Undergraduate Contact Information

Education Program

Sr. Teresa A. Bruno, S.C., Ed.D.
Undergraduate Teacher Education Program Coordinator
Santa Maria Hall
First Floor, Room 10G

Phone: (973) 290-4341
Email: tbruno@cse.edu



Graduate Contact Information

Education Program

Dr. John R. Crews
Educational Leadership Program Chairperson
Santa Maria Hall
First Floor, Room 10G

Phone: (973) 290-4382
Email: jcrews@cse.edu



Overview & Mission

The College of Saint Elizabeth has been recognized as a leader in teacher education since its founding over 100 years ago. In more recent years, the College has expanded its offerings to include graduate-level teacher certification and M.A. degrees in Education. Those who have earned their certifications and degrees at CSE continue to compete favorably for teaching positions.

CSE faculty recognize that programs in teacher education constantly must evolve to meet the demands of professional standards, state and national requirements for certification, expectations of regional and national accrediting bodies, and the changing criteria for highly-qualified teachers. To ensure the excellence of all CSE certifications and degrees in Education, the undergraduate and graduate teacher education programs are approved by the New Jersey Department of Education and the Teacher Education Accreditation Council (TEAC).

Flowing from the institutional mission of the College of Saint Elizabeth, the specific mission of all undergraduate and graduate programs in teacher education is to prepare competent, caring, responsible, professionally active educators who emerge as empowered leaders in their profession.



Student Outcomes

Students who earn CSE degrees and certifications in Education will:

  • Demonstrate knowledge of the subjects they are expected to teach.
  • Demonstrate competence in planning, teaching, and assessment through appropriate pedagogical strategies designed to address the diverse needs of learners and to promote literacy, critical thinking, and problem solving.
  • Increase their capacity to create for students inclusive, supportive, safe and respectful classroom environments that sustain intellectual, social, emotional, and physical development.
  • Promote the dignity of each individual, respecting the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political perspectives, and other ideologies.
  • Recognize the purpose of information and its application in the development of knowledge and enhance their skills in locating, evaluating, and effectively using information in decision making.
  • Develop skills in technology to support 21st century teaching and learning.

Graduates

Students completing CSE undergraduate and graduate teacher education programs can earn a New Jersey Certificate of Eligibility with Advanced Standing in the following areas: P-3, K-6, Teacher of Students with Disabilities, and K-12 Subject Area in Art, Biology, Chemistry, English, French (graduate level only), Mathematics, Social Studies, and Spanish.

The New Jersey State Department of Education awards permanent certification to all provisional teachers who successfully complete the state-required induction year in school districts.

CSE alumni teach in schools throughout New Jersey and the nation.

Education Program


Course Listing

Course level: 100 | 200 | 300 | 400 | 500 | 600 | 700

ED-101

Introduction to Education

Credit Hours: 2

This course is an introductory overview of the history and development of public education with a focus on contemporary issues in schooling. Discussed are the social-political structure of public education in the context of social justice; best practices in curriculum; significant thinkers in education philosophy and impact of diversity issues on educational settings. 15 hour introductory field observation and participation required.

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ED-105

Nature & Needs of Exceptional Learners

Credit Hours: 3

This course will examine the learning, behavioral and personal/social characteristics of exceptional learners and resulting impacts on the teaching and learning process in a continuum of contemporary classroom and school settings. Instructional modes will include lecture, discussion, and student presentations. Pre-requisite: ED 101 for Majors only.

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ED-200

CurrDevBehavMgmt in Inclusive & Spec Edu

Credit Hours: 4

This course is an application of principles of teaching and learning in curriculum and behavior management in inclusive preschool to secondary and post-secondary settings. 30 hour field observation and participation required in designated schools addressing a continuum of learner needs. Pre-requisite: ED 101and ED 105 for Majors only.

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ED-252

Early Childhood Education

Credit Hours: 3

This course will provide a comprehensive introduction to early childhood education. Students will trace the development of significant curricula surrounding early childhood and study current innovations, gaining insights into the effective teachings and learning practices in early childhood settings. Specific methods and behaviors for fostering developmentally appropriate curricula grounded in diversity and multiple learning styles will be addressed. Various approaches to performance-based assessment will be studied. A participatory field experience will provide students with opportunities to observe children as they play and learn in quality early childhood settings. Pre-requisite: Ed 101; sophomore status. Students are responsible for their own transportation to the field settings.

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ED-300

Technology in Inclusive Special Edu

Credit Hours: 3

This course will explore the ways in which technology can facilitate the learning and development of students with learning differences. Students will be introduced to a wide range of technologies that can support reading, writing, math, and language development in the classroom. Computer applications, technological aids and devices, existing and emerging technologies in education and rehabilitation will be considered. Instructional modes will include lecture, discussion, on-line learning, and field based projects. Pre-requisites: ED101 and ED 105 for Majors only; ED 200 and Junior Education Status for Majors and Minors.

