theoretical constructs in the context of learning communities. In striking a balance between the competing tensions of management and leadership, candidates have an opportunity through independent research to create a project in a clinical setting that applies leadership and management theories, curriculum design, organizational psychology, and/or supervision and evaluation processes to current issues and challenges facing educational leaders in varied educational settings. Projects are supported by qualitative and/or quantitiative designs. Prerequisite(s): EDLP 6060
Credits: 3.0
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EDLP 6090 Supervision and Evaluation
Designed to examine the historical aspects and current status of supervision and evaluation in educational settings. Goals, processes, and functions of supervision and evaluation are studied in depth and connected to theories of leadership, motivation, and change. A strong emphasis is placed upon communication skills and interpersonal qualities of the effective supervisor. Creative collaboration, effective program development and analysis, clinical supervision, and staff development are examined in the context of effective leadership. The candidate is expected to acquire a repertoire of models, techniques, and skills in supervision and evaluation by the conclusion of this course. This highly interactive course builds upon theory to provide experiences with supervision not only in educational settings, but also in business and other organizational environments. Prerequisite(s): EDLP 6060
Credits: 3.0
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EDLP 6100 School Management Functions
Designed to examine the principles of administering and managing a school’s budget and facilities on a day to day basis. Topics include the operations of the school as related to budgeting of resources, management of the plant, and design of the organization’s structure within the building. Site based managment, whole school reform, facility use, plant maintenance, delegation of responsibility, and accountability are also included. The use of technology to assist and enhance these functions is also explored. Prerequisite(s): EDLP 6060
Credits: 3.0
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EDLP 6120 The Supervision and Evaluation of Support Staff and Educational Programs
Designed to provide an in-depth understanding of the various contexts within which school leaders must evaluate and supervise support personnel and educational programs. The course includes the role, responsibilities, and evaluation of the school nurse, custodial staff, secretarial staff, child study teams, school counselor, department chairs, and assistant principals. School level policies, which define the role of school leaders with the context of these services, are examined. The course develops an in-depth understanding of how to use data to evaluate school level programs effectively as they relate to the New Jersey Core Curriculum Content Standards and national No Child Left Behind (NCLB) requirements. Various assessment tools and techniques that will enhance the skills of school leaders to supervise programs more effectively will be included. Prerequisite(s): EDLP 6090 and EDLP 6100
Credits: 3.0
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EDLP 6130 Field Experience I
Designed for candidates to apply and evaluate theory within the context of practice. In each of five courses, candidates have the opportunity to engage in action research and application of theory to practice by participating in problem-based learning activities in schools and other institutions/organizations closely related to education and schooling. The experiences in this course enable candidates to construct meaning from knowledge. Ten other courses become a center around which candidates form smaller groups that vary according to needs and interests. Candidates are given opportunitites to become facilitators in each group and lead the other participants in reflective inquiry and problem-based learning activities from their individual field-based experiences. Prerequisite(s): EDLP 6010 and EDLP 6030
Credits: 3.0
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EDLP 6133 Internship in Educational Leadership Part C
This graduate course is designed for candidates to apply and evaluate theory within the context of practice. This 75 hour internship is intended to satisfy in part the New Jersey requirement of a 300 hour internship in educational leadership for the New Jersey Principal Certificate of Eligibility. Candidates will be engaged in a substantial and sustained educational leadership internship experience that develops their ability to promote the success and well-being of each student, teacher and leader through field experiences and
clinical practice within a building setting, monitored and evaluated by a qualified, on-site mentor. According to the Wallace Foundation (2008), a high quality field experience is considered an essential component for any successful educational leadership program. Candidates are expected to complete a comprehensive internship in educational leadership aligned to the professional standards for school leaders (PSEL) as outlined in N.J.A.C. 6A:9-3.4 and in accordance with the roles and responsibilities as a principal. The Southern Regional Education Board (2005) identifies the following characteristics of high quality pre-service principal internships:
• Anchor internship activities in real-world problems principals face
• School-based assignments designed to provide opportunities for the application of knowledge, skills and ways of thinking that are required to effectively perform the core responsibilities of a school leader, as identified in state standards and research.
• Continuum of practice that progresses from observing to participating in and then leading school-based activities related to the core responsibilities of school leaders, with analysis, synthesis and evaluation of real-life problems at each level.
• Provide opportunities to work with diverse students, teachers, parents and communities.
Prerequisite(s): EDLP 6131 and EDLP 6132
Credits: 1.0
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EDLP 6134 Internship in Educational Leadership Part D
This graduate course is designed for candidates to apply and evaluate theory within the context of practice. This 75 hour internship is intended to satisfy in part the New Jersey requirement of a 300 hour internship in educational leadership for the New Jersey Principal Certificate of Eligibility. Candidates will be engaged in a substantial and sustained educational leadership internship experience that develops their ability to promote the success and well-being of each student, teacher and leader through field experiences and clinical practice within a building setting, monitored and evaluated by a qualified, on-site mentor.
According to the Wallace Foundation (2008), a high quality field experience is considered an essential component for any successful educational leadership program. Candidates are expected to complete a comprehensive internship in educational leadership aligned to the professional standards for school leaders (PSEL) as outlined in N.J.A.C. 6A:9-3.4 and in accordance with the roles and responsibilities as a principal. The Southern Regional Education Board (2005) identifies the following characteristics of high quality pre-service principal internships:
• Anchor internship activities in real-world problems principals face
• School-based assignments designed to provide opportunities for the application of knowledge, skills and ways of thinking that are required to effectively perform the core responsibilities of a school leader, as identified in state standards and research.
• Continuum of practice that progresses from observing to participating in and then leading school-based activities related to the core responsibilities of school leaders, with analysis, synthesis and evaluation of real-life problems at each level.
