EDU 1XX Elementary & Secondary Education Transfer Credit (0 Credits)

EDU 2XX Elementary & Secondary Education Transfer Credit (0 Credits)

EDU 105 Education and LGBTQ Issues (3 Credits)

This course explores education and LGBTQ issues. Topics such as LGBTQ students, teachers, curriculum, policy, research, and allyship are investigated and discussed. Students will analyze and assess how schools can function as safe spaces. The signature assignment provides an opportunity to research a topic of interest related to course content.

EDU 210 The Social Studies Disciplines (1 Credit)

This course aims to improve the pass rates of education candidates on the Praxis II Secondary Social Studies Content Knowledge exam by building both (multi) disciplinary knowledge and test taking skills. The exam measures candidates' breadth of knowledge in U.S. and world history, political science, geography, economics, and the behavioral sciences.

EDU 220 School in Popular Film: How Movies Shape Views on Teachers, Students, and Education (3 Credits)

The course explores of how teachers, students, and schools have been depicted in popular film, and how these portrayals have contributed to national perspectives, expectations, and debates related to schools and education. Essential questions explored include: How have media representations of schools, teachers, and students evolved since the popularization of film as a mass entertainment medium? How has film depicted ethnic, racial, economic, gender, and cultural diversity in schools? How have depictions of teachers evolved over the years and how have these depictions affected our expectations of teachers? How have films depicted urban schools and students and how have these depictions influenced teacher recruitment and retention? What political values and platforms have these films promulgated and reinforced? Ultimately, the goal of the course is to help students think critically about education themed entertainment and its effects. Numerous salient films and film clips will be viewed and analyzed.

EDU 250 Education Challenge (3 Credits)

This course is the first step in the process of developing a classroom teacher who is a reflective practitioner in an urban environment. It stresses fundamental, theoretical and practical concepts pertaining to the teaching profession and to the relationships between teachers and other school professionals. It explores the complexity of today's classroom and the knowledge and skills needed to become an effective teacher. The reflective practitioner framework is developed through an examination of the history, theories and practical concepts of the teaching profession. The course examines relationships between teachers and other school personnel and the community. The course is designed to help the student decide whether he/she has the potential, attitudes and interest to become a professional teacher. Corequisite: LTED 330 Focus: Reading, Language and Literacy.

EDU 280 Challenges in Urban Education (3 Credits)

Students examine sociological, historical, philosophical, political, and anthropological foundations of education, to understand how these underpin life in urban classrooms, schools, and school systems. Readings and class work encourage critical perspectives on the social, political, and economic contexts that influence teaching and learning in urban schools.

Co-requisite: LTED 230

EDU 305 Power, Politics, and Schooling: National and Global Contestations (3 Credits)

What is the purpose of education in societies aspiring to democracy? How has that purpose been conceived and realized, across cultures and time? How do current educational practices and policies reflect, achieve, or fail to advance schooling's democratic purposes? Students take up these questions by critically analyzing school reform as a site of political, economic, and cultural struggle, examining the history, players, and ideologies configuring contemporary controversies in national and international education policy. Students evaluate assumptions underlying school reforms; interests of constituencies advancing change; and the likely intended and unintended consequences, especially for historically marginalized groups.

Pre-Requisite(s): 8 Gen Ed Courses across Tier 1 and Tier 2

EDU 315 Differentiating Instruction:Mtng Needs of Urban Stdnts from Cultrly,Ling.,&Academic Diverse Bckgrnds (3 Credits)

This course is for students seeking teaching certification. The course assists prospective teachers in maximizing learning for students from diverse backgrounds. Emphasis is on culturally respectful and relevant methods for differentiating instruction to meet the needs of students. Common challenges correlated to poverty and supporting students' academic resiliency are examined.

Prerequisites: Matriculation in the teacher preparation program, EDU 280 and LTED 230.

EDU 330 Focus: Development, Behavior and Learning (3 Credits)

The first post-admission course in the teacher education program. This course will emphasize the practical applications for classroom instruction of the major theories, research, concepts and issues in the areas of human learning, development and measurement and evaluation.

