EDUCATION AND COMPUTERS

05:300:350:9C – 3 CREDITS

Instructor: James Urbaniak

Establishes a foundation for using the computer and technology in a variety of educational settings across all subject areas. The course is hands-on in nature, with focus on current trends. Additionally, learners can expect to discuss theory, practice, and social/philosophical issues related to the use of computers in education. Some familiarity with computers is recommended; no prior computer skills are required.

INDIVIDUAL AND CULTURAL DIVERSITY

05:300:401:91 – 3 CREDITS

Instructor: Jhanae Wingfield

Focuses on the range of student diversity in contemporary classrooms, including cultural, linguistic, and academic differences. Emphasizes strategies to enhance academic success, promote interaction, and facilitate the inclusion of diverse students in the regular school setting.

INTRODUCTION TO TEACHING WITH DIGITAL TOOLS                                              

15:255:503:90 – 3 CREDITS

Instructor: Kathalyn Messano

This course presents models for the integration of technology in teaching, looking at the different pedagogical, technological, and environmental factors that should be part of educational technology decisions. It provides students the opportunity to explore the new landscape of digital tools, and to design activities and lesson for a diverse set of learners.  Students in this class will explore theories of learning and how they inform the effective uses of technology in educational environments. Additionally, students will investigate what the latest research has to say about the integration of technology in educational settings. By engaging students in a variety of project-based activities throughout the semester, this course will introduce them to the various ways that new technologies are challenging traditional ways of communicating and learning, and will help you to recognize which technologies and teaching strategies are most appropriate for your learning environment.

Prerequisites: Undergraduates must receive adviser approval and instructor approval.

DEVELOPING DIGITAL E-LEARNING ENVIRONMENTS

15:255:506:90 – 3 CREDITS

Instructor: N/A

Provides an in-depth overview of both theory and practice related to online distance education. The principles identified and the issues studied in the course are applicable across a variety of settings, including but not limited to: K-12 classrooms, universities, community colleges, business/industry, and health care. Also examines the theoretical framework, historical development, pedagogical issues, and practical applications of both online and hybrid E-learning education.

LITERACY DEVELOPMENT IN THE ELEMENTARY AND MIDDLE SCHOOL

15:299:516:191 – 3 CREDITS

Instructor: Kristy Shurina

Focus on literacy skills for grades 3-8. Emphasis on higher-order comprehension skills, vocabulary development,

content area reading, writing, and struggling readers. Upper-elementary and adolescent literature is explored.

Adult and Continuing Education

HUMAN RESOURCES DEVELOPMENT: PROFESSION AND PRACTICE

15:233:562:90 – 3 CREDITS

Instructor: Regina Riccioni

Human resource development (HRD) is a component of human resources management and serves the organization by assisting employees to develop their skills, knowledge, and abilities as they relate to the organization. HRD professionals engage in employee training, employee career development, performance management and development, coaching, mentoring, succession planning, key employee identification, and organization development. This course provides students with a practical experience working in an HRD professional setting and understanding of the HRD profession. Students are expected to complete an HRD work project under the direction of an HRD professional. Students complete a semester-long project in HRD as well as engage with the profession by joining two professional organizations that serve the field: the Association for Talent Development and the Academy for Human Resource Development. Utilizing the resources provided by these organizations, students will explore the history of the field including an overview/introduction of the field, special issues in developing and implementing HRD programs, professional competencies and standards, and a look to the future of the field.

DESIGNING TRAINING FOR ADULTS       

15:233:569:90 – 3 CREDITS

Instructor: Regina Riccioni

“This course is designed as one-half of a capstone learning experience in which students will acquire skills of research habitually applied to the design and implementation of educational programming. Students will engage with each other discovering the importance of data-driven decision-making in the facilitation of learning. Key elements include the identification of goals and outcomes, the assessment of learning needs and of learning itself, and the final evaluation of program quality.

Prerequisites: For matriculated students in the Ed.M. in adult and continuing education with a minimum of 18 credits applied in the program. Must take 15:233:569 prior to or concurrent with this course.”

SPECIAL TOPICS IN ADULT AND CONTINUING EDUCATION: CREATING, MANAGING & GROWING ACE PROGRAMS

15:233:580:90 – 3 CREDITS

Instructor: Richard Novak

Provides opportunities to explore new developments in the field and is offered on an occasional basis.

CLICK HERE TO REGISTER NOW

EDUCATIONAL PSYCHOLOGY: PRINCIPLES OF CLASSROOM LEARNING

05:300:306:01 – 3 CREDITS

Instructor: Chi-Chun Hung

Surveys areas of psychology most relevant to education. How children think, learn, and remember; influence of motivation; and principles of measurement.