• Provide opportunities to work with diverse students, teachers, parents and communities.
Prerequisite(s): EDLP 6131 and EDLP 6132 and EDLP 6133
Credits: 1.0
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EDLP 6140 Field Experience II
This course is a continuation of the field-based experiences begun in EDLP 613. Prerequisite(s): EDLP 6090 , and EDLP 6100 , and EDLP 6130
Credits: 3.0
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EDLP 6150 Curriculum Design: Language Arts Literacy
This graduate course is designed to develop an understanding of and appreciate for the five strands of the New Jersey Core Curriculum Standards in Language Arts Literacy that can be utilized across the disciplines. Teachers will use the NJ Core Curriculum Content Standards in Language Arts Literacy to design and develop curricula across the disciplines. Participants will explore reading, writing, listening, speaking, and viewing, and learn to use them in integrative, interactive ways as they design and develop curricula. They will navigate through textbooks, assessments, the Internet, visual arts, literature, informational and persuasive works, and strive to make classroom connections to support their curriculum design. They will discover the relationship between thinking and writing, language and voice, and ideas and values. They will also apply a variety of teaching-learning-assessment strategies to enable their studies to achieve mastery of language arts by using and exploring language in its many dimensions.
Credits: 3.0
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EDLP 6160 Curriculum Design:Technology Across Disciplines
This graduate course will focus on integrating technology in the design and development of curricula. Students will learn how to effectively develop curricula that are aligned to both the NJ Core Curriculum Content Standards and the ISTE Standards for School Administrators, Teachers, and Students. This course will include using word processing, spreadsheets, databases, and multi-media presentation software to enhance curriculum design within the context of problem-based learning. Students will learn how to integrate software programs, online correspondence, information processing, Webquests, and online conferencing as they develop an integrated approach to curriculum design. Students are expected to have a degree of proficiency with basic technology competencies before enrolling in this course.
Credits: 3.0
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EDLP 6170 Legal Issues for School Nurses
This course is offered for candidates in the School Nursing Program. It covers school law requirements(N.J.S.A. and N.J.A.C.) including aspects of school nursing. It is designed to examine the various issues confronting school nurses, and the related legal implications. The course examines legal concepts concerning students, staff, the board of education, and the community from the perspective of the role and responsibilities of school nurses. Specific attention is given to issues such as students with special needs, compulsory education, health records, safety, employee rights and benefits, child abuse reporting procedures, and the application of the Family Educational Richts and Privacy Act(FERPA).
Credits: 3.0
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EDLP 7000 Independent Study
Arranged with a faculty sponsor and agreed upon by the department chair and dean.
Credits: 1.0 - 6.0
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Educational Leadership Urban Education |
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EDLU 5200 Inner City Family
The problems of the inner-city family, with special attention given to influences by the urban community. Environmental factors are examined in terms of race, ethnic origins and socioeconomic background, showing how these factors affect a child’s capacities, self-concept, motivation and intellectual potential. Opportunities are provided for direct observation and visitations to inner-city schools.
Credits: 3.0
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EDLU 5990 Selected Topics
Courses offered to cover a topic or topics not covered by an existing graduate level course. Includes varying subject matter deemed appropriate for developing skills and knowledge.
Credits: 1.0 - 6.0
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EDLU 7000 Independent Study
Arranged with a faculty sponsor and agreed upon by the department chair and dean.
Credits: 1.0 - 6.0
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Education |
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EDUC 5010 Curriculum and Evaluation I
A study of the total school curriculum and its relevance to the learner. Emphasis is placed on recent developments i the vrious subject fields and the teacher’s role in the process of curriculum change.
Credits: 2.0
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EDUC 5020 Student Learning Development I
An analysis of the needs and interests of students is requisite to the development of a successfull learning involvement. This course will emphasize the place of needs, interests, values, learning styles, skills and performance in the classroom. Assessment and evaluation will be related to the cognitive, affective and psycho-motor domains.
Credits: 2.0
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EDUC 5030 Classroom and School I
An examination of the social and bureaucratic structure of the school. The student evaluates his/her school system on the basis of accepted educational practices.
Credits: 2.0
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EDUC 5040 Curriculum/Evaluation II
A study of major aspects of school curriculum and its relation to student performance. Emphasis is placed on the use of textbooks and teacher guides, and on the organization and presentation of subject matter.
Credits: 2.0
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EDUC 5050 Student Learning Development II
This course is designed to further explore aspects of student development and motivation first introduced in EDUC 502. Emphasis is upon the development of language and cognitive abilities through the use of class management, small group, and individual learning techniques that are developmentally appropriate and inherently motivational.
Credits: 2.0
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EDUC 5060 Classroom and School II
An examination of the classroom in the legal and organizational context of the school district, county and state; and of the role of the teacher as decision-maker and manager in the classroom. Emphasis is upon teacher and school effectiveness.
Credits: 2.0
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EDUC 5070 Curriculum/Evaluation III
A study of interactive modes and methods of teaching, and of continuouis evaluative methods for gaging and improving student performance. Emphasis is upon the “teaching intelligence” approach.
Credits: 2.0
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EDUC 5080 Student Learning Development III
A study of ways and means of controlling behavior and directing student attention that are developmentally based and more non-coersive. Approaches and programs will be presented that have proven to be effective in producing classrooms which emphasize learning rather thatn control.