Pre-requisite(s): 3.00 CGPA, EDU 280 LTED 230 and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

EDU 331 Clinical Practice I (2 Credits)

Taken concurrently with EDU 330 Focus: Development, Behavior and Learning. Clinical Practice I will meet for the entire semester. It consists of a weekly field experience and four seminars. The attributes of the reflective urban practitioner model are discussed and practiced by utilizing real experiences and urban child care and/or educational settings where knowledge of child development can be observed and applied to Early Childhood/Elementary and Secondary Education program practices. Special attention is devoted to the delivery of developmentally appropriate practice to children and their families.

Pre-Requisite(s): 3.00 CGPA, EDU 280, LTED 230, Department Consent, and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

EDU 361 Elementary Social Studies Methods (2 Credits)

This course is to be taken by candidates seeking elementary teaching certification. This course helps students teach elementary school children about the social world in which they live and how it got that way. It focuses on various teaching methods that help children develop the knowledge, skills and attitudes needed to participate in today's global community. Emphasis is on inquiry, problem solving and discovery. Reflective practice is the goal for the education candidate. Students gain a practical hands-on experience in using current computer technology in the classroom.

Pre-requisite: 3.00 CGPA, EDU 280, LTED 230, and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

EDU 362 Elementary Science Methods (2 Credits)

This course is to be taken by candidates seeking elementary teaching certification. It focuses on teaching the pedagogy of elementary science and on the development of reflective practitioners. The course will concentrate on the presentation, development and reinforcement of elementary science concepts, skills and applications at each successive grade level. Students gain a practical hands-on experience in using current computer technology in the classroom.

Pre-requisite: 3.00 CGPA; EDU 280, LTED 230, and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

EDU 363 Elementary Math Methods (2 Credits)

This course is to be taken by candidates seeking elementary certification. It focuses on the teaching of mathematics and on the development of reflective practitioners. The course will focus on the presentation, development and reinforcement of elementary math concepts, skills and applications at each successive grade level. Students gain a practical hands-on experience in using current computer technology in the classroom.

Pre-requisite: 3.00 CGPA, EDU 280, LTED 230 and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

EDU 371 Grades 7-12 Methods/Materials (3 Credits)

Offered Fall Semester Only This course prepares prospective middle and secondary urban teachers to select and use research-based instructional materials and strategies. Course work emphasizes acquisition of skills, orientations, and knowledge of reflective urban teachers and focuses on ways to organize instruction and develop materials that make all students' active learners, tapping family and community "funds of knowledge.

Pre-requisite: 3.00 CGPA, EDU 280, LTED 230 and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

EDU 470 Concurrent Student Teaching Seminar (2 Credits)

This course is designed to continue the development of the reflective urban practitioner. It is used to help the education candidate analyze and evaluate his/her own student teaching experience and progress. Curriculum concerns of school systems involved are addressed in terms of the teaching experience. Special attention is devoted to methodology unique to the various subject areas, i.e., learning other languages, Science, Math, English, Social Studies, Art, Music and Health. Planning, implementing, assessing and managing unique instructional methods and activities such as field trips, laboratories, workshops and other alternate learning sites are examined.

Pre-Requisite(s): 3.00 CGPA and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

EDU 480 Clinical Practice II (8 Credits)

This is a field-based experience course, and students are assigned to local and regional public schools on the full-time basis for a full-semester. Students will observe master teachers in their own field, specialty or grade level and in other field, grade level and specialty areas. They will tutor and teach children in their certification area. They will plan for and evaluate instruction. They will plan for and conduct assessments of student learning. Students will assume the full responsibilities of a classroom teacher during the course of the semester and will be responsible for both in-class and out-of-class activities normally assigned to teachers.

Pre-requisite: 3.00 CGPA, EDU 280, LTED 230, EDU 331 and Department Consent and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

EDU 485 Classroom Management and Assessment Internship Seminar (2 Credits)

This course introduces students to strategies and theories for managing classroom behavior through effective instructional techniques and communication. This course will also prepare students to understand and implement both externally imposed standardized methods of assessment and internal authentic assessment techniques.