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ED-305

Math&ScienceCurrElemEdu&MiddleSch

Credit Hours: 4

This course will introduce the new technologies and strategies for project-based investigations in math and science for elementary and middle school classrooms. Course outcomes and assessments are based on the NJ Core Curriculum Standards for math and science in elementary and middle school settings. 10 hours of supervised Microteaching experiences required. Students need to provide their own transportation for Microteaching field setting. Pre-requisites: Successful completion of Ed. 101 and junior level status. Pre-requisites: ED101, ED 105, ED 200, and Junior Education Status.

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ED-310

Emergent Lit Inclusive Elem&EarlyChildEd

Credit Hours: 3

The design, implementation, and assessment of literacy curriculum in inclusive elementary and early childhood education school settings will be examined. Balanced literacy approaches derived from skill-based and constructivist curriculum practices are developed. 10 hours of supervised Microteaching experiences required. Students need to provide their own transportation for Microteaching field setting. Prerequisites: ED 101, ED 105, ED 200, or Education Chairperson approval.

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ED-315

WritAcrossCurricInclusiveElemErlyChildEd

Credit Hours: 3

The design, implementation, and assessment of literacy curriculum in inclusive elementary and early childhood education school settings will be examined. Balanced literacy approaches derived from skill-based and constructivist curriculum practices are developed. 10 hours of supervised Microteaching experiences required. Students need to provide their own transportation for Microteaching field setting. Prerequisites: ED 310. Prerequisites: ED 101, ED 105, ED 200, or Education Chairperson approval.

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ED-320

Writing Across MiddleSch Math&Sci Curric

Credit Hours: 3

This course introduces students to the use of integrated language and critical thinking skills in curriculum development and application in instructional units. Students will be able to facilitate learning in middle school math or science settings. 10 hours of supervised Microteaching experiences required. Students need to provide their own transportation for Microteaching field setting (supervised Microteaching in Math or Science Content Area Setting.) Prerequisites: ED 310

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ED-330

Literacy Secondary Edu Curriculum K-12

Credit Hours: 4

This course enables pre-service teachers to integrate theoretical and practical approaches for teaching all learners. It enables pre-service teachers to use integrated language skills to improve learning in the content areas. Students review current topics in literacy, teaching and planning strategies, and the use of technology which will enable them to work with learners to improve literacy skills. 10 hours of supervised Microteaching experiences required. Students need to provide their own transportation for Microteaching field setting . Prerequisites: Ed 200

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ED-341

Science in Early Childhood, Elementary & Special Education

Credit Hours: 3

A study of content background in science education for early childhood, elementary, and special education teachers. Students gain knowledge in the development of science lesson design, within a larger unit of study. Students use effective teaching methods based on hands on/minds on instruction through demonstration, laboratory experiences, long and short- term data collection in an inquiry based setting. Students design appropriate and various forms of authentic assessment practices. Prerequisites: ED 145, ED 253, PSY 241 and PSY 251; acceptance into education major.



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ED-451

Resources & Services for Indiv w/ Disabi

Credit Hours: 3

An orientation to the essential resources and services available for persons with disabilities and their families in order to meet their personal, vocational, developmental, and health needs in schools, clinics, hospitals, rehabilitation and employment settings, and other public and private agencies. Instructional models will include discussion, research and field-based projects. The integration of persons with disabilities across the lifespan into mainstreamed settings from the perspective of Disability Studies and the Disability Rights Movement is a particular focus. Field work is required as an integral part of the course. Open to seniors in the TSWD Certification program and others with permission of the program chairperson. Prerequisite: ED 105, ED 200, ED 300, PSY 251, and PSY 315. Students need to provide their own transportation for field settings.

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ED-464

Senior Practicum K-12

Credit Hours: 2

An opportunity to observe and participate in the teaching-learning process in specific subject-matter area classes under the guidance of a cooperating teacher. Seminars are held to coordinate and evaluate the practicum experiences. College supervisors will visit for initial observations. Prerequisite: student's approval for student teaching. Taken concurrently with ED 505. Must have passed PRAXIS exam(s). Students need to provide their own transportation for field settings.

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ED-465

SenPract Early/Elem/MS/Secondary/SpecEdu

Credit Hours: 2

In senior practicum, students develop the understandings, skills, and dispositions essential for quality teaching. Students must demonstrate mastery of subject area content, lesson planning and multiple instructional strategies. Students will have the opportunity to participate in the teaching-learning process of Early Childhood, Elementary, Middle School, Secondary and Special Education depending on certifications. Students will practice teach in school settings are under the guidance of cooperating teachers. Seminars are held to coordinate and evaluate the Senior Practicum experience. College supervisors will visit for initial observations. Prerequisite: Student's approval for student teaching. Students must have passed PRAXIS exams related to their certification programs to be enrolled in ED101. Students need to provide their own transportation for field settings. Pre-requisites: ED 315, ED320, or ED330.

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ED-466ART

Special Content:Art

Credit Hours: 1

This course will provide an overview of current teaching methods and issues relevant to the various secondary school subjects, including art, English, mathematics, the sciences and social studies/history. Students prepare units and lessons that focus on the NJ Core Content Standards for K-12. Ed 466 is taken concurrently with ED 465.