Credits: 2.0
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EDUC 5140 Graduate Senior Teaching Internship
The internship is a sixteen-week teaching experience in a field placement for students enrolled in the MAT program. It is designed to apply learning about professional knowledge, humanistic practices, and reflective thinking to classroom situations on a full-time basis for one semester. Students are observed a minimum of eight times by a University supervisor who regularly reviews student journals. A once-a-week (for 16 weeks), one-hour-and-forty-minute seminar accompanies the internship and has three goals: 1) discussion and reflection of current issues and students’ teaching experiences, while brainstorming solutions to classroom problems; 2) creation of an employment e-portfolio with artifacts linked to the ten New Jersey Teaching Standards and written reflective statements for each standard; the Seminar instructor provides evaluations and feedback on each portfolio using a rubric; and 3) career development information is also made available (e.g., resume writing, interviewing skills, organizing credential files). Advanced application in the Office of Field Experiences is required. Prerequisite(s): CMAT 5170 or CIEE 5170 (10 credits; pass/fail) or CMAT 6800 or CISE 6020 .
Credits: 10.00
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EDUC 5150 Urban Teacher Residency I
This course is Part I of a year long Internship as part of the Garden State Partnership for Teacher Quality Program.
Credits: .0
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EDUC 5160 Urban Teacher Residency II
This course is Part II of a year long Internship as part of the Garden State Partnership for Teacher Quality Program.
Credits: .0
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EDUC 5180 Student Teaching and Intrn Sem/Port Asmt
The internship is a sixteen-week teaching experience in a field placement for students enrolled in the MAT program. It is designed to apply learning about professional knowledge, humanistic practices, and reflective thinking to classroom situations on a full-time basis for one semester. Students are observed a minimum of eight times by a University supervisor who regularly reviews student journals. A once-a-week (for 16 weeks), one-hour-and-forty-minute seminar accompanies the internship and has three goals: 1) discussion and reflection of current issues and students’ teaching experiences, while brainstorming solutions to classroom problems; 2) creation of an employment e-portfolio with artifacts linked to the ten New Jersey Teaching Standards and written reflective statements for each standard; the Seminar instructor provides evaluations and feedback on each portfolio using a rubric; and 3) career development information is also made available (e.g., resume writing, interviewing skills, organizing credential files). Advanced application in the Office of Field Experiences is required. Prerequisite(s): CMAT 5170 or CIEE 5170 (10 credits; pass/fail)
Credits: ####
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EDUC 5400 Student Teaching Internship and Seminar
This five-days-per-week seminar is designed to apply learning about professional knowledge, humanistic practices, and reflective thinking to classroom situations on a full-time basis for one semester. Students are observed eight times by a University supervisor who regularly reviews student journals. A seminar accompanies the internship and meets on a weekly basis for discussion and reflection of the students’ teaching experience. Students brainstorm solutions to classroom problems. Career development information is also made available (e.g., resume writing, interviewing skills, and organizing credential files). Each student develops an e-portfolio demonstrating his/her teaching abilities. Prerequisite(s): Completion of all courses and practicum in program (10 credits) CISE 5100 AND CISE 5120 AND CISE 5140 AND CISE 5200 AND CISE 5220 AND CISE 5300
Credits: ####
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EDUC 5650 Inservice Teaching and Seminar I
A course designed to meet the needs of the beginning teacher already employed on a full-time annual contract who has not met the student teaching requirements. Areas of attention include planning, instruction knowledge of subject areas, classroom mnagement, interpersonal skills and student assessment. Particular attention will be given to developing the student/teacher as a reflective decision-maker and role model in facilitating meaningful learning. This course incorporates seminar meetings, which are held bi-weekly, and evaluation visits by the college supervisor to each student’s classroom. (Open only to students enrolled in a certification sequence at this college.
Credits: 5.0
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EDUC 5660 Inservice Teaching and Seminar II
This is a continuation of EDUC 5650 . A course designed to meet the needs of the beginning teacher already employed on a full-time annual contract who has not met the student teaching requirements. Areas of attention include planning, instruction knowledge of subject areas, classroom mnagement, interpersonal skills and student assessment. Particular attention will be given to developing the student/teacher as a reflective decision-maker and role model in facilitating meaningful learning. This course incorporates seminar meetings, which are held bi-weekly, and evaluation visits by the college supervisor to each student’s classroom. (Open only to students enrolled in a certification sequence at this college. Prerequisite(s): EDUC 5650
Credits: 5.0
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Educational Leadership Curriculum & Learning |
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ELCL 5990 Selected Topics
A topic not covered by an existing course will be offered as recommended by the department and approved by the dean.
Credits: 1.0 - 6.0
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ELCL 6011 Curriculum Design and Assessment in STEAM
This graduate course is designed to assist students in interpreting, esigning, writing, and evaluating curriculum. Three essential processes, curriculum development, assessment, and instruction will be considered with respect to relevant theory, research, and practice. Graduates students will produce comprehensive curriculum plan, complete with evaluation and professional development goals necessary to implement the design. Participants will evaluate curriculum that is aligned to state and national standards in the context of STEAM. ELCL 6011 may be completed for a maximum of six credits.
Credits: 3.0
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ELCL 6012 Administration and Supervision of STEAM program
This graduate course is designed to examine theoretical and practical overview of the supervision and evaluation of instruction. Goals, processes and functions of supervision and evaluation are studied in depth and connected to theories of leadership, motivation and change. A strong emphasis is placed on supervision of contemporary teaching and learning strategies, communication skills inclusive of technology and interpersonal qualities of the effective supervisor. This course uses a variety of interactive exercises to assist in the development of practical skills for using the clinical process and developmental approach to supervision. Participants will utilize and align local, state and national standards in supervision and evaluation to their practices.
Credits: 3.0
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ELCL 6020 Foundations of College Mathematics for Middle School Teachers
This course is designed to provide learners with a solid foundation of fundamental mathematical concepts such as real number system, solving algebraic equations and inequalities, polynomials, exponents, radicals, rational expressions. Real world applications are considered which deepen the student’s understanding of the concepts, while graphing calculators are used to visually illustrate algebraic formulations. This course fulfills partial requirement for Middle School Mathematics Teaching Certificate.