Pre-Requisite(s): 3.00 CGPA, Phase I, II, and III of the undergrad teacher education program in Elem and Sec education, with Co-Requisite EDU 480, Studen Teach Seminar.Passing Scores on the Praxis Tests (Core Academic Skills in Reading,Writing and Math)

Co-Requisite: EDU 480, Studen Teach Seminar.Passing Scores on the Praxis Tests (Core Academic Skills in Reading,Writing and Math)

EDU 490 Rethinking Education (3 Credits)

Offered Spring Semester Only As one of the capstone courses in the teacher education program, this course is part of the process of developing a teacher who is a reflective practitioner in an urban environment. The course focuses on the prospective teacher's ability to understand current issues and controversies in American education within a framework of the fundamental sociological, historical, and philosophical concepts as applied to educational theory and practice. It develops the ability of the prospective teacher to be a reflective practitioner by addressing the acquisition of knowledge, reframing of knowledge and the utilization of knowledge about the teaching/learning process from a variety of different perspectives in a variety of classroom settings. Assignments, class discussions, activities and readings are designed to help prospective teachers to be reflective teachers in urban settings.

Pre-Requisite(s): 3.00 CGPA and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

EDU 495 Rethinking Teaching (3 Credits)

Offered Spring Semester Only As one of the capstone courses in the teacher education program, this course is part of the process of developing a teacher who is a reflective practitioner in an urban environment. The course focuses on the prospective teacher's ability to use and evaluate a variety of diagnostic, instructional, managerial and effective strategies in the classroom, within specific contexts, and for specific learners. It develops the ability of the practitioner by addressing the acquisition of knowledge, reframing of knowledge and the utilization of knowledge about the teaching/learning process from a variety of different perspectives in a variety of classroom settings. Assignments, class discussions, activities and readings are designed to help prospective teachers to be reflective teachers in urban settings.

Co-Requisite(s): EDU 480, 3.00 CGPA, and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

EDU 500 Classroom Management Workshop (1 Credit)

EDU 500 Classroom Management (1) This course improves and evaluates students’ ability to create a learning environment which encourages both individual and group learning and conflict resolution among peers. It provides opportunities to role-play and analyze teaching decisions meant to prevent classroom disruptions, encourage student interest, make positive the experience of diversity in the classroom, and diffuse crises.

Co-Requisite(s): EDU 655

EDU 501 English Content Praxis Review (1 Credit)

This course prepares students to take the English Content PRAXIS, the subject assessment in English required to obtain certification to teach secondary language arts in New Jersey. The course offers a broad review of different topics in English as well as strategies for effective test taking and time management.

EDU 1372 Methods and Materials of Teaching English in Middle and Secondary Schools (3 Credits)

Offered Fall Semester Only This course applies the general theories of curriculum and instruction in English language arts to middle and secondary English teachers. The course prepares students to teach the two peer lessons required for EDU 371. The course uses the paradigm of the "reflective practitioner" and aims to teach students how to apply the research and theories of an integrated language arts curriculum to an urban setting, using student-centered instructional strategies. Course work emphasizes acquisition of skills, orientations, and knowledge of reflective urban teachers and focuses on ways to organize instruction and develop materials that make all students active learners, preparing prospective teachers to work with urban students of diverse cultural and national backgrounds and learning abilities.

Pre-requisite: 3.00 CGPA, EDU 280, LTED 230, EDU 331 and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

EDU 2372 Methods and Materials of Teaching Mathematics in Middle and Secondary Schools (3 Credits)

Offered Fall Semester Only This course applies the general theories of curriculum and instruction to the teaching and learning of mathematics at the middle and secondary level. The course prepares teacher-candidates to teach the two peer lessons required for EDU 371. The course uses the paradigm of the "reflective practitioner" and aims to teach students how to apply the research and theories of a mathematics curriculum in an urban setting, using student-centered instructional strategies. Coursework emphasizes acquisition of skills, orientations, and knowledge of reflective urban teachers and focuses on ways to organize instruction and develop materials that make all students' active learners, preparing prospective mathematics teachers to work with urban students of diverse cultural and national backgrrounds and learning abilities.

Pre-requisite: 3.00 CGPA, EDU 280, LTED 230, EDU 331 and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

EDU 3372 Methods and Materials of Teaching Science in Middle and Secondary Schools (3 Credits)

This course applies the general theories of curriculum and instruction to the teaching and learning of science at the middle and secondary level. The course prepares teacher-candidates to teach the two peer lessons required for EDU 371. The course uses the paradigm of the "reflective practitioner" and aims to teach students how to apply the research and theories of a science curriculum in an urban setting, using student-centered instructional strategies. Course work emphasizes acquisition of skills, orientations, and knowledge of reflective urban teachers and focuses on ways to organize instruction and develop materials that make all students active learners, preparing prospective science teachers to work with urban students of diverse cultural and national backgrounds and learning abilities.