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ED-466ENG

Special Content:English

Credit Hours: 1

This course will provide an overview of current teaching methods and issues relevant to the various secondary school subjects, including art, English, mathematics, the sciences and social studies/history. Students prepare units and lessons that focus on the NJ Core Content Standards for K-12. Ed 466 is taken concurrently with ED 465.

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ED-466HIS

Special Content: History

Credit Hours: 1

This course will provide an overview of current teaching methods and issues relevant to the various secondary school subjects, including art, English, mathematics, the sciences and social studies/history. Students prepare units and lessons that focus on the NJ Core Content Standards for K-12. Ed 466 is taken concurrently with ED 465.

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ED-466MATH

Special Content:Math

Credit Hours: 1

This course will provide an overview of current teaching methods and issues relevant to the various secondary school subjects, including art, English, mathematics, the sciences and social studies/history. Students prepare units and lessons that focus on the NJ Core Content Standards for K-12. Ed 466 is taken concurrently with ED 465.

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ED-466SCI

Special Content:Science

Credit Hours: 1

This course will provide an overview of current teaching methods and issues relevant to the various secondary school subjects, including art, English, mathematics, the sciences and social studies/history. Students prepare units and lessons that focus on the NJ Core Content Standards for K-12. Ed 466 is taken concurrently with ED 465.

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ED-467

Student Teaching

Credit Hours: 8

Student Teaching is an opportunity for qualified students to devote full time to a fulltime student teaching experience in approved schools. Students seeking an endorsement in teaching students with disabilities will spend time in Early Childhood, Elementary, Middle School Math or Science, Secondary, and/or Special Education settings. Those students not seeking an endorsement in Special Education will be placed in Early Childhood and Elementary, or Elementary/Middle School Math or Science, or Secondary High School settings. Students spend time observing, participating, and teaching under the direction of cooperating teachers and supervisors from CSE. CSE supervisors will visit student teachers on a regular basis in both settings in compliance with the NJDOE requirements. Conferences, both group and individual, are held on campus or in school settings during the student teaching period. All candidates for student teaching must obtain written clearance from their Education Program advisors and their liberal arts major advisors before being permitted to student teach. Advisors' approval indicates that students have completed all courses and incomplete grades by the end of the semester directly preceding student teaching. Prerequisite: Passing score on identified PRAXIS exam(s). Completion of all course requirements in all education programs, liberal arts majors and general education liberal arts core occur before the full-time student teaching semester. Student Teachers need to provide their own transportation to field settings.

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ED-468

Content Methods:MS Math or Science

Credit Hours: 2

This course will provide an overview of current teaching methods and issues relevant to planning, implementing, and evaluating instruction in mathematics or science. Students will development an eclectic approach to teach mathematics or science to middle school students by acquiring strategies that meet the needs of diverse learners. Students prepare units and lessons that focus on the NJ Core Content Standards for mathematics or science. Ed 468 is taken concurrently with ED 465.

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ED-475

Senior Student Teaching & Portfolio

Credit Hours: 4

This weekly seminar brings student teachers together as a cohort, providing continuing support for successful completion of the student teaching experience. Learning activities feature self-reflection, peer interactions, and responses to presentations by faculty and guest speakers. Topics for discussion include: strategies for working with parents, families, colleagues and administrators; school law; professional responsibility with regard to child abuse, substance abuse prevention, bullying, intimidation, and harassment; resume writing; and senior portfolio preparation. A senior portfolio based on coursework and field experience artifacts will be presented in both oral and written form to the Teacher Education Faculty during the student teaching semester. Ed 475 is taken concurrently with Ed 467.

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ED-480

Senior Education Research Seminar

Credit Hours: 2

In this seminar, students complete a qualitative research project investigating the selection, organization, and implementation of curriculum in a school setting. Students are required to include a review of the professional literature, a reflection on the role of the teacher in curriculum decisions, and how professional and societal influences impact school organization and curriculum design. Pre-requisite: Taken concurrently with ED465.

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ED-491

Independent Study

Credit Hours: 3

Open to students at the discretion of the program members. This course permits the student to pursue an area of interest under the direction of a faculty member or members. This work may be undertaken in conjunction with other programs if it is mutually agreeable. Ordinarily the independent study program cannot be substituted for a course in the program without prior approval of the program chairperson. Variable Credit, students can register for 1-4 credits.

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ED-495

Internship

Credit Hours: 8

This internship is a real-world experience designed to meet the goals of the Undergraduate Education Studies-Non Certification Major. Supervised interns require a placement in which a student works with a supervisor and a cooperating teacher or a director in a business setting. Student interns concurrently will participate in seminar as part of the internship. Students must apply six months prior to the start of the internship (February 1 for fall placements and May 1 for spring placements). This course is limited to seniors in the Undergraduate Education Studies-Non Certification Program. Completion of all course requirements in all education programs, liberal arts majors and general education liberal arts core occur before the full-time internship semester. Interns need to provide their own transportation to field settings.