Prerequisite for admission to the teacher education program.

EDUCATIONAL PSYCHOLOGY: PRINCIPLES OF CLASSROOM LEARNING

05:300:306:02 -3 CREDITS

Instructor: Brydie Boyle

Surveys areas of psychology most relevant to education. How children think, learn, and remember; influence of motivation; and principles of measurement.

Prerequisite for admission to the teacher education program.

HUMAN DEVELOPMENT: BIRTH THROUGH THE TRANSITION TO ADULTHOOD

05:300:307:94 – 3 CREDITS

Instructor: Ashley Shahidullah

Introductory course in human development providing an overview of learning and developmental processes from birth through the transition to adulthood. Development during infancy, early childhood, middle childhood, adolescence, and early adulthood is considered. Changes in physical, neurological, social, cognitive, and emotional functioning during these periods are examined through the lenses of sociocultural, developmental, and learning sciences.

HUMAN DEVELOPMENT: BIRTH THROUGH THE TRANSITION TO ADULTHOOD

05:300:307:95 – 3 CREDITS

Instructor: Jessica Hammond

Introductory course in human development providing an overview of learning and developmental processes from birth through the transition to adulthood. Development during infancy, early childhood, middle childhood, adolescence, and early adulthood is considered. Changes in physical, neurological, social, cognitive, and emotional functioning during these periods are examined through the lenses of sociocultural, developmental, and learning sciences.

INTRODUCTION TO MOTIVATION

05:300:308:90 – 3 CREDITS

Instructor: Anna Lee

This course provides an overview of motivation in formal and informal educational settings from a psychological perspective. Most theories and research on motivation are framed around two major components of one’s motivation: Can I do this task? Why do I want to do this task? We will address these questions through the theoretical lenses of major theories of motivation including expectancy value theory, attribution theory, achievement goal theory, self-determination theory, theories of personal and situational interest, and engagement. We will examine how and why one’s responses to these questions shape their engagement and learning.

TUTORING: THEORY AND PRACTICE

05:300:313:01 – 3 CREDITS

Instructor: Robin Diamond

Tutoring occurs not just in schools, but also in a variety of out-of-school contexts–standardized test preparation, museum exhibits, and so on. Tutors are typically more experienced peers, teachers, or anyone with expertise in a particular subject matter. The most effective tutors not only have expertise in their subject area, but also have a thorough understanding of the strategies needed to monitor and produce meaningful learning in both one-on-one and group settings. In this course students learn to be effective tutors in K-12 settings, both inside and outside of the classroom. It also examines connections of learning and tutoring with issues of equity, diversity, and culture within and across these settings. Students in this course will engage in frequent role-playing activities to apply what they learn about effective tutoring.

INTRODUCTION TO SPECIAL EDUCATION

05:300:383:02 – 3 CREDITS

Instructor: Elizabeth Vastano

Overview of the diverse physical, psychological, and social disabilities of special education children.

LITERACY FOR STUDENTS WITH DISABILITIES

05:300:480:90 – 3 CREDITS

Instructor: Stuart Barudin

Focuses on instructional practices in special education. Explores special education approaches to teaching literacy to students with disabilities and/or at-risk learners. Procedures covered are applicable to inclusive, as well as more restrictive settings, and address the needs of students from a broad array of cultural, linguistic, and economic backgrounds. This course is taken in conjunction with a field placement, where students apply specific procedures and strategies from class.

Prerequisite: Admission to the special education teacher education program.

Educational Statistics, Measurement and Evaluation

INTRODUCTION TO ASSESSMENT, APPLIED STATISTICS, AND RESEARCH

15:291:511:90 – 3 CREDITS

Instructor: Cheryl Cuddihy

This course offers professionals knowledge regarding assessment, research, and basic statistical procedures. Statistical topics including descriptive statistics, graphing, software applications, normal distribution theory, correlation analysis, prediction, and an introduction to hypothesis testing are addressed. Consideration is given to qualitative versus quantitative research methods. Purposes, meaning, and types of assessment, which include norm versus criterion referenced; personality, portfolio, and aptitude assessment are included, as are ethical issues and approaches to accommodating students with disabilities.