Credits: 3.0
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ELCL 6030 Language Arts in the Elementary School
This course focuses on the English-language arts curriculum in the elementary school, including linguistic history, literature, listening and speaking, grammar and usage, writing and reading, spelling and mechanics, poetry, and dramatics. Emphasis is on whole-language programs that reflect the individuality and creativity of the students and teachers. This course meets 3 credits toward the Supervisor’s Certificate.
Credits: 3.0
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ELCL 6040 Writing in the Elementary School
This course focuses on the writing process as it is introduced and developed with elementary school children. The development of the writing-as-process movement and its relation to the other language arts is explored. Students learn through practice the types of activities and the organization that characterizes a writing-process classroom.
Credits: 3.0
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ELCL 6050 Instructional Technology Foundations and History
This introductory course will expose students to the basic concepts of mediated instruction and the use of technology to enhance learning. Students will become proficient with current technology skills and concepts, explore emerging technologies, and will gain expertise in technological literacy standards and mandates as well as an understanding of the social and legal issues that surround the use of technology in education. In addition, students explore the use of technology resources for their own professional development. Cross Listed Course(s): CIEE 6050
Credits: 3.0
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ELCL 6060 Emerging Technologies
The course provides an in-depth examination of the affordances and limitations of educational technology in enhancing the teaching and learning of mathematics in K-12 environments. It focuses on the use of handheld and computer technology, and introduces web-based mathematical software, dynamic software such as Geometer’s Sketchpad, graphical tools and other software that can be successfully incorporated in the mathematics classroom. As highlighted in the Standards for Mathematical Practice of the Common Core State Standards, this course aims to develop candidates’ strategic use of technological tools that support both the learning of mathematical procedures and skills as well as the development of advanced mathematical proficiencies, such as problem solving, reasoning, and justifying. Additionally, this course offers opportunities to engage, design, and critique technology enhanced mathematical activities and environments, including the creation of video base lessons for flipped mathematics classrooms.
Credits: 3.0
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ELCL 6070 Exploration of Number and Geometry
The purpose of this course is to provide an inquiry-based experience wi th geometry that is appropriate for elementary and middle schoool teachers. The course will offer opportunities to use basic relationships and facts to solve problems and make sense of situations. The problems in the course will offer experiences with geometry that help anchor and stabilize personal understanding and stimulate individuals to create connections and bridges between basic geometric ideas. Students will explore, observe, describe and conjecture about relationships that appear in models and examples. the topics presented include points and lines in triangle properties of cicles, colinearity, concurrence, transformations, arithmetic and geometric means, isoperimetric theorems and reflections principle. Moreover, this course is the study of geometry as an axiomatic system, which includes the study of postulates, theorems and formal proofs, rules of congruence, angle measurements, similarity, parallelism, and perpendicularity. Furthermore, topics in the research of how students learn geometry and effective teaching methods of geometry will be studied.
Credits: 3.0
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ELCL 6080 Math Content Elementary Entary Teachers
This course will serve as an elective option for TCM students who need to develop more in-depth knowledge of elementary mathematics content. It focuses on the content knowledge elementary teachers need to know in order to be more effective teachers of mathematics at the K-5 level. It incorporates the most current principles and standards for school mathematics as outlined by the National Council of Teachers of Mathematics (NCTM), New Jersey state standards, as well as and national curriculum content standards. The course is designed to engage teachers in understanding the deeper principles underlying elementary mathematics and increase competence in doing and teaching elementary mathematics in order to enable them to become mathematics leaders in their own schools. Among the topics covered are the numeration system, the development of real numbers, integers, decimals and percentages, fractions, proportion and ratios, logic, probability and statistics, and applied problem solving.
Credits: 3.0
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ELCL 6090 Arts Integration: Interactive Strategies for STEAM
This hybrid course explores the aesthetic materiality of the visual arts over the history of human civilization to broaden teachers’ perspectives. The course will introduce K-8 STEAM educators to practical and creative approaches to address the requisite problem-solving interdisciplinary of STEAM thinking, collaboration and assessment. Multiple visual arts-based strategies will be infused in the hands-on workshops that will advance creative thinking in the fields of science, technology, engineering and mathematics. The visualizations of the interdisciplinary course through readings and discussion will focus on such contemporary critical issues as environmental justice as highlighted in the Next Generation Science Standards. Lesson planning, authentic assessments and building a STEAM template inclusive of theoretical understandings will coordinate with school-based practices and new technologies. Teachers will participate in hands-on workshops in the visual arts and observe art-making at the Center of New Art at the WPU campus where robotic, 3D printing and digital technologies are creating unique works of art. Learning to brainstorm, experiment, and extend cross-disciplinary thinking will be enhanced through reflection of case studies utilizing STEAM as part of whole school reform and/or as a way to reach all learners within and between grade levels.