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ED-500

Resources & Services for Indiv w/ Disabi

Credit Hours: 3

An orientation to the essential resources and services available for persons with disabilities and their families in order to meet their personal, vocational, developmental, and health needs. The integration of persons with disabilities across the lifespan into mainstreamed settings is a particular focus. Field work is required as an integral part of the course. Open to seniors in Special Education only; others with permission of the program chairperson. Prerequisite: senior status. Students need to provide their own transportation for field settings.

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ED-505

School Organization & Curriculum Design

Credit Hours: 3

The selection, organization, and implementation of curriculum in a school setting is investigated by students in their practicum setting. The investigation is related to major pedagogical concepts from the professional literature, the role of the teacher in the decision- making process, and societal influences. Prerequisite: student's approval for student teaching. Taken concurrently with ED 464 or ED 465.

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ED-510

Linguistics & Second Language Acquisit

Credit Hours: 3

The purpose of this course is to introduce students to the applications of general linguistic theory to the specific field of language acquisition. The course analyzes second language acquisition (SLA) theory as well as the history of SLA. It examines integrationist and cognitive approaches to SLA and explores the role of learner characteristics in SLA. Methods for teaching and learning second languages will be considered. This course is required for Certification in World Languages. This course is taken concurrently with Ed 465. (This course replaces Ed 466A.)

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ED-601

Education & Human Services Settings

Credit Hours: 3

This course will examine the historical, philosophical, and cultural roots of education and human services settings, and their bureaucratic/social structures. In addition, an introduction to education as a profession will be included. Instructional modes will include lecture, discussion, and case study-based projects.

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EDAS-601

Leadership & Learning Communities

Credit Hours: 3

This course is designed to provide students with the theoretical foundation in the field of school leadership. It requires all students to analyze their own belief system, strengths and needs in order to construct a personal Statement of Purpose that will guide them throughout the program. Emphasis will be on individual and small group dialogue where theoretical knowledge is constantly applied in real school settings.

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EDAS-603

Curriculum Theory & Practice

Credit Hours: 3

This course is designed to provide an overview of the foundations, principles, and issues of curriculumdevelopment and evaluation of instruction.The course content will focus on both aspects of curriculum: theory and practice.Course includes a study of the concepts of philosophy,history, and sociology with emerging futuristic perspectives of school reform.

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ED-603

Curriculum Theory & Practice

Credit Hours: 3

This course will examine the nature and development of curriculum, assessment procedures, strategies, and materials, and classroom management techniques.Models for curriculum development will include critical thinking, cooperative learning, and bias-free concepts. Performance-based assessment will be an additional focus. Instructional modes will include lecture, discussion, technology, media, research, and field-based projects.Co-requiste: ED 601.

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ED-605

Reading & Language Arts:Theory & Practic

Credit Hours: 3

This course offers approaches to literacy education for early childhood, elementary, and secondary education. It presents insights into literacy acquisition and enhancement as well as strategies for empowering students as language learners across the curriculum. Topics include research in literacy education theories of learning in the language arts, whole language, children's and young adult literature, and ongoing professional growth. Prerequisites: ED 601,ED 603. Co-requistes: PSY 606,ED 607.

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ED-607

Practicum

Credit Hours: 1

During this course, students will observe a classroom within their area of certification for a minimum of 15 hours. It is recommended that these observations are completed by 3 hours per day over a one week period. The purpose of this course is to assist students in preparing for their formal practice teaching experience. Prerequisites: ED 601,ED 603. Co-requistes: ED 605, PSY 606.

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ED-608

Practice Teach Sem

Credit Hours: 2



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EDAS-609

Managing the School Community I

Credit Hours: 3

This is the first of a two-course sequence that prepares future school leaders for themanagement functions required for effective school leadership. Managing school policy, school law, finance, and facilities will be studied in a problembased approach. Study of legal and ethical issues, court decisions and constitutional provisions will be examined as they impact and affect educational policy and practice relating to school administration.

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ED-609

Practice Teaching

Credit Hours: 5



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EDAS-610

Managing the School Community II

Credit Hours: 3

The second course of theManagement sequence will focus on the impact of earlier studies in the areas of school law and policy, finance, and facilities. The relationships of political, social, and ethical issues and how they impact on leadership and management principles will be themajor emphasis of the course.

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EDOL-610

Intro Online Teaching and Learning

Credit Hours: 3

In this course students will be introduced to the design and delivery of online coursework. Concepts you will learn include the virtual classroom, synchronous vs. asynchronous learning, use of the web for instruction, virtual community, and the uses of the various technology tools. Current research on the standards for online teaching and learning will be examined. You will begin to construct a basic lesson or course component that you will continue to develop in remaining certificate course work, which will demonstrate your understanding and application of the core concepts in this class.

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ED-610

Change Through Action Research

Credit Hours: 3

This courses focuses on classroom and school-based opportunities for teachers and school leaders to conduct research for the sole purpose of improving one's own practice. Through the use of case study, group descriptive and quasi-experimental design, students construct, implement and assess the results of a specific research project built around their own settings and needs. The use and limits of both qualitative and quantitative research in educational settings will be carefully analyzed. Students must have regular access to a classroom.