Pre-requisite: 3.00 CGPA, EDU 280, LTED 230, EDU 331 and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

EDU 4372 Methods and Materials of Teaching in Social Studies in Middle and Secondary Schools (3 Credits)

This course prepares prospective middle and secondary social studies teachers in urban settings to select and use research-based instructional materials and strategies. Coursework emphasizes acquisition of skills, orientations, and knowledge or reflective urban teachers and focuses on ways to organize instruction and develop materials that make all students active learners, tapping family and community "funds of knowledge.

Pre-requisite: 3.00 CGPA, EDU 280, LTED 230, EDU 331, and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

EDU 5372 Methods and Materials of Teaching Modern Language in Middle & Secondary Schools (2 Credits)

Offered Fall Semester Only This course is designed to describe the principles of language learning, to provide instruction in planning goals, and utilizing teaching methods and strategies that can maximize opportunities for the development of foreign language proficiency in listening, speaking, reading and writing among students. Ways to integrate the teaching of language and cultures are explored. The course will acquaint students with current textbooks, materials and equipment available for developing and reinforcing language concepts, skills and standards. It is expected that all students will demonstrate a knowledge and understanding of the written and spoken aspects of a foreign language. Students gain practical hands-on experience in using current computer technology in the Modern Language classroom.

Pre-Requisite(s): 3.00 CGPA, and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

LTED 1XX Literacy Education Transfer Credit (0 Credits)

LTED 2XX Literacy Education Transfer Credit (0 Credits)

LTED 90 Reading for College (4 Credits)

This course provides instruction in vocabulary development, reading comprehension, and study strategies essential to beginning college level work. After exiting, students are required to take LTED 101, Reading and Study Skills.

LTED 101 Reading & Study Skills (3 Credits)

This course focuses on reading improvement and on the development of academic literacy. Students learn to use textbooks with both understanding and efficiency and receive instruction in such study strategies as note-taking and test-taking. Major emphasis is placed on preparing students for academic success. Both personalized and cooperative instruction techniques are employed.

LTED 102 Critical and Efficient Reading (3 Credits)

This course helps students develop critical reading-thinking skills in order to analyze and evaluate printed materials encountered in an academic setting. Personalized and group instruction techniques are employed in this course.

LTED 109 Learning Strategies (3 Credits)

This course offers strategies for systematic study in particular academic disciplines. There is a focus on addressing the needs of individual students enrolled in a paired core course.

LTED 160 Languages of Power and Social Justice (3 Credits)

How does academic language provide opportunities for socioeconomic mobility? Students will investigate specific ways in which languages used in different academic disciplines can either limit or broaden prospects for advancement.

LTED 205 Contemporary Literacies: Issues in American Society (3 Credits)

This course focuses on interconnected topics in contemporary culture centered around types of literature. A variety of literacy's examined in the class range from media to informational to scientific literacy's. Students will use the lens of literacy to analyze and think critically about the world and their roles in it.

LTED 230 Focus: Reading Language & Literacy (3 Credits)

This course is designed to introduce all students seeking teaching certification to the concepts of contemporary literacy and literacy instruction including literacy in the workplace and the community at large. Particular attention is devoted, however, to literacy and language arts education in the school, grades pre K-12, proceeding from understanding of the reading process to cognitive-linguistic bases and to the concepts and tasks involved in literacy instruction in grades pre K-12.

LTED 235 Focus: Foundations of Literacy (K-6) (3 Credits)

This course is designed to introduce students seeking teaching certification to the concepts of literacy education, including scientifically- based reading research, assessment, early literacy development, writing process, motivation and the theoretical framework underlying literacy development.

LTED 236 Literacy Instruction and Strategies (K-6) (3 Credits)

This course is designed to introduce students seeking teaching certification to the concepts of literacy education, including scientifically- based reading research, assessment, early literacy development, writing process, motivation and the theoretical framework underlying literacy development.