Credits: 3.0
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ELCL 6110 Designing Technology-Mediated Instruction
This course provides students with a solid foundation in instructional design principles and methodology used to create technology-based curriculums and instructional programs. Students will examine the use of information and communication technologies (ICTs) to deliver both guided/formal and flexible/informal instruction and explore the use of traditional, current and emerging ICTs to provide instruction across time and/or space for a range of educational opportunities as well as looking at the different factors that need to be considered when implementing technology-mediated instruction. Prerequisite(s): ELCL 6050 or CIEE 6050
Credits: 3.0
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ELCL 6120 Technology-Based Assessment and Evaluation
This course focuses on the use of technology to assess, evaluate and manage students’ academic development. Students will learn how to use standard office applications including database and spreadsheet programs to chart a learner’s status and progress as well as the use of newer technologies such as handheld and online assessment tools and commercially available integrated learning management systems. This course will also explore the use of technology for facilitating alternative, performance-based assessment methods such as electronic portfolios for evaluating achievement on curriculum content and technology literacy standards. Prerequisite(s): ELCL 6050 OR CIEE 6050
Credits: 3.0
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ELCL 6130 Mathematics for Young Children
The purpose of this course is to increase teachers’ competence in planning, conducting, and assessing mathematics learning experiences with children from preschool through early elementary grades of education. The course makes extensive use of direct observation and video lab experiences in addition to relevant readings to enable teachers to interpret young children’s mathematical behavior in meaningful ways. It considers mathematical thinking as part of a developmental process and explores the origins of young students’ mathematical ideas in natural as well as formal school settings. The content of the course follows the recommendations for mathematics standards developed by NCTM and those in the position paper jointly authored by NAEYC and NCTM. It is expected that teachers who complete this course will be able to function as advanced practitioners and staff developers of colleagues who teach mathematics to young students.
Credits: 3.0
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ELCL 6140 Multiple Representations of Mathematics Across the Curriculum
This course presents an in-depth analysis of multiple forms of representation of concepts and procedures in major strands of K-8 mathematics curriculum. Emphasis is on making connections between symbolic and concrete representations, adapting similar forms of representations to a variety of topics, and developing forms of assessment that are consistent with the representational models of instruction. The theoretical underpinnings of manipulative materials are explored through readings and hands-on experiences. Students are expected to develop projects that can be piloted and evaluated during the semester. This course is offered as a core course for elementary and middle school mathematics teachers. It provides an essential component for understanding contemporary mathematics education consistent with professional and state curriculum standards in the field. This course meets 3 credits toward the supervisor’s endorsement for candidates who complete the master’s program.
Credits: 3.0
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ELCL 6150 Exploration of Number and Algebra
This course prepares teachers to present algebra, as a meaningful and tangible area of mathematics in grades K-8. The course focuses on developing algebraic thinking, which includes studying patterns and functions, understanding the structure of the number system, using symbolism meaningfully, and using mathematical modeling to solve problems. A constructivist approach and manipulatives will be used to enhance the teaching and learning of algebra and related concepts. Students will examine and model the NCTM standards pertaining to these areas of mathematics. There wll be a focus on the study of functions and their role in problem solving. Topics include graphing, the linear, quadratic and exponential families of functions, and inverse functions. Students will be required to solve applied problems and communicate their findings effectively.
Credits: 3.0
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ELCL 6160 Contemporary Trends and Research Issues in Mathematics Education
The purpose of this course is to enable students to examine current esearchableissues and trends affecting mathematics education in grades PreK-12. These issues will be studied in the context of professional and public debates about curriculum, learning, and assessment as reflected in national and regional standards as well as in current mathematics education research. The goals of this course are to have what is learned serve to inform candidates’ teaching, provide them ideas for developing their own classroom research master’s thesis projects, and to empower them as potential agents of curricular change in their schools and districts. This course is intended for TCM and MHSM students, but may be taken by others with permission. Prerequisite(s): Open only to teahers of mathematics; permission of the graduate program director required.
Credits: 3.0
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ELCL 6190 Applied Developmental Psychology
This course provides pre-school, elementary, middle, and high school teachers with an opportunity to explore and apply educationally relevant developmental psychology theories and research to their own students and their classroom practices. Theories and research relevant to children and adolescents in schools spanning pre-kindergarten through high school are explored. In addition to exploring issues central to developmental psychology as a discipline, the role of context in cognitive, linguistic, social, and emotional development is examined. The course employs a combination of readings, case study analyses, hands-on activities, mini-research projects, the preparation of videotaped demonstrations, reflective reports, and library research.
Credits: 3.0
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ELCL 6200 Math Clinic
This course provides teachers with a clinical experience in identifying and rebuilding mathematics conceptions of school-age children. Its purpose is to provide teachers with an opportunity to explore and apply current professional standards by examining in-depth the ways in which students interpret and think about school mathematics content. During the course of the semester, each teacher works with one or two children. The primary assessment and teaching tool used is the individual clinical interview in the content of problem solving and scaffolded learning experiences. Technology applications of mathematical concepts and procedures are also used to further understand children’s reasoning. A detailed assessment and instructional plan for each student is developed and implemented during the semester. Prerequisite(s): ELCL 6140 , ELCL 6150 , ELCL 6160 OR CIEE 6140, 6150, 6160
Credits: 3.0
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ELCL 6220 Problem Solving & Mathematical
This course will develop more in-depth knowledge of problem solving and problem posing. It focuses on the content knowledge elementary teachers need to know in order to be more effective teachers of problem solving in mathematics. The course is designed to engage teachers in heuristics underlying problem solving. It engages candidates in higher level thinking skills, formulating, analyzing, modeling problems, choosing relevant information, making conjectures, devising plans and testing solutions. Teachers will be engaged in activities incorporating Common Core Mathematics Practice Standards and the standards for school mathematics as outlined by the National Council of Teachers of Mathematics (NCTM).
Credits: 3.0
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ELCL 6230 Teaching Earth and Space and Life Sciences with the STEAM approach
This course focuses on STEAM curricula (specifically Life Sciences, and Earth and Space Sciences aligned with the Next Generation Science Standards), and arts integrated instructional and assessment practices. Candidates will explore how to create meaningful connections between Earth & Space and Life Sciences that are conducive for gaining conceptual understanding of science concepts as well as the arts. Developing ways to increase learners’ curiosity, motivation, and engagement for learning science through arts integration will also be introduced. Candidates will further discuss STEAM lesson implementation methods in K-12 science classrooms, while sharing best practices around STEAM instruction. Lastly, candidates will investigate classroom practices that contribute to historical and contemporary inequities in learning outcomes and career pursuits in science and discuss whether and how arts integrated teaching of science may advance and empower all students and promote and advance equity as inclusive teaching practices.