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EDAS-611

Action Research:Final Project

Credit Hours: 3

This'Capstone Experience'requires students to produce an Action Research project based upon the Internship experience. Students work in small groups to develop and present ameaningful project. An oral presentation as well as a written documentmust be successfully presented.

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EDAS-612

Leadership for Curricular Change

Credit Hours: 3

This course focuses on classroomand school based opportunities for teachers and school leaders to conduct research for the sole purpose of improving one's own practice. Through the use of case study,group descriptive and quasi-experimental design, students construct, implement and assess the results of a specific research project built around their own settings and needs. The use and limits of both qualitative and quantitative research in educational settings will be carefully analyzed.

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ED-612

Seminar & Field Exp in Early Child Set I

Credit Hours: 2

In a seminar and related 15 hours of observation and participation in an early childhood setting, the development of pre-academic skills in the context of childhood play will be explored. Creation of a portfolio of pre-academic play learning activities will occur as a foundation of early childhood curricula. Prerequisites: ED 653,PSY 606.

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ED-613

Seminar & Fld Exp in Early Child Set II

Credit Hours: 2

In a seminar and related 15 hours of observation and participation in an early childhood setting, the development of academic and affective skills will be explored. Creation of a portfolio of academic and affective learning activities will occur as a foundation of early childhood curricula. Prerequisites: ED 653, ED 654, PSY 606.

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EDOL-615

Intro OL Authoring Tools & Mgmt System

Credit Hours: 3

This course provides the foundational information, concepts, issues, and ideas critical to understanding how to use various software tools to build online learning environments. Students will have the opportunity to utilize both commercial and free web based tools to create online teaching environments. Students will also be given the opportunity to experience online teaching utilizing a host of different learning management systems and webinar platforms.

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ED-615

History of the Holocaust

Credit Hours: 3

Examination of Jewish life in Europe and North Africa before the Holocaust, rise of anti-Semitism, Nazi ideology and actions, and the implementation of the Holocaust from 1933 ' 1945. Focus on the roles of perpetrators, victims, collaborators, bystanders, resistance, and rescuers in the murder of 6 million Jews and other victims. The legacy and 'lessons' of the Holocaust will be considered.

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ED-620

Intro to Assistive Technology

Credit Hours: 3

An overview of hardware and software for students with learning, cognitive, sensory, and physical disabilities. This course focuses on accessing and adapting computers.Technology integration and methods for collaborating with related services professionals are explored.

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EDOL-620

Online Teaching Development & Design

Credit Hours: 3

This course will provide students with the opportunity to learn the skills of designing an online course and to use the 'Quality Matters' rubric to evaluate an online course. Students will also have the opportunity to learn how to develop student assessments that directly connect to the established course criterion.

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ED-623

Assistive Technology Reading & Writing

Credit Hours: 3

Explores how hardware and software can enable students with reading and writing disabilities to achieve educational goals.Techniques for using computers in the learning process are examined, with hands-on experience in an Adaptive Technology Lab. Prerequisite: ED 620.

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ED-625

Assistive Tech for Indiv w/ Multi Disab

Credit Hours: 3

Software options to address the learning needs of students with a variety of disabilities and curriculum levels will be examined, explored, and evaluated in this hands-on class. Students will learn to customize software for individual students. Prerequisite: ED 620.

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EDOL-625

Captsone

Credit Hours: 3

This course will provide students with the opportunity to develop an online course utilizing the skills and content that they have learned in the program. Students can select from several different Learning Management Systems to build out the course. Students will have the opportunity to use a host of authoring tools to provide students with engaging and interactive online courses.

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ED-627

Assistive Technology Assessment

Credit Hours: 3

Students will learn a variety of ways and strategies to do assistive technology assessments with students with disabilities. Students will look at best practices with regard to assistive technology assessments.This is a case study approach to choosing the most appropriate technology options for students of all ages with a variety of disabilities. Integrating the technology into the classroom setting will be emphasized. Prerequisites: ED 623, ED 625.

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ED-629

Clinical Pract in Assistive Technology

Credit Hours: 3

Supervised practice in assistive technology assessment and training for students with disabilities. Prerequisite: ED 627.

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ED-630

Leadership Training Issues in Educ Tech

Credit Hours: 3

This course examines the underlying principles of leadership and training as they pertain to technology coordination. The role of the educational technology coordinator in staff development and training, state and local technology planning, computer center management, and grant pro-curement will be studied. Systems models will be developed that can address these program goals.

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ED-633

Family & Comm Resources in Early Child

Credit Hours: 3

This course will focus on children from birth to eight years of age. It will explore a developmentally appropriate sequence of theory and applications about the interplay between family and community and the lives of children as well as implications for schooling at the preschool, kindergarten and primary levels. Cognitive development as it relates to appropriate socialization in the family and community units will be considered. Pedagogical theory, including the elements of the N.J. Early Childhood Education Program Expectations will permeate the course.