LTED 270 Emerging Literacy at Home & School (3 Credits)

This course is part of the process of developing an early childhood professional who is a reflective practitioner in an urban environment. The focus of this course is on examining the theories and practices that shape early childhood literacy development and instruction. Topics include language development, emergent literacy, family literacy and its relationship to children, and family and school working together. Strategies for developing concepts about print, phonemic awareness, acquisiton of work meaning, and connecting reading and writing will be addressed.

Pre-Requisite(s): 2.75 CGPA

LTED 305 Literacy Workshop For Pre-Service Teachers (3 Credits)

This intensive and integrated reading/writing workshop is designed to provide enhancement of literacy skills for pre-service teachers and to offer review and preparation for the National Teacher Examination (NTE/PRAXIS).

LTED 307 Nature of Reading Disabilities (3 Credits)

This course is designed for special education majors to provide a workshop of literacy education as it relates to individuals or students with disabilities. Areas of emphasis include: methods of diagnosis and assessment, strategies for teaching literal/interpretive/evaluative comprehension, word recognition, word meaning and concepts, the reading-writing connection, methods for infusing reading across the curriculum, and the characteristics of effective literacy teaching and learning. Emphasis is placed on literacy in the inclusive classroom.

Pre-Requisite(s): 3.00 CGPA, LTED 270 for ECE Majors and LTED 330 for Elementary/Secondary Majors, and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

LTED 326 Reading in the Content Areas (3 Credits)

This is an undergraduate level course in methods for teaching content area reading and writing at the K-6 level. Many students today lack the necessary skills to gain information from the texts they read as well as the ability to communicate what they have learned through writing. The purpose of this course is to help pre-service teachers develop an understanding of the most effective research-based comprehension and writing strategies and how they are applied in classroom settings.

LTED 350 Early Childhood Reading & Language (2 Credits)

This course is offered to students seeking early childhood teaching certification. It focuses on how literacy begins and develops in infancy through grade three, addressing the influences of the home as well as the school. Emergent literacy and the role of the home, parents and day care programs are analyzed in depth. In addition, classroom organization, special learning needs, diagnosis, and evaluation techniques are addressed.

Pre-Requisite(s): 3.00 CGPA, LTED 270 and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

LTED 360 Elementary Reading & Language Workshop (2 Credits)

This course is offered to students seeking elementary teaching certification. It focuses on how literacy develops, addressing the influences of the home as well as the school. Requisites for reading and language arts instruction are analyzed, and the goals and organization of elementary reading and language arts programs are reviewed. Strategies to promote interest and independence in reading, as well as methodology for developing language/communication/reading skills are presented. The use of Basal readers and other developmental approaches are presented. Methods for elementary classroom organization and the special needs of urban children are addressed. In addition, evaluation and diagnostic techniques are analyzed.

Pre-Requisite(s): 3.00 CGPA, LTED 330 and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

LTED 370 Secondary:Reading & Language Workshop (2 Credits)

This course, which is required for students seeking certification in a secondary content area, focuses on the utilization of various learning and instructional strategies to improve literacy across the curriculum. Among the topics explored are: vocabulary, comprehension and study skills, strategies for content reading, critical thinking, selecting, textbooks, thematic instruction, integrated instruction, schema development and writing across the curriculum.

Pre-Requisite(s): 3.00 CGPA, and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

LTED 380 Going Public: Literacy and the History of American Education (3 Credits)

This course will explore history of public school education in the United States. It will cover aspects related to race, ethnicity, and culture. K-12 public education will be the primary focus with topics including desegregation, standardized testing, and multicultural pedagogy, the teacher's role and experience, and significant historical events in education.

Pre-Requisite(s): 8 Gen Ed Courses across Tier 1 and Tier 2.

LTED 435 Summer Reading Conference (1 Credit)

Students hear and interact with outstanding or nationally known speakers who will address current issues, activities and theories on the teaching of reading or other related literacy elements.

LTED 436 Summer Reading Conference (1 Credit)

Students hear and interact with outstanding or nationally known speakers who will address current issues, activities and theories on the teaching of reading or other related literacy elements.