Credits: 3.0
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ELCL 6240 Field Experience in Instructional Technologies
This course examines the use of information and communication technologies (ICTs) to deliver both guided/formal and flexible/informal instruction. Students explore the use of traditional, current, and emerging ICTs to provide instruction across time and/or space for a range of educational opportunities (e.g. distance learning/e-learning, open learning, self-didactic options) as well as looking at the different factors that need to be considered when implementing technology-mediated instruction. Matriculation into the Learning Technologies concentration. Prerequisite(s): CIEE 6050 or ELCL 6050 and (ELCL 6110 or CIEE 6110) and (ELCL 6120 or CIEE 6120)
Credits: 3.0
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ELCL 6250 Leadership and Learning Technologies
In this culminating Learning Technologies content course, students use the skills and knowledge they have gained throughout the program to explore ways in which new technology strategies can be used to promote systemic change aligned with national and state policy. Students design a school or district-wide educational technology proposal meant to address one or more benchmarks put forth in the Educational Technology Plan for New Jersey. In addition, students explore the potential of technologies to bring about change in classroom practice and curriculum on a local, state, national, and international scope. Prerequisite(s): CIEE 6050 or ELCL 6050 , and CIEE 6240 or ELCL 6240
Credits: 3.0
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ELCL 6260 Adapting Mathematics Instruction for the Inclusive Classroom
This course provides general and special education mathematics teachers with an opportunity to explore techniques for adapting mainstream mathematics curricula, instruction, and assessment strategies to meet the learning needs of all students. The course is designed to clearly delineate the role that specific learning difficulties play in meeting expectations for mathematics success in terms of current curricular standards and inclusive educational practices. Students focus on identifying the learning difficulties their own students have in particular mathematics curricular content and collaborative planning of specific methods for adapting instruction for these learners. After implementing the plan, they report on outcomes. There is also an in-class collaborative project for the course in which students develop a chart with adaptations for specific learning difficulties in the major strands of mathematics content outlined in state and national standards. The chart serves as a curriculum and assessment guide for subsequent classroom practices. This course is a prerequisite for ELCL 6200 Math Clinic. Prerequisite(s): Matriculation in an M. Ed. program, post-master’s status or permission of the TCM con centration coordinator is required.
Credits: 3.0
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ELCL 6270 Teaching Physical Science with the STEAM approach
This course focuses on a STEAM curriculum aligned with the Physical Sciences Disciplinary Core Idea in the the Next Generation Science Standards, and arts integrated instructional and assessment practices. Candidates will explore how to create meaningful connections between physical sciences that are conducive for gaining conceptual understanding of science concepts and the arts, as well as the implementation frameworks for STEAM lessons. Developing ways to increase learners’ curiosity, motivation, and engagement for learning physical science through arts integration will also be introduced. Candidates will further discuss how to design the activities that emphasize providing students with a shared mental model for physical science
concepts through immersive and interactive coding and culturally responsive teaching strategies, leading to greater learning outcomes and motivation to learn physical science. Lastly, candidates will discuss ways to increase student interest and help foster potential careers in the STEM fields.
Credits: 3.0
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ELCL 6280 Mathematics Education Research Seminar
This course focuses on the examination and critique of existing published studies in the field of mathematics education and on the development of research paradigms in this field. Classroom research projects and methods for assessing effects of curricular change on students, teachers, and school structures are emphasized. National and state standards for teaching mathematics are examined from the perspective of research methods and empirical outcomes. This course serves as a prerequisite for ELCL 6290 , Research in Education I for Teaching Children Mathematics concentration candidates and is ususally offered online. Prerequisite(s): ELCL 6160 or CIEE 6160
Credits: 3.0
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ELCL 6290 Research in Education I
This course prepares students to develop, implement, and write up an original educational research project within their fields of specialization in the Curriculum and Learning program. The course is the first of two capstone empirical research experiences in the program for all concentrations. Students are required to select a research topic, review the existing literature related to that topic, and formulate a specific researchable question(s) within that topic. As a final paper, students write the first three chapters of their master’s thesis, including a feasible plan for conducting a study of the questions to be carried out during the next semester in CIEE 6300, Research in Education II. Prerequisite(s): ELCL 6030 or ELCL 6160 or ELCL 6250 or ELCL 6350 or ELLM 5130 or TBED 6070
Credits: 3.0
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ELCL 6300 Research in Education II
This course is a continuation of CIEE 6290, Research in Education I, and focuses on students’ experiences in carrying out and writing their original educational research projects within their fields of specialization in the M.Ed. in education program. The draft of the first three chapters is revised during this semester and the full five-chapter paper, including a report of results and a discussion of findings, is submitted at the end of the semester. During this semester, scheduled class time is spent primarily in conferencing about individual projects. Group meetings are held to work on developing techniques for presenting the results and discussion chapters of the paper. Oral presentation of completed thesis required. Prerequisite(s): CIEE 6290 or ELCL 6290
Credits: 3.0
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ELCL 6450 Programming Robotics and Engineering in Steam
This course focuses on basic programming and engineering concepts, robotics, and linkages among engineering, technology, science, and society. Through engaging programming activities with the Scratch software program, candidates are introduced to the basic concepts of programming, while creating animations, interactive stories, and games. Candidates are subsequently introduced to robotics applications such as Lego WeDo and/or Lego Mindstorms, by building and programming. Additionally, candidates are introduced to the following concepts: elements and principles of design, engineering design processes, and collaborative problem solving. They then employ engineering and scientific concepts in order to solve engineering design problems. Candidates will also be introduced to methods to document their work and communicate their solutions to their peers and members of the professional community. All of the hands-on activities are structured to integrate science, mathematics, technology, and the arts.