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ED-635

Genocide & Human Rights Modern History

Credit Hours: 3

Course topics range from the Armenian genocide, to the Holocaust, and to contemporary genocides in Cambodia, Bosnia, Rwanda, and Darfur, including their impact on women and children. The influence of the Holocaust on Raphael Lemkin's definition of the genocide* will be considered. The history of efforts to document, resist and combat prejudice, racism, hate crimes, and genocide will be examined. *Genocide means any of the following acts committed with intent to destroy, in whole or part, a national, ethnical, racial or religious group, such a killing members of the group; causing serious bodily or mental harm to members of the group; deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or part; forcibly transferring children of the group to another group.

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ED-640

Technology in the Curriculum

Credit Hours: 3

This course examines, through software use and recent research, the impact of learning technologies on current curricular theory and the present and future capabilities of technology as a tool in restructuring of curriculum goals. Students will complete a project that includes the applications of technology in diverse educational settings, as well as the interaction of technology, curricular goals, student assessment, and learning environment.

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ED-645

Teaching the Holocaust & Genocide

Credit Hours: 3

Course will enable teachers to apply the knowledge gained about the Holocaust and genocide in developing a teachable curriculum unit, in various subject areas (i.e. social studies, language arts, art, music), with appropriate goals and outcomes, strategies, and resources for classroom use with students in meeting the New Jersey mandate for K-12 Holocaust/genocide education. Curriculum should facilitate student knowledge of the Holocaust and genocide as well as on reducing prejudice, discrimination, bullying, and scapegoating. Focus will be on character education and the importance of being an 'upstander' instead of a 'bystander'. Prerequisite: ED615, ED635

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ED-650

Theology,Philosophy,&Ethics of Holocaust

Credit Hours: 3

Course examines the role and impact of theology, philosophy, and ethics during the Holocaust and in dealing with contemporary genocides. The challenges of contemporary anti-Semitism and interreligious dialogue will be considered. Prerequisite: ED 615, ED 635

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ED-651

Math & Science:Curriculum & Instruction

Credit Hours: 3

This course will examine the nature and development of mathematics and science curricula, strategies,materials, and computer applications.A particular focus will be on practical applications in educational environments. Instructional modes will include lecture, discussion, research and laboratory-based projects.

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ED-653

Emergent Literacy in Early Childhood Set

Credit Hours: 3

Theory and practice of literacy instruction in P-3 early childhood settings will be examined. Applications of literacy issues will occur in the assessment, planning and development of curriculum in reading integrated with the language arts for emerging readers and writers. Integration of community resources, including the family, in the development of emergent literacy will be organization models for typically-developing and at-risk students in regular education inclusive settings as well as self-contained special education classrooms.

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ED-654

Innovative School Meth & Prog Design

Credit Hours: 4

(Applied field project and placement in early childhood setting required for P-3 candidates.) This course will examine the issue of school reform and innovative programming and methodology. A major purpose of the course is to familiarize students with current educational practice from a research as well as a practical viewpoint, and to help students develop the skills to make rational, knowledge-based decisions for educational and early childhood settings. The issue will be examined from a broader perspective, looking at federal law and educational policy, social climate, level of development influences, and individual difference within the preschool and classroom settings. How these elements influence methodology and program design will be examined. A 15 hour field project will be required. Both a journal and classroom presentation will be required. Prerequisites: ED 653, PSY 606.

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ED-659

Behav Mgt of Students w/ Sev Specl Needs

Credit Hours: 3

Course will focus on principles of behaviormodification and its application to the population of individuals with severe special needs. Students will be exposed to the theoretical constructs underlying classical and operant conditioning,management programs for increasing,decreasing, andmaintaining the frequency of behaviors, schedules of reinforcement, and other related topics within the total context of curriculumdevelopment. Prerequisites: ED 665,ED 671.

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ED-660

Holocaust & Genocide in Culture

Credit Hours: 3

Examination of the role of culture before, during, and after the Holocaust as well as in influencing and recording the history and memory of the Holocaust and other genocides. Course readings and film screenings will highlight the significance of literature, film, art, exhibits, media, and popular culture to our understanding of how the Holocaust and genocide have been portrayed. Prerequisites: ED615, ED 635, ED 645, ED 650.

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ED-665

Nature & Needs of Students w/ Educ Disa

Credit Hours: 3

This course will examine the learning, behavioral and personal social characteristics of educationally disabled students and their impact on the teaching/learning process in the classroom. Instructional modes will include lecture, discussion, and research.

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ED-671

Curriculum,Instruction & Special Materia

Credit Hours: 3

This course will provide opportunities in the selection of teaching techniques andmaterials for the design and implementation of curricula for students with educational disabilities.This course will also examine formal and informal instruments and procedures used in the assessment and evaluation of persons with educational disabilities. Instructional modes will include lecture, discussion, and field-based projects.

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ED-675

Community Agencies

Credit Hours: 3

This course will provide an orientation to resources and services available in schools, rehabilitation and employment settings,and other public and private agencies serving disabled individuals and their families. Instructionalmodes will include discussion, research, and field-based projects.