INTRODUCTION TO ASSESSMENT, APPLIED STATISTICS, AND RESEARCH

15:291:511:91 – 3 CREDITS

Instructor: Cheryl Cuddihy

This course offers professionals knowledge regarding assessment, research, and basic statistical procedures. Statistical topics including descriptive statistics, graphing, software applications, normal distribution theory, correlation analysis, prediction, and an introduction to hypothesis testing are addressed. Consideration is given to qualitative versus quantitative research methods. Purposes, meaning, and types of assessment, which include norm versus criterion referenced; personality, portfolio, and aptitude assessment are included, as are ethical issues and approaches to accommodating students with disabilities.

PSYCHOMETRIC THEORY I           

15:291:515:90 – 3 CREDITS

Instructor: John Kerrigan

Psychological and statistical principles underlying test design, analysis, and interpretation with emphasis on classical psychometric theory; analysis of reliability and validity and their estimation; the development, analysis, and use of both norm-referenced and criterion-referenced tests; and introduction to scaling techniques.

Prerequisite: 15:291:531 or 16:960:531 or 15:291:511.

PROGRAM EVALUATION: AN INTRODUCTION TO METHODS AND PRACTICE

15:291:520:90 – 3 CREDITS

Instructor: Ting Wang

Topical survey of program evaluation methods and practice for those whose professional responsibilities will include evaluation, or who will require a knowledge of industry standards in order to purchase evaluation services. Activities include hands-on evaluation projects. Formerly 16:300:520.

Prerequisite: 15:291:531 or 16:960:531 or 15:291:511.

STATISTICAL METHODS I

15:291:531:01 – 3 CREDITS

Instructor: Lynne Kowski

Descriptive statistics, SPSS statistical package, graphing, normal distribution theory, simple regression, correlation analysis, elementary probability theory, sampling, confidence intervals, and introduction to hypothesis testing.

Special Education

EMOTIONAL AND BEHAVIORAL DISORDERS

15:293:509:90 – 3 CREDITS

Instructor: Matthew Mayer

Provides an overview of the field of emotional and behavior disorders (EBD). The causes, characteristics, assessment, and research-based interventions for students with EBD will be the focus of the class.

INCLUSIVE TEACHING IN EDUCATION

15:293:523:90 – 3 CREDITS

Instructor: Vastano

The purpose of this course is to prepare general educators to be able to: 1) understand the nature of various disabilities and the laws that govern their education; 2) learn how to use accommodations, strategies, and techniques so that ALL students will benefit from instruction; 3) develop behavior management strategies to work with difficult students; and 4) learn how to work with other school professionals as part of the team effort that supports students who are at-risk.

PSYCHOLOGY OF THE EXCEPTIONAL CHILD

15:293:525:90 – 3 CREDITS

Instructor: Belmonte

The course develops foundational knowledge in the characteristics, identification, educational needs, and development of students with disabilities, as well as other youth and adults with exceptionalities. Examines multiple factors linked to and influences on the cognitive, educational, communication, motor, and social development of individuals with disabilities and other exceptionalities. The legal, research, and ethical bases for comprehensive programs for exceptional children and adults will be examined.

PSYCHOLOGY OF THE EXCEPTIONAL CHILD

15:293:525:91 – 3 CREDITS

Instructor: Mulligan

The course develops foundational knowledge in the characteristics, identification, educational needs, and development of students with disabilities, as well as other youth and adults with exceptionalities. Examines multiple factors linked to and influences on the cognitive, educational, communication, motor, and social development of individuals with disabilities and other exceptionalities. The legal, research, and ethical bases for comprehensive programs for exceptional children and adults will be examined.

IDENTIFICATION AND ASSESSMENT OF LEARNING DISABILITIES

15:293:526:01 – 3 CREDITS

Instructor: David Antunes

Issues related to the psycho-educational assessment of learning disabilities; specific assessment instruments, both formal and informal; and guidelines for interpretation.

Prerequisites: 15:291:515, 16:960:531.

ASSESSMENT AND MEASUREMENT FOR SPECIAL EDUCATION

15:293:533:90 – 3 CREDITS

Instructor: Mulligan

This course provides students with knowledge, skills, and understanding of assessment issues related to students in general and special education settings. Topical coverage includes the types and characteristics of assessments; an introduction to formal and informal (functional) assessment in special education; and the use of assessment information to determine special education eligibility, identify current academic and nonacademic performance, set instructional goals, monitor progress, and determine the effectiveness of instruction. Current legal and ethical issues in assessment are discussed including participation in state and local assessment programs, appropriate grading and testing accommodations, and assessment of students from diverse backgrounds.

Prerequisite: 05:300:306.