LTED 510 Professional Practice in Schools I (3 Credits)

This course examines current and emerging topics and trends impacting education. Topics are categorized under five perennial themes in education: (1) Teaching and Learning, (2) Curriculum and Pedagogy, (3) Cultural Literacy, (4) Technology, and (5) Policy and Reform. Specific topics beneath these headings will be dependent upon student interests and current national trends. Emphasis will be on developing, analyzing, and clarifying understandings of extant research and practices as they are observed in students’ field-based placements.

LTED 512 Teaching Methods in Economics and Personal Finance for Middle & Secondary Teachers (3 Credits)

This course is specifically designed for in-service middle and secondary educators. It will provide educators with the instructional design and pedagogical techniques required to teach financial literacy in an effective and engaging manner to middle & secondary students.

LTED 513 Financial Literacy Practicum (3 Credits)

This course provides students in this course(practicing teachers) with the opportunity to practice teaching financial literacy concepts in their own classrooms. Students will use learned skills to enhance their own students' knowledge base as well as provide models to enhance district curriculum. This upper level practicum course will be the culminating experience for those seeking the 12-credit Financial Literacy certification.

Pre-requisite(s): FINC 671, FINC 519 and LTED 512.

LTED 515 Professional Practice in Schools II (3 Credits)

This course examines and builds upon current and emerging topics and trends impacting education. Topics are categorized under five perennial themes in education: (1) Teaching and Learning (including a focus on strategies and theories for classroom management), (2) Curriculum and Pedagogy (with special attention to data-based assessment to inform instruction), (3) Cultural Literacy, (4) Technology, and (5) Policy and Reform. Specific topics beneath these headings will be dependent upon student interests and current national trends. Emphasis will be on developing, analyzing, and clarifying understandings of extant research and practices as they are observed in students’ field-based placements.

LTED 520 Professional Practice in Schools III (3 Credits)

This course examines current and builds upon emerging topics and trends impacting education. Topics are categorized under five perennial themes in education: (1) Teaching and Learning (including a focus on strategies and theories for classroom management), (2) Curriculum and Pedagogy (with special attention to data-based assessment to inform instruction), (3) Cultural Literacy, (4) Technology, and (5) Policy and Reform. Specific topics beneath these headings will be dependent upon student interests and current national trends. Emphasis will be on developing, analyzing, and clarifying understandings of extant research and practices as they are observed in students’ field-based placements.

LTED 525 Professional Practice in Schools IV (3 Credits)

This course examines current and builds upon emerging topics and trends impacting education. Topics are categorized under five perennial themes in education: (1) Teaching and Learning (including a focus on strategies and theories for classroom management), (2) Curriculum and Pedagogy (with special attention to data-based assessment to inform instruction), (3) Cultural Literacy, (4) Technology, and (5) Policy and Reform. Specific topics beneath these headings will be dependent upon student interests and current national trends. Emphasis will be on developing, analyzing, and clarifying understandings of extant research and practices as they are observed in students’ field-based placements.

LTED 530 Professional Practice in Schools V (3 Credits)

This culminating course examines current and continues to build upon emerging topics and trends impacting education. Topics are categorized under five perennial themes in education: (1) Teaching and Learning (including a focus on strategies and theories for classroom management), (2) Curriculum and Pedagogy (with special attention to data-based assessment to inform instruction), (3) Cultural Literacy, (4) Technology, and (5) Policy and Reform. Specific topics beneath these headings will be dependent upon student interests and current national trends. Emphasis will be on developing, analyzing, and clarifying understandings of extant research and practices as they are observed in students’ field-based placements.

ECE 1XX Early Childhood Education Transfer Credit (0 Credits)

ECE 2XX Early Childhood Education Transfer Credit (0 Credits)

ECE 200 Introduction to Early Childhood Education (3 Credits)

This course has as its focus the social, historical, political, legal, and philosophical constructs that impact upon young children, families and communities. Candidates examine the role of the community and family in the developmental process and education of the young children (birth through eight years) through field visits to community-based early childhood programs. Linkages are established with community resources. Candidates develop a personal philosophy of education and code of professional ethical conduct.

Pre-Requisite(s): 3.00 CGPA

ECE 210 Young Children's Development Behavior & Learning (3 Credits)

This courses emphasizes the practical applications of the cognitive, linguistic, social, emotional and physical factors that affect learning, development, and behavior in children from birth through age 8. Candidates will examine the value of play as a mode of lerarning in the young child and apply the integration of play in early childhood practice. Candidates will interpret, develop and apply assessment that is multidimensional, ongoing and performance-based. Reflection on knowledge of theories and research in human growth to make instructional choices is emphasized.