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ED-677

Action Research in Special Education

Credit Hours: 3

This course focuses on classroom and school-based opportunities for teachers to conduct research for the sole purpose of improving one's own practice in working with special needs children. Through the use of case study, group descriptive or quasi-experimental design, students construct, implement and assess the results of a specific research project built around their own setting and needs. The use and limits of both qualitative and quantitative research within a special education setting will be carefully analyzed. Research must be focused on children with learning disabilities. Students must have regular access to this population.

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ED-681

Field Experience in Educational Technol

Credit Hours: 3

This course will provide both class and field experiences on types of technologies being used in education.This course examines instructional technology that is used for research, curriculum planning and implementation of instruction and also the impact of technology on instructional design.Students will be responsible for developing technology - integrated lessons in their content areas. Evaluationmodels will also be examined.

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EDAS-681

Supervision of Instruction

Credit Hours: 3

This course will provide opportunities for the educator to become familiar with the following supervisory behaviors in order to improve instruction: approaches utilized in successful supervisory practice, the human elements in supervision and change and the supervisor.Students will demonstrate and apply knowledge other than research thatmay impact upon supervisory behavior. Utilizing knowledge gained fromprofessional literature and fieldbased research, students will identify ways in which knowledge of supervisory behavior can be applied to improve and evaluate instruction.

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ED-682

Internet in Education

Credit Hours: 3

This course examines the educational and research applications of the Internet. This course also examines telecommunications issues. Students will learn to create their own homepage for the Web. Attention will also be given to the use of networked CD-ROM databases as research tools.

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ED-683

Special Topics

Credit Hours: 3

An in-depth exploration of a specific topic that is of current interest to graduate students inmanagement.Approval of the ProgramDirector is required to register.

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EDAS-685

Field Internship I

Credit Hours: 3

The first of a three-semester experience requires students to serve in leadership internship within their own school environment. Participants will perform and implement learned skills and strategies in each of the NJPSSL standards as well as 'shadowing'an effective leader in various administrative functions.

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ED-685

Independent Study

Credit Hours: 0

Independent project in an area of individual special interest. The student and faculty advisor develop appropriate goals for the project which is then presented in a formal proposal. This course may require the preparation of a final paper and presentation. Prerequisite: Permission of the Director.

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EDAS-687

Field Internship II

Credit Hours: 3

This course is a continuation of EDAS 685.

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EDAS-688

Leadership Development Institute

Credit Hours: 3

This intensive week-long experience provides opportunities to examine, explain, analyze and utilize data to inform and guide decision making and reform efforts in a school. The Leadership Institute will be focused on understanding data as a means of improving instruction programming decisions based on the first year course work. This course is designed to provide an understanding of accountability systems, basic data analyses procedures, in order to guide decision making in the area of instructional improvement. It is centered on interpreting data as a means of improving instruction programming decisions centered on curriculum and program evaluation.

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EDAS-689

Field Internship III

Credit Hours: 3

This course is a continuation of EDAS 687.

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ED-695

Professional Portfolio

Credit Hours: 0



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EDAS-695

Professional Portfolio

Credit Hours: 0

This product will reflect the essence of student learning throughout the entire M.A. in Educational Leadership program.

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ED-697

Culminating Requirem

Credit Hours: 0



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ED-699

Thesis

Credit Hours: 3



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EDAS-701

Essential Competencies for Doct Studies

Credit Hours: 3

This course provides students with the necessary knowledge and skills for successful completion of the Ed.D. Program. These include Institutional Review Board certification, proficiency in academic research, technological expertise, and scholarly writing.

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EDAS-705

Servant Leadership Institute

Credit Hours: 3

This intensive experience provides students with an opportunity for personal and professional renewal. The experience is designed to assist students reflect upon and clarify their moral purpose in their role as educational leaders and understand its importance to their continuous success in the profession.

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EDAS-710

Data-Informed Decision Making

Credit Hours: 4

This course provides an in-depth review of scientific inquiry, research planning, and techniques of data-collection, observation and analysis as necessary and appropriate for the successful planning, assessment, and decision-making for district level and school-based educational leaders.

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EDAS-711

Data-Informed Decision Making I

Credit Hours: 1

This course provides a review of scientific inquiry and research as necessary and appropriate for the successful planning, assessment, and decision-making for district level and schoolbased educational leaders.

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EDAS-712

Data-Informed Decision Making II

Credit Hours: 1

This course provides a review of techniques of data-collection as necessary and appropriate for the successful planning, assessment, and decision-making for district level and schoolbased educational leaders.

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EDAS-713

Data-Informed Decision Making III

Credit Hours: 1

This course provides a review of techniques of observation and analysis as necessary and appropriate for the successful planning, assessment, and decision-making for district level and school-based educational leaders.

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EDAS-715

Emerging Perspective District Level Lead

Credit Hours: 3

This course explores the evolution of both the American system of schooling from the early 20th century to the present. Emphasis is placed on the changing social, economic, and political forces that have shaped, and continue to shape, the administration of the public schools. The challenges facing the contemporary school superintendents as they provide leadership for their learning communities is extensively studied through research, readings, discussions, and case studies.