ASSESSMENT AND MEASUREMENT FOR SPECIAL EDUCATION

15:293:533:91 – 3 CREDITS

This course provides students with knowledge, skills, and understanding of assessment issues related to students in general and special education settings. Topical coverage includes the types and characteristics of assessments; an introduction to formal and informal (functional) assessment in special education; and the use of assessment information to determine special education eligibility, identify current academic and nonacademic performance, set instructional goals, monitor progress, and determine the effectiveness of instruction. Current legal and ethical issues in assessment are discussed including participation in state and local assessment programs, appropriate grading and testing accommodations, and assessment of students from diverse backgrounds.

Prerequisite: 05:300:306.

CLASSROOM ORGANIZATION FOR INCLUSIVE AND SPECIAL CLASSROOMS

15:293:534:90 – 3 CREDITS

Instructor: O’Grady

Focuses on special education classroom and behavior management. This course is based on the premise that an effectively run classroom supports student engagement in learning; creates a caring, respectful environment; and facilitates self-discipline, independence, personal responsibility, and prosocial behavior. Course content moves along a continuum from functional assessment of behavioral difficulties to prevention of problem behavior through effective management and instruction to utilization of less intrusive strategies to the use of more intensive strategies, crisis deescalation, and intervention.

CLASSROOM ORGANIZATION FOR INCLUSIVE AND SPECIAL CLASSROOMS

15:293:534:91 – 3 CREDITS

Instructor: Janice Fipp

Focuses on special education classroom and behavior management. This course is based on the premise that an effectively run classroom supports student engagement in learning; creates a caring, respectful environment; and facilitates self-discipline, independence, personal responsibility, and prosocial behavior. Course content moves along a continuum from functional assessment of behavioral difficulties to prevention of problem behavior through effective management and instruction to utilization of less intrusive strategies to the use of more intensive strategies, crisis deescalation, and intervention.

DISABILITY STUDIES: SOCIAL PERSPECTIVES SCHOOL PRACTICE, & COMMUNITY ENGAGEMENT      

15:293:540:90 – 3 CREDITS

Instructor: Matthew Mayer

SEMINAR IN SPECIAL EDUCATION

15:293:605:90 – 3 CREDITS

Instructor: Harrison

Focuses on the process of doctoral-level preparation and helps students prepare for the integration of their internship experience with their professional goals; current developments and issues in special education; research, teaching, and service areas reviewed as they relate to the preparation of leadership personnel in special education. Open only to students admitted to the Ed.D. program in special education.

Gifted Education

CLINICAL PLACEMENT AND PRACTICUM

15:294:535:90 – 3 CREDITS

Instructor: Elissa Brown

This capstone course is designed for those who are preparing for classroom teaching, administration, and/or wish to build additional areas of expertise in gifted education. Students will submit a brief written practicum project proposal to the instructor and complete a 200-hour project-based field activity focused on gifted education. Further requirements include participation in practicum seminar sessions and completion of project-related written assignments.

Prerequisites: 15:294:531, 15:294:532, 15:274:533, 15:294:534.

Learning, Cognition and Development

COGNITION AND MEMORY

15:295:502:01/ 3 CREDITS

Instructor: O’Donnell

Thinking and memory as viewed by contemporary cognitive psychology; integrates experimental finding concerning selective attention, perception, memory storage and retrieval, imagery, problem-solving, and reasoning into holistic views of the human being as a processor of complex information. Class discussions include applications to educational questions.

LIFE SPAN DEVELOPMENT

15:295:504:90 – 3 CREDITS

Instructor: Carole Martin

Principles of human development with focus on educational application over the life span, emphasizing adolescent and adult years; topics include cognition, language, motivation, personality, and vocational behavior.

INTRODUCTION TO CHILD PSYCHOLOGY: INFANCY THROUGH ADOLESCENCE

15:295:512:90 – 3 CREDITS

Instructor: Mccune

Growth and development from prenatal period through adolescence; topics include social-emotional development, language, cognition, learning, and perception.

COGNITION AND LANGUAGE FROM BIRTH TO AGE 8: NORMAL DEVELOPMENT AND IMPLICATIONS

15:295:522:90 – 3 CREDITS

Instructor: Mccune

Reviews recent research evidence concerning sequences of development in cognition and language in the first five years and the relationship between these domains of functioning; consideration of delays and disruptions in cognitive and language development following from various congenital disabilities and risk factors.

Prerequisite: Recently completed graduate course in child development or permission of instructor.