Pre-requisite: 3.00 CGPA

ECE 212 Human Development: Prenatal through Adolescence (3 Credits)

Students will learn about development from the prenatal period through adolescence. The course will highlight developmental theories and current perspectives as they relate to social-emotional, cognitive, physical, and normal development and a variety of factors influencing development and learning.

ECE 215 Introductory Field Work 1 (1 Credit)

This course is the field work component for ECE 200 and provides an introduction to working with young children for students seeking P-3 (Preschool through 3rd Grade) certification. Students will work for 75 hours over the course of the semester in various types of placements serving this early childhood population.

Pre-Requisite(s): GPA 3.00

ECE 220 Introductory Field Work II (1 Credit)

This course is the field work component for ECE 210 and provides an opportunity for students to focus on the behavior, development, and learning of children, birth through age 8. In addition, it provides a laboratory for students to interpret, develop, and apply assessment to specific children with an early childhood setting.

Pre-Requisite(s): 2.75 GPA equal to or greater

ECE 225 Professional Dispositions in Urban Early Childhood Education (1 Credit)

This course introduces students to dispositions expected of all early childhood educational professionals. Topics include personal characteristics and habits of individuals working with young children, ethics in ECE, professional networking, and commitment to and advocacy for urban children and families. The course is taken prior to the fourth phase of the ECE program.

Pre-Requisite(s): GPA 3.00

ECE 300 Early Primary Curriculum grades 1-3: Methods of Content Delivery (3 Credits)

Strengthening teacher candidates' understanding of content knowledge and proficiency in methods of instruction to children in grades 1-3. This course provides tools necessary for becoming a reflective early childhood practitioner in urban and inclusive environment. Reflection on developmentally appropriate methods of teaching in all types of learning environment is emphasized.

Pre-Requisite(s): 3.00 GPA equal to or greater and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

ECE 305 Math, Science and Technology in Early Childhood Education (2 Credits)

This course is a study of theory into practice, research-based teaching practices, methods, modifications and strategies in mathematics, science and technology. Emphasis is placed on the development and implementation of developmentally appropriate practice and instructional materials in urban and inclusive environments.

Pre-Requisite(s): Phase I, Phase II, and CGPA 3.00 or Higher

ECE 310 Social and Emotional Development: Infant Mental Health for Practitioners (3 Credits)

The course will explore social/emotional development for infants and toddlers. Focus will be on brain development and/other relevant development theories and how social-emotional development occurs and is supported. Particular attention will be paid to the importance of adult-child interaction and the use of developmentally appropriate practice in this process.

Pre-Requisite(s): PSYC 150 and ECE 200

ECE 315 Infants and Toddlers: Curriculum and Programs (3 Credits)

In this course students will learn about developmentally appropriate curriculum, materials, guidance and teaching practices that can be used in infants and toddlers settings. This course will emphasize the interrelationship of emotional, social, cognitive, physical, and language development of infants and toddlers and the importance of family involvement.

Pre-Requisite(s): ECE 200, 210 and 225

ECE 325 Supervised Field Work in Infant and Toddler Settings (3 Credits)

This field experience focuses on quality interaction in infant/toddler settings. This experience emphasizes the planning, implementation and developmentally appropriate care and education of infants and toddlers in group settings.

Pre-Requisite(s): ECE 310 Social and Emotional Development: Infant Mental Health for Practitioners.

ECE 331 ECE Clinical Practice I (2 Credits)

This field experience is designed to increase the teacher candidate’s ability to glean information relevant to instruction directly from student work, to prepare lesson plans for all types of students, to assess students’ strengths, and to relate classroom practice to student outcomes in early childhood/elementary/inclusive settings.

Pre-requisite: 3.00 CGPA, Department Consent, and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

ECE 350 Early Childhood Integrated Curriculum (3 Credits)

In this course students design integrated, developmentally appropriate curriculum for children in early childhood/inclusion settings. The student is guided by a model that promotes the physical, social, emotional and cognitive development of young children by providing opportunities to construct knowledge through active interaction with their physical and social environments.