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EDAS-716

Sustaining High Performance Learn Comm

Credit Hours: 3

This course continues the exploration of leadership at the district level and its relationship to the development and support of the overall district learning community, as well as the learning communities that comprise the school system. Emphasis will be placed on the development of morally purposeful high performing learning communities, committed to social justice, and the importance leadership for learning and continuous growth.

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EDAS-720

Internship, Seminar, & Clinical Proj I

Credit Hours: 3

Students are required to complete an internship experience on the district-level with a mentor superintendent and complete a clinical project to be approved by both their advisor and mentor. Students meet in small groups during the semester to report on their clinical project's progress and results, and to debrief their district level internship experience.

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EDAS-725

Education Public Policy Devel & Advocacy

Credit Hours: 3

The development of educational policy requires a reflective and thoughtful leader to serve the school district's vision and the common good.This course explores policy development through the lens of school and non-school settings, as well as the role of state and federal government and schooling in a multicultural environment.

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EDAS-730

School District Leadership in a Glob Soc

Credit Hours: 3

This course examines leadership practices in American and international educational settings. This cross-cultural experience focuses on research and theories of leadership and their application in a multitude of educational settings around the world. It provides the doctoral students with the opportunity to compare and contrast educational philosophies and methodologies of other nations with our American educational system, and serve to expand the students' global perspective.

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EDAS-735

Internship,Seminar, & Clinic Practice II

Credit Hours: 3

Students are required to complete a second internship experience on the district-level with a mentor superintendent and complete a second clinical project to be approved by both their advisor and mentor. Students meet in small groups during the semester to report on their clinical project's progress and results, and to debrief their district level internship experience.

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EDAS-741

Colloquium in Educational Leadership I

Credit Hours: 6

Doctoral faculty will plan a summer experience with input from the doctoral students. The experience may include discussions of their first year clinical projects, progress reports on their dissertation research. The plan will also include presentations and workshops conducted by national and/or international experts in the field of PK-12 educational leadership. (6 credits).

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EDAS-745

Educational Finance & Strategic Thinking

Credit Hours: 3

This course provides students with state and federal directives on school finance, economic principles, and national income measures related to public education including local, state and federal methods of financing public education. The budgeting process is presented as directly related to mission and values-based strategic planning and the achievement of educational goals.

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GST-750

Continuous Enrollment

Credit Hours: 1

Enables students who have registered for all credits but have not completed all coursework requirements to maintain continuous enrollment in their programs of study.

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EDAS-750

Action Research Dissertation

Credit Hours: 3

Through extensive readings, research, study, and writing this course provides an opportunity for students to begin the preparation for designing their action research dissertations. Emphasis is placed on peer review and critique as students consider topic areas and methodology and share it with their advisors and other members of their cohort.

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EDAS-755

School Law & Ethics

Credit Hours: 3

This course provides an overview of the legal and ethical dimensions of professional practice in contemporary American public education. Students examine the ethical dimensions of school law, by researching authentic case studies in order to ensure a reality based experience.This problem-based approach gives the students the opportunity to analyze various situations using the ethic of justice, the ethic of care, and the ethic of the profession.

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EDAS-760

Internship,Seminar,& Clinic Practice III

Credit Hours: 3

Students are required to complete a third internship experience on the district-level with a mentor superintendent and complete a third clinical project to be approved by both their advisor and mentor. Students meet in small groups during the semester to report on their clinical project's progress and results, and to debrief their district level internship experience.

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EDAS-765

Governance and Community Relations

Credit Hours: 3

This course provides students with knowledge of formal and informal decision-making structures in local communities and how they affect educational issues. The many sources of community influences are examined and analyzed, particularly the role of the local board. Effective and ineffective methods by which school administrators garner support from various sectors of the community are analyzed.

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EDAS-775

Dissertation Proposal Seminar

Credit Hours: 3

This seminar provides students the opportunity to finalize the development of their action research dissertation proposals. Working closely with their dissertation advisors students develop and submit dissertation proposals for final review and approval. Once the dissertation proposal is approved by the advisor the student is then scheduled for the proposal defense.

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EDAS-780

Collective Bargaining & Labor Relations

Credit Hours: 3

Students develop the necessary knowledge, skills, and strategies designed to facilitate positive and effective collective bargaining and labor relations processes with various organizations and associations. Emphasis is placed on strategies designed to foster win-win solutions to the collective bargaining process.

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EDAS-781

Colloquium in Eductional Leadership II

Credit Hours: 6

Doctoral faculty will plan a summer experience with input from the doctoral students. The experience may include discussions of their second year clinical projects, progress reports on their dissertation research. The plan will also include presentations and workshops conducted by national and/or international experts in the field of PK-12 educational leadership.

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EDAS-785

Dissertation Advisement I

Credit Hours: 6

Students, in collaboration with their advisors, develop and submit action research dissertation proposals for final review and approval.

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EDAS-790

Dissertation Advisement II

Credit Hours: 6

Students, in collaboration with their advisors, develop and submit action research dissertation proposals for final review and approval.

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