PRACTICUM IN APPLIED INFANT & EARLY CHILDHOOD DEVELOPMENT

15:295:525:01/ 3 CREDITS

Instructor: Mccune

Service experiences based on student’s goals; placements are available in a range of settings in which infants and young children, including those with risk or disability, and their families receive services such as assessment, intervention, or day care. A weekly seminar is required.

Prerequisite: Permission of instructor.

CLICK HERE TO REGISTER NOW

INTRODUCTION TO EDUCATION

05:300:200:02 – 3 CREDITS

Instructor: Aaron Rabinowitz

This course focuses on critical issues in U.S. education and aims to inspire students to enter into the teaching profession with the goal of promoting social justice, human dignity and global awareness. The course introduces students to issues in educational equity and explores the ways in which globalization, race, ethnicity, immigration status, disability, religious identity, and gender and sexuality impact school settings.  Students will become familiar with important concepts and approaches that will start them on their journey of acquiring the many skills and attitudes that an excellent teacher possesses.

Prerequisite for admission to the five-year teacher education program.

Corequisite: 05:300:201.

INTRODUCTION TO EDUCATION

05:300:200:06 – 3 CREDITS

Instructor: Renee Roundy

This course focuses on critical issues in U.S. education and aims to inspire students to enter into the teaching profession with the goal of promoting social justice, human dignity and global awareness. The course introduces students to issues in educational equity and explores the ways in which globalization, race, ethnicity, immigration status, disability, religious identity, and gender and sexuality impact school settings.  Students will become familiar with important concepts and approaches that will start them on their journey of acquiring the many skills and attitudes that an excellent teacher possesses.

Prerequisite for admission to the five-year teacher education program.

Corequisite: 05:300:201.

GLOBAL EDUCATION: 21ST CENTURY TRENDS AND ISSUES

05:300:467:01 – 3 CREDITS

Instructor: Fernekes

Introduces students to critical global themes and issues shaping the design, delivery, and impact of educational policies and practices in the United States, as well as internationally. Students will analyze how rapidly evolving networks of global communication, patterns of world migration, trade and environmental change, efforts to manage regional and global conflicts, and movements to expand social justice and realize guarantees of human rights are changing both the content and processes used in diverse educational settings, including schools, workplaces, and other institutions. Competing (and often conflicting) conceptions of global citizenship will also be examined, along with their implications for what it means to be an educated person during the 21st century.

Educational Administration and Supervision

PUBLIC SCHOOL FINANCE

15:230:520:90 – 3 CREDITS

Instructor: Mark Weber

State and federal directives on school finance and educational equity; economic principles and national income measures related to public education; calculation of property taxes and bond issues; local, state, and federal methods of financing public education; overview of cost efficiency and effectiveness measures; investments; the basic accounting structure of state and local governments; and the budget system and comprehensive annual reports used by school districts in New Jersey.

ASSESSMENT/DATA/PROBLEM SOLVING

15:230:615:90 – 3 CREDITS

Instructor: Michael Atzbi

This course will improve students’ understanding of assessment data to support learning in classrooms, schools, and districts. It will begin with using materials published by ASCD to map or to describe a curriculum in terms of standards, key goals and questions, instrumental lessons and experiences, materials, interim student performance benchmarks, and final outcome measures. The course will then focus on analyzing assessment data, developing action plans, and implementing changes. It will develop a cycle of activities that starts with curriculum mapping and continues through using assessment data for planned change

Social Studies Education

SOCIAL STUDIES IN THE ELEMENTARY SCHOOL

15:257:564:01 – 3 CREDITS

The impact on the elementary school of new developments in social studies and new refinements in teaching social studies; content, method, materials, and general curricular implications.

Social and Philosophical Foundations of Education                                                                                

CURRICULUM AND INSTRUCTION

15:310:500:90 – 3 CREDITS

Instructor: Lennox Small

Integrated view of problems of curriculum and instruction at the elementary and secondary levels, including the various roles of the professional teacher, problems of curriculum design, and interrelationships between current issues and social forces.

CURRICULUM DEVELOPMENT IN THE SECONDARY SCHOOL

15:310:505:90 – 3 CREDITS

Instructor: Regan

Augments through practical application various curriculum theories, determinants, principles, and trends. Each student has the opportunity to design a comprehensive curriculum with reference to an actual secondary school situation.

Recommended: Secondary school teaching experience.

CONTEMPORARY ISSUES IN AMERICAN EDUCATION

15:310:528:01 – 3 CREDITS

Instructor: Antony Farag

Current criticism of education, its practices, and theory.

CLICK HERE TO REGISTER NOW