Pre-Requisite(s): 3.00 CGPA and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

ECE 351 Early Childhood Inquiry Curriculum Workshop (4 Credits)

Offered Spring Semester Only This course stresses the integration of concepts, process and relationships in the areas of math, science and social studies. Course work emphasizes hands-on, concrete and relevant experiences to help children develop an understanding of the physical world and develop skills of inquiry, such as interpreting, reasoning, and problem-solving skills. Assignments, class discussions, activities and lectures are designed to enhance the knowledge and skills of the education candidate and to produce reflective urban practitioners. Special attention is devoted to the delivery of developmentally appropriate teaching and evaluation strategies. Students gain a practical hands-on experience in using current computer technology in the classroom.

Pre-Requisite(s): 3.00 CGPA

ECE 352 Early Childhood Creative Curriculum Workshop (2 Credits)

Offered Spring Semester Only This course explores the creative process as it relates to music, movement and art curriculum for children. Knowing about the nature of the children's art, children's musical abilities, movement possibilities and aesthetics, provides the student systematic ways to maximize creative expression, responsible freedom, decision making, and discovery for children. The arts also provide opportunities for children to develop cross cultural understanding. Students gain a practical hands-on experience in using current computer technology in the classroom.

Pre-Requisite(s): 3.00 CGPA

ECE 400 Classroom Management, Classroom Behavior and Positive Behavior Supports (3 Credits)

This course is an introduction to Pre K-3 classroom management techniques and behavior management. Topics include: physical space, procedures, rules, positive behavior support, technology, special conditions, and interventions.

Pre-Requisite(s): Phase I, II, and III

Co-Requisite(s): Internship, Internship Seminar in Phase IV and 3.00 CGPA

ECE 460 Working with Families of Young Children (3 Credits)

This course examines the contemporary families with young children and helps the student to develop the skills needed to create positive working relationships and to promote the social, emotional, and academic growth of children. Diversity (cultural, racial, economic, religious, special needs and family structure) is addressed throughout the course.

Pre-Requisite(s): 3.00 CGPA and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

ECE 470 ECE SPEC Clinical Practice II (8 Credits)

Teacher candidates experience a semester internship assigned to a local early childhood special education setting under the supervision of a cooperating teacher and university supervisor. The candidate assumes full responsibility of the classroom, including planning and assessment of student learning, implementing appropriate instructional strategies and conferencing with parents and interdisciplinary teams.

Pre-Requisite(s): Completion of Phase III, 3.0 CGPA, Passing Score of ECE Praxis Content Knowledge Test.

ECE 475 Reflecting on Knowledge & Practice (3 Credits)

This seminar will help candidates reflect on and improve three dimensions of their teaching: Planning, Instruction, and Assessment. Teacher candidates will develop a portfolio with lesson plans, artifacts from their teaching experience, supporting audio-visual examples of their instruction, and comprehensive well-written commentaries.

Pre-Requisite(s): 3.00 CGPA and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)and Co-Requisite: ECE 400, ECE 470, or ECE 1480.

Co-Requisite: ECE 400, ECE 470, or ECE 1480.

ECE 500 Early Childhood Classroom Management (1 Credit)

This course addresses classroom management in settings that serve children from birth through third grade. Using the Reflective Urban Practitioner Model, the course content covers establishing a positive social climate, designing appropriate physical environments, establishing classroom rules and routines, and discussing techniques for handling challenging behaviors. As candidates explore the elements of classroom management, they reflect on what they also learned about classroom management in their previous field experiences.

UG Pre-Requisite(s): 3.00 CGPA and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)

ECE 1450 Classroom Management Early Childhood Education (1 Credit)

Pre-Requisite(s): 3.00 CGPA

ECE 1470 Internship Seminar-Early Childhood Education (2 Credits)

Pre-Requisite(s): 3.00 CGPA

ECE 1480 ECE Clinical Practice II (8 Credits)

As a course in the undergraduate early childhood program, ECE 1480 is part of the process of developing an educator who is a reflective practitioner in an urban environment. Candidates experience a field-based, full-time, full-semester internship assigned to local early childhood settings.

Pre-Requisite(s): 3.00 CGPA, Department Consent, and Passing Scores on the Praxis Tests (Core Academic Skills in Reading, Writing and Mathematics)