Credits: 3.0
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ELCL 6520 History of Social Studies Education
Prerequisite(s): ELCL 6510
Credits: 3.0
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ELCL 7000 Independent Study
Arranged with a faculty sponsor and agreed upon by the department chair and dean.
Credits: 1.0 - 6.0
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Educational Leadership Early Childhood |
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ELEC 5990 Selected Topics
A topic not covered by an existing course will be offered as recommended by the department and approved by the dean.
Credits: 1.0 - 6.0
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ELEC 6010 Technology in Early Childhood Education
The primary focus of this course is to examine how technology can be integrated into early childhood curriculum. Students review research, examine, and analyze developmentally appropriate software and hardware and use the World Wide Web to reinforce young children’s literacy skills, mathematical learning, and project approach utilized in early childhood curricula. Additionally, students learn to use the Internet for their own professional development.
Credits: 3.0
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ELEC 6020 Curriculum Development and Classroom Management in Early Childhood Education
This course examines the current literature on developmentally appropriate curriculum and classroom management. Integrated curriculum is designed utilizing models created by recognized scholars and educators, emphasizing active student participation, high level thinking and cooperative learning. Curriculum is constructed by utilizing children’s literature, concrete and semi-concrete abstract representations, objects and pictures. The course also examines how to increase student motivation, create a developmentally appropriate discipline plan, and use “authentic” assessment techniques.
Credits: 3.0
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ELEC 6110 Parenting and Parent Involvement In School and Community
This course will review the literature on parent-child relationships and parent involvement in preschool and public school classrooms. The course examines parenting from the humanistic, behavioral, social, and developmental perspectives. Issues related to preschool, elementary, and teenage children will be studied along with such related topics as discipline, temperament, stress, self-esteem, and school readiness. Techniques for involving families in the school and communicating through parent-teacher conferences will also be examined through lecture, discussion, and videotapes.
Credits: 3.0
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ELEC 6180 Language Development and Emergent Literacy
The natural development of language is examined as part of the reading/literacy program of the preschool and primary grade child. The child’s physical, intellectual, social, emotional, cultural, and experiential backgrounds are studied in relation to emergent literacy. Exploration of current research, theory, strategies, and resources enable graduate students to evaluate and design literacy programs and environments for all children in inner city, suburban, and rural areas. Emphasis is on the integration of all the language arts: listening, speaking, reading, writing, and thinking. Teachers integrate learning and teaching theories with practice.
Credits: 3.0
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ELEC 6340 Issues and Trends in Early Childhood
This course is designed to examine recent trends and issues in early childhood education. Inclusion, observation of children in classroom settings, portfolio assessment, and multicultural perspectives are some of the topics to be explored. Educators of young children must be prepared to include children with special needs into regular education programs, make classroom adaptations, use support services, and develop a sense of community among children. Understanding and personalizing techniques for observing and recording. This course meets 3 credits toward the Supervisor’s Certificate.
Credits: 3.0
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ELEC 6350 Creativity and Play
Creativity and play are examined with emphasis on their relationship to the development and education of young children. Theory and current research are discussed, as well as active exploration of the ways in which these processes can be used to develop creative learning experiences. Hands-on activities, analysis of current research and case studies, and individual and group projects are included. Specific topics include art, music, movement, creative drama, room arrangement and the environment, open-ended play materials, divergent thinking, play and literacy development, observations, and assessment.
Credits: 3.0
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ELEC 7000 Independent Study
As approved and to be arranged.
Credits: 1.0 - 6.0
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Educational Leadership Higher Education Administration |
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ELHE 6000 Current Issues in Higher Education
This course explores contemporary issues that affect higher education organizations. Selected topics will be drawn from emergent issues in student affairs, academic affairs, finance, and internal and external stakeholders arenas. Topics will include immigration law; diversity; student cultures; service learning initiatives; adult and continuing education; technology and media; accountability; accrediting agencies and assessment; international and global education; the cost of education; and for profit and online education.
Credits: 3.0
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ELHE 6001 History of American Higher Education
This course examines the evolution of American higher education from an elite, closed system to the current open, mass higher education system. The course covers significant transformative eras, including expansion to the ‘multiuniversity’, the development of the curriculum, to on-line colleges and universities.
Credits: 3.0
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ELHE 6002 Theories College Student Development
This course is designed to expose students to relevant models and theories of student and human development used in contemporary student affairs divisions in higher education. Students will examine theoretical approaches to student learning growth, development and behavior during the college years. The course delves into the interdisciplinary nature of these theories and how these theories affect policy and practice in student affairs divisions.
Credits: 3.0
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ELHE 6003 Org and Govern in Amer High Ed
This course is an in-depth analysis of the unique structure of governance in American higher education and covers shared governance, tenure, the role of the faculty, the role of collective bargaining, and the relationship of faculty and administration. The course will explore the differences in public and private education, four-year and two-year institutions, and proprietary and on-line schools.
Credits: 3.0
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ELHE 6004 Legal Issues in Amer Higher Ed
This course examines the balance of interests between higher education institutions, students, and the laws that govern each, and how policy and decision making at the institutional level is influenced by the law. The impact of the law and the factors influencing the law will be studies using case law.
Credits: 3.0
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ELHE 6005 Public Policy Analysis
This course is a study of the interactions between political, economic, and social factors that have an impact on institutional policies, decision making, and student learning in the classroom. The course content includes how public policy is shaped, and from a historical perspective, the many influences that impart policy development in general.
Credits: 3.0
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ELHE 6006 Amer Post-Sec Ed Strct Fnctn
This course provides an in-depth examination of the various sectors that comprise higher education in the 21st century United States, and how mission and goals, cost and affordability, quality and effectiveness, and the value of a college education have evolved. Students will examine the unique factors that impart the delivery of higher education in public and private institutions; two year and four year; elite liberal arts and comprehensive institutions; propriety; parochial and religiously-affiliated institutions. The course will detail how forces both internal and external to institutions of higher education have shaped colleges and universities over time and in our current flobal and competitive market.
Credits: 3.0
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ELHE 6007 Finance in Amer Higher Educ
This course explores how institutions of higher education are financed, and how resources and revenues are allocated within the institution. The financing of two and four year public and private colleges and universities and for-profit institutions are studied in the context of local, state and federal budgeting processes.
Credits: 3.0
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ELHE 6008 Higher Educ as a Profession
This course examines the combined roles of faculty, administrators, program directors, counselors, student support staff, human resource personnel, assessment coordinators, program reviewers, trustees, and other professionals in support of collegiate teaching and learning. The traditional and non-traditional nature of higher education institutions will be viewed in the contest of the professional career and development of individuals engaged in post-secondary professions.
Credits: 3.0
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ELHE 6030 Educ Research in Higher Ed Admin
This course prepares candidates to develop, implement, and write an original action research project proposal within their field of specialization in the M.A. in HIgher Education Administration program. Students are required to select a research topic in higher education administration, review the existing literature related to that topic, and formulate specific researchable questions within that topic. As a final paper, students draft the first three chapters of a research project, including a feasable plan for conducting a study of the questions to be carried out in their capstone research experience in ELHE 6062 Capstone Experience Seminar.
Credits: 3.0
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ELHE 6050 Assessment Practice
This course focuses on theories and principles of assessment and other accountability measures used in planning, implementing, and sustaining instutitional effectiveness. The course explores current and best practice, strategies, methodologies, tools and evaluation designs used in instuututions of higher education.
Credits: 3.0
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ELHE 6051 Planning in Higher Education
This course provides the theoretical and practical bases for understanding the change processes that occur within systems and higher education organizations that help determine a future direction. Particular emphasis is on strategic planning; setting strategic goals and objectives; planning frameworks; situational and strategic analyses, assessment and integrated planning.
Credits: 3.0
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ELHE 6052 Student Develop Policy & Prof Set
This course focuses on student affairs functions and services in institutions of higher education. It provides historical context for the evolution and development of these functions and services, clarifies the roles and responsibilities of professionals working in the field, the student populations served, the types of college and university settings where the profession is practiced, and the skills and competencies necessary to work successfully in the field. Many of the key functional areas and departments typically falling within student affairs divisions are explored, including their organizational structures, missions, goals, objectives, and staffing patterns(e.g. residence halls, personal counseling, health and weekness services, disability services, academic advisement, career counseling, student activities and recreational services, athletics, admissions, and financial aid).
Credits: 3.0
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ELHE 6053 Higher Education Management
The course focuses on various philosophies, theories and practices within higher education organizations employed to accomplish the institution’s goals and objectives. How administrators manage, function and excel using existing and new processes and technologies, systems and resources will be explored using case studies and experiential seminars as learning tools. Student will also explore relationships with internal and external constitutent groups, which may include collective bargaining units, students, governing boards, accreditation agencies, local communities, and coordinating agencies.
Credits: 3.0
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ELHE 6054 Program Evaluation
This course is an examination of formal and informal processes involved in any systematic review and analysis. Emphasis is on methods for conducting effective evaluations that are useful, valid, accurate, fair and diagnostic. Course covers data collection and use; standards; how to create effective program descriptions and user-friendly reports, and design.
Credits: 3.0
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ELHE 6055 Assessment in Student Develop
This course will provide an overview of the fundamental principles and applications of assessment and evaluation within divisions of student development/student affairs. This will include a review of standard instruments and environments(e.g. residence halls) which falls under the purview of student affairs. The course will also explore the meaning and use of qualitative methods in these types of assessments and will build upon relevant aspects of previous courses in research methods that enable students to apply assessment theory and techniques, such as survey construction to their work in student affairs.
Credits: 3.0
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ELHE 6056 Classroom Assessment
This course focuses on practical aspects of assessment and strategies designed to improve student learning. Particular emphasis is on outcomes assessment; use of different measures to individualize assessment instruments and learned-centered assessments.
Credits: 3.0
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ELHE 6060 Leadership Studies
This courses explores the theories and definitions of the practice of management and decision making in higher education organizations. Using case studies, guest lectures and role plays, students learn theories of leadership and the role of authority, power, influence, integrity, governance, power-sharing, leadership structures, and methods in the challenges of attaining desired goals and outcomes.
Credits: 3.0
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ELHE 6061 Practicum in Student Develop
The practicum experience provides the student a placement in an appropriate college or university functional area or department which the student thinks they might be interested in pursuing as an entry or career in student development. This field placement, in conjunction with a regularly scheduled seminar class in which students reflect upon, analyze, and discuss their experiences, facilitates integration of theory(learned during prior coursework and in readings done in the seminar) with practice. This integration promotes enhanced capacity for reflection upon the quality, impact, and meaning of one’s work, and a greater understanding of the field as it occurs in practice. The course provides an opportunity for the student to gain their first work experience in a structured setting under the guidance of faculty and site supervisors, who are student development professionals. These experiences contribute to the student’s development as a beginning professional.
Credits: 3.0
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ELHE 6062 Capstone Experience & Seminar
This course is designed as a culminating experience for the program. Students complete a research project focusing on an applied problem in the student’s area of concentration. Using the proposal developed in ELHE 6030 for an original educational research project, students in this course will collect and analyze data and present their findings. Students will also complete an electronic portfolio using assignments done throughout the program. This portfolio will be used by students to demonstrate their professional competencies in meeting nationallly-accepted standards.
Credits: 3.0
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